Session 5: Providing and Receiving Feedback

In this session we will discuss best practices for providing feedback to team members. We will also address strategies for receiving feedback from others. This session explains the importance of effective feedback, including its connection to overall team performance.

Getting Ready For This Session

• Remember to have your workbook and a pen or pencil handy.
• You will need about 120–130 minutes to complete the session.

Learning Objectives

By the end of this session, you will be able to:

• Explain the importance of constructive feedback and its impact on team performance
• Describe how and when to give positive and corrective constructive feedback
• Share best practices for receiving corrective feedback
• Explain why empathy is an important supervisory skill for giving constructive feedback
• Explore strategies for mending workplace relationships when conflicts arise

Learning Activities

• Introduction (2 min)

  In this session we will explore constructive feedback, including the role feedback has in the workplace and how to effectively provide feedback to your team members. We will explore how to receive feedback with an eye towards improvement, and learn some skills to help us become more proficient in giving and receiving feedback.

  
• Pre-Session Assessment (10 min)

  Let’s begin this session with a quick check of your knowledge about providing and receiving feedback. Each question will have a score for you to track in your workbook. Please track your scores as you go through this assessment and make note of any content areas that you answered incorrectly. This exercise will help to identify gaps and areas that need more attention as you go through the content in this session.

  1In your own words, define ‘feedback’ as it relates to the workplace. Write your response in your workbook.

  Feedback: Feedback in the workplace refers to information about a person’s work performance, which is based on facts. You may have used different words in your definition, but the key point is that feedback includes objective observation.

  Score: 1 point for a correct answer.

  2Take some time to reflect on your own feedback-giving skills and experiences. Rate how confident you currently feel about giving feedback to your team members.

  (Scale: 1–5, with 1 meaning ‘no confidence’ and 5 meaning ‘greatly confident’.)

  Confidence Scale	1	2	3	4	5
  Your confidence

  Feedback: Giving feedback can be daunting, especially in a professional setting. Being aware of your level of confidence in giving feedback is one step in building skills. The people and context may change your level of confidence in different situations. As you go through this session and recognise your own style and comfort, you will have the opportunity to build on your strengths. Providing feedback is a skill that takes practice.

  Score: Give yourself the number of points corresponding to your answer on the scale.

  3There are several types of feedback. Match each type of feedback to its correct description.

  This type of feedback is often planned and scheduled. One example of this type is a performance appraisal.

  - select -

  This type of feedback works to achieve a positive outcome with comments, advice, or suggestions that are useful for a person’s work or future.

  - select -

  This is a form of constructive feedback. The goal is to provide specific ways for an individual to improve or fix mistakes.

  - select -

  With this type of feedback, you give yourself specific information about your own work performance.

  - select -

  Score: 1 point for each correct response.

  4Empathy is an important supervisory skill for giving feedback.

  1. True
  2. False

  Feedback: True. Although the aim of giving feedback is not to hurt someone’s feelings, sometimes, regardless of the delivery, a team member may not take corrective feedback well. Using empathy can help a supervisor relate to the expressed emotions of a team member so consider the most effective way to share feedback, and provide support.

  Score: 1 point for the correct response.

  5What are some best practices for receiving corrective feedback? Select all that apply.

  1. Ask clarifying questions
  2. Respond defensively
  3. Use your active listening skills
  4. Remember the purpose of feedback

  Feedback: A, C, and D are correct. Receiving corrective feedback can be uncomfortable and create an emotional response. Asking questions, actively listening, and remembering the purpose of feedback are great practices to enable you to accept feedback and to make improvements.

  Score: 1 point for each correct response.

• Types of Feedback (10 min)

  There are many types of feedback that you can provide in the workplace. In this section we will review:

  • Formal and informal feedback
  • Constructive and destructive feedback
  • Positive and corrective feedback
  • Evaluation
  • Self-feedback

  Let’s begin by looking at the differences between constructive¹ and destructive feedback.

  Type of Feedback	Description
  Constructive	The focus is on improvement. This type of feedback consists of comments, advice, or suggestions that an individual could use to achieve a positive work outcome or reach a future goal.
  Destructive	The focus is on identifying faults and criticising the individual. Usually, this form of feedback does not include advice or suggestions for improvement.

