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The skills you'll need to evolve from feedback to feedforward

Jason Lauritsen

Management trainer

“I have some feedback for you.”

No other sentence evokes such universal dread at work. Most of us have a pretty rocky relationship with feedback. And can you blame us?

So much of the feedback we’ve received in the past has felt like a surprise attack. It’s typically vague, often poorly delivered and frequently isn’t shared until long after it would have been helpful to know.

If you don’t like feedback, it’s okay to admit it. You aren’t alone.

The experience of receiving feedback often leaves us feeling defeated, defensive or angry. And that’s problematic because none of those emotions support learning or growth — which is the point of feedback in the first place.

Our relationship with feedback is the Achilles heel of management. As a manager, if you can’t master feedback in a way that fosters learning and growth for your people, you (and your teams) will always fall short of realizing your full potential.

The fundamental flaw in feedback

To perfect feedback, we must first recognize the most fundamental flaw of feedback is that it’s almost exclusively focused on critique and criticism of past performance.

That’s a problem because we can’t change past performance. It’s history. Simply knowing what I did wrong (or right) in the past does nothing to guarantee my future performance or behavior will change for the better.

To improve in the future, we need information that informs and empowers us to change our behaviors and actions. Instead of criticism or critique, we need advice, suggestions and instruction.

This is typically what we call coaching.

Good coaches know that to improve, you need both motivation and know-how. Traditional feedback frequently provides neither. Criticism and critique don’t always translate to know-how, and they often kill the motivation to try.

A different approach to feedback

This coaching approach feels very different from feedback. So different that some, including the legendary executive coach and author Marshall Goldsmith, have given it another name.

They call it “feedforward” to remind us that the purpose is motivating improved future performance.

Feedforward offers managers and teams the opportunity to avoid the unnecessary angst around feedback and replace it with the opportunity to accelerate learning and performance.

Using the feedforward approach at work is reasonably simple. When feedback is required, instead of focusing the conversation on an evaluation or critique of past performance, put the emphasis on sharing suggestions and guidance for how to get a better result in the future.

Often it can be as simple as asking a different question. A feedback question requires an evaluation of what has already happened. An example might be, “What could Jason have done differently to improve his presentation?” The question involves criticism of things that cannot be changed.

A feedforward question instead inquires about ideas and suggestions for growth and improvement. For example, “What two suggestions do you have for how Jason could improve his presentations in the future?” This question will yield some actionable insights that can be applied to future presentations.

Do you notice the difference? One focused on critique, the other on improvement. It’s a subtle but powerful difference — particularly for the person on the receiving end.

How to implement feedforward

Introducing feedforward into your organization is both a mindset and culture change. Thankfully, it’s a change most people will welcome, given our rocky relationship with feedback.

Feedforward requires an intentional focus both on training managers to use this new approach and integrating it into the systems you use to solicit feedback. Below are a few tips for how (and where) to start.

1) Train managers to think like coaches

The real power of feedforward comes when managers start to think like coaches, recognizing that their job is to improve future performance, not criticize the past.

I once coached youth sports with a coach whose favorite saying was, “next play.” It was his way of reminding the player (and himself) that you can’t do anything to change what just happened. The only thing you can change is what happens next.

Offering managers training in the tactics of feedforward (like asking future-focused questions) and how to think more like a coach is a vital first step to introducing feedforward.

2) Use feedforward questions in your feedback processes

There are a variety of feedback processes we use within any organization. Performance reviews, peer-to-peer feedback, 360-degree assessments, project debriefs and even some recognition systems are all feedback systems.

In any of these systems, review the questions and prompts being used through the lens of feedback versus feedforward. You will find that most of these tools are oriented toward an evaluation of past performance rather than fueling the learning that supports future improvement.

Instead, ask about ideas and suggestions for how to improve in the future. And since we aren’t being critical, there’s no reason not to ask people to put their names to their feedback. That way, the individual on the receiving end can follow up for more detail.

3) Don’t confuse performance measurement with feedback and feedforward

You might be reading all of this feedforward stuff and thinking, “So are we supposed to just ignore when someone isn’t performing and not talk about it?” This raises another common issue with feedback.

The purpose of feedback is to support learning and growth. It shouldn’t be seen or used as a tool for measuring performance.

The first step of performance measurement is creating crystal clear expectations for all aspects of how an employee’s performance will be measured and evaluated. If done correctly, then the conversation about whether someone is performing at expectations is pretty straightforward.

