Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-155). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2010. / Title from PDF title page (viewed on Jun. 24, 2010). Includes bibliographical references.

Thesis (PhD) - Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2008. / [A thesis is submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology - 2008]. Typescript. Includes bibliographical references (p. 254-273)

The phenomenon exists that organisations do not do much to ensure the institutionalisation of business ethics in general, and more specifically, the ethical behaviour of their employees. The possibility that mentoring may act as a vehicle to institutionalise corporate ethical practices was proposed as a possible solution to the aforementioned problem. This possibility was formulated in the form of a research question. A literature study on mentoring and ethics was applied as theoretical foundation to this research. The aim of this part of the study was to answe r the first six research sub-questions related to mentoring and ethics. A qualitative study followed to answer the remaining sub-questions , namely whether organisations do make use of mentoring as a tool to institutionalise ethical behaviour; to establish how organisations make use of mentoring to institutionalise ethical behaviour; and whether mentoring is a suitable vehicle to institutionalise corporate ethical practices. From this study, it became evident that organisations do implement mentoring to a certain extent, but do not formally use mentoring as a tool to convey ethical messages. This study revealed that mentors transfer ethical messages on an informal basis, although the organisation does not expect them to do so. Further, no previous research could be found on the role of mentoring in the institutionalisation of business ethics. All participants of this study agreed that mentoring would be suitable as vehicle to institutionalise corporate ethical principles. This process needs to be formalised and integrated. An integrated model of mentoring in the institutionalisation of business ethics was generated which highlights the compatibility of these two processes. This model could be a handy tool firstly for designers of mentoring programmes, secondly for organisations implementing mentoring programmes and finally for tertiary institutions that train managers. / Prof. LJ Van Vuuren

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research assignment is a qualitative study into the common factors supporting the matching between coach and coachee. The research purpose was to contribute to the lack of understanding of common coach and coachee matching factors based on the views of coaches and coachees respectively, and to provide guidelines for matching to key stakeholders that participate in the practice and profession of coaching. To do this, the available literature on the coach-coachee relationship and matching was reviewed in parallel with the psychotherapeutic literature on the subject. The literature informed the semi-structured interview guide, which was used to interview three coaches and eight coachees following their introductory meetings. The eight introductory meetings between coaches and coachees were the basis for the 16 interviews with the individual coach and coachee participants, and comprised the data used in the thematic analysis. The coach and coachee data were compiled on spreadsheets, allowing key themes to be identified. These themes were interpreted making reference to the literature and then synthesised into super-ordinate themes, from which guidelines were extrapolated for coaches, coachees and client and coaching organisations. It was found that there were two super-ordinate themes common to both coaches and coachees: relational chemistry and perceived personal benefit. These super-ordinate themes were however comprised of different factors for coaches and coachees. Relational chemistry for coachees comprised coach similarity, openness, ability to build rapport, empathy and assurance of confidentiality. Relational chemistry for coaches comprised below-the-line similarity with coachees, a distinction from above-the-line similarity aligned to the literature. Perceived personal benefit to coachees included coach difference, confidence, credibility and derived and expected personal benefit. Perceived personal benefit to coaches included coachee challenge, coachee motivation and fitting the coach’s area of speciality. It was found that matching factors could be grouped generically and specifically. Generic factors could easily be applied in all matching situations and were therefore useful in coach training and coachee match preparation, and specific factors posed the greater matching challenge requiring considered attention by those charged with matching. Relational chemistry, an almost elusive notion in the literature, was found to be the result of particular coach and coachee matching factors. A surprising result was the importance of the coaches’ views, found to be the more tenuous and influential in matching with coachees. It seemed that coaches could regulate the coachee’s matching experience if they were sufficiently motivated to do so based on their perception of personal benefit. The key recommendations of this research are encapsulated in the guidelines developed from the findings. Essentially, stakeholders in the practice and profession of coaching are encouraged to utilise the common factors identified in this research in coach training, coachee preparation, and coach-coachee matching situations.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of this research was to suggest the best process to follow for the implementation of an internal coaching programme in a multi-national retail organisation. The key resources and barriers to the implementation of an internal coaching were explored to answer the research question. This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from research participants and documents. A purposive sampling approach was used. A total of twelve top and senior employees from a multi-national furniture retail organisation, that the researcher is employed at, in the Sandton area, participated in the research. Data was collected using semi-structured interview guides and the study of company documents. The critical factors for the implementation of a coaching programme identified by the research participants were similar to the critical factors identified for the implementation of a project, with resources and the purpose of coaching (or impact on the business) as the most critical. Key resources were identified as people, financial support, tools and time. It was also found that a critical factor for the implementation of a coaching programme is the alignment of the purpose and objectives of the programme to those of the organisation. Buy-in from stakeholders, communication and alignment with the Human Resources strategy were the other critical factors identified. A top-down approach is preferred to obtain buy-in from management. The research found that barriers identified with the implementation of a coaching programme were similar to the barriers identified when implementing a project. Given the specific nature of a coaching programme, the research findings also indicated certain unique features in addition to following the same process as the implementation of a project. These features were organisational readiness and the selection of participants in a coaching programme. Implementing an internal coaching programme suggests change and therefore organisational readiness is important. The findings revealed that 83 percent of the research participants believed that knowledge of coaching is essential when implementing an internal coaching programme. Of the research participants, 75 percent believed that a combination of internal vs. external coaches should be used. The suggested process to follow when implementing an internal coaching programme includes the following steps: (i) Establish the need; (ii) Do research on the impact of coaching in an organisation; (iii) Ensure the implementation of a coaching programme is aligned to the strategic objectives of the organisation; (iv) Develop clear objectives; (v) Obtain buy-in from the top; (vi) Allocate the necessary resources; (vii) Develop a clear communication strategy; (viii) Identify milestones and timelines; (ix) Measure progress; (x) Conduct regular team meetings; (xi) Give regular feedback; and (xii) Measure return on investment. The study has some limitations as it only collected data from one organisation. It does however add to the body of knowledge in suggesting a best practice process to follow when implementing a coaching programme.

