Shownotes Transcript
Sticky Learning Lunch#61: How to Give Feedback Part #4 Need to have ‘That’ conversation but don’t know how, worried how it’ll be received, or just believe that if you ignore it for long enough it’ll go away? This 4-day training will dispel every belief you have about feedback, that you’ve been previously taught or learned by yourself along your leadership journey. Here's How to Give Feedback Part 4.
Learn how to give effective feedback with this sticky lunch Transcript Nathan Simmonds: Get the camera up. Where are we? There we are. Blurry of activity to get here on time. Gentlemen, good to see you all. Slightly dramatic morning, getting things done. I'm here. We're in. Colin, thanks for being here. Garrett, good to see you. Thank you, Martin. Bonjour. Tim, good to see you. Where are we at? Phones over there. Let's get the phone, and make sure we're switched off. Give it a moment for people to arrive.
It's only just gone one o'clock. Let's get the little aeroplane lit up. So for those of you who haven't already, mobile phones, hold them high and turn that little aeroplane on. Zero out all the distractions. A hundred per cent attention. See there's a little bit of hair just outta place. Just give it one more moment. Nathan Simmonds: I'll see where we get to. Question for all of you that are here now, because all of you have attended most of this week, if not all of this week. What has been useful so far from what we have covered? Having had a chance to reflect on Monday, Tuesday, Wednesday, and we're now on Thursday for the last part of this session, what have you started to see differently? Oh, I could have done that differently in this situation.
Oh, that's useful actually for that approach. What things are coming up for you now before we dive into number three? Number four. Sorry. What's been useful? Just looking at the time. Sed model and removing the you from feedback. Good. We're gonna go into that even further today. The Sed structure is very helpful. Good. Nathan Simmonds: Like I say, the preparation piece. Great to see you Claire. The question I just thrown into everybody right now is as this is session four, we are moving through this work and into this last stage is level two. What's been useful so far for you and what you've taken away from this training and what can you see differently or how can you use it differently for the future? Making it non-emotional. Good. One of the key things about making it non-emotional, was when I started picking up, and I shared this with other people before. Good to see you again, Cindy.
Is asking questions that don't begin with why. So it's really important we understand. It's not saying never ask questions beginning with why. It's about making sure that we get intelligent with the use of our questions and the intelligent use of this question. So in order for us to increase the level of objectivity about what we're doing, we ask questions beginning with what as. I'm not asking that, but the question, beginning with the word what. Okay. Nathan Simmonds: This just helps us to just take the emotion out. Just helps us to remove the sense of attack sometimes. Because when people ask us questions beginning with why often we feel we have to justify it. You ask a child a question beginning with why. Why didn't you do that? What do they do? They make a lot of excuses. Billy did it. The dog ate it. That happened. It wasn't me. It was so and so, da, da da. Yet as we grow up, we still do that.
We just make it more complicated with the choice of words that we use or nuance it or make it appear more complicated with the choice of words. But in truth we're just making excuses and defending and justifying what we did or didn't do. So it's important we understand it. So use as many questions as you can that begin with the word what rather than why did you do that? What was the thinking that led up to that? What were the actions that happened before?