Giving Corrective Feedback by Bill Hawkins
In my seminars and workshops, I tell leaders that providing feedback is probably the most important element of coaching. People need to know where they stand, what they are doing well, and in what areas they need to improve. As obvious as this may seem, research shows that most managers don’t do it. We don’t provide enough positive reinforcement and we especially avoid giving constructive feedback.
Personally, when I’m in a situation where I need to provide corrective feedback, I can hear my father’s voice from childhood: “Bill, if you don’t have something good to say about someone….” A lot of you were raised the same way and can finish that statement for me, can’t you? “Don’t say anything.” We find it awkward, uncomfortable, and potentially embarrassing to tell people that their performance needs improvement. So we put it off, we delay, we procrastinate, hoping the situation will improve on its own. Many times it doesn’t and, in fact, it may get worse. So if you’re a leader in your organization, or a parent who doesn’t want your children to grow up to be spoiled brats, you need to occasionally provide corrective feedback.
In my coaching practice, I am frequently asked, “Do you have any suggestions? Are there ways of doing this that are better than others?” Of all the coaching and feedback models out there, I do have a favorite, and I’d like to share it with you. I like it for three reasons. First, it respects the dignity of the person receiving the feedback. Second, it’s structured in a positive way to increase the person’s ability to really hear and accept the message. And finally, there’s a future, a “what are you going to do differently” orientation that should give you the immediate positive adjustment in performance that you’re looking for. It’s a six-step process.
Step 1: Describe the situation specifically and concisely. Now you should be able to do this in a sentence or two. Now, I know that for some of you, this is going to seem nearly impossible. “But, Bill, there’s history, there’s context. I need to build my case.” Don’t do it. No long-winded buildup, no history, no blame. And do it in behavior terms. Avoid a discussion about their attitude. After all, you don’t really know why they did it; you just know it was done. For example, “In our last meeting, which was attended by several members of senior management, you interrupted the meeting three times to talk about difficult issues you’re experiencing with the merger.” Getting the description down to a couple of concise sentences is a good start, but it may not impact the person the way you hoped it would. Think of the teenager who just heard, “Your room is a mess.” You may likely get the response, “So what?” You have to position this so they can see the impact of what they did or said.
Step 2: Describe the effect of the person’s behavior on you, the department, the team, the customer, and, importantly, on themselves. For example, in meetings like this, if you bring up problem after problem without suggestions, alternatives, or success stories, you can bring the whole team down. “We’re all experiencing some difficulties and I need you to help us to set a more positive tone for our team. As you know, I have been positioning you for a promotion. When you do this, senior management can get the impression that you’re really not doing your best to make this merger a success. It can negatively impact your opportunity for promotion.” The key in Step 2 is that the person being coached understands how their behavior is negatively impacting themselves and others. Then, if possible, say something to minimize the embarrassment—yours and theirs. Maybe something like, “This isn’t like you.”
Step 3: Ask the person what’s going on. “What happened?” The key now is that you give them an opportunity to explain and then listen. And I mean really listen to their explanation. Don’t interrupt them. Don’t argue. Acknowledge their position. Even if you see it differently or disagree, you can still recognize the situation. I mean, after all, if you were in their shoes, you would indeed see it that way. Why do I suggest this approach? To get them off the defensive. Trust me, the other person isn’t going to be very interested in hearing your input, analysis, or suggestions until they feel that they’ve been heard. Until they feel like you understand where they’re coming from, why they did what they did. Remember, even if they get some facts wrong (and they might), even if you disagree (you probably will), don’t argue. Instead, just try and see it from their point of view.
Step 4 (and this is a key step): Get their buy-in. Help the person take responsibility for the situation. You noticed I didn’t say, “Help the person take their fair share.” Who determines what’s fair anyway? As Steven Covey would say, “Begin with the end in mind.” Your purpose here isn’t to get the person to feel awful. There’s no useful purpose in arguing over who’s at fault. Did he have adequate training? Was her orientation clear? Were there other people doing the same thing? If you really want them to do something different next time, your goal is to get them to accept a share of the responsibility and move forward. It might sound something like this: “You’re right, it was a new situation for you. The instructions weren’t clear. There were other people who were also negative. I understand that. Let me ask you, what could you have done differently?”
Step 5: Once you get some buy-in that they indeed might have handled this differently, you’re ready for Step 5: Develop a plan. “Faced with the same situation, what would you do differently next time?” Once the person is aware of the situation and that you’re dissatisfied, there’s a really good chance that they’ll be able to come up with an alternative for the future. If not, be prepared to offer help, but my experience is that they’ll have ideas.
A suggestion here: Resist the temptation to perfect their plan. If they’re anywhere close, go with it. Effectiveness is an equation. Results equal the quality of the idea multiplied by the motivation to implement that idea. Many times we see leaders who, when presented with an 80% good idea and 100% motivation to implement that idea, then feel the need to improve upon the other person’s idea with a few good thoughts of their own. “Yes, that’s good, but I suggest you do this, try that, and don’t forget the importance of preparation.” The suggestions may be good, but what happens to ownership? Whose good idea is this now? What happens to the other person’s motivation to actually implement the idea? If you don’t watch it, you’ve now improved the idea a little but decreased ownership and motivation significantly. Your great plan which this person nods their head and accepts is still your plan. If it doesn’t work, your fingerprints are all over it. You’re much better off with an acceptable plan that was theirs and that they own. Now you’re ready for the last step.
Step 6: Get a commitment. Most people you work with take their commitments very seriously. Get one. It sounds something like this: “So next time the situation comes up, do I have your commitment that you’ll do this?” And then finally conclude by stating your confidence in the person. Something like: “I have every confidence that you will.”
There you have it. A quick, six-step process to put some structure around doing something that’s difficult and uncomfortable for many of us. You won’t use this every day. But there are times when you need to approach a potentially sensitive subject. If you anticipate a difficult conversation, try this model; it works.
About Bill Hawkins
Bill Hawkins leverages the latest research on leadership effectiveness to design and deliver high-impact practical leadership education workshops. He has worked with over 20 Fortune 500 companies in 17 countries, co-authored 5 books on leadership, and is listed in the Who’s Who of International Business.
To inquire about working with Bill, contact:
bill@hawkinsconsultinggroup.com
(760) 613-4085