Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier

Exercise 30

In class, you will be given the opportunity to role-play giving criticism. Think of a job situation in which you or another employee should have been criticized to improve performance. If you prefer, you can act as criticizer in a nonjob situation in which criticism is warranted. Below, you will be asked to briefly state the situation. Write some notes on what you will say when giving the criticism. Be sure to follow the five guidelines for giving effective criticism in Exhibit 6.5. Remember to maintain good human relations while criticizing.
You will get more from the exercise if you think of your own situation. However, if you cannot think of your own situation after making a serious effort, you may use this situation: The employee is a waiter or waitress in an ice cream shop. He or she knows that the tables should be cleaned up quickly after customers leave so that the new customers do not have to sit at a dirty table. It is a busy night. You as the manager notice customers seated at two dirty tables. The employee responsible for clearing the tables is socializing with some friends at one of the tables. Employees are supposed to be friendly. When criticized, the employee may use this fact as an excuse for the dirty tables.
Objective: To develop your skill at improving performance through giving criticism while maintaining good human relations.
AACSB: The primary AACSB learning standard skills developed through this exercise are analytic skills and communication abilities.
Preparation: You should have developed criticism to role-play in class.
Experience: You will give criticism, be criticized, and observe criticism following the guidelines for giving effective criticism.
Break into groups of three. Make one or two groups of two if necessary. It is recommended that only one person per group use the example given in the preparation. The other two should have their own situations.
Each member selects a number from 1 to 3 to determine the order of giving, receiving, and observing criticism.
Number 1 will give the criticism to number 2, and number 3 will be the observer. Number 1 explains the situation to numbers 2 and 3. If the person criticized would most likely make some comment in response, tell number 2 what it is so that he or she can make it. When numbers 2 and 3 understand the situation, number 1 role-plays giving the criticism while number 3 observes and takes notes on the observer sheet. When the role play is finished, the observer leads a discussion on how well number 1 criticized number 2 using the observer sheet.
Do not go on to the next criticism until asked to do so. If you finish early, wait for the others to finish.
For each question, think of what was done well and how the criticizer could improve. Telling others how to improve is criticism. The person criticized and the observer now criticize the criticizer.
1. Was criticism given immediately (if appropriate)?
2. Was the criticism performance-oriented?
3. Was the criticism specific and accurate?
4. Did the criticizer open on a positive note?
5. Did the criticizer close by repeating what action was needed (if appropriate)?
6. Do you think the person criticized will change her or his behavior? Why or why not?
7. Was criticism given in a way that will maintain human relations? Explain your answer.
Number 2 will give the criticism to number 3, and number 1 will be the observer. Number 2 explains the situation to numbers 1 and 3. If the person criticized would most likely make some comment, tell number 3 what it is so that he or she can make it. When numbers 1 and 3 understand the situation, number 2 role-plays giving the criticism while number 1 observes and takes notes on the observer sheet. When the role play is finished, the observer leads a discussion on how well number 2 criticized number 3 using the observer sheet.
Do not go on to the next criticism until asked to do so. If you finish early, wait for the others to finish.
Each person plays the role not yet played, following the same procedures as above.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What did I learn from this experience? How will I use this knowledge in the future to give effective criticism while maintaining human relations?
Sharing: Volunteers give their answers to the application section.