期刊名称：International Journal of Evidence Based Coaching and Mentoring
印刷版ISSN：1741-8305
出版年度：2019
页码：114-125
DOI：10.24384/rzmc-pz10
语种：English
出版社：Oxford Brookes University
摘要：Formative feedback is likely to improve performance, which has encouraged executive coaches to seek accreditation and supervision. However, many coaches do not consider their clients as suitable providers of formative feedback, due, in part, to a lack of shared knowledge about effective behaviours. The study addressed the issue by developing a client behavioural feedback instrument for the executive coach. The article summarises the key findings of the mixed-methods approach which informed the instrument, highlighting differences and similarities with scales developed by accrediting bodies and experts.
