What are the best practices for giving feedback to colleagues?

To give effective feedback to colleagues, combine self-awareness, empathy, active listening, and clear communication. Start by understanding your own reactions and intentions during feedback sessions. Then, empathetically consider the recipient's perspective, recognizing their challenges and motivations. Employ active listening, asking clarifying questions without judgment or defensiveness. Use clear and concise communication, focusing on specific behaviors or outcomes for improvement. Finally, treat feedback as actionable data, encouraging a path forward for growth and development. This approach fosters a positive, constructive environment for mutual learning and improvement.

What has worked best for me is: - Praise desirable behavior and outcomes - Encourage and support - Lead by example which includes telling brief stories from your own learnings - Criticism (constructive or not) does not work in my opinion

One thing I have found helpful indeed was the sandwich method. During my time as program director I had staff members who constantly scored low on student evaluation. I went to classes and observed to make an assessment of the situation . I then applauded these members on the strategies they were good at then proceeded to highlight what was going wrong. I revisited their class weeks after and found they were using strategies I taught them. I have found that this was very helpful as peer evaluation is not a welcomed technique in any field, but it is necessary to assist persons in improving their craft. If I had started highlighting the negative aspects first persons would get defensive and the entire process would demoralize that colleague.

One word: RESPECT. Think...a lot...before communicating. Constructively providing feedback is a universal skill that spans work and personal relationships, student/teacher relationships, and our relationship with ourselves. But at the same time it is highly personal and situational. My colleagues are brilliant, so when asked to provide feedback institutionally or personally, I always take context very seriously and question where my comments originate; what motivates what I am about to say? I also try to focus on the trend, not one-off instances. It is important to listen, not just hear. Be empathetic. Focus on the positive and nudge the negative (if any). Suggest how changes might improve the overall working of the team and company.

The best feedback is always delivered with the intent to support the colleague in their development, regardless of whether the feedback is positive or negative. In my experience, for this to be effective, you must approach a dedicated feedback conversation with a level of trust or rapport already developed. The feedback should be formed in a way that identifies opportunities to improve while identifying what is already working well. This is not the same as the sandwich method. Feedback wrapped in positive/negative/positive sandwiches never seem to do the trick, and often come across as contrived. Be empathetic and actively listen. A few articles/courses on coaching can be helpful to prepare.

I'm partial to Marcus Buckingham's research which sees the idea of people needing feedback as a myth. I think there is some nuance in what we mean by feedback but first off, if your colleague isn't asking for feedback, it's likely not going to be helpful. Secondly, rather than offering feedback as if you are the holder of truth or expertise, offer your reactions. That is truth and may or may not be helpful but you aren't acting as an authority. Again, feedback tends to work if the recipient is interested and even better if you have a solid relationship.

To begin with, step back and check what will the team and the company lose if the colleague is lost. This reflection will help to realize the value of our peers. The negative feedback must be questioned if it helps in making the peer more productive. Further, any negative feedback without a prescriptive course of action that is also acceptable to the colleague does not help in completing the cycle of an effective feedback system.

Give specific feedback promptly, focusing on observed behaviours rather than personalities. Balance positive and constructive feedback, propose solutions, and encourage open communication in a supportive setting. Foster a growth mindset, be mindful of cultural differences, and follow up to ensure ongoing improvement. Document feedback for reference and approach the process with empathy, aiming to create a collaborative and positive work culture.

The Sandwich Method is a three-step approach to give effective feedback. It involves praising strengths, giving constructive criticism, and providing encouragement. The method ensures a balanced approach to feedback, which is well-received and helpful for improvement.

One thing I have found helpful is recieving and providing feedback from a external action verses a personal character flaw. Meaning someone may have the character trait like integrity but lacks the hard skill to accomplish the desired outcome. Learning how to communicate to the external action verses at them directly makes it more productive and easy.

The advice I give to those who ask is to ensure feedback given is timely, specific, and personal. Make it a habit: When you see or hear someone do something well, call out the behavior. The personalization becomes natural for those that you know well. I sometimes will ask them how they got to a point where they could do that one thing so well. It can lead to better relationships but gives you the opportunity to learn/improve on a skill as well.

Time is one of the most crucial aspects in the E-learning industry. As such, timely feedback makes a huge difference since it makes it possible for your team to make the necessary changes. Imagine working on a live module and having delayed feedback. Any errors which could have been addressed will be visible to the client, making your whole team look incompetent. This is why viewing design as an itirative process is also important, there are some errors that you may not notice but that your teammates at different stages in the design process will point out.

