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 (MBA)--Stellenbosch University, 2001. / The last few decades have been characterised by a high degree of rapid change in the business, social and political environment. The period we are currently living in has been referred to by one of the writers on the subject as a period of "hyper-change" In a period of "hyper-change" the consequences for global businesses is significant. Organisations constantly face new sets of challenges and before they have worked their way through one set another presents itself. In the area of skills development this could have major consequences for the leadership of organisations. It is said that the only way to succeed in a rapidly changing environment is to ensure that knowledge growth outpaces that rate of change. This implies rapid skills update as well. Under traditional leadership development approaches, through structured programmes, the rate of change in skills growth is not sufficient to ensure that the executive and the organisation remain ahead of change. Indeed, traditional programmes are not even able to effectively deliver the kinds of skills that are needed by today's executive. The skills referred to here are softer skills such as communications skills, diversity awareness, conflict resolution, listening skills and so forth. In the last two decades a new trend has developed in the USA. ..coaching, more precisely executive coaching. Started in 1982 by a financial analyst, Thomas Leonard, the practice of coaching seems to have grown exponentially over the last two decades. The popularity of coaching is ascribed mainly to its effectiveness in being able to deliver quick results. It has also proved to be popular among executives for its flexibility around time and structure of process allowing the executive to focus on areas of improvement that will the greatest impact. Coaching has made its mark as one of the essential development tools that must be found in the portfolio of options of any people development strategy.

Thesis (MPhil)--Stellenbosch University, 2013. / The purpose of this research assignment was to identify the role of coaching to improve decision-making by senior business managers. The research reviewed the theory of decision-making, business coaching and a coaching approach. The research captured the perceptions amongst a group of senior managers regarding the contribution of business coaching and coaching tools to their decision-making. The research then tracked how these perceptions changed as the group experienced coaching. The research identified how to use coaching for decision-making by teams and individuals. Action research was the methodology used for conducting this research and was preferred because of the opportunity to pilot an approach in a real situation involving senior managers as participants in a process that allowed for adjustment and learning along the way. The sample comprised a team of group account managers in a South African beverage manufacturing company. An action research process of plan, act, observe and reflect was used with CLEAR (contract, listen, explore, action and review) as coaching approach, and coaching tools comprising Kolb’s experiential learning and reflective practice. The action research was a five-phase process, which included team sessions and individual coaching sessions. The findings showed that coaching makes a positive contribution to more effective decision-making by senior managers. Participant perceptions were that the CLEAR coaching approach made a positive contribution to more effective decision-making, with Kolb’s experiential learning and reflective practice making important contributions. Based on the research findings, business leadership and management should pay specific attention to their business decision-making practices and put programmes in place to ensure effective decision-making. It is also an imperative for senior managers to identify opportunities to improve their decision-making skills through coaching or other means. Coaches working in the business environment should develop their knowledge of decision-making and adopt focused approaches to increase the decision-making effectiveness of their clients. This research with a sample group of five senior managers occurred in a competitive fast moving consumer goods business environment over a twelve-week period. Further research could include samples that are more diverse, at different levels in an organisation, in different industries and over longer periods. Opportunity also exists to conduct further research into the role different coaching approaches and coaching tools could play with respect to improving decision-making effectiveness.

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’.

