Academic literature on the topic 'Executive coaching – South Africa'
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Journal articles on the topic "Executive coaching – South Africa"
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Scheepers, Caren Brenda, Anastasia Douman, and Preya Moodley. "Sponsorship and social identity in advancement of women leaders in South Africa." Gender in Management: An International Journal 33, no. 6 (August 6, 2018): 466–98. http://dx.doi.org/10.1108/gm-06-2017-0076.
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Purpose In South Africa, women in senior management positions experience social identity dilemmas, necessitating more research into this domain. While research has been conducted into coaching and mentoring of these women, limited scholarly attention has been paid to sponsorship. This paper aims to explore the social identity of women at senior management levels and sponsorship as a proposed mechanism to develop talented women. Design/methodology/approach This qualitative research included two studies using two sample groups, both of which included executive-level respondents in corporate organisations. One study focussed on sponsorship; here, the 29-strong sample included 14 male and 15 female executives, of whom 15 were White; 9 were African and 5 were Indian. The second study, consisting of only African, coloured and Indian (ACI) female executives (23 interviewees), focussed more broadly on their development path to the C-suite. Findings A common theme across the two studies was the inclination to give developmental support, in turn, once supported. There were prerequisites in this support-giving, however. For example, sponsors identified criteria that protégés had to meet. Despite evident gender inequality at senior management levels in South Africa, this paper reveals that in the Study 1 sample, gender and race were ostensibly irrelevant when choosing a sponsor or who to sponsor. A closer examination revealed a gender-based expectation, embedded in the South African context. Study 2 showed that ACI women above 50 years of age were more inclined to mentor others; even when they themselves were not mentored, some purposefully developed other ACI women. This paper thus suggests age as an important additional diversity dimension in relation to the career development of ACI women towards the C-suite. The findings have implications for the career development of individual ACI women and for organisations in reaching equality. Research limitations/implications Gender differences with regard to perceptions also revealed that male respondents perceived sponsorship more as task-based actions, whereas female respondents focussed on relational elements. The paper concludes with recommendations on how individual ACI women and organisations can proactively develop talented women. Originality/value The paper offers insight into the gendered expectations of sponsors and gendered perceptions around merit in identifying protégés worthy of sponsorship. ACI women’s social identity changed when they joined the C-suite to identify more with their roles as executives and became less associated with their original ACI women group.
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Appiea, Linda, Dorothy Ndletyana, and Anthony Wilson-Prangley. "Empowering the next generation of leaders." Emerald Emerging Markets Case Studies 10, no. 2 (June 6, 2020): 1–24. http://dx.doi.org/10.1108/eemcs-12-2019-0323.
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Learning outcomes The main teaching objective for the case is for students to build a better understanding of how to advance women (and other minorities) in the workplace through mentorship. This is achieved through recognizing the wide variety of issues that enable and constrains women’s advancement in the workplace; defining mentoring, sponsorship, coaching and networking; and highlighting how mentoring, sponsorship, coaching and networking can overcome the challenges of facing women’s advancement in the workplace? Case overview/synopsis The case study explores the role of senior women leaders in the career advancement of other women in the workplace. It helps us understand how mentoring can address the low prevalence of women at senior levels despite companies’ efforts to advance women. The case profiles the career and leadership journey of a senior female executive, Maserame Mouyeme. It documents her rise from the dusty streets of Soweto, South Africa to become one of the first black female executives in several corporate contexts across Africa and especially at Coca-Cola. The case illustrates her practice of mentoring and its impact on her and others’ careers. Also illustrated is Mouyeme’s leadership style, mentoring approach and workplace experiences. Students deliberate Mouyeme’s dilemma: whether to continue to advance a new generation of women leaders or whether to focus on her core role of building the business she is responsible for. The selected research method is a teaching case study, grounded in an exploratory approach. Primary data was collected via semi-structured interviews with the protagonist and four of her mentees. Secondary data was collected via studies about the protagonist and the companies she has worked for in her career. The case provides empirical insights about the role of leaders and especially women, in advancing women. The case shows the approaches in which organizations can advance women. It also shows how emerging leaders can better manage their own careers. The case deepens knowledge of women advancement and career development. Complexity academic level The case is appropriate for post-graduate level study, including MBA-level. It is also appropriate for use on executive development programs. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 6: Human Resource Management.
