Overall feedback looks good on paper, but the actual process of it is far more complex than we would ever imagine. With different types of management and leadership styles in the workplace, feedback comes in different varieties. Feedback is highly encouraged in the workplace, but one must be mindful of the different backgrounds around, and how to properly develop and implement constructive feedback. I will be reflecting from my own supervisory experience in Charleston Treatment Center as well as reflect from my experience with feedback from my superior at this organization.
39 percent of employees feel underappreciated at work (Fermin, 2014.) Though this number is discouraging to read, I mentioned a lot of different management styles produce different feedback styles. I have worked various jobs since I was 16, and a common theme I recall is the management would only provide feedback when something the employee did was incorrect. I served as the supervisor on the Veterans Committee at Charleston Treatment Center. The purpose of our committee was to work as a medium between our patients in rehabilitation and the VA. Usual tasks would be their verification of treatment paperwork and support meetings throughout the week. I worked on a team of five on this committee.
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As a supervisor, I generally tried to conduct feedback weekly.
Though this subject did not require annual evaluations, it was an absolute necessity to be consistent in feedback, since the work was incredibly demanding. I general would review over the material for the week, thank them for their hard work, and then emphasize the importance of correctly filling out the proper paperwork. I would even offer to teach them how to properly fill out the forms. Overall, I would say that I used Mistake 7 frequently. I tend to over explain at times to make sure the individual understands everything, but sometimes it can confuse
them. “We will assume things incorrectly we will communicate in ways which are confusing and possibly impolite for others” (Dignen, 2014.) Reflecting on my experience as an employee at Charleston Treatment Center, one underlying issue was tone of the feedback experience. My superior would schedule supervisions, however he would also informally provide feedback. His sense of humor and sense of sarcasm differed from our own, so at times it was hard to distinguish if he was being serious or trying to make a joke. Overall I would deem Mistakes 9 and 10. Though he was an excellent superior and wanted his employees to learn, he also phrased our mistakes in the form of a question and his humor was difficult to pick up on. Feedback is consistent, so I was optimistic having a consistent idea of employee performance. Our annual evaluations were scheduled and we were given a rating sheet. With this rating sheet, my superior and I would go over each category and we would go into detail on how I was doing and how I could improve. Annual evaluations are formal, planned, and thorough. Feedback is informal and sometimes not clear on expectations or issues. If I were to correct some of my supervisors mistakes, I would always keep in mind that the workplace is a melting pot of diversity, thus sarcastic or generalized humor may not relay the point of the feedback, but leave the employee confused or in doubt. Secondly, I would refrain from rhetorical questions, unless I was absolutely certain my employee was going to understand the purpose of it.
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
Levy, he said the most important thing the manager does for him is one-minute praisings. This is where the manager gives the employees clear feedback “in no uncertain terms” about things they have been doing right. Going off what he observed himself, the manager will catch you doing something right and praise you soon after. Then, you will be told exactly what you’ve done correctly so you know to praise yourself when you repeat the action. The key is to help train people to become more independent. It does not take much time to praise someone and let them know that you notice their efforts. By doing this person will feel better about themselves and be more motivated to work to a higher standard. Since they already know what a good performance looks like due to the one-minute goal setting that makes the praisings feel much more personal and
Feedback is an excellent tool to provide employees with information and guidance. Feedback consists of two-way communication. Employee feedback provides managers with clues regarding how they are hindering or aiding their subordinates ' work performance. Supervisory feedback should inform, enlighten, and suggest improvements to employees regarding their performance. Feedback increases self-awareness. Proverbs 19:20 states “Hear counsel, receive instruction, and accept correction, that you may be wise in the time to come.” If presented correctly, feedback is not positive or negative. It is just data to make someone aware of the impact of his/her skills and behaviors on
The book gives an insight into leadership to boost the understanding of managers regarding open communication and feedback. The elements explained concerning these processes include: the impact that provider’s and recipient’s characteristics have on the open communication process and the expected outcomes of negative feedback and their effects on leadership (Atwater & Waldman, 2012, pp. 2-9). The book also explains when it is appropriate for managers to engage in open organizational level communication and how to deal with negative feedback from their followers. The book provides communication guidelines to assist managers and other practitioners in boosting their leadership skills (Atwater & Waldman, 2012, pp. 13-45).
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
In the workplace feedback is given among employees or from leaders to employees. A performance review is an example of how employers can provide constructive feedback to their employees to help them identify their strengths and weaknesses to assist them to improve and develop the necessary skills to be successful within the organization. For information on how to provide better feedback, please visit: http://www.dummies.com/how-to/content/giving-constructive-feedback.html
Criticism is something that we all deal with daily and many of us believe that when we give criticism we are expertly doing so but as we receive criticism we tend to believe the other person is degrading us personally. Since criticism is mainly to judge merits and faults of a person or their actions, it is natural for us to feel defensive as we act the way we do based on the knowledge we have and we feel that the criticism questions our knowledge. Many of us may see criticism as such and act defensively towards it but according to an article called Giving and Receiving Criticism the author Sue Hadfield states, “Constructive criticism, however, can be helpful and lead to better working relations.” (Hadfield, 2013) With this in mind we can process that criticism can be used to give feedback to better ones position or knowledge in that which is being criticized. But how do we give criticism while staying in the favor of the criticized and when receiving criticism how do we differentiate between constructive and destructive criticism? Continuing in the article the author presents certain...
This contribute to the assessment because this information can be use to improve and enhance future performance. 6.5 Record the outcomes of assessments to meet the internal and external requirements In my teaching practices, I always record assessments outcomes as it helps me to follow my students progression and at the same time I can monitor learners' achievement. All information concerning their assessments are recorded, I use them to compare each assessments to the other. I can see which assessment was successful and which assessment has not been done properly.
The positive feedback provided me with things my respondents believe I should continue doing. Some respondents noted that I am confident and motivated. The results also showed that my respondents think I am efficient. Another response was that I adapt to change well. Other words like cheerful, encouraging and fun to be around were some of the positive responses received. Great communication is also something noted that I should continue to do. My responses showed that I am a hard worker. According to the respondents of the survey, I am a good listener and very supportive of others. These responses helped to boost my confidence because they helped me to know that there are things that I am good at and things that I should continue doing. It is also nice to known that people notice little things about you that are positive.
Ben Williams’ currently has the negative feedback style. Some managers use this style to inform employees specifically what they are doing wrong and how to correct it. This can be an effective form of employee feedback if handled properly. Unfortunately, according to Mac McIntire, President of Innovative Management Group (McIntire, 2007):
According to University of Reading (2012), “Feedback can improve a student's confidence, self-awareness and enthusiasm for learning.” Feedback is important because it helps student understand their progress whilst achieving goals. Goal can be anything for instance to pass with good grades, to learn and understand the topic etc. Feedback helps to identify your strengths and weaknesses. For example, imagine yourself learning to play basketball, you have a coach who is guiding you and providing constant feedback on your progress versus you teaching yourself; big difference in terms of monitoring and feedback isn't it?
Performance appraisal are very important to employees because some type of feedback is needed in order for employees to be aware of how well they are performing their job or on the contrarily, to be informed of the areas which they need improvement in. Feedback is one of the most important factors supporting high level of performance. Without performance appraisals or feedback, employees have no way of knowing whether they are doing a good job or whether there are some areas in which they need to improve (F...
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
...all group projects and learning activities into our daily practice. Some of the students require more descriptive and corrective feedback to meet their needs during individual and group projects. Those who are performing on grade level may receive more evaluative or improvement-oriented feedback. The higher achieving students may engage in the process of peer feedback to obtain ideas and suggestions.