6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Persuasive Argument Paper Course: PSYC 338 6380 Psychology of Gender (2225) Content Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 Criterion Score 1/11 6/4/22, 2:59 AM Content Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Central idea is Central idea and Central idea is Central idea is Central idea and is exhibited througho evident througho ut the too broad; some too broad; little or incomplet ely expressed Exceeds Exceptional Expectation 5 points s 4 points All topics Central idea is were discusse well d in clear developed and detail clarity of purpose is exhibited througho ut the paper; abundant evidence of critical, careful thought a nd analysis and/or insight; evidence and examples are vivid and specific while focus remains developed and clarity of purpose ut the paper; strong evidence of critical thought a nd analysis present; evidence and examples are relevant clarity of purpose are generally paper; evidence of critical thought and analy sis present; evidence and examples are presented and generally support topics discussed expressed though it may be vague or sense of purpose noted; some evidence of critical thought and analysis presented ; there are some examples and evidence, though general expressed though it may be vague or Criterion Score /5 clarity of purpose are absent or no and evidence maintaine of critical, d careful thought or analysis; there are too few examples or evidence, or they are mostly irrelevant tight https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 2/11 6/4/22, 2:59 AM Content Accuracy: Assertion s supporte d correctly Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Defensibl e and complex assertions provide Defensibl e assertions support the Defensibl e assertions provide support Some assertions support thesis; sequence Effort to build assertions and logically /5 Effort to build assertions and logically assertions is intentiona l and logically advances argument and advances argument s; assertions are clarified l but may not effectively advance the argument; are clarified in scope few and/or have minimal impact made. distinct support for the thesis of the paper; se quence of thesis; sequence of assertions is logicall y organized s; assertio when ns are necessary clarified when necessary for the thesis; sequence of assertions is intentiona of assertions may be arbitra ry; some assertions sequence them is limited; attempts to provide clarificati on are Criterion Score sequence them is absent; attempts to provide clarificati on are not attempts to clarify assertions is made when necessary https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 3/11 6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Content Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Depth: Overall, Overall, Ideas were Overall, y and logically Ideas/con Some ideas/con ideas/con ideas/con tent are tent are tent tent are joined interrelat interrelate are interr d elated ed coherentl coherentl coherentl y and logically, revealing insightful y and logically, revealing reveal and strong de sophistica pth of ted depth ding and analysis interrelate through d plausible joined through d and/or joined that demo logic, yet nstrates fail to y; depth of logic revealing reveal a rudimenta demonstr ry ate y and logically, foundatio nal understan ding and analysis Ideas Criterion Score /5 ideas/con were not tent are interrelate coherentl understan level of of ding and understan analysis Meets Minimal Not Done Expectation 0 points s 1 point plausible coherentl understan ding and understan basic inte analysis ding rpretation not /understa demonstr nding of key ated concepts/ relationsh ips https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 4/11 6/4/22, 2:59 AM Content Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Exceeds Exceptional Expectation 5 points s 4 points Creativity Extends a Creates a novel or : Author novel or creatively unique enhances idea, or question, topic that creates insightful unique idea, or question, that makes relevant Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Experime Reformula Reformula / 5 nts with ns OR OR Insightfull Incorporat y es nts, but is tes a tes a , with available creating a ideas in a available ideas in a creating a not collection novel or successful of unique idea, or question, that connectio connectio makes ns Experime novel or unique idea, or some question, connectio that ns OR integrates alternate, Includes alternate, divergent, (recogniz straight forward manner. Criterion Score collection of random manner. makes connectio ns OR divergent, or contra or contra dictory es the value of) Acknowle dges es or passing) dictory perspectiv alternate, (mentions perspectiv es in an divergent, in explorato ry way contradict alternate, ory divergent, perspectiv or es or contradict ideas in a ory small way perspectiv es or ideas that may or may not be applicable . https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 5/11 6/4/22, 2:59 AM Organiza tion An Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Introducti Introducti Introducti There is Meets Minimal Not Done Expectation 0 