2 Students for each exercise

1
Performance Feedback Exercise

• 2 Students for each exercise
• 1st student gets manager role for Part 1 and 2nd
  student gets manager role for Part 2
• Right before starting the role playing 2nd
  student will get subordinate role for Part 1.
• Right before starting round 2, 1st student will
  get subordinate role for Part 2

2
What you will learn today

• What is effective feedback
• How to give effective feedback

3
Criteria for judging the effectiveness of
feedback

• Feedback is actually effective if it improves
  performance
• Feedback is perceived to be effective if
  recipient thinks it so

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When can feedback improve performance
Kluger DiNisi, 2000
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Consequences of getting feedback
Attention to Self
e.g., how good/bad am I as a person
Attention to Task
Feedback
e.g., how hard to work, how long to work to
increase sales
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Why feedback ?Attention to Self
Attention to Self
Compares self to others
Feedback
Info on How to Improve
Information about Correct Answer
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Consequences of Attending to Self
Affect (e.g., mistrust, retaliation)
Attention To Self
Lower Performance
Distraction from focal task
Attention to non-focal task
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Why feedback ? Attention to Task
Attention to Self
Compares self to others
Feedback
Info on How to Improve
Attention To Task
Information about Correct Answer
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Effects of Information on how to improve
Feedback
Info on How to Improve
Focus on Task
Increased Motivation e.g.,
Increased Performance
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Effects of Information on correct answer
Feedback
Info on correct answer
Focus on Task
Increased Learning e.g.,
Increased Performance
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How to generate valid reliable info?

• Human Resource issue
• See Aamodt Raynes Chapter 15 (on reserve)

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What affects reliability validity of The
information about performance
Method of appraisal
Type of appraiser
Performance info
Dimensions appraised
Type of Scale used
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The effects of Feedback
Attention To Self
-
Attention To Task
Performance
Feedback
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Review whats next

• Is feedback actually effective?
• Is the feedback perceived as effective?

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What affects perceptions that feedback is
effective
Allows for recipient to participate
Improved Performance
Perceived Effectiveness of Feedback
Lizzio et al, 2003
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Ways to allow recipient to participate
Allowing recipient to participate
Invite recipients reaction to feedback
Recipient evaluates self
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Performance Feedback Exercise

• 2 Students for each exercise
• 1st student gets manager role for Part 1 and 2nd
  student gets manager role for Part 2
• Both managers make goals on how s/he will give
  feedback keeping the research covered in mind.

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• An example script that integrates the research
  on the kinds of feedback that
• Actually Improves performance
• Is Perceived as effective by recipients

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Feedback Script
Attention To Self
-
Attention To Task
Performance
Feedback Script
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(No Transcript)
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Continue setting goals on how you will give
feedback

• Manager with role for Part 1 and Manager with
  role for Part 2 continue to set goals on how s/he
  will give feedback keeping the research just
  covered in mind

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24

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Mgr Julie, heres how I suggest we approach this
issue. Why dont I start by firstly being as
specific as I can about what Ive observed in the
meetings, and then you can give your reaction to
that, and your understanding of the situation.
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(No Transcript)
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(No Transcript)
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Comparing Effective Ineffective Scripts of
Giving Feedback
Lizzio et al, 2003
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Integrating scripts with behaviors
Learning behaviors that subordinates perceive
as effective
Cole, 2004
33
Performance Feedback Exercise

• 1st with manager role for Part 1 and 2nd
  student with manager role for Part 2 set goals
  (using list given) on how s/he will give feedback
  keeping the research covered in mind.

34
Sequence of Performance Feedback Ex

• 1st student tries to use behaviors on list of
  feedback giving behaviors when playing role of
  manager giving feedback
• 2nd student (Feedback receiver in part 1) steps
  out of role and gives feedback to 1st student on
  how well, 1st student did/did not display the
  behaviors on the list of feedback giving
  behaviors
• Switch positions to play part 2
• 2nd student (who played the subordinate in 1st
  part) now plays role of feedback giver (mgr) and
  practices feedback giving behaviors
• After finishing role play, 1st student (feedback
  giver in part 2) steps out of role and gives
  feedback to 2nd student on how well the 2nd
  student did or did not display the behaviors on
  the list of feedback giving behaviors

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• Behaviors to practice
• Non verbal Communication Behaviors
• Leadership Behaviors
• Speech Characteristics
• Conveying Interaction-al Justice

Cole, 2004
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Behaviors to practice evaluate

• Evaluate each others performance feedback giving
  behaviors in terms of
• Enacting relevant behaviors
• Extent to which goals of giving performance
  feedback were implemented

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Non-verbal Communication Behaviors

• Positive demeanor
• Smile
• Positive expression when talking listening,
• Positive tone of voice
• Arm/hand gestures indicate sympathy points
  being made
• Folded hands
• Close interpersonal space
• Neutrality
• Speak in neutral tone
• Soft voice volume
• Attentiveness
• Lean forward, look at surroundings

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Leadership Behaviors

• Transformational leadership
• Enhances employees self-worth,
• Encourage employee participation,
• Shares information
• Minimal Conflict-seeking
• Do not further conflict,
• Do not use position power,
• Do not use reward/punishment power.
• Use of Referent power
• Resolve conflict through accommodation

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Speech Characteristics

• Conversational maintenance
• Attentive to relationship with employee,
• Responsive to employee,
• Seeks consensus.
• Low Controlling
• Do not mention superior position,
• Do not challenge employee,
• Do not mention control of employee,
• Do not suggest actions
• Fact finding
• Ask for facts,
• Ask for clarification,
• Directly asks employee to respond.
• (Low) Asserting authority
• Do not use absolute/assertive statements,
• Tentativeness
• Uses tentative statements,
• Uses speech tags,
• Rising intonation at end of sentence.

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Convey Interactional Justice

• Give good explanations
• explains work procedures, explains company
  rules, specific, provides justification.
• Active listening
• Patient, non-evaluative, paraphrases, invites
  further comment, uses non-verbal responses.
• Convey justice when interacting
• Be considerate, honest, courteous,
• respectful when interpreting events and when
  enacting procedures,
• sincere, respects privacy, polite.

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Class Discussion Qs
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Describe behaviors

• Describe how your peer displayed the following
  well/not well
• Non verbal Communication Behaviors
• Leadership Behaviors
• Speech Characteristics
• Conveying Interaction-al Justice

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Describe Scripts

• Describe how your peer did the following while
  giving feedback
• Improve performance
• Allow recipient to participate

Lizzio et al
44
Today you used research to

• Learn what is effective feedback
• For improving performance,
• From subordinates perspective
• To practice observe giving effective
  performance feedback