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How to Conduct an Individual 360° Feedback Debrief Facilitator’s Guide

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How to Conduct an Individual

360° Feedback Debrief

Facilitator’s Guide

// 815 W 450 S, Springville, UT 84663 USA // 1.801.515.6500 // decision-wise.com

Feedback: Fact or Fiction?

2

Imagine you had the power to read other people’s minds. Would you like that? Would you find

it enlightening? Unnerving? Both?

Receiving 360° feedback is, in fact, a sneak peek into how others see you, what they think of how

you operate. While it can appear a bit intimidating at first, with the proper perspective it can be

enormously helpful—and quite affirming.

Are others’ perceptions of you reality? Well, yes and no. Obviously, how others see you can be

inaccurate or incomplete. But the way others perceive you affects the way they respond to you

regardless of whether or not these perceptions are completely accurate. Their perceptions

impact your interactions with them, the level of trust that exists between you and, ultimately,

they impact the results you get.

So, you may or may not want to know how others see you, but you benefit from knowing the

impressions others have of your actions. Without feedback you are hampered in your ability to

improve your interactions with them. Without feedback, what keeps you from inventing your

own reality?

This truth carries beyond the work environment, or course. Apply these principles and you will

become more effective at work and in all aspects of your life.

Course Objectives: Change and Grow

In life, change is inevitable—but growth is optional. Often, change comes from external factors:

the world around us and the people in it. Other times, we ourselves look inward and realize we

need to change in order to reach our desired goals and potential. In either case, growth is our

choice.

It’s human nature to be more likely to change when confronted with new information (e.g.,

feedback). Being open to feedback will make you better prepared to respond well to the

changing demands of your work and your world.

Through applying the concepts in this manual, you will be able to:

• understand and explain the 360° report

• guide another person through a comprehensive feedback debrief

• help that person create specific and effective goals through impactful action planning

• build a personal feedback system and engender a culture of feedback in your

organization

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Before the Debrief

3

SET THE TONE

Schedule the feedback debrief as soon as possible after you receive the 360 participant’s report.

Meet in a location that is quiet and private, possibly over the phone.

Schedule 1.5 hours for the debrief. You may invite the supervisor to join the conversation for the

last 15-30 minutes to review report highlights. (optional)

Ensure the participant understands your role during and after the meeting: to help make sense

of the feedback and be a sounding board for goal setting.

Make it safe for participants to share their feedback. Be positive and reassuring.

BE PREPARED

Gather information on the feedback recipient's job role and tenure to give the feedback

context. This can be done prior to the call or during it.

Review the report and take notes on any high/low scores, outliers, derailers, or significant

comments or themes in the comments.

Focus on participant strengths and development opportunities. He/she may tend to focus

excessively (or exclusively) on low scores and derailers. Emphasize the practice of leveraging

strengths to address areas to improve.

Prepare questions that will guide your conversation and facilitate the action planning process.

(Suggestions will be given later in this document.)

Assess and confront any personal biases, emotional attachments, or barriers that would prevent

you from giving candid coaching. Remember, your role is not to agree or disagree with the

feedback; rather, you are a partner with the recipient in making sense of it and encouraging

steps to positively use it.

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During the Debrief

4

PREPARE THE PARTICIPANT

It is important to prepare the individual to receive 360° feedback, particularly if this is his/her

first time participating in the 360° process.

Re-emphasize the purpose of 360° feedback as a development tool. The nature of 360°

feedback is subjective, so keep this in mind. However, it does represent others’ perceptions,

which affect trust and credibility.

Clarify that your role as the coach is to guide the discussion, and the role of the recipient is to

be open to the feedback and do something productive with it.

You might explain the SARAH model (below) and the natural response to feedback. Or you may

just use it as the coach to watch for barriers to openness.

ABOUT FEEDBACK

360° feedback is a tool that provides information about how you are perceived by others. It lets

you compare your own perception with that of your supervisor, peers, direct reports, and others.

The survey results reveal how these people view specific behaviors that are important to your

success at work. 360° feedback is typically not an indicator of what results you achieved; rather,

it comments on how you have gone about accomplishing these results.

Much of your success is determined by how you are perceived by others. Only when you know

how people see you can you make appropriate changes in your behavior to be more effective in

working with them.

