The document summarizes a study that explored the current practices of personality assessment (PA) and feedback among executive coaches. It found:
1) Executive coaches commonly use global personality instruments like the Big Five but less often use projective tests or clinical measures. PA is used more at the start of coaching than later.
2) Coaches reported collaborating with clients to select assessments, analyze and interpret results, and provide feedback - aligned with collaborative/therapeutic assessment (C/TA) practices.
3) Qualitative findings showed coaches emphasize building self-awareness and exploring PA data contextually and collaboratively, resembling C/TA. Overall current practices were consistent with a collaborative coaching assessment paradigm.
Mediating Effect of Reputation on the Relationship between Interpersonal Skil...paperpublications3
Abstract: Career success is determined by a number of factors, including some combination of specific competencies and a performance record, along with network development, organizational politics, and reputation building. The county government of Uasin Gishu has of late received negative publicity for its policy on career development. Although interpersonal skills have been argued by researchers to demonstrate influence on work and career outcomes, a few attempts have been made to show how interpersonal skills influences these outcomes. This study investigated the relationship between interpersonal skills and career success of employees of Uasin Gishu County. The specific objectives of the study were: To determine the relationship between networking and career success, to establish the relationship between personal promotion and career success, to determine the relationship between impression management and career success, to establish the relationship between use of influence tactics and career success, and to determine whether reputation has any mediating effect on the relationship between interpersonal skills and career success. A case research design was used. Target population was all the employees of Uasin Gishu County government. Stratified ransom sampling and then simple random sampling was used to obtain the respondents for this proposed study. Primary data was collected using standard questionnaires. Interpersonal skills were taken as the independent variable, career success the dependent variable, and reputation as the mediating variable. Reliability was assessed using Cronbach’s alpha and the data was analyzed using SPSS. Both descriptive and inferential statistics were used to analyze the data. The study findings showed a significant positive correlation between networking skills and career success (r = .933, p=0.000), impression management and career success (r = .775, p=0.000), self-promotion and career success (r =.933, p=0.000), use of influence tactics and career success (r=.896, p=0.000). Also there was a significant positive correlation between reputation and networking skills (r =.909, p=0.000), impression management (r =829, p=0.000), self-promotion (r=.933, p=0.000), and use of influence tactics(r=.896, p=0.000), (r=.909, p=0.000). The result of the study indicated that networking does not have a significant effect on career success, impression management was found to have a positive significant relationship with career success, and there was no significant effect of use of influence tactics on career success. Reputation was found to partially mediate the relationship between interpersonal skills and career success and hence on the other hand, results indicated that reputation fully mediate the relationship between impression management and career success and hence. It was also found that reputation fully mediated the relationship between self-promotion and career success.
A proposal that establishing a well-articulated organizational culture with engaging employees and effective leaders is essential to achieving and enhancing employee’s psychological health and workplace safety.
DEVELOPMENTAL & MOTIVATIONAL ASPECT OF PERFORMANCE APPRAISALIAEME Publication
It is regularly recommended that in order for performance appraisal to positively influence employee behavior, employees ought to experience positive appraisal reactions. The objective of the present study was to inspect two different models of the relationship among employee perception of developmental performance appraisal and self-reported work performance. Cross –sectional review of employee’s references revealed that the relationship among perceptions of developmental performance assessment and self-reported work performance is mediated by employees’ fundamental motivation and is also strongly reasoned by their independence orientation. The most interesting and practically applicable conclusion reported is, how autonomy orientation moderates the association between perception of developmental performance assessment and work performance. Consequently, significance should be emphasized on participation along with autonomy among employees. This may encourage application of performance appraisal involving employees with a strong autonomy course. We also summarized that for employees with a feeble autonomy orientation, the relationship was positive, but for those with tough autonomy orientation, the association was found to be negative.
LPC Managing Differences and Difficult PopulationsGlenn Duncan
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
Testing for conscientiousness. Programming Personality Factors Jacob Stotler
A research report in investigation into the personality factor conscientiousness and the design of a psychological test utile for assessing for the personality factor conscientiousness (currently present) in individuals.
Questions to consider at the Academy of Marketing Conference, Vancouver. Discover how your institution or organization can be influenced by the latest research findings published by Emerald.
Running Head Dissertation of Service Quality Improvement .docxcharisellington63520
Running Head: Dissertation of Service Quality Improvement 1
Dissertation of Service Quality Improvement 2
DISSERTATION OF SERVICE QUALITY IMPROVEMENT
Lusciano Foster
Ashford University
Business Research Methods & Tools (NAG1428A)
BUS642
Loay Alnaji
July 20, 2014
Dissertation of Service Quality Improvement
A research proposal for a possible dissertation entails keen consideration of peer-reviewed articles to establish the possibilities given regarding the topic. Problems, purpose and, hypothesis of the research are to be established to guide during the research. Planning dissertation research for a business follows a format that gives prospectus clients or supporters a vivid view of the reasons and importance of the research.
Service quality improvement has been a critical issue to most business setting, rendering them to provide poor services. They focus on spending a lot of money on ill- conceived services in addition, undermining the best methods to offer their customers with quality services. In such cases, customers feel unsatisfied and not treated in a manner they would like to be handled. Excellent service is an important approach because customer’s loyalty and satisfaction is improved. Every business should focus on how to improve their services in order to retain their customers and gain more customers.
Customers view value as the profit acquired from the trouble encountered such as unfriendly employees, high prices, services that are not attractive and locations that are not convenient to them. With excellent services, profit maximization of the company is improved and customer’s burdens on non-price issues are minimized. Most business organizations suffer low profit because their services do not meet customers’ expectations. Prior researches have concentrated on how services can be measured and nature of customer’s expectations without considering the service quality improvement factor, in order to improve their profits (Loshin, 2011).
This research will help to identify means of improving service in business organizations. Quality need to be described by the customer, whereby it should conform to his or her specification. Most company’s view quality as conformance to organization specifications and this research will help to solve this problem by identifying the best methods of delivering quality service. This research will help to address the questions on how to respond to customers and taking care of them (Hernon, 2011).
Ethics has become a keystone for carrying out successful and significant research. Due to this, the ethical conduct of individual researchers is under unprecedented analysis (Best & Kahn, 2006; Field & Behrman, 2004; Trimble& Fisher, 2006). Some of the ethical concerns likely to be experienced when conducting research are ex.
Mediating Effect of Reputation on the Relationship between Interpersonal Skil...paperpublications3
Abstract: Career success is determined by a number of factors, including some combination of specific competencies and a performance record, along with network development, organizational politics, and reputation building. The county government of Uasin Gishu has of late received negative publicity for its policy on career development. Although interpersonal skills have been argued by researchers to demonstrate influence on work and career outcomes, a few attempts have been made to show how interpersonal skills influences these outcomes. This study investigated the relationship between interpersonal skills and career success of employees of Uasin Gishu County. The specific objectives of the study were: To determine the relationship between networking and career success, to establish the relationship between personal promotion and career success, to determine the relationship between impression management and career success, to establish the relationship between use of influence tactics and career success, and to determine whether reputation has any mediating effect on the relationship between interpersonal skills and career success. A case research design was used. Target population was all the employees of Uasin Gishu County government. Stratified ransom sampling and then simple random sampling was used to obtain the respondents for this proposed study. Primary data was collected using standard questionnaires. Interpersonal skills were taken as the independent variable, career success the dependent variable, and reputation as the mediating variable. Reliability was assessed using Cronbach’s alpha and the data was analyzed using SPSS. Both descriptive and inferential statistics were used to analyze the data. The study findings showed a significant positive correlation between networking skills and career success (r = .933, p=0.000), impression management and career success (r = .775, p=0.000), self-promotion and career success (r =.933, p=0.000), use of influence tactics and career success (r=.896, p=0.000). Also there was a significant positive correlation between reputation and networking skills (r =.909, p=0.000), impression management (r =829, p=0.000), self-promotion (r=.933, p=0.000), and use of influence tactics(r=.896, p=0.000), (r=.909, p=0.000). The result of the study indicated that networking does not have a significant effect on career success, impression management was found to have a positive significant relationship with career success, and there was no significant effect of use of influence tactics on career success. Reputation was found to partially mediate the relationship between interpersonal skills and career success and hence on the other hand, results indicated that reputation fully mediate the relationship between impression management and career success and hence. It was also found that reputation fully mediated the relationship between self-promotion and career success.
A proposal that establishing a well-articulated organizational culture with engaging employees and effective leaders is essential to achieving and enhancing employee’s psychological health and workplace safety.
DEVELOPMENTAL & MOTIVATIONAL ASPECT OF PERFORMANCE APPRAISALIAEME Publication
It is regularly recommended that in order for performance appraisal to positively influence employee behavior, employees ought to experience positive appraisal reactions. The objective of the present study was to inspect two different models of the relationship among employee perception of developmental performance appraisal and self-reported work performance. Cross –sectional review of employee’s references revealed that the relationship among perceptions of developmental performance assessment and self-reported work performance is mediated by employees’ fundamental motivation and is also strongly reasoned by their independence orientation. The most interesting and practically applicable conclusion reported is, how autonomy orientation moderates the association between perception of developmental performance assessment and work performance. Consequently, significance should be emphasized on participation along with autonomy among employees. This may encourage application of performance appraisal involving employees with a strong autonomy course. We also summarized that for employees with a feeble autonomy orientation, the relationship was positive, but for those with tough autonomy orientation, the association was found to be negative.