  In this session, we will focus on constructive feedback, including best practices for providing constructive feedback to team members. Although it is often associated with negative or critical remarks, constructive feedback can be both positive and corrective².

  Type of Constructive Feedback	Description
  Positive	The focus is on identifying what team members are doing well and providing reinforcement or encouragement to continue certain actions and behaviours.
  Corrective	The focus is on identifying concrete ways that improvement can be made or solutions for correcting mistakes.

  In this session, you will have the opportunity to practice providing corrective and positive feedback.

  Now let’s explore formal and informal feedback³. Both take into consideration the setting for providing feedback.

  Type of Feedback	Description
  Formal	This type of feedback is often planned and scheduled. An example of formal feedback is a performance appraisal.
  Informal	This type of feedback is spontaneous, and the kind most often shared. Informal feedback is usually shared between members in an organisation. Informal feedback may be shared after a meeting, during a tea break, or at an individual workspace. Planning ahead is not required.

  Neither form of feedback is superior to the other. However, it is important to consider what you want to share and the best location for sharing it. Both forms of feedback can be positive or corrective. Ideally, the feedback shared will be effective and reinforce behaviours or provide strategies for making changes.

  At times, sharing feedback can be less critical or serious. In these circumstances, you may consider giving informal feedback.

  Performance Appraisals

  A performance appraisal is a formal process for reviewing and providing feedback about an individual’s work achievements and outputs based on their roles and responsibilities. Performance appraisals are usually conducted by a supervisor on an annual basis, although sometimes they may be done semi-annually or quarterly.

  Self-Feedback

  When we think about feedback, giving ourselves feedback may not occur to us. But self-feedback is exactly what it sounds like. It refers to giving yourself specific information about your own work performance during a given time frame. This method of self-evaluation helps you to think about your strengths and weaknesses⁴.

  Self-feedback is often completed before a performance appraisal, or at other points throughout the year. It provides a wonderful opportunity to reflect upon and talk about your accomplishments. The reflection questions you have been answering through this training are examples of self-feedback.

  ---

  Regardless of the type of feedback you give, it is important that the feedback:

  • Is constructive
  • Is specific
  • Reinforces positive behaviours or actions, or provides concrete steps for changing negative behaviours or actions

  Also remember that feedback can be given by anyone. It can be peer-to-peer, supervisor-to-supervisee, supervisee-to-supervisor, etc.

  
• Reflecting on Feedback in Your Life (10 min)

  In your career, you probably have received corrective feedback from your colleagues and supervisors. Take time to recall your most recent experience receiving this form of feedback from a supervisor or colleague.

  Once you have the experience in mind, write your answers to the following questions in your workbook:

  1. Did you feel prepared for the feedback conversation? If yes, what made you feel comfortable receiving feedback? Try to recall some of the details, such as:
     • Awareness of the meeting topic
     • Time and place
     • Severity or gravity of the issue
  2. How did you feel:
     • Before receiving feedback
     • During the feedback conversation
     • After receiving feedback
  3. What is one thing the person giving you feedback did well? Consider specific phrases used, as well as eye contact and body language.
  4. What is one thing you wish the feedback giver had done differently?

  Feedback: From your reflection, you may have noted some key details that made you feel prepared to receive feedback and open to adjusting your behaviours or routines. For example, you may have had a close relationship with the individual giving you feedback, or perhaps you received a message ahead of time that prepared you for the meeting.

  You may have also identified points of the conversation that you wish had been handled differently. Keep these reflections in mind as you continue this session.

• Constructive Feedback (5 min)

  With a deepened or reinforced understanding of constructive feedback, we will now review best practices for providing positive and corrective feedback to your team members.

  Listen to Dr Dorothy Namate as she shares her experience as a supervisor and gives advice about how to give positive and corrective (negative) feedback.

  Transcript

  Transcript

  I also had to learn to say something negative to somebody, you know, for example, if a colleague who had done work that was of poor quality, I had to learn to say that without hurting them, without them thinking it was them I was against. I had to learn to separate the person and their work and even get the person to see that it was the work that I was looking at and not the person.

  It comes out of sensitivity, knowing that negative feedback is taken…it is not always taken well, and people get hurt when they hear negative feedback. And when you are conscious of the fact that you don’t want to necessarily hurt somebody, you kind of say, ok, so how do we do this? Part of it is the preparation, that if your people are going to get feedback, they should not always expect that the feedback is going to be positive.

