How to deliver a Productive Feedback?
In the pursuit of excellence, it is essential for human resources professionals and organizational leaders to understand the nuances and complexities of effective feedback. This entails not only mastering the art of communication but also recognizing the intricate relationship between feedback, motivation, and performance. As previously, we discussed how fostering a feedback-rich environment can lead to increased employee satisfaction, retention, and overall organizational success, this literature review delves into the psychology of feedback, the impact of feedback delivery methods, and the role of feedback in shaping organizational culture.
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The insights provided in this comprehensive analysis are grounded in both established research and contemporary theories, offering a well-rounded perspective on feedback practices in the modern workplace. As we navigate the rapidly evolving landscape of work, it is crucial for human resources professionals, managers, and leaders to stay abreast of the latest developments in employee development and performance management. By refining and implementing the principles and practices outlined in this article, organizations can not only improve individual performance but also create a thriving, resilient workforce capable of tackling the challenges of today and tomorrow.
Delivering productive feedback in the workplace is a crucial skill for fostering growth, improving performance, and maintaining a healthy work environment (Adu-Oppong, 2014; Fuchs et al., 2022; Lambert & Hogan, 2009; Najeemdeen et al., 2018). Effective feedback helps employees develop their skills, refine their performance, and contribute to the overall success of the organization (Tricomi & DePasque, 2016; Tsutsumi et al., 2009). This article outlines key steps to delivering effective feedback that promotes learning and positive change.
Be Prompt & Specific
Providing timely and specific feedback is essential for fostering growth and improvement in individuals and teams (Lambert & Hogan, 2009; Najeemdeen et al., 2018; Noordin et al., 2010). By addressing situations promptly and focusing on observable actions or results, you can create a more effective and supportive feedback process.
When feedback is provided immediately after an event or observation, it enhances memory recall and allows for a more accurate understanding of the situation (Bangert-Drowns et al., 1991; Josselyn & Tonegawa, 2020; Kubik et al., 2021; Roediger & Karpicke, 2006). This approach prevents the accumulation of issues and encourages a proactive culture where individuals feel comfortable discussing their challenges and seeking guidance. Timely feedback helps address concerns early on, making it more likely that the person receiving the feedback will be able to make necessary changes and prevent the development of bad habits or further misunderstandings (Fuchs et al., 2022).
In addition to being timely, feedback should also be specific in order to facilitate targeted improvement. By pinpointing the exact areas that need attention and providing specific examples, you can reduce ambiguity and ensure the feedback is constructive and actionable. This clear communication encourages self-reflection, allowing recipients to develop increased self-awareness and take responsibility for their personal and professional growth (Burke & Hutchins, 2007; Saleem & Amin, 2013). Specific feedback also enables individuals to set realistic, achievable goals for improvement. By understanding the precise areas that need attention, they can develop a plan of action, track their progress, and celebrate their successes.
So – providing feedback that is both timely and specific is crucial for promoting positive change and development. By addressing concerns as soon as possible and clearly explaining the behavior or performance that requires improvement, you can create a more effective and supportive environment for personal and professional growth. This approach ensures that the feedback process is focused on actionable steps towards improvement, fostering a culture of continuous development and progress.
Focus on the Behavior
Focusing on behavior rather than the person is a crucial aspect of providing effective feedback. By directing the feedback towards specific actions or performance, the conversation remains constructive and solution-oriented, promoting a positive atmosphere for growth and development (Adu-Oppong, 2014; Lambert & Hogan, 2009).
Directing feedback at the behavior or performance helps to avoid personal attacks, which can lead to defensiveness and hinder progress. By concentrating on the actions that need improvement, you foster a more open and receptive environment where the recipient feels supported and encouraged to make changes. This approach also ensures that the discussion remains focused on actionable steps for improvement rather than assigning blame, which ultimately leads to more productive outcomes.
Separating the person from the issue is essential for maintaining an objective and productive feedback process. By addressing the behavior rather than the individual, you acknowledge that everyone has areas for growth and that the feedback is not a reflection of their worth or character. This distinction allows the recipient to view the feedback as an opportunity for development rather than a personal critique, creating a more conducive environment for learning and improvement (Henderson et al., 2019; Jug et al., 2018; Molloy et al., 2020).
