Qualitative and Quantitative Aspects of Coaching

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Qualitative and Quantitative Aspects of Coaching
Cynthia Crump, Other, Antigua and Barbuda

Mentoring and coaching both have qualitative and quantitative aspects.
For example, using multiple data collection tools during my research resulted in verbal and numerical data; that is qualitative and quantitative data. The data was obtained via questionnaires, observations, interviews and journal reflections, using close-ended or Likert-type ratings and open-ended responses or comments.
Applying a 'mixed approach' to get information about participants' feelings about a mentoring-coaching initiative and the changes they experienced was useful. In addition, the mixed method was helpful to corroborate the results, and fostered a high degree of reliability and validity of results. The results showed the necessity of sharing in the learning community to improve practice.
However the most important aspects to me were qualitative: the voices of the participants as they supported and shared with each other. Instead of only stating how many would recommend coaching, they explained how and why they would.

Quality as Term
Torben Grut, Consultant, Sweden
Good work!
Quality as context for measurements. Explaining the context in which the numbers used from surveys are gathered. On the other hand, the term 'quality' is in the hands of CFOs nowadays. Peter Drucker's ideas have become the leading paradigm. "If you can't measure it, it does not exist." Fundamentalists use only numbers, QA staff have to explain context.

KPIs and Questionnaires to Measure the Effectiveness of Coaching
Ben Smith, Manager, United Kingdom
Thank you Cynthia Crump, this is helpful. Can you/someone suggest good elements that the effectiveness of coaching can be measured by? My preference is for developmental coaching which doesn't go into a session/program with a fixed outcome in mind. The aim is to discover potential that we (coach and coachee) were not aware of.



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