Thesis (MBA)--Stellenbosch University, 2012. / The new world of business requires the growth and development of all staff to ensure a competitive advantage for the organisation by maximising the effective and productive impact of the human resources of the company. It is in this context that the informal coach within the company can make the greatest impact by facilitating the development and growth of aspiring leaders and managers to reach their full potential. In this context, the informal coach will be an employee of the company and have a regular designation within the organisation. Apart from his or her daily duties, the coach will aspire to provide guidance and facilitate change with fellow employees on an informal and relaxed basis. The coaching will not take place during formal sessions, as is the case for a traditional coaching process, but will be guided by daily interaction between the coach and client within the work environment. When fulfilling this role the coach needs to be aware of the core principles, skills and values to form the basis of the coaching process. The coach should further have a clear understanding of the independent position that is required within the interaction with the client, where the focus is on the goals, hopes and curiosities of the client as a centre to growth and development. The coach should consider the perspectives of the client that was formed by the client’s life experiences and that could have a profound impact on the effectiveness of the coaching interaction and the possible hindrances to optimal personal development. During this process the particular life stage of the client will play a prominent role in the interaction, with the coach to consider the specific needs and desires of the client in context of his or her development stage or managerial level. The personal and organisational leadership style of the client and the company should be considered when initiating a coaching process, with the client required to be capable of utilising a variety of leadership styles effectively to assure the optimal use of teams. The coach should assist the client to develop the capacity to identify which leadership styles are required under certain conditions and how to use it effectively. The leadership pipeline and succession planning within the company will play an important role in the way the client will be guided to fulfil a specific management or leadership role. In this case the coach will need to be aware and collaborate with human resource planning within the company to ensure that the identification and development of the client is aligned with company strategies and planning. Throughout the interaction the coach should provide feedback to the client on the progress made during the coaching process. This feedback should be managed appropriately to act as motivation to the client for further development. Typically a 360° peer review can be used as a source for feedback as long as it is properly managed to yield accurate and appropriate results. The role of the informal coach should thus not be underestimated in the workplace to facilitate personal growth for individuals and managers to ensure the continued strategic strengthening of the company and the future survival of businesses.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The South African coaching and mentoring industry is a fragmented and unregulated work environment with no entry barriers. Industry standards and quality are undefined and dependent on a myriad of coaching training institutions, of which only one, the University of Stellenbosch, is registered with and quality assured by the National Qualifications Act. The result is a mixed bag of coaching approaches, philosophies and methodologies which are not necessarily grounded in evidence-based practice. Thus the industry is characterised by market confusion and an influx of untrained or poorly trained practitioners. Although coaching is not a high-risk occupation, it still carries a significant responsibility. It directly influences decision-making in business and in the lives of individuals. Consequently it has the potential for a considerable positive impact on society. However, the unregulated environment of South African coaching exposes the public to coaching behaviour which may be incompetent and unethical. The global demand for coaching has been growing steadily over the past few years and South Africa is no exception. Unfortunately this growth is at risk of stagnation and decreasing levels of trust – typical ingredients for a fad recipe. It must be stated though that there are pockets of excellence, often supported by international qualifications and credentials. In early 2013 the newly elected executive committee of COMENSA (Coaches and Mentors of South Africa) embarked on a bold journey to rectify this situation. A decision was made to professionalise the coaching industry by registering with government as a self-regulated professional body in 2014. To prepare for this, COMENSA launched a strategy for the development of local standards, credentialing and continuing professional development based on international benchmarking. This research documented the launch of the strategy through a monitoring and evaluation framework. It investigated the strategy's activities in relation to intended results. It also probed a number of direct stakeholders regarding their understanding and expectations of the strategy as well as their attitude towards it. The research yielded in-depth insights into the objectives of the strategy – some of them unstated in the strategic document, but still intended. It also uncovered a stakeholder view which contained indicators of the market confusion mentioned above. Finally, it identified a potential misalignment between the expectations of the strategy and the requirements contained in the government policy on self-regulated professionalisation. In conclusion it must be added that this research was the first phase of a longer-term monitoring and evaluation project on the impact of a professional coaching environment. Key words: COMENSA; coaching; professionalisation; self-regulation; monitoring and evaluation; impact evaluation; evaluating strategy. / AFRIKAANSE OPSOMMING: Geen

