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Professional Coach Training Evaluation Research Beyond Participants’ Self-Reports. Overview. Background The Research Focus Characteristics of a Coach Evaluation Design and Instruments Results Outlook. „How can hard facts for soft skills be collected?“. - PowerPoint PPT Presentation
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Professional Coach Training
Evaluation Research Beyond Participants’ Self-Reports
Arthur DrexlerUniversity of InnsbruckDepartment of Communication in the Professional Field and PsychotherapySchöpfstrasse 3 A-6020 Innsbruck
Heidi MöllerUniversity of Kassel
Department 04Arnold-Bode-Straße 10
D-34109 Kassel
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Overview
• Background• The Research Focus• Characteristics of a Coach• Evaluation Design and Instruments• Results• Outlook
„How can hard facts for soft skills be collected?“
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Background: Lack of Evaluation Tools
• No tradition of evaluating coach trainings
• No valid and practicable specific tools for evaluation and quality assurance
• No benchmarks available
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Background: The Coach Programme
• 9 weekend seminars (=190 training units)• Duration of 16 months• Each seminar focused on specific topic
• conflicts• communication skills• group dynamics• etc.
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
The Research Focus
The research addresses three main questions:
What theoretical knowledge, skills and personality traits does a coach need to successfully meet the clients’ needs?
Do the participants have the knowledge and skills at their disposal after coach training?
What instruments can make these factors visible?
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Characteristics of a Coach
Motivation Personality factors Concept competence Key qualifications
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Sample Description
• Sample size: 17• Gender: 6 men, 11 women• Mean age: 44 years (s = 6.6)• Profession: 23.5% work in a social
profession, 76.5% in other professions (e.g. business consulting, HR, medicine)
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Evaluation Design and Instruments
Pre-measurement at the beginning of the training
QuestionnairesCase StudyAffect Recognition TestsBusiness Knowledge TestSculpting
Continuous measurements after each seminar
Self and trainers’ assessments of learning progress through questionnaires
Post-measurement
QuestionnairesCase StudyAffect Recognition TestsBusiness Knowledge Test
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Initial Motivation Results
• Goal of their own personal development through coach training
• Desire for a change to improve their professional lives – not necessarily as coaches
• Motivation to help clients (and themselves) reach professional goals
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Results Personality
FPI-Scales T df Sig.
Satisfaction/Contentedness ,891 13 ,389
Social Orientation -6,204 13 ,000*
Performance Orientation -5,264 13 ,000*
Inhibition 2,104 13 ,055
Excitability -,900 13 ,385
Aggression -,306 13 ,765
Pressure 1,236 13 ,238
Physical Complaints 10,262 13 ,000*
Concerns about Health -1,000 13 ,336
Openness -2,918 13 ,012*
Extraversion -4,954 13 ,000*
Emotionality 1,127 13 ,280
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Results Affect Recognition
No significant changes for anxiety, joy, surprise, loathing, mourning and anger
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Business Knowledge
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12
Overall-changes are not significant (p = 0.119)
Individual changes (blue bars: pre / red bars: post-measurement)
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Results Case Studies
• Case analyses improved– Considered different levels (relationship, competence,
emotional)– Considered psychodynamics– Considered group dynamics in the organisation
• Hypotheses improved– More hypotheses– More complex hypotheses
• Problem-solving skills improved– Beyond mere description – Concrete interventions
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Self-Assessments
Self-assessments of improvement, after the conflict management seminar
23
18
16
37
35
29
46
12
27
18
38
22
27
0 5 10 15 20 25 30 35 40 45 50
Knowledge of leadership
Knowledge of management
Knowledge of organisational structures
Analytical skills
Coaching planning skills
Communication skills
Conflict management skills
Stress management skills
Change management skills
Media skills
Analysing psychodynamic processes
Personal self-reflection
Self-reflection of coaching performance
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Self-Assessments
Self-assessments of improvement after completion of the programme
1,67
1,27
1,52
2,61
2,27
2,22
1,65
0,93
1,32
1,71
1,78
2,15
2,24
0,00 0,50 1,00 1,50 2,00 2,50 3,00
Knowledge of leadership
Knowledge of management
Knowledge of organisational structures
Analytical skills
Coaching planning skills
Communication skills
Conflict management skills
Stress management skills
Change management skills
Media skills
Analysing psychodynamic processes
Personal self-reflection
Self-reflection of coaching performance
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Summary
Motivation to attend dominated by expectations of personal and professional development
Social orientation, performance orientation, extraversion and openness increase
Tendencies of improvement in recognising emotions Tendencies of improved business knowledge Better development of hypotheses based on interpretive
frameworks and improved problem-solving skills Seminar-related improvements correlate mostly with the
seminar topic Strong improvements of analytical skills and self-reflection
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Summary
Personal and professional development
More Social Orientation
More Performance Orientation
Extraversion
Openness
+
Motivation
Coaching skills
University of KasselDepartment 04
University of InnsbruckDepartment of Communication in the Professional Field and Psychotherapy
ICTP/ St. Petersburg 2008
Outlook
The multi-methodological approach to evaluate coach training can be prototypic for adult education and training evaluation in general.
Results allow the comparison of the development of competencies in different education and training contexts.
Participants and course designers can benefit from the feedback provided by the evaluation process.
“Hard facts” can be collected for quality assurance and quality development in training.