As contribuições do processo de coaching no desenvolvimento de carreira

• Ano de defesa: 2014
• Autor(a) principal: ECARD, Dulcila Barreiros Torres
• Orientador(a): SOUZA-SILVA, Jader Cristino de Souza-Silva
• Banca de defesa: PAIXÃO, Roberto Brazileiro, BARRETO, Maribel Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Salvador
• Programa de Pós-Graduação: Administração
• Departamento: Administração
• País: Brasil
• Palavras-chave em Português: Coaching; Contribuições do coaching; Desenvolvimento de carreira
• Área do conhecimento CNPq: Ciências Sociais Aplicadas
• Link de acesso: http://teste.tede.unifacs.br:8080/tede/handle/tede/514

The interest of this research is to discover what are the contributions of the coaching process in career development coachee. In view of this, the scope of work is supported by a theoretical framework that is based on the contributions specified by the authors on the theme of Socratic and counseling approaches, and the four types of coaching cited in the text, which were divided by the relationship with the organizational environment and the nature of the process. Traditional and protean, stages a career crosses along the career path of the individual, and career project that "should" be prepared for it to conquer your goals - in thematic career, two types were presented. Thus, the design used in the research was quantitativequality, based on the methodology of the Collective Subject Discourse (CSD). Twenty-five professionals who participated in the coaching process were interviewed. The results obtained from the analysis of the empirical data demonstrate that the coaching process helps with career coachee from the development of eight skills: 1) Ability to plan professional goals (management time and work routine), 2) Ability to focus on goals and professional goals, 3) Ability to broadly view the professional scene, 4) Ability to expand the self and to have clarity in personal and professional 5 ) Ability purposes to discipline routine with more objectivity, 6) Ability to develop selfconfidence and safety in making professional decisions, 7) Ability to give and receive feedback in a professional environment, and 8) Ability to generate a proactive stance in the professional environment .