As people have currently a longer life expectation than was previously experienced, it means that many could face a prolonged retirement period of 30 years or even longer. Life changes as an unavoidable element of life may create rather drastic challenges. The approach towards retirement may cause stress and uncertainty for some people, as well as the realisation that necessary changes need to occur. This study focuses on research regarding the life transition to retirement and the challenges each person faces during this phase of life. The purpose of this study was to investigate the experiences and perceptions that retired people had of their life in retirement, with the purpose of formulating guidelines for the development and implementation of a coaching model for retirement. For the purpose of this study, the following four tasks of practical theological interpretation, as explained by Osmer, were followed:  Descriptive-empirical task – “What is going on?”  Interpretative task – “Why is this happening?”  Normative task – “What ought to be happening?”  Pragmatic task – “How might we respond?” An empirical qualitative study was done with retired people by way of focus groups. What transpired was that the reality of a longer life expectancy, the continuation of an active lifestyle and the turbulent economic climate could all have an influence on the quality of retirement. The results from the empirical study suggested that it is essential to follow a holistic approach in the preparation, planning and adaptation process regarding retirement. From the interpretative task regarding life coaching, it transpired that coaching is one of the fastest growing disciplines with worldwide recognition. Life coaching is being used as a method to facilitate purpose-driven change on personal, spiritual and professional levels. From the interpretative task regarding retirement it was established that retirement is a concept that is undergoing vast changes, while various perceptions regarding retirement are being upheld. On account of the longer life expectancy that is currently observed, retirement is nowadays being perceived more as a transition from full-time employment to a lesser work-orientated existence. The normative task focused on the aspects of life coaching by showing examples of prominent leaders in the Bible and how their behaviour can possibly enrich and form the life of the life coach, and can be applied as an example to imitate. Although no logical concept for retirement is detailed in the Bible, the elderly are highly regarded and they can live with an unfailing, hopeful future expectation of eternal life and the second coming of Jesus Christ. The conclusion of the study is that, through good planning and preparation for the life phase of retirement, retirement coaching can be instrumental in a more positive attitude towards retirement and good emotional, intellectual, spiritual, physical, social and financial adjustment in retirement. With reference to the results of the descriptive-empirical task, the interpretative tasks and the normative task, practical-theoretical guidelines were formulated in the pragmatic task of a life coaching model with a view to retirement. / MA (Pastoral Studies), North-West University, Potchefstroom Campus, 2015

No abstract available / Business Leadership / Ph. D. (Business Leadership)

Thesis (MPhil) -- Stellenbosch University, 2011. / Non-profit organisations (NPOs) play a crucial role in society, largely serving the needs of those members who are most vulnerable. The leaders of these organisations work in challenging circumstances and are often expected to fulfil roles for which they have not been trained. Various leadership development programmes have been designed to equip leaders in this sector with the necessary knowledge and skills to deal effectively with the increasing and more complex demands placed on them. Stand-alone programmes, however, have been shown to have less success in transferring knowledge and skills back to the workplace than blended learning approaches. This means a large proportion of the learning investment is being wasted. Since coaching has proved to be a powerful intervention leading to individual and organisational transformation in many sectors, the main question that this investigation has tried to answer is: To what extent can coaching contribute to enhancing the transfer of learning back into the workplace for NPO leaders who have attended a leadership development programme. Further questions relating to factors influencing the learning transfer process were also addressed during this study, as was the preference for different coaching formats. This investigation involved a case study design and was based on a programme for NPO leaders offered at the University of Stellenbosch Business School, referred to as the NPO Plus programme. The findings of this study are intended to provide insights for trainers on the benefits of using coaching as a component when designing learning interventions, and to shed light on what coaches can expect when coaching NPO leaders. The NPO community, as well as donors, can also get a sense of how coaching can contribute to building and strengthening the overall capacity of leaders in the non-profit sector.

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. / The key objective of this research study is the development of junior leaders in the information, communication and technology (ICT) industry by means of formal leadership development programmes, complemented by the application of coaching principles as part of the facilitation and delivery process. In order to remain competitive in the local ICT sector, a leading listed company in South Africa identified the development of human capital as one of its key success criteria. As a knowledge-intensive industry, this organisation is predominantly reliant on the collective human capital of the company for survival, sustained growth and competitiveness. The objective of the programme evaluation is to establish whether the programme, in the form it has been presented during the past few years, has met the set organisational goals via the application of coaching principles, such as: providing insight into personal and business environments, as a voluntary process in a non-judgemental environment. Relationships are built on respect, ethics and trust. Time for reflection and providing feedback in a non-prescriptive manner are principles that a credible and knowledgeable coach will apply, thus ensuring that learning and development takes place. Coaching contracting must have measurable, set objectives and direct the individual toward a desired outcome. Coaching was not part of the original design and development of the programme, either as an enabler or as part of the content. The literature review positions business coaching as a collaborative partnership to develop the client’s performance and potential, personally and professionally, in accordance with the goals and values of the organisation. Furthermore, developing a coaching competency with line managers, will ensure that an internal coaching capability is established, which will assist delegates both during the programme and in their future career development. To eliminate any possibility of bias, triangulation was included in this programme evaluation study. The qualitative research included semi-structured interviews with all stakeholders, conducted via various means, such as focus groups, individual interviews and self-administered questionnaires. The programme evaluation study established that, although the objectives of this junior leadership programme were met and coaching principles were applied, sub-questions that surfaced during research, raised issues that need to be addressed. Improvements are required in order for the programme to be sustainable and support the growth strategy of the organisation. The recommendations are that development programmes should have an integrated organisational focus, involving all the stakeholders; and that the selection process, for individuals attending these programmes, should not only be more comprehensive, but line managers should be more involved.