THE COACHING PROCESS

Turning 360° feedback into results requires creating awareness in those we coach and helping

them to take action on their results. It also requires establishing both internal and external

accountability for improvement.

Extensive research in psychology and leadership has revealed the core factors of creating

change through feedback: awareness, action, accountability.

Energy

Hope

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THIS GUIDE WILL HELP

This guide provides you a step-by-step coaching methodology to follow during the feedback

debrief.

• Report Details: Instructions and detail on how to explain the quantitative information

in the report.

• Coaching Questions: Examples of questions to ask. These questions will help guide

recipients through the most important elements of the feedback, allowing them to

draw appropriate insights and formulate a productive action plan.

• Setting Goals: The action planner encourages thoughtful reflection and helps the

recipient crystalize the feedback into specific goals.

A WORD ABOUT DISSONANCE

There are often differences between how raters view 360° recipients and how recipients see

themselves. Also, recipients often have a desire to keep growing. Both of these cause

dissonance: a difference between the current state and the desired state of effectiveness. 360°

feedback can create healthy dissonance, because:

It answers the question, “How am I doing?” from different perspectives.

It allows us to see the congruence (or incongruity) between our perceptions and others.

It shows personal and professional blind spots that limit our current ability and potential.

When we experience dissonance, we naturally want to restore congruence. This can be done in

one of two ways:

1. Deny or explain away the incongruous feedback = not productive

2. Incorporate the feedback into an action plan = highly productive

ABOVE ALL, SEEK CLARITY

The main goal of the debrief is to achieve clarity:

1. clarity about what the feedback means—the message raters are sending to the

recipient

2. clarity about what the recipient should do with the feedback: leverage strengths and

improve one or two high-leverage areas

5

Tips for Coaching

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DEMOGRAPHIC SUMMARY

The Demographic Summary shows how many people were invited to participate in the survey

(anticipated) and how many raters completed the survey (actual).

Raters are typically selected by the participant. However, the supervisor or HR may add (or

delete) raters to ensure a representative sample of relevant raters.

The raters listed are shown by category. If

only one rater within a category (except

for Self and Supervisor) provided

feedback his or her feedback will not be

shown, but it will be rolled up into the

overall score. This protects the

confidentiality of those who did provide

feedback.

It’s important to review the list of raters

with the recipient. This is where the scores

come from, so the more you and the

recipient are aware of the perspectives of

the raters, the clearer the message you

can derive from the numbers.

When a rater group has less familiarity

with certain of the participant’s

competencies, they are more likely to give

a “Don’t Know” rating to (or skip) items on

the survey. Also, when they are less

familiar with the recipient, when they do

answer it’s not unusual to give “safe”

scores (4 or 5), which may look low

compared to other groups who may give

higher scores (6 or 7).

QUESTIONS TO ASK

• How long have you been with the organization? How long have you been in your

current role?

• How well do the different raters know you? How often/closely do you work with each

group?

• Is there a rater group whose feedback is most valuable to you?

• Which group’s perception has the most impact on your success?

6

The Report: Demographics

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COMPETENCY SUMMARY

The Competency Summary shows the average scores by rater group (including Self) for the

survey overall, and for the specific competencies. The competency statements are based on

widely held leadership standards, and are important to leadership success.

The survey uses a 7-point performance

scale that ranges from Very Poor to

Outstanding. Survey respondents also

have the option to select Don’t Know/Not

Applicable on any survey item; however,

these selections are not considered

ratings, so they are not calculated into the

average.

The overall (Leadership) score reflects the

average of all competencies and

questions.

The red norm line is the average score for

a global DecisionWise norm or, if

customized, may represent an internal

benchmark, such as the company or group

average.

Recipients often get overly concerned

when their scores fall below the group

norm. Don’t let this become a distraction.

Use it as a reference point and as a source

of motivation. More crucial than the group

norm is the relative importance of the

competency to the recipient’s success.

QUESTIONS TO ASK

Begin by giving a high-level assessment of the average scores: the high and lower scores, the

range of scores (broad or tight), and the overall message. Then ask the recipient for his/her

perspective. Help the person identify which areas are strengths and which may be areas for

improvement—but don’t decide that yet.

