Performance Feedback
Inventories
Simulations
Peer
completes
assessment
of how you
gave
feedback
Giving
Feedback Role
Play 1 & 2
Readings
1. De Nisi &
Kruger
What you will learn today
• What is effective feedback
• How to give effective feedback
• Some hints on how to do Term Paper
Assignment
Does feedback improve performance
• Research on feedback shows
• <50% time, feedback improved
performance
• 33% of time feedback decreased
performance
Kluger & DiNisi, 2000
When can feedback improve performance
• Understand how feedback operates
Kluger & DiNisi, 2000
How does feedback operate
Feedback (e.g., re: sales; grades)
Does it elicit attention to self or task goal
Compare feedback to goal/standard
Is there a gap between behavior and goal?
Is the goal of a moderate level?
Change behavior to meet goal
Feedback
Does it elicit attention to self or task goal
Attention to Self
e.g., how good/bad am I as a sales person or
student
Feedback
Attention to Task
e.g., how hard to work, how long to
work to increase sales or grades
When does Feedback Attention to Self
Attention to Self
Compares self to others
Feedback
Effects of Attending to Self
Attention
To Self
Affect (e.g., mistrust, retaliation)
Distraction from
focal task
Attention to
non-focal task
Lower
Performance
When does feedback  Attention to Task
Feedback
Info on How to Improve
Information about
Correct Answer
Attention
To Task
Effects of Information on how to improve
Feedback
Info on How
to Improve
Focus on Task
Increased Motivation e.g.,
Increased Performance
When does feedback  Attention to Task
Feedback
Info on How to Improve
Information about
Correct Answer
Attention
To Task
Effects of Information on correct answer
Feedback
Info on correct
answer
Focus on Task
Increased Learning e.g.,
Increased Performance
Conclusion
Feedback
Does it elicit attention to self or task goal
Attention
To Self
Feedback
Attention
To Task
Performance
+
Feedback Script
Attention
To Self
Attention
To Task
Feedback Script
Performance
+
• An example “script” that
integrates the research on the
kinds of feedback that Improves
performance
Attention
To Self
Feedback
Script
-
Attention +
To Task
Show respect for sub & prevent
embarrassment
Prevent sub from getting
upset/feeling hurt
Maintain standard of work &
preserve relationship
Perf
Show you value the subordinate
Feedback Script
Get best outcome for project &
subordinate
Attention
To Self
Feedback
Script
Give subordinate an opportunity to selfappraise
Maintain motivation and cooperation
-
Attention +
To Task
Feedback Script
Perf
Maintain standard of work & preserve
relationship
Maintain your credibility & give evidence to
justify your concerns
Show you are fair-minded & involve sub
Build ownership & commitment for
improvement
Show 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
1. (S) Show respect for sub
& prevent embarrassment
2. (T) Give subordinate an
opportunity to self-appraise
Behavior
Invite sub to a private setting
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
Then do…..
T=increase attention to task
3. Maintain motivation and Put the feedback in context by
cooperation (T)
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.
Then do…..
S=Lower attention to self
T=increase attention to task
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
6. Maintain your credibility &
give evidence to justify your
concerns (T)
7. Show you are fair-minded
& involve sub (T)
Then do…
Specify examples of the
behavior & the negative
consequences for the project
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.
S=Lower attention to self
T=increase attention to task
Then do…
8. Build ownership &
Invite sub to give ideas on how
commitment for improvement to improve performance or
(T)
situation
9. Show you value the
subordinate (T&S)
10. Try to improve sub’s
performance (T)
Comment on subordinate’s
ideas
Give your ideas on improving
sub’s performance or 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
11. Get best outcome for
project & subordinate
(T& S)
12. Ensure sub’s
performance changes (T)
Then do…
Spend time discussing
both sets of ideas
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?
Comparing
Effective & 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 the
situation. 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
Sequence of Performance Feedback Ex
Step1:
Role Play 1: Student 1 = Manager, Student 2=Subordinate
Step 2:
In Role Play Manager gives verbal feedback to Subordinate
using list of suggested behaviors
Step 3:
After Role Play, Student 2 gives feedback to Student 1 on
feedback giving behavior quality using Feedback Behavior
Sheet
Step 4:
Role Play 2: Student 1 = Subordinate, Student 2=Manager
Step 5: Repeat Steps 2 & 3
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
Non-verbal Communication Behaviors
•
Positive demeanor
–
–
–
–
–
–
•
Neutrality
–
–
•
Smile
Positive expression when talking & listening,
Positive tone of voice
Arm/hand gestures indicate sympathy & points being
made
Folded hands
Close interpersonal space
Speak in neutral tone
Soft voice volume
Attentiveness
–
Lean forward, look at surroundings
Leadership 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
Speech Characteristics
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.
Convey Interactional Justice
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.
Class Discussion Qs
Describe behaviors
•
Describe how your peer displayed the
following well/not well
– Non verbal Communication Behaviors
– Leadership Behaviors
– Speech Characteristics
– Conveying Interaction-al Justice
Today you used research to
• Learn what is effective feedback
– For improving performance,
• To practice & observe giving effective
performance feedback