Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISCH ABSTRACT: Purpose – The purpose of this research was to explore the role of coaching in enhancing reflective practices in managers. The experiences and perceptions of coachees were explored to answer the research question. Design/methodology/approach – This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from the coachees on their experiences and perceptions of coaching and the extent to which it influenced reflective practices. A purposive sampling approach was used. A total of five coachees from a FMCG company that the researcher is employed at, in the Durban area, participated in the research. Data was collected using semi-structured interviews and researcher field notes and observations during the coaching process. Findings –The key findings revealed that coaching played an important role in enhancing the reflective practices and reflection in managers. Coachees found that the coaching process supported and enabled the achievement of their coaching goals. Further it was found that coachee use of reflective practices were enhanced through coaching, leading to greater levels of self-awareness, improved self-regulation and improved decision-making. Reflective practices emerged as a valuable competence for leadership. Reflective tools and practice were enablers to leadership development. Enhanced use of reflective practices led to greater reflection and self-awareness and insights leading to better self-mastery and personal growth. Greater self-awareness and enhanced reflective practices also saw coachees transferring the tools they had used and learnt to others. It was found that as coachees developed self and others their leadership capability improved. Organisational buy in, support and practices that value reflection were found to be critical for effective learning and leadership capability development. Coachees identified in the coaching process, the coach- coachee relationship, trust and coachee goal accountability as important enablers and from an organisational context, identified leadership support for time for reflective practices as a critical enabler. Research limitations/implications – A small sample size was used in the study. These findings, whilst true for the coachees who participated, may not be generalised to the general population of leaders and or managers. The results however, could be useful to other coaches developing reflective capability in coachees, to organisations and leadership development practitioners focussed on establishing competencies for leaders and development programmes for leaders. Practical implications – The implications of this research include: Business and executive coaches To give consideration to the deliberate development of reflective practices in leader coachees thus enhancing their reflection, shifting awareness and leading to effective coaching outcomes. For leader coachees To be committed to the coaching process, development of reflective practices and committed to their self development. Further they are encouraged to focus on developing behaviours important for their leadership effectiveness. Organisational human resource development practitioners To include and address within leadership competency frameworks and development programmes the development of reflective practices and the value of reflection. In an organisational setting, reflective practice must be valued as a competency in order for benefits to be derived and the culture and leadership behaviours adopted be in alignment. Coaching academies or training providers and professional coaching bodies To position development of reflective practices as an important and primary outcome of a coach-coachee relationship linked to goal realisation and make reflection and reflective practices, an explicit competency in the coaching capability development framework linked to assessments. Originality/value – The study adds to the body of knowledge on understanding the impact of coaching in enhancing reflective practices in managers and contributes to the positioning of reflective practices in leadership competency frameworks and leadership development programmes. Future research around reflective practices is needed and recommendations have been made.

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 Executive Coaching Johannesburg, 2017 / Executive presence is suggested as critical for the success and efficacy of leaders in the complex and uncertain environment of 21st century organisations. This research study offers a formulation and description of the construct of executive presence and establishes the relevant and impactful aspects of coaching for executive presence; hence the study makes a contribution to the development of a theoretical body of knowledge. Executive presence is an emerging construct and executive coaching is still in a theory building stage (first meta-analysis in 2009). Currently, practitioners in the field of executive presence development and coaching for executive presence are operating in the absence of a solid theoretical foundation, and this may detract from good practice or even impact negatively on the credibility of the coaching profession. Due to the emergent nature of the construct there is a great deal of meaning that needs to emerge; and so a qualitative phenomenological research method is appropriately utilised in this study. Based on the evidence-based literature review and research findings a definition for executive presence is suggested as: a highly influential and embodied leader with the capacity to mobilise and lead organisations (and society) from the emerging future through mindful and projected personal power, and the flexibility and openness to operate across the presence continuum. This study establishes the relevant and impactful aspects of coaching for the development of executive presence. A working definition incorporating the key findings from this research study is: Coaching for executive presence is a business integrated coaching-on-the-axis phased offering for leadership development, incorporating the use of multiple approaches based on sound theoretical and well-understood methodologies and the requirements of the individual and organisational clients, in order to deliver leadership presence capable of leading from the emerging future for the achievement of the organisational vision. The development of executive presence through coaching is significant and of value for leaders, organisations, and specific functions mandated with ensuring the leadership capability for business effectiveness, sustainability, success and growth. The research contributes significant value through its contribution to an evidence-based definition and model for both executive presence and coaching for executive presence. / MT2017

by Ng Lee Sau Lai Joanna. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1987. / Bibliography: leaf 70.

