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Professional Coach Training Evaluation Research Beyond Participants’ Self-Reports

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?“.

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Professional Coach Training Evaluation Research Beyond Participants’ Self-Reports

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  1. Professional Coach TrainingEvaluation Research Beyond Participants’ Self-Reports

  2. Overview • Background • The Research Focus • Characteristics of a Coach • Evaluation Design and Instruments • Results • Outlook „How can hard facts for soft skills be collected?“ ICTP/ St. Petersburg 2008

  3. 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 ICTP/ St. Petersburg 2008

  4. 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. ICTP/ St. Petersburg 2008

  5. 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? ICTP/ St. Petersburg 2008

  6. Characteristics of a Coach • Motivation • Personality factors • Concept competence • Key qualifications ICTP/ St. Petersburg 2008

  7. 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) ICTP/ St. Petersburg 2008

  8. Evaluation Design and Instruments Pre-measurement at the beginning of the training Continuous measurements after each seminar Post-measurement Questionnaires Case Study Affect Recognition Tests Business Knowledge Test Self and trainers’ assessments of learning progress through questionnaires Questionnaires Case Study Affect Recognition Tests Business Knowledge Test Sculpting ICTP/ St. Petersburg 2008

  9. 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 ICTP/ St. Petersburg 2008

  10. Results Personality ICTP/ St. Petersburg 2008

  11. Results Affect Recognition No significant changes for anxiety, joy, surprise, loathing, mourning and anger ICTP/ St. Petersburg 2008

  12. Business Knowledge Individual changes (blue bars: pre / red bars: post-measurement) Overall-changes are not significant (p = 0.119) ICTP/ St. Petersburg 2008

  13. 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 ICTP/ St. Petersburg 2008

  14. Self-Assessments Self-assessments of improvement, after the conflict management seminar ICTP/ St. Petersburg 2008

  15. Self-Assessments Self-assessments of improvement after completion of the programme ICTP/ St. Petersburg 2008

  16. 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 ICTP/ St. Petersburg 2008

  17. Summary Motivation More Social Orientation More Performance Orientation Personal and professional development Coaching skills + Extraversion Openness ICTP/ St. Petersburg 2008

  18. 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. ICTP/ St. Petersburg 2008

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