Applied Coaching Research Journal Volume 1 | Page 17

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 1
People skills
Communicating effectively with people
Establishing a good rapport with people
Creating a warm and welcoming environment
Understanding participants and their individual needs
Supporting participants to achieve their
individual goals
Addressing and resolving problems, complaints
or conflict
Supporting participants through difficult or
stressful times
Building positive relationships with the parents,
guardians or carers etc
0.5
Importance for the successful performance of the role
1.0
1.5
2.0
2.5
3.0
3.5
4.0
How well they demonstrate it
Figure 1: People skills – importance for the role and how well they demonstrate it
The ability to communicate effectively with people,
to establish a good rapport and to create a warm
and welcoming environment were perceived to
be the most important aspects of the role within
this category (mean scores of 3.93, 3.86 and 3.85
respectively). Overall, respondents were most likely
to say that they demonstrated these skills either
very well or quite well (mean scores of 3.44, 3.48
and 3.49 respectively).
While still relatively high scoring, building positive
relationships with parents, guardians and carers,
and supporting participants through difficult or
stressful times, were reported as the least important
aspects of the role (mean scores of 3.53 and 3.63
respectively). Compared to other items within this
category, respondents were also more likely to
report that they demonstrated these skills less well
(mean scores of 3.27 and 3.19 respectively).
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:
• addressing and resolving problems, complaints
or conflict
• communicating effectively with people
• understanding participants and their
individual needs.
Building positive relationships with parents,
guardians or carers, and creating a warm and
welcoming environment, had the smallest difference
between scores and therefore the lowest need in
terms of future learning and development.
The next stage of the analysis involved comparing
respondents’ scores for the importance of
the item, with their scores for how well they
think they demonstrate the particular skill. The
items with the greatest difference between
scores were identified as the greatest need in
terms of future learning and development.
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