points s 1 point Organizat There is introducti on is masterfull on previews y organized main on is logically on has a clear some level of reflection followed; effective, followed; effective, smooth, structure digressio and logical ns, ambiguiti es, and es are to follow; irrelevanc pervasive; no es; easily occasiona ineffective points of the main points of to follow; suggestiv ineffective e of the points of ; easily smooth, and ion lacking; no apparent ambiguiti introducti organized organizati organizati digressio ; easily onal on though ns, with some ns, digressio ambiguiti es, on; irrelevanc difficult difficult to follow; main points of ; rambling the paper format is the paper points of the paper followed lly preview of difficult the paper /5 organizati on to the compellin preview of es or es are g preview the main irrelevanc many; of the Criterion Score preview of the main preview of main the main points of points of the paper the paper https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 6/11 6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Paper is Paper is Paper has There is Organizat There is and elaborate ; easily followed; s main effective, ideas smooth, followed; effective, smooth, with structure with some digressio ns, on though ns, digressio ambiguiti ns, es, ambiguiti irrelevanc es; easily followed; basic transition many; occasiona lly difficult Organiza tion Body of paper develops masterfull logically a clear some ion y organized organizati level of lacking; organized ; easily onal organizati digressio with logical compellin transition g, logical s transition s Criterion Score /5 no apparent organizati on to the paper; difficult to follow; ambiguiti es, and es are no or es or irrelevanc pervasive; poor irrelevanc es are difficult transition s to follow; s ineffective transition s; to follow; rambling ineffective format transition s https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 7/11 6/4/22, 2:59 AM Organiza tion A conclusio n summari zes main points Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Exceeds Exceptional Expectation 5 points s 4 points Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Conclusio Conclusio Conclusio There is n is n is n has a some Organizat A ion conclusio followed; effective, smooth, with some ns, digressio ambiguiti ns, es, and es, irrelevanc es are followed; lly touches difficult on several to follow; rambling format does not masterfull y organized ; easily logically organized ; easily followed; clear organizati onal structure level of lacking; organizati digressio on though ns, digressio ambiguiti with compellin g, logical summary logical summary of main points ambiguiti es or irrelevanc es; easily irrelevanc es are many; occasiona main points ineffective address and/or paper's missing main discussio points of main points effective, smooth, with Criterion Score /5 n was not included in the paper. pervasive; difficult to follow; ineffective n of paper's main points Writing Exceeds Meets Mechanic Exceptional Expectation Expectation 5 points s s s and Style 4 points 3 points Meets Some Expectation s 2 points Meets Minimal Not Done Expectation 0 points s 1 point https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 Criterion Score 8/11 6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Writing Exceeds Mechanic Exceptional Expectation 5 points s s and 4 points Style Meets Meets Some Expectation Expectation s s 3 points 2 points Flawless, Minor Paper virtually errors free of mechanic error-free Several, or al errors (e.g., misspelli ngs, typos, etc.) Meets Minimal Not Done Expectation 0 points s 1 point Level of Level of Pervasive errors are errors are mechanic Criterion Score /5 consistent occasiona consistent al errors , small lly ly result in errors; distractin distractin unproduct g; g and/or ive and/or pe consistent document riodically i ly mpeded / impeded interrupt / flow of interrupt communic flow of ation. communic ation. https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 9/11 6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Writing Mechanic Exceptional 5 points s and Style Exceeds Expectation s 4 points Flawless, Minor errors grammati virtually error-free cally Uses sound Uses straightfo (proper graceful rward sentence language language structure) that that skillfully generally communic conveys Paper ates meaning with clarity and fluency meaning Meets Meets Some Expectation Expectation s s 3 points 2 points Meets Minimal Not Done Expectation 0 points s 1 point Several, Level of Level of Pervasive or errors are errors are mechanic consistent occasiona consistent al errors , small lly errors; distractin flow of g; communic and/or pe ation remains in tact Uses language that generally conveys meaning but lacks clarity ly distractin g and/or consistent riodically i ly mpeded / impeded interrupt / Criterion Score /5 result in unproduct ive document Pervasive flow of interrupt language and usage communic flow of ation. communic errors prevent a ation. Uses meaningf language Uses ul that language understan sometime s impedes meaning because of errors in usage that impedes meaning because ding of writing of significan