Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2017 / The body of knowledge on transformation is growing and previous researchers have set a foundation by focusing on different aspects of B-BBEE and legislative redress. Scientific research on coaching as a tool to facilitate legislative redress is emerging. The objective of the research was to add to the emerging body of knowledge and uncover how South African businesses approach transformation, what processes and resources they use and what best practices are applied and if opportunities existed to introduce new concepts and frameworks, such as Coaching. The study used qualitative research methodology. Semi-structured interviews were conducted with two employees in four different organisations, four technical signatories in two verification agencies and four B-BBEE consultants. The organisations who participated in the research qualified as level, one, two and three contributors to B-BBEE. It was assumed that the B-BBEE level would indicate the extent of transformation in the organisations. Transformation in South Africa remains a contentious issue for business and employee responses to redress range from positive to negative. Organisations have been slow to respond to the people aspects of transformation. From the research, it was evident that organisations, verification agencies and consultants interchanged B-BBEE and transformation, implying that in South Africa, the concepts were similar, if not the same. Organisations’ responses to B-BBEE were still very reactive and at the time of the interviews, the respondents all expressed varying levels of concern to the gazetting of the amended B-BBEE Codes of Good Practice. The view held, was that the amended codes would require organisations to take a more strategic view of transformation. Only one of the four organisations interviewed confirmed that they had a transformation strategy. As for the other organisations, the strategies could be described as emerging Best practice is beginning to emerge and on some elements of the scorecard, improvements can be seen as organisations adapt approaches to yield a return on investment. Coaching as a resource to facilitate transformation was approached with caution even though the respondents recognised that third party interventions were necessary. The research builds a case for coaching as a tool to embed learning and development as organisations shift from a tactical response to B-BBEE to a more progressive or authentic goal. / MT2017

