FEEDBACK Emotion Evaluator Worker Managing Emotional Reactions Evaluator Worker.
-
Upload
sean-fitzpatrick -
Category
Documents
-
view
222 -
download
1
Transcript of FEEDBACK Emotion Evaluator Worker Managing Emotional Reactions Evaluator Worker.
FEEDBACKFEEDBACK
Emotion◦Evaluator◦Worker
Managing Emotional Reactions◦Evaluator◦Worker
Feedback & EmotionFeedback & Emotion
Delivering Feedback◦Evaluating performance & delivering
feedback may seem like a nonaffective task, but there are numerous reasons why emotional reactions can occur.
◦Emotions can range from temporary anxiety to questioning of self confidence and altering evaluations & feedback.
Delivering Feedback: Delivering Feedback: Some Bases for EmotionSome Bases for Emotion
1. Will the worker agree with the feedback? 2. Will the worker accept the feedback? 3. Will the worker question the evaluations? 4. Will the worker disagree with the diagnoses and
recommendations? 5. Will the worker react rationally or emotionally? 6. If the worker disagrees, will I be able to justify
my evaluation and be able to stand firm with my feedback,?
7. What if the worker succeeds in changing the evaluation? Will I lose power and credibility?
8. How will I manage this worker if they react negatively?
9. Will the worker file a grievance?
10. If a grievance is filed, would my case be strong enough to win it?
11. Are there things I have missed that should have been included in the evaluation and feedback?
12. Am I being fair, or could I somehow be biased about this worker?
The cost of emotions influencing evaluations & feedback?◦Evaluations & feedback no longer
useful for development & administrative purposes.
◦Will raise issues of fairness.
Ways in which evaluator Ways in which evaluator affect can influence affect can influence feedbackfeedback
Worker Performance:
BehaviorResults
Observation Diagnosis Evaluation Feedback
EvaluatorAffect
Steps for Managing the Possible Steps for Managing the Possible Influence of Evaluator AffectInfluence of Evaluator Affect
◦Clear Criteria Ambiguous criteria open door for affect or for
perception that affect is an influence
◦Common Standards Developing common standards (such as thorough
FOR training) signals that performance should be the focus
◦Performance Record Regular documentation of worker performance can
increase the focus on behavior & resultsCont.
◦Voice System Knowing that a grievance may have to be dealt with
can direct evaluators away from nonperformance issues
◦Self Awareness Being aware of possible influences on the judgment
process can help evaluators avoid error & bias
◦Evaluation Holding evaluators accountable for their feedback &
development efforts can make the issue real & important
Conceptual Framework for Conceptual Framework for Understanding & Influencing Understanding & Influencing Evaluator AffectEvaluator Affect
Focus Relevant
Irrelevant
Increase
Direction
Decrease
Clear Criterion
Common Standards
Perf. Record
Bias
Error
Deficient
Voice System
Self Awareness
Evaluation
Receiving FeedbackReceiving Feedback
Receiving feedback isn’t necessarily a nonaffective task - a variety of emotional reactions are possible.
Examples of Emotional Reactionsto Feedback
Surprise - The feedback was better than you expected
Defensiveness - You need to defend yourself Shock - You can't believe how poor the ratings and feedback are Anger - The evaluation isn't fair Rejection - The feedback must not be accurate
Managing Possible Emotional Managing Possible Emotional Reactions to Performance FeedbackReactions to Performance Feedback
Evaluator PerspectiveThe focus here is on the emotional
reaction of the worker, but there is much the evaluator can do to prevent the occurrence of emotional reactions or to lessen the severity.
Evaluator Approaches◦Performance focus
Focus on performance, not the personCont.
◦Relevance Stick to relevant performance characteristics.
Including factors perceived by worker to be irrelevant may result in anger & rejection. Distinction between relevant & irrelevant can
sometimes be difficult. Let worker define relevance Know limits of your expertise
◦No Surprises It is the responsibility of the evaluator to make
the worker aware of performance deficiencies before the formal performance review session
Cont.
◦Be Engaged How a message is delivered can sometimes be
as important as the content of the message
Exhibit 6.5 - Engagement Characteristics Body Language
Orient toward the worker Lean forward Maintain eye contact
Feedback Process Ask open-ended questions Actively listen
Worker PerspectiveWhile some things can & should be done by the
evaluator to manage the possibility of an emotional reaction, the emotions are, in the end, the worker’s.
Tactics for Workers◦Separate yourself from your performance
Recognize that our performance is not who we are as people.
◦Be realistic in your performance expectations Do not expect to achieve an unattainable goal & then be
emotionally distraught when feedback is less than perfect.Cont.
◦Be future oriented Use performance feedback as a basis for
planning future performance. Use the feedback to move ahead, not to dwell on the past.
◦Don’t be surprised Make sure you are receiving informal feedback
◦Recognize your emotional tendencies It will help you to better frame the feedback &
recognize your emotional tendencies if they begin to occur