Thesis (MPhil)--University of Stellenbosch, 2007. / On title page: Master of Philosophy (Information and Knowledge Management). Bibliography. Also available via the Internet.

The research problem in this study was to identify what mentoring strategies organisations can use to facilitate the objectives of the Employment Equity Act (Act 55 of 1998). To achieve this objective a nine-phase theoretical model for organisational mentoring was presented. The presentation of the theoretical model consisted of the following three sub-processes: -The first consisted of a survey of literature related to the development of the Employment Equity Act (Act 55 of 1998) and the implications of the Act for organisations: The second comprised surveying the literature dealing specifically with the impact of mentoring programmes on career development, organisational success and career satisfaction, particularly in terms of employees from designated groups; The third surveyed the literature dealing with various mentoring strategies and models used by organisations for facilitating management development. The theoretical model served as a basis for drawing up a survey questionnaire to establish the extent to which individuals at different levels in the organisations agree with the theoretical model developed in the study. The survey questionnaire was sent to a random sample of individuals employed in the automobile industries of the Nelson Mandela Metropolitan Municipality and the Buffalo City Metropole. The empirical results obtained from the survey indicated a strong concurrence with the theoretical organisational mentoring model presented in the study. These results were included in the theoretical model, leading to the development of an integrated model for organisational mentoring. From the survey literature and the study it became evident that if organisations plan to introduce mentoring strategies that will contribute towards facilitating their employment equity objectives, it is necessary to ensure that a transformational culture exists. Many South African organisations are currently experiencing problems in recruiting, training and retaining individuals from designated groups. The introduction of a mentoring programme based on the integrated model for organisational mentoring cannot be considered as the sole strategy for alleviating these problems and for facilitating management development to achieve the objectives of the Employment Equity Act (Act 55 of 1998). However, when this programme is effectively managed and incorporated into the overall development programme of an organisation committed to transformation, the potential to ease these problems and achieve the objectives of the Employment Equity Act (Act 55 of 1998) is greatly enhanced.

This study investigated the question: What is the meaning of the mentoring relationship which facilitates transformation of the protégé? This was accomplished using an existential-phenomenological approach. The study included five adult "co-researchers" who had experienced the phenomenon being investigated and were capable of describing their experience to the researcher. The co-researchers were asked to describe their experience of the relationship with their mentor and to validate the analysis within the context of three interviews. The descriptions were tape recorded and transcribed and used as the data for the study. The analysis was conducted according to the method described by Colaizzi (1978). The themes derived from the co-researchers' descriptions were described and woven into an exhaustive phenomenological description of the mentoring relationship which facilitates transformation of the protégé. The essential structure derived from the exhaustive description was presented in a condensed statement of the meaning of the experience for the five co-researchers. Twenty-eight themes or dimensions of the experience were identified. The pattern described is a more profound and complete picture of the meaning of the experience of the mentoring relationship which facilitates transformation of the protégé than previously available in the literature. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate