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Delivering Upward Feedback

Design Document

Presented to
Dr. Claire Elizabeth Carey, Dir. Workforce Development, DoD Texas
by
Ana Padilla, Tyler Costa, Richie Cobb, Lisa Emanuelson
Luay Askar, Kalsoom Sanad Shah, Anne Keller
June 19th, 2018
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Project Overview
In 2018, a new performance appraisal system will take effect at the Department of
Defense (DoD) in Texas. This change will help encourage a new corporate culture of caring to
promote stronger manager/employee engagement. In the current DoD culture, top-down
performance appraisal is the norm, with minimal opportunity for employees to provide feedback
to their supervisors. The new system includes a two-way feedback component, where employees
will have the opportunity to advise their supervisors of their interests, concerns, and observations
of behaviors, and to offer feasible suggestions.
Delivering candid upward feedback is likely to be uncomfortable for some direct reports,
as this type of feedback is not normally administered in a traditionally hierarchical workplace
environment like the DoD’s. Our evidence-based training interventions will provide an
opportunity for DoD-Texas employees, and their supervisors, to develop their skills and
strategies in the art of upward feedback, placating concerns and understanding better how to
integrate upward feedback into their workplace.
The IST 626 team will design and develop training materials that consist of PowerPoints,
guides, posters, and pamphlets to be used in training activities. The facilitator-led PowerPoint
training includes practice activities for learners and will utilize DoD Workforce Development
instructors. The other materials will act as performance support tools to encourage transfer to the
workplace.
The desired outcomes of this training intervention are to foster confident employees who
are prepared and willing to engage with their supervisors and managers honestly, respectfully,
and constructively. In addition, supervisors and managers will be able to respond in an
appropriate manner to absorb, reflect on, and utilize the feedback provided to them by their
employees.

Learner Analysis
Primary Audience
The primary target audience for this training will be DoD-Texas civilian employees
reporting to civilian or military supervisors. The employees work in various occupations within
DoD-Texas and have diverse backgrounds. In addition to civilian employees, learners will also
be military employees who report to civilian supervisors. The military employees are primarily
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enlisted service members and also have a variety of occupations. All learners are familiar with
working in a mission-focused environment.

Secondary Audience
The secondary audience for this training will be the supervisors working in various
departments within DoD-Texas. The supervisors should be knowledgeable about the upward
feedback training that their employees are receiving because they will be the recipients of the
feedback. The training will provide supervisors with a job aid on how to receive feedback openly
and effectively from their employees.

Prior Knowledge and Motivation

The employees may have familiarity with upward feedback because upward feedback has
been implemented in some DoD-Texas departments, but not all. All employees have completed
and have access to training about giving and receiving feedback. Our training will emphasize the
implementation of upward feedback and therefore will be considered at the application level for
the learners. The training will not be mandatory for employees although the workforce currently
expresses significant interest. The employees’ motivation to participate in the training may be
increased because two-way feedback is required as part of DoD-Texas’ new performance
appraisal system.

Learning Context
Employees will be participating in and completing the training at their worksite, DoD-
Texas, a secure government base which constrains the possible training delivery methods. For
example, access to common online delivery platforms and collaboration tools such as Google
Suite and SurveyMonkey will not be available. The design team, cognizant of these constraints,
will develop training materials that employees are able to access easily at their worksite.
The PowerPoint presentation section of the training is designed to be facilitator-led; some
DoD Workforce Development staff are qualified. Approximately 10-15 employees will
participate in each training session. The presentation will need to be delivered in a private space
so that employees are able to focus on the training content without distractions. DoD-Texas has
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easily accessible conference rooms, classrooms, and individual offices that can be used as
training spaces.
The PowerPoint presentation will also be made available for employees to access after
the training for reference. Employees have access to computers at their workstations which
allows them the opportunity to view the presentation on their own. Job aid posters will be created
targeting both employees and supervisors. The most appropriate placement for these posters will
be at the discretion of the worksite, as there may be restrictions.

