Improving

Feedback with
Neuroscience

CEB Learning & Development Leadership Council

A Framework for Member Conversations
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management. When we bring leaders together, it is crucial that our discussions neither restrict competition nor improperly share inside information. All other conversations are
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CEB is not able to guarantee the accuracy of the information or analysis contained in these materials. Furthermore, CEB is not engaged in rendering legal, accounting, or any other
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its sources, or b) reliance upon any recommendation made by CEB.
 F e e d b a c k ha s a
signifi cant i m p a c t o n F E E D B A C K CRITICAL, BUT F E W EMPLOYEES A R E
e m p l o ye e per fo rmance,
h owever e m p l o ye e RECEPTIVE
recepti vit y to fe e d b a c k
is low. Less Than Half of Employees Seriously Consider the
Maximum Impact of Feedback on Performance
Feedback They Receive
∆ = 12%
■ Informal feedback can
improve performance by
up to 12%.
46%
■ However, less than half of of Employees Agree or
Strongly Agree That They
employees consider and act on Seriously Consider
the feedback that they receive. the Constructive
Feedback
They Receive

n = 23,339. n = 13,617.
Source: C E B 2012 High Performance Survey. Source: C E B 2011 Work Environment Survey.

“We have spent a lot of time over the past few years trying to encourage feedback and improving the quality of feedback
employees get from their managers and peers. But managers tell us that their employees don’t listen to feedback or take it
seriously, which is very frustrating for them.”

Head of L&D
Technology Industry

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 Th ree ne uro lo gical
ba rriers prevent
B A R R I E R S P R E V E N T E M P L O Y E E S F R O M E F F E C T I V E LY
e m p l o ye e s fro m
eff ecti vely receiving
RECEIVING A N D PROCESSING F E E D B A C K
a n d p r o c e ss i n g
fee d b a c k . Manager Perception of Feedback Given to Employees

In one ear... ...and out the other.

Source: C E B analysis.

Reality of Three Feedback Barriers

A P P L I CBAAT RI OR N
I E BR A1R R I E R BARRIER 2
Threat Response Cognitive Dissonance
Negative emotions and experiences Conflicting information

BARRIER 3
Attention Density
Amount of attention
Source: C E B analysis.

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 F e e d b a c k ca n t r ig ge r
a threat r esp o n se fro m
B A R R I E R 1: T H R E AT R E S P O N S E
emp loyees, w h ic h impairs
their co gn i ti ve reason ing.

Barrier
T hreat Re s po ns e : When the brain recognizes a stimulus as leading to negative emotions
or experiences, the brain will disengage from the experience, shutting down resources
available to the pre-frontal cortex.

?
W h at It Means for Yo ur E m p l o y e e s
Receiving negative feedback can impair employees’ cognitive reasoning, leaving them less
able to process the feedback and more likely to make mistakes.

H o w Yo u C a n H e l p E m p l o y e e s O v e rc o m e the Barrier
Use the S C A R F model to decrease threat response.
■ Status—Make people feel valued and appreciated
■ Certainty—Make people feel sure of themselves and what they know
■ Autonomy—Give people responsibility and ownership of their actions
■ Relatedness—Make people feel included and trusted
■ Fairness—Judge people on an objective scale

Source: Rock, David, “SCARF: a brain-based model for collaborating with and influencing others,” Neuroleadership Journal,
http://www.your-brain-at-work.com/files/NLJ_SCARFUS.pdf (2008).

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 F e e d b a c k ca n co nfront
e m p l o ye e s with
B A R R I E R 2: C O G N I T I V E D I S S O N A N C E
informati o n that co nfl ict s
with their sel f-image,
le a d i n g t h e m to discredit
o r i gn o re fe e d b a ck .
Barrier
Co gn i ti ve Di sso nance: Excessive mental stress and discomfort occurs when one is
confronted by new information that conflicts with existing beliefs, ideas, or values.

? W h at It Means for Yo ur E m p l o y e e s
Cognitive dissonance leads people to discredit or ignore feedback they receive that
conflicts with the self-image they have of themselves.

H o w Yo u C a n H e l p E m p l o y e e s O v e rc o m e the Barrier
Encourage self-reflection during feedback sessions.
■ A s a giver of feedback, ask more probing questions starting with “how” and “why”
■ Minimize mental stress by asking them to self reflect

Source: Jacobs, Charles, “Management Lessons from Neuroscience,” The Center for Association Leadership,
http://www.asaecenter.org/Resources/ANowDetail.cfm?ItemNumber=44068 (2009).

