.JPG)
Secrets From a Coach - Debbie Green & Laura Thomson's Podcast
Secrets From a Coach - Debbie Green & Laura Thomson's Podcast
255. It’s Giving… Effective Feedback to This New Generation
In this episode, we dive into one of the trickiest and most important leadership skills: giving (and receiving) feedback in today’s workplace. From first hand transatlantic insights, to the realities of mental health at work, we explore what it really takes to create a culture where feedback fuels growth rather than fear.
We discuss:
- Generational differences — why feedback lands so differently across age groups, and what leaders can do about it.
- Clarity and growth mindset — using language that motivates rather than deflates.
- Receiving feedback well — how to model openness and set the tone for your team.
- Mental health and support — recognising when feedback needs to be paired with compassion and care.
Whether you’re leading a Gen Z-heavy team, supporting experienced colleagues through change, or simply wanting to sharpen your own feedback muscles, this episode offers practical tips, honest reflections, and a reminder that feedback is a two-way street.
Coming up on this week's Secrets from a Coach.
Speaker 2:I think, laura, the biggest thing that I always see is somebody says they've given feedback to somebody, yet they're not changing. And I always say to them OK, well, how clear was your language and how direct were you with what you wanted to see change? I think, as an individual, as a young person coming into the world of work, I think you have to be open. Stay open and curious and willing to learn. I'm going to be curious to find out what it was they saw, what did they notice, because I'm going to learn from that individual. I'm going to leave my ego at the door, for want of a better phrase.
Speaker 1:Secrets from a coach Thrive and maximize your potential in the evolving workplace. Secrets from a coach Thrive and maximise your potential in the evolving workplace your weekly podcast with Debbie Green of Wishfish and Laura Thompson-Stavely of Phenomenal Training.
Speaker 2:Deb Laura you all right.
Speaker 1:Yeah, I'm doing really well.
Speaker 2:Firstly, how was your?
Speaker 1:trip. Oh my God. Secrets from Seattle. Oh my God. It was incredible. I mean that place. If anyone here has been fortunate enough to visit Seattle over in the States, it is head office central. So you've got Microsoft's big campus there where I was working. You've got Amazon, you've got Google, you've got Expedia, starbucks, which now has over 300,000 outlets started off from one. I mean it's just incredible the amount of tech and sort of scaled up big businesses that are there. So my mind has been well and truly blown. But do you know what Debs Go on share? Whether it is a whiteboard or a digital chat space that's been used over in Microsoft Campus, or whether it is a back office here with a flip chart. The challenges are really shared, and one of those is around in line with our current mini series, looking at how do we set up next generation of talent in potentially an environment where people are working hybrid, which wasn't the case, you know, however, many years ago.
Speaker 2:Yeah, wow, that's a. I mean I know you sent us some little clips and you were giving us messages and then the picture you shared with us. It was just incredible and you just think, wow, but the fact that you worked across that span of people in that in that week, so how many people were there and I suppose what level of experience did they have collectively?
Speaker 1:so really interesting. There were about a hundred there live in the room a couple of people dialing in who were really active, actually dialing in. I was a bit concerned about how that was going to be, but they really kind of got involved in it as well. And there was a collective number of years of wisdom, of experience 1,200 years. So average experience in their industry was 12 years and that ranged from 25 years where there was a big cohort that had joined in the year 2000. And then people with less than six months experience who were new into and this being their kind of first role in, like a serious tech role.
Speaker 1:And what was really interesting is I mean it's part of the reason why they invited me in to sort of facilitate is whenever they were mentoring table conversations is to ensure it wasn't just the people with 23, 25 years plus experience under their belt telling the new people you know how to get around.
Speaker 1:Actually it was reverse mentoring as well, because how else do you then exchange and share that sort of first time fresh perspective alongside some of that seasoned wisdom? So it was a real privilege, you know, to be involved in all of that and one of the things that sort of led to us focusing on this, of course, was you've had a couple of interesting conversations with the clients I have Around some of those critical points where actually these intergenerational differences can come to play, and one of those, potentially, is feedback moments. So I'd love to hear from you in that moment some of your thoughts. The reason why we it made us giggle that it put in the title for this together so my daughter's coming up to 13 slash 19, coming up to 13. And I'd asked her a while back I said, um, how's my eyeliner looking? And she went it's giving 1999. And then I was running a session for one of your clients that was around giving effective feedback and I just could not shake her voice going.
