A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business and Executive Coaching). Wits Business School Johannesburg, 2017 / The study occurs against a backdrop of the growth of the coaching industry globally as it increases in popularity (Linley, 2006; Filley-Travis & Lane, 2006) particularly in organizational settings, where coaching is increasingly being relied upon as a significant part of learning and development (Joo, 2005). Despite the exponential growth, there is still no recognition of professional status by the state and society at large in the way that other professions are recognised. In 2008 the global coaching convention resolved to explore the feasibility of professionalisation in the different markets. Locating this global discussion on professionalization of coaching in the South African market, this study was conducted to establish the status of this market and to provide an understanding of the factors underlying the professionalization of coaching in South Africa and their respective contribution to the status quo. The study approaches the developments from several perspectives including the sociology of the professions and stakeholder theory. Taking a qualitative research methodology approach, data was obtained from semi-structured interviews with stakeholders and archival data including policies, legislation and websites. The Burrage multi-actor framework (Burrage, Jaraush, & Siegrist, 1990) was used as a guideline for sampling in order to provide a multiple stakeholder perspective. There were different discussion guides for the different stakeholder groupings. In total, there were fourteen interviews conducted. Data was analysed using Atlas software. Findings of the study reveal that the developments in the South African executive coaching industry have not followed the path of traditional professions as described by Willensky (1964). The prevailing position reflects a mixture of traditional and modern characteristics of professionalisation. To a large extent, there was consensus on the issues that are common across all stakeholder groupings, although there was some dissent as these stakeholder groupings have varying motives and positions. There was greater divergence of view within professional associations as a single stakeholder group. Part of this is reflected in the disparate occupational strategies pursued. / MT 2017

This study was conducted to investigate and explore a coaching intervention in an organisation that received and implemented systemic coaching for the systemic development of leadership. Although dyadic coaching is widely used by individual leaders in organisations, its impact in enhancing the wider development of systemic leadership is limited. This limitation is largely compounded by the narrow appreciation of the loci of leadership and how leadership is conceptualised, perceived and discharged in organisations. The reductionist approach to leadership development has led to many organisational resources being reserved, directed and used exclusively for the development of the select few. The difference between leader and leadership development is discussed in literature. Leader development refers to the development of an individual leader for his/her personal developmental interests. This individualistic development often occurs outside the context of that leader’s peers, team and organisation. Leadership development refers to a collective development of leaders with the primary purpose of becoming a unified coherent force for the success and sustainability of the organisation Thus, leader development is preoccupied with the improvement of a leader, whereas, leadership development is preoccupied with building collective capabilities. It is a result of the current inadequate and reductionist view of leadership development in organisations that the study seeks to suggest a systemic approach to coaching for the systemic development of leadership in organisations. A qualitative approach was employed as a research methodology, to evaluate systemic coaching implementation in depth. An interview discussion guide was used to engage respondents. Eighteen respondents were invited to participate in the study. The researcher ensured hierarchical representivity, from CEO to general workers, given the interest in the systemic nature of the coaching experienced. This was also to ensure that the study sample was representative of respondents who participated in both dyadic and systemic coaching received at NAC. Interviews were recorded, transcribed and uploaded into Atlas ti.7 software for analysis. Regarding systemic coaching, the findings showed that systemic coaching is more adequate in the systemic development of leadership rather than dyadic coaching. Systemic coaching was found to promote a collective and inclusive development of leadership and focused with optimising performance for the entire organisation rather than just individuals. Systemic coaching benefits were identified as key in enhancing leadership capabilities, in fostering innovation and in transforming organisational cultures. Eighteen areas were identified where systemic coaching can potentially make a difference in organisations. Some of those areas include, employee retention, organisational alignment and innovation. Seven critical factors to be considered when implementing systemic coaching were identified, chief among those being organisational culture and client readiness. Finally, though systemic coaching serves as no panacea to organisational challenges, it was found to be an appropriate tool for systemic leadership development. Hence it is proposed as a method to complement the dyadic coaching approach.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / Personality match between a dyadic pair in helping relationships has shown to improve the process and outcomes. Does the same apply to executive coaching? Coaching is deemed to be effective but why is this so? This study explored the role of personality similarities on the executive coaching process. By understanding the role personality plays it was anticipated that: understanding would be elicited as to why coachees select their particular coach; better matching could occur between the executive coach and coachee; the process would be more beneficial due to this similarity and there would be a better return on investment for organisations who could assess coaches and coachees and pair them accordingly based on similarities in personality. This study utilised the five factor model (FFM) of personality to explore the personalities of the coaches and coachees across eight coaching dyads. This study utilised qualitative methodology that of eight case studies made up of eight coaching dyads. All 16 respondents were interviewed using a semi-structured interview. This served as the primary data source. The interviews were recorded, transcribed and uploaded into Atlas ti software for analysis. Content analysis was used and a codebook was created inductively, resulting in 94 codes. The 16 respondents then completed the Wave personality questionnaire as the secondary data source. The assessments were uploaded onto Atlas ti software and were analysed qualitatively using content analysis. 34 codes were created deductively using psychometric principles and the Wave personality questionnaire’s measures. The 128 codes were then categorised into 27 categories and 11 themes. Similarity in personality did not appear to have as great an influence as was anticipated on the executive coaching process within each dyad. Although there was a perception of personality similarity in the majority of the cases, there was very little to substantiate this according to the FFM. This study argues that this perception of similarity is due to the rapport built between the coach and coachee as well as the adaptation of the coach to the coachee’s style and needs. This creates cognitive resonance and reinforcement-affect. Due to this perception it is evident that the training of coaches must focus on the coaching skills of openness and trust building. ii Despite similarities or dissimilarities in personality, all eight dyads indicated satisfaction with the coaching process, the coaching relationship and the outcomes. Across all coaches there was no similarity in personality factors. However, across all coachees, there were similarities in personality regarding change orientation, optimism and openness to feedback which speaks to coachee readiness. This study argues that coachee readiness should be assessed for in order to determine readiness for coaching which will allow for more beneficial outcomes. The relationship, rather than personality similarity, was deemed to be the fundamental component in the coaching process. A relationship based on trust and openness allows the coachee to become vulnerable. This vulnerability allows for validation of the coachee by the coach and it is this validation which allows for growth and development. / MT2017

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2017. / Coaching is a young, growing professional practice with its origins in many older established fields of knowledge. There is considerable research into what coaches think about their work and the theories and methods underlining these approaches. However, there is a great deal less research on how the executives or coaching clients experienced the coaching. This research answered the questions from the coached executive perspective by first wanting to know (1) what the lived experience of the coaching executive was; and (2) based on that lived experience, what theory about the coaching process would emerge. This emerged theory would be grounded in evidence from the coachee. A total of 17 clients were involved in the research. While the research had a strong phenomenological underpinning, the method used was that of constructivist grounded theory. There were five key findings with theoretical propositions behind each of the findings. The findings are: (1) Coaching is a response to an unmet need in an individual who lives in a volatile, ever changing world with great complexity. Coaching provided a wellness model that is collaborative, client driven, and adaptable. A primary need in people is to have a sense of well-being and personal meaning in this world. (2) Even though the coaching is a response to a need, the coaching client still needs to be ready to be coached. A client readiness theory with integrated components was developed based on the clients’ lived experience. The interrelationships based on the client’s perceptions were a new contribution. (3) There are several processes in coaching but the key focus of the processes is that they are active and present. The processes also understand the relationship between the ‘being’ and ‘knowing’ of the coach and the ‘doing’ of the coach. The doing covers the active processes but it is the way in which the coach does these processes (the being) that influences their efficacy. (4) The coach needs to be authentic, credible and present. (5) Brain integration leads to deeper self-awareness, well-being and personal meaning. This theory of brain integration is based in Interpersonal Neurobiology, and the nine domains of integration assist in providing an overarching framework in which to position the outcomes of coaching. The contribution was broad in that it looked at all aspects of the coaching process: the coach, the coachee, the process, the outcomes and the context and provided an integrated framework. / MT2017

A thesis submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Johannesburg, South Africa in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) Johannesburg, 2015 / The purpose of this study was to explore and identify the contribution that leadership coaching, facilitated by MBA alumni, could make to MBA students’ leadership development. The research study employed a mixed method sequential exploratory design with data collected from over 350 MBA students and more than 90 MBA alumni coaches. The outcomes of the study indicated that the MBA leadership coaching sessions had provided the MBA students with a new personalised learning experience that had increased their self-awareness, strengthened their self-development skills, and built a foundation for their future leadership development. The research study made a theoretical contribution to the fields of leadership development and coaching, by showing the contribution that a person-centred coaching approach, focused on individual facilitation and development, can make to MBA leadership development. The main contribution to practice was that the study established that using MBA alumni to facilitate MBA students’ leadership coaching could be a highly beneficial and financially viable alternative to using professional coaches for this purpose. A methodological contribution was made by demonstrating how a three-phased mixed method sequential exploratory design could yield a multi-faceted and fully integrated understanding of the outcomes of a study of this nature. Recommendations are made for future research, including exploring whether similar outcomes of MBA leadership coaching can be observed at other business schools in South Africa or elsewhere, as well as the desirability of conducting a follow-up study on the MBA students that participated in this study. This could establish what impact the coaching sessions have had on the MBA students’ leadership development over time. / MB2016

The perceptions held by newly promoted managers or those managers who have moved between managerial roles, when it comes to their own job performance in the workplace, remain interesting. An exploratory research design method was followed with the aim of providing evidence-based literature in order to explore how coaching can influence the perceived job performance of these managers, considering the amount of effort needed from them to adjust to their roles. The study was conducted using a convenience non-probability sample of managers who are working in different sectors ranging from public utilities, the media as well as engineering and gas industries. Data were collected from the research participants who were readily available and transcripts were produced. In order to maintain accuracy, the transcripts were based on recordings of the outcomes of semi-structured, one-on-one interviews conducted using a research interview discussion guide. A triangulation process to collect data from different sources was used, focusing on managers who received coaching and managers who did not receive coaching, as well as the managers managing the aforesaid categories of managers. The data collected were transcribed and then analysed using Atlas.ti software, based on themed content analysis. The results provide a South African perspective on the perceived influence of coaching on newly promoted managers or those managers who have moved between managerial roles. The findings demonstrated that coaching can contribute positively to the role transition and work adjustment of these managers, as one of the managers who had been coached indicated, saying, “It assisted me in affirming myself in the role.” The meaning attached to the findings is that coaching can contribute towards building the necessary confidence to lead and manage others. However, the lack of a common criterion for measuring successful job performance, focusing on specific managerial competencies, remains a challenge. The research participants in this study took up coaching for different reasons and the level of impact was thinly spread across these dimensions. Therefore, more scientific research still need to be done to get empirical evidence on the impact of coaching on perceived job performance in a South African context, using a common criterion and specific managerial competencies. / MT2017

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business Executive Coaching Johannesburg, 2017 / A flow experience is described by Mihaly Csikszentmihalyi, the founding thought leader of the experience, as “the holistic sensation present when we act with total involvement” (1975, p.43). Flow experiences have been linked to positive outcomes for individuals and organisations (Csikszentmihalyi & LeFevre, 1989; Engeser & Rheinberg, 2008; Privette, 1983; Salanova, Bakker, & Llorens, 2006) suggesting that this is a desirable experience to facilitate in the workplace. Csikszentmihalyi states that there is much that can be done to introduce more flow to the day-to-day experiences of life, including at work (1999), yet, despite the documented role of organisational leaders as “climate engineers” (Linley, Woolston, & Biswas-Diener, 2009, p. 37) there has been no specific consideration of the flow experiences of executives as leaders. The possible relationship between coaching and flow experiences has to date received attention in mainstream literary circles, and superficial attention in academic literature (Britton, 2008; Wesson & Boniwell, 2007). Coaching executives to achieve flow has not been considered in existing literature in the Executive Coaching domain, but since Executive Coaching is still viewed as emerging (Hamlin, Ellinger, & Beattie, 2008), a confirmation that Executive Coaching can be applied to foster flow experiences in the workplace would add to the credibility of this field. The purpose of this study has been to identify how the emerging discipline of Executive Coaching can facilitate the creation of flow experiences in executive workplaces. The answer to this question has been sought through building an understanding of how flow is experienced by executives in the workplace, and then investigating how flow experiences can be facilitated in executive workplaces. The research study adopted a qualitative approach due to the known suitability of this method to consider the life experiences of participants. Face- to-face, semi-structured interviews were used as the core data collection method addressing a sample size of 16 respondents, made up of 13 executives and three executive coaches. This approach has previously been applied to collect rich narrative data on flow experiences. The study found that whilst executive flow experiences show some commonalities with the existing literature on flow and flow experiences at work, several distinct antecedents for and characteristics of executive flow were identifiable. These precursors and features of executive flow were attributed at three levels: a) at the level of the organisation; b) through the type of work, and c) at the individual level. Executive experiences of anti-flow, the opposite of flow, were also identified. These were typically characterised and initiated by opposite factors to those linked to flow experiences. The study outcomes identified the ability of executives to proactively pursue flow experiences, and further showed that self-awareness and an awareness and use of one’s strengths increase the likelihood of flow experiences. The study thus found that there clear focus areas exist which can be manipulated through interventions to increase likelihood of executive flow experiences. The study outcome that the three areas that impact executive flow experiences correlate to Executive Coaching focus areas introduces the possibility that coaching may be a suitable intervention to increase the likelihood of executive flow experiences. This developing hypothesis is subsequently supported by the final research theme that Executive Coaching may be able to support the executive in cultivating the respective individual, organisational and work conditions to increase the likelihood of flow experiences at work. / MT2017

