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 fulfillment of the requirements for the degree of Master of Management in Business and Executive Coaching. Johannesburg, 2017 / This study assessed the dynamics of the coach-coachee matching process in the South African context with a specific focus on the experiences and perspectives of participants. It took place in Johannesburg within the South African context of business executive coaching, which is growing in popularity in corporates. It involved seven Top 40 organisations listed on the Johannesburg Stock Exchange (JSE) that had implemented executive coaching as a management development tool. The participants comprised 22 participants consisting of 15 coachees, four HR/OD managers, and three coaches. A constructivist-interpretivist paradigm and in-depth semi-structured interview technique for data collection was used. The key findings were about organisation-coachee and coach-coachee matching dynamics. Organisation-coachee dynamics included factors contributing to positive organisation-coachee dynamics such as organisational coaching culture and formal programme; trained internal coaches; geographic access to coaches; availability of choice of coaches; a dedicated matching person; group coaching and an enabling use of technology. Factors that contributed to negative organisation-coachee dynamics were limited coach experience; remedial coaching; negative feedback and limiting technology use. Coach coachee dynamics included factors contributing to positive coach-coachee matching dynamics such as complementarity of personality, values and beliefs of the coach and coachee dyad, and various others on the preferred demographics of coach and coachee. Factors that contributed to negative coach-coachee dynamics included unmet expectations of the coachee; lack of trust; personality clash; crossing of the coaching relationship boundaries; and negative impact of coach-coachee demographics. The conclusions of this study indicated that organisations should consider the dynamics involved in matching coaches to coachees by assessing the coaching needs of prospective coachees and helping them find a suitable coach. Furthermore, effective management of both processes and dynamics has an influence on the success or otherwise of the coaching relationship. / MT2017

In 1978, the Chinese government embarked on an economic reform and adopted an open-door policy for its economic development. The goal of the economic reform was to transform its central planning economy into a market economy. This reform has since led to significant changes in the macro and micro economic system which, and in turn, have challenged the management system based on central planning economy in China. Therefore, the Chinese government faced an important task to train managers with management knowledge based on a market economy. In order to meet this need, since 1978, the Chinese government has set up a number of management training centres with the help of several foreign countries. One of them was the China Management Training Centre at Chengdu (CMTCC) , which was under the sponsorship of the Chinese government and the Canadian International Development Agency (CIDA). This Centre's mission was " to serve the management education needs of state-enterprise management personnel, government personnel involved in management of economic affairs, and township and village enterprise managers, in Sichuan and throughout Southwest and Northwest China" (Proposal for CMTCC, Ph III, 1990, p.1). According to the joint agreement between the two sides, the Association of Canadian Community Colleges (ACCC), on behalf of the Canadian government, was responsible for sending Canadian instructors to teach at China Management Training Centre on a temporary basis. The selected instructors would design the courses, recommend the textbooks and reading materials, and deliver the courses in English at the Centre. The Chinese side would take responsibility for enroling trainees, providing logistical services, translating the reading materials into Chinese versions and offering interpretation services for the Canadian instructors in the classes. The first training program began in the fall of 1984. Since then, the China Management Training Centre at Chengdu has offered 26 management training programs. The success of these training programs could have an important effect on the economic reform in China. Therefore, it was important to study the CMTCC and assess the impacts of the training programs. The purpose of this research is to study the nature and operation, and examine the impacts of the CMTCC training programs on the trainees.

D.Phil. (Personal and Professional Leadership) / According to recent studies it is indicated that 84% of American companies are in the process of at least one change initiative and that 46% indicated that they were busy with three or more change initiatives. This tendency is a worldwide phenomenon. For organisations to survive and grow in this setting, their rate of learning has to be equal or greater than the rate of change in their environment. Within this context the need for relevant leadership becomes imperative. Empirical evidence would suggest that there is a strong link between leadership competencies and leadership performance. With this in mind a large mining company in South Africa took the root of identifying specific competencies that they would like to see developed in their leaders. The specific company gave direction with outcomes that had to be obtained:  to position the leaders that they could practice their leadership role effectively to meet immediate and future challenges; and  to do specific leadership training investment for the empowering of leadership in attaining greater organizational success. Taking the current research and organisational need into consideration the researcher set out in developing a model that group these competencies in five mainstream domains, Personal mastery and well being, fulfilling my functional role effectively, Achieving with people, Actualizing a sustainable and desirable future and Navigating the organisational landscape successfully. It is against this backdrop that the Professional Leadership Development Model took shape. The study is set up in different phases that will play out in the following manner:

M.Tech. (Production Management) / This thesis provides some information, techniques and innovations that will equip operations managers in the service industry to develop technical, conceptual and interpersonal skills. These skills will help them make better operating decisions.

No description available.

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Social Sciences

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 in Business and Executive Coaching, Johannesburg 2018 / Client readiness was identified as a variable influencing and impacting the effectiveness of coaching interventions. An understanding of different variables influencing the coaching process was highlighted as significant in the advancement of knowledge in the coaching industry. The current study was to explore factors influencing clients’ readiness for executive coaching in South Africa. Semi-structured interviews were conducted with Executives and Senior Managers from corporate organisations. A narrative, qualitative analysis was used to gain meaning and understanding on the content of the data collected. Through the analysis, clients’ level of readiness as well as elements contributing to readiness were determined. According to findings of the study, readiness is defined as willingness from clients to want to make things better. This readiness is influenced by commitment, motivation to learn and change their behaviour as well as self-awareness. If a client is not willing or prepared, it was said that this influenced their eagerness and involvement towards a coaching intervention. The study further highlighted how clients are treated, acknowledged and appreciated as key components contributing towards their level of readiness. The coach, finding purpose in life as well as challenges they face as individuals were reported as additional elements of significance impacting readiness levels of clients. It can be concluded that measuring clients level of readiness together with factors contributing to this readiness is important for coaching interventions as well the development of clients. / XL2019