The Power of Feedback

1. The Power of Feedback

2. Housekeeping Roster routed at end of workshop Break Restrooms Cell phones, pagers, text messaging Evaluation sent to e-mail address Workshop counts toward Supervisory Challenge certification Do not need to do anything to get credit; it will be given automatically based on roster in the training room

3. Today’s Focus • Discuss the power of effective feedback • Review how to formalize your feedback using UF’s appraisal process

4. www.hr.ufl.edu/training/leadership/competencies.asp

5. What Is Feedback? • Whenever we respond to another person, we are giving feedback • May be based on many things … • May take many forms … • Not all feedback is useful For Example Silence Focused on PersonalQualities GeneralPraise

6. What’s the Difference for Kari? • Great report, Kari. Keep up the good work. • I liked the way you incorporated the two graphs into your report this month, Kari. They made it much easier to follow the changes in student enrollment. I hope you’ll do it again.

7. Workplace Feedback • Job performance • The employee’s competence to perform specific tasks • Work-related behavior • The way the employee performs his or her tasks

8. Two Types of Feedback Redirection Reinforcement Which is more difficult for you? Why?

9. Effective Feedback Is … • Focused on acts, not attitude What Does That Mean? Accurate and Behavioral

10. Effective Feedback Is … • Accurate • States objectivefacts as they occurred • Reports direct observations—avoiding “hearsay” • Specific & Behavioral • Relates to specific job-related behavior—avoiding evaluative statements or comments regarding the individual’s personality

11. Non-Specific Example Michelle is an “overly aggressive” student advisor. • Finishes students’ statements before they have finished speaking • Interrupts students before they have finished, in order to state her point of view • Tells students, “That’s your problem, not mine”

12. Let’s PracticeGetting To Behavioral Specifics

13. Effective Feedback Is • Focused on acts not attitudes • Inquiring • Learn all that you can about a complicated situation before giving feedback • Continue to ask questions during the feedback process MismatchedJob Perceptions

14. Effective Feedback Is … • Focused on acts, not attitude • Inquiring • Timely • Directed toward the future • Goal oriented • Supportive • Continual

15. Adjusting Style • Successful leaders adjust style based on what’s needed by the other person • How directive and supportive do I need to be? • “Situational Leadership” • Level of direction and support varies • Based on skill set and motivation (“skill and will”) • Situation specific

16. Adjusting Style Your Approach Explain Unable, but willing and confident Directing/Supporting Explain Decisions “We do this because …” Engage Able, but unwilling or not confident SupportingPraise, Listen, Facilitate Share Ideas “I was thinking XX. What do you think?” 3 2 “Arthur, you might find some of the background information helpful, so let me fill you in a bit.” • “This idea has worked before. Do you think it might work in this case?” Supportive Empower Able, willing, confident DelegatingTurn Over Responsibility for Day-to-Day Decisions “When should I check in?” Direct Unable, not confident Structure, Control, Supervise Give Instructions “Do this …” 4 1 • “John, I’d like to see you doing X, Y, and Z over the next week.” • “Let’s think about these possibilities and get back together next week, after you’ve thought about them.” Derived from Hershey and Blanchard’s Situational Leadership Directive

17. The Feedback Process

18. Two Types of Feedback • Reinforcement • Redirection

19. Reinforcement

20. Redirection

21. Redirection

22. Redirection

23. A Practical Method for Feedback • Topic: I want to talk to you about … • Observation: I noticed … • Impact: The impact is … • Request or Inquiry: • I’d like you to… • OR • Why is this happening? • What can we do?

24. Skill Practice

25. Documenting Your Feedback

26. FOSA • F—Facts • What happened?When did it happen? Where did it happen? Who was involved? • O—Objectives • What are the performance expectations and when were they communicated to the employee? • S—Solutions • What forms of assistance or coaching were offered to the employee to help him/her solve the performance problem? • A—Action • What are the consequences for the employee if he/she does not improve his/her performance?

