38 Best Coaching Tools and Assessments To Apply With Clients

2/26/23, 11:17 PM 38 Best Coaching Tools and Assessments To Apply With Clients
Coaching & Application  17 Nov 2022  20
38 Best Coaching Tools and Assessments To

Apply With Clients
26 Jun 2019 by Elaine Houston, B.Sc. 
Scientifically reviewed by Amanda O'Bryan, Ph.D. 
As with many practices carried out today, the origins of coaching as we know it has roots
stretching back to ancient Greece.
Providing some of humanity’s earliest recorded forays into the world of coaching
and coaching theory, the renowned ancient Greek philosopher Socrates
methodically asked questions and engaged in dialogue to derive truth and
knowledge.
https://positivepsychology.com/coaching-tools-examples-assessments/#ideas 1/45
Aristotle believed that a life goal is the pursuit of wellbeing through the
development of virtues.
From these tentative beginnings, the 20th century saw exponential growth in
coaching within personal, health, workplace, and executive settings; evolving from a
practice initially met with derision to a well-researched, mainstream activity
practiced virtually worldwide.
In the following article, we take a look at the theory of coaching, some effective
exercises, and activities that can be applied to your coaching sessions, and
worksheets and other resources to help you shape and tailor your programs to meet
your clients’ needs.
Before you continue, we thought you might like to download our three Positive
Psychology Exercises for free. These science-based exercises will explore
fundamental aspects of positive psychology including strengths, values, and self-
compassion, and will give you the tools to enhance the wellbeing of your clients,
students, or employees.
This Article Contains:
 A Look at Coaching Theory
 Examples of Effective Coaching
 5 Coaching Ideas You Can Try Today
 Coaching Assessment Tools
 5 Activities to Implement into your Coaching Practice
 5 Coaching Interventions
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 23 Useful Worksheets
 Pre-Coaching Questionnaires
 Tests for Coaches to Sharpen their Skills
 More Relevant Resources (on our blog)
 A Take-Home Message
 References
A Look at Coaching Theory

Coaching is grounded in cognitive and behavioral learning theories. The most
effective coaching practice integrates classical conditioning, reinforcement,
transformative learning, and experiential learning theories in order to make lasting
changes through the process of deep learning.
Fazel (2013) suggested that without understanding learning theories, coaching

cannot effectively facilitate learning and results, thus coaching practice could
potentially collapse into a theoretical abyss.
The theory of coaching has its roots in a multitude of disciplines, including

philosophy, sociology and anthropology, sports, and communication science.
While much initial research focused on examining and developing effective coaching
practices in the areas of sports and clinical psychology, recent decades have seen
burgeoning research in the fields of coaching psychology and positive psychology –
two fields that focus on performance enhancement, positive aspects of human
nature, and the strengths of individuals (Passmore, 2010). 
Therefore, it was surmised that positive psychology may offer a solution to the lack
of theoretical foundation and provide a robust framework for coaching research.
In essence, we can see that coaching is effective, but why is it so? What
psychological mechanisms are employed and how can we adapt coaching practices
to maximize its effectiveness across contexts?
Kemp (2004) described coaching as the application of positive psychology, while

Seligman (2007) suggested that positive psychology is the undeniable theoretical
backbone of coaching. He theorized that successful coaching interventions should
incorporate three fundamental concepts behind positive psychology so as to limit
the scope of practice, namely: positive emotions, engagement, and meaning.
Examples of Effective Coaching

Coaching is a valuable tool for developing a wide range of skills; essentially providing
a space for profound personal development, and allowing managers to translate
personal insights into improved organizational development (Wales, 2003).
Coaching has been found to improve self-awareness, self-acceptance, wellbeing, the

ability to manage stress, communication and leadership skills, goal attainment, self-
confidence, and a plethora of other beneficial outcomes (Fazel 2013). So, what are
the essential components of effective coaching?
1. Trust
Coaching by its very nature is based on trust. Establishing and maintaining a

trusting relationship is fundamental to enhancing the coaching process. In a
coaching relationship with mutual trust, those being coached will have confidence
in the process while the coach, in return, will have confidence in the commitment of

the coachee.
If there is no trust, it follows that rapport and confidence in the coach will also
suffer – as will the effectiveness of the coaching process. It stands to reason that
we’re more likely to take on board the lessons offered when we perceive them to be
coming from a competent, knowledgeable source. Moreover, as coaches (and human
beings) it’s easier to work with those who are receptive and positively engaged with
the process.
From a neurological perspective, altruism, empathy and other pro-social behaviors

can trigger the release of oxytocin, a hormone associated with bonding. In turn,
bonding can positively influence the self-evaluations of wellbeing and measures of
trust, thereby creating an open and honest coaching environment (Kosfeld,
Heinrichs, Zak, Fischbacher, & Fehr, 2005).
Regardless of the experience and skill level possessed by a coach, in the absence of
trust, a coachee will struggle to be open, honest, and reflective. Additionally, if the
coach-coachee relationship is poor, it is likely that the client’s level of confidence in
their own ability to achieve goals will be reduced (de Haan, Grant, Burger, &
Eriksson, 2016).
2. Clarity & Client Accountability
Clarifying expectations in the initial stages of coaching is integral to effective