Speaker 1:It's giving effective feedback. And then we thought how funny would that be as a title it's giving effective feedback to the next generation of talent. So yeah, give us this sort of the origin story that sort of prompted us focusing on this bit.
Speaker 2:So I suppose the original bit was. I was watching Glow Up, as you do, and there was a younger person on there that was getting feedback from you know, dominic and Val. Is it the other woman? I've got her name's gone out me anyway ding dong, ding dong, that's her um, and it was really interesting the feedback they were given, because I always watch these programs to see how they how they're interacting.
Speaker 1:But the feedback yeah, all right, dave's, that's to justify your business expense exactly.
Speaker 2:I'm watching telly to learn.
Speaker 1:I know, can't wait till we do the James Bond special again.
Speaker 2:Oh my God, that's a whole other topic, right, but they were obviously giving this very young person into the world of makeup some really great feedback about how they could improve and they just did not take it very well. And I'm thinking, wow, that was interesting to watch how they just did not take it very well and I'm thinking, wow, that was interesting to watch how they just reacted to that feedback in the wrong way and some of the sort of the things were coming out was that's not how we would have done it. You know, and I'm thinking, but this is the first time that person's done that, so how could you have given different feedback in there? That was based around, certainly with the new generation coming into the world of work, this making sure it was more of a collaborative approach and it was timely. But also it was growth orientated and values aligned, and I just wondered how much they had actually thought about that young person's values and what was important for them, rather than just critique it, because they took it as a critique, which wasn't ideal and it really knocked their confidence. So that was the first one, and then the other one was around.
Speaker 2:I've had a couple of coaching clients that are struggling to give feedback to the next generation, as they called it, or new into the world of work, because they've really struggled with professionalism and etiquette and I know we talked about that with Catherine, but this has been really specific around.
Speaker 2:You know how do I give that feedback that is growth orientated, because you know people are wanting that feedback, but also how it would happen if they then got the feedback about themselves as well.
Speaker 2:So it's not just a one-way street here being open and ready to hear the feedback that that young person in the world of work is giving them, or new into that industry is giving them as well. And it was just fascinating that there was a disconnect on some between, well, I didn't expect to hear that from them. They've only been here two minutes and you're going, yeah, but they still have an opinion. So we spent a lot of time talking about how we could receive feedback, but also how we could give feedback that is in alignment with what's important for them, because the next generation do want that feedback, because ultimately they do want to grow, and if we're not smart enough to be able to do that or give it in the way that lands properly, then potentially you're turning them off, and therefore that can set them up for failure, which is not what we're about really, I think it's absolutely fascinating.
Speaker 1:Obviously, as we knew, we were sort of gearing up for this. Obviously, you know more becomes a bit sort of apparent on your radar. I just did a little bit of a quick Google. So, in 2023, which is the last time the stats were captured on this any ideas how many people sit within that age 15 to 19 bracket? So, back in 2023, any idea what numbers sit within the age 15 to 19 bracket, who, of course, are now 17 to 21? So these kind of first jobbers, right? So, uh, yeah, two years on, so any any ideas what numbers?
Speaker 2:oh, my god um to the nearest thousand if you want, yeah I'm not very good at this.
Speaker 1:Higher, lower 24 000 oh, three and a half million geez, okay three three and a half million three million four hundred and five thousand wow.
Speaker 1:People are currently in that 17 to 21 demographic. So that snapshot was taken in 2023. So just adding on two years, and what I think is fascinating about that cohort Debs is during the pandemic when the pandemic hit in 2020, they were aged 12 to 16. Now they are massive formative years in terms of working out how to meet and greet, how to make eye contact, how to shake hands. Of course, since that, we've had hybrid working. We've had a lot of interest and energy around neurodivergence and what that means to work with lots of different people. So there are nearly three and a half million people who are about to enter in or are on payrolls or setting up on their own. And you just got me thinking when you were talking about those feedback scenarios. Of course, if you're self-employed or a solopreneur or an entrepreneur, you almost maybe dodge some of that feedback because you just don't get invited back or you don't get the sale.
Speaker 2:Yeah, that's true.
Speaker 1:When you are an employee and you're on a payroll, you sort of can't dodge those feedback moments. So it's kind of part of that career ladder suite of skills, I guess is the the giving and the receiving of feedback. So, um, and interestingly, in the states there are 21.8 million people that are in that age bracket. That is so if you work in an international organization you've got a us footprint as well as a uk.
Speaker 2:There are 21.8 million people that are in that age bracket. That is crazy, isn't it?
Speaker 1:So if you work in an international organisation, you've got a US footprint as well as a UK footprint. That's a whole load of people who have been watching Working Parents.
Speaker 2:Not give feedback very well by the account of it.
Speaker 1:Potentially. And, of course, on TV it's all about the drama. So the reason why we course on tv it's all about the drama. So the reason why we watch things is it's all about the drama, which might not be the best role model ways for giving and receiving feedback.
Speaker 2:Yeah, that's so true and I think you know that's that's what did prompt us to think about this topic. So you know how can we start to do it? Well, because, um, I think it's really important that we do stop and think about that and think about, you know, how can it be in the moment, rather than, you know, store it up for a one-to-one or an appraisal. You know that bit that says give it sooner rather than later, because then it'll feel more relevant. Because then it'll feel more relevant. I think the potentially. Certainly, when I was talking to my coaching client, they said the attention span of the person they were working with. They might have said to them two weeks later about something that had happened, but that person they'd moved on from there. So we were talking about how can you make it more relevant and timely around that, and so, therefore, if you're like setting up young people in the world of work or new into the world of work, the fact that feedback is going to be part of that every day, um, and it's not just one big sit down event, um, which I suppose back in the day when I was working, you were lucky if you got feedback, um, and then it was, became that annual review and then you go, wow, you're going to just land it on me now. So I think if we're setting it up for success, that says, you know, part of that will be your. We sit down and have a conversation every day, you know, so that you get it in the moment, Because that enables that person to get used to hearing and obviously a growth opportunity for them.
Speaker 2:I think the other one was going on to that was focusing on the growth, not just the gaps. And I was doing a bit of a keynote speech for a professional dance organization and we were talking about obviously they get very heavily critiqued in the dance world of what they're not doing, didn't do that spin da, da, da, da da. So we were saying, well, what about focusing on what they did do rather than what they didn't do? So you're focusing on their areas of strength, um, and then you're framing that feedback as part of that professional growth and that you're not expected to know it on day one, or if you've never done a spin before or you've never filled out a spreadsheet before in that way, or you haven't done a pivot table, um, you know it's enabling them to think about how, so. So it's not a criticism, it's part of your development.
Speaker 2:And I think how can we focus in on the growth bit, what they are doing well, how they might apply that to something else, and using clear, simple language, I think, laura, the biggest thing that I always see is somebody says they've given feedback to somebody, yet they're not changing. Given feedback to somebody, yet they're not changing. And I always say to them okay, well, how clear was your language and how direct were you with what you wanted to see change. And it fascinated me, especially with this one manager that said well, I was hoping they'd sort of pick up on my vibe about what they were trying, what I was trying to say, and I went what? Seriously? You know, it was one of those moments where you go so actually you didn't tell them what was wrong, what they needed to do better, so they're going to just go away. Well, I'm not quite sure what that manager wants me to do differently, because I'm not clear on what I've done or what I haven't done or what I should do. Oh well, I'll just crack on and do it. And so I think that was, you know, making the clear language is used. It's very simple, it is part of the outcome. So, as a result of the X, the outcome was Y. So if you were to do this differently, then you'll get a different outcome. So it's really clear and simple, rather than go around the houses with it, because I think, as you know, sometimes people don't want to give that what they perceive to be negative feedback.
