Feedback Audit – Guide to Working with Me

February 18, 2019

11In last week’s blog, we discussed how to receive feedback well by focusing on the types of feedback (ACE – Appreciation/Coaching/Evaluation) you might receive as well as aspects of the feedback which might feel triggering (Truth, Relationship, and Identity Triggers) to you.

The Triad Consulting Group has developed handouts and worksheets that you can access on their website to help guide you through various aspects of difficult conversations and feedback.

When thinking about how to improve how well you receive feedback, it is first important to consider your past experiences taking in feedback. Here are some questions to ask yourself:

  1. What are your pet peeves about feedback?
  2. How sensitive am I to feedback?
  3. What is my processing time for feedback? Do you need time to reflect or can you discuss and engage in the moment?
  4. How long is my recovery time when receiving critical feedback?
  5. If you are triggered by feedback, how can others tell?
  6. How about email? Is coaching by email and not face-to-face acceptable?
  7. What areas are you particularly sensitive about?
  8. When do I feel appreciated?
  9. What is the best setting and timing for me to effectively hear coaching feedback?
  10. What advice would you give others regarding giving you feedback? How can they interpret your reactions?

It is important to be introspective, thoughtful, and genuine when answering these questions. Perhaps you are very sensitive to feedback and your swing/recovery time is not swift. Take a moment to own up to those characteristics and not feel badly about it. Evaluate what could possibly be triggering for you from different feedback scenarios. The only way to begin receiving feedback well is by gaining these personal insights first and foremost.

Remember that you have the right to choose whether you apply the feedback, but you also are able to coach your coach about the feedback in the first place. Without going overboard, you can tell your coach generally how you receive feedback and ask for their consideration in helping you to hear their insights well. If you get overwhelmed by too much information in a coaching session, try to look for themes to these evaluations. If necessary, ask “What’s one thing you see me doing, or failing to do, that you think is getting in my way?”

For more information, check out the book, Thanks for the Feedback: The Science and Art of Receiving Feedback Well which is available for checkout at the OITE Library.

 

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Thanks for the Feedback – How to Receive Feedback Well

February 11, 2019

10Maybe you are not sure how to process your latest performance review at work, or maybe an offhand critical comment has left you ruminating. In any shape or form, receiving feedback is crucial to one’s personal and professional development; however, it can also be extremely challenging to hear.

Douglas Stone and Sheila Heen are the authors of Thanks for the Feedback: The Science and Art of Receiving Feedback Well (book available for checkout at the OITE Library). They have spent over a decade working with corporations, nonprofits, governments, and families – all with the purpose of discovering what helps people learn and what gets in the way of a growth mindset.

Within this blog, we have discussed difficult conversations at work and tools to help you structure the feedback you give, but we haven’t focused on a very simple question:

What makes feedback so hard?

Most advice books are focused on instructing you how to give feedback effectively and productively, but fail to focus on the act of receiving feedback. With this in mind, it is important to note two basic human needs: the first of which is that we want to be accepted and loved for how we are now; the second of which is that we also want to learn and grow. In thinking about the first point, it is important to recognize what makes you feel appreciated. For some it might be a public recognition or informal words of affirmation, while for others it could be an act of service and somebody willing to help you out with a favor. If you go into any feedback feeling underappreciated, then it could be a potential obstacle to how effectively you hear any coaching/feedback.

According to the book, there are three types of feedback – ACE.

Appreciation – Feedback focused on giving thanks and encouraging a person to keep up what they are doing.

Coaching – Feedback focused on showing you how you can do something better whether that is improving a skill or fixing an imbalance in a relationship.

Evaluation – Feedback focused on explaining or clarifying how you stand up next to others or against expectations.

Coaching and evaluative feedback can be triggering and Heen/Stone noted three triggers that can be a challenge to receiving feedback well.

Truth Triggers (Challenge to See) – We often view feedback as wrong or unfair, feel defensive, and completely reject the information we are given.