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 F e e d b a c k is rarely
regul a r e n o u g h to allow
B A R R I E R 3: AT T E N T I O N D E N S I T Y
e m p l o ye e s to fo c u s the
right a m o u n t o f att enti on
o n fe e d b a ck . Barrier
Att enti o n Density: Attention density is the amount of attention we pay to something over
a period of time. The Quantum Zeno effect application to neuroscience states that enough
attention holds in place brain circuits associated with what is being focused on. This
means that if you pay enough attention to a certain set of brain connections, it keeps that
circuitry stable, which enables it to become a part of the brain’s wiring.

? W h at It Means for Yo ur E m p l o y e e s
The unstructured and one-off nature of feedback limits employees’ ability to pay the right
amount of attention to the feedback to ensure that it becomes hard-wired in their brains
and results in real behavior change.

H o w Yo u C a n H e l p E m p l o y e e s O v e rc o m e the Barrier
Create a formalized structure around feedback and focus attention on feedback.
■ Set up formal feedback policies and structures
■ Incorporate pre-feedback preparation and post-feedback reinforcements into the
feedback process
■ Follow-up on feedback in an appropriate time frame
Source: Schwartz, Jeffrey, and David Rock, “A Brain-Based Approach to Coaching,” International Journal of Coaching in Organizations, Print (2006) pp. 32-43.

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 O rga n i za ti o n s h ave fo u n d
way s to ov e r co m e the
OVERCOME F E ED BAC K BARRIERS
neu rol o gica l barriers to
fee d b a c k . Solutions to Overcome Feedback Barriers

So luti o ns to O v e r co m e F e e d b a c k Barriers
T hreat R e s p o n s e C o g n i ti v e Di sso na n c e Att enti on D e n si t y
Consider the S C A R F model Address cognitive Create a formalized structure
to decrease threat response dissonance by encouraging and focus attention on
Tacti cs
self-reflection feedback received

Manager Feedback

Upward Feedback

Peer Feedback

Source: C E B analysis.

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Blue Cross and Blue
Shield of
Massachusetts’
Awareness-to-Action
Coaching Toolkit
■
So lu ti o n to Thre at Re sp o ns e : Reflect on potential emotions to avoid triggering a
threat response.
■
S ol uti o n to C o g n i ti v e D i sso n an c e : Create a two-way discussion that drives self-
reflection.

9
 B C B S M A te a ch es
m a n a ge rs h o w to p rep are
COMM ON C O A C H I N G P I T FA L L 1—DELIVERING
for the emo ti o n ally
c h a l l e n g i n g task o f
FEEDBACK
del i ver i ng fe ed b ac k .
BCBSMA’s Checklist for Effective Feedback Delivery

■ CEB Corporate Leadership

Council’s coaching module
provides participants
with simple tools for
understanding and
addressing the most
difficult aspects of
coaching. 1 An ti ci p ate Potenti al E m o ti o ns 2 Initiate a Two-Way Conversati on 3 Eval uate O u tc o m e s a n d Identi fy
■ Through a series of self- a nd Diffi culti es to Deliver and Receive Fe e db a ck So l uti o ns M ov i ng Fo r w a rd
diagnostic questions, managers
are able to assess if they have A m I ready to provide How can I describe the Do I need more information
properly anticipated the feedback, and have I impact a specific behavior before identifying a solution?
emotions involved with acknowledged the emotions had on me and others?
engaging in involved? Have I identified the payoff
a difficult conversation, if How can I keep the and positive outcome
they are thoroughly A m I in “act” versus conversation focused on of the desired change in
prepared to deliver “react” mode? one to two areas for further performance and behaviors?
constructive feedback, and if improvement?
they have evaluated the situation Is this the right time Should I take action or
to identify viable solutions. to provide feedback? Have I allowed the person not on this feedback?
an opportunity to
Can I provide balanced present their side of the What would happen if I
■ By teaching managers to better feedback that is specific and situation? and/ or my team member
focus on preparing for the behavioral? acted upon this feedback?
Do I understand what is
emotions involved and
being said and the
managing against the challenges
other side of the story?
that may arise, they are more
likely to confidently and
effectively engage in delivering
Source: BCBSMA; C E B analysis.
feedback.

