Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2017. / Coaching is a young, growing professional practice with its origins in many older established fields of knowledge. There is considerable research into what coaches think about their work and the theories and methods underlining these approaches. However, there is a great deal less research on how the executives or coaching clients experienced the coaching. This research answered the questions from the coached executive perspective by first wanting to know (1) what the lived experience of the coaching executive was; and (2) based on that lived experience, what theory about the coaching process would emerge. This emerged theory would be grounded in evidence from the coachee. A total of 17 clients were involved in the research. While the research had a strong phenomenological underpinning, the method used was that of constructivist grounded theory. There were five key findings with theoretical propositions behind each of the findings. The findings are: (1) Coaching is a response to an unmet need in an individual who lives in a volatile, ever changing world with great complexity. Coaching provided a wellness model that is collaborative, client driven, and adaptable. A primary need in people is to have a sense of well-being and personal meaning in this world. (2) Even though the coaching is a response to a need, the coaching client still needs to be ready to be coached. A client readiness theory with integrated components was developed based on the clients’ lived experience. The interrelationships based on the client’s perceptions were a new contribution. (3) There are several processes in coaching but the key focus of the processes is that they are active and present. The processes also understand the relationship between the ‘being’ and ‘knowing’ of the coach and the ‘doing’ of the coach. The doing covers the active processes but it is the way in which the coach does these processes (the being) that influences their efficacy. (4) The coach needs to be authentic, credible and present. (5) Brain integration leads to deeper self-awareness, well-being and personal meaning. This theory of brain integration is based in Interpersonal Neurobiology, and the nine domains of integration assist in providing an overarching framework in which to position the outcomes of coaching. The contribution was broad in that it looked at all aspects of the coaching process: the coach, the coachee, the process, the outcomes and the context and provided an integrated framework. / MT2017

The perceptions held by newly promoted managers or those managers who have moved between managerial roles, when it comes to their own job performance in the workplace, remain interesting. An exploratory research design method was followed with the aim of providing evidence-based literature in order to explore how coaching can influence the perceived job performance of these managers, considering the amount of effort needed from them to adjust to their roles. The study was conducted using a convenience non-probability sample of managers who are working in different sectors ranging from public utilities, the media as well as engineering and gas industries. Data were collected from the research participants who were readily available and transcripts were produced. In order to maintain accuracy, the transcripts were based on recordings of the outcomes of semi-structured, one-on-one interviews conducted using a research interview discussion guide. A triangulation process to collect data from different sources was used, focusing on managers who received coaching and managers who did not receive coaching, as well as the managers managing the aforesaid categories of managers. The data collected were transcribed and then analysed using Atlas.ti software, based on themed content analysis. The results provide a South African perspective on the perceived influence of coaching on newly promoted managers or those managers who have moved between managerial roles. The findings demonstrated that coaching can contribute positively to the role transition and work adjustment of these managers, as one of the managers who had been coached indicated, saying, “It assisted me in affirming myself in the role.” The meaning attached to the findings is that coaching can contribute towards building the necessary confidence to lead and manage others. However, the lack of a common criterion for measuring successful job performance, focusing on specific managerial competencies, remains a challenge. The research participants in this study took up coaching for different reasons and the level of impact was thinly spread across these dimensions. Therefore, more scientific research still need to be done to get empirical evidence on the impact of coaching on perceived job performance in a South African context, using a common criterion and specific managerial competencies. / MT2017

