Table of contents
Introduction
1.2 Feedback in speaking and listening
1.3 The importance of feedback in the activities of a manager
Chapter 2. Communication techniques for establishing effective feedback: recommendations from a practitioner
Conclusion
Introduction
In communication theory, feedback refers to the recipient’s response to a source’s message. With feedback, communication becomes a two-way process, allowing both parties to adjust their goals and their behavior towards each other.
The relevance of the research topic is due to the fact that feedback is an indispensable element in the communication process. The ability to use feedback in communication is one of the most important aspects of the communication process and the structure of a person’s communicative abilities.
It is fundamentally important for managing communication processes that feedback is: controlling feedback; impact due to the transfer of information; impact with the ultimate goal of increasing the organization of the system.
Feedback during social communication is different from similar processes in automatic systems, since the recipient's response cannot be predicted with 100% accuracy. The unpredictability of the reaction in some cases can be the main reason for the occurrence of comedic or, conversely, tragic situations.
The purpose of the study is to study the theoretical foundations of feedback in the communication process and conduct an empirical analysis of its effectiveness.
The set goal is achieved through the following tasks:
- study the definition of the concept “communicative process” and its components;
- study evaluative and non-evaluative feedback, consider feedback in speaking and listening;
- clarify the meaning of feedback in the activities of a manager, taking into account its significant characteristics;
-conduct an empirical analysis of the effectiveness of feedback in business communication.
The object of study is feedback as the main element of the communication process.
The subject of the study is indicators of the effectiveness of feedback in the communication process using the example of business communication.
The research hypothesis is the assumption that feedback increases the effectiveness of the communication process (as manifested in answering questions, requesting information, and one’s own judgments).
Methods for studying the problem of this course work - theoretical analysis of the literature, which highlights the modern vision of the problem under study; analysis of the experience of scientists working in this field of science.
Chapter 1. Feedback in the communication process
1.1 Feedback: concept and types
Feedback. Feedback is a reaction to what is heard, read or seen. Information (verbal or non-verbal) is sent back to the sender, indicating the degree of understanding, trust in the message, assimilation and agreement with the message. When there is feedback, the sender and receiver switch communication roles. The original receiver becomes the sender and goes through all the stages of the communication process to transmit its response to the initial sender, who now plays the role of the receiver. Effective communication must be two-way: feedback is necessary to understand the extent to which the message has been received and understood. Feedback can significantly improve the effectiveness of management information exchange. According to a number of studies, two-way information (with opportunities for feedback) compared to one-way information (no feedback), although it is slower, nevertheless effectively relieves stress, is more accurate and increases confidence in the correct interpretation of messages.
In communication theory, the concept of "feedback" refers to the recipient's response to a message - a nod implying understanding of the question, a quick response via email, etc. The correct perception and understanding of information and the effectiveness of communication depend on how adequate the reaction is, the skills to listen and provide feedback to the sender are developed.
The importance of feedback to the communication process is often underestimated. Without feedback, the message sender has no way of knowing whether the communication process has taken place.
Messages should not contain more information than the person receiving it can comprehend in a certain period of time. It is preferable to provide feedback at the moment when the recipient of the information is ready for it.
It is necessary to provide:
· objectivity (impartiality) of feedback;
· focus of feedback;
· Timely feedback.
Turning to the description of feedback techniques, let us pay attention to the differences between evaluative and non-evaluative feedback.
Evaluative feedback is the communication of your opinion, point of view, position, your attitude to what is being discussed. Evaluations can be positive (“you’re doing great”) or negative (“what nonsense are you talking about”). Positive evaluative feedback performs an important communication function of supporting the partner’s positions and existing relationships. Negative evaluative feedback performs a corrective function aimed at eliminating undesirable behavior and changing positions, points of view, and relationships.
The structure of evaluative feedback involves the use of phrases that would indicate that we are talking about a person’s own opinion, for example, “it seems to me,” “I think,” “in my opinion.” If such expressions are absent, and the assessment is expressed quite definitely and openly, then the statement becomes static, is often perceived as rudeness or rudeness and causes psychological defense in the interlocutor, which makes the relationship tense or even destroys it. Let’s compare the statements “I don’t think that’s true” and “what stupidity!”, “I think you were too harsh” and “well, you’re a rude person!”, “I think you’re too dependent on her” and “a rag.”
