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Delivering Constructive Criticism
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TABLE OF CONTENTS Preface .............................................................................................................................................. 3
What is Courseware? ................................................................................................................................ 3
How Do I Customize My Course? .............................................................................................................. 3
Materials Required ................................................................................................................................... 4
Maximizing Your Training Power .............................................................................................................. 5
Icebreakers ........................................................................................................................................ 6
Icebreaker: Friends Indeed ........................................................................................................................ 7
Training Manual Sample ..................................................................................................................... 8
Sample Module: When Should Feedback Occur? ..................................................................................... 9
Instructor Guide Sample ................................................................................................................... 17
Sample Module: When Should Feedback Occur? ................................................................................... 18
Activities ......................................................................................................................................... 27
Quick Reference Sheets .................................................................................................................... 32
Certificate of Completion ................................................................................................................. 34
PowerPoint Sample .......................................................................................................................... 36
Full Course Table of Contents ........................................................................................................... 42
Preface
What is Courseware? Welcome to Corporate Training Materials, a completely new training experience!
Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a take-home reference sheet for the student. You simply need to prepare and train!
Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting).
To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once.
If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options.
For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document.
For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Corporate Training Materials.
Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.)
We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets.
We recommend these additional materials for all workshops:
• Laptop with projector, for PowerPoint slides
• Quick Reference Sheets for students to take home
• Timer or watch (separate from your laptop)
• Masking tape
• Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
• Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold.
o Use examples, case studies, and stories that are relevant to the group.
o Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
o Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
• Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures.
• Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.
• Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
Icebreakers
Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the participants. If the participants are new to each other, an icebreaker is a great way to introduce everyone to each other. If the participants all know each other it can still help loosen up the room and begin the training session on positive note. Below you will see one of the icebreakers that can be utilized from the Icebreakers folder.
Icebreaker: Friends Indeed
Purpose
Have the participants moving around and help to make introductions to each other.
Materials Required
• Name card for each person • Markers
Preparation
Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to shoulder. They should place their name card at their feet. Then they can take a step back. You as the facilitator should take the place in the center of the circle.
Activity
Explain that there is one less place than people in the group, as you are in the middle and will be participating. You will call out a statement that applies to you, and anyone to whom that statement applies must find another place in the circle.
Examples:
• Friends who have cats at home • Friends who are wearing blue • Friends who don’t like ice cream
The odd person out must stand in the center and make a statement.
The rules:
• You cannot move immediately to your left or right, or back to your place. • Let’s be adults: no kicking, punching, body-checking, etc.
Play a few rounds until everyone has had a chance to move around.
Training Manual Sample
On the following pages is a sample module from our Training Manual. Each of our courses contains twelve modules with three to five lessons per module. It is in the same format and contains the same material as the Instructor Guide, which is then shown after the Training Manual sample, but does not contain the Lesson Plans box which assists the trainer during facilitation.
The Training Manual can be easily updated, edited, or customized to add your business name and company logo or that of your clients. It provides each participant with a copy of the material where they can follow along with the instructor.
Sample Module: When Should Feedback Occur? One aspect of delivering constructive criticism is in knowing the right time and opportunity to deliver it. Some instances can be addressed on the employee’s next annual review, while others should be addressed right away. If it is done too soon, it could make the employee doubt their abilities and affect their job performance. If delivered too late, then the employee may ignore it altogether and dismiss any help at all. Identifying key situations can help decide when feedback needs to be done.
We cannot build our own future without helping others to build theirs.
Bill Clinton
Repeated Events or Behavior
An employee that displays repeated negative behaviors or patterns should be addressed in order to either stop or further prevent it in the future. Before addressing the problem, the employee should be monitored to ensure the event or behavior is reoccurring, not a onetime incident. Once it has been identified, the employee should be addressed in private. Privately, a resolution can be found to end the behavior and prevent it from happening further without embarrassing the employee in front of
other coworkers.