Therefore, focusing on behavior and not the person is a key component of effective feedback. This approach keeps the discussion centered on specific actions or performance, preventing personal attacks and promoting a solution-oriented conversation. By separating the person from the issue, you create a more objective and productive feedback process that encourages growth and development, fostering a culture of continuous learning and progress.
Be Constructive & Balanced
Utilizing a constructive and balanced approach when providing feedback is essential for fostering an environment that promotes growth and improvement (Lambert & Hogan, 2009). By focusing on specific actions and maintaining a respectful tone, you can ensure that your feedback is effective and well-received.
Offering suggestions for improvement is a crucial element of constructive feedback. By providing guidance on how individuals can develop their skills or modify their behavior, you empower them to take ownership of their growth (Expert Panel?, 2021). Encourage the recipient to share their thoughts and ideas, creating a collaborative atmosphere that fosters continuous learning.
In addition to offering suggestions, acknowledging the person's strengths and accomplishments helps maintain a motivational atmosphere. By highlighting their successes, you demonstrate your belief in their potential for improvement and encourage them to build upon their strengths (Henderson et al., 2019). This approach not only boosts the recipient's confidence but also promotes a growth mindset.
Maintaining a respectful tone is vital when delivering feedback. Adopt a supportive and empathetic tone, avoiding overly critical or aggressive language that may create defensiveness and hinder the recipient's willingness to accept the feedback (Armson et al., 2019; Mavrogenis et al., 2020; O’Donovan et al., 2021). Ensure that your body language, facial expressions, and choice of words convey respect and genuine interest in the person's development.
This approach of providing feedback is essential for promoting positive change and development. By offering suggestions, acknowledging strengths, and maintaining a respectful tone, you create an environment where individuals feel supported and motivated to improve. It facilitates open and collaborative discussions, ultimately leading to more effective feedback and fostering a culture of continuous growth and progress.
Establish Goals
Establishing goals and following up is an integral part of the feedback process, as it provides a clear roadmap for improvement and ensures ongoing support for the recipient. Setting clear expectations and scheduling follow-up meetings are essential for maintaining momentum and demonstrating your commitment to the person's development.
Clearly communicating your expectations regarding future performance or behavior is vital for the recipient to understand the desired outcome. Be specific about the changes or improvements needed and provide a timeline for when these should be achieved. This clarity allows individuals to focus on their goals and work towards measurable progress.
In addition to setting expectations, regularly discussing progress and providing ongoing support helps keep the person engaged in their development (Attridge, 2009; Kossek et al., 1998; Najeemdeen et al., 2018). Schedule periodic check-ins or follow-up meetings to review their progress, address any challenges they may be facing, and celebrate their successes. These meetings not only demonstrate your commitment to the person's growth but also reinforce the feedback and maintain a culture of continuous improvement (Burke & Hutchins, 2007; Martin, 2010; Tricomi & DePasque, 2016).
Hence, incorporating goal setting and follow-up into the feedback process ensures that individuals have a clear understanding of expectations and remain supported throughout their journey of growth and development. By clearly communicating expectations and scheduling regular follow-up meetings, you create a more effective feedback process that fosters a culture of continuous improvement and progress. This approach demonstrates your commitment to the person's development and helps ensure that your feedback leads to lasting positive change.
Keep an Open mind
Practicing active listening and openness is crucial when providing feedback, as it fosters a supportive environment for growth and development (Adu-Oppong, 2014; Burke & Hutchins, 2007; Najeemdeen et al., 2018; Tricomi & DePasque, 2016). By actively listening, encouraging input, and being receptive to feedback, you create a collaborative feedback process that promotes open communication and continuous improvement.
Listening attentively is essential for demonstrating that you value the recipient's perspective and are committed to their success (Davlin-Pater & Rosencrum, 2019; Ibarra & Scoular, 2019; Manley & Jackson, 2019; Phillips et al., 2020). By giving them an opportunity to respond and ask questions, you create a more effective feedback process that encourages growth and development. Involving the recipient in the conversation and allowing them to share their thoughts or concerns further enhances this collaborative process, creating a sense of shared ownership in their growth (Lambert & Hogan, 2009).
