Encouraging Feedback A manager’s guide
#TeamAnchor Session 7
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A manager’s guide • This is the seventh of 12 sequential sessions which managers will run with their teams over 12 to 18 months • You will need to allow approximately between 60-90 minutes to run the session (you can build in more time to run the session if needed) • Each session builds on the learning and discussion from the last – so you must do them in numerical order • They can either be delivered face-to-face or virtually – whatever works best for you and your team • A workbook is available for your team members to complete to support their learning and encourage them to reflect on how they can demonstrate our values and behaviours in their everyday role (as a manager you can review them at a colleague’s one to ones) • Facilitator notes are detailed below to support managers to run the sessions.
Resources needed for Session 7 • Workbook for every colleague • Colleagues should bring their workbooks from the previous session • Post-it notes (if running it face-to-face)
• You may want to break out in small group discussions – if you’re having a virtual meeting, here’s a short guide to how you can use the ‘breakout room’ functionality in MS Teams.
Aim of this session To look at how we create an environment that encourages peer to peer feedback
By the end of the session colleagues will have had the opportunity to: • Explore how we can encourage peer to peer feedback • Consider both the benefits and challenges of feedback, and practise a feedback model • Gain peer to peer feedback
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Session structure 1. Welcome
Session aim Set up, context, positioning
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Activity and delivery instructions Welcome to the session • Check everyone knows each other (are there any new team members to introduce) • Style of the session will be interactive, pairs, small group work • Check they have the workbook to hand/printed (advise that there is space for notes on the last page). Ice breaker - reflection Ask each team member to share how they are doing with their commitment from the last session (what they committed to doing differently following the sixth session) and ask: • How do you feel about this now? • What impact has this had on them as an individual and others? • Also allow discussion for them to share successes from previous commitments/sessions considering the break sessions six and seven . Acknowledge: • The changes made and acknowledge improvement • Any barriers that may have prevented them from making the changes, asking what’s worked well, not so well, what could they do differently to remove the barriers. Encourage other team members to suggest how they think the barriers could be removed if the individual is struggling to see a way forward. Aim of this session To look at how we create an environment that encourages peer to peer feedback By the end of the session, you will have had the opportunity to: • Explore how we can encourage peer to peer feedback • Consider both the benefits and challenges of feedback, and practise a feedback model • Gain peer to peer feedback
Supporting tools Open discussion
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Session structure 2. Explore encouraging feedback
Session aim To discuss what we might need to do to create an environment that encourages feedback
MINS 20
Activity and delivery instructions Encouraging peer to peer feedback Ask: What do we mean by paradigm? Look for: It’s an opinion/principle/perspective Summarise with: • A paradigm is a standard, perspective, or set of ideas or simply a way of looking at something • When you change paradigms, you’re changing how you think about something or look at it • This is called a Paradigm Shift Add: In a personal sense changing a personal paradigm can open up a new lifeline for personal and professional growth, creating more opportunities than there were before Activity: Workbook Go through each image in the workbook one by one asking the delegates what they see when they look at the picture, then share what they may see, letting them debate for each one: • A young woman or an old woman? • A women’s face or a saxophone player • An Inuit looking in a cave or a native American’s face • A skull or a Victorian woman looking in a mirror Add: We all have different paradigms and sometimes getting people to change theirs is quite difficult, However, it can be done. Look at how all our paradigms have changed because of Covid. And you’ve just done a little of this now with the pictures, sharing what you see that others may not have Ask: When we think back to Covid how did you change yours?
Supporting tools Open discussion
Workbook page 2 and 3 open discussion
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Session structure 2. Explore encouraging feedback continued...
Session aim To discuss what we might need to do to create an environment that encourages feedback
MINS 20
Activity and delivery instructions Potential responses (not exhaustive): • Ways of working – had to be more flexible • A digital awakening – the technology is there, and we used it • A new working age – quicker decision making
Supporting tools
Open discussion
State: If we are to create an environment that encourages peer to peer feedback, we might need to change the way we look at things, our paradigms. Ask: When we think about constructive feedback how do/might people negatively react, feel, and think? Look for (not exhaustive): • Become defensive • Withdraw/exclude themselves • Portion blame • Become doubtful • Less confident • Judged • Become a victim Activity: Breakout rooms – 5 mins State: I’d like you to discuss what we need to start to do to encourage peer to peer feedback/change paradigms that will enable us to think of feedback as a gift. Make a note of these in your workbooks Regroup and acknowledge their responses , fill any gaps with the items below, sharing thoughts on these amongst the team (not exhaustive): • Nurture a growth mindset (view feedback as an opportunity to improve, give permission for others to give feedback/ask for feedback) given in workbook as an example • Provide feedback training/resources (how to communicate feedback effectively)
Workbook page 4
Discuss and make a note of what you can do to encourage peer to peer feedback and change paradigms. What will enable colleagues to think of feedback as a gift? For example: Nurturing a growth mindset (Viewing feedback as an opportunity to improve or encouraging others to give feedback or seek feedback) NB. Think about what would make you feel more comfortable in terms of giving feedback to others?
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• Set the tone (model strong feedback principles)
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Session structure 2. Explore encouraging feedback continued...