Examples:
• An employee is constantly tardy to meetings, although they contribute throughout the session.
• An employee turns in their reports in the incorrect format, but they are always on time.
• An employee works hard during the day, but takes long breaks and lunches.
Breaches in Company Policy
Situations such as tardiness, improper dress, and poor performance are examples of a breach in company policy. Problems such as these should not wait until the employee’s next review, but should be addressed right away. If not properly handled, the employee’s behaviors can start to affect others in the office and disrupt the work flow. Employees should be reminded of the company policy, including guidelines to follow and possible consequences for misconduct.
Examples:
• Excessive tardiness or absences
• Consistent violation of dress code policies
• Disruptive behavior to other employees
• Continued unsatisfactory job performance
When Informal Feedback Has Not Worked
Informal feedback includes actions such as a helpful reminder, a discussion in passing or even an email or memo. Many managers will try one of these methods (or another) to address a problem with an employee and keep the constructive criticism to a minimum. But when informal methods do not work, and the behavior continues the manager needs to then find a form of formal feedback to speak with the employee. Formal feedback, as the name suggests,
usually involves a more planned or structured approach, such as a meeting or review. These actions normally allow more direct contact with the employee and can better address the problem, as well as a solution.
Example of formal feedback:
• Private meetings or discussions
• Personal follow-up after a particular incident
• Employee review or appraisal
Immediately After the Occurrence
One of the best times to deliver feedback is immediately after the incident happens. This way, the behavior or problem can be addressed right away. If a problem is ignored and allowed to continue, it can not only affect the employee, but coworkers as well. The longer the behavior goes on or the more time that passes after an incident, the value, and effect of the feedback decreases. Formal or informal feedback can be used, as long as it effectively resolves the problem.
Tips:
• Speak with the employee privately.
• Address the problem – don’t criticize the employee.
• Find a solution and how it can be implemented.
Case Study
Joseph has been monitoring his employee, Susan, and notices that she has continued to be late to their weekly meetings. He also notices that even though she is late, she does contribute to the meeting and has her materials ready. However, her tardiness usually upsets the other employees and disrupts their reports that they have.
Joseph sent Susan an email a few days before the meeting and reminded her that she is supposed to arrive on time and be ready for her coworkers’ reports. That week Susan was late for the meeting again. Afterwards, Joseph called Susan into his office and spoke with her about the problem. She had excuses, such as car trouble or broken alarms. Joseph reminded Susan where it is against company policy to constantly be tardy and reviewed the policy page with her, including possible consequences for continued behavior. At the following week’s meeting, Susan arrived on time.
Sample Module: Review Questions
1. Which of the following is an example of a repeated event or behavior?
a) Leaving work early every Friday afternoon b) Forgot to include a memo in the weekly report c) Starting a newsletter for the office d) Cleaning the break room
2. How can a manger be sure if a behavior is being repeated or a one-time occurrence?
a) Assume it will happen again b) Monitor the employee to see if the behavior keeps happening c) Ask one of their coworkers if they’ve done it before d) Ignore the problem until it happens again
3. What is an example of a breach in company policy?
a) Requesting a meeting with a manger b) Using the company ice machine in the break room c) Getting approval for a day off d) Improper dress code
4. What can happen if a breach of policy is not addressed?
a) The employee will normally change on their own b) Other employees can be affected by the incident c) Managers can become immune to the problem d) Other employees will begin to ignore them
5. What is an example of formal feedback?
a) Reminder email b) Office memo c) Employee evaluation d) Speaking at the water cooler
6. What is a benefit of using formal feedback instead of informal feedback?
a) Allows direct contact with employee and ensures understanding b) The manager can say whatever they want c) Allows the manager to address information with having to see the employee d) The employee doesn’t have to come to work for it
7. What is a consequence of waiting too long to give feedback?
a) The feedback’s value and purpose is lessened b) The employee feels ignored c) The manager grows angrier d) The manager forgets what they were going to say
