Are The Coaching Maps a quantitative tool, like all the other tools for developing self-awareness?
The Coaching Maps were created as a qualitative tool. It is based on qualitative research methodology and has no connection with tests, categorized personality questionnaires or quantitative data presentation. As a qualitative tool, it was based on interpretation and explanation of rich material collected during deep work with individual people and groups.
What is the difference between qualitative methodology and its analysis and quantitative approach?
When human science was created, it followed the pattern of XIX-century natural science approach to researches. Mathematics, physics or chemistry were taken as a role model of how to draw patterns of scientific conclusions and how to display quantitative results. After many years it was realized that social phenomena cannot be calculated or put on scale like the weight and volume of liquids or solid materials but, on the other hand, they can be understood (to a certain degree) and interpreted. And that is what methodology of qualitative research and analysis deals with. In practice, quantitative researches can be applied in tests or personality questionnaires. In such cases the results fit a model that was pre-planned and designed by a researcher. Qualitative methodology application, on the other hand, is based on observation and its tools are not based on any pre-planned models. They are open and give space for interpretation for any person, following an assumption that every human is a separate, unique entity.
Origins of 36 competences organized into topics.
The choice of competences for The Coaching Maps is a result of a long lasting study process, which aimed at analyzing the following research modules: blogosphere of trainers and coaches, action research in the field of economy – carried out by the authors, researches on different European companies, on people in a labor market, and analysis of already accomplished researches on companies and people in organizations, published in books and articles on management, sociology of organizations and sociology of economy.
In the result of the whole research process we gained knowledge about requirements of human behavior in the modern world (in organizations, groups and social relations). This knowledge allowed us for selecting and creating a catalogue of skills being desired, necessary and expected by nowadays organizations. The whole research process gave the authors their original concept of competences. However, while systematizing and categorizing the competences, they noticed that many of them simply overlap each other or are a continuation of the already existing ones. As a result of subsequent work stages, based on constant process of determining and defining, there were selected 40 competences, then 35, and next – 37. For this reason, the authors decided for an innovative solution – to group the competences into topic areas. Competences are a closed concept, there are many ‘norms’ and ‘dominant’ competence models showing at the same time that the phenomenon is a very dynamic reality. Topic areas are more open because they include similar competences.
In result, the authors decided on 36 topics. Arranging competences into topic areas, that means into broader issues, allows to use them more flexibly. Number 36 is, by no doubts, an ‘esthetic’ and ‘practical’ digit as it can be divided by different numbers: 2, 3, 4, 6, 9, 12. It enables introducing varied options for any group work.