LPC Managing Differences and Difficult PopulationsGlenn Duncan
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
Testing for conscientiousness. Programming Personality Factors Jacob Stotler
A research report in investigation into the personality factor conscientiousness and the design of a psychological test utile for assessing for the personality factor conscientiousness (currently present) in individuals.
Questions to consider at the Academy of Marketing Conference, Vancouver. Discover how your institution or organization can be influenced by the latest research findings published by Emerald.
Running Head Dissertation of Service Quality Improvement .docxcharisellington63520
Running Head: Dissertation of Service Quality Improvement 1
Dissertation of Service Quality Improvement 2
DISSERTATION OF SERVICE QUALITY IMPROVEMENT
Lusciano Foster
Ashford University
Business Research Methods & Tools (NAG1428A)
BUS642
Loay Alnaji
July 20, 2014
Dissertation of Service Quality Improvement
A research proposal for a possible dissertation entails keen consideration of peer-reviewed articles to establish the possibilities given regarding the topic. Problems, purpose and, hypothesis of the research are to be established to guide during the research. Planning dissertation research for a business follows a format that gives prospectus clients or supporters a vivid view of the reasons and importance of the research.
Service quality improvement has been a critical issue to most business setting, rendering them to provide poor services. They focus on spending a lot of money on ill- conceived services in addition, undermining the best methods to offer their customers with quality services. In such cases, customers feel unsatisfied and not treated in a manner they would like to be handled. Excellent service is an important approach because customer’s loyalty and satisfaction is improved. Every business should focus on how to improve their services in order to retain their customers and gain more customers.
Customers view value as the profit acquired from the trouble encountered such as unfriendly employees, high prices, services that are not attractive and locations that are not convenient to them. With excellent services, profit maximization of the company is improved and customer’s burdens on non-price issues are minimized. Most business organizations suffer low profit because their services do not meet customers’ expectations. Prior researches have concentrated on how services can be measured and nature of customer’s expectations without considering the service quality improvement factor, in order to improve their profits (Loshin, 2011).
This research will help to identify means of improving service in business organizations. Quality need to be described by the customer, whereby it should conform to his or her specification. Most company’s view quality as conformance to organization specifications and this research will help to solve this problem by identifying the best methods of delivering quality service. This research will help to address the questions on how to respond to customers and taking care of them (Hernon, 2011).
Ethics has become a keystone for carrying out successful and significant research. Due to this, the ethical conduct of individual researchers is under unprecedented analysis (Best & Kahn, 2006; Field & Behrman, 2004; Trimble& Fisher, 2006). Some of the ethical concerns likely to be experienced when conducting research are ex.
Respond Using references, identity the research result that .docxwilfredoa1
Respond
Using references, identity the research result that you could use in your practice setting.
This research I refer to identify key points in my project, my research question is about increasing communication to decrease readmission rates align well with the result of the following article. Ya-huei and Hung-Chang (2019), provide the readers with the type of tool they used to compute the result of their study with an outcome that was closed enough to the right answer. The use of the Kaiser-Meyer Olkin test has shown that these researchers have used the right amounts of subjects, in which it was proven that the result was accurate and can be used by healthcare professionals to make necessary improvement in the workplace. The overall reliability for the study was .93, and the retest to make sure that the result is solid and can be trusted was almost the same. The validity of the study shows a firm association in that positive outcomes can derive from learning how to correctly communicate in the healthcare settings. Per Schaffer, Sandau, and Diedrick, (2012). Evidence-based practice is a paradigm and life-long problem-solving approach to clinical decision-making that involves the conscientious use of the best available evidence (p. 1198)
Determine fit, feasibility, and appropriateness of the result for your practice setting.
I can see that using certain information from the study that show a positive association on the outcome of the problem will surely take precedence in what I need to accomplish by using EBP to make change. The following four factors from the study put together the general idea that providers can use when they need to increase communication in the practice setting. Knowing these facts will help put the focus on the importance of what matter to patients. Per Ya-huei and Hung-Chang (2019), these factors are: “1- perception of trust and receptivity, 2- patient-centered information giving, 3- rapport building, and 4- facilitation of patient involvement+ (p. 7, 8). Knowing the focus area will help put into perspective the change process and will have a better chance to succeed. As stated in the result of the study the number of subjects were enough to deduct that the study can be used as evidence to make change in the workplace.
Using Plan-Do-Study-Act (PDSA), outline an action plan.
The PDSA model is a great tool that provider can use to establish a ground rule in order to implement a change that is needed at the workplace. An action plan in this instance is the strategy that will be used to make the implemented change successful. Per Mennella and Balderrama, (2017), the component of the PDSA in which
P
: will be the planning phase, which is where the leader put the plan into action by establishing goals, identifying the cause of the problem, what needs to be done in this instance: increase communication, which starts by gather information.
D
: that is where the leader start doing, so after talking to partic.
Running head DUPLANTIERMDHA7008-2 1DUPLA.docxjeanettehully
Running head: DUPLANTIERMDHA7008-2
1
DUPLANTIERMDHA7008-2
2
Annotated Bibliography
Research Theory, Design, and Methods
10/20/19
COMMENTS: Good job, Maria. You selected some sound and credible articles for possible use in your Capstone Project down the road. You’ll find a few notable issues – some of which have been identified in your previous assignments – that you [still] need to address in all future writings (e.g., text needs to be LEFT-JUSTIFIED, not block-text; need to credit outside sources of information with in-text citations and references; APA style, etc.). Please see my detailed feedback below. Remember … when you open this document, make sure you go to the toolbar at the top of your screen and click the ‘Review’ link. From there, go to the right, click the dropdown, then click ‘All Markup’ to view all of my feedback (including any Track Changes, highlighted in-text comments, and ‘Comments’ bubbles located in the right-hand margin of the document).
Annotated Bibliography
Excellent and effective leadership is essential for the success of any organization. In the same case, the healthcare industry requires effective leadership that can ensure quality service delivery. Healthcare facilities have the unique priority of providing patient care. Therefore, there is a need for good leadership to ensure that professionals and other staff are well-directed on what they ought to do to achieve the set organizational goal. Besides, guidance helps in giving the facility a direction to ensure coordination and a high level of cooperation among the employees. Healthcare organizations have different departments. Therefore, it is essential to ensure that the facility has quality leadership that can help them work together for the overall good of the facility and patients.
Research on leadership in healthcare can significantly contribute to the improvement and efficiency of healthcare facilities. The study will provide insight into the most effective leadership strategies and styles that leaders can adopt to deal with varying challenges in the healthcare context. Additionally, it will contribute to determining the effectiveness of various strategies that are critical in healthcare, as well as the role of a leader to ensure the success of an entity. Leadership is crucial in ensuring cooperation and teamwork between interprofessional personnel. In this case, the study will be useful in promoting the effectiveness of healthcare organizations through quality leadership.
Key Terms
Leadership- the action of leading and directing a group of people towards a particular goal. Healthcare- in the study, healthcare refers to the large organizations with the responsibility of providing care for treating physical and mental illness in people.
Databases
1. Google Scholar
2. Science Direct
3. HealthData.gov
Chang, A. M., Cohen, D. J., Lin, A., Augustine, J., Handel, D. A., Howell, E., & Sun, B. C. (2018). Hospital strategies for reducing emerg ...
Dubiso 2Interest Group Extra Credit Texas Nurse Practitioner.docxadkinspaige22
Dubiso 2
Interest Group Extra Credit: Texas Nurse Practitioners (TNP)
1. The interest group in the state of Texas I would be writing about is the Texas Nurse Practitioners or TNP for short, founded in 1989 when the official charter for Texas Nurse Practitioners (TNP) was signed, TNP has focused on meeting the needs of nurse practitioners across the state of Texas. The main goal of TNP are to advance, support and promote the role of nurse practitioners and to promote accessible, quality health care provided by nurse practitioners. This includes not only continuing educational opportunities, but also providing members current information that impacts their clinical practice.
1. I picked the TNP as an interest group in Texas because with God’s help my goal is to become a nurse in the state of Texas. And as a nurse TNP will be a voice through our governing body by promoting legislature not only for me but all nurses across Texas dedicated to improving education and work for nurses while improving care for the patients.
1. TNP promotes legislative changes that enhance nurse practitioners’ practices within Texas, which positively affects patient welfare. Some of the policies the TNP has been responsible for are the full practice authority (H.B. 1792/S.B. 2438) and Signature Recognition for Worker’s Compensation Forms (H.B. 387/ S.B. 1022) which are legislations that that would allow nurse practitioners (NPs) to practice to the full extent of their training and education, remove costly and burdensome regulatory requirements such as signed delegation agreements with physicians, and place NPs under the exclusive regulatory authority of the Texas Board of Nursing. These changes will allow NPs to serve patients in a more timely and cost-effective manner, while also reducing the medical paperwork burden on both patients and physicians
Use the following suggestions to assist you in developing your Discussion posts:
· Make a suggestion or share an insight about your work on one or more components of your Doctoral Study.
· Ask a probing or clarifying question.
· Offer and support an opinion, providing evidence to support your claim.
· Validate a posting with scholarly sources.
· Expand on your colleague’s posting.
NeEma
My goal this term is to refine my problem statement and align it closely with the hypothesesand theoretical framework. With these items in place, I will be able to synthesize my research and fill in other areas to complete my prospectus. So far, I have outlined the problem statement and hypothesis.
Problem Statement
A lack of employee engagement in organizations results in lack of productivity (Ghorbannejad & Esakhanim 2016), which in turn results in reduced profitability (Saxena & Srivastava, 2015). Although improving, every engaged employee at work represents 2.6 employees that are actively disengaged (Harter, 2018). The general business problem is that disengaged employees deplete an organization’s resources by receiving wag.