  And when you are giving the feedback, you don’t just give the negative feedback, because there is always something good and something bad in individuals. So, it is first of all, to start with the one they already know that you are going to feedback some negative and positive, when you give it, they need to hear the positive things first. Then the way you also say them, the focus of the, you know, of those negative things. The tone with which you are giving them, can actually get them to be received better because the person would look at the fact that you are being considerate, that you really want them to improve. That is the whole purpose of this feedback, because if they know about the areas that they are not doing well, it gives them also an opportunity to improve on. Then the next time they’ll be much better people as a result of having known what their weak sides were.

  Dorothy Namate

  ×

  In this video, we learned that giving feedback is not about delivering personal attacks or standing up against someone. Instead, we want to separate the person from the work when providing critiques about their work.

  Dr Namate also expressed the importance of sharing positive feedback first, then negative feedback, and ending with positive feedback. This is known as the ‘feedback sandwich’.

• The Value of Constructive Feedback (10 min)

  For a supervisor, giving feedback is a powerful skill that can increase team member motivation and improve performance.

  The feedback you provide should be based on information that is supported by observation, and is primarily collected from your assessments, observations from site visits, discussions with team members, and data reviews.

  If you share personal opinions or emotional responses, it can be easy to be vague or use language that focuses on personal characteristics. When providing effective feedback, it is important to avoid:

  • Emotional or shaming language
  • Absolute phrases, such as ‘you always’
  • Vague examples or statements
  • Putting off conversation until you are extremely frustrated by the behaviour you are observing

  If these actions happen during a feedback conversation, team members may express feelings of being disrespected, devalued, or misunderstood, or even a loss of motivation.

  Effective constructive feedback can reinforce what someone is doing well and let them know what changes they can make to improve their performance at work.

  We have previously addressed positive constructive feedback in the Team Dynamics session. You learned that it is important to celebrate achievements and to share value statements with your team members. In doing so, you as a supervisor can boost team morale and maintain effective work productivity.

  Here is a good example of positive constructive feedback: I noticed during my site visit that you established great rapport with clients coming for viral load testing. They seem comfortable to open up and share with you. Well done!

  You may give positive constructive feedback when a team member supports a colleague to complete a task or meets their project goal in a timely manner. This form of feedback is more often heard in the workplace and provided in informal settings, such as in passing conversation or during a team meeting.

  Providing positive feedback is important; however, there will also be scenarios where you will need to share corrective feedback with your team members.

  You may consider giving a team member corrective feedback if they are consistently missing project deadlines⁵, or if there is a lack of communication regarding project progress.

  Here is a good example of corrective feedback: I observed while you were bleeding a client that you did not dispose of the needle correctly. Let’s take a few minutes to review the proper procedure.

  

  When providing corrective feedback, it is vital to focus your critiques solely on the work and not the individual; you don’t want the team member to feel attacked or defensive. The purpose of providing this form of feedback is to support a team member’s professional growth and their success in the position.

• Knowledge Check on Feedback (10 min)

  Let’s quickly review.

  1What are the reasons why it is vital to provide quality positive and corrective constructive feedback? Select all that apply.

  1. It motivates team members.
  2. It keeps the team on track to achieve goals.
  3. It promotes personal and professional growth.
  4. It enhances team unity.

  Feedback: The correct answers are A, B, C, and D. There are many individual and team benefits of providing effective feedback, including all four of these.

  2Providing corrective feedback typically involves team members listening intently, asking clarifying questions, and, often, defending their actions in some way. Here are some examples of what that can sound like:

  • “You’re wrong.”
  • “I was given unclear directions.”
  • “I had no chance to do it right.”
  • “You have different expectations for me compared to others.”

  Take a moment to think about how you would respond to defensive comments like the examples given above. Write your response in your workbook.

  Feedback: It is helpful to consider that the receiver may have a different point of view than you. Consider your own immediate defensiveness before you respond. It may feel natural to say, “No I’m not.” in response to “You’re wrong.”, consider asking them to explain their point of view. You can say: “Can you tell me why you feel that way?”

  

  Giving corrective feedback can feel uncomfortable and challenging. As a supervisor, you must have confidence when providing both positive and corrective constructive feedback to your team. Factor into your planning what you anticipate the employee will have to say on their own behalf. Which of these common defenses is the employee most likely to use? How legitimate is that perspective? How will you respond if one of these issues is raised?

