The emergence of information and communication technologies (ICT), especially the Internet, has created a new concept in human resource management, which is called electronic coaching or e-coaching. According to the numerous advantages of ecoaching, the aim of this study is to provide an e-coaching model for IT service providers companies by applying comparative study and measuring the factors related to acceptance of the provided model. The population consists of 258 coaches in the field of information technology in Tehran, which has led to 104 fully answered questionnaires. For validity, the opinions of faculty members and experts in the field were examined. The reliability of the questionnaire also was measured by Cronbach's alpha, led to the ratio between 0.74 and 0.91 for various factors. For data analysis, structural equation modeling, descriptive statistics and inferential statistics (analysis of variance (ANOVA) and t-test) were used. The results showed that the relative advantage, complexity, visibility, individual innovation, gender, age, education, computer skills and perceptual barriers predict the process of e- coaching acceptance.

The purpose of the present study was to determine the effect of coaching behaviors on coaching efficacy and team dynamic of vollyball pro- league in Iran (2009). 160 athletes and coach from 13 team participated as samples in this study. Coacing behavior was measured by Martin, S.B., & Barnes, K. (1999) Coaching Behavior questionnaire. Coaching Efficacy was measured by Feltz, D.L., Chase, M.A, Mortiz, S.A., Sullivan, P.J. (1999) coaching efficacy questionnaire. Team Dynamic (team cohesion and collective efficacy), was measured by Carron, A.V., Brawely, L., Widmeyer, W. (1998) team cohesion questionnaire and Felts, D.L., & Lirg, C.D., (1998) collective efficacy questionnaire. The statistical procedure also was based on descriptive and inferential basis and included multivariable regression. The results indicated that coaching behaviors effect on coaching efficacy and team dynamic. Also coaching efficacy effect on team dynamic. As the results revealed, higher frequency of Reinforcement, Mistake-Contingent technical instruction, General communication and organizing behaviors styles, showed an increase in coaching efficacy and team dynamic( team cohesion and collective efficacy) over the season. On the other hand, higher frequency Punishment and Punitive technical instruction behaviors style, an decrease in coaching efficacy and team dynamic ( team cohesion and collective efficacy) over the season.

In recent years, many leading companies have found that managers and supervisors play a vital role in promoting human resource goals and programs, and have been entrusted with the development and training of employees to their executives. Today, one of the roles assigned to managers to implement this responsibility, is coaching. Therefore, modeling the executive coaching role of directors in Iran oil industry was the main objective of this qualitative research which was done based on grounded theory approach. The data collection tool was semi-structured interviews. Sixteen oil industry and academic experts were interviewed to collect information using purposeful sampling and snowball sampling. Data was gathered in three stages: open coding, axial coding and selective coding. The findings of the present study represented 11 main categories, 27 sub categories and 71 concepts for executive coaching role of directors.

It is important for organizations to maintain the efficient and valuable forces of the organization in the current era; for this reason, attention to the planning and human resources management and also career path planning in organizations are growing. This topic has turned managing and planning of the career path to one of the most advanced topic of human resource management...

One of the main goals of using entrepreneurial coaching in small and medium-sized businesses is staff growth and development of the company. The purpose of this study was to identify the outcomes of applying entrepreneurial coaching in the growth and development of small and medium-sized pharmaceutical businesses. The study was a semi-structured interview with a qualitative approach and data collection tool. Semi-structured interviews were conducted with 16 key coaching practitioners and coded by content analysis method. Findings indicate that the benefits of employing entrepreneurial coaching for small and medium-sized businesses include individual benefits such as self-awareness, knowledge and skills, ability, self-esteem, personal development and commitment and responsibility and organizational benefits such as creating new companies, improving and developing. Products and services are the successor to the formation of a climate of knowledge-sharing.

"Financial therapy" and "financial coaching" are relatively new terms in the financial literature. Study and research in these two areas is increasing rapidly and all of these studies emphasize their importance. The purpose of this conceptual paper is to disentangle differences between financial coaching and financial therapy. At first the experiences of financial educators identify with review studies and finally introduce the types of competencies required (including experience, skills, knowledge and awareness) to perform the tasks assigned to them based on the knowledge gained. While financial coaching and financial therapy share many techniques and approaches, financial therapy is a more inclusive practice. Financial therapy (e. g., financial therapists) has the ability to address dysfunctional money attitudes, as well as money disorders, and covers a wider time spectrum of healing a person’, s past trauma and old pains. Another difference between financial coaching and financial therapy that is discussed in the paper is the arrangement of services and compensation. The paper does not suggest that one approach is better or right. Each approach can be appropriate for particular situations.

Introduction: Role modeling is the essence of teacing and an effective teaching method in medical education, particularly in nursing education. Role modeling and mentoring in teaching and learning are two very useful strategies in clinical education, have key role. Therefore, the introduction of new teaching methods and use them as discipline to achieve maximum efficiency in medical knowledge seems necessary. This study is an overview of the role modleling and mentoring in nursing and particularly its application in nursing education has been done.Methods: Details of this study was to review and summarize the review of relevant literature and through targeted searches of library and electronic resources in the database Science Direct, PubMed, Google Scholar, SID, Iran Medex, Magiran with keywords, role-modeling, Mentor, Mentoring and nursing education in Persian and English separately and in combination were obtained and related articles of the present study were examined. Papers from 1990 to 2014 were studied. Papers were initially about 80 to about 50 articles from the literature related to the present study were reviewed.Result: In this review article Angles, Characteristics, differences and different dimensions of two educational programs Mentoring and role modeling was expressed and Important aspect of education, clinical, knowledge, with emphasis on nursing profession from the perspective of different studies was examined. Role modeling has impact in theoretical instruction also, it is used in the clinical setting. Role modeling in education cause promoting in professional job of students and an acceptable strategy for transforming attitudes and professional behaviors of nursing students. in contrast, Mentoring is an active process and many faculty members have active responsibility to serve as the Mentor in clinical education.Conclusion: Mentoring in nursing is a process that fills the gap between education and the real world of work. Role modeling as an appropriate and reflective learning strategies. Both of these programs have a valuable role in nurse job satisfaction. Therefore, knowledge of educational approaches and factors that may affect it, is important for instructional designers and instructors.

AIM: The entrepreneur coach is the supporter of individuals to improve and develop their skills through innovative learning to identify and detect opportunities. The present study was aimed to develop a systematic and conceptual model of entrepreneurial coaching that demonstrates the key categories of this structure. METHODS: It was a developmental-applied study and the data collection was qualitative. Purposive sampling and the snowball technique were used in this study. A total number of 16 semi-structured interviews were conducted with the senior managers and experts involved in mentoring small and medium-sized enterprises. Also, open and axial coding was used for data analysis. FINDINGS: Research analysis showed more than 212 subcategories were extracted from the interviews, 48 minor categories, 8 major subcategories and 8 major categories which including,basic and advanced objectives, mentees characteristics (entrepreneurial, general and personal characteristics), coach’, s characteristics (coaching knowledge and skills, personal characteristics, abilities, problem-solving), organizational conditions (structural, managerial, and cultural), entrepreneurial coaching actions (mutual concepts, mentors’,duties, mentees’,duties), results and achievements: personal advantages, organizational advantages (. CONCLUSION: The categories that form the entrepreneurial coaching model could be used on determining basic and advanced objectives, the characteristics of coachee and coach, organizational conditions and requirements, coaching actions and results and outcomes.