Recently, I read an article by Anmol Jain highlighting the role of continuous feedback in motivating junior colleagues. I appreciated the way it was written because he provided a concrete example of feedback from a manager to a team member:
‘The deliverable you produced is very nice and very close to my expectations, but if you can just make these few minor changes it would really stand out’.
This example exhibits features of worthwhile feedback. The manager indicated that the deliverable was almost aligned with expectations. As long as the team member knows and understands the expectations, this is useful information. The manager goes on to detail changes that would enhance the deliverable, thus refocusing the team member’s actions and efforts. The manager could also have commented on the efficiency of processes by which the deliverable was produced, if those had been observed. The feedback aids motivation because it is constructive, acknowledging what has been achieved already and enabling further progression.
To build upon Anmol’s article, I thought that I would provide a few more details on feedback summarised from educational research. If the arenas of education and business are sufficiently relatable, my hope is that this might prove useful information for managers.
There are several ways that managers can respond to completed work tasks and they are not all beneficial.
Try dividing the following types of feedback according to their effects on performance and achievement. Which do you believe have a positive impact, and which a negative impact?
- giving material rewards for a high quality deliverable
- directly correcting errors in the deliverable
- providing prompts to enhance the quality of the deliverable
- confirming what is good about the deliverable
- inviting peer evaluation of the deliverable
- penalizing flaws in the deliverable
- verbally praising a good quality deliverable
- clarifying how the deliverable meets or doesn’t meet expectations
Well, perhaps surprisingly, the following negatively impact on achievement and enthusiasm:
Why so? Because they are controlling strategies. Generally, people dislike being coerced, and, in the case of correction, by taking control a manager is effectively doing the task rather than letting the junior staff member develop so that s/he can do it better next time. Praise by itself is not useful because it does not describe what is good and therefore does not inform future development.
My recommendation to managers, therefore, is to utilise feedback types 3, 4, 5 and 8 above.
Brookhart, S.M. (2008). How to give effective feedback to your students. ASCD.
Butler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81 – 112.