t errors in usage https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 10/11 6/4/22, 2:59 AM Argument Paper - PSYC 338 6380 Psychology of Gender (2225) - UMGC Learning Management System Writing Exceeds Meets Mechanic Exceptional Expectation Expectation 5 points s s s and Meets Some Expectation s 2 points Meets Minimal Not Done Expectation 0 points s 1 point APA Style Flawless use of APA style (title Pervasive Missing Style 4 points 3 points Minor Utilizes errors in APA style (title basic APA errors in style but APA style includes (title key compone nts of an page, page, consistent structure, structure, errors headings, headings, (title subheadin subheadin page, page, APA style structure, paper headings, (title subheadin page, gs, reference s, etc.) gs, reference s, etc.) gs, reference s, etc.) gs, reference s, etc.) structure, gs, headings, reference subheadin s, etc.) Fails to Criterion Score /5 utilize APA style structure, headings, subheadin Total / 50 Overall Score Exceptio nal Exceeds Expectations minimum minimum 50 points 40 points Meets Expectation s Meets Some Expectations 20 points minimum Meets Minimal Expectations 10 points minimum 30 points Not Done 0 points minimum minimum https://learn.umgc.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=1275675&grpid=0&isprv=0&bp=0&ou=686336 11/11 International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 32 The Influence Of Character: Does Personality Impact Coaching Success? Lorna J Stewart, Department of Psychology, City University, London, UK Stephen Palmer, Coaching Psychology Unit, City University, London, UK Helen Wilkin, Department of Psychology, City University, London, UK Maire Kerrin, Work Psychology Partnership, Nottingham, UK Contact email: LJStewart@mail.com Abstract Using the Five Factor Model of personality and the construct general self efficacy this study explores the relationship between coaching clients’ personality and a self-report measure of the transfer of learning from coaching to the workplace. Positive correlations are found between the application of coaching development and conscientiousness, openness to experience, emotional stability and general self-efficacy. Conscientiousness is also found to be associated with generalisation and maintenance of outcomes. Personality measures may have value as a means for identifying coaching clients who require support in order to make manifest the changes experienced in coaching. Keywords Executive coaching, selection, support, personality, coaching success Introduction Coaching has become increasingly accepted as a learning and development strategy that is capable of enhancing the job performance of the majority of individuals (CIPD, 2005). The outcome of this is that organisations are witnessing a sizeable volume of employees both requesting and being recommended for coaching. Irrespective of whether coaching is delivered by internal or external providers it is expensive. This raises two key concerns for organisations seeking to maximise their expenditure on coaching: selection of coaching candidates, and support for the implementation of their coaching development plans. First, organisations may be forced to select amongst coaching candidates. Hence, it may be prudent for them to select those employees whose coaching related development will facilitate the greatest organisational gains. Whilst any conceptualisation of gains will have a content component aligned with the organisation’s strategic aims, it will also have a process component associated with the coaching client’s capacity to develop via coaching and to translate their development into work performance. Secondly, if organisations are to maximise their coaching investment they may benefit from providing support interventions for coaching clients who are less likely to translate their development into work performance. Attending to the issues surrounding selection and support relies upon understanding the client’s role in coaching success. There is currently no agreement regarding what constitutes a successful coaching outcome. Extrapolating from Schmitt et al’s (2003) model of employee performance, coaching success can be viewed as enhanced individual and organisational (distal) outcomes (e.g. productivity) resulting from enhanced individual performance behaviours (e.g. enhanced self-management) associated with the positive transfer of coaching International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 33 development (e.g. enhanced confidence) by the coaching client to their workplace. Wherein coaching transfer can be defined as the sustained application of coaching development, specifically the knowledge, skills, attitudes and other qualities acquired during coaching, by the client to their workplace (Stewart, 2006). The current study focused on coaching transfer. Within occupational psychology, personality factors are deemed to be predictors of learning and work performance (Herold et al, 2002; Kanfer & Ackerman, 1989). Coaching involves learning; the transfer of which can be viewed as a work performance task of the coaching client. This suggests that it is likely personality factors affect