Training Feedback Facilitators
“You don’t make ugly people pretty merely by giving them mirrors” - a quote from a client in the 80’s who was working with Pilat on the redesign of his organization’s multi-rater feedback system. Politically incorrect though this comment now is, it encapsulates the very essence of what is wrong with the majority of feedback processes. The energy spent on most 360 processes goes primarily into developing the questionnaire, then the report format, then the technology, then the communications, and lastly, if ever in ensuring that the feedback is really used. Giving people feedback may trigger a reaction, interest or even concern. Triggering action is a complex challenge.
This major international hotel chain had used 360 in the past but had found that few people got as far as crafting a practical and focused development plan, let alone implementing it. Plans tended to be general (e.g. - “Improve my planning ability”, or “Develop a more engaging interpersonal style”).
The client engaged Pilat, as it knew that the problem was not the feedback; this was structured, specific, relevant and actionable. There were two problems:
- recipients did not know how to turn feedback into development actions
- day-to-day pressures squeezed out the work on the very few plans that might have worked.
Rather than scrapping or redesigning the feedback tools, they chose to work with Pilat to skill up the small cadre of feedback facilitators. Previously, these had been devoting their time to delivering the feedback; explaining the report format, identifying and bringing our the relative strengths and limitations, setting the comments in context, and pointing the recipients at the range of competency-based training and development options from which to pick. The report was relatively simple (compared to the work that the feedback recipients were normally engaged in) therefore really did not need this level of attention.
Pilat developed a program to equip the facilitators to shift their focus. Their new role would be around helping managers to identify
- the behavior that needs to change
- what triggers them to display the behavior and keeps them doing it
- what the new behavior is
- practical, on-job activities that they could use to try and practice new behaviors
- the triggers and reinforcers that they could put in place to help achieve the change.
Pilat also built into the program a process for the facilitators to follow to ensure that the feedback recipients (a) did produce the plan, and (b) implemented it. Their role was to become one of support and compliance management.
The program lasted two and a half days including each participant experiencing the process from an experienced Pilat facilitator. They then had time to reflect on that part of the program using a workbook to record their thoughts and conclusions, before attending a two-day experiential skill development workshop. A Pilat facilitator continuously observed each attendee and only those demonstrating adequate skill were approved for use within the client.
The quality of the development plans increased substantially; participants engaged more with their own managers as part of the process; demand for off the shelf training and development fell; and the facilitators became more committed to the process.
