Document Type : Original Article
Authors
1
Assistant Professor, Department of Administration, Qom University, Qom, Iran.
2
Master of Business Administration, Department of Administration, Qom University, Qom, Iran.
Abstract
Purpose: Given the significant growth of coaching in human resources and personal development, special attention is required in research. In the definition of coaching, the competencies required for each coach are important factors that affect the coaching process. Among the competencies mentioned, the coach's mindset is one of the main foundations that has been less addressed. In other words, thoughts, beliefs, and expectations, whether conscious or unconscious, have a significant impact on coaches. Finding factors that cause recognition and examination of mindset can help stakeholders identify who has this mindset. The notable issue is that, considering the competencies of coaching, a coach must have a mindset appropriate to coaching, and is considered a key component of what a coach is. By definition, the coaching mindset is that a coach has an open, curious, flexible, and client-centered mindset. The purpose of the present study is to design an instrument to measure the mindset of coaching.
Design/Methodology/Approach: The present study was conducted in the form of an interpretive paradigm and with a qualitative research approach. The research was descriptive and without researcher intervention. The purpose of the study is also considered fundamental. The qualitative data collection tool was semi-structured interviews, and the statistical population of the qualitative research included coaches from all coaching departments, university professors, and coaching process experts who were fully aware of the competencies and process of coaching and were familiar with the research topic. The sampling method was carried out using the snowball technique. The sampling criterion among the statistical population was also having at least one year of coaching experience or writing works related to coaching or teaching it at the university level, which ultimately identified 11 samples. The researcher used the content analysis approach and the MAXQDA qualitative data analysis software version 2020 to analyze the data. Based on the aforementioned technique, 3 coding stages were carried out, including descriptive coding, interpretive coding, and the formation of a comprehensive thematic network.
Findings: The findings of the qualitative part of the study led to the identification of 69 sub-themes and 10 main themes for the coaching mindset. The extracted indicators include the accepting mindset of the other, positive thinking, systematic mindset, client strength mindset, self-aware mindset, non-judgmental mindset, focused mind, seeing people as selective, the developmental mindset of others, and seeing others as valuable.
Discussion and Conclusion: The findings emphasize the importance of the influence of the coach's mindset on the competencies and coaching process. Another accepting mindset means that people should be accepted on their terms. Note that change may take time for clients because the time to change varies from person to person. To effectively implement processes, a coach must always be hopeful about the future and be confident that the process will be fruitful, and his main focus should be on the future instead of the past. By understanding different systems and the relationships between them, and being aware of his role and position in each, such a person can assess his level of influence and effectiveness and work to improve and enhance the systems in his environment. Client empowerment includes belief in one's resourcefulness and ability, internal control, creativity, self-awareness, and knowledge. Each person is considered the best expert in his own life. A person with a coaching mindset should not try to diagnose and simulate the problems of others, because the human brain always looks for similarities. He should try to turn off his expertise during the coaching conversation, neither processing nor analyzing the information received from others, but allowing the client to make his own decisions. When a person has a mindset appropriate for coaching, he tries to be fully present when talking to others. A coach with a mindset appropriate for coaching values everyone around him and sees himself as their equal; neither superior nor inferior. Such a mindset encourages him to take the initiative in various matters to help others. The coach should see others as equals in his mind and see himself as the same level as the client, which includes a sense of equality and egalitarianism.
Keywords
Subjects