Non-evaluative feedback is a type of feedback that does not contain our attitude to the issue under discussion. We use it when we want to learn more about a person’s feelings or help him formulate thoughts on a specific issue, without directly interfering with the actions of the interlocutor. These goals are achieved through techniques such as clarification, paraphrasing, clarification, and empathy. Both types of communication find their expression in both non-reflective and active (reflective) listening.
Non-reflective listening consists of the ability to remain silent attentively, without interfering with the interlocutor’s speech with your comments. Outwardly passive behavior actually requires a lot of stress, physical and psychological attention. The general rule is that non-reflective listening is useful when the other person wants to discuss pressing issues, expresses deep feelings such as anger or grief, or is simply talking about something that requires minimal response. In form, non-reflective listening is the use of short remarks such as “yes?”, “that’s interesting”, “I understand”, “good to hear that”, “can you tell me more?” and so on. or nonverbal gestures of support, such as an affirmative nod of the head.
Reflective (or active) listening is objective feedback from the speaker, used as a control for the accuracy of perception of what was heard (used in situations where the speaker needs not so much emotional support, but assistance in solving certain problems). In this case, feedback is given to the listeners in speech form through the following techniques: clarification, paraphrasing, reflection of feelings, summarizing.
Inquiry is a non-judgmental technique in which we ask people for additional information, both for business reasons and to “get the person to talk” or demonstrate a willingness and willingness to listen. The tools for clarification are questions like “repeat again”, “clarify what you mean”, “did you want to say something else?” .
Paraphrasing or verbalization. To paraphrase means to express the same idea, but in different words. The listener paraphrases the speaker's thought, that is, returns to him the essence of the message so that he can assess whether he was understood correctly. Paraphrasing can be started with the words: “as far as I could understand you...”, “so, you believe...”, “in other words, you believe...”, “you think...”. Typically, paraphrasing as a feedback technique is used to highlight only the essential, main thoughts of the partner. Paraphrasing allows the speaker to see that he is being listened to and understood, and if he is misunderstood, then to make appropriate ........
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Translation - Victoria Oleshko, portal “Production Management”, material prepared based on data from http://www.iienet2.org
There is no point in providing feedback on actions that the feedback recipient has no control over. Consider the following situation. Alvin, an aspiring logistics manager, recently started work at BAC Distribution. One day, a customer called asking for shirts to be supplied for an exhibition the next day. The issue is urgent because the client forgot to call the manufacturer and supplier BAC Distribution a week ago to submit a claim in the prescribed manner. Alvin decided to work a few hours overtime to make sure all the required models were packed and ready to ship the next day. Due to the urgency of the order, the Gildan shirts (50% cotton/50% polyester) that this customer normally ordered were out of stock. But Alvin found 100% cotton Gildan shirts in stock, which other customers said were just as good, if not better. This information was provided to the client at the time of delivery and no additional payment was taken from him. Alvin was confident that he made the right decision in meeting the client's request under tight deadlines.
However, the client perceived the changes as a violation of normal standards, and in a meeting with his manager, Alvin heard words such as “frustration” and “predicament.” Alvin felt hurt by his supervisor's comments. He felt that his proactive behavior and hard work were not recognized. He wanted to know whether he was qualified for the position and whether there was a likelihood of his efforts being recognized in the future.
The above situation that Alvin found himself in is not unusual. We all care what others think of us. Unfortunately, in most cases, behavior assessments are made when something bad happens, not when something good happens. One of the interviewed managers noted that, as a rule, feedback is positive 20% of the time and negative 80% of the time. Such statistics are surprising, especially considering that managers themselves rate their work well in 75-90% of cases.
The importance of feedback
So why is feedback so important at work?
The information is usually directly relevant to the recipient and can be seen as a motivating factor or a way to identify errors. Feedback is important because it allows a person to recognize their strengths and provides direction for maintaining and improving the quality of their work. However, the full benefits of feedback are currently not being fully exploited.
As stated in the article by D.R. Ilgena, K.D. Fischer and S.M. Taylor in the Journal of Applied Psychology: “The process by which an employee receives effective feedback consists of several steps: “Feedback given → Feedback received → Feedback acknowledged and acted upon → Recipient willing and intent to respond → Recipient answers."
This model makes it clear that the employee must be receptive to feedback and have a desire to use the information received. This is the only way feedback can be effective. However, everyone reacts to it differently.
