How to Coach Yourself and Others How To Perform On The Job Coaching | Page 82

listened to, and acted upon, i.e. you remember best what you heard last!

Be specific - try to avoid using general comments which are not very useful when it comes to
developing skills. Statements such as "You were brilliant!", or "It was awful" may be pleasant or
dreadful to hear, but they do not give enough detail to be useful sources of learning.
Try to pin-point what the person did which led you to use the label "brilliant!" or "awful", e.g. "The
way in which you held the fish as you turned it over was exactly right", or "Leaving that amount of
flesh still on the bone was caused by using a blunt knife". Specific feedback gives more opportunity
for learning.

Refer to behaviour that can be changed - it is not likely to be helpful to give a trainee feedback
about something over which they have no choice, e.g. "I really don't like your face/height, etc." is
not offering information about which the trainee can do very much. On the other hand if the trainee
was told "Think more about your attitude" or "It would help other trainees if you co-operated a bit
more," it might give the trainee something on which to work.

Offer alternatives - if you do offer negative feedback, then do not simply criticise but suggest
what the person could have done differently. Turn the negative into a positive suggestion, e.g.
"Although you stored the raw materials in the wrong place, I think if you had looked at the floor
plan more closely you would have seen the correct location for it".

Be descriptive rather than evaluative - Tell the trainee exactly what you saw or heard and the
effect it had on you, rather than merely something that was 'good', 'bad', etc. For example, "Your
request to the supervisor for more raw material really made me feel that you were worried about
running out" is likely to be more useful than "That was good!"

Own the feedback - it can be easy to say to the trainee, "You are ....", suggesting that you are
offering a universally agreed opinion about the trainee. In fact, all we are entitled to give is our own
experience of that person at a particular time. It is also important that you take responsibility for the
feedback you are offering. Beginning the feedback with "I" or "In my opinion" is a way of avoiding
the impression of being the giver of 'generalised judgements' about the trainee.

Leave the trainee with a choice - feedback which demands change, or is imposed heavily on the
trainee may invite resistance and it is not consistent with a belief in each of us being personally
autonomous. It does not involve telling a trainee how they must be to suit us. Skilled feedback
offers trainees information about themselves in a way which leaves them with a choice about
whether to act on it or not. It can help to examine the consequences of any decision to change, or
not to change, but does not involve prescribing change.
Now try doing Activity 4D, which will enable you to evaluate feedback and if necessary, suggest
constructive alternatives.

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