The document discusses the importance of coaching and feedback as key components of an effective performance management program, outlining best practices for providing coaching, the advantages of coaching and feedback, challenges that may arise, and tips for proper timing and types of coaching and feedback. It also provides examples of coaching scenarios that could be practiced in groups.

1. Coaching and Feedback
Claudette Brower
Assistant to the Dean of Students
VOICES Performance Mgmt & Recognition
Byron Myer
Administrative Assistant Senior Healthcare
VOICES Performance Mgmt & Recognition

2. Coaching and Feedback Introduction
Voices of the Staff Performance Management
Team determined that four components are
required for a successful PM program:
 Goal Setting
 Feedback and Coaching
 Performance Evaluation
 Rewards and Recognition

3. Coaching and Feedback Definitions
Coaching
-Involves communicating effectively and leading by
example.
-Focuses on the developmental side of acquiring
knowledge and skills to help the employee effectively
perform the job.
-Provides a person or group with the guidance,
support and confidence to enable them to enhance
their performance continuously.
-Managing Performance, Jenny Hill p.87

4. Coaching and Feedback Definitions
Coaching
- Process of joint discovery and discussion. Goal is to
help staff gain information to support their
development.
Feedback
- Most effective when it is sensitive to the person and
the situation rather than following a standard recipe.
-Adapted from the Successful Manager’s Handbook by
Susan H. Gebelein, Carol J. Skube, Lisa A. Stevens
June, 2001; Personel Decisions International

5. Coaching and Feedback Advantages
Providing Coaching and Feedback helps:
– Build trust
– Motivate employees to achieve organizational,
departmental, and individual objectives
– Run efficient departments
– Equip employee to become leaders
– Employee retention rates
– Employee satisfaction

6. Coaching and Feedback Training
Trained supervisors are more apt to provide
specific ,fair and timely feedback, which will
address performance problems to be dealt with
more constructively and which will recognize
and reinforce good performance.
Employees will view their coaching and feedback
as coming from a credible source, which is
critical for acceptance, if supervisors are trained.

7. Coaching and Feedback Timing
-Doing it continuously saves time in the long run and
increases the effectiveness of employees.
-Minimally twice a year, best every quarter
-As the Generation X cohorts begin to flood into the
workplace it has become clearer this constant-
feedback-seeking group will not accept waiting a year
to find out what they had done wrong or not done at all.

8. Coaching and Feedback Types
 Recognition
– Rewards effective performance
– It takes 5.6 positive remarks to negate 1 negative remark
 Developing
– In advance
 Improvement
– Improvement

9. Coaching and Feedback Challenges
 Who should provide feedback?
 Has the supervisor received training?
 Is the supervisor accountable for providing performance appraisals to
people they supervise?
 Is there enough time to provide adequate, meaningful feedback?
 Have expectations been clearly defined?
 Does this employee have the tools, resources and skills necessary to
be successful?
 Is feedback immediate and specific?
 Is the feedback non-personal; Focusing on the issue or the task?
 Is the employee given the opportunity to respond and is the feedback
provider listening to what he or she has to say?
 Is there a future course of action with set objectives?

10. Questions?
 Questions you might have?
 Share experiences that you have had to
exemplify positive coaching and feedback
 Share experiences that you have had to
exemplify how not to do coaching and
feedback

11. Coaching and Feedback Practice
 Groups of three
– Employee
– Direct Supervisor
– Observer

12. Coaching and Feedback Scenario #1
 One of your staff is consistently coming in
late, missing days and not following through
on their responsibilities. You notice that they
seem severely tired. They are often abrasive
when talking to colleagues-immediate
colleagues are expressing concern that they
need to finish this persons work because it is
often not complete. You are addressing this
at your next one/one session.

13. Coaching and Feedback Scenario #2
 You have a staff member that has
demonstrated that they are very skilled in your
office and throughout the department. They are
constantly tapped or volunteer for unit and
departmental projects. You are concerned that
they are on the fast track to burn out and you
begin to notice that they are not able to follow
through on all their commitment. You have
decided to talk to them about this.