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The trend towards globalisation and its role in fomenting hyper-competition practices have brought new forms of workforce development and management strategies to the fore. As such, business coaching as a recent addition to the workforce development interventions has moved into the strategy arena. However, as pointed out in various texts (Cavanagh, 2006; Stout-Rostron, 2009a; Chapman, 2010; Peltier, 2010; Rosinski, 2010; Kahn, 2011; Wildflower and Brennan, 2011), business coaching like most other multi-dimensional interventions is complex. This complexity in part stems from the need to align the organisation’s business coaching needs with the needs of the coachee (Stout-Rostron, 2009a). Added to this is the influence of the coachee’s sense of readiness as well as the impact of the three-way coaching relationship to the outcomes of business coaching. This means that, while a business coaching model can contribute to the basket of workforce development interventions, it is possible that the appropriate application of this model will be contingent on the circumstances of particular organisations. Against this background, the aim of this study was to explore how contextual factors influence the appropriate application of business coaching. Towards this end, the study placed the contextual focus at Engen Petroleum Limited and the findings revealed six factors, which can influence the appropriate application of business coaching along the three dimensions of: i) aligning the organisation’s business coaching needs with the needs of the coachee; ii) readiness for coaching; and iii) the coaching relationship. Two of the six factors, namely clarity on expected outcomes as well as programme structure and support can influence the alignment of the organisation’s business coaching needs with the needs of the coachee. Two other factors, namely knowledge about the coaching programme and the level of self-awareness can influence the coachee’s sense of readiness for coaching. The last two factors relating to choice of coach and contract as well as confidentiality and progress reporting, can influence the coaching relationship dimension of business coaching. These findings have implications for coaching research and organisational practice - in particular, at Engen. Thus, to leverage the benefits of business coaching, the researcher developed and recommends ‘The Business Coaching Cycle’ (see Figure 6.1) as a framework for Engen and other organisations to consider when seeking to appropriately apply business coaching as a people development strategy. The five components of ‘The business coaching cycle’ include alignment of the organisation’s business coaching needs with the needs of the coachee; ensuring coaching readiness; formalising the coaching relationship; adhering to the coachee’s confidentiality needs when reporting on progress and organisational support for referral of the coachee to an Employee Assistance Programme (EAP) or a training intervention when necessary. In terms of contribution to the coaching research, the study raised one possibility for further research, namely: ‘Exploring the readiness of the work environment for the coachee’s behavioural change after a business coaching intervention’.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Knowledge Transfer is one of the key knowledge management practices that organisations employ to ensure cross-pollination of knowledge across their various divisions. It should be a cornerstone of a learning organisation and should pervade the entire organisation in all its manifestations. In general it is a question whether public sector organisations in South African are employing such practices in their quest to render services effectively, efficiently and economically. This thesis focuses on an attempt at knowledge transfer in a department in an underdeveloped province, i.e. the Department of Roads and Public Works in the Eastern Cape. It centres on a case study of Cuban engineers who were contracted by the South African government to design and build infrastructure. The thesis is divided into the following chapters: Chapter 1: deals with the problem of knowledge transfer in a developing context. The chapter focuses on the objectives of the research and sketches a contextual backdrop to the study. Chapter 2: discusses the key concepts of Learning, Organisational Learning, Knowledge, Knowledge Transfer, and Knowledge Transfer Strategies. It also identifies barriers to knowledge transfer and highlights a few suggestions on how to deal with those barriers. Chapter 3: deals with the case study of six Cuban engineers and presents the results of the case study. Chapter 4: describes some of the local initiatives taken by the Department to cater for the needed skills in their sector. Chapter 5: evaluates the topic by bringing the literature discussed in chapter two to bear on the findings of the case study. / AFRIKAANSE OPSOMMING: Kennisoordrag is een van die kern kennisbestuurspraktyke waardeur organisasies kruisbestuiwing van kennis oor ‘n verskeidenheid onderafdelings moontlik maak. Dit behoort die basis van ‘n ‘learning organisation’ te wees en die hele organisasie te deursuur. In die algemeen is dit ‘n vraag of publieke sektor organisasies in Suid-Afrika sodanige praktyke aanwend in hulle pogings om dienste te lewer. Hierdie tesis fokus op ‘n poging tot kennisoordrag in ‘n departement wat in ‘n onderontwikkelde provinsie in Suid-Afrika geleë is, naamlik die departement Paaie en Openbare Werke in die Oos-Kaap. Die tesis draai om ‘n gevallestudie van Kubaanse ingenieurs wat deur die Suid-Afrikaanse regering gekontrakteer was om infrastruktuur te ontwerp en te bou. Die tesis is verdeel in die volgende hoofstukke: HOOFSTUK 1 handel oor die probleem van kennisoordrag binne ‘n ontwikkelingskonteks. Dit sit die doel van die studie uiteen en beskryf die sosiale konteks daarvan. HOOFSTUK 2 bespreek die kernkonsepte, naamlik Leer, Organisatorise Leer, Kennis, Kennisoordrag en Kennisoordragstrategieë. Dit identifiseer ook faktore wat kennisoordrag teenwerk en bespreek moontlike oplossings vir laasgenoemde probleem. HOOFSTUK 3 behels ‘n gevallestudie van 6 Kubaanse ingenieurs en bied die resultate daarvan aan. HOOFSTUK 4 beskryf sommige lokale inisiatiewe deur die Department om kennisoordrag te bevorder. HOOFSTUK 5 evalueer die onderwerp deur die literatuur in hoofstuk 2 in verband te bring met die gevallestudie.

