Upward Feedback

Part 2 of 3
PowerPoint Presentation

OVERVIEW & PURPOSE

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.

Recommended resources for the Facilitator to review prior to the presentation:

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). How can you change from a fixed mindset to a growth mindset. Mindset.
Retrieved from http://mindsetonline.com/changeyourmindset/firststeps/

Dweck, C. (2014). The power of believing that you can change [TED Talk]. Norrkoping,
Sweden. Retrieved from:
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve

Gallo, A. (2010, March 24). How to give your boss feedback. Harvard Business Review.
Retrieved from https://hbr.org/2010/03/how-to- give-your-boss-feedback

Impraise Blog. (n.d). Overcoming the fear of feedback [web log comment]. Retrieved from
https://blog.impraise.com/360- feedback/overcoming-the-fear-of-feedback-performance-
review

Latham, G. & Wexley, K. (1994). Increasing productivity through performance appraisal.

Reading, MA: Addison-Wesley

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POWERPOINT PRESENTATION (46:00)

Slide 1: Delivering Upward Feedback (30 seconds)

DoD Texas is cultivating a new culture of communication and collaboration where feedback is
provided top down AND bottom up. To achieve this, employees need to be engaged in upward
feedback to their supervisors in a constructive, respectful and honest manner. This training and
scenarios will help you to become more comfortable preparing for and delivering upward
feedback.

Introduction of presenter & audience: Ice-Breaker activity

The facilitator will introduce him/herself and then ask the audience to introduce themselves.

Slide 2: Training Objectives (60 seconds)

The goal for this training is to help you feel more comfortable and confident preparing for and
delivering upward feedback.

The facilitator will introduce the objectives of the training and provide orientation to the overall
training module. The facilitator will mention that the main goal of this training is to help
employees feel more comfortable preparing and delivering upward feedback to supervisors.

Objectives:
● Define upward feedback.
● Explain the importance of upward feedback.
● List the necessary conditions and steps for an upward feedback conversation with a
supervisor.
● Select the appropriate action in an upward feedback scenario.

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Slide 3: What is Upward Feedback? (60 seconds)
The facilitator will ask the audience “What is upward feedback?” and get ideas from audience
members before showing the definition of upward feedback. After audience input, the facilitator
will explain that upward feedback is a process in which the employees give direct feedback to
their supervisors. This process can be either formal or informal and must be face-to-face.

Slide 4: Why Upward Feedback? (60 seconds)

Importance of Upward Feedback: Developing a culture of trust and respect will enhance the
work environment for everyone.

The facilitator will explain that DoD-Texas is working to establish a more collaborative work
environment and upward feedback is one of the key components. Upward feedback will improve
the channels of communication between employees and supervisors. Upward feedback does not
mean that employees tell their supervisors what they are doing wrong. Instead, the focus is on
improving the work environment. Upward feedback practice will facilitate a culture of openness
and sharing in the organization.

After showing this slide, the facilitator will explain that upward feedback enhances the two-way
communication between employees and supervisors, influences the behavior of supervisors, and
develops a collaborative and effective work environment. It also enhances organizational
performance and outcomes.

Slide 5: Place and time for Upward Feedback (30 seconds)

It is important to plan where and when to provide your supervisor with feedback.

The facilitator will begin with the importance of selecting an appropriate time and venue for an
upward feedback session. Since it is work-related feedback (not personal), choose a time slot
during your normal work hours. Try to select a time slot when your supervisor is not
overwhelmed by workload. A professional environment with minimal distraction is best for
upward feedback.

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Slide 6: Scenario (4 minutes)
Choosing meeting time & place

The facilitator will lead a group discussion about these three scenarios concerning where and
when to meet for upward feedback:

● Scenario #1: When you ask to set up a meeting with your supervisor to provide her/ him
with your upward feedback, s/he replies, “Let’s meet at Joe’s bar at 7 after work. It will
be more relaxed and comfortable; we can get a beer.” How should you respond?

● Scenario #2: When you request a meeting with your supervisor to go over your upward
feedback, s/he replies, “Great; let’s meet in the conference room at 10 AM.” How should
you respond?

● Scenario #3: When you request a meeting with your supervisor to provide her/him with
upward feedback, s/he replies, “That’s my gym time. Why don’t you come with me to
the gym and we can chat while we run on the elliptical?” How should you respond?

