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The field of executive coaching has grown in popularity as a developmental tool for leaders. With the potential for a leadership continuity gap and the desire for organizations to strengthen leadership talent pools to prepare for succession planning, there is a need for empirical research regarding the effectiveness of executive coaching. The aim of this mixed method study was to explore the factors that contribute to successful coaching outcomes. The combination of an online survey of 68 high potential leaders and follow up interviews with 40 of those same leaders yielded information about the coaching experience. The results showed a correlation between the number of years a leader was with the company and his or her perception of a positive coaching experience. In addition, the total amount of time the coach and the leader spent together was correlated with the perception of a positive coaching experience. Finally, most leaders noted that exceptional coaches demonstrated professionalism in several ways, such as listening to the client, showing an interest in the client and their development, and providing advice and helpful suggestions. A better understanding of the factors that promote successful outcomes for high potential leaders will assist coaches in having positive impact on client and organizational performance. This study is unique in that it examines coaching in the context of a larger intervention, a leadership development program, using HR professionals as internal coaches with high potential leaders. For organizations using coaching in this fashion, this study addresses gaps in the literature, which was an impetus for this research. Additional research might be valuable on how coaching clients define a successful coaching outcome, a client's readiness to change, the coach-client relationship, and factors that promote sustained behavior change in a leader. / Ph. D.

This descriptive research addressed the challenges of working with the conscious and unconscious aspects of diversity in order to enhance insights into covert and deeper diversity dynamics in organisations. The research supported the evolving trend of shifting the systems psychodynamic orientation from the group to the individual context. The general aim was to describe a systems psychodynamic coaching model, and to determine its trustworthiness in assisting executives to work effectively with conscious and unconscious diversity dynamics. Literature was reviewed to provide a theoretical foundation of diversity challenges which executives face in South African organisations. This was augmented by systems psychodynamic literature, which provided a theoretical basis upon which to understand the intrapsychic aspects of the executives and their interplay with systemic dynamics. The empirical study was conducted over ten months to determine the trustworthiness of executive coaching in diversity from a systems psychodynamic perspective. Data was gathered using the organisational role analysis approach, and analysed by means of the systems psychodynamic discourse analysis method. Nine major themes and their related sub-themes were identified, namely, gender, race, ethnicity, authority, disability, language, age, de-authorisation of diversity work, and the coaching process. Through the coaching, the executives gained insights into their intrapsychic environment and the complex, multifaceted and intersecting nature of diversity in their organisations. They were assisted to take up their leadership roles more effectively and to take action on behalf of their organisations. The research hypothesis formulated and the conclusion made was that executive coaching from a systems psychodynamic perspective displays trustworthiness. / Industrial and Organisational Psychology / D. Litt. et Phil. (Consulting Psychology)

This descriptive research addressed the challenges of working with the conscious and unconscious aspects of diversity in order to enhance insights into covert and deeper diversity dynamics in organisations. The research supported the evolving trend of shifting the systems psychodynamic orientation from the group to the individual context. The general aim was to describe a systems psychodynamic coaching model, and to determine its trustworthiness in assisting executives to work effectively with conscious and unconscious diversity dynamics. Literature was reviewed to provide a theoretical foundation of diversity challenges which executives face in South African organisations. This was augmented by systems psychodynamic literature, which provided a theoretical basis upon which to understand the intrapsychic aspects of the executives and their interplay with systemic dynamics. The empirical study was conducted over ten months to determine the trustworthiness of executive coaching in diversity from a systems psychodynamic perspective. Data was gathered using the organisational role analysis approach, and analysed by means of the systems psychodynamic discourse analysis method. Nine major themes and their related sub-themes were identified, namely, gender, race, ethnicity, authority, disability, language, age, de-authorisation of diversity work, and the coaching process. Through the coaching, the executives gained insights into their intrapsychic environment and the complex, multifaceted and intersecting nature of diversity in their organisations. They were assisted to take up their leadership roles more effectively and to take action on behalf of their organisations. The research hypothesis formulated and the conclusion made was that executive coaching from a systems psychodynamic perspective displays trustworthiness. / Industrial and Organisational Psychology / D. Litt. et Phil. (Consulting Psychology)

