Im aktuellen Coaching-Diskurs scheinen sich zwei gegensätzliche Positionen herausgebildet zu haben, die jeweils ein unterschiedliches Verständnis einer Coaching-Ethik beanspruchen. Die derzeit verbreitete positivistisch-instrumentelle Perspektive, die den (finanziellen) Nutzen von Coaching in den Vordergrund stellt, steht in einem Spannungsverhältnis zu den wachsenden (moralischen) Erwartungen an die Coaching-Profession, die häufig mit einer normativistischen Sichtweise verbunden sind. Während die positivistisch-instrumentelle Perspektive normative Werte zu wenig berücksichtigt, was zu empiristischen Fehlschlüssen führen kann, vernachlässigt die normativistische Sichweise häufig Realitätsbedingungen mit der Folge möglicher normativistischer Fehlschlüsse, so dass keine der beiden Perspektiven allein eine ausreichende Grundlage für eine Coaching Ethik bilden kann. Ziel der Arbeit ist es, das antagonistische Verhältnis der beiden Perspektiven durch ihre Synthese aufzulösen und Möglichkeiten der Komplementarität ihrer Stärken aufzuzeigen. Als Ergebnis dieser systematischen Untersuchung wird ein harter Kern einer Coaching-Ethik in Form des Schemas „do no illegitimate harm“ formuliert.

ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team's coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants' openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensievaardighede. Onderhoude is met elf bestuurslede van 'n privaat organisasie gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is op aksieopleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidingsproses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensievaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename in emosionele intelligensievaardighede van bestuurslui. Sekere faktore dra by tot die waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir afrigting, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The aim of this study was to gain insights into leaders’ perceptions of their coaching experiences. The study aimed to capture personal experiences after a coaching intervention and to reveal the individual’s views on such experiences. It furthermore aimed to provide insights on the change effect of coaching conversations. This purpose was supported by the following research objectives: - Objective 1: To identify which aspects of the coaching intervention had the desired impact for the coachee; - Objectives 2: To establish the aspect of the coaching process which supported the goals of the initial development journey of the participant; - Objective 3: To identify what other aspects the coachee became aware of during his/her journey of development; and - Objective 4: To establish what constituted a positive coaching experience. The research was based on a phenomenological and interpretive approach and included a sample of twelve individuals who had recently completed a coaching intervention, either in their personal capacity or as part of an organisational change intervention. All participants completed a semi-structured interview schedule which was utilised as the primary data source. The researcher developed themes and categories of data for analysis and interpretation and tested the research objectives against the data collected, as well as against literature reviewed. To create a unique experience for individual coaching participants, coachees, coaches and organisations are required to partner with each other as these are the key coaching elements outlined within the context of the coaching intervention. Motivation and perception may play a part in the creation of the coaching experience and probably influence the participants. The key coaching elements are three core relationships and are described in more detail herein. The researcher developed a coaching engagement model which is presented, discussed and adapted through the data feedback received.

Trabajo de suficiencia profesional / La presente tesis se realizó en la empresa “TAIWAN MOTOS” de la ciudad de Chiclayo, dedicada a la venta de motos, trimotos y motores; el cual participaron todos los trabajadores de la empresa. El propósito de la presente investigación consiste en medir el impacto de la aplicación de coaching para mejorar el clima laboral de la empresa “TAIWAN MOTOS” en la ciudad de Chiclayo en el año 2013. Para ello fue necesario aplicar encuesta sobre la percepción del clima laboral de la empresa “TAIWAN MOTOS” año 2013 en la ciudad de Chiclayo; para luego aplicar el programa de coaching durante tres meses (septiembre, octubre, noviembre), y poder comparar el clima laboral antes y después de haber aplicado el programa de coaching. La presente investigación se justificó por la utilidad de la aplicación del programa de coaching lo cual benefició a la empresa, ayudando a mejorar el clima laboral, reflejando de esta manera el incremento de sus ventas. Además se ha generado un compromiso en cuanto a su desarrollado personal y profesional captando y fidelizando a más clientes. Se aborda en dos tipos de estudios: exploratorio y experimental. La población estuvo conformada por 10 trabajadores, la técnica de recolección de datos fue una encuesta conformada por 28 preguntas. El trabajo de investigación concluye que el impacto de la aplicación de coaching fue positivo, logrando mejorar el clima laboral de la empresa.