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Being open to receiving feedback yourself is vital for fostering a culture of open communication within the workplace. Demonstrating humility and a willingness to learn from others models the behavior you expect from your team and shows your commitment to personal growth. This openness creates an atmosphere where everyone feels comfortable sharing insights and learning from one another, ultimately contributing to a more effective and supportive work environment.
Active listening and openness are key components of a successful feedback process. By attentively listening to the recipient, encouraging their input, and being open to receiving feedback, you create an environment that nurtures collaboration, open communication, and continuous improvement. This approach ensures that individuals feel valued and supported in their growth and development, leading to more effective feedback and a stronger, more dynamic workplace.
Conclusion
In conclusion, delivering productive feedback in the workplace is essential for fostering growth, improving performance, and maintaining a healthy work environment. By providing feedback that is timely, specific, and focused on behavior rather than the person, you create a more effective and supportive feedback process. Utilizing a constructive and balanced approach, including offering suggestions, acknowledging strengths, and maintaining a respectful tone, further promotes positive change and development. Establishing clear goals, scheduling follow-up meetings, and practicing active listening and openness are additional crucial components for a successful feedback process. By incorporating these strategies, you can create an environment that nurtures collaboration, open communication, and continuous improvement, ultimately leading to a stronger, more dynamic workplace.
Disclaimer
The information provided in this material is for general informational purposes only and should not be considered as professional advice. While the author has made every effort to ensure the accuracy and completeness of the content, any reliance on the information contained herein is at your own risk. The author assumes no responsibility for any errors or omissions or any consequences arising from the use of this material. It is recommended that you consult with a qualified professional before implementing any of the strategies or concepts discussed in this article. The author disclaims any liability for any actions taken based on the information provided, and the application of the strategies and concepts may not guarantee success in every workplace environment or with every individual.
References
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Armson, H., Lockyer, J. M., Zetkulic, M., K?nings, K. D., & Sargeant, J. (2019). Identifying coaching skills to improve feedback use in postgraduate medical education. Medical Education, 53(5), 477–493. https://doi.org/10.1111/medu.13818
Attridge, M. (2009). Measuring and Managing Employee Work Engagement: A Review of the Research and Business Literature. Journal of Workplace Behavioral Health, 24(4), 383–398. https://doi.org/10.1080/15555240903188398
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The Instructional Effect of Feedback in Test-Like Events. Review of Educational Research, 61(2), 213–238. https://doi.org/10.3102/00346543061002213
Burke, L. A., & Hutchins, H. M. (2007). Training Transfer: An Integrative Literature Review. Human Resource Development Review, 6(3), 263–296. https://doi.org/10.1177/1534484307303035
Davlin-Pater, C., & Rosencrum, E. (2019). Promoting Soft Skill Development in Preprofessional Athletic Training Students. Athletic Training Education Journal, 14(1), 73–79. https://doi.org/10.4085/140173
Expert Panel?. (2021). Council Post: 10 Ways Managers Can Support Employee Career Growth. Forbes. https://www.forbes.com/sites/forbesbusinesscouncil/2021/06/03/10-ways-managers-can-support-employee-career-growth/
Fuchs, O., Weissleder, S., & Najmaei, M. (2022). A Probing German Case Study on Trust Building Factors Around Online Leadership in Virtual Work Environments. International Journal of Business and Management.
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Development, 38(7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807
Ibarra, H., & Scoular, A. (2019). How to unleash innovation, energy, and commitment.