Speaker 2:Feedback is feedback, right, we always talk about the F word and we always say you know, it's just a conversation and if you've set that conversation up well, that says we're going to make sure it is in alignment with that individual's values and what's important for them. If I've done my homework with that new person beforehand, I know what's going on, I've set that conversation up well so that they know they're going to be asked to reflect on their lessons learned or what did they do well on that project, or or or or. So we're. We're supporting and helping and nurturing that growth mindset all of the time. So it it's not stored and it's as we said earlier, it's just timely. But the language is so important and be clear on what that person has heard you say and then invite comment back.
Speaker 2:You know it's not just a one-way street, I think, which sometimes feedback can be. I'm the manager. I'm going to tell you need to be more professional. What does that mean? You know in what context? How does it show up's the specifics? What do you want them to consider differently? And you know, I think that's we have to tell them what we're seeing, which is really important.
Speaker 1:Say what you see but I think those build gone. What you're saying they're sort of picking up from the intention behind it is we're all on the same side. Yes, so this? This isn't like a talent contest of you either. Get three strikes and you're out and depends how many gives you a tick.
Speaker 1:So actually, if you're about to have a conversation and a manager or colleague is going to give you some feedback, it's not that your whole identity and the whole job is at stake. It's, as you said, part of that kind of ongoing conversation. And I was just smiling to myself because I remember you made a comment you just said you know, if you're lucky enough to get feedback, I was thinking, oh my God, I got feedback left, right, center, my first job as a sales trainer for a recruitment business, and I tell you what that customer base will sniff out a fraud the moment you know. So it was really key. I got so much training and so much feedback from the senior sales trainer and I remember Paul saying to me Thompson, I can't even call you a trainee yet, you're a flip-flop flip-flop.
Speaker 2:How are you supposed to do with that?
Speaker 1:law. He said. He said no, he said the way you handled that. He was so harsh but because there was humor in it, right. And then. And then he like changed my name on the timetable board so he said flip-flop instead of like.
Speaker 1:I just remember I'd forgotten about this, repressed memory yeah but he then said no, you're not a trainer yet, thompson, you were flip-flop like and then then upgraded to a sandal and then it was like flip-flop but, but it didn't feel. But I imagine now, as I recount, that you think I wonder if you could get away with that. That was 2000.
Speaker 2:Yeah, I'm just listening to you say that, laura, and I'm thinking what would that have done to your confidence if you weren't the type of person, maybe, that you were, and if you'd invited that?
Speaker 1:level of give it to me straight tell me, as it is, I'm happy with banter, then it would have been all right for you.
Speaker 2:But if you were somebody that that I mean, if somebody just said that without any context, I would have been really like miffed about that. You're a flip-flop, what what I know?
Speaker 1:but I think the context was I felt super supported by my team yeah, okay, fair enough yeah, plus um it. It also taught me not to be frightened of my audience, because you know, a bit like. I mean, here I am 25 years on. You've got 100 plus people there in a room within the first three minutes. Everyone's looking at you going, you know. Yeah, well, I call myself as a facilitator now, so there you go and um, and, and it's, it taught me not to be scared of my audience, I have to say because, nothing was quite as harsh as as paul had been, but I I owe him one.
Speaker 1:25 years on, I'm super grateful for that. And however it was handled whether it was a me, whether it was a him, whether it was a 2000 thing it landed with positive intent but wrapped up with loads of humour and a bit of kind of stuff. But I mean, I don't know, I would never say that to someone. I've trained up lots of trainers. I would never say I can't even call you a trainee yet.
Speaker 2:You're a flip-flop, oh my God. I know this is about being specific, but what's the action that came out of it? Laure, that's the other thing, isn't it? It's like when, I suppose, we always talk about making sure we're acknowledging somebody's effort and their uniqueness, so you know, because we're not all the same. So if we can recognize the individuality of that person, then maybe their diversity of thought and avoid that one size fits all comparison, then actually you'll receive that in a way that it would have landed for you, right, and it just built, as you said, it built your confidence, but hopefully they acknowledge your uniqueness and effort. Oh god, yeah, I mean. That's all right then.
Speaker 1:Oh god, I mean when I then kind of did my very first week-long induction with a bunch of recruitment consultants who were walking in thinking can I make more money outside the room pretending I'm ill than inside the room on this onboarding week.
