Delivering Constructive Criticism Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................5 What is Courseware? ................................................................................................................................ 5 How Do I Customize My Course? .............................................................................................................. 5 Materials Required ................................................................................................................................... 7 Maximizing Your Training Power .............................................................................................................. 7 Module One: Getting Started .............................................................................................................9 Housekeeping Items.................................................................................................................................. 9 The Parking Lot ....................................................................................................................................... 10 Workshop Objectives .............................................................................................................................. 10 Pre-Assignment Review .......................................................................................................................... 11 Action Plans and Evaluation Forms ........................................................................................................ 11 Module Two: When Should Feedback Occur? ................................................................................... 12 Repeated Events or Behavior .................................................................................................................. 12 Breaches in Company Policy ................................................................................................................... 13 When Informal Feedback Has Not Worked ............................................................................................ 14 Immediately After the Occurrence.......................................................................................................... 15 Case Study............................................................................................................................................... 16 Module Two: Review Questions.............................................................................................................. 17 Module Three: Preparing and Planning ............................................................................................. 20 Gather Facts on the Issue ....................................................................................................................... 20 Practice Your Tone .................................................................................................................................. 21 Create an Action Plan ............................................................................................................................. 22 Keep Written Records ............................................................................................................................. 23
Case Study............................................................................................................................................... 24 Module Three: Review Questions ........................................................................................................... 26 Module Four: Choosing a Time and Place .......................................................................................... 30 Check the Ego at the Door ...................................................................................................................... 30 Criticize in Private, Praise in Public ......................................................................................................... 31 It Has to Be Face to Face......................................................................................................................... 32 Create a Safe Atmosphere ...................................................................................................................... 33 Case Study............................................................................................................................................... 34 Module Four: Review Questions ............................................................................................................. 36 Module Five: During the Session (I) .................................................................................................. 39 The Feedback Sandwich .......................................................................................................................... 39 Monitor Body Language ......................................................................................................................... 40 Check for Understanding ........................................................................................................................ 41 Practice Active Listening ......................................................................................................................... 42 Case Study............................................................................................................................................... 43 Module Five: Review Questions .............................................................................................................. 45 Module Six: During the Session (II) ................................................................................................... 48 Set Goals ................................................................................................................................................. 48 Be Collaborative...................................................................................................................................... 49 Ask for a Self-Assessment ....................................................................................................................... 50 Always Keep Emotions in Check.............................................................................................................. 51 Case Study............................................................................................................................................... 52 Module Six: Review Questions ................................................................................................................ 54 Module Seven: Setting Goals ............................................................................................................ 57 SMART Goals .......................................................................................................................................... 57 The Three P’s........................................................................................................................................... 59
Ask for Their Input .................................................................................................................................. 60 Be as Specific as Possible ........................................................................................................................ 61 Case Study............................................................................................................................................... 62 Module Seven: Review Questions ........................................................................................................... 63 Module Eight: Diffusing Anger or Negative Emotions ........................................................................ 66 Choose the Correct Words ...................................................................................................................... 66 Stay on Topic........................................................................................................................................... 67 Empathize ............................................................................................................................................... 68 Try to Avoid “You Messages�.................................................................................................................. 69 Case Study............................................................................................................................................... 70 Module Eight: Review Questions ............................................................................................................ 72 Module Nine: What Not to Do .......................................................................................................... 75 Attacking or Blaming .............................................................................................................................. 75 Not Giving Them a Chance to Speak....................................................................................................... 76 Talking Down .......................................................................................................................................... 77 Becoming Emotional ............................................................................................................................... 78 Case Study............................................................................................................................................... 79 Module Nine: Review Questions ............................................................................................................. 81 Module Ten: After the Session (I) ..................................................................................................... 84 Set a Follow-Up Meeting ........................................................................................................................ 84 Make Yourself Available ......................................................................................................................... 85 Be Very Specific with the Instructions ..................................................................................................... 86 Provide Support and Resources .............................................................................................................. 87 Case Study............................................................................................................................................... 88 Module Ten: Review Questions .............................................................................................................. 90 Module Eleven: After the Session (II) ................................................................................................ 93
Focus on the Future ................................................................................................................................ 93 Measuring Results .................................................................................................................................. 94 Was the Action Plan Followed? .............................................................................................................. 95 If Improvement is Not Seen, Then What? ............................................................................................... 96 Case Study............................................................................................................................................... 97 Module Eleven: Review Questions .......................................................................................................... 99 Module Twelve: Wrapping Up ........................................................................................................ 102 Words from the Wise ............................................................................................................................ 102 Review of Parking Lot ........................................................................................................................... 102 Lessons Learned .................................................................................................................................... 103 Completion of Action Plans and Evaluations ........................................................................................ 103
What we have learned from others becomes our own reflection Ralph Waldo Emerson
Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a take-home reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.) Page 5
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
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Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
o
Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
o
Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures. 
Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.

Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
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Criticism may not be agreeable, but it is necessary. It fulfills the same function as pain in the human body. It calls attention to an unhealthy state of things. Winston Churchill Module One: Getting Started Constructive criticism can be a helpful tool when used with the intent of helping or improving a situation in the workplace. However, it can be one of the most challenging things not only to receive, but also to give. It can often involve various emotions and feelings, which can make matters delicate. But when management learns effective ways to handle and deliver constructive criticism, employees can not only learn from their mistakes, but even benefit from them.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
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The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives To effectively deliver constructive criticism, you must understand what it is, how it is used, and its purpose. The following objectives of this workshop are designed to help you do just that. By the end of this workshop, participants will be able to:
Understand when feedback should take place
Learn how to prepare and plan to deliver constructive criticism
Determine the appropriate atmosphere in which it should take place
Identify the proper steps to be taken during the session
Know how emotions and certain actions can negatively impact the effects of the session
Recognize the importance of setting goals and the method used to set them
Uncover the best techniques for following up with the employee after the session
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Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about their current ways in delivering constructive criticism. You will also find a PreAssignment handout in the Activities folder. List two recent scenarios where delivering constructive criticism had a positive outcome on the individual and one that had a negative or no affect. 1. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Action Plans and Evaluation Forms Pass out the participant action plans and course evaluation forms. They are located in the activities folder. Ask participants to fill these out throughout the day as they learn new things and have ideas on how to incorporate the things we discuss into their lives. The action plan uses the SMART system. This means that your goals must be Specific, Measurable, Attainable, Realistic, and Timely. and have ideas about how to incorporate the concepts being discussed into their work or personal lives.
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We cannot build our own future without helping others to build theirs. Bill Clinton
Module Two: When Should Feedback Occur? One aspect of delivering constructive criticism is in knowing the right time and opportunity to deliver it. Some instances can be addressed on the employee’s next annual review, while others should be addressed right away. If it is done too soon, it could make the employee doubt their abilities and affect their job performance. If delivered too late, then the employee may ignore it altogether and dismiss any help at all. Identifying key situations can help decide when feedback needs to be done.
Repeated Events or Behavior An employee that displays repeated negative behaviors or patterns should be addressed in order to either stop or further prevent it in the future. Before addressing the problem, the employee should be monitored to ensure the event or behavior is reoccurring, not a onetime incident. Once it has been identified, the employee should be addressed in private. Privately, a resolution can be found to end the behavior and prevent it from happening further without embarrassing the employee in front of other coworkers. Examples:
An employee is constantly tardy to meetings, although they contribute throughout the session.
An employee turns in their reports in the incorrect format, but they are always on time.
An employee works hard during the day, but takes long breaks and lunches.
Estimated Time
10 minutes
Topic Objective
When to address repeat behaviors and events
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Repeated Events and Behaviors Topic Summary
Recognize the positive and negative aspects of a repeat behavior/event. Identify how to address and resolve the problem.
Materials Required
01-Handling Repeated Events and Behaviors
Planning Checklist
None
Recommended Activity
Complete the handout individually. Review your answers with the rest of the class.
Stories to Share
Share any relevant personal stories.
Delivery Tips
Take volunteers of those wanting to share their answers.