With good performance measurement processes in place, feedback (and feedforward) processes use that information as a foundation. It helps shape where and what kind of questions or information you might be seeking. It informs where an employee might need or want to accelerate their growth and skills.

What often happens, unfortunately, is that performance expectations aren’t established in the first place. So, then critical “feedback” is offered as a form of performance measurement. And since these measurements are often tied to pay increases, the stakes are high, which amplifies all of the other problems with feedback.

Feedforward works

Once you start understanding the feedforward approach, you’ll see it being used in many places where growth and learning are the priority: parenting, teaching, coaching and more. You just won’t see it very often at work. You can change that.

The beauty of this approach is that while it might be a big project to shift the entire organization to this approach, you can start applying it and teaching it right away. And it will have a positive impact the very first time you use it.

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Taking A Company-Wide Approach to Learning & Development

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Taking A Company-Wide Approach to Learning & Development

There’s a lot of coordination that goes into a company’s learning and development programming, from identifying skills gaps and creating engaging content to scaling initiatives company-wide. And because there’s so much complex planning involved, organizations can sometimes get caught up in the details, and overlook how L&D fits into broader organizational goals. A recent survey—titled "The Revolution is Now: New-Skill Your Workforce to Catalyze Change"—from Cornerstone People Research Lab (CPRL) and the Human Capital Institute (HCI) found that only 55% of organizations believe their L&D programs are well-aligned with their company’s overarching strategy. But CPRL and HCI’s survey reveals two logical ways to overcome this challenge. First, there’s a need for L&D executives to participate in strategic conversations around organizational goals to ensure that L&D planning aligns with broader business plans. And second, it’s important to share responsibility for learning effectiveness. If facilitating continuous learning is a part of everyone’s role, it becomes easier to integrate it organization-wide. Promote Cross-Departmental Collaboration and Responsibility To better align L&D efforts with overarching business goals, learning executives have to participate in strategic conversations about organizational direction. For instance, when business leaders gather to discuss goals and KPIs for the coming year or quarter, HR and L&D leaders should be involved in those conversations. And the opposite is also true: Business leaders need to help direct the learning outcomes framed against those goals. According to the "Revolution is Now: New-Skill Your Workforce to Catalyze Change" survey from CPRL and HCI, only about half (51%) of learning leaders report being involved in these discussions. During these business planning discussions, it’s important to establish accountability, especially among people managers. CPRL and HCI found 67% of people managers report being involved in the creation of content, but only 47% are involved in the accountability for the results. By holding more people accountable to the success of L&D programs, it can be easier for a company to spot pitfalls or opportunities for improvement. It creates shared goals for measuring effectiveness, and establishes a process for making changes. For example, by getting people managers involved in L&D initiatives, L&D leaders can work with them to get a better understanding of a specific team’s skill gaps or what reskilling or new skilling solutions will work best for them. All leaders in an organization, in fact, should be eager to participate and own their team’s newskilling, reskilling or upskilling efforts. Ask a people manager in the IT department to reiterate the importance of learning to their team, and track the amount of time their employees spend on learning content. This approach will not only create a shared commitment to continuous learning, but can also help leaders outside of L&D and HR get a better idea of what content or formats work best for their teams and recommend adjustments accordingly. Continuous Learning Is Everyone’s Responsibility Aligning overarching business plans and strategy with learning and development efforts can improve each’s efficacy. The more cross-departmental collaboration that exists, the more information that HR and L&D leaders have about their workforce and its needs, strengths and weaknesses. And with more accountability, all stakeholders in an organization can become more involved in ensuring the successful partnership between L&D and a company’s overall strategy. To learn more about the findings from Cornerstone’s "The Revolution is Now: New-Skill Your Workforce to Catalyze Change" survey and its recommendations for using cross-departmental collaboration and accountability to help with L&D efforts, click here to download and read the full report.

Why supporting neurodiversity is essential for any successful workforce today

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Why supporting neurodiversity is essential for any successful workforce today