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2015. / The study explored the CEO transition process that takes place in the handing over of the organisation from the outgoing CEO to the incoming CEO and how executive coaching can facilitate the transition process. The past two decades have seen a reduction in the tenure of CEOs. In addition the transition period has contracted. This means that the incoming CEO is often faced with many challenges that may have been alleviated in a longer or more structured transition process. As CEO succession has a major impact on the organisation, and is disruptive in itself, executive coaching might present an opportunity to manage the transition and improve the settling in and effectiveness of the incoming CEO and thereby the performance of the organisation. . Friedman and Olk (1995), Garman and Glawe (2004) and Vancil (1987) defined a structured CEO succession and transition process in organisations. The transition process is conceptualised as a settling-in period where the designated CEO and outgoing CEO work together in a dual capacity whereby the organisation would slowly be transferred from one to the other over a period of months or even years (Kakabadse & Kakabadse, 2001). The Chairman plays an influential role in selecting the incoming CEO (Dalton & Dalton, 2007b; Engelbrecht, 2009; Fredrickson, Hambrick, & Baumrin, 1988) and in supporting the incoming CEO in his/her initial appointment period (Kets de Vries, 1987). There are various factors that determine the selection of an insider CEO or outsider CEO based on the performance and future strategy of the organisation (Dalton & Kesner, 1985; Friedman & Olk, 1995; Khurana, 2001; Ocasio, 1999; Zajac, 1990). The selection of the incoming CEO is important as it impacts the market value of the organisation and creates disruption within the organisation (Grusky, 1963). The incoming CEO, whether an insider or outsider CEO appointment, experiences many challenges when taking up the position. These challenges include delivering continuous growth, improved performance and profitability of the organisation (Bower, 2007; Giambatista, Rowe, & Riaz, 2005), managing key relationships with the Chairman, Board of Directors, Shareholders, key customers and suppliers as well as the management of people within the organisation. Other challenges are of a more personal nature, such as self-doubt and balancing work-life (McCormick, 2001; Stajkovic & Luthans, 1998; Stock, Bauer, & Bieling, 2014). Many of these challenges can be attributed to the reduced transition period that an incoming CEO has (Charan, 2005). iv There are various support structures available to the incoming CEO to supporting the incoming CEO in his/her initial appointment period. These include the Chairman, mentors and executive coaching. Various coaching models were considered in supporting the incoming CEO through the transition period and the challenges experienced (Bond & Naughton, 2011; Passmore, 2007; Saporito, 1996). The aim of exploring executive coaching models was to recommend a coaching framework that could be used in the CEO transition process. The research methodology used in the study was qualitative. Semi-structured interviews were undertaken in order to gain insights from the lived experience of CEOs, Chairmen and Board of Directors of organisations (Ponterotto, 2005; Wimpenny & Gass, 2000). Further to this an analysis of the CEO turnover in the Top 40 companies listed on the Johannesburg Stock Exchange (JSE) was undertaken, which served to triangulate the results from the respondent interviews. It was found that there was both planned and unplanned CEO succession in organisations and this impacted the transition process and period that took place between the outgoing CEO and the incoming CEO. Planned CEO succession usually arose from the planned CEO retirements and allowed for a long transition period. An unplanned CEO succession arose from the untimely resignation, retirement or death of the existing CEO. This left the newly appointed CEO taking the position with a very short transition period, if at all. Following from the planned and unplanned CEO succession there was found to be a mismatch between the theory of the CEO succession and transition processes and the practice thereof. This seemed to be more evident from a South African perspective as most of the literature on the subject of CEO succession and transition processes was internationally based with very scant South African literature available on the topic. Executive coaching can provide the structure for the incoming CEO to orientate him/herself to the organisational dynamics, setting the vision and strategy for the organisation as well as the effective execution of that strategy. Further, executive coaching can assist the incoming CEO in the personal challenges of leadership, managing people and stakeholders as well as self-doubt and work-life balance that the newly appointed CEO may experience.

The subject of my thesis is "The role of coaching in organization". My study compares management of various companies through interviews and questionnaires to find out the reality about coaching in Czech republic. The result of this thesis is an expert analysis for companies that are not knowledgeable in this field and need quick orientation that will help them to decide if they need coaching. The theoretical part introduces the concept of coaching in organizations. This includes a basic knowledge of coaching, coaching in management, how coaches look at management, shows differences in types of coaches and also coaching models that currently exist. The central part of the thesis is the practical part. It contains three parts and final practical. In first part I mention existence of numerous studies and from those I selected three to focus on. Second part reveals the real situation in companies through structured interviews with management. The third part describes evaluation of coaching from the perspective of the target group. The main conclusion and contribution of this thesis is in the practical part. It includes expert analysis and recommendations for various types of companies according to their size and financial possibilities.

