Guide to Using the 16pf ® Assessment in Coaching
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16pf.com Guide to Using the 16pf® Assessment in Coaching
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™ The PAN logo is a trademark of Performance Assessment Network, Inc. (PAN).
® PAN is a registered trademark of Performance Assessment Network, Inc. (PAN).
2 THE ROLE OF THE 16pf QUESTIONNAIRE Guide to Using the 16pf® IN COACHING Assessment in Coaching
Coaching can be described as a dynamic two-way dialogue to enable learning and development in line with business performance, and is a central feature in many of today’s organizations. The major contributions of coaching in business are:
Enabling people to adjust to major changes in rapidly evolving business environments.
Supporting individuals in advancing their careers, which often requires large step changes in skills and responsibility.
It is therefore reasonable to expect that coaching can be a tool that contributes directly to effective Talent Management. The usefulness of the coaching program will, of course, be affected by the quality of the wider Talent Management policy.
The role of the coach to facilitate learning is fundamental. For coach and client alike, self- awareness is a critical prerequisite in promoting ‘mobility’ and enabling behavioral change. Personality instruments such as the 16pf questionnaire can be extremely useful starting points in raising self-awareness in a number of areas, and can act as springboards for behavioral change through coaching.
3 Guide to Using the 16pf® FACTOR A: WARMTH Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May struggle to build relationships/ May have high need for attachment form attachments and to be liked by others, ie defines coaching sense of self-worth through their issues for a May feel isolated relationships with others May be seen by others as lacking coachee with Strong need to be liked – may try to emotional intelligence, ie lacking please the coach to gain approval this profile insight into others’ perspectives and feelings May put others’ needs ahead of own needs – could even fail to acknowledge May want to intellectualize and own needs rationalize their issues as a way of avoiding having to confront negative May have unrealistically high thoughts or emotions expectations for the level/depth of relationships with others
May become dependent on the coaching relationship
Potential Advantages Advantages advantages and Likely to remain objective Likely to show lots of genuine empathy, support, warmth and disadvantages Unlikely to get caught up in the understanding for a coach emotional aspect of the coachee’s experiences Likely to favour a client-centred with this approach, eg Humanist, Gestalt May feel comfortable using logical profile coaching approaches such as Cogntive Less likely to try to impose own -Behavioural coaching, or analytical/ solutions onto the coachee diagnostic approaches, eg Psychodynamic Disadvantages May lack objectivity May be willing to communicate tough developmental messages May become caught up in the Disadvantages emotional aspect of the coachee’s experiences, and feel a need to ‘rescue’ May want to ‘analyze’ and ‘diagnoze’ the coachee the coachee May ‘need to be needed’ by the May tend to see own role as solving coachee – danger of collusion the coachee’s problem(s), and try to impose own solutions onto the May struggle to challenge the coachee coachee, out of concern to maintain a harmonious coaching relationship May tend to coach with their head, rather than with their whole self May be unwilling to communicate tough developmental messages May not demonstrate enough support, warmth and empathy to the coachee – May find it difficult to end the coaching could appear rather detached, or even relationship if a strong bond has been cold or uncaring formed, even if the coachee is ready to leave
4 Guide to Using the 16pf® FACTOR C: EMOTIONAL STABILITY Assessment in Coaching
Sten 1–3 Sten 8–10
Potential Probably feels significantly unhappy No significant coaching issues: likely with one or several aspects of their life to make rational, balanced judgments coaching that take into account both their own issues for a May want to expand coaching session needs and those of others (assuming from work context to discuss deeper that the score is not a result of high coachee with personal issues Impression Management) this profile May feel powerless and pessimistic – that life is in control of them, rather than them feeling in control of their life, and that it seems pointless to try to change the situation
May tend to react to events, rather than being proactive in making changes to their circumstances
Potential Advantages Advantages advantages and May find it easy to demonstrate Likely to remain calm and positive, and empathy with a coachee who is feeling feel capable of helping the coachee disadvantages similarly unhappy for a coach May possess the emotional resilience Disadvantages to cope with the extent of negative with this feelings expressed by the coachee Coach may not be in a strong/capable/ profile resilient enough state to be coaching May provide the coachee with a others positive/optimistic perspective of their situation, that the coachee is not Coaching supervision for the coach providing for themself would be particularly important, as a means of working through their Disadvantages own concerns, to ensure that these concerns do not impact on the way May underestimate the extent to they coach others which what the coach may consider to be minor issues could be causing May tend to be negatively affected by significant stress or unhappiness to the coachee’s issues the coachee
