An Affirmative Development Coaching Competency

QuestionnaireVictor Chikampa

Mulungushi Universitychikampavictor@yahoo.com

The objective of the research study was to develop and psychometrically evaluate a coach competency questionnaire-

Was developed to measure affirmative development coaching performance

To provide formative feedback to affirmative development coaches

To identify development areas that need to be addressed in affirmative coaching development interventions.

Research objective

Inequalities prior to democracy in terms of education meant that members of the previously disadvantaged groups lacked the necessary skills to succeed at work

Preferential hiring in favour of blacks required by affirmative action measures disadvantages organisations and the economy because most members of the former desginated groups lack the job competence potential

Affirmative development has to play an important role in rectifying the injustices of the past-coaching plays an additional role of honing newly developed abilities and skills.

Background information

13 Coaching outcomes were identified 17 coaching competencies were examined

Affirmative development coaching structural model

The study made use of an ex post facto correlational research design because of the inability to directly control the latent variables

The overarching substantive research hypothesis was that the CCCQ provides a construct valid and reliable measure of affirmative development coaching performance

H01: RMSEA=0

Ha1: RMSEA>0

H02: RMSEA≤.05

Ha2: RMSEA>.05

Research Methodology

SPSS 20.0 LISREL 8.8 Measuring instrument (CCCQ 82 items- an

adaptation of the LBI-2 cronbach alpha values between.774 and .902

Unit of observation target population(AD coaches/ coachees)-alcoholic beverages producer participating organisation

Survey questionnaire was used to collect data(2398/492/398).

Analysis

The results of the item analysis performed on all the 17 subscales were generally considered satisfactory.

Dimensionality analysis-all the subscales satisfied the unidimensionality assumption-all the items in all the subscales showed satisfactory loadings on the single extracted factor.

Multiple fit indices were utilised to test the measurement model. LISREL results were indicative of good model fit.

Results

Multi-group SEM analyses need to be conducted in which the measurement model is simultaneously fitted to representative samples of different population groups- race, gender and language group

The study be repeated on a larger sample in which the individual items serve as indicator variables

Future studies should investigate the relationships hypothesised between the affirmative development coaching competencies and coaching outcomes

Further studies should investigate the problem of discriminant validity

Language difficulty level.

Future studies

Dankie

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