feedback by qingyunliuliu


									MM 540 Giving Effect Feedback – Summer Term 2010

Instructor: Jan Jacobs, Psy.D.
Phone: 488-2262
Office hours by appointment

Course Overview

The ability to give feedback in such a way that the receiver is able to hear it and benefit from it is
essential for management and business success. This course will provide the opportunity for
students to clearly identify feedback-related challenges and develop tools to overcome those
challenges. Learning will be primarily experiential. Course work includes selected readings, a
variety of writing assignments, discussion, small and large group exercises, and extensive role

Course Objectives

The overall objective of this course is quite simply to enhance your ability to give feedback
effectively. More specifically you will:

   Raise your awareness of your verbal and non-verbal communication style when giving
   Clarify what you think is important about the feedback process.
   Identify the specific aspects of providing feedback that are difficult or problematic for you as
   a first step toward resolving those difficulties.
   Expand your listening skills.
   Experience multiple opportunities to practice giving feedback.
   Create a Feedback Development Plan to continue to improve the effectiveness of the
   feedback you provide.

Class Format

The course will meet five times, from June 21st through July 26th. Blackboard will be used to
submit assignments, and feedback will be given, in Word files. One assignment will utilize the
Blackboard Discussion function extensively.
Required Reading

The following six articles from Harvard Management Update are available in PDF form on
Blackboard. One of your written assignments pertains to these articles.
“Communicating Strategically with Direct Reports,” Ross, J. A. October, 2006. Vol. 11, No. 10,
pp. 7-8.
“A CEO’s Six Steps to Effective Feedback,” Bielaszka-DuVernay, C. August, 2007. Vol. 12, No.
8, pp. 1-3.
“Feedback that Works,” Phoel, C.M. September, 2006. Vol. 11, No. 9, pp. 9-10.
“Telling the Hard Truth about Poor Performance,” Johnson, L.K. July, 2006. Vol. 11, No. 7, pp.8-
“Alternatives to Performance Reviews.” [No author cited.] June, 2006. Vol. 11, No. 6, pp. 10-11.
“Take the Lead at Your Next Review,” Herrin, A. April 2008. Vol. 13, No. 4, pp. 8-9.

Recommended Reading
These paperbacks are short and useful as resources or reminders. They’re available used on
Amazon or and probably other sites as well.
Giving Feedback: Expert Solutions to Everyday Problems. 2006, Harvard Business School
Maurer, Rick. Feedback Toolkit: 16 Tools for Better Communication in the Workplace. 1994,
Productivity Press.


This course is highly experiential and has only five meetings. You must be present for all fifteen
hours of class in order to obtain credit for this course. Classes will begin on time. Please plan to
arrive a few minutes early.


There are five written assignments, one of which incorporates the Blackboard Discussion Board,
and one of which is based on the final in-class role-play exercise which will be conducted during
our fourth class session. The first three assignments are described below. The final two
assignments will be forthcoming on Blackboard. Assignments will be evaluated based on how
thoughtfully and thoroughly students address all aspects of the assignments.

1. Reflection and Goal Setting
   Due: June 28, 2010

Giving Effective Feedback                                                                    Page 2
   Answer the following questions in detail. Please use spell check and grammar review
   programs before submitting your assignment. Submit your essay as a Word file on the
   course Blackboard site. 6-8 pages double-spaced.

   A. What are three situations/scenarios/contexts involving giving feedback that you find most
      challenging? Be as specific as possible. To the best of your understanding, what is it
      about these situations that makes them challenging for you?

   B. Identify a situation in which you find giving feedback to be quite comfortable. What are
      the differences between this situation and the challenging ones?

   C. How do you receive positive feedback? How do you receive negative feedback or
      constructive criticism? What goes through your head? What happens in your body?
      What emotions do you experience? (Please be honest with yourself. Receiving feedback
      can be difficult for many of us.) How do you perceive feedback? What is its purpose?

   D. Identify three goals you have for this class. How will you know you’ve met them?

2. Response to the Assigned Reading
   Due: June, 30 2010

   This is a single assignment encompassing all of the reading. Please use spell check and
   grammar review programs before submitting your assignment. Submit your essay as a Word
   file in the course Blackboard site. 4-7 pages double spaced.

   A. For each of the assigned articles, briefly identify what you gleaned that was of value to
      you, what you disagree with and why, and if you found nothing of value, explain why. Do
      not summarize the article.
   B. Think about your experience of performance reviews (both giving and receiving them).
      When have they been most productive? Are there ways in which you would redesign the
      performance review process at your workplace to make it more productive? What would
      you change and why?
   C. Post two or more of your reactions to or opinions about the articles on the Discussion
      Board, and respond to at least two other posts.

3. Self-Observation Journal
   Due: July 26, 2010

   Starting on 6/21, or before, begin to notice when you give feedback. This may be at work or
   at home, to friends, kids, colleagues, strangers, direct reports, supervisors, whoever. Try to
   take note of the 1) context, 2) your comfort level, 3) how effective you think you were and
   why, and 4) anything else that comes to mind. Document these observations in journal form.
   When you participate in exercises in class, make a journal entry about your experiences.
   You should submit at least 15 journal entries, including those pertaining to class exercises.

Giving Effective Feedback                                                                 Page 3
                                                       % of
Activity                                               Grade       Grade Scale

Reflection and Goal Setting                              14        93-100%     A

                                                                    90-92      A-

Response to Assigned Reading                             14         87-89      B+

                                                                    83-86      B

Self-Observation Journal                                 14         80-82      B-

                                                                    77-79      C+

Write-up of Final Class Exercise                         29         73-76      C

                                                                    70-72      C-

Effective Feedback Development Plan                      29         67-69      D+

                                                        100         63-66      D
                                                                    60-62      D-

                                                                 59 &          F

Academic Honesty
Students are expected to maintain academic integrity and honesty in completion of all work for
this class. No form of plagiarism will be tolerated. With the exception of in-class exercises, all
assignments are to be completed individually. Peer or colleague review and feedback are
acceptable (and often desirable), but the work needs to remain your own.

Disability Assistance

If you are in need of academic support because of a documented disability (whether it is
psychiatric, learning, mobility, health-related, or sensory), you may be eligible for academic
accommodations through disability services for students. Contact Disability Services for Students at
552-6213, or schedule an appointment in person at the ACCESS Center, Stevenson Union.

Giving Effective Feedback                                                                   Page 4

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