Running head: ASPECTS OF EFFECTIVE FEEDBACK
Aspects of Effective Feedback in Executive Coaching
Jerry Allen, Susan McConnell, and Kathy Sullivan
Queens University of Charlotte
MSEC 630
March 25, 2012
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ASPECTS OF FEEDBACK
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Feedback is present in virtually all aspects of life. A Google search on the word feedback
yields over 3 billion results. Even narrowing the search to executive feedback reveals over 434
million results and a search for coaching feedback reveals over 81 million results. While
feedback is a broad topic, this paper addresses a sliver of the feedback universe by exploring
aspects of feedback that are important for less experienced coaches to consider as they develop
their coaching practices. This paper specifically addresses generally accepted best practices
regarding feedback, what the literature says about effective feedback, and what experienced
coaches shared about using feedback effectively in their practices. The last section outlines
recommendations for developing coaches as they incorporate feedback into their coaching
practices.
Definitions of and philosophies about feedback are almost as numerous as Google hits on the
word itself. Seashore, Seashore, and Weinberg (2003) define feedback as “information about
past behavior delivered in the present which may influence future behavior” (p. 3). The Center
for Creative Leadership states that effective feedback results in the receiver being able to “walk
away understanding exactly what he or she did and what impact it had” (Weitzel, 2000, p.7).
Books and training programs often emphasize that feedback should be direct, specific, timely,
and focused on the behavior and not the person (Weitzel, 2000, p. 25). When feedback has these
characteristics, the recipient is less likely to be defensive and more likely to hear and use the
feedback. While research about feedback often describes more complex concepts, these basic
tenets of effective feedback are still evident in many articles and models regarding feedback, as
evidenced in the following section.
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Feedback Models
This paper highlights three models of feedback that can be used in executive coaching. The
first model is based on research conducted by London and Smither which has been tailored to
create a feedback model for executive coaching. The second model is the Johari Window, based
on research by Luft and Ingham. The third model is based on control theory, in which feedback
is an input into a system which allows for the recipient to regulate his/her behavior. Following is
a brief description of each model.
A review of the research revealed a feedback model by London and Smither that inspired a
model designed specifically for executive coaching. As described in the London and Smither
(2002) article, “Feedback Orientation, Feedback Culture, and the Longitudinal Performance
Management Process,” their model (See Appendix A) encompasses the importance of the
feedback orientation of both the individual receiving the feedback and the organization in which
the person is based. Consideration is given to the evolving feedback orientation that may occur
for the individual and the organization over time, influencing the value to the recipient. The
article provides insight into the value and utilization of feedback when the recipient has a
positive outlook and learning approach, coupled with an organizational culture that supports the
use of feedback for professional growth and development. If either the individual or the
organization does not value feedback it is less likely the feedback will be effective. Additionally,
effectiveness may be impacted if the feedback is a result of a significant event or by the
credibility of the person delivering the feedback.
The relevance of the London and Smither model to executive coaching is presented in the
article by Gregory, Levy, and Jeffers (2008) “Development of a Model of The Feedback Process
within Executive Coaching.” As noted by the authors “[f]eedback cannot be examined in
ASPECTS OF FEEDBACK
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isolation, as its meaning and value are contingent on qualities of the feedback source, the
environment in which it is presented, and the recipient’s interpretation” (p.53). The authors use
inspiration from the London and Smither model, plus their view of the shortcomings within both
the Joo and Kilburg models of executive coaching to develop a new feedback model specifically
for executive coaching. The model designed by Gregory et al. (2008), as shown in Appendix B,
focuses on five process stages “…a catalyst for coaching…, establishing the relationship…, data
gathering…, utilizing feedback…, [and] outcomes….” (pp. 50-53). This model for executive
coaching aligns with coaching models that have been discussed in the classroom in conjunction
with the Masters of Science in Executive Coaching (MSEC) program at Queens University of
Charlotte. Examples include: the Results Based Coaching Model as described in Lee Hecht
Harrison’s Coach the Coach book, the Solution-Focused approach, and the Cognitive
Behavioural Coaching approach (Cavanaugh & Grant, 2010, p.57; Lee Hecht Harrison, 2009, pp.
18-19; Williams, Edgerton, & Palmer, 2010, pp. 38-45). The model also aligns with the five
steps of the Strategic Executive Coaching process as outlined by Freas (2000) in the book
Coaching for Leadership, a book focusing on coaching for business leaders. The Gregory et al.
model suggests three key elements that developing coaches may want to incorporate into their
approach tool box: the individual’s feedback orientation, the organizational culture with regards
to feedback, and the coach’s own credibility and personal connection with the client. Each of
these elements is explored in depth by the authors through analysis of the personality and
mindset of the client regarding feedback in coaching, the use of feedback within the organization
in which the client works, plus the “compatibility” of the coach with the client (Gregory et al.,
2008, p.54). The authors recommend executive coaches evaluate all three elements in
determining the methods and process they will use in the coaching engagement.
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The Johari Window originated from Freud’s work regarding the known and unknown parts
of the mind (Seashore, Seashore, and Weinberg, 2003, p. 15). A four-paned window divides
personal awareness into four different types, which are: open, hidden, blind, and unknown, as
shown in Appendix C. By some, it is also referred to as a disclosure/feedback model of selfawareness (Peltier, 2010). It is considered a qualitative assessment as it represents information
about feelings, values, views, attitudes, skills, intentions, and motivations within or about a
person, in relation to themselves and in relation to their relationships.