Una vez solicité feedback a uno de los líderes del área en que trabajaba porque quería cambiar el rumbo de mi carrera profesional. El feedback que me dio fue el más brutal. No fue oportuno, tampoco específico, sino que simplemente reflejaba la percepción que la otra persona tenía de mi y que no era positiva, como yo pensaba. Me dolió hasta el alma, aún así fue movilizador, fue un factor más para tomar coaching. Lo más importante del feedback no es lo que se dice, sino los accionables que se van a generar en quien lo recibe cuando es "constructivo" o negativo. Si no genera ninguna acción en el receptor del feedback, entonces simplemente daña y no cumple su objetivo, esto último siempre depende de quien recibe y no de quien lo da.

The SBI framework: Situation Behaviour Impact is really effective for constructive feedback, often easier to implement and less confusing than the sandwich model.

A lot of great advice here, both in the text and in the comments. I second the ideas of timely & specific feedback. Learning from feedback is one of the most effective ways to develop oneself provided the feedback is correct and constructive. It should contain some practical advice how to improve. Not only stating "you are doing it wrong" but taking a more constructive way "have you considered doing it this way" and maybe even providing an example. Feedback should be a learning experience, getting accurate & timely feedback and then having an idea or chance how to improve. In the army I learned a valuable lesson. When giving an order to someone it is only 10% of the your task. The rest 90% is to ensure it gets done and to provide feedback.

In my experience as Department Chair I was tasked with performing classroom observations from the most senior level colleagues to the most recently hired part-time colleagues. I quickly discovered to give immediate feedback in order for them to make necessary adjustments in their teaching style and techniques when it came to relating to our students. I felt the need to make sure our students received the best that we could offer them for various reasons. First, the students were our most valuable assets as it relates to the institution. Secondly, I felt that we should build a good relationship not only with the students but with each other to demonstrate team comradely within our department.

Timely feedback is key, if you wait too long the moment will be lost and will get lost in the others issues surrounding the team.

Being timely is a key point. You have to train in order to be responsive. Be ready, store a number of sentences or feedback structures do that they pop easily, adding context on the fly of course .

Timely and specific feedback is vital. Delivering feedback soon after the task ensures the details are fresh, making it more relevant and actionable. Delayed feedback can dilute its impact and lead to misunderstandings. Moreover, being specific avoids the pitfalls of vague comments. Detailed feedback, focusing on particular behaviors or outcomes rather than personal attributes, provides clear, actionable insights. This approach minimizes confusion, encourages precise improvements, and fosters a constructive and focused developmental environment.

This is in my opinion the wrong way around: it's not about asking permission, it's about a colleague asking you for feedback. Arrange the process in such a way that the colleague first identifies areas that he/she wants feedback on, let him/her find a colleague that will be critical and from whom he/she most likely will accept the feedback. Try to use STARR as a structure and stick to observations. As colleague giving the feedback you stick to those areas and bring the critical feedback in a positive constructive way, maybe suggesting ways to improve in small steps. When a good feedback relationship is established only then other areas may be addressed.

Asking for permission before giving me feedback is a helpful way to make sure your colleague will be receptive to what you have to say. Additionally, staying curious about why they did what they did can go a long way. Remember, it’s not about correcting your colleague, it’s about having a conversation and getting to understand the other person better. Starting by asking permission to have the conversation in the first place will show your colleague that you are in this non-confrontational and curious space.

This style has been very helpful for me professionally and personally. Sometimes people need to verbally discuss a project or situation because hearing it helps find solutions or resolve difficult areas. Other times, people want feedback. When people ask if I have a few minutes to discuss, I generally say yes and ask if they are looking for feedback or are looking to talk through something for their own "feedback".

Asking for permission before giving feedback respects the recipient's readiness and sets a constructive tone. It's a gesture of consideration, allowing them to prepare mentally and emotionally for the conversation. After providing feedback, seeking their input invites a two-way dialogue, acknowledging their perspective and promoting mutual understanding. This approach not only respects individual circumstances but also enhances the feedback's effectiveness, fostering a culture of open, respectful, and productive communication.

Seeking permission is essential. This transforms the interaction into a collaborative dialogue, respecting their autonomy and readiness to receive input. The act of asking permission not only establishes a culture of openness and mutual respect but also ensures that the feedback is well-received and constructive. It sets the stage for a receptive mindset, making the feedback session more meaningful and conducive to growth. Effective feedback is a partnership, not a solo performance.

I feel one should always address specific actions and behaviours rather than making it personal. This helps to keep the feedback constructive and avoids making the individual feel attacked. Also, frame your feedback using “I” statements to express your perspective and avoid sounding accusatory. For example, say, “I observed that…” rather than “You always…”

Very much support such way. A receiver should be ready for feedback, and have a chance of presenting her own view in format of a discussion.

