| Being able to give effective feedback is not just a | | | | make sure you check-in on how your comments |
| good skill to possess in business, it is a great life | | | | have landed with the person. Establish some sort |
| skill to have. Because when you are masterful at | | | | of accountability to verify their buy-in. For |
| giving feedback, not only can you help your | | | | example, if you have an employee who |
| employees to sustain continuously improving | | | | constantly misses deadlines. During the discussion, |
| performance, you can also improve the | | | | ask for a commitment that he will meet all |
| performance of the baseball team you coach, the | | | | deadlines for the next quarter. Make sure that the |
| cleaning lady at home, or the performance of | | | | commitment is specific, and not something vague |
| your own children on completing their chores. Any | | | | like: “I’ll do a better job of meeting |
| person’s performance in any activity can be | | | | deadlines next quarter.” |
| positively impacted by effective feedback. | | | | And now for the Don’ts: |
| Isn’t that a powerful skill to have? | | | | Don’t Make it personal: there is a difference |
| Wouldn’t you want to be a master at giving | | | | between giving feedback and criticizing. Do not |
| really useful and impactful feedback? | | | | make it personal. Don’t interpret actions |
| The good news is that it is not difficult to be | | | | (showing up late) and pass judgment on the |
| good at giving feedback. It does take some | | | | person (he is slacker and isn’t truly dedicated |
| effort and practice. But it is definitely a skill that | | | | to this job). Criticism destroys relationships. If |
| can be learned. So, to get you started, here are | | | | your employee feels like he is being attacked, he |
| the Do’s and Don’ts of giving feedback. | | | | is not going to be very open to hear what you |
| Let’s start with the Do’s: | | | | have to say, he will immediately become |
| Be Timely: in order for feedback to be effective, | | | | defensive, and your job becomes much harder. |
| you need to act quickly. If months have gone by | | | | Focus the discussion on the action, not the person. |
| before you bring up an incident, the person | | | | Make your employee feel that he is being |
| receiving the feedback will interpret your delay to | | | | supported, even if his performance is not up to |
| imply that it couldn’t have been that | | | | standard. |
| important, and the effect of the feedback is | | | | Don’t Only give feedback when there’s a |
| greatly diminished. | | | | problem: if you’re their leader, people need to |
| Be Specific: talk about your feedback in very | | | | know where they stand with you. If you have a |
| direct and specific terms (“I noticed there | | | | great employee who always exceeds your |
| were several calculation errors in last month’s | | | | expectations, take the time to give him just as |
| report”). If you are vague (“your work is | | | | much feedback as your biggest challenge. As a |
| unacceptable”), how can you get the | | | | matter of fact, make it a point to give more |
| message across? Focus on the action and the | | | | positive feedback comments than |
| results. Be very factual in your discussion. | | | | “constructive” ones with every person. |
| Be Open and Offer Suggestions: if the objective | | | | You’ll be amazed at how much more |
| of your feedback discussion is to produce an | | | | motivated your employees will become with |
| improvement of performance, then come | | | | consistent positive reinforcement. |
| equipped with suggestions (again be specific) on | | | | Don’t Address multiple issues in one |
| what the person can do to affect that change. Be | | | | discussion: your employee will go into overload and |
| open to their perspective and be willing to discuss | | | | you will lose the impact of the discussion. If there |
| how they see that situation. Enroll them in coming | | | | are multiple issues, have different discussions and |
| up with a solution that they can buy into. If you | | | | just concentrate on addressing them one at a |
| don’t get buy-in, change will not happen. | | | | time. |
| Create the right environment: feedback is best | | | | So there you have it, a short list of Do’s and |
| done in person, and in a private setting. In a | | | | Don’ts you can apply to whatever feedback |
| business setting, arrange a time and place for | | | | you need to give. Remember, most people, even |
| your discussion. Don’t just catch people on | | | | your rebellious teenager, want to do a good job |
| the fly and throw a few comments their way as | | | | and to please. They do need some clues as to |
| they are heading down the hallway and expect | | | | how they are doing and what they need to |
| your comments to have any impact. | | | | change. So master the art of feedback and you |
| Check for understanding and buy-in: if the | | | | can really help each other. |
| feedback discussion is about a performance issue, | | | | |