Från att det i början talades väldigt lite om coaching är det idag en mångmiljonsaffär som erkänts som ett effektivt sätt att bidra till utvecklingen av ledare på alla möjliga nivåer i en organisation (McLean, 2012, s 4). Genom att vara en coachande ledare kan man på sikt få mer självgående medarbetare (Chef 2007). Två kända definitioner av coaching är den av John Whitmore och den av Susann Gjerde. Gemensamt har de som utgångspunkt att coaching handlar om att utveckla individer och hjälpa dem att hjälpa sig själva genom att aktivt lyssna, ställa öppna frågor och identifiera styrkor hos individer. Det som skiljer dessa definitioner åt är tillvägagångssättet. Med denna undersökning vill vi ta reda på hur butikschefer inom mobiloperatören Hi3G tolkar och väver in coaching i sitt ledarskap och vad deras syfte med coaching är. Vi vill veta vilken syn de har på coaching som en ledarskapsstil, hur stor del av deras ledarskap som faktiskt handlar om coaching och vilka effekter det har på deras medarbetare. Undersökningen är baserad på både en kvalitativ och en kvantitativ undersökningsmetod där vi kombinerar tre stycken intervjuer med en enkätundersökning besvarad av 34 butikschefer. Resultatet visar att butikchefer inom Hi3G har en relativt likartad syn på vad coaching är, samt att de tillämpar och tolkar det ganska snarlikt, men att många saknar tid till att coacha i den utsträckning de skulle vilja. Det kan då i vissa fall leda till att coachande chefer övergår till att bli något av chefer präglade av transaktionellt ledarskap. Transaktionellt ledarskap handlar, tvärtemot coaching, om att de anställda är till för att göra det de har blivit tillsagda och de blir straffade om de inte gör som de ska. Det är en ledarstil där struktur och hierarki är centrala faktorer (Smartbiz u.å.).

Zugl.: München, Univ. der Bundeswehr, Diss., 2004

Zugl.: München, Univ. der Bundeswehr, Diss., 2004

München, Univ. der Bundeswehr, Diss., 2004. / Computerdatei im Fernzugriff.

München, Universiẗat der Bundeswehr, Diss., 2004.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "November 2006." Includes bibliographical references (leaves 96-104). Also available online in PDF format.

In spite of the increasing popularity of coaching, little is known about what contributes to an effective coaching experience, particularly from a psychological perspective (Kilburg, 2001; Grant, 2001; Bluckert, 2005; Bowles and Picano, 2007). This study presents a longitudinal, case study of a coaching programme conducted in a large government agency, over a twelve month period. The study adopts the coachee perspective, commenting also on the role of the coach. Longitudinal studies using a mixed methodological approach are rare within coaching research (Feldman and Lankau, 2005). The principal aim of the study is to explore coaching effectiveness from a psychological perspective. Three key areas of research are explored: meta-cognition, interpersonal communication style and attitude. These are areas which have been highlighted as being important for coaching success (Grant, 2001; London and Smither, 2002; Bush, 2004; Feldman and Lankau, 2005; Kappenberg, 2008). The three coaching outcome measures used include; job performance, organisational commitment and organisational citizenship behaviour, which are thought to be useful indicators of organisational success (Meyer et al, 2002; Smith et al, 2003; Maharaji and Schlechter, 2007; Sarantinos, 2007; Van Vuuren, de Jong, Seydel, 2007). The key findings of this study provide some important evidence about those factors which influence coaching effectiveness. This empirical evidence enhances our understanding about how effects occur; identifying those groups of individuals more likely to be influenced by coaching. As anticipated results show that coaching has a positive impact on two of the meta-cognitive skills explored: self-efficacy and self-esteem (Bandura, 1997; Audia, Locke and Smith, 2000; Bouffard-Bouchard, 2001). However, findings also reveal two unexpected outcomes for meta-cognition: an increase in external locus of control, and a decrease in private self-consciousness behaviour. Additionally, results also show that interpersonal communication style and attitude of the coachee are important within the coaching relationship, and that the interpersonal communication style of the coach plays an important role in influencing coaching outcomes. The evidence provided by this study makes a recommendation for pre-coaching assessments of meta-cognitive skills, interpersonal communication and attitude of the coachee and also the interpersonal communication skills of the coach. This type of assessment provides a useful indicator of those areas which are likely to make a difference to coaching effectiveness as highlighted within this study.