Unit I 1Unit I 4Literature Review Effective Lead.docxmarilucorr
Unit I 1
Unit I 4
Literature Review: Effective Leadership Strategies used in Healthcare Leaders
Advanced Health Care Management
Columbia Southern University
LaTonya Whitaker
February 7, 2017
Literature Review
According to Madden (2013), effective leaders in healthcare organizations lead by example. Since everything they do or say is often subject to intense scrutiny, they conduct their action, decisions and personality set a tone for the entire healthcare organization. They do this while knowing that almost every employee looks up to them as a role model. Also, effective leaders encourage participation and inclusion since they acknowledge that good ideas can come from anyone. It also a good way to encourage learning from other practitioners. Madden (2013) further states that by creating an environment that fosters participation the, the leaders can construct a broader channel of creating thinking.
Effective leaders in healthcare have a habit of being empathetic and more than often exhibit the tendencies common in spiritual leadership by tapping into their emotional character (Sweeney and Fry, 2012). They can understand their subordinates character and provide a grace period for improvement. For instance, not all gaffes are punishable. However, repeats are subject to confrontation. It is, therefore, accurate to state that they also have a limit. They also practice emotional intelligence alongside showing empathy that allows them to regulate their emotions in a way that it will not interfere with prudent decision-making. The endeavor thus makes them able to bypass emotions and guide them to make rational decisions using sensitive information (Sweeney and Fry, 2012).
According to West et al., (2011), effective leaders in healthcare engage staff in all forums which in turn promotes organizational productivity either in patient outcomes, safety, and quality of healthcare. One way that effective leaders use to engage their staff is through the utilization of the performance appraisal process. West et al., (2011) states that performance appraisals help staff members in improving how well they perform their duties as well as makes them feel valued by their leaders. It is also instrumental in setting objectives of their work. Therefore positive healthcare outcomes become achievable using a leading strategy that encourages engagement.
San Park and Hyun Kim (2009) implore that effective leaders create and use organizational culture as a means to drive in desired outcomes in a healthcare setting. The leaders acknowledge that for quality to be achieved there has to be a direction, arrangement and set objectives that require realization. The acknowledgment, therefore, drives leaders to create inspiring visions at every operationalized level. It also shows them the need to design clear and aligned objectives for all levels and departments. Thus once a culture created based on these attributes adheres to the institution can credit itself to ...
Running Head CAREER COUNSELLING THEORIES1CAREER COUNSELLING.docxsusanschei
Running Head: CAREER COUNSELLING THEORIES
1
CAREER COUNSELLING THEORIES
10
Career Counselling Theories
Jawharah Alsaiari
Mississippi College
Abstract
This paper gives a diagram of story profession advising, which is displayed as a dominating variation of constructivism. Constructivist hypotheses have as of late developed as a huge drive inside professional brain science and the act of vocation directing. The frameworks hypothesis system and the explanation of employment development are acquainted as possible structures amenable with constructivism and account profession addressing. Despite the fact that a steady meaning of report employment advising can't be displayed at this phase in its theoretical and specialized development, speculative center fundamentals of this new way to deal with guiding are introduced. Models of the practice are depicted to give an original record of the procedure of story profession advising. A portion of the restrictions of the approach is portrayed alongside a proposal for the improvement of hypothesis and research that sufficiently address directing result and process. This study hopes to give appropriate suggestions to investigation and practice to the point of helping professionals and researchers conceptualize the ebb and flow concerns more seasoned grown-ups confront in their working lives and amid retirement arranging.
Before engaging in further studies and career choices, it is advisable to efficiently gather as much information as possible concerning the career choice of your path. People fail to achieve their future goals after choosing their career path since the decision they made was not guided by a professional, or it was not the right career type for them. As such, career counseling, as it is similar to all other guidance services such as psychological or marriage counseling, is the job therapy that is tailored to identify the skills and areas of strengths of a person and advice on the same for the best career choice for the given party.
As such, ranging from high school students to graduates, it is important for them to undertake such guidance before channeling all their time and commitment to a given career choice. Through the expertise of the professional career counselors in labor markets and career development, they can broaden a person’s perspective concerning the job market and educational possibilities for the interested party. Also, they are in a good position to advise the concerned party based on a variety of factors which include: skills, academic qualifications, personal hobbies, expected salaries and the general interest of the party.
As for the practical approach to it, being a career counselor is not an easy task, but neither is it a hard. Having the knowledge that you will help someone in achieving their future dreams can be quite encouraging in the field of counseling. Apart from this, it is possible that the counselor also gets to interact with people and gains a lot of kno ...
Presentation describing cognitive behavioural approach to coaching. The talk at the Clinical Meetings in Human Sexuality, April 15, 2010, The Porterbrook Clinic, NHS Sheffield Health and Social Care, UK.
At least 2 citations. APA 7TH EditionResponse 1. TITop.docxcockekeshia
At least 2 citations. APA 7TH Edition
Response 1. TI
Top of Form
Dr. Joubert and colleagues, the study of leadership has developed, giving forth new theories and structures that explore the description of what it means to be a leader, and how to carry out the same effect. It would be pragmatic to note that one is not made a leader by a job title but through practical impact in. The situational theory is one such theory that can be effective in the medical field. This theory, often referred to as the Hersey-Blanchard situational leadership theory, suggests that no single leadership theory style is the best. However, Researchers and developers of leadership theories have not agreed on the leadership theories (Duggan et al., 2015)
.
Nursing leadership is a multidimensional concept. The nursing profession involves role model leaders that can transform their environment and leading their teams to succeed by overcoming obstacles. Situational leadership requires the leader to transform their leadership style to meet the followers' leadership needs (Marshall & Broome, 2017). Developing a single satisfying leadership theory has become problematic due to these phenomena. Leadership style has a direct impact on the quality of care administered by the nurse team. The leadership style defines the quality of the relationship between the leader and the followers and sets the tone and mood of the work environment (Laureate Education, 2018).
Our director of nursing practice a contingency leadership style. Aware of the different dispositions on our team, she treats each nurse based on their abilities and needs. At times, she exercises Laissez-fair leadership, dictatorial, transformational, democratic, and other transformational styles. I was amazed by the approach. It helped to manage the team. For instance, the recalcitrant nurse received warnings, punishment for mistakes, and reward for an excellent performance. These restrained her actions and caused her to develop positive behaviors and care towards patients.
In Addition to the application of situational leadership style, she had leadership characteristics such as charisma, honesty, communication skills, creativity, innovativeness, decision-making, and integrity. Combination of the style and the qualities facilitated leading our team initiatives. to create a leader that we were all revered. According to Calderon-Mafud and Pando-Moreno (2018), organizations experience cultures of flexibility, social support, innovation, an also increased personal confidence, and openness to change. Furthermore, the implementation of an authentic leadership style mostly behaved as a middleman in the organization as it increased work productivity, helped implement staff engagement, and improving job satisfaction.
References
Calderon-Mafud, J. L., & Pando-Moreno, M. (2018). Role of authentic leadership in
organizational socialization and work engagement among workers.
Psychology
, 9, 46-62. doi:10.4236/psych.2018.91.
What did you learn about yourself and your abilities to be a t.docxlillie234567
What did you learn about yourself and your abilities to be a teacher of
young children, and how you worked as part of a teaching team?
As I take this class, I see my teacher skills build every day when I come to the
lab. I see patience in all the teachers and also in me. When I have to convince
the children to make good choices, solve problems, and deal with challenging
behaviors. As a teacher, I’m a role model and a friend to the children. When I set
up an activity, I think about how I can challenge the children to do things that I
think they will learn from that activity. For example, I want the children to do math
patterns, balance with one leg, or walk on the beam without helping hands. The
children need to practice and build on their knowledge, and they learn the skills
through all the activities that they are engaged in in the class.
As a teaching team member, communication is the most important thing.
Teachers need to keep track of the ratio throughout the day. They must
communicate with other teachers in the room when they take the children to the
restroom. Announcing the change in the routine to ensure the children know what
will happen differently that day and let coworkers expect what to do. Never let
down your guard when you are with the children.
What did you learn most about planning emergent curriculum for young
children?
I learned that an emergent curriculum is a program that plans lessons based on
the children's interests. Planning needs a lot of experience, and teachers must
decide what is important for the children to learn. The activity setup layout needs
to be welcoming, and the color and materials must be related. The material and
objects need to stand out to catch the children’s eyes. I need to support diversity,
math, or literacy in the activity. The teacher creates intentional teaching material
that encourages the children to build on what they already know.
What did you find challenging and rewarding about your lead days?
The lead day sounded scary to me in the middle of the semester. Lead day
practice takes place over two days, and these two days are helpful for me in
learning the routine and keeping track of time. It is important to be flexible about
what is happening in the environment and make sure to make the transition at
the right time. When I ask other teachers to do something, I find myself being
weird, especially if they are the teachers and already know what needs to be
done. The lead days taught me how important communication is with team
members.
STIGMATIZATION AND SELF-ESTEEM OF PERSONS IN RECOVERY
FROM MENTAL ILLNESS: THE ROLE OF PEER SUPPORT
MIEKE VERHAEGHE, PIET BRACKE & KEVIN BRUYNOOGHE
ABSTRACT
Background: Persons with mental health problems often experience stigmat-
ization, which can have detrimental consequences for their objective and subjective
quality of life. Previous research seeking for elements buffering this negative
association focused on coping strategies and revealed that no.