outcomes. According to Schmidt (2003), coaching failure can occur when the
coachee is not willing to reflect and/or refuses to take responsibility for their
development and actions.
Furthermore, if the coachee has high or unreasonable expectations of the coaching

process and delegates all responsibility for progress to the coach, the relationship is
unlikely to succeed.
Schmidt (2003) also indicated that ample time should be invested at the beginning of
a program in order to establish transparency about the coaching process and the
responsibilities of each party. In this way, the foundation is set for a solid
understanding of what lies ahead and the risk of misunderstandings and failure is
minimized.
3. Goals
Coaching is, at its core, a goal-driven activity. Research on goal-setting (Latham &
Locke, 1991) emphasizes the importance of goals that are specific and challenging
yet attainable. An effective coach is one who ensures that client goals meet this
criterion while also anticipating potential obstacles that could prevent the
achievement of those goals.
Creating goals and action plans improves performance and facilitates goal
attainment. Grant (2014) found that a goal-focused coach-client relationship was a
powerful predictor of coaching success and that goals initiated by the client rather
than the coach were positively related to successful coaching outcomes.
Coaches should guide their clients carefully through the goal-setting process,
evaluating and possibly abandoning goals that seem unlikely to be achieved. For
instance, clients can be asked to rate on a scale of 1 to 10 how committed they are to
a particular goal.
If the client clearly lacks interest or commitment, the coach can then help to
identify and focus on more important goals (Gregory, Beck, & Carr, 2011).
4. Feedback & Assessment
In order to initiate and sustain behavioral change, it is imperative that a coachee

receives information regarding their progress or lack thereof (Gregory, Beck & Carr,

2011).
A large number of studies have emphasized the importance of feedback for effective
coaching, with many deeming it an integral activity within the coaching process that
reveals discontinuity between desired and current performance (Ellinger & Bostrom,
1999).
Kluger & DeNisi (1996) suggested that effective coaches are those who are mindful of
the type of feedback that they communicate. When providing feedback, coaches
should choose language carefully so as to facilitate motivational and behavioral
changes (see our motivation tools) and to help clients recognize that even negative
feedback has value.
5 Coaching Ideas You Can Try Today

In coaching, sometimes less is more. Some of the most effective coaching exercises
are often minimalist in design. The following are some simple coaching ideas that
can be easily incorporated into your coaching practice in order to develop and
support communication and sustain a strong connection between you and your
clients:
1. The Wheel of Life
The Wheel of Life is a simple yet effective coaching tool that allows clients to form
an understanding of where they are currently and where they would like to be in the
future.
Through the evaluation of different life aspects and current goals, the Wheel of Life
encourages self-reflection, helps your clients gain insights into their life balance and
life satisfaction levels, and identify their strengths and weaknesses.

As a coach, you can utilize this exercise to help your clients delve into why their
wheel of life looks the way it does, what they would like their wheel to look like, and
how to make these changes happen.
Life satisfaction is measured along with predefined life domains, typically these
include areas such as: finance, career, health & fitness, recreation, community,
relationships, love, personal growth, spirituality, and physical environment.
When the client’s life domains have been identified, they will then rate them
individually on a scale of 0-10 so as to reflect their level of satisfaction within that
particular area. After the assessment is complete, both the client and the
practitioner have a visual representation of life satisfaction.
From this, clients can form an understanding of where they are currently, where
they would like to be in the future and importantly, what domains require the most
attention.
2. The ‘Three Good Things’ Gratitude Exercise
The expression of gratitude has been shown to contribute to positive emotions, and
in turn to overall wellbeing (Emmons & McCullough, 2003).
The Three Good Things exercise (Seligman, 2005) is an effective way to promote
wellbeing through the regular practice of gratitude. The basic premise of the
exercise is simple; think about and write down three positive things that have
happened today and causal explanations for why they happened.
The effectiveness of Three Good Things hinges on reflection and repetition. The
degree to which clients continue with the exercise mediates the long-term benefits.
Seligman, Steen, Park & Peterson (2005) found that completing the exercise
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regularly over one month resulted in an increase in happiness with the positive
effects enduring at three and six-month follow-ups.
You can learn more about this exercise in the Positive Psychology Toolkit©.
3. One Door Closes, One Door Opens
Alexander Graham Bell once surmised:
When one door closes another door opens, but we so often look so long and
so regretfully upon the closed door, that we do not see the ones which open

for us.
This quote perfectly encapsulates the ethos behind the One Door Closes exercise.
Developed by Rashid (2008), One Door Closes is an effective way to develop

optimism and reframe negative events in a more positive way.
In this exercise, invite clients to think back over their life and think of an occasion
when they were unsuccessful in achieving their objective. The client is then invited
to consider and write down the positive things that happened as a result of the first
door closing; thus reframing negative outcomes in a positive manner.
This exercise can also be practiced by the client outside of the coaching setting.
Rather than thinking back over an entire lifetime, clients can carry out the exercise
regularly throughout their weekly routine, asking the question: What failure led to
unforeseen positive consequences?
4. The Coping Strategies Wheel
Effective coping strategies are an important mediator between negative life events
and psychological wellbeing (Herman-Stahl, Stemmler & Peterson, 1994). 
Skinner & Zimmer-Gembeck (2007) identified 12 common hierarchical categories of

