It was widely reported in the UK press last week (see The Sunday Times, 14 October 2012 for an example), that Sir John Gurdon, recent winner of the Nobel Prize for medicine had been told at school that it was 'ridiculous' for him to consider a career in science. On this news there flooded in many other examples of talented people being told at school that they were no good (including David Beckham being told that he wouldn't amount to much as a footballer). Why would someone ever say such a thing? I'm sure it was well meant at the time, but why make such a devastating prediction about someone's abilities, especially at such an impressionable age?
There are many skills involved in giving feedback, one of which is knowing when you are moving from facts to interpretation (and then even further into prediction about the future). Take the example of a young footballer who might be struggling with a specific skill. The facts of the situation are based on tangible, visible elements such as his behaviour (in this case motor skills) and the results he is achieving. Moving into an assessment of his current abilities is also a movement from the objective to more subjective territory. Even so, the trainee's current performance might be more objectively compared against norms for his age group. Shortfalls can easily be spotted and addressed without needing to go down the route of the 'no hoper' type of feedback seemingly given to Becks and Gurdon. The performance manager who fails to notice when they are moving from facts to a more partial and individualised interpretation is setting him/herself up for difficulties while also potentially limiting the performance of their protege. When ego gets involved and 'teacher knows best' takes over we are on dangerous ground.
When we train people to manage performance we first ask, 'Why would you take time out of your busy schedule to give someone feedback?' There are many possible answers to this question, but we think, fundamentally, that you either want that person to repeat a good performance or to improve on their current levels. Only once you are clear on your purpose can you then decide on what type of feedback to give (eg specific or general, motivational or formative) and what best style to use (eg ask or tell), how much to give and when to give it.
Sure, there will be times (eg in selection interviewing or development centres) where some assessment of that person's potential has to be made, but telling someone they will never be any good (ever) surely can't help anyone?
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