Dissertations / Theses: 'Coaching, effectiveness, executive coaching, executive development'

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Hill, Graham Ian. "Executive coaching : perspectives of effectiveness from executives and coaches." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40237/1/Graham_Hill_Thesis.pdf.

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Over the past two decades there has been a remarkable expansion in the use of executive coaching as an executive development technique. The increasing prominence of executive coaching has been attributed to the emergence of new organisational cultures and the subtler competencies needed by executives in these faster moving organisations. The widespread popularity of executive coaching has been based largely on anecdotal feedback regarding its effectiveness. The small body of empirical research has been growing but conclusive outcomes are rare. The prominent question for those with the business imperative to implement executive coaching has been what are the ingredients of the process that engender an effective outcome? This investigation has focused on the factors of executive coaching that contribute to effectiveness. A qualitative methodology facilitated an in-depth study of the experiences of the participants of executive coaching with the perceptions of both executives and coaches being sought. Semi-structured interviews and a focus group provided rich, thick descriptions and together with a process of inductive analysis produced findings that confidently identify the key factors that contribute to coaching effectiveness. Six major themes were identified, each comprising a collection of meanings. These themes have been labelled Executive Engagement, Preliminary Assessment and Feedback, Coaching Process, Coach.s Contribution, Trusting Relationship and Support from the Organisation. One theme, Coaching Process, comprises three significant sub-themes, namely, Encouragement and Emotional Support, Challenge and Reflection and Enhancing Executive Performance. The findings of this study add value to the field by identifying factors contributing to coaching effectiveness, and providing for the coaching practitioner a basis for enhancing their practice of executive coaching to better meet the needs of executives and their organisations.

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Van, Oosten Ellen Brooks. "The Impact of Emotional Intelligence and Executive Coaching on Leader Effectiveness." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1365117435.

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Halton, Anne Marie. "Intentional change theory, coaching and leader effectiveness." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115537/1/115537_9392718_halton_anne_thesis.pdf.

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This thesis uses mixed methods to explore how coaching informed by Intentional Change Theory Theory (ICT) (Boyatzis, 2006, 2008) can enhance leader effectiveness. With underpinnings in complexity theory, ICT is proposed as an evidence-based framework to guide the coaching, rendering it well-matched to the demands of the current complex environment in which leaders operate. Results indicate that coaching contributes to the development of inner resources such as self-efficacy, self-awareness, and psychological capital, and that an appetite for reflection, and increasing comfort with ambiguity and feelings of vulnerability are important for leader effectiveness, and can be enhanced through coaching.

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Figlar, Marilyn K. "Perceived Effectiveness of Internal Executive Coaching Engagements by Participants in a High Potential Leadership Development Program." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64328.

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The field of executive coaching has grown in popularity as a developmental tool for leaders. With the potential for a leadership continuity gap and the desire for organizations to strengthen leadership talent pools to prepare for succession planning, there is a need for empirical research regarding the effectiveness of executive coaching. The aim of this mixed method study was to explore the factors that contribute to successful coaching outcomes. The combination of an online survey of 68 high potential leaders and follow up interviews with 40 of those same leaders yielded information about the coaching experience. The results showed a correlation between the number of years a leader was with the company and his or her perception of a positive coaching experience. In addition, the total amount of time the coach and the leader spent together was correlated with the perception of a positive coaching experience. Finally, most leaders noted that exceptional coaches demonstrated professionalism in several ways, such as listening to the client, showing an interest in the client and their development, and providing advice and helpful suggestions. A better understanding of the factors that promote successful outcomes for high potential leaders will assist coaches in having positive impact on client and organizational performance. This study is unique in that it examines coaching in the context of a larger intervention, a leadership development program, using HR professionals as internal coaches with high potential leaders. For organizations using coaching in this fashion, this study addresses gaps in the literature, which was an impetus for this research. Additional research might be valuable on how coaching clients define a successful coaching outcome, a client's readiness to change, the coach-client relationship, and factors that promote sustained behavior change in a leader.
Ph. D.

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Ebrahim, Habiburaghman. "Investigation of the effectiveness of coaching in the development of leadership competencies (emotional intelligence) within BPSA (Pty) Ltd." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/8585.

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Thesis (MBA)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.

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Milar?, Sueli Aparecida. "Interven??o breve em organiza??es: mudan?a em coaching de executivos." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/400.

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Made available in DSpace on 2016-04-04T18:29:41Z (GMT). No. of bitstreams: 1 Sueli Aparecida Milare.pdf: 609056 bytes, checksum: 760416320e827018362a4558a8be2d18 (MD5) Previous issue date: 2008-02-13
The professional profile currently expected from executives in business organizations is not the same of many years ago. Executive coaching is being used by organizations as a tool to help their executives to adapt more efficaciously to the new challenges imposed by globalization. The executive coaching program is based on the evaluation of the individual s performance and his or her difficult to deal with the organizations demands, to help the executives to deal with the development of new competences in reaching the organizational goals. The objective of this study was to evaluate the efficiency of a program of executive coaching. The sample was constituted by ten executives, from different companies located in the metropolitan area of Campinas, whose directors spontaneously looked for the coaching program for their employees; the researcher in her private professional practice developed this coaching program. Evaluations were accomplished at the beginning and at end of the processes and changes were clinically evaluated. The following instruments were employed: EDAO - Operational Scale for Diagnosis of Adaptation, designed to be a measure of the adaptive efficacy; EEM Stage of Change Scale, measures the level of readiness for change: PPA - Personal Profile Analysis, designed to evaluate the individual s predominant or characteristic behavior and AAD Performance Self-Analysis designed to identify the efforts accomplished by the executive concerning the feedback he or she has received from his or her partners and/or chiefs. The last two instruments are usually employed in the researcher's professional practice. Results suggested that the coaching program is efficient in promoting the individual s development as well as new personal competences to reach the organizational goals. It was observed that some profiles added to the management conditions that the executive is submitted in his/her work environment, they can generate inappropriate performance. The study limits are the restricted sample and the researcher herself had accomplished the meetings. New studies can include the executive's follow up after the program, to verify his/her stability and the consolidation of the new developed behaviors.
O perfil profissional que se espera das pessoas no trabalho hoje n?o ? o mesmo que se esperava h? alguns anos atr?s. O coaching de executivos est? sendo usado pelas organiza??es como uma ferramenta para ajudar seus executivos a adaptarem-se mais eficazmente aos desafios impostos pela globaliza??o. O coaching utiliza-se das informa??es obtidas sobre o desempenho e a problem?tica do indiv?duo para, posteriormente, ajud?-lo no desenvolvimento de novas compet?ncias para atingir as metas organizacionais. O objetivo deste estudo foi o de avaliar a efici?ncia de um programa de coaching de executivos para profissionais com n?vel de comando em organiza??es. A amostra ficou constitu?da por dez executivos, de diversas empresas da regi?o metropolitana de Campinas, sendo que seus superiores espontaneamente buscaram o programa desenvolvido pela pesquisadora em sua pr?tica profissional privada. Foram realizadas avalia??es no in?cio e ao final dos processos e as diferen?as clinicamente analisadas. Foram utilizados os seguintes instrumentos: EDAO Escala Diagn?stica Adaptativa Operacionalizada, que fornece uma medida da efic?cia adaptativa; a EEM Escala de Est?gios de Mudan?a, para medir o n?vel de prontid?o para mudan?a: o PPA Personal Profile Analysis, para levantamento da tend?ncia comportamental e AAD Auto-An?lise do Desempenho, para identificar o esfor?o realizado em dire??o aos feedbacks recebidos e da clareza que o executivo possui de poss?veis d?ficits em seu desempenho. Os dois ?ltimos instrumentos s?o usualmente empregados na pr?tica profissional da pesquisadora. Os resultados demonstram que o programa de coaching ? eficiente, permitindo a promo??o e o desenvolvimento de novas compet?ncias pessoais que possibilitam aos executivos atingir suas metas organizacionais. Observou-se que certos perfis adicionados ?s condi??es de gerenciamento a que o executivo est? submetido em seu ambiente de trabalho, poder?o gerar desempenho inadequado. O estudo apresenta limites como o fato da amostra ser restrita e os atendimentos terem sido realizados pela pr?pria pesquisadora. Novos estudos poder?o incluir o acompanhamento do executivo ap?s o programa, para verificar sua estabilidade e a consolida??o dos novos comportamentos desenvolvidos.

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Collins, Claire Elizabeth. "Exploring executive coaching : its role in leadership development." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/53725/.