Interactions between business counterparts have become increasingly free from boundaries, as technological innovation brings the world closer together (Adler, 2002). Locally, the typical South African organisation employs workers from a multitude of cultural backgrounds, at various levels of acculturation. Organisational coaches must be prepared to engage with diverse national and international client populations. Coaching bodies such as the Worldwide Association of Business Coaches (WABC, 2008) and the locally-based Coaches and Mentors of South Africa (COMENSA, 2009; COMENSA, 2010), require coaches to provide culturally responsive services to coachees. If the coach differs culturally from the coachee, he/she may incorrectly use his/her own understanding of what is appropriate for a situation to make sense of the coachee’s behaviour, possibly leading to the misinterpretation of the diverse coachee’s situation. In addition, the coach may also project his/her own cultural bias and stereotypes onto the coachee. This in turn may lead to barriers in communication, and ultimately to the inhibition of efficiency of the coaching process as possible outcomes. Inefficient coaching may not allow for the achievement of the desired results, leading to financial losses for the company. Therefore, it is imperative that the coach is aware of his/her own culturally-laden values, beliefs and expectations which may include biases, prejudices and stereotypes held about the coachee, i.e. his/ her cultural self-awareness. The purpose of the current research study was to explore and describe the experiences and perceptions of South African organisational coaches in terms of cultural self-awareness. Specifically the study investigated how eight South African organisational coaches (N = 8) develop, maintain and promote cultural self-awareness, and what the perceived consequences of such awareness were. The study was conducted within the constructivist research paradigm and utilised a qualitative research approach. The multiple case study research strategy employed in-depth interviews to collect the research data. A grounded theory research methodology was used to analyse and explore the experiences and perceptions of South African organisational coaches in developing and utilising cultural self-awareness. Eight findings were obtained from the interviews, namely: the cultural self-awareness cultivated during coaching developed as part of a general process of cultural self-awareness, which in turn formed part of the participants’ personal development; both intentional strategies and happenstance led to the coaches’ cultural self-awareness; situational and internal factors contributed to changes in their cultural self-awareness; cultural self-awareness is maintained through self-management involving internal and external strategies; future cultural self-awareness is promoted through pursuing experiences that would cause them to question bias; a change in cultural self-awareness held consequences for the personal developmental process as well as for the coachee, and the coaching process; the meaning of cultural self-awareness was explained by using metaphors. The most prominent metaphors the coaches used were ‘sight’, ‘the past’, ‘internal work’, and ‘managing’; additional psychosocial processes that occur during intercultural coaching which can be grouped under macro, meso and micro issues, contextualised the process of cultural self-awareness during intercultural coaching. The findings were interpreted to show that various levels, developmental paths, and applications of cultural self-awareness exist amongst organisational coaches. On the basis of the results obtained from the research study, recommendations were made for future research, coaching education and training programmes, coaching clients, and current or prospective coaches. / Thesis (MA (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2013

Föreliggande studie undersöker de fem förbundskaptener som verkar i flick- (F16, F17 och F19), ungdoms- (U23) och damlandslaget i fotboll. Syftet med undersökningen är att skaffa sig kunskap om deras uppfattning om coaching och ledarskap samt undersöka hur förbundskaptenerna coachar och leder under landslagssamlingarna.  Metoderna är intervjuer samt observationer vid matcher och träningar hos samtliga aktuella landslag. Undersökningen har tagit del av Svenska fotbollförbundets tre styrdokument för utbildning av flick-, ungdoms-, och damspelare på landslagsnivå, Spelarutbildningsplan från F15 till A-landslag (2010), Arbetssätt och roller, från F15-U20 (2013) samt Spelarutbildningsplan 2013. Förbundskaptenerna anger att de är formade av sina första år inom idrotten. De har samtliga en lång fotbollskarriär som spelare och tränare. Ledarskapet utgår från spelarnas delaktighet och inflytande. Delaktighet, nyfikenhet och aktivitet är nyckelord för spelarna. Förbundskaptenerna arbetar med ett coachande förhållningssätt och ledarskap där strävan är att spelarna motiveras till egna problemlösningar och beslut. Mål sätts av spelare och ledare tillsammans utifrån de resurser som finns. Förbundskaptenernas uppgift är att skapa förutsättningar för att uppnå målen. Förbundskaptenerna ställer frågor och finns med som stöd, utbildare, guider och utvecklare med syfte att ge spelarna förutsättningar att nå uppsatta mål. Arbetssättet skiljer sig mellan träning och match. Vid match använder ledarna ett mer auktoritärt ledarskap och spelarnas möjligheter till egna beslut minskar. / The present study examines the five national coaches operating in girls’ team (F16, F17 and F19), Youth team (U23) and the national team in women's soccer. The purpose of the survey is to obtain knowledge about their perceptions of coaching and leadership and to explore how head coaches were coaching and leading teams during the collections. The methods are interviews and observations during matches and training sessions by all the present national team. The study has noted Swedish Football Association three policy documents for education of girls, youth, and women players at the national team level, Player program from F15 to A-national team (2010), Operation and roles, from F15-U20 (2013) and Player Study 2013.    Coach lights indicate that they are shaped by their first years in the sport. They all have a long soccer career as a player and coach. Leadership starts from the players' participation and influence. Participation, curiosity and activity are key words for the players. Coaches are working with a coaching approach and leadership with the purpose being that the players motivated for their own solutions to problems and decisions. Goals are set by players and officials together on the resources that are available. Coach's task is to create conditions for achieving the objectives. Coaches are asking questions and are there as support, trainers, guides and developers aiming to give players opportunities to reach their goals. The approach differs between training and matches. During the match, the leaders use a more authoritarian leadership and players' ability to reduce their own decisions.

