Feeding back, feeding forward and setting goals

This chapter will elucidate in terms of both process and content, with a particular focus on both the role of interpersonal relationships and potential outcomes, such as performance and mood. We use case studies and real-life examples to illustrate how feedback effects need to be understood in the dynamic context of coaching. We argue that feeding back information on the effectiveness of past behaviours is by itself unlikely to harness coachees with sufficient impetus for positive change. Feedback needs to be combined with mutually negotiated goals in the here and now, and a vision for the future to activate and sustain motivation. We draw from diverse theoretical interventions such as Feedback Intervention Theory (FIT; Kluger & DeNisi, 1996), Theory of Possible Selves (Markus & Nurius, 1986), Goal Setting (e.g. Locke & Latham, 1990), theories of motivation such as Control Theory (Carver & Scheier, 1981), and regulatory Focus Theory (Higgins, 1997) as well as Appreciative Enquiry (e.g. Cooperrider & Srivastava, 1987). While our primary focus is on coaching and relationships in the context of work, we broaden our argument to include research from the educational and other applied domains to ensure this chapter is applicable to coaches in a variety of settings. We conclude with suggestions for improving coaching practice and further reading