Since we're teaching a coaching course for managers,

one of the things that I thought would be helpful for all

of the learners in this program is to

reflect on and understand

some key concepts when we're thinking about giving one another feedback.

Feedback is an essential skill and tool of a coach and we will be learning

a lot of ways to conduct coaching conversations over the course of this program.

But what I want to make sure,

even at the beginning of our time together,

is that I've given you a few pointers,

a few things to consider,

as you are invited to give one

another feedback through peer review and discussion questions.

So a few tips to keep in mind — the first thing is you will always be invited to apply

your feedback to a rubric and we want to make sure that

the feedback you're providing aligns with the rubric request.

So, are you focusing on the specific information

or facts that the rubric invites you to look for?

Be sure that you've read the rubric before you start

evaluating another learner's work so that as you are

reading through their work you can be

assessing their responses to the key elements of the rubric.

Ask yourself — did this learner meet the expectations as outlined in the rubric?

And then, ask yourself and answer,

why or why not.

We want to make sure that when we're assessing another learner's answers that we're

clear not only if they did or did not apply the expectations of the rubric,

but why or why not,

that we give clear answers and feedback in this area.

Another key element to providing effective feedback is

to identify areas of strength and areas of opportunity.

And the way that I like to say this when I'm giving feedback to coaches

is "keep this up" or "try this next time".

OK? So "keep this up" is identifying strengths.

And I always think it's good to try and find

at least three things that someone is doing well.

Now sometimes that could be hard because people might struggle or they're challenged by

the question but still do your best to identify three things that they're doing well.

Three things that they should keep up for next time.

On the other side we want to identify what could someone do better.

So in this evaluation we write down "try this next time".

And the same thing is true — what are three things this person could try

next time when they're answering a question or delving into the topic at hand?

A few last tips.

In a world of social media where people are commenting

and writing things online blindly to people they don't know,

in some cases, the courtesy and

the kindness of feedback is to a certain degree getting lost.

In some way, we call this decorum.

In this program, I'm inviting every learner who participates to demonstrate what

we call decorum and what that looks like is a couple of things.

When you're writing your feedback pretend that you're

looking at them and are sitting with them in person.

Would you say what you're about to say if you had to look them in the eye?

Ask yourself, is my feedback based on the facts as I observed

them or is this feedback based on my opinion and my judgment?

We always do better when we give feedback based on facts.

Is my feedback professional?

Is this something that I would say to a colleague or even to my boss?

Is this feedback what I call clean of judgment, meaning,

I don't have overly demanding opinions

of what this person has said or not included on their feedback?

Am I clear that the feedback I'm providing is measuring up against a rubric?

Is this feedback kind?

And lastly, is this feedback intended to be helpful?

These are just a few questions to ask yourself as you are

giving feedback to your fellow learners so that we can all

have a very constructive and meaningful exchange

as we go through the different exercises together.

Thank you for taking some time to watch this video on feedback.

I'm so excited to continue to do this work with you.

Tips for Giving Feedback

Setting Expectations & Assessing Performance Issues

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