Let's consider the types of reactions to various types of feedback (positive, negative and no feedback) in the process of work in order to understand how this reaction is influenced by the following factors: characteristics of the recipient and source of feedback and its structure. By analyzing these key factors, a more effective feedback system can be developed in which everyone clearly understands their role, has the tools to set goals, and continues to learn to maximize the effectiveness of their work.
Types of feedback
- Positive Feedback. Positive feedback encourages improvement in the quality of work performed. It has been proven that people often value positive feedback more than negative feedback and consider it more accurate and correct, since this information is more pleasant and improves self-esteem. However, constant positive feedback can hinder the growth of the quality of work, because its recipients may be satisfied with the current state due to the fact that they always receive high marks.
- Negative Feedback. On the other hand, negative feedback is often associated with failure. A negative assessment is often rejected simply because the person is unwilling to accept unpleasant information. While recipients of positive evaluations readily accept credit for their accomplishments, recipients of negative evaluations who are not receptive to information easily shift blame to other people or external factors. Negative feedback often causes unpleasant feelings that force a person to find excuses for poor performance. However, in some cases, the recipient may recognize the need to change their behavior to avoid receiving negative feedback in the future. Although a person may improve his or her performance as a result of receiving a negative evaluation, he or she may not exhibit the desired behavior unless instructed to do so.
- Lack of feedback. At the same time, some experts argue that the presence of feedback in itself, whether positive or negative, can help improve performance, while the absence of any assessment actually harms the employee’s personal effectiveness. Study of 243 service industry employees published in the Cornell Hotel and Restaurant Administration Quarterly T.R. Khinkin and K.A. Schreisheim showed that the lack of feedback was harmful both for those who performed well and for those who performed poorly. Imagine some having to work overtime just to get the same recognition as others who only worked the minimum hours required. On the other hand, a person who performs worse than others and receives no hints to change his behavior will be extremely surprised if he later receives a reprimand. In both cases, the result will be job disappointment and poor performance.
Since the purpose of feedback is to motivate and inform, we believe that the ratio of positive to negative information a person receives is very important. A good ratio is three positive statements followed by one negative. If performance is poor but the employee is trying his best, the manager can begin the discussion by acknowledging the employee's efforts and desire to do a good job, and then determine the direction of improvement required. It is also important to prioritize areas of employee development, giving him no more than one or two areas of effort at a time, to ensure that the goals are perceived as feasible.
Features of recipients and sources of feedback
How feedback is received depends largely on who the recipient is. Previous research has focused on personality self-esteem as much as on a person's ability to set goals. Self-esteem can have a decisive influence on how a person perceives negative feedback. Employees with low self-esteem are more likely to respond to negative feedback by thinking that poor performance is due to their low level of competence and that additional effort will not lead to improved results.
On the other hand, some research suggests that negative feedback can also be harmful for individuals with high self-esteem. Such people have their own expectations and perceptions of the quality of their work. Most likely, they will not accept feedback that contradicts their self-esteem and will attempt to salvage their self-esteem and perception of their level of competence. As a result, a negative assessment will be perceived as incorrect, and performance indicators will not improve. So it can be concluded that such feedback, which does not seem credible and is not accepted by a person, can be destructive to the quality of his work, regardless of whether his self-esteem is low or high.
However, sometimes negative feedback can be beneficial. Those who set personal goals may use this information to identify and solve problems and may seek to obtain it themselves. In particular, S. Ashford and L. Cummings in the journal Organizational Behavior and Human Performance expressed the following idea: “Seeking feedback can improve the quality of work by facilitating the achievement of goals, helping to prioritize multiple tasks and offering information that enables the individual to evaluate his or her competencies.” So while receiving this type of information may initially feel bad, it does make it important for goal setters to realize how important it is to hear about their poor performance in order to avoid repeating those mistakes. In addition, such people seek feedback when they are unsure of the quality of their work and are looking for additional information that will help them improve. Thus, negative evaluation can be an important tool in improving performance by informing recipients of their potential weaknesses.
While the characteristics of the feedback recipients are important in determining how an assessment will be received, another important factor is the source of the feedback. Feedback is more likely to be accepted if the source is someone who is reliable, trustworthy, and who has reached agreement with the recipient on performance indicators. For their part, managers should evaluate employees only on directly observable performance indicators and involve other stakeholders in the organization in the feedback process through 360-degree evaluations.