Similar to Del Giudice - Consulting Psychology Journal (20)
2. categories: (1) articles that propose theories, conceptualizations, or models of assessment and
feedback that do not directly relate to PA; and (2) case studies that describe idiosyncratic
applications of PA. A review of this literature reveals some general convergence in approach but
also a conceptual void regarding specific PA methods and practices.
Most models of assessment and feedback in coaching propose similar trajectories or cycles begin-
ning with an impetus to launch an assessment, the use of assessment methods to gather data, a discussion
about the data with the client, and plans for how the data will be used to inform coaching. Authors have
repeatedly emphasized the need for collaboration between coaches and clients during these phases. For
example, London and Smither (2002) described three core stages that focused largely on helping clients
manage emotions associated with feedback. This model was elaborated on to include more specific
consideration of steps involved in gathering data, ways to use feedback for goal setting, and relational
factors between the coach and client (Gregory, Levy, & Jeffers, 2008). In his discussion of how to
optimize 360 degree assessment feedback, Nowack (2009) highlighted ways that coaches could en-
lighten, encourage, and enable clients in a collaborative manner. Collaboration as outlined in these
assessment and feedback models is consistent with the view that executive coaching at its core is a
helping relationship (Kilburg, 1996; Van Velsor, McCauley, & Ruderman, 2010).
The coaching literature also converges around the use of psychometric tools to improve clients’
self-awareness. As part of an intentional change model, the assessment and feedback process has
been described as a conduit for exploring ideal versus real self-images (Boyatzis, 2008). Individual
case studies have outlined how PA helped trigger client awareness into behavioral patterns and
establish an iterative feedback loop for coaching (Diedrich, 1996), informed and anchored the most
relevant coaching goals (Wasylyshyn, 2003), clarified adaptive challenges during leader onboarding
(Mccormick & Burch, 2008), and identified interrelations among traits to explain risks for leader
derailment (Pratch & Levinson, 2002).
Taken together, these models and case studies suggest that collaboration and awareness building are
important aspects of PA and feedback in coaching. Conspicuously absent from this literature is
information regarding the “nuts and bolts” of the process. That is to say, the sequence of activities
involved in carrying out PA—test selection and administration, data analysis and interpretation, report
writing, and specific feedback strategies—remains essentially unarticulated. Moreover, despite the
general emphasis on collaboration and awareness building, models or conceptual tools to guide person-
ality assessment and feedback in particular have not yet been proposed. In light of these trends, this study
addresses the extent to which current practices are consistent with a well-established and empirically
supported model of psychological assessment outlined in the next section.
Collaborative/Therapeutic Assessment
Over the past 20 years, collaborative or therapeutic psychological assessment (C/TA) has begun
to affect the way psychological assessment is conceptualized and practiced. This paradigm is
rooted in phenomenological and intersubjective theories of psychology and views psychological
assessment as an effective way to engage clients in conveying, reexamining, and revising their
core narratives about themselves and the world and experimenting with more adaptive behav-
iors (Finn, 2007; Fischer, 1985/1994; Handler, 2006). In these ways C/TA distinguishes itself
from information-gathering paradigms in which the aim of assessment is to collect data that will
assist professionals make decisions and communicate recommendations about clients (see Finn
& Tonsager, 1997, for a detailed comparison). In organizational settings, the information-
gathering paradigm model is closely aligned with approaches to personnel selection (see
Schmitt, 2014) whereas the C/TA paradigm seems to better represent what is known about
leadership development.
In seeking to improve client awareness and encourage more adaptive behaviors, C/TA
offers a semistructured framework built on a trusting, respectful, and supportive relationship
between assessor and client. Finn (2007) proposed that C/TA can lead to significant behavioral
change when assessment data is used to help clients revise their core ways of thinking about
themselves and the world. For such changes to occur, the assessor must acknowledge the
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156 DEL GIUDICE, YANOVSKY, AND FINN
3. well-known human tendency toward self-verification (Swann, 1997). In other words, clients
naturally search for assessment feedback that confirms their existing narratives and screen out
information that contradicts them. Because they provide meaning and coherence in tying
together the various aspects of personality (e.g., evolutionary influences, dispositional traits,
characteristic adaptations; McAdams & Pals, 2006), existing narratives can be difficult to
revise. For these reasons PA feedback that challenges clients’ narratives is likely to create
emotional distress and may subsequently be rejected. C/TA recognizes that this type of
feedback is often the most crucial and therefore directly addresses these dynamics in its
feedback approach (Finn, 2007).
A growing number of research studies now document that C/TA can help produce signif-
icant changes in clients in a short period of time. Although it has mainly been used to address
clinical problems (see Finn & Tonsager, 1992; Newman & Greenway, 1997; Tharinger et al.,
2009) C/TA also has proven effective with more “normal range” issues such as perfectionism
(Aldea, Rice, Gormley, & Rojas, 2010), career decision making (Essig & Kelly, 2013), and
executive advancement (Fischer & Finn, 2008). Poston and Hanson (2010) did a meta-analysis
of research studies in which collaborative test feedback was used and concluded that individual
assessors and applied education programs stand to benefit considerably from incorporating
C/TA into their training.
Key aspects of the C/TA process include enlisting clients’ curiosity about themselves and
their life circumstances at the onset of the assessment, selecting assessment methods that are
tied to clients’ goals for the assessment, intentionally sequencing and delivering PA feedback,
treating clients as coparticipants/observers who are essential partners in “editing” their core
narratives, and helping design practical “miniexperiments” that help identify viable next steps
for the client (see Finn, 1996). These principles and methods appear aligned with the general
trends of collaboration and awareness building summarized earlier, and as such C/TA may
represent a useful paradigm for organizing current PA and feedback approaches. Conceptual
frameworks and practical guidelines in this area seem indicated given that (1) organizations and
coaches are increasingly reliant on assessment tools to develop their talent (see Church &
Rotolo, 2013) and (2) experts have recommended that leadership development initiatives be
supported by cogent theoretical bases and solid methods (Avolio & Hannah, 2008; Kilburg,
1996; O’Connor Brown, 2010).
The present study seeks to explore the current state of PA in executive coaching, which
could help crystallize existing “best practices,” discover areas needing refinement, and inform
directions for future research. More specifically, it attempts to determine whether existing
practices resemble and align with C/TA. This study focuses on the practices of psychologist-
coaches, which are especially relevant because psychologists are obligated to provide clear test
feedback to clients per the American Psychological Association Ethics Code (American
Psychological Association, 2002) and multiple authors have called for psychologist-coaches to
leverage their proficiency in assessment to solidify the important role of psychology training to
coaching (e.g., Brotman, Liberi, & Wasylyshyn, 1998; Wasylyshyn, 2001).
Method
Participants
An online survey was sent to 698 members of the American Psychological Association’s
Division 13 Society of Consulting Psychology. Completed responses were received from 112
participants (72 men and 37 women . . .; 3 repondents did not indicate their gender) for a
response rate of 16%. All participants possessed doctoral degrees in psychology and reported
having conducted PA in their coaching practice. The average age of participants was 59 years
with a standard deviation of 8.6. Additional demographic information for this sample is
presented in Table 1. Participants were offered entry into a raffle drawing at the conclusion of
the survey for a chance to win a $200 Amazon gift card.
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157PERSONALITY ASSESSMENT AND FEEDBACK
4. Measure
The online survey was comprised of 65 items grouped into subsections that followed a temporal
sequence of conducting PA. This sequence was adapted from steps outlined by contemporary
authorities in the field of PA (see Weiner & Greene, 2008) as well as the typical flow of
activities involved in C/TA (see Finn, 2007). Items were grouped into the following areas:
selection of PA instruments (11 items), administration of PA instruments (10 items), analysis/
interpretation of PA instruments (10 items), PA feedback practices (13 items), beliefs about
assessment and feedback in coaching (13 items), and demographics (eight items). Item content
was developed through consultation with five practicing executive coaches selected for their
expertise in executive coaching and personality assessment. Each of these individuals held a
doctorate in psychology and had an average of 6 years of postdoctoral executive coaching
experience.
For items assessing the frequency of PA and feedback practices, response options consisted of
a Likert-style scale with anchors of 1 (never), 2 (rarely), 3 (sometimes), 4 (often), and 5 (always).
Items measuring beliefs about PA and feedback were assessed on a Likert-style scale with anchors
of 1 (strongly disagree), 2 (disagree), 3 (neither disagree or agree), 4 (agree), and 5 (strongly
agree). To directly assess whether coaches followed methods similar to C/TA, respondents were
given a brief description of C/TA followed by an item with response option of yes or no. Finally,
qualitative information was gathered through a free-text box that prompted coaches to describe their
usual approach to providing PA and feedback.
Table 1
Demographic Information
M SD
Age 50.0 8.6
Years since obtaining doctoral degree 25.5 10.9
Years providing executive coaching services 18.3 9.2
% of respondents
Gender
Male 66.1
Female 33.9
Race
Black 0.0
Hispanic/Latino(a) 0.0
White 98.1
Native American 0.0
Other 1.9
Degree
PhD or PsyD in clinical psychology 27.9
PhD or PsyD in counseling psychology 27.0
PhD or PsyD in industrial/organizational psychology 26.1
Other doctoral degree in psychology 18.9
Employment setting
Self-employed executive coach 46.8
Private consulting firm 38.7
Private corporation (nonconsulting firm) 2.7
Government agency/not for profit 5.4
Academic department/education 1.8
Other 4.5
Note. N ϭ 112.
