Personality and Behavioral Assessments

This assignment has 2 parts and 2 separate files should be submitted back. In the beginning of a coaching assignment, it is important to assess the client’s background and experience, knowledge base and practical skills, and strengths and limitations. Doing so will provide a baseline from which to begin the coaching process. It also will serve as a useful tool for evaluating the effectiveness of coaching at the end of the assignment. There are many ways to assess a client, one of which entails the use of psychological assessments. Quite often, coaches use psychological assessments to measure personality traits and behaviors associated with effective and ineffective leadership. In doing so, coaches can determine leadership competencies that require further development. The resources this week focus on personality and behavioral assessments used in coaching. You also will explore other assessments on your own using the Mental Measurements Yearbook. While you will certainly become familiar with some psychological assessments, you will not be able to consider all of them, as there are nearly 2,500 personality and behavioral assessments! However, as you come across assessments in the resources and the Mental Measurements Yearbook, keep in mind that very few assessments are supported by viable research. As a scholar-practitioner, a psychology student, and a future coach, it is important that you select assessments that are both valid and reliable. In addition to psychological assessments, there are other ways to assess clients. One way is simply to interview your clients. Another method is to use the 360-degree feedback evaluation, which is a compilation of feedback from peers, supervisors, and direct reports regarding their perceptions of the client’s leadership effectiveness. In this week’s resources, you will further explore these and other methods used by coaches to assess their clients. As you do so, be sure to keep in mind the benefits of using a combination of assessment methods to corroborate data and gain a further understanding of your client. To prepare for this Discussion: • Review the online chapter, “Leadership Dynamics: Character and Character Structure in Executives.” Pay particular attention to character dimensions and personality dynamics measured by the Temperament Character Inventory, Millon Clinical Multiaxial Inventory III, and the California Personality Inventory. Consider their use in assessing leaders. • Review the article, “Personality-Focused Coaching for Leadership Development.” Reflect on how you would use the Five Factor Model to assess specific personality dimensions of leaders. • Review the article, “What We Know about Leadership: Effectiveness and Personality.” Focus on personality traits and behaviors related to effective and ineffective leadership. Consider how you would collect data on personality traits and behaviors to measure the effectiveness of leaders. • Review the course Media segment, “Assessment” with Dr. Gordon Curphy. Think about the assessments that Dr. Curphy uses with his clients and consider the information that results from these assessments. Reflect on the importance of valid and reliable assessments. • Review the Course Case Studies, provided in the Introduction area, and select one to use in this Discussion. • With your selected case study client in mind, peruse the Buros Institute Web sites and select one personality and one behavioral assessment to use in order to gain more information about this client. • Access the Mental Measurements Yearbook database and search for information about your selected personality and behavioral assessments. Pay particular attention to specific personality traits or behaviors that the assessments measure, as well as the reliability and validity of the assessments. • With your selected assessments in mind, consider any additional data you might collect to gain a fuller understanding of your client and why you would do so. **** Assignment 1 Discussion – Write a 1 page paper that 1. After searching mental measurements yearbook or other academic sources, A.. Identify and describe one personality assessment you could use with coaching clients and why it may be useful B.. Identify and describe one behavioral assessment you could use with coaching clients and why it may be useful C. Make sure you note the coaching client you are focused on, and what issues you see in the client that the assessment will help to diagnose. 2. In both 1a and 1b above, ensure you include a discussion of A. The traits or behaviors being measured (if an instrument measures 20 things, you need to briefly describe all 20, for example) B. Information on the reliability and validity of the assessments C. Other data you might collect in addition to each of the two assessments to get a better understanding of a client, and why 3. Ensure you have at least three (3) academic references in your post. ***** Assignment Part 2 – Paper – Write a 2 page paper that 1. Choose the same client you identified for last week – Lila 2. Describe two (2) competencies where the client needs development A. Explain Why they need development based on the context in the case B. Using the assessment results for the client you chose, explain why they need development C. Identify how the assessment results contributed to your choice of competencies in need of development. 3. Explain how might the assessment data for the client you chose guide your work with your client. A. Include a discussion of how the assessment results might influence or change the model you selected for this client in last weeks discussion post 4. Ensure you have at least three (3) academic references in your submission. References: Case Studies Benson, M. J., & Campbell, J. P. (2007). To be, or not to be, linear: An expanded representation of personality and its relationship to leadership performance. International Journal Of Selection And Assessment, 15(2), 232-249. doi:10.1111/j.1468-2389.2007.00384.x Hogan, R. (1994). Trouble at the top: Causes and consequences of managerial incompetence. Consulting Psychology Journal: Practice And Research, 46(1), 9-15. doi:10.1037/1061-4087.46.1.9 Hogan, R. (2005). In Defense of Personality Measurement: New Wine for Old Whiners. Human Performance, 18(4), 331-341. doi:10.1207/s15327043hup1804_1 Hogan, R., & Curphy, G. J. (1994). What we know about leadership?. American Psychologist, 49(6), 493. Hogan, J., & Holland, B. (2003). Using theory to evaluate personality and job-performance relations: A socioanalytic perspective. Journal Of Applied Psychology, 88(1), 100-112. doi:10.1037/0021-9010.88.1.100 Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review Of General Psychology, 9(2), 169-180. doi:10.1037/1089-2680.9.2.169 Hogan, R. T., & Roberts, B. W. (2001). Introduction: Personality and industrial and organizational psychology. In B. W. Roberts, R. Hogan, B. W. Roberts, R. Hogan (Eds.) , Personality psychology in the workplace (pp. 3-16). Washington, DC, US: American Psychological Association. doi:10.1037/10434-013 Mccormick, I., & Burch, G. J. (2008). Personality-focused coaching for leadership development. Consulting Psychology Journal: Practice And Research, 60(3), 267-278. doi:10.1037/1065-9293.60.3.267 Resick, C. J., Whitman, D. S., Weingarden, S. M., & Hiller, N. J. (2009). The bright-side and the dark-side of CEO personality: Examining core self-evaluations, narcissism, transformational leadership, and strategic influence. Journal Of Applied Psychology, 94(6), 1365-1381. doi:10.1037/a0016238 Sperry, L. (2007). Leadership dynamics: Character and character structure in executives. In R. R. Kilburg, R. C. Diedrich, R. R. Kilburg, R. C. Diedrich (Eds.) , The wisdom of coaching: Essential papers in consulting psychology for a world of change (pp. 291-302). Washington, DC, US: American Psychological Association. doi:10.1037/11570-027 Web Sites • Buros Institute of Mental Measurements: Behavior Assessment http://marketplace.unl.edu/buros/categories/behavior-assessment • Buros Institute of Mental Measurements: Personality http://marketplace.unl.edu/buros/categories/personality