purposeful conversations
DESCRIPTION
The Power of feedbackTRANSCRIPT
Case: Case: Who is Next? Who is Next?
What about you?What about you?
Presentation Dr Mario Denton
Instructions for giving peer Instructions for giving peer feed-backfeed-back::
Teams to give feedback to each one of Teams to give feedback to each one of their members their members - approx 10-15 mns. each- approx 10-15 mns. each
Feed-back must be related to Feed-back must be related to leadership leadership capabilities capabilities and and team functioning skillsteam functioning skills
Feedback sessions must be Feedback sessions must be well well structured structured and managedand managed
Sources of information Sources of information to be used are EQ, to be used are EQ, Communication Styles, Leadership Styles Communication Styles, Leadership Styles and Peer Evaluationsand Peer Evaluations
Lecturer to provide Lecturer to provide guidelinesguidelines for process for process
Guidelines for feedbackGuidelines for feedback Be Be honesthonest and and cordialcordial Be Be specificspecific - incident and data-based - incident and data-based Limit to Limit to here and nowhere and now - only mutually - only mutually
experienced eventsexperienced events Employ Employ maximum number of sourcesmaximum number of sources Be supportive and Be supportive and constructiveconstructive Limit to main issues - strong points and Limit to main issues - strong points and
developmentdevelopment areasareas
Recipient has right to Recipient has right to accept or rejectaccept or reject Recipient may ask for Recipient may ask for clarificationclarification - not to justify - not to justify
rejection rejection
Recipient is free to Recipient is free to comment on feelingscomment on feelings about about feedback feedback
Stages of reaction to feed-backStages of reaction to feed-back
Shock Shock
Anger Anger
Rejection Rejection
Acceptance Acceptance
HopeHope !!
Most people overreact to Most people overreact to negative feedbacknegative feedback
Be positiveBe positive Lead with a positive piece of feedback to Lead with a positive piece of feedback to
demonstrate that you have noticed and valued demonstrate that you have noticed and valued certain behaviour certain behaviour
The feedback should be descriptive rather than The feedback should be descriptive rather than evaluative and focus on behaviour that can be evaluative and focus on behaviour that can be changed rather than on personality changed rather than on personality
For example: "I've noticed that you've been finding For example: "I've noticed that you've been finding your workload stressful recently," rather than "You your workload stressful recently," rather than "You were aggressive!" were aggressive!"
Be sensitive to the recipient's likely reactions and Be sensitive to the recipient's likely reactions and respond with your full attention and considerationrespond with your full attention and consideration
Guidelines for receiving Guidelines for receiving feedbackfeedback
Listen carefullyListen carefully Be genuinely open to hearing what the other Be genuinely open to hearing what the other
person is saying and try not to interrupt or person is saying and try not to interrupt or jump to conclusions jump to conclusions
Active listening techniques may be helpful Active listening techniques may be helpful Even if you feel under attack, try not to leap Even if you feel under attack, try not to leap
to your own defence until you've had a to your own defence until you've had a chance to think about and understand the chance to think about and understand the feedback thoroughlyfeedback thoroughly
Guidelines for receiving Guidelines for receiving feedbackfeedback
Ask questions to clarify what's being said Ask questions to clarify what's being said and whyand why
You are entitled to ask for specific examples You are entitled to ask for specific examples and instances of the types of behaviour at the and instances of the types of behaviour at the root of the feedback root of the feedback
If the atmosphere becomes tense, introduce a If the atmosphere becomes tense, introduce a more positive approach by asking for more positive approach by asking for examples of the behaviour the reviewer would examples of the behaviour the reviewer would like to see more oflike to see more of
Guidelines for receiving Guidelines for receiving feedbackfeedback
Remain calmRemain calm Even if you feel upset, try not to enter Even if you feel upset, try not to enter
into an argument; just accept what's into an argument; just accept what's being said and deal with your emotions being said and deal with your emotions another time and place another time and place
Stay calm and focus on the rest of the Stay calm and focus on the rest of the feedbackfeedback
OverviewOverview
Class contributionClass contribution Left or right brain Left or right brain
thinkingthinking Decision making Decision making
stylestyle De Bono hatDe Bono hat Social styleSocial style Team experienceTeam experience
Leadership styleLeadership style Conflict styleConflict style EQ ScoresEQ Scores HeartbeatHeartbeat
Which cell best describes yourapproach to this programme?