  Later in this session, we will explore specific strategies to strengthen your constructive feedback skills and increase your confidence in providing feedback.

  Providing constructive feedback is a skill that requires frequent practice. Read the following two scenarios and write a feedback statement for each in your workbook.

  Scenario 1You co-lead a weekly clinic team meeting with the nurse-in-charge. Over the past month, one of your team members has been showing up late to the meetings or not coming at all. The team member has not given any notice or shared any reasons for missing the meetings. You have identified this pattern and organised a discussion with this team member. Write the feedback you would provide in your workbook.

  Feedback: This scenario presents an opportunity to provide corrective feedback. You could say, ‘Can we talk for a few minutes? I noticed that you have missed or been late for our last few team meetings. As a member of the team, it is important to have you at the full meeting. We value your contributions. Can we discuss what is going on so that we can see if there is a way to ensure you attend the meetings?’

  Before jumping to any conclusions, it is helpful to find out what the issue is and work towards a resolution together. For example, if the team member was trying to catch up on paperwork and prioritised that over attending the meeting, as a supervisor you can help brainstorm ways to help the team member prioritise tasks.

  Scenario 2You are supervising a team in a facility that has failed to meet performance targets for the last three quarters. You have been discussing strategies for improvement over the months; although targets are not being met across the board, there has been improvement in defaulter tracing and index testing. In your workbook write down how you will give feedback to the team at the next meeting.

  Feedback: This is a fitting example for providing positive constructive feedback. In this scenario, you could say, ‘I recognise that it can be difficult and discouraging to not meet targets. I want to acknowledge the valuable efforts you are putting in. It is starting to pay off—we are seeing improvements, particularly with defaulter tracing and index testing. Well done! Let’s talk about what you have been doing to show such success and continue to strategize on our other key performance indicators.’

• Self-Awareness and Empathy (5 min)

  Providing constructive feedback to your team members, whether positive or corrective, can elicit an emotional response.

  For example, when constructive feedback is provided, a team member may express feelings of joy and excitement, or even of anxiety, embarrassment, or anger. There may be challenges associated with giving and receiving corrective feedback.

  Self-awareness and empathy are helpful skills for providing effective feedback.

  1Take a moment to describe self-awareness in your own words. Write your response in your workbook.

  Feedback: Self-awareness is having a deep understanding of your own thoughts, perceptions, emotions, and feelings, and how they impact your interactions with others.

  2Now, use three words to describe empathy. Write your response in your workbook.

  Feedback: Your response could include a combination of different words—for example, caring, feeling, sympathising, compassion, or expressing. Empathy can be defined as the ability to understand or share how someone else is feeling and understand their experiences. The concept of ‘walking in someone else’s shoes’ is about being empathetic.

  Self-awareness and empathy are connected. You need a deep understanding of yourself to effectively express empathy towards others.

  There are many ways that you can practice and enhance your capability of self-awareness. Taking a moment to check in with yourself before speaking; practicing mindfulness meditations, grounding practices, and journaling are a few of the things that can help you to develop and improve these skills. In Session 7, you will explore these self-care practices in more detail.

  
• Providing Feedback with Empathy (5 min)

  Now that we’ve reviewed self-awareness and empathy, watch the following video to deepen your understanding of empathy. As you watch, think about why empathy is an important supervisory skill to have.

  Let us review some concepts shared in the video.

  The four qualities of empathy include:

  • Understanding of individual perspective as their truth
  • Refraining from making judgements
  • Recognising emotion in others and feeling WITH them
  • Restating or communicating the emotion you see in others

  What can make a situation better is not the perfect response, but rather the connection and trust you cultivate with others.

  Given the nature of human emotions, when you provide constructive feedback, you want to feel prepared and able to understand how someone may respond to what is shared. It is important to consider how the message may impact them. Before you give constructive feedback, ask yourself: What is the best way to present the information, so the other person feels supported to make the suggested changes?

  When exercising empathy, you can call upon your individual experiences of receiving feedback, as you did with the previous self-reflection question. As the Brené Brown video stated, ‘in order to connect with others, you have to connect with something within yourself that knows that feeling.’ Recalling your own experiences can help you effectively provide feedback to others.

