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Workshop outcomes, participants will:
RACMA Partnering for Performance 2010
Understand benefits of appropriate performance management
Understand the process of feedbackHave increased confidence about giving and
receiving feedback
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Program outline
RACMA Partnering for Performance 2010
Session One: Introduction Session Two: Providing Practical FeedbackSession Three: Documentation of the
feedback processSession Four: Review and development of
action plans
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INTRODUCTIONS CONCERNS ABOUT THE PROCESS
RACMA Partnering for Performance 2010
Session OneWhat is Performance
Management ?4
Implementation
RACMA Partnering for Performance 2010
Write down 4 concerns you have regarding the performance management process for doctors on 4 post it notes
Discuss and categorise them with your group
Are there any recurring themes?
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PRINCIPLES OF FEEDBACKPURPOSE OF FEEDBACK
PRACTICAL FEEDBACK TECHNIQUESFEEDBACK CONVERSATIONS
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Session Two: Providing practical feedback
Experiences of feedback
Reflect on your experiences both in giving feedback and receiving feedback in your professional role:
What have you learnt about: Defining what feedback is Principles of effective feedback The purpose of feedback Effective and practical feedback techniques- what
works and what doesn’t Documentation of feedback
Discuss these and document in your group
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What is feedback?
Letting someone know on a timely and ongoing basis how they are performing,
Includes both positive and negative observations
This feedback should be given independent of any formal performance review process
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Why give feedback?
People often do not know how well they are doing
People assume that they are doing a good job if no- one tells them differently They may be outstanding at what they do and should be
encouraged to continue in this way and teach others They may be sub-standard and not realise they need to
improve their performance
Managers need to make effective feedback a normal part of their work with others so as to continuously improve standards of care and service delivery
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Principles of giving effective feedback
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Should be given uninterrupted time to do wellShould be given in relation to a specific goal or
actionAvoid judgemental languageBe direct and clearConsider the needs of both the giver and receiverNeed to plan how to give effective feedbackShould be aimed at enhancing performance- Cover
both things that are being done well and those that may need improvement
Encourage feedback from others
Principles of receiving feedback
Actively ask for feedback in specific areas or your workListen to the feedback and clarify you have understoodTry not to react defensively to negative feedback or be
ungracious with positive feedback – impacts on the giver in being able to honestly do this in the future
Focus on your behaviour and its impact rather than on detailed explanations
Remember that feedback is that person’s perception rather than a universal truth ( if a lot of people feed back the same thing- then it may be a universal truth!)
Show appreciation for the feedbackIndicate what you will do to change
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Purpose of Feedback
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Feedback is of no value unless the person receiving the feedback perceives it as appropriate and is prepared to change their behaviour as a result But - being prepared to change behaviour is not enough The next step is actually making the change
In addition, feedback should also be positive where deserved The aim of this is to reinforce and maintain acceptable
behaviour and to enhance motivationResearch has shown that developing a moderate strength
into a significant strength is often of more value than fixing the negatives
Feedback is often seen as a threat
Why is feedback threatening?For the person fed back to:
No- one likes to be considered incompetent- especially doctors who have always been at the upper echelons of intelligence
People are not good at receiving negative feedback- get defensive, blame the messenger for negative feedback
Do not know how to be gracious about positive feedback
For the person feeding back Feedback is seen by many as “unnatural” especially at peer
level Many people feel they do not have the skills to give
effective feedback
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Using feedback to enhance competence
Everyone likes to feel they do everything wellHowever none of us is expert at everythingWe are all better at some things than others and
this is related to many factors such as natural ability, opportunity to learn and enhance skills, personal interests, career path etc
Effective feedback- whether aimed at praising superior skills or focusing on areas for improvement- provides an opportunity for doing our work better and contributing to enhanced patient care and service delivery
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Feedback conversations
Two types of feedback conversations Occur as a result of a specific event Form part of a regular formal performance
conversation
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Feedback conversations
Read through the case study and make notes on how you would approach this conversation
Discuss in your group and come to a consensus approach
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Feedback techniques
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Positive feedback Indicate what the person did – specifically Tell them that you liked what they did
E.g. “That meeting was so well run. We got all of the
outcomes we planned and more! Thanks you did a great job.”
“I can’t believe how well you managed that difficult complaint. It was obvious the patient and their family went away feeling they had been heard. I really appreciate your efforts and would like you to get involved in teaching others your techniques.”
Practical Feedback Techniques
RACMA Partnering for Performance 2010
Negative feedback Don’t do in the heat of the moment, work out an
approach and do in private and face to face Do in a timely manner- close to the event Agree the facts Be specific about the behaviour that needs to be
addressed and why this is so Allow the other party to explain and listen to their
point of view Come to an agreement about what needs to be
improved End on a positive note
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Feedback conversations
RACMA Partnering for Performance 2010
Prepare for the conversation ( both parties involved) Time/ location/ what to say/ how to say it/ examples to be
provided/ relationship to organisational goals etc
Ensure positives are coveredLook to the future when discussing areas for
improvement Focus on the partnership between the parties
aimed at providing better care and service deliveryDocument appropriately
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Emotional Intelligence and Feedback
EQ is the key to both giving and receiving feedbackThose who are good at both had a clear insight
(Self Awareness) into themselves and demonstrate: Integrity and honesty (Self Management ) Consideration and concern for others ( Social Awareness) Valuing differences between people (Relationship
Management ) Development of others (Relationship Management ) Optimism (Self Management ) Willingness to set stretch goals (Self Management ) Listening (Social Awareness)
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DEVELOPMENT OF DATA FOR GOALS AND POSITION DESCRIPTIONS
PERFORMANCE TEMPLATESPRINCIPLES AND PURPOSE OF DOCUMENTATION
Session Three: Documenting the feedback
process
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Examples of data in performance review
Goal 1. Prepare written documentation for a common procedure and
assess with patients and families2. Attend a course in communication to improve working
relationships with referring practitioners3. Gain an understanding of the expectations of colleagues
who refer patients with a view to contributing to a superlative service
Data for assessment1. Document prepared/ survey of patients and families with
changes to document2. Course attended and review of referring practitioners
demonstrates improvement3. Survey or referrers with action taken on improvements
required
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Using data for performance assessment
Position description criteria:1. Functions as an integral member of the health services
team2. Contributes to improvement in clinical practice in the
unit3. Documents appropriately in the patient record
Assessment criteria examples1. Attends at least 80% of team meetings/ clear contributor
to team meetings2. Develops improved processes for effective functioning of
the unit3. Audit of patient record demonstrates over 80%
compliance with criteria
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Using data for performance assessment
Assess the provided goals and position descriptions and develop possible data sets that would aid in assessment
Work with your group to develop an agreed data set and a means of data collection
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Documentation of Conversations
Analyse the feedback form provided against the position description How well does it reflect the PD? How useful would this be for assessing this
position? How practical would it be in a real- life
situation? What improvements could be made to the
template? How would an informal review be documented?
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REVIEW OF CONCERNSDEVELOPMENT OF ACTIONS
Session Four: Review and Action plans
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