TIPS 4 THE COACH (Part 9)

Giving Feedback

• Demonstrating how to perform a procedure improves your skill level--but does nothing to improve the coachee's skill level. So spend more time requiring the coachee to demonstrate his or her skills and provide appropriate feedback. (ST)
• The coachee is likely to be her or his worst critic. So begin your feedback session by asking, 'What did you do that makes you feel positive and proud?' (ST)
• Instead of singling out one individual in a group who needs improvement, find another person in the group that individual works well with, and enlist the aid of the other person to deliver the comments or encouragement needed. Many people find criticism easier to take if it's not from the teacher. (Kaye Vivian)
• Be open to receiving feedback on your coaching. The best coaches learn also. Model the 'best practices' of receiving feedback (it might just be a test). (Jane Koroniak)
• Describe why the skill/behaviour (etc.) is important. Outline the steps/expectations/objectives/outcomes involved Demonstrate or model what is required. Catch the coachee doing something right. Measure and Incent. (Elaine Allison)
• If a client is resisting a request have him/her look at the value they are receiving from resisting by asking, "By not doing what you said you were going to do tells me that you're receiving some value in resisting, what might that be?" or "I'm sensing some resistance here, what would you rather be doing?" (lou Russell)
• If you observe the coachee doing something in an ineffective manner, tell them so, ask them to analyze the situation, and then to report back to you, including a description of the ineffective behavior and what they might try differently in the future. (Rebecca Lopez)
• Provide encouragement and support each step along the way, giving feedback when appropriate to help build upon each success, no matter how small. (Katie Root)
• Whenever a coachee claims that his or her failure was due to bad luck, gently explore alternatives. Through appropriate questions, convince the coachee that the failure was due to lack of effort or the choice of an ineffective strategy. (ST)
• Whenever a coachee claims that his or her success was due to luck, refuse to accept it. Through appropriate questions, convince the coachee that the success was due to effort, ability, or the choice of an effective strategy. (ST)
• In order to make progress, a coachee must be able to identify incorrect or poor performance. After a task or activity, ask the coachee to evaluate his or her own performance. This will help you determine if the coachee recognizes areas that need improvement. (Doreen Brady)
• Use the coachee's self-evaluation to begin the process of setting goals for the coaching process. (Doreen Brady)
• If a coachee self-evaluation does not identify areas that have improved or that are strengths on which to build, be sure to discuss them and offer praise. (Doreen Brady)
• On giving feedback: Use the 1-1-1 method. (Not sure whose this is.. but I got it from another trainer) Give them one "I like", one "I wish" in one minute. For instance: I like how you answered the phone so quickly. I wish that you would have used a little friendlier tone of voice. (Susan Williams)
• Praise, praise, praise! Even if the person being coached bombs completely, find something positive to say that will give them an anchor to hold on to. No one likes to fail. Help people to fail with their dignity intact and they will take away a positive learning experience. (Kaye Vivian)
• Sometimes a big warm smile, with eye contact, and telling the other person, "I know you are going to come up with a great solution!" is all the motivation and help they need in order to shine. (Kaye Vivian)
• Ask for help. Request coaching help and feedback from your friends and co-workers. But impose suitable constraints. For example, my writer friend says, "Here's my rough draft of an article. I don't want you to proof-read it. But can you read it and tell me if you thinks this could be an article you'd enjoy reading in Parade Magazine? I just want a simple answer without any details." (ST)