• Corrective Feedback (5 min)

  Now we will hear from Lawrence Mutewuki, who shares his personal experience providing and receiving corrective feedback.

  Transcript

  Transcript

  

  Hello, my name is Lawrence Mutewuki, and I am a Program Coordinator for Zim-TTECH. Throughout my time in this position, I have learned that providing both positive and corrective feedback can be difficult, but that it is a necessary supervisory skill.

  I have received both positive and corrective feedback throughout my professional career. This has helped me recognise that, as a provider of feedback, I need to pay attention to how I am delivering my message. It is important for your team to know that feedback will not always be positive. Consider having a discussion with your team about receiving feedback. This conversation could happen at the formation of a team during the development of team norms. You can let them know that ‘receiving both positive and corrective constructive feedback is necessary for individual and team growth, and project success. Therefore, I propose to create a norm that receiving feedback, whether positive or corrective, is to be expected.’

  Also, it is valuable to practice empathy. While sharing feedback and during the supervisee’s response, make sure to acknowledge and validate their feelings and any concerns.

  Receiving corrective feedback can be uncomfortable, so active listening is critical. Remember that the purpose of constructive feedback is to reinforce a positive behaviour or alter a negative one. Active listening can help to understand what is being shared and interpret how to adjust. Keep in mind that this feedback can come from your supervisor OR your supervisee, OR even clients or colleagues.

  It is natural to feel upset when someone else is giving you corrective feedback. Asking questions can help you better understand what is being shared and prevent defensiveness. I try to confirm what was said by asking something like, ‘Am I correct by saying that you feel...’ Ultimately, if I am doing something wrong, I want to use the feedback I am receiving to learn how to make it right.

  Lawrence Mutewuki

  ×

  As we learned from Lawrence, there are key practices you can use when providing and receiving corrective feedback:

  • Establish feedback as a team norm
  • Practice empathy
  • Use your active listening skills
  • Refrain from being defensive
• Additional Strategies for Providing Feedback (8 min)

  Earlier we heard great advice from Dr Namate about giving feedback. The following are additional strategies you can use to effectively share difficult messages.

  LeeAnn Renninger presented a four-part formula for giving great feedback in her TED talk, ‘The secret to giving great feedback.’

  • The micro-yes. Begin providing feedback by asking a short question. This will prepare the receiver that feedback is coming. Consider asking, ‘Do you have five minutes to talk about how that last conversation went?’ or ‘Do you have ideas for how to improve the outcomes of our project?’ Asking a micro-yes question gives the recipient of feedback some control. Some team members may feel worried by a meeting with a supervisor. With this question, the team member can feel more comfortable, reschedule the conversation if necessary, and get a clearer idea of what the supervisor wants to talk about.
  • Objective and specific data about the behaviour or action. Share what you saw or heard, sticking to objective facts. Then follow the data statement with a clear message about what they should keep doing or what they should change. Consider using this step-by-step guide to help you objectively prepare for the feedback session.
    
  • The impact statement. Describe how the data impacts you, the team, or the overall project. For example, ‘I didn’t get the message so I couldn’t move forward’, or ‘I liked how you added stories to the presentation; it helped me grasp the concepts quickly.’
  • The question. Conclude the feedback message with a question, such as, ‘How do you see it?’ or ‘This is what I think we should do—what do you think?’

  Open and clear communication is a recurring theme throughout this training. You want to choose your message carefully. When preparing to deliver constructive feedback, consider writing down a few sentences or specific data points to share before a formal feedback meeting.

  It is also beneficial to model asking for and receiving feedback. We will explore this more later in the session.

• Documentation and Follow-up (3 min)

  In Session 1, Supervision Basics, you learned that documentation is an essential supervisor skill.

  For supervisors on the Zim-TTECH team, there is a systematic method for conducting site support and giving feedback.

  Zim-TTECH's Standard Operating Principles document describes the documentation requirements for supervisors:

  At a facilities level, supervisors record site support findings, identified gaps, suggested solutions with time frames and recommendations in the facility management book. In addition, supervisors always share comprehensive reports with action items, the responsible person, and time frames. Usually, this information is supported by data.
• Performance Appraisals (3 min)

  Although regular constructive and performance-related feedback should be given throughout the year, formal performance appraisals are generally completed quarterly, semi-annually, or annually by the supervisor and the supervisee. Both parties should agree to what is written in the document, including the assessment of performance and all defined performance goals.

