Description Post your responses to the Discussion based on the course requirements. Review the Course Case Studies provided in the Learning Resources and select one for this week’s Discussion. In the beginning of a coaching assignment, it is important to assess the client’s background and experience, knowledge base and practical skills, and strengths and limitations. Doing so will provide a baseline from which to begin the coaching process. It also will serve as a useful tool for evaluating the effectiveness of coaching at the end of the assignment. There are many ways to assess a client, one of which entails the use of psychological assessments. Quite often, coaches use psychological assessments to measure personality traits and behaviors associated with effective and ineffective leadership. In doing so, coaches can determine leadership competencies that require further development. The resources this week focus on personality and behavioral assessments used in coaching. You also will explore other assessments on your own using the Mental Measurements Yearbook. While you will certainly become familiar with some psychological assessments, you will not be able to consider all of them, as there are over 3,000 personality and behavioral assessments. However, as you come across assessments in the resources and the Mental Measurements Yearbook, keep in mind that very few assessments are supported by viable research. As a scholar-practitioner, a psychology student, and a future coach, it is important that you select assessments that are both valid and reliable. In addition to psychological assessments, there are other ways to assess clients. One way is simply to interview your clients. Another method is to use the 360-degree feedback evaluation, which is a compilation of feedback from peers, supervisors, and direct reports regarding their perceptions of the client’s leadership effectiveness. In this week’s resources, you will further explore these and other methods used by coaches to assess their clients. As you do so, be sure to keep in mind the benefits of using a combination of assessment methods to corroborate data and gain a more thorough understanding of your client. To prepare for this Discussion: Review this week’s Learning Resources. Focus on personality traits and behaviors related to effective and ineffective leadership. Consider how you would collect data on personality traits and behaviors to measure the effectiveness of leaders. Review the online chapter “Leadership Dynamics: Character and Character Structure in Executives,” first presented in your Week 2 Learning Resources. Pay particular attention to character dimensions and personality dynamics measured by the Temperament Character Inventory, Millon Clinical Multiaxial Inventory III, and the California Personality Inventory. Consider their use in assessing leaders. Review the article “The Influence of the Five Factor Model on the Perceived Effectiveness of Executive Coaching.” Reflect on how you would use the Five Factor Model to assess specific personality dimensions of leaders. Review the Course Media segment “Assessment,” with Dr. Gordon Curphy. Think about the assessments that Dr. Curphy uses with his clients, and consider the information that results from these assessments. Reflect on the importance of valid and reliable assessments. Review the Course Case Studies, provided by your instructor, and select one to use in this Discussion. With your selected case study client in mind, peruse the Buros Institute websites and select one personality and one behavioral assessment to use in order to gain more information about this client. Access the Mental Measurements Yearbook database and search for information about your selected personality and behavioral assessments. Pay particular attention to specific personality traits or behaviors that the assessments measure as well as the reliability and validity of the assessments. With your selected assessments in mind, consider any additional data you might collect to gain a more thorough understanding of your client and why you would do so. With these thoughts in mind: Post a brief description of one personality and one behavioral assessment that you would use with one of the clients in the Course Case Studies, and explain why. In your explanation, be sure to include brief descriptions of the personality traits or behaviors the assessments measure as well as the reliability and validity of the assessments. Describe any additional data you might collect to gain a more thorough understanding of your selected client, and explain why. Be specific. Note: Identify the assessments you will be discussing in the first line of your post, as you will respond to a colleague who discussed at least one assessment that you did not. Be sure to support your postings and responses with specific references to the Learning Resources. Read a selection of your colleagues’ postings. Learning Resources REQUIRED READINGS Bachkirova, T. Spence, G. & Drake, D., (Eds.). (2017). The Sage handbook of coaching. Thousand Oaks, CA: Sage Publications, Inc. Chapter 34, “The Use of Psychological Assessments in Coaching and Coaching Research” (pp. 627-633) The Sage Handbook of Coaching, by Bachkirova, T. Spence, G. & Drake, D., (Eds.). Copyright 2017 by Sage Publications. Reprinted by permission of Sage Publications via the Copyright Clearance Center. Kilburg, R. R., & Diedrich, R. C. (Eds.). (2007). The wisdom of coaching: Essential papers in consulting psychology for a world of change. Washington, DC: American Psychological Association. “Executive Coaching” (pp. 95–102) “Coaching at the Top” (pp. 113–122) “Executive Coaching at Work: The Art of One-on-One Change” (pp. 123–131) “An Iterative Approach to Executive Coaching” (pp. 143–148) Rogers, J. (2016). Coaching skills: The definitive guide to being a coach (4th ed.). New York, NY: Open University Press. Chapter 5, “Simple but Not Easy: The Skilled Language of Coaching” (pp. 87–113) Chapter 11, “Tears, Trauma and Therapy” (pp. 223–241) Ackley, D. (2016). Emotional intelligence: A practical review of models, measures, and applications. Consulting Psychology Journal: Practice and Research, 68(4), 269–286. doi:10.1037/cpb0000070 Bakker-Pieper, A., & Kets de Vries, M. F. R. (2013). The incremental validity of communication styles over personality traits for leader outcomes. Human Performance, 26(1), 1–19. doi:10.1080/08959285.2012.736900 Best, K. C. (2010). Assessing leadership readiness using developmental personality style: A tool for leadership coaching. International Journal of Evidence Based Coaching and Mentoring, 8(1), 22–33. Retrieved from Note: You will access this article from the Walden Library databases. Jones, R. J., Woods, S. A., & Hutchinson, E. (2014). The influence of the Five Factor Model of personality on the perceived effectiveness of executive coaching. International Journal of Evidence Based Coaching and Mentoring, 12(2), 109–118. Sperry, L. (2013). Executive coaching and leadership assessment: Past, present, and future. Consulting Psychology Journal: Practice and Research, 65(4), 284–288. Williams, P. (2006). A new tool for business coaching: Helping managers and teams understand personality differences. Choice, 4(1), 41–42. Retrieved from http://www.cce-global.org/Assets/BCC/Resources/ANe… CASE STUDIES Document: IPSY 6756 Leadership Case Studies (PDF) MENTAL MEASUREMENTS YEARBOOK Walden University. (2017). Quick Answers: Where can I find the Mental Measurements Yearbook? Retrieved from http://academicanswers.waldenu.edu/faq/72646 For this week’s assignments you will need to access the Mental Measurements Yearbook with Tests In Print database per the instructions provided in the following guide from the Walden University Library: WEBSITES Center for Credentialing & Education. (n.d.). BCC: Board Certified Coach. Retrieved from http://www.cce-global.org/BCC REQUIRED MEDIA Laureate Education (Producer). (2009). Assessment [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece, featuring Dr. Gordon Curphy of Curphy Consulting Corporation, is 10 minutes.
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