How to Provide Effective Feedback in Coaching Supervision: Best Practices & Models

Providing feedback in coaching supervision is an essential skill for all supervisors.

It is one of the cornerstones of growth and development which not only helps coaches refine their skills but also supports and deepens their self-awareness.

But giving feedback in coaching supervision is a delicate art that requires careful thought, sensitivity, and skill.

When done well, feedback can spark insight, foster reflective practice, and lead to meaningful change.

But when mishandled, it can leave supervisees feeling demotivated, defensive, or confused.

So how can coaching supervisors offer feedback in a way that truly supports the coach’s development?

In this article, we’ll explore best practices for providing feedback in coaching supervision, including how to set the stage for effective feedback, various models to guide feedback delivery, and what to do when feedback goes wrong.

By using a structured, thoughtful approach, supervisors can help coaches thrive in their practice and reach their full potential.

Setting the Stage for Effective Feedback in Coaching Supervision

Before we look at the feedback models, it’s important to say that you must have a solid foundation for any form of feedback.

The way feedback is delivered and received rests significantly on the context, relationship, and agreements in place.

You could have the best feedback model in the world, but if the supervisory relationship is fragile, one or both parties experience an unhealthy power imbalance, or the developmental purpose of the supervision isn’t clear, then the feedback is likely to fail in its intent.

Some of this lies in the explicit contract that was set out at the start of the supervisory relationship, whilst others are based on the moment-by-moment contracting – or micro-contracting – that takes place throughout the supervision.

For instance:

• Defining the role of feedback in supervision should happen at the start during formal contracting since many coaches don’t know what to expect of supervision and may assume they will simply be coached.
• Emphasising the confidential nature of supervision creates a safe space where both parties can engage openly without fear of judgement.
• If possible, clarifying when and how feedback will be given ensures the coach knows what to expect. It could be part of every session or given at key review points, or happen when it needs to.

On a moment by moment basis, asking permission to give feedback is a crucial step as it respects the autonomy and choice of the supervisee.

Some ways to introduce this are:

• “Would you be open to some feedback on the way you handled that situation?”
• “I have some observations that might help; would you like me to share them?”

Starting from a place of permission builds trust, encourages openness, and creates a more collaborative environment for feedback.

Assuming you have laid the right foundations, let’s take a look at some feedback models.

Models for Giving Feedback in Coaching Supervision

Once the groundwork has been laid, feedback should be delivered in a way that supports growth and reflection.

Below, we explore different models that help structure feedback effectively.

The CORBS Model of Feedback

The CORBS model, created by Peter Hawkins, is an excellent structure for giving clear, constructive, and actionable feedback.

Let’s break down its application in coaching supervision:

Clear: Ensure that feedback is straightforward, avoiding vague language. Be specific about the behaviour or instance you’re addressing.

• Example: “In the session with your client, I noticed you asked a lot of closed questions. Were you aware of that?

Owned: Feedback should come from your personal observations, using “I” statements to avoid sounding accusatory.

• Example: “I felt that your client became more passive when you didn’t explore her hesitations.”

Regular: Focus on providing feedback regularly so that it is become a normal and accepted part of the process and give it when the thing has been observed.

• Example: “Let’s pause for a second and notice what just happened. Did you notice the way you led with advice?”

Balanced: It’s important to provide both positive and constructive feedback. A balance of the two promotes openness and motivation.

• Example: “Although we talked about room for you to challenge more, it’s important to acknowledge your empathy which was really evident throughout.”

Specific: Use concrete examples from recent practice, so the feedback feels grounded and easier to implement.

• Example: “When you said, ‘How does that make you feel?’, it allowed the client to explore their emotions more deeply.”

The SBI Model (Situation-Behaviour-Impact)

The SBI model is another effective framework, helping feedback remain clear and focused on observable behaviours.

Situation: Start by describing the specific moment or context where the behaviour was observed.

• Example: “In your session on Wednesday…”

Behaviour: Focus on the behaviour itself, avoiding judgements or assumptions.

• Example: “…you asked a number of leading questions…”

Impact: Explain the impact of that behaviour on the client or the session’s outcome.