• How do you read this page? Do the scores seem about right?

• Are there any surprises? Disappointments?

• Do you see anything themes on this page?

Don’t draw any conclusions yet. This page is a high-level snapshot of the scores that follow.

Steer clear of any discussion of things to work on yet. The messages about strengths and areas

to improve are found in the details to follow.

7

The Report: Competencies

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FOCUS AREA

The Focus Area lists the five behaviors that received the highest and lowest scores. The average

score, gap, and norm are also shown for each of these questions. The Score is the average

(mean) of ratings provided by all survey respondents, including self, for the particular question.

The Gap is the difference between the

score and the norm.

The Norm is the average score for all

respondents who have taken this exact

survey during the past two years, or within

the same organization when using an

internal norm.

It is desirable for the highest scores to be

above the norm, but don’t worry if they

aren’t—unless they fall short of the norm

by .3 or more.

The lowest five scores are typically below

the norm. If some or all are at or above

the norm, the person did especially well

on the survey. Point this out.

Low scores that are more than .5 below

the norm are good candidates for

improvement IF they are also important

for the person’s success. If they are 1.0 or

more below the norm they are likely

behaviors to improve.

QUESTIONS TO ASK

First, comment on the scores overall. Point out the range between the highest score and the

lowest score. Ask the person to then silently read the five highest scoring items. Then ask:

• Do you see any common themes in the scores? Anything surprising?

• What is the overall message about your leadership strengths reflected in the

numbers?

Next, repeat this process focusing on the five lowest-scoring questions.

• What themes or overall message do you see in these scores? Anything surprising?

• Which, if any, of these items do you think you should improve? Why?

Check to see if the person is merely focusing on a low number, or if the identified behaviors that

are both important and rated lower. Ultimately, s/he will select just two areas to improve, so a

wise decision must be made about what to focus on.

8

The Report: Highs and Lows

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READING THE NUMBERS

It can be easy to get overwhelmed by the sheer volume of the data in a 360° report. To avoid

that, and to get the most benefit from the report, have the participant select the five most

important competencies from the Competency Summary page. Then, together assess the scores

from a couple of the most important behaviors in that competency. Help the person understand

gaps in perception by doing the following:

1. Explain the criteria for a perceptually significant gap. If the gap is:

a. two points or greater

b. consistent across many questions and/or groups

c. related to a behavior critical to the person’s success

2. Show an example in the participant’s report. In this example, significant gaps exist

between the Supervisor’s rating and those of the Self and Direct Reports.

3. Ask the participant to explain his/her self rating, then comment on others’ ratings.

S/he will have to conjecture about this, so ask, “What do you think they’ve seen in

your behavior that would lead them to rate you that way?”

4. Discuss the potential reasons for the scores and their significance for the person’s

success.

5. Try to help the person identify the significant messages about both strengths and

areas to improve.

QUESTIONS TO ASK

Explore the potential messages in the numbers by asking such questions as:

• How did you rate yourself relative to the way others rated you?

• What patterns or themes do you see? What do you make of them?

• How do people see you differently depending on your working relationship with

them?

• Why would a particular group rate you this way, versus the way others rated you?

9

The Report: Scores and Gaps

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GAPS IN PERCEPTIONS

We constantly balance our time and energy between competing demands. Where we put our

attention determines our priorities. The 360° feedback report reveals these priorities. The

examples below describe the most common patterns of feedback and some possible

interpretations.

Overly Confident

Some people give themselves very high ratings, while receiving lower scores from all

others. Perhaps these people have become “legends in their own minds.” Or they may

be covering feelings of insecurity. It’s also possible that others simply don’t see all the

talent these individuals have.

Overly Critical

Some rate themselves low, while receiving consistently higher marks from others. It may

be that they are overly modest, or that they don’t see themselves as capable as they are

seen by others. Sometimes they may be holding back what is possible for them to

contribute. These people may not be willing to take the risks required to succeed at a

higher level.

Managing the Boss

If a person receives consistently high scores from the manager while all others give lower

scores, this suggests that time and attention is being placed on “serving the master.”

This pattern has at least two possibilities: (1) the individual’s perceived focus is on

gaining the manager’s favor; or, (2) the manager values what the person is doing, even if

others don’t.

