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B. Development-
Teaching Point 1 "� Brainstorming (5 minutes):
1. Give each cadet a piece of paper and pencil.
2. Have the cadets' brainstorm and prepare a list of times when feedback
should be provided. Should take about 2 "� 3 minutes.
3. Ask the cadets for their thoughts & opinions and record them down
on the Whiteboard / chart paper.
Teaching Point 2 "� Explain the principles of effective feedback (10
minutes):
1. Frequent: Provide frequent feedback for the cadets. The only way
the cadets are going to learn is if they are given feedback regularly,
remember, some the cadets have just joined and don't know how to do
anything "� if they are doing something wrong, don't be afraid to
let them know! As for the older cadets, they should already know what's
wrong but the regular feedback would encourage them to change their
behavior to avoid being told repeatedly.
2. Accurate: Be accurate for your feedback. Don't go on a rant about
how the building has to look spotless or it will fall apart, because
they might feel anxious now about their abilities to keep the whole
building clean, or they will know you are over exaggerating to prove
a point and tune you out.
3. Specific: This also relates to being accurate. Don't tell them
"oh your uniform could be better"� instead be specific about
which uniform part should be up to standard.
4. Timely: Timing is everything. Be appropriate, if their uniform
needs work on, then tell them during inspection. If the galley floor
could be mopped better, identify their mistake and tell them how to
fix it, the longer you leave it uncorrected, the longer the cadet
will do the same thing they are doing and thinking it's the right
way.
Teaching Point 3 "� Explain the ground rules for providing feedback
(10 minutes):
The purpose of performance feedback is to let team members know how
they are doing and whether they are meeting your performance expectations.
Performance feedback doesn't just mean telling people when they do
something wrong. You want to make sure that you recognize when team
members meet their commitments or do something great, as well as when
they are not meeting your expectations.
In fact, telling people they are doing a good job is easy. You can
recognize them with a simple thank-you. You can write them a nice
e-mail or a memo. You can also praise a team member in front of others
so that the feedback gets the added benefit of broader recognition.
On the other hand, when team members don't meet your expectations
you should also provide performance feedback. It would usually not
be appropriate to do this in front of others, or copy others into
the feedback. Constructive performance feedback is typically better
handled though a one-on-one meeting. When this type of conversation
is appropriate, you can use the following steps
- Plan. This helps you develop a framework for providing effective
feedback. You should think ahead of time about the behavior that should
be highlighted and how you can help the employee improve.
- Provide examples. Vague criticism fosters anxiety. Tangible examples
are required to highlight the feedback. You do not need to provide
dozens of examples. Hopefully, you can make the point with a couple
representative observations. If you don't have examples, you cannot
provide the feedback.
- Motivate. Use motivational techniques in the discussion. The employee
is bound to be disappointed by the feedback. Look for opportunities
to build the morale of the team member as well, so that he or she
will be eager to improve.
- Sandwich. The project manager should start the session with positive
comments, then get to the feedback and finish with positive, motivating
comments. Many people think this is trite and perhaps obvious. However,
it is still a valid way to proceed. If you can find some positive
things to say, open and close the discussion by mentioning them.
- Allow time for feedback. The process needs to be a dialogue between
the project manager and the team member. So, seek feedback from the
team member and allow him or her to agree, disagree or provide his
/ her perspective. It is possible that he or she may have mitigating
factors that you were not previously aware of.
- Set a timeframe for action and follow-up. The project manager should
document any action items, circulate them to the team member and ensure
that they are completed. Before the meeting is over, the project manager
and team member should also agree on a follow-up timeframe to check
progress.
This type of discussion would be very appropriate for a project manager
to have with a team member. If this type of feedback does not change
the person's behavior, you can have a second, similar discussion.
However, ultimately if there are performance problems that cannot
be corrected, the situation will need to be brought to the attention
of the functional manager.
Teaching Point 4 "� Explain the steps for providing & receiving feedback
(minutes 10):
In working through the appraisal process, appraisers and appraisees
are continually receiving and giving feedback. Whether communicated
explicitly (through oral or written language) or implicitly (through
gestures or tone of voice), feedback conveys information about behaviors
and practices and offers an evaluation of their quality. Although
it is easy to take feedback personally, participants in the process
should strive to perceive all feedback as a learning opportunity.
Feedback can reinforce existing strengths, keep goal-directed behavior
on course, clarify the effects of behavior, and increase the recipient's
ability to detect and remedy errors independently. Both appraisers
and appraisees can use the tips below to learn to receive and give
feedback more effectively.
1. Receiving Feedback Effectively:
- Listen to the feedback given. This means not interrupting. Hear
the person out, and listen to what they are really saying, not what
you assume they are going say. You can absorb more information if
you are concentrating on listening and understanding than if you are
being defensive and focusing on your response.
