How to get the most effective feedback. Control ensuring effective feedback in the company Feedback for subordinates types

Introduction
1. Feedback, its characteristics and significance for the organization
2. The importance of feedback in the activities of a manager
Conclusion
Bibliography

Introduction

Every strong company is a reflection of strong professional leadership at the top.
But the engine of leadership at the top is the ability to listen to what is happening at lower levels. Any leader who does not listen to the voices from below will cease to be one in a very short time. Because people’s attitudes, ways of thinking, and loyalty change.
Feedback is the process by which one person conveys his or her ideas or feelings about another person's behavior. Most people give and receive feedback daily, hourly, without realizing it.
The process of giving or receiving feedback is one of the most important ways to learn new behavior and evaluate our impact on others. It is through feedback that we learn to see ourselves through the eyes of others and stay on course. Of course, the way people give feedback can depend greatly on their values, their beliefs about themselves, their relationships with others, and about other people in general.
In business, feedback is the exchange of opinions and observations about the work process. The goal is to achieve the goal by strengthening or changing the line of behavior. You can use feedback for short-term and long-term goals as needed.
The relevance of the work is that effective feedback can improve the following aspects of work: relationships - how well the interaction with other people occurs; the process of work - how well it is performed; and results—the measurement of success.
Effective feedback helps direct activities along more effective paths, reinforcing the behavior that works most effectively.
The purpose of the work is to study the theoretical foundations of feedback and characterize ways to ensure the effectiveness of feedback in a company.
The set goal is achieved through the following tasks:
- study feedback and its characteristics;
- clarify the meaning of feedback in the activities of a manager, taking into account its significant characteristics;
- study the provision of effective feedback in the company
The object of study is feedback. The subject of the study is feedback effectiveness indicators.
Methods for studying the problem of this work - theoretical analysis of the literature, which highlights the modern vision of the problem under study; analysis of the experience of scientists working in this field of science.
1. Feedback, its characteristics and significance for the organization

Feedback is the impact of the results of the functioning of any system (object) on the nature (modulation or stabilization) of this functioning.
There are also other definitions of feedback. Feedback is the reverse impact of the results of system management on the process of this management, the use in management of information received from the managed object about the results of management.
If the influence of feedback enhances the result of functioning, then such feedback is called positive. Positive feedback usually leads to unstable operation of the system, negative feedback stabilizes the functioning of the system, making its operation stable. If sales of your product increase, then this is positive feedback; if sales decrease, this is negative feedback.
Negative feedback plays a special role in management; it is negative feedback that gives rise to competition, creates movement, development, and progress. With the help of feedback, the target function is supported.
All the simplest structural control diagrams contain a feedback channel through which the control body receives information about the actual state of the controlled object.
The control system circuit, starting at the output of the object and ending at its input, provides the so-called feedback. Feedback can be implemented in the form of a direct connection between the output and input of the entire system (global feedback) or any part of the system (local feedback).
The difference between direct and feedback is that direct communication in control systems ensures the transfer of influence, information from the output of one element to the input of another element, and feedback - from the output of some element to the input of the same element.
In the control mechanism, a fundamental role belongs to the feedback principle: where this principle is violated or absent altogether, the results of control are absent or distorted.
In general form, this principle states: in any interaction, the source (the subject of information and control) and the receiver (the object of information and control) inevitably change places. Consequently, in the process of social management there is a reverse influence of the object of management on its subject.
Further, the feedback principle presupposes the exchange of information as a necessary element. This means that management is an information process with feedback. In principle, feedback carries out the informational impact of a control object on its subject.
In society, this principle operates continuously, since the response actions of the managed system influence the dynamics of management acts of the management system, which constantly takes into account newly received information.
At the same time, it is important to remember that here the subject and object of control seem to change roles for some time. Thus, the subject and object of control perform a double - subject-object function.
Management is a purposeful or spontaneous influence based on the principle of feedback on the elements of society as an integral system for its optimally organized functioning and development.
Management is not associated with any information process, but only with specific feedback between two subsystems of a unified management system. The control system includes a control and controlled subsystem. There is a continuous exchange of information between them, carried out, as a rule, through two feedback channels.
The presence of two feedback channels (negative and positive) between the controlled and control systems is a general case. Since the ability to control and the property of controllability in the corresponding material formations becomes reality when they are coupled and a special kind of interaction, there is reason to talk about the dialectical unity of the manager and the controlled as subsystems of some integral functioning self-governing system, and about its functioning as a process of self-government.
The universality of feedback control is a consequence of the uncertainty in the behavior of both the controlled system itself and the external environment with which this system interacts.
Each of the two feedback channels plays its own specific role in the management process. Since the future of the controlled system can never be represented with absolute accuracy, there is a need for information about the actual response of the system to the control action.
Only thanks to such information it is possible to carry out targeted influence and thereby carry out control. In this case, it is necessary to take into account not only this state, but also the probability of the system transitioning to any of the possible states.
The following main functions of feedback can be distinguished:
- synthesizing external and internal disturbances that tend to bring the system out of a state of stable equilibrium, reducing these disturbances to deviations of one or more controlled quantities;
- compensation of disturbances and maintaining a state of stable dynamic equilibrium of the system;
- presentation of information necessary to develop control actions on the control object.
Feedback improves the effectiveness of management information exchange. Two-way exchange of information is slower than one-way exchange, but it relieves tension more effectively, is more accurate, and increases confidence in the correct interpretation of messages.
Effective feedback must have a number of characteristics.
1. Focus. The purpose of effective feedback is to improve the quality of work of each individual employee and increase his value. It should not diminish a person's self-esteem or affect a person's reputation.
2. Specificity, constructiveness. Effective feedback should provide recipients with specific information about the situation so they can understand how to improve the situation.
3. Descriptive. Effective feedback should not evaluate the employee's performance, but objectively describe what he actually did.
4. Usefulness. Effective feedback provides information that an employee can use to improve the quality of their work.
5. Timeliness. The sooner feedback is provided, the better for the business.
6. The desire and readiness of employees to receive feedback. If feedback is forced on employees, it is significantly less effective.
7. Clarity, clarity of expression, understandability to the recipient. The recipient of the feedback must understand it clearly, for example, with eye contact, the sender can monitor the recipient's facial expression.
8. Reliability and credibility characterize how much the recipient trusts the information received through feedback and how accurately it reflects the real state of affairs. Distortion during transmission can lead to both an incorrect reaction from the manager and subsequent incorrect changes in the actions of the subordinate.