Managing the Turf

Occasionally, a person receives high scores from the manager and the peers, but low

scores from direct reports. This pattern suggests that the needs of those above and

around the person are being met, but the needs of subordinates are neglected.

10

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DERAILERS

Derailers are not just weaknesses—they are behaviors that block effectiveness. Derailers have

the potential to limit our progress at work and require improvement in order for us to reach our

full potential. Multiple strengths cannot compensate for a derailer; it must be focused on and

fixed.

A derailer can sometimes be a talent taken to an extreme. The derailers in the survey are those

found to be most common—and most destructive—for leaders today.

Keep in mind that it is better to have a lower

score in the Derailers section. The

Derailer Summary shows the average score

from all rater groups.

Derailers should only be addressed when

significant:

• Above 2.5 on Derailer Summary (averages)

• Above 3.0 on derailer behaviors

• When the derailer reaffirms other data

Derailers should be addressed with raters

delicately but directly. Provide clear coaching

on derailers and emphasize leveraging

strengths to overcome them. The participant

should not ignore derailers or discredit the

data. Significant derailers should be included in

action plans and focused on immediately.

QUESTIONS TO ASK

Have the individual identify any significant derailers in the summary or detailed pages. Facilitate

a discussion about derailers using some of the questions below:

• Have you heard this feedback before?

• How do you feel about the derailer(s)?

• What do you think is driving the derailer(s)?

• How would your life be different if you were to significantly improve in this area?

• What will happen if this derailer continues?

If an individual does not have any significant derailers, acknowledge that fact. Also comment

about derailers with worse self-ratings than ratings received from others. This phenomenon

could indicate high self-awareness and self-regulation, two important elements of emotional

intelligence. Or it could suggest insecurity or excessive expectations of oneself.

11

The Report: Derailers

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COMMENTS

After comparing numeric results, spend some time reviewing the comments. Identify where

comments support and where they contradict the quantitative data.

Comments are listed randomly. So, the first comment on the first page will not be from the

same person as the first comment on the next page.

Ask the individual to read through the comments silently and highlight common themes or

phrases that stand out.

When interpreting comments, DO:

• Focus on the overall message(s). Each

comment is a single data point, so by

itself it probably won’t be significant.

• Accept the feedback as-is; learn as

much as you can.

• Focus on understanding your

strengths, as well as what stands in

the way of your progress.

• Remember, it’s about others’

perceptions of you—their “reality.”

When interpreting comments, DON’T:

• Try to guess who said what.

• Question or explain the feedback.

• Focus your entire attention on the

negative information.

• Discard the feedback as inaccurate or

invalid.

12

The Report: Comments—the “Color Commentary”

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ACTION PLANNING

Now that the recipient has an idea of what the messages in the feedback are, s/he is ready to

turn feedback into better results through action planning. The focus should be on how to

leverage strengths in high-impact development opportunities.

The combination of gaps in rater scores and the aspirations of the recipient creates a strong

formula for change:

• Real, lasting change occurs best with a triggering event (dissonance)

• The destination must include a reason (the “why”) for getting there. This is where

emotion and logic meet. Without this, we lose steam in our development efforts.

• Aspirations must be coupled with wise, clear planning.

IDENTIFY STRENGTHS

We all have unique strengths. These are what got us to where we are today. It was not our lack

of weaknesses that propelled us to success. And others may overlook our weaknesses if they

respect our strengths. Strengths may come naturally to us, even from an early age, so are

sometimes harder to identify.

Our greatest chance for improvement is to leverage our strengths as we pursue our

development goals.

Use the 360° feedback report to identify strengths:

1. Competency Summary. Which

competencies have the highest

average scores?

2. Focus Area: Review the five highest

scores in this section. Are there

themes? Complementary strengths?

3. Behaviors: Identify the highest scores

from each rater group.

4. Comments: Find specific comments

and themes that reflect the recipient's

strengths.

5. Continued Feedback: Ask for

additional feedback from rater

groups.

13

Action Planner: Turning Feedback into Action

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IDENTIFY OPPORTUNITIES

Hopefully, clear themes around strengths and fruitful development areas emerge from the feedback

debrief. Use the following types of questions to help the participant specify the most important

opportunities:

• Based on your 360° report, what are the main messages (overall,

by specific rater groups, across multiple groups, etc.)?

