I have recently stepped in to a new management position at my job. It has been challenging to go from the roll of peer to "boss". Part of the struggle I've faced is communicating effectively and appropriately with my employers. For instance, some employers are more sensitive than others but issue still need to be addressed. This course has really given me some tips to help work around these issues.

I have expereinced that with each person I give feedback, it is always different. It's important to take each individuals personality, ambition, and motivation into account. I always try to start the conversation on a positive note, even if the other knows this is a meeting of constructive criticism or for behavioral issues. I have have learned when getting to the meat of the feedback, to be direct and stick to the facts. Don't let opinion or assumptions play a part. Then, always end with something positive the other has done or achieved.

Being sensitive to the optimistic efforts of the receiver is extremely important. Staying positive but truthful and tactful will go a long way in perhaps getting the results you are seeking

hello, as a former athlete, i have learned very quickly that coached do indeed make all the difference in the world. as a teacher, i have always viewed myself as a coach in many ways. as a coach, we have to lead, inspire, motivate, and finally and most importantly lead by example. the best teachers that i ever had were very much like coaches in many ways. the best coaches and the best teachers i ever had were great because the y always lead by example!

A long time ago I used to write presentations for medical faculty. They would write down what and I would write powerpoints and write it up to flow with some "lightness" to it. I remember one doc was so nervous that I was not sure they were going to make it through. So I said picture everyone nude - the doc looks at me and says - I see that type of stuff everyday - that is never going to work. So I suggested a couple things: 1. Look at foreheads not eyeballs - sometimes locking eyes with someone can un nerve you especially if they are not following you are don't agree. 2. Try to relate a story or situation that can make people like you a little and they will give you a chance 3. Last, watch for the engage thing you talk about. Once you have an audience, keep them by engaging with stories or the knowledge of the topic. I think the thought of picturing the people I work with in the subject line - makes me want to go blind - - no it just did. What do you think Dr. M

I am amazed that I was taking this course at the same time a particular issue arrived in my class. A student yelled out in class that I was going to fast for him. He rarely comes to class and is behind on his subject matter, etc. Although he was embarrassed, I felt immediate feedback was justified. I asked him to step outside the room, so that I could speak with privately. I not only corrected the out burst, but I also addressed the future issues concerned with class attendance and class/homework. He was receptive. Then after class, another student asked to speak with me privately. She explained that she ADHD and was having difficulty maintaining the pace. She is a very good student..works hard with perfect attendance. Then, I realized that I needed to make some adjustments to the time that I spend on certain areas. Although one feedback was good and one was bad, the fact was I needed to slow down with this group.

I did not see an area about testing AV Equipment in advance (forgive me if it was in there). I worked for Morotn's The Steakhouse and we would host a number of formal presentations each day. Despite me always asking the presenter to come the day prior to test the wifi and AV equipment, they never would. I cannot tell you the number of times things were not compatible. My suggestions is to always go a day prior to check equipment.

I'd like to know better how to adress giving feedback to a report who has made an obvious mistake, or created a problem. When this issue has been brought to my attention by another report.

Sometimes it is easier for one to be the evaluator because it is not difficult to point out individual's poor performance. Being a coach is harder because one has to know how to communicate and listen in order to help others grow and improve.

I have been asked to speak at a graduation on a few ocassions with little or no time for preparation. Going thru this course has given me some excellent tools that although not given time to prepare should help me. I think the "hook" is something that can be applied to anything you will talk about to a group. Any other suggestions when asked to present with no prep time?

It's only a three letter word yet it can change good advice into a negative result. I have given many a performance review over the years and I have learned that this word can do more damage that a flat out bad review. The word is "but". I'm sure you have heard or even said statements like "you did a wonderful job on the housing project Harry, but....... The word "but" just nullified all that came before it. Harry is now unwilling to hear anything else you have to say. I now what Harry is feeling. I have felt it myself when I recieved reviews. You have given him praise and then snatched it back. So... How do we get around it? How do you get your point across with out turning Harry off? Simple...involvement. Re-phrase the statement and make Harry get involved. Let's stop and re-phraise the above statement. "you did a great job on the housing project Harry. It's very detailed. I'm wondering if there is any way you can add bar graphs to the final report and then we can really show what a great job we did." By using that re-phraise Harry feels that he did do a good job and he can do even better by adding the graphs. You're making him feel he is needed and a important part of the team.If you had said it was a good report but it lacked bar graphs to sell the point, Harry would have felt he messed up the project. Is re-phrasing applicable to all situations?. Not all, but it is possible to change wording to get a positive response instead of a shut off. I have used it many times with great success. Try it and let me know if it works for you.

If reaction is a matter of people are the first in this field but we have to consider our students as they are the most important for us and we have to have a good feedback to become receivers and we imitate the future for us to be mentors for the future

The opened - ended questions is good for the coachee understand what need to be done?

When I first began teaching, and the students where given the opportunity to "grade" their instructors, the one comment I received most often was that I didn't give enough feedback. And after taking this course I realize that I didn't really know how to give feedback in a teacher-student scenario. I have gotten much better at providing them feed back, but this course has taught me how to formulate it better based upon what type of student (i.e thinker, socializer, etc) and based upon the desired outcome. I believe now I will be more effective with providing them feedback and leading them into becoming much better/educated students.

I have had a lot of difficulty coaching a teacher that does not take ownership for his outcomes.He either blames the poor quality of his students, other staff not holding students to the same standard he does and even other teachers talking poorly about him to students. When I try to coach him on an observed behavior or offer suggestions for things to try differenly the typical response is” I did that before/after you observed me” or “I tried that before and it doesn’t work” Any thoughts on helping him see the need for ownership?

When listening to presentations, I always note how certain people tend to use ums, uhs, and you know during their presentation. It gets really distracting for me; however, I know I do it myself! What are some tips that I can use and maybe help others?

I think that you have to be honest in coaching, this applies to both parties envolved. A straight forward approach to start the dialog I think works best but does that fit the person you are trying to coach? I have found that if I get the individual to first but into the reasons for a coahing session the easier it can be to get to the root of why it is needed, at that time we can be truthful, honest and open in our dialog to resolve any issues that are to be discussed.

What are some ways to tell you are using non-verbal communication, when you have no idea you are doing it?

What about a Compliment sandwich? I find them very helpfull.

I found this tutorial quite informative. The simple act of writing an email can sometimes be difficult. I plan to use the ideas and suggestions I learned in all areas of my life.