coaching transfer. Electronic searches of the behavioural sciences databases PsycINFO and Dissertation Abstracts International, and of coaching websites and discussion forums, yielded little research exploring the client’s personality and coaching. Recently Scoular & Linley (2006) found that differences between clients’ and coaches’ scores on the MBTI dimension temperament were associated with higher coaching outcome scores. Bywater, Hurst, & Berrisford (2007) found personality influenced the client’s intention to build a development plan following a development centre, the extent to which they found the programme motivating, and their satisfaction with the programme. No research was found that specifically explored the role of the client’s personality in coaching success. The current paper sought to contribute to coaching research, and also to provide practical guidance to organisations, by exploring the relationships between client personality characteristics and the positive transfer of coaching development to the workplace. Coaching Coaching within organisations falls within two main categories: coaching as a day-to-day management activity predominantly conducted by line managers, and executive coaching (Peltier, 2001). This study was concerned with executive coaching. Executive coaching was recognised as “a form of tailored work-related development for senior and professional managers which spans business, functional and personal skills” (Carter, 2001, p x), and as a development activity for less senior high-potential managers (Judge & Cowell, 1997). The term client was adopted to represent individuals participating in coaching. Personality and Performance The use of personality assessments to predict workplace performance has a controversial history. Prior to the 1990s findings, such as those of Guion and Gottier (1965) and Schmitt, Gooding, Noe, and Kirsch (1984), suggested that compared with other types of performance tests the predictive validities of personality assessments were too low to be useful (Hough & Oswald, 2005). The low validity of the pre-1990s assessments has since been suggested to be attributable to the lack of a common framework around which to organise the predictor traits thus obscuring the predictive validity of personality (Barrick & Mount, 1991). In the 1990s confidence in the five-factor model (FFM) of personality grew (Barrick & Mount, 1991) and personality researchers increasingly adopted FFM measures (e.g. Costa & McCrae’s (1992) NEO-FFI) in selection research. Their widespread use of the FFM helped overcome the lack of a common framework for organising predictor traits. The findings suggested the FFM had selection utility (Barrick & Mount, 1991); nonetheless, the criterionrelated validities were still relatively low (Hough & Oswald, 2005). Recently researchers have hypothesised these low validities may be due, in part, to the overlooking of situational considerations in performance assessments (Tett & Burnett, 2003). Consequently, research is now oriented towards a more thorough understanding of the nature of the relationship between personality and different aspects or types of performance (Hattrup & Jackson, 1996; Schmitt, 2004). Coaching transfer represents a specific type of performance indicator. International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 34 Performance Performance can be thought of as the interaction of cognitive ability and motivation (Hollenbeck et al, 1988). Whilst cognitive ability is seen as a relatively unified, stable construct, motivation is regarded as the direction and quantity of attentional effort directed towards a task and the extent to which this effort is maintained over time (Kanfer & Ackerman, 1989). These direction, level and persistence components of motivation have been found to be influenced by the personality traits (as typically defined by FFMs) conscientiousness, openness to experience, and emotional stability (Judge & Ilies, 2002). Conscientiousness refers to an individual’s propensity for planning, organising, carrying out tasks, and for being reliable, purposeful, strong-willed and determined (Costa & McRae, 2006). Meta-analyses suggest conscientiousness is a consistent predictor of job performance. For example, Barrick & Mount’s (1991) meta-analysis found that conscientiousness predicted job and training proficiency across numerous occupational groups, including professionals and managers. Conscientiousness has also been found to be associated with learning. For example, Colquitt & Simmering (1998) found that conscientiousness was positively related to both pre-training motivation and motivation during the training process. Together these work and training related results suggest that conscientiousness is likely to be positively related to coaching transfer. Openness refers to an individual’s curiosity about their inner and outer worlds, their willingness to entertain novel ideas and unconventional values, and the intensity with which they experience their emotions (Costa & McRae, 2006). Barrick & Mount (1991) found that openness was positively related to performance for managers and negatively related to