Once we have done what it seems to be "the easy thing",
we move on to a slightly more elaborated and profound step of communication
in high-risk environments.
Sometimes, we include positive reinforce
in this feedback part, in this effective feedback.
And it should be so. But from a learning point of view,
let's look at it separately, but use it together.
The feedback or that communication that makes us see our performance
from another perspective, should be transmitted as a gift.
And yes, we always want to receive a gift.
That should be achieved with a good feedback conversation.
But as with the gifts, try to do it for the benefit of the other person.
And ensure the shot hits.
And there are three layers. Let's see them.
The dangerous layer is the one of identity.
The second one is the capacity layer, which is a little bit unstable.
And the third one, the layer we want, the behaviors.
You must focus and recognize the behaviors of others.
And behaviors can be recorded and seen by everyone.
If I see, for example, that someone is not wearing the seat belt,
that is a behavior.
I will have to talk to him or her about the facts.
Hey, I saw you were driving without a seat belt,
that's a behavior.
It's different than saying: "You don't know how to drive"
or even: "You are crazy at the wheel".
Ok? Do you understand?
So, ask for permission when you give feedback.
And give it frequently and the closest you can to the observed behavior.
As you will see, the steps or the clues or the tips
that we are giving in this part of feedback
are sometimes kind of similar to those of positive reinforcement.
But now, let's emphasize the following.
First of all, take care of the context.
That is really important.
Either the place, the moment, the intention,
yours or the other person's,
or the moods of both of us are very important.
A good context is necessary to create the conditions
for a good feedback.
It's also very important to point out the areas for improvement or deltas.
And also, the things that were well done.
It's important to point them out, the pluses, we call them the pluses.
That's why we have worked positive reinforcement.
Just like in the reinforcement part, trying to be specific
and talking about behaviors is key for learning.
If we leave vague or general comments,
people who tried hard may feel little recognized,
and people who didn't may think this does not apply to them.
And above all, in this case, where we may need a change of behavior,
we must know the reason for changing.
Understanding the positive and negative impact of our actions,
the consequences, has great power
when it comes to changing or fixing a behavior.
Let's see a proposal structure.
In a feedback conversation, if we are referring to some work
or meeting or whatever, that we have finished
and which didn't have to correct,
we can start it with a satisfactory overview.
Start with a satisfactory overview.
Because what's being done, is already done.
From there, and using our language, so that it doesn't seem forced,
we could use an alternate structure with pluses and deltas.
Congratulations or suggestions to change, always in a justified way.
Here we have these pluses, and also, as I told you, the deltas.
This part of the change suggestion is important, it's key.
Orienting the feedback to the future, since what is done is already done,
as I told you, it's essential to improve.
Things always for the future.
Finally, remember to thank the time. And as advice,
let's try to avoid a very strong opposing ideas
avoiding using words like "but" or maybe "however".
Because we would lose part of this message.