Feedback for quality
From a customer service focus, we’re constantly seeking feedback to enable performance improvement and learning. For example, after interviews, I’m keen to know how the candidates view their performance, how they interacted with the client and whether they’re still interested in the role on offer.
We’re equally keen to learn about our client’s view of the candidates, especially as they’re calling the tune. What did they think of the shortlist and how did each candidate respond? Crucially, who is to be recalled and who turned away and most significantly, why?
This is an aspect which tends to be brushed aside in the rush to ask those who have been successful for another round. So why is the “why” so important?
It’s important because whether or not the candidate achieves the next stage, they need to understand why they were successful or drew a blank.
Giving candidates a deeper understanding can lead to personal insight, analysis of the feedback and evaluation of their own performance. Most candidates need no encouragement to take this opportunity to learn from their experience, so that in future they know how to improve their performance.
From the client’s point of view, although it may seem a chore, collecting and reporting the evidence as to how a decision is reached is vitally important. Firstly it informs the client about the veracity and robustness of their interview process. If a panel is involved, results can be normalised across the members. If individuals are meeting candidates in different timeframes, then notes can be compared afterwards.
As recruiters, this is a learning opportunity for us too, checking client feedback comments against the original client specification, candidate CVs and our interview notes. The question constantly asked is what can we do differently to ensure we can exceed this standard in future?
There’s another equally important learning angle to this process. Without this quality of dialogue between client, recruiter and candidate, the opportunities for exploration, discovery and relationship-building are sacrificed. With a progressive dialogue, trust can be built and possibilities explored leading to openness, shared understanding and a better experience for candidate and client alike.
Our favourite assignments are those where the conversation between the clients and ourselves never stops. An exchange of thought and evidence streams between each stage of the process, contributing to understanding and knowledge, which flows onwards to each of the candidates in a timely, inclusive and personalised way.
I’d like to think we can draw a parallel between what is described above and best practise in teaching and learning.
Research carried out by Professors Black & Wiliam1 found that formative (continuous) assessment followed by feedback has a marked effect on learning quality. It has been found to add the equivalent of two grades to students’ achievement. “Learners need information on what they do well, and how to improve, then they need to act on this. Teachers can give feedback, but students can too, with self- assessment and peer assessment. The best feedback (or formative assessment) uses student’s work to diagnose strengths and weaknesses, and to set individual targets for improvement”.2
Success at interview can be viewed similarly. What if you or someone you know consistently made the shortlist but didn’t clinch the job? There’s a strong possibility that high quality feedback resulting in two grades of improvement could make all the difference.
So, remember, always ask for feedback – it’s a real improvement opportunity.
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