شناسایی عوامل کلیدی موفقیت مربیگری در سازمان‌ها با رویکرد فراترکیب: ارائه یک الگو
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
سجاد قارلقی
1
(دانشگاه شهید بهشتی)
اباصلت خراسانی
2
(دانشگاه شهید بهشتی)
غلامرضا شمس مورکانی
3
(دانشگاه شهید بهشتی)
بهروز قلیچ لی
4
(گروه مديريت بازرگاني دانشکده مدیریت و حسابداری دانشگاه شهيد بهشتي)
کلید واژه: آموزش و بهسازی عوامل موفقیت مربی¬, گریاثربخشی مربی¬, گری صلاحیت¬, های مربیویژگی¬, های متربی,
چکیده مقاله :
هدف پژوهش حاضر شناسایی عوامل موفقیت مربی گری در سازمان است. همچنین این پژوهش الگوی جامعی برای عوامل موفقیت مربیگری ارائه می‌کند. این پژوهش در چهارچوب رویکرد کیفی و با استفاده از روش فراترکیب با رویکرد هفت مرحله‌ای سندولوسکی و بارسو (2009) انجام شد. جامعه موردمطالعه شامل کلیه تحقیقات و مطالعات فارسی و انگلیسی چاپ‌شده در حوزه مربیگری در بین سال‌های 2000 تا 2020 می‌باشد. در این راستا، کلیدواژه‌های مرتبط با هدف پژوهش مورد جستجو قرار گرفت و مقالات و اسناد به‌دست‌آمده با استفاده از روش نمونه‌گیری هدفمند و با توجه به معیارهای پذیرش موردبررسی قرار گرفتند که درنهایت 25 مقاله که از معیارهای ورود به مطالعه برخوردار بودند با استفاده از روش کدگذاری سه مرحله ای (باز، محوری، انتخابی) تجزیه‌وتحلیل شدند. پایایی کدگذاری‌ها با استفاده از ضریب توافق کاپا در نرم‌افزار SPSS و با مقدار 0.75 تأیید شد و برای بررسی روایی پژوهش نیز یافته‌ها در اختیار 2 تن از خبرگان تحقیق کیفی قرار گرفت. بر اساس نتایج تحلیل داده‌ها 129 کدباز شناسایی شد که در 6 مقوله و 23 زیر مقوله دسته‌بندی شد که عبارت اند از صلاحیت‌های حرفه ای مربی (مهارت های ادراکی، مهارت های ارتباطی، مهارت های فنی، دانش و تجربه، ویژگی های شخصیتی و اخلاقی، اعتبار حرفه‌ای)، شرایط و ویژگی های متربی (تمایل و انگیزه، ویژگی-های شخصی، تعهد و مسئولیت پذیری، مهارت های شناختی، دانش و صلاحیت، جایگاه سازمانی)، فرایند مربی گری (برنامه ریزی و سازماندهی، شیوه های ارزیابی)، کیفیت رابطه (سطح رابطه، همکاری و توافق، احترام و اعتماد متقابل، یادگیری حرفه ای)، زمینه‌سازمانی (حمایت مدیران ارشد، فرهنگ‌سازمانی، عوامل ساختاری و استراتژیک) و زمینه بیرونی (عوامل فرهنگی، عوامل محیطی).
The purpose of this study is to identify the key factors of coaching success in the organization. This study also provides a comprehensive model for coaching success factors.This study was conducted in the framework of a qualitative approach meta-synthesis methode with the seven-step approach of Sandolowski and Barso (2009). The study population of the present study includes all Persian and English researches and studies published in the field of coaching between 2000 and 2020. In this regard, keywords related to the purpose of the research were searched. Then, the obtained articles and documents were examined using purposive sampling method, according to the acceptance criteria. Finally, 25 articles that met the inclusion criteria were studied. They were analyzed using three-step coding method (open, axial, selective). The reliability of the codings was confirmed using the kappa agreement coefficient in SPSS software with a value of 0.75 and to evaluate the validity of the study, the findings were provided to two qualitative research experts. Based on the results of data analysis, 129 open codes were identified, which were classified into 6 categories and 23 sub-categories, which include professional coaching competency (perceptual skills, communication skills, technical skills, knowledge And experience, personality and moral characteristics, professional credibility), cochee conditions and characteristics (desire and motivation, personal characteristics, commitment and responsibility, cognitive skills, knowledge and competency, organizational position), Coaching process (planning and organizing, evaluation methods), relationship quality (relationship level, cooperation and agreement, mutual respect and trust, professional learning), organizational context (support of top managers, organizational culture, structural And strategic factors) and external context (cultural factors, environmental factors).