Feedback is of particular value in determining the quality of management. It is from the object that information comes about the correct understanding and execution of “commands” or data indicating failures or shortcomings in the control system.
It happens that the managed object not only misunderstands “commands” (for example, due to insufficient qualifications of personnel, due to communication failures), but distorts feedback, sends false information to the managing subject (most often this is due to concealment of shortcomings in work ).
Disadvantages can be hidden for a long time and, if the situation becomes more complicated, lead to a management crisis, or even collapse, accompanied by the liquidation of institutions, mass dismissal of officials, and bringing them to justice, including criminal liability.
Therefore, constant monitoring by the managing subject of the objectivity and accuracy of data in the feedback process is important. If distortion of feedback and its content is detected, appropriate measures should be taken.
Thus, feedback plays an important role in the implementation of management tasks, and therefore much attention is paid to the study of its role and influence on management processes. Feedback is considered one of the most important concepts in control theory. It is the main and local feedbacks in their totality that form the fundamental basis of such an important property of the behavior of complex dynamic systems as self-regulation.

2. The importance of feedback in the activities of a manager

Without sufficient information about what is happening in the organization (or a more local unit), about the actions of its individual members, the manager is unlikely to be able to successfully solve the problems facing him.
Feedback is the process by which a manager conveys his or her perceptions or feelings about an employee's behavior. An integral part of this process is the exchange of opinions and observations about the progress of work, as well as the information that the employee receives about the results of his activities.
Effective feedback helps optimize several aspects of work within a company. This could be relationships - how effectively employees interact with other people and with each other; the process of work itself - how well it is performed, as well as the results - the practical measurement of success.
The positive results that come from using feedback by managers when working with subordinates are obvious.
First, relationships with employees improve.
Secondly, the need to give feedback to his subordinates forces the manager to collect more information about the activities of his unit and think more deeply about the results of its work.
Thirdly, very often heads of companies and departments accumulate critical comments about the work of subordinates in anticipation of certification.
Immediate feedback helps to correct the employee’s activities, strengthen the required line of his behavior, and avoid misunderstanding of the assigned tasks.
Feedback is also important for subordinates.
Firstly, with its help, employees (especially new ones) receive information about what actions contributed to achieving an acceptable level of work performance, learn the intricacies of corporate standards and are trained.
Secondly, the feedback procedure also includes further planning on how to achieve the maximum level of implementation of the assigned tasks. In this vein, feedback builds guidelines for employee development.
Thirdly, due to its social conditioning, human individuality should not be considered in isolation, but in its connection with other people. An employee may spend hours immersed in self-reflection without making any progress in attempting to assess his or her behavioral competencies. The desire to see the reflection of your behavior in the eyes of other people, to look at yourself from the outside will bring much more practical benefits.
In addition, feedback is a powerful motivating tool. The absence or lack of information about the results of the work of subordinates often becomes the cause of their irritation and dissatisfaction. Each of them expects the manager to evaluate his work, which shows not only the strengths or weaknesses of his performance, but also, above all, the significance of his work for the company.
There are a number of characteristics of effective feedback in organizational interaction. Here are the main ones:
- effective feedback is aimed at improving the actions of organization members;
- effective feedback is constructive and thanks to it, the recipient is told ideas that are useful to him;
- effective feedback tends to be specific, establishing quite precisely what is wrong and what exactly needs to be done to eliminate it;
- effective feedback is immediate;
- effective feedback is based not so much on an assessment of what has been done (good or bad), but on a statement of what should (or should not) be done;
- effective feedback is useful to a member of the organization to the extent that it provides him with ways to improve his performance;
- effective feedback is characterized by timely receipt of the employee, giving him the opportunity to make improvements in his actions;
- for feedback to be effective, members of the organization must be willing and willing to accept it;
- effective feedback must be clearly expressed in a way that is understandable to the recipient;
- Effective feedback must be reliable.
Thus, in any case, stable feedback is a necessary condition for effective management of an organization. Effective feedback helps optimize work within the company.
Conclusion

