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Competencies

Feedback

Telling others how their behaviour affects the work and people - to reinforce what is good and correct what needs correcting. A key tool for developing people.

Why feedback

Without feedback people do not know what they do well and what they can improve. Kluger and DeNisi's meta-analysis (1996), however, showed that feedback does not always help - in about a third of cases it worsened performance, especially when it directed attention to the person and their self-worth rather than the task. How it is given matters enormously.

The SBI model

The Center for Creative Leadership proposes the simple SBI model (Situation - Behavior - Impact):

  1. Situation - when and where: “In yesterday's team meeting...”
  2. Behaviour - what could be seen or heard: “...you interrupted Anna three times before she finished...”
  3. Impact - what effect it had: “...and she did not speak again for the rest of the meeting.”

A good follow-up is to ask for the other person's perspective and look for a solution together.

Principles of good feedback

  • Specific, based on observed behaviour, not a judgement of the person (“you didn't hand in the report on time” rather than “you are irresponsible”).
  • Timely - close to the event.
  • Developmental - future-oriented, not punitive.
  • In the right place - correction in private, praise often in public.
  • Balanced - people also need appreciation. The popular “sandwich” (praise - criticism - praise) is often perceived as insincere; it is better to separate appreciation from correction.
  • Two-way - the leader also asks for feedback.

Receiving feedback

Receiving feedback is as important as giving it: listen without defending, ask questions, say thank you, then decide what to do with it (Stone and Heen, Thanks for the Feedback, 2014). A leader who accepts feedback builds psychological safety in the team.

A Christian perspective

The Book of Proverbs repeatedly praises accepting correction as a sign of wisdom (e.g. Prov 12:1; 27:6). Jesus teaches fraternal correction that begins with a one-to-one conversation (Matt 18:15). Saint Paul calls us to speak “the truth in love” (Eph 4:15). See 360-degree review, Johari window, leadership communication.

Sources

A. N. Kluger, A. DeNisi, The effects of feedback interventions on performance, Psychological Bulletin 119 (1996) Center for Creative Leadership, Use the SBI Model, ccl.org D. Stone, S. Heen, Thanks for the Feedback, Viking 2014 Prov 12:1; 27:6; Matt 18:15; Eph 4:15

See also

Tools

Johari window

Joseph Luft and Harrington Ingham's self-awareness model (1955): four areas of self-knowledge - open, blind, hidden and unknown. It shows how feedback and openness expand self-awareness.

Teams

Psychological safety

A shared belief among team members that it is safe to take interpersonal risks: ask a question, admit a mistake, raise a concern. Amy Edmondson's concept, confirmed among others by Google's Project Aristotle.

Competencies

Coaching and mentoring

Two forms of supporting people's development. Coaching helps people find their own answers through questions; mentoring means sharing experience by someone who has walked a similar path.

Competencies

Leadership communication

The ability to convey direction and decisions clearly, to listen attentively and to handle difficult conversations. The foundation of trust and collaboration in any team.

Good Practices

Periodic 360-degree review of a leader

Systematic evaluation of a leader from many perspectives - the community, co-workers and superiors. A White Book provision based on the 360-degree feedback method.