coping. These include problem-solving, support-seeking, escape, distraction,
cognitive restructuring, rumination, helplessness, social withdrawal, emotional
regulation, information-seeking, negotiation, opposition, and delegation.
The coping strategies wheel can be used to detect adaptive or non-adaptive coping
strategies – this information can then be drawn upon to consider and introduce
more effective strategies.
Check out the Positive Psychology Toolkit to learn more about the Coping Strategies
Wheel and how best to use it in your coaching process.
5. Using Strength in a New Way
Using strengths in new ways has long-term positive effects on happiness, wellbeing,
stress, vitality, self-esteem and positive affect (Seligman, Steen, Park & Peterson,
2005; Wood, 2010).
To begin this exercise, clients should select one of their top strengths and identify
where this strength is already in action, then endeavor to practice the strength in a
novel way at work, home, or leisure. The coachee should commit to using this
strength in new ways, every day for one week.
Coach and client can discuss areas in which this signature strength can be applied
to improve or make the most of a given situation. For instance, how might a client
use the strength of gratitude to center themselves in the face of public speaking
anxiety? Or use the strength of curiosity to engage with new people?
Coaching Assessment Tools

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One of the best mechanisms for determining outcomes is to provide pre- and post-
assessment measures. A wide range of tests, scaling techniques and questionnaires
can be used to assess client strengths, progress, goal setting, and satisfaction in
relation to their desired outcomes, or to clarify their commitment going forward.
1. Process Evaluation Scale (PES: Ianiro, Lehmann-Willenbrock, &

Kauffeld, 2014)
The PES is a useful tool to assess coachee goal attainment. Respondents are asked to
rate their current degree of goal achievement on a scale of 1 (not at all achieved) to
10 (fully achieved).
When taken regularly, for instance at the beginning of each session, average values
can then be calculated across all defined goals for each client. The client’s success in
attaining their individual goals can be understood in terms of progress and overall
goal attainment.
Goal Attainment Scaling (GAS) is another option that can be used as a means of
assessing coaching outcome data. GAS enables the measurement of qualitative goal
attainment by incorporating a quantitative measurement via a 5-point Likert scale
where goal attainment is measured from -2 (worst expected outcome) to +2 (best-
expected outcome).
While the PES and GAS have proven to be effective in the evaluation of progress
towards program-specific goals (MacKay & Lundie, 1998), it is noteworthy that, as
with many self-report instruments, these assessment tools are susceptible to
distortion and bias due to performance rationalizations.
2. The VIA Inventory of Strengths (VIA-IS: Peterson & Seligman, 2004)
Developed as a method to assess individual values and strengths, the VIA-IS can be
an illuminating experience for both the client and coach. Seligman &
Csikszentmihalyi (2000) stated that much of the best work carried out in the
consulting room amplifies the strengths rather than the weaknesses of clients.
Linley et al., (2010) explored the connections between strengths use, goal progress,
psychological needs, and wellbeing. The results from this study suggest that those
who utilized their signature strengths made more self-concordant goals, more
progress toward their goals, and exhibited greater overall wellbeing.
That isn’t to say that values for which a client registers a low score should be
ignored, rather the most positive outcomes arise from coaching interventions which
seek to promote those skills already in abundance.
3. The Leader Competency Inventory (LCI: Kelner, 1993)
The LCI is a self-report method for measuring an individual’s use of four specific
dimensions of leadership – information seeking, conceptual thinking, strategic
orientation, and service orientation.
Respondents are asked to state the degree to which they have demonstrated or seen
various behaviors. The LSI can be particularly beneficial in business and executive
coaching to increase a leader’s impact, and to measure, strengthen and develop
leadership skills.
4. The Leadership Skills Inventory (LSI: Karnes & Chauvin, 1985)
The LSI is a 56-item self-assessment designed primarily for leaders, encouraging

them to assess their own abilities in relation to five dimensions of leadership: self-
management skills, interpersonal communication skills, consulting skills for
developing groups and organizations, and versatility skills. 
Clients are asked to respond using a 10 point scale ranging from “This skill is new to
me” to “I can perform the skill well. I can teach others, too.” The LSI has shown
concurrent and construct validity and is an effective assessment of leadership skills
(Edmunds, 1998).
5. The Satisfaction with Life Scale (SWLS: Diener, Emmons, Larsen, &
Griffin, 1985)
The SWLS is a 5-item scale designed to measure cognitive judgments of life

satisfaction. Respondents indicate how much they agree or disagree with each
statement on a 7-point scale of 1 (strongly disagree) to 7 (strongly agree).
The SWLS is a valid and reliable measure of life satisfaction that is suitable for use
within a wide range of age groups and applications. Additionally, the satisfaction
scale has shown sufficient sensitivity to be effective in the detection of change and
the tracking of progress in terms of life satisfaction during the course of coaching
interventions (Pavot, Diener, Colvin, & Sandvik, 1991).
5 Activities to Implement into your Coaching