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158 DEL GIUDICE, YANOVSKY, AND FINN
5. Results
Descriptive Statistics
Descriptive data were generated to identify how common certain PA and feedback methods were
used by coaches and how strongly certain beliefs about PA were endorsed. As part of the descriptive
analysis, frequency distributions of items were examined to reveal the degree of consistency present
in current practices. Frequencies were computed for all items because the scales are more categorical
than continuous in nature and therefore may preclude the use of central tendency statistics (Stevens,
1951). Table 2 depicts frequency distribution data for items assessing PA and feedback practices
across the entire sample. To conserve space, data for all items are not reported and original item
content is truncated. Table 3 depicts the survey data for the same items and is segregated by
educational background into two groups. In this table item responses of often and always were
combined to demonstrate the degree to which coaches applied assessment and feedback practices
regularly. In addition, item responses of agree and strongly agree were combined into one category,
as were the three highest categories for the question concerning perspectives on art versus science.
Notable trends in the descriptive data are summarized below.
With respect to the types of PA tools selected during coaching, global personality assessment
instruments were used most frequently across the entire sample. Instruments based on the Big Five
personality factors were used at about the same rate as those incorporating alternate conceptual
models (48% to 52% respectively, for responses of often or always combined). The least frequently
selected instruments were projective tools, followed by personality measures commonly used in
clinical settings and packaged assessment systems. Although industrial/organizational (I/O) and
other psychologists were more likely than clinical and counseling psychologists to select personally
developed questionnaires, coaches from both groups showed very similar patterns in choosing
assessments.
In terms of PA administration, coaches reported using PA instruments more frequently at the
onset of coaching than in response to specific issues that arose at later intervals. Yet responses
suggested that coaches were intentional and specific in their decision to administer PA instruments:
83% percent of coaches indicated that they often or always came to an agreement about the specific
purpose for using PA instruments with their clients, and most coaches did not typically use a
predetermined battery of assessments. Most coaches seemed to favor comprehensive, multimethod
assessment practices—only 7% percent of coaches reported that they typically used a PA instrument
as the only formal assessment instrument during coaching. Further, 77% of coaches often or always
deliberately administered PA instruments in conjunction with the administration of other assessment
instruments. Fifty-two percent reported often or always using instruments that provided information
likely to be outside the client’s conscious awareness.
Consistent practices also were found in the area of test analysis and interpretation. Coaches
almost universally devoted time to analyzing PA data before reviewing it with clients (99% endorsed
often or always), and when using multiple assessment tools, 88% made efforts to integrate these data
with PA information. Seventy-three percent of coaches often or always used a structured process to
analyze PA data; 87% rarely or never interpreted data in isolation. Although instruments designed
for use in clinical settings were seldom selected, 69% of coaches reported using their knowledge of
clinical disorders when interpreting the data. To assist their understanding of PA data, 82% of
coaches always or often asked clients for their input whereas only 8% always relied on computer-
generated narratives.
Coaches reported that giving PA feedback to clients was a very common aspect of their
coaching practice. Ninety-eight percent of coaches often or always designated specific time for
providing feedback and 88% often or always conducted these sessions in a face-to-face format even
if they typically conduct their coaching via telephone or other mediums. However, only 53% of all
coaches and 41% of clinical/counseling psychologists often or always delivered feedback using a
specific model. Ninety-one percent of coaches reported that clients were likely to experience certain
PA information as unpleasant at least some of the time.
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159PERSONALITY ASSESSMENT AND FEEDBACK
6. Table 2
Frequency Distributions in Percentages
Survey item Never Rarely Sometimes Often Always
Selection of personality assessments
Use some type of PA during coaching
engagement 2% 6% 24% 41% 26%
Types of personality assessments used
Nonclinical, global personality
instruments based on five factor
modela
12% 17% 23% 33% 15%
Nonclinical, global personality
instruments not based on five factor
modelb
12% 15% 22% 37% 15%
Personality instruments emphasizing
human needs and motivationsc
22% 21% 27% 26% 4%
Self-report personality instruments
commonly used in clinical settingsd
76% 13% 8% 2% 1%
Free response/projective instrumentse
84% 5% 6% 2% 3%
Emotional intelligence instrumentsf
29% 24% 28% 13% 6%
Packaged assessment systems that
incorporate personality instrumentsg
75% 12% 9% 4% 1%
My own questionnaire/instrument that I
have developed for my own use 58% 10% 15% 13% 3%
Other 46% 8% 29% 10% 8%
Administration of personality assessments
Use standard battery of PAs for all
coaching clients 21% 16% 22% 26% 15%
Coach and client agree on specific
purpose for using PA(s) 2% 7% 8% 27% 56%
Select PA that provide data likely to be
outside client’s awareness 11% 13% 23% 39% 13%
Use PA and other type of assessment(s)
during coaching 3% 4% 29% 50% 14%
Use multiple PAs during coaching 9% 28% 26% 21% 16%
Administer PA and other assessments at
same time so all data can be
reviewed concurrently 4% 6% 13% 46% 31%
Administer PA at onset of coaching 0% 3% 7% 57% 33%
Administer PA in response to specific
issues in coaching 6% 28% 50% 12% 5%
Analysis and interpretation of personality
assessment data
Devote time to analyze PA data before
reviewing with client 0% 0% 1% 8% 91%
Use structured process to analyze PA
data 3% 6% 18% 36% 37%
Primarily use computer-generated
narratives to interpret PA data 6% 32% 25% 29% 8%
Apply knowledge of personality
disorders/clinical problems 12% 19% 25% 16% 28%
Ask clients for their thoughts and input
before I have reached a final
interpretation of the data 1% 7% 10% 31% 51%
Interpret assessment data sources in
isolation 66% 28% 4% 1% 1%
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160 DEL GIUDICE, YANOVSKY, AND FINN
7. Results from items assessing coaches’ beliefs about assessment and feedback corroborated the
relevance of personality in executive coaching. For example, 98% of coaches agreed that PA has
been useful in their coaching; only 7% believed that understanding client personality is more
important in counseling than coaching. Moreover, 84% believed that psychologist-coaches skilled
in PA may have an advantage over other coaches without such expertise. Eighty-five percent of
Table 2 (continued)
Survey item Never Rarely Sometimes Often Always
Integrate data from different
assessments during PA interpretation 0% 0% 3% 24% 73%
Personality assessment feedback practices
Designate specific time for PA feedback 0% 0% 2% 11% 87%
Provide PA feedback using a specific
model 5% 17% 24% 29% 24%
Interpret meaning of PA data for client 0% 0% 10% 35% 55%
Client and coach make sense of data
together 0% 3% 3% 23% 71%
Client finds some PA data unpleasant
during feedback 0% 9% 68% 21% 2%
Provide written summary of PA data to
client 4% 18% 27% 32% 18%
Strongly
disagree Disagree
Neither agree
nor disagree Agree
Strongly
agree
Beliefs about assessment and feedback
Personality assessment and feedback
have been useful in my coaching 0% 1% 1% 31% 67%
Understanding client personality is more
relevant to counseling than coaching 35% 44% 14% 5% 2%
Psychologist-coaches skilled in PA may
have advantage over other executive
coaches 1% 2% 13% 33% 51%
Very important for the coach to be
authoritative and to appear expert and
highly competent 4% 13% 26% 42% 14%
Success of PA depends on trust and
collaboration with client 0% 0% 1% 26% 73%
I would favor a process in coaching that
provides a deeper understanding of
client personality 0% 2% 13% 39% 46%
Perspective on personality assessmenth
Ͻ1Ͼ Ͻ2Ͼ Ͻ3Ͼ Ͻ4Ͼ Ͻ5Ͼ Ͻ6Ͼ Ͻ7Ͼ
Perspective on PA (art vs. science) 0% 1% 5% 39% 32% 20% 3%
Use of collaborative/therapeutic
assessment (CTA) No Yes
I have used a process similar to CTA in
my executive coaching engagements 40% 60%
Note. PA ϭ personality assessment.
a
For example, NEO, 16 Personality Factor Questionnaire, Hogan Personality Inventory. b
For example, Myers
Briggs Type Inventory, California Personality Inventory. c
For example, Fundamental Interpersonal Relations
Orientation, Life Styles Inventory. d
For example, Minnesota Multiphasic Personality Index, Personality
Assessment Inventory, Millon Clinical Multiaxial Inventory. e
For example, Rorschach Inkblot Method,
Thematic Apperception Assessment, picture story exercises, sentence completion assessments, drawing assess-
ments. f
For example, Bar-On Emotional Quotient Inventory, Emotional Judgment Inventory. g
For example,
Birkman Method, Profile XT. h
Based on a 7-point scale with three anchors ranging from Ͻ1Ͼ (PA is an art form
that cannot be standardized), Ͻ4Ͼ (PA is equally an art form and a scientific process), to Ͻ7Ͼ (PA is a scientific
process that can be standardized). The bold indicates the response with the highest frequency.