In addition, refusing to ask for permission and readiness for feedback can have the traumatizing effect of feeling like a personal attack. This is especially true if the feedback is given in a judgemental or blaming manner, if the colleague has no voice in whether, or even when the feedback occurs, and is given no opportunity to respond to the criticism in real time. If you want the recipient of your feedback to hear, accept, and act on your feedback, the best results are achieved by showing respect for the colleague. It's also helpful to allow the colleague to react and respond to your feedback immediately.

1. Inform your colleagues in advance so they are mentally prepared for your observation. Tell them what exactly you want to learn from them (or if the school uses observation rubrics) so they are not worried because of the 'unknown'. 2. During feedback, talk about the positives as much as you can. Talk about what strategy you have learned from them and you want to try it in your classroom. Suggest up to 3 areas of improvement so they can remember and work on. 3. Invite them to your classroom and give you feedback so they feel that it is a reciprocal and peer-learning exercise rather than being 'assessed'.

The energy you put behind your words matters. Even negative words, conveyed with positive energy, can sometimes be motivating and convey care. If you can make someone feel that your feedback is aimed at their improvement, you'll likely find a receptive and positive listener.

Balancing positive and negative feedback is key to a realistic and motivational review. Purely positive feedback may seem insincere or nonconstructive, while only negative feedback can be disheartening. A balanced approach acknowledges achievements, reinforcing desired behaviors, while constructively addressing areas for improvement. This method fosters a realistic appraisal of work, encouraging growth and learning. It's about providing a comprehensive view that motivates and guides, enhancing both performance and relationships.

Balancing positive and negative feedback in Indian work culture is crucial to maintaining harmony and fostering growth. Acknowledging achievements through positive feedback motivates individuals while constructive criticism provided with cultural sensitivity encourages improvement without damaging relationships. This balance is really helpful not only for your personal/professional growth but also for your team's growth.

I also would like to add the importance of evolving from feedback to feedforward. A good feedback culture encourages proactivity and prepares us to flip the focus of the conversation from the past to the future, attaining a new level of “feeding” our need for improvement. This is what we call “feedforward”, a concept originally developed by management expert Marshall Goldsmith. When we give feedforward, instead of rating and judging a person’s performance in the past, we focus on the person’s development in the future. Feedforward allows us to create a step-by-step improvement plan; it is more powerful than feedback. Feedforward combines feedback with coaching and expands learning opportunities.

I find a simple rule works: “Don’t bring out a problem unless you’re willing to offer a solution” (which may not ultimately be THE solution). You get a gold star if you can relate to your solution with past experience. Empathy helps. As for permission (previously), don’t bring a solution just to create a problem. That’s controlling behavior, and not good leadership.

I think it’s very important to show appreciation for efforts and celebrate goals met and surpassed. Even simple as naming a weekly MVP (in alignment with company values) each week from team members could brighten anyone’s day.

Balancing negative and positive feedback is a subtle art of management. Everyone dislikes negative feedback but it is critical for the success of the organization that this is delivered effectively. This can be best done when the manager shares a context with the reportee on the reason and logic behind the negative feedback, thus converting it to constructive criticism. At the same time it’s important to start and end the conversation on a positive note by acknowledging the efforts and how this feedback is shown as an opportunity to grow

It‘s important to you to know why you want to give feedback in the first place. Is it really a feedback that aims at helping the other person grow? Or is it actually more about criticism and you expect a change in behavior? It’s problematic when it’s actually criticism but it’s packaged as feedback. This can seriously harm a trustful work environment. In a leadership position, prioritize feedback to encourage growth and development among your team members. Reserve criticism for situations where specific corrective action is necessary, but - of course - always frame it constructively to foster a positive work environment.

In my experience the 3:1 rule works best. Give the positives, share the ‘work on’, make a plan about how to work on this, give it a timeframe and check in. While giving more positive feedback! If you work on the positives the negatives generally come right as well! Unless it is a direct breach, then it is a different conversation all together!

Be honest 100% of the time. Do not “sugarcoat “ your comments to the person. Bring facts to the discussion while giving some ways for the colleague to improve.

In addition to clear direction, SMART feedback might also incorporate a timeline, (i.e. address this comment by the end of the review period, etc.). Clear, actionable guidance with a due date has a much better chance of being acted on than the opposite.

Recently, I applied the SMART criteria when providing feedback to a customer seeking career coaching. Instead of just praising their work, I highlighted specific areas for improvement. By doing so, I not only acknowledged their efforts but also offered a roadmap for enhancement. This approach empowered my customer to set clear objectives and plan actionable steps for continuous improvement, fostering a more proactive and goal-oriented work environment. Effective feedback isn't just about analysis; it's about providing a path forward.

