Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2...

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Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 Simulations Inventories Performance Feedback 1. De Nisi & Kruger Readings

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Page 1: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Peer completes assessment of how you gave feedback

Giving Feedback Role Play 1 & 2

SimulationsInventories

Performance Feedback

1. De Nisi & Kruger

Readings

Page 2: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• What is effective feedback

• How to give effective feedback

• Some hints on how to do Term Paper Assignment

What you will learn today

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Does feedback improve performance

Kluger & DiNisi, 2000

• Research on feedback shows

• <50% time, feedback improved performance

• 33% of time feedback decreased performance

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When can feedback improve performance

Kluger & DiNisi, 2000

• Understand how feedback operates

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Feedback (e.g., re: sales; grades)

Change behavior to meet goal

Compare feedback to goal/standard

How does feedback operate

Is the goal of a moderate level?

Is there a gap between behavior and goal?

Does it elicit attention to self or task goal

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Feedback

Attention to Self

Attention to Task

e.g., how good/bad am I as a sales person or student

e.g., how hard to work, how long to work to increase sales or grades

Feedback

Does it elicit attention to self or task goal

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Feedback

Attention to Self

When does Feedback Attention to Self

Compares self to others

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Attention To Self

Effects of Attending to Self

Affect (e.g., mistrust, retaliation)

LowerPerformance

Distraction from focal task

Attention to non-focal task

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Feedback

AttentionTo Task

When does feedback Attention to Task

Info on How to Improve

Information aboutCorrect Answer

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Feedback

Increased Performance

Info on How to Improve

Effects of Information on how to improve

Increased Motivation e.g.,

Focus on Task

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Feedback

AttentionTo Task

When does feedback Attention to Task

Info on How to Improve

Information aboutCorrect Answer

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Feedback

Increased Performance

Info on correct answer

Effects of Information on correct answer

Increased Learning e.g.,

Focus on Task

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Feedback

AttentionTo Self

AttentionTo Task

Conclusion

Performance

-

Feedback

Does it elicit attention to self or task goal

+

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AttentionTo Self

AttentionTo Task

Performance

-

Feedback Script

Feedback Script

+

Page 15: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• An example “script” that integrates the research on the kinds of feedback that Improves performance

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AttentionTo Self

AttentionTo Task

Perf

-

Feedback Script

Feedback Script

Show respect for sub & prevent embarrassmentPrevent sub from getting upset/feeling hurtMaintain standard of work & preserve relationship

Show you value the subordinate

Get best outcome for project & subordinate

+

Page 17: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

AttentionTo Self

AttentionTo Task

Perf

-

Feedback Script

Feedback Script

Give subordinate an opportunity to self-appraiseMaintain motivation and cooperation

Maintain standard of work & preserve relationshipMaintain your credibility & give evidence to justify your concernsShow you are fair-minded & involve subBuild ownership & commitment for improvementShow you value the subordinate

Try to improve sub’s performance

Get best outcome for project & subordinate

Ensure sub’s performance changes

+

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S=Lower attention to self T=increase attention to task

Behavior

1. (S) Show respect for sub& prevent embarrassment

Invite sub to a private setting

2. (T) Give subordinate an opportunity to self-appraise

Set scene for personal review by inquiring about progress on project

Mgr: Hi Julie, how are things?

Sub: Fine thanks, Lee.

Mgr: That’s good. I was wondering how things are going with the Housing project? Are there any issues from your point of view that we need to address?

Page 19: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

S=Lower attention to self T=increase attention to task

Then do…..

3. Maintain motivation and cooperation (T)

Put the feedback in context by initially acknowledging the positive aspects of performance

Mgr: Okay. I know you’ve been working hard on the project and I appreciate the contribution that you’ve been making.

Sub: Thanks.

Mgr: Julie, there’s one issue that I’d like to talk to you about, and that relates to the project meetings. As you know, the project team is made up of a variety of people, some with more experience than others in this type of work. You are one of the more experienced people on the team.