In this model, each person is represented by his or her own window. The open quadrant
represents things known about the individual, and that others know about that person.
Knowledge that this window represents can include not only factual information, but also
feelings, motives, behaviors, wants, needs, and desires. At the onset of a relationship, the size of
the window is not very large, since there has been little time to exchange information. As the
relationship develops, the window opens, placing more information into the open window. The
blind quadrant represents things others know about the individual, but are blind to the individual
himself/herself. If the information is shared between the parties in the relationship, then the
window expands. This quadrant is the beginning of feedback as information is exchanged. For
example, in a conversation, one may make little to no eye contact. If the other person feels this
impacts his or her trust in the other but does not share this feedback, the window remains blind.
The hidden quadrant is full of things known about the individual that others do not know. When
willingly shared, by the process referred to as self-disclosure, this window opens. The fourth
quadrant referred to as unknown, represents things that no one knows such as, dream or
experience where a new awareness or personal growth is realized by the individual and either
shared or not (Luft, J., 1969).
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During our first MSEC semester, both courses touched on the Johari Window. In the
Coaching course, we learned how it might be used for ourselves as novice coaches and how
effective as a tool it might be to aid in the client evolution. In the Human Development and
Leadership course, we learned its value as a development tool in the human development process
both as individuals and leaders.
Therefore, the application to coaching has powerful potential if the coach is proficient in the
art and science of providing feedback or in using the window metaphorically. Through building
trust and a relationship, the coach and client work as partners opening the windows in each
quadrant. In addition, the coach using the known information, qualitative skills, and effective
feedback approaches can aid the client in expanding their hidden window and aid in selfawareness, self-discovery, and personal growth (Seashore, Seashore, and Weinberg, 2003).
In an effort to link executive coaching to research and theory, Gregory, Beck, and Carr
(2011) propose that control theory is “a natural fit as an organizing framework for the role of
goals and feedback in executive coaching” (p. 1). In the context of coaching, control theory
refers to how much an individual can control or regulate his/her own behavior. Control theory is
a process in which a goal is established, feedback is received about the goal, and the performance
is regulated in some way as a result of the feedback. This process is often described as a control
loop, and the feedback that goes into the loop can be positive or negative. Following is a brief
description of control theory and self-regulation which can be used to effectively give feedback
in executive coaching sessions.
Control theory is based on the premise that “people attempt to control the state of some
variable (often their performance on a task) by regulating their own behavior” (Gregory, Beck,
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and Carr, 2011, p. 2). We discussed this theory during our Advanced Coaching class, noting that
when a discrepancy exists between a client’s performance and the feedback about the
performance, a client will seek to eliminate the discrepancy by regulating his/her behavior. For
example, a client can work harder to achieve the desired level of performance, or the client can
give up and stop working to improve his/her performance. Gregory et al. (2011) note that “there
is evidence that individuals can be taught self-regulatory skills” (p. 3) and that executive coaches
are uniquely positioned to help clients improve self-regulation. The authors quote Hunt and
Weintraub (2002) who state that “feedback serves as a source of information….allowing [the
coachee] to assess the gap between desired and current performance” (as cited in Gregory et al.,
2011, p. 4).
In serving as a source of information, feedback is an integral component of control theory, as
it provides the basis for a client’s action. However, research has shown that any feedback
(negative or positive) can result in decreased performance when it is aimed at the person instead
of at the task (Gregory et al., 2011, p.9). Negative feedback is more useful when it is directed at
process rather than outcome. For example, instead of saying, “you did not communicate
effectively with your subordinates,” coaches can give feedback and ask questions that allow
client to generate their own feedback, such as, “in communicating with your subordinates, you
could have been more specific about your expectations and offered them the opportunity to ask
questions about the task…how could you approach this more successfully next time?” (Gregory
et al., 2011, p. 9). By focusing on process instead of outcome, negative feedback has the
potential to be highly effective and to encourage clients to regulate their behavior in ways that
are consistent with the clients’ goals.
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Moreover, coaches can also work with clients to increase their comfort level in seeking
feedback on their own. The more clients can obtain feedback on their own, the less reliant they
are on a coach and the more likely they will sustain behavioral changes (Gregory et al., 2011, p.
9). The more that coaches can increase a client’s comfort level with feedback, the more the client
will seek feedback, utilizing it to regulate behaviors in ways that foster growth and development.
Comparing and Contrasting the Three Models
The three models are similar and complementary in many ways, with a few subtle
distinctions. The premise of all three models is that feedback can be a stimulus for clients to
make important changes. The feedback can come from clients learning about discrepancies
between how they view themselves and how others view them (e.g., from a 360-degree
assessment), or from an event that reveals such discrepancies, or from clients reflecting on a selfdisclosure model of feedback in which the clients themselves identify similarities and differences
of perspectives. The three models also note that the context or environment of clients should be
considered during coaching, along with clients’ own needs, values, and goals. Certain people or
factors in the environment may determine whether clients respond to feedback by working
harder or by shutting down. Some environments are more receptive than others to clients using
feedback to grow and develop. When clients learn what others know and do not know about
them, they then have important contextual information that helps them make choices about
changes they may want to make. Finally, the three models indicate that clients always have
choices. For example, clients can choose to work harder or to shut down. They can choose to
push the boundaries of their environments by using feedback to grow and develop even when
environments are not receptive to such behaviors. Clients can also choose how much information
they choose to share with others.