An assessment from a reliable, trusted person appears more accurate if the recipient perceives the source as an expert who has the necessary competencies to accurately evaluate the results of the work. In this case, even if there is a discrepancy between the recipient's self-assessment and the assessment given by the source, the recipient can see the rational grain in this information. The recipient's awareness of the need for improvement will allow him to adjust his behavior accordingly.
One way to increase the perceived reliability of a feedback source is to create a rating system based only on performance measures that can be directly observed. Previously, the manager was the only one assessing the quality of an employee’s work, but today assessment using the “360 degree” method is becoming increasingly common. This method involves receiving feedback from the entire circle of people with whom the employee comes into daily contact. This group may include the immediate supervisor, senior employees, subordinates, colleagues, clients, suppliers, as well as the employee himself (through self-assessment). The manager should agree on a list of daily contacts with his subordinate to ensure that the list is complete and provides the best opportunity to evaluate the quality of work. An additional advantage of the 360-degree method is that the employee can evaluate others himself, which helps everyone become involved in the feedback process.
In addition to the source of feedback, there is another important factor: it is clear that a person responds positively to an assessment when they share the same understanding of good and bad performance with the person assessing them. Performance may depend on both personal factors (eg, ability and/or effort) and environmental factors (eg, luck and/or fortunate situation).
In cases where the recipient of feedback believes that poor performance is due to external factors, but the source believes that it is due to internal factors, there is a disagreement. Disagreement increases the likelihood that the feedback will not be taken seriously and will most likely be ignored in the next stage. In contrast, if both (source and recipient) agreed with each other about the reasons for poor performance, the recipient was more likely to trust the source and was more receptive to criticism. Therefore, it can be concluded that if the recipient considers the information provided to him to be truthful and reliable, he is more likely to change his behavior.
Feedback structure
In his book “Developing Management Skills” D.A. Wetten and K.S. Cameron suggests eight rules for effective team feedback that can work at all levels of an organization.
First rule: Focus on actions that are within a person's control, as opposed to focusing on less tangible personal qualities. For example, the phrase “You were 15 minutes late for a meeting” is more effective than “You are careless in your work.”
Second rule: When providing feedback, rely on the results of direct observation, without making hasty conclusions or generalizations.
Third rule(follows from the previous one): Feedback should be descriptive (using facts and objective data) and not evaluative (using words “right/wrong”, “good/bad”). Details allow the recipient to focus on specific areas of the job rather than guessing about what needs to be improved across the entire spectrum of their responsibilities.
Fourth rule: Be specific. Similar to details, specificity can help change future behavior. Making feedback specific ensures that the information conveyed is clear, allows the recipient to understand exactly what is expected of them, and helps integrate the sometimes very complex connections between effort, behavior and outcome. It has been found that feedback, especially negative feedback, can be misinterpreted. The expected behavior will not be achieved without full understanding of the feedback on the part of the recipient. Therefore, making feedback specific helps communicate key areas for improvement and reduces the possibility of the recipient misinterpreting reasons, actions and results.
Fifth rule: Feedback should be about current actions, not past behavior. Past behavior cannot be changed, and focusing on it negates any improvements the person may have made in the intervening period of time.
Sixth rule: Possible ways for improvement should be discussed with the recipient so that he is involved in the process of identifying changes.
Seventh rule: The amount of information provided at one stage of the assessment should be determined by the feedback needs of the recipient. Too much information causes overload and a person stops listening, while too little causes frustration and misinterpretation.
Eighth rule: Feedback should be given at the appropriate time and place, face to face, and allow for two-way communication.
Both positive and negative feedback, with some balance, can be beneficial to the business, while no feedback is almost always harmful.
Organizational context is also important. Companies need to properly design and implement employee evaluation programs that involve all departments. Feedback and involvement of all employees is especially important to reduce the perception of bias (both for “favorites” and “favorites”). Knowing that all employees are being evaluated eliminates thoughts like, “Is it just me who gets these comments? Am I punished? It also allows colleagues to think more about actions and their consequences, their areas of development, and ideas for how to improve the process to make their jobs easier.
It will also be appropriate to consider the expectations of all parties involved in the assessment so that they feel comfortable and accept the idea of the assessment. Since every part of the organization operates differently, the HR department should develop guidelines and guidelines for each department. It should be clear that feedback for employees who work in environments that require extensive interaction with others will focus on assessing soft skills. On the other hand, groups of employees involved in production should expect to receive feedback focused primarily on assessing technical skills ( hardskills). This differentiation can help in choosing areas to focus on.
