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	The Basic Principles Building a Foundation of Trust 1. Focus on the situation, issue, or behavior, not on the person. 2. Maintain the self-confidence and self-esteem of others. 3. Maintain constructive relationships. 4. Take initiative to make things better. 5. Lead by example.
	GETTING GOOD INFORMATION FROM OTHERS Planning Questions What do you want to accomplish in this discussion? What specific information do you need to learn? What questions do you need answered? What issues of timing, location, advance preparation, or other logistics do you need to consider in order to get the most out of this discussion? Key Actions 1. Focus the discussion on the information needed. 2. Use open-ended questions to expand the discussion. 3. Use closed-ended questions to prompt for specifics. 4. Encourage dialogue through eye contact and expression. 5. State your understanding of what you are hearing. 6. Summarize and close the discussion.
	GIVING CONSTRUCTIVE FEEDBACK Planning Questions What is your purpose in giving this feedback? What specific actions do you want to reinforce or correct? What are the consequences of these actions? What are your reactions? What suggestions might be helpful? Key Actions 1. State the constructive purpose of your feedback. 2. Describe specifically what you have observed. 3. Describe your reactions. 4. Give the other person an opportunity to respond. 5. Offer specific suggestions. 6. Summarize and express your support.
	GETTING YOUR IDEAS ACROSS Planning Questions What are the purpose and main point of your message? Who will you be speaking to? What is important to them? What information will you use to support your main point? What reactions might you expect to your message? How should you prepare to handle them? Key Actions 1. State the purpose and main point of your message. 2. Present points to aid understanding. 3. Check for understanding and reactions. 4. Handle reactions to what you've presented. 5. Summarize your main point.
	DEVELOPING JOB SKILLS Planning Questions What is the task you want your student to learn? Why is it important? What should your student be able to do when the training is completed? What are the steps needed to do this task? Key Actions 1. Define the task and its importance. 2. Describe what the shooter needs to be able to do. 3. List the steps. 4. Demonstrate each step. 5. Ask the shooter to demonstrate each step. 6. Provide feedback.
	RECOGNIZING POSITIVE RESULTS Planning Questions What specific action have you recently observed that deserves recognition? (Where appropriate, include who, what, when, where, or how much.) Why is this action important to recognize? Key Actions 1. Describe the results you are recognizing as specifically and immediately as possible. 2. State why these results deserve your personal appreciation. 3. Close by reaffirming your recognition and continuing support.
	COACHING FOR OPTIMAL PERFORMANCE Planning Questions What is the coaching opportunity you have with this shooter? Why is it important? How, can you use this opportunity to develop the shooter's potential? How can you tie this coaching opportunity to the shooter's interests or aspirations? Key Actions 1. Describe the performance area for development and why it's important. 2. Seek the shooter's opinion. 3. Ask the shooter to identify specific ways to enhance performance. 4. Give feedback on the shooter's ideas and add your own. 5. Summarize action items and set a follow-up date. 6. Express confidence and support.
	ESTABLISHING PERFORMANCE EXPECTATIONS Planning Questions What are the major results or outcomes you expect your student to achieve? What impact do these results or outcomes have on the department, on coworkers, or on the business? What specific criteria or standards does this shooter need to meet? What skills. resources, or guidelines do you know of that are important for this job or task? Key Actions 1. Describe the job in terms of its major outcomes and how it fits into the larger picture. 2. Agree on measurable performance criteria. 3. Mutually identify necessary skills, resources, and guidelines. 4. Determine priorities. 5. Review and check for understanding and commitment. 6. Set a date for an early progress review.
	TAKING CORRECTIVE ACTION Planning Questions What is the difference between present performance and agreed upon expectations? What is the negative impact of the shooter's present performance? Does the negative impact really warrant corrective action? Are there factors outside of the shooter's control that may be contributing to the shooter's performance problem? Key Actions 1. Point out the difference between present performance and agreed upon expectations. 2. Describe specifically the negative impact of the shooter's performance. 3. Get the shooter's view of the situation. 4. Ask for ideas on how the shooter can correct the situation and add your own. 5. Explain any steps you plan to take and why. 6. Agree on an action plan and a date for follow-up. 7. Express confidence that the shooter can correct the situation.
	DEALING WITH EMOTIONAL BEHAVIOR Planning Questions What specific kinds of emotional behavior are you likely to encounter on the job? How are you likely to react? How can you cope with your reactions and respond most constructively? Key Actions 1. Calmly acknowledge the emotional behavlor. 2. Describe the impact the emotional behavlor is having on you and on the discussion. 3. Determine if it's possible to continue the discussion constructively. 4. Propose an approach for jointly refocusing on the work issue. 5. Express support and reassurance.