Analysis of executive coaching effectivenessa study from the coachee perspective

  1. Eneka Albizu Gallastegi
  2. Izaskun Rekalde Abasolo
  3. Jon Landeta Rodríguez
  4. Pilar Fernández Ferrín
Revista:
Management Letters / Cuadernos de Gestión

ISSN: 1131-6837

Año de publicación: 2019

Volumen: 19

Número: 2

Páginas: 33-52

Tipo: Artículo

DOI: 10.5295/CDG.170876EA DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Management Letters / Cuadernos de Gestión

Resumen

El coaching ejecutivo se ha convertido en una de las principales estrategias de desarrollo directivo de nuestros tiempos. Sin embargo, es un campo del área de desarrollo de RR.HH. en el que predomina la literatura profesional sobre la académica y que está necesitado de más investigación. Este trabajo analiza la relación existente entre los principales factores explicativos de la eficacia del coaching ejecutivo y los diferentes tipos de resultados que se pueden alcanzar. Este estudio aporta además una prueba empírica de la eficacia del coaching ejecutivo utilizando los tres primeros niveles del modelo de evaluación de Kirkpatrick (1975). Se analizan las respuestas de 176 directivos valorando sus percepciones acerca de su última experiencia de coaching ejecutivo. Se utiliza modelización estructural para relacionar factores que inciden en el éxito del coaching ejecutivo con los resultados del mismo. El modelo resultante pone de relieve la influencia que ejercen el coach, y en menor medida el coachee y el proceso, sobre la satisfacción del coachee. También muestra cómo se materializa la influencia ejercida por el coach sobre los aprendizajes del coachee. Asimismo, los resultados sugieren la existencia de una relación positiva entre satisfacción, aprendizaje y cambio de comportamiento, tal y como sugiere Kirkpatrick. Un focus group final en el que han tomado parte directivos de recursos humanos, coachees y coaches ha contribuido a la mejora de la discusión e interpretación de los resultados. A la luz de estos resultados, se plantean implica-ciones para el ámbito profesional y académico.

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Información de financiación

The authors received financial support for the research from the University of the Basque Country, University-Society grant (Ref.: US12/07), FESIDE foundation (Research grant, 2015) and the European Coaching School.

Financiadores

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