When we think of diversity in the workforce, we typically think of it along the lines of race, religion, sexual orientation or gender. But focusing only on those four is its own sort of constraint. To truly create a successful and diverse workplace, you need to ensure you're also embracing neurodiversity too. Understanding neurodiversity In the late 1990s, a single mother in Australia named Judy Singer began studying Disability Studies at University of Technology Sydney. Her daughter had recently been diagnosed with what was then known as “Asperger’s Syndrome,” a form of autism spectrum disorder. As she read more and more about autism as part of her studies, Singer also suspected that her mother, and she herself, may have had some form of autism spectrum disorder. Singer describes crying as she realized that her mother, with whom she'd had a tumultuous relationship throughout her childhood, wasn’t purposefully cold or neurotic as she had thought. She just had a different kind of mind. In her honors thesis, Singer coined the term “neurodiversity.” For Singer, people with neurological differences like autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), or dyslexia were a social class of their own and should be treated as such. If we are going to embrace diversity of race, gender, religion, sexuality, etc., then we must embrace a diversity of the mind. The following video is an excerpt from the "Neurodiversity" Grovo program, which is available in the Cornerstone Content Anytime Professional Skills subscription. Neurodiversity in today's workplace Recently, neurodiversity has become a trendy term in diversity, equity, inclusion, and belonging spaces. And many organizations are working to hire more neurodivergent people, as well as give them opportunities to thrive at work. That’s why, at Cornerstone, we recently produced a series of lessons on neurodiversity. If your organization hasn’t prioritized neurodiverse inclusion yet, here are some reasons why it both supports your people and organization. 1) Neurodivergent people are underemployed Neurodivergent people, especially people with autism, are widely under-employed, regardless of their competence. In the United States, 85% of college graduates with autism are unemployed. According to a 2006 study, individuals with ADHD have higher rates of unemployment than individuals without. However, there is no evidence that neurodivergent people are less competent or less intelligent than neurotypical people. Organizations are missing out on talented people. 2) Neurodivergent people are more common than you may think Neurodiversity manifests in many different ways. It can encompass autism spectrum disorder, ADHD, dyslexia, dyspraxia, dyscalculia, Tourette syndrome, and many other conditions. And as scientists have learned more about what makes someone neurodivergent, they're identifying more and more people. According to the World Health Organization, 1 in 160 children have some form of autism spectrum disorder. The Centers for Disease Control and Prevention estimate that 1 in every 162 children have Tourette Syndrome, and roughly 8 percent of children under 18 have attention deficit hyperactivity disorder, or ADHD. And that's just children. How many adults, like Judy Singer's mother, have struggled their whole lives without a diagnosis? People who are neurodivergent are everywhere. Diverse organizations are stronger Diverse organizations and teams not only have better financial returns than less-diverse ones, but they also perform better. Having the different perspectives presented by people who are neurodivergent can help your team solve more difficult problems. Different perspectives and different ways of thinking lead to creativity and innovation.

Why Selecting a Leadership Development Program Is Way Too Complicated

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Why Selecting a Leadership Development Program Is Way Too Complicated

Many organizations face a leadership gap and cannot find the talent needed to grow. We could blame the retiring baby boomer phenomenon, the free agent nation, or the lack of investment made in developing leaders. But since blame is a lazy man’s wage, I will not entertain that debate because there are too many options out there for developing leaders. There are many leadership development programs in the market. In minutes, with a simple Internet search or over coffee with your head of human resources, you can discover myriad high-quality leadership development programs that you could use in your organization to develop leaders. The problem is not finding a good program, but in choosing one. Answer the Right Questions So how does one choose? The problem we face in evaluating leadership development programs is that we get caught up in evaluating the content rather than asking a simple question, "What do we want our leaders to be able to do?" Each organization is unique in how it answers this question. And that is where the secret lies. If an organization can select a program that matches the answer to the question above, the selected program will likely be the right one. After all, each leadership development program is very good in some way. It is not so important which one you select. It is important that you use the one you select. In other words, the key is to not let it become another un-opened binder on the bookshelves of your management team. Be An Effective Leader Let me give you an example: If an organization’s answer to the question above is, "We want our leaders to be proactive and focused on the things that drive results," your choices are narrowed down to only a few programs that would deliver on that answer. And if I had to pick one program that would deliver on that answer, without hesitation, I would choose, "The Effective Executive" by Peter F. Drucker. It is a classic, and all five of the behaviors of effective executives taught in the book remain vital skills that any leader should practice if he or she wants to be effective in his or her organization. In the book, Drucker teaches that effective executives: Know where their time goes Focus on contribution and results Build on strengths Concentrate on first things first Make effective decisions This is not a book review or a plug for "The Effective Executive," though I do believe if you had to choose one set of skills to teach your leadership, it would be the five from Drucker’s book. This is a challenge for every organization to simplify the selection of leadership development programs, and ask, "What do we want our leaders to be able to do?" Answering this question clearly will help you choose the right program. After all, many programs are excellent. The secret to success is not in which program you choose, but that you get people to apply the program you choose. Photo: Can Stock

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