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161PERSONALITY ASSESSMENT AND FEEDBACK
8. Table 3
Survey Responses by Educational Background
Survey item % (N ϭ 61) % (N ϭ 50)
Selection of personality assessments Counseling/clinicala
I/O and othera
Use some type of PA during coaching engagement 65.6% 70.0%
Types of personality assessments used
Nonclinical, global personality instruments based on five factor
modelb
41.0% 50.0%
Nonclinical, global personality instruments not based on five factor
modelc
47.5% 48.0%
Personality instruments emphasizing human needs and motivationsd
23.0% 34.0%
Self-report personality instruments commonly used in clinical
settingse
1.6% 4.0%
Free response/projective instrumentse
4.9% 4.0%
Emotional intelligence instrumentsf
16.4% 20.0%
Packaged assessment systems that incorporate personality
instrumentsg
6.6% 2.0%
My own questionnaire/instrument that I have developed for my
own use 9.8% 18.0%
Other 6.6% 10.0%
Administration of personality assessments
Use standard battery of PAs for all coaching clients 37.7% 42.0%
Coach and client agree on specific purpose for using PA(s) 77.0% 76.0%
Select PA that provide data likely to be outside client’s awareness 52.5% 46.0%
Use PA and other type of assessment(s) during coaching 59.0% 60.0%
Use multiple PAs during coaching 27.9% 40.0%
Administer PA and other assessments at same time so all data can
be reviewed concurrently 70.5% 68.0%
Administer PA at onset of coaching 85.2% 80.0%
Administer PA in response to specific issues in coaching 19.7% 10.0%
Analysis and interpretation of personality assessment data
Devote time to analyze PA data before reviewing with client 88.5% 90.0%
Use structured process to analyze PA data 62.3% 70.0%
Primarily use computer-generated narratives to interpret PA data 34.4% 32.0%
Apply knowledge of personality disorders/clinical problems 49.2% 28.0%
Ask clients for their thoughts and input before I have reached a
final interpretation of the data 75.4% 74.0%
Interpret assessment data sources in isolation 1.6% 2.0%
Integrate data from different assessments during PA interpretation 78.7% 82.0%
Personality assessment feedback practices
Designate specific time for PA feedback 88.5% 86.0%
Provide PA feedback using a specific model 41.0% 56.0%
Interpret meaning of PA data for client 83.6% 76.0%
Client and coach make sense of data together 85.2% 82.0%
Client finds some PA data unpleasant during feedback 18.0% 22.0%
Provide written summary of PA data to client 44.3% 46.0%
Beliefs about assessment and feedbackh
Personality assessment and feedback have been useful in my
coaching 83.6% 84.0%
Understanding client personality is more relevant to counseling
than coaching 3.3% 10.0%
Psychologist-coaches skilled in PA may have advantage over other
executive coaches 75.4% 70.0%
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162 DEL GIUDICE, YANOVSKY, AND FINN
9. coaches reported having interest in an approach to PA that offered a deeper understanding of client
personality and 60% indicated that they have actually used an approach similar to C/TA.
Inferential Statistics
Nonparametric statistics were used in the inferential analyses due to the ordinal nature of the
response scale. This approach was chosen because the scales used in the survey did not possess
interval measurement level properties such as equidistance between categories and continuity of
numeric values. These response options are more similar to an ordinal level of measurement than
interval (Stevens, 1946).
Because evidence has shown that type of psychology training contributes to significant differ-
ences in coaching approaches (Bono et al., 2009), respondents were split into two groups: (1) those
with a doctoral degree in clinical or counseling psychology and (2) those with a doctoral degree in
I/O or other psychology. This study hypothesized that coaches from clinical and counseling
psychology backgrounds would approach PA more comprehensively (i.e., inclusive of more facets
of personality) and with greater attunement to relational factors than those from I/O and other
backgrounds due to training that places greater emphasis on distinctions between mental health and
mental illness, intrapsychic processes, and dyadic interpersonal factors (Fouad et al., 2009). Group
differences were examined using nonparametric Cliff’s (1993) delta significance tests with effect
sizes for six items that appeared likely to be influenced by educational background.
Results of the Cliff’s (1993) delta tests are presented in Table 4. Cliff’s delta provides an effect
size indicating the probability that one group has a higher value on an item than the comparison
group (Cliff, 1993). In the present analysis, a positive value indicates that clinical/counseling
psychologists have higher scores, and a negative value indicates that I/O/other respondents have
higher scores. To assist interpretation, Romano, Kromrey, Coraggio, and Skowronek (2006)
proposed guidelines for negligible (d Ͻ .15), small (d Ͻ .33), medium (d Ͻ .47), and large (d Ͼ .46)
effect sizes, where all values are absolute positive values. Significant differences between clinical/
counseling and I/O/other psychologists were obtained for two items. Clinical/counseling psychol-
ogists more often used their knowledge of personality disorders and other clinical problems in
Table 3 (continued)
Survey item % (N ϭ 61) % (N ϭ 50)
Very important for the coach to be authoritative and to appear
expert and highly competent 50.8% 48.0%
Success of PA depends on trust and collaboration with client 83.6% 90.0%
I would favor a process in coaching that provides a deeper
understanding of client personality 72.1% 74.0%
Perspective on personality assessmenti
Perspective on PA (art vs. science) 43% 54%
Use of collaborative/therapeutic assessment (CTA)j
I have used a process similar to CTA in my executive coaching
engagements 60.3% 52.3%
Note. I/O ϭ industrial/organizational; PA ϭ personality assessment.
a
Represents percentage of often or always responses from a 5-point frequency Likert scale (never, rarely,
sometimes, often, always). b
For example, NEO, 16 Personality Factor Questionnaire, Hogan Personality
Inventory. c
For example, Myers Briggs Type Inventory, California Personality Inventory. d
For example,
Fundamental Interpersonal Relations Orientation, Life Styles Inventory. e
For example, Minnesota Multiphasic
Personality Index, Personality Assessment Inventory, Millon Clinical Multiaxial Inventory. f
For example,
Rorschach Inkblot Method, Thematic Apperception Assessment, picture story exercises, sentence completion
assessments, drawing assessments. g
For example, Bar-On Emotional Quotient Inventory, Emotional Judgment
Inventory. h
For example, Birkman Method, Profile XT. i
Represents percentage of three highest categories
on 7-point scale with three anchors ranging from Ͻ1Ͼ (PA is an art form that cannot be standardized), Ͻ4Ͼ
(PA is equally an art form and a scientific process), to Ͻ7Ͼ (PA is a scientific process that can be
standardized). j
Represents percentage of yes responses from dichotomous yes/no response options.
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163PERSONALITY ASSESSMENT AND FEEDBACK
10. analyzing PA data than did I/O/other psychologists (d ϭ .37, p Ͻ .001), as evidenced by a positive
delta value. I/O/other psychologists, however, more often administered multiple PA instruments
during the course of a coaching engagement (Ud ϭ Ϫ.23, p Ͻ .05).
We hypothesized that certain practices and beliefs of coaches would vary across those who have
and have not used a process similar to C/TA. Toward the end of the survey, respondents were
presented with a brief description of C/TA and asked whether they have used a similar approach to
PA and feedback. To compare these two groups, differences on nine items were investigated
between respondents who selected yes and those who selected no to the question, “I have used a
process similar to C/TA in my executive coaching engagements.” These nine items were thought to
represent core and potentially distinguishing features of C/TA that may not be shared by other
approaches to PA and feedback (see Finn, 2007). Results of the Cliff’s (1993) delta tests are
presented in Table 5. Significant differences between the two groups were obtained for two items.
Those who have used a process similar to C/TA used a structured process to analyze PA data (d ϭ
.28, p Ͻ .05) and asked their clients for input (d ϭ .25, p Ͻ .05) more frequently than those who
did not use this type of process. Interpretation of the absolute values of effect sizes indicate small
to medium effects (|d| ϭ .23 to |d| ϭ .37) for the significant results (Romano et al., 2006). Effect
sizes estimate the magnitude of the relationships/differences and also lessen reliance on significance
testing, which is prone to Type I error in the presence of multiple tests.
Qualitative Data
To gain a more detailed perspective on PA feedback practices, qualitative data were obtained from
responses to the survey item:
Please write a brief paragraph describing your approach to delivering personality assessment feedback to
your coaching clients (e.g., what you hold in mind in planning how to talk to your clients, how you
manage the actual feedback, and any general principles or theories you make use of during the process).
Following a grounded theory approach (Creswell, 2012), data were analyzed to capture major
themes and subthemes.
Qualitative themes are displayed in Table 6. Themes are presented in order of frequency; Theme
1 recurred the most frequently and Theme 5 recurred the least frequently. Data were reviewed and
coded several times until the analysis reached saturation, or the point at which no new themes
emerged beyond the five listed. Subthemes captured the core elements of the main theme, and
selected verbatim quotes were those that best represented the essence of the given theme.
Table 4
Educational Background Significance Tests
Cliff’s delta test of
significance
Question d p value
Select PA that provide data likely to be outside client’s awarenessa
.03 .77
Use multiple PAs during coachingb
–.23 .03*
Apply knowledge of personality disorders/clinical problemsa
.37 .00**
Understanding client personality is more relevant to counseling than coachingb
–.04 .75
Important for the coach to be authoritative and to appear expert and highly
competent during PA feedbacka
.08 .47
I would favor a process in coaching that provides a deeper understanding of
client personalityb
.03 .77
Note. d ϭ Cliff’s delta (effect size); PA ϭ personality assessment.
a
Higher scores for clinical and counseling group. b
Higher scores for industrial/organizational and other group.
* Significant at ␣ Ͻ .05. ** Significant at ␣ Ͻ .001.
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164 DEL GIUDICE, YANOVSKY, AND FINN
11. Discussion
Current PA and Feedback Practices
The results of this study provide a glimpse into current PA and feedback practices among
psychologist-coaches. Perhaps the most striking pattern in these results is the degree of consistency
in many practices and methods. In accordance with the literature to date, collaboration and
awareness building were identified as key aspects of the PA and feedback process. Psychologist-
coaches also appear to use test administration and interpretation techniques characteristic of a
multitrait-multimethod (MTMM) approach (Campbell & Fiske, 1959). These findings are encour-
aging in light of the commonly held notion that more sophisticated and multifaceted processes not
only improve assessment validity and reliability but also the utility of feedback for clients (see Allen
& Yen, 2002; Smith & Finn, in press).