Feedback plays an important role in management. Feedback – signals the results achieved (through transmitted information) in order to change the ongoing process through adjusting the control action.
Feedback is a complex system of causal dependence and consists in the fact that the result of a previous action affects the subsequent course of the process; The cause experiences the opposite influence of the effect.
If feedback strengthens the result of the initial impact of the cause, then it is called positive, if it weakens it, it is called negative. Positive feedbacks take the system out of a state of stability, while negative ones contribute to its preservation.
Feedback is the reverse impact of the results of system management on the process of this management.
Feedback plays an important role in the implementation of management tasks, and therefore much attention is paid to the study of its role and influence on management processes. Feedback is considered one of the most important concepts in control theory. It is the main and local feedbacks in their totality that form the fundamental basis of such an important property of the behavior of complex dynamic systems as self-regulation.
Effective feedback should:
- be timely, i.e. do not delay from the moment you receive the original message;
- contain a paraphrased original message;
- include clarifying questions;
- do not evaluate the original message.
In any case, stable feedback is a necessary condition for effective management of an organization.
Bibliography

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Pikulkin A.V. Public administration system: Textbook for universities. / A. V. Pikulkin. – M.: UNITY-DANA, 2010. – p. 88.

Shipunov V. G. Fundamentals of management activities: personnel management, managerial psychology, enterprise management. / V.G. Shipunov - M.: 2009. – p. 82
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Bulygin Yu. E., Fundamentals of the theory of organization of social management: Textbook. Benefit. / Yu. E. Bulygin. – M.: 2010. – p. 120.

Glushchenko E. V. Control Theory: Training Course. / E.V. Glushchenko – M.: Vestnik, 2009. – p. 112.

Translation - Victoria Oleshko, portal “Production Management”, material prepared based on data from http://www.iienet2.org

There is no point in providing feedback on actions that the feedback recipient has no control over. Consider the following situation. Alvin, an aspiring logistics manager, recently started work at BAC Distribution. One day, a customer called asking for shirts to be supplied for an exhibition the next day. The issue is urgent because the client forgot to call the manufacturer and supplier BAC Distribution a week ago to submit a claim in the prescribed manner. Alvin decided to work a few hours overtime to make sure all the required models were packed and ready to ship the next day. Due to the urgency of the order, the Gildan shirts (50% cotton/50% polyester) that this customer normally ordered were out of stock. But Alvin found 100% cotton Gildan shirts in stock, which other customers said were just as good, if not better. This information was provided to the client at the time of delivery and no additional payment was taken from him. Alvin was confident that he made the right decision in meeting the client's request under tight deadlines.

However, the client perceived the changes as a violation of normal standards, and in a meeting with his manager, Alvin heard words such as “frustration” and “predicament.” Alvin felt hurt by his supervisor's comments. He felt that his proactive behavior and hard work were not recognized. He wanted to know whether he was qualified for the position and whether there was a likelihood of his efforts being recognized in the future.

The above situation that Alvin found himself in is not unusual. We all care what others think of us. Unfortunately, in most cases, behavior assessments are made when something bad happens, not when something good happens. One of the interviewed managers noted that, as a rule, feedback is positive 20% of the time and negative 80% of the time. This statistic is surprising, especially considering that managers themselves rate their work well in 75-90% of cases.

The importance of feedback

So why is feedback so important at work?

The information is usually directly relevant to the recipient and can be seen as a motivating factor or a way to identify errors. Feedback is important because it allows a person to recognize their strengths and provides direction for maintaining and improving the quality of their work. However, the full benefits of feedback are currently not being fully exploited.

As stated in the article by D.R. Ilgena, K.D. Fischer and S.M. Taylor, in the Journal of Applied Psychology: “The process by which an employee receives effective feedback consists of several steps: “Feedback given → Feedback received → Feedback acknowledged and acted upon → Recipient wants and intends to respond → Recipient answers."

This model makes it clear that the employee must be receptive to feedback and have a desire to use the information received. This is the only way feedback can be effective. However, everyone reacts to it differently.

Let's consider the types of reactions to various types of feedback (positive, negative and no feedback) in the process of work in order to understand how this reaction is influenced by the following factors: characteristics of the recipient and source of feedback and its structure. By analyzing these key factors, a more effective feedback system can be developed in which everyone clearly understands their role, has the tools to set goals, and continues to learn to maximize the effectiveness of their work.