8. Any form of feedback can be used after an incident, as long as what?
a) The manager knows what they are going to say b) The type of feedback effectively resolves the problem c) The employee is made to feel badly d) The type of feedback is identified first
9. What event was Susan always late for?
a) Monthly employee reviews b) Team reward meetings c) Office parties d) Weekly employee meetings
10. What form of feedback did Joseph try first with Susan?
a) Informal b) Constructive c) Formal d) Passive
Instructor Guide Sample
On the following pages is a sample module from our Instructor Guide. It provides the instructor with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual mirrors each other in terms of the content. They differ in that the Instructor Guide is customized towards the trainer, and Training Manual is customized for the participant.
The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to complete the lesson, any materials that are needed for the lesson, recommended activities, and additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.
Sample Module: When Should Feedback Occur? One aspect of delivering constructive criticism is in knowing the right time and opportunity to deliver it. Some instances can be addressed on the employee’s next annual review, while others should be addressed right away. If it is done too soon, it could make the employee doubt their abilities and affect their job performance. If delivered too late, then the employee may ignore it altogether and dismiss any help at all. Identifying key situations can help decide when feedback needs to be done.
We cannot build our own future without helping others to build theirs.
Bill Clinton
Repeated Events or Behavior
Estimated Time 10 minutes
Topic Objective When to address repeat behaviors and events
Topic Summary
Repeated Events and Behaviors
Recognize the positive and negative aspects of a repeat behavior/event. Identify how to address and resolve the problem.
Materials Required 01-Handling Repeated Events and Behaviors
Planning Checklist None
Recommended Activity Complete the handout individually. Review your answers with the rest of the class.
Stories to Share Share any relevant personal stories.
Delivery Tips Take volunteers of those wanting to share their answers.
Review Questions What is one instance of a repeated event or behavior?
An employee that displays repeated negative behaviors or patterns should be addressed in order to either stop or further prevent it in the future. Before addressing the problem, the employee should be monitored to ensure the event or behavior is reoccurring, not a onetime incident. Once it has been identified, the employee should be addressed in private. Privately, a resolution can be found to end the behavior and prevent it from happening further without embarrassing the employee in front of
other coworkers.
Examples:
• An employee is constantly tardy to meetings, although they contribute throughout the session.
• An employee turns in their reports in the incorrect format, but they are always on time.
• An employee works hard during the day, but takes long breaks and lunches.
Breaches in Company Policy
Estimated Time 10 minutes
Topic Objective Review company policies and possible breaches
Topic Summary
Breaches in Company Policy
Review how to identify and evaluate breaches in company policies and how they can be addressed.
Materials Required 02-Breaches in Company Policy
Planning Checklist None
Recommended Activity Complete the worksheet individually. Review your ideas with the rest of the class.
Stories to Share Share any relevant personal stories.
Delivery Tips Encourage everyone to participate.
Review Questions When should breaches in company policy be addressed?
Situations such as tardiness, improper dress, and poor performance are examples of a breach in company policy. Problems such as these should not wait until the employee’s next review, but should be addressed right away. If not properly handled, the employee’s behaviors can start to affect others in the office and disrupt the work flow. Employees should be reminded of the company policy, including guidelines to follow and possible consequences for misconduct.
Examples:
• Excessive tardiness or absences
• Consistent violation of dress code policies
• Disruptive behavior to other employees
• Continued unsatisfactory job performance
When Informal Feedback Has Not Worked
Estimated Time 10 minutes
Topic Objective Identifying when formal feedback is needed
Topic Summary
When Informal Feedback Has Not Worked
Review problem situations that continue after informal feedback. Identify which forms of formal feedback would be effective.
Materials Required 03-When Informal Feedback isn’t Working
Planning Checklist None
Recommended Activity Complete the worksheet individually. Review your ideas with the rest of the class.
Stories to Share Share any relevant personal stories.
