how to ask for feedback 2of4

Feedback is an essential component to personal and organisational growth and success. In part one – let me give you some feedback – we looked at how feedback helps answer the question “How am I experienced by others?” and is essential for improvement, self-awareness and for nurturing an environment of high encouragement and trust.

INVITED feedback is always best.

If you’re asking for feedback you are already in a better posture to receive it than if it was offered unsolicited. You’re somewhat in control of the timing, the circumstance and the framework of the feedback. Inviting feedback also serves the person giving the feedback. If they don’t have to find a way to raise a difficult topic with you or overcome any barriers to delivering encouragement they have emotional energy free to direct in to giving helpful feedback.

Choose WISELY.

When you’re intentionally seeking out feedback for growth, choose people who are FOR you and are onboard with the purpose of your work or with the direction of your character development. Choose people whose wisdom and honesty you can trust and rely on. And those who are willing to journey alongside you rather than just ‘dump and run’.

In some situations it might be most beneficial to ask someone who is well-educated or experienced in the area you’re looking for feedback to inform their reflections. Other times, you might be looking for the observations of people who aren’t as involved or aware to get a more clear ‘outsider’ perspective. Choose appropriately.

Ask a LEADER.

Leaders have opinions on everything!

The nature of leadership is that they are actively engaged in making things better. They’re constantly reflecting on best practice and looking for the best way to lead others towards great outcomes and what is most likely to cause people and organisations to flourish.

Be SPECIFIC about what you want reviewed.

Particularly if you’re in the early stages of actively receiving feedback (or the person you’re asking is in the early stages of giving it) narrowing the focus of review can be beneficial and provides a softer entry. Specific questions or a more narrow field of focus eliminates the distraction of the irrelevant.

Identify your own INSECURITIES.

What am I afraid to ask and why am I afraid to ask it?

Previous experiences of failure, doubts about our own abilities, and just our general desire to succeed and be approved of shape our attitude towards feedback. Often, it makes us fearful of any kind of review because we don’t want our negative internal dialogue to be given an ‘outside’ voice. Identify that with the person who is reviewing with you. In doing this you empower them to be gentle with you and to stand with you against your fears and insecurities, and in bringing those into the light they can be somewhat diffused.

Go FIRST.

If you’re looking to shape a healthier culture of feedback in your relationships, families, teams or organisations you need to model what it is that you are wanting others to value.

Leaders go first.

The temptation to go first in GIVING feedback must give way to modelling the RECEIVING of feedback.

For more in the feedback series – read “let me give you some feedback“. Stay tuned for posts about GIVING feedback and RECEIVING feedback.

 

 

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your teen needs you!

There are times in the parenting (or leading and teaching) journey when this feels far from true. Your teen may not LOOK like they need you, they might not ACT like they need you and they may even SAY they don’t need you! But they do.

The cry of the teenage/emerging-adult heart is for relationships and community where three things are present – Trust, Respect and Belief. Sociologists report this drive as the key factors behind gang or ‘bikie’ culture. Such is the need of the heart that it draws a person to connection and belonging ANYWHERE these things are present. It’s true of adults too – but (hopefully) there is a greater degree of discernment to determine whether the presence of trust, respect and belief outweighs any negatives about the people or culture who are offering them.

Let’s unpack these three factors further.

TRUST

What they want …Teens want to be trustworthy but they also want to believe they are capable of trustworthiness and so will crave actions and communication that demonstrate this trust and confidence.

What they fear… Questioning their decision-making skills, their ability to consider all outcomes and options, or their self management or control, translates as an absence of trust.

What to try…

  • Give ample time and opportunity for your teen to explain what they do know and what they have considered (rather than assuming they haven’t really thought things through).
  • Ask questions or use hypothetical scenarios to extend  their awareness of potential outcomes and concerns and grow their consideration.
  • Express your desire to ‘assume the risk’ for the unknown or potential consequences of a decision rather than burdening them with that when their experience or vision is limited. In other words, sometimes a parent needs to be the one who decides because the decision and its outcomes are too weighty for a young person to have to bear.