Slide 7: Scenario Reflection (4 minutes)

The facilitator should briefly mention that as the DoD Texas implements the new system,
conventions may arise for place and time of upward feedback. The facilitator will share a few
tips to consider about upward feedback session time and place.

A few tips to keep in mind:

● Meet during normal work hours.
● Meet in an appropriate work environment where you and your supervisor are without
distractions and can be focused on the task of providing upward feedback.

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Slide 8: Assessing the environment for upward feedback (90 seconds)
The facilitator will briefly explain the importance of the answers to these questions before
delivering upward feedback.

● Am I open-minded, focused on improving the work environment, and improving my

relationship with my supervisor?
● Am I prepared to bring out the positive before the negative?

Even though supervisors are expecting to receive upward feedback as part of the new
performance system, they will likely react negatively if you provide only negative feedback.
Trust is the foundation of relationship. If you have a rocky relationship with your supervisor,
consider what you can do to improve it.

Slide 9: Scenario- Setting the Environment (4 Minutes)

The facilitator will lead a group discussion about two (or more) of these scenarios concerning
setting the environment:

● Scenario 1: Your supervisor says in a sarcastic tone, “I am really looking forward to

hearing what you think about my performance this past year.” What will you do?

● Scenario 2: In the middle of a busy workday your supervisor asks you to come to his
office. Upon arriving, he asks you to sit down and hands you a letter with content about
laying off one of your colleagues and asks your opinion. What will you do?

● Scenario 3: Your new supervisor, whom you trust, calls you and asks for feedback on her
performance in a meeting and how she can make it better. How will you respond?

● Scenario 4: Your supervisor asks you to share an agenda for an upcoming meeting with a
higher manager. You know there are issues at your department that require attention.
What will you suggest?

● Scenario 5: In a meeting with your department, the chairperson corrects you in front of
everyone. How will you respond?

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Slide 10: Scenario Reflections (30 seconds)
The facilitator will reflect on the session by reinforcing that trust between employee and
supervisor is required for upward feedback to be received well.

Wrap up the scenarios by summarizing the reasons for upward feedback:

● Enhancing communication
● Developing a collaborative work environment
● Improving organizational performance
● Improving trust in the workplace

Slide 11: Crafting Upward Feedback- Focus your Mindset (60 seconds)
According to Stanford psychologist Dr. Carol Dweck, people with a fixed mindset see their
abilities as static. When they are given feedback, they are more likely to see it as an affront to
their set character and intelligence, making them defensive, rather than open, to constructive
criticism. Alternatively, those with a growth mindset see their abilities as malleable traits that are
meant to be constantly improved. Think about the last time you received constructive criticism.
Did you try to argue against the feedback you were given? If so, then you are in a fixed
mindset. Giving and receiving more feedback is useful in transitioning to a growth mindset.

A fixed mindset makes one concerned about being judged, while growth mindset makes one
concerned with improving. The facilitator will explain why a growth mindset is essential for
upward feedback. With a growth mindset, your attitude will change towards both receiving and
giving feedback. To overcome a fear of providing upward feedback to your supervisor, it is
critical to realize that your supervisor is an employee too. As such, they also want to improve
their performance. When you construct and deliver upward feedback, ensure your intention is
good and you are focused on helping your supervisor and your work environment.

Note to facilitator: Prior to discussing Growth Mindset with the audience, view Dr.
Dweck’s TED talk listed in the Recommended Resources.

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Slide 12: Crafting Upward Feedback (2 minutes)
SEEK is an acronym that will help you to craft your upward feedback

The facilitator will explain the SEEK model in relevance to upward feedback. The SEEK model
stands for S-share observations, E-explore assumptions, E- entertain other perspectives, K- keep
present and future-focused.

● Share observations. In your upward feedback, you will communicate your own
perceptions with your supervisor. For example, “I noticed that you do not come to staff
meetings on time.”

● Explore assumptions. What do you think to be true or what might you not know about a
situation? For example, “It seems to me that you do not think arriving at the staff
meetings on time is important. Is this true?”

● Entertain other perspectives. Be a good listener and consider other points of view. For
example, “How do you see your tardiness to staff meetings?”

● Keep present and future-focused. What can be done in the future, what do you think
could be done? Have an achievable plan. For example, “Could we schedule the staff
meetings later so that you can arrive on time?”

Slide 13: Scenario for discussion (2 minutes)

The facilitator will give the audience an opportunity to discuss with a partner an issue they have
in their department and how they would address the issue with their supervisor.