Josselyn, S. A., & Tonegawa, S. (2020). Memory engrams: Recalling the past and imagining the future. Science, 367(6473), eaaw4325. https://doi.org/10.1126/science.aaw4325
Jug, R., Jiang, X. “Sara”, & Bean, S. M. (2018). Giving and Receiving Effective Feedback: A Review Article and How-To Guide. Archives of Pathology & Laboratory Medicine, 143(2), 244–250. https://doi.org/10.5858/arpa.2018-0058-RA
Kossek, E. E., Roberts, K., Fisher, S., & Demarr, B. (1998). Career Self-Management: A Quasi-Experimental Assessment of the Effects of a Training Intervention. Personnel Psychology, 51(4), 935–960. https://doi.org/10.1111/j.1744-6570.1998.tb00746.x
Kubik, V., Gaschler, R., & Hausman, H. (2021). PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback. Psychology Learning & Teaching, 20(1), 1–20. https://doi.org/10.1177/1475725720976462
Lambert, E., & Hogan, N. (2009). Creating a Positive Workplace Experience: The Issue of Support from Supervisors and Management in Shaping the Job Stress, Job Satisfaction, and Organizational Commitment of Private Correctional Staff. Journal of Applied Security Research, 4(4), 462–482. https://doi.org/10.1080/19361610903176286
Manley, K., & Jackson, C. (2019). Microsystems culture change: A refined theory for developing person-centred, safe and effective workplaces based on strategies that embed a safety culture. International Practice Development Journal, 9, 1–21. https://doi.org/10.19043/ipdj.92.00
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Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
Najeemdeen, I. S., Abidemi, B. T., Rahmat, F. D., & Bulus, B. D. (2018). Perceived Organizational Culture and Perceived Organizational Support on Work Engagement. Academic Journal of Economic Studies, 4(3), 199–208.
Noordin, F., Omar, S., Sehan, S., & Idrus, S. (2010). Organizational Climate And Its Influence On Organizational Commitment. International Business & Economics Research Journal (IBER), 9(2), Article 2. https://doi.org/10.19030/iber.v9i2.516
O’Donovan, B. M., den Outer, B., Price, M., & Lloyd, A. (2021). What makes good feedback good? Studies in Higher Education, 46(2), 318–329. https://doi.org/10.1080/03075079.2019.1630812
Phillips, J., Phillips, P., & Ray, R. (2020). Proving the Value of Soft Skills: Measuring Impact and Calculating ROI. American Society for Training and Development.
Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Saleem, D. S., & Amin, S. (2013). The Impact of Organizational Support for Career Development and Supervisory Support on Employee Performance: An Empirical Study from Pakistani Academic Sector. European Journal of Business and Management.
Tricomi, E., & DePasque, S. (2016). The Role of Feedback in Learning and Motivation. In Recent Developments in Neuroscience Research on Human Motivation (Vol. 19, pp. 175–202). Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019015
Tsutsumi, A., Nagami, M., Yoshikawa, T., Kogi, K., & Kawakami, N. (2009). Participatory Intervention for Workplace Improvements on Mental Health and Job Performance Among Blue-Collar Workers: A Cluster Randomized Controlled Trial. Journal of Occupational & Environmental Medicine, 51(5), 554–563. https://doi.org/10.1097/JOM.0b013e3181a24d28
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1 年References (cont.) Phillips, J., Phillips, P., & Ray, R. (2020).?Proving the Value of Soft Skills: Measuring Impact and Calculating ROI. American Society for Training and Development. Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention.?Psychological Science,?17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x Saleem, D. S., & Amin, S. (2013). The Impact of Organizational Support for Career Development and Supervisory Support on Employee Performance: An Empirical Study from Pakistani Academic Sector.?European Journal of Business and Management. Tricomi, E., & DePasque, S. (2016). The Role of Feedback in Learning and Motivation. In?Recent Developments in Neuroscience Research on Human Motivation?(Vol. 19, pp. 175–202). Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019015 Tsutsumi, A., Nagami, M., Yoshikawa, T., Kogi, K., & Kawakami, N. (2009). Participatory Intervention for Workplace Improvements on Mental Health and Job Performance Among Blue-Collar Workers: A Cluster Randomized Controlled Trial.?Journal of Occupational & Environmental Medicine,?51(5), 554–563. https://doi.org/10.1097/JOM.0b013e3181a24d2
Growth | Diversity | Inclusivity | MBA Candidate