Types of feedback

• Positive Feedback. Positive feedback encourages improvement in the quality of work performed. It has been proven that people often value positive feedback more than negative feedback and consider it more accurate and correct, since this information is more pleasant and improves self-esteem. However, constant positive feedback can hinder the growth of the quality of work, because its recipients may be satisfied with the current state due to the fact that they always receive high marks.
• Negative Feedback. On the other hand, negative feedback is often associated with failure. A negative assessment is often rejected simply because the person is unwilling to accept unpleasant information. While recipients of positive evaluations readily accept credit for their accomplishments, recipients of negative evaluations who are not receptive to information easily shift blame to other people or external factors. Negative feedback often causes unpleasant feelings that force a person to find excuses for poor performance. However, in some cases, the recipient may recognize the need to change their behavior to avoid receiving negative feedback in the future. Although a person may improve his or her performance as a result of receiving a negative evaluation, he or she may not exhibit the desired behavior unless instructed to do so.
• Lack of feedback. At the same time, some experts argue that the presence of feedback in itself, whether positive or negative, can help improve performance, while the absence of any assessment actually harms the employee’s personal effectiveness. Study of 243 service industry employees published in the Cornell Hotel and Restaurant Administration Quarterly T.R. Khinkin and K.A. Schreisheim showed that the lack of feedback was harmful both for those who performed well and for those who performed poorly. Imagine some having to work overtime just to get the same recognition as others who only worked the minimum required hours. On the other hand, a person who performs worse than others and receives no hints to change his behavior will be extremely surprised if he later receives a reprimand. In both cases, the result will be job disappointment and poor performance.

Since the purpose of feedback is to motivate and inform, we believe that the ratio of positive to negative information a person receives is very important. A good ratio is three positive statements followed by one negative. If performance is poor but the employee is trying his best, the manager can begin the discussion by acknowledging the employee's efforts and desire to do a good job, and then determine the direction of improvement required. It is also important to prioritize areas of employee development, giving him no more than one or two areas of effort at a time, to ensure that the goals are perceived as feasible.

Features of recipients and sources of feedback

How feedback is received depends largely on who the recipient is. Previous research has focused on personality self-esteem as much as on a person's ability to set goals. Self-esteem can have a decisive influence on how a person perceives negative feedback. Employees with low self-esteem are more likely to respond to negative feedback by thinking that poor performance is due to their low level of competence and that additional effort will not lead to improved results.

On the other hand, some research suggests that negative feedback can also be harmful for individuals with high self-esteem. Such people have their own expectations and perceptions of the quality of their work. Most likely, they will not accept feedback that contradicts their self-esteem and will attempt to salvage their self-esteem and perception of their level of competence. As a result, a negative assessment will be perceived as incorrect, and performance indicators will not improve. So it can be concluded that such feedback, which does not seem credible and is not accepted by a person, can be destructive to the quality of his work, regardless of whether his self-esteem is low or high.

However, sometimes negative feedback can be beneficial. Those who set personal goals may use this information to identify and solve problems and may seek to obtain it themselves. In particular, S. Ashford and L. Cummings in the journal Organizational Behavior and Human Performance expressed the following idea: “Seeking feedback can improve the quality of work by facilitating the achievement of goals, helping to prioritize multiple tasks and offering information that enables the individual to evaluate his or her competencies.” So while receiving this type of information may initially feel bad, it does make it important for goal setters to realize how important it is to hear about their poor performance in order to avoid repeating those mistakes. In addition, such people seek feedback when they are unsure of the quality of their work and are looking for additional information that will help them improve. Thus, negative evaluation can be an important tool in improving performance by informing recipients of their potential weaknesses.

While the characteristics of the feedback recipients are important in determining how an assessment will be received, another important factor is the source of the feedback. Feedback is more likely to be accepted if the source is someone who is reliable, trustworthy, and who has reached agreement with the recipient on performance indicators. For their part, managers should evaluate employees only on directly observable performance indicators and involve other stakeholders in the organization in the feedback process through 360-degree evaluations.

An assessment from a reliable, trusted person appears more accurate if the recipient perceives the source as an expert who has the necessary competencies to accurately evaluate the results of the work. In this case, even if there is a discrepancy between the recipient's self-assessment and the assessment given by the source, the recipient can see the rational grain in this information. The recipient's awareness of the need for improvement will allow him to adjust his behavior accordingly.

One way to increase the perceived reliability of a feedback source is to create a rating system based only on performance measures that can be directly observed. Previously, the manager was the only one assessing the quality of an employee’s work, but today assessment using the “360 degree” method is becoming increasingly common. This method involves receiving feedback from the entire circle of people with whom the employee comes into daily contact. This group may include the immediate supervisor, senior employees, subordinates, colleagues, clients, suppliers, as well as the employee himself (through self-assessment). The manager should agree on a list of daily contacts with his subordinate to ensure that the list is complete and provides the best opportunity to evaluate the quality of work. An additional advantage of the 360-degree method is that the employee can evaluate others himself, which helps everyone become involved in the feedback process.

In addition to the source of feedback, there is another important factor: it is clear that a person responds positively to an assessment when they share the same understanding of good and bad performance with the person assessing them. Performance may depend on both personal factors (eg, ability and/or effort) and environmental factors (eg, luck and/or fortunate situation).