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmative development coach competency questionnaire. The development and empirical evaluation of the affirmative development coach competency questionnaire forms the first phase of a larger project of developing and testing a comprehensive affirmative development coach competency model. A coaching@work competency model would help in clarifying and defining the characteristics that affirmative development coaches need to possess and what affirmative development coaches need to do and need to achieve to be successful on the job. Inequalities brought about by exclusionary policies in terms of education as well as employment that characterised South Africa before the advent of democracy meant that many members of the previously disadvantaged groups lack the necessary skills to succeed at work, especially the ability to occupy higher level positions. Theirs was the world of unskilled work. In order to rectify the injustices experienced by members of the designated groups the new post-apartheid government enacted policies and laws based on the principle of affirmative action. However the preferential hiring in favour of Blacks required by the affirmative action measures disadvantages organisations and the economy because most members of the previously disadvantage groups lack the necessary job competence potential to succeed at work. Affirmative development has to play an important role in rectifying the injustices of the past. Coaching in addition has to play an important role in honing the newly developed abilities and skills. The study aimed at identifying the various coach competencies that behaviourally constitute coach success. Competencies were derived from examining the outputs that need to be achieved through the competencies. Understanding the relationships between the affirmative development coaching competencies (behaviours) and the outcomes the affirmative development coach attempts to achieve was important because the relevance of the hypothesised competencies need to be validated (logically and empirically) against the structural network of outcomes. The study identified nine outcome variables namely employee personal learning, role clarity, job satisfaction, organisational commitment, employee self-efficacy, work engagement, contextual performance, task performance and intention to quit. Seventeen coach competencies were examined in this study. The proposed partial coach competency model shows various structural paths between the coach competencies and the coach outcome variables the coach is held accountable for. The objective of the research was to develop the Chikampa Coach Competency Questionnaire (CCCQ) aimed at measuring the seventeen coach competencies and to empirically evaluate the psychometric properties of the CCCQ. The hypothesis of exact measurement model fit was rejected but the hypothesis of close fit could not be rejected (p>.05). The position that the CCCQ measurement model fits the data closely in the parameter was found to be a tenable position. The fit indices reflected good model fit in the sample. The measurement model parameter estimates indicated that the indicator variables represented the latent coaching competencies satisfactorily. Discriminant validity was problematic. The seventeen latent coaching competencies as measured by the CCCQ are not clearly separate but tend to flow into each other. / AFRIKAANSE OPSOMMING: Hierdie studie was gerig op die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigter1bevoegdheidsvraelys. Die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigterbevoegdheidsvraelys verteenwoordig die eerste fase in ‘n groter projek om ‘n omvattende regstellende ontwikkingafrigterbevoegdheidsmodel te ontwikkel. ‘n Afrigter@werk bevoegheidsmodel sou meewerk om die persoonseienskappe waaroor regstellende ontwikkelingsafrigters moet beskik te identifiseer en te definieer en om helderheid te kry ten opsigte van die handelinge wat regstellende ontwikkelingsafrigters moet verrig en die uitkomste wat hul daardeur moet bereik om as suksesvol geag te word. Ongelykhede wat te weeg gebring is deur die uitsluitingspolitiek in terme van opvoeding en werksgeleenthede wat Suid Afrika gekenmerk het voor die aanbreek van demokrasie het meegebring dat baie lede van die voorheenbenadeelde groepe die nodige vaardighede ontbreek wat vereis word om in die wereld van werk sukses te behaal, spesifiek die vermoë om hoër-vlak posisies te bekleë. Hulle was gedoem tot ‘n wereld van ongeskoolde werk. Ten einde die ongeregtighede wat lede van die aangewese groepe ervaar het reg te stel het die nuwe post-apartheid regering beleide en wetgewing verorden gebaseer op die beginsel van regstellende aksie. Die voorkeur-indiensneming van Swartes wat deur regstellnde aksiemaatreëls vereis word benadeel egter organisasies en die ekonomie omdat die werksbevoegdheidspotensiaal wat vereis word om in die wereld van werk te slaag by die meerderheid lede van die voorheenbenadeelde groepe ontbreek. Regstellende ontwikkeling moet ‘n belangrike rol speel in die regstelling van die ongeregtighede van die verlede. Afrigting moet daarbenewens ‘n belangrike rol speel om die nuutontwikkelde vermoëns en vaardighede te slyp. Die doel van hierdie studie was om die afrigerbevoegdhede wat vanuit ‘n gedragsperspektief afrigtersukses beliggaam te identifiseer. Bevoegdhede is geïdentifiseer deur die uitkomste te bestudeer wat via die bevoegdhede bereik moet word. ‘n Begrip van die verwantskappe tussen die regstellende ontwikkelingafrigterbevoegdhede (gedrag) en die uitkomste wat die regstellende ontwikkelingafrigter probeer bereik was belangrik omrede die relevansie van die voorgestelde bevoegdhede teen die strukturele network van uitkomste (logies en empiries) gevalideer moet word. Hierdie studie het nege uitkomsveranderlikes geïdentifiseer, naamlik persoonlike leer, rolduidelikheid werkstevredenheid, organisasieverbondenheid, selfvertroue, werksverbondenheid, kontekstuele prestasie, taakprestasie en bedankingsvoorneme. Sewentien afrigterbevoegdhede is bestudeer in hierdie studie. Die voorgestelde gedeeltelike afrigterbevoegdheidsmodel dui verskeie strukturele bane aan tussen die afrigterbevoegdhede en die afrigteruitkomste waarvoor die afrigter verantwoordelik gehou word. Die doel van die navorser was om die Chikampa Coach Competency Questionnaire (CCCQ) gerig op die meting van die sewentien arigterbevoegdhede te ontwikkel en om die psigometriese eienskappe van die CCCQ te evalueer. Die hipotese van presiese metingsmodel passing is verwerp maar die hipotese van benaderde passing kon nie verwerp word nie (p>.05). Die standpunt dat die CCCQ metingsmodel die data in die parameter by benadering pas is dus ‘n houdbare standpunt. Die pasgehalte-maatstawwe het goeie modelpassing in die steekproef aangedui. Die metingsmodelparameterskattings het aangtoon dat die waargenome veranderlikes die latent afrigterbevoegdhede suksesvol verteenwoordig. Diskriminantgeldigheid was egter problematies. Die sewentien latent afrigterbevoegdhede soos gemeet deur die CCCQ word nie duidelik van mekaar onderskei nie maar neig om in mekaar te vloei.