Critical Not critical
Contributor Passenger
Sour puss Tortoise
Involved
involvedNot
Brain functioning preferences
(Both have assets and liabilities) LEFT BRAIN (-)
InductiveInductive: Deals with : Deals with specifics specifics
AnalyticAnalytic: Separates wholes : Separates wholes into partsinto parts
VerbalVerbal: Precise oral and : Precise oral and written communicationswritten communications
Linear/ SequentialLinear/ Sequential: De-: De-tailed, precise, consistenttailed, precise, consistent
LogicalLogical: Consistent with : Consistent with universal/known lawsuniversal/known laws
RationalRational: Constant and : Constant and intelligent reasoningintelligent reasoning
RIGHT BRAIN (+) BRAIN (+) Deductive: Deductive: Deals with whole Deals with whole
conceptsconcepts SyntheticSynthetic: Combines parts : Combines parts
into holistic conceptsinto holistic concepts Non-verbalNon-verbal: Visual and non-: Visual and non-
verbal communicationverbal communication MetamorphicMetamorphic: Non-uniform : Non-uniform
and changeableand changeable Non-logical: Non-logical: Consistent with Consistent with
intuitive insightintuitive insight CreativeCreative: Indirect and non-: Indirect and non-
priority reasoning priority reasoning
Decision-making methods
Authority rule Authority rule without discussionwithout discussion
ExpertExpert Averaging of Averaging of
member’s opinionsmember’s opinions Authority rule after Authority rule after
discussiondiscussion Majority controlMajority control Minority controlMinority control ConsensusConsensus
De Bono’s six “thinking hats”:
De Bono’s six “thinking De Bono’s six “thinking hats”:hats”:
ChairpersonChairperson PositivePositive NegativeNegative
EmotionsEmotions OpportunitiesOpportunities FactsFacts
The Social Style Profile CONTROL( Non-responsive )
ASK( Non-assertive )
TELL( Assertive )
EMOTE( Responsive )
Analytical Driver
Amiable Expressive
AssertivenessAssertiveness
Analytical
Analytical
Analytical
Analytical
Analytical
Analytical
Analytical
Analytical
Driver
Driver Driver
Driver
Driver
DriverDriver
Driver
Amiable
Amiable
Amiable
Amiable
Amiable
Amiable
Amiable
Amiable Expressive Expressive
ExpressiveExpressive
Expressive Expressive
ExpressiveExpressive
0
25
50
75
100
25 50 75 100
Shared Behaviours Among Social Styles
Responsiveness
The DRIVER (doer and command specialist)
Recognised by:
- swift reaction time- maximum effort to control- minimum concern for caution in relationships- present time frame- direct action- tendency to reject inaction- need for control, results and achievement
The positive and negative sides of drivers:
POSITIVES
Strong-willedIndependentPracticalDecisiveEfficient
NEGATIVES
PushySevereToughDominatingHarsh
+_
TheThe positive positive andand negative negative sides of sides of drivers:drivers:
POSITIVES
Strong-willedIndependentPracticalDecisiveEfficient
NEGATIVES
PushySevereToughDominatingHarsh
Under stress, they will be inclined to revert to autocratic power Their growth action should be to learn to listen
+_
The EXPRESSIVE (intuitor and social recognition specialist)
Recognised by:
- rapid reaction time- maximum effort to involve- minimum concern for routine- future time frame- impulsive action- tendency to reject isolation- need for excitement, personal approach, acceptance
The positive and negative sides of expressives:
POSITIVES
AmbitiousStimulatingEnthusiasticDramaticFriendly
NEGATIVES
ManipulativeExcitableUndisciplinedReactingEgoistical
+_
The positive and negative sides of expressives:
POSITIVES
AmbitiousStimulatingEnthusiasticDramaticFriendly
NEGATIVES
ManipulativeExcitableUndisciplinedReactingEgoistical
Under stress, they will be inclined to revert to personal attact Their growth action should be to learn to check
+_
TheThe AMIABLEAMIABLE ((feelerfeeler and and relationship relationship specialist)specialist)
Recognised by:
- unhurried reaction time- maximum effort to relate- minimum concern for affecting change- present time-frame- supportive action- tendency to reject conflict- need for personal co-operation, personal security and acceptance
The positive and negative sides of amiables:POSITIVES
SupportiveRespectfulWillingDependableAgreeable
