The development and empirical evaluation of an affirmative development coaching competency questionnaire

[摘要] ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmativedevelopment coach competency questionnaire. The development and empiricalevaluation of the affirmative development coach competency questionnaire forms thefirst phase of a larger project of developing and testing a comprehensive affirmativedevelopment coach competency model. A coaching@work competency model wouldhelp in clarifying and defining the characteristics that affirmative developmentcoaches need to possess and what affirmative development coaches need to do andneed to achieve to be successful on the job. Inequalities brought about byexclusionary policies in terms of education as well as employment that characterisedSouth Africa before the advent of democracy meant that many members of thepreviously disadvantaged groups lack the necessary skills to succeed at work,especially the ability to occupy higher level positions. Theirs was the world ofunskilled work. In order to rectify the injustices experienced by members of thedesignated groups the new post-apartheid government enacted policies and lawsbased on the principle of affirmative action. However the preferential hiring in favourof Blacks required by the affirmative action measures disadvantages organisationsand the economy because most members of the previously disadvantage groupslack the necessary job competence potential to succeed at work. Affirmativedevelopment has to play an important role in rectifying the injustices of the past.Coaching in addition has to play an important role in honing the newly developedabilities and skills. The study aimed at identifying the various coach competenciesthat behaviourally constitute coach success. Competencies were derived fromexamining the outputs that need to be achieved through the competencies.Understanding the relationships between the affirmative development coachingcompetencies (behaviours) and the outcomes the affirmative development coachattempts to achieve was important because the relevance of the hypothesisedcompetencies need to be validated (logically and empirically) against the structuralnetwork of outcomes. The study identified nine outcome variables namely employeepersonal learning, role clarity, job satisfaction, organisational commitment, employeeself-efficacy, work engagement, contextual performance, task performance andintention to quit.Seventeen coach competencies were examined in this study. The proposed partialcoach competency model shows various structural paths between the coachcompetencies and the coach outcome variables the coach is held accountable for.The objective of the research was to develop the Chikampa Coach CompetencyQuestionnaire (CCCQ) aimed at measuring the seventeen coach competencies andto empirically evaluate the psychometric properties of the CCCQ.The hypothesis of exact measurement model fit was rejected but the hypothesis ofclose fit could not be rejected (p>.05). The position that the CCCQ measurementmodel fits the data closely in the parameter was found to be a tenable position. Thefit indices reflected good model fit in the sample. The measurement model parameterestimates indicated that the indicator variables represented the latent coachingcompetencies satisfactorily. Discriminant validity was problematic. The seventeenlatent coaching competencies as measured by the CCCQ are not clearly separatebut tend to flow into each other.

[发布机构] Stellenbosch University