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This thesis concerns an exploration of Executive Coaching in the leadership development context. The topic is selected for study given the recent rapid increase in uptake and spend on the intervention in the organizational and individual development settings (CIPD, 2011) and that, being a relatively recent intervention, research in this area is required. The context of the coaching process is set in the literature of adult learning and is critically evaluated alongside other dyadic intervention paradigms. The study examines the coaching relationship as a tenet of central importance in the effectiveness of the intervention (Kampa- Kokesch and Anderson, 2001; Kilburg, 2001) and explores two areas: whether the coaching relationship exhibits phases of development, and whether individual coaching relationships fit distinct patterns or types. These areas are explored through an empirical qualitative study from the viewpoint of the participants within the relationship using a range of established and novel research methods (Eastwick and Finkel, 2008) in an overall case study based setting. The findings indicate a number of distinctions between the Executive Coaching relationship and that experienced in other dyadic development activities. The research makes a number of contributions to the existing body of theory on Executive Coaching and, in particular, its role as a leadership development activity. Two frameworks are offered to build up the understanding of the coaching relationship. The first model describes the phases of the coaching relationship, the practical and psychological process that takes place, how each phase evolves to the next and how these phases compare with other dyadic processes. Secondly, a typology of coaching relationships is offered which demonstrates clear attributes distinguishing one relationship from another through two main dimensions-pace and partnership. Both of these models offer clear contributions to the practice of Executive Coaching, generating greater performance through establishment of more effective coaching relationships.

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Pitt, Lucian J. "Executive coaching : an investigation into the trends in leadership development programmes and the increasing need for executive coaching as a development tool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49695.

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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.

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Rajasinghe, Duminda Roshan. "Leadership development through executive coaching : an interpretative phenomenological analysis." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21478/.

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This study explores the experience of executive coaching in a case study organisation from the perspective of both the coachee and the coach. My initial research question was “how do leaders who experience executive coaching make sense of their development?” However, my critical, reflexive and reflective engagement with the research process helped me to realise that the study addresses “how do leaders interpret their dyadic executive coaching experience?’ This is a more inclusive research question that represents my particular interest in the process of executive coaching. I critically evaluate both academic and practitioner literature placing a particular emphasis on how executive coaching works, thereby providing a narrative form of a conceptual framework for my study. The literature review emphasises that the question of ‘how executive coaching works’ is under-researched. Therefore, my aim is to develop a deeper understanding of the way in which executive coaching works. This qualitative research is conducted using Interpretative Phenomenological Analysis. I use purposive sampling to recruit five participants and conduct two semi-structured interviews with each respondent. The interviews are transcribed verbatim and subjected to line by-line analysis. My findings comprise seven themes, namely that coaching: helps to create understanding; develops opportunity; generates motivation; encourages action; supports the entire learning process; ensures continuity; and tackles specific problems. These themes appear as a narrative that demonstrates how executive coaching works. This narrative offers a unique contribution to the literature. This study also demonstrates that executive coaching is used to tackle problems that leaders face. It reveals that an organisational agenda exists in executive coaching despite claims in the literature that the agenda is led by the coachee. I also found that coachees become coaches themselves due to their executive coaching engagement and that coaching results in contagious and continuous development within the case study organisation. These appear as theoretical contributions in this study. Moreover, incorporating IPA into coaching research, together with the innovative research design, also stands as a contribution to research methodology. My findings may also serve as an evidence base to inform future coaching practice.

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MacKie, Doug James. "The effectiveness of strength-based executive coaching in enhancing transformational leadership." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28495.

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This study attempts to investigate the effectiveness of a strength-based coaching methodology in enhancing transformational leadership. Transformational leadership is the process whereby leaders engage and influence their followers towards attaining a shared vision through their capacity to inspire, innovate and personalize their attention. A between-subject quasi-experimental design was used to explore the impact of strength based coaching on transformational and transactional leadership behaviours measured in a 360-degree feedback process. Thirty-seven executives and senior managers from a large not-for-profit organisation were non-randomly assigned to either a coaching or waitlist cohort. The coaching cohort received six sessions of leadership coaching involving feedback on leadership and strengths, goal setting and strengths development. The coaching process was manualised (via a six session strengths-based coaching manual) to ensure some methodological consistency between the 11 executive coaches providing the intervention. After 6 sessions of coaching over three months, cohorts then switched roles. The results showed that participants experienced highly statistically significant increases in their transformational leadership behaviour after coaching and this difference was perceived at all levels within the organisation but not by the participants themselves. Adherence to the strength-based protocol was also a significant predictor of ultimate degree of change in transformational leadership behaviour. The results suggest that strength based coaching may be effective in the development of transformational leaders.

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Kennedy, Maureen. "Coaching as a development tool for managerial feedback." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97423.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Giving regular performance feedback for improvement and indicating good performance is essential for individuals to function optimally in the work environment. Managers often avoid the task of giving feedback, especially negative feedback. This avoidant behaviour is manifested in different ways, including delegating the task of giving feedback, suppressing the information which managers believe is negative, avoiding giving feedback or not giving feedback at all. This study was aimed at answering the following questions: What are the factors contributing to the phenomenon of managers’ reluctance to give feedback? What are the factors contributing to the discomfort managers experience when faced with the task of giving feedback? Can coaching, as a development tool, contribute to enhancing managerial skills for executing the task of giving feedback? A qualitative study, using a case study approach, was conducted to determine the experiences, feelings and perceptions of managers when having to engage in giving feedback. The study design comprised individual coaching for participants, followed by semi-structured interviews to evaluate the learnings, changed perceptions and feelings and giving feedback, following the coaching process. The findings provided an in-depth understanding of the managers’ experiences and the contributory factors influencing the manner in which the task of giving feedback was executed. Recommendations were made on how coaching as a development tool can be utilized to enhance managerial skills for the task of giving feedback. Recommendations were made for future studies relating to managers having to engage in giving feedback.

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De, Beer Paul Andrew. "The role of executive coaching in assisting leaders to empower organisations." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50519.

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Thesis (MBA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: The concept of executive coaching has become known over the last 20 years. Executive coaching is a service that is provided to managers and leaders within organisations in order to help them to make changes that will lead to increased personal and organisational performance. Coaching helps leaders to function better in the business world by helping them to see beyond their own mindsets; helping them to learn new skills; and helping them to overcome deeply ingrained habits and behaviours that may be restricting their further success. Coaching is not targeted specifically at executives that are experiencing performance problems, but at any manager or leader that wants to learn or change in some way, or simply wants to further increase their performance. The need for executive coaching has arisen due to the speed at which the world is developing and hence because of constant change. Globalisation, technology, mass production and increased levels of democracy have lead to a highly competitive business world. The leader and manager of today have to be highly efficient and deal with a much broader range of tasks than ever before while being highly advanced in the areas of personal and interpersonal skills. These same changes that have affected the world have lead to changing social norms where people have the need to partiCipate and be heard. The traditional management approaches to business whereby leaders commanded their employees to execute their ideas, is no longer an efficient practise as business is just too complex to centralise decision making. The concept of organisational empowerment which became know in the late 1980's has to do with the top leaders of organisations sharing their power and authority with those lower down in the organisation. Empowerment is seen as the key to sustainable organisational success, however it is complex to implement, takes considerable time and needs dedication, focus and drive from top leaders to be successful. Top leaders however will need to transform their own styles, habits and skills in order to successfully empower their organisations. Executive coaching is seen as the best method to help leaders and managers to empower their organisations by assisting them to change their leadership styles, learn better personal skills and to properly plan and execute changes that need to be made within the organisation. The use of executive coaching will also teach executives how to coach all those within their organisations, which will further help change the organisation from a traditional culture to a culture of collaboration and support.
AFRIKAANSE OPSOMMING: Die konsep van bestuursafrigting het in die afgelope 20 jaar bekend geword. Bestuursafrigting is 'n diens wat gelewer word aan bestuurders en leiers binne 'n organisasie om hulle te help om veranderinge te maak wat sal lei tot verhoogde persoonlike en organisatoriese prestasie. Afrigting help leiers om beter te presteer in die besigheidswereld deur verby hul eie gedagte raamwerk te kyk, nuwe vaardighede aan te leer en om diep ingewortelde gewoontes en gedrag te oorkom wat sukses verhinder. Afrigting is nie net gefokus op uitvoerende amptenare wat prestasie probleme ervaar nie, maar op enige bestuurder of leier wat wil leer of verander, of prestasie wil verbeter. Die behoefte vir bestuursafrigting het ontstaan as gevolg van die tempo waarmee die wereld voortdurend verander. Globalisering, tegnologie, massa produksie en verhoogde vlakke van demokrasie het gelei na 'n hoogs kompeterende besigheidswereld. Die hedendaagse leier en bestuurder moet hoogs effektief wees, meer take kan verrig as ooit tevore en ook nog hoogs gevorderd wees in terme van interpersoonlike vaardighede. Hierdie veranderinge het ook gelei na veranderende sosiale norme waar mense meer betrokke wil wees deur insette te lewer. Die tradisionele benadering tot besigheid, waar leiers opdragte gee aan werknemers om hulle idees uit te voer, is nie meer effektief in die huidige komplekse samelewing nie. Die idee van organisatoriese bemagtiging, wat in die laat 1980's bekend geword het, het te make met die verspreiding van mag van die senior bestuur in die organisasie na laer vlakke. Bemagtiging is die sleutel tot volhoubare organisatoriese sukses maar, dit is moeilik om te implementeer, het baie tyd en toewyding nodig en benodig fokus van die top leiers om suksesvol te wees. Daarom moet top bestuurders hul eie styl, gewoontes en vaardighede transformeer om bemagtiging suksesvol te implementeer in hul organisasies. Bestuursafrigting word gesien as die beste metode om leiers en bestuurders te help om hul werknemers te bemagtig deur hulle te help om hulle leierskapstyle te verander, beter persoonlike vaardighede aan te leer en om beter organisatoriese beplanning en uitvoering te fasiliteer. Die gebruik van bestuursafrigting leer bestuurders hoe om ander te mentor wat die tradisionele kultuur van bestuur vervang met een van samewerking en ondersteuning.

