Is there such a thing as delegating TOO much? Basically, giving all of your work away to be done by others and not really doing anythin yourself except for check up on those that are working for you.

Has anyone had experience coaching employees who try to put off current issue(s) and/or always contact your superior when they are not in agreeance with a decision you've made? I am experiencing this for the first time and when I try to prepare and set a definite time to address her concerns, she becomes very stand-offish and minimizes its importance. Yet it was important enough for her to contact my superior. A huge problem is that we seldom cross paths at work, due to the fact we both work part-time as aerobics instructors. I see her maybe once every two weeks. I have tried to accomadate most of her requests, but also have to do please the members. I have learned much after completing this course and can take much of what was outlined into future coaching sessions and evaluations, but I'm still curious as to best practices for these types of employees. Your input is welcome and appreciated...

Halfway through sometimes you loose your audience and its a little frustrating especially when you think your doing great. What do you do?

My experience as both a department manager and employee indicate successful coaching & mentoring involves a consistent dialogue and onging trust relationship between both parties. This process offers constant opportunity for sharing information relevant to enhanced job performance and employee satisfaction.

Power Point: students get lost in the power point and do not hear a word I was saying. White Board: Went back to using the white board with very little information listed. That regained the class attention and questions.

One of the points that this course could have made was a problem that I often see (and probably have more often that I like to admit) - we use professional jargon in general presentations. It may make us feel that we have a "leg up" on the audience, but my experience is that it often just irritates the audience. Second, they are not ever stupid as an audience, but they don't have the same experience you do, that is why you are presenting the information to them. Never talk down to them, or else you will never truly get your point(s) across. Clell Ford, Sebring, Florida

Conducting the coaching and performance evaluation as separate processes is an effective tool for better management. Should coaching outcomes be part of the evaluation process?

The course was very informative in many ways, but the most pertinent were the effective communication practices. Accepting negative feedback is one of the most difficult "skills" to manage, and the guidelines in this course are most helpful. Clell Ford, Sebring, FL

Keep the feedback relevant to the current issue. Do not bring up past issues.

Effective communication implies taking responsibility to perform as agreed and not making other excuses for "things that happen." It is important to stick to the topic.

I have had many years of experience in management and as a college instructor and have found the provide feedback is extremely essential in each situation. Your employees need the feedback to assist in their moral and motivational factors while on the job and your students need the same form of feedback to encourage them during their educational advancements. When providing feedback, we must remember that feedback must apply to the student and be something that the student can control and change. By providing detailed information the student will be able process the feedback and make the necessary changes where as by providing a broad statement of improvement will only create confusion and frustration within the student.

Hello my name is Denise. How many ways to effective give a presentation?

i think everybody should write so that its understandable for others to read

In coaching and developing employees' capabilities, I've found that focusing specifically on actions creates a more rewarding coaching experience, for both manager and employee. It's very easy to fall into the trap of coaching whenever performance problems are noticed, thereby allowing emotions to dictate thoughts and reactions. In this manner, leaders sometimes relate actions to personality traits, rather than referring to the specifically-observed behaviors. While coaching is more effective in a timely manner (rather than waiting a few months after the observation), effective coaching requires a focus on behaviors, not necessarily traits.

Being an instructor of both traditional face-to-face courses as well as an online instructor, constructive feedback is necessary, if not vital. From the course, I appreciate the correlation of feedback of colleagues as well as students. I also appreciate the discussion of providing positive feedback. The point about issuing praise carefully is something I do not think about as much as a I should. Ensuring that praise is presented in the proper fashion makes sure that the student (or recipient) will benefit from the praise.

when I write e-mails to my co-workers I notice they don't respond as quick I will like. How can I make my Emails more interesting to the readers?

This lesson reminded me of my own nonverbal communication skills and will make me take note of how I am reacting and acting towards others with what I am saying beyond my verbal message.

I just started a new class I am having a very hard time getting them to speak up or give me any feedback. When I ask them if they have questions they never do. When I ask them questions no one volunteers. Any advice?

Very nice presentation!

The first test given a class by a teacher is "critical". The students will evaluate the teacher according to it, and it will establish the student's sense of "their accountability". Students will also adjust their future study time and habits as a result of it. Factors and questions involved include: -Does the test adequately reflect the core course content according to the syllabus? -Does it comprehensively cover the matter taught, --but not with unnecessary detail? -Is the test constructed to aim at the median level of capability of the students in the class? -Does the student actually learn while taking the test? --Should there be "open book" tests? -Sometimes I allow "5 minutes in the book, with test turned over, and no writing. Then they return to the test and writing. --Exactlly "how much" should tests be scaled? -Do some questions allow for creative answers? --Are some questions "open ended?"