In cases where the recipient of feedback believes that poor performance is due to external factors, but the source believes that it is due to internal factors, there is a disagreement. Disagreement increases the likelihood that the feedback will not be taken seriously and will most likely be ignored in the next stage. In contrast, if both (source and recipient) agreed with each other about the reasons for poor performance, the recipient was more likely to trust the source and was more receptive to criticism. Therefore, it can be concluded that if the recipient considers the information provided to him to be truthful and reliable, he is more likely to change his behavior.

Feedback structure

In his book “Developing Management Skills” D.A. Wetten and K.S. Cameron suggests eight rules for effective team feedback that can work at all levels of an organization.

First rule: Focus on actions that are within a person's control, as opposed to focusing on less tangible personal qualities. For example, the phrase “You were 15 minutes late for a meeting” is more effective than “You are careless in your work.”

Second rule: When providing feedback, rely on the results of direct observation, without making hasty conclusions or generalizations.

Third rule(follows from the previous one): Feedback should be descriptive (using facts and objective data) and not evaluative (using words “right/wrong”, “good/bad”). Details allow the recipient to focus on specific areas of the job rather than guessing about what needs to be improved across the entire spectrum of their responsibilities.

Fourth rule: Be specific. Similar to details, specificity can help change future behavior. Making feedback specific ensures that the information conveyed is clear, allows the recipient to understand exactly what is expected of them, and helps integrate the sometimes very complex connections between effort, behavior and outcome. It has been found that feedback, especially negative feedback, can be misinterpreted. The expected behavior will not be achieved without full understanding of the feedback on the part of the recipient. Therefore, making feedback specific helps communicate key areas for improvement and reduces the possibility of the recipient misinterpreting reasons, actions and results.

Fifth rule: Feedback should be about current actions, not past behavior. Past behavior cannot be changed, and focusing on it negates any improvements the person may have made in the intervening period of time.

Sixth rule: Possible ways for improvement should be discussed with the recipient so that he is involved in the process of identifying changes.

Seventh rule: The amount of information provided at one stage of the assessment should be determined by the feedback needs of the recipient. Too much information causes overload and a person stops listening, while too little causes frustration and misinterpretation.

Eighth rule: Feedback should be given at the appropriate time and place, face to face, and allow for two-way communication.

Both positive and negative feedback, with some balance, can be beneficial to the business, while no feedback is almost always harmful.

Organizational context is also important. Companies need to properly design and implement employee evaluation programs that involve all departments. Feedback and involvement of all employees is especially important to reduce the feeling of bias (both for “favorites” and “favorites”). Knowing that all employees are being evaluated eliminates thoughts like, “Is it just me who gets these comments? Am I punished? It also allows colleagues to think more about actions and their consequences, their areas of development, and ideas for how to improve the process to make their jobs easier.

It will also be appropriate to consider the expectations of all parties involved in the assessment so that they feel comfortable and accept the idea of ​​the assessment. Since every part of the organization operates differently, the HR department should develop guidelines and guidelines for each department. It should be clear that feedback for employees who work in environments that require extensive interaction with others will focus on assessing soft skills. On the other hand, groups of employees involved in production should expect to receive feedback focused primarily on assessing technical skills ( hardskills). This differentiation can help in choosing areas to focus on.

Within departments, employees can decide for themselves how often feedback should be provided. To determine the frequency of assessment, it makes sense to take into account the department's cycle time. For example, the quality control department can review monthly indicators to determine the dynamics of individual employees and the company as a whole. In this case, feedback meetings can be held monthly. On the other hand, some engineering projects can last several months. In such departments, feedback may be provided quarterly or even semi-annually, depending on the ease of collecting the information needed for the assessment. And always remember that feedback should be helpful, and the process should be gentle and not become a heavy burden for those involved.

The roles of the superior and subordinate in the feedback process must be clearly defined. During the first feedback session, the boss can take minutes for subsequent sessions to create a collaborative environment in advance. The first feedback session should help alleviate the confusion of those who are not used to evaluation or who are used to a different style of giving feedback, such as employees from other organizations or a different national culture. The induction meeting also gives the manager the opportunity to assess the employee's motivation to work and set or adjust goals if necessary. This gives both parties a chance to discuss and set goals for the next feedback session. The openness and fairness of the process should be emphasized. Feedback sessions can best be used as an opportunity to develop the employees involved, as well as benefit the success of the company as a whole over a long time horizon.

It is important to note that feedback should come from a trusted confidant who is open about discussing the reasons for both good and poor performance. Two-way communication helps reduce misunderstandings and gives the recipient a say in how to achieve better future performance. Feedback should allow the recipient to reflect on what should have been done and what could be done differently, rather than focusing on what was done poorly. In addition, feedback should not focus only on negative manifestations (which may discourage the recipient) or only on positive manifestations (so that the recipient does not have his head in the clouds).

Instead, feedback should address both strengths and areas of possible development to maximize results. When discussing areas for improvement, detail the feedback using examples to help the recipient understand the situation and how their behavior needs to be adjusted. As long as feedback remains genuine and provides balanced information with sufficient detail, it can be an effective tool for creating a positive work environment in which everyone clearly understands their role, has goal-setting tools, and continues to learn, resulting in improved performance.