Relationship Triggers (Challenge of We) – We are speculative of the person and/or relationship with the person giving the feedback and view the information as faulty.

Identity Triggers (Challenge of Being Me) – An aspect of the feedback causes us to question ourselves or our abilities and can stifle our growth identity.

Triad Consulting Group has a variety of online resources for improving your conversations. Included in this are preparation worksheets that can help guide you though a feedback audit of yourself. In next week’s blog we will focus on insightful questions to help you understand more clearly how you receive feedback.


The Way to Go: SMART Career Resolutions

January 8, 2018

SMART

Happy New Year!  It is that time of year to make career resolutions that you will accomplish during the next 12 months.  Two years ago, in the New Year Careers Blog we suggested that trainees make an appointment with a career counselor.   This year, to be more confident that you will accomplish your career goals , we suggest that you utilize the SMART goals strategy, Specific,Measurable, Achievable, Results driven, Time-specific when creating your resolutions.  Using this strategy will take you further..faster!  Here are some detailed examples for fellows to consider as you create your career resolutions for 2018.

Postbacs

General Resolution:        Apply or re-apply to Medical School

SMART Resolution:          By June 15, 2018 I will submit my completed error-free AMCAS or AACOMAS application for admission to medical school. I will have attended an OITE Applying to Medical School workshop, had a personal statement critique, reviewed and edited my AMCAS application, used MSAR to  identify a list of 15 medical schools (3 reach schools, 10 within in range and 2 safety schools), achieved my MCAT score goal by June 1, 2018 (before I apply), obtained all letters of references needed, have obtained sufficient direct patient care, research, and leadership experience.

Graduate Students

General Resolution:         Apply for postdocs

SMART Resolution:          On June 2, 2018 (or 6 months prior to completion of my doctoral degree of my) I will apply for at least 4 postdoctoral research fellowships with a clean, critiqued, error-free CV, application letter, research statement that I created utilizing OITE career counseling, workshops resources, talks with my PhD advisor, NIH PI, science professional associations, and researchers that I meet at conferences.

Postdocs, Visiting and Clinical Fellows

General Goal:                                    Start applying for jobs

SMART Academic Resolution:     One June 1, 2018 (or eight months prior to the last day of my post doc) I will apply for 2 academic jobs with an CV, Cover Letter, Research and Teaching statements, and a well-developed job talk presentation that have been critiqued by OITE staff and my PI.

SMART Industry Resolution:        One June 1, 2018 (or 6 months before post doc ends) I will apply to jobs in a chosen industry with my resume, cover letter that has been reviewed by an OITE career counselor. I will have had a mock interview for industry positions, attended the Career Symposium in May 2018, conducted 3 informational interviews

Please join the OITE team for our January Wellness event,  Setting Goals for the Upcoming Year, on January 18, 2018, 2:00-3:30pm, Building 50 Room 1227.

 


Making the Most of Your Experience at NIH: The Scorecard

February 6, 2017

I arrived at NIH in October 2015. I attended the workshop “English Communication for Visiting Scientists” (ECVS) workshop in February 2016 because, as non-native speaker, I wanted to improve my communication skills. I remember that I was afraid of asking my PI to sign the written consent I needed to register for it. I soon realized how unwarranted my fear was! My PI was glad to know that I wished to improve my communication skills. This has been the first lesson I learned from The Scorecard: “If you don’t ask, the answer will always be no.”

The ECVS workshop. The 2-day workshop itself was very useful. I learned and practiced how to write professional e-mails and to be assertive. But most importantly, I realized that I was not alone. Instead, I was surrounded by people who understood the fear and the frustration of jumping suddenly into a completely different world. During the ECVS workshop, I learned about the Scorecard: an intensive training program to be completed within 6-months. The program (Fig. 1) envisages 10 scores earned by completing the workshops/activities. They are  grouped into four categories: career development, mentoring, leadership/management, and communication.

scorecard1-002

Fig. 1. Representation of the Scorecard categories. Numbers in squared brackets represent the points needed to complete each category. The activities I included in my scorecard are in bold.

