R E S O U R C E A

C O A C H I N G M A N A G E R S E L F - A S S E S S M E N T

Instructions

Read each line.

Circle the score that best describes your perception of yourself and your approach.

A score of 1 = Mostly not true

A score of 2 = Sometimes true

A score of 3 = Often true

A score of 4 = Very often true

A score of 5 = Always true

To score

Count up the number of circles in each column.

Multiply the number of circles in each section of each column with the num-

ber directly below that column section.

Total the section scores for each column and then add the column totals

together to get your fi nal score. You may score between 48 and 240.

Read the Coach Readiness score review below the assessment. This will guide

you as you read the remainder of this book.

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Copyright © 2010 by Judith Wilson and CompassPoint Nonprofit Services. All rights reserved.

Coaching Self-Assessment

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

Skills

I use language that is welcoming and inclusive.

1 2 3 4 5

I pay attention to the impact my body language has on others.

1 2 3 4 5

I am comfortable giving feedback.

1 2 3 4 5

I listen attentively, not allowing my own thoughts to get in the way.

1 2 3 4 5

I let others share their thinking before I give my advice.

1 2 3 4 5

I listen fi rst, then speak.

1 2 3 4 5

I am able to sus-pend my opinions in most situations.

1 2 3 4 5

I stay objective when I work with others.

1 2 3 4 5

I ask probing open - ended ques-tions to help peo-ple expose their best thinking.

1 2 3 4 5

I make sure people are heard and understood.

1 2 3 4 5

I acknowledge what people care about, not just what I care about.

1 2 3 4 5

Coaching Self-Assessment (Continued)

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

I acknowledge things well done as much as opportu-nities to grow.

1 2 3 4 5

I am comfort-able with being forthright when necessary.

1 2 3 4 5

I am comfortable with silence in a conversation.

1 2 3 4 5

I facilitate problem solving rather than take charge of the answers myself.

1 2 3 4 5

I allow others to discover new ways of solving problems.

1 2 3 4 5

Add up the number of circles you marked in each column .

Multiply the num-ber of circles by the following :

� 1 � 2 � 3 � 4 � 5

Subtotals

Mind - Set

I believe in peo-ple ’ s potential.

My words are con-gruent with my actions.

1 2 3 4 5

I am patient with most people.

1 2 3 4 5

I stay in touch with my people regularly.

1 2 3 4 5

Coaching Self-Assessment (Continued)

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

I make space for people to express themselves.

1 2 3 4 5

I show that I care, even when I am under stress myself.

1 2 3 4 5

I am trusted by most or all.

1 2 3 4 5

I realize and honor that people have different perspectives.

1 2 3 4 5

I put time aside for people - development conversations.

1 2 3 4 5

I am known as a good communicator.

1 2 3 4 5

I build connection with those I work with.

1 2 3 4 5

I manage my emo-tions, even under duress.

1 2 3 4 5

I forgive easily and get on with the moment.

I fi nd it easy to stay detached from out-comes when help-ing people grow.

1 2 3 4 5

I know the values and belief sys-tems of culturally diverse people on my team.

1 2 3 4 5

Coaching Self-Assessment (Continued)

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

I show appro-priate levels of empathy toward others.

1 2 3 4 5

Add up the num-ber of circles you marked in each column .

Multiply the num-ber of circles by the following :

� 1 � 2 � 3 � 4 � 5

Subtotals

Framework

I am a good facilitator in conversations.

1 2 3 4 5

I help people have a vision of the end result.

I am good at setting goals and clarifying expectations.

1 2 3 4 5

I guide people to be clear about what they are saying.

I keep conversa-tions and meetings focused and on track.

1 2 3 4 5

I help others drill down to what ’ s most important.

I often ask myself, What does this person need?

1 2 3 4 5

Coaching Self-Assessment (Continued)

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

I help people lever-age their talents and strengths.

1 2 3 4 5

I remind people about what they are good at.

1 2 3 4 5

I am good at brain-storming and fi nd-ing new options.

1 2 3 4 5

I help people use information and knowledge they have gained.

1 2 3 4 5

I am able to talk with people about their motivations.

1 2 3 4 5

I help people expand their choices when they seem stuck.

1 2 3 4 5

I make sure there are clear agree-ments at the end of conversations.

1 2 3 4 5

I hold people account-able for their commitments.

1 2 3 4 5

Add up the num-ber of circles you marked in each column .

Multiply the num-ber of circles by the following :

� 1 � 2 � 3 � 4 � 5

Subtotals

Coaching Self-Assessment (Continued)

Mostly Not

True Sometimes

True Often True

Very Often True

Always True

Totals: Add up column section subtotals for each column.

� � � � �

Final score: Add column totals together

�

My Coach Readiness Score

If you scored 220 – 240 : You may be familiar with what it takes to provide great

coaching. You probably possess many of the key characteristics of an effec-

tive coach. You are experienced in developing others. You are able to provide

a solid framework for valuable conversations. You use the coaching approach

to help people learn and grow. You are a good communicator. You understand

why and how people think, and you are open to different perspectives. You

practice the skills of coaching as a foundation for managing others. Which

additional strengths can you leverage to optimize your coaching approach?

If you scored 160 – 219 : You may be fairly familiar with the coaching approach.