OBJE CTIV E 1: RAISE COACHI NG AW A R E N E S S OBJE CTIV E 2: INCRE ASE COACHING ACTION

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 W h e n co nfl ict arises in
relati onships o f h i g h
imp orta n ce, B C B S M A
e n co u ra ge s m a n a ge r s
to r e co g n i ze ( n o t avo i d )
the e m o ti o n s invo lved
a n d eq u i ps t h em with
si mp le ti ps a n d tacti cs for
cou nter i ng this c o m m o n
tendency.
■ BCBSMA recognizes that
managers, in general, tend to avoid
conflict with team members
because it leads to destructive
outcomes (e.g., hurt feelings, low
morale, awkward team dynamics).
■ The coaching module
encourages managers to
view the conflict as an
opportunity for a
constructive outcome and
teaches managers how
to manage the emotions involved
with handling conflict—
specifically how their reaction to
certain “hot button” behaviors
determines whether conflict
leads to destructive or
constructive outcomes.
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CO MM ON C O A C H I N G P I T FA L L 1—MANAGING
CONFLICT
Conflict Avoidance Cyclea
Tip: V i e w Co nfl ic t a s Neutral—
4
O n l y O u t co m e s are Positi ve or Ne gati v e
Conflict escalates and Conflict is Hallmarks of Conflict
must be confronted. handled poorly.
Co nstr ucti ve vs. De st ructi ve
5 ■ Increases involvement ■ Does not result in any
3 and commitment of changes in
those affected behaviors, decisions,
etc.
We avoid it as long as We think of ■ Triggers communication ■ Takes away energy and
possible. conflicts as bad. resulting in information resources from more
sharing and clarification important issues
■ Allows for necessary and activities
1 and productive release ■ Destroys team morale
2 We get nervous about a of emotions and
A s k Yourself: C a n I le ve rage this confl ict a s a n
conflict we are stress
o ppo rtunity for a positi ve o utco m e ?
experiencing.
Tip: M anage E m o ti o ns b y I denti fy i ng
a n d Co ntro l ling Yo ur “ H o t B utt o ns”
■ What are your “hot buttons”?
Anger Sarcasm
Passive-Aggressive Behavior Others?
Gossip
■ How do you react when your “hot buttons” are
pushed?
■ How can you better handle this behavioral
tendency?
■ What (smaller scale) opportunities do you have to
practice controlling your “hot buttons”?
Source: BCBSMA; C E B analysis.
a
Roxanne S. Lulofts, and Dudley D. Cahn, Conflict from Theory to Action, Allyn and Bacon, 2000.
OBJE CTIV E 1: RAISE COACHI NG AW A R E N E S S OBJE CTIV E 2: INCRE ASE COACHING ACTION
11
 Opp o rt u ni ti es to
pra cti ce n ewl y learn ed
T U R N I N G A W A R E N E S S I N TO A C T I O N
c o a c h i n g skills with
p e ers hel p m a n a ge r s Sample Coaching Application 1: “Rapid Fire Feedback” Activity
turn k n o w l e d ge into
acti on.

1. Identi fy Wo r k C h a l l e n g e 2. C o ns ul t Pe e rs 3. Re c e i v e C o a c h i n g 4. A s s e s s N e w Pe rsp e c ti v es
■ After raising managers’ and Feedback
awareness to their unique
■ Managers choose ■ Peers each provide ■ Managers may only listen ■ Managers leave the
coaching style, coaching
a situation they are two-minute “clips” of and not respond to session equipped with
fundamentals, and common
currently facing at work uninterrupted feedback their peers’ comments. fresh perspectives on
coaching pitfalls, BCBSMA
on which they would on how managers can ■ Managers say: “Thank you how to deal with their
provides managers opportunities
like feedback from their deal with the work for that feedback.” work situation.
to practice what they have learned
peers. situation in the future. ■ More importantly,
through two peer-based
managers have multiple
activities.
opportunities to practice
delivering and receiving
feedback in a safe setting.
■ Through a “Rapid
Fire Feedback” activity, Source: BCBSMA; C E B analysis.
participants are able to “test out”
the effects of newly refined
coaching skills such as delivering
feedback in the moment and being
Sample Coaching Application 2: Post-Program Peer-to-Peer Best Practices Sharing
open to receiving constructive
input from their peers.
Re v i e w “ O n the F i e l d” C o a c h i n g E xp e r i e n c e s
■ During follow-up sessions, leaders voluntarily return to network with
■ Additionally, after the
their peers
completion of the coaching
and share coaching strategies that proved effective.
module, BCBSMA provides
managers an opportunity ■ Peers also share lessons learned in applying the principles of C E B
to reconnect with peers and share with their teams.
best practices of what worked and
Source: BCBSMA; C E B analysis.
what did not with coaching their
teams.

OBJE CTIV E 1: RAISE COACHI NG AW A R E N E S S OBJE CTIV E 2: INCRE ASE COACHING ACTION

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Barilla’s Team-
Based Action Plan
■
So lu ti o n to Thre at Re sp o ns e : Schedule a pre-wire with feedback receivers to avoid
threatening surprises.
■
S ol uti o n to Att e nti on D e nsit y : Schedule regular meetings to review progress against
feedback.

