Tool 1.2: The Coaching Skills Assessment The Person I am Rating is: Name: ο Self Rating ο Other Rating (Check one)
The Coaching Skills Checklist Purpose: The Coaching Skills Checklist has been created to assist the participant in assessing their current level of competency as a coach. You will be rating them on a number of behavioral competencies which are components of the coaching role. The role of coach is important in teaching the skills, stimulating the desires, and encouraging the beliefs that will enable a person to succeed. Coaching refers to the set of skills required to enable high performance. The coach provides a climate of support in which learning and growth may take place. Directions: 1. Rate how effective you perceive this person to be at each skill in the checklist using the effectiveness scale described below. If you have never observed this person performing this skill respond 0 Don t Know. 1 2 3 4 5 6 7 Ineffective Somewhat Somewhat Effective Ineffective Effective Very Ineffective Example. Neither Effective nor Ineffective Very Effective Darken the number which best describes your opinion on the set of numbers to the left of each statement 4. Identifies and solves problems as soon as possible. 2. Next, at the end of each Dimension there is space provided for you to respond to what you think this person should STOP or START doing in this area to be more effective. 3. When you have completed the assessment, click on the submit button and your responses will be recorded.
The Coaching Skills Checklist Dimension 1: Developing a High Performance Environment Individual and Team 1. Facilitates the definition and development of team and department goals. 2. Helps establish mutually agreed-on performance goals for each person. 3. Ensures that feedback about performance is readily available to you and to others. 4. Ensures that the resources needed to succeed are available. 5. Helps each team member obtain the skills required to succeed. 6. Ensures that performance is regularly evaluated against expectations. 7. Makes ongoing performance feedback available to all associates. 8. Identifies and solves problems as soon as possible. 9. Guarantees that each team member has the data and the information she needs to succeed. 10. Provides associates positive encouragement to perform up to their potential. 11. Recognizes and values excellent performance. 12. Encourages experimenting with new ways of doing things. 13. Promotes excellence in an ongoing way. 14. Promotes teamwork and cooperation. 15. Works with the team to meet deadlines and solve problems. 16. Seeks to understand and address team concerns, issues and problems.
Dimension 2: Creating a Climate of Trust and Risk Taking 17. Shares openly with your associates. 18. Spends time with associates on a regular basis. 19. Listens to associates views about the job and the organization. 20. Keeps commitments. 21. Develops trust between associates and self. 22. Communicates acceptance of associates. 23. Is consistent in what he/she says and does. 24. Is fair, open, and consistent with others (i.e., shows no favoritism). 25. Acts as a positive role model for team members. 26. Demonstrates principles and values I admire. Dimension 3: General Personnel Development 27. Is an effective mentor and teacher. 28. Gives fair and timely performance appraisals. 29. Provides opportunities for team members to expand their skill and experience. 30. Seeks to facilitate the professional development of team members. 31. Assists team members in understanding and fulfilling their potential. 32. Provides informal feedback during the course of a project or engagement.
Dimension 4: Valuing Individual Differences 33. Is sensitive to balancing work and personal priorities. 34. Listens to my ideas/views. 35. When possible, assigns tasks well in advance of deadlines. 36. Assigns challenging and reasonable workloads. 37. Encourages team members to determine the best methods for accomplishing tasks. 38. Recognizes and shows appreciation for positive contributions of team members. 39. Seeks to fully understand contrary views before stating an opinion. Dimension 5: Designing a Supportive Learning Environment 40. Understands the process of skill acquisition and learning. 41. Ensures understanding of the tasks to be performed. 42. Jointly establishes goals for the learning process. 43. Designs learning activities appropriate to the required performance. 44. Clearly describes tasks to be performed and results expected from each task as needed. 45. Clearly shows each associate how each job or role fits into the larger team or organizational context. 46. Demonstrates or models the correct manner for performing tasks as needed. 47. Provides consistent feedback about needed adjustments so that performance produces desired results.
Dimension 6: Performance Improvement Planning and Review 48. Participates with associates in jointly developing action plans. 49. Sees that a method for monitoring success is built into their plans. 50. Ensures that time lines for important accomplishments are part of the plans. 51. Gets mutual agreement about performance improvement plans. 52. Follows up on the plan at agreed-on times. 53. Jointly reviews agreed-on results. 54. Keeps commitments to follow up on their plans. Dimension 7: Evaluating Performance: Giving and Receiving Feedback 55. Gets associates involved in assessing their own performance. 56. Encourages associates to raise and discuss feelings openly. 57. Encourages associates to describe what they are doing on the job. 58. Helps associates identify the results of their behaviors. 59. Helps associates examine the reasons for performance gaps. 60. Targets feedback on behaviors that can be changed. 61. Helps associates examine alternative ways of behaving. 62. Uses employee input from all levels to solve problems. 63. Listens to and encourages my ideas. 64. Encourages open and honest communication. 65. Clearly communicates expectations.
66. Shares important information accurately and quickly; up; down and across the team. Dimension 8: Motivation, Responsibility and Follow Up 67. Finds out if associates have the resources needed to succeed. 68. Works with associates to identify the consequences of excellent and poor performance. 69. Discusses the consequences of various results openly. 70. Engages associates in the process of creating and discovering multiple opportunities to learn and to succeed.