Speaker 2:Right, okay.
Speaker 1:Basically you've got a cohort of people at the time your revenue prevention by forcing them to come in on these sales training courses, but actually so it was sort of with that, but even recounting that story and I'd forgotten about it and judging your reaction on it, actually that could be an everyday workplace experience that's happening right now, absolutely. I was 21 at the time. That's, however, many years ago, 25 years ago and I might be about to give feedback to someone joining my team and at 21, the context 22, context was I took it and it was actually comedy and you know it didn't really sort of give me any kind of sort of setback. In fact it felt like it was just the training that I needed to then be set up.
Speaker 2:But if I haven't adjusted and learned from that and read the room and read the societal narratives around giving feedback, then potentially I'd be held up on a bullying charge yeah, potentially yeah, or you know, because you haven't given me the support I needed and it wasn't done in a way, um, which was meaningful, or it might be meaningful, but it wasn't. Maybe growth orientated um, because the new generation in the world of work today do appreciate the fact that, um, they value collaboration, so they want to work with you, and we've talked about the difference between individualism and collaboration before right. They don't want to feel like they're working on their own, so that fairness is really important as well, and recognition as much as that. You know, if you're challenging giving them that feedback about what they could improve, how could you do that better? So it becomes a two way conversation, not just one way, so that people can hear it, I suppose. But then if you're receiving that feedback, yeah, tell me about that, because I think that's a fascinating look at that as well.
Speaker 1:Yeah, actually, as well as sort of giving effective feedback, it's then receiving, receiving it Feedback. Well.
Speaker 2:Yeah, because you've got, I think, as an individual, as a young person coming into the world of work, I think you have to be open, stay open and curious and willing to learn about. Well, there must be, you know, if you're thinking in your head there's a reason that person has said that to me. Think in your head there's a reason that person has said that to me. So I'm going to be curious to find out what it was. They saw, what did they notice, because I'm going to learn from that individual.
Speaker 2:I'm going to, if you like, leave my ego at the door, for want of a better phrase, but I'm not going to walk in thinking I know it all, because actually I'm new into this role.
Speaker 2:I and I suppose this applies to anybody new into a role you don't know it all. So somebody's gonna give me some feedback, one they've taken the time to do it, um, so there must be an element of care going on there somewhere also. They think, therefore, that I therefore must matter to them, because they want to share with me maybe what I did do, what I didn't do as well. So I'm gonna, I'm gonna take that in the spirit that is given and have that open mindset to ask some questions around what could I do differently next time, or I really appreciate you sharing that, but I had no idea that was the impact. So I have to be open and ready to hear, because I know that I don't know it all. I'm in a learning environment and I think that curiosity to go that's interesting. You thought that tell me more can really open up the conversation to have that two-way communication going on, not just one way.
Speaker 1:So what was not on the radar when I was in that age demographic of 17 to 21,. So, first jobber, what was not on the radar was mental health, yeah, and even if it was up for negotiation traveling in to come to the office, yeah, what and I know it's tricky because every organization is doing it differently yeah, but what are some of the things that you are finding is helping navigate this new route of what happens. If you give me some feedback and I say, actually that's making me anxious, I don't want to do that task anymore, because I feel so anxious, because I'm worried about getting feedback, that actually I don't want to do that, or actually it's impacting my resilience, having to travel into the office four days a week. I want to work in a slightly different way.
Speaker 1:So those are some of those moments where I guess there's a feedback moment yeah and again, it's tricky to put in any kind of scripts, otherwise it would all be automated. But what are some general principles that you are finding are helping both sides wend their way through this new world of giving feedback and receiving feedback, when there are some of those big ticket items mental health, flexible working which potentially could be put in?