  Regularly providing your team members with positive and corrective constructive feedback should ensure that your team members are not surprised by the information shared during performance appraisals. After all, the goal of the annual review is to reflect on the accomplishments and challenges of the past year, and to plan next steps.

  
• Mwenzi Clinic HIV Index Testing (10 min)

  Let’s go back to our fictional case study with supervisor Takudzwa.

  

  At the beginning of the year, the Mwenzi Clinic used the additional funding they received to implement HIV index testing at their clinical site. A one-day training was conducted by the Ministry of Health and Child Care (MoHCC) regarding the HIV index testing protocol and data collection method.

  During a monthly programme performance and data review, Takudzwa notices that the HIV testing data from previous clinic visits are incomplete. The data submitted show that index testing is conducted infrequently at the clinic. Specifically, the HIV index testing rate during the first two months of this new programme is 9%, which is well below the goal of testing 20% of HIV-positive client contacts by the end of the programme year.

  Takudzwa is concerned about the data recording process and the low index testing rates.

  To address the current performance indicators, Takudzwa organises a team meeting.

  1If you were Takudzwa, what would you say to prepare your team for this discussion?

  Feedback: To practice transparency and clear communication, it is important to share the nature of the meeting. You could send a message to the team that says, ‘Hello all. I hope that you are having a good week. I am scheduling a team meeting for next week to review current HIV index testing data outcomes. I will send an agenda before our meeting. Thank you.’

  2Takudzwa organises the meeting and shares the previous message with the team. Look at the following feedback statements and select the one you think is the most effective and constructive.

  1. 
  2. 

  Feedback: The best answer is A. Although both responses are acceptable, A acknowledges the team's efforts, shares the specific observation, and creates an opportunity for the team to work together to find a solution. It has a positive tone that feels motivating and focuses on the issue, not the people.

  Once the team identifies the barriers and some solutions to better capture HIV index testing data, Takudzwa ends the meeting with a brief conversation about follow-up and accountability.

  3Explain why it is important for Takudzwa to talk about follow-up and accountability.

  Feedback: We learned about accountability in Session 4. Follow-up and accountability help the team to stay connected and provide feedback on their progress in both reaching project goals and addressing challenges. This helps to keep the team responsible for completing their tasks and achieving project timelines.

  Afterwards, one of the team members stays behind and asks Takudzwa if he has a few minutes to talk about the meeting. Takudzwa agrees and listens to the team member share: ‘When we were identifying solutions, I began to share my idea, but you quickly moved on and I did not have the opportunity to share. This made me feel that my ideas were not viewed as valuable.’

  4If you received this feedback from your team member, how would you respond?

  Feedback: Here is an example that shows willingness to receive feedback, uses empathy, apologises for the behaviour, shows respect, and offers a plan to correct the oversight: Thank you very much for bringing this to my attention. I appreciate you coming to talk to me about this. I am very sorry that I moved on without hearing your contribution. I would feel similarly if it were me. I will make sure to take the time to hear from each person. I value your contributions; since I missed it earlier, I would like to hear it now.

• Restoring Workplace Relationships (5 min)

  Giving effective constructive feedback takes practice. You may find that, even after this training and with regular practice, something you share with a team member is not well received.

  Recall from the previous session on Team Dynamics that trusted relationships are the foundation for an effective team.

  When there is a strain on a work relationship, there may be tension, frustration, and even anger. This can impact work productivity.

  Brianna Barker Caza, Mara Olekalns, and Timothy J. Vogus identified three practices proven to repair work relationships and make them more resilient against conflicts and other stressors.⁶

  The three practices are:

  1. Reset the emotional tone. Often, disagreements and conflicts can create emotional tension within a team. Therefore, you want to address the tension in a timely manner. You can do this by acknowledging the conflict, expressing your feelings, and showing interest in resolving the problem. Then you can suggest gathering a few days later to identify a shared relationship goal.
  2. Construct a shared narrative. Have a conversation in which each person shares their interpretation of the issue. Then, ask specific questions about the interactions that caused the conflict. Finally, take time to reflect on your shared successes and other positive elements of your workplace relationship.
  3. Build relational agility. Anticipate potential areas of trouble. This can prepare you for difficult conversations, help you anticipate potential objections, and respond effectively. Also, pay attention when unexpected interactions happen. This strategy allows you to identify the root of the problem and start to discuss solutions.
• Action Plan (5 min)

  You can strengthen your feedback-giving skills by practicing them. This week, identify two people in your life (professional or personal) to whom you can provide positive and corrective constructive feedback. Practice one of each.