Delivery Tips Encourage everyone to participate.
Review Questions What is an example of informal feedback?
Informal feedback includes actions such as a helpful reminder, a discussion in passing or even an email or memo. Many managers will try one of these methods (or another) to address a problem with an employee and keep the constructive criticism to a minimum. But when informal methods do not work, and the behavior continues the manager needs to then find a form of formal feedback to speak with the employee. Formal feedback, as the name suggests, usually
involves a more planned or structured approach, such as a meeting or review. These actions normally allow more direct contact with the employee and can better address the problem, as well as a solution.
Example of formal feedback:
• Private meetings or discussions
• Personal follow-up after a particular incident
• Employee review or appraisal
Immediately After the Occurrence
Estimated Time 10 minutes
Topic Objective Identifying when to deliver feedback
Topic Summary Immediately After the Occurrence
Discuss when feedback is needed in certain situations.
Materials Required 04-Recognizing When to Deliver Feedback
Planning Checklist None
Recommended Activity Complete the worksheet individually. Share your answers with the rest of the class.
Stories to Share Share any relevant personal stories.
Delivery Tips Encourage everyone to participate.
Review Questions Which form of feedback should be used after an occurrence?
One of the best times to deliver feedback is immediately after the incident happens. This way, the behavior or problem can be addressed right away. If a problem is ignored and allowed to continue, it can not only affect the employee, but coworkers as well. The longer the behavior goes on or the more time that passes after an incident, the value, and effect of the feedback decreases. Formal or informal feedback can be used, as long as it effectively resolves the problem.
Tips:
• Speak with the employee privately.
• Address the problem – don’t criticize the employee.
• Find a solution and how it can be implemented.
Case Study
Estimated Time 10 minutes
Topic Objective Outline the delivering feedback case study
Topic Summary Case study
Discuss identifying and delivering appropriate feedback in the workplace.
Materials Required None
Recommended Activity Discuss the results of the case study. Would Susan have listened sooner with formal feedback?
Stories to Share Share any relevant personal stories.
Delivery Tips Encourage everyone to participate.
Review Questions What did Joseph do that convinced Susan to show up on time?
Joseph has been monitoring his employee, Susan, and notices that she has continued to be late to their weekly meetings. He also notices that even though she is late, she does contribute to the meeting and has her materials ready. However, her tardiness usually upsets the other employees and disrupts their reports that they have.
Joseph sent Susan an email a few days before the meeting and reminded her that she is supposed to arrive on time and be ready for her coworkers’ reports. That week Susan was late for the meeting again. Afterwards, Joseph called Susan into his office and spoke with her about the problem. She had excuses, such as car trouble or broken alarms. Joseph reminded Susan where it is against company policy to constantly be tardy and reviewed the policy page with her, including possible consequences for continued behavior. At the following week’s meeting, Susan arrived on time.
Sample Module: Review Questions
1. Which of the following is an example of a repeated event or behavior?
a) Leaving work early every Friday afternoon b) Forgot to include a memo in the weekly report c) Starting a newsletter for the office d) Cleaning the break room
Leaving work early on a consistent basis is a form of repeated even or behavior.
2. How can a manger be sure if a behavior is being repeated or a one-time occurrence?
a) Assume it will happen again b) Monitor the employee to see if the behavior keeps happening c) Ask one of their coworkers if they’ve done it before d) Ignore the problem until it happens again
If the manager has doubts about a behavior or action, they should monitor the employee to see if it occurs again.
3. What is an example of a breach in company policy?
a) Requesting a meeting with a manger b) Using the company ice machine in the break room c) Getting approval for a day off d) Improper dress code
Instances such as improper dress code are considered a breach in company policies because proper dress code is normally lined out and explained in the company’s employee policies. Refusal to follow this policy is known a breach in policy.