NEGATIVES
ConformingUnsurePliableDependentAwkward
+_
The positive and negative sides of amiables:POSITIVES
SupportiveRespectfulWillingDependableAgreeable
NEGATIVES
ConformingUnsurePliableDependentAwkward
Under stress, they will be inclined to revert to compliance Their growth action should be to learn to initiate
+_
The ANALYTICAL (thinker and technical specialist)
Recognised by:
- slow reaction time- maximum effort to organise- minimum concern for relationships- historical time frame- cautious action- tendency to reject involvement- need for accuracy, being right and achievement
The positive and negative sides of analyticals:
POSITIVES
IndustriousPersistentSeriousExactingOrderly
NEGATIVES
CriticalIndecisiveStuffyPickyMoralistic
+_
The positive and negative sides of analyticals:
POSITIVES
IndustriousPersistentSeriousExactingOrderly
NEGATIVES
CriticalIndecisiveStuffyPickyMoralistic
Under stress, they will be inclined to revert to avoidance Their growth action should be to learn to declare
+_
Teamwork patterns
High
Low High
STORMING PERFORMING
FORMING NORMING
Getting things done no matterwhose toes are stepped on
Getting things done by workingcollaboratively with others
Cautious and guarded - notacting unless forced to do so
Seeking to maintain a friendly,conflict - free team climate
BUILDING STRONG TEAMWORK RELATIONSHIPS( Communications, involvement , commitment )
GETTINGTHINGSDONE
1 1 FORMING : Reactive Low structure - low involvementLow structure - low involvement Doesn’t act unless forced toDoesn’t act unless forced to Impersonal, watchful, guarded and cautiousImpersonal, watchful, guarded and cautious Tentative attachment to the teamTentative attachment to the team Members cautiously explore boundaries of Members cautiously explore boundaries of
acceptable individual and team behavioracceptable individual and team behavior Tendency to avoid others - to be “loners”Tendency to avoid others - to be “loners” Very little real communication..Very little real communication.. Suspicion, fear and anxiety about the task aheadSuspicion, fear and anxiety about the task ahead Some anxiety about why they are there, why Some anxiety about why they are there, why
others are there, who’ll lead the group and what others are there, who’ll lead the group and what they’ll do.they’ll do.
2 STORMING : Authoritarian High structure and direction - low involvementHigh structure and direction - low involvement Get things done without regard for the needs of Get things done without regard for the needs of
team membersteam members Dominated by one or two team membersDominated by one or two team members Overstructured, with tight controlOverstructured, with tight control Impatient with lack of progressImpatient with lack of progress Highly competitive and confrontativeHighly competitive and confrontative Self-serving : “look out for yourself”Self-serving : “look out for yourself” One-way communicationOne-way communication People become testy, blameful and oversealousPeople become testy, blameful and oversealous Frustration, anger and resistance to goalsFrustration, anger and resistance to goals Defensiveness, competition and choosing sidesDefensiveness, competition and choosing sides Sub-group polarisation and infightingSub-group polarisation and infighting
3 NORMING : Casual Low structure - high involvementLow structure - high involvement Seeks to build a friendly and social team climateSeeks to build a friendly and social team climate High concern for the needs of team membersHigh concern for the needs of team members Unfocused, irrelevant, overly friendly Unfocused, irrelevant, overly friendly
communicationscommunications Informal information exchanges and social Informal information exchanges and social
encountersencounters Feelings of mutual trust, respect and harmonyFeelings of mutual trust, respect and harmony Avoidance of conflictAvoidance of conflict Focus on harmony and conformityFocus on harmony and conformity Competitive relationships become co-operativeCompetitive relationships become co-operative Sense of team cohesion and close attachment to Sense of team cohesion and close attachment to
the team.the team.