Within departments, employees can decide for themselves how often feedback should be provided. To determine the frequency of assessment, it makes sense to take into account the department's cycle time. For example, the quality control department can review monthly indicators to determine the dynamics of individual employees and the company as a whole. In this case, feedback meetings can be held monthly. On the other hand, some engineering projects can last several months. In such departments, feedback may be provided quarterly or even semi-annually, depending on the ease of collecting the information needed for the assessment. And always remember that feedback should be helpful, and the process should be gentle and not become a heavy burden for those involved.
The roles of the superior and subordinate in the feedback process must be clearly defined. During the first feedback session, the boss can take minutes for subsequent sessions to create a collaborative environment in advance. The first feedback session should help alleviate the confusion of those who are not used to evaluation or who are used to a different style of giving feedback, such as employees from other organizations or a different national culture. The induction meeting also gives the manager the opportunity to assess the employee's motivation to work and set or adjust goals if necessary. This gives both parties a chance to discuss and set goals for the next feedback session. The openness and fairness of the process should be emphasized. Feedback sessions can best be used as an opportunity to develop the employees involved, as well as benefit the success of the company as a whole over a long time horizon.
It is important to note that feedback should come from a trusted confidant who is open about discussing the reasons for both good and poor performance. Two-way communication helps reduce misunderstandings and gives the recipient a say in how to achieve better future performance. Feedback should allow the recipient to reflect on what should have been done and what could be done differently, rather than focusing on what was done poorly. In addition, feedback should not focus only on negative manifestations (which may discourage the recipient) or only on positive manifestations (so that the recipient does not have his head in the clouds).
Instead, feedback should address both strengths and areas of possible development to maximize results. When discussing areas for improvement, detail the feedback using examples to help the recipient understand the situation and how their behavior needs to be adjusted. As long as feedback remains genuine and provides balanced information with sufficient detail, it can be an effective tool for creating a positive work environment in which everyone clearly understands their role, has goal-setting tools, and continues to learn, resulting in improved performance.
Complaints, appeals and proposals of citizens should form the basis of citywide priorities and municipal targeted programs and budget expenditures
The foresight of any government operating at the federal, regional or local level is to take into account the requests, wishes and interests of the residents of a particular territory when implementing large or large projects. After all, only when any government projects are correlated with the interests of people, specific social groups, and are developed taking into account the initiatives of citizens living in a given territory, the weight and success of the implementation of these projects turns out to be very high. When the population is not only involved in such projects, but also participates in the development of significant priorities, trust and support for the authorities arises from the people.
The work of local self-government must be carried out coherently and systematically
For the Voronezh City Duma, for its entire deputy corps, the last months have been a time of renewal. The time for not very favorable news stories about the activities of deputies has passed. It's time to get down to serious, systematic and thorough work. Citywide priorities and targeted programs should be based on proposals from citizens, which are integrated as a result of an effective feedback system.
In recent years, a whole network of public receptions has opened in the city of Voronezh: the President of the Russian Federation, the Chairman of the Government, the Governor of the Voronezh Region. It is worth recognizing that in many respects this is a reaction of federal and regional authorities to the fact that the city government system is not always up to par and sometimes does not improve on its own. At the same time, by and large, the city authorities should take upon themselves the bulk of complaints and appeals from citizens and decision-making on existing problems.
This seems logical, since it is the local government that is closer to the population; it should better and more deeply understand the existing difficulties and promptly respond to signals emanating from citizens. In addition, growing trust in the municipal level of government, executive and representative, begins when people see that city officials and deputies do not shy away from rough work and are actively taking on existing problems.
The most important thing is that “online” a person sees that these issues are not postponed for later, but are resolved in the interests of city residents and in the interests of specific social groups. Such a mechanism for implementing an effective feedback system with the city population is now in great demand.
The usefulness of any government, any level of government is that it can take the most pressing problem for people and solve it. Today, in our opinion, in the city of Voronezh such a problem is the queue for kindergartens. It is important to note that as of January 1, 2013, the waiting list for kindergartens in Voronezh was 2,371 children aged three to seven years. And that's a lot. But city officials were not left alone with this difficult issue. Governor Alexei Gordeev instructed the Chairman of the City Duma, Vladimir Khodyrev, to develop mechanisms for resolving this socially significant issue. The direction for solving the problem, recognized by the head of the region, is the construction of new kindergartens. By the way, initially 8 construction organizations responded to the offer to help with this and expressed their readiness to build 10 kindergartens; now there are already 13 developers, and they are ready to build 15 kindergartens.