Abstract Increasing global interest in coaching science research has resulted in a greater recognition of the complexities and dynamics existing in the coaching process (Cushion, Armour, & Jones, 2003). Associated with the dynamic and complex nature of the coaching process are the many social relationships that operate within this process. A high performance coach’s network is often associated with athletes, officials, support staff and administrators. In essence, coaches form dynamic social networks (DSN; (Mallett, Rossi, & Tinning, 2007) that are paramount to developing their coaching practice, and therefore their coaching knowledge. The aim of this project was to understand how high performance football coaches (HPFC) learn. The research questions were as follows: • What are the major sources of information for HPFC? • What sources of information are most valuable to the HPFC? • What role does the interaction with other coaches’ play in developing knowledge? In order to better understand the nature of coach interactions in developing knowledge it is useful to consider the notions of communities of practice (CoP) (Wenger, 1998), networks of practice (NoP) (Nichani & Hung, 2002), informal knowledge networks (IKN) (Allee, 2000) and dynamic social networks (DSN) (Mallett, et al., 2007). This qualitative research was conducted with six high performance football coaches (HPFC) in Australia using semi-structured interviews. Each interview was transcribed and analysed into meaning units through the process of triangular consensus. The coaches in this sample did not display a fully functioning CoP, IKN, or NoP. The HPFCs failed to display the critical element of a joint enterprise. Mutual engagement was partially reported between coaches of the same team but was not reported between opposition coaches. The coaches reported the final element of a shared repertoire. Nichani & Hung’s (2002) notion of a NoP and Allee’s (2000) research on IKN were considered as possible social networks to describe the coaching context. These coaches did not develop relationships that could be characterised as a NoP. The data suggests that the development of knowledge through face-to-face interactions with other people was valued over use of Internet exchanges and chat rooms. There was evidence to suggest the formation of a coaches’ IKN, however it is proposed that this was not the major source for these coaches in developing knowledge. Most importantly it was found that HPFC in the Australian context are engaged in a DSN. It was reported by the coaches in this study that their interactions are dynamic, in that they change throughout their careers to the extent that their people of influence can be numerous; this is due to two key findings. The nature of the work of HPFC is highly contested and thus the information and knowledge is sacred. This is a barrier for information and knowledge transfer and can inhibit learning. In addition finding a person of influence is a lengthy process as it can take years to build mutual trust and respect. By understanding how coaches learn their craft through their interactions with others, coach development could potentially assist coaches through the learning process.

<p>Coaching är ett verktyg som används för att ta någon annan från ett nutida läge till att nå ett framtida mål, utöka sina potentialer och utvecklas som person. Studiens syfte var att genom en kvalitativ ansats undersöka olika aspekter av coaching som resulterat i ett givande resultat för den enskilda individen. Syftet var även att undersöka vilka problem deltagarna stötte på i processen samt coachens roll. Åtta personer intervjuades och resultatet visar att de tyckte att coachingen resulterat i förbättrad självkänsla och självkännedom, ett förändrat tankesätt och en tydligare målbild. Relationen till coachen upplevdes betydande i form av stöd och feedback i processen. Att förändra och omstrukturera beteende och tankar upplevdes som svårast. I studien framkom att coaching som metod, bör anpassas och utformas efter individens behov för att gynna personlig utveckling. Samtidigt visade sig även målskapandet inneha en central och avgörande del i coachingprocessen.</p>

Coaching är ett verktyg som används för att ta någon annan från ett nutida läge till att nå ett framtida mål, utöka sina potentialer och utvecklas som person. Studiens syfte var att genom en kvalitativ ansats undersöka olika aspekter av coaching som resulterat i ett givande resultat för den enskilda individen. Syftet var även att undersöka vilka problem deltagarna stötte på i processen samt coachens roll. Åtta personer intervjuades och resultatet visar att de tyckte att coachingen resulterat i förbättrad självkänsla och självkännedom, ett förändrat tankesätt och en tydligare målbild. Relationen till coachen upplevdes betydande i form av stöd och feedback i processen. Att förändra och omstrukturera beteende och tankar upplevdes som svårast. I studien framkom att coaching som metod, bör anpassas och utformas efter individens behov för att gynna personlig utveckling. Samtidigt visade sig även målskapandet inneha en central och avgörande del i coachingprocessen.

