Listening skills have been recognized as a fragile connection in the flow of interactive communication. Demonstration of successful coaching strategies requires the coach to develop and utilize listening skills. The most effective coaches utilize listening to strengthen understanding of the environment.
Great coaches communicate in a way that allows a player to see the game differently than from the perspective of the action. Communication provides possibilities for action not available in the absence of coaching Feedback is accomplished by either written or oral information used in evaluating work activities. Functioning through difficulties requires the coach to be competent, to provide and accept constructive feedback. Whereas, constructive feedback contains both positive and negative information.
The recommendations of feedback should encourage personal development for the accepting subordinate. Feedback should, also, encourage changes in performance with minimum pressure or confusion when the subordinate decides to change the constructive feedback tool is used to improve performance and enhance the development of subordinates. Learning the techniques of dispensing and receiving feedback is demanding, time-consuming, and a continuing process. The obvious results, productivity improvement, performance improvement, and others, greatly exceed the time consumed in learning feedback techniques.
Coaches should utilize constructive feedback when providing subordinates with information about performance changes in relation to developed goals and strategies. An essential function within the coaching process requires managers to provide constructive feedback. When subordinates are provided with feedback on task-related performances, the acknowledgment can reinforce the results of goal setting. Performances appraised through feedback keeps goal-directed behavior focused toward accomplishing the task. Also, the feedback information keeps employees involved and should encourage them to strive harder to accomplish their goals.
The feedback should concentrate on observations, not assumptions. Correctly, managers should provide subordinates with specific examples gathered from the Dissemination of suggestions and/or other information is the nucleus for constructive feedback rather than dispensing advice. Consequently, investigating alternate methods promotes the expansion of subordinates’ horizons in which the appropriate conclusions to problems may be acquired. The coach or manager should emphasize the subordinate valid accomplishments, which were attained from the feedback provided.
The length of feedback information should be restricted to subordinates’ tolerance level. Employees may respond with an emotional reaction if the information is repeatedly dispensed at inappropriate times or places. Therefore, further dissemination of information should be terminated when emotional responses develop.
