A RESEARCH REPORT SUBMITTED TO THE FACULTY OF BUSINESS ADMINISTRATION OF THE UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF MANAGEMENT (HUMAN RESOURCE MANAGEMENT) / The study was undertaken in order to determine whether it would be possible to isolate certain competencies which could be used to identify individuals with management potential in a population of branch and area managers within a financial institution. The competencies selected for study were extracted from an extensive review of the relevant literature and were selected for both relevance and ease of measurement. The competencies were Locus of Control, Achievement Motivation, Cognitive skills and Interpersonal skills. The subjects were divided into two groups on the basis of a panel assessment by senior management of the organisation. The first group consisted of those individuals who were seen as having the potential for further advancement and the second of the balance. The relevant competencies were measured for both groups. It was found that age, time spent in current position, Control of Social relationships, a sub-factor of Locus of Control and Awareness of level and Personal Excellence, sub-factors of Achievement Motivation differentiated significantly between the two groups. In addition, Cognitive and Interpersonal skills differentiated strongly between the two groups. Contrary to expectations, subjects with potential were found to be significantly more externally controlled with respect to the factor Control of Social relationships. Possible reasons for this are explored. Finally, it was attempted to construct a predictive model for use in identifying management potential. The model met with limited success, but was significant in that it highlighted the inadequacies of the "country-club" method of assessment. / Andrew Chakane 2018

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. / More and more frequently firms are finding it necessary to terminate chief executive officers (CEOs) due to poor organizational performance. This is happening despite the fact that executive development spending is increasing significantly during the same era. These simultaneous situations would suggest that there is a need for a theory to bring clarity and direction to the process of executive development while aligning it with firms' business strategies. A comprehensive review of the literature reveals that there are no well-understood theories that relate executive development strategy to business strategy. The lack of a theoretical foundation makes it necessary to derive the linkage between business strategy and executive development strategy empirically. This study was designed to determine how and to what extent the participating firms achieve alignment between executive development and business strategies. It is founded upon the premise that for a firm's success to be sustainable, its environment, its business strategies, its executive development strategies, and its executive development activities should all be aligned. This study provides both a theoretical and a practical analysis of the alignment between business strategy and executive development strategy. The theoretical analysis is grounded in a review of the twentieth-century history of organizational theory as well as the theories pertaining to business strategy and executive development strategy. The practical analysis was drawn from the experiences of senior-level managers employed by twenty-one commercial firms to design and guide executive development. This research utilized interviews of executive development specialists as the primary means of collecting data from the subject firms. The analysis revealed four key concepts: aligning executive development and business strategies, linking executive development to the business environment, integration of executive development with other corporate systems, and the utility of top-level executive support for executive development programs. The study resulted in a conceptual model of the focus firms' approaches to achieving alignment between executive development and business strategies. These findings imply opportunities for policy makers and practitioners as well as future researchers. / 2031-01-01

Thesis (Ph. D.)--University of Maryland, 1992. / Includes bibliographical references (leaves 180-193).

The Federal Executive Institute (FEI) was created in 1968 by Executive Order from President Johnson, stating the need for establishing "a center for advanced study for executives in the upper echelons of the Civil Service." It was common in the early years for FEI to provide life changing, "rocky top" experiences. Since that time, the FEI has traveled down a rocky road, through efforts to disband, attempts to privatize, and flurries of criticism. It has emerged with a "back to basics curriculum" and a mission founded on what is seen as the solid rock of the Constitution and an emphasis of each executive's role within that Constitutional system. The intellectual history of FEI, including its creation, curriculum, and leadership and how they have developed and changed over time, suggests this key question: how does FEI decide to teach what (and how) it teaches? This answer has varied; at times, the institution was shaped by strong directors; at other times, key political actors and faculty members. There were times of great environmental turbulence and threat, when the very existence of the FEI was in jeopardy. Although the intellectual streams may have diverged, the FEI community rallied to ensure survival. They have indeed survived, and while not the same institution founded in 1968, still maintain their niche for educating "the best of the best." / Ph. D.

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.

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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

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

The objective of this study is to provide a more comprehensive understanding of executive compensation plans in China. On one hand, it examines the determinants of compensation practices by supplementing the classical principal-agent theory with tournament theory and managerial power theory. On the other hand, it tests whether the adoption of equity-based compensation delivers better company performance for Chinese listed companies. Using compensation data from Chinese listed companies between 2006 and 2011, it is found that compensation level is strongly aligned with accounting-based performance. In particular, compensation and performance are more aligned at the higher hierarchical level. In addition, the level of compensation significantly rises with hierarchical level. It is also found that companies with the presence of the remuneration committee tend to use performance-based compensation. However, compensation and performance are less aligned when the size of the remuneration committee is smaller, and when the proportion of insiders on the remuneration committee is higher. Finally, it is found that company accounting-based performance is improved one year after adopting equity-based compensation. This study offers the following practical implications for policy makers and other practitioners. First of all, the board of directors and its remuneration committee should take account of market-based performance, as well as equity-based compensation, when designing compensation contracts for executives. In addition, policy makers may follow developed countries in implementing legal compulsion for constructing a remuneration committee through enacting laws. Finally, a clear and strong legal support for the appropriate composition and size of the remuneration committee is needed, in order to prevent the decision-making processes of this committee from being influenced by managerial power.

CEO dismissal is one of the most theoretically interesting topics in strategic management. Previous studies have noted that the extent of control over CEOs exercised by outside directors and senior executives plays an important role in affecting the relationships between relevant organizational characteristics (i.e., organizational performance, CEO-board personal ties, and CEO-senior executive dissimilarity) and the likelihood of CEO dismissal. Drawing on an institutional perspective, this study proposes that national institutions concerning investor protection, individualism, and power distance shape how outside directors and senior executives exercise control over CEOs. As such these national institutions would moderate the relationships between the relevant organizational characteristics and the likelihood of CEO dismissal. To test the hypotheses derived from the above assertions, the present study deploys the data from a sample of 1733 public companies across 20 countries from year 2005 to 2009. The empirical evidence confirms the moderating role of national institutions in CEO dismissal. / Li, Weiwen. / Adviser: Yuan Lu. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 143-155). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.