1 年References (cont.) Mavrogenis, A. F., Quaile, A., & Scarlat, M. M. (2020). The good, the bad and the rude peer-review.?International Orthopaedics,?44(3), 413–415. https://doi.org/10.1007/s00264-020-04504-1 Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy.?Assessment & Evaluation in Higher Education,?45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955 Najeemdeen, I. S., Abidemi, B. T., Rahmat, F. D., & Bulus, B. D. (2018). Perceived Organizational Culture and Perceived Organizational Support on Work Engagement.?Academic Journal of Economic Studies,?4(3), 199–208. Noordin, F., Omar, S., Sehan, S., & Idrus, S. (2010). Organizational Climate And Its Influence On Organizational Commitment.?International Business & Economics Research Journal (IBER),?9(2), Article 2. https://doi.org/10.19030/iber.v9i2.516 O’Donovan, B. M., den Outer, B., Price, M., & Lloyd, A. (2021). What makes good feedback good??Studies in Higher Education,?46(2), 318–329. https://doi.org/10.1080/03075079.2019.16308128
Growth | Diversity | Inclusivity | MBA Candidate
1 年References (cont.) Kubik, V., Gaschler, R., & Hausman, H. (2021). PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback.?Psychology Learning & Teaching,?20(1), 1–20. https://doi.org/10.1177/1475725720976462 Lambert, E., & Hogan, N. (2009). Creating a Positive Workplace Experience: The Issue of Support from Supervisors and Management in Shaping the Job Stress, Job Satisfaction, and Organizational Commitment of Private Correctional Staff.?Journal of Applied Security Research,?4(4), 462–482. https://doi.org/10.1080/19361610903176286 Manley, K., & Jackson, C. (2019). Microsystems culture change: A refined theory for developing person-centred, safe and effective workplaces based on strategies that embed a safety culture.?International Practice Development Journal,?9, 1–21. https://doi.org/10.19043/ipdj.92.00 Martin, H. J. (2010). Improving training impact through effective follow‐up: Techniques and their application.?Journal of Management Development,?29(6), 520–534. https://doi.org/10.1108/02621711011046495
Growth | Diversity | Inclusivity | MBA Candidate
1 年References (cont.) Fuchs, O., Weissleder, S., & Najmaei, M. (2022). A Probing German Case Study on Trust Building Factors Around Online Leadership in Virtual Work Environments.?International Journal of Business and Management. Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019). Conditions that enable effective feedback.?Higher Education Research & Development,?38(7), 1401–1416. https://doi.org/10.1080/07294360.2019.1657807 Ibarra, H., & Scoular, A. (2019).?How to unleash innovation, energy, and commitment. Josselyn, S. A., & Tonegawa, S. (2020). Memory engrams: Recalling the past and imagining the future.?Science,?367(6473), eaaw4325. https://doi.org/10.1126/science.aaw4325 Jug, R., Jiang, X. “Sara”, & Bean, S. M. (2018). Giving and Receiving Effective Feedback: A Review Article and How-To Guide.?Archives of Pathology & Laboratory Medicine,?143(2), 244–250. https://doi.org/10.5858/arpa.2018-0058-RA Kossek, E. E., Roberts, K., Fisher, S., & Demarr, B. (1998). Career Self-Management: A Quasi-Experimental Assessment of the Effects of a Training Intervention.?Personnel Psychology,?51(4), 935–960. https://doi.org/10.1111/j.1744-6570.1998.tb00746.x
Growth | Diversity | Inclusivity | MBA Candidate
1 年References Armson, H., Lockyer, J. M., Zetkulic, M., K?nings, K. D., & Sargeant, J. (2019). Identifying coaching skills to improve feedback use in postgraduate medical education.?Medical Education,?53(5), 477–493. https://doi.org/10.1111/medu.13818 Attridge, M. (2009). Measuring and Managing Employee Work Engagement: A Review of the Research and Business Literature.?Journal of Workplace Behavioral Health,?24(4), 383–398. https://doi.org/10.1080/15555240903188398 Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The Instructional Effect of Feedback in Test-Like Events.?Review of Educational Research,?61(2), 213–238. https://doi.org/10.3102/00346543061002213 Burke, L. A., & Hutchins, H. M. (2007). Training Transfer: An Integrative Literature Review.?Human Resource Development Review,?6(3), 263–296. https://doi.org/10.1177/1534484307303035 Davlin-Pater, C., & Rosencrum, E. (2019). Promoting Soft Skill Development in Preprofessional Athletic Training Students.?Athletic Training Education Journal,?14(1), 73–79. https://doi.org/10.4085/140173 Expert Panel?. (2021).?Council Post: Forbes. https://www.forbes.com/sites/forbesbusinesscouncil/2021/06/03/10-ways-managers-can-support-employee-career-growth/