13
 L e a d e r sh i p D e v e l o p m e n t
at Barilla facilitates
tea m a cti o n p lan
m e e ti n g s to d efi ne the
role of the senior
leader ’s te a m
in e n a b l i n g his o r her
p e r fo r m a n c e o n the job.
■ Leadership Development
structures the team action plan
meeting to overcome common
barriers that prevent direct
reports from supporting their
manager on the job.
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D E F I N E T H E TEAM’S R O L E IN S U P P O R T I N G
SENIOR LEADER PERFORMANCE
Barilla’s Team Action Plan Meeting
A g e n d a for L e a d e rs hi p D e v e l o p m e n t Facilitated
Team A c ti o n P l an ni n g Meeti ng
When
Annually after 360-degree assessment is
complete
Barilla Structures the Ac ti o n P lan Meeti ng
Att en de e s
to O v e rc o m e C o m m o n Barriers to Te am
The senior leader and his or her direct
Pe r fo rm a nc e S u p p o r t
reports
Meeti ng O b j e c ti ve Barrier 1
Define the role of the team in providing ongoing Senior Leaders Feel Uncomfortable Receiving
support for senior leader performance. Feedback Publicly
Agenda Barrier 2
1. Provide an overview of 360-degree results, Direct Reports Feel Uncomfortable Providing
and facilitate a team feedback discussion. Feedback
2. Create a team contract that outlines the
Barrier 3
role of all team members in supporting the
Direct Reports Lack a Defined Role
senior leader’s performance.
3. Define the timeline for team action steps Barrier 4
and for follow-up meetings. Support Is Not Timely or Ongoing
Source: Barilla Group; C E B analysis.
P R E P AR E L E A D E R S
OV E R V I E W T E A M - BAS E D ACTION TIMELY S UP POR T
A N D T E AM S
14
 L e a d e r sh i p D e v e l o p m e n t
m e e t s with senior lead ers
b efore the te a m acti o n
pl a n m e e ti n g to p rep are
t h e m to recei ve fe e d b a c k
in a co nstr u cti ve manner.
■ Leadership Development uses
the pre-wire meeting to
discuss the 360-degree results
with the leader and prepare
him/her for the team action
plan meeting.
■ In addition to discussing the
current 360-degree results,
Leadership Development helps
the senior leader understand his
or her performance trajectory in
the context of the changing nature
of his or her work.
■ Leadership Development helps
the leader identify focus areas
for the team meeting based on
feedback that is surprising or
crucial to meeting team
objectives.
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P R E PA R E L E A D E R S T O R E C E I V E F E E D B A C K
Pre-Wire Meeting with Senior Leaders
L eadership
Senior Leader
Development
Professional
Agenda for Pre-Wire Meeting with Senior Leader
I. 3 6 0 - D e g r e e Re sul t De br i ef
■ Discuss 360-degree results with senior leader to get his or her
Leadership Development helps the senior
reaction.
■ Compare current results with 360-degree results from the
leader connect his or her performance
trajectory over time with the changing nature
past and discuss how 360-degree feedback has changed over of his or her job.
the years with the changes in the senior leader’s role and
responsibilities.
■ Discuss excuses for rejecting feedback.
II. Team A c ti o n P la n Meeti ng Preparati o n Leadership Development asks the senior
leader questions to identify expectation
■ Identify areas to focus on in the meeting.
misalignments between the leader and his or
– Which pieces of feedback (positive or negative) surprised
her team and understand the areas most
you? important to achieving team objectives.
– What areas of weakness represent less of a priority at this
time based on team objectives?
– What weaknesses does the team need to address to meet
our performance objectives?
■ Discuss how the senior leader thinks his or her team will
respond during the session.
Source: Barilla Group; C E B analysis.
P R E P AR E L E A D E R S
OV E R V I E W T E A M - BAS E D ACTION TIMELY S UP POR T
A N D T E AM S
15
 L e a d e r sh i p D e v e l o p m e n t
o v e r co m e s te am
SET THE TONE FO R A N OPEN AN D HONEST
me m b e rs’ d i sco m fo r t
in p r ovi d i n g u pward
DISCUSSION
fe e d b a c k b y setti n g the
to ne for a n o p e n a n d Leadership Development Facilitation Guide for the Team Action Plan Meeting
ho n est d iscu ssion .

1. Start the Co nve rsati o n b y E xp l a i n i n g the

■ Leadership Development enables
team members to effectively
participate in the meeting by
explaining the value of the
meeting for them, providing
feedback tips, and minimizing
personal risk.
O b j e c ti ve o f the Meeti ng
The objective of the session is to discuss
development areas of the senior leader and
how the team can work more effectively with
each other.
2. O utline K e y U pw ard F e e d b a c k T i p s
■ Focus on what is already working, not just
what needs to be improved.
■ Give concrete examples.
■ Focus on the future, not on the past.
■ Be nonjudgmental.
E x p la i n Incenti ves for Parti cipati on
Leadership Development explains the
value of the session for the team
members (not just the senior leader) to
ensure the team’s active participation during
the session.
P ro vi de F e e d b a c k T i ps
Leadership Development provides upward
feedback tips to guide direct reports to
provide honest feedback in a constructive
manner.