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The three models also have subtle differences. For example, the control theory model
emphasizes that clients will have a need to eliminate discrepancies in their perceptions versus the
perceptions of others. While the other two models note that clients may want to eliminate
discrepancies, they do not indicate that clients will have a need to do so. Likewise, the Gregory
et al. model notes that clients’ environments influence whether clients are able to make changes,
whereas the other models do not place such an emphasis on environmental factors.
Interviews with Coaches
In addition to reviewing research about the effective use of feedback in executive coaching,
we felt that understanding how experienced coaches use and deliver feedback was important. In
interviewing 17 executive coaches (See Appendix D), four of which are coaches in residence for
the McColl School of Business at Queens University, we inquired about their techniques and
how their individual coaching approach has changed during their career. Our theory was to
understand executive coaching and feedback from an actual application perspective; the real
world viewpoint.
Questions used to interview all the coaches that participated were: 1) Tell me about your
feedback approach with clients; 2) What feedback model(s), research, or philosophy shapes your
feedback approach; 3) How has your feedback approach with clients evolved during your
coaching career; 4) As a developing coach, what are the top three to five elements of a feedback
process that I should incorporate into my coaching practice? Insights and perspectives gained
from the interview process are shown below for each question.
Feedback Approach with Clients
All of the executive coaches interviewed stated that feedback is an important element of their
coaching process, assisting the client in recognizing areas for change or growth as it relates to the
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client’s agenda. There is a strong tendency to reframe negative feedback to find a positive
perspective, while not masking the reality of the information. On the other hand, several coaches
stressed there is significant value in being direct and sometimes blunt with clients, stressing that
the conversation should address the performance or behavior, not the individual. Noting patterns
with feedback, whether direct or indirect, can be valuable to the client in recognizing where
change is needed.
Many of the coaches interviewed employ techniques that require the client to solicit his/her
own feedback from stakeholders and others. The thought is that clients will get more clarity,
develop the skills to seek feedback in the future, and build a network for support regarding the
goals the client is working to achieve. In Marshall Goldsmith’s book (2007), What Got You Here
Won’t Get You There, he states that “[i]n soliciting feedback for yourself, the only question that
works –the only one!- must be phrased like this one: “How can I do better?” (p. 122). Further,
coaches should have empathy for their clients and be non-judgmental, try to get distance from
the feedback and focus on the impact; what the client wants to do with it (Mary Wayne Bush,
personal communication, February 21, 2012).
Influences on Feedback Approach
The interview process with the executive coaches indicated a wide variety of sources that
have shaped their individual coaching approaches, from education, to religion, and to reading.
As an example, as a psychologist the educational background of Carol Kaufman shapes her
approach, while Buddhism influences the approach of Betsy Upchurch (personal communication,
February 29, 2012; personal communication, February 29, 2012). For some interviewees,
researchers such as Virginia Satir and Marshall Goldsmith influence their coaching approach,
while for others, influence is derived from the Johari Window, Center for Creative Leadership
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Situation-Behavior-Impact Model, Total Quality Management approach, and approaches they
designed themselves. As an example, Chris Evans with the Center for Creative Leadership uses
a framework that is depicted with a triangle, with corners of the triangle representing the client’s
challenges or issues, the data including feedback, and the client’s goals (Chris Evans, personal
communication, March 1, 2012). Other authors and researchers that were noted as influences on
coaches included Daniel R. Denison, Marcus Buckingham, Daniel Goleman, and John Maxwell.
Learning from this interview process, coaches should be students always learning, interested in
new information, concepts, and ideas.
Evolution of Feedback Approach
Overall, each coach expressed that his/her coaching approach had evolved and developed
over time, shaping the use of feedback, with more focus on what the feedback means versus what
is specifically said. The majority indicated they have realized that being direct and honest is the
approach clients need; feedback should be specific and clear. Many of the coaches noted that
their comfort in giving feedback has developed, with several noting the use of metaphors and the
value of building trust with client. Jim Morris noted that he now spends more time with the
client’s stakeholders, understanding the feedback and ensuring that the client’s behaviors are
changing per the client’s goals (personal communication, February 16, 2012). Many coaches
mentioned they have learned feedback is often entangled with other information. Learning to
work with the client to untangle the feedback, to recognize and separate it into usable
information is a change in their approach. Clients have to sort through the information, with the
assistance of the coach, to select the feedback that is valuable to them based on their agenda.
Further, several interviewees noted their coaching approach has progressed to place more value
in assisting clients in recognizing their blinds spots and points of resistance; pushing to discover
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issues and situations that are getting in the way of the client’s success. With regards to the
client’s blind spot, Goldsmith (2007) noted “[a]s human beings we almost always suffer from
the disconnect between the self we think we are and the self that the rest of the world sees in us”
(p. 125).
Elements to Consider in a Developing Coaching Practice
Throughout the interviewing process, our overall objective was to develop a list of elements
that developing coaches could incorporate into their coaching approach. The interviewees were
very open to providing insight and recommendations with regards to utilizing feedback in their
coaching approach. Based on the interviews with the 17 executive coaches, developing coaches
may want to incorporate the following elements regarding feedback into their coaching practice.
Enhancing the Feedback Process:
•
Be honest and direct with the client, and do not make feedback personal.
•
Keep feedback simple and clear.
•
Focus feedback on topics important to the client; look for patterns and check for clarity.
•
Watch for language that could be perceived as judgmental.
•
Be aware of culture when providing feedback, both client’s and your own.
(Jonathan Passmore, personal communication, February 22, 2012).