performance for professionals (e.g. lawyers and accountants), in which performance represented a composite of job and training proficiency and personnel data (e.g. salary level). However, when they pooled their analysis across occupational groups (i.e. professional, police, managers, sales, and semi-skilled) openness exhibited a positive relationship with training and a negative relationship with job proficiency. Le Pine et al (2000) found that individuals who perform well in a changing task context have higher levels of openness and conscientiousness. Since one of the purposes of executive coaching is to support managers to cope with ever-increasing demands to adapt to change (Judge & Cowell, 1997), it is likely that openness will facilitate their development within coaching. Furthermore, as open individuals are more curious about their inner worlds, more willing to engage in self-monitoring (Blicke, 1996), and more receptive to change (Costa & McCrae, 1992), they are likely to be more willing to explore within coaching, and consequently adopt within their managerial repertoire, new approaches and strategies that emerge via coaching. Emotional stability refers to an individual’s tendency towards being calm, even-tempered and relaxed, and their ability to face stressful situations without upset (Costa & McRae, 2006). Martocchio (1994) found “trainees’ acquisition of declarative knowledge was influenced by their levels of anxiety” (p 824), with higher levels of anxiety related to lower levels of knowledge acquisition. Colquitt et al’s (2000) meta-analysis found anxiety was negatively related to motivation to learn, post-training self-efficacy, and declarative knowledge and skill acquisition. Kanfer & Ackerman (1989) suggest that anxiety diverts attentional resources away from learning. The acquisition of declarative knowledge may not be commonly the focus of executive coaching; nonetheless, the above studies suggest that low emotional stability likely affects coaching transfer via undermining both an individual’s motivation during coaching and their self-efficacy to transfer coaching’s developmental gains. International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 35 Performance has also been found to be associated with self-efficacy (Bandura, 1997). Three levels of self-efficacy are thought to exist: task-specific, domain, and general self-efficacy (GSE) (Woodruff & Cashman, 1993). General self efficacy, which is said to arise from the accumulation of an individual’s past experiences with success and failure (Sherer et al, 1982), is conceived of as a relatively stable, individual differences construct (Schwoerer et al, 2005). It is said to influence individuals’ expectations of mastery in new situations (Sherer et al, 1982). Since expectations of mastery are likely to influence if coaching clients use the knowledge, skills, attitudes and other qualities that they acquire in coaching within the workplace, it is anticipated that higher levels of GSE will be related to coaching transfer. Summary To date research has overlooked the role of the client’s personality in coaching success. Links between performance and personality in the work performance and training transfer literature suggest that personality likely influences coaching transfer. The study hypothesised that: 1. 2. 3. 4. Conscientiousness will be positively related to positive coaching transfer. Openness will be positively related to positive coaching transfer. Emotional stability will be positively related to positive coaching transfer. General self-efficacy will be positively related to positive coaching transfer. Method Participants A convenience sample of 110 participants (60 male and 40 female) was recruited via an email sent to coaches, coaching organisations and web-based coaching interest groups. Each participant had attended an average of seven coaching sessions from a variety of coaching programmes. The average length of coaching engagement was eight months, the minimum of three months, and the maximum of 18 months. The participants included three junior managers, 25 managers, 42 senior managers, 32 partner/directors, and three CEOs. The reasons they had attended coaching were to accelerate their career development (no identified performance concern) (41%), to gain career direction clarity (21.8%), to address personally identified performance concerns (19.1%), on the advice of someone senior (7.3%), and to prepare for an upcoming challenge (5.4%). The majority had volunteered for coaching (63.6%). The modal age category was 36 to 40 years (30.9%), followed by 46 to 55 years (28.2%). Measures Three measures were employed: one related to coaching transfer and two related to personality. All scales were self-report and were administered online. Coaching success was measured by the Coaching Transfer Questionnaire (CTQ) (Stewart, 2006). The CTQ is a self-report measure that explores clients’ perceptions of the extent to which they believe that they have implemented the development that they acquired via coaching to the workplace. The CTQ was developed from semi-structured interviews with clients, coaches and organisational that sought