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  • 07/18/2019 7:36 PM | Anonymous

    Recreational Entrepreneur. Man With Laptop In The Morning On The

    Insights

    How to Fix Our Broken Relationship With Time Off

    Summer is here and vacation season is upon us! But if you are employed in the United States, evidence suggests that you won’t catch much R&R this summer. Various studies show that year after year, roughly half of those who are employed full-time in the States don’t use all of their allotted annual vacation time.

    As if this statistic weren’t startling enough, it is worth mentioning that American workers are granted some of the least generous paid-time-off policies in the industrialized world. With an average of just 10 days of vacation time per annum, the United States trails far behind other GDP powerhouses like China (16 days), Japan (18 days), Germany (29 days), and the UK (28 days).

    Some may be inclined to view this phenomenon as a testament to the unwavering American work ethic. But science says that Americans’ reluctance to take time off could have massive and negative consequences for their productivity, health, and engagement.

    Why We Just Can’t Seem to Get Away

    America has a complicated relationship with vacation, a dysfunction with roots in law and culture.

    The United States is the world’s only advanced economy that does not guarantee its workers any paid leave—not for federal holidays, sick days, parental leave, or vacation time. This means workers are beholden to the generosity of their employer when it comes to time off. And as surveys suggest, U.S. employers are quite miserly about PTO, at least by the rest of the world’s standards.

    But petitioning the U.S. Department of Labor to upend the laws, even if successful, may only amount to a drop in the bucket. After all, even sanctioned vacation days are going unused, suggesting that workplace culture may be the biggest culprit in robbing employees of their time off.

    Employees cite numerous reasons for surrendering their vacation time. Project: Time-Off found that, in 2018, fear of looking replaceable, a stressful workload, and a sense that everything would fall apart in their absence made workers significantly more likely to leave vacation days on the table.

    But even for those who do manage to get away, the office is never far from their minds. A 2017 study found that just 27 percent of employees were able to completely unplug during their vacations. Another study found that 66 percent were actively working during their PTO.

    Too Busy for a Vacation? Take a Workcation!

    In a culture so preoccupied with work performance and self-optimization, it would seem to be the natural course of things that “ workcati ons” are catching on among a growing number of companies in a wide range of industries. Though not yet part of the mainstream, the concept has its fair share of vocal supporters and promises to be part of the solution to America’s vacation dilemma.

    Workcations take many forms, but the fundamental principle stays constant: Rather than begrudgingly (or, rather, with the helpless enthusiasm of a martyr) tending to workplace duties while on vacation, proactively make the decision to travel while working remotely.

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    For some, workcationing is a semi-permanent lifestyle. Kari DePhillips and Kelly Chase of The Content Factory, for instance, travel and work full time, running their PR company remotely as digital nomads.

    “Workcationing is about fully immersing yourself in your work while also building in ways to pamper yourself and unwind so you can be even more effective and productive,” Chase told Fast Company. The pair cited the potential for travel to thrust them out of their routines as an effective way to keep their goals in check.

    But workcationing doesn’t need to mean full-time globe-trotting. Some companies find that workcations can be especially useful when an important deadline is looming. Technology development company Kwamecorp, for instance, once flew part of its team to Bali for three weeks, where they focused intensively on a demanding project.

    “Clearing our heads from regular worries filled our bodies with energy and bliss that allowed our minds to be more open,” writes design director Pedro Cardoso. “Any barriers to creative thinking were broken.”

    Workcations are also compatible with the increasing popularity of flexible PTO policies. Under such policies, employees are free to be out of the office as often as they like, so long as they are responsibly meeting their deadlines and performance goals. This may mean taking two weeks off instead of one but calling in for an important meeting and cranking out a few reports while poolside.

    Workcation: All I Ever Wanted?