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Maxwell, Arturo Small. "Essential Executive Coaching Competencies for Enhancing Executive On-the-Job Performance: A Modified Delphi Study." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3252.

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Approximately 93% of Fortune 1000 companies in the United States rely upon executive coaching to accelerate executive performance. However, there is a lack of empirical research identifying effective executive coaching competencies. In this modified Delphi study, a panel of 17 executive coaching experts was purposefully selected from the International Coach Federation and the Society for Industrial and Organizational Psychology. Participant selection criteria included training in executive coaching, executive coaching credentialing, and -?¥3 years practicing executive coaching or purchasing executive coaching services. Participants used a 5 point Likert-type questionnaire to provide their expert opinion regarding essential executive coaching competencies for enhancing executive on-the-job performance. In an iterative 3-round process, a consensus between these experts was determined when the mean of respondent ratings reached 4.0 or higher. Data received from the panel of experts were calculated for means and standard deviations. This analysis showed key executive coaching competencies such as trustworthiness, adherence to a code of ethics, executive coaching certification, and 19 others. This list of competencies may be used to inform future research on coaching effectiveness, and may serve as criteria for HR managers when selecting coaches. Coach training entities could benefit by integrating these findings in their teaching curriculum. More effective executive coaching is important because of its potential to improve organizational efficiency, profitability, and work environment, positively impacting the lives of employees.

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Pretorius, Jana. "The development and evaluation of an executive coaching programme / J. Pretorius." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2536.

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Philipps, Armin F. "Leaders’ perceptions after a coaching intervention as part of their development journey." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97425.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of this study was to gain insights into leaders’ perceptions of their coaching experiences. The study aimed to capture personal experiences after a coaching intervention and to reveal the individual’s views on such experiences. It furthermore aimed to provide insights on the change effect of coaching conversations. This purpose was supported by the following research objectives: - Objective 1: To identify which aspects of the coaching intervention had the desired impact for the coachee; - Objectives 2: To establish the aspect of the coaching process which supported the goals of the initial development journey of the participant; - Objective 3: To identify what other aspects the coachee became aware of during his/her journey of development; and - Objective 4: To establish what constituted a positive coaching experience. The research was based on a phenomenological and interpretive approach and included a sample of twelve individuals who had recently completed a coaching intervention, either in their personal capacity or as part of an organisational change intervention. All participants completed a semi-structured interview schedule which was utilised as the primary data source. The researcher developed themes and categories of data for analysis and interpretation and tested the research objectives against the data collected, as well as against literature reviewed. To create a unique experience for individual coaching participants, coachees, coaches and organisations are required to partner with each other as these are the key coaching elements outlined within the context of the coaching intervention. Motivation and perception may play a part in the creation of the coaching experience and probably influence the participants. The key coaching elements are three core relationships and are described in more detail herein. The researcher developed a coaching engagement model which is presented, discussed and adapted through the data feedback received.

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Faria, Susana Catarina Ferreira. "A formação na Câmara Municipal de Lisboa." Master's thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/11276.

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Mestrado em Gestão de Recursos Humanos
O presente relatório surge em contexto de Trabalho Final de Mestrado em Gestão de Recursos Humanos e apresenta como tema a formação, tendo este sido escolhido mediante o estágio realizado no Departamento de Desenvolvimento e Formação da Câmara Municipal de Lisboa.
This report is the final output of a Master degree in Human Resources Management addressing the topic of training, which was chosen under the intership conducted at the Development and Training Department of the City Hall of Lisbon. The theoretical basis of the chosen theme was initially developed in order to establish the theoretical and practical framework of the activities developed during the training period. The theoretical exploration begun with a literature reviwe focused on the relevant concept of training, development and training cycle. The participation in the first training of Executive Coaching in the Portuguese public administration - Project Evaluation and Staff Development of PublicAdministration: Executive Coaching (Cool Project) - during the three months internship became a relevant theoretical exploration in regards to the coaching process. Its definition, models and types were explored, with special emphasis on Executive Coaching training as na optimizer of personal and working individual skills. Finally, it should be noted the preparation of a Cool Project evaluation questionnaire developed to analyze the trainee perceive dutility of the training process. This questionnaire was responde by two participants not only to test its funcionality, but also to understand the impact that such training had thus far.

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Barday, Mohammed Asief. "Contribution of coaching, as part of the blended leadership programme, towards a leader's development and leadership development." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97418.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of this research assignment was to determine the contribution coaching has made, as part of a blended leadership development programme, towards the development of individual leaders and leadership development at Transnet Freight Rail. This was aimed at identifying ways in which the coaching component may be improved. The research was undertaken with a group of high-potential leaders, at an operating division of the parastatal company Transnet, in South Africa. A qualitative research methodology was used and, within that framework, a phenomenological case study design. The research data was gathered, using semi-structured interviews, from 13 participants who received external coaching as part of the blended programme. The findings confirm that coaching, combined with blended leadership development activities, has a synergistic and positive impact on the individual and the organisation, enhancing both the human and social capital at Transnet Freight Rail. The participants expressed a multitude of benefits from receiving coaching: improvements in various aspects of their personal, social and cognitive competence, as well as assisting in their learning, retention and application of the other modules of the blended programme. The coaching intervention has assisted participants in enhancing and applying their own coaching skills within the organisation. This was accomplished by their experience of having been coached, by using the example from the sessions and through the coaching course attended as part of the blended programme. The findings in this research assignment suggest that coaching is making a positive contribution to leadership development at TFR by strengthening the leadership capacity, developing a coaching culture, improving strategic thinking when problem-solving, improving decision-making, improving productivity, increasing employee morale, and improving the individual's performance thereby benefiting the organisation. Coaching has also resulted in greater teamwork, broader understanding of the business, retention of talented employees and has demonstrated to employees that the organisation is committed to developing its staff and helping them to improve their skills.

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Allan, David John. "Executive coaching : investigating effects of leader-empowering behaviours and psychological empowerment." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45451/1/David_Allan_Thesis.pdf.

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Executive coaching is a rapidly expanding approach to leadership development which has grown at a rate that warrants extensive examination of its effects (Wasylyshyn, 2003). This thesis has therefore examined both behavioural and psychological effects based on a nine month executive coaching intervention within a large not-for-profit organisation. The intervention was a part of a larger ongoing integrated organisational strategy to create an organisational coaching culture. In order to examine the effectiveness of the nine month executive coaching intervention two studies were conducted. A quantitative study used a pre and post questionnaire to examine leaders and their team members‘ responses before and after the coaching intervention. The research examined leader-empowering behaviours, psychological empowerment, job satisfaction and affective commitment. Significant results were demonstrated from leaders‘ self-reports on leader-empowering behaviours and their team members‘ self-reports revealed a significant flow on effect of psychological empowerment. The second part of the investigation involved a qualitative study which explored the developmental nature of psychological empowerment through executive coaching. The examination dissected psychological empowerment into its widely accepted four facets of meaning, impact, competency and self-determination and investigated, through semi-structured interviews, leaders‘ perspectives of the effect of executive coaching upon them (Spreitzer, 1992). It was discovered that a number of the common practices within executive coaching, including goal-setting, accountability and action-reflection, contributed to the production of outcomes that developed higher levels of psychological empowerment. Careful attention was also given to organisational context and its influence upon the outcomes.