Thesis (MPhil) -- Stellenbosch University, 2011. / The aim of this research study was to explore the experience of managers, and specifically engineers at a steel manufacturing company, of a brain-based coaching model. Coaching’s origins can be traced back to a variety of fields including psychology, change management, training and adult learning. Many people argue that coaching is ‘heart based’ as opposed to being more analytical and scientific. This caused some confusion with the researcher. However, during his studies towards a Master’s degree in Philosophy (MPhil) in Management Coaching, he was introduced to neuroscience and the role it has played in the emergence of a new field called brainbased coaching. The fact that one could scientifically explain why the brain needs coaching and that coaching can help the brain improve its functioning, appealed so much to the researcher that he wanted to expand his knowledge of the subject. Selecting a sample group that was made up only of engineers who had participated in a training programme with the focus on brain-based coaching, provided the perfect platform from where to study the phenomenon and to discover how the engineers, who are academically trained, are analytical and who, by their very nature, prefer scientific evidence-based research, perceive a brain-based coaching model. It was also important to try and establish what they believed the benefits and possible applications are of the model and whether they think it can be used to improve performance and lift motivation and engagement. The results were positive, but it revealed more; it explained how the experience created awareness and led to a change in behaviour and thinking – not just at work, but also in their personal lives. These findings provide more knowledge about the potential that a brain-based approach has for managers and leaders as a development tool. It also gives some comfort that we do not have to continue doing and thinking about things the way we have always done; we have a choice and this approach gives us an insight into how to exercise that choice.

Thesis (MPhil)--Stellenbosch University, 2012. / The purpose and motivation of this research study is to establish how Generation Y experiences coaching as an intervention and the influence, if any, it has on their levels of job satisfaction. Coaching’s success lies in its ability to act as a change agent, as well as a tool to develop and ensure individual as well as business success across many levels of the organisation. Generation Y graduates currently entering the workplace are a diverse community and the ideas and contributions that this group can bring are accessible and valuable to the bottom line of any business. The researcher investigated the phenomenology of the coaching experience. This is an empirical case study where the unit of analysis is the experience of seven Generation Y individuals, employed on an investment banking graduate programme in South Africa in 2011. Research data was gathered by means of observation, a questionnaire and semi-structured interviews prior to and following four coaching interventions conducted by the researcher. Content from the semistructured interviews and feedback was analysed and further coded under the most frequent themes. The findings suggest that coaching can help graduates improve their feeling of happiness at work and increase their level of job satisfaction. The extent, however, is dependent on many factors, which include but are not limited to, the relationship between the coach and coachee, the ability of the coachee to reflect and yet be able to move towards a solution, as well as the many influences found within the working environment. Coaching was found to increase levels of confidence and assist in focusing on the bigger picture to develop their long-term potential. The study is of value to those organisations considering introducing a coaching programme; as well as those who want to better understand and develop their young talent for the future. Future research could examine ways to measure increased job satisfaction amongst graduates as well as assess the effect on retention levels.

Student employees (N=86) at a major research institution participated in a new hire orientation training and then responded to questionnaires measuring ten transfer behaviors and eight work environment constructs measuring support, frequency of contact, cohesion, and general means efficacy. Supervisor ratings of trainee performance were used to measure transfer behaviors.

The purpose of this study is to collect data on the current practices of coaching as applied in an incubated environment to report on the influence of coaching on entrepreneurial goal-setting behaviour. Previous research has indicated that much criticism has been lobbied at government programmes aimed at providing entrepreneurship development and support, some recognition has been given to some of these government initiatives as well as the progress achieved by some. It is further stated in the Global Entrepreneurship Report (2012) that a number of national experts commend the existence of business support agencies (such as the Small Enterprise Development Agency). A number of significant findings materialized from the current study where it was found that coaching influences entrepreneurial behaviour and that a need exists for more in-depth coaching sessions specifically focused on entrepreneurship in the South African context. Further to this it was found that a need exists for entrepreneurs to be coached by other entrepreneurs and that the role of a coach should be clarified to set realistic expectations from the onset of the intervention. These findings are in agreement with some of the key recommendations from South African national experts as cited in the GEMS 2012 report. The current research adds to the body of research on coaching in general. It also contributes specifically entrepreneurial development programmes in the South African context. The outcome from this research has implications for business coaches, entrepreneurs and entrepreneurial development/support agencies as well as those who provide training and incubation programmes for entrepreneurs. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