Lozova Secondary School

REMINDER

“20 WAYS TO PROVIDE EFFECTIVE FEEDBACK IN THE CLASSROOM”

Prepared by: Lyulchak N.I.

2017-18 academic year

1. Feedback should be educational in nature and balanced.

Giving feedback means explaining to students what exactly they are doing right and wrong. However, the focus of feedback should be based substantially on what students are doingright . The most productive feedback for learning is when students are given examples and explanations of what was right and wrong in their work. An example would be a “sandwich”: Compliment, wish, compliment.

P.S. The use of red paste in written comments is in itself a “barrier” to students’ perception of the teacher’s comments. As an alternative, try using green toothpaste as it is more "friendly". Be sure to let the student know what went well in their work. (author's note)

2. Feedback must be timely.

When feedback is given immediately after evidence of learning has occurred, students respond positively and recall the learning process with confidence. If we do not give feedback for a long time, we waste time, then, most likely, the student will not be able to connect feedback and action.

P.S. If you provide feedback on a student's written work more than a week later, it may become significantly less relevant. (author's note)

3. Be sensitive to the individual needs of the student.

It is very important that we approach each student individually when giving feedback. Our classes represent a wide variety of students. Some students need to be pushed to reach a higher level, while others need to be handled very carefully so as not to impede learning or harm their self-esteem. The balance between not hurting the student's feelings and providing appropriate reinforcement is important.

4. Ask 4 questions

Research on effective teaching and learning (Dinham, 2002, 2007a, 2007b.) has shown that students want to know where they 'are' when learning. Providing answers to the following four questions regularly will help ensure quality feedback. These questions can be helpful when providing feedback to parents:

What can a student do?

What can't a student do?

How does a student's work compare to others?his works?

How can a student improve his work?

5. Feedback should refer to a skill or specialized knowledge.

This is where rubrics become a useful tool. The rubric is a tool for embodying the connection between expectations and assignments. Effective rubrics provide students with specific information about their learning relative to established standards.

6. Provide feedback to purposefully guide students toward learning goals. .

Regular 'informal check-ins' with students let them know where they are in their learning in the lesson and with you. Use '4' questions to manage your feedback.

P.S. Be careful not to make writing assignments a punishment or additional stress for students. Students should consistently benefit from the feedback you give them as they will become more aware of what they need to do to perform better next time.

7. Organize a one-on-one meeting.

Having a one-on-one meeting with the student is one of the most effective means of providing feedback. The student hopes that he will be given attention and will have the opportunity to ask the necessary questions. Meetingone on one should be generally positive, as this will encourage the student to look forward to the next meeting. As with all aspects of learning, this strategy requires good time management. You can talk to a student while other students are working individually. The duration of the meeting should not last more than 10 minutes.

8. Feedback can be given verbally, non-verbally or in writing.

Make sure you don't frown, for example, when returning a test to a student. It is necessary that we control our non-verbal signals, since facial expressions and gestures are also means of feedback.

9. Focus on one ability.

At each meeting, it is advisable to discuss only one skill of the student, and not take into account everything that is incorrect. This has a much greater impact on the student. At the next meeting you can take the next, new focus.

10. Rotate scheduled meetings with your students/classes.

Use this strategy when grading assignments or tests. This strategy provides you with the necessary time to give quality feedback. Students will also know when it is their turn to meet with you and will likely have their questions ready for the meeting.

11. Teach students how to give feedback to each other.

Show what feedback should look and sound like. Practice with your students how to give each other constructive feedback in a way that is positive and helpful. Encourage students to use notes to record this feedback.

12. Ask another adult for feedback.

You can ask another teacher or school guest to read a student's work or grade a test. The quality of the student’s work increases tenfold!

13. Allow the student to take notes.

During the meeting, the student can use a notebook to take notes as you provide verbal feedback.

14. Use notes to track student progress. .

Designate a separate section in your notes for each student. Write daily or weekly dated comments about each student. Note the student's good questions, his behavior, what needs to be improved, tests, etc. Of course, this will require organizing your time, but when it comes time to meet with the student or parent, you will have the material you need.

15. Return graded papers, tests, or notes to the student with comments at the beginning of class.

Returning student work at the beginning of the lesson is more desirable than at the end, so that the student will be able to ask necessary questions and discuss them during the upcoming lesson.

16. Use notes.

Sometimes viewing a student's written feedback is more effective than listening to oral feedback. While doing independent work, you can write a comment about the student’s work and put it on his desk for review. Some students do not like to be reprimanded about their involvement in a task in front of the whole class.

17. Praise sincerely.

Students quickly understand when a teacher formally praises a student for their achievements, and they try to achieve such praise. If you constantly tell students; “Great job!”, “Good girl”, “Wonderful”, but do not explain what exactly in his work or answer caused your positive reaction, these words will quickly lose their significance. Give constructive praise: the student must understandfor what exactly he is praised. You can increase the impact of praise by calling the student's parents.