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Shaik, Zahir. "Identifying the effect of coaching as a leadership development tool to transform leadership practice." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97426.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: One of the purposes of management education is to develop people to become effective leaders of organisations with ever-increasing unpredictable futures. Learning from the latest findings in effective neuro-science and well-documented biology and stress research, a more holistic approach to leadership development has been embraced. This approach proposes that leaders, who are able to better sustain themselves through developing their emotional intelligence and cognitive ability, will be more balanced leaders. The South African Revenue Service (SARS) is a semi-autonomous organ of state that derives its mandate from the President of South Africa through the SARS Act no.34 of 1997. It was borne into a democracy which brought about tremendous transformation in every facet of South African life, ranging from growing the country’s infrastructure, to social economic welfare for all, education, health services and security. SARS is responsible to collect over 90 per cent of the country’s revenue. They therefore have to display effective leadership as this democracy has been very sensitive and the citizens of SA have high expectations of Government to deliver on a better life for all. One of the most important tasks of SARS was to engage in total transformation of the entire organisation, including its infrastructure, information technology, policies and procedures and a strong learning culture that embraces effective leadership. One of the transformation initiatives, the School of Leadership, procured several leadership training programmes to address the leadership capability. Leadership coaching has been embraced by SARS starting with the most senior leadership and is now being introduced to all levels of management. During this study, the researcher sought to identify and understand the effect of coaching as a leadership development tool to transform leadership practice. The research identified the respective leadership competencies developed as a result of this coaching received by leaders within SARS and determined to what extent leaders embraced it. It is recommended that the coaching programme is accelerated to all levels of management in SARS and that it receives prominence on the agenda of the Commissioner by making it the most prestigious award in the national annual award ceremony. All managers should have a key performance indicator to encourage the practice of these learnt competencies during the coaching process. Lastly, the recruitment process for all leadership positions should feature these competencies as essential and test for it accordingly through appropriate competency assessments.

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20

Finn, Fran A. "Leadership development through executive coaching: The effects on leaders' psychological states and transformational leadership behaviour." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/17001/1/Fran%20Finn%20Thesis.pdf.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders' psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group's high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders' developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders' transformational leadership behaviour after executive coaching. There were no significant changes in leaders' self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders' psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders' behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants' ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members' perceptions of their leader's transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.

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21

Finn, Fran A. "Leadership development through executive coaching : the effects on leaders' psychological states and transformational leadership behaviour." Queensland University of Technology, 2007. http://eprints.qut.edu.au/17001/.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders’ psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group’s high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders’ developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders’ transformational leadership behaviour after executive coaching. There were no significant changes in leaders’ self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders’ psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders’ behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants’ ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members’ perceptions of their leader’s transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.

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Ferreira, Anthonie Michael. "Coaching as a leadership development tool : a case study to consider the factors that influenced the perceived failure of an executive coaching intervention." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/19804.

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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.

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Van, Wyk Sandri. "Exploration of an association between self-awareness and engagement in executive coaching in a South African public utility." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97427.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study was inspired by the quest of a South African public utility confronted with complex challenges which necessitated requisite leadership behaviour change, to understand what differentiated executive-level leaders who chose to engage in executive coaching from those who did not. Executive coaching was offered as a support mechanism to accelerate the absorption and application of learning for behaviour change during an executive-level leadership development programme. For the duration of the programme though, requests for executive coaching remained relatively low for the total executive-level leadership population. The study’s research question was: Is level of self-awareness in executive-level leaders a differentiator for openness to engage in executive coaching? This was delineated from the broad definition of self-awareness as the extent to which individuals see themselves as others see them. To answer the research question, three hypotheses were tested based on the three secondary objectives of this study in order to determine: 1) Differences in self-awareness from an emotional perspective for leaders who engaged in executive coaching versus those who did not; 2) differences in self-awareness from a developmental perspective for leaders who engaged in executive coaching versus those who did not; and 3) differences between leader self-awareness from and emotional perspective versus a developmental perspective. An exploration of existing literature on the focal topics of this study suggested that openness to both learning and behaviour change is positively associated with leadership self-awareness. The researcher postulated that an informed interpretation of such association could present worthwhile information to be employed towards the optimisation of executive coaching as a support mechanism to leadership development programmes. This study was conducted from a post-positivist paradigm. This allowed for researching a complex aspect such as openness to deep personal change and growth, through a quantitative exploration of associations between variables as well as the offering of possible explanations for those. Secondary data was analysed through the application of descriptive and inferential statistics. The study did not find statistically significant evidence to support the three research hypotheses postulated regarding a possible association between leadership self-awareness and openness to engage in executive coaching. However, at a descriptive statistical level, the study did reveal a general trend of a positive association between well-developed emotional-capacity on constructs commonly related to pro-change behaviour (adaptability, flexibility, impulse control and stress management) and a high level of self-awareness from a developmental perspective. Due to the inability of this study to find statistically significant evidence in support of the hypotheses postulated, the researcher had to conduct a further exploration of findings and conclusions from studies related to the current study, in an effort to interpret the current study’s findings. A comparison of the current study’s findings at a descriptive statistical level with other related studies generated a number of additional questions and recommendations for further research. It also brought to light support for executive coaching as a primary mechanism available to organisations to cultivate leadership self-awareness and adaptability to change. This study indeed produced more questions than answers, and the researcher is of the opinion that the value of this research lies in the reflections, further questions and recommendations for further research produced during the struggle to overcome the limitations of the study.

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Van, Hove Lucy. "L'impact et les facteurs-clés de succès du coaching professionnel: une analyse longitudinale auprès de cadres." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209312.

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Le recours au coaching comme outil de développement des cadres a augmenté de manière exponentielle au cours de cette dernière décennie. Cependant, les études empiriques sur l’impact du coaching professionnel et les mécanismes à l’œuvre dans celui-ci restent rares.

Notre recherche vise à répondre à ce manque en étudiant (a) l’impact d’une intervention de coaching professionnel sur les compétences managériales, l’intelligence émotionnelle, le bien-être et l’atteinte des objectifs, (b) les facteurs qui jouent un rôle dans le succès de l’intervention et les mécanismes par lesquels le coaching produit du changement chez les individus.

Pour étudier ces questions, une étude longitudinale a été menée sur 50 cadres à haut-potentiel d’une grande entreprise de télécommunications. Les cadres étaient répartis aléatoirement entre le groupe expérimental (25 participants) et le groupe contrôle (25 participants). L’ensemble des participants a passé une évaluation à 360° de leurs compétences managériales, ainsi que différents questionnaires d’intelligence émotionnelle, de personnalité et de bien-être. Suite à ces évaluations, les 25 participants du groupe expérimental ont reçu 7 sessions de coaching étalées sur un an. L’année suivante, les 50 participants ont repassé les mêmes tests. Des entretiens semi-directifs ont ensuite été menés avec les participants du groupe expérimental afin de recueillir leurs auto-évaluations et perceptions des facteurs qui ont joué un rôle déterminant dans leur évolution. Toutes les sessions de coaching ont été données par le même coach, l’auteur de l’étude, afin de stabiliser et de contrôler la méthodologie de coaching adoptée avec les différents participants.

Les analyses statistiques sur les données quantitatives indiquent un impact positif et significatif du coaching sur les compétences managériales et l’atteinte des objectifs de développement. L’impact sur l’intelligence émotionnelle et le bien-être dépend lui des dimensions spécifiques considérées. Les analyses qualitatives des entretiens rétrospectifs menés avec les coachés mettent en évidence les différents facteurs vécus comme clés par ceux-ci, ainsi que les mécanismes par lesquels ces facteurs impactent le succès de l’intervention de coaching.

Les implications théoriques et pratiques de ces résultats sont discutées, notamment en termes de compréhension des mécanismes de changement à l’œuvre dans le coaching et d’amélioration des dispositifs de coaching et de formation professionnelle des coachs.

Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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Liu, Yun. "The discourse of being a business executive: an exploration of executive coaching advertisements to illuminate the discourse of being a business executive and the degree to which executive coaching engages in psychotherapy : a thesis presented in fulfilment of the requirements for the degree of Master in Management, Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/964.

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There has been growing interest in the field of business management in developing methods to improve management competency. One popular management development method has been executive coaching, but because of the unique needs of business executives, executive coaches are constantly looking for new and more effective methods to work with business executives’ life, career, physical, and psychological problems. There has not been an agreed upon solution discovered to solve this problem. On the one hand, it was proposed that there is a need for executive coaches to employ psychotherapeutic methods in coaching to meet the psychological demands of business executives. But on the other hand, there are numerous issues related to standardizing executive coaching methods, qualifying executive coaches, and resolving ethical dilemmas. The author of this thesis views this issue as an over expectation of society of individuals in positions of power and responsibility. This thesis uses social theories to explore the expectations behind the high demands on the performance of business executives, and to illuminate the degree to which executive coaching engages psychotherapy. The findings of this study show that certain themes such as business skills, leadership, self-development, success, interpersonal skills, and achieve work-life balance dominates the advertisements of executive coaching professionals. These advertisements also use rhetorical devices to make these skills seem attractive and important to possess, which inevitably impacts on the view of self of executives and stimulates their desire to self- improve. It was also found that 21.26% of the advertised executive coaching services could be promoted by psychotherapists instead.

