Provide colleague with opportunity to practise skill and ask questions.
Practice
The next step is to provide them with the opportunity to practise so they can perform the task or skill themselves and improve. Allowing the individual to practice will consolidate the learning gained from watching and listening to the demonstration. The appropriate level of support will depend on the complexity of the task and the confidence of the learner.
In order to facilitate successful practice:
➢ Remember that individuals are often able to
work out answers to issues or problems by
themselves
➢ Your role is to allow insight to develop, not
to take over when things aren’t working
➢ Be attentive to the practice in order to
identify any problems or issues, or to see if
processes are not followed
➢ Encourage learners to ask questions about
things they do not understand
➢ Ask open-ended questions about the task after they have completed it
➢ Ensure that actions are clear, well-timed and well-processed before moving on – offer support only when it is necessary
➢ Encourage and praise practice when it is performed well.
Recapping
Recapping is reviewing the earlier steps of the coaching session. This emphasises and identifies what the person has accomplished. Recapping the learning focuses the point of the lesson. This helps the person to be clear about what they have been coached in.
You say things like:
➢ “Here’s what our aims were in this session.”
➢ “Here’s what you can do now.”
Recap how the session links with tasks and into the work that they do. Preview the steps that will come next.
You can say things like:
➢ “This is how that skill fits with what we’ve been doing.”
➢ “You can use that to…”
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Recap the demonstration to remind the coachee of the important bits of the session.
To summarise, recapping:
➢ Covers the point of the session
➢ Allows learners to ask questions about the session
➢ Identifies accomplishments
➢ Identifies what is to come.
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Activity 2D
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2.6 – Provide feedback in constructive and supportive manner.
Providing feedback
Feedback is an integral part of coaching. It is the coach’s response to the coachee’s performance. Through feedback you will either encourage or discourage them, and make them aware of their achievements and setbacks. As a coach, you will be constantly providing feedback, whether you are aware of it or not. Sometimes you will do so directly, other times it will be indirect.
Feedback can be given in a variety of ways, such as:
➢ Body language – e.g. nodding, facial expressions, smiling, frowning
➢ Brief comments – e.g. ‘yes’, ‘no’, ‘try again’
➢ Self-reflecting and open ended questions – e.g. ‘How do you think you’re doing?’, ‘How do you feel about this?’
➢ Guiding comments – e.g. ‘You are doing well but maybe you could …’
➢ Test or assessment results.
Features of good feedback
➢ Observe behaviour – Concentrate on the behaviour. Why is it wrong for the organisation, team, individuals, etc.; not why you personally dislike it. Your judgment needs to come from a professional opinion, not a personal one.
o Concentrate on pointing out the exact cause of poor performance. If you cannot determine an exact cause, then it is probably subjective and should be ignored.
➢ Treat others as you would want to be treated – Before giving the feedback, frame the feedback within your mind.
o It might help to ask yourself, “how would I like to be corrected?”
o What tones and gestures would best communicate your message? Remember, you want the recipient to consider your message. If you are aggressive or passive in what you say, they might be dismissive of it.
Of course, being non-judgemental does not mean that you have to agree with the worker or not say what you think. At times it will be important to challenge workers or offer constructive feedback. When giving feedback, be constructive and positive.
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Consider the BOOST model, which says that feedback should be:
➢ Balanced – Focus on strengths as well as on what needs improvement.
➢ Observed – Provide feedback based only on behaviours you have observed.
➢ Objective – Focusing on facts reduces blame and defensive reactions and encourages cooperation.
➢ Specific – Back up your comments with specific examples of observed behaviour.
➢ Timely – Give feedback soon after the activity. This gives the person a chance to reflect on what they have learned.
Correcting behaviour
When you are correcting behaviour:
➢ The individual must first recognise the nature of the problem in order to get to a point where they can correct it.
➢ Telling someone there is a problem is not necessarily enough. Find out what they know about the problem. For example. “What do you think the problem is?”
➢ Wait for the answer. Do not supply the answer. This is intended to help you increase the awareness of the person you are coaching through questions – not answers.
➢ Practice active listening – This requires that you suspend your judgment and your answers and be intent on understanding
➢ If needed, help them see what they can’t see themselves by making a suggestion, without any attachment as to what is really going on.
➢ Clarify the suggestions and details as required to help them to gain perspective.
➢ Reframe the situation – Reframing is the skill of reinterpreting the way the person is looking at something and putting it in a different way. Reframing helps people sees the situation from a different perspective from what they would on their own.
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Activity 2E
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- Follow-up coaching
3.1. Monitor progress of new workplace skills and provide supportive assistance.
3.2. Report progress to the appropriate person.
3.3. Identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow-up.
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