PSO & You: Forward, Focused, and Ready

Giving and Receiving Feedback with Radical Candor

Professional Development Session 1

Effective feedback is essential to individual growth, team success, and organizational culture — but it can often feel uncomfortable to give and difficult to receive. Based on Kim Scott’s “Radical Candor,” this workshop introduces a simple yet powerful framework for balancing directness with genuine care. Participants will learn how to give feedback that challenges directly while showing personal care, and how to receive feedback with openness and curiosity. Through engaging discussion, role-play, and reflection, attendees will practice using “Radical Candor” to navigate both praise and criticism, build stronger working relationships, and foster a culture of trust and continuous improvement.

Learning outcomes:

  1. Explain the “Radical Candor” framework and its four quadrants (Radical Candor, Obnoxious Aggression, Ruinous Empathy, Manipulative Insincerity)
  2. Apply “Radical Candor” principles to give feedback that is both caring and direct
  3. Practice techniques for receiving feedback without defensiveness, even when it’s difficult to hear
  4. Identify strategies for building trust and psychological safety that make feedback conversations more effective
  5. Commit to specific next steps to integrate “Radical Candor” into your day-to-day communication

Speaker:

Leslie Rodger headshot

Leslie Rodgers, Director, Learning and Development, UGA Human Resources

Rodgers, who joined the UGA Learning and Development team in June 2022, oversees the professional learning program for university staff, which is focused on both organizational development and individual professional growth. She is also responsible for implementing and managing the Engage & Learn initiative, including the Engage & Learn Grant Program, Staff Mentor Program, Staff Competency Model and the new Performance Management process. Rodgers is a proud UGA alumna, having earned her Master of Arts degree in Latin and classical studies in 2001.