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Feedback and Coaching

Trainer Certification Program

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Objectives

By the end of this module, you should be able to:

List the benefits of feedback and coaching
Identify the instances to provide feedback and coaching
Apply the best practices and techniques in providing feedback and coaching

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Agenda

This module will cover the following topics:

Feedback 101
Principles of Giving Effective Feedback
What is Coaching?
Linking Coaching to Learning Process
Barriers of Giving Effective Feedback
Receiving Feedback
Best Practices in Feedback and Coaching

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STATE

This module will cover the following topics:

Feedback 101

We will define what coaching is, the benefits of implementing and providing feedback and who can provide feedback.

Principles of Giving Effective Feedback

We will discuss the ways for trainers in giving effective feedback.

What is Coaching?: A Review

Let’s look back to what we know about Coaching…

Linking Coaching to Learning Process

… and discuss how coaching is administered in a classroom setting.

Barriers of Giving Effective Feedback

Not everyone is comfortable in giving feedback. This section will lay out the common barriers in giving effective feedback.

Receiving Feedback

The focus in this module has mainly been about giving effective feedback and coaching to learners, but it is also helpful to think in a structured way about how feedback might be received.

Best Practices in Feedback and Coaching

In this section, we will share some best practice on providing feedback and coaching.

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What is Feedback?

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What is Feedback?

Feedback is an essential part of learning and development.

It helps learners to maximize their potential at different stages of training
It helps raise awareness of strengths and areas for improvement
It helps identify actions to be taken to improve performance

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Relate

Responses for ‘What is feedback?’ to the examples here

CLICK to display slide content.

DISCUSS the following key points on feedback:

Feedback is an essential part of learning and development. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance.

Feedback can be seen informal, as in day-to-day encounters between trainers and learners or trainees, between peers or between colleagues; or formal as a part of a written or clinical assessment.

Feedback is part of the overall dialogue or interaction between a trainer and a learner, not a one-way communication.

ASK

If we don’t give feedback, what does learner gain, or indeed, assume?

SOLICIT answers.

THANK the participants for their inputs.

DISCUSS the following key points:

They may think that everything is okay, and that there are no areas for improvement. Learners value feedback, especially when it is given by someone credible who they respect as a role model, or for their knowledge, attitudes, or competence.

Failing to give feedback sends a non-verbal communication in itself and can lead to mixed messages and false assessment by the learner of their own abilities, as well as a lack of trust in the trainer.

CHECK for understanding.

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Why is Feedback Important?

Feedback is central to developing learners’ competence and confidence at all stages of their careers
Feedback is vital for ongoing development and growth
Effective and helpful feedback is based on observable behaviors

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ASK

Why is feedback important?

GATHER responses. You may write them on an easel sheet or on the board.

CLICK to display slide content.

DISCUSS the following key points:

Feedback is important to the ongoing development of learners in any line of businesses.

Many customer relations situations involve the integration of knowledge, skills, and behaviors in complex and often stressful environments with time and service pressures on both trainer and learner.

EMPHASIZE the following key points:

Feedback is central to developing competence and confidence at all stages of their careers.

In almost any organization, feedback on skills, behaviors, and attitudes are regularly and routinely assessed by using a workplace-based assessments. Such tools may include multi-source feedback, observations of performance and case-based discussions. Feedback is a critical element of all these assessments.

Feedback is vital and that the most effective and helpful feedback is based on observable behaviors.

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Who Gives Feedback?

Trainers
Peers
The learner themselves
Colleagues

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Principles of Providing Effective Feedback

Give feedback only when asked to do so or when your offer is accepted
Give feedback as soon as possible
Focus on the positive
Feedback needs to be given privately, especially if it’s a feedback on areas for improvement (AFI)

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Facilitator Note:

The slide should show an empty slide, only with the slide title. Click the mouse to show each bullet point on cue. Move on to the next slide whenever necessary.

STATE

Whether you are giving formal or informal feedback, there are a number of basic principles to keep in mind.

DISCUSS and PROVIDE sample scenarios and best practices, based on your experiences for the following principles:

Give feedback only when asked to do so or when your offer is accepted.

Give feedback as soon as possible, after the event.

Focus of the positive.

Feedback needs to be given privately, especially if it’s a feedback on AFIs. Feedback is only given as a whole or to the entire class, if the activity was for the entire class. Give feedback privately if it only addresses a single person and/or a trainee.

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Principles of Providing Effective Feedback

Feedback needs to be part of the overall communication process and developmental dialogue.
Stay in the “here and now”.
Focus on skills and behaviors that can be changed, not personality traits.

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Principles of Providing Effective Feedback

Talk about and describe specific behaviors, giving examples where possible and do not evaluate or assume motives.
Use “I” and give your experience of the behavior.

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Principles of Providing Effective Feedback

When giving negative feedback, ask how it can be done in a better way, or ask what’s best for the learner which in turn would affect the learner’s environment positively.
Feedback is for the recipient, not the giver – be sensitive to the impact of your message.

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Principles of Providing Effective Feedback

Consider the content of the message, the process of giving feedback, and the consistency between your verbal and non-verbal messages.
Be clear about your feedback and link this to the learner’s overall professional development and/or intended program outcomes.
Do not overload.