4. What can happen if a breach of policy is not addressed?
a) The employee will normally change on their own b) Other employees can be affected by the incident c) Managers can become immune to the problem d) Other employees will begin to ignore them
When an employee refuses to follow company policy, it can not only affect other employees in the office, performance-wise or personally, but it can also set a bad example for them to follow.
5. What is an example of formal feedback?
a) Reminder email b) Office memo c) Employee evaluation d) Speaking at the water cooler
Formal evaluations are generally planned and/or structured types of feedback, such as private meetings, annual reviews, or evaluations.
6. What is a benefit of using formal feedback instead of informal feedback?
a) Allows direct contact with employee and ensures understanding b) The manager can say whatever they want c) Allows the manager to address information with having to see the employee d) The employee doesn’t have to come to work for it
Formal feedback includes some form of direct contact, usually face to face, and allows both parties to talk and focus on a solution to a problem. It also ensures that the information is received.
7. What is a consequence of waiting too long to give feedback?
a) The feedback’s value and purpose is lessened b) The employee feels ignored c) The manager grows angrier d) The manager forgets what they were going to say
If too much time passes before delivering feedback on a situation, the value of the feedback is lessened since the behavior has continued for so long and the purpose of the feedback has become insignificant.
8. Any form of feedback can be used after an incident, as long as what?
a) The manager knows what they are going to say b) The type of feedback effectively resolves the problem c) The employee is made to feel badly d) The type of feedback is identified first
A manager can use any form of feedback, such as formal or informal, when addressing a problem with an employee as long as it does effectively resolve the problem.
9. What event was Susan always late for?
a) Monthly employee reviews b) Team reward meetings c) Office parties d) Weekly employee meetings
Susan consistently showed up to the weekly employee meetings late.
10. What form of feedback did Joseph try first with Susan?
a) Informal b) Constructive c) Formal d) Passive
Joseph first tried using informal feedback with Susan by sending a reminder email about being on time. When this didn’t fix the problem, Joseph used formal feedback, which was having a private discussion.
Activities
During the facilitation of a lesson Worksheet or Handout may be utilized to help present the material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box under Materials Required. The trainer can then utilize the Activities folder for the corresponding material and then provide it to the participants. They are all on separate Word documents, and are easily edited and customized.
Below you will see the Worksheets or Handouts that are utilized during the training of the above lesson. They are located in the Activities folder and can be easily printed and edited for the participants.
Sample Worksheet: Repeated Events and Behaviors
Review each scenario individually. Identify the positive aspect of each situation. Then identify the negative behavior or event that should be addressed. Finally, come up with a solution that can be used to stop it.
• An employee works hard during the day and stays late to finish projects and assignments. However, she is always tardy in the morning when reporting to work.
Positive: ______________________________________________________________________________
Negative: _____________________________________________________________________________
Solution: _____________________________________________________________________________
_____________________________________________________________________________________
• An employee is on several committees and continues to volunteer to work on others. In return, her quality of work has started to drop.
Positive: ______________________________________________________________________________
Negative: _____________________________________________________________________________
Solution: _____________________________________________________________________________
_____________________________________________________________________________________
Additional Notes: ______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sample Worksheet: Breaches in Company Policy
For the following situations, review how each one breaches a company’s policies and procedures. Then identify how to review these policies with the employee.
Problem #1 – Unsatisfactory job performance
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Problem #2 – Discriminatory behavior among coworkers
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Problem #3 – Excessive absences and/or tardiness
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do more topics need to be included? What additional information would you provide at this stage?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sample Worksheet: When Informal Feedback Isn’t Working
Sometimes informal feedback doesn’t get the message to the employee. On this worksheet, review the situation and identify the informal feedback that was taken to resolve it. Assuming the informal feedback did not work; decide what actions should be taken next.
• An employee does not turn in reports on time and does not spell check/edit them. The manager spoke with him at his desk and reminded him to finish work on time and turn in reports after he has reviewed them for errors. However, the behavior continues.
