In an earlier column, you wrote about giving performance feedback. You used the words positive/negative, actionable/not actionable, and appropriate/inappropriate to describe different kinds of feedback, and you promised to revisit the issue in a later column. It wasn’t clear to me what the different terms mean. Could you please clarify?
Thank you for reminding me to keep my promises! I’ll do that and more. I’ll clarify the terms and offer some pointers on how to give effective performance feedback.
The skilled delivery of performance feedback lies at the heart of a good manager/employee relationship. When there’s a history of giving and receiving feedback, the relationship has a strong foundation.
How to give performance feedback
1. Be as specific as possible; avoid generalizations.
If, for example, an employee is late three times in a week, say that. Don’t comment on the tardiness as if it were a character trait. Avoid qualifiers like ‘always’ and ‘never’.
2. Talk about the performance, not the performer.
Refer to the three incidents of lateness, not to the employee’s lack of talent in telling time. Don’t give voice to some conclusion that you’ve drawn about the employee from the lateness: “You seem to think the rules don’t apply to you.” This is an inference and should be avoided.
3. Don’t minimize or hint at the performance.
Minimizing feedback is the practice of inserting little qualifiers: “I was a little bit frustrated.” or “I’m kind of annoyed.” If you’re angry, say so. The performer can hear only the words you choose to use.
Hinting is coming at the performance obliquely, without actually giving any feedback on it. Statements such as, “How would you feel if someone was late three times in a week?” or “I suppose you think I don’t notice when you’re not here.” aren’t going to help your situation.
4. Be sure to give feedback at an appropriate time and place.
Try to give feedback as soon after the performance as possible. Don’t save it up for the performance appraisal meeting. This is known as ‘cashing in your trading stamps’, and is ineffective, to say the least.
Negative feedback should be given in private. Positive feedback may be given in public, if you know that the individual won’t be embarrassed by it.
Different kinds of feedback
Positive/Negative
This is the easiest distinction. Good performance attracts positive feedback, and poor or non-performance attracts negative feedback. Thus, the feedback is congruent with the performance.
Actionable/Not actionable
Actionable feedback is clear about the performance that?s being commented on. As a result of the feedback, the performer knows what the desired performance is, and hears whether or not he’s achieved it.
“Your attendance report is late this week.” (It’s not supposed to be late; it’s supposed to be on time. Being on time with the report is the desired performance. Do that, not what you did this week.)
“There are no mistakes in your trial balance.” (No mistakes is the desired performance. Keep doing this.)
Feedback that is not actionable says something about the performer but not about the performance.
“Are you eventually going to get to this week’s attendance report?” (This is vague, not to mention sarcastic, and only hints at the desired performance.)
“You’re so good with numbers!” (Fine, but what was the performance?)
Appropriate/Inappropriate
Appropriate feedback is a combination of actionable, and positive or negative. It focuses on the performance, the action(s) or behaviour(s) that you want the performer to hear about.
“Your attendance report is late.” This is actionable and negative.
“Have you forgotten the attendance report?” As the lawyers say on TV, this assumes facts not in evidence. All we know is that the report is late. We don’t know why. It may be due to forgetting, but equally, it may not. The feedback is not actionable. The question can be answered with ‘yes’ or ‘no’, and then where are we?
Inappropriate feedback focuses on the performer rather than the performance.
“Did I not tell you to get your reports in on time?” This feedback contains more than one veiled inference about the employee. It could be interpreted as:
- “Don’t you listen when I’m talking to you?”
- “Does punctuality not matter to you?”
- “Are you ignoring me?”
- “Do you not agree that I have the right to tell you what to do?”
- “What do I have to do to get you to turn in your reports on time?”
Geez! The manager is implying that he doesn’t like their working relationship, and it’s the other person’s fault! This is bordering on abuse. By sticking to the performance you can avoid inadvertently sliding into sarcasm, threats, and put-downs.
As a manager, you need to remember that you are responsible for your employees’ performances, not their personalities. You don’t have to like them, and they don’t have to like you. You need to manage their performances, and they need to perform. Giving skilled feedback is a major way to ensure that they know what they need to do, and whether or not they’re doing it.
To submit a question for a future column, or to comment on a previous one, please contact editor@charityvillage.com. No identifying information will appear in this column. For paid professional advice about an urgent or complex situation, contact Tim directly.
Tim Rutledge, Ph.D., is a veteran human resources consultant and publisher of Mattanie Press. You can contact him at tim_rutledge@sympatico.ca or visit www.gettingengaged.ca.
Disclaimer: Advice and recommendations are based on limited information provided and should be used as a guideline only. Neither the author nor CharityVillage.com make any warranty, express or implied, or assume any legal liability for accuracy, completeness, or usefulness of any information provided in whole or in part within this article.