• What feedback is most critical to your success?

• What do your key coworkers see as opportunities?

• Which one or two changes would have the greatest impact on

your success and job satisfaction?

• In which areas of development do you have the greatest chance

for success?

• Are there any immediate quick wins that would be meaningful?

GOALS

Now the person is ready to set one or two development goals. Setting any more will diffuse focus and

effort and likely lead to no accomplishment. The Action Planner has several “worksheets” (pages 2-5) to

extract and organize the data from the 360° report. Pages 6 and 7 are actual Action Planners.

Have the recipient identify one or two goals that would have the biggest payoff.

In the Goal box have the person articulate a goal to pursue. S/he should also include the payoff (the

“why”) for achieving the goal. You may ask:

• What good will result when you achieve this goal?

• What will likely happen if you don’t improve this area?

IMMEDIATE STEPS

Next, have the person break down the goal into specific action steps that will lead to accomplishing the

goal, with some time frames for accomplishing each. Time frames may be a natural part of the person’s

work day (e.g., specific meetings), natural deadlines (e.g., the end of Q3), or may be invented to instill a

sense of urgency. Emphasize that ambiguity is the enemy of change. Go through this process for each

goal, breaking it down into actions the person is capable of taking. You may ask:

• If you were to do one thing that would begin the process of reaching your goal, what would

that action be?

• What are the habits that will guarantee success?

• How would you script your next move(s)?

14

Development Opportunities: Goals + Immediate Steps

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SUCCESS AND MEASUREMENT

The Success and Measurement section helps the person identify what success looks like in terms

of observable outcomes or measurements.

It’s a way to track progress (or lack thereof) and identify when a goal has actually been achieved.

But actually measuring developmental goals can be tricky. For instance, how do you measure

“be more assertive” or “delegate better”? Use measurements when they make sense, but for

more intangible development goals try asking:

• What indicates to you that you need to work on this area (in addition to lower 360°

scores)? This will turn into the indication of progress.

• Imagine you have reached your goal. What would you see (or have) that’s different

from what you see/have today?

• What are some observable outcomes (metrics, information) that would validate your

progress?

RESOURCES AND SUPPORT

Successful goal completion doesn’t have to be done alone. There are people and resources that

can help. Explore the possibilities.

• What resources (tools, information) would help you succeed?

• Who can provide guidance or moral support (peers, friends, family, others) as you

pursue your development goals?

• What obstacles may get in the way of your success? (What could cause you to fail?)

How will you avoid or overcome these?

• What decisions can you make now to pave your way to success? Remember, “Well

begun is half done.” –Aristotle

Ask the person to describe what he or she will start doing, continue doing, or stop doing in

order to effect positive change.

15

Success and Measurement + Resources and Support

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CONTINUE THE FEEDBACK

Many times the feedback report brings up questions in addition to providing guidance. So, it’s

often helpful to ask for more feedback. The report can give you insight into areas to explore

more deeply.

Recommend that the recipient meet with some of the people who provided feedback,

especially if the feedback is not clear; this includes areas that others rated higher than the

recipient rates him- or herself.

If the supervisor joins the last part of the meeting, you may ask the person to briefly summarize

the findings and share his/her goals. Sharing the actual report is typically left to the recipient's

own discretion.

These four steps are a great way to kick off further dialogue:

1. Thank all invited raters for the feedback. Express sincere appreciation to your raters

for their candor and willingness to give you feedback. Let them know you value what

they are saying and take it seriously. If not everyone responded to your survey don’t

try to figure out who didn’t participate. Treat everyone as if they did.

2. Identify what is going well. Let them know you saw that there are things identified as

working well. Clearly state these, and assure raters that you intend to continue doing

them. Unfortunately, many people leave this step out. However, without it, your

raters may think you did not hear the reinforcing feedback they provided.

3. Identify what needs work. Let them know you saw what needs to be improved. Tell

your raters that you appreciate this developmental feedback, and that you plan to

address the key opportunities. Outline each of these opportunities in as much detail

as you feel comfortable sharing. You may opt to say something general like, “The

360° report gave me good ideas on what I should improve.”

