GivinG Feedback - Blanchard · PDF fileGiving Feedback Materials ... our experience in...

GivinG Feedback

Facilitation instructions

Drea Zigarmi

Susan Fowler

Patricia Zigarmi

Ken Blanchard

GIVING FEEDBACKFACILITATION INSTRUCTIONS

Authors

Drea ZigarmiSusan Fowler

Patricia ZigarmiKen Blanchard

Brand Manager

Victoria Cutler

Content Consultants

Scott BlanchardMadeleine Homan Blanchard

Linda Miller

Art Director

Beverly Haney

Proofreaders

Barbara AkersCarey Nash

Product DeveloperProject Manager

Kim King

Illustrator

Gary Onstad

Production Artist

Kim KingErin Reiter

The materials in this program have been designed to develop specifi c knowledge and skills. A signifi cant amount of time has

been devoted to writing and testing these materials in order to ensure their effectiveness. The Ken Blanchard Companies®

maintains full and exclusive rights to these materials through all applicable copyright laws. No redesign, editing, or

reproduction of these materials is permitted without written permission from Blanchard®.

If you would like to customize or adapt Blanchard materials for your organization, or to discuss a licensing agreement, please

contact your Blanchard representative at 800 728-6000. The Ken Blanchard Companies maintains a staff with extensive

capabilities to assist you in creating programs and materials that meet your needs.

All changes, adaptations, or licensing rights to these materials must be requested from and approved by The Ken Blanchard

Companies in writing.

Thank you!

Ken Blanchard fi rst developed Situational Leadership® with Paul Hersey in the late 1960s. In 1985, Blan chard and the

Founding Associates of The Ken Blanchard Companies—Marjorie Blanchard, Don Carew, Eunice Parisi-Carew, Fred

Finch, Laurence Hawkins, Drea Zigarmi, and Patricia Zigarmi—created a new generation of the theory called Situational

Lead er ship® II. The lead er ship model used in this product is based on the Founding Associates’ second generation thinking

and research, and is used with their permission.

125 State Place, Escondido, CA 92029 USAGlobal Headquarters 760 489-5005 • 800 728-6000 • Fax 760 489-8407

UK +44 (0) 1483 456300 Canada 905 829-3510 • 800 665-5023 Singapore +65 6775 1030www.kenblanchard.com

Item # 16738 V093007

GIVING FEEDBACK FACILITATION INSTRUCTIONS

© 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007 iii

Table of Contents

Preface .............................................................................................................v

PreparationTraining Preparation .........................................................................................1Giving Feedback Materials ................................................................................2Tools for Success ...............................................................................................3Giving Feedback Training Design ......................................................................5Giving Feedback Visual Aids Overview .............................................................9Giving Feedback PowerPoint® Slides ...............................................................10Giving Feedback Flip Charts ............................................................................15

ActivitiesActivity 1: Session Lead-In ................................................................................1Activity 2: Welcome and Introductions .............................................................3Activity 3: The Power of Feedback ....................................................................7Activity 4: Defi ning Feedback .........................................................................17Activity 5: Learning Objectives .......................................................................23Activity 6: What Is Your Motive? ....................................................................25Activity 7: Types of Feedback .........................................................................33Activity 8: Feedback Guidelines ......................................................................39Activity 9: Pure Feedback ...............................................................................47Activity 10: Personalized Feedback .................................................................51Activity 11: Giving Feedback Skill Practice 1 ....................................................57Activity 12: The SLII® Connection ...................................................................61Activity 13: Which Type of Feedback Is the Most Appropriate? (Optional) .....67Activity 14: Giving Feedback Skill Practice 2 ...................................................73Activity 15: Closing .........................................................................................77


© 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007 v

Preface

Over the past few decades, people have been taught that feedback is a gift and it should be received as one, but attempts to provide feedback so often result in tension and confl ict rather than self-refl ection and personal growth.

We believe providing feedback to others well is a powerful skill. When we give feedback or receive it, often things do not go well. In fact, things often go very poorly. Whenever you attempt to give feedback to someone else there is a risk that the relationship may be damaged. And yet, if we are able to help another person learn something about themselves or the impact they are having on others, and the feedback helps create improved performance and better relationships, we have done a real service.

