Giving Feedback and Coaching Course: Lessons 2026

Lesson 1: Specific, behaviour-based feedback

Feedback is information about how someone's work is going, shared so they can keep doing what works and change what does not. It is about the work, not the person's worth.

Feedback also tells people what is expected. The Canadian Centre for Occupational Health and Safety (CCOHS) lists clear leadership and expectations as a psychosocial factor at work: leadership and support that help employees know what they need to do, how their work contributes and whether changes are coming.

Describe behaviour, not personality

Behaviour is what a person says or does that others can see or hear. Labels such as "lazy", "rude" or "careless" are judgments. They make people defensive and do not say what to change. A simple test: could a camera have recorded it? If not, it is probably a judgment or a guess.

You also cannot see motives. Instead of "You don't care about safety", say what you saw ("You left the loading-dock door propped open") and ask, "What happened?" There may be a reason you did not know about.

A four-part pattern

1. Situation: when and where. "At this morning's shift change..."
2. Behaviour: what the person did or said. "...you handed over the keys without signing the key log..."
3. Effect: why it matters for customers, the team or safety. "...so for two hours we could not show who had the master keys."
4. Next step: what you want from now on, or a question. "Please sign the log at every handover. Is anything making that hard?"

Make it specific and fair

• Use exact examples, times and numbers. Keep to one or two points at a time.
• Speak for yourself: "I noticed...", not "Everyone says...". If you only heard about a problem, check the facts first.
• Avoid "always" and "never". They are rarely true and start arguments.
• Link it to a standard: the policy, procedure or post orders the work should meet, not a comparison with coworkers.

Questionário temático 1: Specific, behaviour-based feedback

Lesson 2: Timing, setting and two-way delivery

Give it soon

Feedback works best soon after the event, while details are fresh. Saving it for a yearly review makes it less useful and can feel like an ambush. The federal public service's performance management program, for example, lists continuous feedback, coaching and employee recognition as activities all through the year, not only at year-end.

Wait a little if you or the other person is angry or very upset, if customers or the public are present, if the person is in a rush or an emergency, or if you do not have the facts yet. Safety is the exception: if someone is about to get hurt or put others at risk, step in right away, calmly and quietly, and talk in private later.

Choose the place and channel

• Corrective feedback: in private, away from coworkers and customers.
• Positive feedback: often fine in public, but some people dislike attention. Learn what each person prefers; a private word or note can mean just as much.
• Remote workers: for anything serious, use a phone or video call or meet in person. Texts are easy to misread, and shared chats are not private.

Prepare

Get the facts and the standard, choose your one or two main points, and plan your opening sentence. Keep an open mind: do not decide the outcome before you hear the other side.

Make it two-way

Feedback is a conversation, not a speech. After you describe what you saw, ask an open question such as "What happened from your side?" Then listen to understand: let the person finish, do not plan your reply while they talk, and put your phone away. Sum up what you heard and check it: "So the radio battery died and you couldn't call it in. Is that right?" The Government of Canada's Skills for Success describe communication as receiving, understanding, considering and sharing information, including listening with intention.

Close with clear next steps

Agree on what happens next and when you will follow up. To check understanding, ask the person to explain the plan in their own words. "Do you understand?" is a weak check, because people nearly always say "yes". Later, mention it when you see the change.

When you receive feedback

When someone gives you feedback, listen, thank them, ask for an example if it is unclear, and say what you will do. CCOHS describes psychological protection as a workplace where employees feel able to ask questions, seek feedback, report mistakes and problems, or propose new ideas without fearing negative consequences. How you react teaches your team whether it is safe to speak up.

Questionário temático 2: Timing, setting and two-way delivery

Lesson 3: Recognizing good work and correcting problems

Positive feedback tells people what to keep doing. Corrective feedback tells them what to change. Both should be specific.

Why recognition matters

CCOHS lists recognition and reward as a psychosocial factor at work: employees' efforts are acknowledged and appreciated in a fair and timely way. This can include appropriate and regular pay, employee or team celebrations and recognition of years of service. What you recognize also shows what matters. If you only praise speed, people may learn that accuracy and customer care matter less.

Make recognition count

• Specific: name the action and its effect. "You spotted the expired ID and refused the sale politely" beats "Nice job".
• Timely: say it soon.
• Fair: notice everyone, including quiet workers, night shifts and people who work alone.
• Sincere: name a real action. Empty or copy-paste praise loses its value.
• Suited to the person: a public thank-you, a private word or a note.

Recognize effort and good choices, not only results. A guard who followed the procedure exactly during a false alarm did the right thing even though nothing was wrong. Aim to notice good work much more often than you correct.

Corrective feedback

First check the basics: did the person know the expectation and have the training, tools and time? Many problems come from unclear instructions. Then make your feedback:

• Clear: say directly what must change. Hints such as "Some people might count the till more carefully" are missed, because the person may not realize you mean them.
• Private, not at the counter or in a team meeting.
• Focused on the future: fix the problem; do not punish or list every past mistake.
• Respectful: calm voice, no sarcasm, no comparisons with coworkers.

Avoid the "sandwich" (praise, problem, praise). The person may remember only the praise and miss the problem, and over time praise starts to feel fake. Keep recognition and correction honest and separate. Be direct about the problem and warm in your tone.

Feedback is not bullying

CCOHS notes that offering constructive feedback, guidance or advice about work-related behaviour is not considered bullying, and neither are reasonable management actions such as managing performance, assigning work and reasonable discipline. Feedback crosses the line when it is meant to intimidate, offend or humiliate, for example yelling or swearing, spreading rumours, or leaving someone out on purpose.