The work is organized according to the following scheme: first, the developer builds a kindergarten at his own expense, then rents it to the municipality, and the municipality buys this kindergarten within five years. The total amount of investment, taking into account payments at the refinancing rate for the use of developer funds for 10 kindergartens (initially, calculations were tied to them) amounted to 2 billion 560 million rubles. If new organizations join and build 5 kindergartens, additional investments will amount to 870 million rubles. If this program is adopted, then by 2014-2015 the issue of shortage of places in kindergartens will be resolved. The queue will cease to be catastrophic and will become simply current, planned.
Kindergartens will be built in the Northern region, on the lands of VSAU, st. Shishkova (these are rapidly developing lands that now need kindergartens), in Shilovo, where there is now practically no infrastructure, on the street. Rostovskaya on the Left Bank, in Podgorny - that is, in microdistricts that really need preschool educational institutions.
The city parliament is implementing a course to increase information openness
One of the most important aspects of the work of the city parliament is to ensure the openness of its activities. Since deputies are elected to the Voronezh City Duma in two-mandate electoral districts, according to a majoritarian system, and not according to party lists, parliamentarians try to structure their work with residents in such a way that voters can contact their public reception offices located in close proximity with any problem. territory of the district, and not to travel for this purpose, sometimes 10 kilometers, to the center. In addition, deputies of the Voronezh City Duma receive citizens in district administrations. Parliamentarians - members of the United Russia faction regularly work with residents' appeals in the public reception of the party chairman.
In addition, in April the public reception of the Chairman of the Voronezh City Duma, located on the street, will open its doors. Platonova, 18.
Appeals from residents of Voronezh to the City Duma can be submitted by them in writing, sent by e-mail or brought in person. In 2012, the Voronezh City Duma received 529 appeals from citizens. Analyzing their topics, we can conclude that the most problematic are issues related to the social sphere, improvement and housing and communal services problems.
It is worth noting that during the reorganization of the apparatus of the Voronezh City Duma, a special unit was created that will monitor citizens’ appeals. This will allow us to adjust draft legal acts of the city parliament and make changes to long-term municipal target programs, taking into account the issues that voters most often raise in their appeals.
An important component of dialogue with voters is public hearings.
Public hearings are held on the most significant issues for the city of Voronezh, in which any resident of the city can take part. During the hearings, issues related to the adoption or amendment of the City District Charter, the city district's draft budget and report on its implementation, draft plans and programs for the development of the city district, draft land use and development rules, and other important issues are brought up for discussion.
At the latest public hearings, mainly changes and additions to the City District Charter were considered, including the procedure for electing the mayor of Voronezh and postponing the date of the City Day celebration. The event, along with deputies, was attended by officials of the city administration, representatives of parties, organizations and associations, caring Voronezh residents - more than 50 people in total.
First of all, the issue of changing the procedure for electing the head of the city district to a two-round system was presented for public discussion. The proposed project assumes that the candidate who receives more than 50% of the votes will be considered elected to the position of head of the city district. If there are more than two candidates for the position of head and none of them receives more than 50%, then a repeat vote will take place on the two candidates who received the largest number of votes.
This is information about a person's past behavior that is communicated to him in the present with the expectation that it will influence his behavior in the future.
Feedback is a key component in employee development. Not only does it help correct employee mistakes before they become habits, but it also reinforces desired behaviors, encourages professional development, and ultimately helps employees achieve their goals.
In order to improve their own effectiveness in the future, people need to have a very precise understanding of how effective they are now. They need specific information about both strengths and areas that need development. Feedback and is the very “mirror”, looking into which people have the opportunity to see themselves, plan their own development and track the progress made.
Types and purpose of feedback
Positive Feedback serves to assess the effective behavior of the employee and thereby strengthen this line of human behavior in such situations. In cases of positive feedback, it is said that What it was done well Why it was good and what positive results caused by the employee's actions.
Positive Feedback is a powerful means of motivating employees. It is especially effective when it refers to specific behavior, although general praise also motivates employees and increases their self-confidence. Among other things, positive feedback performs another important function - it tells others that the leader sees and appreciates the contribution of others to the common cause.
Negative Feedback serves to convey an assessment of ineffective behavior and is aimed at changing the employee’s actions. In this case, it is indicated that What was done incorrectly what are the alternatives behavior in this situation and why their result could be better than the result of the actions taken.