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Moore, Amy Fisher, and Verity Hawarden. "Sport psychology coaching to align individual and team performance." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–29. http://dx.doi.org/10.1108/eemcs-10-2020-0366.
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Learning outcomes Upon completion of the case discussion, students will be able to: identify the enablers of a mental skills coaching process and the broad outcomes as a result of a coaching intervention; understand the contributing factors towards creating greater psychological safety in a team and the impact this has on team performance; and identify positive leadership strategies to create an environment in which meaningful work and goal achievement increase engagement. Case overview/synopsis Leanne Redding was the mental skills coach for Maccabi, a professional league soccer club in Johannesburg, South Africa. Redding had worked with the club’s players using mental techniques, the ultimate aim being to improve performance. Redding’s work was based on the premise of trust, lived values, self-respect and reflection. She believed that a strengths-based approach grounded in sports psychology and aligned with mental contrasting enabled resilience. Her process of holding individual and team sessions helped with sustaining motivation, overcoming limiting fears and encouraging focus on the greater good of the team. The result was Maccabi’s promotion to the professional league of soccer. However, not all of her broad stakeholder group had bought into the value of sports psychology coaching. The case explores Redding’s process and her belief of the importance and buy-in from all players of the team values which should inform behaviour. The case concludes with Redding contemplating what she should do to gain greater acceptance from the rest of the coaching staff for her work. Complexity academic level This case can be used in graduate and postgraduate level courses such as an MBA, in management development programmes or in short executive education courses focusing on organisational behaviour, leadership and human capital development and sports management. Supplementary materials Teaching notes are available for educators only. Subject code CSS 7: Management Science.
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Segwaba, Jerry, Desiree Vardhan, and Patrick Duffy. "Coaching in South Africa." International Sport Coaching Journal 1, no. 1 (January 2014): 33–41. http://dx.doi.org/10.1123/iscj.2013-0042.
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The South African government and the South African Sport Confederation and Olympic Committee (SASCOC) have committed to the creation of an active and winning nation through sport. As part of the national sports plan, coaching has been identified as a key element in the success of the South African sports system. In this context, SASCOC commissioned the development of the South African Coaching Framework, which was formally launched in 2011. The development and launch of the Framework has been accompanied by the gathering of research and scoping data to inform the processes of planning, implementation and impact evaluation. This article describes the current position of coaching in South Africa and the key issues being addressed through the South African Coaching Framework. The challenges that remain to be faced in maximising the contribution of sport coaching to the sporting and social vision of the nation are also identifed.
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Kubayi, Alliance, Yoga Coopoo, and Heather Morris-Eyton. "Coaches’ Preferences for Continuing Coaching Education in South Africa." Journal of Human Kinetics 50, no. 1 (April 1, 2016): 229–34. http://dx.doi.org/10.1515/hukin-2015-0160.
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AbstractThe purpose of this study was to examine coaches’ preferences for continuing coaching education. The sample consisted of 122 male and 102 female coaches from the Gauteng Province of South Africa who were purposively recruited to participate in this study. The results of this study showed that the coaches wanted to learn more about motivational techniques, advanced instructional drills, advanced first aid, goal setting, character building and conditioning drills. The results further indicated that sport coaches would be more likely to continue their coaching education if they had a desire to coach at a high level, if topics were relevant and if courses were in line with league requirements and were available online. The practical implications of the findings for the development of coaching education programmes in South Africa were discussed.
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Basson, Jacques, Karel van Deventer, and Wilbur Kraak. "A profile of mini rugby coaches in the Western Cape Province, South Africa." International Journal of Sports Science & Coaching 13, no. 1 (November 24, 2017): 104–12. http://dx.doi.org/10.1177/1747954117741256.