The Action Plan. I am a person who likes challenges, so I decided to try and draft an action plan (Fig. 2). First, I identified among the listed courses/activities the ones I was most interested in. Then, I looked at the Office of Intramural Training and Education (OITE) calendar, planned when to attend them, to ensure that I was able to meet the deadline. Last but not least, I identified what I call the “milestone” of my program, i.e. the most difficult and time intensive course. In my case, it was the “Scientists Teaching Science (STS) 9-week course”. I knew that completing it would have motivated me to keep following the plan. Among the other activities that I included in my plan, I chose to attend the Workplace Dynamics IV and V workshops and the mentoring course, and to give a presentation at OITE. I will briefly describe them in the next paragraphs by highlighting why I think they have been very useful for me.

scorecard-3

                        Fig. 2. My “action plan” to complete the Scorecard.

Career development. The milestone of my program – the STS 9-week course – is, in my opinion, a must for fellows aiming at an academic career. One of the assignments is to write the teaching philosophy statement, a fundamental piece of the academic job package! Having the opportunity to have a person with a long-term experience in education, read it and provide constructive feedback is priceless. Moreover, the course is entirely on-line and the teacher provides students with useful hints on how to organize on-line courses and incorporate active learning techniques in the classes. I simply loved it.

Leadership/Management. The Workplace Dynamics series opened my mind. At the beginning of the workshop, as soon as I realized that I had to practice by speaking to the person close to me, I wanted to run away! Yes, I am an extremely introverted person. I am afraid of talking to people, especially in a language that is not my mother tongue, and I prefer to write e-mails. E-mails that most of my colleagues never read, because they prefer to communicate verbally. It took me a while to realize that my approach was ineffective. The workshops provided me with helpful hints on how to address the differences in the personalities and communication styles between me and my colleagues that and made me more successful at work.  After attending the two workshops I needed for the scorecard, I decided to complete the series and I am going to attend the next Management Boot Camp.

Mentoring. The “Summer Research Mentor Training course” was another very helpful workshop. Similar to the STS course, one of the assignments was to write the mentoring philosophy statement. I have recently used both assignments as drafts for an application for an academic position. During the course, I learned the importance of aligning mentor/mentee goals and expectations and assessing differences in communication and learning styles. We all tend to communicate and teach the way it is most effective to us. Recognizing that what works for us does not necessarily work for other people and learn how to manage those differences is the first step to become an effective mentor. I look forward to have the opportunity to mentor a summer student.

Communication. As an introverted, not native speaker, presentations were a huge obstacle for me. I love to design and sketch them out but, until several months ago, I would have paid someone else to deliver them in my place. Most importantly, I would never have volunteered for a presentation. I now realize that my fear to present caused me to miss many valuable opportunities to practice! Now things have changed. Taking part in the activities suggested by the scorecard helped me to practice and build my confidence. I now look forward to presentations rather than trying to avoid them. The author of a book entitled “The Exceptional Presenter” states: “The time to practice is during your normal daily routines, when habits can be formed and mistakes are not costly.”

Final thoughts. All that said, the Scorecard simply acted as “firestarter”. The goal of earning a training certificate motivated me to engage in the program and meeting the deadlines helped me to stay on track. However, as soon as I realized how useful the program was, I attended many other courses beyond the Scorecard. When I earned the ECVS certificate, however, I was really surprised to know that nobody else completed the scorecard before me. So, I decided to write this post to encourage other fellows to engage in it.

Please fellows, don’t think you don’t have the time and don’t be a “rat in the lab”!  Please bear in mind that the knowledge you will gain by completing the Scorecard training program will help you feel better in your lab, communicate more effectively with your PI and colleagues, and develop your career. And please, please don’t miss any opportunity to practice your communication skills!

So, what are you waiting for? The next ECVS workshop is on March 1st, don’t miss it!