For years Ken Blanchard has said that “Feedback is the breakfast—and the lunch, dinner, and midnight snack—of Champions!” In this quote, he means that people who are peak performers have developed the habit and discipline of making productive use of feedback. Th ey do not negatively respond to feedback with defensiveness. We share his perspective. People receive feedback openly when there is trust; when the motives of the feedback giver are to enable self-observation, self-refl ection, and self-correction; and when the feedback is verifi able, not judgmental.

Providing good feedback does not occur naturally or by default. To provide eff ective feedback, we must develop and cultivate very specifi c skills—the type of skills we will introduce to you in this program.

FACILITATION INSTRUCTIONS GIVING FEEDBACK

vi © 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007

Preface

* For more information about the research, refer to Achieve Leadership Genius: How You Lead Depends on Who, What, Where, and When You Lead by Drea Zigarmi, Susan Fowler, and Dick Lyles (Indianapolis, IN: FT Press, 2007).

As facilitators, we can shift people’s paradigms about feedback and behavior change. If we can help those we teach appreciate the power of pure, nonjudgmental feedback to enable growth and development, we will contribute tremendously to leadership and organizational eff ectiveness.

Th is Giving Feedback program represents the best of our research* and our experience in teaching others how to give feedback. We are always amazed at how much we continue to learn when we bring this message into organizations and we hope you enjoy facilitating the program as much as we do.

Drea ZigarmiSusan Fowler

Patricia ZigarmiKen Blanchard


© 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007 PREPARATION 5

Giving Feedback Training Design

ACTIVITY TITLE MINUTES SCHEDULE

1 Session Lead-In 15

2 Welcome and Introductions 8

3 The Power of Feedback 25

4 Defi ning Feedback 10

5 Learning Objectives 2

6 What Is Your Motive? 15

7 Types of Feedback 20

Break 10

8 Feedback Guidelines 15

9 Pure Feedback 10

10 Personalized Feedback 10

11 Giving Feedback Skill Practice 1 30

12 The SLII® Connection 10

13 Which Type of Feedback Is the Most Appropriate? (Optional) (20)

Break 10

14 Giving Feedback Skill Practice 2—Round 1 45 Giving Feedback Skill Practice 2—Round 2 (Optional) (45)

15 Closing 10

TOTAL TRAINING TIME 4 HOURS 05 MINUTES WITH OPTIONS 5 HOURS 10 MINUTES


6 PREPARATION © 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007

ACTIVITY DESCRIPTION MINUTES SCHEDULE*

1 Session Lead-In Ask participants to complete the real situations worksheet on two individuals 8:15 a.m.–8:30 a.m. who would benefi t from feedback. 15 12:45 p.m.–1:00 p.m.

2 Welcome and Introductions 8:30 a.m.–8:38 a.m. Welcome and conduct participant introductions. 8 1:00 p.m.–1:08 p.m.

3 The Power of Feedback Demonstrate the power of three kinds of feedback (silence, negative, and positive) with class volunteers. Ask participants to discuss the three learning questions in their workbooks with a partner. Debrief answers 8:38 a.m.–9:03 a.m. in the large group. 25 1:08 p.m.–1:33 p.m.

4 Defi ning Feedback Defi ne feedback. Ask participants to discuss three questions about why and when people need feedback and why leaders avoid giving 9:03 a.m.–9:13 a.m. feedback. Debrief the value of feedback. 10 1:33 p.m.–1:43 p.m.

5 Learning Objectives Review purpose of the workshop and learning outcomes. Review logistics. 9:13 a.m.–9:15 a.m. Introduce Ideas, Insights, and Intentions. 2 1:43 p.m.–1:45 p.m.

6 What Is Your Motive? Ask participants to refl ect on their motives for giving feedback. Present three things to consider in the role of feedback giver. 9:15 a.m.–9:30 a.m. Describe motives for giving feedback. 15 1:45 p.m.–2:00 p.m.