The ability to communicate with subordinates and give feedback is traditionally considered to be the basic skills of a professional manager. Any manager should be able to talk to an employee at the right time. And it seems that what’s easier is to call and talk. Specific and to the point. Praised. Criticized. Set tasks. No problem!

However, in practice, everything is far from so rosy. Surveys that I conducted in several dozen companies showed that feedback is most often perceived by employees as a problem area in their relationship with their manager.

“He called me and said that I had received a bonus. And he handed over a letter saying that the award was for excellent completion of the project. The money was very helpful, but I wanted to hear words of gratitude from my boss.”

“For us, every morning starts with screaming. The door swings open, and the boss from his office begins to scold everyone one by one. We used to worry, but now we’ve gotten used to it. This does not affect the work in any way. He will relieve his soul, and we will continue to work.”

“She is not at all interested in how my work is going. Gives assignments, mostly via email. I am doing. It feels like I’m working in another city, although her office is ten meters from my desk.”

The value of feedback

The need for feedback is natural for any person, be it a top manager or an ordinary employee. Am I doing what the company needs? Right or wrong? Will my efforts be recognized? The lack of feedback, as well as gross violation of the rules for providing it, deprives a person of guidelines in the organization and reduces his desire to work. For a manager, feedback is a tool that allows you to:

• express recognition to the employee and support his high motivation;
• understand the reasons for the employee’s undesirable behavior;
• correct employee behavior that deviates from standards;
• to target the employee for development in a specific direction.

Seven rules for quality feedback

Are you going to talk to an employee about “you want this to work”? Then start with your goals! Understand what result you want to get from a conversation with an employee. Then it will be much easier to structure the conversation correctly. Regardless of the purpose of the conversation, it is useful to follow the following rules:

1. Talk about a specific event. “You showed up at work at 10:45 today. This is the second time in a week, let’s discuss.” There is an event, and there is a topic for discussion. What if it’s like this: “You always sleep until eleven and are always late”? Generalization is a favorite technique of manipulators and an eternal theme of conflicts. Not suitable for quality feedback.
2. Give feedback soon after the event you discuss with the employee. The road is a spoon for dinner. “You worked with this VIP Client today. Let's see what we did this time." Compare: “Do you remember, about two months ago you served one VIP client?” Let’s figure out what mistake you made there.” What do they say? Who will remember the old?
3. Use proven, concrete facts.. “I noticed that you did not use the new questionnaire when working with this Client.” What does the employee hear? The manager carefully observed the work, noticed and remembered - this is important for him! What if it’s like this: “They say you’ve completely stopped using questionnaires”? There will be no constructive conversation. There will be a game of attack and defense. And this is not what a leader needs.
4. Involve the employee in the discussion - let him speak.“What do you think a Customer will do who wanted to place an urgent order, but could not get through to us at 9:30.” What can be done to prevent such situations from happening again? Let him say it. Firstly, this is a good way to stimulate the employee’s independent thinking on the topic under discussion and his responsibility for the decisions that you agree on during the discussion. Secondly, by not giving the employee a chance to speak, you can deprive yourself of important information and even find yourself in an awkward position. I witnessed a situation where a boss reprimanded an employee for violating the deadlines for submitting a regular report - it turned out that he had missed that two days earlier a new procedure had been sent out throughout the organization, which changed not only the deadlines, but also the reporting format: the data was now entered into a centralized system. The employee began to act according to the new instructions. So there was no need to scold, but rather to praise.
5. Discuss events and activities. Not a person. Labeling a person is a matter of minutes. “You are selfish! You only think about yourself!?" Say this to an employee a couple of times - and you can no longer expect help, mutual assistance and the desire for teamwork from him. After all, he is an egoist, and you elevated him to this rank with the power given to you. Someone will be offended and withdraw into themselves. Someone will turn into your opponent. And someone will begin to turn other team members against you. Personality is a delicate matter, don’t joke with it! Find other words: “I appreciate your desire to use every opportunity to work with the Client. At the same time, there must be reasonable boundaries. Think about what image your actions can create for our company among Clients?”
6. Talk about what you can change. This applies to situations where you target an employee to correct behavior and develop skills. N will work: “Yes, I see that we have a problem, with such a quiet voice it is difficult to win the favor of Clients.” What were we thinking when we hired this employee? Eh, brother, now I have to help her! “If you sit on this side, Clients will hear you better, let's try it. By the way, maybe we should think about a microphone”?
7. You can praise publicly, but it’s better to criticize privately.. There are several reasons. Public criticism is very demotivating. Once. In Russia we have strong traditions of supporting the offended. So don’t be surprised if, after a public reprimand, your team of allies decreases. Two. If you are wrong (this may be the case, see point 4 above), you will be wrong for everyone. Do you need it? Three. Praising is another matter. And this is a whole art! “Of course, it’s good that you reassured the Client so quickly, but why didn’t you tell us about the new product?” Is this praise or criticism? Not very clear. “You managed to calm the client down so quickly - share your secret, how do you do it?” But this is much better! They praised me, gave me a compliment, raised my self-esteem and motivation. That's what was required.

Once you start using these rules, you will notice how much more productive your meetings with employees have become.