3. S u m m a r i ze the Results o f the 3 6 0 - D e g r e e
As s e s sm e n t to Cre ate a Fo u nd ati o n for
Di s c us si o n
4. A s k the Tea m to Sh are F e e d b a c k
o n a Prioriti zed S e t o f F o c u s A re a s
■ Developing people
Minimize Personal R i s k
By presenting the hard data from the 360-
degree assessment and focusing team
members on providing additional examples,
Leadership Development minimizes the
discomfort and risk for the team.

■ Collaborating effectively

■ Fostering innovation

E nsure H o n e st F e e d b a c k
If the team is not providing
honest feedback, Leadership
Source: Barilla Group; C E B analysis.
Development will confront
the group with the written
360-degree feedback and
ask them to explain why their P R E P AR E L E A D E R S
OV E R V I E W T E A M - BAS E D ACTION TIMELY S UP POR T
feedback differs. A N D T E AM S

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 Aft er the fe e d b a c k
di scu ssi on , the te am
creates a n a cti o n p lan
that outlines h ow
th ey will su p p o r t the
p e r fo r m a n ce g o a l s o f
b o t h the senior leader
a n d the team.
■ The team action plan clearly
defines each team member’s role
in supporting the senior leader’s
performance and creates
motivation for team members to
take specific actions.
U se T h e Ne t wo r k
If the team is having trouble
creating action steps,
Leadership Development will
share best practices it sees in
other parts of the business and
offer to connect the teams to
learn more about their practice.
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C R E AT E T E A M - B A S E D A C T I O N P L A N S T O G E T
HIGH-QUALITY N E T W O R K S U P P ORT
Leadership Development Questions to Help Teams Identify High-Quality Support Steps
■ What are two things that you want your manager to d o in each focus area to
improve his or her performance? A s k Pe r fo r m a n c e - S p e c ifi c
■ What are two ways in which you can help your manager achieve the goals? Q uesti ons to ensure the team
How will they impact his or her performance? How will they impact your is clear about what it needs to
performance? do and why.
■ Is there anything else your manager needs to d o to meet his or her performance
objectives? Team performance objectives?
Source: Barilla Group; C E B analysis.
Sample Team Action Plan
Illustrative
E xe cuti ve : Carlo Santoro
Date: 5 January 2013
Team Parti cipants: Adrianna Baratta, Marcello Pacelli, Paola Dorso, Roberto Marchi, and Lorenzo Fatorini
F e e d b a c k S h a re d
Summary of Strengths Areas for Further Improvement
Vision and Strategy Developing People
Customer Orientation Collaborating Effectively
Global Perspective Fostering Innovation
2013 Ac ti o n P l an
W h at Who When
Give and seek open and authentic feedback. Carlo Weekly Check-In Meetings
Hold quarterly meetings to discuss new ideas that
Carlo and All Quarterly
could lead to improvements.
Hold brainstorming sessions to identify barriers to
Carlo and Paola Quarterly
collaboration within team.
Source: Barilla Group; C E B analysis.
P R E P AR E L E A D E R S
OV E R V I E W T E A M - BAS E D ACTION TIMELY S UP POR T
A N D T E AM S
17
 L e a d e rs h i p D e ve lo p m e nt
dr ives just-in-ti me
su p p o r t b a c k o n the
j o b th ro u gh m o nt h ly
m e e ti n g s where the te am
d i scu sse s its p r o g r e ss
a ga i n st the p lan a n d
required c h a n ge s to
the plan.
■ As part of the team’s monthly
management meetings, the team
engages in a discussion facilitated
by its HRBP on the team action
plan.
■ These regular discussions
ensure team members are held
responsible for the support
they provide the senior leader
on the job.
■ The team also discusses
changes to the action plan based
on changes in the senior
leader’s work.
Cre ate Addi ti o nal
A c co u ntab i l i t y
Teams at Barilla
can choose
to enter their team action plan
activity in their performance
goals to ensure hard
accountability.
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D R I V E J U S T- I N - T I M E S U P P O R T B A C K O N T H E J O B
Team Action Plan Review Process
Illustrative
Monthly Manag em e nt Meeti ng D i sc us si o n A g e n d a
( A n H R B P will b e prese nt at this m e e ti n g for facilitati on.)
I. Tea m Bus iness G o al s a n d Ob j e c ti v e s
■ Progress Against Team Goals and Objectives
– Marketing Campaign for Pasta Z in Italy
– Achieve 10% Growth in Overall Sales
■ Planned A n d Expected Changes in Team’s Priorities and Business
Objectives
– Marketing Campaign for Pasta Z in North America
– Marketing Strategy for Project Alpha for Middle Income H o l d L e a d e r a n d Direc t Re p o r t s
Households by the End of Third Quarter Re s p ons i bl e F o r P rog re s s
II. Te am A c ti o n P la n Re v i e w Leadership Development helps the team
■ Discuss individual progress against action steps.
measure its performance against the team action
– Give and seek open and authentic feedback. plan.
– Hold quarterly meetings to discuss new ideas.
■ Discuss barriers to taking specific actions steps.
■ Review completed action steps and remove from
the action plan if not valid going forward.
– Give and seek open and authentic feedback. Complete U pd at e Te am A c ti o n P lan To Meet
Changing Needs
– Hold quarterly meetings to discuss new ideas. Hold
Based on the input from this meeting, the team
III. ■D is c us s I mimplications
Discuss p a c t of C h a of
n g ichanging
n g Wo r k goals
O n Te am
and objectives of the team updates the action plan to meet the changing needs
A c ti o n Pl an of the team and senior leader.
on team action plan.
– Need team meetings for Pasta Z North America marketing campaign.
– Hold some time in new ideas quarterly meetings to discuss marketing strategy
ideas for Project Alpha and discuss past
experiences.
■ Align team action plan with shifting performance priorities
– Carlo to hold weekly meetings to discuss new marketing ideas for Pasta Z in
North America
– Team to set aside 30 minutes in new ideas quarterly meeting for Project Alpha marketing
strategy ideas based on past experiences
Source: Barilla Group; C E B analysis.
P R E P AR E L E A D E R S
OV E R V I E W T E A M - BAS E D ACTION TIMELY S UP POR T
A N D T E AM S
18
Lion’s Team-Based
Speed Feedback
Sessions
■
S ol uti o n to Threat Re s p o n s e : Structure feedback sessions to diminish threats to
status, certainty, fairness, and relatedness.
■
S ol uti o n to C o g n i ti v e D i sso n a nc e : Build time and guidance for self-reflection into the
schedule.
■
S ol uti o n to Att e nti on D ensit y : Drive follow-up by creating action plans that identify
both what employees will d o differently and who will support them.