M.B.A. / Different types of mentoring were investigated to determine this state. Individuals as well as organisations were approached to investigate mentoring from both aspects (Organisations mentoring programmes and individual mentoring experiences). This study was conducted by using secondary data from the literature study and primary data from questionnaires. This was done by approaching HR departments to distribute questionnaires to employees within their organisation and consultants who distributed questionnaires to employees within the organisations they were consulting to. The literature study reviewed previous research within this subject and was useful in preparing the questionnaires as well as comparing against the answers received. By using the HR departments and consultants the researcher felt that the intended persons would be reached. Also the thought behind this methodology was that if a person of authority were to distribute the questionnaires there would be an increase in the response rate and limit the amount of spoilt papers. The downside to this method was the possibility of respondents doctoring their answers to make their superiors look better than they were. Hopefully this was overcome by the option of anonymity. HR consultant organisations were also contacted to ascertain how many actually conducted formal mentoring programmes for other organisations. Finally the research highlights that although mentoring does take place in organisations today, the vast majority are informal and left up to the individuals to foster themselves, whereas there is a vast shortage of formal mentoring programmes initiated by organisations themselves. Also, of organisations in the workplace that are HR orientated, very few provide dedicated mentoring programmes as part of their services.

The hypothesis of this research was that Personal and Professional Leadership Individual Facilitation (PPLIF) could help people with problems or who are in difficult situations to deal with the problems they are experiencing. The main aim and objective of this research was to describe the nature and importance of PPLIF and suggest the possible contribution, it could make as a new concept in the Personal and Professional Leadership (PPL) field. The qualitative research methodology used in the research includes general, hermeneutic and descriptive strategies. The research methods used include a word and concept analysis, a literature study, and problem defining and critical analysis in order to clarify concepts central to the research. Case studies were also made to clarify the application of PPLIF to the problems experienced by participants from diverse backgrounds. PPLIF can be defined as a holistic leadership guide that helps an individual to grow in order to achieve his full potential. PPLIF is a facilitative approach. It presents a radical new method for addressing an individual's problems by obtaining information, developing new perspectives and therefore resolving problems that are deep-rooted in a person. PPLIF aims at a positive outcome and works with the here and now to change the future for the better. PPLIF is a structured conversation that is more facilitative than prescriptive and involves the support and encouragement of the client. PPLIF does not “solve” but tries to help to review options or choices. It uses informal facilitation to keep the client focused on the objectives of the session to clarify misunderstandings and support the person to solve problems themselves by achieving their goals. PPLIF consist of four stages: connecting, understanding, deciding and executing. These stages are designed and developed to increase personal, xiii interpersonal and professional growth strategies, which could lead to progressively higher forms of responsible independence and effective decision making. PPLIF aims to align the client with his/her goals. The PPLIF practitioner systematically develops the skills and leadership abilities of the client and helps the client realise where he wants to go. A PPLIF practitioner surveys the problem or situation by asking questions. The PPLIF practitioner tries to equip clients with the tools, knowledge and opportunities they need to develop themselves and to become successful. PPLIF’s clients are encouraged to take responsibility for their own learning outcomes. PPLIF focuses on personal development and mastery, and could guide and support a client in situations where, for example, they have to cope with change, set goals, develop action plans, progress in careers, enhance self-esteem and restore a holistic life balance. PPLIF could thus enable people to gain greater control over their lives, which in turn will create a sense of meaning. The research concludes by indicating that PPLIF can make a valuable contribution to supporting people with problems in their lives. / Prof. DPJ Smith