Hur sjöfartsnäringsföretag utvecklar sin ledarskapskapacitet är något som inte forskats mycket kring i vetenskaplig litteratur. Företag runt om i världen har investerat 370 miljarder dollar för ledarskap endast under 2021. Dessutom är inte den maritima litteraturen särskilt omfattande gällande ledarskap inom sjöfartsnäringsföretagens landbaserade sektor, något som är kontroversiellt med hänsyn till det omfattande inflytande högre ledning har inom företag. Syftet med detta arbete var att identifiera och beskriva sjöfartsnäringsföretagens perspektiv gällanderelationen mellan ledarskap och management, och vidare deras strategier för att förstärka sin ledarskapskapacitet. Arbetets frågeställningar var 1. Hur upplever sjöfartsnäringsföretag relationen mellan ledarskap och management och vidare, vad av ledarskap och management är det som gör skillnaden i dagens konkurativa marknad enligt intervjuade företags perspektiv och varför? 2. Vilka strategier har sjöfartsnäringsföretag för att utveckla sin ledarskapskapacitet, och vidare, hur implementerar intervjuade företag dessa strategier? Arbetet genomfördes via en kvalitativ fallstudie av fyra utvalda internationella sjöfartsnäringsföretags högsta ledning. Vidare användes semistrukturerade intervjuer för datainsamlingen. Denna studie identifierade betydelsen för sjöfartsnäringsföretag att särskilja mellan management och ledarskap eftersom var och en av dessa tjänar olika syften inom deras organisationer. De intervjuade sjöfartsnäringsföretagen ser dessutom ledarskapsutveckling som en utmanande process som kan hålla dem konkurrenskraftiga. Slutligen så följer sjöfartsnäringsföretag ledarskapsutvecklingsstrategier såsom 360-degree feedback, executive coaching, nätverkande och aktionsinlärning även om det inte är i lika strikt form som ledarskapsforskning föreslår. / How shipping companies develop their leadership is something not studied as much by scholarly literature. Investments in leadership are estimated to 370 billion dollars, for 2021, by companies around the world. Yet, maritime literature is not very extensive regarding the shore-based sector and leadership, something controversial considering influence higher levels have within companies. This study aimed to identify and describe shipping companies’ perspectives on the relationship between leadership and management and their strategies for developing their leadership capacity. This study’s research questions were: 1. How do shipping companies experience the relationship between leadership and management, and in further, which of the two makes the most difference in today’s competitive markets? 2. What are shipping companies’ strategies for developing their leadership capacity, and how do they implement these strategies? A qualitative method for the case study of four selected international shipping companies’ top management was used. Moreover, data was collected via semi-structured interviews. This study found that it is important for shipping companies to distinguish between leadership and management as each serves different purposes within organizations. Moreover, interviewed shipping companies view leadership development as a challenging process but one that can keep them competitive. Finally, shipping companies follow leadership development strategies of 360-degree feedback, executive coaching, networking and action learning although not as strict as leadership research suggests.

Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching. / AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.

Thesis (MPhil)--Stellenbosch University, 2011. / The majority of the literature on executive coaching available today, gives evidence of the growth and success of executive coaching as an industry. The industry is, however, relatively young and immature and not regulated at all. The number of individuals who position themselves as executive coaches has more than doubled in the past 10 years and the industry is growing rapidly. The question then arises whether all coaching initiatives that are taking place are hundred percent successful in achieving the stated objectives. Very little is said and done about the less successful processes. This study allows us to have insight in an executive coaching process involving an executive team and to consider which factors contributed to the perceived failure of the process. By using a qualitative approach and through a case study of the intervention, in-depth interviews were done to enquire from all the participants how they experienced the coaching process. From these interviews, themes were identified to be used by companies, coaches, service providers and clients to understand what some of the elements are that need to be considered in a team-related coaching intervention to ensure a better chance for success. The literature review investigated the definition and history of executive coaching as well as the application and benefits of executive coaching. The study also explored the concept of team coaching, the importance of the related parties in the coaching process, as well as the fact that the industry is not regulated and still quite immature. The context and background of the case study and all relevant information related to the company, the team, the process and the service supplier were considered. The importance of the coaching triangle between the coach, client and the organisation was emphasised in the literature study, but it was also identified as a critical foundation for the success of the executive coaching process. Given the experience from the team that was part of the process, the following elements should be taken into consideration by all parties to ensure that the objectives of the coaching process are met. Firstly, the importance of leadership as the sponsor is critical and an element that should not be ignored. Secondly, the commitment of the entire team is emphasised as a critical success factor. Another important element identified is the ability to take into consideration the time pressures that executive teams experience. Further to that, the importance to keep the momentum of the process going, the selection of suitable coaches, the importance of taking individual needs of the clients into consideration, as well as the lack of buy-in from participants are all success factors that were identified as part of the analysis. Due to the very limited scope of the study, recommendations were made for future research and ongoing practice in the field.

