Document Type : Research Article
Authors
1
Department of Entrepreneurship, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
2
Department of Educational Management, Shahid Chamran Campus, Farhangian University, Tehran, Iran.
3
Department of Industrial Engineering, Islamic Azad University, Qazvin Branch, Qazvin, Iran.
Abstract
Introduction: The automotive industry, a cornerstone of the global economy, increasingly demands a workforce equipped with creative, innovative, and entrepreneurial competencies. Coaching has emerged as a potent methodology for skill enhancement and capability building. This study aims to develop and propose a comprehensive coaching model specifically designed to foster entrepreneurial capabilities within the automotive sector.
Methodology: This qualitative study employed a grounded theory approach, utilizing semi-structured, in-depth interviews to gather rich data. The participants were 12 purposefully selected experts, recruited through snowball sampling until theoretical saturation was achieved. The sample comprised two distinct groups: (1) industry practitioners specializing in production management, quality control, production planning, and marketing within the automotive cluster; and (2) academic scholars with expertise in entrepreneurship management, industrial management, marketing, and production management. Data analysis was performed using MAXQDA 2020 software, following the systematic coding paradigm of grounded theory.
Findings: The qualitative analysis yielded 316 open codes, which were systematically organized into six core dimensions of the paradigm model: causal conditions, contextual conditions, intervening conditions, the core category, strategies, and consequences. The core category, termed the "Entrepreneurial Empowerment Coaching Model," is structured into four main components (mentee characteristics, mentor characteristics, coaching actions, and the development of entrepreneurial empowerment) encompassing 20 subcategories. The analysis revealed that causal conditions are driven by both internal and external drivers. Contextual conditions were defined by educational/technological factors and cultural/organizational factors. Intervening conditions were categorized into intra-organizational and intra-individual interventions. The proposed implementation strategies include two primary streams: supportive strategies for entrepreneurial values and strategies for education and development of entrepreneurial skills. Finally, the consequences of this coaching model were identified across 11 subcategories, grouped into individual-level and organizational-level benefits.
Conclusion/ Implications: This research addresses a significant theoretical gap by providing a holistic, empirically-grounded coaching model for entrepreneurial capability development in the complex context of the automotive industry. The findings underscore the multidimensional nature of empowering entrepreneurial coaching, demonstrating the necessity of concurrently addressing individual, organizational, and environmental factors. By precisely delineating the causal, contextual, and intervening factors, along with the corresponding strategies and outcomes, this study offers a practical and operational framework for designing and implementing effective coaching programs. The results highlight the critical importance of cultivating a supportive organizational culture, investing in technical and educational infrastructures, and focusing on nurturing entrepreneurial skills at both micro and macro levels. This framework serves as a valuable guide for managers, coaches, entrepreneurs, and HR professionals seeking to enhance entrepreneurial capabilities and drive innovation within the automotive industry.
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