This document provides information on coaching skills training. It discusses the importance of feedback and outlines models for effective feedback sessions. Constructive feedback is focused on specific observations and issues, rather than personal judgments, and encourages discussion. The GROW model is also described as the original coaching model, with its elements of Goal, Reality, Options and Will to help keep the focus solution-oriented. A variety of questioning techniques are recommended to facilitate reflection, including reframing questions and exploring different perspectives.

1. Coaching Skills Training
Nuitex

2. Objectives :
 Importance of feedback.
 Types of feedback.
 Features of effective feedback.
 Feedback session model.
 Feedback techniques.
 Feedback guideline.
 Follow up.
Nuitex

3. Types of coaching :
 Constructive feedback.
 Praise and criticism.
Nuitex

4. Constructive feedback :
Is information specific, issue-focused and based on
observations.
It comes in two varieties :
 Positive feedback : is input to an employee about an
effort well done.
 Negative feedback : is input to an employee about an
effort that needs improvement.
Negative feedback does not mean a terrible performance, rather
a performance in which the outcomes delivered should be better.
“ So negative isn’t negative word in such a case”.
Nuitex

5. Praise and criticism :
Praise and criticism are personal judgments
about a performance effort outcome.
Where the information given is general and
vague, focused on the person and based
on opinion or feelings.
Nuitex

6. Examples :
Praise VS Positive feedback
 Praise: You did a great job on that project. Good work.
 Positive feedback: The contributions you made on this
project were a big help. I noticed that the work you
produced was accurate in addition. Whenever I
needed help in coordinating the team and managing
the project schedule, you stepped in and covered for
me or gave me assistance, which kept the team and
the project on schedule. When team members had
questions, you were available to help them get the
answers. Thank you so much for your contributions in
helping make this project a success.
Nuitex

7. Criticism VS Negative feedback
 Criticism: You were not much help on this project. You were
really ineffective. I hope this isn’t the best you can do.
 Negative feedback: Here are the concerns I have
regarding your assist once on this project. As I explained at
the beginning of the project, your services were needed to
help coordinate the project management in terms of
keeping people focused on their assignment and on the
schedule. I didn’t see much effort of coordination
occurring. For example, many of the team members came
to me with questions about assignments and schedule
issues, often after they couldn’t get answers from you.
Nuitex

8. Most of the time, I noticed that you were
working on your part of the project, but the
interactions with the others about the
overall project and it’s progress were not
evident. When I asked you to cover for me
in three of the meetings, each of the
meetings ended after a brief time with no
minutes or action items produced. Delays
have accrued in the project, and we’ll now
require every one’s attention to get back
on track.
Nuitex

9. The two types of constructive feedback come
across as far more objective, specific and non
judgement than praise and criticism. Because
constructive feedback is based on observations in
specific terms about issues of performance, it’s not a
right or wrong.
Constrictive feedback encourages a discussion after
the person gets the feedback. As a result, you and
your employee can learn more about the situation
and if needed, set a positive course of action.
Nuitex

10. Importance of feedback
 Employee will always know what is expected of
them, they will appreciate your interest in their
success.
 Regular feedback and coaching will make your
job as a supervisor/ manager easier when
employees build their skills and independence.
 Feedback and coaching increases productivity,
the quality of work and the effectiveness of the
work group.
Nuitex

11.  Employees motivation and initiative is increased
with effective feedback and coaching.
 Creativity and innovation in problem solving
increases with feedback and coaching.
 Feedback and coaching can prevent problems
from occurring.
Nuitex

12. Characteristics of effective feedback
1- It’s descriptive rather than evaluative.
It’s important to focus on what the individual did
rather to translate behavior into what he or she is.
Thus we might say that a person talked more than
anyone else in the meeting “ rather than that he is a
loud mouth. Avoiding evaluative language reduces
the need for the individual to respond defensively.
Nuitex

13. 2- It’s specific rather than general.
To be told that one is “dominating” will probably not
be as useful as to be told that “ in the conversation
that just took place, you did not appear to be
listening to what others were saying, and I felt forced
to accept your arguments. OR rather than saying
“good job” after a student contribution, one might
say “good job”.
Your argument was well researched. I liked the way
you integrated information form class discussions
and readings with your own research.
Nuitex

14. 3- It’s directed towards behavior that the receiver
can do something about.
Frustration is increased when a person is reminded of
some shortcoming over which he has no control.
4-It’s well timed.
In general, feedback is most useful at it’s earliest
opportunity after the given behavior ( depending of
course on the person’s readiness to hear it, support
available from others, etc. ) the reception and use of
feedback involves many possible emotional
reactions.
Excellent feedback presented at an “ in appropriate
time” may do harm than good.
Nuitex

15. 5- It involves the amount of information the receiver
can use.
To overload people with feedback is to reduce the
possibility that they may be able to use effectively
what they receive.
6- It involves sharing of information rather than giving
advice.
By sharing information, we leave people free to
decide for themselves, in accordance with their own
goals and needs. When we give advice we tell them
what to do, and to some degree take away their
freedom to decide for themselves.
Nuitex

16. Feedback session Model
 Main features.
 What did you notice about your performance ?
 What did you like about what you did ?
 What I liked was ……
 If you could do it again, what would you do
differently ?
 What will it be like when you can do that ?
 Can I make a suggestion ?
 What will you do about it in the future ?
Nuitex

17. The keys to the model are:
 Ask for people’s feedback on themselves before
you give yours. In a situation such as a staff
appraisal, people may come up with the
feedback you intended to give all by themselves
which is more powerful for them and more
comfortable for you.
Nuitex