The research problemaddressed in this study was critically evaluate whether the Sibanye Mentoring Project of the Border Cricket Board is an effective tool in the development of black cricket players. To achieve this objective an analysis was made as to why mentoring is essential in today’s business. The study discussed the implications of mentoring and how to use it to enhance employment equity. An integrated model for mentoring was investigated using relevant literature to identify the key elements in developing and maintaining a successful mentoring programme. Each factor of the model was broken down into dimensions that were then analysed using sources researched during the literature study. The theoretical model was then used to develop a questionnaire to test the degree to which the implementation of the Sibanye Mentoring Project of the Border Cricket Board concurred with the literature study. The empirical results obtained indicate a strong concurrence with the theoretical model for mentoring. The conclusions drawn and the recommendations suggested in the study proved without a doubt that mentoring can be an effective tool in the development of young black cricketers.

M.Com. (Industrial Psychology) / During the past decade the number of women in professional and managerial jobs increased dramatically. This tendency inevitably lead to greater interaction between men and women in the work situation. Organizations however spend little time and money on programmes addressing the unique career and support needs of the respective genders. Studies of successful women in managerial and professional jobs indicated that "good" mentors were perceived as a valuable asset in their upward mobility. The studies, however, also indicated that specific problems were being experienced in cross-gender mentor relationships. Hence the purpose ofthe study was to deduce the mentorship needs and problems experienced by women from a literature study with the aim to develop suitable instruments by means of which the extent of such needs and problems could be assessed. On the basis of the literature survey, two questionnaires were compiled which on face value respectively addressed the mentorship needs and cross-gender problems experienced in mentor relationships. The questionnaires were administered to 122 female Eskom employees in their early career phase. In the statistical analysis of the data obtained, the NP50-programme was mainly used. Both factor analysis as well as item analysis were conducted. The main results of the analysis are as follows: • Both scales (questionnaires) showed reliability coefficients higher than 0,9 for joint item analysis. • Three factors were identified for the mentorship needs questionnaire (scale 1) being the need for opportunities, the need for protection and the need for sponsorship and support. Factor 1 relates to the psycho social functions of mentorship whereas factors 2 and 3 relate to career functions of mentorship. • The questionnaire (scale 1) can be administered with or without consideration of the respective factors identified.

Masters of Commerce / The role that mentor and protégé play in transforming South African society in general and the business environment in particular, is important and lends new meaning to “leveling of the playing fields”. Fundamental to the success of any mentorship programme is the relationship between the mentor and the protégé. Since mentors play a key role in shaping the protégé they have to employ strategies that offer practical and emotional support to the protégé while understanding the implications of mentoring in a particular social and political context. The mentor is also an intermediary between the protégé and the organization. Diversified mentoring relationships, involving experienced ‘white’ mentors and protégés from historically disadvantaged backgrounds, pose particular challenges in the South African context. Despite the importance of mentoring there is a dearth of local literature on diversified mentoring relationships in the South African context. Drawing on the international literature, this research report develops an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organizational factors that impact mentoring relationships, and the effect on affirmative action in South African organizations. / South Africa

In view of the important role that small businesses play in the economic development of most economies in the world, including South Africa (Adeniran & Johnston, 2012:4088; Kongolo, 2010:2290), as well as the survival challenges that they face, the purpose of this study was to propose a framework for effective mentoring. This framework can be used to develop the business management skills of black small business owner–managers which will eventually increase the survival of small businesses in South Africa. As such, the primary objective of this study was to gain an understanding of the conditions required for effective mentoring of black-owned small businesses by empirically identifying the factors that influence effective mentoring of these businesses. If mentoring programmes for black-owned small businesses can be effective, the high failure rate of these businesses could be reduced, which may influence the South African economy positively. This study sought to review previous findings and theories on mentoring and small business development, and then contextualise these to black-owned small businesses. A comprehensive literature review revealed potential factors which could influence the effectiveness of mentoring of black-owned small businesses. Four categories of these factors were identified, namely relational-based, non-relational based, cultural and demographical factors. These factors guided the collection of primary data in this study.