About the Client:
•
Teach clients to get their own feedback, to build alliances, and a support network; allies.
•
Visit the client in their environment; shadow the client.
•
Move toward resistance; discover what is getting in the way of success for the client.
•
Understand and leverage the client’s values for change.
•
Review client objectives, measures, and desired outcomes routinely.
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For the Coach:
•
Establish a level of trust with the client that is proportionate to the client’s issues;
keep the confidentiality.
•
Practice using metaphors and examples, while taking some chances and risks.
•
Trust your gut, your instincts, and be upfront with the client when stuck.
•
Learn to be an excellent questioner.
•
Develop a framework and use it to keep coaching sessions on track.
•
Have a coaching supervisor or coach for yourself; make sure you are developing.
•
Learn to pro-actively seek feedback on yourself to become comfortable personally
with receiving feedback in order to hone your ability to provide feedback.
Reflecting on the Research and Interviews
When reflecting on the feedback models from research and the guidance provided by
executive coaches, there are more similarities than differences. One model suggests that a coach
should consider a client’s feedback orientation, the organizational culture with regards to
feedback, and the coach’s own credibility and personal connection with the client (Gregory et al,
2008, p. 49). This is consistent with feedback noted above by Jonathan Passmore and by
comments to remember that each client is unique and it is important to understand each client’s
values and motivations for making changes. The Johari Window suggests that we are all subject
to different types of feedback, depending upon information that we know and do not know and
information that others know and do not know. As we heard from coaches, sharing different
types of feedback with clients (whether feedback from assessments or in-the-moment feedback)
helps clients understand how they show up and how certain behaviors may be impacting their
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ability to meet their goals. The third model suggests that clients will want to eliminate any
discrepancies that exist between how they view their performance or their progress toward goals
and how others view their performance or progress. This model aligns with comments we heard
from experienced coaches, particularly when coaches use assessments such as a 360-degree
feedback instrument. Assessments can illuminate discrepancies between how clients view
themselves and how others view them. The coach can then work with the client to determine
how these discrepancies may be interfering with the client’s values, goals, and objectives. From
there, the coach can help the client develop action items to eliminate these discrepancies.
We did not find inconsistencies or contradictions between the models and the interviews with
experienced coaches; what we did find from interviewing 17 coaches were practical suggestions
which complemented the models. The interviews brought our research to life in that we heard
how seasoned coaches actually used the concepts in the research in their coaching practices. This
blend of research and the real world is a useful approach for developing coaches to use to
increase their awareness, knowledge, and skills.
Recommendations
In reviewing the feedback models and our interviews with coaches, several recommendations
emerged that are useful to developing coaches. One recommendation is that every coach needs to
find or develop a feedback model that works for them and use it consistently. Even if the coach
deviates from the model during the session, it is still important to have a model as a roadmap and
to remain directionally correct. Another recommendation for developing coaches is to remember
that context is important. It is important to consider a client’s environment in addition to the
clients own strengths and weaknesses. Environmental factors, such as an organization’s
receptivity to feedback, play a large role in a client’s ability to act on feedback.
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A third recommendation is that there is no substitution for practice. Seasoned coaches
reported that the more they coach, the more effective they became in giving feedback,
particularly tough feedback. Seasoned coaches also reported that often the client gains the
biggest benefit from tough feedback. A fourth recommendation is to approach giving feedback
from the client’s perspective. Consider a client’s values, motivations, and goals when giving
feedback, as this will make the feedback more actionable for the client. A final recommendation
for all coaches is to continue their growth and development throughout their careers. With that in
mind, coaches should expect and welcome that their approach to giving feedback will change
over time as they learn more and as they grow more comfortable with coaching.
Conclusion
This paper addresses the generally accepted best practices regarding feedback, highlights the
literature about effective feedback, and summarizes the insights experienced coaches shared
about using feedback effectively in their practices. A concluding insight from the process of
researching this paper is that developing coaches should build up and maintain a strong network
within executive coaching.
Throughout the conversations with the executive coaches for this paper, the value of hearing
their insights, experiences, inspirations, and methods of these coaches truly enlightened us to the
significance of networking. For developing coaches, their network would likely include
executive coaches that are peers, mentors, as well as subject matter experts in other relevant
professions such as psychologists and researchers. The network could also include a coaching
supervisor or a personal coach for themselves. Whether shaping their coaching approach, seeing
their blind spot, increasing competencies around psychometric assessment tools, building
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awareness of cultures, or discussing coaching dilemmas related to providing feedback to a client,
developing coaches can utilize their network to grow both professionally and personally. As
noted by all the coaches interviewed, growth and continuous learning are essential to incorporate
feedback effectively into their coaching practices.
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References
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Goldsmith, M. (2007). What got you here won’t get you there. New York, NY: Hyperion.
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theory as a natural framework for executive coaching. Consulting Psychology Journal:
Practice and Research, 63(1), 26-38.
Gregory, J., Levy, P., & Jeffers, M. (2008). Development of a model of the feedback process
within executive coaching. Consulting Psychology Journal: Practice and Research 60(1)
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Johari Window illustration. Retrieved from www.mindtools.com/CommSkll/JohariWindow
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Lee Hecht Harrison (2009). Coach the coach. Woodcliff Lake, NJ: Lee Hecht Harrison.
Luft, J. (1961). Johari window: A graphic model of awareness in interpersonal relations. Human
Relations Training News, 5(1). (pp. 6-7)
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Passmore, J. (2012, January 12). On-line meeting with Dr. Jonathan Passmore. Using
psychometrics in coaching. Handout provided during Residency 3 in MSEC 630.
Peltier, B. (2010). Psychology of Executive Coaching, (p.15). New York, NY: Taylor
and Francis.
Seashore, C. N ., Seashore, E. W., & Weinberg, G. M. (2003). What did you say? The art
of giving and receiving feedback. Columbia, MD: Bingham House Books.
Weitzel, S. R. (2000). Feedback that works: How to build and deliver your message.
Greensboro, NC: Center for Creative Leadership.
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Appendix A
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Appendix B
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Appendix C
Luft, J. (1961). Johari window: a graphic model of awareness in interpersonal relations.
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Appendix D
Interview
Summary
Coach
Name
Coach in
Coach in Executive
Residence
Residence Coach
Mary Wayne
Brent
Carol
Bush
Brower Kaufman
Executive
Coach
Renee
Booth,
Leadership
Solutions,
PA
Uses
Listens to Reframes
feedback a client’s
negative
often for
story and
feedback to
positive
gets to
diffuse it.
reinforce know and Emphasize
ment and appreciate s that we’re
to
the client
all
acknowle and
developing
dge
his/her
and that we
progress; challenges all fail and
don’t
. Client
that can
underesti must
allow you
mate the
believe
freedom to
value of
you
try new
focusing
appreciate behaviors.
on what
his/her
Ensure you
clients are challenges convey that
doing
and
you are no
well.
understand better than
Views the his/her
the client.
purpose
situation
Believes
of
in order to coaches
feedback build a
must have
as helping trusting
empathy
clients
relationshi for clients
make an
p. When
in order to
internal
giving
effectively
shift
multi-rater give
which
feedback, feedback.
will lead
takes time
to
to focus
sustainabl on the
e change. positive
Links
feedback
feedback first (says,
to a
“you’ll
Executive
Coach
Johan
Naude, CCL
Executive
Coach
Chris Evans,
CCL
Tell me
about
your
feedback
approach
with
coaching
clients.
Views
coaching as
a partnership
with client;
feedback is
both a goal
and a
motivation
strategy;
uses a lot of
positive
feedback;
believes in
being direct,
supportive,
and
challenging.
(She also
referenced
her
dissertation
which she
shared with
us via
webinar.)
When giving
multi-rater
feedback,
uses an
approach
similar to
feedback
during a
medical
procedure
(e.g., you
Talked
about two
domains of
feedback:
debriefing
multi-rater
feedback,
and “in the
moment”
feedback
where the
“coach is
the
instrument.”
Stressed the
importance
of giving
feedback
without
making
value
judgments.
CCL’s
approach is
less
directive
and more
elicitive. He
discusses
the client’s
leadership
challenges
and then
links the
feedback to
those
A coach has
two roles: to
expose reality
and to be a
thought
partner.
Feedback is
integral to
exposing
reality.
Uses
metaphors;
jots down a
few before a
session based
on the client’s
interests (he
would love for
someone to
publish a book
about
leadership
metaphors).
Feedback
allows a client
to make
“intelligent”
choices (the
Latin root of
intelligence is
“to choose
among”).
Feedback
enables clients
to make
intelligent
ASPECTS OF FEEDBACK
might feel a
prick – but
don’t linger
on how
painful that
might be –
keep your
tone light &
objective);
remind the
client that
“this is how
people saw
you on Nov
7.” Try to
get distance
from the
feedback
and focus on
the
impact/what
client wants
to do with it.
What
feedback
model(s),
client’s
values &
beliefs
(e.g.,
“your
family is
obviously
important
to you;
how does
your
behavior
align with
that?”)
May need
to be
more
directive
at times if
the client
doesn’t
“get”
somethin
g.
Total
Is a
Quality
practition
Management er, not an
23
remember
the
negative
parts but
by
tomorrow
you’ll
forget the
positive
parts, so
let’s
FOCUS
on the
positives
right
now”).
Also notes
when
giving
multi-rater
feedback
that client
is already
successful
as
evidenced
by his/her
participati
on in this
feedback
process;
this
process is
about
developin
g and
continuing
to
improve.
Referred
to the
work of
She is a
psychologi
st by
challenges/i
ssues
(feedback is
data- bring
the data into
the
conversatio
n when
working
with
clients). If a
client is
stuck, could
say, “people
who score
as you did
may be…..”
Tell clients
up front that
one of the
tools you
have is to
“call you
out on your
stuff” so
they won’t
be
surprised.
decisions
instead of (or
along with)
passionate
decisions.
Listen to the
client’s story
(humans are
story tellers
and stories are
powerful).
Uses CCL’s
SBI model
(situation-
Uses a
framework
that is
ASPECTS OF FEEDBACK
research,
or
philosoph
y shapes
your
feedback
approach
?
(TQM)
approach in
which an
objective(s)
is set and
success is
measured by
whether the
client meets
his/her
objectives
(may also be
defined as
outcomes or
measures or
goals);
quality is
defined by
the client.
Hopefully
the
objective(s)
can be
confirmed
by an
external
source (e.g.,
the client’s
manager).
Also uses
appreciative
inquiry;
believes in a
positive
approach.
Referred to
the work of
Marilee
Adams and
David
Peterson.
academic.
Views
feedback
as a way
to
identify
gaps:
what is
the
client’s
current
state and
what/how
does the
client
want to
change?
24
Richard
Boyatzis;
believes
that a
client’s
selfefficacy
must rise
before a
client can
hear
negative
feedback.
Also uses
positive
psycholog
y and
emotional
intelligenc
e as the
basis for
feedback.
training;
uses a
quasibehavioral
approach in
coaching.
Sometimes
uses
clinical
counseling
techniques.
behaviorimpact), and
adds one
more “I”for
intention
(e.g., ask the
client, “was
that your
intention?”
depicted with
a triangle.
The bottom
left corner
represents the
client’s
leadership
challenges/iss
ues; the top of
the triangle
represents
data (feedback
is one aspect
of data); the
bottom right is
goals (what
does the client
want to do).
ASPECTS OF FEEDBACK
How has
your
feedback
approach
with
clients
evolved
during
your
coaching
career?
Used to
spend a great
deal of time
asking
clients for
feedback
about
herself, but
realized that
became
more about
her than the
client and
took time
from the
client’s
sessions.
Has also
learned that
less is more
when giving
feedback;
the more you
back off, the
more the
client has to
move
forward,
which is best
for the
client. Is
exploring
the idea of
efficiency in
coaching
(based on
David
Peterson’s
work).
He is
more
comfortab
le giving
feedback
now,
which
allows the
client to
share
even
more
sensitive
issues.
Appreciat
es the
importanc
e of
building
trust with
the client
and
making
sure the
client
feels
accepted;
also
important
to be
completel
y nonjudgment
al with
the client.
25
Uses
metaphors
when
giving
feedback
(e.g.,
when
debriefing
multi-rater
feedback,
says:
“imagine
you are an
expensive
bottle of
wine but
the label
for a
cheap
bottle of
wine has
accidentall
y been put
on you.
How can
you
improve
your
brand?”)
Believes
you must
show your
appreciati
on for and
understand
ing of a
client and
his/her
challenges
before
giving
negative
feedback.
Also links
feedback
to a
More likely
to be direct
and give
tough
feedback,
as she
realizes
this is an
important
part of
successful
coaching.
Believes
she has an
ethical
obligation
to share
feedback
with
clients.
Sometimes
has to be
efficient
with her
coaching
(especially
if working
for a
corporation
and has
limited
time/sessio
ns with a
client).
Added the
“I” for
intention to
the SBI
model.
Values the
coaching
that can be
done “in the
moment”
without an
instrument
or
assessment;
you (the
coach) are
the
instrument
and can
reflect back
to the client,
which is
often the
most
powerful
feedback.
Appreciates
more the
value of
silence during
coaching
sessions.
Believes in
letting the
client make
connections
for herself
versus the
coach telling
the client.
Research
shows that the
body re-wires
itself and has
stronger
neural
connections
when a person
makes
connections
on her own
versus being
told of the
connections.
Believes in
letting the
client make
connections
for herself
versus the
coach telling
the client.
Research
shows that the
body re-wires
itself and has
stronger
neural
connections
when a person
makes
connections
ASPECTS OF FEEDBACK
26
client’s
values and
purpose.
As I
develop
my
coaching
approach,
what are
the top 3
to 5
elements
of a
feedback
process I
should
incorpora
te in my
coaching
practice?
Have a
supervisor or
be in
coaching
yourself.
Hold
yourself to
the same
standard as
your client make sure
you are
developing.
Set objective
measures/out
comes with
your client
and
routinely
review these
with your
client to
ensure
progress is
being made.
Don’t
jump to
conclusio
ns.
Establish
a level of
trust with
the client
that is
proportio
nate to
the level
of
sensitivity
of the
client’s
issues.
Watch for
language
that could
be seen as
judgment
al (even
words
such as
“really?”
can
convey
judgment)
Practice
Practice,
using
practice,
metaphors practice.
.
Build a
client’s
selfefficacy
before
sharing
negative
or difficult
feedback.
on her own
versus being
told of the
connections.
Take some
chances/risk
s.
Practice SBI
with each
other and at
home; it’s
easy to
discount and
can be
deceptively
difficult to
do well
(easy to
make value
judgments,
which you
want to
avoid).
Have a
framework
and use it
(keeps
sessions on
track).
Learn to be an
excellent
questioner.
Learn to use
metaphors &
examples.
ASPECTS OF FEEDBACK
THEMES Ensure
:
objectives/o
utcomes are
established
so that
progress can
be measured.
Tries to
diffuse
negative
feedback;
feedback is a
data point.
Use
positive
feedback.
Be nonjudgment
al. Tie
feedback
to client’s
values
and
beliefs.
Appreciat
e the
“sacred
space”
you are in
with the
client.
27
Affirm the
positive;
truly
appreciate
your
client’s
situation
(sometime
s through
hearing
the
client’s
stories)
and use
the
positive
insights
from the
stories to
build
his/her
selfefficacy.
Tie
feedback
to clients
values &
purpose.
Tries to
objective
negative
feedback.
Use
metaphors
.
Be efficient
as
necessary.
Must be
empathetic.
Reframe/
diffuse
negative
feedback to
make it less
threatening
to the
client.
Important to
be nonjudgmental
Treat
feedback as
data.
Use of
metaphors.
Have a
framework
and use it. Let
the client
make
connections/di
scoveries on
his/her own.
The client’s
stories can be
powerful;
humans are
story tellers
and story
listeners.
ASPECTS OF FEEDBACK
Interview
Summary
Coach
Name
Tell me
about
your
feedback
approach
with
coaching
clients.