Support for parents is an important part of treatment programs for children diagnosed with autism. Parent training programs have generally focused on prescribed goals in one-on-one training settings with measures directly related to the goals. Of interest here are the few studies that included collaborative goals, expanded measures, and group training. Benefits of such approaches include the establishment of natural communities of reinforcement and better understanding of the breadth of effects. The purpose of this study was to determine if a group coaching approach would be effective in changing a large range of parent and child skills. This experiment involved group sessions (presentations, discussion, video sharing, and problem solving) and three individual in-vivo coaching sessions. The intervention took place over the course of four weeks. Direct measures included a parent skills checklist and child target behaviors. Results indicated an overall improvement on most measures that maintained or improved at follow-up.

Thesis (M.M. (Entrepreneurship and New Venture Creation))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2016. / The purpose of the study was to explore expert performance in business and executive coaching. Although it is an unregulated field, executive coaching continues to grow as an industry with recent estimates suggesting earnings of $2-billion per year (Fillery-Travis & Lane, 2006). Despite the growth of the coaching industry in the last decade there is still a lack of clarity in coaching science as to how performance should be measured; what constitutes expert performance in executive coaching and how it is acquired (Côté, Young, Duffy, & North, 2007). The primary research question is, ‘what is expert performance in business and executive coaching?’ The research also explores what expert performance is, how expert performance can be recognised and how people in the industry recognise expert performance in business and executive coaches in South Africa today. This study aims to fills the gap in research regarding what constitutes expert performance in executive coaching and how it is acquired. This literature review explores the definition of coaching, methods and approaches to coaching, the coaching industry, expert performance per se and expert performance in executive coaching. Expert performance can be defined in many ways. It is the ability to perform at any time with limited preparation (Ericsson, 2008) and is demonstrated by consistent superior performance on a specific task in the person’s field of expertise (Ericsson & Charness, 1994). Chapter 3 documents the research methodology process that was used to conduct this research. The researcher used a qualitative research methodology and the research paradigm for this dissertation was interpretivism. The research design was phenomenology, used to explore the phenomenon of expert performance in business and executive coaching. The population included 6 registered executive coaches in South Africa, 6 executives from various organisations, and 6 heads of Human Resources (HR) or learning and development. 18 semi-structured interviews were used to conduct the research. Deliberate sampling was used until data saturation occurred. This research aimed to deepen the understanding of expert performance in business and executive coaching, and as a secondary focus, to explore what is required to have expert performance as an executive coach, and how it is recognised. Chapter 4 is a breakdown of the categories identified through the findings of the research and provides the reader access to some direct quotes from the respondents through the interviews. There was a consensus that, for coaching to be successful, the individual having coaching needs to a) want coaching, b) initiate it, and c) assume responsibility for choosing the coach. The criteria for choosing a coach are to check testimonials and references, to get clarity on the coach’s qualifications and experience, and to establish the coach’s processes and niche. Moreover, the coach’s motivation for coaching should be assessed. The coach needs to build trust and rapport immediately and exude confidence and passion. A key subject of enquiry of this study was to establish the criteria deemed to be essential for expert executive coaching. Sixteen criteria emerged, they were: 1) relationship skills; 2) willingness to challenge; 3) presence; 4) walks-the-talk; 5) continuous development; 6) self-awareness; 7) can say no to work; 8) can express what they do; 9) has experience; 10) is qualified; 11) can easily unlock potential and depth; 12) can go with the flow and not know; 13) creates powerful results; 14) client centric; 15) referrals and returning coaches and 16) shifts between theory and reality. Chapter 5 compares the literature and the outcomes of the interviews conducted to assess if the findings from this research are consistent with, or contradictory to, the literature on the topic. The outcomes of this chapter reflected key aspects to expert performance in business and executive coaching. To demonstrate expert performance as an executive coach the executive coach needs to have a high degree of authenticity, which builds trust that forms the foundation for a successful coaching intervention. To achieve this they need to have superior levels of self-awareness and social intelligence which provides an array of positive consequences. Expert executive coaches have context specific expertise that is relevant to the area in which they work. Expert executive coaches have clearly defined roles and identities heightening their levels of professionalism and enabling them to articulate what they do, and also to decline work where they recognise it is not their area of expertise. Expert executive coaches have extensive coaching experience and hence high levels of self-efficacy which communicates presence and credibility. To fulfil the requirements for deliberate practice, expert executive coaches have real passion for what they do which enables them to continuously develop themselves professionally and personally so they reach these levels of exceptional coaching. The conclusions chapter reverts back to the original research questions posed for this research and draws conclusions and recommendations for further research. This research showed expert performance in executive coaching was demonstrated by executive coaches who had been in the industry for ten years or more and had vast experience. They had been directly or indirectly applying deliberate practice in the form of continuous professional and personal development, involving supervision, mentoring, and additional coach-specific training. On a personal level they had continued to develop self-awareness by attending consciousness development seminars or retreats or by engaging in their own coaching process with a professional coach. / DH2016