Practice
The activities you implement can have a huge impact on the effectiveness of your
coaching. Thinking of novel ways to assist in goal setting, motivation, and progress
tracking can be onerous and time-consuming, so we’ve done some of the hard work
for you. The following activities can be used to add a little variety or a fresh
approach to your coaching sessions.
1. Goal Visualization
As people approach a goal, external representations, which increase the ease of


visualizing the goal, enhance goal pursuit (Cheema & Bagchi, 2011). Specifically, easy-
to-visualize goals are perceived to be more attainable and therefore encourage

greater effort and commitment than goals that are more difficult to envisage.
Effective in varied contexts, the visualization of goal progress also enhances

motivation as people approach their goal, which in turn increases effort and
commitment.
As with the key goal-setting principles set out by Locke & Latham (1991), the goals
set within a coaching context should be challenging yet attainable – the beneficial
effects of visualization exist only when people are close to the goal (Cheema &
Bagchi, 2011).
The Goal Visualization tool, available as part of the Positive Psychology Toolkit©,
aims to increase expectations for success, enhance motivation and emotional
involvement, and initiate planning and problem-solving actions through the
promotion of goal-directed behavior. The aim, as shown below, is to use imagery to
help clients cultivate a mental vision based on positive expectations, which is more
motivating than positive fantasy.
In this image, we’ve used the online coaching app Quenza to share the mp3 with our
clients, so they can repeat the exercise as homework. This will further strengthen
their goal-related mental imagery, thereby increasing their motivation.
In order to visualize a goal it is essential that the objective is considered carefully; be

it personal, educational, or work-related the goal must be specific and clear in order
to visualize it effectively.
Once a goal has been set, the coach should ask the client to imagine their future
selves and the steps they could take in the process of achieving their goal: in four
weeks what decisions will they have made to move forward in achieving the goal?
In six months when/if they are closer to achieving their goal, how does that make
them feel? Visualize the achievement of that goal; what emotions are you
experiencing? Where are you? What are you doing?
Goal visualization is essentially thinking about the objective and the actions required
to achieve it. Imagining not only the end goal but also the incremental stages in
reaching said goal encourages reflection on the process involved.
By looking back on an imagined journey to success, clients can better consider the
strategies they might use, the personal challenges they might face, and the day-to-
day changes they can make in order to achieve their objective.
2. Motivational Interviewing
Developed by Miller and Rollnick (2002) motivational interviewing (MI) is a

collaborative and self-directed process that emphasizes the client/coachee as being
ultimately responsible for making and sustaining change. It involves the application
of four basic principles, expressing empathy, developing discrepancy, rolling with

resistance, and supporting self-efficacy.
MI lays the foundation for effective coaching practice by encouraging the client to
reflect on their current behavior, its wider effect on their colleagues, friends, and
family, and encouraging long-term and intermediate goals (Greif, 2007).
According to Miller & Rollnick (1991) an effective motivational interviewer should:
 Express empathy through reflective listening.
 Develop a discrepancy between clients’ goals or values and their current

behavior.
 Avoid argument and direct confrontation.
 Adjust to client resistance rather than opposing it directly.
 Support self-efficacy and optimism.
3. Personal Goal Progress Review
As previously discussed goals and goal-setting within the coaching process is

integral to coaching efficacy. According to goal setting theory (Locke and Latham,
1991), goal setting is most effective in the presence of unambiguous feedback which
allows progress to be monitored frequently and for reassessment when required.
The Personal Goal Progress Review is a self-reflection tool that will assist clients in
monitoring progress towards goal attainment by regularly reviewing the progress
they have made in a mindful way, without self-judgment.
Together with the client think of a few essential questions that will help track their
progress, for instance: 
 What tasks did I complete in the last month that I am proud of?
 What are my goals for the next month?
 What problems have I faced? Have these been resolved?
 What is still to be achieved? What do I need to do to achieve these goals?
The responses to these questions should be reviewed on a monthly basis in order to

consistently monitor goal progress.
Check out the Positive Psychology Toolkit© if you would like to access and learn
more about the Personal Goal Progress Review.
4. Reflective Journaling
According to Colton & Sparks-Langer (1993) reflective journaling:
1. Serves as a permanent record of thoughts and experiences.

2. Provides a means of establishing and maintaining a relationship with
instructors.
3. Serves as a safe outlet for personal concerns and frustrations.
4. Serves as an aid to internal dialogue.
Reflective self-evaluation has been shown to positively impact both intellectual

growth and self-awareness, indicating that positive perception and deep
understanding of one’s emotions, strengths, and weaknesses allows individuals to
stand back and reflect on their actions (Palmer; Bums & Bulman, 1994).
Client reflections can be reviewed and revisited at any time, thus progressive
clarification of insights is possible (Hiemstra, 2001). The inclusion of journaling
during the coaching process allows clients to chronicle their growth, development,

and success. When pre-agreed milestones are achieved both client and coach can
see the actions that led up to that accomplishment.
Taking some time to write down thoughts, ideas and emotions make them tangible
and real, thus allowing clients to take a new perspective and observe themselves
from a distance.
You can find a helpful selection of reflective writing prompts for free here.
5. The Emotion Meter
Developing Emotional Intelligence is about acquiring the skills to manage emotions

