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Over a period of fifteen years executive coaching being used as a support to leaders in their role has grown from a relatively unknown approach to a mainstream activity in organisations and is likely the fastest growing developmental method in Sweden. Its definition and purpose covers a wide spectrum and the activity is poorly defined. There are a number of questions about the contribution of the service to individual and organisational success and to effectiveness on both an individual and an organisational level. The overarching aim of this research is to explore, describe and acquire a deeper understanding of how executive coaching supports leaders in their role. The point of departure has been to investigate the interaction going on between the stakeholders involved, namely the executive coach, the coachee and the sponsoring organisation. The aim is to provide a research-informed Executive Coaching Buying-in Model to facilitate the buying-in process for the Swedish market. A qualitative research method based on a hermeneutic perspective was designed. 73 semi- structured individual interviews and four group interviews involving 12 persons were conducted. In total 85 respondents participated in the study. The respondents came from various types of companies including Global companies, Government authorities, Small entrepreneurial companies, Municipalities, Management consulting companies and Swedish coach companies. The theoretical perspectives used included psychological theories, leadership theories as well as other influences and roots of Executive Coaching. Some interesting conclusions can be drawn from the study. For example a distinct differentiation between executive coaching and other types of coaching is preferable for the outcome-process and also from an organisational perspective. The borders between executive coaching, counselling and psychotherapy are indistinct and today virtually anyone could claim to be an executive coach. The market calls for more research and those involved in the executive coaching assignment need to be more aware of the various processes going on during the buying-in process. Based on the findings a seven-stage Executive coaching Buying-in Model was constructed. When it comes to the Swedish market certain areas are defined for future research. One central issue is to further work in distinguishing and defining the concept of Executive Coaching in relation to other coaching services and activities. Another matter is to ascertain qualifications for an executive coach with a focus on special competencies, professional training and curriculum. Furthermore it seems necessary to establish clear borders between executive coaching and other developmental tools. It also would be of value to evaluate and find new systems to measure the effect of executive coaching and its outcome. Another desirable task is to investigate and clarify the activities of the main coaching bodies in terms of their similarities and divergences and to be able to create an overall standard and certification system that is mutually agreed. Finally applying, testing and implementing the Executive Coaching Buying-in Model constructed as a result of this research are seen as a part of future research activities.

Executive Coaching is now widely applied in organisations to bring about improvements in performance through individual focussed development. Coaches work with their clients to agree outcomes for their work together and then use their skills in a structured conversation to bring about change. The change they write of is an unfolding of the limitless human potential that resides within each of us, which is accessed by removing obstacles or interferences. The view that I present in this portfolio is significantly different to this predominant thinking and makes an important contribution to the practice of coaching, as a coach, client or line manager. I see the change that can happen in coaching, or indeed in any conversation, as occurring as movements of power. Patterns of power-relating, I argue, differentiate individual and collective identities. Coaching then, is the patterning of power-relating that has the potential for further differentiating and so transforming the identities of all those involved in the coaching process. I perceive power as ongoing patterns that paradoxically form and are formed by the processes of relating between human bodies. I argue that the complex patterning of power, that enables and constrains the actions of each person, creates identity. Identity is therefore a socially created phenomenon, simultaneously forming and being formed by the processes of relating. The differentiating patterning of power transforms identity through changes in our experience of inclusion and exclusion. From this perspective, the change that occurs in coaching assumes transformative causality instead of the dual rationalist and formative causalities that underpin the predominant approaches to executive coaching. This portfolio explores the nature of change in organisations, focussing more intensely, in each paper, on conversations as organisational change, culminating in the exploration of executive coaching as conversations initiated to create change. Through the methodology of participative inquiry, this research provides a way of understanding executive coaching that is informed by the concept of complex responsive processes and the sociology of Norbert Elias rather that the humanistic and cognitive psychologies that are at the root of the work of most executive coaching.

A management training course was' evaluated for effectiveness by using two specially compiled in-basket exercises equivalent in complexity. Outcome evaluation was performed so as to determine whether learning transfer took place, ie whether management skills in the application of the management dimensions planning, organising and control do manifest in the work context afterwards. Significant differences were found between the experimental group and the control group in the application of the management dimensions planning, organising and control. These differences were investigated by means of the "Univariate procedure ... A management training course can therefore be effectively measured with the behaviour assessment approach by using two groups, where only one group is exposed to a management training course. It can thus be ascertained whether a change in management behaviour has taken place as a result of learning transfer. / Die effektiwiteit van 'n bestuursopleidingskursus is geevalueer deur twee spesiaal saamgestelde posmandjies van dieselfde moeilikheidsgraad te gebruik. Uitkomsevaluering is gedoen om te bepaal of leeroordrag plaasgevind het, met ander woorde of die nuut aangeleerde bestuursvaardighede in die toepassing van die bestuursdimensies beplanning, organisering en beheer wei na die tyd in die konteks van werksgedrag manifesteer. Beduidende verskille tussen die eksperimentele en die kontrolegroep is gevind in die toe passing van die bestuursdimensies beplanning, organisering en beheer. Die verskille is ondersoek met behulp van die "univariate procedure". 'n Bestuursopleidingskursus kan dus effektief vanuit die gedragsbeoordelingsbenadering gemeet word deur van twee groepe gebruik te maak waarvan slegs die een groep aan 'n bestuursopleidingskursus blootgestel word. Daar kan dus bepaal word of 'n verandering in bestuursgedrag plaasgevind het as 'n gevolg van leeroordrag. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

A management training course was' evaluated for effectiveness by using two specially compiled in-basket exercises equivalent in complexity. Outcome evaluation was performed so as to determine whether learning transfer took place, ie whether management skills in the application of the management dimensions planning, organising and control do manifest in the work context afterwards. Significant differences were found between the experimental group and the control group in the application of the management dimensions planning, organising and control. These differences were investigated by means of the "Univariate procedure ... A management training course can therefore be effectively measured with the behaviour assessment approach by using two groups, where only one group is exposed to a management training course. It can thus be ascertained whether a change in management behaviour has taken place as a result of learning transfer. / Die effektiwiteit van 'n bestuursopleidingskursus is geevalueer deur twee spesiaal saamgestelde posmandjies van dieselfde moeilikheidsgraad te gebruik. Uitkomsevaluering is gedoen om te bepaal of leeroordrag plaasgevind het, met ander woorde of die nuut aangeleerde bestuursvaardighede in die toepassing van die bestuursdimensies beplanning, organisering en beheer wei na die tyd in die konteks van werksgedrag manifesteer. Beduidende verskille tussen die eksperimentele en die kontrolegroep is gevind in die toe passing van die bestuursdimensies beplanning, organisering en beheer. Die verskille is ondersoek met behulp van die "univariate procedure". 'n Bestuursopleidingskursus kan dus effektief vanuit die gedragsbeoordelingsbenadering gemeet word deur van twee groepe gebruik te maak waarvan slegs die een groep aan 'n bestuursopleidingskursus blootgestel word. Daar kan dus bepaal word of 'n verandering in bestuursgedrag plaasgevind het as 'n gevolg van leeroordrag. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)