• Example: “…which seemed to limit the client’s ability to explore their own insights.”

This model ensures feedback remains factual, which reduces defensiveness and enhances receptiveness.

The AID Model (Action, Impact, Do/Do Differently)

The AID model blends feedback with a focus on growth and future improvements.

Action: Describe what was observed.

• Example: “In your last session, I noticed that you didn’t challenge the client’s assumptions…”

Impact: Explain the effect of the behaviour on the outcome.

• Example: “…which meant the client stayed within their comfort zone.”

Do/Do Differently: Seek or provide alternatives to the existing behaviour.

• Example: “Next time, try asking a question like, ‘What if you’re wrong about that assumption?’ to stretch the client’s thinking.”
• Example: “How might you approach it differently next time?”

This future-focused model can be very empowering for the supervisee, keeping the feedback forward-looking and action-oriented.

The Sandwich Model

A well-known and simple structure, the Sandwich Model wraps constructive feedback between two positive remarks.

While effective in many situations, care should be taken to ensure the constructive point isn’t diluted or seen as a routine formula.

Positive Feedback: Start with a genuine acknowledgment of what went well.

• Example: “You created a very safe space for the client to share…”

Constructive Feedback: Address areas for improvement.

• Example: “…though I noticed there weren’t many open questions to help them explore deeper.”

Positive Closing: End on a positive note.

• Example: “It’s clear your rapport with the client is strong, which will really help when you introduce more challenging questions.”

The Feedforward Model

Rather than focusing on past behaviour, the Feedforward model centres on future possibilities. This can feel more energising and forward-focused for the supervisee.

Focus on Future: Offer suggestions for future sessions.

• Example: “Next time, consider allowing more silence after asking a question, to give the client more space to reflect.”

Positive Suggestions: Provide constructive suggestions rather than critiques of past performance.

• Example: “In future sessions, you could experiment with using metaphor to deepen the client’s self-awareness.”

This approach aligns well with coaching supervision’s forward-looking philosophy, aiming to improve future practice rather than dwelling on past mistakes.

Practical Tips for Applying Feedback Models in Coaching Supervision

Here are some best practices to ensure feedback in coaching supervision is constructive and impactful:

• Timing is Key: Deliver feedback promptly after the event to ensure relevance.
• Keep it Two-Way: Engage in dialogue rather than monologue. Invite supervisees to share their perspectives before offering feedback.
• Mind Your Language: Be conscious of your tone and wording to ensure feedback is supportive rather than critical.
• Follow Up: Monitor progress by checking in on how the supervisee is implementing the feedback in future sessions.

Why and How Feedback Might Go Wrong – And What to Do About It

Even with the best intentions and preparation, feedback can sometimes go awry.

Whether it’s due to a breakdown in communication, misunderstandings, or emotional reactions, it’s important to understand the reasons behind feedback going wrong and how to handle it effectively when it does.

Why Feedback Might Go Wrong

There are several reasons why feedback might not land as intended, and being aware of these can help you manage the process more effectively.

Lack of Trust or Safety

If the supervision relationship lacks a foundation of trust, feedback can be perceived as criticism or an attack, leading to defensiveness or disengagement. Trust is built over time through openness, empathy, and active listening.

Unclear or Vague Feedback

Feedback that is too vague or lacks concrete examples can leave the supervisee feeling confused or unsure of what to do next. For example, saying “You could improve your questioning skills” without providing specific examples or suggestions can feel unhelpful.

Overly Critical or Imbalanced Feedback

When feedback focuses only on what went wrong without recognising what went well, it can demotivate and dishearten the supervisee. This creates a sense of failure, making it harder for them to engage with the feedback and learn from it.

Poor Timing

Feedback delivered at the wrong moment, such as when the supervisee is emotional or not ready to receive it, can lead to resistance. Timing matters, as does the supervisee’s readiness to reflect on and engage with the feedback.

Lack of Permission or Context

Feedback given without clear permission or outside the agreed-upon framework can feel intrusive or unwelcome. If the supervisee wasn’t expecting feedback in that moment or feels blindsided, the feedback may be rejected.

