Criticize/Correct Without Crushing

Q. I’m a team leader and often have to give critical feedback to team members who aren’t pulling their weight. I’m not a supervisor, but I’m still responsible for facilitating the team’s performance. How do I criticize behavior without creating enemies?

—William B.

A. By acting as a mentor and coach—pointing out the impact that their poor performance has on the team. Actually, team members might even begin to see your feedback as helpful: Getting a negative message from you can be much better than getting it from their bosses, who might create a permanent record of their performance—which can have negative career consequences.

No “Shoulds”

Replace the phrase, “constructive criticism” with “feedback mentoring… coaching… partnering.” Start your comments with “I” (“I’d like to ask that you…” instead of, “You” (“You shouldn’t…”) And think of giving feedback in three steps:

1. Clarify

whether you and the other person had the same performance expectations: “John, my understanding of what the project required was ABC…Was that your understanding too?”

2. Compare

performance with expectations, sharing your impressions of the

work and asking for feedback. “We had agreed that the report would project

sales for all the regions, and the projection isn’t there.”

3. Suggest

a different way to do the task so that the expectations will be met, based

on any lessons learned. “What would you think about going to the district

managers directly, instead of asking sales administration to give you the data?”

Performance discussions can be an uncomfortable, emotional experience, or you can choose your words and style to keep things in perspective. Try to convey the message: "No business situation is worth ruining a working relationship." Here are some specific techniques that will help you maintain that perspective:

1. Make your feedback specific, and related to the behavior.

Good:

“Henry, you’ve been 15 minutes late for the last three mornings. Would you please explain why?”

Bad:

“Henry, you have a poor attitude towards your job.”

2. Plan your timing, either before the event (advice) or after it (feedback.)

Good:

(advice) “Marion, I’d like to review your presentation with you before your speech next week to help really do a great job in front of the group.”

Bad:

(criticism) “Marion, because you’ve had problems speaking in the past, I need to preview the speech you plan on giving next week.”

3. Consider the needs of the person receiving the feedback. Consider what he or she

will get out of the information. Are you “dumping” or genuinely attempting to improve

performance or the relationship?

Good:

“Sue, I know how important it is to you to get the newsletter just right and know you’re under a lot of pressure right now. I’ll help you edit it this time, but I’d like you to take that editing class so you can handle it yourself in the future.”

Bad:

“Sue, you always seem to need help with the newsletter. Don’t you think it’s about time you learned how to edit it yourself?”

4. Focus only on behavior the receiver can do something about.

Good:

“Bill, we’d appreciate your keeping the team informed about the status of the project.”

Bad:

“Bill, why are you so introverted that you avoid other people?”

5. Solicit feedback rather than impose it.

Good:

“Linda, did you say you’d like to learn how to handle your most difficult customers more effectively? I can share some things that have worked for me...”

Bad:

“Linda, I saw the way you handled Mrs. Dawson during the crisis. You really turned him off.”

6. Avoid labels and judgments by describing rather than evaluating behavior.

Good:

“Steve, I’ve given you five chances to attend training programs in the last year and you haven’t enrolled yet. Is there a problem?

Bad:

“Steve, apparently you don’t care about improving your skills—or your career here.”

7. Define the impact on you, the unit, the team, and the company.

Good:

“Betty, when you don’t get your report to me by noon, I can’t get my report to my boss on time. This slows up decisions about resources needed for next month.”

Bad: “Sarah, can’t you ever get your reports to me on time?”

8. Use “I” statements as opposed to “you” statements, to reduce defensiveness.

Good:

“Tim, when you play your radio in the work area, I lose my concentration. Would you mind turning it off during regular work hours?”

Bad:

“Tim, you are inconsiderate of other people when you leave your radio on.”

9. Check to be sure clear communication has occurred.

Good:

“Mary, do you know the importance of recording all my phone messages? Can you explain it to me so I know you understand?”

Bad:

“Mary, I’m sure you got it all, huh?”