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The purpose of this study is to collect data on the current practices of coaching as applied in an incubated environment to report on the influence of coaching on entrepreneurial goal-setting behaviour. Previous research has indicated that much criticism has been lobbied at government programmes aimed at providing entrepreneurship development and support, some recognition has been given to some of these government initiatives as well as the progress achieved by some. It is further stated in the Global Entrepreneurship Report (2012) that a number of national experts commend the existence of business support agencies (such as the Small Enterprise Development Agency). A number of significant findings materialized from the current study where it was found that coaching influences entrepreneurial behaviour and that a need exists for more in-depth coaching sessions specifically focused on entrepreneurship in the South African context. Further to this it was found that a need exists for entrepreneurs to be coached by other entrepreneurs and that the role of a coach should be clarified to set realistic expectations from the onset of the intervention. These findings are in agreement with some of the key recommendations from South African national experts as cited in the GEMS 2012 report. The current research adds to the body of research on coaching in general. It also contributes specifically entrepreneurial development programmes in the South African context. The outcome from this research has implications for business coaches, entrepreneurs and entrepreneurial development/support agencies as well as those who provide training and incubation programmes for entrepreneurs. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

A inovação tem se tornado cada dia mais importante para mudar a realidade do posicionamento de mercado tanto de uma empresa, quanto de um país. Desse modo, gestores que estão à frente de organizações, independente do segmento ou porte, precisam manter o ritmo de competitividade da empresa, praticando e vivenciando a inovação como parte de sua rotina. Questões sobre metodologias de capacitação com empresários tem se tornado mais discutidas nas instituições que trabalham com esse público. Promover novos resultados e fazer com que mais pessoas estejam sensibilizadas para colocar a inovação em prática, é a intenção desta pesquisa. Com o objetivo de propor um método com elementos para sensibilização de empresários no tema Inovação, foi realizado o estudo de um referencial teórico para identificar os métodos e as técnicas diferenciadas de sensibilização. Foram examinadas formas inovadoras e conteúdos de cursos de capacitação em inovação para identificar os aspectos relevantes, com o intuito de compor um encontro presencial com empresários no tema inovação. Assim, utilizando a técnica de Grupo Focal, foi realizado um encontro presencial com empresários para vivenciar ações que levam ao tema inovação. Para chegar aos resultados da pesquisa foram utilizados dois instrumentos de coleta de dados, um instrumento para observação durante o encontro e outro que foi encaminhado via on-line. Após as respostas serem colhidas e trabalhadas, foi possível refletir e comparar com o referencial proposto. A pesquisa qualitativa apresentou e analisou os resultados destas informações. Com base nos resultados atingidos, chegou-se a uma proposta de método com elementos para sensibilização no tema inovação com empresários. / Innovation has become increasingly important to change the reality of the market positioning of both a company, as a country. Thus, managers who are ahead of organizations, regardless of size or sector, need to keep pace with the company's competitiveness, practicing and experiencing innovation as part of their routine. Questions about training methodologies with business has become more discussed in the institutions that work with the public. In an attempt to promote new results and make more people are sensitized to put innovation into practice, it is the intention of this research. For this reason, the study of a theoretical framework was conducted to identify methods and different awareness techniques. Innovative forms and content of training courses in innovation were examined to identify the relevant aspects, in order to make an in-person meeting with entrepreneurs in the innovation theme. Thus, using the technique of focus group was held a face to face meeting with businessmen to experience actions that lead to innovation theme. To get the results of the research were used two data collection instruments, an instrument for observation during the meeting and another that was sent on-line. After the responses are collected and worked, it was possible to reflect and compare the proposed framework. Qualitative research presented and analyzed the results of this information. Based on the results achieved, we reached a proposed method with elements of awareness on the subject innovation with businessmen.

The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.