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / Leaders in the 21st century face many challenges. To be effective they need to be visionaries and leaders of change, who realise their visions and goals through others. To do this they need to know who they are, be confident of their own abilities and lead with integrity and conviction, maximising the capabilities of their followers to realise their potential while achieving company goals. A coaching style of leadership could help them to do this. However, coaching does not necessarily come easily to leaders and coaching skills may need to be developed. This research explores the use of theatre-based techniques to develop core coaching competencies in leaders who coach. These techniques, founded on the rigorous training that actors have to undertake, are simple, fun and engaging, yet provocative and transformational. They could help leaders to improve their communication skills, build their emotional intelligence and develop the trust and integrity needed for an authentic, credible presence, which is necessary in leaders who coach. To determine whether theatre-based techniques do develop coaching competencies in leaders who coach, several international and local experts, who use these techniques in training leaders and coaches, were interviewed. In addition, theatre-based workshops were observed and feedback was obtained from delegates. Findings were analysed, using inductive content analysis, and these findings were compared to the relevant literature and to the coaching competencies outlined by international coach federations, to determine the relevance of theatre-based techniques for coach education. The findings from this research show that theatre-based techniques develop key coaching competencies such as presence, emotional intelligence, effective expressive communication, trust and integrity, development and transformation, and creativity in leaders who coach and coaches. It is concluded, therefore, that theatre-based techniques do have a role to play within the context of coach education, and combined with other more formal methods of training that include coaching models, could be useful in developing core coaching competencies in leaders who coach and coaches.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / This research was conducted to explore the influence of managerial coaching behaviours on employee engagement. Organisations need to retain engaged people who are productive and energetic to achieve the organisational success within an ever-changing environment. This might be enabled through the coaching behaviours of managers. While extensive research has been conducted on managerial coaching as a tool to support people to achieve performance, attain goals of the organisation, manage organisational transitions, and, achieve learning, research is limited on how managers can create engagement through utilising managerial coaching behaviours. Organisations need sustainable interventions that will positively impact the overall engagement of people. The manager is a crucial point of contact with people, and is able to create or destroy people’s engagement. This research has a constructivist or interpretivist approach and uses a case study methodology where five cases were analysed and cross-case analysed by interpreting the experiences of managers and two of their team members selected by extreme or purposive sampling on their engagement levels; in other words, one engaged and one disengaged person was interviewed per case as well as the manager. The findings established that engaged employees have a higher perception of their manager’s coaching behaviours than disengaged colleagues, and that all the managers were highly engaged yet varied in how they perceived their own coaching behaviours, and in turn, how they influence engagement. The managers’ use of a more empowering coaching style enhances engagement and their coaching behaviours influence fluctuating engagement levels, while a reflective practice within managerial coaching enables deeper understanding of perspectives, and in turn, engagement, but is not a common practice amongst managers. Engagement levels were also influenced by; coaching conversations which occur on a continuum from informal to formal; the manager’s coaching ability to create a sense of accountability and ownership; an agile or flexible managerial coaching approach in response to learning or business needs; and, the relationships and presence of the manager. The expertise of managers was valued irrespective of the perception of coaching behaviours or levels of employee engagement. Positive feedback and praise from the manager makes people feel recognised and significant, while the predominant managerial coaching behaviours falls within the performance coaching paradigm. Organisations need to develop the coaching behaviours of their managers to impact on the organisation’s and the individual’s performance, longer term development, skills acquisition, and wellbeing. / MT2017