In my experience, feedforward is a valuable approach that goes beyond prescriptive and actionable feedback. It involves providing guidance and suggestions for future improvement, helping colleagues set goals and plan steps for growth. To be effective, guide colleagues in making goals specific, measurable, achievable, relevant, and time-bound (SMART). By setting clear targets, aligning feedback with objectives, and establishing a timeline, feedforward empowers colleagues to take ownership of their growth and actively work towards achieving their goals. This allows the feedback process to be developmental and constructive, rather than demotivating or punitive. It facilitates personal growth and ownership for success.

I always considered SMART criteria were designed for setting goals. It can be used for evaluation of jobs done. I would be not comfortable to put the equation between Feedback and Evaluation. Feedback is aiming to help a person/contributor to grow his/her capabilities in doing job better. It is aiming for long term impact. While evaluation is about correcting the outcome here and now. In case of evaluation, the focus is on product improvement not on personal growth.

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Using SMART criteria transforms feedback from vague notions into actionable steps. It ensures that feedback is Specific, providing clear direction; Measurable, allowing for tracking progress; Achievable, setting realistic expectations; Relevant, aligning with overall objectives; and Time-bound, giving a timeline for completion. This approach not only clarifies what is expected but also empowers colleagues to set goals and measure success, fostering a proactive and growth-oriented environment. Implementing SMART criteria makes feedback a powerful tool for continuous improvement and personal development.

J'aime utiliser des grilles d'évaluation. Je peux les présenter aux personnes concernées comme cela elles savent comment elles vont être évaluées. L'utilisation de critère SMART rends plus facile l'appropriation de ce mécanisme d’évaluation à la fois pour le ou la candidate mais aussi pour l'évaluateur. C'est particulièrement pertinent dans les formations en ligne où l'absence de 'contact humain' peut mettre à l'aise les apprenant·e·s

Consistently applying the SMART method to feedback over a year yields substantial benefits: Specific and measurable feedback enables clear communication and targeted improvements, fostering enhanced performance and a culture of continuous development. Achievable and relevant feedback ensures realistic goals aligned with individual objectives, boosting motivation and commitment. Time-bound feedback sets clear expectations and deadlines, encouraging timely improvements. The cumulative effect includes improved communication, heightened morale, stronger relationships, and a positive organizational culture that values learning and growth, ultimately driving individual and collective success. As i always say SMARTLY use the SMART method :)

Este es para mí un punto crítico. Cuando se da feedback constructivo hay que ser eSpecífico, ejemplo: "cuando en la reunión de el lunes tú dijiste tal cosa, yo lo sentí de esta u otra forma, y no es la única vez que ha ocurrido (medible), pienso que si reemplazas estos términos puedes generar una percepción más positiva en tu audiencia (alcanzable), de esta manera tu exposición mejorará frente a tus stakeholders principales (relevante), sugiero que lo pruebes al menos una vez en tus próximas 3 reuniones y me cuentes dentro de un mes cómo te va (limitado en el tiempo).

You need to take an holistic view of the person's performance. Perhaps in one area they are not ideal but they may be exceptional in another area. Not everyone will fit into metrics and you need to treat people as individuals

This goes back to being respectful of the colleague receiving the feedback. The better you tailor the feedback to the recipient, the better the chance that the recipient will understand your comments, accommodate your requests, and act on them in a timely manner.

Feedback is information that the recipient choses whether to accept or decline. I’ve found that keeping the perspective of the feedback open to the colleague receiving it and its context creates a clear pathway for the recipient to accept the feedback. They feel that the information given is useful to improve or maintain their performance.

Trabalhando com a formação de professores e alunos, uma investigação quanto ao contexto é de suma importância para que o feedback seja internalizado. Ao formar outros profissionais por meio de observações de aula e feedback, é importante levar em conta que nosso feedback incide diretamente sobre o trabalho dessa pessoa. Se estamos falando de professores, as aulas dadas aos alunos são desenhadas e planejadas levando-se em conta uma série de crenças pessoais e acadêmicas e, ao não levarmos esses fatores em consideranção, o feedback pode ser visto como uma afronta a essas crenças. O mesmo deve ser levado em consideração quando estamos falando de alunos. Em qual contexto esse aluno está participando de nossas aulas? Ele quer estar lá?

I have found this to be a key factor in landing feedback that gets actioned. Factors such as their objectives, the extent to which you feel they feel psychologically safe, the extent to which they are ready for what you need them to work on, the extent to which they will be selfstarting in implementing, and the extent to which they have capacity to absorb and action feedback in their upcoming period should all be considered. The right feedback at the right time is an art not a science.

