http://www.drjeffspar.com/fearoffeedback.pdf
Key Points
Explores some of the reasons why people dislike receiving or seeking feedback.
Provides examples of negative responses or “maladaptive behaviours” such as procrastination, denial, brooding, jealousy and self-sabotage.
Provides guidance on changing mind-set or “adaptive techniques” to enable a more positive response to being given feedback, even when behaviours have become entrenched.
Recognition of personal behaviour and emotions (when receiving feedback) are critical to adapting and positively re-framing the issues.
Giving oneself recognition and reward for taking positive steps is a recommended activity.
A 4-step process of self-assessment, external feedback, absorbing the feedback and taking action towards change.
Adoption of these steps can lead to a more open, honest and successful environment within organisations.
Provides examples of negative responses or “maladaptive behaviours” such as procrastination, denial, brooding, jealousy and self-sabotage.
Provides guidance on changing mind-set or “adaptive techniques” to enable a more positive response to being given feedback, even when behaviours have become entrenched.
Recognition of personal behaviour and emotions (when receiving feedback) are critical to adapting and positively re-framing the issues.
Giving oneself recognition and reward for taking positive steps is a recommended activity.
A 4-step process of self-assessment, external feedback, absorbing the feedback and taking action towards change.
Adoption of these steps can lead to a more open, honest and successful environment within organisations.
Into Practice…
Although the article has been written by intellectuals of Stamford University, California, the piece is very readable and readily understood. The ideas proposed are simple to comprehend and touch upon the experiences and emotions most professional people have felt during our careers. The appraisal process is rarely an enjoyable activity for any of the participants, and yet I think we all understand that this conversation, whether formally or informally, is entirely necessary.
Within the tertiary teaching fraternity, (I suspect) professional pride is a hugely positive characteristic, yet it can also be a barrier to personal and organisational development, and most importantly a hindrance to student satisfaction. Recognising this and attempting to remove these barriers must surely be a worthwhile activity.
The steps proposed within this article have the middle manger as the appraisee and the focus of attention and the steps that can be undertaken to improve the appraisal outcome by taking control of the process and positively reacting to received feedback. Most articles on feedback or appraisal have the boss as the focus, and what they should do to ensure a positive outcome; and while their approach is so important, the mind-set and emotional state of the appraisee probably has a greater influence on how the conversation progresses, and whether the outcome will be of benefit to anyone.
The key question (as always), is "So what!". How is this article going to change my life or that of my students? Do I take the guidance and advice and give it a go myself, or do I dismiss it and move on to something more worthwhile? Since the advice is good and has no apparent downside, why would I not have a crack at it? Let me muse for a moment on what this might entail...
Behavioural change - what do I need to change within myself that will enable a positive change to this process?
Q - Do I often reflect upon what I do and how I do it?
A - Sometimes but not always.
Q - What causes me to reflect?
A - When something has gone particularly well or badly.
Q - Should I reflect upon everything I do?
A - No. I would not get anything done. or...
A - Life's too short to ponder on everything.
Q - When I reflect, am I being critical enough?
A - I could be more critical of myself and still not feel too bad.
Q - Am I turning my reflection into action?
A - I many cases, I think the answer is yes.
Q - How can I be a more effective reflector?
A - By being more rigorous in my efforts to complete a learning log
Conclusion - Be more rigorous in completing my learning logs.
Seeking feedback – What changes should I make here?
Q - Do I seek feedback at regular intervals?
A – No and not regularly and not formally.
Q – Why is that? Is it because of the “fear” mentioned in the article?
A –As a lecturer who is not the subject of lesson observations from a professional practitioner, the only feedback I get originates from the students either at a formal (completed form) or at an immediate informal (vocal response) level.
Q – Is this feedback useful?
A – To a limited extent. While the student is the most important part of the lecturing role and their view is of course valid, the quality of the feedback is limited. The student is not a professional educator who is aware of what techniques and tools are available to the lecturer that could be employed to improve the service delivery, and as such the “recommendations for change” are few.
Q – What can be done about this?
A – Give an invitation to a respected fellow lecturer to come in and undertake an observation.
Q – What about the “fear” component?
A – Yes it exists, but does not represent an obstacle. I know I’m not perfect and therefore always room for improvement. I sense what it is I need to do to improve. The feedback is often a confirmation of what I already know.
Behavioural change - what do I need to change within myself that will enable a positive change to this process?
Q - Do I often reflect upon what I do and how I do it?
A - Sometimes but not always.
Q - What causes me to reflect?
A - When something has gone particularly well or badly.
Q - Should I reflect upon everything I do?
A - No. I would not get anything done. or...
A - Life's too short to ponder on everything.
Q - When I reflect, am I being critical enough?
A - I could be more critical of myself and still not feel too bad.
Q - Am I turning my reflection into action?
A - I many cases, I think the answer is yes.
Q - How can I be a more effective reflector?
A - By being more rigorous in my efforts to complete a learning log
Conclusion - Be more rigorous in completing my learning logs.
Seeking feedback – What changes should I make here?
Q - Do I seek feedback at regular intervals?
A – No and not regularly and not formally.
Q – Why is that? Is it because of the “fear” mentioned in the article?
A –As a lecturer who is not the subject of lesson observations from a professional practitioner, the only feedback I get originates from the students either at a formal (completed form) or at an immediate informal (vocal response) level.
Q – Is this feedback useful?
A – To a limited extent. While the student is the most important part of the lecturing role and their view is of course valid, the quality of the feedback is limited. The student is not a professional educator who is aware of what techniques and tools are available to the lecturer that could be employed to improve the service delivery, and as such the “recommendations for change” are few.
Q – What can be done about this?
A – Give an invitation to a respected fellow lecturer to come in and undertake an observation.
Q – What about the “fear” component?
A – Yes it exists, but does not represent an obstacle. I know I’m not perfect and therefore always room for improvement. I sense what it is I need to do to improve. The feedback is often a confirmation of what I already know.
Conclusion – It seems that what is lacking is the personal motivation to make the improvements already identified. Taking the advice of Strober and Jackman, I must think of a suitable reward that will provide the motivation for (sustained) change. OK, here goes... I will complete my learning log at least 2 days out of 5 until end of February 2011 and I will invite a colleague to observe a lesson delivery. If I do this, I will reward myself with a trip to Great Barrier Island.
Now What?
My own appraisal is due tomorrow!
I will enter into the discussion with an open, honest and forward looking perspective.
I will attempt to listen without becoming emotional.
If my emotions are invoked, I will attempt to re-frame the issue, that will (hopefully) produce a more positive outcome.
I will attempt engage with my line manager and continue with feedback discussions on a more regular basis.
2 minute movie clip of Strober & Jackman presenting
Next blog, post appraisal.
Fair winds and calm seas
Martimus