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 (MPhil)--Stellenbosch University, 2012. / Worldwide trends indicate that women are increasing their engagement in the labour market. The Businesswomen’s Association of South Africa (BWASA) 2010 census shows that there has been an increase in female labour participation (BWASA 2010). Although the levels are increasing, participation at management and executive levels requires attention. According to the Catalyst census conducted in the United States in 2010, 15,7% of all board level positions in the Fortune 500 companies were held by women (Xu, 2011). The BWASA 2011 census reports that 15,8% of directors and 21,6% of executive managers are women. Some of the key reasons cited for this poor inclusion rate are: the persistence of the glass ceiling barrier in many cases; differences in gender socialisation and language styles; gender stereotyping; the old boys’ club at the top level; ineffective operational and line experience; differences in male and female leadership styles; and the preference of some women for entrepreneurial opportunities over corporate careers (BWASA, 2011). Female leaders in male-dominated environments deal with specific occupational stressors, such as gender role stereotyping, and work-related sex discrimination (Long, Kahn & Schutz, 1992). Given the vastness of the subject of stress, the intention with this study was to narrow the scrutiny through the lens of role stress in order to provide insight into the impact of coaching on female leaders in a male-dominated environment. Seven women holding management positions in the male-dominated industry of earthmoving equipment were interviewed in this study. They were requested to share their personal experiences and perceptions about working in a male-dominated industry and the related stressors and challenges they face. The literature indicates that while progress has been made in terms of female growth and advancement in the workplace, there are still barriers; and organisations are required to review the organisational culture, strategy and structures to allow for the differing needs and leadership styles that women bring to the corporate environment (Cornish, 2007). Men cannot be held solely responsible for the lack of female advancement, as there is a level of ownership that women must take for personal growth, training, education and advancement. This study has found that there are unique challenges and stressors that act as barriers to female advancement. The findings also indicate that through leadership tools, such as coaching, women equip themselves with growing self-awareness and self-knowledge that may assist them in dealing with their stressors, and in implementing meaningful strategies, such as work/life balance, more effective management of their relationships, and understanding and knowing how to deal with gender stereotyping. This study was limited to seven participants in one organisation in South Africa. In future studies of this nature, researchers may wish to examine the effects of coaching in other industries and on a larger sample, and may wish to include the variable of race, which was not part of the scope of this study. The body of knowledge related to the long-term impact of coaching on self-awareness and related changes in behaviour would also be of interest.

Thesis (MPhil)--Stellenbosch University, 2012. / Teachers in South Africa currently operate within an education system largely failing to equip our youth to attain personal and economic freedom, while, as individuals, the teachers have to manage their own lives within the broader environment characterised by continuous educational and social change, economic difficulties and dysfunctional schools. With coaching emerging as a catalyst for change and development, the literature reveals that, locally and internationally, coaching programmes aimed at assisting teachers focus on professional development. Less focus is placed on the development of teachers in their personal capacity as an enabler towards professional development. The focus of this study is to coach teachers in their personal capacity and to gain an understanding of how the teachers make meaning of their experiences. This research answers the question of how teachers experience a coaching interaction. The research design was that of a case study to obtain descriptive data about the experiences of the teachers. With the focus on understanding how the teachers interpret and make meaning of their experiences, the methodology of the study is qualitative, informed by the phenomenological tradition of social research. The research process entailed coaching of a small sample of six teachers from one primary school and the collection of data through field notes, the teachers’ reflective notes and qualitative interviews. The data was analysed and coded to identify themes from multiple perspectives of the data and across the data. The initial analysis of the data revealed themes specific to the individual teachers, while indepth analysis across the data revealed general coaching outcomes related themes. With reference to the coded themes, the study found that the coaching process provided the environment (safe space) and opportunity (time to think) to facilitate awareness of the teachers’ current reality (thinking and behaviour), awareness of their own resources (new thinking, internal learning, choice) and awareness of possibilities of different realities (change). Change through awareness and new thinking emerged as the main theme. Not all the data was positive, providing useful recommendation for the improvement of future coaching interventions of a similar nature. While the research design and context of the study limited the generalisation of the findings, the study achieved its aim of obtaining rich descriptive data about the experiences of the teachers of a coaching interaction. Within the confines of the context of the study, the findings pointed to the potential of coaching to facilitate initial change and development for teachers in their personal capacity. The value that the teachers put on their coaching experiences confirmed the gap for coaching teachers in their personal capacity. Evidence of the teachers applying their learning from the coaching interaction in their family and professional lives indicated the possibilities of outcomes beyond this study.

No abstract available / Business Leadership / Ph. D. (Business Leadership)