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Slide 14: Scenario Reflections (30 seconds)
In addition to the SEEK model, the facilitator will wrap up the scenario discussion by
encouraging employees to consider these questions when constructing their upward feedback:

a) Is this feedback helpful?

b) Can my supervisor control the issue?

Slide 15: Upward Feedback - Putting It All Together (4 minutes)

The facilitator will show the flowchart to the audience and will briefly explain it. The facilitator
will mention that if the answers to all these questions are “Yes,” then you are ready to deliver
upward feedback; if any answers are “No,” then you need to take the action indicated in the
corresponding rectangle. For example, you may need to review the SEEK model.

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Am I in a growth mindset to offer feedback?
If no ---find a peer or mentor to help you develop trust and a growth mindset
If yes ---- Is my feedback constructive? (Facilitator pause here)
If no --- reflect on your intentions, focus on improving communication and the work
environment
If yes ---- Is my feedback constructed using the elements of the SEEK model?
If no --- review the SEEK model to ensure your feedback is focused; this will be more likely to
be well-received
If yes ---- You are ready to schedule a time and place with your supervisor to provide your
upward feedback.

Slide 16: Upward Feedback - Putting It All Together (30 seconds)

The facilitator will remind the audience to give feedback about positives before negatives. When
presenting negative feedback, have a possible solution in mind so that it will not be dismissed as
criticism.
Remember: your feedback should not be personal.

Slide 17: Scenario: Find the Flaw (4 minutes)

The facilitator will divide the audience into groups and assign a scenario to each group. The
groups will discuss their scenario in their respective groups and come up with proposed
solutions. At the end of the discussion, the facilitator will reiterate that feedback should be job-
focused and should not be personal. The facilitator should emphasize growth mindset and
intention.

● Scenario #1: One day in the cafeteria, one of your coworkers mentions that she has a
meeting right after lunch with her supervisor for her upward feedback. Your coworker
mentions that she is looking forward to “getting her supervisor back” for a bad
performance appraisal, which influenced your coworker’s chance for a promotion. What
is right or wrong with your coworker’s approach? Why?

● Scenario #2: You recently received negative feedback from your supervisor about your
work on the latest project in front of other members of your department. You felt

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 humiliated and are still angry about what happened. You have a meeting with your
supervisor coming up to give feedback on his/her performance this quarter. How should
you approach this situation? Give examples of feedback that would be appropriate. What
feedback would be inappropriate? Why?

Slide 18: Scenario: More Nuanced Situations (6 minutes)

● Scenario #1: Your supervisor has asked you to meet in the conference room during work
hours to discuss your team’s current project. During the conversation, your supervisor
referred to the new policy directive requiring that employees provide upward feedback to
supervisors. You have been working hard on this project for weeks but feel that your
supervisor is showing favoritism to others on the team and not valuing your opinions.
Use the SEEK model and the skills you have learned to construct upward feedback for
your supervisor.

Note to facilitator:
In this scenario, the feedback requested is work-related and the proposed meeting time
and place are appropriate. Feedback should follow the SEEK model; any negatives
should follow positive statements, a possible solution to a negative should be provided,
and feedback should not be personal. Feedback should be genuine and intended to help
the supervisor.

● Scenario #2: Your supervisor has been complaining to everyone for weeks about the
horrible new upward feedback policy. Upon arriving at work, your supervisor asks you
for a few minutes in his/her office to “discuss a few things.” You have overheard that
your supervisor is scheduling mandatory meetings with all employees to meet the new
feedback requirements. You’ve never really liked this supervisor and feel strongly that
his/her leadership style creates a negative work environment and does not allow for
collaboration and the free flow of ideas between members of the team. Use the skills you
have learned to deliver upward feedback.

Note to facilitator:
Refer to the flow chart on slide 15. Responses should reflect a growth mindset and not be

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 retaliatory toward the supervisor or be negative in response to a personal opinion of the
supervisor. When necessary, negative feedback should come after positive statements and
should be constructive with the intent of helping the supervisor.

Slide 19: Wrap Up (4 minutes)

The facilitator will wrap up the session and thank the audience. The facilitator will ask the
audience to write upward feedback for their supervisor within a week and schedule a meeting
with their supervisor within a month to deliver upward feedback.

The facilitator will ask the audience to fill out the post-training questionnaire before leaving.

Slide 20: References

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