One particular area of convergence is coaches’ tendency to “frontload” their engagements with
a comprehensive assessment process that incorporates PA instruments. This study found that the
early phases of coaching are characterized by extensive information-gathering about the client’s
personality and performance alongside efforts to build interpersonal trust and collaboration. The
amount of time, resources, and client motivation required to launch coaching engagements in this
way is considerable, and stakes are high: A successful assessment process could accelerate learning
and progress toward coaching goals but an unsuccessful one could have a significant negative impact
on the entire coaching engagement. Intensive assessment at the onset of coaching engagements
underscores the need for coaches to carefully consider their approach to PA and feedback.
Clinical and counseling psychologists did not differ from I/O and other psychologists to the
degree expected, which further evidences commonality in PA and feedback techniques across
psychologist-coaches. The stronger tendency of I/O and other psychologists to use multiple PA
instruments during coaching may reflect greater familiarity with psychometrics and more concern
for establishing convergent validity, whereas the increased likelihood of clinical and counseling
psychologists to incorporate their knowledge of psychological disorders is probably a direct result
of training and experience in the area of mental illness.
Table 5
Using Versus Not Using a Process Similar to CTA Significance Tests
Cliff’s delta test
of significance
Question d p value
Coach and client agree on specific purpose for using PA(s)a
.03 .79
Select PA that provides data likely to be outside client’s awarenessa
.01 .91
Use structured process to analyze PA dataa
.28 .02*
Ask clients for their thoughts and input before reaching final interpretation of the dataa
.25 .03*
Provide PA feedback using a specific modela
.11 .34
Client and coach make sense of data togethera
.08 .40
Provide written summary of PA data to clienta
.07 .55
Forming a relationship of trust and collaboration is important for success with PA in
coachinga
.08 .43
Important for the coach to be authoritative and to appear expert and highly competent
during PA feedbacka
.12 .30
Note. CTA ϭ collaborative/therapeutic assessment; d ϭ Cliff’s delta (effect size); PA ϭ personality assess-
ment.
a
Higher scores for yes respondents to “Using process similar to CTA” question. b
Higher scores for no
respondents to “Using process similar to CTA” question.
* Significant at ␣ Ͻ .05.
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165PERSONALITY ASSESSMENT AND FEEDBACK
12. Table 6
Qualitative Themes Describing Coaches’ Personality Assessment and Feedback
Practices
Theme Subthemes Quote(s) representative of themes
1) Coach endeavors to make PA
data relevant, experience near,
and contextually sensitive
• Encourages specific examples and
experiences that reflect assessment
data
• “My focus is to make the
feedback relevant; that is, I
work with the client to relate
each piece of assessment data
directly to some aspect of their
work experience.”
• Discusses implications of PA trends
in relation to various organizational
dynamics (e.g., culture, roles and
responsibilities, relationships with
superiors and subordinate)
• “I make every effort to tie the
data to the challenges and goals
of their job and the leadership
impact they desire to affect.”
• Determines how PA data should
inform specific client actions and
overall goals of the coaching
engagement
2) Coach uses PA data to
improve client’s self-
awareness and self-
understanding
• Reviews new insights into client’s
strengths, limitations, and
opportunities for development
• “The data helps me engage my
client in discussions about how
they perceive, experience, and
respond to the immediate
business situation and how this
is similar/dissimilar from their
past experience.”
• Discusses how PA data helps
explain client’s current behavioral
tendencies and preferences
• “I use the assessment
information to find the areas
where a client will shine and
where she or he is likely to
struggle.”
• Discusses implications of PA data
for client’s past, present, or future
workplace performance
3) Coach educates client about
concepts related to personality
assessment
• Explains properties of PA tests
administered and/or psychometric
concepts in general
• “I will also point out that
‘personality’ is a set of traits,
which, over time, becomes, in
the minds of others, something
called ’reputation.’”
• Educates client on topics relevant to
assessment data (e.g., personality
theories, leader derailment factors)
4) Coach and client work
together to understand
meaning of personality
assessment data
• Coach invites client to interpret the
assessment data
• “Often I ask for the client’s
impressions before offering
mine or the judgments from the
instruments, to allow tailoring
of the feedback process.”
• Coach presents assessment data-
based interpretations as hypotheses
to be explored
• “When we review the report
together, I’m careful to present
the results tentatively, ask the
client what stands out to them
and whether the results feel like
they fit.”
• Coach and client review assessment
materials at the same time
5) Coach provides feedback that
integrates PA data with other
data sources
• Makes connections between PA
data and client’s 360-degree
assessment results
• “I keep in mind all previously-
gathered data points, whether
from a 360, life history
interview, or feedback from the
client’s boss. I make a point to
link common elements or
themes.”
• Reviews how PA data fits into
client’s life history (as derived
from initial interview of client)
• Identifies themes and patterns
within PA data and/or across all
assessment data
Note. PA ϭ personality assessment.
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166 DEL GIUDICE, YANOVSKY, AND FINN
13. Degree of Fit Between Current Practices and C/TA
This study attempted to determine how closely C/TA was aligned with current PA and feedback
practices. Qualitative survey data suggested that many psychologist-coaches approach PA feedback
with a set of overarching values and principles consistent with C/TA. Most notable is the mainte-
nance of a collaborative partnership in which coaches refrain from unilateral interpretations and
instead explicitly seek clients’ input about the test data. In other words, coaches facilitate a process
of exploration and discovery through carefully guided inquiry surrounding the test data. The nature
of this stance appears both (1) humanistic, in that it acknowledges clients’ inherent capacity to make
sense of the data; and (2) egalitarian, in that client contributions are seen as essential to making
the feedback process meaningful and productive. In the same way, the themes suggest that the
objective meaning of PA data may be less important than one that is contextually sensitive, accepted
by the client, and relevant to the coaching agenda.
Quantitative data also indicated that psychologist-coaches are already practicing many aspects
of C/TA throughout the assessment process. In contrast to the information-gathering approach to PA
in which the assessor’s goals are to diagnose and recommend (see Finn & Tonsager, 1997), coaches
tend to solicit client input about the tests administered and the reasons for doing so; integrate PA
data with other data available to arrive at a comprehensive understanding of the client; and actively
work with the client to formulate mutually agreeable conclusions. Rather than using a fixed battery
of tests, most coaches also appear to select their assessment instruments according to the needs and
goals of each client. Perhaps the format and procedures of C/TA are so adaptable to executive
coaching because coaches have found it essential to collaborate with their talented and highly
capable clients. In C/TA clients are involved in every step of an assessment, from setting explicit
goals (usually in the form of questions to be answered via the assessment), specifying how data will
be collected, interpreting assessment findings and tying them to real life, to dialoguing about the
implications for next steps and trying them out in relevant settings or in role plays, and reviewing
and discussing written feedback at the end of an assessment. It is also possible that coaching
practices have evolved toward collaborative assessment because such practices create the highest
client satisfaction (cf. Poston & Hanson, 2010).
By endorsing values and practices consistent with C/TA, psychologist-coaches demonstrate a
willingness to “go deep” with clients during the PA process, which is an important finding given the
ongoing controversy about the role of clinical skill in executive coaching (see Hart, Blattner, & Leipsic,
2001; Kilburg, 2004). For example, coaches regularly select PA tools that provide information outside
the client’s conscious awareness and often are in the position of providing unpleasant feedback to clients.
C/TA appears to be an excellent fit for navigating these circumstances—which can be veritable
landmines to successful coaching outcomes—because it dictates that assessors sequence test feedback in
three levels that correspond to clients’ existing narratives. Level 1 feedback consists of data that verify
the clients’ usual ways of thinking about themselves. Level 2’s feedback modifies or amplifies the clients’
usual ways of thinking but poses little risk to their self-esteem. Level 3’s feedback are findings so novel
or discrepant that they contradict clients’ existing narratives and are thus likely to be rejected, discarded,
or create psychological distress (Finn, 2007). By presenting Level 1 feedback first, coaches can address
the “self-verification” needs of their clients, who will then be more open to considering feedback that is
discrepant from how they usually think about themselves (Level 2 and Level 3). C/TA’s conceptual-
ization of feedback in light of personal narratives has overlap with schema theory, which posits that novel
data is more likely to be accepted when it is consistent with clients’ existing mental frameworks (see
Baldwin, 1992).
An interesting discrepancy between typical C/TA practices and those of coaches concerns the
use of performance-based (i.e., projective) personality instruments. Less than 5% of the coaches
surveyed use such instruments, perhaps because of their low face validity, association with
psychopathology, or time-consuming administration (see Del Giudice, 2010). However, in C/TA,
projective tests are used frequently during the “experimentation” phase of the assessment and can
be useful in helping clients grasp Level 2 and Level 3 information. For example, a coach may
conclude that a client has difficulty being appropriately assertive but may also realize that the client
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167PERSONALITY ASSESSMENT AND FEEDBACK
14. is unaware of this difficulty. The coach might ask the client to tell stories to Picture Story Exercise
(PSE; McClelland, Koestner, & Weinberger, 1989) or Thematic Apperception Test (TAT; Murray,
1943) images that typically elicit assertive or aggressive themes. If the client’s stories show a lack
of assertiveness, the coach might discuss the stories with the client to highlight this finding, and ask
for parallels to work performance. A flexible, nonstandardized application of projective tests might
serve as a different tool than role-plays for exploring more adaptive behavioral strategies.