Mismatch in Communication Styles

Supervisors and supervisees may have different communication styles. What the supervisor sees as constructive, the supervisee may perceive as harsh or overly direct, especially if cultural or personal preferences for feedback differ.

How to Handle Feedback That’s Gone Wrong

When feedback has gone wrong, it’s important to take corrective action to prevent further damage and to restore trust and learning within the supervision relationship. Here’s how you can address feedback issues:

Acknowledge the Situation

If the supervisee reacts negatively or seems confused, don’t ignore it. Address it directly, but with sensitivity. For example, you might say: “I sense that the feedback I gave didn’t land as I intended. Can we talk about what you’re feeling?”

Take Responsibility

If you realise that the feedback was unclear or poorly timed, take responsibility for your part. This could sound like: “I think I may have given that feedback too quickly without enough context. Let’s revisit it together and ensure it’s clear.”

Invite the Supervisee’s Perspective

Engage the supervisee in a reflective conversation about how the feedback was received. You might ask: “How did the feedback resonate with you? Is there anything you’d like to share about how it felt?”

This allows the supervisee to express any concerns or frustrations and provides an opportunity to clarify any misunderstandings.

Clarify the Feedback

If the feedback was unclear or too vague, revisit it with more specificity. Use a structured model like CORBS or SBI to make your points clearer. For example, “Earlier, I mentioned you could ask more open questions. I want to clarify: in yesterday’s session, I noticed you tended to close questions off with solutions rather than giving the client space to explore. A possible way forward could be to simply stay curious and avoid offering answers too quickly.”

Balance the Feedback

If the feedback was too critical, balance it by recognising strengths. This isn’t about diluting the constructive points but about providing a more holistic view. A simple way to rebalance could be: “I’d also like to acknowledge that your listening skills are excellent, and you created a lot of safety for the client.”

Offer Feedforward

When feedback has led to a breakdown, switching to a future-focused “feedforward” approach can help move past the issue. Shift the conversation toward what the supervisee can do next time rather than dwelling on what went wrong.

Revisit Contracting and Boundaries

If feedback issues persist, it might be a sign that the original contracting wasn’t robust enough. It’s worth revisiting the contract to ensure both parties are aligned on when and how feedback will be delivered, and that trust and safety are at the forefront.

Apologise if Necessary

Sometimes a simple apology can go a long way. If the feedback has caused unintended harm, offering a sincere apology can help repair the relationship. This could sound like: “I realise my feedback earlier may have come across more critically than I intended. I’m sorry if it felt that way, and I’d like to approach this differently moving forward.”

Give Space and Time

Sometimes, feedback needs time to be processed. If the supervisee seems overwhelmed or defensive, it might be helpful to allow some space for reflection. You can say: “It seems this is something we need to reflect on a bit more. Let’s revisit this in our next session.”

Preventing Feedback from Going Wrong

While it’s crucial to know how to recover when feedback goes wrong, prevention is equally important. Here are a few proactive strategies to ensure feedback is well-received from the start:

Build Rapport and Trust

Establish a trusting, open relationship where feedback is expected and welcomed. This can be achieved through consistent communication, empathy, and showing genuine care for the supervisee’s development.

Set Clear Expectations

During contracting, make feedback an explicit part of the supervision agreement, so the supervisee knows when to expect it and how it will be delivered.

Check in Regularly

Periodically check in with the supervisee about how they are experiencing feedback. This could be as simple as asking: “How are you finding the feedback process? Is there anything I can do to make it more useful for you?”

Use Reflective Feedback Models

Engage in feedback approaches that encourage reflection and collaboration, such as the Pendleton or Reflective Feedback models. This ensures feedback feels like a two-way conversation, not a one-sided critique.

Conclusion

Feedback is a vital tool in coaching supervision, fostering growth, self-awareness, and continuous professional development.

However, it’s not without its challenges.

By laying the groundwork with strong contracting, using structured feedback models, and being mindful of why feedback might go wrong, supervisors can create a feedback process that is both constructive and transformative.

When feedback does miss the mark, taking responsibility, engaging in open dialogue, and focusing on future improvements can restore the relationship and turn the experience into a learning opportunity.