4 PERFORMING : True teamwork High structure and direction - high involvementHigh structure and direction - high involvement Get things done by working collaboratively with Get things done by working collaboratively with
each othereach other Agreement on who they are, what they’re doing and Agreement on who they are, what they’re doing and
where they are goingwhere they are going Team has clarified relationships and performance Team has clarified relationships and performance
expectationsexpectations Participation by all team members in achieving Participation by all team members in achieving
challenging goalschallenging goals Cooperative and productive climateCooperative and productive climate Open, direct, relevant and business Open, direct, relevant and business
communicationscommunications Ability to prevent or work through team issuesAbility to prevent or work through team issues
Situational LeadershipSituational Leadership
S4 S1
S2S3
HighRelationship
andLow Task
High TaskandHigh
Relationship
High TaskandLow
Relationship
LowRelationship
andLow Task
Leader behaviours(High)
(High)(Low) Task behaviour
Rel
atio
nsh
ip b
ehav
iou
r
(Directive behaviour)
(Su
pp
ort
ive
beh
avi
ou
r)
Hig
h
R4 R3 R2 R1Follower Readiness
Low
Able &Willing Or Confident
Able ButUnwilling Or
Insecure
Unable ButWilling Or Confident
Unable &Unwilling Or
Insecure
Telling
SellingParticipating
Delegating
Ways of handling conflictWays of handling conflict
NOT CO-OPERATIVE CO-OPERATIVE
(1.3)Compromising
(1.1)Avoiding
(1.4)Accommodating
(1.5)Collaborating
(1.2)CompetingASSERTIVE
NOT ASSERTIVE
P6EQ Content Subscales
59
74
0
82
66
100
0
99
60
0
65
104
93
0
68
76
76
62
87
0
50 70 90 110 130 150
Happiness
Optimism
General Mood EQ
Problem Solving
Flexibility
Reality Testing
Adaptability EQ
Impulse Control
Stress Tolerance
Stress Management EQ
Interpersonal Relationship
Social Responsibly
Empathy
IntERpersonal EQ
Self-Actualization
Independence
Assertiveness
Emotional Self-Awareness
Self-Regard
IntRApersonal EQ
Areas of Enrichment Effective Functioning Enhanced Skills
Note also the categories
Rate yourself and be objective
Conversation: MarioConversation: Mario
What are the things (top priorities) you need to:- Let go? Stop? Maintain? Initiate?
If you could change anything, what would it be?
(Yourself, team)
Current HeartbeatCurrent HeartbeatWhat is complicating your life right now?
What keeps you awake (at night)?
What inspires you/makes you tick?
What are some of the indicators of high vitality in your life?
What gives your spirit, mind, heart and body energy?
What are your dreams/ fears?
What would you like to be remembered for?
Discuss your unfolding strategy.
What are the things (top priorities) you need to:
Let go? Stop? Maintain? Initiate?
If you could change anything, what would it be?
(Yourself, team)
GoldenGolden
What is What is GOLDENGOLDEN about you as a about you as a person? person?
What do you do well, what makes you What do you do well, what makes you stand out and what are you known for? stand out and what are you known for?
What are your assets? What are your What are your assets? What are your advantages/credentials?advantages/credentials?
What experience do you have?What experience do you have?
Red alertsRed alerts
Where are the Where are the RED ALERTSRED ALERTS in your life in your life right now? right now?
Where are you vulnerable? What Where are you vulnerable? What problems are you currently having that problems are you currently having that may develop into crises? may develop into crises?
Where are you “under pressure”?Where are you “under pressure”? What obstacles do you face?What obstacles do you face?
RustyRusty
What looks a bit What looks a bit RUSTYRUSTY about your about your way of doing things?way of doing things?
Where are you not focused right now? Where are you not focused right now? Where are you losing your edge?Where are you losing your edge?
What can you do better? What is done What can you do better? What is done badly? What could be improved?badly? What could be improved?
Blue skyBlue sky
Where is the Where is the BLUE SKYBLUE SKY and and opportunities in your life? opportunities in your life?
Are there opportunities to cooperate Are there opportunities to cooperate with other like-minded people? What with other like-minded people? What could be developed? could be developed?
What are good chances for you? What are good chances for you?
ReasonsReasons
Why should they keep you in similar Why should they keep you in similar future teamsfuture teams
Why should they rather let you go? Why should they rather let you go? What do you need to work onWhat do you need to work on
We trust that this important activity will help you to become....
....a vital kingpin in a winning team !....a vital kingpin in a winning team !