1- McCracken M, Wallace M. Towards a redefinition of strategic HRD. Journal of European industrial training. 2000; 24(5): 90-281#
2- Moreno JM. Do the initial and the continuous teachers professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow education. Journal of educational change. 2007; 8(2):169-173#
3- Khorasani A, Eidi A. Applied Techniques for educational needs assessment with the Emphasis of ISO 10015 International Standard Requirements. 2010; Tehran: Iran Industrial Training and Research Center.#
4- Woerkom MV. The Relationship between Coach and Coachee: A Crucial Factor for Coaching Effectiveness. Chapter from book Learning Through Practice: Models, Traditions, Orientations and Approaches. 2010; Online. #
5- Bozer G, Jones RJ. Understanding the factors that determine workplace coaching effectiveness: a systematic literature review. European Journal of Work and Organizational Psychology. 2018; online. Available: DOI 10.1080/1359432X.2018.1446946#
6- Grabmann C, Schölmerich F, Schermuly C. The relationship between working alliance and client outcomes in coaching: A meta-analysis. human relations. 2019; 1-24. Online. available: DOI: 10.1177/0018726718819725#
7- Salomaa R. Expatriate coaching: factors impacting coaching success. Journal of Global Mobility. 2015; 3(3). 216 – 243.#
8- Graen G, Canedo JC, Grace M. Team coaching can enhance psychological safety and drive organizational effectiveness. Organizational Dynamics. 2020; 49(2). Online. Available: https://doi.org/10.1016/j.orgdyn.2019.01.003#
9- Moradi Shirazi SA, Fayyazi M, Heidar A, Babaei Zakliki MA. An Ethnographic Approach to Antecedents in Coaching Process. Public Organizations Management. 2019; 7(2): 106-124. #
10- Mihiotis A, Argirou N. Coaching: from challenge to opportunity. Journal of Management Development. 2016; 35(4): 448-463.#
11- Reida A, Cooka J, Viedgeb C, Scheepersa CB. Developing management effectiveness: The nexus between teaching and coaching. The International Journal of Management Education. 2020; 18 (1): 1-18.#
12- Stoetzel L, Shedrow S. Coaching our coaches: How online learning can address the gap in preparing K-12 instructional coaches. Teaching and Teacher Education. 2020; 88 (1): 1-11.
13- Bluckert P. Critical factors in executive coaching – the coaching relationship. Industrial and commercial training. 2007; 37(7): 336-340#
14- Joo Bake. Executive Coaching: A Conceptual Framework from an Integrative Review of Practice and Research. Human Resource Development Review. 2005; 4(4): 462-488.
15- Wilson C. Coaching and coach training in the workplace. Industrial and Commercial Training. 2004; 36(3): 96–98.#
16- Kennedy J. A definition of coaching. 2009; Online. Available: http://www.kennedycoaching.com/fileadmin/downloads/A_definition_of_coaching.pdf.
17- Zeus m, Skiffington L. Establishing a Coaching Culture. includes extracts from new text book Behavioral Coaching. 2003; NewYork: McGraw-Hill. Online. Available: http://www.1to1coachingschool.com/Coaching_Culture_in_the_work place.html.#
18- Maseko BM, Van Wyk R, Odendaal A. Team coaching in the workplace: Critical success factors for implementation. SA Journal of Human Resource Management. 2019; 17(0):1-11
19- Carey w, Philippon dj, cummings gg. Coaching models for leadership development: an integrative review. journal of leadership studies. 2011; 5(1): 51-70.#
20- Milner T, Bossers A. Evaluation of the mentor-mentee relationship in an occupational therapy mentorship programme. Occupational Therapy International. 2004; 11(2): 96–111.
21- Walker A. An HR perspective on executive coaching for organizational Learning. International Journal of Evidence Based Coaching and Mentoring. 2011; 9(2): 67-79.#
22- Fathi Vajargah K, Khorasani A, Daneshmandi S. Coaching in training and develpoment of human resources. 2014: Tehran: Iran Industrial Training and Research Center. #
23- Homan M, Miller LJ. Coaching in organizations: Best coaching practices from the Ken Blanchard Companies. 2008: John Wiley & Sons.#
24- Taylora AM, Passarellib EB, Van O. Leadership coach effectiveness as fostering self-determined, sustained Change. The Leadership Quarterly. 2019; 30 (1): 1-13.#
25- Izaskun RJ, Landeta El. Determining factors in the effectiveness of executive coaching as a management development tool. management decision. 2015; 53(8): 1-40#
26- Audet J, Couteret P. Coaching the entrepreneur: features and success factors. Journal of Small Business and Enterprise Development. 2012; 19(3): 515-531#
27- Richard JT. Ideas on Fostering Creative Problem Solving in Executive Coaching. Consulting Psychology Journal: Practice & esearch. 2003; 55(4): 249-256.#
28- Marshall K. The Critical Factors of Coaching Practice Leading to Successful Coaching Outcomes. A dissertation Submitted to the Ph.D. in Leadership & Change Program. 2004; Antioch University: Published by ProQuest LLC, UMI: 3230457#
29- Wasylyshyn KM. Executive coaching: an outcome study. Consulting Psychology Journal Practice and Research. 2003; 55(2): 94-106.#
30- Jacox V. What are the key qualities and skills of effective team coaches?. A dissertation Submitted to the Ph.D. in Leadership & Change Program. 2016; Antioch University: Published by ProQuest LLC, UMI: 10028992.#
31-Purdy SR. a qualitative study of instructional coaching based on an analysis of interviews from teachers, coaches, and administrators, Administrators. A Dissertation submitted to the Ph.D in Educational Psychology. 2017; The University of Wisconsin: Published by ProQuest LLC, UMI: 10280567#
32- Fathi Vajargah K, Khorasani A, Daneshmandi S. A Study on the Areas and Conditions of Applying Coaching in Training and Development of Human Resource Activities. Journal of Management and Planning in Educational Systems. 2016; 8(15): 27-48.