Content Analysis
The contents of this project are based on evidence gathered through research and analysis
of peer-reviewed literature on upward feedback. The training materials target employees as the
primary learners and their supervisors as the secondary learners. The project consists of a face-
to-face training that will be delivered using a PowerPoint presentation, a facilitator, and a
facilitator's guide. Job aids will be distributed outside of the training session and will separately
target both employees and supervisors.
The PowerPoint presentation will include a brief description of upward feedback that
draws upon the learners’ prior knowledge from previous training at the DoD. Learners will be
provided with reasoning behind the importance of upward feedback and the organization’s
expectations for employees incorporating it into their departments. The main focus of the
presentation will be on giving employees the tools necessary to provide feedback to their
supervisors. Content will include how to give upward feedback, as well as when and where it is
appropriate. Employees will have an opportunity to break into small groups and participate in
practice scenarios relevant to upward feedback in the DoD workplace. This hands-on practice
will allow employees to practice giving feedback to managers who are positively receptive to the
feedback, as well as those who may not have established a welcoming environment for giving
and receiving this type of feedback. They will also be able to practice and discuss feedback
wording in situations where it is likely to be received in a positive way, as well as scenarios
where certain feedback phrasing may set a negative and uninviting tone. A facilitator’s guide for
the instructor-led component of this training will ensure that initial and future instructors
understand how to implement the standards set forth by this course. Additionally, this guide will
contain the scenarios that will be used in the practice scenarios.
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Job aids will include posters that outline the value of two-way feedback; these will be
directed at both supervisors and employees. Smaller, more simplified versions of the poster will
also be distributed as pamphlets. The supervisor pamphlet will describe how to receive upward
feedback and create a receptive and welcoming environment for employees to provide upward
feedback. The employee pamphlet will focus on how to give upward feedback effectively and
include examples and key points.
A short, three to five question pre-training survey will also be developed to determine
learner entry conditions (details are in the Agenda section below). Finally, a short post-training
questionnaire will be developed to determine learner reaction; details are in the Evaluation
section below.

Learning Objectives
Employees will be able to:
1. Define upward feedback
2. Explain its importance in a workplace
3. List the necessary conditions for an upward feedback conversation with a supervisor
4. List the necessary steps for an upward feedback conversation with a supervisor
5. Select the appropriate action in an upward feedback scenario
6. Deliver upward feedback with a partner

Supervisors will be able to:

1. Identify the receptive supervisor qualities needed for upward feedback
2. List the strategies for active listening
3. Receive upward feedback with a partner

Project Roles

Dr. Clare Elizabeth Carey Client/SME

Luay Askar Content Developer

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Tyler Costa Technologist & Visual Design

Richie Cobb Research and Learning Theory Management

Lisa Emanuelson Instructional Designer

Anne Keller Editor

Ana Padilla Project Manager

Kalsoom Sanad Shah Content Developer

Timeline

June 17 Team Meeting with Dr. Carey

June 19 Submit Design Document

June 19-23 Create draft training materials

June 24 Team Meeting with Dr. Carey

June 26 Submit Draft Materials

June 26-July 15 Write Design Project Report and continue

development of training materials

July 8 Team Meeting with Dr. Carey

July 15 Team Meeting with Dr. Carey

July 15-24 Finalize project deliverables

July 24 Submit final project

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Implementation Notes

Training Delivery and Logistics

For the delivery of the face-to-face PowerPoint training, facilitators will need to be
familiar with the basic processes behind upward feedback. The facilitator’s guide will
supplement facilitator knowledge to ensure that the course is being delivered effectively. The
facilitators, DoD Workforce Development staff, are highly motivated individuals with
experience delivering training courses.
We do not anticipate logistical challenges pertaining to the implementation process at this
time.