19
 A s p ar t o f their A u t h e nti c
L e a d e rs h i p training
p ro gra m, L i o n h elps
e m p l o ye e s bu ild tru sti n g
relati onships t h ro ugh
an intact tea m s p e e d
fe e d b a c k session.
■ Although classroom training can
provide helpful context, Lion
realized that building trusting
relationships requires employees
to have the opportunity to
practice applying this skill in an
interactive environment.
■ During the speed feedback
session, employees give and
receive feedback on a key behavior
change that will improve their
relationship with each of their
team members and help them
be more effective leaders.
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LION’S AUTHENTIC LEA DERSH IP TRAINING
OVERVIEW
Lion’s Authentic Leadership Training Program
Day 1 Day 2 Day 3
■ Receive results from 360-degree ■ One-on-one coaching ■ Trust exercise
leadership assessment ■ Classroom session ■ S p e e d F e e d b a c k S e ss i o n s
■ Classroom sessions – Effective leadership styles ■ Goal Setting
– Authentic leadership ■ Closing Presentation
– Engagement
– Culture
O b j e c ti ve o f the Team S p e e d F e e d b a c k Se ssi o n
■ Receive and provide feedback in a 1:1 format with the teammates you work with regularly.
L o g i sti c s
■ Eight minutes for each conversation to share and receive feedback with one of your
teammates. After eight minutes everyone moves to the chair on their left.
Directi o ns for L & D
■ Walk employees through the presentation explaining how the session works and the
guidance materials provided to help them through the session.
■ Give employees 3 0 minutes to go through their workbook to identify their personal
change opportunities and prepare feedback for their team members.
■ Start the session, cuing employees when it is time to move to the next conversation.
Source: Lion; C E B analysis.
E N SU R E F E E D B A C K
SITUATION OV E R V I E W L O W E R BAR RIE R S DRIVE ACTION
QUALITY
20
 Li on ’s s p e e d fe e d b a c k
sessio n u ses p ee r
B LEND FORMAL TRAINING AN D PEER F E E D BA C K
interacti ons to dr ive
lear ni ng in the classro om. Lion’s Approach to Incorporating Peer Feedback into Formal Training

■ To ensure peer feedback enables

learning during and after
classroom training, Lion: P re pare E m p l o y e e s to G i ve H i g h - L o w e r the Barriers to S h a r i n g D rive Ac ti o n Aft er the S e ssi o n s
Qual it y F e e d b a c k Feedback
– Prepares employees to Lion drives employee action
give high-quality Lion provides managers with a Lion structures the speed feedback after the session by guiding
feedback, simple feedback model and time to session to avoid the commo n employee reflection, individual
prepare to ensure that employees barriers that make feedback action planning, and encouraging
– Lowers common receive honest and actionable sharing uncomfortable for participants to contract with each
barriers that make feedback. employees. other on what they will change.
sharing feedback
uncomfortable, and
– Drives action after the
session through guided O u tco m e : Lion’s approach drives concise, honest, and actionable feedback exchange during the session to help participants achieve their
reflection, individual action change goals and sets up employees to continue to exchange feedback with teammates back on the job.
planning, and encouraging
contracting between
Source: Lion; C E B analysis.
participants to form a
commitment to change.

