Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / Today’s business world is dynamic and ever-changing, and for organisations and executives to survive and thrive, learning and self-development must be a vital component of their individual and business strategy (Luthans, Vogelgesang, & Lester, 2006). Linked to this, in their roles as leaders, executives have to navigate a constant onslaught of changes and challenges from the environment which makes their ability to ‘bounce back’ from negative events, and thus be resilient, crucial (Avolio & Gardner, 2005; Hamel & Valikangas, 2003). Continued learning and development is therefore required in order to enhance executives’ resilience and their ability to adjust to change and deal with the challenges they face (Moran, 2011; Passmore, 2010; Kaye, 2006). One method that has been identified to assist executives in their continued learning and self-development is Executive Coaching, which has emerged as one of the most important developmental and training tools for these individuals (Jones, Reafferty, & Griffin, 2006). This study aims to contribute to the field of Executive Coaching by investigating how executives who have been coached perceive and experience resilience and well as how executives who have not been coached perceive and experience resilience. The study explores the differences between the perceptions and experiences of resilience between the ‘coached’ and the ‘non-coached’ and examines the coaching interventions that played a part in influencing these perceptions. 18 South African executives were interviewed using an unstructured interview format for this study. These interviews were then transcribed and analysed using methods of thematic content analysis and several themes emerged as a result. The study found that, overall, coaching interventions do influence an executive’s perceptions and experience of resilience, most notably in the areas of increased self-confidence, selfawareness and emotional regulation and awareness. The findings further highlight that participants perceive resilience as a multi-dimensional process influenced by multiple factors, and although all the respondents who had been coached indicated they found Executive Coaching to be both helpful and useful, the influence of coaching interventions on resilience fluctuated across the themes that emerged. A significant recommendation from the study is the need for coaches to address coaching interventions and resilience holistically in order to provide comprehensive support and attention to all of the aspects that impact an executive’s resilience.

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Hundrede of booke and megazine articles have been written about the use of fundamentals and fundamental drills in coaching and playing basketball; however, most of these books and articles have been Written and not thorough enough for the beginning coach to comprehend their meaning. These same articles and books have failed to explain clearly how the coach should go about presenting drille and fundamentals to his squad, and in most cases an explanation of what a drill or a fundamental le supposed to accomplish has been left out completely. of what value are drills and fundamentals to a coach if he does not know what they are supposed to accomplish?

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This study is an investigation of teachers' perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools. / Ed. D.

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Thesis (MPhil)--Stellenbosch University, 2011. / Low economic growth, high unemployment and debilitating poverty pose a major threat to the social fabric of South Africa. Entrepreneurship and the establishment of small businesses play a key role in stimulating the South African economy, creating jobs, uplifting living standards and overcoming the injustices of poverty. Compared with other developing economies, South Africa (SA) has one of the lowest entrepreneurial activity rates. Women small- and medium- enterprise (SME) owners, and particularly those from previously disadvantaged socio-economic communities, play a vital role in addressing this situation. There are a number of initiatives aimed at building the capacity of women SME owners in SA. The ILIMA Trust is one such initiative which, through its coaching and mentoring programme, supports women SME owners who come from previously disadvantaged socio-economic backgrounds, to start up and grow their enterprises. The work of the Trust is primarily focused on such women SME owners who receive financial loans from Masisizane, a sister company of the Trust. This research study aims to establish the stakeholder experiences of the ILIMA Trust‟s coaching and mentoring programme of Masisizane women SME owners and to identify ways in which it can be improved. The case study provides an in-depth description of the stakeholders‟ experiences of the ILIMA Trust‟s coaching and mentoring of the Masisizane SME owners. Several strengths of the coaching and mentoring programme are reported. Areas of improvement are pointed out and recommendations are made to strengthen the programme.

The work succeeded in defining and arranging the basic typology of approaches to coaching, describing their theoretical starting points, pros and cons in application in the environment of Czech firms. The typology serves the ordering persons (mostly human resources officers) for convenience when looking for an appropriate approach and when choosing an eligible coach. The work defined a new term - analytic coaching - and have provided its specificities and differences from other theoretical approaches, as well as eight case studies where we have proved the efficiency of analytic coaching. The managers being coached within the monitored sample familiarized themselves during the study with coaching procedures, methodology and principles, and they start applying and promoting them within their management of people, becoming the upholders of the new firm culture focused on involvement, independence and self-management of employees. Interest was aroused in the managers being coached in self-development, in study of soft management elements and in coaching applications in the intra- and extra-employment spheres.

Uppsatsen syfte är undersöka coachningens betydelse utifrån den anställdes perspektiv när det handlar om utveckling på arbetsplatsen. Genom uppsatsen kommer de framkomma hur företag använder sig av coachning för både individuell utveckling samt utveckling av företaget. Idag är coachning ett brett begrepp och används inom många områden. Termen coach har sitt ursprung i sportsammanhang, där det användes för att identifiera lagledare. I dagens samhälle är det nu av intresse att använda sig av coachning i företagssammanhang. I coachning ligger vikten på personliga beteendeförändringar samt förbättring av ledarskapseffektivitet där starka relationer främjas, men också den personliga utvecklingen på arbetsplatsen. Uppsatsens fokus är coachning på arbetsplatsen, hur det utförs på bästa sätt, samt vilka för- och nackdelar det finns med coachning utifrån den anställdes perspektiv. Tidigare forskning visar på att coachens tankesätt och beteende är avgörande för att coachning ska bli framgångsrikt. Att en coach bör besitta egenskaper som empati, lyhördhet och erfarenheter som den har gemensamt med den coachade, för att kunna förstå den coachade individens psykologiska och sociala konflikter. Det krävs inte en titel för att vara coach, utan att det finns intresse att hjälpa och kunna inspirera andra. En bra coachningsinsats kan göra enorm skillnad på en individs karriär. Coachning är ett urval av verktyg, samtal och processer som hjälper individer att få kännedom om hur förbättring kan ske på dess resultat. Processen innefattar att en coach ska kunna få individen att släppa på känslor som kan hålla tillbaka den, samt utveckla nya kompetenser. Genom en kvalitativ studie med semi-strukturerade intervjuer framkom det erfarenheter som både stärktes av tidigare forskning, men även erfarenheter som motstrids. Respondenterna hade en relativt gemensam uppfattning av vad coachning är och innebär. En respondent liknade coachning som en hjälpande hand över bron, en annan beskrev coachning som att se utvecklingspotential hos en individ. Deras gemensamma uppfattning sammanbinds med att coachning innebär en trygghet och stöd i situationer där individen inte är säker på sig själv. När intervjuernas fokus riktades på orsaker till att coachning misslyckas, svarade respondenterna att det sker om en coach visar brist på engagemang. En betydelsefull del i coachning är att kontinuerligt göra uppföljning av var den coachade individen befinner sig i fråga mot de mål som satts upp. För att kunna förändra ett arbetssätt så krävs feedback, i situationer både när det gått bra eller mindre bra. Att ge feedback och summera hur situationer gått till, ger individen en bättre förståelse över vad som skett och vilka förändringar den kan göra för att det ska hanteras på ett bättre sätt.Slutsatsen blev att de olika egenskaperna påverkar hur pass bra en coach är, samt att coachning på arbetsplatsen underlättar en individs utveckling.