    Despite its supporters, the workcation model evokes skepticism, even hostility, in many. The phenomenon has been called “ the saddest sign of our times” and “ an anxiety trade-off,” and the charge isn’t unjustified. After all, when our vacation days are already so preciously few, the thought of choosing to work during vacation can seem like a symptom of workaholic Stockholm Syndrome.

    But as Millennials begin to comprise a larger portion of the American workforce, the concept of employer-sponsored workcations is gaining traction. Project: Time-Off reports that only 18 percent of Baby Boomers find the idea of a workcation appealing whereas 39 percent of Millennials are interested.

    Furthermore, studies suggest that blurring the boundaries between work and travel is especially appealing for those who feel that work is already encroaching upon their free time. Employees who forfeited vacation days for fear of appearing less dedicated to the job were significantly more likely to feel positively about the prospect of a working vacation than those who didn’t feel this way (37 percent versus 27 percent).

    There is a fine line between workcation as a mental health and productivity hack and workcation as another shove toward chronic burnout. Researcher Kenneth Matos framed it concisely when speaking with the Wall Street Journal: “Is the workcation detracting from the vacation you were going to have, or is it enabling the vacation you otherwise wouldn’t have had?”

    Having dedicated time to completely unplug from the demands of working life is important, no doubt. But in a nation where two-thirds of people are working during their vacations anyway, the time is ripe to consider how employers can foster a workplace culture that acknowledges this fact and empowers their workforce to take the time they need.

  • 06/26/2019 11:00 AM | Anonymous

     

    team lead being updated on plan

    Insights

    Things That Leaders and Coaches—and the Rest of Us—Tend to Forget

    By Craig Corsini

    Wednesday, June 26, 2019

    As a young man preparing to become a public school teacher in Northern California in the 1970s, I was fortunate enough to accidentally choose a credential program the faculty of which was steeped in the philosophy of Carl Rogers, a noted American psychologist and one of the founders of the humanistic (meaning client-oriented) school of psychology.

    For me one vivid passage of Rogers’ book, On Becoming a Person: A Therapist’s View of Psychotherapy, published in 1954, was all I needed to build a personal philosophy for teaching and later for being a manager and coach. According to Rogers, the key question most new therapists think they should ask a new client is: “What do I have to do to change this person so that he or she can better function?” For more experienced therapists, however, that question changes to: “What kind of relationship must I develop with this individual to enable him or her to flourish?”

    Rogers made it a point to create an atmosphere of unconditional positive regard, another of his hallmark beliefs, for his client and himself. In doing so, he removed the stigma of affliction that infects so many therapeutic situations, as well as other developmental endeavors such as teaching and coaching, and replaced it with one of respect and wholeness. That underlying attitude on the part of the expert—the therapist, teacher, coach, or parent—can make all the difference in the life of the client, the student, the player, and the child.

    If attitude is everything when it comes to getting things done, which assumes that some sort of productive change has to take place, then the attitude of the leader has to be the most critical.

    A side benefit of removing the stigma of affliction is that it places a level of responsibility on the client or learner to play a substantial role in her own wellness and development. And this concept brings about a fresh sense of wholeness to the relationship, in which there is joint ownership of the processes of healing and learning. In essence, it creates a team approach—and teams are hard to beat, and good teams can be invincible over periods of time.

    Indeed, Rogers’ classic work on the human potential for growth and creativity has underpinned my entire professional and personal life. It colors my judgment about people and the situations we get ourselves into almost entirely. It has helped me better evaluate and work with leaders, managers, and co-workers.

    In my experience, many leaders and managers, including teachers and coaches, either misunderstand or misapply team concepts, even those of who willingly acknowledge that team-building is their primary function. Part of the reason for this is that graduate and professional schools, as well as public and private organizations, do not introduce many team-building experiences into their curricula. In other words, they do not practice what they preach.