E N SU R E F E E D B A C K
SITUATION OV E R V I E W L O W E R BAR RIE R S DRIVE ACTION
QUALITY

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LDR9888114PRO
21
 Prep a re e m p l o ye e s
to g i v e h i gh-q u alit y
fe e d b a c k b y te ach in g
them a common model
a n d g i v i n g t h em
suffi cient ti me to
p rep a re fe e d b a ck .
■ Before the feedback session
begins, L&D staff teach
employees how to structure
feedback using a fact-based model
that enables them to prepare and
deliver honest and actionable
feedback with confidence.
■ L&D then gives employees 3 0
minutes to reflect on their
coworkers’ performance
and behaviors and write down the
feedback they will deliver before
they begin their conversations.
– Feedback can be about
strengths to leverage or
key areas for
development.
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P R E PA R E PA R T I C I PA N T S T O E X C H A N G E
HIGH-QUALITY F E E D B A C K
Lion’s Process for Ensuring Quality Feedback
S te p 1: Te ach E m p l o y e e s to U se the Ac ti o n- I m p a c t- D e si re d O u tc o m e F e e d b a c k Model
U s i n g the A I D F e e d b a c k Model The feedback model ensures that
Model E xa m p l e participants create honest and
constructive feedback by:
Action When you are frustrated, your m o o d influences the whole
■ Focusing employees on thinking
team in a negative way. about specific actions rather than
assigning blame;
A n example of this is at out last team meeting; you were
annoyed at the lack of support for your idea and voiced it ■ Stating how the action makes them
loudly (oppositional behavior). feel rather than accusing the other
party of having questionable
Impact People don’t listen to you and you’ve got some great ideas. motives; and
Desired Outcome Reframe your language in a constructive way—This will help ■ Reframing complaints into
you engage others to listen to your ideas and solve the suggestions for improvement
problem together. moving forward.
S t e p 2: G i v e E m p l o y e e s T i m e to P re pa re F e e d b a c k B e fo re the S e ss i o n B e g i n s
S a m p l e F e e d b a c k P reparati o n Wo rk sh e e t
Name C h a n g e I wo u l d like fro m them:
Michael As a colleague I value your feedback and coaching, and you have strong relationships that allow you to do this. I’d
encourage you to do this wider within our team, as I think others would also benefit and value your coaching.
Louise
Source: Lion; C E B analysis.
E N SU R E F E E D B A C K
SITUATION OV E R V I E W L O W E R BAR RIE R S DRIVE ACTION
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 L i o n structures the
fe e d b a c k sessio n to
a d d ress the c o m m o n
ba rriers that prevent
e m p l oy e e s fro m s e e k i n g
fe e d b a c k fro m their
peers.
■ Most organizations do not realize
the value of feedback sessions
because employees are
uncomfortable with the
unstructured, group-based
discussions that are set up for
them during training sessions.
■ Lion removes this discomfort by
using one-on-one sessions with
teammates where the time limits
and roles of each participant are
clearly defined.
■ By removing the pain and
discomfort associated with
feedback sessions, Lion
ensures that employees are
actively engaged during feedback
sessions and are more likely to
feel comfortable seeking and
providing feedback in the
future.
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LDR9888114PRO
LO W E R THE BA RR I E RS TO SHARING
FEEDBACK
Speed Feedback Session Set Up Lion’s Solutions to Common Feedback
Session Barriers
S p e e d F e e d b a c k Introducti on
What: This session will consist of a number of one-on-one Barrier: Group Feedback Produces Anxiety
meetings to give and receive targeted feedback. Soluti on: Meet One-on-One
Who: You are grouped with your teammates for the Sharing one-on-one avoids overwhelming
feedback sharing session to ensure that you get participants and allows them to have a focused
high-quality feedback. discussion.
W hy : The goal of the session is to receive and provide
feedback from your teammates about how each
of you can change your behavior to improve Barrier: Feedback from Strangers Ineffective
your working relationship. Soluti on: Use Teammates
How: The session will follow the schedule below:
Speaking with teammates provides employees with
■ There will be eight minutes for each 1:1
feedback that is representative of their
conversation
performance and keeps the door open for on-
■ First four minutes—the first person will share his
going feedback.
or her key personal change opportunity, then
ask for feedback from the other person on how
he or she can improve. The pair will discuss that
Barrier: Lack of Structure Increases Awkwardness
feedback as time permits. Each person shares
Soluti on: Define Time and Roles
the same personal goal—not a different one for
each rotation. This allows multiple perspectives
Setting time constraints and defining roles ensures
on their one core change goal from their
managers have a c ommon understanding of
colleagues.
expectations and avoids awkwardness. Time pressure
■ Last four minutes—the second person shares (as
encourages people to be direct and get to the core
above). of the issue.
■ After eight minutes everyone moves to the chair
on their left. Source: Lion; C E B analysis.
■ Your facilitator will keep time for you and let
you know when to wrap up each section, so
you can focus on getting the most out of your
conversations.
Source: Lion; C E B analysis.
E N SU R E F E E D B A C K
SITUATION OV E R V I E W L O W E R BAR RIE R S DRIVE ACTION
QUALITY
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 L i o n dr ives ac ti o n aft er
the fe e d b a c k se ssio n
D R I V E A C T I O N A N D C O L L A B O R AT I O N A F T E R
b y g u i d i n g e m p l oy e e
refl ecti on a n d acti o n
THE FEEDBACK SESSION
pl an ni ng.
Speed Feedback Session Debrief