  Schedule a sit-down meeting to practice some of the skills you learned in this session. Remember to use your active listening skills.

  Document this process and the outcome in your workbook.

• Post-Session Assessment (10 min)

  Now that you have completed this session, let’s finish with a quick check of your knowledge and confidence around providing constructive feedback effectively.

  Each question will have a score for you to track in your workbook. Please track your scores as you go through this assessment, compare them with your pre-test scores, and make note of any content areas where you answered incorrectly. If you find that you have some gaps in your knowledge or understanding, think about what you can do to fill in those gaps for yourself, and what resources you can access.

  1In your own words, define ‘feedback’ as it relates to the workplace. Write your response in your workbook.

  Feedback: Feedback in the workplace refers to information about a person’s work performance, which is based on facts. You may have used different words in your definition, but the key point is that feedback includes objective observation.

  Score: 1 point for a correct answer.

  2Take some time to reflect on your own feedback-giving skills and experiences. Rate how confident you currently feel about giving feedback to your team members.

  (Scale: 1–5, with 1 meaning ‘no confidence’ and 5 meaning ‘greatly confident’.)

  Confidence Scale	1	2	3	4	5
  Your confidence

  Feedback: Giving feedback can be daunting, especially in a professional setting. Being aware of your level of confidence in giving feedback is one step in building skills. The people and context may change your level of confidence in different situations. Hopefully as you have gone through this session and recognised your own style and comfort, you have had the opportunity to build your confidence. Providing feedback is a skill that takes practice.

  Score: Give yourself the number of points corresponding to your answer on the scale.

  3There are several types of feedback. Match each type of feedback to its correct description.

  This type of feedback is often planned and scheduled. One example of this type is a performance appraisal.

  - select -

  This type of feedback works to achieve a positive outcome with comments, advice, or suggestions that are useful for a person’s work or future.

  - select -

  This is a form of constructive feedback. The goal is to provide specific ways for an individual to improve or fix mistakes.

  - select -

  With this type of feedback, you give yourself specific information about your own work performance.

  - select -

  Score: 1 point for each correct response.

  4Empathy is an important supervisory skill for giving feedback.

  1. True
  2. False

  Feedback: True. Although the aim of giving feedback is not to hurt someone’s feelings, sometimes, regardless of the delivery, a team member may not take corrective feedback well. Using empathy can help a supervisor relate to the expressed emotions of a team member so consider the most effective way to share feedback, and provide support.

  Score: 1 point for the correct response.

  5What are some best practices for receiving corrective feedback? Select all that apply.

  1. Ask clarifying questions
  2. Respond defensively
  3. Use your active listening skills
  4. Remember the purpose of feedback

  Feedback: A, C, and D are correct. Receiving corrective feedback can be uncomfortable and create an emotional response. Asking questions, actively listening, and remembering the purpose of feedback are great practices to enable you to accept feedback and to make improvements.

  Score: 1 point for each correct response.

• Summary (1 min)

  Congratulations on completing this session. In this session we learned about giving and receiving feedback, both positive and corrective. We were able to reflect on our own practices and hear from others about what skills are needed to be successful with feedback.

• Resources

  Below are links to resources relevant to this session. Some were mentioned in the session; the others are additional tools or readings to help you to better provide and receive feedback.

  Title/Source	File
  Performance Appraisal Document	Click to open file.
  Zim-TTECH Site-Level Performance Monitoring Standard Operating Principles (SOP) Document	Click to open file.

  Footnotes

  1. Constructive Feedback: Examples & Tips on How to Give It (valamis.com)
  2. What Is Constructive Feedback? How To Give (and Accept!) (peepstrategy.com)
  3. How to give and receive feedback effectively - PMC (nih.gov)
  4. Self Evaluation Examples and Tips (indeed.com)
  5. 4 Types of Feedback to Expect in the Workplace (matterapp.com)
  6. How to Mend a Work Relationship (hbr.org)