Coach
Coach in
in
Residence
Residen
ce
Jonathan
Passmore
From
slides used
in Skype
meeting as
referenced
in email:
Use
feedback
based on
belief that
behavior
will
change for
the better
Coaching
is a useful
supplemen
t to
support
improvem
ent in
performan
ce
28
Executive
Coach
Executive
Coach
Jim Morris
Eric Larson
Executive
Coach
Betsey
Upchurch
Tools
3 areas: tools Understand
based
(assessments how client
approach
), teach
is perceived
based on
techniques to by people
resistance client, and
with and
level of the be a truth
around the
client.
teller.
client.
One is
Tools: 360,
“lead
feedback
Coachee
pipe” of
from peers
solicits
tell it how and
feedback
it is.
superiors,
based on
customers,
goals,
selfcalibrates.
assessments, Be aware of
MBTI
indirect
feedback
Teach
Techniques: also.
teach client
Make sure
to obtain
the client
feedback
hears what
themselves,
I’m
taking an
hearing…li
inquisitive
ke holding a
approach
mirror.
and use in
Have client
their style.
verify
Use AAR
asking “is
(after action what I
review of US noticed
Army)
good for
looking at
you?”
intention,
what
Usually
actually
there is a
occurred,
feedback
what did we rich
learn, who
environmen
else needs to t.
know? (ref:
Coaching is
Executive Coach
Sakeena GordonJones
Avoid
assessments.
Find out what
information the
client
(executives and
leaders) has.
What do you
know? What
have you heard?
Unlikely they
need more
assessments.
Determine if the
information the
client holds has
been:
Rationalized?
Not heard?
Need to gather
feedback?
Action and plan
depends on each
client and their
background.
ASPECTS OF FEEDBACK
What
feedback
model(s),
research,
or
philosoph
y shapes
your
feedback
approach
?
Research
say that
feedback
may not
change
behavior
for the
better
Feedback
results in
performan
ce decline
in 30% of
cases
29
Virginia
Satir
Marshall
Goldsmith
Coachee is
driver of
their
destiny to
get
feedback
from
others;
selfactualized
nursing prof)
Truth
Teller: style
thing for the
coach be a
truth teller.
Call the
client out –
self, others,
subordinates
AAR- After
Action
Review
Goleman- 6
leadership
styles
Buckingham
-1st break all
the rules.
John
Maxwell.
about the
truth…coac
h being
blunt
enough.
CCL –
situation,
behavior,
impact, then
add request.
Buddhist
approach –
nonjudgmental,
nonattachment
Denison
culture, 360
tools
Johari Window –
multiple
facets/dimension
s on what you
know as private
and public.
Blind side is
main point and
this can be the
most
empowering
feedback for
client.
Preference for
the client to
gather data;
builds trust, plus
client learns,
builds a network
of support for
their change and
gets stakeholders
to buy-in to
support client.
Feedback should
be for growth
and opportunity
to learn –often
have to reframe
ASPECTS OF FEEDBACK
How has
your
feedback
approach
with
clients
evolved
during
your
coaching
career?
30
The time I
spend with
stakeholde
rs is about
½ of the
time I
spend with
the client.
First on
feedback
for
improvem
ent, then
on how
they are
showing
up, then
their
change.
Thinking
partner on
change for
the client.
Challenge
client to
use an
Excel
sheet on
self rating
change
processes.
Spend
time
showing or
helping
client find
their blind
spot, the
hole that
equals
their
resistance.
Focus less
on what is
said in
feedback and
instruments
and more
focus on
what it
means.
Have learned
to “tease
apart”
information,
separating
the junk,
untangling
the issues.
Ever thing is
tangled up in
stuff. Focus
on getting to
the nut.
People tend
to over
complicate
things or
over
simplify
them. Use a
values card
sort to get
the client to
identify two
values that
they focus
on in their
goals and
change.
More direct.
Better at
getting the
client’s
junk out of
the way.
Use more
assessment
instruments
versus just
being
intuitive.
Less about
how I see
the person
and more of
what they
see; this is
much more
powerful.
Using Marshall
Goldsmith for
inspiration, have
moved from past
data to “feedforward”
approach.
Plus an
Appreciative
Inquiry
approach: create
awareness to
change behavior
already
identified.
Feed-forward is
empowering,
accelerates the
process
ASPECTS OF FEEDBACK
As I
develop
my
coaching
approach,
what are
the top 3
to 5
elements
of a
feedback
process I
should
incorpora
te in my
coaching
practice?
Goal
related –
feedback
used
should be
selected by
client to
align with
their
agenda.
Think
about
barriers
and
hurdles to
success what’s
getting in
the way of
the new
behavior/st
yle
Think
about
allies –
who can
support
them (the
client)
From
email from
Dr.
Passmore:
Have
awareness
of client’s
culture
with
regards to
feedback.
31
Coaching
should be
experientia
l
Trust your
gut;
feeling it,
sensing it,
then talk
with client
about it.
Be direct,
say what I
think and
feel, client
benefits
Require an
on-site
visit with
the client.
See their
space and
world.
Move
toward the
client’s
resistance
Check for
clarity.
Tease things
apart.
Working
from
“values”
Leadership
styles
analysis and
understand
regular and
default style
Congruity
circles:
Ensure client
knows who
they are and
how they
show up.
Give
feedback on
feedback
Teach
clients to
get their
own
feedback
Separate
junk from
legitimate
feedback
Learning to
give
feedback
simply &
clearly
without
judgment or
attachment
Eliminate or
reduce
anonymity –
feedback should
be open seen as a
big part of the
process for
future trust and
feedback.