4. Ask for help. Requesting continued support of your growth and development helps

in several ways. First, raters are more likely to open up when they know you value

their candid perceptions. The feedback you received may well be the “tip of the

iceberg.” You might ask, “I’m trying to get better at ________: What advice do you

have?” Or, “What can I do to become more effective in this area?” You may be

surprised at the doors this opens. Tell them you need their help to improve.

16

Dig Deeper: Follow-up Conversations

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Some participants may become defensive or otherwise react negatively to the feedback. Use

the following ideas as needed to ensure a smooth debrief:

• Listen with empathy: don’t agree or disagree with the feedback, just acknowledge that the

feedback may be difficult to hear.

• Do not counter defensiveness with defensiveness. Keep your cool.

• Reinforce the subjective nature of 360° feedback, as well as its benefits.

• Emphasize the person’s strengths and the positive messages in the report.

• Share the SARAH model to give perspective on what they’re experiencing.

• Share your own experience to help the recipient feel reassured.

• Delay the conversation until a more appropriate time.

17

Poor coaching Better coaching Best Coaching

Maintain an

equal

relationship

Language, posture and tone of voice are demeaning or condescending

Feedback and expectations are insensitive to person’s ability

Feedback detracts from the person’s confidence

Language, posture, and tone of voice are disinterested or patronizing

Feedback and expectations are somewhat sensitive to person’s ability

Feedback does not actively instill confidence

Language, posture, and tone of voice demonstrate respect

Feedback and expectations align with the person’s ability

Feedback instills some self-confidence

Language, posture, and tone of voice show respect and interest

Feedback and expectations adapted to person’s ability

Feedback effectively instills confidence and hope

Be specific

Does not offer detailed suggestions for topics to re-evaluate or ask specific questions

Does not offer specific observations from the coaching conversation that facilitates awareness and improvement

Occasionally offers detailed suggestions for topics to re-evaluate or asks specific questions

Occasionally offers specific observations from the coaching conversation that facilitates awareness and improvement

Frequently offers detailed suggestions for topics to re-evaluate or asks specific questions

Frequently offers specific observations from the coaching conversation that facilitates awareness and improvement

Consistently offers detailed suggestions for topics to re-evaluate or ask specific questions

Consistently offers specific observations from the coaching conversation that facilitates awareness and improvement

Be brief

Observations, suggestions and questions are not long-winded, indirect, or irrelevant

Observations, suggestions and questions are occasionally concise, direct, and relevant

Observations, suggestions and questions are frequently concise, direct, and relevant

Observations, suggestions and questions are consistently concise, direct, and highly relevant

Describe,

don’t criticize

No reference to job requirements or standards

Heavy use of value generalizations: “You are great at communication”or “You could improve in leading.”

Occasional reference to job requirements or standards

Frequent use of value generalizations: “You are great at communication”or “You could improve in leading.”

Frequent reference to job requirements or standards

Occasional use of value generalizations: “You are great at communication”or “You could improve in planning.”

Consistent reference to job requirements or standards

No use of value generalizations: “You are great at communication”or “You could improve in planning.”

Ask, don’t tell

Does not ask questions during interaction

Immediately offers suggestions without first asking person for their ideas

Occasionally asks questions during interaction

Frequently offers suggestions without first asking person for their ideas

Frequently asks questions during interaction

Occasionally offers suggestions without first asking person for their ideas

Consistently asks questions during interaction

Does not offer suggestions without first asking person for their ideas

Effective Coaching: Dealing with Negative Reactions

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After the Feedback Debrief

18

Following up with the recipient to review and check in on action plans is important. Before

ending the debrief, set up a follow-up meeting to review goals and understand the additional

feedback. Without touch points throughout the year, even the best intentions are often

forgotten. A typical follow-up process involves the following steps:

• 1 to 2 weeks: HR or coach follows-up with individual to provide support to create an

action plan.

• 30-days: Individual has met with supervisor to share action plans.

• 60-days: HR or supervisor reviews progress.

• 90-days: HR or supervisor reviews progress with action plans.

• 9-months: HR checks in with individual.

• 12 months: participant retakes 360 to measure improvement.

360°

30-day

60-day

90-day

6-month

9-month

12-month