7 Types of Feedback Defi ne three types of feedback (pure, personalized, and poor). Ask participants to sort 15 feedback cards into the three categories. Defi ne and give examples of the two types of pure and the two types of personalized feedback. Ask participants to re-sort the pure and personalized feedback cards into four categories. 9:30 a.m.–9:50 a.m. Connect learning to learning objectives. 20 2:00 p.m.–2:20 p.m.

9:50 a.m.–10:00 a.m. Break 10 2:20 p.m.–2:30 p.m.


* Two schedules are given: one is for a morning workshop, and the other is for an afternoon workshop.


© 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007 PREPARATION 7

ACTIVITY DESCRIPTION MINUTES SCHEDULE

8 Feedback Guidelines Present guidelines for giving feedback. Defi ne behavior and explain the difference between traits and behavior. 10:00 a.m.–10:15 a.m. Conduct feedback rewrite challenge. 15 2:30 p.m.–2:45 p.m.

9 Pure Feedback Share examples and present steps for giving Pure Feedback on What 10:15 a.m.–10:25 a.m. and How. 10 2:45 p.m.–2:55 p.m.

10 Personalized Feedback Share an example and present the steps and guidelines for giving Personalized Feedback— 10:25 a.m.–10:35 a.m. Praise and Disapproval. 10 2:55 p.m.–3:05 p.m.

11 Giving Feedback Skill Practice 1 Ask pairs of participants to practice writing and giving fi ve types of feedback around a common scenario. Share examples with 10:35 a.m.–11:05 a.m. another pair. Debrief in the large group. 30 3:05 p.m.–3:35 p.m.

12 The SLII® Connection Make connections to the Situational Leadership® II Model. Present the Feedback Decision Tree and describe how the nature of feedback changes if the person is 11:05 a.m.–11:15 a.m. intrinsically or extrinsically motivated. 10 3:35 p.m.–3:45 p.m.

13 Which Type of Feedback Is the Most Appropriate? (Optional) Ask participants to read three case studies, then identify goal, diagnose development level, and determine the most and least appropriate type of feedback. Debrief in the large group. Record Ideas, Insights, and Intentions (20) Optional

11:15 a.m.–11:25 a.m. Break 10 3:45 p.m.–3:55 p.m.



8 PREPARATION © 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007

ACTIVITY DESCRIPTION MINUTES SCHEDULE

14 Giving Feedback Skill Practice 2—Round 1 Set up skill practice. Have participants plan for a feedback statement regarding one of the real situations identifi ed in the beginning of the workshop by completing the worksheets on pages 34–37. (Optional: Read questions 8–18 out loud, asking participants to record their answer after you explain why the question is important.) Ask them to write a feedback statement on page 38. Conduct skill practice in trios: • Feedback giver shares the scenario to orient the learning partner to the feedback receiver’s role • Practice giving feedback • Receive feedback from the observer using the Feedback Observation Form on pages 39–40 • Rotate roles two times 11:25 a.m.–12:10 p.m. • Debrief in the large group 45 3:55 p.m.–4:40 p.m.

Giving Feedback Skill Practice 2—Round 2 (Optional) If time permits, conduct a second practice session using the other real situation. Allow 15 minutes for planning and 30 minutes to conduct the practice session in trios.) (45) Optional

15 Closing Ask participants to refl ect on and respond to the three wrap-up questions in their workbook. Share some responses in the 12:10 p.m.–12:20 p.m. large group. Conclude the session. 10 4:40 p.m.–4:50 p.m.



© 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007 ACTIVITIES 1

Activity 1

Session Lead-In

1. Conduct Session Lead-In LARGE GROUP 15 MIN.

Display visual aid 1—Giving Feedback—Real Situations.

Greet participants as they enter the room and direct them to sit at a table.

Refer to workbook pages 1–4—Giving Feedback—Real Situations.

Ask participants to complete the tasks listed on the visual aid before the workshop begins or, if that is not possible, during the fi rst break.

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P U R P O S E ♦ ♦ ♦

Participants identify two situations involving people who could benefi t from receiving feedback about their performance.