Ter empatia é fundamental e tudo tem sempre mais de um ponto de vista, também dar feedback num local reservado e com calma olhando nos olhos.

I agree with "Adapt to the context and the colleague" because in my opinion, give a feedback depends of your main goals : - If you want to provide a "developmental feedback" based to the facts. - If you want to Provide a "motivational feedback" based on the coachee behaviors. Feedback also depends to the contexte and the coochee's whiligness to receive it.

I know my colleagues very well and I am considerate of their feelings when giving feedback some can handle it straight where others may need more support going forward.

Ciertamente, es por eso que la persona que proporciona feedback debe estar preparado para ello, mucho más en el rol de líder, es imprescindible que cuente con habilidades de comunicación, sociales, inteligencia emocional, pensamiento lógico, pensamiento estratégico y saber de herramientas de coaching que lo ayuden a llevar el proceso de forma efectiva.

The choice of channel is crucial, as some feedback is best delivered face-to-face for nuance, while digital platforms offer asynchronous flexibility. Equally important is understanding the recipient; tailoring feedback to their preferences, communication style, and developmental needs ensures it resonates and drives improvement. In the dynamic landscape of feedback, customization is the key to impactful communication.

Some other aspects to be taken care of would be: - Encourage two-way communication. Create an open dialogue and encourage your colleague to share their perspective on the feedback. This way you can build a culture of mutual respect and understanding. - Be mindful of your tone and language. Choose your words carefully, use a respectful and non-judgemental tone to ensure your message is received positive. - Don’t limit feedback to formal settings. Incorporate regular, informal feedback into your interactions and make it a natural part of your working relationship.

Some of the things I've found helpful as a Performance Management Officer are; 1. Be aware of cultural nuances and communication styles. What may be perceived as constructive feedback in one culture might be viewed differently in another. 2. If the feedback is part of a formal performance management process, document it appropriately. This helps in tracking progress and maintaining consistency. 3. Pay attention to your tone and body language. A positive/respectful tone contributes to a constructive atmosphere, while a negative/confrontational tone may lead to defensiveness. 4. Check in with the person after a while to see their progress. This shows your commitment to their development and reinforces the importance of the feedback.

When providing feedback in e-learning, it is crucial to foster a safe and supportive environment. Tailor the feedback to individual learning styles and preferences, encouraging self-reflection for personal growth. Offer ongoing support and guidance to help implement feedback effectively. Promote a culture of continuous improvement and regularly evaluate and refine your feedback approach. By incorporating these elements, you can create a conducive environment for feedback in e-learning.

While giving feedback it is critical to achieve the target objective in mind and plan to take the conversation in that direction. How the feedback can be converted to an actionable outcome is the key success criteria. At the end of the conversation it is good to get the employee share the key takeaway points agreed in the conversation so that the key message is not lost in the conversation. Often such employees and Managers who make such transparent and open conversations are appreciated and tends to develop into a coherent team with clear expectations and results

For feedback givers: - timing, consistency and specificity are important, - if you can, try make it conversational, - use some balancing structure, for example: I love, I like, I wish / Stop, Continue, Start. For feedback receivers: - try not to take it personal or negative, it aims for your growth, - see it just as one opinion (sometimes it is just that), - if there are repetitive patterns, make a pivot.

You will want to consider different personality types and how different personalities take and respond to feedback. Knowing this from the start can help you build strong relationships with employees and colleagues, and work in a way that is suitable for them.

1) Students in formal learning generally DO read the feedback in their assignments if they can easily access the feedback and even moreso when there are no points attached. 2) Deep learning occurs when learners have opportunity to try again after incorporating the feedback they received. 3) People will learn more when they are prompted to ask for feedback and given agency to ask for feedback on a specific aspect of their attempt. 4) People learn more when feedback is individualized. For example, if a supervisor recognizes a positive pattern in an employee's performance, pointing that out for people is a powerful way to increase the behavior.

Je pense qu’il est important d’encourager la personne qui reçoit le feedback à le voir non pas comme une critique de ses capacités actuelles, mais comme une opportunité d'apprentissage et de développement. Si le feedback en tant que démarche est perçu positivement, et que la personne a envie de s’améliorer, alors il n’y a pas de raison que ça ne soit pas bien accepté.

The first thing with feedback that always needs consideration is the intent. Why are you giving the feedback and will it help. We've talked about it with regards to context. However, feedback given with out a clear benefit to the receiver or with no idea of what a good change would look like is just criticism. Great feedback always starts with clear intent.