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business and Executive Coaching). Wits Business School Johannesburg, 2017 / The study occurs against a backdrop of the growth of the coaching industry globally as it increases in popularity (Linley, 2006; Filley-Travis & Lane, 2006) particularly in organizational settings, where coaching is increasingly being relied upon as a significant part of learning and development (Joo, 2005). Despite the exponential growth, there is still no recognition of professional status by the state and society at large in the way that other professions are recognised. In 2008 the global coaching convention resolved to explore the feasibility of professionalisation in the different markets. Locating this global discussion on professionalization of coaching in the South African market, this study was conducted to establish the status of this market and to provide an understanding of the factors underlying the professionalization of coaching in South Africa and their respective contribution to the status quo. The study approaches the developments from several perspectives including the sociology of the professions and stakeholder theory. Taking a qualitative research methodology approach, data was obtained from semi-structured interviews with stakeholders and archival data including policies, legislation and websites. The Burrage multi-actor framework (Burrage, Jaraush, & Siegrist, 1990) was used as a guideline for sampling in order to provide a multiple stakeholder perspective. There were different discussion guides for the different stakeholder groupings. In total, there were fourteen interviews conducted. Data was analysed using Atlas software. Findings of the study reveal that the developments in the South African executive coaching industry have not followed the path of traditional professions as described by Willensky (1964). The prevailing position reflects a mixture of traditional and modern characteristics of professionalisation. To a large extent, there was consensus on the issues that are common across all stakeholder groupings, although there was some dissent as these stakeholder groupings have varying motives and positions. There was greater divergence of view within professional associations as a single stakeholder group. Part of this is reflected in the disparate occupational strategies pursued. / MT 2017

Thesis (Ed.D.)--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. / The motivation to volunteer and the satisfaction associated with volunteering were investigated through the responses of volunteer youth coaches (n = 100). Two surveys and follow-up interview questions were created and adapted from previous research in the area of volunteerism to determine reasons why adults volunteer to coach and to explore the factors that contribute to the satisfaction levels of youth coaches. Statistical analyses of variance were conducted to determine the relationship between each of the motivation and satisfaction variables with the gender of the volunteer coaches, the gender of the team coached (male, female, or both), and the completion of a coaching education program. The highest ranked motives for volunteering according to the sample included: to give back to the community, enjoyment associating with youth, and to teach and lead others. Overall the respondents were highly satisfied with their role as a youth coach, the organization of games and practices, and the recognition received for volunteering. Through the interview process (n = 20) various themes emerged from the responses of the volunteer coaches. The reasons for volunteering, according to the interviewed coaches, were that most people volunteer because their child is involved in the program, no other adult would coach, to contribute to society, and their lack of trust in other coaches. / 2031-01-01