Leadership Playbook: Feedback
The Power of Feedback: How Giving and Receiving Impacts Performance
Remember that career-defining feedback you received that set you on the path to success? Probably not. It’s unlikely many people are fortunate enough to pinpoint a single piece of feedback that changed everything. In reality, it would be rare for any single comment to be that transformative. What truly shapes us is the accumulation of countless, often unnoticed bits of feedback - both reinforcing and corrective - that gradually steer our course. Most of it likely passes by without us even realising its impact.
That said, there will be times when feedback hasn’t felt great - and those moments you’ll certainly remember. Likewise, you’ve probably had to deliver negative feedback yourself, and I’ll bet, like me, there have been times when you’ve put it off to the point where it never even got delivered! It isn't hard to see why...
For most of us, feedback is a task we approach with reluctance - whether giving it or receiving it. This hesitation isn’t surprising when you consider how rarely we’re taught to navigate these moments effectively. Yet, feedback remains an essential force in our personal and professional growth. It’s challenging to hear and for most people, even tougher to deliver, but it’s also one of the most powerful tools we have to push ourselves and others toward greater potential. While it may be uncomfortable in the moment, the impact of honest, constructive feedback is undeniable, shaping our paths in ways we often only realise later.
I can say with absolute certainty that feedback has been instrumental in shaping my journey to where I am today. Both as a recipient of useful, constructive, and sometimes quite harsh feedback, and as a giver of candid insights, I’ve learned that these moments of discomfort can often be the most impactful. However, I must admit that my insights, when given, are not always welcomed with open arms. I wasn’t always particularly good at giving feedback. In fact, I think I was probably quite rubbish at it for most of my career.
Seeking and acting on feedback
I remember reading a post somewhere about the importance of seeking feedback and how Google's managers would regularly receive 360-degree feedback from their teams. At the time, I was leading a team of about 10 Business, Economics, and Computing teachers and decided that, for my own growth, I would give my team a form and ask them to provide me with some honest feedback.The results were, to say the least, uncomfortable. The feedback exposed both my strengths and flaws, and while some comments stung, I knew growth required facing them. I chose to act on the feedback that resonated, even if it was difficult, and I let go of what didn’t align with my core beliefs.
As I made these changes, I noticed a shift within the team. Trust began to grow, and my willingness to listen and act demonstrated that I genuinely valued their input. This not only strengthened our relationships but also elevated our overall effectiveness as a team. Since then, I’ve made it a point to conduct 360s every year. A year or so ago, I volunteered for our then Director of Professional Learning to interview about 15 of my colleagues with my leadership as the topic. This included those I led, worked alongside and reported to; my own wife was even involved! That feedback was extremely useful, even if I didn't agree with all of it.
This post codifies my process and I highlight where I am now, and share how I’ve worked to improve my ability to give effective feedback as a leader. Developing the skill of giving feedback is crucial for anyone responsible for helping someone else grow and develop.
What is feedback?
My dictionary says it is “information about reactions to a product, a person's performance of a task, etc. which is used as a basis for improvement.” In the context of a school leader, feedback then is a critical tool for fostering development, improving performance and guiding staff (and students) toward reaching their full potential. When delivered effectively, feedback isn’t just about correcting mistakes; it’s also about recognising strengths, encouraging growth and upholding the standards that create a positive and productive school environment. Without feedback, we would likely stumble along blindly, with little opportunity for meaningful improvement and only progressing by accident, not really knowing if what we are doing is indeed any good, or getting better.
The art of feedback: building trust, consistency and balance
Over time, I’ve refined my approach to giving feedback, recognising how crucial it has been in my own development. Understanding its importance, I’ve made feedback a key part of my leadership toolkit (or playbook) and have built my confidence in delivering it effectively. I’ve drawn inspiration from various sources, including colleagues and leaders, both past and present:
1. Build trust through One-to-Ones (121s): Trust is built through developing and investing in a relationship, which is best done via regular 121s. I believe 121s are a priority and every leader should be meeting weekly with everyone they lead directly. This regular communication is integral in developing the relationship and building trust. Without this trust, it’s pretty hard to give feedback that will be heard and acted upon. In my first meetings with those I lead, I like to ask two questions:
1. How do you like to be led?
2: How do you like to receive feedback?