Review Questions
What is one instance of a repeated event or behavior?
Breaches in Company Policy Situations such as tardiness, improper dress, and poor performance are examples of a breach in company policy. Problems such as these should not wait until the employee’s next review, but should be addressed right away. If not properly handled, the employee’s behaviors can start to affect others in the office and disrupt the work flow. Employees should be reminded of the company policy, including guidelines to follow and possible consequences for misconduct. Examples:
Excessive tardiness or absences
Consistent violation of dress code policies
Disruptive behavior to other employees
Continued unsatisfactory job performance
Estimated Time
10 minutes
Topic Objective
Review company policies and possible breaches
Topic Summary
Breaches in Company Policy Review how to identify and evaluate breaches in company policies and how
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they can be addressed. Materials Required
02-Breaches in Company Policy
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Review your ideas with the rest of the class.
Stories to Share
Share any relevant personal stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
When should breaches in company policy be addressed?
When Informal Feedback Has Not Worked Informal feedback includes actions such as a helpful reminder, a discussion in passing or even an email or memo. Many managers will try one of these methods (or another) to address a problem with an employee and keep the constructive criticism to a minimum. But when informal methods do not work, and the behavior continues the manager needs to then find a form of formal feedback to speak with the employee. Formal feedback, as the name suggests, usually involves a more planned or structured approach, such as a meeting or review. These actions normally allow more direct contact with the employee and can better address the problem, as well as a solution. Example of formal feedback:
Private meetings or discussions
Personal follow-up after a particular incident
Employee review or appraisal
Estimated Time
10 minutes
Topic Objective
Identifying when formal feedback is needed When Informal Feedback Has Not Worked
Topic Summary
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Review problem situations that continue after informal feedback. Identify which forms of formal feedback would be effective.
Materials Required
03-When Informal Feedback isn’t Working
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Review your ideas with the rest of the class.
Stories to Share
Share any relevant personal stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
What is an example of informal feedback?
Immediately After the Occurrence One of the best times to deliver feedback is immediately after the incident happens. This way, the behavior or problem can be addressed right away. If a problem is ignored and allowed to continue, it can not only affect the employee, but coworkers as well. The longer the behavior goes on or the more time that passes after an incident, the value, and effect of the feedback decreases. Formal or informal feedback can be used, as long as it effectively resolves the problem. Tips:
Speak with the employee privately.
Address the problem – don’t criticize the employee.
Find a solution and how it can be implemented.
Estimated Time
10 minutes
Topic Objective
Identifying when to deliver feedback Immediately After the Occurrence
Topic Summary Discuss when feedback is needed in certain situations. Materials Required
04-Recognizing When to Deliver Feedback
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the
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class. Stories to Share
Share any relevant personal stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Which form of feedback should be used after an occurrence?
Case Study Joseph has been monitoring his employee, Susan, and notices that she has continued to be late to their weekly meetings. He also notices that even though she is late, she does contribute to the meeting and has her materials ready. However, her tardiness usually upsets the other employees and disrupts their reports that they have. Joseph sent Susan an email a few days before the meeting and reminded her that she is supposed to arrive on time and be ready for her coworkers’ reports. That week Susan was late for the meeting again. Afterwards, Joseph called Susan into his office and spoke with her about the problem. She had excuses, such as car trouble or broken alarms. Joseph reminded Susan where it is against company policy to constantly be tardy and reviewed the policy page with her, including possible consequences for continued behavior. At the following week’s meeting, Susan arrived on time.
Estimated Time
5 minutes
Topic Objective
Outline the delivering feedback case study Case study
Topic Summary Discuss identifying and delivering appropriate feedback in the workplace. Materials Required
None
Recommended Activity
Discuss the results of the case study. Would Susan have listened sooner with formal feedback?
Stories to Share
Share any relevant personal stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
What did Joseph do that convinced Susan to show up on time?
