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