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Feedback and Coaching Sessions
Use feedback and coaching sessions as a process of assessing, summarizing and developing the work performance of your employees. Behavioral feedback is based on specific, observable or verifiable, data and information, and should be delivered as close to the event or behavior as possible. Discuss the impact of the performance or its consequences but never make threats or promises. When an employee understands the impact of performance, they will know why it is important. The goal of feedback is to reinforce or redirect performance so that the employee can become more successful. When feedback about successful performance is given in specific behavioral terms, the employee knows which behaviors to continue or repeat.
Feedback about performance that needs improvement is best delivered in private to avoid embarrassment to the employee. Some people are also embarrassed when feedback about successful performance is given in front of others. Feedback is more effective if you know and respect the preferences of your employees.
Notes that you make or records that you keep about employee performance should also be phrased in behavioral terms. Avoid statements which would imply subjective judgment about the employee's personality, character, or motives.
A system for recording accomplishments should be available to the employee and the performance manager. Performance-related information should be communicated on a regular basis, not only at the end of the performance period. If there are performance problems, develop a work improvement plan and review progress at regular intervals.
Some performance problems may be persistent enough to warrant taking more serious steps like formal disciplinary action or termination. It is essential to contact your Human Resource Director, and/or Employee Relations Director and/or Legal Consul for guidance and assistance. Your performance management system has already collected information needed for supporting disciplinary actions or termination of an employee.
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