    Another reason is that leaders, particularly in the private sector, are most often compensated based on the attainment of financial results, instead of the achievement of the mission of the organization. This unbalanced emphasis on quantity over quality also shows up when we compare the compensation of a CEO versus an entry-level employee. In some organizations, the disproportion multiple can be as much as 500 times or more. This structural and economic dysfunction has broad and deep consequences in business and education—or anywhere people assemble to create change and progress. Just imagine the productivity gains of having competent leaders that we could enjoy were things done differently.

    About the Author

    Craig Corsini

    Craig J. "Skip" Corsini is a writer, consultant, guest speaker, home chef, and grandfather who lives in Northern California. He worked for more than 40 years in sales, marketing, communications, professional development, and non-profit program management in a variety of industries that included high tech, commercial real estate, and banking. He paid piercingly close attention to how leaders and organizations succeed and fail, and has written extensively about it. For the past 12 years he was worked in retail. He likes retail best.

  • 06/24/2019 11:56 AM | Anonymous

    Join us with Steve Hicks tonight as he leads a session on Defining Coaching Skills for Leaders.  There is still time to sign up, check our Events page! 

  • 06/24/2019 11:53 AM | Anonymous

    •  

    Bad salesman trying to convince to a bored client in her office or businessman in a job interview       

    Insights

    Feedback Without Coaching Is Like a Gift Without Batteries

    dianna-anderson.jpg

    By Dianna Anderson

    Thursday, May 2, 2019                                           

    It’s so disappointing to receive a gift you can’t use until you get the batteries to make it work. Giving someone feedback without offering them coaching to make sense of what they are receiving is like giving a gift without batteries--it doesn’t work. Feedback and coaching should be seamlessly paired to spark the insights needed to inspire employees to put in the considerable effort required for lasting behavior change.

    Traditionally, people use feedback to inform others that they perceive something the other person is doing is “wrong” or “bad” and is causing problems. The person offering feedback may even tell the receiver what they need to do differently to “correct” the problem. Many assume that once feedback has been delivered, their job is finished and the problem is solved.

    The real problem with this approach is that simply informing someone you want them to do something differently is not likely to result in behavior change—for many reasons. Think about the last time someone told you to change your behavior ... did you say to yourself, “Of course! Let me get right on that!”? Probably not. Assuming that people will, of their own accord, understand the benefit of learning a new approach and sort out what they need to do differently to attain that outcome is a recipe for frustration on both sides. The person receiving feedback will be frustrated that they don’t know what to do with what they were told, and the person offering feedback will be frustrated that the receiver hasn’t changed.        

    Pair Feedback and Coaching

    To avoid this all-too-common outcome, it’s essential to offer developmental feedback within coaching conversations. Feedback can be offered with a coaching approach to appreciatively inform people that they are limiting themselves is some way. That’s the sole focus of feedback. Coaching can then be used to illuminate the underlying assumptions, beliefs, fears, and skill gaps driving the limiting behavior. This pairing of feedback and coaching helps employees understand how they will benefit from doing something differently and gives them the support they need to move into meaningful action.

    That’s why when Cylient partners with organizations to build coaching cultures, we ensure that people learn solid “in the moment” coaching skills before they learn how to offer feedback. Teaching people coaching skills first provides the additional benefit of equipping them to appreciate the uniqueness of other employees’ perspectives and approaches, which enables people to deliver feedback in more appreciative ways—and without the wrapping of judgment that often causes others to reject the gift they are being offered.

    Effective feedback conversations result in an authentic, uncoerced commitment to learn a new way of doing something. That’s what happens when feedback is woven into real coaching conversations--it helps people turn the insights they gained from well-delivered feedback into actions that support them to attain outcomes that truly matter. Sparking this kind of feedback to happen “in the moment” all the time is essential for energizing a culture of coaching and learning.

  • 05/30/2019 10:36 AM | Linda Dausend (Administrator)


    2019-Supplement-Leadership-with-Manager-Coaches-blog-image

    Photo by Julian Howard on Unsplash

    MANAGER-COACHES MULTIPLY THE IMPACT OF LEADERSHIP DEVELOPMENT

    Learning and development initiatives have a huge opportunity to increase participant application and retention of content by better leveraging one key relationship. How is that possible, you might ask?