You may possess quite a lot of the key characteristics of a skilled coach. You

probably partner quite well when developing others. Continue to strengthen

this partnership. You communicate well in most situations with most people.

You may include a coaching approach when you work with others. You are

aware that people come from different perspectives, and you are learning how

to stay open to those perspectives. You use many of the skills of a good coach.

What will help you optimize your coaching approach? Where do you need to

focus your energy and attention?

If you scored 100 – 159 : You may be learning about what it takes to provide good

coaching. You possibly possess some characteristics of a coach. You are still learn-

ing about how to best manage and develop others. You know people may need

help thinking through things. Continue to grow and expand your coaching skills

to help them do that. You may use the coaching approach on some occasions.

Your communication is probably reliable and sound. You accept that people are

unique. Continue to leverage people ’ s differences. Which skills do you need to

concentrate on fi rst to strengthen yourself as a good coaching manager?

If you scored 48 – 99 : The coaching approach to managing others may be new

to you. You will need to strengthen your foundational coaching skills and

approach. Keep expanding your understanding of what it takes to develop

others. Stay open to people ’ s unique strengths. Encourage people to share

their thinking with you and others. Listen more, hold back your advice, and

ask more questions when helping others. Stay open to different approaches to

problems. Include others in problem solving as much as possible. Ask yourself

how you can embrace what it means to be an effective coach. What part of the

approach needs most attention?

Copyright © 2010 by Judith Wilson and CompassPoint Nonprofit Services. All rights reserved.

Judith’s Back-Pocket Questions

What’s most important for us to talk about right now?

What do you really want?

What do you mean by that?

Where should we go with this?

What’s the bottom line?

What options are you looking at?

Which option seems most viable?

What have you not yet tried that might work?

What else? What else? What else?

What’s next then?

What support will you need?

Figure 2.3Open-Ended Questions Continuum

How

do

my

idea

s sou

nd to

you

?

How

abo

ut c

allin

g D

eird

re a

nd a

skin

g he

r

abo

ut th

e cli

ent c

ase

files

?

Her

e ar

e a

coup

le o

f tho

ught

s. W

hat e

lse c

an y

ou th

ink

of?

How

wou

ld it

be

if yo

u lo

oked

at i

t fro

m Jo

se’s

pe

rspe

ctiv

e?W

hat i

f you

con

sider

ed w

ritin

g it

into

the

polic

y th

is w

ay?

Wha

t are

you

con

sider

ing,

giv

en th

e sit

uatio

n w

ith th

e te

ache

rs?

Wha

t doe

s thi

s all

add

up to

for y

ou?

Wha

t else

do

you

wan

t to

do h

ere?

Wha

t do

you

thin

k is

the

key

to m

akin

g

yo

ur id

ea w

ork?

How

do

you

wan

t to

go fo

rwar

d?

Open-Ended Questions

Mosteffective

Leasteffective

Being wide open,making people think

for themselves

Coercingpeople to agree

with you

Asking leadingquestions

Wha

t abo

ut p

rese

ntin

g it

the

way

I su

gges

ted?

Copyright © 2010 by Judith Wilson and CompassPoint Nonprofit Services. All rights reserved.

Figure 2.4 Closed-Ended Questions Continuum

Can

you

tell

me

wha

t hap

pene

d?

Did

you

try

dele

gatin

g th

e ta

sks a

s I to

ld y

ou?

Wou

ld it

hav

e be

en b

ette

r if y

ou h

ad c

alle

d th

e

pr

ogra

m o

ffice

r and

ask

ed if

she’

d ta

lk to

you

?

Hav

e yo

u tri

ed d

iscip

linin

g th

e pe

ople

invo

lved

?

Are

we

up-t

o-da

te w

ith o

ur g

rant

pro

posa

is?

Did

that

con

vers

atio

n yi

eld

wha

t you

nee

ded?

Hav

e yo

u fin

ished

you

r em

ploy

ee re

view

s?

Do

you

have

wha

t you

nee

d to

pro

ceed

?

Is th

is O

K no

w?

Are

ther

e an

y ot

her q

uest

ions

you

hav

e?

Are

you

sayi

ng th

at w

e ne

ed to

look

at t

hese

thre

e th

ings

firs

t?

Closed-Ended Questions

Mosteffective

Leasteffective

Checking forunderstanding —yours

and theirs

Getting filled inon the

back story

Questioning forstatus update

Copyright © 2010 by Judith Wilson and CompassPoint Nonprofit Services. All rights reserved.

Figure 2.5Why Questions Continuum

Why

on

earth

did

you

do

that

?

Why

don

’t yo

u ju

st c

hang

e?

Why

do

you

care

so m

uch?

Why

is th

is go

ing

on?

Why

did

we

end

up h

ere?

Why

are

you

cau

ght u

p in

this?

Why

are

we

follo

win

g th

is pa

th?

Why

is th

is im

porta

nt n

ow?

Why

mus

t we

look

at t

his d

iffer

ently

?

Why

shou

ld w

e do

it?

Helping people offloadthe full history

Why Questions

Mosteffective

Leasteffective

Allowing for arationale

Causing people to presenta case or defend themselves

Copyright © 2010 by Judith Wilson and CompassPoint Nonprofit Services. All rights reserved.