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This post was written by guest blogger, Dr. Antonella Ciancetta, Visiting Fellow at the National Institute of Diabetes and Digestive and Kidney Diseases and first fellow who earned the English Communication for Visiting Scientists Certificate


Making the Most of Your Transition to NIH

June 2, 2014

Part Two of a Two-Part Series on Transitions

If you are just arriving at the NIH as a summer student, postbac, graduate student or postdoctoral or clinical fellow, adjusting to your experience at NIH represents a transition that will be one of many transitions you will face in your career.

You may be starting a new phase after leaving a comfortable niche in your undergraduate or graduate university. Or you may be exploring some new opportunities. Having a model or road map for your transition can be helpful. William Bridges is a writer whose model of transition may be of interest.

Bridges’ model highlights three stages that people go through when they experience change. These are:
1. Ending, Losing, and Letting Go
2. The Neutral Zone
3. The New Beginning

Graphic image of William Bridges' Model of Transition

 

1. Ending, Losing, and Letting Go
At this stage, you are probably experiencing a situational change which can trigger a psychological transition. Change can signal the start of a new opportunity which also means the end of an old opportunity. This could mean the temporary end of feeling sure of your daily tasks or the end of associating with a (comfortable) peer group. Even if this ending is a positive development, it could cause you to feel uncertain and question yourself and your values or abilities. As you are letting go of your previous experience, make sure you solicit the support and resources offered at NIH. The Office of Intramural Training and Education (OITE) offers many workshops and individual counseling appointments to help you get oriented and connected to the resources and opportunities at NIH. You may learn more at www.training.nih.gov.

2. The Neutral Zone
The neutral zone or transition period can be a time of creative exploration and discovery while you are clarifying your options and goals. This is a great time to explore new ways of thinking about your career and to connect to people who are working as professionals in fields of interest to learn about their work. In order to learn more about your options and connect, you may want to start talking with people in informational interviews. Sometimes trainees find it helpful to plan how to set up informational interviews with a career counselor, especially if this is a new concept. If your experience has been primarily at the bench, you may also want to explore professional involvement in a FELCOM Committee, a professional society, or committees in your IC or community.

3. The New Beginning
The new beginning is the final step in the transition process. It is usually marked by a decrease in anxiety, an increase in enthusiasm, and a clearer vision on how your recent change fits into your long- term plans. This might include starting medical school, a PhD program or moving on to a career as a faculty member, PI, science policy analyst, specialist in technology transfer, grants administrator, and beyond.

Most people will go through each phase during a change; however, remember that each individual responds to change very differently. You might find that you breeze through transitions pretty quickly while others may struggle with each step. No matter what stage you are in related to your career goals and transitions, please take a look at the resources and services to support you at www.training.nih.gov.

William Bridges’ book, Managing Transitions: Making the Most of Change, offers suggestions about dealing with transitions and coping with change. You can find this book in most public libraries and it is also available in the OITE Career Library on the second floor of Building 2.

 


2014 Career Success Plan

January 10, 2014

Here at OITE, our continued resolution is to help trainees become skilled in a variety of core competencies.  We view these four competencies as vital to your career development.

They include:
1. Career Exploration and Planning
2. Communicating
3. Teaching and Mentoring
4. Leading and Managing

Our goal for the blog this year is to cover a variety of resources and projected outcomes for each of these core competencies.

One of the first we will tackle is career exploration and planning.  This often involves four phases: Exploration, Preparation, Action, and Adaptation.  You will most likely go through these steps more than once because one’s career development very rarely follows a linear projection. Look next week for a blog on the topic of career exploration and planning, specifically individual development plans.

Hopefully, by covering all four of the core competencies, we will help to establish a thematic framework as you continue to read the blog throughout the year.  We will label and categorize each new post accordingly, so that the blog becomes a searchable site for you to easily navigate.  In addition, we hope this gives you some inspiration as you set your own new year’s career goals.  For a more detailed view of the graphic, please click on the image to enlarge.

Diagram of four core competencies; including: Career Exploration & Planning, Communicating, Teaching & Mentoring and Leading & Managing