Questionário temático 3: Recognizing good work and correcting problems

Lesson 4: Coaching conversations with the GROW model

Feedback tells someone how they did. Coaching helps them work out how to improve, mostly by asking questions instead of giving answers. People are more likely to act on a plan they helped create.

Coaching is not always the right tool. In an emergency, or when someone is new and must learn a procedure, tell and show. Coach when the person has some skill and ideas of their own, and there is time to talk.

The GROW model

GROW is a common, simple structure for a coaching conversation:

The stages can loop. If the Reality stage shows a different problem than you expected, go back and adjust the goal.

Good coaching questions

• Open questions start with what, how or "tell me" and invite thinking. Closed (yes or no) questions are for checking facts.
• Ask one question at a time, then wait. Silence gives the person time to think.
• "Why did you...?" can sound like blame. "What led to...?" is softer.
• Avoid leading questions that push a set answer, such as "Don't you think you should...?"
• Share your own idea only after the person shares theirs, and ask first: "Can I suggest something?"

Actions that can be checked, and follow-up

Make each action specific: what, by when and how you will know it worked. "Be friendlier with guests" is vague. "Greet every guest within 10 seconds for the next two weeks" can be checked. Then book a short check-in, recognize progress, and if the plan is not working, coach again.

Questionário temático 4: Coaching conversations with the GROW model

Lesson 5: Difficult conversations and documentation

A difficult conversation is one where emotions are strong, views differ or the stakes are high: repeated lateness, a safety breach, poor performance that has not improved, a complaint about a coworker or a hygiene issue. Putting it off usually lets the problem grow.

Before the conversation

• Check the facts and the policy. Separate what you saw from what others told you.
• Check your employer's process. Harassment complaints, discipline and possible human rights issues have set steps. If unsure, talk to your manager or human resources (HR) first; do not handle these alone.
• Pick a private place and enough time, not the end of a shift.

Opening and staying on track

Get to the point within the first minute. Avoid long small talk and openings like "You know why you're here" or "I've heard things about you". A clear opening: "I'd like to talk about the last three shift starts. You arrived 15 to 20 minutes late on Monday, Wednesday and Friday. I want to understand what's going on and agree on a plan."

• Describe the facts, ask for the person's view, then listen.
• If emotions rise, stay calm, acknowledge the feeling ("I can see this is upsetting") and offer a short break. Never raise your voice.
• If the person raises other complaints, note them and agree to deal with them separately.
• Be kind but direct about sensitive topics such as hygiene. Talk privately and focus on the effect at work; anonymous notes and hints are not fair.
• Do not ask about or guess at health conditions. If someone shares a health or personal issue, listen and point them to supports such as HR or an employee assistance program (EAP).
• End with clear expectations, the support you will give and a follow-up date.

If the person becomes threatening and it is no longer safe, end the conversation calmly and follow your workplace violence and harassment procedures.

Documenting

Write a short record soon after any important conversation, especially a corrective one. Include the date, time, place and who was present; the issue, with specific facts (not labels or rumours); what the employee said; and what was agreed, including support and a follow-up date. Write as if the person will read it, because they may.

CCOHS gives similar advice to workers who experience bullying: keep a factual record of the date, time and what happened, the names of witnesses and the outcome, plus copies of any letters, memos and emails received from the person.

Keep records secure. Share them only with people who need to know, following your employer's policy and privacy law, not on a personal phone or in a group chat.

Questionário temático 5: Difficult conversations and documentation

Lesson 6: Inclusive and respectful language

Feedback only works if people can hear it. Disrespectful or excluding words shut people down and may break workplace policies and human rights laws. CCOHS lists civility and respect as a psychosocial factor: people are respectful and considerate with one another and with customers, clients and the public, and acknowledge each other's dignity.

Talk about the work, not the person's identity

Do not bring in, guess about or joke about a person's age, race, colour, national or ethnic origin, religion, sex, sexual orientation, gender identity or expression, marital or family status, disability or similar characteristics. These are among the prohibited grounds of discrimination in the Canadian Human Rights Act, which applies to matters under federal authority. Other human rights laws may also apply where you work.

Mention a personal characteristic only if it is truly relevant to the work. "You do so well despite your disability" focuses on the characteristic; praise the work itself. Watch for stereotypes, even in friendly comments: "Let one of the guys lift that" or "The new system is probably hard at your age".

Names, pronouns and inclusive words

The Government of Canada's inclusive writing guidance says to use the courtesy title and pronouns a person has specified and to respect each person's wishes. Learn to say names correctly; if unsure, ask and practise. If you make a mistake, correct yourself briefly and move on.

The Guidelines for Inclusive Writing have five main principles: use what works best; respect people's wishes; make choices that are respectful of diversity; write clearly and effectively; and be consistent. The Language Portal says you should almost always use a gender-inclusive job title instead of one that contains "man" or "woman", for example "chairperson" instead of "chairman".

Use plain words. Many coworkers work in their second or third language, so avoid slang, idioms and sarcasm, and check that your message was understood.

Same standards for everyone

Before you correct someone, ask: would I raise this with anyone else who did the same thing? Check also whether your praise always goes to the same few people.

People differ in how direct they are and whether they feel comfortable disagreeing with a boss. Do not assume silence means agreement. Ask an open question, and offer another way to respond, such as a follow-up chat or a note.

Questionário temático 6: Inclusive and respectful language