Session aim To discuss what we might need to do to create an environment that encourages feedback
MINS 20
Activity and delivery instructions • Create a feedback-safe environment (won’t face negative repercussions) • Set clear expectations around feedback (what feedback looks like, where/ when/how) • Make it routine (if it happens routinely, it becomes expected. It integrates into everyday operations and we get better at it) • Use different feedback channels (give colleagues the opportunity to give feedback in a way that they’re most comfortable in different situations) • one-on-one vs 360 feedback • Individual vs group • Face-to-face vs written • Nurture positive and corrective feedback (strike the right balance of positive and corrective feedback) • Power your team with feedback tools (conduct two-way feedback conversations, request 360 feedback, give positive feedback via recognition, and collect feedback via surveys) Ask: • Which ones do you see as ‘quick wins’, ones we can start and do straight away? • Which are more long-term and will require support? • What would that support look like? Facilitator note: make a note of these and agree how and when they will be achieved, who will be involved
Supporting tools
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Session structure 3. Consider the benefits and challenges of feedback
Session aim To explore the why and practise a feedback model
MINS 40
Activity and delivery instructions Benefits and challenges of feedback
Supporting tools
State: We’ve spoken about changing our mindsets towards feedback and what we can do to start to create an environment that encourages feedback, so thinking about both positive and constructive feedback Activity: Breakout rooms – 5 mins: State: I’d like you to discuss what the benefits would be, what’s in it for you, your colleagues, and residents and make a note of these in your workbooks Regroup and acknowledge their responses , fill any gaps with the list below, sharing thoughts on these amongst the team (not exhaustive): Benefits of positive feedback, look for:
Workbook page 5
We’ve spoken about changing our mindsets towards feedback and what we can do to start and create an environment that encourages feedback, so thinking about both positive and constructive feedback Discuss and make a note of what the benefits would be, what’s in it for you, your colleagues, and customers and make a note of these in your workbooks Benefits of positive feedback Benefits of constructive feedback
• Boosts confidence • Helps motivation • Increases engagement • Improves productiveness
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• Shows people you value them • Reinforces positive behaviour • Helps people to understand and develop their skills • Improves customer service Benefits of constructive feedback, look for: • Improves morale • Aids learning • Enhances productivity
• Promotes effective collaboration • Supports improved performance • Transfers ownership of development • Diffuses conflicts before they happen • Increases employee engagement
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Session structure 3. Consider the benefits and challenges of feedback continued...
Session aim To explore the why and practise a feedback model
MINS 40
Activity and delivery instructions • Helps break bad habits • Enables teams to work more effectively toward their goals
Supporting tools
• Increases self-awareness • Improves customer service Facilitator note: some of these will be of benefit in both areas Ask: What can make it challenging to give feedback? Look for: (not exhaustive) • Lack of confidence • Not sure how to approach it • Worry that the receiver will not like you • Think the receiver won’t be open to your feedback • Feel that it will cause conflict, ill feelings Acknowledge their responses fill any gaps with the list above sharing thoughts on these amongst the team State: to support with giving feedback I’m going to share a feedback model with you called DESC (refer colleagues to the workbook as you talk through the model) The DESC Feedback Model: • D - Describe the behaviour/action you heard/observed • E - Explain what the impact of this was • S - State what needs to change/continue • C - Consequences of changing/not changing/further instances of these behaviours/actions The DESC model is a technique that allows you to describe behaviour or a performance area and the impact of a particular event in a way that allows the receiver to identify specifically when this happened, and to recognise the changes that need to be made for them to be more effective in their performance.
Open discussion
Workbook page 6
The DESC Feedback Model
Describe the behaviour/action you heard/observed Explain what the impact of this was State what needs to change/continue Consequences of changing/not changing/further instances of these behaviours/actions
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Session structure 3. Consider the benefits and challenges of feedback continued...
