The Freeman-Gravitas Prescriptive Executive Coaching Multi-Rater Assessment (FG-PEC; Gavita, et al., 2012). FG-PEC is a multi-rater measure (self-rating, subordinate, superior, colleague and client rating) of managerial skills relevant for the prescriptive executive coaching process, based on the cognitive behavioral approach to coaching. It has 50 items based on five domains relevant to managerial competencies: behavior, emotion, thoughts, situations, and socio-cultural context. The instrument use a 6 point Likert scale, ranging from 0 (not an issue) to 5 (severe problems most of the time). Each domain is evaluated by 10 questions, 2 questions for each managerial area. High scores represent problematic areas and are afterwards considered
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1977) is among the oldest instruments for assessing coaching behavior. Although the ten CBAS categories have direct focus for athletic coaches, they also asses the effectiveness of coaching in business. Two CBAS categories—reinforcement and general communication— reflect communication style. Three categories—organization, keeping control, and general technical instruction—assess a coach’s efforts at developing the team’s technical competency. Aanother three categories—punishment, punitive mistake-contingent technical instruction, and general encouragement— indicate a coach’s value between team members and the task. Finally, two measures—mistake-contingent encouragement and mistake-contingent technical instruction—signify if the coach accepts the ambiguous nature of the playing (working) …show more content…
(2005) developed a Measure of Managerial Coaching Skill (MMCS) in organizations and provided initial evidence for the conceptual model of manager as coach. They concluded that coaching in organizations has four distinguishable factors that are reflected in the dynamic relationships among manager as coach, team members, task, and the working environment. They identified twenty items for the measurement of coaching skills. Results from the confirmatory factor analysis suggest that these twenty items have formed an adequate measurement model and have demonstrated acceptable reliability estimates for each of the proposed four dimensions and the overall scale. The instrument measures four dimensions of coaching skills using twenty
1977) is among the oldest instruments for assessing coaching behavior. Although the ten CBAS categories have direct focus for athletic coaches, they also asses the effectiveness of coaching in business. Two CBAS categories—reinforcement and general communication— reflect communication style. Three categories—organization, keeping control, and general technical instruction—assess a coach’s efforts at developing the team’s technical competency. Aanother three categories—punishment, punitive mistake-contingent technical instruction, and general encouragement— indicate a coach’s value between team members and the task. Finally, two measures—mistake-contingent encouragement and mistake-contingent technical instruction—signify if the coach accepts the ambiguous nature of the playing (working) …show more content…
(2005) developed a Measure of Managerial Coaching Skill (MMCS) in organizations and provided initial evidence for the conceptual model of manager as coach. They concluded that coaching in organizations has four distinguishable factors that are reflected in the dynamic relationships among manager as coach, team members, task, and the working environment. They identified twenty items for the measurement of coaching skills. Results from the confirmatory factor analysis suggest that these twenty items have formed an adequate measurement model and have demonstrated acceptable reliability estimates for each of the proposed four dimensions and the overall scale. The instrument measures four dimensions of coaching skills using twenty