Materials
The team will craft materials for both the course facilitators and the learners. For the
facilitators, the team will prepare all slides for the PowerPoint presentation, create a facilitator’s
guide for delivering the training, and the training agenda.
The facilitator’s guide includes necessary information for conducting the PowerPoint
training, including:
● An overview of the entire course, with overall objectives and slide notes
● A process guide for each section of the course.
● Tips for learner engagement- questions and comments to engage learners.
● Directions for the knowledge check portion of the course
● Information regarding the questionnaire sent pre-training

Additionally, the facilitators will receive resources that will be made available to the
learners during and after the training. Learners will receive:
● Job aids, one pamphlet for supervisors (receiving upward feedback) and one for
employees (providing upward feedback).
● Posters for the workplace that combine objectives set forth in both job aides.
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Evaluation

Level 1: Post-training Questionnaire

The design team will create a short post-training questionnaire. Distributed after the PowerPoint
presentation and practice activities, it will assess the employees’ reaction to the training and how
their attitudes may/may not have changed towards delivering upward feedback.

Level 2: Scenarios
Employees will be provided with scripted scenarios after the PowerPoint presentation. Working
in small teams, the employees will review the scenarios and discuss the most appropriate action.
The employees will then discuss their responses with the larger training group; the facilitator will
provide feedback.

Level 3: Worksite Behavior Change

To help determine the effect of the training on the work site, the design team will create a short
survey that the DoD-Texas Workforce Development staff will have the option to distribute. This
could be done periodically, for example, quarterly.

Level 4: Results
The periodic surveys from Level 3, if used, will provide the DoD-Texas Workforce
Development staff with some information about this training and its usefulness.

Level 5: Return on Investment (ROI)

While this training has no development cost, the implementation of the training requires, at a
minimum, facilities, a facilitator, and learners; those costs are unknown to the design team.
Therefore, ROI is beyond the scope of this project.

Agenda & Teaching/Learning Activity Description

1. Pre-Training Questionnaire. A questionnaire to be conducted prior to the face-to-face

training to determine:
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a. Learners’ prior knowledge about upward feedback

b. Learners’ comfort level about delivering upward feedback
c. Learners’ concerns with delivering the upward feedback
2. PowerPoint Presentation
a. Introduction
i. Facilitators will introduce the training objectives and provide orientation
about the overall training.
ii. Ice-Breaking activity for face-to-face (F2F) sessions; participants
introduce themselves and provide other information required for the
activity
b. Significance/Importance of upward feedback in the DoD
i. Directives or mandates for using upward feedback.
ii. Practice with upward feedback will facilitate a culture of openness and
sharing within DoD-Texas.
c. A brief history of upward feedback
i. Recall prior feedback trainings
d. Tips on how, when, and where to conduct or provide upward feedback
e. Skills Practice and Knowledge Check
i. Present scenarios for different upward feedback situations; participants, in
small groups, will identify the best response and discuss why.
3. Post-training Questionnaire
a. Check understanding of upward feedback.
b. Comfort level about delivering upward feedback.
c. Likelihood of delivering upward feedback.
d. Reaction to training.
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References

The following references have been used to assist in the development of our design document
and instructional content:

ACT Government. (n.d.). The art of feedback: Giving, seeking, and receiving feedback.
Retrieved from
https://www.cmtedd.act.gov.au/__data/assets/pdf_file/0003/463728/art_feedback.pdf
Dweck, C. (2010). Mindset: How can you change from a fixed mindset to a growth mindset?
Retrieved from http://mindsetonline.com/changeyourmindset/firststeps/
Emory University Human Resources. (2018). Tips for providing upward feedback. Retrieved from
http://www.hr.emory.edu/eu/docs/upward-feedback-tips.pdf
Impraise Blog. (n.d.). Feedback guide: How to accept upward feedback well [web blog]. Retrieved
from https://blog.impraise.com/360-feedback/how-to-accept-upward-feedback-well-
performance-review
Kudisch, J., Fortunato, V., & Smith, A. (2006). Contextual and individual difference factors
predicting individuals’ desire to provide upward feedback. Group & Organization
Management, (31)4, 503-529. Doi 10.1177/1059601106286888
Smith, A.F.R., Fortunato, V. (2008). Factors influencing employee intentions to provide honest
upward feedback ratings. Journal of Business and Psychology, (22)3, 191-207.
Tews, M.J., & Tracey, J.B. (2009). Helping managers help themselves: The use and utility of on-
the-job interventions to improve the impact of interpersonal skills training. Cornell
Hospitality Quarterly, (50)2, 245-258. doi 10.1177/1938965509333520