This is information about a person's past behavior that is communicated to him in the present with the expectation that it will influence his behavior in the future.
Feedback is a key component in employee development. Not only does it help correct employee mistakes before they become habits, but it also reinforces desired behaviors, encourages professional development, and ultimately helps employees achieve their goals.
In order to improve their own effectiveness in the future, people need to have a very precise understanding of how effective they are now. They need specific information about both strengths and areas that need development. Feedback and is the very “mirror”, looking into which people have the opportunity to see themselves, plan their own development and track the progress made.

Types and purpose of feedback
Positive Feedback serves to evaluate the effective behavior of the employee and thereby strengthen this line of human behavior in such situations. In cases of positive feedback, it is said that What it was done well Why it was good and what positive results caused by the employee's actions.

Positive Feedback is a powerful means of motivating employees. It is especially effective when it refers to specific behavior, although general praise also motivates employees and increases their self-confidence. Among other things, positive feedback performs another important function - it tells others that the leader sees and appreciates the contribution of others to the common cause.

Negative Feedback serves to convey an assessment of ineffective behavior and is aimed at changing the employee’s actions. In this case, it is indicated that What was done incorrectly what are the alternatives behavior in this situation and why their result could be better than the result of the actions taken.

As a rule, it is not difficult for a manager see shortcomings in the work of subordinates. Much harder communicate constructively report these shortcomings to subordinates in such a way as to ensure their correction in the future.

Guidelines for giving constructive, positive and negative feedback

Principles of constructive feedback
Specific– describes a specific example of behavior that depends on the person; does not contain sweeping generalizations.
Timely– refers to a recent situation that is still fresh in the minds of you and the other participant in the feedback.
Constructive– suggests behavior options that you would like to see in the future (especially with negative feedback).
With consequences– indicates the consequences of this behavior: how it affects you, others, and the work process.
Developmental– aims to assist in development.

Principles for giving positive feedback to an employee
To make your positive feedback more impactful:

1. When expressing your praise to an employee, highlight a certain aspect of behavior, a specific trend - make it clear what you value most in his actions (for example, meeting deadlines, high productivity, commitment to quality, willingness to work overtime to achieve results).

2. Point out to your subordinate the positive consequences of his actions. Let him know why you value his success so much and why it is so important to you that he repeats it: talk about the impact that this success will have on you, on your team, on the organization as a whole.

3. Express your feelings - talk about satisfaction, joy or admiration for the actions of your subordinate.

4. Communicate clearly and clearly to the subordinate what behavior he should adhere to in the future.

5. Look for any opportunities to reward the employee for specific positive behaviors. Develop the habit of seeing situations that deserve encouragement. With such support from you for the desired behavior, subordinates will demonstrate it more often.

♦ How often do you praise them?
♦ Do you see the contribution of individuals to overall success?
♦ Do you value this contribution?
♦ Are your praises a response to specific achievements or are they caused by a favorable state of affairs in general, a good mood?

Guidelines for Giving Negative Feedback

To make criticism more constructive and effective, follow these principles:

1. Respect the person's need for confidentiality of criticism. Try to express your comments face to face.

2. Talk about the employee's behavior (for example, “you delayed making a decision on this issue for two days”), not about his personality (for example, “you are incapable of making decisions and taking responsibility”).

3. Tell the employee about specific facts, avoid generalizations.

4. Indicate specific negative consequences of the subordinate's actions. It is known that in 90% of cases of “ineffective” criticism, bosses get off with general phrases (“decrease in labor productivity,” “decline in morale,” etc.).

5. Personalize your statements - talk about your feelings. The phrase “I was very upset when I found out...” will have a stronger effect than the impersonal exclamation “This is simply unacceptable!”

6. Make comments in a calm manner. Be confident that you are in control and able to describe rather than “vent” your feelings.

7. Be brief - get straight to the point and speak directly. Remember that a person perceives worse when he becomes the object of criticism.

8. Be prepared for the fact that the employee does not immediately recognize the validity of your comments. When faced with criticism, people tend to get defensive, so don't try to get your subordinate's agreement right away. Just tell him your rating and make sure he understands it. Give him a chance to think about your words.

9. Maintain the necessary balance of positive and negative information. Before you make serious comments to an employee, say a few words about the qualities that you value. Beginning with your comments, end the conversation by expressing your overall confidence in your subordinate's ability to succeed.

10. Strive for dialogue, avoid reading lectures. Give the subordinate the opportunity to express his view of the problem

11. Focus on future actions. Do not get hung up on finding out the reasons for the mistakes made - this will only force the subordinate to look for new excuses. Move quickly to “What will you do to prevent this from happening in the future?”

12. Communicate to your subordinate not only the punishments for bad behavior, but also the benefits of good behavior.

13. At the end of the meeting, ask the subordinate to repeat in his own words what he should do to improve results. This will not only test understanding, but also confirm the subordinate's commitment to improvement.

14. If you are facing a particularly difficult conversation, mentally play out possible scenarios. Think not only about the form in which you will express your comments, but also about what you might hear in response and how you will react to it.

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