Look for patterns
in feedback from
multiple sources,
either spoken or
implied.
Have multiple
feedback
sources.
Shadow
coaching –
show-up and
shadow client in
Being up
the client’s
front with
environment.
client – if
Client should be
you are not open to
sure what to identifying you
say,
as their coach
“recognize
and why they
the way to
have a coach.
go is
unclear”
ASPECTS OF FEEDBACK
Other
comment
s or
informati
on
32
Favorite
coaching
question:
when client
says they do
not know,
use the
question “If
you did
know what
would you
say?”
Would like
MSEC teams to
provide papers to
ICF-RAC for
presentation/brea
kout topics for
membership.
Jerry’s summary
Tell me about your feedback approach with coaching clients.
1. Most coaches use assessments
2. Be blunt; use truth telling
3. Client should solicit their own feedback
4. Be sure client “hears” the feedback, even indirect feedback
What feedback model(s), research, or philosophy shapes your feedback approach?
1. Feedback models/researchers-all have moved to approaches that fit their style
a.
Virginia Satir
b. Marshall Goldsmith,
c.
CCL-situation, behavior, impact
d. Buddhist
e.
Johari Window
2. Others books, resources and tools:
a.
Denison – culture survey and 360 tool
b. Buckingham – 1st break all the rules
c.
John Maxwell – values card sort
How has your feedback approach with clients evolved during your coaching career? –overall, each coach expressed that their
approach had evolved and developed overtime, shaping their use of feedback, more to what it means vs. what is said. Also, coaches
have discovered to realize that being direct and blunt is what clients need.
1. Spend more time with client’s stakeholders -understand feedback and check that client is changing
2. Focus on what the feedback means
3. Untangle feedback from junk- realize that feedback is entangled
4. Help clients identify their blind spots
As I develop my coaching approach, what are the top 3 to 5 elements of a feedback process I should incorporate in my
coaching practice?
1. Be blunt; direct with client; simple and clear
2. Teach clients to get their own feedback, to build alliances and a support network; allies
3. Trust your gut; your instincts; be upfront with the client when stuck
4. Visit the client in their environment; shadow the client
5. Feedback – focus on topics important to the client/goals, look for patterns, check for clarity,
6. Move toward resistance, what’s getting in the way of success
7. Leverage client values
8. Be aware of the client’s culture and how it may impact the process
Other comments or information:
1. Coaches should continuously learn, honing their skills and competencies, but also learning from clients
2. Your approach and methods will evolve and be refined overtime.
ASPECTS OF FEEDBACK
Interview
Summary
Coach
Name
Tell me
about
your
feedback
approach
with
coaching
clients.
What
feedback
model(s),
research,
or
philosoph
y shapes
your
feedback
approach
?
Executive
Coach
Gary
Wagenheim
It is a
conversation
33
Executive
Coach
Mary
Howerton
If the
feedback is
to an
assessment
or
instrument
then it is
fact based
and direct.
Executive
Coach
Jane
Watkins
Inquiry
Executive
Coach
Ralph Hood
It is about a
partnership
From the
heart of
doing so to
help the
client evolve
Executive
Coach
Vic
Cocowitch
Feedback
is constant
and
depending
on the
situation,
direct or
with
permission
No one
model,
depending
on the type
and client,
I pull from
that and
make it
meaningful
, specific
and direct
Executive
Coach
Charlie
Seashore
Observe,
offer and
direct.
Fluid.
Honing the
ability to
get past the
emotion,
position,
so they
actually
can hear
the real
content of
the
feedback
message
With
inquiry, I
have a
conversati
on
ASPECTS OF FEEDBACK
How has
your
feedback
approach
with
clients
evolved
during
your
coaching
career?
Learning to
make sure it
is really all
about the
client and not
me
As I
develop
my
coaching
approach,
what are
the top 3
to 5
elements
of a
feedback
process I
should
incorpora
te in my
coaching
practice?
Learn how to
learn, learn
how to seek
and accept
feedback so I
am
comfortable
with how it
might be
uncomfortabl
e, genuine
34
I have
become
more
comfortable
with direct
feedback
with
experience.
Comfortabl
e in my
own ability
to both
receive and
give
feedback.
This has
evolved
from my
own selfawareness
and it's an
evolution.
Feedback is
part of the
conversatio
n; it is a
flow in the
process, not
rigid.
1. Practice
giving
feedback in
a safe
environmen
t as often as
possible
2. Allow it
to become a
part of who
you are
3. Be open
to receive
feedback
yourself.
You will be
reluctant to
Simply
learning
how to
come from
the heart
and
wanting to
help;
dream,
that is
what
appreciati
ve can do
for the
growth
Become
more and
more a
dialogue
How to
tailor it to
the client
or situation
has been
the one
largest
evolution.
It is still a
conversati
on
With
groups,
drawing it
out so it
comes
from them
Practice
seeking
and giving
feedback,
learn to be
curious,
improve
listening
skills, and
to come
from the
heart
Listen, be
compassionat
e, and learn
how to treat
it as a true
conversation
for selfdiscovery
How to
treat it as a
conversati
on is key,
develop
your own
selfawareness
because
without it,
you will
not be able
to be
effective
yourself
with
feedback
How to be
comfortabl
e being
direct
without it
appearing
as telling,
shaping for
the client
and
situation,
maintain
your own
selfdiscovery
and growth
ASPECTS OF FEEDBACK
35
give it if
you are not
comfortable
receiving it.
4. Continue
to work on
your own
selfawareness