Speaker 2:If that person in your team, you've got to know them and you understand a bit about their backstory and where they're from, ok, great. If somebody was to say, I'm not doing that because it's impacting on my mental health, it's not to just go, oh, ok, then it's like, ok, help me understand what's going on for you right now. So, bringing it into the present, you know what is going on for you right now. Let's have a conversation, don't leave it and don't ignore it and don't sort of run a go around the bush about it. You know, actually call out what you're hearing. So I'm just, you know, I mean these would be my words, probably. You know, I'm concerned that you've you, you feel that way. What's? Help me understand what's going on for you and then together we can find a way to support, nurture, guide, whatever it might be that I can do for you. Because if we're not curious ourselves to go, whoa, where's that come from? And we haven't asked the question, then we're never going to know and we can make assumptions. But that ability to sort of catch it in the moment and say I hear you, you know, help me understand what's going on for you. Let's work out how we can approach it and what your expectations are on coming into work and doing the job, because there's that fine line.
Speaker 2:I think we had a conversation with one of the workshops I was covering for you actually about, well, they've just got to come in and do their job. I get that, but how have you set them up for that success? You know? How have you been clear? You know, because not everybody knows how to work in the world of work today. So how have you set up the etiquette around it, the professionalism, what does that mean for us around here? How do we operate if there's a question? All of that, I suppose working agreement, stuff that we do in a workshop, that set up and placement of where people are and what you expect from them and you're open to hear. I think that is what will set the relationship up. The foundation is there right from the off.
Speaker 2:Rather than just ignoring that somebody's mental health is impacted, you need to understand what, what is being impacted, the level of it, what's the past about it, and have a conversation with somebody so you can understand where they're coming from. It may just be they don't feel comfortable to stand up in front of a room and that might be impacting on their anxiety, but you can potentially put something in place to help them. Rather than go just do it, it'd be fine. Rip the plaster off. That's not what somebody wants to hear.
Speaker 2:So, that ability to be curious and understand what's going on for them and give them some, if you like, helpful feedback, say, well, what do you think you could do? It's more coaching. You know, if you were to do that, how could we help that? What else would you need? So you're still moving them forward. So next time when you're doing your presentation, what will you consider? I'll consider breathing, or I'll consider writing my notes or whatever. Um, it just reaffirms with them to say you know what, I know you've got that you're able to do that and, um, you know, I know it will go really well. So that putting belief back in them sometimes can help. This is such a hot topic because a lot of people shy away from it.
Speaker 1:Oh and, and you know I'm thinking, what if I had a family member, yeah, who was um relatively new to the world of work and um had had confided in me over the weekends that you know they were getting really stressed, really anxious. It was tipping into panic rather than just maybe some sort of everyday nerves. Yeah, I would hope that I would give the advice of have a conversation with your line manager and already have some ideas as to what you think might help.
Speaker 1:Yes, absolutely, I think the worst thing to do would be to slip it into a performance issue. Yeah, and then potentially you're, then the problem is just building. So, although it might be embarrassing, although it might feel like a tricky conversation, just to have that conversation with a line manager, yeah, but helping your line, remembering that they're a human as well, so they might be a bit taken back or they might have their own stuff going on as well. So to come with some ideas as to what might help.
Speaker 2:Yeah, I think so, and knowing that how you approach it is not just necessarily landing it on their plate, it's you know. I'd really appreciate I'm struggling, I'm struggling. So, owning how you feel I'm struggling at the moment, I'm struggling with that presentation, I'm nervous about it. Um, I'd appreciate your time just to talk me through how you might have dealt with it in the past. So you're like playing into pick up on their knowledge and, I suppose, not being afraid to ask. Now it sounds really simple and I know quite a lot of young people feel like then, if they ask, they're going to be felt stupid or or they're not going to know. But I always say, but how would you know if you've never been shown it or taught it?
Speaker 1:so and that's such a smart way, debs, because then that plays into the ego of that mentor, which almost sort of trumps any worry about whether you look like an imposter or you know. If the fear is, oh god, they're gonna think why did I recruit you if you didn't do it? But you're almost negating that by saying I'd really appreciate your wisdom on what's helped you before and I'm really struggling.
Speaker 2:Yeah, that's a really smart approach and I don't think it's been a catch-22, isn't it?
Speaker 1:it's for a line manager to say, no, I'm not going to help you. Yeah then that is yeah not good no, yeah, no, whereas if you've just become a problem and a challenge, yeah, then you know you're. You're then sort of uh, you're, you're just on the, on the conversation with hr each week about how to deal with you.
