Lesson 6 Giving Performance Feedback

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Lesson 6Giving Performance Feedback
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Lesson Objectives

• After completing this lesson you will be able to
• Describe how feedback can drive performance.
• List the types of acceptable content to include
  in feedback.
• Discuss guidelines for giving oral and written
  feedback.
• Describe the components of well-written
  self-assessments and evaluations.

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Feedback Matters

• Work in small groups.
• Talk about the Discussion Questions for this
  slide, which are in your Participant Guides.
• Discuss how you would answer the question in the
  column to the right.
• Share your answer with the class.

• How does feedback drive performance?

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Feedback Aims Opportunities

• Feedback aims
• To reinforce positive behavior
• To acknowledge contributions and accomplishments
• To anticipate difficulties
• To remedy shortfalls

• Feedback opportunities
• In the moment
• For instance
• When answering a question
• When things go well (or not)
• On a schedule
• For instance
• Following completion of a project or task
• During required Performance Conversations

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Giving Feedback

• When giving feedback both verbally or in writing
• Be specific.
• Be descriptive.
• Define the expectations.
• Focus on results.
• Use judgment in appropriate timing and setting.
• Anticipate how the other person will receive your
  message.

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Focus on Behavior (1 of 2)

• EXAMPLE 1
• Sara got angry as I explained how Id changed the
  system.

• EXAMPLE 2
• Sue is a person I can count on. She has what it
  takes to go far in our organization.

EXAMPLE 3 Shirley doesnt take her work seriously.
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Focus on Behavior (2 of 2)
EXAMPLE 6 Jims lack of interest in his job is
apparent and its rubbing off on others who used
to be more loyal.

• EXAMPLE 4
• John thinks his ideas are the best and should be
  implemented across the organization.

• EXAMPLE 5
• Jason hasnt been delegating routine work, and
  that has caused him to miss two deadlines.

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Performance, Behavior, and Attitude
NSPS defines performance as
The accomplishment of work assignments or
responsibilities and the contributions to
achieving organizational goals, including an
employees behavior and professional demeanor
(actions, attitude, manner of performance) as
demonstrated by his or her approach to completing
work assignments.
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Giving Feedback Video

• Would you describe the feedback given by LTC
  Martinez as behavior-based or attitude based?
• Is it specific, descriptive, and supportive?
• Can it be improved? How?

Video Giving Feedback
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Self-Assessment Checklist

• Highlight your most significant achievements.
• Do the accomplishments
• Match the stated objectives?
• Include references to the appropriate Performance
  Indicators?
• Reflect the selected Contributing Factors?
• Make the connection between WHAT you did and WHY
  that helps your organization.
• Note challenges you faced and how you fared.
• Include any additional accomplishments.

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Guidelines for Writing Evaluations

• Follow the STAR

• Situation
• Task
• Action
• Result

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Exercise Writing Evaluations

• Step 1 Review the Employee Profile including Job
  Objectives and selected Contributing Factors.
• Step 2 Determine the appropriate Performance
  Indicators.
• Step 3 Review the end-of-cycle employee
  self-assessment.
• Step 4 Use the language of the Job Objectives,
  Performance Indicators, Contributing Factors and
  employee self-assessment to write the rating
  officials assessment.

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Lesson Review

• Feedback matters. Effective feedback acknowledges
  and anticipates, reinforces and redirects
  performance.
• Feedback should be ongoing. Opportunities for
  giving feedback surface throughout the
  performance cycle.
• Effective feedback describes behavior, not
  attitude. When attitude becomes behavior,
  feedback is appropriate.
• Self-Assessments provide managers/supervisors
  with additional support to write an effective
  evaluation for you.
• Evaluations provide feedback to employees and
  information to the pay pool panel.

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Questions