their views of (a) what constitutes a SCO and (b) evidence required to indicate that positive coaching transfer has occurred. The results of the client (N=25), coach (N=9) and stakeholder (N=5) content analyses were very similar. The resulting constructs were combined and used to develop an initial pool of 72 items related to successful coaching transfer. Refinement analyses based on a pilot study of 24 participants International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 36 resulted in a CTQ consisting of 27 items. Participants indicated their agreement with these items against a five-point scale ranging from 1 (strongly agree) to 5 (strongly disagree). The data collected from the current 110 participant sample was further analysed by principle components analysis (PCA). PCA revealed a two factor solution that comprised a) items related to the application (CTApp); and b) items associated with generalisation and maintenance of coaching development (CTG&M). PCA also showed that three items did not load on either factor. These items were removed and all subsequent analyses were conducted on data from the resulting 24 item CTQ. Cronbach’s alpha reliabilities were CTApp .924 and CTG&M .856 (N=110). The final CTQ consisted of 24 items and comprised two sub-scales: a) 18-item Coaching Transfer Application (CTApp); and b) 6-item Coaching Transfer Generalisation & Maintenance (CTG&M) scale. The CTApp scale sought clients’ perceptions of the extent to which they had applied their coaching related development. For example: I am better at collaborating with others to achieve departmental objectives (CTApp question 6) I am better at adapting my management style to fit the situation (CTApp question 11) The CTG&M scale sought clients’ perceptions of the extent to which their coaching related development was sustained over time and generalised beyond the work area associated with the initial coaching objective. For example: I use (amount) of the development that I gained in coaching in my job? (amount: significant proportion, quite a bit, some, not much, none) (CTG&M question 1) Conscientiousness, openness to experience and emotional stability were each assessed by a 10-item subscale of the International Personality Item Pool (IPIP) (Goldberg, 1999). The IPIP scales measure personality based on the FFM. Participants are presented with statements and are asked to indicate how accurately each one describes them on a 5-point Likert scale from 1 (very inaccurate) to 5 (very accurate). The current study used the IPIP scales conscientiousness (IPIP-C, N=10), openness to experience (IPIP-O, N=10), and neuroticism (i.e. emotional stability) (IPIP-N, N=10). Internal reliabilities of the subscales have been found to be IPIP-C .81, IPIP-O .82, and IPIP-N .86 (IPIP, 1999). For this sample, Cronbach’s alpha reliabilities were IPIP-C .81, IPIP-O .77, and IPIP-N .88. General self-efficacy was explored using the General Perceived Self-Efficacy scale (Schwarzer & Jerusalem, 1993). To enable items to be interspersed within the 10 item questionnaire a five-point response format ranging from 1 (strongly agree) to 5 (strongly disagree) was used instead of the scale’s usual four-point response scale. Cronbach’s alpha for the scale was .862. International Journal of Evidence Based Coaching and Mentoring Vol. 6, No.1, February 2008 Page 37 Procedure Coaches and coaching organisations were sent an email requesting participation in coaching research and were asked to forward the email to their coaching clients and associates who had participated in executive coaching. The email contained a link to the online questionnaire. The first page of the questionnaire assured participants that their involvement was voluntary, that they could withdraw from the study at any time, and that their answers were confidential and anonymous. The questionnaire sought demographic information (age, gender, management grade, reason for attending coaching, and the mechanism by which clients came to coaching) and contained the scales: CTQ (CTApp relating to application and CTG&M relating to generalisation and maintenance); IPIP-C (conscientiousness); IPIP-O (openness to experience); IPIP-N (emotional stability); and GSE (general perceived self-efficacy). Of the 179 questionnaires that were started 110 were fully completed. Results Table 1 (below) presents the means and standard deviations for each scale. Scale CTApp CTG&M IPIP-C IPIP-O IPIP-N GSE N=110 Min 29.00 14.00 19.00 23.00 10.00 22.00 Max 88.00 30.00 50.00 48.00 43.00 49.00 Mean 66.93 23.07 35.99 37.64 22.71 39.66 SD 10.03 3.58 5.70 5.21 6.41 4.66 Table 1. Means and standard deviations The relationship between personality variables and coaching transfer The relationships between the two coaching success variables (CTApp and CTG&M) and the four personality variables (IPIP-C, IPIP-O, IPIP-N, and GSE) were investigated using Pearson product-moment co-efficient. Preliminary analyses were performed to ensure no violations of the assumptions of normality, linearity, and homoscedasticity. The correlations are presented in Table 2 and Table 3. IPIP-C IPIP-O IPIP-N GSE ** p
Purchase answer to see full attachment