Abstract Increasing global interest in coaching science research has resulted in a greater recognition of the complexities and dynamics existing in the coaching process (Cushion, Armour, & Jones, 2003). Associated with the dynamic and complex nature of the coaching process are the many social relationships that operate within this process. A high performance coach’s network is often associated with athletes, officials, support staff and administrators. In essence, coaches form dynamic social networks (DSN; (Mallett, Rossi, & Tinning, 2007) that are paramount to developing their coaching practice, and therefore their coaching knowledge. The aim of this project was to understand how high performance football coaches (HPFC) learn. The research questions were as follows: • What are the major sources of information for HPFC? • What sources of information are most valuable to the HPFC? • What role does the interaction with other coaches’ play in developing knowledge? In order to better understand the nature of coach interactions in developing knowledge it is useful to consider the notions of communities of practice (CoP) (Wenger, 1998), networks of practice (NoP) (Nichani & Hung, 2002), informal knowledge networks (IKN) (Allee, 2000) and dynamic social networks (DSN) (Mallett, et al., 2007). This qualitative research was conducted with six high performance football coaches (HPFC) in Australia using semi-structured interviews. Each interview was transcribed and analysed into meaning units through the process of triangular consensus. The coaches in this sample did not display a fully functioning CoP, IKN, or NoP. The HPFCs failed to display the critical element of a joint enterprise. Mutual engagement was partially reported between coaches of the same team but was not reported between opposition coaches. The coaches reported the final element of a shared repertoire. Nichani & Hung’s (2002) notion of a NoP and Allee’s (2000) research on IKN were considered as possible social networks to describe the coaching context. These coaches did not develop relationships that could be characterised as a NoP. The data suggests that the development of knowledge through face-to-face interactions with other people was valued over use of Internet exchanges and chat rooms. There was evidence to suggest the formation of a coaches’ IKN, however it is proposed that this was not the major source for these coaches in developing knowledge. Most importantly it was found that HPFC in the Australian context are engaged in a DSN. It was reported by the coaches in this study that their interactions are dynamic, in that they change throughout their careers to the extent that their people of influence can be numerous; this is due to two key findings. The nature of the work of HPFC is highly contested and thus the information and knowledge is sacred. This is a barrier for information and knowledge transfer and can inhibit learning. In addition finding a person of influence is a lengthy process as it can take years to build mutual trust and respect. By understanding how coaches learn their craft through their interactions with others, coach development could potentially assist coaches through the learning process.

Abstract Increasing global interest in coaching science research has resulted in a greater recognition of the complexities and dynamics existing in the coaching process (Cushion, Armour, & Jones, 2003). Associated with the dynamic and complex nature of the coaching process are the many social relationships that operate within this process. A high performance coach’s network is often associated with athletes, officials, support staff and administrators. In essence, coaches form dynamic social networks (DSN; (Mallett, Rossi, & Tinning, 2007) that are paramount to developing their coaching practice, and therefore their coaching knowledge. The aim of this project was to understand how high performance football coaches (HPFC) learn. The research questions were as follows: • What are the major sources of information for HPFC? • What sources of information are most valuable to the HPFC? • What role does the interaction with other coaches’ play in developing knowledge? In order to better understand the nature of coach interactions in developing knowledge it is useful to consider the notions of communities of practice (CoP) (Wenger, 1998), networks of practice (NoP) (Nichani & Hung, 2002), informal knowledge networks (IKN) (Allee, 2000) and dynamic social networks (DSN) (Mallett, et al., 2007). This qualitative research was conducted with six high performance football coaches (HPFC) in Australia using semi-structured interviews. Each interview was transcribed and analysed into meaning units through the process of triangular consensus. The coaches in this sample did not display a fully functioning CoP, IKN, or NoP. The HPFCs failed to display the critical element of a joint enterprise. Mutual engagement was partially reported between coaches of the same team but was not reported between opposition coaches. The coaches reported the final element of a shared repertoire. Nichani & Hung’s (2002) notion of a NoP and Allee’s (2000) research on IKN were considered as possible social networks to describe the coaching context. These coaches did not develop relationships that could be characterised as a NoP. The data suggests that the development of knowledge through face-to-face interactions with other people was valued over use of Internet exchanges and chat rooms. There was evidence to suggest the formation of a coaches’ IKN, however it is proposed that this was not the major source for these coaches in developing knowledge. Most importantly it was found that HPFC in the Australian context are engaged in a DSN. It was reported by the coaches in this study that their interactions are dynamic, in that they change throughout their careers to the extent that their people of influence can be numerous; this is due to two key findings. The nature of the work of HPFC is highly contested and thus the information and knowledge is sacred. This is a barrier for information and knowledge transfer and can inhibit learning. In addition finding a person of influence is a lengthy process as it can take years to build mutual trust and respect. By understanding how coaches learn their craft through their interactions with others, coach development could potentially assist coaches through the learning process.

Zugl.: Hamburg, Helmut-Schmidt-Universiẗat, Diss., 2006.