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Module Two: Review Questions 1. Which of the following is an example of a repeated event or behavior? a) b) c) d)
Leaving work early every Friday afternoon Forgot to include a memo in the weekly report Starting a newsletter for the office Cleaning the break room
Leaving work early on a consistent basis is a form of repeated even or behavior. 2. How can a manager be sure if a behavior is being repeated or a one-time occurrence? a) b) c) d)
Assume it will happen again Monitor the employee to see if the behavior keeps happening Ask one of their coworkers if they’ve done it before Ignore the problem until it happens again
If the manager has doubts about a behavior or action, they should monitor the employee to see if it occurs again. 3. What is an example of a breach in company policy? a) b) c) d)
Requesting a meeting with a manager Using the company ice machine in the break room Getting approval for a day off Improper dress code
Instances such as improper dress code are considered a breach in company policies because proper dress code is normally lined out and explained in the company’s employee policies. Refusal to follow this policy is known a breach in policy. 4. What can happen if a breach of policy is not addressed? a) b) c) d)
The employee will normally change on their own Other employees can be affected by the incident Managers can become immune to the problem Other employees will begin to ignore them
When an employee refuses to follow company policy, it can not only affect other employees in the office, performance-wise or personally, but it can also set a bad example for them to follow.
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5. What is an example of formal feedback? a) b) c) d)
Reminder email Office memo Employee evaluation Speaking at the water cooler
Formal evaluations are generally planned and/or structured types of feedback, such as private meetings, annual reviews, or evaluations. 6. What is a benefit of using formal feedback instead of informal feedback? a) b) c) d)
Allows direct contact with employee and ensures understanding The manager can say whatever they want Allows the manager to address information with having to see the employee The employee doesn’t have to come to work for it
Formal feedback includes some form of direct contact, usually face to face, and allows both parties to talk and focus on a solution to a problem. It also ensures that the information is received. 7. What is a consequence of waiting too long to give feedback? a) b) c) d)
The feedback’s value and purpose is lessened The employee feels ignored The manager grows angrier The manager forgets what they were going to say
If too much time passes before delivering feedback on a situation, the value of the feedback is lessened since the behavior has continued for so long and the purpose of the feedback has become insignificant. 8. Any form of feedback can be used after an incident, as long as what? a) b) c) d)
The manager knows what they are going to say The type of feedback effectively resolves the problem The employee is made to feel badly The type of feedback is identified first
A manager can use any form of feedback, such as formal or informal, when addressing a problem with an employee as long as it does effectively resolve the problem.
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9. What event was Susan always late for? a) b) c) d)
Monthly employee reviews Team reward meetings Office parties Weekly employee meetings
Susan consistently showed up to the weekly employee meetings late. 10. What form of feedback did Joseph try first with Susan? a) b) c) d)
Informal Constructive Formal Passive
Joseph first tried using informal feedback with Susan by sending a reminder email about being on time. When this didn’t fix the problem, Joseph used formal feedback, which was having a private discussion.
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By failing to prepare you are preparing to fail. Benjamin Franklin Module Three: Preparing and Planning Management generally finds it easier to deliver any form of constructive criticism once they have prepared what they want to say and how they want to deliver it. The key is to decide what problems or situations you want to address and how you can provide the employee the information they need to succeed. Careful preparation, clear information delivery, and a sense of sensitivity toward the employee will not only result in better employee performance, but possibly a better relationship between management and employees.
Gather Facts on the Issue Before you can begin to address any situation, you have to gather the facts. It’s best to make a quick list of what you’ll need to cover and what information you’ll need to do that. This can include employee performance stats, memos; emails exchanged, or even notes containing your own personal observations. If needed, include information from company policies or training guides. The more facts and information you gather beforehand, the more prepared you’ll be when the time comes meet with the employee. Hints:
Review the reason for giving the constructive criticism
Find what the employee may need to improve or change in the future
Gather information that supports why you have addressed the problem (i.e. performance stats, behaviors)
Estimated Time
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10 minutes
Topic Objective
Gathering the right information. Gather Facts on the Issue
Topic Summary
Review different situations and what would be the correct information to gather.
Materials Required
Flipchart/Dry erase board, marker
Planning Checklist
None.