R E F E R E N C E • • •

Instruct latecomers to record their answers to the questions on workbook pages 1–4 during the fi rst break.

15 MINUTES



Activity 2

Welcome and Introductions

P U R P O S E ♦ ♦ ♦

Participants are welcomed and introduced to the program—Giving Feedback.

1. Introduce Workshop LARGE GROUP 2 MIN.

Display visual aid 2—Welcome.

Welcome participants to Giving Feedback.

Introduce yourself.

Make these remarks …

Welcome to the Giving Feedback workshop. Feedback is a critical skill in coaching and developing others. In providing feedback on the performance of the people you lead, you are helping them to develop their talent.

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8 MINUTES


4 ACTIVITIES © 2007 The Ken Blanchard Companies. All rights reserved. Do not duplicate • Item # 16738 • V093007

Activity 2: Welcome and Introductions

Display visual aid 3— Feedback is the breakfast ….

Refer to workbook page v—Preface.


Ken Blanchard has said that “Feedback is the breakfast of Champions!” It’s also the lunch, dinner, and midnight snack!

World-class athletes couldn’t develop their talents without meaningful feedback on their performance from their coaches.

Th is course will provide you with information and skill practice for giving eff ective feedback. When you develop your skills in providing feedback, you’ll fi nd it easier to develop the competence, motivation, and confi dence of those you lead. And when you give eff ective feedback, you will teach others to observe, refl ect, and self-correct their own behavior and performance.

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Activity 2: Welcome and Introductions

2. Set Up Introductions Activity LARGE GROUP 1 MIN.


I’d like you to take a few minutes to become better acquainted with the others at your table. Introduce yourself and share with your table group the feedback that you would most like to hear from your manager or your spouse.

3. Conduct Introductions Activity SMALL GROUPS 5 MIN.

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Activity 3

The Power of Feedback

P U R P O S E ♦ ♦ ♦

Participants learn the power of using different types of feedback through a series of demonstrations.

P R E P A R A T I O N ■ ■ ■

Prepare a fl ip chart to use in steps 2, 5, and 8.

Demo Time Estimates

1. Introduce Three Demonstrations Activity LARGE GROUP 1 MIN.

Display visual aid 4—Th e Power of Feedback.

Make this remark …

As a way to showcase the power of feedback, we are going to engage in some demonstrations giving diff erent types of feedback to volunteers from the group.

2. Set Up Three Demonstrations Activity LARGE GROUP 3 MIN.

Ask for three volunteers and take them out of the room, away from the door.

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25 MINUTES



Activity 3: The Power of Feedback


Let me explain how this activity will work. Each volunteer will be brought back into the room, one at a time. Th ey will be given a brief, vague orientation to their “new job”—which will be to complete a route that you want them to follow around the room. We will map out the route in a moment.

For the fi rst demonstration, the volunteer will be given no feedback; the second volunteer will be given only negative feedback; and for the third volunteer, only positive feedback will be given.

Give this direction …

During each demonstration, please do not say anything or provide any clues, suggestions, or feedback to the volunteer.


Let’s decide what route we would like the volunteers to follow. It might be up one side of the room, around a table, down the center aisle, or up the other side of the room to a chair we would like them to sit on. Any route works if there are enough choices about turning left or right.

Work with the group to choose a route for the demonstrations.

Ask this question …

How long would you estimate it will take the fi rst volunteer to complete the route?

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Display the prepared fl ip chart.

Demo Time Estimates

Record the estimates on the fl ip chart; then, hide the fl ip chart.

Refer to workbook page 5—Th e Power of Feedback.


Use the spaces provided on page 5 of your workbook to take notes about what you observed and how the person reacted in each demonstration.

3. Conduct Demonstration #1 LARGE GROUP 3 MIN.

Bring the fi rst volunteer back into the room.


I’m so glad that you have decided to join our company and I’m glad that we will be working together.

I’m really busy so I only have time for a quick orientation now, but we can get back together later. Th e job, as you know from the interviews you just completed, is to move about the room.

I’m confi dent in your ability to fi gure things out quickly. What’s most important is to just keep moving. I’m sure you will fi gure out what to do and know how well you are doing your job.

