Abstract
Coachability – an individual difference construct describing how individuals seek, engage with, process, and react to feedback and other learning opportunities – is a critical factor associated with skill acquisition and success in academic and occupational settings. We conducted a study to advance coachability research in two significant ways. First, we introduce an expanded coachability conceptualization that includes new aspects (i.e., growth mindset, reactions to positive feedback). Second, we developed a coachability situational judgment task (SJT), which appears to be the first non-Likert coachability assessment. Participants (N = 800; 18–55 years) completed our coachability SJT and a coachability Likert-scale and, following a nine-month delay, high- and low-judgment measures of job performance. Results supported the scoring, generalizability, and inference validity for the new coachability SJT. Implications for future refinement and use of the scale are discussed.
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