Recommended Activity
Discuss various situations and topics regarding employee behaviors. Review what information would need on all cases and what would be case specific. Write answers on the flipchart/dry erase board.
Stories to Share
Share any relevant personal experiences.
Delivery Tips
Encourage everyone to participate.
Review Questions
What are some of the first steps to gathering facts about an employee?
Practice Your Tone The point of constructive criticism is to help the employee and encourage them to improve and be successful. However, the tone of your voice can speak louder than the words you use. If your tone is hard or comes across as disapproving, the employee may interpret the meeting as a form of criticism or discipline and then ignore or dismiss any helpful advice or action plan. On the other hand, if the tone is too light and amicable, the employee may interpret the action plan as friendly advice and not take the need for improvement seriously. Points to remember:
Remain neutral – your focus is to help the employee.
Watch for angry or accusing tones – these can counteract the help being offered.
Practice what you want to say beforehand. Look for tones and pitches that can either help or harm.
Estimated Time
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10 minutes
Topic Objective
Practice controlling your tone of voice. Practice Your Tone
Topic Summary Discover how tones can affect the words we say Materials Required
05-Practicing Your Tone
Planning Checklist
None.
Recommended Activity
Complete the handout with a partner. Make notes on your results and share with the rest of the group.
Stories to Share
Share any relevant personal stories regarding misused tones.
Delivery Tips
Ask for volunteers to share answers aloud.
Review Questions
How can tone affect the purpose of constructive criticism?
Create an Action Plan Once the problem has been addressed, an action plan will help the employee to make the proper adjustments and improvements they need. Change can be hard for anyone, so the employee will need proper support from management to succeed. Make realistic goals the employee can achieve and focus on the areas of work the employee has control to change (their duties or department). Once a plan has been made, allow ample time for it to be put in place and monitor the employee to see how they are doing. It may also be helpful to schedule a follow-up meeting to check on their progress. Tips:
Give specific feedback and improvements that need to be made.
Focus on goals the employee can achieve to correct the problem.
Form an action plan that helps achieve those goals.
Follow-up as needed.
Estimated Time
10 minutes
Topic Objective
Outlines the steps in an employee action plan
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Create an Action Plan Topic Summary Review the parts of an action plan Materials Required
06-Creating an Action Plan
Planning Checklist
None.
Recommended Activity
Complete the worksheet individually. Review your results with the rest of the class.
Stories to Share
Share any relevant personal stories.
Delivery Tips
Ask for volunteers to share their results.
Review Questions
What is the purpose of the action plan?
Keep Written Records Written and documented records are often important when delivering constructive criticism. Written records not only help track the behavior or actions that need to be corrected, but also help document the actions that will be taken to correct the situation. Document employee behaviors and reactions to keep in employee files and add to the action plan. The action plan can be a form of documentation once it has been written and can also be added to the employee’s and manager’s work files. Example of written records:
Exchanged emails/notes/memos
Log of employee behaviors or actions
Action plan with improvement ideas and strategies
Signed forms signed by the employee (acknowledgement of feedback, actions plan, etc.)
Estimated Time
10 minutes
Topic Objective
Knowing different types of written records
Topic Summary
Keep Written Records Review and discuss different types of written records and which ones are
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appropriate for different situations. Materials Required
Flipchart/Dry erase board, marker
Planning Checklist
None.
Recommended Activity
Discuss various situations that would require written records or documentation. Discuss the different types of written records and which ones would be situation appropriate. Write answers on the flipchart/dry erase board.
Stories to Share
Share any relevant personal experiences.
Delivery Tips
Encourage everyone to participate.
Review Questions
Why should written records be kept in employee files?
Case Study Katherine has noticed that her employee, Sean, has not been completing his reports properly before handing them in at the end of the week. They would normally have sections missing or the information would be inadequate. Katherine kept copies of each report and made notes of the indiscretions. She made notes of emails she sent him and documented times she said something to him. When the behavior didn’t get corrected, she called him into her office and spoke with him privately. She outlined the actions that needed to be corrected and asked Sean what he could do to fix it. Together they formed goals that Sean could accomplish to better his reports within the next month, such as improving his editing skills and learning about proper research. Each week Katherine reviewed his reports and noticed gradual change and improvement. She held a follow up meeting with Sean to let him know his reports were looking better and that she was happy to see the progress.
