The document discusses the importance of feedback and coaching in maximizing alignment between individual work and organizational requirements, while promoting intrinsic motivation. It categorizes feedback into relational, observational, positive reinforcement, and redirective types, with a focus on the positive-to-negative feedback ratio for high-performance teams. Additionally, it notes the impact of motivational factors and attachment styles on workplace dynamics and provides insights into managing conflicts and promoting effective communication.

1. Motivational
Feedback
&
Coaching

2. Feedback & Coaching skills
Purpose:
• Maximise alignment between a person’s
work and requirements
• Conduct more productive work planning
and development conversations
• Promote intrinsic motivation

3. Different types of feedback
• Relational feedback
That’s great! I’m really pleased with your work!
(General positive comments, personal)
• Observational feedback
I noticed that you are taking notes and providing a
useful summary at the end of the meeting for the
group.
(Specific concrete actions, no judgement)

4. Different types of feedback
Feedback which draws attention to
a skill
without making an overt judgement,
without reporting on our feelings,
turns out to most prompt intrinsic
motivation.

5. Motivation
Intrinsic motivation – something is
done because it is inherently
interesting or enjoyable
Extrinsic motivation – something is
done because it leads to some
particular outcome

6. Observing what annoys you more
than what pleases you…
The positivity/negativity ratio (P/N)
positive feedback : negative feedback.
Typical high performance teams:
P/N ratio of 5.6
Ie members of these teams offer nearly 6 times as
many observations of things done well, against
things that might be done differently

7. Positive reinforcement feedback
• State precisely the goal, work expectation,
standard, or desired behaviour.
• Describe the observed behaviours /
actions that relate to the expectation.
• Explain why the behaviours / actions are
important and how they impact.
• Ask that the behaviours continue.
• Thank them for their contribution.

8. Redirective feedback
• State precisely the goal, performance
expectation, standard, or desired behaviour.
• Describe the observed behaviours / actions
that relate to the expectation.
• Explain why the demonstrated behaviours are
not effective and how this affects group goals.
• Ask the employee for their views on the issue.
They may have facts that you do not.
• Ask what actions the employee will take to
meet the expectation.

9. Symptoms of conflict
Judging …who you are
Characterising …what you do
Attributing …motives to
explain why you do it
Dictating …solutions to
perceived
problems

10. Fundamental attribution error
In explaining why people
behave the way they do,
we tend to place:
 too much emphasis on a
person’s disposition;
 too little emphasis on their
situation.

11. Sources of difficulty at work
WANT TO ABLE TO
(Motivation) (Capacity)
Positive Skills, strengths
& negative & weaknesses
Self emotion I do/don’t
I do/don’t have the
want to do the skill(s) to do
job the job

12. Sources of difficulty at work
WANT TO ABLE TO
(Motivation) (Capacity)
Praise & Help &
pressure hurdles
Other Others say Others do
things that things that
support/ help/
undermine me hinder me

13. Sources of difficulty at work
WANT TO ABLE TO
(Motivation) (Capacity)
Bridges &
Carrots & sticks Barriers
Things Systems of Procedures &
reward equipment
encourage/ make my job
discourage me easier/harder

14. Attachment styles

15. Attachment styles

16. Attachment styles

17. Attachment styles

18. Attachment styles

19. The pessimistic explanatory style
A negative event is explained as”
Permanent
“It will never change"
Personal
“It's my fault"
Pervasive
"I can't do anything correctly”

20. The capacity to work to address an
unpleasant situation despite past
experience correlates highly with an
optimistic explanatory style:
“This situation is not personal,
pervasive, or permanent.”