Material for reading "Awareness of importance to provide the feedback during the coaching process"

4.1 The role and importance of feedback during the coaching process

Constructive feedback in the coaching process is an essential part of an effective learning process. Feedback should be:

  • immediate,
  • concrete,
  • accurate,
  • confidential,
  • relevant,
  • adapted to the needs of the learner,
  • communicated in a comprehensible manner,
  • expressed in a non-rating language adapted to the learner,
  • helpful and contain suggestions for improvements.

Constructive feedback can have both a positive and a negative impact on the course of the coaching process and the learner's development. This depends on the coach's ability to communicate this information. Providing feedback in an inappropriate way can have negative consequences and lead to failure to achieve the intended goal. Constructive feedback provided in an appropriate manner can have a motivational and helpful impact on the learner. However, poorly communicated feedback can cause the learner to be closed to it, which means that he will not accept it and defend herself against it



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4.2.  The different techniques in providing the constructive feedback

There are various techniques for providing constructive feedback. In this subchapter we would like to focus on “ASK-TELL-ASK”; “SANDWICH”; and “BRIDGE” techniques. All the three techniques are different – yet interesting ways of giving feedback which is more involving for the learner.

Ask-Tell-Ask

This technique is based on verbal communication mainly. Instead of providing feedback directly to the listener the coach asks for the learner’s self-assessment. The next step is confronting the learner’s point of view and feelings with the coach’s observation. The last step is asking the listener to share her opinion on how she plans to develop and what actions she should take in order to improve.

Sandwich Technique

This technique consists of three stages – two of them would be the praising stages and one stage would be based on the problems observed. The starting point is praising the strengths and good performance of the learner – it is the positive feedback conveyed by the coach. The next stage is showing the learner the areas of improvement – the coach needs to express his/her observation on the learner’s behaviour that it different than the expected performance. The very last stage is again, praising – this is connected with praising and encouraging the learner to modify her performance. Additionally, the coach is able to use examples of positive change that the listener used to implement in the past.

 Bridge Technique

This technique is based on the transition and evolution of the learners’ behaviour. It focuses on the past and positive performance; the present observed actions and the future expected behaviour of the learner.

 


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https://www.slideshare.net/amorrock/coaching-skills-feedback-techniques

4.3.  Feedback rules

When providing feedback:

  • be guided by respect and mutual trust,
  • do it in the right place, at the right time and by mutual consent, it is to be an invitation to talk to the coach and the learner together,
  • remember that this is also to create a better relationship with the learner and to help the learner to develop it.

A few tips for following the rules when giving constructive feedback:

  • Do not criticize or judge.
  • Rely solely on facts, not opinions and feelings that are always very subjective.
  • Use the "I" message with information about the learner's behaviour, not the learner's person. The 'you' messages may give the impression of criticism, while the message in impersonal form will refer to generally accepted standards, so both are difficult to accept. Also, be sure to address only issues that the learner is affected and can change.
  • Feedback should be clearly, precisely and in quite detail (generalizations should not be used) so that the learner can better understand and accept it.
  • Suggest plans for improvement.
  • The feedback should also address positive aspects, which will have a positive impact on the recipient.
  • Stay calm, pay attention to the tone of your voice and don't get carried away with emotions.
  • Feedback should be directed directly to the person concerned.
  • Maintain an open attitude that invites the learner to a bilateral conversation and dialogue.
  • Pay attention to nonverbal communication so that it is not a denial of words.
  • Pay attention to the language you are using and adapt it to your learner.

Before you give feedback, consider:

  • Will it help your learner? If not, there is no point in giving it.
  • Does the learner want and need to hear it, or is it imposed by you?
  • Is it about the current situation, or is it a return to something very old?
  • Does it address an issue that the learner is affected by?
  • Is the learner able to understand the intentions of your feedback in a given coin? Is learner open to it?

Providing constructive feedback is a difficult task. However, it should be borne in mind that providing constructive feedback is a type of skill that can be learned and needs to be developed.


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