In addition to the saliency of the client’s performance goal situation, and the sign (positive or negative) of the feedback content as well as perceived credibility of the feedback source, another major factor affecting clients’ motivation for assessment feedback is the client’s personality and individual difference factors. For example, studies show that people high in emotional intelligence are more open and receptive to feedback (e.g. Goleman, 1998), as are those who possess a “feedback orientation,” defined as as “overall receptivity to feedback” and a propensity to like, value, and seek feedback (London & Smithers, 2002, p. 82). Likewise, people with high self-efficacy for development (Maurer, Weiss, & Barbeite, 2003), and those with a learning goal orientation (Avolio & Hannah, 2008; VandeWalle, 2003) may be more responsive to feedback. Other studies suggest that some people prefer internally vs externally-generated feedback (e.g. Herold & Fedor, 1998). It has also been suggested that, while most clients respond well to positive feedback, type A leaders may tend to discount positive feedback unless it is accompanied by measurable evidence (Ludeman & Erlandson, 2004).
Thus, when considering the use of assessment tools in coaching, it is likely that clients will more readily accept positive than negative feedback, and will more readily accept feedback from sources they perceive as credible. Negative feedback will be more readily acted upon when it comes from assessment sources which provide more direct evidence, such as 360 or assessment center feedback, rather than feedback from sources which provide less direct evidence, such as personality tests. Clients with a feedback orientation and high emotional intelligence will likely be open to all kinds of assessment tools, while clients preferring internally-generated feedback may be less likely to be receptive to assessment tools. Type A clients, and those with skeptical personalities, are likely to respond better to multiple assessment tools containing measurable and direct evidence.
Decision Framework for Using Assessments in Coaching
Conclusion
Assessment tools may serve many purposes in coaching, and provide valuable feedback for clients to help them move forward in their coaching goals. While there are a plethora of assessment tools available to coaches, care must be taken when deciding on the use of a particular assessment to ensure its utility for the client goals in the context of a specific coaching engagement. It is anticipated that additional research regarding when and how to use specific assessment tools, for specific coaching objectives, will become available in the future as more coaches share their expertise and experiences in using assessments.
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