Managers As Coaches Assessment

Directions

The Coaching Inventory – Self, consists of 35 statements related to coaching. In Part 1, please circle the number of the response that best identifies the extent to which you engage in this activity or behavior, according to the following three-point scale:

  • I rarely or seldom engage in or display this behavior or activity
  • I sometimes or occasionally engage in this behavior or activity.
  • I frequently engage in this behavior or activity.

(Part 2 is a self-scoring key with directions.)

Please fill out this inventory and score yourself. The plotted profile will indicate areas that you may want to work on improving.

Part 1: Coaching Inventory – Self

Directions: Circle the number of the response that best identifies the extent to which you engage in this activity or behavior.

 

 

Rarely or Seldom

Occasionally or Sometimes

Frequently

1

I spend time with my employees to help them develop professionally and in their career

1

2

3

2

I spend time with my employees discussing with them how to perform to their highest abilities.

1

2

3

3

I observe my employees and target any skills or behaviors for further development.

1

2

3

4

When giving feedback to an employee, I prefer to guard the feeling of the employee by softening the feedback

3

2

1

5

When meeting with an employee, I ensure privacy and uninterrupted time

1

2

3

6

In a developmental meeting , I encourage an employee to tell me as much as he or she can about the issue

1

2

3

7

I revise developmental plans that have previously been agreed upon with the employee as needed, and provide further coaching

1

2

3

8

I resist losing my best employees to other opportunities within the company

3

2

1

9

During a formal performance appraisal or employee progress review, I devote time to discussing plans to further improve performance

1

2

3

10

I  identify and communicate the consequenceof an employee not developing to his or her potential

1

2

3

11

In a performance or development discussion, I describe to the employee specifically what the ideal performance or behavior  is

1

2

3

12

In a developmental or performance discussion, we concentrate on my perspective rather than the employee’s

3

2

1

13

I encourage a two-way discussion by asking employees for their perspective on areas for development or improvement

1

2

3

14

I periodically review with employees their progress toward established development goals

1

2

3

15

I set time a side throughout the year, outside of performance appraisal and other formal processes, to discuss each employee’s professional development and advancement

1

2

3

16

I create a work environment that allows employees to change and improve their performance over time

1

2

3

17

When I identify a development need for an employee, I just discuss it with them without worrying about any formal advance planning for the meeting

3

2

1

18

I provide specific feedback to the employee on performance and development and suggest changes for improvement

1

2

3

19

In a development or performance discussion, I pay attention to and consider the employee’s perspective

1

2

3

20

In a meeting with an employee, I tend to concentrate so much on what I want to say that I don’t always hear what the employee is saying

3

2

1

21

I evaluate my employee’s development and reinforce any increase in competence

1

2

3

22

During a formal performance appraisal or employee progress review, I devote time to discussing development and career advancement goals

1

2

3

23

I leave performance discussions to performance appraisal meetings only

3

2

1

24

Before actually conducting a developmental meeting with an employee, I determine specifically what I want the employee to do differently and why 

1

2

3

25

In a developmental meeting, I help the employee to identify barriers to future development and ways to overcome them

1

2

3

26

When meeting with an employee, I show that I am interested and attentive through my nonverbal behaviors, such as facing the employee directly, making eye contact, etc.

1

2

3

27

I make sure I have understood everything an employee has said through behaviors such as concentrating, paraphrasing, and checking for understanding

1

2

3

28

It is not appropriate for me to assist employees in implementing development plans, so I leave them on their own for the most part

3

2

1

29

I help my employees to better understand the expectations of our organizational culture and environment, and how they can impact their professional aspirations

1

2

3

30

I actively identify performance improvement opportunities for individual employees

1

2

3

31

If and when I note a development need or opportunity for an employee, I take time to analyze the situation and to determine the root causes and barriers to improvement

1

2

3

32

I give honest feedback that helps employees to better understand how their behaviors and performance are perceived within the organisation

1

2

3

33

I convey a positive attitude throughout a coaching session that communicates my beliefs in the employee’s ability to reach agreed-upon goals

1

2

3

34

I probe for further information from an employee through behaviors such as concentrating and paraphrasing and checking for understanding

1

2

3

35

I monitor the employee’s use of a skill or behavior that was targeted for improvement on the job

1

2

3

Part 2: Scoring

Directions:

Transfer the numerical values (1,2,3) you have given to each item to the spaces in the columns below. (Please record each individual number carefully, as some of the numerical values change within each column or category.) Add the numbers in each column for a total score for each category.

Commitment toward Professional Development

Commitment toward Performance Development

Assessment, Diagnosis, and Planning

1

2

3

8

9

10

15

16

17

22

23

24

29

30

31

 

Total:

 

Total:

 

Total:

Meeting Face-to-Face and giving Feedback

Attending

Listening and Responding

Implementation and Follow-up

4

5

6

7

11

12

13

14

18

19

20

21

25

26

27

28

32

33

34

35

 

Total:

 

Total:

 

Total:

 

Total:

Interpretation

Look at your scores in each category as one indication of the degree to which you use or are committed to this coaching philosophy, behavior or skill.
Scores in the 12 – 15 point range indicate use of or commitment to these coaching areas.
Scores in the 5 – 8 point range indicate areas of coaching on which you may want to focus more attention

Plotting your Profile

To create a profile of your coaching strengths and highlight opportunities for improvement, plot the scores from each of the seven categories on the graph below. Create a plot line by connecting the circled numbers

 

Commitment toward Professional Development

Commitment toward Performance Development

Assessment, Diagnosis, Planning

Meeting Face-toFace and giving Feedback

Attending

Listening, Responding

Implemen
tation,
Follow-up

MOST

15
14
13
12

15
14
13
12

15
14
13
12

15
14
13
12

15
14
13
12

15
14
13
12

15
14
13
12

 

11
10
9

11
10
9

11
10
9

11
10
9

11
10
9

11
10
9

11
10
9

LEAST

8
7
6
5

8
7
6
5

8
7
6
5

8
7
6
5

8
7
6
5

8
7
6
5

8
7
6
5

You may also want to plot your employee’s scores (from the “Employee” inventories) on the graph in a different colour to compare to your own scores.   

Tags: