Leadership & Cadence: Feedback

Kenn is an EMT-Intermediate and has been a shift supervisor for just over a year. His annual review is due and it will include a review of his administrative duties as well as his role as an EMT-I. Throughout the year he has asked for feedback on both areas of his responsibility. A majority of the responses have been positive.

While reading one of his reviews, the following lines capture his attention: "Kenn appears to be hesitant to allow EMT-B's to take control of the scene, especially when the patient is critically ill. At times Kenn can be perceived as 'knowing-it-all' due to his ALS status." In the administrative section of the review it states, "Kenn needs to be more commanding when disciplining team members. His lack of command may lead to the impression of ineffective leadership skills." As Kenn reads this he finds himself surprised and caught off-guard. He was unaware that he was being perceived this way. With clenched teeth he begins to prepare his response...

Patti is the operations manager for a private EMS agency. Part of her role is to respond to customer inquiries from a customer service perspective. She receives a letter from an unhappy parent of a 5-year-old patient. The letter started off rather defensively and she notices the following: "... your EMTs should learn how to give sugar injections so that you can help the children with diabetes. Why didn't you give my child dextrose during this episode? Aren't you trained to do this? ... I would like a response from you so that we, the public, can be assured that your ambulances have the right supplies and that the staff have the appropriate training."

Patti researches the call and learns that the EMS crew's actions were appropriate. Per the patient care report, the 5-year-old had a "falling out episode" from what bystanders call "a low sugar episode." The child was not critical in the field, was not hypoglycemic, and was transported non-emergent to the local hospital that was less then 5 minutes away. The patient had a good outcome. Patti is prepared to respond to this letter with the correct facts so that the record can be set straight. She also feels that this concerned parent may need to be informed of how the EMS system works and that the system is providing outstanding care, despite what is perceived to have taken place with their son.

While the previous scenarios are quite different, they share one similarity: both involve feedback. Kenn's feedback applies to his performance as a provider and supervisor; the letter that Patti received applies to the system's level of care. Kenn and Patti are intending to reply to the senders. Before they compose their response, they may want to consider carefully reviewing their responses. Responses to such feedback may or may not be well received. The following factors may be considered when replying to feedback.

Constructive feedback The ability of an individual to form an objective self-perception is limited. When feedback is received it is often a reflection of what the people around you notice, including the "good" and the "bad." By seeking feedback, an individual is able to learn more about their behavior and mannerisms. This in turn can allow the individual to recognize how they are perceived and may allow for opportunities of growth. Asking for feedback is one method of promoting a transparent feedback system.

Justifying your position The person who receives the feedback may not view it as positive. It may be the case that the feedback is critical of an individual's (or organization's) certain behavior. Despite this, the recipient should avoid justifying their position by countering that the sender is wrong. Reacting to feedback with anger, denial, or attacking the sender will likely result in a difficult and challenging conversation. This in turn may result in conversations and interactions ridden with flaring tempers and insults.