5 Guide to Using the 16pf® FACTOR E: DOMINANCE Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May feel uncomfortable when required May be damaging relationships with to negotiate or influence others through being perceived as too coaching assertive or outspoken, overstepping issues for a May struggle to manage upwards, or role boundaries or making decisions to influence senior colleagues without adequate consultation coachee with May find it difficult to articulate, assert Subordinates may find their style too this profile and pursue own needs autocratic, or in extreme cases bullying
May be conflict-averse What they perceive as healthy debate, others may perceive as unhealthy May reflect low self-esteem – the conflict sense that others’ needs and opinions are more important than their own May wish to feel in charge in the coaching relationship, setting tasks, May feel that others take advantage of structure and appointment dates/ their accommodating nature times to which the coach is required to May not feel able to question or adhere challenge the coach’s approach or recommendations: passive, compliant recipient of the coaching methodology being employed
Potential Advantages Advantages advantages and Gentle, non-directive coaching style May be more willing to challenge the could suit certain types of coachee coachee’s thoughts and perceptions disadvantages Unlikely to try to force their own May ‘push back’ when the client seeks for a coach opinions or solutions onto coachee approval for inappropriate behaviors with this or actions from the coach Disadvantages profile Disadvantages May allow a more assertive coachee to drive the agenda, with the result May be too directive in coaching style, that the coach keeps their own providing instructions, opinions, advice contributions to themself and solutions, rather than facilitating the coachee to generate their own May not provide the coachee with solutions enough challenge, eg may be reluctant to question the coachee’s thoughts May create dependency in the and perceptions coachee, where the coachee learns to seek solutions from the coach, leaving May appear to agree/collude with them unable to work things out for the coachee when the coachee seeks themself validation from the coach to justify their thoughts or behaviors
6 Guide to Using the 16pf® FACTOR F: LIVELINESS Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May lack energy, spontaneity and May become bored easily, once the enthusiasm – could be feeling unhappy initial excitement has worn off, leaving coaching a trail of unfinished projects/initiatives May be rather cerebral in behind them issues for a communication style, speaking rather coachee with slowly and May be impulsive in speech, decision ponderously, but failing to engage, -making or actions, potentially this profile inspire and excite people damaging their reputation in the eyes of more cautious peers Others may see them as lacking charisma Lively, expressive style may mean that they do too much talking and not May suffer from ‘paralysis by analysis’, enough listening over-analyzing decisions rather than taking action May have a ‘rose-tinted’ view, failing to consider the potential downsides of May be pessimistic and focus on the certain decisions or actions downsides more than the upsides of decisions or actions May require a high level of variety and excitement in the coaching Coach will have to work hard to draw programme, to avoid feeling bored or the coachee out of themself restless
Potential Advantages Advantages advantages and Careful, cautious, thorough approach Potentially a fun, spontaneous and lively coaching style disadvantages Unlikely to dominate the dialogue – will allow the coachee plenty of space to May help the coachee to generate for a coach express themself enthusiasm and energy with this May rein in some of the more May help the coachee to focus on the profile unrealistic ideas of the coachee by positives of their situation providing a reality check or encouraging the Disadvantages coachee to consider potential risks Spontaneous style may not suit some Likely to reflect quite deeply on what coachees, who would respond more the coachee has said – both during and positively to a more careful, cautious after the coaching session or structured approach
Disadvantages May not reflect on/fully consider the coachee’s issues after each session May find it difficult to generate, energy and enthusiasm in the coachee Expressive, enthusiastic style may result in the coach talking too much, or Some coachees may prefer a more even interrupting the coachee high-energy, spontaneous coaching style
May unintentionally influence the coachee, so that they do not take actions they had originally planned
7 Guide to Using the 16pf® FACTOR G: RULE-CONSCIOUSNESS Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May work to standards that they Sense of duty could be so strong that deem appropriate, rather than to they put the organization’s needs coaching organizationally sanctioned standards ahead of their own, or denies themself issues for a pleasure or fun May resist organizational hierarchy, coachee with structure, guidelines, systems and Colleagues could see them as procedures inflexible, moralistic or even a this profile ‘jobsworth’ May be perceived as unconventional, expedient, or even unreliable or a May have difficulty operating in ‘loose cannon’ situations where there are no guidelines or procedures in place May wish for a greater level of autonomy than their role or line May struggle to manage ambiguity manager allows May seek more clarity (eg more clearly May resist the structure/format of the defined instructions) from their line coaching programme, if they feel that manager than is currently being the coach is presenting this structure provided as a fait accompli May expect a clearly structured coaching program from the coach
