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Giving and Receiving Feedback

Giving and Receiving Feedback. University of Scouting March 27, 2010 Sean R. Cole Assistant Scoutmaster Troop 79 Homer, NY. Step 1: Ask. By asking the person whether they are open to some feedback, you give them the opportunity to suggest a different time or place.

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Giving and Receiving Feedback

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  1. Giving and Receiving Feedback University of Scouting March 27, 2010 Sean R. Cole Assistant Scoutmaster Troop 79 Homer, NY

  2. Step 1: Ask. • By asking the person whether they are open to some feedback, you give them the opportunity to suggest a different time or place. • Even if you are comfortable, it is equally important that they are. If they are not, they won't hear you anyway. • Do this whether the feedback is corrective or affirmative. • Many people don't ask before they give positive feedback, because "everybody likes praise". • But then when the senders do ask, the receivers evade answering or get nervous. Ask always. • Ineffective: "Jack, pay attention.” “Jack, you’ve got a problem.” • More Effective: "Jack, may I give you some feedback?" or, if you think that sounds funny: “May I share something with you?”, “Can I share an observation with you?” • (Yes, asking is that easy.)

  3. Describe my behavior….

  4. Step 2: Describe specific behavior. • Don't attempt to guess at the motivation for the behavior. • Discuss the actual behavior you saw, heard, or read. You cannot see someone being lazy or having a poor attitude or being mean. You can't!! • You can see them being 15 minutes late 3 of the past 5 meetings. You can see a scout push another scout. • Tell them what you saw, heard or read, not what you concluded from their actions. Avoid labels. • Ineffective: "I'm tired of you bullying other scouts. Quit being so mean!" • More Effective: "Jack, when you start talking, when others are in mid-sentence; when you make comments about people being “stupid”; • Key words: "When you...”

  5. Step 3: Describe the impact of behavior • Most people understand that actions have consequences. Sometimes people are aware of their actions' consequences and sometimes they are not. • Sometimes they are genuinely unaware of negative repercussions. Remember that no one ever acts in a way that they believe is irrational: their behavior always makes sense to them. • Once you have described what you observed, tell them what you felt or what impact it had on you and/or the group. • Ineffective: "How come you can't get your paperwork on your Eagle project finished?" • More Effective: "Jack, when you start talking, when others are in mid-sentence; here's what happens, the other person feels like what they were saying, wasn’t worth listening to.” • Key words: "Here's what happens..."

  6. Step Four: Discuss next steps • With positive feedback, reinforce the continuation of the sought after behavior. Being explicit that you want it to continue increases the chances that it will be continued. • To prevent people from dismissing the feedback, ask a question that gets them thinking about the behavior. • When the feedback is corrective, and the recipient has verified that they understand what they did and its impact, it is time to work out how to change the behavior in the future. • The recipient must really own their efforts. If you simply impose a change, they will be less likely to enact the change. • Ask open-ended questions to start this process, such as: "What do you think you can do in this area?" "How should we approach this?" • Ineffective: "So what you need to do, Jack, is control your temper." • More Effective: "What can you do about this? How can I help you?" "Any thoughts on how you can eliminate this minor issue?" • Key words: "What can you do about this?"

  7. Summary • 1. Ask • 2. Describe the behavior • 3. Describe the impact of the behavior • 4. Discuss next steps

  8. Feel, Felt, Found • How you can help the Scout know you understand: • With these words you can help them understand that you are there for them and that their feelings matter. • “In this type of situation I understand how you feel.” • “When I was your age I have felt just as you do.” • “In this type of situation I have found that it is best to handle things this way…”

  9. LET’S PRACTICE!!! • Groups of 3 • 1 Sender • 1 Receiver • 1 Observer • Instructions: • Read your card • Sender begins by starting the process • When finished, observer, give feedback to the sender • Rotate.

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