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Principles of Providing Effective Feedback

Encourage reflection:

Did it go as planned? If not, why?
If you were to do it again, would you do the same next time, and what would you do differently?
How did you feel during the session? How would you feel about doing it again?
What did you learn from this session?

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What is Coaching?

Coaching means to recognize the strengths and acknowledge the AFI, on both skills and wills.

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Kolb’s Learning Cycle

Active Experimentation

Concrete Experience

Reflective Observation

Abstract Conceptualization

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STATE

It is very important to ensure that the feedback given to the learner is aligned with the overall learning outcomes of the program, teaching session or customer relations activity in which the learner is engaged.

Briefly DISCUSS the following key points:

Giving feedback can be seen as part of Experiential Learning

Kolb (1984) proposed that learning happens in a circular fashion, that learning is experiential (learning by doing), and that ideas are formed and modified through. These ideas underpin the idea of the reflective practitioner and the shift from novice to expert which occurs as part of professional development.

STATE

The learning cycle requires four kinds of abilities or learning contexts:

DISCUSS Kolb’s Learning Cycle and SHARE best practices based on your experience:

Concrete Experience

Learners are enabled and encouraged to become involved in new experiences.

Reflective Observation

This gives learners times to reflect on their learning.

Abstract Conceptualization

Learners must be able to form and process ideas and integrate them into logical theories.

Active Experimentation

Learners need to be able to use theories to solve problems and test in new situations.

DISCUSS the following key points:

Kolb’s learning cycle is similar to the “plan-do-reflect-act” cycle which is often used in appraisals

Hill (2007) identifies that feedback plays an important role in helping learners move around the cycle. For example, feedback supports the process of reflection and the consideration of new or more in-depth theory. Through a process of negotiation, feedback can also help the learner plan productively for the next learning experience.

If we consider that one of the tasks of those giving feedback is to help the learner achieve their learning goals, then Hill suggests that we need to start with an understanding of:

Where the learner is in terms of their learning, the level they have reached, past experience, and understanding of learning needs and goals

The learning goals in terms of knowledge, technical skills and attitudes. You may observe more than one of these learning domains at the same time.

STATE

During the observation, our task is to identify where and how far the learner has travelled towards the learning goals, where they may have gone off track and what further learning or practice may be required.

CHECK for understanding.

ANSWER questions that may arise.

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Barriers To Giving Effective Coaching

A fear of upsetting the trainee or damaging the trainer-trainee relationship
A fear of doing more harm than good
Trainee being resistant or defensive when receiving criticism
Poor handling of a reaction to negative feedback can result in feedback being disregarded thereafter

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Barriers To Giving Effective Coaching

Feedback being too generalized and not related to specific facts or observations
Feedback not giving guidance on how to rectify behavior
Inconsistent feedback from multiple sources indicates a lack of respect for the source of feedback

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Feedback being too generalized and not related to specific facts or observations

Feedback not giving guidance on how to rectify behavior

Inconsistent feedback from multiple sources

A lack of respect for the source of feedback

STATE

These are the common barriers for trainees to receiving effective coaching:

DISCUSS the following barriers and SHARE best practices based on your experience:

Close-minded

Fear of poor attitude and Know-It-Alls

Jumping to conclusions

STATE

Other aspects between the person giving feedback and the recipient include differences in sex, age or educational and cultural background. These are not necessarily obstacles, but they may make feedback sessions strained and demotivating.

There are a lot of barriers to receptions but as a trainer one must be able to break or neutralize these barriers in order to coach.

CHECK for understanding.

ANSWER questions that may arise.

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Receiving Feedback

Listen to it (rather than prepare our response/defense)

Ask for it to be repeated if you did not hear it clearly

Assume it is constructive until proven otherwise; then consider and use those elements that are constructive

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Facilitator Note:

The slide should show an empty slide, only with the slide title. Click the mouse to show each bullet point on cue. Move on to the next slide whenever necessary.

STATE

The focus in this module has mainly been about giving effective feedback and coaching to learners, but it is also helpful to think in a structured way about o feedback might be received. You can help prepare the learners (and yourself) for receiving feedback by providing opportunities for them to practice the guidelines we have on our list.

The aim of developing an open dialogue between the person giving feedback and the recipient is so that both parties are relaxed and able to focus on actively listening, engaging with the learning points and messages, and developing these into action points for future development.

Here are the guidelines for receiving constructive feedback.

CLICK mouse to show first bullet item.

DISCUSS the following guidelines and SHARE best practices or sample scenarios based on your experience:

Listen to it, rather than prepare your response or defense.

Ask for it to be repeated if you did not hear it directly clearly.

Assume it is constructive until proven otherwise; then consider and use those elements that are constructive.

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Receiving Feedback

Pause and think before responding

Ask for clarification and examples if statements are unclear or unsupported

Accept it positively (for consideration) rather than dismissively (for self-protection)

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Receiving Feedback

Ask for suggestions of ways you might modify or change your behavior
Respect and thank the person giving feedback

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Best Practices

Prior to a formal feedback session
Setting the scene
During the formal feedback session
After the session

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Facilitator Note:

The slide should show an empty slide, only with the slide title.

