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.

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

Thesis (Ph.D.)--Case Western Reserve University, 2009 / Title from PDF (viewed on 30 July 2009) Department of Organizational Behavior Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010. / Title from title screen (site viewed April 22, 2010). PDF text: viii, 160 p. : ill. (some col.) ; 3 Mb. UMI publication number: AAT 3390666. Includes bibliographical references. Also available in microfilm and microfiche formats.

D.Phil. / There is an unprecedented crisis in the leadership of contemporary large-organizations. Real leadership is rare – that is, leadership which is effective and authentic, having the courage to serve others even under trying circumstances. Perhaps the prime reason for this is that management and leadership per sé, have never been professionalized, in that there is no definite body of theory and knowledge which leaders must understand and use. There are no entry requirements, expectations or professional standards. There is no continuing learning and no competence reviews. The evidence of this is overwhelming – at individual, relationship and team levels of the organization – but ultimately, it is apparent at the organizational level where culture and character exist, which, if research is correct, is the single biggest determinant in any organization’s success or failure. In the executive leader realm, things move at warp speed. Things are changing at such a dizzying rate, and there are so many stakeholders competing for the leader’s time and energy, that there is any wonder there are in fact any healthy, effective executives around. Unfortunately, many of them fall prey to the myriad challenges, dilemmas and struggles that confront them, and the result is an abundance of dysfunctional, distressed and impaired executives, the effects of which ripple throughout the company; as the Spanish saying goes, “Fish start to smell at the head.”

The shortage of blacks in senior management and executive positions is a South African phenomena. Following decades of academic and economic segregation by the apartheid regime, many black individuals find themselves lacking the necessary technical and soft skills to operate effectively in organisations. This study explores whether executive coaching can be used to bridge the soft skill gap. The study further explores the characteristics of the coachee, the coach and the coaching relationship required for a successful intervention. A qualitative exploratory research was undertaken with fifteen one-on-one interviews conducted with qualifying black managers to capture their perceptions about the use of executive coaching as a developmental tool. This research has shown that executive coaching can be used as a viable developmental tool to prepare black managers for senior positions. A profile of an ideal candidate, an ideal coach, and an ideal coaching environment has been put together in a proposed framework that will hopefully facilitate the achievement of the goal. / Dissertation (MBA)--University of Pretoria, 2007. / Gordon Institute of Business Science (GIBS) / unrestricted

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The aim of this research assignment was to determine the contribution coaching has made, as part of a blended leadership development programme, towards the development of individual leaders and leadership development at Transnet Freight Rail. This was aimed at identifying ways in which the coaching component may be improved. The research was undertaken with a group of high-potential leaders, at an operating division of the parastatal company Transnet, in South Africa. A qualitative research methodology was used and, within that framework, a phenomenological case study design. The research data was gathered, using semi-structured interviews, from 13 participants who received external coaching as part of the blended programme. The findings confirm that coaching, combined with blended leadership development activities, has a synergistic and positive impact on the individual and the organisation, enhancing both the human and social capital at Transnet Freight Rail. The participants expressed a multitude of benefits from receiving coaching: improvements in various aspects of their personal, social and cognitive competence, as well as assisting in their learning, retention and application of the other modules of the blended programme. The coaching intervention has assisted participants in enhancing and applying their own coaching skills within the organisation. This was accomplished by their experience of having been coached, by using the example from the sessions and through the coaching course attended as part of the blended programme. The findings in this research assignment suggest that coaching is making a positive contribution to leadership development at TFR by strengthening the leadership capacity, developing a coaching culture, improving strategic thinking when problem-solving, improving decision-making, improving productivity, increasing employee morale, and improving the individual's performance thereby benefiting the organisation. Coaching has also resulted in greater teamwork, broader understanding of the business, retention of talented employees and has demonstrated to employees that the organisation is committed to developing its staff and helping them to improve their skills.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this highly competitive market, organisations are placing a strong emphasis on leveraging its organisational learning (OL) activities to achieve a sustained advantage. Organisations are increasingly recognising the value of partnering with external education providers to implement customized executive education programmes that can address their unique business need. Coaching interventions are frequently incorporated in such learning initiatives to enhance the alignment of the learning and development practises with the organisational goals and to increase the level of learning transfer once the program has been completed. The best-practises of coaching interventions remain however several understudied. This study therefore investigated the importance of multi-stakeholder partnerships on the effectiveness of coaching interventions within a customised executive programme. Qualitative data was collected through a series of semi-structured interviews targeting coaches, organisational learning drivers and delegates to obtain multi-source feedback for enhanced validity of perceptions. The findings were subsequently subjected to thematic analysis resulting in the emergence of 7 core themes. The results emphasised the importance of aligning the interpretation of management, organisational learning drivers (OLDs), coaches and delegates regarding the goals of the organisation and the coaching initiative. A recurring theme across the datasets related to the importance of transparent, direct and open communication prior to the commencement of coaching. Furthermore, the advantages of group coaching highlighted in this study were supported by previous literature. Another important contribution of this study pertained to evaluating and sustaining the mental and behavioural shifts delegates experienced during the coaching interventions. This highlighted the importance of soliciting management support, eliciting informal accountability and post-coaching interventions. As a result of combining multi-stakeholder perceptions, the findings of this study may contribute towards developing a best-practice model for coaching interventions in customised executive education (CEE) programmes.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: One of the purposes of management education is to develop people to become effective leaders of organisations with ever-increasing unpredictable futures. Learning from the latest findings in effective neuro-science and well-documented biology and stress research, a more holistic approach to leadership development has been embraced. This approach proposes that leaders, who are able to better sustain themselves through developing their emotional intelligence and cognitive ability, will be more balanced leaders. The South African Revenue Service (SARS) is a semi-autonomous organ of state that derives its mandate from the President of South Africa through the SARS Act no.34 of 1997. It was borne into a democracy which brought about tremendous transformation in every facet of South African life, ranging from growing the country’s infrastructure, to social economic welfare for all, education, health services and security. SARS is responsible to collect over 90 per cent of the country’s revenue. They therefore have to display effective leadership as this democracy has been very sensitive and the citizens of SA have high expectations of Government to deliver on a better life for all. One of the most important tasks of SARS was to engage in total transformation of the entire organisation, including its infrastructure, information technology, policies and procedures and a strong learning culture that embraces effective leadership. One of the transformation initiatives, the School of Leadership, procured several leadership training programmes to address the leadership capability. Leadership coaching has been embraced by SARS starting with the most senior leadership and is now being introduced to all levels of management. During this study, the researcher sought to identify and understand the effect of coaching as a leadership development tool to transform leadership practice. The research identified the respective leadership competencies developed as a result of this coaching received by leaders within SARS and determined to what extent leaders embraced it. It is recommended that the coaching programme is accelerated to all levels of management in SARS and that it receives prominence on the agenda of the Commissioner by making it the most prestigious award in the national annual award ceremony. All managers should have a key performance indicator to encourage the practice of these learnt competencies during the coaching process. Lastly, the recruitment process for all leadership positions should feature these competencies as essential and test for it accordingly through appropriate competency assessments.