27. Understanding the UF Staff Appraisal Process www.hr.ufl.edu/performance

28. UF Appraisal Period for Staff • Annual Appraisal: In March of each year • Unless another appraisal was completed within the last 60 days • All staff appraisals completed using same evaluation period: • March 1, 2013-February 28, 2014 • Appraisal presented to employee and returned to HR by March 31, 2014

29. Formats for UF Appraisals • UF Performance Appraisal Form used for: • All nonexempt TEAMS • Both exempt and nonexempt USPS employees • Narrative (letter), with form that assigns overall rating, used for: • Exempt TEAMS

30. Overall Ratings • Exceeds • Above Average • Achieves • Minimally Achieves* • Below* *Contact ER Before Assigning

31. Let’s Look at Exempt Employee Form

32. Let’s Review the Non-Exempt/USPS Form To begin with this form: • Complete information for employee identification • Identify Appraisal Type • Identify Appraisal Period

33. Employee’s Self-Assessment • Provide comments (not numerical ratings) on performance categories: • Work performance • Attendance/reliability • Customer service • Initiative/productivity • Teamwork and interpersonal skills • Identify goals for the next year

34. Supervisor’s Assessment • Remember: Nothing on the form should be a surprise • Evaluation form formalizes your on-going feedback to employees • Provide comments on performance categories • Work Performance, Attendance/ Reliability, Customer Service, Initiative/ Productivity, and Teamwork and Interpersonal Skills

35. Supervisor’s Assessment • Provide ratings of 1-5 for each category • Below Performance Standards: 1 • Minimally Achieves Performance Standards: 2 • Achieves Performance Standards: 3 • Above Average Performance Standards: 4 • Exceeds Performance Standards: 5 Using the Ratings Guide: Which descriptors best match your employee’s performance in each category?

36. Supervisor’s Assessment • Write goals for the next appraisal year • Add for Total Score • DetermineOverall Rating • Below (5-9)* • Minimally Achieves (10-14)* • Achieves (15-19) • Above Average (20-23) • Exceeds (24-25) *Contact ER Before Assigning

37. Remarks/Signature Blocks • Room for employee remarks • Signatures needed by: • Employee • Immediate supervisor • Higher level supervisor • Additional space for more comments from the supervisor (if needed)

38. To Close • Original to employee • Copy sent to Employee Relations • Overall rating entered into PeopleSoft • Rating will be available for viewing • Role: UF_HR Manager/Dept Admin • Main Menu >Workforce Development>Employee Review History >Review History myUFL Navigation

39. Impacts on Appraisal Period • Leaves of Absence • Probationary Periods • Special Appraisals

40. Leaves of Absence • Rating periods for employees on leaves of absence are not adjusted • Period of absence should not be considered in the evaluation • Evaluations may be submitted late—within 30 days of the employee’s return to work after the leave of absence

41. Probationary Appraisals • Typically completed during an employee’s sixth month • If the probationary period ended before December 31, you will also complete the annual appraisal in March • If the probationary period ends after December 31, you will skip the annual appraisal in March

42. Special Appraisals • Covers evaluation for period of 60 days to 6 months • Notes changes in performance • Recommended contact with HR if you believe a special appraisal is warranted • Definitely contact when overall performance is slipping or declining

43. UF Form Default Ratings • No completed probationary appraisal? • “Achieves” by default • No completed annual appraisal? • The previous rating continues

44. The Appraisal “Interview”

45. Before the Session • Talk to your employees about • The UF Performance Appraisal Form • Appraisal time frame • Five evaluative performance categories • Five ratings • Self-evaluation and supervisor evaluation

46. Before the Session • Provide employee with Self-Assessment page to be completed before appraisal session • Ask the employee to return it to you before the appraisal session or to bring it to the session—your choice

47. The Appraisal Session • Choose a convenient time • Choose an appropriate location • Provides privacy • Is away from the immediate work area

48. The Appraisal Session • Inform employee of the purpose • Plan your meeting • Begin and end with a positive • Emphasize growth and development • Encourage open discussion • Avoid joking

49. Some Cautions

50. Common Rating Errors • Carry-over • Incentive • Central tendency • Halo/pitchfork effects • Guilt by association • Compatibility