Potential Advantages Advantages advantages and Unstructured approach may result in Likely to adopt a structured, clearly being more client-centred, ie allowing defined approach to the coaching disadvantages the coachee’s issues and progress to programme, specifying objectives, for a coach shape the structure of the coaching milestones, etc program with this Likely to demonstrate thorough ethical Disadvantages standards regarding contracting, eg all profile ground rules and assumptions being Coaching program may lack structure made explicit, and put in writing to all or fail to specify milestones relevant parties Could underestimate the importance Likely to keep thorough notes/records of contracting, eg stating of coaching sessions confidentiality agreements, coaching objectives, etc formally, in writing Disadvantages May fail to keep accurate notes/record Structured approach could result in of coaching sessions, seeing this as the coachee feeling that they are being unnecessary bureaucracy ‘processed’, rather than experiencing a more tailored, client-centred approach
8 Guide to Using the 16pf® FACTOR H: SOCIAL BOLDNESS Assessment in Coaching
Sten 1–3 Sten 8–10
Potential Uncomfortable in high-profile, public May lack self-awareness: less likely to situations (eg giving presentations), pick up on subtle social cues about the coaching fear of drawing attention to or making impact they are having on others issues for a a fool of themself Could be seen as a little overbearing coachee with Shyness may be preventing full by shyer, quieter colleagues potential being reached, or abilities this profile being fully demonstrated, causing others to underestimate or overlook them
May not be comfortable with self-promotion – hence may not be given full credit for achievements
May not feel comfortable networking and building new relationships
Shyness could be mistaken by others for being anti-social or even unfriendly to the point of being rude
Others may feel they lack impact
Potential Advantages Advantages advantages and Gentle, non-directive coaching style Comfortable meeting new people, could suit certain types of coachee hence may quickly strike up a rapport disadvantages with the coachee in the first meeting for a coach Unlikely to dominate the dialogue – will probably allow the coachee plenty of Reasonably comfortable interrupting with this air time or challenging the coachee when required profile Disadvantages Disadvantages May need time to ‘warm up’ and get to know the coachee – hence Some more quiet, shy coachees may relationship-building with the coachee find them too confident may take a little longer May interrupt, or do too much of the Coachee may want a more instant talking connection with the coach, and decide to seek out a different coach before the coaching relationship has had a chance to develop
9 Guide to Using the 16pf® FACTOR I: SENSITIVITY Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May not be in touch with own May hold aspirations based on emotional needs an unrealistic or even idealistic set of coaching expectations for how things should be issues for a May find it difficult to acknowledge, access and verbalise own feelings and May feel misunderstood coachee with emotions May find it difficult to articulate their this profile May want to intellectualize and internal complex emotional world to rationalize their issues as a way of others avoiding having to confront negative thoughts or emotions May project their own emotional insights and feelings onto other May struggle to understand others’ people, as a way of trying to emotional reactions, if they cannot see understand them, rather than finding a logical reason for such reactions out by directly engaging with them
Potential Advantages Advantages advantages and Likely to remain objective Likely to try to engage with the coachee at a deep, emotional level disadvantages Unlikely to get caught up in the emotional aspect of the coachee’s Likely to favour a client-centred for a coach experiences approach, eg Humanist, Gestalt with this May feel comfortable using logical Less likely to try to impose own profile coaching approaches, such as solutions onto the coachee Cognitive- Behavioural coaching Disadvantages May be less likely to take the coachee’s transference personally, May lack objectivity if this transference is of a negative May become caught up in the nature emotional aspect of the coachee’s Disadvantages experiences May be unwilling to communicate May want to analyze and diagnose the tough developmental messages coachee May be more likely to take the May tend to see own role as to solve coachee’s transference personally, if the coachee’s problem(s), and try this transference is of a negative nature to impose own solutions onto the (eg if the client accuses the coach of coachee being lazy or useless) May tend to coach with their head, rather than with their whole self
May feel uncomfortable coaching someone who expresses highly intense feelings and emotions
10 Guide to Using the 16pf® FACTOR L: VIGILANCE Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May not consider whether or not there May expect others to have hidden are hidden agendas or ulterior motives agendas, even when they do not coaching behind the words and actions of peers issues for a May not delegate enough (if they don’t May not be aware of the ‘political trust others to do a good enough job), coachee with landscape’ in their workplace leading to work overload this profile May trust others too readily, before May assume that people in general are they have got to know them better untrustworthy
