Agenda
 Objectives
Coaching Is
 Teaching
 Motivating/Encouraging
 Communicating/Listening
 Setting Goals
 Providing feedback
 Informal (day-to-day coaching)
 Formal (performance evaluation)
What Feedback Is and Isn’t
 Feedback is one aspect of the coaching process
 Feedback is not positive or negative
 it is supportive or corrective – both are POSITIVE
 Supportive feedback reinforces a specific behavior
 Corrective feedback provides an opportunity to
recognize that a change in behavior is appropriate
Why We Avoid Providing Feedback
 You think the employee should know that there is a
problem
 You think if you deal with the problem, the situation
may create more conflict, entrenched positions, and
take a major diversion of your attention.
 Conviction that the other person won’t change
 Conviction that the situation won’t change
 It is easier to accept the status quo
Outcomes of Effective
Coaching/Feedback
 Results in positive change and strengthened
commitment
 Produces or maintains a positive work relationship
 Two-way communication built on mutual trust and
respect
 Focused on problem solving and overcoming
resistance to change
Benefits of Providing Feedback
 Feedback becomes easier through practice
 You feel greater freedom to take action in tough
situations (permission)
 You prevent situations from escalating into crises
 You engage in more productive interactions
 You strengthen your workplace relationships
Steps Before Scheduling a
Coaching/Feedback Session
 Observe behavior
 Avoid premature judgments
 Look at own behavior
 Schedule meeting (informal or formal)
During Coaching/Feedback
Session
 Listen actively
 Ask right questions
 Advocate opinions
 Give feedback
 Secure feedback
 Build agreement
Consider Regular
Feedback Sessions
• Create agenda together
• Opportunity to address issues before they become
problems
• Demonstrate to employees that you care – you value
and respect them as a colleague
• Build a working partnership between “supervisor”
and employee
• Opportunity to improve performance and results
Corrective Feedback Requires:
Intention and Attention
 Plan your feedback
 What are the facts of the situation?

Is this a can’t do or won’t do situation?
 How will the employee see the situation?
 Ask yourself what role you played in creating the
situation?

Training? Instructions? Resources?
 What supportive feedback can I provide?
 What corrective feedback can I provide?
Can’t Do or Won’t Do Problem?
Can't Do
 Never had skill or some of
the skill was lost
Won't Do
 Has the needed skills
 Never had knowledge or
 Has the needed knowledge
some of the knowledge
was lost
 Situation was new
 Situation is familiar
 Skills did not or are not
 Skills did or are transferable
transferable
Solving Can’t Do Problems
 Resources – Were they available?
 Expectations - Were they clear?
 Training – What training was available or can be
made available?
 Ability – Can the employee learn the skill?
Feedback Guidelines
 Determine the appropriate time and place
 Deal with specifics – not mixed messages
 Focus on behaviors not attitudes (you can’t be the
judge)
 Keep feedback impersonal
 Ask employee for input and approach for solving
problem
 Listen to employee’s perspective
Feedback Guidelines
 Ask for feedback (what could you have done
differently to avoid this situation)
 Come to agreement on how to solve problem
 Summarize suggestions/agreement
 Follow up with action plan
Questions?