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About the contributors | |
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Foreword | |
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Preface | |
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Acknowledgements | |
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Introduction | |
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Psychometrics and feedback | |
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Using psychometrics and psychological tools in coaching | |
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Introduction | |
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Psychological tests | |
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The psychometric properties of a psychological test | |
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Approaches to psychological testing in coaching | |
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Benefits of psychological testing for the coach and the coachee | |
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Ethical guidelines and best practice in testing | |
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Summary | |
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Designing psychometric questionnaires | |
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Introduction | |
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Defining the test's purpose | |
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Preliminary design issues | |
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Item/question preparation | |
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Item analysis | |
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Standardization and ancillary research programmes | |
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Preparation of final materials and publications | |
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Summary | |
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Administering and managing the use of psychometric questionnaires | |
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Introduction | |
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Why train to use psychometric tests and assessments? | |
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What are the training options available? | |
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Training in ability testing | |
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Training in personality assessment | |
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Conversion courses | |
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Single-assessment qualifying courses | |
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Choosing an appropriate route to psychometric accreditation | |
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What next after training? | |
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Summary | |
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Psychometric tools in development - do they work and how? | |
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Introduction | |
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Why use psychometric tools for coaching and development? | |
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A review of the evidence | |
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Psychometrics and cognitive ability | |
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Psychometrics and personality | |
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Psychometrics as predictors of important work outcomes | |
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Psychometrics as predictors of training | |
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Best practice in the use of psychometrics for development | |
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Conclusion | |
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Using feedback in coaching | |
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Introduction | |
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The context for feedback | |
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The feedback process | |
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MSMR or 360-degree feedback | |
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Implications for feedback practice | |
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Feeding back psychometrics | |
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Summary | |
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Individual instruments and their use | |
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Coaching with the MBTI instrument | |
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Introduction | |
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Basic assumptions of type theory | |
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The MBTI questionnaire | |
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MBTI and coaches | |
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MBTI and coachees | |
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Summary | |
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Coaching with teams: Team Management Systems (TMS) | |
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Introduction | |
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Coaching competencies | |
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The Workplace Behaviour Pyramid | |
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The nature of work | |
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Five-factor theory | |
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The Team Management Wheel | |
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Team coaching | |
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Case study | |
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Summary | |
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Coaching with OPQ | |
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Introduction | |
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How the OPQ helps in understanding personality | |
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Theoretical perspectives | |
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The OPQ32 questionnaire | |
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The OPQ32 and coaches | |
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The OPQ and coachees | |
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Development tips for 'Using Networks' impact | |
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Summary | |
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Coaching with the Motivation Questionnaire | |
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Introduction | |
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Understanding human motivation | |
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Motivational Questionnaire | |
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The MQ and coaches | |
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The MQ and coaching clients | |
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Introducing the MQ profile | |
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Interpreting the MQ profile | |
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Applications of the MQ | |
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Summary | |
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Coaching with Saville Consulting Wave™ | |
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Introduction | |
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The Saville Consulting Wave™ model | |
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Saville Consulting Wave™ 'Deep Dive' measurement features | |
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Using Professional Styles with coaches | |
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Using Professional Styles with coachees | |
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Summary | |
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Coaching with the 16PF questionnaire | |
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Introduction | |
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Theoretical background | |
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The questionnaire | |
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The 16PF and coaches | |
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The 16PF and coaches | |
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16PF reports relevant to coaching | |
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Conclusion | |
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Coaching for emotional intelligence: MSCEIT | |
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Introduction | |
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Theory of emotional intelligence | |
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The MSCEIT assessment | |
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EI and coaches | |
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Using EI with coachees | |
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EI blueprint | |
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Summary | |
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Identifying potential derailing behaviours: Hogan Development Survey | |
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Introduction | |
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Hogan's socio-analytical theory of human behaviour | |
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The Hogan questionnaire | |
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HDS and coaches | |
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Using HDS with coachees | |
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Summary | |
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Coaching for engaging transformational leadership: The Transformational Leadership Questionnaire (TLQ™) | |
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Introduction | |
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The development of the Transformational Leadership Questionnaire (TLQ) | |
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The TLQ model | |
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Using the TLQ | |
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The coach's role | |
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Summary | |
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Developing resilience through coaching: MTQ48 | |
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Introduction | |
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The theoretical model | |
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The Mental Toughness Questionnaire (MTQ48) | |
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The MTQ and coaches | |
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Using the MTQ48 with coachees | |
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Summary | |
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Using archetypes in coaching | |
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Introduction | |
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The model of archetypal practices | |
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Using archetypal practices with coaches | |
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Using archetypal practices with coachees | |
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Summary | |
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Coaching for strengths using VIA | |
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Introduction | |
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The theory of signature strengths | |
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The VIA Strengths Questionnaire | |
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Strengths and coaches | |
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Using the VIA with coachees | |
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Summary | |
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Coaching for stress: StressScan | |
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Introduction | |
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Theoretical models of stress | |
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The theoretical model for StressScan | |
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The development of StressScan | |
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Description of the StressScan scales | |
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Using StressScan with coachees | |
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StressScan and coaches | |
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Summary | |
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Coaching for cultural transformation: CTT | |
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Introduction | |
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Theoretical background to the Cultural Transformation Tools� | |
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The seven levels of leadership consciousness | |
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The Cultural Transformation Tools� assessment instruments | |
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The Leadership Values Assessment | |
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Using CTT with coachees | |
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Using CTT with coaches | |
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Summary | |
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Coaching with FIRO Element B | |
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Introduction | |
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Theoretical and research background | |
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The FIRO Element B questionnaire | |
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FIRO Element B and coaches | |
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Case study | |
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Using FIRO Element B with coachees | |
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Summary | |
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Coaching with LSI | |
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Introduction | |
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Theoretical model | |
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The LSI's psychometric properties | |
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The LSI questionnaire | |
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LSI and coaches | |
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Using LSI with coachees | |
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Structuring an LSI coaching intervention | |
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Debriefing the LSI | |
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Reflexivity: the key to individual transformation | |
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Summary | |
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MTR-i and Type Mapping system for team coaching | |
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Introduction | |
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Theoretical background | |
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Overview of the Type Mapping questionnaires | |
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Development of the Type Mapping system | |
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Using the Type Mapping system with coaches | |
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Using the Type Mapping system with teams | |
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Using the Type Mapping system with individual coachees | |
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Summary | |
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Psychometrics glossary | |
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Appendix: The Association for Coaching | |
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Index | |