Could have been let down/deceived/ taken advantage of by people in the past
Likely to suspect that the coach has a hidden agenda
Contracting and confidentiality agreements being made explicit by the coach from the outset will be critical for gaining the coachee’s trust in the initial meeting
Body language in coaching session could appear defensive, eg avoidance of eye contact, arms folded
Potential Advantages Advantages advantages and Non-judgmental attitude towards May not immediately accept the coachee coachee’s account of the situation as disadvantages entirely honest and accurate, and may for a coach Likely to demonstrate trust in the be open to the possibility that the coachee, which in turn may make it coachee may be distorting their with this more likely that the coachee will place account of events profile trust in the coach at an earlier stage May be willing to question the Disadvantages coachee’s perceptions, or test and probe for more complex underlying May accept the coachee’s account of factors, such as the coachee’s faulty the situation as 100% truthful and thinking or defence mechanisms accurate, and fail to consider that the coachee may be distorting their Disadvantages account to present themself to the coach in a favourable light Could form conclusions about the coachee quite quickly, rather than May not question the coachee’s keeping an open mind perceptions, or test for more complex underlying factors such as the Sceptical mindset may make it harder coachee’s faulty thinking or defence for the coachee to feel that they can mechanisms fully trust the coach
11 Guide to Using the 16pf® FACTOR M: ABSTRACTEDNESS Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May have a here-and-now, short-term May be perceived by peers as focus, but fail to consider wider, unrealistic, impractical, too theoretical, coaching longer-term or less tangible factors or even too ‘ivory tower’ issues for a in their decision-making Could struggle to focus attention on coachee with May expect coaching sessions to be what is being discussed during the very solution-focused coaching sessions, as ideas will be this profile triggered in the coachee’s mind, causing May respond well to practical, tangible their awareness of the here-and-now to coaching exercises such as rehearsal be lost and role-play to practise and embed new skills/characteristics/behaviors Coach will have to work hard to explore where the coachee’s awareness has shifted to, and to draw the coachee out of themself
This ‘butterfly mind’ could be a form of withdrawal/avoidance from uncomfortable but important issues
May tend to extrapolate important issues into generalisms rather than fully considering the relevance and importance of certain issues
Potential Advantages Advantages advantages and Focus on the here-and-now; likely May make links between different to pay close attention to words and issues raised by the coachee, looking disadvantages non-verbal cues for consistent patterns of behavior for a coach or thinking Coaching style may bring things into with this the here-and-now as a way of raising May make connections or identify the coachee’s awareness of issues and common themes across the coachee’s profile confronting these issues at first hand various issues, rather than treating each issue raised by the coachee as an Coaching style may favor practical isolated issue ‘learning experiments’ such as role- play and rehearsal exercises Disadvantages
Less likely to allow themself to be May lack a focus on the here-and-now, side-tracked by the coachee going off potentially missing key words and non- at tangents verbal cues
Disadvantages May use hypothetical questions, eg ‘How would you deal with the following May not make links between different scenario?’, rather than encouraging the issues raised by the coachee coachee to address real issues that are happening in their current life situation May fail to make connections or identify common themes across the May get into hypothetical debates, coachee’s various issues, instead rather than taking a more practical treating each issue raised by the approach or dealing with tangible coachee as an isolated issue issues
Preference for a directive, Their tendency for thoughts to go off solution-centred approach may be at tangents could become interference, inappropriate for coachees who simply affecting the quality of contact want to be understood rather than a between coach and coachee series of objectives and solutions to be attained The coach may allow themself to be side-tracked if the coachee goes off at tangents, resulting in a key issue not being uncovered or fully explored
12 Guide to Using the 16pf® FACTOR N: PRIVATENESS Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May give away too much personal Colleagues may find them rather information about themself to guarded and reluctant to share much coaching colleagues, leading to others seeing about themself with others issues for a them as sharing inappropriate information May not feel comfortable relating to coachee with colleagues on anything other than a Others could see them as task or professional level this profile unprofessional or indiscreet, by bringing personal issues to work Colleagues could find them difficult to get to know, impeding Likely to feel comfortable expressing relationship- building and networking themself and sharing information with the coach Could ‘bottle up’ problems, instead of sharing concerns/issues/problems with May be more willing to share concerns/ colleagues issues/problems with colleagues, hence may feel that they do not need May be less likely to seek out coaching, to discuss these issues with a coach due to feeling uncomfortable sharing personal information