STATE

Observations over a period of time or for specific purposes are typical when coaching occurs. Trainers should always be observant and attentive to each trainee’s performance and progress.

If ongoing feedback and coaching has been carried out regularly, then the formal feedback and coaching sessions should not contain any surprises for the learners. Feedback can be given on a one-to-one basis or in small groups. The structure forgiving feedback will be agreed between you and the learner(s), and may follow one of the models we have discussed earlier. It is also important that both you and the people to whom you are giving feedback are fully prepared for the session.

These are the best practices on feedback and coaching:

CLICK the mouse to show each bullet point on cue. Move on to the next slide whenever necessary.

DISCUSS the following best practices:

Prior to a formal feedback session, you should:

Ensure the learner is aware they are to receive feedback or coaching, so clearly define the purpose of the feedback session prior to or at the outset of the session

Collect any information you need from other people

Summarize the feedback and ensure you know the positive aspects and areas for improvement are listed, with supporting evidence

Make sure you know how the feedback relates to the learning program and defined outcomes

Setting the scene

Create an appropriate environment

Clarify your ground rules with the trainees – what part of the skill or behavior the trainee is to concentrate on, when you will interrupt, what other trainees are to do, how the trainee can seek help during the session, and so on.

Agree a teaching focus with the student

Make notes of specific points

During the formal feedback session, you should:

Redefine the purpose and duration of the feedback or coaching session

Clarify the structure of the session

Encourage the learner to self-asses their performance prior to giving feedback

Aim to encourage a dialogue and rapport with the trainee

Reinforce good practice with specific examples

Identify, analyze, and explore potential solutions for poor performance or deficits in practice

After the session, you should:

Complete any outstanding documentations and ensure the learner has copies

Carry out any agreed follow-up activities or actions

Make sure that opportunities for remedial work or additional learning are arranged

Set a date for the next feedback session, if required

CHECK for understanding.

ANSWER questions that may arise.

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Review

Let’s try to summarize

Feedback and Coaching.

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Your Turn!

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ASK the learners to go to page 6 - 8 of their guide.

GIVE the learners 3 minutes to read the Principles of Providing Effective Feedback, and How to Coach. This information will be used as a checklist when the practice will start:

If it’s a Feedback session, the learner has to get at least 12 checks from the checklist to get at least 80% score.

If it’s a Coaching session, the learner has to get at least 10 checks from the checklist to get at least 80% score. All your scores will be averaged.

Facilitator Note:

By the end of this practice session, the participants should have at least two (2) 80% to assess whether the techniques and best practices for Feedback and Coaching were understood.

STATE

The objective of this activity is for you to apply the best practices and techniques in providing feedback and coaching and to score an average of 80% on all the practiced scenarios.

PROVIDE instructions to the activity:

ASK the learners to go to page 6 of their guide. Give the learners 3 minutes to read and answer the scenarios. Learners have to identify whether the scenario is an opportunity to give feedback or provide coaching.

PAIR the participants. If you have an odd number of participants, you have to join in for everyone to have a chance to practice.

USE the scenarios on page 6 for learners to practice.

GIVE the class the following timelines to practice the scenarios:

Feedback - 5 minutes | Coaching – 20 minutes

LET the pair debrief each turn, before moving on to the next learner and next scenario.

SCENARIOS:

Trainee coming in late three times in the third week – on the second day, after the first 15-min break of the 4^th day, and after lunch on the 5^th day.

Trainee having a challenge understanding a particular topic

Trainee’s performance has Trainee missing training classes in two instances

Trainee has not been actively participating in class

Trainee has been overly participative

Trainee has been has been behaving disruptively in class by making negative side comments

Trainee has disturbing body odor

Trainee caught sleeping in class two times

Trainee showing cues of demotivated to learn

Trainee’s performance has dove, from exceeding expectations to did not meet expectations

Trainee’s performance has trended up, from did not meet expectations to exceeding expectations

Trainee has been disrespectful to you

Trainee has been obsessively questioning your credibility to the point of mocking and sarcasm

Trainee has not been improving based on written assessments

Trainee has been getting high grades based on oral and written assessments.

Debrief the Activity

GO round robin in the class to ask what challenges they have experienced in the following areas:

In giving feedback

In listening to the response of the recipient

In understanding the response of the recipient

In responding to the response of the recipient’s on the feedback

In attaining the goal and objectives for conducting the feedback; and why these challenges were present.

GO round robin in the class to ask what strengths they have experienced in the following areas:

In giving feedback

In listening to the response of the recipient

In understanding the response of the recipient

In responding to the response of the recipient’s on the feedback

In attaining the goal and objectives for conducting the feedback; and why and how these strengths were possibly manifested.

GO round robin in the class to ask what can be done better the next time they give feedback.

CLARIFY questions/issues raised.

USE the same questions in the same flow (except that change ‘feedback’ to ‘coaching’) to debrief Coaching.

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Wrap-Up

Your reflections:

What did you learn?

How will you use it?

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Thank you!

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Completion

Questions?

Comments?

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