BELIEF

What they want… In the face of sometimes crippling self-doubt, insecurity, fear of the future and competition teens will gravitate to people and places where they are encouraged to dream big dreams and imagine an extraordinary future.

What they fear… Youth are constantly wondering if they really have what it takes to succeed in life (aren’t we all!). They don’t have the history or experience of seeing how things will play out and so their capacity to predict the future is limited. They are highly sensitive to any inference from adults in their world that what they hope for or are aiming for in their future is not possible.

What to try…

  • Check any language that overloads current decisions or actions with future impact (“if you don’t do well at school you’re not going to have opportunities in work later”). Of course all choices and actions have consequences but then all consequences have options, grace and capacity for recovery. Finite, exaggerated or fatalistic language will scream dis-belief.
  • Encourage aspects of character, attitude and heart that, if they continued to develop them, will open up a world of opportunities to live a productive and impact-ful future.

RESPECT

What they want… As teens transition into adulthood, they are super sensitive to insinuations of immaturity. While they fight for independence they want adults around them to start seeing them as emerging adults and treating them accordingly.

What they fear… Commonly the language and tone we use when talking to young people is quite different to how adults would talk to peers. We can present as quite condescending and they feel that we are unable to see them as anything other than a child.

What to try… 

  • Ask the question “How would I handle this situation if this were a co-worker or peer rather than a teen?” (For example, if a coworker knocked a drink over at a meal table we’d probably be quite quick to help them feel ok about the mishap rather than chastise them for their behaviour.)
  • What actions or statements can you change or add to your interactions that communicate respect of their property or privacy, of their opinions and perspectives, and of their insecurities and fears?
  • Consider how you could deescalate a situation by prioritising respect – both given and received.

How about you?
How have you seen this need for Trust, Belief and Respect manifest in your teens? What do you recall of your struggle with this in your own journey into adulthood? How might you leverage this knowledge to bring greater connection with your teen?

 

why we MUST embrace conflict

I really don’t like conflict. In fact, I don’t think anyone does. 

Those who say they like conflict are either bullies who love a good fight OR are actually referring to the outcomes of conflict rather than the conflict itself. 

I love what healthy conflict accomplishes. 

Conflict achieves better results. 

Conflict ensures that all aspects of a decision, event or direction have been fully considered. When ideas are up for debate and discussion we refine and clarify them for best outcomes. Conflict means that we haven’t just settled for the easiest way or the idea that was presented first or loudest. 

Conflict refines our character. 

No one wants to be told that they’ve behaved inappropriately or that they’re being received in an unpleasant manner – but surely we’d rather the chance to change that through awareness and assistance rather than persist in ignorance? Conflict is necessary to acknowledge our sharp edges and give us the chance to smooth them down. 

Conflict strengthens relationships. 

Conflict builds trust. In relationships where hard conversations are lovingly navigated, misalignments recalibrated and, ways forward together are negotiated intimacy and trust are grown. Willingness to identify and endure conflict communicates a depth of commitment. Pressing in through the tough times is what forges strong relational connection. Ignoring issues over fear of conflict creates emotional distance, mistrust and, ultimately, separation. 

So how do we conflict well? 

HEALTHY CONFLICT – 

  • Debates issues not people.

Finding the best outcome means separating an idea from the person who presents it – otherwise we have to go with the decision that belongs to the person we like most or are more afraid of upsetting. We also have to be okay with our idea being trumped by a better one or refined by other thoughts without taking it personally. 

  • Is best when invited. 

Creating an environment where conflict is welcomed – through invitation and self-control in our responses – can diffuse some of the tension and apprehension. Giving others permission to speak frankly, critique honestly and call us to bigger and better in our behaviour and ideas won’t make conflict fun but will make it more healthy and edifying.