    It all starts with leveraging the participant’s manager in the development process as a manager-coach.

    Leadership development participants need a support system up, down, and around them to make development really stick – and the manager is a key component of this network.

    Coaching plays an important role in supplementing leadership development. It can help:

    • build faster, sustained outcomes
    • support learning retention and behavior change
    • provide real-time feedback on application
    • focus attention on development plans
    • offer support on challenges
    • drive accountability
    • connect the dots to the organizational big picture

    A coach approach to managing in the workplace prepares people to make the most of their skills and aptitudes, recognize the opportunities that best suit their talents, and move from motivation to action. Getting managers to incorporate coaching into their traditional management skills helps leadership development participants by encouraging personal growth and development between key learning opportunities.

     

    HOW TO INVOLVE PARTICIPANTS’ MANAGERS IN LEADERSHIP DEVELOPMENT

    Participants’ managers don’t always understand their role or know how they can support the development process. But we can change that by formally incorporating touchpoints for participants and managers to have coaching conversations about the leadership development program and the participant’s takeaways.

    Here are some key ways you can engage a leadership development participant’s manager as a coach:

    • Prior to the design of any training/development, get feedback from the participants’ managers to find out what the needs are and them what success looks like for their employee’s participation in the training.
    • Clearly communicate the purpose of the program and the targeted leadership competencies that managers can watch for participants to demonstrate.
    • Educate managers on how they can coach direct reports to support the development during the program.
    • Provide clear expectations on their role in following up with employees before, during, and after training and in giving employees an opportunity to use the new leadership skills.
    • Provide a participant/manager conversation guide to structure conversations during a training/development initiative and help to ensure that managers are connecting with their direct reports that are participating.
    • Have managers work with employees on individual development plans (IDPs) or action plans that accompany leadership development to make sure they apply to the participant’s role and the leadership program objectives.

     

    To support a recent leadership development program for emerging leaders, we provided The Coaching Clinic™ to the participants’ direct managers, prior to the program start. In addition to the skills, knowledge, and practice the managers received from the Clinic’s structure, they also received tools and other resources to help them best support their participant. 

    We included a manager-participant communication guide, an overview of the content the participant would be exposed to, and the questions the manager could ask to ensure understanding and application. Having this level of knowledge positioned those managers with clarity around their role and how they could best support their participant. Subsequently, the managers not only saw increased involvement and success with their participant, but they also gained valuable coaching skills!

     

    The manager is such a critical component of the participant support system that enables them to apply learning to their day-to-day job. Providing managers with coaching skills to support participants is a key step to maximizing the impact of leadership development and reaping the rewards that coaching can add to leadership development.

    Linda Dausend CPLP, is a senior consultant at FlashPoint. Linda collaborates with clients to unlock the power of great leaders within their organizations.

    https://www.flashpointleadership.com/


  • 05/28/2019 10:26 PM | Anonymous

     

    Bad salesman trying to convince to a bored client in her office or businessman in a job interview

    Feedback Without Coaching Is Like a Gift Without Batteries

    dianna-anderson.jpg

    By Dianna Anderson

    Thursday, May 2, 2019

    Brought to you bycylient.png

    It’s so disappointing to receive a gift you can’t use until you get the batteries to make it work. Giving someone feedback without offering them coaching to make sense of what they are receiving is like giving a gift without batteries--it doesn’t work. Feedback and coaching should be seamlessly paired to spark the insights needed to inspire employees to put in the considerable effort required for lasting behavior change.

    Traditionally, people use feedback to inform others that they perceive something the other person is doing is “wrong” or “bad” and is causing problems. The person offering feedback may even tell the receiver what they need to do differently to “correct” the problem. Many assume that once feedback has been delivered, their job is finished and the problem is solved.