Informal feedback given: ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Possible action: ________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
• An employee continues to wear tops that are too revealing or inappropriate. Her supervisor sent her an email reminding her it was against company policy to wear these types of clothes to work. The employee continues to wear them to work.
Informal feedback given: ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Possible action: ________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Sample Worksheet: Recognizing When to Deliver Feedback
On this worksheet, review the following situations and determine if feedback should be given immediately after the incident or if it should wait until a later time based on the possible effects of employees and coworkers.
Situation 1: An employee turns in a report that has numerous spelling errors.
Immediate or Delayed? _______________________
Why? ________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Situation 2: An employee’s job performance stats are lower than normal. The reports are set to review them again in one week.
Immediate or Delayed? _______________________
Why? ________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Situation 3: An employee comes to work wearing flip-flop sandals, which is against company policy.
Immediate or Delayed? _______________________
Why? ________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Quick Reference Sheets
Below is an example of our Quick reference Sheets. They are used to provide the participants with a quick way to reference the material after the course has been completed. They can be customized by the trainer to provide the material deemed the most important. They are a way the participants can look back and reference the material at a later date.
They are also very useful as a take-away from the workshop when branded. When a participant leaves with a Quick Reference Sheet it provides a great way to promote future business.
Keep Written Records
Example of written records:
• Exchanged emails/notes/memos
• Log of employee behaviors or actions
• Action plan with improvement ideas and strategies
• Signed forms signed by the employee (acknowledgement of feedback, actions plan, etc.)
The Feedback Sandwich
Step to the Feedback Sandwich:
• Prepare and outline what you want to say or address
• Identify the positive and make a compliment
• Present the criticism and facts
• Add another positive statement and encouragement
Follow up with the employee periodically
Try to Avoid “You Messages”
When we’re angry or upset, our self-defense mode normally wants to find blame somewhere else, or on “you”. This is especially common when trying to deliver constructive criticism. Phrases such as “You were late yesterday” or “Your poor attitude is affecting everyone” can appear unprofessional and make it appear as though you are insulting the employee. Instead, focus on how it makes others feel, such as “I felt disappointed when you were late yesterday because we went over some important topics in the meeting” or “Our customers were very
upset when you greeted them in an unfriendly manner.” The employee will begin to see that you are trying to portray how their actions affect others instead of feeling as though you are blaming or attacking him.
Common “You messages” to try to avoid:
• “Your job performance has been lagging lately.”
• “You’ve been late every day for the past week.”
• “Your disruptive behavior is starting to affect your coworkers.”
• “You’ve been slacking off on your duties.”
Delivering Constructive Criticism
www.corporatetrainingmaterials.com © Corporate Training Materials
Certificate of Completion
Every course comes with a Certificate of Completion where the participants can be recognized for completing the course. It provides a record of their attendance and to be recognized for their participation in the workshop.
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Delivering Constructive Criticism
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PowerPoint Sample
Below you will find the PowerPoint sample. The slides are based on and created from the Training Manual. PowerPoint slides are a great tool to use during the facilitation of the material; they help to focus on the important points of information presented during the training.