As a rule, it is not difficult for a manager see shortcomings in the work of subordinates. Much harder communicate constructively report these shortcomings to subordinates in such a way as to ensure their correction in the future.
Guidelines for giving constructive, positive and negative feedback
Principles of constructive feedback
Specific– describes a specific example of behavior that depends on the person; does not contain sweeping generalizations.
Timely– refers to a recent situation that is still fresh in the minds of you and the other participant in the feedback.
Constructive– suggests behavior options that you would like to see in the future (especially with negative feedback).
With consequences– indicates the consequences of this behavior: how it affects you, others, and the work process.
Developmental– aims to assist in development.
Principles for giving positive feedback to an employee
To make your positive feedback more impactful:
1. When expressing your praise to an employee, highlight a certain aspect of behavior, a specific trend - make it clear what you value most in his actions (for example, meeting deadlines, high productivity, commitment to quality, willingness to work overtime to achieve results).
2. Point out to your subordinate the positive consequences of his actions. Let him know why you value his success so much and why it is so important to you that he repeats it: talk about the impact that this success will have on you, on your team, on the organization as a whole.
3. Express your feelings - talk about satisfaction, joy or admiration for the actions of your subordinate.
4. Communicate clearly and clearly to the subordinate what behavior he should adhere to in the future.
5. Look for any opportunities to reward the employee for specific positive behaviors. Develop the habit of seeing situations that deserve encouragement. With such support from you for the desired behavior, subordinates will demonstrate it more often.
♦ How often do you praise them?
♦ Do you see the contribution of individuals to overall success?
♦ Do you value this contribution?
♦ Are your praises a response to specific achievements or are they caused by a favorable state of affairs in general, a good mood?
Guidelines for Giving Negative Feedback
To make criticism more constructive and effective, follow these principles:
1. Respect the person's need for confidentiality of criticism. Try to express your comments face to face.
2. Talk about the employee's behavior (for example, “you delayed making a decision on this issue for two days”), not about his personality (for example, “you are incapable of making decisions and taking responsibility”).
3. Tell the employee about specific facts, avoid generalizations.
4. Indicate specific negative consequences of the subordinate's actions. It is known that in 90% of cases of “ineffective” criticism, bosses get off with general phrases (“decrease in labor productivity,” “decline in morale,” etc.).
5. Personalize your statements - talk about your feelings. The phrase “I was very upset when I found out...” will have a stronger effect than the impersonal exclamation “This is simply unacceptable!”
6. Make comments in a calm manner. Be confident that you are in control and able to describe rather than “vent” your feelings.
7. Be brief - get straight to the point and speak directly. Remember that a person perceives worse when he becomes the object of criticism.
8. Be prepared for the fact that the employee does not immediately recognize the validity of your comments. When faced with criticism, people tend to get defensive, so don't try to get your subordinate's agreement right away. Just tell him your rating and make sure he understands it. Give him a chance to think about your words.
9. Maintain the necessary balance of positive and negative information. Before you make serious comments to an employee, say a few words about the qualities that you value. Beginning with your comments, end the conversation by expressing your overall confidence in your subordinate's ability to succeed.
10. Strive for dialogue, avoid reading lectures. Give the subordinate the opportunity to express his view of the problem
11. Focus on future actions. Do not get hung up on finding out the reasons for the mistakes made - this will only force the subordinate to look for new excuses. Move quickly to “What will you do to prevent this from happening in the future?”
12. Communicate to your subordinate not only the punishments for bad behavior, but also the benefits of good behavior.
13. At the end of the meeting, ask the subordinate to repeat in his own words what he should do to improve results. This will not only test understanding, but also confirm the subordinate's commitment to improvement.
14. If you are facing a particularly difficult conversation, mentally play out possible scenarios. Think not only about the form in which you will express your comments, but also about what you might hear in response and how you will react to it.
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Lozova Secondary School
REMINDER
“20 WAYS TO PROVIDE EFFECTIVE FEEDBACK IN THE CLASSROOM”
Prepared by: Lyulchak N.I.
2017-18 academic year
1. Feedback should be educational in nature and balanced.
Giving feedback means explaining to students what exactly they are doing right and wrong. However, the focus of feedback should be based substantially on what students are doingright . The most productive feedback for learning is when students are given examples and explanations of what was right and wrong in their work. An example would be a “sandwich”: Compliment, wish, compliment.
