GIVING
EFFECTIVE
FEEDBACK
D e a d wo o d
S o u t h D a ko t a
N o v e m b e r 2 01 4
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MODEL FOR EFFECTIVE FEEDBACK
Point
Purpose
Process
People
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POINT
“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
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Technical Problems vs Adaptive Challenges
Adapted from Ronald A. Heifetz and Donald L. Laurie, The Work of Leadership
Technical Problems
Adaptive
Challenges
Easy to identify
Difficult to identify (easy to deny)
Often lend themselves to quick and easy (cutand-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 quicklyeven by edict
“Solutions” require experiments and new
discoveries; they can take a long time to
implement and cannot be implemented by
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edict
TOP 10 MISTAKES BOSSES MAKE
Feedback is too vague
Everything’s perfect-until it’s not and you’re fired!
Recency Ef fect
No preparation
They never happen or “My people know my door is always
open.”
 No kudos/recognition
 No specifics
 Not being truthful with employees about their performance
 No follow -up
 No discussion around employee’s career ambitions
www.forbes.com/sites/ericjackson/2012/01/09/ten -reasons
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PURPOSE
What Kind of Conversation Will You Have?
Calibrating
Consulting
Collaborating
Supervisor
Adapted from: Learning Focused Conversations, MiraVia, 2012
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Coaching
Teacher
EXTEND YOUR THINKING
Turn and Talk:
Considering your own
evaluations, which type of
conversation do you
predominately have?
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PURPOSE
Evaluator
Teacher
Observations are based on the
metric that is selected
Uses the metric to guide the
feedback that will be most
helpful
Authentic Evidence is collected
and shared based on the metric
Is open to feedback and willing
to consider suggestions for
growth
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PROCESS
 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:
Who
What
When
Where
How
*Be careful about using why questions!
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PEOPLE
McClelland's Theory of Motivation
Dominant Motivator
Achievement
Affiliation
Power**
Characteristics of the person
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.
Wants to belong to the group.
Wants to be liked, and will often go along with whatever the
rest of the group wants to do
Favors collaboration over competition.
Doesn’t like high risk or uncertainty
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
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further the company’s goals
PEOPLE
 Achievement
 Set challenging goals
 Feedback should be balanced. They don’t want an
entirely glowing evaluation, they want to know what
they can do to improve.
 Affiliation
 Begin the conversation by acknowledging them.
These folks don’t like public praise.
 Power
 Motivate them by knowing their goals and structure
feedback so they know you are helping them further
their career goals.
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EXTEND YOUR THINKING
Turn and Talk:
Give an example of how you
could tailor feedback to a
person based on how they are
motivated.
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PROCESS
 What Kind of Feedback Will You Give?
 The kind of feedback you give impacts the type of action the receiver
takes
Diagnostic
•Identifies the
root cause of
why
something is
or is not
working. Best
used with
those who are
struggling.
Prescriptive
Descriptive
Micro-Feedback
•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.
•Detailed
descriptions
of
performance
are provided.
Best used
with those
who have a
good
understanding
of
expectations
and can be
reflective.
• 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.
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Robyn Jackson, 4 Ways to Give Effective Feedback ,ASCD in-service
EXTEND YOUR THINKING
Turn and Talk:
What kind of feedback is
predominant in your style of
evaluating teachers? Why?
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PROCESS
 Gibb’s Reflective Cycle
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 Description-briefly 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
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 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
dif ferences of opinion. This
stage should focus on what
you observed through
authentic evidence based
on the metric NOT your
subjective opinions.
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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
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EXTEND YOUR THINKING
Turn and Talk
How 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?
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MODEL FOR EFFECTIVE FEEDBACK
Point
Purpose
Process
People
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PROCESS
YOU TRY IT
Think 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.
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CONTACT ME
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Jana Frieler
JLF Consulting www.embracinglearning.com
gfrieler@comcast.net
970-397-0137
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