SECTION 5: Facilitate Development through Coaching

TOOL 5.1: ASSESSMENT AS A COACH

Purpose This tool allows a coach to engage in focused self-assessment, or to

be assessed by others, against 15 characteristics that are important for

effective performance coaching. The assessment results can be used

to plan how to improve coaching skills in specific ways.

Content 1. The characteristics of a performance coach are categorised

under four headings: creates a respectful and positive

relationship; uses facilitating questions; provides constructive

feedback; and sets and agrees goals.

2. Evaluate performance against the 15 behaviours of an effective

coach, using the three-point rating scale.

Application a. Evaluate your skills as a performance coach or request others to

evaluate your performance as a coach against the 15

characteristics.

b. Interpret your score(s) and complete the action planning template

to enhance or improve your performance as a coach in a

maximum of three areas at any time.

Table 5.1a: Assessing a coach

 ASSESSMENT AS A COACH

Rate yourself or your coach against the following 15 behaviours of a performance coach, where

1 = Low 2 = Good 3 = Excellent

Characteristics of an effective performance coach 1 2 3

1 Creates a respectful and positive relationship

a Is sensitive to the person’s needs and feelings

b Shows a sincere interest in the person’s personal development and welfare

c Remains objective, flexible and avoids being overly judgemental

d Shows respect for the person’s perceptions and learning style

2 Uses facilitating questions

e Involves the person by asking what s/he wants to achieve

f Asks questions to understand the current situation or level of performance

g Explores many options with the person for development or improvement

h Asks many questions to test understanding and listens well

3 Provides constructive feedback

i Asks the person to self-evaluate his/her performance first

j Provides specific feedback based expertise, on observations, or results

k Focuses the feedback on behaviours, not on the person or his/her personality

l Confirms regularly to ensure clear mutual understanding and acceptance

4 Sets and agrees goals

m Discusses and agrees specific goals (S-M-A-R-T-E-R goals*)

n Sets clear time frames for goals to be achieved but makes warranted adjustments

o Agrees on a follow-up date to assess and review progress and/or improvement

*S – Specific; M – Measurable; A – Action Oriented & Achievable; R – Realistic &

Relevant; T – Time bound; E – Energising; R – Recorded
TOTAL
 Interpretation of scores

Your score:

Score: 1–15 Score: 16–30 Score: 31–45

Low competence Average to good competence Good to excellent competence

Table 5.1b: Monitoring your effectiveness as a coach

Characteristic Actions to enhance your effectiveness as a coach Review date