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Taylor, Michael. "The influence of transformative coaching on managerial behaviour, leadership style, individual and team engagement." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/19811.

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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.

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Muniz, Adriana Roman. "Análise do processo de coaching na carreira de executivos do Vale do Paraíba paulista." Universidade de Taubaté, 2011. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=512.

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Os procedimentos para desenvolvimento de competências das lideranças passam por constantes transformações de abordagens e metodologias. Muitas empresas, como forma de desenvolver seus líderes, têm implementado programas de coaching para que seus executivos, não somente se apropriem de novos modelos mentais, como também desenvolvam ou consolidem competências comportamentais essenciais ou técnicas para o trabalho atual e futuro. Este estudo tem por objetivo analisar a contribuição do programa de coaching na carreira do executivo do vale do Paraíba, sob a percepção dos profissionais de Recursos Humanos e executivos que passaram pelo processo O estudo foi desenvolvido em duas etapas. A primeira delas, com o objetivo de levantamento, classifica-se como exploratória e descritiva. A amostra teve por base a publicação do Guia Exame Melhores e Maiores, no ano de 2009, e as empresas foram contatadas por entrevista telefônica. A segunda etapa foi de natureza qualitativa, com o critério de acessibilidade a duas empresas do setor químico e petroquímico. Foram entrevistados, por meio de roteiro semiestruturado, profissionais de Recursos Humanos e executivos. Os resultados da primeira etapa demonstraram que somente 07 empresas da amostra, de um total de 22, disponibilizaram dados efetivos sobre o processo de coaching, e que, destas, 43% possuem um programa de coaching formal, dedicado, em sua maioria, para executivos e potenciais. A segunda etapa, qualitativa, evidenciou: 1) falta de homogeneidade no conceito de coaching por parte dos entrevistados; 2) processo de coaching mais voltado para manutenção da carreira atual do que para preparo futuro, sendo uma intenção total da empresa, e não do indivíduo 3) não existência de alinhamento por parte dos profissionais de RH e dos executivos quanto a todas as etapas que compõem o programa de coaching, quando relacionado com a teoria; 4) fragilidade nas duas organizações, quanto ao processo de identificação das necessidades ou propósito para o coaching, o que reflete diretamente no processo de avaliação dos resultados; 5) processo de implementação de uma cultura de Leader coach ainda está em fase inicial de implementação.
Procedures for leadership skills developing pass through constant transformations of approaches and methodologies. Many companies, as a way to develop their leaders have implemented coaching programs for their executives, not only to them have ownership of new mental models, as well as consolidate and develop behavioral skills and techniques to current and future work. This study aims to examine the contribution of the coaching program at the executives career in the Paraíba valley, by the perception of HR professionals and executives who have undergone through the coaching process The study was conducted in two phases. First one, with the goal of collecting data, it is classified as exploratory and descriptive. The sampling was based on the publication of the magazine so called Guia Exama Melhores e Maiores in 2009, and companies were contacted by telephone interview. The second phase was qualitative, with the criteria of accessibility to two companies in chemical and petrochemical sector. HR professionals and executives were interviewed through a semi-structured script. Results of the first stage have showed that only 07 companies out of 22 in the sampling provided effective data about the coaching process an within these 7, just 43% have a formal coaching program dedicated mostly to executives and prospective executives. The second phase, the qualitative one has pointed out: 1) lack of homogeneity in the concept of coaching by part of interviewee; 2) coaching process more focused on maintaining the current career than to prepare for the future, with an overall demand of the company, not directed on the person; 3) misalignment by HR professionals and executives about all the steps that make up the coaching program when connected with the theory; 4) weakness in both organizations, about the process of identifying needs or purpose to coaching, which is directly reflected in the outcome of the process; 5) implementation process of a culture of Leader coach is still in early stages of implementation.

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Castro, e. Silva Adriana Amorim de. "Avaliação de resultados em coaching: uma análise do contexto brasileiro." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17764.

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Esta dissertação teve como problema de pesquisa 'como as empresas brasileiras, contratantes do serviço de coaching externo, avaliam e/ou medem os resultados do coaching executivo?' Os objetivos desta pesquisa referem-se a: entender como a avaliação e medição de resultados em coaching tem sido tratada na literatura dentro e fora do Brasil, quais modelos são discutidos, trazer novos insumos para a discussão sobre avaliação e medição de resultados em coaching por parte das empresas brasileiras que contratam este serviço, bem como dar visibilidade ao mercado de coaching sobre como as empresas aferem os resultados do coaching. A metodologia utilizada foi a pesquisa qualitativa, de caráter exploratório-descritivo, considerando uma amostragem não probabilística, usando a seleção por julgamento. Para isto foram realizadas entrevistas semiestruturadas em profundidade com nove profissionais de RH responsáveis pela cadeia de valor do coaching: contratação, acompanhamento e avaliação de resultados. A técnica de análise das entrevistas foi a análise de conteúdo à luz das seguintes categorias: acompanhamento, avaliação de resultados, novas formas e eficácia. Os resultados da pesquisa demonstraram que as empresas não possuem uma metodologia própria de avaliação de resultados de coaching e que utilizam as desenhadas pelas consultorias fornecedoras de coaching, embora haja controvérsias quanto à adoção destas. De maneira geral, as empresas desejam uma forma de avaliação que seja capaz de demonstrar os resultados, sejam eles comportamentais ou financeiros, de forma mais tangível.
This dissertation had as research problem 'how Brazilian companies, that hire the external coaching service, evaluate and/ or measure the results of executive coaching?' The objectives of this research refer to understand how the evaluation and measurement of results has been treated in literature in and out of Brazil; which models are discussed, bring new inputs to the discussion on evaluation and measurement in coaching results by Brazilian companies that hire this service and give visibility to the coaching market about how companies appraise coaching results. The methodology used was the qualitative research, exploratory and descriptive, considering non-probability sample, by judgment selection. For this purpose, were conducted in-depth semi-structured interviews with nine HR professionals responsible for coaching’s value chain: contracting, monitoring and evaluation of results. The interviews’ analysis technique was content analysis in light of the following categories: monitoring, results evaluation, new forms and effectiveness. The survey results showed that companies do not have an own methodology for evaluating coaching results and use the ones drawn by coaching supplying consulting, although there is controversy regarding the adoption of these. In general, companies want a form of evaluation that is able to demonstrate results, whether behavioral or financial, more tangibly.

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Ferreira, Marcos Aurélio de Araujo. "Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/.

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As alternativas de programas de desenvolvimento de executivos, como o mentoring, o counseling e o coaching, crescem em popularidade nas organizações com vistas ao desenvolvimento destes profissionais. Entretanto, percebe-se ausência de congruência no entendimento dos autores e dos consultores sobre as diferenças conceituais entre as atividades, sobre seus propósitos e sobre os resultados esperados. A presente dissertação tem como objetivo verificar se há congruência na percepção dos envolvidos (i.e., a organização, o coachee e o coach) sobre os programas de coaching contratados por duas organizações; através de uma pesquisa exploratória e qualitativa com emprego de técnicas de análise de conteúdo. As análises buscam responder ao seguinte problema de pesquisa: Há congruência na percepção dos envolvidos sobre o programa de coaching contratado pela organização?. O resultado da pesquisa evidencia que: i) não há congruência sobre o propósito da contratação do programa de coaching: ii) não há, entre os envolvidos, congruência na percepção sobre o que caracteriza um programa de coaching, não o diferenciando do mentoring e, principalmente, do counseling; iii) não há congruência sobre a avaliação e o monitoramento dos resultados do programa de coaching contratado, assim como das etapas que o constituem; e iv) ao se analisarem, contudo, os programas separadamente, não há congruência entre os envolvidos no primeiro programa, mas há aparente congruência entre os envolvidos no segundo programa.
The popularity of developmental relationship programs, such as mentoring, counseling and coaching, has grown within the organizations as an alternative for the development of their executives. However, no common understanding is easily found among scholars and consultants as for conceptual differences involving such programs and their goals and expected results. Drawing on an exploratory study, through a qualitative research applying content analysis, this thesis aims at investigating patterns of perception reported by different stakeholders involved in two executive coaching programs, namely the firm ordering this service, the executive coachee and the external coach. Data analysis aims at providing answers to the research question \"Is it possible to find a pattern in the perception of all those involved in a coaching program?\" Results point out that: i) there is no congruence in the stakeholders\' perception of the aims of hiring a coaching program; ii) there is no congruence in the stakeholders\' perception of the typical features of a coaching program, participants reportedly equating coaching to mentoring and primarily to counseling activities; iii) there is no congruence in the reports of coaching stages as well of result assessment and monitoring; and iv) by analyzing the programs separately, there is no congruence in the stakeholders involved in one of the programs, whereas some patterns can be found among those involved in a second coaching program.

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Diehl, Florence Anne. "Eutopiagraphies narratives of preferred future selves with implications for developmental coaching /." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277922552.

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Thesis (Ph.D.)--Antioch University, 2010.
Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).

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Ruggiero, Francesco Emanuel. "The development of learning outcomes for a middle management leadership program, for the city of Cape Town, using an applied competency approach." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49709.

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Thesis (MBA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: In the years before South Africa's new political dispensation, many people were denied their fundamental right to be developed to their fullest potential. They could only dream of enjoying a more meaningful and fulfilled life. As a result South Africa was rated internationally as the lowest on the scale for human development. With the first free elections held in 1994, all South Africans were promised the freedom to be equal as citizens. Much rested upon the shoulders of the newly-elected political leadership. President Mandela performed his new leadership role with admirable integrity. He engendered a spirit of enthusiasm among many to rise up and meet the economic and social challenges facing the fragile democracy. One of the most significant challenges was to develop and grow a depleted skills base in a manner that would build unity and respect amongst its learners. Learning is central to any social and economic reform, and is an important vehicle to achieving desired goals. As a result, legislative changes were introduced to South Africa's education, training and development system soon after the elections. In 1995 the South African Qualifications Authority Act was passed. This allowed for the establishment of a National Qualifications Framework, the objectives of which is to create an integrated national education framework, and to promote a culture of lifelong learning. In 1998 the Skills Development Act was subsequently introduced. Its primary aim was to spearhead South Africa's Skills Development Strategy, which aims to provide a broad scope and context to that which the country requires in order to make it globally competitive. The Strategy links education and training interventions to labour market realities, and social and economic reforms, providing an operational and national yardstick for learning. It sets out to ensure that people become more involved in, and assume greater responsibility for their education, training and development. In order for education, training and development to build individual, organisational and national capacity it must infer alia, be aligned to the new legislation. To facilitate the meeting of this requirement, training interventions must be outcomes-based. Alignment to the new legislation will promote the aims and objectives enshrined in South Africa's Skills Development Strategy, and in so doing will achieve social and economic reforms.
AFRIKAANSE OPSOMMING: In die jare voor Suid-Afrika se nuwe politieke bedeling is baie mense die fundamentele reg ontneem om tot hul volle potensiaal ontwikkel te word. Hulle kon net droom van 'n meer betekenisvolle en vervulde lewe. As gevolg hiervan is Suid-Afrika internasionaal as die laagste op die skaal van menslike ontwikkeling geëvalueer. Toe die eerste vrye verkiesings in 1994 gehou is, is alle Suid-Afrikaners beloof dat hulle voortaan gelyke burgers sal wees. Daar het dus 'n groot verantwoordelikheid op die skouers van die nuutverkose politieke leiers gerus. President Mandela het dié leiersrol met bewonderenswaardige integriteit vervul. Hy het talle Suid-Afrikaners met entoesiasme vervul om uit te styg en die ekonomiese en sosiale uitdagings wat die brose demokrasie in die gesig gestaar het, die hoof te bied. Een van die grootste uitdagings was om 'n uitgeputte vaardigheidsbasis te ontwikkel en uit te bou op 'n manier wat eenheid en respek onder leerders sou kweek. Leer vorm die kern van enige sosiale en ekonomiese hervorming, en is 'n belangrike instrument waarmee verlangde doelwitte verwesenlik kan word. Gevolglik is die wetgewing wat Suid-Afrika se onderwys-, opleiding- en ontwikkelingstelsel reël, kort na die verkiesings gewysig. Die Wet op die Suid-Afrikaanse Kwalifikasie-owerheid is in 1995 aanvaar. Dit het tot die daarstelling van 'n Nasionale Kwalifikasieraamwerk gelei. Die doel hiervan is om 'n geïntegreerde nasionale onderwysraamwerk te skep en 'n kultuur van lewenslange leer te bevorder. Daarna is die Wet op Vaardigheidsontwikkeling in 1998 aanvaar. Die hoofdoel hiervan was om Suid-Afrika se Vaardigheidsontwikkelingstrategie te ontwikkel met die doel om 'n breë omvang en konteks vir dit wat die land nodig het om internasionaal mededingend te wees, te bied. Die Strategie lê die verband tussen onderwys- en opleidingsingrepe en die werklikhede van die arbeidsmark, en sosiale en ekonomiese hervorming deur 'n operasionele en nasionale maatstaf vir leer daar te stel. Dit wil verseker dat mense meer by hulle onderwys, opleiding en ontwikkeling betrokke raak en verantwoordelikheid daarvoor aanvaar.

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Taqi, Alawi. "A qualitative analysis of the current and future leadership development needs of third-line leaders in the oil and gas sector in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24788.

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Whilst the topic of leadership has been widely studied it remains little understood, particularly at the first-level line of leadership, especially as it relates to developing countries such as Kuwait. This study critically analyses and presents the needs, skills and capabilities of frontline leaders working in the Kuwait’s Oil and Gas Sector companies. It also examines how such needs and competencies can be developed so as to make these leaders more effective in leading functional units (teams) and to improve organisational performance overall. The study produces a frontline leadership needs and skills development framework that contributes to a better understanding of leadership in a Middle Eastern country (Kuwait), taking into account important contextual factors that influence leadership. Influenced by a social constructivist philosophy and based on qualitative evidence gathered from 42 Team Leaders, the essential leadership needs neglected by previous literature (and possibly lacking in Kuwait) were: business knowledge, technical skills, leadership and managerial skills, communication skills, decision-making skills and change management skills. These leadership needs reflected what the third line leaders understood and personally believed to be essential leadership dimensions for them to be effective and to competently undertake their work. These leadership needs constituted the foundation for their present and future leadership development in order to enhance their leadership capabilities. However, no single methodology was identified as a ‘one size fits all’ solution to meeting the development needs of the Team Leaders. Nevertheless, on the job-training was considered to be the most effective approach to develop these skills and capabilities. It is recommended that top management, and in particular human resources departments within the Oil and Gas Sector companies should continuously identify the needs of third-line leaders and focus on developing skills and competencies considered to be lacking and the most important by these frontline leaders, rather than offering a raft of seemingly unconnected development activities.

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Jones, Merle Jean. "Business coaching for team leadership development." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362306&T=F.

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Goebel, Suzanne. "Senior Executive Learning Agility Development Based On Self-Discovery: An Action Research Study In Executive Coaching." 2013. http://scholarworks.gsu.edu/bus_admin_diss/16.

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While there is an abundance of empirically based information on the broad subject of executive leadership and executive leader development, opportunity for further research is driven by complexity of the executive’s world and the related need to function at high levels of learning agility. In fact, learning agility has been identified by Korn/ Ferry (Korn/Ferry, 2011) as the single most important predictor of executive success. This study seeks to explore non-traditional forms of executive leader development based on an integrated theoretical lens, including learning and executive development theories as they relate to learning agility. Executive Coaching is of primary interest as an executive development theory, with a diagnostic element designed to provide insight about development issues, particularly those around leadership pipeline cross points. The Competing Values Framework, as applied here for individual executive growth and development constructs, offers an additional theoretical lens as well as a structure for practical application. Using an engaged scholarship approach through Action Research, this is explored with a focus on executive development options that go beyond traditional leadership training models, and with research, insights analyzed through the CVF assessment and structured interviews. Among the findings are insights which confirm the learning agility construct claims that it is a key predictor to executive success as executives traverse career transitions. More specifically, the insights which proceed from this study also support the reasons that self-discovery learning interventions impact learning agility for senior executives. They include: The Participants in this study demonstrated Learning Agility Development as defined for this research, providing evidence that Learning Agility can be developed Executive Coaching and Related Self-Discovery Constructs contribute more to Learning Agility Executive Development when the executive coach offers a fluid approach which includes significant engagement and mutual dialog as well as inquiry. Learning Agility Development is related to one’s ability to manage Competing Values, especially Competing Values that are unique to the individual. Individual Awareness, its connection to reflexivity, and the movement of tacit knowledge to explicit knowledge is a key finding related to senior executive learning agility development. A Systems Approach to Learning Agility Executive Development which includes a systemic framework, a defined process/structure, and individual customization is indicated for senior level executives. The study offers extensions to existing theories as well as a practical theory-and-findings-based executive development methodology.

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Wernsing, Tara S. "Leader self-awareness development an intervention and test of a theoretical model /." 2010. http://proquest.umi.com/pqdweb?did=1966257131&sid=6&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010.
Title from title screen (site viewed April 22, 2010). PDF text: viii, 160 p. : ill. (some col.) ; 3 Mb. UMI publication number: AAT 3390666. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Warren, Elizabeth. "Executive development in South Africa: the lived experience of the senior executive." Thesis, 2017. http://hdl.handle.net/10539/23076.

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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 and Executive Coaching Wits Business School November, 2016
Despite the substantial investment in leadership development made by corporates around the world, limited research has focussed on the lived experience of leadership development, with the research available typically focussed on specific leadership development interventions. In South Africa effective leadership development is particularly critical given both the emigration of experienced leaders in the past twenty years, and the need to have a diversity of leadership which is representative of the population as a whole. The study explored executive development in South Africa through the lived experience of a sample of senior executives, all of whom had reached “C” suite positions in either a Group or business line capacity. The interview process was inductive in approach, so the narrative was not restricted by assumptions as to what development interventions would be described by the research participants. Eighteen senior executives were invited to participate in the research, and twelve were interviewed, at which point saturation was reached. Whilst no quota was established for racial diversity, the racial mix was representative of senior executives in South Africa corporates. A significant theme in the research findings was the importance of childhood experiences in developing the drive, resilience and ambition that would enable the foundations to be built for adult leadership development. Another key theme was that formal leadership development should be supplemented by experiential learning if it is to have significant impact. Despite mixed feedback on formal leadership development programmes, international executive programmes were seen to provide the participants with the opportunity both to network with others and learn from reflection, developing their life purpose and philosophy. The research participants found that coaching and mentoring were important in supporting the development of their leadership skills, as such interventions could focus on their specific development needs. The power of childhood influencers, workplace informal coaches and mentors and other influential counsellors also appears to have been significant. There was a view that successful leaders “breed” other successful leaders. Another key theme was that of self-confidence leading to self-determination. The self-confidence of the research participants appears to have been balanced by humility and a willingness to listen to and learn from others. All the executives had a strong sense of purpose, often developed initially in childhood, and strong values underpinned their leadership identity. The executives also stressed the importance of work-life balance in developing as effective leaders. A crucial finding of this research was that leaders face unique challenges of diversity and empowerment in South Africa, but that transformational leaders with a South African identity and Anglo-US educational and work experience can be highly successful. The challenge of international leadership development and work experience was found to be particularly beneficial in developing leadership skills which were appropriate for the South African corporate culture. The findings from this research therefore suggest that leadership development is a complex process based on some innate attributes, enhanced through critical childhood influences and trigger events, and developed to full potential through a combination of formal and informal leadership development interventions. Achieving full potential relies on readiness to learn and the opportunities to gain valuable experience, particularly in adversity. In the context of South Africa it appears that “western” leadership development experiences can be adapted by executives to enhance their effectiveness in a South African corporate culture.
MT2017

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Kumkani, Eric Mxolisi. "Coaching for the systemic development of leadership in organisations." Thesis, 2016. http://hdl.handle.net/10539/20980.

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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.

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Greenwalt, Michael Wayne. "The influence of leadership coaching as perceived by secondary school principals of title I campuses in Texas." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5228.

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While various systems of support and professional development are in place for teachers, there remains a distinct void when it comes to these same opportunities for beginning and especially, experienced principals. An emerging form of assistance for campus principals is leadership coaching: a confidential relationship between a professional coach and principal focused on capacity building and the provision of time and support for the school leader to thoughtfully reflect, plan, problem solve, and establish and achieve significant goals. Leadership coaching is an investment in campus principals, which seems to fill an immediate need for them to experience relevant, ongoing, job-embedded, and individualized professional development. This multiple-case qualitative study, using a grounded theory approach, was framed by the research questions: What are the experiences of middle and high school principals participating in leadership coaching and what benefits result from principal participation in leadership coaching? Through the constant comparative analysis of individual and collective data obtained through semi-structured interviews, observations, and documental evidence of principals participating in leadership coaching, principals’ perceptions of their leadership coaching experience and any benefits were revealed. Overall, findings suggested that participation in leadership coaching was perceived positively and led to principals taking time to pause from their stressful roles and responsibilities to reflect and plan. Principals described factors that accounted for initially connecting with their coaches, such as client readiness and the coach’s experience, as well as the conditions established by the coach that helped build and sustain a healthy coaching relationship: safety, flexibility, action-orientation, and skillful guidance. Additionally, principals reported personal, professional, and organizational benefits resulting from leadership coaching. Personal benefits included better self-care, reduced isolation, increased self-confidence, and heightened self-awareness. On a professional level, coaching resulted in the generation of plans/ideas, improved communication, individualized professional development, and an enhanced sense of efficacy. And finally, organizational benefits were identified in areas of staffing, solutions, student performance, and the extension of coaching to others.
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Goldin, Neville Mark. "Systems psychodynamic coaching for leaders in career transition." Thesis, 2017. http://hdl.handle.net/10500/24388.

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The post-modern economy has altered the career landscape – career trajectories are now far more fluid and unpredictable, punctuated by multiple occupational changes, increased job mobility and more frequent and increasingly difficult job transitions. Leaders are frequently ill-prepared for the changing world of work that is progressively dominated by self-managed careers. Taking on a new role is fraught with complexity - for the “chosen one” and for organisations. The implications of successful, failed or derailed job transitions can have strategic and other ramifications for organisations and individuals alike. This study explores the career transition experiences of and the usefulness of career transition executive coaching for eleven individual leaders from various South African organisations. It is a descriptive, explanatory and exploratory qualitative study, employing the systems psychodynamic paradigm, chosen because it focuses on depth psychology and is a developmentally oriented, psycho-educational organisational theory. The study adopted an interpretive stance for understanding leaders’ systemic conscious and unconscious behaviour. The ACIBART model helped to interpret the experiences of leaders in transition. These transitions involve the taking and making of a role, implying the loss which attends leaving a previous role, and adjustment to and being authorised in a new, unfamiliar role, including a liminal period of being “in between”. This inevitably produces an inner drama in which internalised past figures, possibly related to the new role, are brought back to life, and perhaps even amplified in the present. These “unconscious echoes” explain the powerful emotions that frequently attend transitions, especially at the so-called mid-life, and which in turn activate various defence mechanisms. The systems psychodynamic approach to career transition coaching was particularly useful in helping the participants identify personal patterns and link these to their past and thereby develop personal awareness and insight. The “coaching space” thus became a containing, “transitional space” where the participants could safely do the work required to make the adjustment to their new roles. Finally, recommendations to various stakeholders regarding the provision of systems psychodynamic coaching for leaders in career transition are made.
Psychology
D. Phil. (Psychology)

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Christierson, Viveka A. B. "The contribution made by coaching to MBA leadership development at a South African business school." Thesis, 2016. http://hdl.handle.net/10539/21558.

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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

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Peuthen, Clarissa. "Executive coaching as a developmental tool: how it can help managers to improve their performance in their role as leaders." Master's thesis, 2020. http://hdl.handle.net/10071/23010.

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The use of executive coaching as leadership development approach for managers has significantly grown in organizations. Despite of this growth, empirical research in this field is limited. To address this limitation, this thesis was designed to contribute valuable empirical data by exploring executive coaching as a developmental tool and its effectiveness for managers to improve their role as leaders. A literature review addressing executive coaching and leadership development was conducted followed by qualitative research in the form of semistructured interviews with 12 German managers in leading positions who have undergone an executive coaching process with a focus on leadership development. The interviews investigated the coaching process, factors contributing to a successful coaching practice, benefits of executive coaching and leadership development. Overall research findings reveal that executive coaching is a good developmental tool for managers to be better leaders. Not only was leadership the area where executive coaching was most beneficial, it also enhances self-efficacy which is the precondition for leadership development. Other benefits of executive coaching were particularly found to be intra-personal and inter-personal. The key success factors for executive coaching are the coach’s ability to build a trustful environment and to be a good listener; the coachee's focus, internal motivation and willingness to change and work on themselves; a matching coaching relationship with open communication, no judgment and honesty; and an individualized coaching process.
O uso de coaching executivo pelos gerentes como meio de desenvolvimento de liderança, tem aumentado significativamente nas empresas. Apesar deste aumento, os estudos empíricos nesta área são limitados. Com foco nesta limitação, esta tese foi realizada com o intuito de contribuir com dados empíricos, explorando o coaching executivo como ferramenta de desenvolvimento e a sua eficácia na melhoria do papel dos gerentes enquanto líderes. Foi realizada uma revisão da literatura sobre o coaching executivo e o desenvolvimento de liderança, seguida de uma pesquisa qualitativa na forma de entrevistas semiestruturadas, realizadas a 12 gerentes alemães com cargos de liderança, que passaram por um processo de coaching executivo. Estas avaliaram o processo de coaching, fatores que contribuem para uma prática de coaching de sucesso, benefícios do coaching executivo e o desenvolvimento de liderança. Os resultados revelaram que o coaching executivo é uma boa ferramenta para que os gerentes sejam melhores líderes. Este revelou que a área de liderança foi onde apresentou maior benefício e ainda mostrou aumentar a autoeficácia, que é uma das pré-condições para o desenvolvimento de liderança. Foram ainda encontrados outros benefícios do coaching executivo, nomeadamente intrapessoais e interpessoais. Os principais fatores de sucesso para o coaching executivo são a capacidade do coach de construir um ambiente de confiança e ser um bom ouvinte; O foco do coach, a motivação interna e a vontade de mudar e trabalhar em si mesmos; uma relação de coaching com comunicação aberta, sem julgamentos e com honestidade; e um processo de coaching individualizado.

