FUNCTION OF ASSESSMENTS IN EXECUTIVE COACHING

 Running Head: FUNCTION OF ASSESSMENTS IN EXECUTIVE COACHING 1
What is the function of assessments in executive coaching practices?
Name
Institutional Affiliation 
FUNCTION OF ASSESSMENTS IN EXECUTIVE COACHING PRACTICES 2
Abstract
This research will interpret how executive coaches use assessments in their work with
clients and describe the learning generated from the use of assessments. In current academic
research executive coaching has been the most studied subtopic of coaching and is considered to
be the forerunner among other forms of coaching (Griffiths & Campbell, 2009). The
assessment/data gathering phase is widely regarded as having a critical place in the process of
coaching. Assessments have been utilized for years to predict how an individual will act or react
and how that individual can more effectively interact with others, giving the executive coach,
client, and the organization insight into the individual’s behavior. There are no standard
principles or practices for using assessments in executive coaching, however. QUESTIONS:
How have executive coaches used assessments in their coaching practice? How do executive
coaches describe their learning from utilizing assessments with their clients? What benefits and
challenges do executive coaches describe in working with assessments? METHODS: Semistructured interviews will be conducted with 12 participants who have been practicing as
executive coaches for at least five years. Interviews will be audio recorded and transcribed. The
data will be analyzed using the constant comparative method to identify descriptive categories
and themes. IMPLICATIONS: The findings from the proposed study will contribute to the
literature on executive coaching by examining it through an adult education lens. It will also
build knowledge of best practices in an effort to standardize the profession of executive
coaching.
Keywords: executive coaching, assessments, experiential learning, professional
development
FUNCTION OF ASSESSMENTS IN EXECUTIVE COACHING PRACTICES 3
Chapter I
Background of the Problem
Introduction
The history of coaching goes back to the days of Socrates, who was deemed the first
coach because of clever leading remarks such as, “I cannot teach anybody anything; I can only
make them think.” The origins of the term “coaching” come from Hungary where, in the village
of Kocs, a covered and very comfortable carriage (coach) safely carried passengers through the
harsh terrain and elements to their destinations. Coaching can now refer to a human coach
helping to carry a client from one point to another through the harsh terrains of the client’s
environment (Stern, 2004).
In current academic research, executive coaching has been the most studied subtopic of
coaching and is considered to be the forerunner among other forms of coaching (Griffiths &
Campbell, 2009). Definitions of executive coaching generally focus on the practice of working
with executives one-on-one to assist them in leadership roles and performance in their
organizations. Orenstein (2006) states that executive coaching is a “one-on-one intervention
with a senior manager for the purpose of improving or enhancing management skills” (p. 106),
whereas Stern (2004) defines it as a one-on-one interaction that is driven by data and is “an
experiential, individualized, leadership development process that builds a leader’s capability to
achieve short and long-term organizational goals” (p. 154). Another definition by Griffiths &
Campbell (2009) declares that coaching is more of a “goal-directed, multi-experience process for
enhancing people, work and life and as well as an industry” (p. 16). There are common roots in
all of these definitions of executive coaching: it is a process; it is about individuals; and it
supports those individuals in achieving their personal and organizational goals. For this research, 
FUNCTION OF ASSESSMENTS IN EXECUTIVE COACHING PRACTICES 4
the definition of executive coaching by Orenstein (2006) will be used: it is a “one-on-one
intervention with a senior manager for the purpose of improving or enhancing management
skills” (p.106).
Whereas Stern (2004) defines it as a one-on-one interaction that is driven by data and is
“an experiential, individualized, leadership development process that builds a leader’s capability
to achieve short and long-term organizational goals” (p.154). Another definition by Griffiths &
Campbell (2009) declares that coaching is more of a “goal-directed, multi-experience process for
enhancing people, work and life and as well as an industry” (p. 16). There are common roots in
all of these definitions of executive coaching: it is a process; it is about individuals; and it
supports those individuals in achieving their personal and organizational goals.
Executive coaches come from various backgrounds and disciplines and an even broader
range of credentials and techniques they use to improve clie