Feedback Models
There are many different feedback models. This section describes the following models:
- The SIPP Feedback Model
- The 3W Feedback Model
- The SLC Feedback Model
- The CARE Feedback Model
- The REM Feedback Model
All of the models are variations of each other and the choice of which model to adopt is dependent upon the coach’s preference and the nature of the feedback to be provided.
The SIPP Feedback Model
This model is based upon the principle that people can learn from mistakes and grow from their successes.
The model requires coaches to establish their reason for providing the feedback and establish their sincerity. It proceeds by exploring a specific incident or client experience. The client is encouraged to reflect on their role, behaviours, actions and intentions or proposed outcomes (i.e. person focused).
The SIPP Feedback Model
The model enables clients to identify what actions and behaviours were effective (i.e. successes) and those that were less effective (i.e. mistakes). A positive focus is maintained by ensuring clients identify the effective behaviours and actions so they can repeat them in the future. They are also encouraged to reflect upon identifying replacement actions and behaviours to eliminate the less effective choices they made previously, therefore equipping them with new choices and insights.
The 3W Feedback Model
This model is particularly effective when the aim is to encourage clients to reflect on a scenario and therefore they provide much of the feedback themselves.
The 3W Feedback Model
The model is based upon a three-stage question strategy which requires clients to reflect on different aspects of what worked well, what did not work well and what actions they could take to improve performance and achieve a different or better outcome. The model is based upon a semi structured brainstorming exercise and so coaches often capture client responses as a mind map or spider chart.
The sequence deliberately starts with what worked well (i.e. focusing on the positive) before exploring what did not work well. This is important as it is easy to slip into blaming people, making excuses and generating negative feelings. When exploring the third question, it is important to build on what worked well (i.e. successes) and to identify how to address as many of the actions, choices and behaviours that did not work so well, as possible.
The SLC Feedback Model
This model is a variation of the 3W Feedback Model and is more appropriate when working with clients on something that was effective. It is particularly useful when trying to build client confidence and help them to recognise their success and effectiveness. It is also an effective feedback model for helping clients to consolidate and sustain change and continuous improvement.
The language used to describe each step, implies ‘success’, ‘achievement’, progression’, ‘change’ and ‘learning’.
The SLC Feedback Model
The CARE Feedback Model
The CARE Feedback Model is a useful tool for helping clients to analyse a scenario either before or after acting.
Clients explore the background and context of the situation or scenario before identifying potential actions they could take or took. Clients are encouraged to reflect on the potential or actual results and to understand the impact of each of the actions and behaviours.
The final stage is to consider how the client felt afterwards or might feel if they were to implement their proposal.
The CARE Feedback Model
This model can be used retrospectively meaning that clients are engaged in generating their own feedback and assimilating feedback from different sources. Alternatively, it can be used to analyse a current scenario and to explore the potential options and outcomes.
The REM Feedback Model
This model is often used to handle negative reactions and emotions such as anger or frustration.
The REM Feedback Model
It is based on the premise that when people are confronted by an unwelcome situation such as negative feedback or disappointment, it is to be expected that they may experience shock or anger. The model provides a simple three step approach to recognising feelings, empathising with these feelings and then moving on to more constructive issues.
The first step is to deal with emotional reactions by recognising and describing feelings as they are expressed. This is done by reflective listening.
Coaches need to allow clients to express their reactions and use reflective listening to confirm that those reactions have been heard. Reflective listening requires the use of non-verbal cues such as nodding the head or establishing eye contact to convey that clients have the coach’s full attention.
The coach then confirms their understanding of what they have heard by reflecting that back to the client, using similar words, language, metaphors and expressions:
Coaches might say something like: “It appears as though this has come as a shock to you and that you are very angry about the reaction of you team?”
Reflective listening in itself can help to defuse anger. Often coaches need to allow clients to ‘dump’ their feelings before it is possible to continue or reflect on some of the key points.
The next step, empathy involves legitimising the emotions without inviting further exploration of them and without agreeing with the client’s opinion. The aim is to acknowledge and legitimise their emotions and feelings and NOT to provide sympathy, understanding or explanations as this may send the wrong messages and re-ignite the situation.
Coaches might say something like: “I can see that this is disappointing for you and it is perfectly normal for you to feel angry and upset and it will take time to work through this.”
The final stage, moving on, involves identifying and exploring some of the options to help clients to regain some control over the scenario, thereby helping them to move out of the role of the ‘victim’.
Coaches might say something like: “What people often find helpful in these circumstances is for us to look at what actions you could take to begin to move forward again. What are some of the specific things that you would like to work on to create the conditions of success going forward?”
The coach’s choice of language and forward-looking perspective is deliberately designed to change the client’s focus from what has happened to what will happen. The REM Feedback Model acts as a ‘circuit breaker’ by acknowledging the client’s feelings and changing their focus or perspective from the past to the future.
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