18.  Ensure that you ask people to give themselves
some positive feedback, so that they recognize
their strengths. We tend to focus on what we are
not doing well rather than what we are good at.
When they hear feedback, people often only talk
on board the negatives. If they have come up
with their positive feedback themselves, they are
more likely to integrate it.
 Ensure that you give authentic positive feedback
where it is deserved.
 Give people the chance to tell you what they
would do differently if they could do it again.
Nuitex

19. Useful feedback techniques :
 Reframing :
It’s about :
 Enabling the staff member to view an issue or
situation in a new way.
 Raising the staff member’s awareness of different
perspectives.
 Facilitating insight and changing perceptions.
 Enabling the staff member to take responsibility for
finding and implementing solutions.
 Trying to gain commitment to a change in behavior
and/ or outlook.
 Not “buying into” defensive behavior or resistance.
Nuitex

20.  Reframing entails :
 Reflecting back / empathizing ( to show you have
heard what the staff member has said ).
 Asking open ended question based on how ? Or
what ? ( to move the staff member towards the
solution ).
Nuitex

21.  Reframing example :
Staff member: we’ve tried that already and didn’t work.
Manager: I am glad to hear you’ve had previous
experience of this ( reflects back ). What would we
need to do to make it work this time ?
Staff member: it sounds great but it will be very
expensive.
Manager: yes, it’s a great idea (reflects back ). How do
you think we can make it more affordable ?
Nuitex

22. Staff member: It’s a fantastic idea, but I reckon
executive will not agree to it ….
Manager: Yes it’s a fantastic idea ( reflects back ). How
do you think we can get executive to see it hat way ?
Staff member: I don’t want to / can’t do that.
Manager: I hear what you are saying ( reflects back )
what would have to happen for you to feel you can do
this ?
Nuitex

23.  Facilitative questioning :
It’s about :
 Helping the staff member reflect on what they
have done and learned.
 Exploring underlying beliefs, assumptions and
values.
 Inviting interaction.
 Encouraging exploring together.
 Keeping the conversation going.
 Not closing down the conversation by confronting
directly.
 Not buying into defensive behavior or resistance.
Nuitex

24. Examples of facilitative questioning :
 Tell me some more about …..
 Help me to understand by giving me an example of
that.
 How did / do you feel about this ?
 What is another way you could interpret that ?
 What assumptions do you think you are making here ?
 How important is this to you ?
 Can you please describe for me …..
 What would happen if you were to make this change ?
 How do you think this might look for you ?
 How about we brainstorm together the pros and cons
of this ?
Nuitex

25. Grow Model :
It is the original coaching model, developed by the
planer of coaching Sir John Whit more and his team :
Nuitex

26. The sequence emphasis the solution focus of
coaching and breaks down as follows :
Goal:
Identifying what we want to achieve puts as on the
path to achieving it and focuses on the solution
rather than the problem.
The goal section of GROW is addressed at the
beginning of each session and referred to again
from time to time to keep the focus moving forward,
especially if the coaching becomes stuck.
Nuitex

27. Some goat questions are :
 What would you like to achieve out of this session ?
 What would you like to have happen ?
 What elements would you like to see in place in xx
month time ?
 What do you really want ?
 How would you like it to be ?
 Can you say what you want in one sentence ?
 How would you like it to be in an ideal world ?
 How will you know when you have arrived there ?
Nuitex

28. Reality :
This is an exploration of where the coaching is right
now. It’s essential to spend time here so that the
coachee can find out what needs to be brought out
and looked at.
Once the coachee has everything in view, he or she
will perceive greater clarity and different
perspectives, so that ideas will occur naturally on
how to move forward.
Nuitex

29. Some useful reality questions here are :
 How important is this to you ?
 If an ideal situation is 10, what number are you at
now ?
 What impact is this having on you ?
 What are you doing that is getting in the way of
your goal ?
 What are you doing that is working towards your
goal ?
Nuitex

30. Options :
When the coachee reaches the reality point and
realizes the status they are at. The options point rises
and hence the exploration of the options.
Here we can ask some options questions :
 What are your options ?
 What else ?
 What has worked in the past ?
 If there were something else, what would it be ?
 Is there anything else ?
Nuitex

31. - Notice that these questions are open ended
questions.
Keep asking open question until the coachee runs
out of options. Once it seems that the list is
complete, ask the closed question is there anything
else ? To finalize the process.
- If the coachee gets stuck, simply go back to the
Reality or Goal questions. Repeating back to the
coachee the key words which they came up with
during the Reality questions almost always opens up
some new clarity, which will in turn Enable Options to
surface.
Nuitex

32. Will :
Will covers what action coachees will take. The first
three sections of GROW create awareness; once
everything is in view, coachees obtain more clarity
and they are naturally motivated to take
responsibility for changing what they can see.
Nuitex

33. Some ‘will’ questions might be :
 What do you want to do about that ?
 Is that an action you can commit to ?
 What could you do to become more committed ?
 Could you do more ?
 Is that a stretch for you ?
 When will you do that ?
 How many ?
 How much ?
 How often ?
 Who will you talk to ?
 What else you could do ?
Nuitex

34. Many coachees come to coaching precisely
because they do not know what it is they want to
achieve. Modern life offers abundant options in
terms of career, investment, where to live, who with
and how to spend ones leisure time.
The awareness delivered by the initial ‘Reality’
questions helps coachees to focus their energy
where it will be most beneficial during the ‘Options’
and ‘Will’ stages.
Nuitex

35. Note : The components of ‘GROW’ do not
necessarily follow that order; an effective coaching
conversation moves about between the elements as
required.
Note : It’s useful to spend more time in ‘Reality’
because Reality questions create awareness. When
people seem to be stuck, ask a Reality question.
When people seem to be wallowing in their
problems ask Goal question.
Throwing the focus forward to the solution creates
energy and shrinks the problem.
Remember Goal = Energy
Reality = Clarity
Nuitex