- Be aware of your nonverbal responses. Your body language and tone
of voice can speak louder than words. Looking distracted and bored
sends a negative message and can create unnecessary barriers. Attentiveness,
on the other hand, indicates that you value what someone has to say,
and puts both of you at ease.
- Be open. This means being receptive to new ideas and different opinions.
Often, there is more than one way of doing something, and other people
may have a completely different viewpoint on a topic. Remain open,
and you may learn something worthwhile.
- Understand the message. Make sure you understand what is being said
to you, especially before responding to the feedback. Ask questions
for clarification, if necessary. Listen actively by repeating key
points so that you know you have interpreted the feedback correctly.
In a group environment, ask for others' feedback before responding.
As well, when possible, be explicit beforehand about the kind of feedback
you are seeking, so you are not taken by surprise.
- Reflect and decide what to do. Assess the value of the feedback
and the consequences of using it or ignoring it, and then decide what
you want to do. Your response is your choice. If, after careful consideration,
you decide that you disagree with the feedback, you might ask for
a second opinion from someone else.
- Follow up. There are many ways to follow up on feedback. Sometimes,
your follow-up will simply be to implement the suggestions you"�ve
been given. In other situations, you might want to set up another
meeting to discuss the feedback or to submit revised work.
2. Giving Effective Feedback
- Prioritize your ideas and understand their value. Limit your feedback
to the most important issues. Consider the potential value of the
feedback to the receiver. Consider how you yourself would respond
to such feedback (would you be able to act on it?). Remember also
that receiving too much feedback at one time can be overwhelming for
the recipient.
- Concentrate on the behavior, not the person. One strategy is to
open by stating the behavior in question, then to describe how you
feel about it, and to end by stating what you want. This model enables
you to avoid sounding accusatory and to focus on behaviors rather
than on your assumptions about or interpretations of the behaviors
Example: "I haven't seen you at our superintendency meetings
lately. I'm worried that you are missing important information. Can
we meet soon to discuss it?"� Instead of: "You obviously don't
think our superintendency meetings are important!"�
- Balance the content. Use the "sandwich approach"�. Begin by
providing comments on specific strengths, to give reinforcement and
identify things the recipient should keep doing. Then identify specific
areas for improvement and ways to make changes. Conclude with a positive
comment. This model helps to bolster the recipient's confidence and
keeps weaker areas in perspective.
Example: "Your presentation was great. You made good eye contact
and were well prepared. You were a little hard to hear at the back
of the room, but with some practice you can overcome this. Keep up
the good work!"� Instead of: "You didn't speak loudly enough,
but otherwise the presentation went well."�
- Be specific. Avoid general comments that may be of limited use to
the receiver. Try to include examples to illustrate your statements.
Remember, too, that offering alternatives rather than just giving
advice allows the receiver to decide what to do with your feedback.
- Be realistic. Feedback should focus on what can be changed. It is
frustrating for recipients to get comments on things over which they
have no control. Also, remember to avoid using the words "always"�
and "never"�. People's behavior is rarely that consistent.
- Own the feedback. When offering evaluative comments, use the pronoun
"I"� rather than "they"� or "one"�, which would imply
that your opinion is universally agreed on. Remember that the feedback
you provide is merely your opinion.
- Be timely. Find an appropriate time to communicate your feedback.
Being prompt is key because feedback loses its impact if it is delayed
too long. Delayed feedback can also cause feelings of guilt and resentment
in the recipient, if the opportunity for improvement has passed. Also,
if your feedback is primarily negative, take time to prepare what
you will say or write.
- Offer continuing support. Feedback should be a continuous process,
not a one-time event. After offering feedback, make a conscious effort
to follow up. Let recipients know you are available if they have questions
and, if appropriate, ask for another opportunity to provide more feedback
in the future.
Teaching Point 5 "� Have the cadets practice giving feedback (15 minutes):
For this TP for will give the cadets paper and pencils and allow them
to work individually or in a group to come up with appropriate feedback
relating to each scenario. The instructor will give suggestions as
needed.
Scenario 1: You send 3 cadets to take out the gash; you come back
after a few minutes to check up on their progress. You notice that
2 of the cadets are hanging out by the water cooler, and one cadet
just steps back in from outside (they took out the gash) how would
you provide feedback to all 3 of these cadets?
HINT: This scenario would require group feedback. The PO or Chief
would explain what their observations were (because they were away
for several minutes) and then ask the cadets what their story is.
You give them feedback appropriate to their story, if they stood around
and let one cadet do the work, you would ask them why they let the
one cadet do the work and how they could improve for next time.
Scenario 2: A cadet acts up during class and it escalates to the point
where it is disturbing the class. What would you do?
HINT: You explain the cadets' infraction and how to correct it for
next time.
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