Transcript 360 degree feedback sample briefing

360 Degree Feedback
via orbitPLUS
This is an illustrative briefing pack for groups about to
participate in 360 degree feedback project using
TPMG’s orbitPLUS. Clients are invited to customize this
for their own briefings. It may include options that as a
client you will not be using but are included here for
completeness.
There is a separate file for HR and system managers,
which covers progress and management reports
It is structured in 5 parts:
•Why 360?
•How to give feedback
•Using orbitPLUS to give feedback
•How your feedback appears in 360 results
•Final thoughts
360 – the benefits
• a fuller and more accurate picture of the individual’s
performance “in the round”
• improved or changed behaviours/performance in the
light of the feedback
• better communication
• increased recognition (by individuals and the
organization generally) of the significance of
“relationship” skills – moving towards greater trust and
openness
• contribution to a culture shift (usually prompted by the
top team initiating a feedback process for themselves)
Why 360 Feedback?
• improving performance begins with self-awareness
• 360 is a powerful tool in raising an individual’s awareness of their
strengths and weaknesses and their impact on others – reinforces
strengths – builds self esteem
• it prompts questions such as: do I continue doing this, stop doing
this, try new ways
• it’s the best way to see the individual’s full contribution and their
development needs
• feedback may be “perceptions” but perceptions matter - they
influence how colleagues behave towards the individual, e.g.
– if someone is generally seen not to listen and not to act on
ideas from colleagues, it is likely that those ideas will dry up or
be channelled elsewhere
Perception matters!
• perceptions are real because their
consequences are real
• we are viewed
– not by what we are, but by how people
perceive us to be
– not by what we say, but by what people hear
– not by what we do, but how we appear to do it
360 – criticisms and sources of
difficulty
•
•
•
•
•
individuals and reviewers are not properly prepared to give and receive
feedback
the feedback instrument is not (or is not perceived to be) relevant or valid
the organization has not prepared itself to support or follow through on
the results of the feedback i.e. a demanding process for no gain or worse
the culture of the organization does not allow (or actively discourages)
honest feedback
the administrative burden of the process becomes too heavy (with many
people seemingly spending many hours completing feedback forms, e.g
at weekends or at other “personal” times)
But…the overwhelming evidence is that most people in most
organizations find the exercise beneficial and in many cases hugely
so!
Tips for giving feedback
 Start with the positive: “I really appreciate how you make time to
listen to staff concerns”
 Be specific - “the way you handled that situation was really helpful”
 Focus on behaviour which can be changed: “it would help me if
you gave me a one page summary of your reports, with key
recommendations and actions”
 Offer alternatives: “it might have helped to put X at her ease if you
had spoken to her first before the team meeting”
 Describe rather than judge or evaluate (“you often appear to get to
a conclusion, before I have fully described my proposal” not “you are
a poor listener”)
 Own the feedback : “It seems to me that ...” is less judgemental
about a person than “You are...” and recognise what the feedback
says about you
Critical feedback: from useless to useful




“The man’s a fool.”
 useless - about as useless as “another good year – well done!”
“Could not organize a party in a brewery”
 nearly useless - not specific but gives a clue of sorts
“Hardly ever tells us what he is really trying to achieve and why. When
he calls a meeting he is vague about when and where and why. When
we meet he does most of the talking and ignores half the team. He does
not check that everyone knows what we are going to do next. And he
hardly ever thanks anyone for what they have achieved or contributed”
 useful - highly critical and not pleasant to receive, but specific, descriptive
and points clearly to what should be changed. on the more positive side
OR on the positive side:
“He seems to sense very early what needs to change, then consults
with people individually before pulling the team together. By that time
we are mostly thinking along similar lines and have had to time to
contribute to the meeting properly. You come away feeling you have
added something and have been recognized for the role you have
played.”
Tips for receiving feedback
 Listen to the feedback rather than reacting, rejecting or disputing it.
 Clarify if necessary
 Sound out others - they may see things differently, but remember
that others’ perceptions are, in this context, important data about you
 Ask for the feedback you need, which is not always volunteered. If
it is not specific or very helpful, say so
 Decide how you will use the feedback - don’t waste it, others
have spent their time and energy trying to help you
 Thank people for their feedback - it is often a good idea to share
with them what you have drawn from the experience and what
changes you intend to take
The rules for 360o feedback – in
each case (EXAMPLE)
 the purpose here is to support personal development only – it is not part of
annual appraisal.
 the data is owned by the individual not the Personnel department.
 the subject will see the results first with a coach. The results will then be shared
with the line manager.
 the Personnel department will look for overall trends but will not use in individual
cases (e.g. promotion, references etc.).
 each subject will ask for a minimum of 8 respondents, in addition to their line
manager. The subject is asked to do a self assessment.
 if you feel you cannot contribute any useful feedback – feel free to decline
 it is anonymous, but…
 the more specific and helpful you are in your comments, the easier it will be
for the subject to guess who said what – use your judgement. What you say
is what they will see.
 subjects are told they must not go around trying to find out who said what.
 do not make malicious or potentially libellous comments – they will be stopped
and investigated.
The 360o feedback process:
sample summary
 You will receive an email inviting feedback. It will be headed:
 Acme 360 degree feedback – PLEASE DO NOT DELETE
 Open the e-mail and click the link to the feedback form.
 Be ready with the user name and password to access the system.
 Save the form regularly (every 5 minutes) to avoid loss of any material. Click the
Save button.
 You can leave and return to the form when it suits, but make sure you do NOT
delete the email – this contains the necessary link and password.
 When you have answered all the questions click Complete and return.
 This will check that you have not missed any questions. If you have you will be
shown a list of those questions and asked to complete them, if only with Don’t
Know.
 There are text boxes available for each section. Please use these for specific
examples and feedback.
 The deadline for completion is <DATE> and you will receive reminders if you
have not fully completed the form.
 If you have any difficulties call TPMG on 07963 303169
 Thank you very much for your participation
Feedback Form: top
Feedback Form:
main body – with
Save options at each
section
Feedback Form:
summary comments –
Complete and return
when form ready for
return.
Feedback Form:
has been saved and
now In progress and
awaiting completion
Feedback Form:
user has clicked
Complete and return.
This reveals a list of
unanswered questions
and the user is
prompted to address
them. Each item is a
link to the relevant part
of the form.
Feedback Form: now complete,
all questions answered,
Complete and return has been
clicked.
Results: summary chart
showing scores at cluster level
as chart and table.
Results: top 5 and bottom 5 items
for the individual, according to
average scores from respondents.
Results:
list of significant differences
between Self and Line Manager’s
perceptions;
and
list of significant differences
between Importance &
Performance.
Results: summary
chart showing gaps
between Importance
and Performances at
cluster level as chart
and table.
Results: comparing the
individual’s scores with the range
of scores from others in the
group.
Results: detailed results at
statement level.
Results: detailed results at
statement level.
Comments for each Competency
shown at end of section. May
show some merger of comments
from small respondent groups.
Results: final comments
– grouped by
respondent category.
Results: final comments
– grouped by
respondent category.
Results: List of people
invited to give feedback
Briefing: final thoughts
• The feedback questionnaire is there to help & guide you, not
control you – use it to say what you think is important and useful
• Think about the 2 or 3 key messages that you want to convey –
use the tool to do it
• What you say is what they’ll see!
• Save regularly – every 5 minutes
• System live on DATE – deadline DATE
• (As appropriate in each project) It’s NOT an appraisal – it’s not
part of the subject’s “Personnel Record”
• Call us if any problem on:
– 07963 303169