ENGLISH ABSTRACT: The purpose of this study was to understand the strengths and challenges of a coaching intervention for managers in Botswana, as no research seems to have been conducted on coaching interventions in this country of Africa. The main research question was divided into three sub-questions, to study the strengths and challenges in relation to (1) the coaching outcomes, (2) the coaching process, and (3) the coaching relationship. The research approach employed to answer the research questions was qualitative research methodology, based on practitioner research. A coaching intervention was conducted by the practitioner-researcher as the coach in a listed, professionally-managed private sector company engaged in financial services in Botswana. The participating company selected seven managers for the coaching programme consisting of five coaching sessions over three months (May, June and July, 2014). For credibility and trustworthiness in this research, triangulation was used to collect data from three independent sources – interviews from the coachee sample, interviews from the coachees’ superiors, and the practitioner-researcher’s field notes and observations. Data analysis was carried out using thematic analysis techniques. The strengths and challenges related to outcomes, process and relationship found in this study generally confirmed corresponding themes in the literature reviewed. This research makes a positive contribution to the body of knowledge, specifically to coaching in Botswana where no previous research studies on coaching are available. The finding that most coachees in this study had a preference for a non-directive coaching style was different to findings in other African countries. In terms of the identified strengths, a key perceived benefit was receiving coaching during organisational change involving restructuring and possible retrenchments. In terms of challenges, the lack of coachee readiness in some coachees seemed to link with other challenges identified by the same coachees; that is, slower progress and change, their preference for a directive style of coaching, and the need for longer and more frequent coaching sessions. The main finding was that the coaching, as a development intervention for managers, has an inherent strength in helping them to actualise their desired development outcomes. This was evidenced by positive responses from the coachees and executives of the company, for whom this intervention was a first time experience of coaching. However, certain challenges were experienced in the process of conducting the intervention. The primary onus, therefore, is on the coach to conduct the coaching practice effectively by being versatile and skilled in dealing with the variety of issues that may arise. The overall conclusion was that this coaching intervention demonstrated more inherent strengths than challenges. The challenges were felt mostly by the coachees, offering insights to the coachees’ organisation on how to support the coaching process.The practitioner-researcher recommends that further research be conducted with a larger sample, using a longer-term coaching intervention of six to eight months. The research interviews should be conducted three to six months after concluding the coaching to establish sustainability of the outcomes. Using an independent interviewer may eliminate researcher bias.

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / This research uncovered the coaching practices of the leading South African companies. The objective of the study was to explore whether these companies use coaching in their organisations and to provide other South African organisations and coaches with an understanding of how the most successful South African companies manage the coaching process and whether they evaluate the outcomes of the coaching process. This study used an explanatory sequential mixed methods design. The quantitative phase consisted of an online questionnaire completed by 49 of the top 100 companies listed on the Johannesburg Stock Exchange (JSE). The qualitative phase involved semi-structured interviews with 11 of the top 100 JSE listed companies. Coaching programmes in the leading companies of South Africa have been in place for one to three years and are predominantly used for leadership development and performance management. The main recipients of coaching in these companies are executives, senior managers and up-and-coming talent. Leading South African companies integrate coaching with the organisation’s talent management strategy or the organisation’s business strategy. The leading South African companies select external coaches based on coaching experience, business experience, recommendations and qualifications and contract them to work with executive and senior management levels. They also use internal coaches but mostly to coach up-and-coming talent and graduates. They do not enforce the supervision of coaches and engaging in supervision is mostly decided by the coaches themselves. Measuring of coaching outcomes is important to the leading companies of South Africa and therefore most of these companies measure its impact. This research provides key insights into the coaching practices of the leading South African companies. The research also provides guidance to coaches and organisations in South Africa on how coaching can be used to develop individuals and organisations.