This study was aimed to investigate why team sport coaches use group training as a part in their build-up training. Issues covered in this study are: "What motives have coaches in team sports that use group exercise as part of the build-up training?" and "What are the positive and negative aspects experienced trainers of using group exercise as part of build-up training in team sports?". It was a qualitative study, seven interviews were made with team sport coaches that has used group training as a type of exercise in their built-up training in collaboration with Friskvårdskompaniet. The results showed that the reasons why group exercise were used was different from coach to coach for example one motive was to increase the players physically ability. It appeared that the trainers were generally positive to use group training as a type of exercise in their build up training and it contributed with greater cohesion, strength, and reduced injury problems of the players.

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

Education is, at least, the endeavor to get people to do things they could not previously do, to understand things they did not previously understand, and perhaps, to become the people they did not expect to become. - Sockett, 1998, p. 195 In today’s fast-paced technology driven knowledge-based society, students in the Gulf and abroad, are expected to remain engaged while playing a more invested role in becoming independent, mature learners, no matter what their personal or educational challenges are. It is quite common for students to abandon their EFL studies due to a lack of motivation and/or confidence. There has been extensive research undertaken to better understand how motivation and confidence affect EFL/ESL learners, yet little attention has been paid to a more recent area of educational research in emotional intelligence (EI) and how self-coaching may also contribute to a tertiary EFL/ESL learners’ ability to succeed. It is not unreasonable to hypothesize that everyday occurrences encountered in their personal and academic life may very well, at times, have a detrimental effect on students’ confidence and motivation, and therefore impede their ability to reach set goals. This study explores the possible correlations between the three main constructs, confidence, motivation and EI while investigating female Emirati tertiary EFL students at Zayed University in the U.A.E. and their interest towards self-coaching to reach their academic and personal goals. This exploratory longitudinal interpretive study used a mixed-method approach to gather data generated from a survey (CMEII) constructed and piloted for this study and completed by 199 female Emirati tertiary EFL participants measuring motivation, confidence and EI. In addition, student journals, interviews and progress reports retrieved from CMEI workshops also informed the research questions pertaining to these aforementioned constructs. Results suggest that there is a correlation between confidence, motivation and EI. These results would indicate that when the level of motivation increases, so does the level of confidence in speaking English. Motivation to self-direct in English is positively correlated with problem solving, higher life-satisfaction and confidence levels. Surprisingly the higher the academic anxiety, the more students want to self-direct. Furthermore it was found that students participating in this study found self-coaching methods extremely helpful in supporting them in reaching both their personal and academic goals. The implications of this exploratory study into confidence, motivation and emotional intelligence has laid the foundation for future research in this area. By creating and piloting the first Confidence, Motivation and Emotional Intelligence survey instrument (CMEII) designed for the ESL/EFL learning environment, a primary obstacle has been traversed. The CMEII research instrument and results of this study will no doubt help bring light and understanding to how self-coaching and self-direction can support female EFL students in reaching their personal and academic goals in the U.A.E and abroad.

TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN / Yasna Carión Apablaza Villalobos [Parte I], Emilio Cristian Herrera Aqueveque [Parte II ] / En Chile la Asesoría Independiente en Finanzas Personales es una actividad que no ha sido formalizada como un plan de estudios universitario ni como un giro comercial específico, y es más bien un negocio de nicho que entregan las corredoras de bolsa y algunos especialistas en inversiones, orientado principalmente a grandes capitalistas que requieren administrar sus patrimonios personales y familiares, careciendo el servicio en muchos casos de independencia de las instituciones financieras. Esta profesión existe en otros países más desarrollados como Reino Unido (IFA: Independent Financial Adviser), EEUU (CFP: Certified Financial Planner) o España (EAFI: Empresa de Asesoramiento Financiero Independiente) con una industria regulada y desarrollada la cual, con la crisis mundial de 2008, comenzó a masificarse debido a que las personas aumentaron su sensibilidad respecto al manejo de sus finanzas personales, y necesitaban saber cómo protegerse frente a los vaivenes y crisis del mercado financiero. El presente Plan de Negocios busca masificar y posicionar en la mente de los usuarios un servicio 100% digital de Coaching Independiente en Finanzas Personales orientado inicialmente a un mercado de 7 millones de trabajadores bancarizados y usuarios de Internet en Chile, principalmente millennials (16 a 35 años) y de la generación X (36 a 55 años), que necesiten mejorar su salud financiera accediendo de manera conveniente, fácil y oportuna a estos servicios, acompañándolos en la consecución de sus objetivos y en la toma de decisiones importantes para sus finanzas personales y familiares. Este servicio cubre una necesidad no satisfecha en nuestro país a pesar de tener niveles altos de inclusión financiera, con un 98% de las personas mayores a 15 años que posee al menos un producto financiero [1.1] y con 27 millones de tarjetas de crédito [1.2], sólo una de cada tres personas en promedio tiene niveles de Educación Financiera mínimos en contraste con países desarrollados, donde dos de cada tres adultos son financieramente educados en promedio [1.3]. Esto redunda en un problema de sobreconsumo y sobreendeudamiento de las personas, lo que se revela en que la relación carga financiera sobre ingreso disponible de los hogares (RCI) es la más alta de la OCDE con un 38% en promedio, mientras en Holanda el más alto luego de Chile es de 18,1%, Noruega 16,3% y Suecia 11,1% [1.5]. Nos muestra que en Chile la mayoría de las personas ignoran o no entienden bien cómo funciona el dinero, cómo regular el consumo en función de su presupuesto disponible y cómo hacer un mejor uso de los productos y servicios financieros para lograr sus objetivos. Para abordar este problema se propone desarrollar soluciones complementarias, según la necesidad financiera de cada cliente: - Personas con Salud Financiera deficiente: Permitirá a las personas plasmar su sueño. Además, contará con herramientas de auto atención que les permitan mejorar su Educación Financiera, organizar sus gastos, ejercitando hábitos de gestión de presupuesto personal o familiar y en consecuencia disminuir su nivel de endeudamiento para mejorar su scoring crediticio. - Personas con Salud Financiera controlada: Accederán adicionalmente a la opción de un coach personal según su necesidad particular, para planificar sus finanzas personales o familiares y accede también a ofertas especiales y relevantes, que le permitan lograr sus objetivos/sueños, manteniendo un endeudamiento responsable en equilibrio con sus ahorros e inversiones. Esta plataforma MiDinero.cl habilitará herramientas de asesoría auto atendida y adicionalmente un “Marketplace” de coaching financiero FreeLancer en línea, que permita conectar a personas con conocimiento financiero avanzado dispuestos a ofrecer su asesoría, con aquellas personas que necesiten tomar decisiones importantes respecto a sus finanzas personales de forma independiente a las instituciones financieras. Los partners expertos de MiDinero.cl contarán con formación continua en línea y herramientas profesionales para trabajar en un entorno flexible y dinámico con sus clientes, formando parte de una red de colaboración donde las experiencias de cada uno se conviertan en el patrimonio de todos. Las empresas que poseen productos que responden al cumplimiento de las metas y sueños de los clientes, contarán con un nuevo canal de venta de alta efectividad y bajo costo, pagarán una comisión fija por cada lead entregado, con una alta probabilidad de cierre de venta. Y si con los ahorros del cliente no alcanza a financiar su sueño y tiene buen scoring crediticio, contará con ofertas de las instituciones financieras recomendadas. Por otro lado, para masificar los usuarios, se desarrollará una estrategia Freemium con versiones de acceso gratuito a los usuarios y con convenios con asociaciones y grandes empleadores, quienes podrán acceder a paquetes especiales, con una charla de Educación Financiera e introducción al método MiDinero.cl. El proyecto busca alcanzar en los primeros 5 años de Operación 148.000 Usuarios, se proyecta que el 77% de los ingresos provengan de usuarios suscritos, generando ingresos al término del año de MM$ 2,082, logrando flujos positivos a partir del año 2 y pagando las inversiones al tercer año, con una rentabilidad total de MM$ 3.123 y una tasa interna de retorno del 52%. Es fundamental para introducir la solución al mercado generar Awareness del concepto de Coaching Financiero y sus beneficios para las finanzas personales y familiares, y posicionar la marca en la categoría de Asesor Financiero Independiente Digital. Dado lo anterior, se espera que este negocio pueda ser vendido al año 5 en 8 veces el valor EBITDA, situación que está ocurriendo con las Start-up del sector Fintech en los mercados desarrollados.