– both the negative and the positive. Emotional intelligence improves one’s ability to
communicate and more effectively relate with others, solve problems more readily,
manage change and build trust (Csikszentmihalyi & Csikszentmihalyi, 2006).
Individuals who have difficulty identifying their emotions may consequently lack the
ability to become aware of emotional states that would benefit from regulation in
everyday life.
The Emotion Meter exercise is designed to develop the skills of recognizing and
labeling emotions by helping clients track their emotions at regular points
throughout the day. Clients are invited to connect with their current emotional
experience, paying attention to any physical sensations they may experience.
After careful observation of their current emotional state, the pleasantness of the
emotion and their current energy levels are rated on a scale of 1 to 10. The scores
collated here will match an emotion on the emotion meter, for instance, a
pleasantness score of 7 and an energy score of 8 corresponds with being focused,
while a pleasantness score of 3 and an energy score of 7 corresponds with feeling
worried. 
Developing emotional self-awareness takes practice. Over time, this exercise can
become an intuitive and powerful tool for clients to acknowledge their emotional
state, recognize the emotions that they are experiencing, and expand their
emotional vocabulary.
If you are interested in learning the skills required to professionally coach emotional
intelligence, check out the Emotional Intelligence Masterclass©.
5 Coaching Interventions
The following interventions are excellent suggestions to apply in your coaching
sessions.
1. Mindfulness Intervention
Mindfulness and coaching as a methodological partnership have attracted

theoretical and research interest, the results of which indicate the efficacy of
mindfulness practices when applied to the coaching context – both for the coach
and the client (Spence, Cavanagh & Grant, 2008).
This is perhaps unsurprising when you consider the importance of in-the-moment

attention and non-judgmental awareness in both mindfulness and in effective
coaching practices.
There are many methods by which mindfulness can be incorporated into the
coaching paradigm, one of which is the Body Scan Meditation. Like many guided
meditations, breathing exercises, and other mindfulness interventions, the Body
Scan works particularly well when used as an online coaching tool:
The body scan has been associated with a perceptual shift in which thoughts and
feelings are recognized as events occurring in the broader field of awareness. This
flexible exercise can be applied face-to-face, or digitally using coaching platforms
such as Quenza (pictured).
Additionally, with regular practice the body scan has been linked to decreased
rumination, an increased tendency to describe experiences, and increased self-
compassion (Sauer-Zavala, Walsh, Eisenlohr-Moul, & Lykins, 2013).
The body scan develops mindfulness via a number of avenues; by paying attention to
different parts of the body in turn, deliberately engaging and disengaging attention,
and by becoming aware of – and relating differently to – positive and negative
mental states.
You can learn more about this exercise and coaching mindfulness in the Mindfulness
X Masterclass.
2. Motivational Awareness Intervention 
The Daily Motivational Awareness intervention is used to increase client awareness

of motivation and the extent to which the motivation of daily activities is self-
determined.
A client who understands that they can impact their own motivational levels is
better equipped to adopt the practices required to maintain momentum toward
their goals.
The motivational awareness exercise is simple to administer and complete; clients

are invited to notice what motivates them throughout their daily activities and to
consider the factors that influence it.
At random times throughout the day, clients should think about their responses to
three “awareness” questions: What am I doing? Why am I doing this? Where is it
taking me?
Reflections on these questions are then recorded and act as a way to reflect on their
behavior in terms of motivational orientation.
3. Appreciative Inquiry
Appreciative Inquiry (AI) is an effective intervention that can provide opportunities

for coaches to facilitate client learning processes more effectively. AI was described
by Cooperrider (1986) as an approach that allows a client to experience a process of
transformation through the exploration and discovery of their strengths and
positive potential.
The appreciative coaching approach develops a foundation for constructing

transformative changes in a positive way; moving thinking and language away from a
deficit (negative) orientation and toward more appreciative (positive) orientation.
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The appreciative coaching approach can influence the client’s learning experience
by deepening their appreciation of their unique contributions and accomplishments
and creating sustainable solutions through collaborative discovery (Suess & Clark,
2014).
4. Giving Negative Feedback Positively
According to Cleveland, Lim, & Murphy (2007), the only task more difficult than
receiving performance feedback is giving performance feedback.
Despite this, constructive feedback has many positive benefits, including revealing
obstacles that must be confronted if future success is to be achieved. Remember
also, that there is probably greater potential to learn from our mistakes than from
our successes.
Folkman (2006) offered some general advice on approaching negative feedback with
coaching clients:
 Focusing on the problematic behavior or action rather than the person will
minimize the risk of the feedback being interpreted as a personal attack.
 Be constructive, specific, and non-judgmental.
 Mutually explore future avenues for improvement or change.
You can find additional guidance on the process of reframing negative feedback in a
valuable way in the Positive Psychology Toolkit.
5. Strengths-Based Intervention
Research suggests that strength-based interventions are a significant predictor of

change in transformational leadership behavior.