Thesis (MPhil) -- Stellenbosch University, 2011. / This research study not only links three important business concepts, namely, leadership development, employee engagement and executive coaching, but is also an important body of research that contributes in a meaningful way to the debate around the role of executive coaching and its impact on leadership effectiveness. It outlines a transformative framework for executive coaching that shows a significant shift in managerial behaviour. This behaviour shift acts as a catalyst for the enhancement of key dimensions of employee engagement. This is an important finding, as the field of professional coaching is undergoing much scrutiny in terms of its return on effectiveness and its ability to accelerate the development of high-potential talent. The reseach findings in this report further serve to reinforce the importance of aligning leadership development, and specifically executive coaching practices, with organisational strategies. The global financial crisis has highlighted the need for organisations to adopt prudent leadership development strategies. The intelligent integration of transformative coaching into talent management practices such as retention, promotion, deployment and development of high-potential leadership, will create the necessary impetus for building sustainble leadership capacity and provide an outstanding return on investment for organisations wherever they might be in their maturity cycle.

Thesis (MPhil)--Stellenbosch University, 2012. / Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: In the years before South Africa's new political dispensation, many people were denied their fundamental right to be developed to their fullest potential. They could only dream of enjoying a more meaningful and fulfilled life. As a result South Africa was rated internationally as the lowest on the scale for human development. With the first free elections held in 1994, all South Africans were promised the freedom to be equal as citizens. Much rested upon the shoulders of the newly-elected political leadership. President Mandela performed his new leadership role with admirable integrity. He engendered a spirit of enthusiasm among many to rise up and meet the economic and social challenges facing the fragile democracy. One of the most significant challenges was to develop and grow a depleted skills base in a manner that would build unity and respect amongst its learners. Learning is central to any social and economic reform, and is an important vehicle to achieving desired goals. As a result, legislative changes were introduced to South Africa's education, training and development system soon after the elections. In 1995 the South African Qualifications Authority Act was passed. This allowed for the establishment of a National Qualifications Framework, the objectives of which is to create an integrated national education framework, and to promote a culture of lifelong learning. In 1998 the Skills Development Act was subsequently introduced. Its primary aim was to spearhead South Africa's Skills Development Strategy, which aims to provide a broad scope and context to that which the country requires in order to make it globally competitive. The Strategy links education and training interventions to labour market realities, and social and economic reforms, providing an operational and national yardstick for learning. It sets out to ensure that people become more involved in, and assume greater responsibility for their education, training and development. In order for education, training and development to build individual, organisational and national capacity it must infer alia, be aligned to the new legislation. To facilitate the meeting of this requirement, training interventions must be outcomes-based. Alignment to the new legislation will promote the aims and objectives enshrined in South Africa's Skills Development Strategy, and in so doing will achieve social and economic reforms. / AFRIKAANSE OPSOMMING: In die jare voor Suid-Afrika se nuwe politieke bedeling is baie mense die fundamentele reg ontneem om tot hul volle potensiaal ontwikkel te word. Hulle kon net droom van 'n meer betekenisvolle en vervulde lewe. As gevolg hiervan is Suid-Afrika internasionaal as die laagste op die skaal van menslike ontwikkeling geëvalueer. Toe die eerste vrye verkiesings in 1994 gehou is, is alle Suid-Afrikaners beloof dat hulle voortaan gelyke burgers sal wees. Daar het dus 'n groot verantwoordelikheid op die skouers van die nuutverkose politieke leiers gerus. President Mandela het dié leiersrol met bewonderenswaardige integriteit vervul. Hy het talle Suid-Afrikaners met entoesiasme vervul om uit te styg en die ekonomiese en sosiale uitdagings wat die brose demokrasie in die gesig gestaar het, die hoof te bied. Een van die grootste uitdagings was om 'n uitgeputte vaardigheidsbasis te ontwikkel en uit te bou op 'n manier wat eenheid en respek onder leerders sou kweek. Leer vorm die kern van enige sosiale en ekonomiese hervorming, en is 'n belangrike instrument waarmee verlangde doelwitte verwesenlik kan word. Gevolglik is die wetgewing wat Suid-Afrika se onderwys-, opleiding- en ontwikkelingstelsel reël, kort na die verkiesings gewysig. Die Wet op die Suid-Afrikaanse Kwalifikasie-owerheid is in 1995 aanvaar. Dit het tot die daarstelling van 'n Nasionale Kwalifikasieraamwerk gelei. Die doel hiervan is om 'n geïntegreerde nasionale onderwysraamwerk te skep en 'n kultuur van lewenslange leer te bevorder. Daarna is die Wet op Vaardigheidsontwikkeling in 1998 aanvaar. Die hoofdoel hiervan was om Suid-Afrika se Vaardigheidsontwikkelingstrategie te ontwikkel met die doel om 'n breë omvang en konteks vir dit wat die land nodig het om internasionaal mededingend te wees, te bied. Die Strategie lê die verband tussen onderwys- en opleidingsingrepe en die werklikhede van die arbeidsmark, en sosiale en ekonomiese hervorming deur 'n operasionele en nasionale maatstaf vir leer daar te stel. Dit wil verseker dat mense meer by hulle onderwys, opleiding en ontwikkeling betrokke raak en verantwoordelikheid daarvoor aanvaar.