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
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
Does feedback improve performance
Kluger & DiNisi, 2000
• Research on feedback shows
• <50% time, feedback improved performance
• 33% of time feedback decreased performance
When can feedback improve performance
Kluger & DiNisi, 2000
• Understand how feedback operates
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
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
Feedback
Attention to Self
When does Feedback Attention to Self
Compares self to others
Attention To Self
Effects of Attending to Self
Affect (e.g., mistrust, retaliation)
LowerPerformance
Distraction from focal task
Attention to non-focal task
Feedback
AttentionTo Task
When does feedback Attention to Task
Info on How to Improve
Information aboutCorrect Answer
Feedback
Increased Performance
Info on How to Improve
Effects of Information on how to improve
Increased Motivation e.g.,
Focus on Task
Feedback
AttentionTo Task
When does feedback Attention to Task
Info on How to Improve
Information aboutCorrect Answer
Feedback
Increased Performance
Info on correct answer
Effects of Information on correct answer
Increased Learning e.g.,
Focus on Task
Feedback
AttentionTo Self
AttentionTo Task
Conclusion
Performance
-
Feedback
Does it elicit attention to self or task goal
+
AttentionTo Self
AttentionTo Task
Performance
-
Feedback Script
Feedback Script
+
• An example “script” that integrates the research on the kinds of feedback that Improves performance
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
+
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
+
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?
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.
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?
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.
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
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?
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,
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.
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.
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?
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
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
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
• 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
• 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
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
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
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
Class Discussion Qs
• Describe how your peer displayed the following well/not well
– Non verbal Communication Behaviors– Leadership Behaviors– Speech Characteristics– Conveying Interaction-al Justice
Describe behaviors
• Learn what is effective feedback– For improving performance,
• To practice & observe giving effective performance feedback
Today you used research to