Attributes of effective feedback
Anjali Sastry, Kara Penn
Practicing Management
September 2007 DRAFT
do not copy or share
1. It is descriptive rather than evaluative. It is important to focus on what the individual
did rather than to translate behavior into what he or she is. This is harder than it appears at first glance! An example of describing versus evaluating is when we might say that a person "talked more than anyone else in the meeting" rather than that he is a "loudmouth" or a "terrible listener." Avoiding evaluative language reduces the need for the individual to respond defensively.
2. It is specific rather than general. To be told that one is "controlling" will probably
not be as useful as to be told that "in the project that just took place, you had prominent opinions about how I should do my part, and I felt forced to accept your
methods because alternatives were not acknowledged by you." Or, rather than saying "good job" after a team member's contribution, one might say, "Good job. Your position was well-researched. I liked the way you integrated information from past projects with your own research."
3. It is directed toward behavior that the receiver can do something about. Frustration
is increased when a person is reminded of some shortcoming over which he has no
control. What might qualify as something that the person may have little control over? Telling someone that they need to speak up at meetings when you know they've had a throat injury might be one example. As an alternative, try "I know you have difficulty speaking out in meetings due to the strain on your throat, but your team would still love to hear your opinions. What are some ways you would feel comfortable in expressing your opinions during these times and how can we best support you to do those things?"
4. It is well-timed. In general, feedback is most useful at its earliest opportunity after
the given behavior (depending, of course, on the person's readiness to hear it, support
available from others, etc.). The reception and use of feedback involves many possible
emotional reactions. Excellent feedback presented at an "inappropriate time" may do
more harm than good.
5. It involves the amount of information the receiver can use rather than the amount we
would like to give. To overload people with feedback is to reduce the possibility that
they may be able to use effectively what they receive. This holds true for both positive and negative feedback. Sometimes we get nervous giving feedback and talk so much the message gets lost, or fail to focus on a couple of key important points. When setting goals for a session think about what's most important in your message—are there one or two behaviors that you would like to see more of, or would like to see changed? Prioritize!
6. It involves sharing of information rather than giving advice. By sharing information,
we leave people free to decide for themselves, in accordance with their own goals
and needs. When we give advice we tell them what to do, and to some degree take
away their freedom to decide for themselves. Compare the following: "Your expectations of the team for this project weren't clear. You should give them a written list during the meeting and reinforce with e-mail later." Seems reasonable, right? But what about: "I wasn't clear about the team expectations for that project, and it's possible others weren't either—what are some ways expectations could be clarified in the future?" The feedback recipient may still ask you for your ideas, but this allows her to take ownership over the options.
7. It is solicited rather than imposed. Feedback is most useful when receivers themselves
have formulated the kinds of questions that those observing them can answer
or when they actively seek feedback. Think about when you have received feedback in the past—approaching your teammates or boss and asking for specific feedback on a presentation. "Was my message about which vendor to hire and why clear? Why or why not?"
8. It takes into account the needs of both the receiver and giver of feedback. Feedback can be destructive when it serves only our needs and fails to consider the needs of the person
on the receiving end. It should be given to help, not to hurt. In an attempt to look good in front of a boss, a team member might decide to offer negative feedback to another member about a bungled sales call in the middle of a team meeting.
9. It concerns what is said and done and does not ask "why?" The "why" takes us from
the observable to the inferred and involves assumptions regarding motive or intent. It
is dangerous to assume that we know why a person says or does something, or what he
or she "really" means or is "really" trying to accomplish. Consider the following scenario: A coworker at the office has been unusually quiet over the past week at a time when her opinions would have really mattered. Approaching her with "You've been unusually quiet this week—are you withholding your opinion because you didn't want to be on this assignment in the first place?" may be way off base, and can put her on the defensive.
10. It is checked to insure clear communication. One way to do this is to have the receiver try to paraphrase the feedback he or she has received to see if it corresponds to
what the sender had in mind. One way might be: "I want to make sure that I've communicated clearly—what do you see as the primary issues I've brought up today?"
11. It is checked to determine degree of agreement from others. When feedback is given in the presence of other people, both giver arid receiver have an opportunity to check with others in the group about the accuracy of the feedback. This validation is of value to
both the sender and the receiver. This one can be tricky—and considerations about openness to feedback, the dynamic of the group present, and other factors may matter before checking for agreement. If there is a power difference between giver and recipient, and others in the room, it may be difficult to elicit hones opinions. However, this is especially effective if a recipient has solicited the feedback, and by doing so indicated openness to receiving.
12. It is followed by attention to the consequences of the feedback. People who are giving
feedback may greatly improve their helping skills by becoming acutely aware of the
effects of their feedback. They can also be of continuing help to the recipient of the
feedback.
13. It is an important step toward authenticity. Constructive feedback given with both giver and receiver's needs in mind can contribute to a relationship that is built on trust, honesty, and genuine concern. Such a relationship can open the door to personal learning and growth, and an ongoing feedback process.