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FEEDBACK Emotion Evaluator Worker Managing Emotional Reactions Evaluator Worker Feedback & Emotion Delivering Feedback Evaluating performance & delivering feedback ... – PowerPoint PPT presentation

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  • Emotion
  • Evaluator
  • Worker
  • Managing Emotional Reactions
  • Evaluator
  • Worker

Feedback Emotion
  • Delivering Feedback
  • Evaluating performance delivering feedback may
    seem like a nonaffective task, but there are
    numerous reasons why emotional reactions can
  • Emotions can range from temporary anxiety to
    questioning of self confidence and altering
    evaluations feedback.

Delivering Feedback Some 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
  • 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
  • 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
  • 12. Am I being fair, or could I somehow be
    biased about this worker?

  • The cost of emotions influencing evaluations
  • Evaluations feedback no longer useful for
    development administrative purposes.
  • Will raise issues of fairness.

Ways in which evaluator affect can influence
Evaluator Affect
Worker Performance Behavior Results
Steps for Managing the Possible Influence 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
  • Performance Record
  • Regular documentation of worker performance can
    increase the focus on behavior results
  • Cont.

  • 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
  • Evaluation
  • Holding evaluators accountable for their feedback
    development efforts can make the issue real

Conceptual Framework for Understanding
Influencing Evaluator Affect
  • Focus
  • Relevant Irrelevant
  • Increase
  • Direction
  • Decrease

Clear Criterion Common Standards Perf. Record Bias Error
Deficient Voice System Self Awareness Evaluation
Receiving Feedback
  • Receiving feedback isnt necessarily a
    nonaffective task - a variety of emotional
    reactions are possible.
  • Examples of Emotional Reactions
  • to Feedback
  • Surprise - The feedback was better than you
  • 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 Reactions to
Performance Feedback
  • Evaluator Perspective
  • The 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 person
  • Cont.

  • 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 Perspective
  • While some things can should be done by the
    evaluator to manage the possibility of an
    emotional reaction, the emotions are, in the end,
    the workers.
  • 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.
  • Dont 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
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