■ Lion builds time into the Re fl ecti o n Wo r ks he et

session for employees to reflect Lion gives employees
Hopefully this process has helped you clarify your personal commitment to change. time to reflect on
on the feedback they have received ■ Review the feedback from your teammates—were there any recurring themes or
the feedback they
and create a plan outlining how received and create an
messages?
they will address it. action plan.
■ After reflecting on the feedback you received and the insight you have surfaced from

the program, fill out the chart below with your goals for change and how you will get
■ Employees are encouraged to Employees consider not
there. Think about who you will need to reconnect with in the future for feedback only what they need to
formalize their action plans by
about your progress on these goals. do but who they need
including their action steps in support from to achieve
their IDP. their goals.

■ Employees also reflect on who

they would like to reconnect
with to receive ongoing
feedback about their progress
against their action plan. ■ Pick two of the change commitments below to include in your IDP.

■ L&D encourages the team to meet My C o m m i t m e n t s to C h a n g e

on an ongoing basis to track goal
achievement and support behavior My key take outs from the feedback have One thing that I will start, stop, and keep
change. been: doing to help me be more effective:
I take an oppositional stance through barbed jokes
■ Stop—responding to teammates’ comments
■

during team meetings and conversations with without considering

colleagues. This undermines my credibility as a the impact my words have on them.
Addi ti o na
leader andl Fo l l ow-
silences U p for Parti cipants
others. ■ Start—replacing sharp responses with more
■ Discuss the feedback you received from your teammates and your commitments to
constructive ideas.
change with your manager and others (direct■ reports, other peers,
Continue—speaking etc.). to discuss
with Michael
■ A t least one of the conversations you had todaymy progress
must havein being
beena hard
more constructive
to walk away from.
Make a commitment to meet with them in the nextteammate.
month to continue the conversation.
■ Contract with teammates who you will need help from about the changes you will make.

Source: Lion; C E B analysis.

E N SU R E F E E D B A C K
SITUATION OV E R V I E W L O W E R BAR RIE R S DRIVE ACTION
QUALITY

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W H AT Q U E S T I O N S O R C O M M E N T S D O Y O U H AV E ?

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ADDITIONAL C E B LEARNING A N D DEVELOPMENT R ES O U R C ES

I m prove Manager F e e d b a c k I m prove U pw ard F e e d b a c k Im prove Pe e r F e e d b a c k

■ Visit our Manager-Led Development topic
center
■ Launch M E R C to provide your managers
access to templates and tips for managing
their employees.
■ See BNSF’s upward feedback process. ■ Visit our Social Learning topic center
■ See our discussion guide to help managers ■ See how Bombardier enables employees
solicit upward feedback. to provide feedback and advice to their
colleagues.

Additi o nal Ne u ro s ci e nc e Re so u rc e s
■ Jacobs, Charles, “Management Lessons from Neuroscience,” The Center for Association Leadership, http://www.asaecenter.org/Resources/ANowDetail.
cfm?ItemNumber=44068 (2009).
■ Rock, David, “SCARF: a brain-based model for collaborating with and influencing others,” Neuroleadership Journal, http://www.your-brain-at-work.com/files/
NLJ_SCAR FUS.pdf (2008)
■ Schwartz, Jeffrey, and David Rock, “A Brain-Based Approach to Coaching,” International Journal of Coaching in Organizations, Print (2006) pp. 32-43.
■ Schwartz, Jeffrey, and David Rock, “Attention Density: New Big Thing?,” Consulting Today, http://facilitateadultlearning.pbworks.com/f/attention+density.pdf
(2007).

Source: C E B analysis.

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