Estimated Time
5 minutes
Topic Objective
Outline the preparing and planning feedback case study. Case study
Topic Summary Discuss preparing and planning constructive criticism case study. Materials Required
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None
Planning Checklist
None
Recommended Activity
Discuss the results of the case study. Would Sean have reacted differently if Katherine had taken another approach?
Stories to Share
Share any relevant personal stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
What mistake was Sean making on his reports?
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Module Three: Review Questions 1. When gathering facts for delivering constructive criticism, you should find what? a) b) c) d)
Which employee is going to be fired What the best discipline action would be The best department to relocate the employee The reason for the constructive criticism
When gathering the facts to prepare for a delivery of constructive criticism, it is important to address the purpose of the feedback and what the reason is for addressing the problem. 2. Gathering the facts includes which of the following actions? a) b) c) d)
Snooping through employee files Reviewing company policies and procedures Eavesdropping on employee conversations Making your own notes on the subject
Reviewing the company’s policies and procedures is one way to gather facts that can support constructive criticism. This helps gather information set forth by the company that can support actions/corrections that may need to be taken. 3. Your ________; when giving constructive criticism says the most. a) b) c) d)
Tone Hands Words Clothes
When delivering constructive criticism to an employee, your tone can often speak louder than the words you use. Angry or passive tones can make the situation sway in different directions. 4. The best way to control your tone is to do what first? a) b) c) d)
Write everything down on note cards Have someone else deliver what you want to say Practice what you want to say Go through everything really fast
Practicing what you want to say before meeting with an employee can help control your tone later. Practicing ahead of time helps you identify trouble situation or phrases that may create involuntary tones or pitches.
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5. One is one step of creating the action plan for an employee? a) b) c) d)
Letting them know what they are doing wrong Setting realistic goals to accomplish Documenting any demerits given at the meeting Creating a plan of discipline
One important step of the action plan is to create goals the employee can achieve to improve or correct the action/behavior. This can include more training, review of policies and procedures, or even just making better observations. 6. What is considered the final step of the action plan? a) b) c) d)
Follow-up meeting Reviewing incorrect behaviors/actions Outlining employee goals Giving the employee an official write up slip
A follow-up meeting is usually considered the final step of an action plan since it requires management to meet with the employee again and check on progress. If everything has gone as planned, then the meeting is over. If things have not improved or changes, then a new action plan would be created to reach a different goal. 7. What is one form of keeping a written record? a) b) c) d)
Verbal meeting at the employee’s cubicle Deleting old emails from the manager Holding a conference call The action plan with improvement strategies
The action plan that is created between the manager and employee is a form of a written record that shows proof the event took place. These types of record are generally kept in employee files for future reference. 8. What is the purpose of keeping written records? a) b) c) d)
To document behaviors, actions or steps taken/completed To create a black mark on the employee’s records To make the employee feel bad about what they did To make the manager look good
Keeping a written record serves as documentation and proves that the behaviors or actions took place, whether it was the initial discrepancy or a plan to improve the situation in the future.
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9. What is one way Katherine kept written records of the events? a) b) c) d)
She wrote everything down in a journal She made copies of the incorrect reports She sent reminder emails to the employee She let someone else see the reports to get a second opinion
Katherine kept copies of the reports that were incorrect or had missing information. This way she could bring them forward later to review with the employee and show examples of what she needed corrected. 10. After the action plan was started, what did Katherine do when she noticed improvement? a) b) c) d)
Dismissed the problem Gave Sean an award for best improvement Held a follow-up meeting to speak with Sean again Sent Sean an email to say ‘Good Job’
When Katherine noticed Sean was gradually improving, she held a follow-up meeting to let him know she was seeing good change. This would also be a good time to ask how he was doing and if he had any other concerns or problems.
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