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The STEER Feedback and Training Model

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The STEER feedback and training model helps us structure conversations to provide feedback to someone or provide them with a training or development intervention. It helps us ensure that the conversation is constructive and drives the person receiving the feedback or training towards an outcome.

The STEER feedback and training model can be used alongside the GROW Coaching Model during a coaching session or a conversation about performance.

The STEER Feedback and Training Model

STEER stands for Spot, Tailor, Explain, Encourage and Review. The idea behind the model is to provide a structured approach to conversations where feedback is to be provided or where training needs to be used to satisfy a learning or skills requirement.

Revolution Learning and development Leadership Skills training course - the STEER Feedback and Training Model


The first stage of the STEER feedback and training model is Spot. This is where we need to spot/identify training and development needs or areas of under-performance. This helps us understand the areas where improvements need to be made and gives a goal or outcome to work towards

You could look at performance key performance indicators (KPIs), observe performance, gather feedback from other team members or carry out a regular performance review to identify these areas for improvement.

This stage is made much easier when the person you are working with has clear goals, targets or objectives to meet, or a clear job description.


The second stage of the STEER feedback and training model is Tailor. Once we have spotted or identified the areas for improvement, training or feedback, we then need to tailor the approach we will take with the individual to ensure it meets their needs. We do this by:

  • The correct development intervention - whether training, coaching, eLearning, mentoring, feedback or some other development method is required.
  • From the correct starting point - what do they know already, and where are the gaps. We don't need to cover old ground. Making sure we only cover the part needed is key to the success of this stage.
  • Learning style and personality - how does the individual like to learn? Are they more hands-on, do they like to self-learn, do they like to read etc. How do they best take on board information? Take a look at VAK Learning Styles to help understand more about this. By making sure we tailor the approach to the individual learning style, we will ensure a much better outcome


The third stage in the STEER feedback and training model is Explain. At this stage, we explain our reasoning for the need for training, coaching or feedback. The individual needs to know why they need to carry out what we are asking them or why we are providing the feedback. Without a clear explanation, the individual may resist or not buy into what we are asking. This means nothing will change.

At this point, we begin the training, coaching, feedback or other learning and development interventions.


The fourth stage of the STEER feedback and training model is Encourage. We need to encourage the individual to get started and keep going. We should use continuous feedback, motivation and communication to keep them moving in the right direction.


The final stage of the STEER feedback and training model is Review. We should continuously review progress while the individual is going through the plan or activities or is responding to the feedback provided.

As they get to the end, we should review everything they have done and ensure it has the required effect on their performance or job role.

Applying the STEER Feedback and Training Model

The model is best used linearly - from beginning to end. This ensures that no part is missed and one part builds onto the next.

Further Learning

If you would like to learn more about the STEER Feedback and Training model or providing effective feedback, you can find these subjects in a Leadership Skills training course. Take a look at our Leadership Skills Training Course for more details.

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Essex, CO1 1PA, UK

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