MacKie (2013) found that strengths-based approaches offer an effective leadership

development methodology. The strengths approach in coaching encourages
development by building on existing strengths rather than attempting to ameliorate
weaknesses; consider what’s strong rather than what’s wrong.
It is likely that clients will feel more positive about the coaching process if they
consider their strengths and how they could develop them further rather than
making up for their perceived weaknesses.
In fact, working to our strengths feels better and is far more motivating than
working on weaknesses (Kauffman, 2006). For instance, compare the following
approaches and consider how you would respond as a client:
A Deficit Approach
1. Think about an aspect of your work that you find burdensome and struggle to do
well.
2. Formulate a 12-month goal for yourself to bring your performance in this area to
an adequate level.
3. Notice how you are feeling.
A Strengths Approach
1. Think about an aspect of your work that you enjoy and are good at.
2. Formulate a 12-month goal to develop your competence in that area further.
3. Notice how you are feeling.
23 Useful Worksheets
For further assistance with your coaching, below is a selection of useful worksheets
to use with your clients.
Goal Setting 
This compilation contains five workbooks and worksheets from the Positive
Psychology blog that will help you guide your clients in setting effective life goals
and monitoring progress towards goal attainment.
Self-Confidence
For many coaches, an important aspect of the coaching process is the clients’
journey towards greater self-confidence. You can find a selection of five worksheets
designed to improve self-confidence through the exploration of strengths, core
beliefs, and self-esteem.
Emotional Intelligence
If you’d like to introduce emotional intelligence to your coaching practice, this

collection of six EI worksheets and five workbooks is jam-packed with ways you can
help educate clients on the importance of emotional intelligence, enhance self- and
social- awareness, and improve self-management skills.
Reflective Journaling
This free worksheet is great for coaches who would like to introduce reflective
journaling to their coaching practice. The exercises included provides thought-
provoking prompts to help your clients better focus their attention on self-
reflection and make the reflective writing process a little easier.
This self-reflection worksheet forms part of a larger article containing a plethora of

self-reflection questions, exercises, and tools. The aim of this worksheet is to help
your clients think about their values, strengths, and motivations.
Pre-Coaching Questionnaires

The inclusion of pre-coaching questionnaires is integral to accurately identify

performance levels at the beginning of the coaching process in order to achieve
valued professional or personal outcomes.
There are various methods by which this can be assessed, for instance, diagnostic
interviews or face-to-face interviews; however, the pre-coaching questionnaire is
an effective and less time-consuming strategy to garner this information.
Pre-coaching questionnaires are designed to focus on specific areas of performance

linked to specific coaching objectives. The results of which provide feedback at the
beginning of the coaching program which can then be used as a starting point in
agreeing on objectives and future actions (Cooper, 2009).
Many coaches incorporate questionnaires into their pre-coaching ritual as a way of

ensuring clients are adequately prepared for – and committed to – taking action.
Comprehensive pre-coaching questionnaires are an efficient way to determine a

client’s needs and expectations prior to coaching and to monitor progress
throughout the coaching process.
The most important aspects of the questionnaire are 1) ensure the questions you ask
are relevant, and 2) use the information provided to follow up on those questions.
The pre-coaching questionnaire isn’t just an empty exercise; the information should
be used to shape your approach.
Questions should be tailored to your specialty and be created specifically to

increase your knowledge of the client, but also to help raise your client’s awareness
of what they are truly seeking.
Before administering the survey, a pre-test will help identify confusing questions
and increase validity and reliability. If possible, individuals in the pre-test group 
should be similar to those who will complete the survey when it is finished. Sharing
this with clients online before an initial appointment will give you time to plan a
more personal intake session with custom goals and self-reflection prompts:
The following questions/statements will help guide you in creating your own
coaching questionnaire, as we have done above using Quenza’s custom Activity
Builder:
 What are your expectations from the coaching program?
 What are the three biggest changes you would like to make in your life?
 List three goals you would like to achieve in the next three months.
 If you could change one thing in your life right now what would it be?
 How willing are you to do what it takes to change your situation?
 How close/far does success seem to you, in your current life/career situation?
 What would you say are your three greatest strengths?


 How would you rate your happiness on a scale of 1 to 10?
 In one sentence, how would you describe your previous year?
Tests for Coaches to Sharpen their Skills

An effective way to sharpen your skills as a coach is to identify your blind spots. We
all have them, it might be an area where you lack understanding, or perhaps you
need to work on giving negative feedback more effectively.
Regardless of what it may be, knowing where you need to improve will allow you to
make the changes required to achieve more successful coaching outcomes.
Even if your coaching skills are good, it’s important that you strive to find ways to
make them even better. There are many methods that can test your coaching skills –
surveys, questionnaires, scales; they all have the same objective, to let you know
what you need to do to take your coaching skills to the next level.
The Coaching Outcome Short Scale (COSS: Schmidt & Thamm, 2008) is one such
method, developed as a way to assess client satisfaction with their coach, the
intervention program, goal attainment, outcome, personal change, and levels of
overall self-satisfaction.
Items on the COSS include questions related to satisfaction in terms the aspects
mentioned above, for instance, “How satisfied are you with your coach?”, “How
satisfied are you with the progress toward achieving your goals?”, “How satisfied are
you with the personal change through coaching?”, and “How satisfied were you with
yourself in the coaching?”
The purpose of these questions is to give you, the coach, an insight to your own
strengths and weaknesses from the perspective of the client. Items on the COSS are

rated on a 10-point scale ranging from 1 (not at all satisfied) to 10 (very satisfied).
As previously discussed, the coach-client relationship is paramount to coaching

outcomes. The Working Alliance Inventory (WAI: Horvath & Greenberg, 1989) can be
used to assess the strength of the coach-coachee relationship.
The 36-item instrument is widely used to assess the strength and quality of the
relationship between the coach and client across three subscales: Task, Goal, and
Bond. A 12-item short-form version of the WAI was later developed by Tracey &
Kokotovic (1989).
Validation studies have shown that the WAI and WAI short-form present good
construct validity and high reliability (Corbière, Bisson, Lauzon, & Ricard, 2006).
Becoming aware of the ways in which you can improve as a coach allows you to
reassess the areas that require more attention. Any areas highlighted through client
feedback can be addressed and developed further so you can continue on your
journey as a skilled coach.
More Relevant Resources (on our blog)

To support coaches, we have a great various resources in our blog that you can
access. We list them below.
Goal-Setting
The importance of goal setting within the coaching process is vital to achieving
positive results. You can discover more about the psychology and research behind
the goal-setting process in this article, and a collection of 47 goal-setting exercises,
tools, and games.

