Deadwood South Dakota November 2014 GIVING EFFECTIVE FEEDBACK JLF Consulting .

JLF Consulting www.embracinglearning1.com

Deadwood South Dakota

November 2014

GIVING EFFECTIVE FEEDBACK


Point

Purpose

Process

MODEL FOR EFFECTIVE FEEDBACK

People


“Problems that we can solve through the knowledge of experts are technical challenges. Problems that experts cannot solve are called adaptive challenges. Solutions to technical problems lie in the head and solving them requires intellect and logic. Solutions to adaptive problems lie in the stomach and the heart and rely on changing people’s beliefs, habits, ways of working or ways of life.”

Ron Heifetz

POINT


Technical Problems vs Adaptive ChallengesAdapted from Ronald A. Heifetz and Donald L. Laurie, The Work of Leadership

Technical Problems AdaptiveChallenges

Easy to identify Difficult to identify (easy to deny)

Often lend themselves to quick and easy (cut-and-dried) solutions

Require changes in values, beliefs, roles, relationships and approaches to

work

Often can be solved by authority or expert

People w/ the problem do the work of solving it

Require change in just one or a few places; often contained within

organizational boundaries

Require change in numerous places; usually cross organizational boundaries

People are generally receptive to technical solutions

People often resist even acknowledging adaptive challenges

Solutions can often be implemented quickly-even by edict

“Solutions” require experiments and new discoveries; they can take a long

time to implement and cannot be implemented by edict


Feedback is too vagueEverything’s perfect-until it’s not and you’re fi red!Recency Eff ectNo preparationThey never happen or “My people know my door is

always open.”No kudos/recognitionNo specificsNot being truthful with employees about their

performanceNo follow-upNo discussion around employee’s career ambitionswww.forbes.com/sites/ericjackson/2012/01/09/ten-reasons

TOP 10 MISTAKES BOSSES MAKE


Calibrating Consulting Collaborating Coaching

PURPOSE

Supervisor

Teacher

Adapted from: Learning Focused Conversations, MiraVia, 2012

What Kind of Conversation Will You Have?


Turn and Talk:Considering your own

evaluations, which type of conversation do you predominately have?

EXTEND YOUR THINKING


Evaluator

Observations are based on the metric that is selected

Authentic Evidence is collected and shared based

on the metric

TeacherUses the metric to guide the feedback that will be

most helpful

Is open to feedback and willing to consider

suggestions for growth

PURPOSE


Coaching is a change in the way we give actionable feedback

Key Coaching Considerations Close-ended questions –those that can be answered with

yes or no Open-ended questions-those that require deep, reflective

thinking

Asking questions that promote reflective thinking:WhoWhat When WhereHow

*Be careful about using why questions!

PROCESS


McClelland's Theory of Motivation

PEOPLE

Dominant Motivator Characteristics of the person

Achievement Has strong need to set and accomplish challenging goals.Takes calculated risks to accomplish their goals.Likes to receive regular feedback on their progress and achievements.Often likes to work alone.

Affiliation Wants to belong to the group.Wants to be liked, and will often go along with whatever the rest of the group wants to doFavors collaboration over competition.Doesn’t like high risk or uncertainty

Power** Wants to control and influence others.Likes to win arguments.Enjoys competition and winning.Enjoys status and recognition.

**Those with a strong power motivator are often divided into two groups. People with a personal power drive want to control others. People with an institutional power drive like to focus the efforts of a team to further the company’s goals


AchievementSet challenging goalsFeedback should be balanced. They don’t want an entirely glowing evaluation, they want to know what they can do to improve.

Affi liationBegin the conversation by acknowledging them. These folks don’t like public praise.

PowerMotivate them by knowing their goals and structure feedback so they know you are helping them further their career goals.

PEOPLE


Turn and Talk:Give an example of how

you could tailor feedback to a person based on how

they are motivated.



What Kind of Feedback Will You Give? The kind of feedback you give impacts the type of action

the receiver takes

PROCESS

Diagnostic

• Identifies the root cause of why something is or is not working. Best used with those who are struggling.

Prescriptive

• Helps teacher understand what the should be doing differently to be more successful. Best used with those who have already tried something and it didn’t work.

Descriptive

• Detailed descriptions of performance are provided. Best used with those who have a good understanding of expectations and can be reflective.

Micro-Feedback

• Provides small nuances or tweaks that will significantly improve an already good performance. Best used with those who have already demonstrated a degree of expertise.

Robyn Jackson, 4 Ways to Give Effective Feedback ,ASCD in-service


Turn and Talk:What kind of feedback is predominant in your style of evaluating teachers?

Why?



Gibb’s Reflective Cycle

PROCESS


Description-briefl y describe the purpose of the meeting. “So, we are here to discuss your third period Algebra I class. You wanted me to look at ------

Feelings-begin the conversation activating their emotional intelligence and allowing them to feel as though they are part of the process. “How did you feel about the lesson?” is a great way to begin


Evaluation-once they have had a chance to explain their views, you have a chance to agree or disagree but you can use their thoughts as a springboard for the conversation.

Conclusion-this is where

you can resolve any diff erences of opinion. This stage should focus on what you observed through authentic evidence based on the metric NOT your subjective opinions.


Action-based on what you have discussed, what are the next steps. EVERYBODY should have a next step. Consider this in writing but NOT as part of the formal, summative evaluation


Turn and TalkHow can you use a

reflective cycle to have more productive

conversations? In growing as an evaluator, which

step(s) would you need to pay particular attention

to?



Point

Purpose

Process

MODEL FOR EFFECTIVE FEEDBACK

People


YOU TRY ITThink of a person you

evaluated this year. If you could have a “do over” what would it look like? Turn and

talk to your neighbor.

PROCESS


Jana Frieler JLF Consulting [email protected]

CONTACT ME

http://www.embracinglearning.com/

mailto:[email protected]

Deadwood South Dakota November 2014 GIVING EFFECTIVE FEEDBACK JLF Consulting .

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