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Willemse, Ashwin Kennith. "The moderating effect of mentorship on enterprise development in South Africa." Thesis, 2018. https://hdl.handle.net/10539/25928.

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Thesis is submitted in partial fulfilment of the requirements for the degree of Master of Management specialising in Entrepreneurship and New Venture Creation to the Faculty of Commerce, Law and Management, Graduate School of Business Administration,University of the Witwatersrand, Johannesburg, 2018
Enterprise development (ED) is concerned with helping entrepreneurs to grow their businesses. The business development process is dynamic with rapid technological and environmental change that occurs through the enterprise development life cycle. Business incubation programs play an integral part in the development of small and medium enterprises (SMEs). They offer support services, both financial and non-financial, of which mentorship is regarded as one of the key aspects of incubation programs. This study looked at SMEs across South Africa, operating in different industries to evaluate the impact of entrepreneurial orientation on SME growth and determine the moderating effect of mentorship on this relationship. The South African government, through its B-BBEE policies, has mandated corporates to implement ED programs as a way of aiding the growth of SMEs. The challenge faced by SMEs within the context of ED is discussed broadly in this study with recommendations put forth in an attempt to assist the successful implementation of ED. Entrepreneurial orientation (EO) is an established construct in entrepreneurship literature and its impact on growth is well researched. The three dimensions of innovativeness, proactiveness and risk-taking, as a unidimensional composite is used to assess the level of EO exhibited by the sample. This study however, expanded on the EO-Growth relationship to assess the role of mentorship within the context of ED in South Africa. Mentorship forms part of the developmental process of entrepreneurs and is well incorporated into the ED sphere. This study considered the role of the mentors as it relates to opportunity recognition. The study applied a quantitative method to analyse the relationship between the independent variable (EO) and the dependent variable business growth (BG), with mentorship being the moderating variable. The survey questionnaire was electronically distributed, producing a final number of 215 respondents as the empirical research sample. Growth, the dependent variable, was considered as a measure of success for SMEs. The measurement of SME growth focused on sales, assets, profit, annual turn-over and employment growth. The high failure rate of SMEs in SA is a cause of great concern to the government. This study provided empirical research, which further investigated the reasons attributed to government’s concerns. It further argued for certain interventions that can be of value to SMEs, government, ED practitioners, mentors and corporates. A regression analysis and bivariate correlation analysis was adopted to test the hypotheses, confirmatory factor analysis assessed the factorial validity of the constructs. Pearson’s test tested the significance of the correlations, visual tests (histograms) and descriptive statistics (skewness and kurtosis) assessed the normality of variables, before hypothesis testing was carried out, factor analysis determined the empirical analysis to confirm the theory, and to reduce dimensions of variables within constructs. In addition, the overall level of Cronbach reliability (0.68≤α≤0.89), and the corresponding EVA of close to 0.3, showed excellent reliability. The empirical findings of the study revealed that EO had a positive impact on SME growth and that the relationship between EO and growth was moderated by mentorship. As such, this study contributes to the theoretical discourse through its contribution to the existing body of literature. It further adds to literature concerned with the role of mentors in ED, and how this influences the growth of SMEs participating in ED programs. From a practical perspective, it provides recommendations to all stakeholders of ED in South Africa. Finally, this study provides ED practitioners, incubation managers, government policy makers, corporates, mentors, SMEs and entrepreneurs with relevant information to support their strategic planning and the implementation of enterprise development in South Africa.
MT 2018

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Esterhuizen, Wika. "Developing and evaluating a coaching program to improve safety leadership." Thesis, 2014. http://hdl.handle.net/10500/18579.

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Legislators are placing increased pressure on mining companies to improve their safety performance. The importance of safety leadership is highlighted by its role in safety culture and improving safety performance. The aim of this study was to develop and evaluate the impact of a coaching program on safety leadership. The main constructs namely safety culture, safety leadership and coaching was conceptualised along the humanistic paradigm, with theoretical definitions and models. In this study, safety culture is employees’ shared attitudes, beliefs, perceptions and values about safety that affect their behaviour in the workplace. Safety leadership is the interpersonal influence that a leader exercises to achieve the organisation’s safety performance goals. Coaching is an interpersonal interaction that aims to improve individual performance through increased selfawareness and action plans. A theoretical model was developed to explain the elements that constitute effective safety leadership. A coaching program was developed based on executive coaching and leadership development principles. The empirical investigation was conducted in an organisation in the South African mining industry. A nested mixed methods design was followed. In the quantitative study, a 360 degree survey was employed to assess the ratings of a purposive sample (n=54) along eight dimensions before and after the coaching. Data was analysed with descriptive and inferential analysis. Results showed statistically significant improvements on accountability, collaboration, and feedback and recognition after the coaching. The results reflected differences in 360 degree ratings according to gender, race, job level, age and geographical location. The most significant improvements were for females, Africans, management, age 51-60 years, and site 2. In the qualitative study, a semi-structured interview was employed to study four cases to investigate managers’ personal experiences and changes in attitude toward safety. Data was analysed utilising thematic analysis. The findings revealed that coaching was a positive experience and contributed to changing managers’ attitudes toward safety. The research added to the field of organisational behaviour by presenting a theoretical model that enhances the understanding of safety leadership, the development of a coaching program and providing empirical evidence that the principles of coaching and leadership development can be applied to improve safety leadership.
Industrial & Organisational Psychology
D. Admin. (Industrial and Organisational Psychology)

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Potgieter, Tracy Elizabeth. "Transformative effects of a postmodern group-based leadership coaching programme." Thesis, 2013. http://hdl.handle.net/10500/13049.

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The postmodern organisation and its leaders are faced with relentless turbulence and change and a compelling economic drive for success. The recent exponential rise in the popularity of coaching can be ascribed to the business need for the development of leadership bench-strength. Appreciative inquiry (AI) claims to be a source of untapped strength for organisations in the postmodern world and a source of sustainable solutions and genesis for energy. However, the scarcity of evidence of coaching linked to a postmodern stance, incorporating AI principles, as well as using group-based coaching methods, provided an opportunity for this study to respond to the challenges and contribute to the theory and practice of leadership coaching in the organisational setting by investigating the transformative effects of a postmodern group-based leadership coaching programme (LCP) on leaders’ personal and professional perspectives. The premises suggest that postmodern group-based coaching is a practical and cost-effective methodology in multi-cultural international organisations. Furthermore, postmodern coaching in groups can transform the personal and professional perspectives of leaders, specifically in transforming future plans, goal-directedness, confidence, resilience, hope, subjective well-being and empowerment as a leader, as well as broadening life outlooks. Key transformative themes were identified: self-knowledge, appreciation of others, broader vision, self-control and work-life integration. This applied study has made a valuable contribution to the body of research in the area of postmodern and group-based coaching. Replication of the study in other industries, setting and with different levels of leadership, training of postmodern coaches and robust follow-up coaching were identified as opportunities for further exploration.
Industrial & Organisational Psychology
D.Lit. et Phil. (Industrial Psychology)

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Scheffer, Cilliers Albertus. "Mentorskap in Christelike Leierskapontwikkeling met spesifieke verwysing na ”Lewende Woord Bedieninge”." Thesis, 2004. http://hdl.handle.net/10500/1869.

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This study was undertaken in order to investigate mentoring as a dynamic factor in leadership development. Although the subject matter is broad, - this particular study focuses on mentoring in ”Living Word Ministries” as part of leadership development. Methodology consisted of a theoretical and qualitative interviewing process. During the informal interviews, ”Living Word Ministries” was used as target group to investigate mentoring, discipleship, development time line, succession and development of leaders. In conclusion this study unanimously identified the lack of mentoring as crucial factor in ”Living Word Ministries”. Mentoring and discipleship as two related concepts in leadership development need to be incorporated into ”Living Word Ministries” and the body of Christ. Discipleship can therefore be used as a conduit for the mentor to develop leadership abilities of the prospective leader.
Practical Theology
(M. Ed.(Practical Theology))

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Dissertations / Theses on the topic 'Coaching, effectiveness, executive coaching, executive development'

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