Additionally, if you would like to know more about the key principles and techniques
behind the goal-setting process, and advice on how best to achieve those goals,
check out the goal-setting article on the Positive Psychology blog.
This information-packed article contains some excellent guidance on determining

and setting life goals, how to prioritize goals, and techniques for achieving the
success that you can incorporate into your coaching programs to use with clients.
You can also access 87 tried and tested goal setting exercises to help you guide
clients in setting realistic and achievable goals.
Strengths
This article on leadership and strengths describes the importance of utilizing

strengths in the workplace and how leaders can best apply a strength-based
approach to their team or employees.
You will find a selection of 7 strengths-finding tests and questionnaires, additionally,

why not check out these TED Talks about VIA character strengths and virtues.
Appreciative Inquiry
You can find a comprehensive list of recommended appreciative inquiry books that
provide an overview of the key concepts and how best to apply appreciative inquiry
to a variety of contexts.
If you are interested in learning more about how best to apply appreciative inquiry
to the coaching process, you will find a comprehensive selection of relevant tools,
exercises, and activities here.
Emotional Intelligence

If emotional intelligence is a concept you would like to learn more about or

introduce to your coaching process, you can find further information on the
importance of emotional intelligence and EI training on the Positive Psychology
blog.
Additionally, you can check out these articles which give access to EI tests,
activities, exercises, and recommended reading.
Self-Acceptance
The Science of Self-Acceptance© is a science-based online class designed to help

you support clients as they learn to successfully build a healthy relationship with
themselves.
This self-paced masterclass provides you with the materials required to deliver
high-quality coaching and effectively guide clients in creating a more accepting and
satisfying relationship with themselves.
Other Resources
Here you will find eight indispensable positive psychology coaching skills that will
make you a valuable, sought-after practitioner.
17 Positive Psychology Exercises
If you’re looking for more science-based ways to help others enhance their
wellbeing, this signature collection contains 17 validated positive psychology tools
for practitioners. Use them to help others flourish and thrive.
A Take-Home Message

Being a great coach is an art form; not everyone can do it with ease. To many, it may
seem like an effortless skill, but in reality, the very best coaches inspire, empower,
and motivate their clients to progress and succeed.
While a dictionary will offer a blunt yet technically accurate definition, when
discussing coaching through the lens of positive psychology we’re focusing on the
practices therein, maximal efficiency coaching strategies and crucially, the
subjective benefits and well-being promoted by coaching interventions.
I hope you have found this article to be a useful source of ideas, exercises, and
assessment tools that can be incorporated into a variety of coaching contexts to
help tailor your programs to meet the needs of your clients.
Let us know in the comments if you’ve tried out any of the activities detailed above,
have they helped you to help others?
We hope you enjoyed reading this article. Don’t forget to download our three
Positive Psychology Exercises for free.
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Corbière, M., Bisson, J., Lauzon, S., & Ricard, N. (2006). Factorial validation of a
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in the coach–coachee relationship: Which best predicts coaching success?
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Gregory, J. B., Beck, J. W., & Carr, A. E. (2011). Goals, feedback, and self-
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A. Gillen, (Eds.), Promoting journal writing in adult education. San Francisco:
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Ianiro, P., Lehmann-Willenbrock, N., & Kauffeld, S. (2014). Coaches and Clients
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the Satisfaction with Life Scale: Evidence for the cross-method convergence of
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Comparing mindfulness-based intervention strategies: differential effects of
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Schmidt, T. (2003) Coaching: An empirical study of success factors in

individual coaching. Berlin.
Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An

introduction. American Psychologist, 55, 5–14.
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Schmidt, F., & Thamm, A. (2008). Wirkungen und Wirkfaktoren im Coaching. –

Verringe-rung von Prokrastination und Optimierung des Lernverhaltens bei
Studierenden. Work and Organizational Psychology Unit, University of
Osnabrück, Germany.
Suess, E. & Clark, J. (2014). Appreciative coaching for a new college leader. AI
Practitioner, 16, 43-46.
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Inventory. Psychological Assessment, 1, 207–210.
Wales, S. (2003). Why coaching? Journal of Change Management, 3, 275-282. 
 ABOUT THE AUTHOR
Elaine Houston, B.Sc.(Honours), is an independent business owner and Behavioral

Science graduate with an honors degree from the University of Abertay, Scotland.
After graduating, Elaine developed her passion for psychology through a range of
avenues, focusing on consumer and small business psychology before going on to work
within her local community as a learning and development officer. When she isn’t
working, Elaine enjoys exploring creative outlets such as painting, drawing, and
photography.
 HOW USEFUL WAS THIS ARTICLE TO YOU?
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 COMMENTS
What our readers think
Nycole Beard on May 4, 2022 at 14:42