Page 20: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

S=Lower attention to self T=increase attention to task

Then do…..

4.Maintain standard of work & preserve relationship (T &S)

Raise issue of concern in sub’s behavior without blame or criticism

5. Prevent sub from getting upset/feeling hurt (S)

Invite sub’s reaction to your feedback

Mgr: In the past project few meetings, you’ve been making some fairly forceful statements about the way we should proceed, and making some good points. But my observation is that the less experienced people seem to be holding back and contributing a lot less than they used to. What’s your sense of the situation?

Page 21: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

S=Lower attention to self T=increase attention to task

Then do…

6. Maintain your credibility & give evidence to justify your concerns (T)

Specify examples of the behavior & the negative consequences for the project

7. Show you are fair-minded & involve sub (T)

Invite sub to respond to your feedback and give his/her understanding of the situation

Mgr: Julie, here’s how I suggest we approach this issue. Why don’t I start by firstly being as specific as I can about what I’ve observed in the meetings, and then you can give your reaction to that, and your understanding of the situation.

Page 22: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Mgr: Then, I’d particularly like to start with your ideas before I make any suggestions, to work out what we can do to improve the team situation. How does that suit you?

S=Lower attention to self T=increase attention to task

Then do…

8. Build ownership & commitment for improvement (T)

Invite sub to give ideas on how to improve performance or situation

9. Show you value the subordinate (T&S)

Comment on subordinate’s ideas

10. Try to improve sub’s performance (T)

Give your ideas on improving sub’s performance or situation

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S=Lower attention to self T=increase attention to task

Then do…

11. Get best outcome for project & subordinate (T& S)

Spend time discussing both sets of ideas

12. Ensure sub’s performance changes (T)

Agree with the subordinate on a plan of action & how to monitor progress

Mgr: So let’s see how we can integrate both our suggestions (or how about you try your suggested plan for 2 days and then try my suggestion for 2 days). Shall we meet in a month to see how you are doing with your goals?

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ComparingEffective & Ineffective

Scripts of Giving Feedback

For more info, go to p. 341-379 Excerpts from Management Communication Quarterly online article by A. Lizzio, K. L. Wison, J. Gilchrist, & C.Gallois. (Feb 2003). The role of gender in the construction and evaluation of feedback effectiveness. Vol.16, Issue No. 3,

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More Effective Initiation of Performance Interview Less effective Initiation

Manager: Hi Julie, how are things? Manager: Hi Julie, how are things?

Subordinate: Fine thanks, Lee. Subordinate: Fine thanks, Lee.

Manager: That’s good. I was wondering how things are going with the Housing project? Are there any issues from your point of view that we need to address?

Subordinate: No, not really. It’s going okay as far as I can tell.

Manager: Okay. I know you’ve been working hard on the project and I appreciate the contribution that you’ve been making.

Subordinate: Thanks.

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More Effective Initiation Less effective Initiation

Manager: Julie, there’s one issue that I’d like to talk to you about, and that relates to the project meetings. As you know, the project team is made up of a variety of people, some with more experience than others in this type of work. You are one of the more experienced people on the team. In the past few meetings, you’ve been making some fairly forceful statements about the way we should proceed, and making some good points. But my observation is that the less experienced people seem to be holding back and contributing a lot less than they used to. What’s your sense of the situation?

Manager: Julie, I’ve asked you here because I’d like to talk to you about some concerns I’m having with the Housing project, about your style of contribution to team meetings. In the past few meetings, you’ve been making some pretty strong comments about the direction that the project should take. As one of the more experienced people on the team, that’s fine, but the concern I have is that some of the more junior team members seem to be holding back, and saying a lot less in meetings. Don’t get me wrong, I think you’re doing a good job on the project, but we need to improve the situation.

