| Providing clear and direct feedback is an essential | | | | later he felt ignored' (Impact) or 'I think that this does |
| function of management. The value of feedback is | | | | not present a professional image'. (Impact) |
| that it promotes learning and maintains performance in | | | | Step 3 describes the potential consequences of the |
| alignment with accepted standards. Frequent feedback | | | | actions. This is best done in terms of stakeholders and |
| provides more cycles of learning and allows | | | | focuses on achieving results and attaining goals. For |
| employees to more rapidly move up the learning curve. | | | | example 'Compliance to the Corporate Financial |
| And yet, giving feedback is often a challenge and a | | | | Guidelines is an important part of how we responsibly |
| source of anxiety for managers. The need is readily | | | | manage the shareholders money and if we don't |
| recognized, but somehow the action gets put off. | | | | understand them, it will be difficult to comply' |
| Following a simple four step method provides a | | | | (Consequence) or 'Ed now doubts that we take our |
| framework for giving feedback and assures a | | | | financial responsibility seriously and this will make it |
| successful outcome. | | | | more difficult to work with the people in his |
| Step1 describes the actions that were taken or not | | | | department' (Consequence) or 'Failure to follow the |
| taken. This is the Joe Friday of Dragnet fame step. List | | | | Corporate Financial Guidelines can result in a job action' |
| the facts of the situation and the observable | | | | (Consequence). |
| behaviors. For example, 'I noticed that you spent most | | | | Step 4 engages the employee in a discussion of |
| of the time in the meeting looking at your papers and | | | | alternative actions that are consistent with reaching the |
| did not speak' (Actions). Do not draw conclusions | | | | desired outcome and take into consideration the |
| when presenting the facts. 'You spent the meeting | | | | interests of relevant stakeholders. The manager's |
| sulking' could be used to describe the same situation | | | | purpose in providing feedback is to improve the |
| but it contains an interpretation of the events. It is | | | | performance of the business. Assume that the |
| important to lead with the facts and not with the | | | | employee shares that purpose and discover ways to |
| interpretation. Leading with the interpretation promotes | | | | reach that goal. This is a good opportunity for |
| defensiveness while leading with the facts simply | | | | brainstorming alternatives, sharing lessons that the |
| creates a common understanding of the events. | | | | manager has learned, and to securing a commitment |
| Focus on the facts and do not make judgments about | | | | to take different action in the future. |
| the individual. | | | | By following these four steps, a manager can deliver |
| Step 2 states the impact of the behaviors. This is | | | | feedback in a structured and effective manner. |
| where managers share how the actions effect the | | | | Managers who make consistent use of this simple |
| organization and the individuals involved. For example, | | | | method will greatly accelerate the learning in their |
| 'While Ed was giving his presentation on the new | | | | organization and produce results that create |
| purchase order requirements; you spent your time | | | | sustainable success for the organization. |
| flipping through your day timer' (Actions). 'Ed told me | | | | |