    The real problem with this approach is that simply informing someone you want them to do something differently is not likely to result in behavior change—for many reasons. Think about the last time someone told you to change your behavior ... did you say to yourself, “Of course! Let me get right on that!”? Probably not. Assuming that people will, of their own accord, understand the benefit of learning a new approach and sort out what they need to do differently to attain that outcome is a recipe for frustration on both sides. The person receiving feedback will be frustrated that they don’t know what to do with what they were told, and the person offering feedback will be frustrated that the receiver hasn’t changed.

    Pair Feedback and Coaching

    To avoid this all-too-common outcome, it’s essential to offer developmental feedback within coaching conversations. Feedback can be offered with a coaching approach to appreciatively inform people that they are limiting themselves is some way. That’s the sole focus of feedback. Coaching can then be used to illuminate the underlying assumptions, beliefs, fears, and skill gaps driving the limiting behavior. This pairing of feedback and coaching helps employees understand how they will benefit from doing something differently and gives them the support they need to move into meaningful action.

    That’s why when Cylient partners with organizations to build coaching cultures, we ensure that people learn solid “in the moment” coaching skills before they learn how to offer feedback. Teaching people coaching skills first provides the additional benefit of equipping them to appreciate the uniqueness of other employees’ perspectives and approaches, which enables people to deliver feedback in more appreciative ways—and without the wrapping of judgment that often causes others to reject the gift they are being offered.

    Effective feedback conversations result in an authentic, uncoerced commitment to learn a new way of doing something. That’s what happens when feedback is woven into real coaching conversations--it helps people turn the insights they gained from well-delivered feedback into actions that support them to attain outcomes that truly matter. Sparking this kind of feedback to happen “in the moment” all the time is essential for energizing a culture of coaching and learning.

    Ineffectively pairing coaching and feedback is just one reason feedback often fails.

    dianna-anderson.jpg

    About the Author

    Dianna Anderson

    Dianna Anderson, MCC, is the CEO of Cylient, and the creator of Cylient’s unique, systematic approach for instilling coaching cultures—what Cylient calls Change-Able® organizations. The Coaching in the Moment® approach that Dianna created has enabled thousands of people, worldwide, to integrate coaching approaches into any conversation with anyone, at any time, in order to build connections and co-create new ways of thinking and working together. Forbes calls Dianna a pioneer in the creation of coaching cultures. She recognized the transformational power of coaching as a leadership style in the early 90’s when she began her coaching career as one of the first graduates of Coach U. She’s worked passionately since then to realize her vision of making coaching a way of life for the world. She is the co-author of Coaching that Counts, which offers a compelling business case for individual coaching in organizations.

  • 03/24/2019 8:25 PM | Anonymous

    Small business owner showing employee new plan on tablet computer

    Insights

    Practical Learning Transfer Techniques to Bridge Learning to Performance

    By Ian Townley, Jason Durkee

    Wednesday, March 20, 2019

    While the exact number varies by study, research consistently shows that less than 30 percent of learning is applied on the job. Put differently, 70 percent of learning is likely waste or learning scrap. Many a TD practitioner’s reaction to such data is to design and deliver better training. Unfortunately, that doesn’t solve the problem, because the challenge is to change the training design focus from input of new knowledge to application, or learning transfer.

    Technique 1: Understand the Minds of Users Applying Learning on the Job

    As trainers and instructional designers, we always carefully design training so that participants aren’t under-stimulated or overwhelmed, bored or too challenged, tired through repetition, or confused by variation. However, before shifting our focus to learning transfer, we didn’t fully understand how our participants felt, thought, and behaved when applying learning on the job.

    Over time we realized that the most important thing to improve transfer is to understand what learners do on the job and what’s going on in their minds. They might think to themselves, “Should I try those skills? No, too busy, maybe next time.” Or, “What did I learn in training? Hmm, I don’t remember. Oh well, I’ll do it the regular way.” Or even, “I’d really like to try those techniques from training. But, you know, I’m just not ready yet.” Watching learners in action, talking to them when they’re working, and putting yourself in their shoes are all effective ways to get learning transfer started.