Session aim To explore the why and practise a feedback model
MINS 40
Activity and delivery instructions Add: The impact of how you deliver feedback is key as to whether an individual improves. Feedback is a vital part of performance conversations, but it should not be restricted only to those formal meetings. Having a continuous open feedback environment is vital to achieving all our goals. Well delivered feedback makes it meaningful and it focuses on the future. We need to create an environment where colleagues feel comfortable and safe in giving and receiving feedback. Facilitator note: Refer to the workbook and go through the examples to expand on the model and increase understanding. Activity: Workbook Take up to 5 mins to individually prepare some feedback using the DESC model that they are either due to give or you’ve been avoiding. (Alternatively reflect on a piece of feedback that you have given in the past and now prepare this using the DESC model and reflect on whether this would have been better received. Facilitator note: If people are struggling to come up with some feedback that they could prepare to give, have a pre-prepared example that they could use, i.e., where someone isn’t demonstrating a value-based behaviour, a resident complaint regarding a colleague’s approach Activity: Breakout rooms – 10 mins: (pairs where possible –if there is a third person they can observe and learn from this) The take 5 mins each to deliver the prepared feedback to your partner and gain feedback as to whether it covered all areas of DESC and how they felt receiving it Regroup and ask if anyone is happy to share: • How it went • What their key learnings were • If and how it helped to have a structure to the feedback Acknowledge comments as they come through and summarise. Add: This model can also be used for positive feedback, talk about what you want them to do more of, how you can get others to do it too
Supporting tools Workbook page 7
C – Consequences Articulate the consequences or implications for you, them, the customer or the business if the behaviour or performance area continues: Here you could advise them of the potential consequences if this continues: If this behaviour with your colleagues continues there could be conflict with yourself and the team, uncomfortable working environment for all and reduced performance due to demotivation or you could take a coaching approach and ask: “What do you think the effects of this could be if it continues – for you/team/customer?” • This way you let them own their actions. all conversations are a great opportunity to take a coaching approach whether that is in general or when giving feedback – once you have delivered the clear feedback you can then go to coaching mode to get them to come up with the way forward. 3 simple questions to help performance conversations are: • What worked well? • What didn’t work so well? • What could you do differently next time? S – State This is about moving to solution/what needs to change – I suggest that Moving forward in future team meetings I still encourage you to contribute whilst allowing others to have their say and would like you to acknowledge their ideas. Just as with the ‘Describe’ element of the model, the purpose of this section is to leave the recipient in no doubt as to what needs to happen. Failure to give specifics will again lead to the opportunity for uncertainty and not be supportive in helping them to develop
D – Describe Describe the behaviour or performance area. Drawing their attention to the particular situation that has prompted you to give the feedback. Be specific E.g. When in the team meeting yesterday you continually spoke over your colleagues and were putting down their suggestions and ideas and abruptly said ‘I don’t know why you think that would work’ Can you remember this meeting? Beginning your feedback in this way allows the recipient to be really clear about the circumstances that have led to the discussion. It may well be that they will recognise and acknowledge what you are about to discuss – which means that they are far more likely to buy into what you are about to say E – Explain Explain how the behaviour or performance made you feel/expression of your emotion: I felt very uncomfortable at the time and I didn’t feel that it was the right time to raise this with you as there were many uncomfortable looks around the room. (I statement so you own it) “This made me think/feel…” - Expressing how it made you feel (as opposed to anyone else) does not allow the recipient to argue. Giving specific suggestions for how to improve the situation may also help neurodivergent colleagues understand how their actions were perceived.
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Workbook page 8
Describe the behaviour/action you heard/observed
Explain what the impact of this was
State what needs to change/continue
Consequences of changing/not changing/further instances of these behaviours/ actions
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Session structure 4. Gaining peer to peer feedback
Session aim To take the opportunity to give one another feedback
MINS 10
Activity and delivery instructions Peer to peer behavioural feedback State: Let’s demonstrate accountability by providing feedback to one another respectfully Activity: Workbooks – individual activity Refer to your workbook to view the value-based behaviours to use these as food for thought on feedback areas. Write each team member’s name on post-it notes or paper and by their name write: • A value-based behaviour that you would like to see more of in action • A value-based behaviour that you appreciate about them that makes them a great colleague to work with Facilitator note: Be prepared to share an example of your own State: These will be reviewed at their end-year review. Regroup , ask if anyone is comfortable to share their post-its/virtually ask if there is a volunteer to share their feedback with the person if they are also happy to receive this openly in the group.
Supporting tools Open discussion
Workbook page 9
Consider these Value-based behaviours as food for thought when providing peer to peer feedback
Values
Required Behaviours
• Positively drives results and acts professionally • Challenges others to take responsibility for their actions to improve performance • Resilient and focused when facing competing demands • Demonstrates self-respect and integrity and sets an example for others to follow • Inclusive; recognises and values differences and others’ contributions • Champions colleagues and customers to achieve success in an inclusive manner
A Accountable
R Respectful
• Embraces new challenges, explores new ways of working • Results driven; sets ambitious and stretching goals • Promotes success beyond residents and colleagues, is an ambassador for our organisation
C Courageous
• Communicates regularly, shares information appropriately and has a consistent approach • Constructively challenges others and openly receives challenge • Accepts, acts upon and learns from mistakes
H Honest
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Post it notes for face to face – hand to individuals or have a piece of paper with their name on so that the team can add their post it notes to it (ask the group their preference) Virtual – make notes on paper initially then email these to the manager for them to share anonymously or ask the group if they are happy to share in the chat box (ask the group their preference)
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Session structure 5. Key learnings
Session aim To gain commitments from the team and what they will do differently to apply their key learning
MINS 10
Activity and delivery instructions Ask everyone to note in their session 7 workbook: • Their key learning from the session • What they will commit to doing differently following today’s reflections • Who they will share their progress with? Regroup and ask colleagues to share their commitments. Advise that these will be referred to at the next session and/or at their next one-to-one meeting. NB. Manager to make a note of this so that they can observe any behavioural changes during meetings/one to one so that you can praise/offer constructive feedback.
Supporting tools Workbook page 10
Key Learnings Make your notes below, be ready to share your commitments with your team , these will be referred to at the next session and or at your next one-to-one meeting, make sure you have them to hand for future discussions.
Your key learning from the session
What will you commit to doing differently as a result of todays’ discussions?
Who will you share your progress with?
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