Phase 3 · Module 7
Use these scenarios for team coaching sessions, 1:1 debriefs, or certification preparation
Scenario 1
Situation
You deliver SBI feedback to an employee — Leo — about repeatedly missing internal deadlines. His response: "I disagree. My deadlines are always realistic given my workload. The problem is the deadlines are unreasonable, not my performance."
Your Task
Handle feedback resistance without backing down or escalating unnecessarily.
Step-by-Step Guidance
Stay calm. Do not get defensive or raise your voice.
Acknowledge his perspective: "I hear that you feel the deadlines are unrealistic. I want to understand that better."
Ask a clarifying question: "Can you walk me through a specific deadline that you felt was unreasonable and what happened?"
Listen fully. He may have a valid point about one deadline — or he may be deflecting.
Separate the two issues clearly: "I want to address both things. First, let's look at the workload concern — that's worth solving. Second, the pattern of missed deadlines also needs to change, regardless of cause."
Do not retract the feedback because he pushed back. Restate it calmly: "The three missed deadlines this month are documented. That part is not in dispute."
Agree on a path forward: either the deadlines are adjusted through a workload review, or he develops a system to flag at-risk deadlines in advance.
Document the conversation: the feedback given, the pushback, and what was agreed.
Facilitator Debrief
Feedback resistance is a test of managerial confidence. Backing down entirely signals that pushback works. Escalating unnecessarily damages the relationship. The path through is: hear the objection, address what is valid, and hold the line on what is factual.
Key Principle
Feedback is not a debate. You can hear a counterpoint without retracting a fact.
Scenario 2
Situation
Your best employee — Nadia — has been cruising for the past quarter. She is still above average, but her previous standard was exceptional. She meets every deadline but brings no new ideas. She seems bored.
Your Task
Coach a high performer through stagnation without over-managing or losing them.
Step-by-Step Guidance
Recognize this as a coaching moment, not a discipline moment.
Open with genuine curiosity: "Nadia, I've been noticing something and I want to understand it. You've always brought a lot of energy and new ideas to the team — I haven't seen that as much lately. What's going on for you?"
Listen for the root: is it boredom, lack of challenge, a personal issue, a feeling of being undervalued?
If boredom: "What kind of work would genuinely challenge you right now?"
Explore stretch opportunities: a cross-functional project, a mentoring role, a lead on a new initiative.
Be honest about what you need: "I need that best version of you back — not just for the team, but because I think you are capable of so much more than where you are right now."
Avoid generic praise — high performers can tell the difference between real investment and management-speak.
Set a specific development goal together. Make it meaningful to her.
Facilitator Debrief
High performers who coast are usually not lazy — they are under-challenged. If you do not address it, the next step is typically a resignation. The investment in this conversation could be the difference between losing your best person and re-engaging them.
Key Principle
Coaching high performers is as important as coaching low performers — the stakes are just different.
Scenario 3
Situation
Two employees are underperforming in the same area: both are producing reports with errors. Employee A — James — is new to the role (three months in). Employee B — Dana — has been doing this role for four years.
Your Task
Diagnose and respond differently to Skill vs. Will performance gaps.
Step-by-Step Guidance
James (Skill gap): "James, I want to review your last three reports together. I want to make sure I have set you up correctly for this." — treat it as a training issue, not a discipline issue.
Provide James with a checklist, a model example of a correct report, and a peer mentor.
Check in with James weekly: "How is the report process feeling? What questions do you have?"
Dana (likely Will gap — four years, same errors): "Dana, I've noticed recurring errors in the last three reports. You have been doing this process for four years so I know this isn't a knowledge gap — help me understand what is happening."
Listen for the reason: is it disengagement, personal issues, shortcuts?
Set a clear expectation: "The accuracy standard has not changed. I need three consecutive error-free reports in the next three weeks."
Coach differently: James needs skill-building. Dana needs accountability and possibly a motivation conversation.
Document both conversations — but frame them appropriately for the stage of coaching.
Facilitator Debrief
The Skill vs. Will model prevents two common manager mistakes: over-disciplining someone who just needs training, and over-training someone who knows exactly what to do but is choosing not to.
Key Principle
Before you coach, diagnose: Can't do (Skill) or Won't do (Will)? The intervention is completely different.