    Technique 2: Identify Common Transfer Problems

    Once you’ve started understanding the problems learners have applying training on the job, you’ll quickly realize that the reason learning doesn’t get transferred into behavior and results is almost never that the learners are lazy or unintelligent. Looking closely, you’ll also see some important patterns. For example:
    • When there’s a lot to remember, learners tend to forget.
    • When they need a lot of practice to master skills, learners won’t improve unless they have opportunities to practice those skills.
    • When learners must change their mindset, they’ll often have doubts and second thoughts about whether they can actually do what they learned.

    Through our decades of experience, we’ve confirmed that different types of training content have predictable learning transfer obstacles. Once you’ve identified the problems you’re likely to face, you can start planning to address them.

    Technique 3: Match Solutions to Transfer Problems

    After you’ve identified the learning transfer problems learners face on the job, it’s surprisingly straightforward to design tactics to avoid them. For example:
    • If learners forget content, send them a series of spaced reminders.
    • If learners don’t have frequent opportunities to use the new skills, involve managers to create chances for them to practice.
    • If learners need practice to attain a higher level of ability, follow up with exercises they can use to build their skills.

    Fortunately, choosing the right learning transfer solution becomes fairly obvious if you understand the application problem.

    As talent development professionals, we must help learners not just develop skills, but also transfer those skills into behavior on the job and get results. In most cases, the learning program is successful, but the transfer effort needs improvement. These three practical transfer techniques will get you started, and hopefully lead to better results for you and your organization.

    If you want to improve performance that transfers into great results and ROI but still find yourself forced to do standard training, join us at the ATD 2019 International Conference & Exposition for the session, Goodbye Learning Events. Hello High-Performance Learning Journeys. We will combine discussion, video, activities, cases, and action planning to help you understand exactly how you can design and deliver more effective learning journeys involving microlearning, virtual learning, and learning transfer.

     Ian_Townley.jpg

    About the Author

    Ian Townley

    Ian Townley, CPLP, is an independent learning and performance consultant based in London, United Kingdom. Over the last 17 years, Ian has designed, developed,and delivered learning to cross-cultural audiences for clients in three continents. He specializes in management development and 21st century soft skills learning design. Ian has had the pleasure of working with some of the most recognized names in industry, including Google, Pfizer, and Bayer. He is passionate advocate for the learner and has spent a large chunk of his career trying to solve the puzzle of how to effectively implement learning transfer to benefit the learner and the business.

    Jason_Durkee.jpg

    About the Author

    Jason Durkee

    Jason Durkee, CPLP, is president of workplace learning and performance consulting firm Idea Development based in Tokyo and a director of ATD Japan. Since the 1990s, he's designed and delivered cross-cultural awareness, innovation and communication development programs to more than 40,000 participants in Asia. Idea Development is recognized as leader in learning transfer, dynamic training design and effective use of technology in Japan. Jason regularly speaks at T&D related events in Asia and has published several books on business communication. 

  • 03/18/2019 9:48 AM | Anonymous

    The next book we will be reading is The Power of Habit: Why We Do What We Do in Life and Business by Charles Duhigg. In total, there will be about two months of reading/discussion before our weeklong end-of-book discussion begins on May 30th.

    If you are interested in participating with other ATD chapters and netowrking at a national level, check out the TD Professionals Book Club page.

    If you are participating, please get the book as soon as you can.  You can find our new book on Amazon here.

    What are you hoping to get out of reading The Power of Habit? Have you heard of this title before?

    Come and share your thoughts with the group in the Online Forum (http://td.pbc.guru)! 
     