Potential Advantages Advantages advantages and May help with rapport-building during Unlikely to give away too much initial meetings personal information about themself – disadvantages likely to maintain a professional coach– for a coach Disadvantages coachee boundary with this May give away too much personal Disadvantages information about themself – risk that profile they may not maintain a professional May hinder rapport-building during distance, possibly affecting the coach initial meetings –coachee boundary
13 Guide to Using the 16pf® FACTOR O: APPREHENSION Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May not be open to coaching, as Likely to have issues relating to low they may believe that they have no self-esteem, low self-confidence coaching significant development needs issues for a May be likely to accept and believe May rationalize away, argue against, negative or developmental messages coachee with or reject developmental feedback from coach, but to ignore or reject this profile (ego-defence mechanisms) positive messages Score may reflect a degree of denial – Lack of self-confidence and self- not just to the coach but to themself belief could be holding the coachee back from fulfilling their potential – Self confidence may come across to tendency to under-estimate themself others as arrogance may lead peers to underestimate them too May ignore or reject the help or advice of others May punish or blame themself when they don’t live up to own unrealistic/ unattainable expectations
Tendency to worry to a great extent, to the point where the level of anxiety hinders performance, eg performance- interfering thoughts, self-limiting beliefs
Potential Advantages Advantages advantages and Self-confidence that they can cope Unlikely to overlook own limitations with any issues that might come up and performance issues as a coach disadvantages in coaching may make it more likely – will probably acknowledge these for a coach that the coachee will trust and place shortcomings and be motivated to confidence in the coach address them in coaching supervision with this May be less likely to be adversely Likely to seek coaching supervision profile affected by the coachee’stransference , if this transference is of a negative Disadvantages nature (eg coachee accusing the coach May underestimate own abilities or the of being ‘uncaring’ or ‘up tight’) difference they can make as a coach, Disadvantages which may in turn hold them back from doing more coaching May overlook own limitations and performance issues as a coach, May be more likely to be adversely rather than acknowledging these affected by the coachee’stransference , shortcomings and addressing them in if this transference is of a negative coaching supervision nature (eg taking it to heart when coachee accuses the coach of being Self-assurance may lead the coach to ‘uncaring’ or ‘up tight’) think that they do not require coaching supervision
14 Guide to Using the 16pf® FACTOR Q 1: OPENNESS TO CHANGE Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May be seen by peers as slow to May be seen by peers as changing embrace changes and reforms, or working practices too often, or even coaching branded resistant to change or even introducing new changes before issues for a stuck in the past former changes have been fully implemented and evaluated coachee with May feel scared of, or threatened by, change May be seen by peers as someone who this profile becomes bored easily
May need a high degree of change in the format of the coaching program itself – could become bored if they feel that the same format is being used at every coaching session
Potential Advantages Advantages advantages and May use only well-established, May prefer to tailor coaching approach well-proven coaching methods to the unique needs of each individual disadvantages coachee, rather than sticking to the Likely to avoid taking unnecessary risks same approach for all coachees for a coach (eg experimenting with approaches) in with this the way they coach Disadvantages profile Disadvantages May not place enough trust in well-established, well-proven coaching May tend to adopt the same approach methods to coaching for all coachees, sticking to what they know best rather than May take unnecessary risks (eg tailoring an approach to the unique experimenting with approaches) in the needs of each individual coachee way they coach, to meet own need for novelty and experimentation
15 Guide to Using the 16pf® FACTOR Q 2: SELF-RELIANCE Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May have dependency needs, ie be May be seen as rather detached unable to spend time alone, craving and distant by colleagues, or even coaching the company of others almost all of ‘anti-social’ or ‘a loner’ issues for a the time May not ask for help or support, coachee with May define themself through their believing that objectives must be associations with others, rather than achieved unassisted this profile as an individual in their own right May not delegate enough, leading to Coach may need to encourage them work overload to make ‘I’ statements rather than ‘we’ statements May be missing out on opportunities to learn from others, stifling their own May have good social support development mechanisms in place through friends/ relationships, therefore may feel that May not communicate or share they do not need a coach because information to the extent that there are plenty of friends they can colleagues need or expect talk to about the issue(s) instead May be less likely to seek coaching in the first place, due to unwillingness to May not feel self-sufficient – may feel that they have to rely on the support/ seek assistance guidance of others, rather than making Their avoidance of others could own decisions be linked to negative previous experiences – ‘once bitten, twice shy’