Au Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 35-47). / Abstract in English and Chinese. / ABSTRACT --- p.1 / 摘要 --- p.2 / ACKNOWLEDGEMENT --- p.3 / Chapter CHAPTER 1. --- INTRODUCTION --- p.7 / Leadership Competencies --- p.7 / Importance of Leadership Training --- p.8 / Use of Meta-Analysis --- p.9 / Meta-Analysis on Leadership Training --- p.9 / Applying Leadership Theories to Leadership Training --- p.10 / Spacing Effect --- p.12 / Methodological Rigor of Program Design --- p.13 / Hypotheses --- p.16 / Chapter CHAPTER 2. --- METHOD --- p.18 / Literature Search --- p.18 / Inclusion Criteria --- p.18 / Coding Procedure --- p.19 / Meta-Analysis Procedure --- p.20 / Chapter CHAPTER 3. --- RESULTS --- p.22 / Overall Effectiveness --- p.22 / Moderators --- p.24 / Chapter CHAPTER 4. --- DISCUSSION --- p.27 / Discussion on Key Findings --- p.27 / Leadership Training Is Effective in General --- p.27 / Applying Theories Can Enhance the Effectiveness --- p.28 / Spaced Distribution Outperforms Mass Distribution --- p.29 / Characteristics of Measurement May Distort the Effect Size --- p.29 / Theoretical and Practical Implications --- p.31 / Implications for Researchers --- p.31 / Implications for Practitioners --- p.32 / Limitations and Further Studies --- p.33 / What Is Leadership Training Actually? --- p.33 / Meta-Analysis Is Far From Perfect --- p.34 / REFERENCES --- p.35

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

This thesis describes research aimed at increasing the accessibility of modelling to the general manager as a tool to promote organisational learning and improve managerial performance. An exploratory approach was adopted and a wide-ranging investigation of the whole process of modelling and its relevance to learning was carried out. A review of individual learning, organisational learning and modelling techniques in management, led to the identification of system thinking as a modelling methodology whose role in promoting learning warranted further research. Two major pieces of fieldwork were conducted. Firstly, the process of training managers in systems thinking was studied. Secondly, a case study of the adoption of systems thinking by a large manufacturing company was carried out. During the course of this work, a number of training case studies and a supply chain management training workshop, based upon the use of a generic supply chain model, were developed. This fieldwork identified model conceptualisation as a major area of difficulty for novice modellers. In order to provide assistance in this area, a new framework for model conceptualisation, based upon the use of archetypes and generic models, was developed. During the course of this work an exploration of the relationship between qualitative and quantitative modelling was carried out. This resulted in the development of simulation models of a number of the system archetypes. Additionally, a computerised Delphi-based knowledge acquisition tool was developed. The purpose of this tool was to allow a large group of geographically dispersed people to become directly involved in the modeffing process. In conclusion, this thesis has suggested that there are substantial benefits to be gained from encouraging managers to become modellers. It has also confirmed the potential of systems thinking to support modelling for learning.

Thesis (M.S.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 17, 2009) Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1982. / Also available in print.

Leadership development is very important in business and often much lip service is given to “growing” leaders in business organisations. Leadership development takes place at the individual, group or organisational level and aims for greater effectiveness of an organisation’s human, social and systems capital. One of the biggest motor manufacturers in the Eastern Cape which employs more than 6 500 workers in the local plant and thousands of allied jobs at suppliers was selected to conduct this study on leadership development. The reason for choosing this company is that, over the years, the company established strong training and development programmes to help employees achieve their full potential and to grow the company. This study assesses the success of leadership development in the selected company as well as the factors that could lead to the improvement of its leadership development programme. The primary objective of the study is therefore to improve leadership development in the selected company by investigating the influence of selected factors on leadership development in that company. The sample was drawn from the employees of the company who were enrolled for leadership development at the company’s training institute as at October 2010. They were 55 engineers, 15 supervisors, 20 buyers and 12 managers. A census of these employees was conducted, in other words, 102 questionnaires were distributed to them. Only forty (40) respondents (response rate = 39.2%) however participated in the final study. The empirical results showed that three variables were key ingredients for achieving and increasing leadership development success: organisational culture, participative leadership and senior-management support. Implementing the recommendations that emanated from these results will go a long way in securing success in the company’s leadership development programme.

D.Comm. / Worldwide there are strong indicators that organisations are experiencing a leadership crisis because of the fundamentally and radically changing world significantly impacting on leaders' effectiveness. The leaders of the future will have to be highly mature to cope with the different and more pressing demands placed on them. This study applies Jung's concept of “individuation” to organisational leadership to study leaders' psychosocial maturity, and its relationship with derailment and burnout as indicators of failed leadership.