Full Course Table of Contents
Preface ..............................................................................................................................................5
What is Courseware? ................................................................................................................................ 5
How Do I Customize My Course? .............................................................................................................. 5
Materials Required ................................................................................................................................... 7
Maximizing Your Training Power .............................................................................................................. 7
Module One: Getting Started .............................................................................................................9
Housekeeping Items.................................................................................................................................. 9
The Parking Lot ....................................................................................................................................... 10
Workshop Objectives .............................................................................................................................. 10
Action Plans and Evaluation Forms ........................................................................................................ 11
Module Two: When Should Feedback Occur? ................................................................................... 12
Repeated Events or Behavior .................................................................................................................. 12
Breaches in Company Policy ................................................................................................................... 13
When Informal Feedback Has Not Worked ............................................................................................ 14
Immediately After the Occurrence .......................................................................................................... 15
Case Study ............................................................................................................................................... 16
Module Two: Review Questions .............................................................................................................. 17
Module Three: Preparing and Planning ............................................................................................. 20
Gather Facts on the Issue ....................................................................................................................... 20
Practice Your Tone .................................................................................................................................. 21
Create an Action Plan ............................................................................................................................. 22
Keep Written Records ............................................................................................................................. 23
Case Study ............................................................................................................................................... 24
Module Three: Review Questions ........................................................................................................... 26
Module Four: Choosing a Time and Place .......................................................................................... 29
Check the Ego at the Door ...................................................................................................................... 29
Criticize in Private, Praise in Public ......................................................................................................... 30
It Has to Be Face to Face......................................................................................................................... 31
Create a Safe Atmosphere ...................................................................................................................... 32
Case Study ............................................................................................................................................... 33
Module Four: Review Questions ............................................................................................................. 35
Module Five: During the Session (I) .................................................................................................. 38
The Feedback Sandwich .......................................................................................................................... 38
Monitor Body Language ......................................................................................................................... 39
Check for Understanding ........................................................................................................................ 40
Practice Active Listening ......................................................................................................................... 41
Case Study ............................................................................................................................................... 42
Module Five: Review Questions .............................................................................................................. 44
Module Six: During the Session (II) ................................................................................................... 47
Set Goals ................................................................................................................................................. 47
Be Collaborative ...................................................................................................................................... 48
Ask for a Self-Assessment ....................................................................................................................... 49
Always Keep Emotions in Check .............................................................................................................. 50
Case Study ............................................................................................................................................... 51
Module Six: Review Questions ................................................................................................................ 53
Module Seven: Setting Goals ............................................................................................................ 56
SMART Goals .......................................................................................................................................... 56
The Three P’s ........................................................................................................................................... 58
Ask for Their Input .................................................................................................................................. 59
Be as Specific as Possible ........................................................................................................................ 60
Case Study ............................................................................................................................................... 61
Module Seven: Review Questions ........................................................................................................... 62
Module Eight: Diffusing Anger or Negative Emotions ........................................................................ 65
Choose the Correct Words ...................................................................................................................... 65
Stay on Topic ........................................................................................................................................... 66
Empathize ............................................................................................................................................... 67
Try to Avoid “You Messages” .................................................................................................................. 68
Case Study ............................................................................................................................................... 69
Module Eight: Review Questions ............................................................................................................ 71
Module Nine: What Not to Do .......................................................................................................... 74
Attacking or Blaming .............................................................................................................................. 74
Not Giving Them a Chance to Speak ....................................................................................................... 75
Talking Down .......................................................................................................................................... 76
Becoming Emotional ............................................................................................................................... 77
Case Study ............................................................................................................................................... 78
Module Nine: Review Questions ............................................................................................................. 80
Module Ten: After the Session (I) ..................................................................................................... 83
Set a Follow-Up Meeting ........................................................................................................................ 83
Make Yourself Available ......................................................................................................................... 84
Be Very Specific with the Instructions ..................................................................................................... 85
Provide Support and Resources .............................................................................................................. 86
Case Study ............................................................................................................................................... 87
Module Ten: Review Questions .............................................................................................................. 89
Module Eleven: After the Session (II) ................................................................................................ 92
Focus on the Future ................................................................................................................................ 92
Measuring Results .................................................................................................................................. 93
Was the Action Plan Followed? .............................................................................................................. 94
If Improvement is Not Seen, Then What? ............................................................................................... 95
Case Study ............................................................................................................................................... 96
Module Eleven: Review Questions .......................................................................................................... 98
Module Twelve: Wrapping Up ........................................................................................................ 101
Words from the Wise ............................................................................................................................ 101
Review of Parking Lot ........................................................................................................................... 101
Lessons Learned .................................................................................................................................... 102
Completion of Action Plans and Evaluations ........................................................................................ 102