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.

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2017. / Introduction Public hospitals are complex environments in which healthcare leaders are required to lead effectively in order to provide quality service delivery. The issue is: are clinical managers working in Gauteng hospitals competent to lead? This study measures the competency of clinical managers in public hospitals and considers how coaching can be used to close the competency gap in Gauteng public hospitals. Coaching has been identified as one of the appropriate developmental tools to enhance the skills’ gap of top managers in organisations (West & Milan, 2001). In this study, coaching has been considered to be an appropriate learning and developmental tool to enhance skills for these managers. Methods A self-administered questionnaire was used to conduct the survey among clinical managers in the hospitals in Gauteng. Participants were asked to rate the required management competencies and their proficiency levels against nine management competency categories which include: leadership, communication, life-long learning, consumer responsiveness, political and health environment, conceptual skills, results management, resource management, compliance with standards and coaching in improving management competencies .Likert-scale data was used to measure the top managers’ perceptions of the important competencies required for effective service delivery and their level of proficiency with those competencies. Results Findings show that there is significant gap in management competency of clinical managers, which indicates the need for further development of managers. Most clinical managers’ have a perception that coaching has a role in enhancing their competency gap. Literature supports coaching as a leadership development tool for closing the competency gap of clinical managers. Conclusion There is significant gap in the public health sector managers’ competency level. There is a need for appropriate and further training and development to address the skills gap. There is need to strengthen management capacity to support the strategy of improved and sustainable healthcare service delivery. Coaching is the appropriate leadership developmental and supportive tool to enhance the skills needed by clinic managers. / MT2017

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management (Business and Executive Coaching) April, 2017 / Professional Service Firms (PSFs) contribute significantly to employment and professional development in South Africa and to global economics. People are a PSF’s greatest asset; however, there is little empirical evidence on the implementation of a Leader-as-Coach (L-A-C) approach in PSFs in South Africa. The research aims to establish a framework for the implementation of an L-A-C approach in PSFs in South Africa. Using a qualitative multiple-case study method, the research examines the benefits of implementing an L-A-C approach within a PSF, determines the organisational factors affecting the implementation of an LA- C approach in a PSF and clarifies the individual factors affecting the implementation of an L-A-C approach in a PSF. There are clear reasons for implementing an L-A-C approach within PSFs and benefits range from ensuring a leadership pipeline for organisations, improving client and employee retention, and enhancing the firm’s success due to increased productivity. These benefits, in turn, foster positive benefits for the L-A-Cs (the managers who are coaches) and the employees (the coachees who receive coaching from their managers). Organisational factors include a culture of people-centricity which clearly enables an L-A-C approach, whilst a matrix structure which commonly exists within PSFs is an inhibitor of an L-A-C approach, with mitigating processes recommended for addressing this. The key processes which enable an L-A-C approach are the firm’s approach to: learning and development of L-A-C skills, ensuring tools and support are in place for the L-ACs, and linking coaching to the human resources (HR) performance management and enabling technology. A final key process is recognising effective coaching behaviours through monetary and non-monetary rewards. In addition, the individual skills and attitudes of the L-A-Cs, the attitudes of the coachees, and importantly, the relationship between the L-A-C and the coachee, all influence the L-A-C approach. An integrated and holistic framework is proposed for PSFs wishing to implement an L-A-C approach. This framework suggests that a firm should begin with the organisational strategic drivers, and the clear reasons for implementation of an L-A-C approach, followed by an enabling structure and processes, including the development of individual skills. However, overarching these organisational factors, is the necessity of having an organisational culture of learning and development. / MT2017