Being timely so the person being coached can use the feedback to guide practice Being linked to a clear statement of orderly progression of learning so the person being coached has a clear indication of how to improve their performance – providing a developmental approach for achievement of a certain skills set Being specific to the learning outcomes of the coaching session so assessment is clearly linked to learning Guiding people to become independent learners and their own critics Verbal and non-verbal elements. Feedback may be verbal and/or non-verbal in nature (see following slides). Slide Slide No Trainer Notes Trainer presents some practical advice for trainees when giving verbal feedback: Keep it if it is long’ it sounds false – ‘too Keep it relevant it must relate to the task or the effort made – Keep it genuine be sincere in what is said – Make sure it is warranted make sure feedback is appropriate – Be honest avoid saying is child’s play” just in case the learner has difficulty – “This learning it Use a sandwich when delivering negative feedback: ‘positive-negative-positive’ Begin the feedback by mentioning something the learner is doing well, follow it with the negative feedback, and then finish the communication on a positive note by making reference to something else which is positive This approach still gets the negative message across but is sensitive because it allows the learner to know their other good work or effort has been noticed. Class Activity Positive-Negative-Positive Feedback Sandwich – Trainer gives trainees two examples of using the sandwich ‘positive-negative-positive’ technique to provide negative feedback to a learner. Trainer then asks trainees to: Identify and describe a coaching situation where there is need to give the learner negative feedback Generate a sandwich suitable for use in this situation ‘positive-negative-positive’ Share their work with the class. Trainer provides feedback as appropriate.
Being timely so the person being coached can use the feedback to guide practice Being linked to a clear statement of orderly progression of learning so the person being coached has a clear indication of how to improve their performance – providing a developmental approach for achievement of a certain skills set Being specific to the learning outcomes of the coaching session so assessment is clearly linked to learning Guiding people to become independent learners and their own critics Verbal and non-verbal elements. Feedback may be verbal and/or non-verbal in nature (see following slides). Slide Slide No Trainer Notes Trainer presents some practical advice for trainees when giving verbal feedback: Keep it – if it is ‘too long’ it sounds false Keep it relevant – it must relate to the task or the effort made Keep it genuine – be sincere in what is said Make sure it is warranted – make sure feedback is appropriate Be honest – avoid saying “This is child’s play” just in case the learner has difficulty learning it Use a ‘positive-negative-positive’ sandwich when delivering negative feedback: Begin the feedback by mentioning something the learner is doing well, follow it with the negative feedback, and then finish the communication on a positive note by making reference to something else which is positive This approach still gets the negative message across but is sensitive because it allows the learner to know their other good work or effort has been noticed. Class Activity – Positive-Negative-Positive Feedback Sandwich Trainer gives trainees two examples of using the ‘positive-negative-positive’ sandwich technique to provide negative feedback to a learner. Trainer then asks trainees to: Identify and describe a coaching situation where there is need to give the learner negative feedback Generate a ‘positive-negative-positive’ sandwich suitable for use in this situation Share their work with the class. Trainer provides feedback as appropriate.
TG_Coach_others_in_job_skills_refined.docx