I found this information to be affirming and insightful. You also provide additional
coaching resources that will serve me well in providing services to my clients.
Reply
Barry on February 24, 2022 at 14:52
A cracking resource !! Well done all.
Reply
Robert Prociak on March 24, 2021 at 00:37
Hello Elaine,
This is great information about leadership and coaching. It has several examples,
links and a granular view about the approach that takes place when committing to a
coaching philosophy. Our organization is trying to make this shift from my prior
experience and sharing best strategies to achieve more rewarding results from our
team. This will be great to review and help guide us through the process.
Reply
Pamela on November 14, 2020 at 05:09
Elaine – huge thanks to you. The article provided numerous great ideas and
resources. I will be able to incorporate some in my Organization Development and
Coaching practice. Thanks for generously sharing! Wishing you continued health
and joy in your work.
Reply
Cheryl Scanlan on July 29, 2020 at 18:39
Thank you for this article, Elaine – I plan to share the link to this article with the
coaches I serve. Very thorough and practical.
Reply

Nelly on July 15, 2020 at 22:24
You have just helped me launch a brand new career. very many thanks!
HR Consultant turned Life Coach.
Reply
Mpho Phala on February 16, 2020 at 11:06
Thank you very much for this article is very inspiring and powerful
Reply
emmet1972@icloud on February 15, 2020 at 13:01
Hello Elaine,
I am coming to the end of my initial health and wellness coach training course.
Currently completing an assignment on positive mental heath and psychological
well-being. I enjoy the learning material resources available on positive
psychology.com and this article on coaching tools is most informative, concise,
thought provoking and helpful. Thank you for sharing!
Emmet, in Ireland
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2/26/23, 11:17 PM 38 Best Coaching Tools and Assessments To Apply With Clients

Coaching & Application  17 Nov 2022  20

38 Best Coaching Tools and Assessments To

Scientifically reviewed by Amanda O'Bryan, Ph.D. 

This Article Contains:

 A Look at Coaching Theory

 Examples of Effective Coaching

 5 Coaching Ideas You Can Try Today

 Coaching Assessment Tools

 5 Activities to Implement into your Coaching Practice

 Tests for Coaches to Sharpen their Skills

 More Relevant Resources (on our blog)

A Look at Coaching Theory

Fazel (2013) suggested that without understanding learning theories, coaching

The theory of coaching has its roots in a multitude of disciplines, including

Kemp (2004) described coaching as the application of positive psychology, while

Examples of Effective Coaching

Coaching has been found to improve self-awareness, self-acceptance, wellbeing, the

Coaching by its very nature is based on trust. Establishing and maintaining a

From a neurological perspective, altruism, empathy and other pro-social behaviors

2. Clarity & Client Accountability

Clarifying expectations in the initial stages of coaching is integral to effective

Furthermore, if the coachee has high or unreasonable expectations of the coaching

4. Feedback & Assessment

In order to initiate and sustain behavioral change, it is imperative that a coachee

5 Coaching Ideas You Can Try Today

1. The Wheel of Life

2. The ‘Three Good Things’ Gratitude Exercise

3. One Door Closes, One Door Opens

Alexander Graham Bell once surmised:

Developed by Rashid (2008), One Door Closes is an effective way to develop

4. The Coping Strategies Wheel

Skinner & Zimmer-Gembeck (2007) identified 12 common hierarchical categories of

5. Using Strength in a New Way

Coaching Assessment Tools

1. Process Evaluation Scale (PES: Ianiro, Lehmann-Willenbrock, &

2. The VIA Inventory of Strengths (VIA-IS: Peterson & Seligman, 2004)

3. The Leader Competency Inventory (LCI: Kelner, 1993)

4. The Leadership Skills Inventory (LSI: Karnes & Chauvin, 1985)

The LSI is a 56-item self-assessment designed primarily for leaders, encouraging

The SWLS is a 5-item scale designed to measure cognitive judgments of life

5 Activities to Implement into your Coaching

As people approach a goal, external representations, which increase the ease of

to-visualize goals are perceived to be more attainable and therefore encourage

Effective in varied contexts, the visualization of goal progress also enhances

In order to visualize a goal it is essential that the objective is considered carefully; be

Developed by Miller and Rollnick (2002) motivational interviewing (MI) is a

of four basic principles, expressing empathy, developing discrepancy, rolling with

According to Miller & Rollnick (1991) an effective motivational interviewer should:

 Express empathy through reflective listening.

 Develop a discrepancy between clients’ goals or values and their current

 Avoid argument and direct confrontation.

 Adjust to client resistance rather than opposing it directly.

 Support self-efficacy and optimism.

3. Personal Goal Progress Review

As previously discussed goals and goal-setting within the coaching process is

 What are my goals for the next month?

 What problems have I faced? Have these been resolved?

 What is still to be achieved? What do I need to do to achieve these goals?

The responses to these questions should be reviewed on a monthly basis in order to

According to Colton & Sparks-Langer (1993) reflective journaling:

1. Serves as a permanent record of thoughts and experiences.

Reflective self-evaluation has been shown to positively impact both intellectual