33- Cooper H. Research synthesis and meta-analysis: A step-by-step approach (applied social research methods). 2016; Thousand Oaks: Sage Publications.#
34- Finfgeld-Connett D. The future of theory-generating meta-syn-thesis research. Qualitative Health Research. 2016; 26(3): 291–293.#
35- Sandelowski M, Barroso J. Handbook for synthesizing qualitative research. 2009; new York: Springer Publishing Company#
36- Farzaneh N, Shamai Zanjani M, Manian A, Hassanzadeh A. Providing a framework for conceptualizing the Office of Knowledge Management. Information Technology Management. 2017; 10 (1): 135-158.#
37- Ladyshewsk RK. The manager as coach as a driver of organizational development. Journal of Leadership & Organization Development. 2010; 31(4): 292-306.#
38- Kappenberg ES. model of executive coaching: key factors in coaching success. A Dissertation submitted to the Ph.D in Psychology. 2008; Claremont Graduate University: Published by ProQuest LLC, UMI: 3308407#
39- Rekalde LJ, Albizu LB. Determining factors in the effectiveness of executive coaching as a management development tool. Management Decision. 2015; 53(8): 1-40.#
40- Smith S. Is it possible for managers to coach effectively in a hostile culture?. International Journal of Evidence Based Coaching and Mentoring. 2018; Special (12): 51-60.#
41- Treadway CR. executive leadership coaching: factors Creating effective engagement. A dissertation Submitted to the Ph.D. in School of Business and Technology. 2013; Capella University: Published by ProQuest LLC, UMI: 3605539#
42- Gallagher TL, Bennett SM. The six ‘P’ model: principles of coaching for inclusion coaches. International Journal of Mentoring and Coaching in Education. 2017; online. available: https://doi.org/10.1108/IJMCE-03-2017-0018#
43- Seamons BL. the most effective factors in executive coaching engagements according to the coach, the client, and the client’s boss. A Dissertation submitted to the Ph.D in Psychology. 2006; Saybrook University: Published by ProQuest LLC, UMI: 3206219
44- Nuciforo CA. Factors supporting implementation of executive coaching as embedded professional learning for superintendents In new york state. A Dissertation submitted to the Ph.D In Educational Leadership,. 2015; The Sage Colleges: Published by ProQuest LLC, UMI: 10009838#
45- Lawley J, Linder-Pelz P. Evidence of competency: exploring coach, coachee and expert evaluations of coaching. An International Journal of Theory, Research and Practice. 2016; online. Available: http://dx.doi.org/10.1080/17521882.2016.1186706#
46- Peel D. Coaching and Mentoring in Small to Medium Sized Enterprises in the UK – factors that affect success and a possible solution. International Journal of Evidence Based Coaching and Mentoring. 2004; 2(1): 46-57.#
47- Gunderson LM, Willging CE, Trott Jaramillo EM, Green AE, Fettes DL, Hecht DB, Aarons JA. The good coach: implementation and sustainment factors that affect coaching as evidence-based intervention fidelity support. journal of children's services. 2017; 13(1): 1-17.#
48- Leedham M. The Coaching Scorecard: a holistic approach to evaluating the benefits of business coaching. International Journal of Evidence Based Coaching and Mentoring. 2005; 3(2): 30-45.#
49- Taconis M. How high potential coaching can add value – for participants and the organization. International Journal of Evidence Based Coaching and Mentoring. 2018; Special (12): 61-72.#
50- Kretzschmar I. Exploring Clients’ Readiness for Coaching. International Journal of Evidence Based Coaching and Mentoring. 2010; Special(4): 1-20.#
51- Gharloghi S, Pourkarimi J, Mirkamali SM. Design and specification of Professional Competencies of research experts in Higher Education Institutions (Case: Tehran University). Journal of Educational Leadership and Management. 2015; 9(1): 95-115.#
52- Alaqeband A. Introductions to Educational Administration. 2010; Tehran: Ravan Publications.#