  • 03/16/2019 10:16 PM | Anonymous

    african woman holding speech bubble

    Insights

    Delivering Actionable Feedback

    012706_Ken_OQuinn.jpg

    By Ken O'Quinn

    Wednesday, January 16, 2019

    Many managers are not good at providing feedback, yet it is one of the most important tools they have to improve a team member’s performance. Indeed, people rely on accurate, useful assessments of their work to help them become better at what they do.

    Effective feedback not only provides guidance to help an employee perform tasks correctly, it also clarifies expectations, builds a person’s confidence, and fosters trust between a worker and the manager.

    Essentially, useful feedback helps employees see how their performance is aligned with the organization’s goals, and it motivates teams to achieve at a higher level. How well people perform is directly related to their ability (from knowledge, skill, and feedback) and their motivation, explains psychologist Edward Locke.

    Many employees have said in surveys they do not receive effective feedback, which is attributable in part to the fact that managers rarely receive training in management communication—not in college, not in MBA programs, and not in executive education.

    Here are a few suggestions managers can follow if they want to give their team members useful, actionable feedback.

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    Be Specific

    Don’t provide feedback that raises more questions than it answers. When an employee says, “I’m not clear about what you want,” the manager needs to be more specific about their expectations. Precision is important, because the more exact an employee is at completing a task, the more reliable the outcome. And in many fields, such as engineering, precision is critical.

    Don’t tell an employee that you would like to see “a better job” next time. Using specific language makes the feedback easier to process and remember than comparative adjectives, such as better, stronger, bigger, and nicer. For example, it’s more precise to say, “We cannot have any scuff marks or other abrasions on the surface of this product."

    Prepare for the Conversation

    Critical feedback can create a stressful atmosphere. Employees sometimes get defensive. In response, you become more emphatic, and the employee, in turn, gets increasingly sensitive. The cycle continues, and tensions rise.

    Go into a feedback conversation prepared. Think ahead about what you want to say. What issues need to be addressed? What is the outcome you want? What topics don’t need to be brought up? Don’t try to think through the conversation while you are having it, because you are apt to fumble your way through, or you might sound vague and uncertain.

    Know Why You Are Giving Feedback

    Managers often are uncomfortable giving feedback because they are concerned about alienating the employee. Tone is important, so be polite and respectful. But remember that the purpose of feedback is to provide information that helps the person improve their performance on the job. The more they improve, the better their performance review, and the more they contribute to the team and to organizational goals. Stronger self-confidence is a side effect.

    Encourage Others to Share Suggestions

    Feedback should not be aimed only at subordinates. Managers should elicit feedback from their own superiors and from peers, and employees should invite colleagues to share constructive criticism and helpful observations. Feedback also can be self-generated through personal reflection and evaluation.

    Giving, receiving, and implementing actionable feedback—that leads to learning and tangible results—is essential to performance. One way people translate that feedback into action is by setting goals, which will be a topic for another post.

    Related Tags:

    012706_Ken_OQuinn.jpg

    About the Author

    Ken O'Quinn

    Ken O’Quinn is a professional writing coach who has helped thousands of business professionals worldwide improve their ability to craft clear, compelling messages. He started Writing With Clarity following a long journalism career with the Associated Press and now conducts corporate workshops and provides one-on-one coaching. He is the author of Perfect Phrases for Business Letters (McGraw-Hill). His clients include Facebook, GE, Dell, Chevron, Cisco, Georgia-Pacific, KPMG, Campbell’s Soup, Oracle, Motorola, Reebok, Dow Chemical (China), SAP (Singapore), and Vale Mining Corp. (Brazil). 

  • 08/21/2018 10:50 AM | Shaun Krietemeyer

    Managing learning programs is no small feat. It requires knowledge of business and learning objectives, the adult learning theories, and communication throughout, just to name a few. Fortunately, ATD has provided resources for you to piece this puzzle together properly and efficiently. In this article, you will receive some insights into managing learning programs, and receive more resources for your ongoing learning.

    Read More

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