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More Effective Resolution Phase Less effective Resolution

Manager: Julie, here’s how I suggest we approach this issue. Why don’t I start by firstly being as specific as I can about what I’ve observed in the meetings, and then you can give your reaction to that, and your understanding of the situation. Then, I’d particularly like to start with your ideas before I make any suggestions, to work out what we can do to improve the team situation. How does that suit you?

Julie, I think there are a couple of practical things you can try that will help thesituation. Can I start the discussion by offering a few suggestions from my experience,and then you can tell me what you think might work?

Page 28: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Integrating “scripts” with behaviors

Learning feed-back giving behaviors that are

effective

For more info, go to p. 254-279 Gender, Work and Organization online article by N. D. Cole (May 2004). Gender Differences in Perceived Disciplinary Fairness. Vol. 11 Issue No. 3

Page 29: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Step 5: Repeat Steps 2 & 3

Step1: Role Play 1: Student 1 = Manager, Student 2=Subordinate

Sequence of Performance Feedback Ex

Step 3: After Role Play, Student 2 gives feedback to Student 1 on feedback giving behavior quality using Feedback Behavior Sheet

Step 2: In Role Play Manager gives verbal feedback to Subordinate using list of suggested behaviors

Step 4: Role Play 2: Student 1 = Subordinate, Student 2=Manager

Page 30: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Recall, from self-awareness lecture…

• Self Awareness– Observe how you perform as a manager– Compare how you performed relative to a

‘other`s feedback`– Identify strengths & weaknesses

• One way of obtaining self awareness…• Feedback from a first time encounter with a

peer– E.g., Performance feedback role play exercise

Learning from Inventories, Marcic et al, 310

Page 31: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• List of Feedback-Giving Behaviors to practice, observe & evaluate each other on…

• Non verbal Communication Behaviors• Leadership Behaviors• Speech Characteristics• Conveying Interaction-al Justice

Cole, 2004

Page 32: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• Positive demeanor – Smile – Positive expression when talking & listening,– Positive tone of voice – Arm/hand gestures indicate sympathy & points being

made– Folded hands– Close interpersonal space

• Neutrality – Speak in neutral tone – Soft voice volume

• Attentiveness – Lean forward, look at surroundings

Non-verbal Communication Behaviors

Page 33: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Transformational leadership– Enhances employee’s self-worth, – Encourage employee participation, – Shares information

Minimal Conflict-seeking – Do not further conflict, – Do not use position power, – Do not use reward/punishment power.

Use of Referent power – Resolve conflict through accommodation

Leadership Behaviors

Page 34: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Conversational maintenance: Attentive to relationship with employee, Responsive to employee, Seeks consensus.

Low Controlling: Do not mention superior position, Do not challenge employee, Do not mention control of employee, Do not suggest actions

Fact finding :Ask for facts, Ask for clarification, Directly asks employee to respond.

(Low) Asserting authority:Do not use absolute/assertive statements,

Tentativeness : Uses tentative statements, Uses speech tags, Rising intonation at end of sentence.

Speech Characteristics

Page 35: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Give good explanations :

explains work procedures, explains company rules, specific, provides justification.

Active listening :

Patient, non-evaluative, paraphrases, invites further comment, uses non-verbal responses.

Convey justice when interacting• Be considerate, honest, courteous, • respectful when interpreting events and when

enacting procedures, • sincere, respects privacy, polite.

Convey Interactional Justice

Page 36: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

Class Discussion Qs

Page 37: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• Describe how your peer displayed the following well/not well

– Non verbal Communication Behaviors– Leadership Behaviors– Speech Characteristics– Conveying Interaction-al Justice

Describe behaviors

Page 38: Peer completes assessment of how you gave feedback Giving Feedback Role Play 1 & 2 SimulationsInventories Performance Feedback 1.De Nisi & Kruger Readings.

• Learn what is effective feedback– For improving performance,

• To practice & observe giving effective performance feedback

Today you used research to