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Ask for questions, but avoid answering any questions. Tell the person to get started and explain that you will be back to check in soon.

Let the person begin the task. Turn your back on the person and allow a few painful minutes to pass as the volunteer tries to complete the task.

4. Debrief Demonstration #1 LARGE GROUP 1 MIN.

Stop the task. Ask the volunteer how good he or she felt and what attitude he or she has toward the “new job.”

Explore what the impact of silence is on performance and morale with the large group. Ask these questions …

What happens to initiative, motivation, and confi dence?

Would the person ever complete the task?

Th ank the person for volunteering.

5. Set Up Demonstration #2 LARGE GROUP 1 MIN.


How long would you estimate it will take the second volunteer to complete the task, this time in the face of personalized negative feedback?

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Demo Time Estimates



Bring the second volunteer back into the room.

Give the same orientation, exactly. Th is time, when the person starts to move, give negative feedback the minute he or she does something wrong. You can verbally berate the person or gently tap the person on the shoulder with a rolled-up newspaper as you express your frustration.

If the person does something really wrong, increase the intensity of the negative feedback.

If the person does something right, don’t say anything to the person and look immediately for something to be negative about.

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After a few minutes, stop the volunteer and ask how he or she performed and how he or she felt about the “new job.” (Expect some very hostile feelings.)

Explore with the group what impact negative feedback has on performance and morale. Ask these questions …


Would the person ever complete the task?


8. Set Up Demonstration #3 LARGE GROUP 1 MIN.


For the last demonstration, I will be giving the volunteer only positive feedback. Th is time, I’d like you to follow my lead when I motion for you to cheer when the person is on track.


How long would you estimate it will take the last volunteer—who will be given only personalized positive feedback—to complete the task?

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Demo Time Estimates



Bring the third volunteer back into the room.

Give the exact same orientation. Th is time, when the person starts to move, look for something to reinforce. Use a bell or a chime, applause, or a pen tapped against a glass. Praise the person. Stop praising the moment the person turns in the wrong direction or stops moving.

Increase the frequency and intensity of the positive feedback every time the person does something right. Encourage the audience to join in the encouragement.

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After a few minutes, if the person has not completed the task, stop the exercise. Ask the volunteer how he or she felt about his or her performance.

Explore with the large group what impact positive feedback has on performance and morale.




11. Debrief Demonstrations LARGE GROUP 7 MIN.

Refer to workbook page 6—Th e Power of Feedback.

Give this direction …

With a learning partner, answer the three questions on page 6 about what you discovered from the demonstrations.

Allow 2–3 minutes for the group to answer the questions.


Let us take a look at some of your key learnings from this activity.


What did you learn about the power of diff erent types of feedback?

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Acknowledge responses, such as …

Positive feedback or praise produced the best results in this activity.

With positive feedback, people keep trying and they take the initiative even if they aren’t always successful.

When you ignore people’s performance, they may stop trying.

Negative feedback almost always produces some sort of resistance or negative feelings.

Ask these questions …

How important is it to stay in touch, to see fi rsthand, what is happening? Why is it important?


If you don’t stay in touch, you may inadvertently reinforce the wrong behaviors or fail to reinforce the right behaviors.

Mixed messages can be confusing to the feedback receiver and lead to a lack of initiative.

Other people may reinforce behaviors that you don’t endorse.

If there is a delay in reinforcing good behavior, the feedback receiver may not link the reinforcement to the behavior.

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What eff ect does frequent positive feedback have on performance?


It encourages initiative, persistence, and commitment.

It builds a trusting relationship between the feedback giver and receiver.

It motivates the feedback receiver to keep trying to achieve his or her goals.

It encourages more of the same good behavior.

Make these points …

Although positive feedback may work, it creates dependency. In other words, the feedback receiver’s motivation is dependent on external reinforcement.

Th is workshop is focused on an even more powerful form of feedback—what we call “pure” feedback.

Feedback that is pure or nonjudgmental (neither positive nor negative) helps others become more self-reliant and intrinsically motivated.

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