• E ven when you have not said anything, your surroundings receive feedback

through your silence.

• T he worst thing about silent feedback, is that it is open to interpertation by the

receiver.

• You can choose to accept this, or you can take responsibility for your feedback and

formulate it throughly.

• B e honest with yourself and look to see whether there is a basis for constructive

feedback.

• Your feedback should change or enhance the behavior of the recipient.

• Your feedback is not an opportunity to let out your fustration and irritation.

It is always important to ask yourself´ “why” before giving feedback to another person.

• F eedback should be given at the right place and at the right time.

• Is the feedback directed towards one particular episode, perhaps an episode that

initiated it all, long ago.

• B oth the sender and the receiver must have the time and be ready to give and

receive feedback.

• It is always a good idea to ask whether he/she is ready to hear your thoughts on the

situation/behavior. B y doing so, you ensure that you are both ready to give and

receive feedback.

C lick here if youwant to know more about how to find

the right time.

O ne reason for the lack and poorqualityof feedback is the doubt which the receiver has about the sender’sintentions.

• Start the converstaion by making the objective and the subject clear.

• M ake it clear that the reason for this conversation is to bring out the best in the

recipient, team or company.

• T he receiver will not be fully ready to listen until he/she undertands your motive.

R ememberthat yourobservations and consequentlyyourfeedback should be based on the recipients behavior, not

personality.

• U se ”you do” instead of ”you´´ so that you give feedback on behavior and not

on personality.

• D escribe what you have observed. B ased your observations on the facts, and

focus on being as specific as possible.

• When you give feedback on several different things, each observation should be

elaborate and concrete.

• E specially when it’s ”critical” and developmental feedback, it creates a risk that the

recipient will just let it in one ear and out the other, while replying yes and no at the

right times.

• If you would like to ensure the greatest possible outcome for a return on your

feedback, it is essential that you use a more interactive approach. H ow to do so can

be found in step 7.

When you choose to use an more inquiring and investigative approach in parts of yourfeedback, it causes the

recipient to reflect.

Ask about:

• T he recipients explanation for their conduct.

• H ow the receiver would see it from the perspective of others ( for example:

colleagues, clients, or the sender).

• What solutions does the recipient see? ( What, if any. With whom, which can be

obtained using, and when).

• It is important, for the acceptance of your feedback, that the recipient also gets time

to talk about their experience.

• It can easily be seen that they have the same experience, but it is still important to

speak from a common starting point.

• M ake it clear to the recipient that it is ok for them to say no if they feel that the task

is too big. It is important to enable the recipient to opt out, so that they are sure

they have come to a common agreement.

• B e absolutlysure that you both agree and have come to an undersanding.

• L et the receiver sum-up what was agreed on, and what the recipient should do in a

similar situation.

Aftera conversation, most of us have thought, ”Oh, why didn’t I say that?”

E xplanations and arguments often don’t come until later, and it is an important part of the feedback that the

receiver can offer these as well.

• An appointment should be made the following week, where you can talk

about it again.

• At this meeting do not say: ”So we don’t talk about it anymore.”

Feedback Academy | t.: +45 60565758 | e-mail: jf@feedbackacademy.dkVesterballevej 5, 7000 Fredericia | Fruebjergvej 3, 2100 København Ø