Despite the widespread endorsement of C/TA values and techniques, and the finding that 60%
of coaches reported using a process similar to C/TA, only about half of coaches reported approach-
ing PA and feedback with a specific model in mind. Thus it appears that many coaches (especially
clinical and counseling psychologists, according to the data) may have “bootstrapped” themselves
to develop their own strategies. Although these techniques appear to constitute effective collabor-
ative intervention, we believe that adopting a model would be advantageous in providing theoretical
justification for coaches’ approach, allowing for deeper conceptualizations of assessment data,
affording practical guidance for coaches navigating key decision points, better enabling research in
this area, and offering a paradigm for training and educating coaches.
Overall, this study found that coaches are using principles and methods with enough frequency
to inform our understanding of the nuts and bolts of the assessment process heretofore unaddressed
by research. Results suggest that C/TA represents a good fit for coaching activities associated with
Stages, 2, 3, and 4 of the coaching assessment process depicted in Figure 1 (adapted from Gregory
et al., 2008); it also presents opportunities for new techniques that align with existing practices.
However, data and field experience alike suggest that C/TA would require refinement to accom-
modate the demands of consulting to organizational leaders.
Collaborative Coaching Assessment: Accounting for the Business Context
The steep learning curve facing psychologist-coaches without business backgrounds is well docu-
mented (see Peltier, 2009). Although this study found that coaches favor deeper and comprehensive
methods characteristic of C/TA, results suggest that the business setting discourages certain aspects
of C/TA. The first pertains to the general comportment of the coach. Whereas the assessor in C/TA
deliberately downplays the role of authoritative expert to engage lower status mental health clients
as collaborators, many psychologist-coaches reported that maintaining this type of posture is
important to their work. Such beliefs are likely driven from pressure for coaching to be a legitimate,
value-added activity in the competitive business environment. Therefore coaches practicing C/TA
may need to communicate that highly collaborative methods reflect the best use of their expert
knowledge and experience.
Stage One:
Catalyst for
Coaching
• Some event
occurs that
signals the
need for
coaching
• Decision to use
coaching
intervenƟon
• Coach selected
based on
‘match’
Stage Two:
Establishing the
RelaƟonship
• Client
introduces
relevant issues
to coach
• Coach provides
iniƟal feedback
• Client
anƟcipaƟon &
reacƟons to
feedback
• Focus on
building
relaƟonship
Stage Three:
Data Gathering
• Coach reviews
and interprets
exisƟng data
• Gather
addiƟonal data
(assessments)
• Coach provides
feedback based
on assessments
• Nature of
relaƟonship
solidified
Stage Four:
UƟlizing
Feedback
• Coach and
client use
feedback to set
goals and
idenƟfy areas
for behavior
change
• Refer to
feedback as
benchmark
• Ongoing
feedback based
on progress
Stage Five:
Outcomes
• Observable
changes in
behavior and
performance
• Coach and
client evaluate
intervenƟon as
effecƟve
• OrganizaƟon
saƟsfied with
results
• ConƟnued
support
Figure 1. Feedback process in executive coaching. Adapted from “Development of a Model of the
Feedback Process Within Executive Coaching,” by J. B. Gregory, P. E. Levy, and M. Jeffers, 2008,
Consulting Psychology Journal: Practice and Research, 60, p. 52. Copyright 2008 by American
Psychological Association.
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168 DEL GIUDICE, YANOVSKY, AND FINN
15. Results also indicated that psychologist-coaches (mostly those from clinical and counseling
backgrounds) rarely use tools that assess psychopathology, yet are comfortable using their knowl-
edge of clinical disorders when making sense of PA data. This trend suggests that coaches engage
in a process of “translating” clinically informed insights to ensure that feedback is perceived as
noninvasive and job relevant. More generally, C/TA’s emphasis on fostering awareness and
adaptation through the revision of core narratives could render assessors susceptible to an overly
clinical approach. Avoiding this stance is an imperative for effective assessment practices in
organizations.
Finally, preparation of a summary letter to clients is a sine qua non for C/TA in clinical settings
because of research showing that such letters are important clinical interventions (Finn, 2007). But
this study found that coaches write assessment reports only some of the time. Business environments
may value brevity and action over depth and description, in which case C/TA results could be
prepared as executive summaries, integrated into the clients’ development plan, or simply shared
verbally and revisited throughout the coaching engagement as needed. In fact, such practices are in
keeping with C/TA’s emphasis on adapting methods to each client’s context and individual needs
(Finn, 2007). C/TA is also highly experiential, which is a good fit for the action-oriented business
setting: Assessment results are typically revisited over several sessions and are used to guide role
plays, simulations, and experimentation with new behaviors. Coaches clearly favor a contextualized,
behaviorally oriented approach to PA feedback, suggesting that C/TA would be informative in
helping coaches make PA data “come to life” in ways most relevant to the client.
For the reasons outlined previously we propose that C/TA be referred to as collaborative coaching
assessment (CCA) when applied to executive coaching engagements. CCA seems readily adaptable to
various types of coaching engagements (see Witherspoon & White, 1996, for a review of different types),
especially in cases involving high-potentials pegged to assume greater leadership responsibilities in the
future. By enlisting clients’ curiosity about themselves and collaborating with them to understand
assessment data, CCA can deepen levels of self-awareness and thus help mitigate derailment potential.
For cases in which performance remediation is required, CCA’s sequenced feedback strategy and
hands-on, experiential approach could increase the likelihood of sustained behavioral change. In all cases,
CCA’s attention to clients’ core narratives can help coaches integrate 360-degree data (largely behavioral
in nature) with personality information (often less directly observable) in the service of explaining work
performance rather than simply describing it.
Limitations
Several limitations of this study must be acknowledged, some of which pertain to the survey’s
content. Whereas phases and techniques for conducting PA in clinical settings have been well-
articulated in the literature (e.g., Weiner & Greene, 2008), no studies or models pertaining to
coaching have been introduced. In the absence of such research, establishing the most meaningful
survey items was somewhat speculative. Themes from qualitative responses suggest that surveying
topics specific to the business environment (e.g., matching PA data to traits of organizational culture,
interpreting PA data in light of client job role and responsibility) would have been quite informative.
However, the primary aims of this study were to measure basic elements of PA and feedback as well
as the degree of fit between current practices and C/TA.
The modest sample size and sample homogeneity of this study limit its generalizability and
likely shaped certain response trends. By focusing almost exclusively on doctoral-level psycholo-
gist-coaches trained in the United States, its results may shed light on only a sliver of the current
state of PA and feedback practices in coaching. Further, survey respondents were self-selected and
volunteered at a rate of 16%; therefore the sample may represent coaches who are most interested
in PA, contributing to more favorable responses (e.g., higher rates of item endorsement, greater
amenability to a more comprehensive PA model such as C/TA) than would be expected from a more
randomized sample. Despite these shortcomings, we believe the targeted sample and narrowed focus
were appropriate given the lack of research in this area and calls for psychologist-coaches to more
purposefully leverage their education and training.
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169PERSONALITY ASSESSMENT AND FEEDBACK
16. Last, the apparent degree of consistency in assessment practices may have occurred due to social
desirability. For example, items such as, “I favor instruments that show psychometric soundness” and “I
devote specific time to analyzing PA data and providing feedback” are consistent with American
Psychological Association ethical principles (2002) and likely reflect values of professionalism and
conscientiousness to which any assessment psychologist might aspire. Therefore the results may not paint
as accurate or nuanced a picture of current PA and feedback practices as would be desired.
Implications for Future Research
This exploratory study identified a number of PA assessment and feedback practices that are
consistently used in coaching engagements. Most coaches also reported that personality is an
appropriate focal point of leadership development initiatives, indicated that PA has been useful in
their coaching, and favored methods that assess personality more deeply. But a broader question
remains: Does PA really add value to coaching in the first place?
Comparing the effectiveness of coaching programs using PA versus those that do not would be a
logical first step toward advancing this line of research. Given the various costs associated with
PA—including time, resources, and potential discomfort for clients—empirical outcome studies of this
type would have significant implications. Initial studies might compare engagements that use only
multirater feedback versus those that incorporate personality assessment tools. Subsequent studies could
explore different approaches to PA feedback to determine if CCA is in fact more effective than
authoritative approaches or control conditions in which clients interpret PA data without the help of a
coach.
To better understand the value of PA and feedback, qualitative studies should include the key
stakeholders in coaching engagements. Obtaining client perceptions of the most useful aspects of the PA
and feedback process might help coaches structure their approach in a more targeted, client-centered
fashion. Research on mutative factors in psychological assessment has already been conducted in
counseling settings (see Ward, 2008), and these qualitative methods seem readily transferrable to
organizational cohorts. To the extent that other members of the client’s sponsoring organization (e.g.,
bosses, mentors) were involved with the PA and feedback process, their perspectives would inform our
understanding of the balance between client preferences and organizational imperatives.
Conclusions
This study explored the current state of personality assessment in coaching and determined that its
predominant methods and values are closely aligned with C/TA. Very similar trends emerged across
psychologist-coaches from different backgrounds, suggesting that CCA may be broadly applicable
to this area of consulting psychology. Because CCA resembles how many coaches are already
practicing PA and feedback, it appears viable as an organizing paradigm for practice, training, and
research.
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Received April 24, 2014
Latest revision received June 26, 2014
Accepted June 27, 2014 Ⅲ
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