Others will be less likely to be aware that they are experiencing difficulties or problems, due to lack of contact/ infrequent communication
Potential Advantages Advantages advantages and May be likely to refer to other coaches Sense of self-sufficiency may help for advice/support them to feel confident and resourceful disadvantages as a coach for a coach May be likely to seek coaching supervision Disadvantages with this Disadvantages May feel that they have to have all the profile answers, rather than referring to other No significant disadvantages coaches for advice/support
May be less likely to seek coaching supervision
16 Guide to Using the 16pf® FACTOR Q 3: PERFECTIONISM Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May be seen by peers as lacking May be overly controlling or rigid, self-discipline, being prone to as a way of managing their anxiety: coaching procrastination, or being disorganized ‘Completer-Finisher’ tendencies issues for a May have issues relating to poor Could be seen by colleagues as uptight coachee with time management, eg sense of constantly operating within a chaotic May be seen as inflexible or unwilling this profile environment, constantly up against to adapt plans tight deadlines, etc. May set themself unrealistically high standards to the point of forcing May be seen as ‘high-risk’ by peers, due to tendency to leave things to the themself to do everything perfectly last minute, or even to ‘wing it’ May over-achieve or over-deliver on a few tasks, instead of delivering a May be unrealistic about how long activities actually take, ie may try to larger volume of tasks to an adequate squeeze too many events into a finite standard time slot May not prioritise and distinguish between important tasks that need to May be too adaptable and flexible, changing plans too readily in light of be planned in a thorough and detailed changing circumstances manner, versus unimportant tasks that require less thoroughness or planning Reluctance to make plans could suggest a desire to keep options open Likely to want coaching appointments for as long as possible, rather than booked into diary well in advance making a plan and sticking to it
Potentially poor diary management regarding sticking to coaching appointments, or last-minute requests to change the time or date of a coaching session
Potential Advantages Advantages advantages and Approach to coaching may be May prefer a structured format to the unstructured and adaptable, flexible coaching session, eg careful planning disadvantages to changing demands or differing rates in advance of coaching objectives at for a coach of progress of coachees each session, key milestones, coaching evaluation procedures, etc with this Disadvantages Potentially disciplined time profile Coachee may respond better to a management of each coaching session, more structured format to the eg prompt, not over- or under-running coaching session, eg clearly stated with each session, etc coaching objectives at each session Disadvantages Potentially poor time management of each coaching session, eg if coaching Approach to coaching may be too back-to-back sessions, over-running structured, and inflexible to changing with one session, making them late for demands or differing rates of progress next session of coachees
17 Guide to Using the 16pf® FACTOR Q 4: TENSION Assessment in Coaching
Sten 1–3 Sten 8–10
Potential May be seen as unmotivated, lacking in Could be seen by peers as always energy or not being proactive at work rushing around in a frantic state, coaching – or branded as too laid-back or even busy but unproductive or even as a issues for a lazy ‘headless chicken’ coachee with May not feel challenged enough at Sense of time-urgency and work restlessness may be symptom of work this profile overload May feel highly motivated and driven within themself, but lack self- If score remains 8–10 over long awareness that their relaxed style periods, may lead to ‘burn-out’ makes them appear demotivated Sense of time-urgency and Low energy could be related to sense restlessness may be symptom of poor of defeat, ie they have given up trying time management
Body language in coaching sessions Sense of time-urgency and could appear very relaxed, eg slumped restlessness may be symptom of back in chair, hands behind head unresolved, underlying tensions (eg between sense of duty vs. desire for fun)
Could appear ‘fidgety’ in the coaching sessions, eg tapping foot, drumming fingers, restlessness, biting nails
Potential Advantages Advantages advantages and Relaxed style may help the coachee to High energy, fast-paced style of coach feel calm and relaxed themself may be beneficial in helping coachee disadvantages feel that the coach shares their sense for a coach Disadvantages of urgency/energy over the issues being discussed with this Coachee may feel that the coach does not share their sense of urgency/ Disadvantages profile energy over the issues being discussed Tense, fast-paced coaching style may result in coachee feeling that they are being rushed or pushed too quickly to make progress
Coach may show signs of impatience or irritability with coachee if they feel that they are not ‘getting results’ with the coachee quickly enough
18 Guide to Using the 16pf Assessment in Coaching
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