P.S. The use of red paste in written comments is in itself a “barrier” to students’ perception of the teacher’s comments. As an alternative, try using green toothpaste as it is more "friendly". Be sure to let the student know what went well in their work. (author's note)
2. Feedback must be timely.
When feedback is given immediately after evidence of learning has occurred, students respond positively and recall the learning process with confidence. If we do not give feedback for a long time, we waste time, then, most likely, the student will not be able to connect feedback and action.
P.S. If you provide feedback on a student's written work more than a week later, it may become significantly less relevant. (author's note)
3. Be sensitive to the individual needs of the student.
It is very important that we approach each student individually when giving feedback. Our classes represent a wide variety of students. Some students need to be pushed to reach a higher level, while others need to be handled very carefully so as not to impede learning or harm their self-esteem. The balance between not hurting the student's feelings and providing appropriate reinforcement is important.
4. Ask 4 questions
Research on effective teaching and learning (Dinham, 2002, 2007a, 2007b.) has shown that students want to know where they 'are' when learning. Providing answers to the following four questions regularly will help ensure quality feedback. These questions can be helpful when providing feedback to parents:
What can a student do?
What can't a student do?
How does a student's work compare to others?his works?
How can a student improve his work?
5. Feedback should refer to a skill or specialized knowledge.
This is where rubrics become a useful tool. The rubric is a tool for embodying the connection between expectations and assignments. Effective rubrics provide students with specific information about their learning relative to established standards.
6. Provide feedback to purposefully guide students toward learning goals. .
Regular 'informal check-ins' with students let them know where they are in their learning in the lesson and with you. Use '4' questions to manage your feedback.
P.S. Be careful not to make writing assignments a punishment or additional stress for students. Students should consistently benefit from the feedback you give them as they will become more aware of what they need to do to perform better next time.
7. Organize a one-on-one meeting.
Having a one-on-one meeting with the student is one of the most effective means of providing feedback. The student hopes that he will be given attention and will have the opportunity to ask the necessary questions. Meetingone on one should be generally positive, as this will encourage the student to look forward to the next meeting. As with all aspects of learning, this strategy requires good time management. You can talk to a student while other students are working individually. The duration of the meeting should not last more than 10 minutes.
8. Feedback can be given verbally, non-verbally or in writing.
Make sure you don't frown, for example, when returning a test to a student. It is necessary that we control our non-verbal signals, since facial expressions and gestures are also means of feedback.
9. Focus on one ability.
At each meeting, it is advisable to discuss only one skill of the student, and not take into account everything that is incorrect. This has a much greater impact on the student. At the next meeting you can take the next, new focus.
10. Rotate scheduled meetings with your students/classes.
Use this strategy when grading assignments or tests. This strategy provides you with the necessary time to give quality feedback. Students will also know when it is their turn to meet with you and will likely have their questions ready for the meeting.
11. Teach students how to give feedback to each other.
Show what feedback should look and sound like. Practice with your students how to give each other constructive feedback in a way that is positive and helpful. Encourage students to use notes to record this feedback.
12. Ask another adult for feedback.
You can ask another teacher or school guest to read a student's work or grade a test. The quality of the student’s work increases tenfold!
13. Allow the student to take notes.
During the meeting, the student can use a notebook to take notes as you provide verbal feedback.
14. Use notes to track student progress. .
Designate a separate section in your notes for each student. Write daily or weekly dated comments about each student. Note the student's good questions, his behavior, what needs to be improved, tests, etc. Of course, this will require organizing your time, but when it comes time to meet with the student or parent, you will have the material you need.
15. Return graded papers, tests, or notes to the student with comments at the beginning of class.
Returning student work at the beginning of the lesson is more desirable than at the end, so that the student will be able to ask necessary questions and discuss them during the upcoming lesson.
16. Use notes.
Sometimes viewing a student's written feedback is more effective than listening to oral feedback. While doing independent work, you can write a comment about the student’s work and put it on his desk for review. Some students do not like to be reprimanded about their involvement in a task in front of the whole class.
17. Praise sincerely.
Students quickly understand when a teacher formally praises a student for their achievements, and they try to achieve such praise. If you constantly tell students; “Great job!”, “Good girl”, “Wonderful”, but do not explain what exactly in his work or answer caused your positive reaction, these words will quickly lose their significance. Give constructive praise: the student must understandfor what exactly he is praised. You can increase the impact of praise by calling the student's parents.