Speaker 1:But if it's been a calm approach and you know these things, you know your heart's pumping, your tummy's swirling, but actually those moments are those comfort zone moments and actually that's that's. You know, we'll be always having conversations like that. I say to my daughter, these friendship challenges you're having, yeah, guess what? We see them in the world of work yeah, where there are people who are old enough to know better and should have had those conversations two years ago rather than letting something fester. But the art of giving effective feedback and I'll tell you what who?
Speaker 2:showcases that really well, I don't know if people watch it, but I've been watching Freddie Flintoff creating these cricket teams in different areas in the UK and there was this week. I know I've seen I watch so much telly sometimes about people interacting as teams. It's like oh my god, that's fascinating. My other half goes what are you watching? You don't even like cricket. I go no, it's not about the cricket, it's about the relationships, how he overcomes in the team a team of girls actually this me, I don't like her, she doesn't like me, blah, blah, blah. Um. Yet he sat down and had an honest conversation with one of them and the other one and said we're all in it as a team. This is the reality of life and give her a due. She listened and took the feedback on and then she did make an effort to work and the other one reciprocated. So having that timely conversation with specifics can make a huge amount of difference. If nobody has ever pulled you up on that before, it was fascinating to watch, yeah, so if anybody's interested.
Speaker 1:Oh, I love that, just watch it for the dynamics?
Speaker 1:Yeah, Do you know, I've thoroughly enjoyed this because I think, this is going to be an interesting space, I think, to sort of lean into. You know, certainly this miniseries has been all about setting up next generation of talent, but you know, whether it's here, whether it's over at Microsoft, over in the States, no matter how big or small an organisation or an enterprise is, actually this is kind of quite a hot topic on our radar. We focused on this third episode of looking at it's, giving effective feedback to next generation talent. Of all of the things we've talked about, Debs, what would be your call to action?
Speaker 2:And I'll have a think about the share the secret I think I've always say to people say what you see, so the more specific you can be about something, then the easier it is to have a conversation, to open it up into, uh, what the impact could be, or maybe consider trying differently next time. So I would always keep it making sure it's very specific so that you're enabling somebody to recognize the knock-on effect of what they have done, because not everybody knows that. Don't make any assumptions around it. Keep a curious mindset and explore it with them. Yeah, lots of actions in there, but love it, love it, love it.
Speaker 1:um, my share. The secret would be twofold have you got um someone in your network who you consider to be a first jobber? So they are on the the brink of, or currently in, their first role. And this series we hope to be a real useful guide for navigating this new world of work for the next generation of talent. Also, it might be quite a useful listen for anyone who is line managing a team that has the new world of work entrance, sort of joining, and just to be able to kind of bridge that gap almost between all the different generations in the pursuit of we're stronger and better together. And actually you know work, whether it's a side hustle or a full hustle, it can have a massive difference on your sense of wellness and enjoyment. And you know to have a good work life is part of that kind of overall life experience and you know it's, yeah, not something to dread but something to flourish in.
Speaker 2:And, as you say, it's a conversation and people want to know how to do better, so lean in.
Speaker 1:Love it, so, debs, lean in. Love it, lean in, so Debs, lean in. Level up. Next week, our fourth part in our four-part focus, looking at setting up next generation talent is looking at sending the elevator back down. So what does it mean? To give opportunities, give help in hand to people who maybe have a different level of experience from ourselves, and I know it'll be a nice build on what we're uh, what we've covered on this one.
Speaker 2:So I'm really looking forward to that me too, and it's good to have your back law yay, I've got you a mug, by the way, from starbucks I could add it to my collection. Yeah, I'll put it on expenses and call it stationary. Oh, shh, don't say anything. Oh, I look forward to seeing you next week, Laure.
Speaker 1:Oh, I can't wait. God, have a great week. Love you. Love you, bye. Bye, we hope you've enjoyed this podcast. We'd love to hear from you. Email us at contact at secretsfromacoachcom, or follow us on Insta or Facebook. If you're a Spotify listener, give us a rating, as it's easier for people to find us, and if you want to know more, visit our website, wwwsecretsfromacoachcom and sign up for our newsletter here to cheer you on and help you thrive in the ever-changing world of work.