Both questions provide me with information that helps build our relationship by allowing them to signpost through their answers, and this opens the gate for me to talk about the feedback model I use. It is surprising how positive the conversation goes when feedback is discussed up front before you even give any, and equally, how few examples people have of receiving great feedback.
2. Give feedback often: Just like 121s, think of feedback as regular irrigation rather than a flash flood. Frequent, small doses of feedback help ensure continuous course correction and growth. By giving feedback regularly, you reduce sensitivity to it, normalise the process, and minimise the need for difficult conversations. This consistent approach not only reinforces positive behaviours but also addresses issues promptly before they escalate.
3. Give both positive and negative feedback: In our school, the vast majority of what our teachers do is excellent - let's say that 90% of actions are positive. Feedback should then reflect this reality. It’s crucial to provide ample positive feedback, significantly more than negative. By acknowledging and reinforcing positive behaviours, you not only boost morale but also encourage their continuation. When negative feedback is necessary, it should be specific and constructive, focusing on behaviours that need adjustment. If you regularly offer positive feedback, people are more likely to be receptive when you need to deliver constructive criticism.
Delivering feedback - a model
Whenever giving feedback, whether positive or developmental, it should always be delivered in a positive tone, with a focus on achieving a better future outcome. The tone should reinforce the constructive intent behind the feedback, whether you’re encouraging more of a good behaviour or addressing an area that needs improvement. It’s crucial to keep the positive intent - often centred around student outcomes - at the forefront. Here are the four steps I having been using to give feedback for some time now, heavily inspired by Manager Tools:
1. Ask for permission to give feedback
2. Describe the behaviour
3. Describe the impact of the behaviour
4. Discuss future behaviours
Manager Tools’ Mark Horseman provides this handy summary:
“May I give you some feedback? May I share something with you?” Always ask, positive or negative.
“When you…” Talk about their behaviour.
“Here’s what happens…” Describe the impact.
“How can you do this differently?” or “Thanks – keep this up.” For negative feedback, ask them to suggest the change.
Here’s how the model plays out in our school’s context:
1. Ask for permission: Before giving feedback, make sure the person is ready to receive it. A simple question like, “May I give you some feedback?” is an effective way to start. If they’re not ready, it’s better to wait until they are, as delivering feedback to someone who isn’t prepared to hear it can be counterproductive.
2. Describe the specific behaviour: Focus on the observable behaviour, whether it’s something done well or something that needs improvement. Feedback should be based on what you’ve directly seen, heard, or on the work produced - not on attitudes, feelings, or intentions. For example, “I’ve noticed that you’ve been arriving late to a couple of our recent staff briefings.”
3. Describe the impact: Clearly articulate how the behaviour affects others or the environment. This helps the person understand the broader implications of their actions. For instance, “When you arrive late, it disrupts the flow of the meeting and can cause you to miss important key messages that are crucial for your role. Additionally, when others see you arrive late, it might give the impression that punctuality isn’t important.”
4. Discuss future behaviour: After outlining the behaviour and its impact, shift the focus to what can be done differently going forward. Ask questions that encourage the person to take ownership of the solution, such as, “What can you do to ensure that you arrive on time for these briefings in the future? Is there anything I can do to support you in this?”
The model takes just 30 seconds to a minute to deliver and has been highly effective in allowing me to provide regular feedback comfortably. It works equally well for positive feedback, for example:
Positive example - feeding back to a teacher who waits for silence while delivering an assembly
1. Ask for permission: Start by ensuring the person is ready to receive the feedback. For instance, “May I give you some feedback?”
2. Describe the specific behaviour: Focus on the observable positive behaviour. For example, “I’ve noticed that during the assembly, you were consistently waiting for complete silence before speaking.”
3. Describe the impact: Clearly explain the positive impact of their behaviour. For instance, “By waiting for silence, you command the room’s attention and set a tone of respect and focus. This not only makes your message more impactful but also encourages students to be more attentive and respectful.”
4. Discuss future behaviour: Encourage the continuation of this positive behaviour by saying, “I really appreciate how you manage the room by waiting for silence. It’s an excellent practice that enhances the overall effectiveness of your communication. Keep it up!”
Giving and seeking feedback is like building muscle - the more you practise, the stronger and more effective you become at both the giving and receiving of it. Start making feedback a regular part of your routine, and you’ll find it becomes easier and more natural over time. Don’t wait - begin practising today, and watch how it transforms your growth and the growth of those around you.