O coaching como técnica: uma Grounded Theory a partir da análise de competência de estudantes de graduação em administração.

• Autor(a) principal: Sebben, Ivan Luiz Zorde Anghinoni
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UTFPR (da Universidade Tecnológica Federal do Paraná (RIUT))
• Texto Completo: http://repositorio.utfpr.edu.br/jspui/handle/1/23614
• topic: Capacitação de empregados; Teoria fundamentada em dados; Padrões de desempenho; Competências essenciais; Assessoria empresarial; Employees - Coaching of; Grounded theory; Performance standards; Core competencies; Executive coaching; CNPQ::CIENCIAS HUMANAS; Sociais e Humanidades

This research presents constructs based on empirical data and useful to academic coaching processes. The researcher applied the Grounded Theory qualitative research method to the analysis of data from the first coaching program of the Federal University of Technology – Parana (UTFPR), the High Human and Academic Performance (ALPHA). The researcher acted as the ALPHA coach. Life, career and leadership coaching techniques were employed as part of the institutional psycho-pedagogical support towards academic education. Between 2017 and 2018, 54 individual coaching sessions were conduced concerning personal, academic and professional goals. Personal profile assessments used mainly the DiSC system and the theory of moods, while coaching dialogues relied upon the GROW model and the maieutic theory. Throughout the coaching process, 4 students left ALPHA. These dropouts became the source of the research problem undertaken throughout 2018 and 2019 – how to implement coaching in universities developing competencies. Mixed methods of research were used previously, concomitantly or after the execution of ALPHA. Dialogues, goals and coaching tasks were compared. Scores, patterns and profile features were coded. Anonymous feedbacks were also collected and primary and bibliographic sources were consulted. The successive categorization and criticism of the data gave rise to constructs. The expansion and improvement of the academic coaching method generated a second version for the ALPHA program, the ALPHA 2.0. The synthesis of field learning inspired an algorithm for competence in coaching, the “KnowNow” (current knowledge). The cataloging and lexical adaptation of profile assessment tools resulted in a performance potential index in coaching, the PHI 1.0. The interpretation on the ALPHA coachees profile styles indicated potentials in personal and professional competencies.