I personally feel that most leaders do not
understand the value of providing feedback or setting the right type of goals
for employees and for students in the academic arena. For the business community, I feel feedback is
without a doubt one of the biggest developmental tools leaders can use today. Good feedback provides a measurable value to
the organization and its employees. This is the same for setting goals.
It seems obvious that setting goals should be based
on achievable outcomes, but from a personal perspective I have learned through
research and experience that these goals should be tangible and doable
(Mitchell, 2014). Often leaders forget
the simplest formula for setting goals: SMART…
·
Specific
– target a specific area for improvement.
·
Measurable
– quantify or at least suggest an indicator of progress.
·
Assignable
– specify who will do it.
·
Realistic
– state what results can realistically be achieved, given available resources.
·
Time-related
– specify when the result(s) can be achieved.
When you add the SMART process with real-time feedback
it enhances the opportunity for employees (especially the newer generations of
employees) to become better performers and to achieve the goals you set for
them. I think one of the biggest reasons
there are generational differences between employees is because of competition
in the workplace and workforce today. The goal-setting
theory posits that people who set goals perform more effectively than those who
do not set goals no matter what generation they belong to (Merritt & Berger,
1998).
For me personally, I am not sure to what degree I
require feedback, but make no mistake; I do need it. When the situation arises in which I receive
no feedback or poor feedback, I begin to question the credibility of the
instructor or the supervisor. As Brown
would explain, maybe this has something to do with me fitting into that baby
boomer category. Don’t get me wrong, I
want feedback; I just want it from a person who knows what they are doing and from
someone whom I feel has credibility. I
desire targeted feedback and SMART goal setting. This process has provided me with an excellent
high performance work history. When I
receive good feedback I feel that supervisors value me and respect me if they
are taking the time to provide feedback that I feel is meaningful, and
constructive, whether it is good or bad. Whether it's your direct report, a boss, a
co-worker, or a fellow team member on a project, constructive feedback can be
very useful for enhancing relationships and performance (Russell, 2012). For me, feedback should be a continuous program
for employee improvement for all stakeholders to share information about an
individual’s performance. Feedbacks
allow a means for individuals to build on the things they are good at and
improve on the things they are not so good at.
Biswal,
S. (Apr 2013). Feedback , Please. International Journal of Management, IT and
Engineering. (4)
514-521.
Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1412312881?pq-origsite=summon
Clung,
B. G. (Oct 1997): Collecting and using employee feedback. Cornell Hotel and
Restaurant
Administration
Quarterly (38) 50-52. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/209732455?pq-origsite=summon
Administration
Quarterly (39) 40-49. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/209697321/fulltext?accountid=27203
Mitchell, C. (Jun 2014). Being SMART with NRM Performance Goals. Australasian Science (35) 48.
Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1540458223?pq-origsite=summon
Russell,
J. E. (Mar 2012) Tips for providing employee feedback, The Washington Post
(19).26.
Retrieved
from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/929133723?pq-origsite=summon
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