Applied Coaching Research Journal Research Journal 1 | Page 18

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1
People skills
Addressing and resolving
problems, complaints or conflict
0.5
Building positive relationships with
the parents, guardians or carers etc
0.4
0.3
Communicating effectively
with people
0.2
0.1
Creating a warm and
welcoming environment
Understanding participants
and their individual needs
0
Establishing a good rapport
with people
Supporting participants to
achieve their individual goals
Supporting participants through
difficult or stressful times
Figure 2: People skills – differences between scores
Coaching practice
In the coaching practice category there were eight
items, presented in the following box.
Coaching practice
A. Planning and organising sessions
B. Adapting sessions to meet specific individual
needs
C. Explaining and demonstrating skills and
activities
D. Preparing participants for specific events or
competitions
E. Recognising potential talent in participants
F. Seeking feedback from participants about their
experience
G. Reviewing and evaluating sessions
H. Signposting participants to further
opportunities.
Overall, most respondents thought that all eight
items within the coaching practice category
were very or quite important for the successful
performance of their role. Adapting sessions to
meet specific individual needs, and explaining and
demonstrating skills and activities, were regarded
as the most important aspects of the role (mean
scores of 3.81 and 3.75 respectively). Preparing
participants for specific events or competitions and
recognising potential talent in participants were
seen as the least important (mean scores of 3.33
and 3.30 respectively).
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In terms of how well they demonstrate these skills,
most respondents reported that they demonstrate
them all very or quite well. Explaining and
demonstrating skills and activities and adapting
sessions to meet specific individual needs received
the highest scores (mean scores of 3.39 and 3.34);
signposting participants to further opportunities
and seeking feedback from participants about their
experience received the lowest scores (mean scores
of 3.10 and 3.16).
The items with the greatest differences between
scores (towards the outer parameters of the radar
chart below) and therefore key priorities for future
learning and development are:
• seeking feedback from participants about their
experience
• reviewing and evaluating sessions
• adapting sessions to meet specific individual
needs.
Preparing participants for specific events or
competitions and recognising potential talent in
participants had the smallest difference between
scores and therefore the lowest need in terms of
future learning and development.