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A coach and a coaching process that offers a supportive learning environment and appropriate levels of challenge, and that engenders a passion for the sport can produce positive and productive sporting outcomes. The aim of this study was to determine a profile of mini rugby coaches in the Western Cape Province, South Africa. Mini rugby coaches (N = 91) completed a 15-item questionnaire to obtain descriptive information about the coaches, as well as their perceptions about their ability and confidence to coach mini rugby. The results indicate that a significant number of coaches did not have any experience in playing rugby (32%) or coaching mini rugby (19%), and the majority of coaches (51%) did not have any form of rugby coaching education. The results also show that a significant number of the coaches did not feel efficacious in coaching mini rugby (23%) and did not believe that they were optimally developing the skills of the mini rugby players (29%). The findings from the current study highlight an unfavourable situation where untrained and inexperienced individuals coach mini rugby, which has important practical implications for rugby administrators, developers of coaching education courses, players, as well as the game itself. One recommendation to remedy this situation would be that all coaches must be educated to coach rugby. A coaching education course designed specifically for mini rugby will aid in preparing individuals to successfully coach mini rugby. The content and structure of coaching education courses also need to be reviewed to ensure it is pertinent to the coaches’ needs.
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Phetlhe, Lesego, Heather Morris-Eyton, and Alliance Kubayi. "Sources of Stress among Soccer Coaches in Gauteng Province, South Africa." International Sports Studies 42, no. 2 (December 21, 2020): 45–52. http://dx.doi.org/10.30819/iss.42-2.05.
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The purpose of this study was to examine sources of stress among football coaches in Gauteng Province, South Africa. Participants were 150 football coaches who completed the twenty-six item Stressors in Sports Coaching Questionnaire (Kubayi, Toriola, and Didymus, 2018). Players were generally seen as providing the greatest source of stress through ‘players underperforming in training’ and ‘lack of discipline and commitment from players’. The most important task related stressors came from the ‘lack of recognition of good coaching’ and ‘performing multiple roles’. ‘High expectation to win’ and ‘my performance is judged on players’ results’ were the major sources of performance stress and ‘job insecurity’ was the leading environmental stressor. It is recommended that sport clubs and managers in Gauteng need to increase the resources available to their coaches to cope with the stresses that have been identified. Particular attention should be paid to assist coaches in improving their resilience and coping skills when under pressure from the many external demands that accompany their coaching role.
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Ganesh, Aaron, Alec Bozas, Mogie Subban, and Elias Munapo. "The benefits of mentoring and coaching in the public sector." Journal of Governance and Regulation 4, no. 3 (2015): 16–29. http://dx.doi.org/10.22495/jgr_v4_i3_p2.
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A project at the Frontier Hospital in Queenstown (South Africa) commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa.
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Fralic, Maryann F., and Anna Marie Van Der Walt. "Nurse Executive Practice in the Republic of South Africa." JONA: The Journal of Nursing Administration 23, no. 9 (September 1993): 7–8. http://dx.doi.org/10.1097/00005110-199309000-00002.
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Grote, M., N. J. Schoeman, M. L. Truu, J. H. Van Heerden, and J. J. Van Tonder. "Aspects of fiscal devolution in South Africa." South African Journal of Economic and Management Sciences 3, no. 1 (March 31, 2000): 59–74. http://dx.doi.org/10.4102/sajems.v3i1.2599.
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This paper is the joint product of a think tank, initiated in the public sector and extended to a group of academics. It may be seen as the executive summary of a rather voluminous report for internal use in the Department of Finance on fiscal federalism, one of the large economic issues facing the New South Africa. Debate on the subject continues.
Dissertations / Theses on the topic "Executive coaching – South Africa"
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Theron, Ernest Abraham Joseph. "Exploring the need and use for management coaching to develop senior management competencies within the Provincial Government Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20758.
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Thesis (MPhil)--Stellenbosch University, 2012.When the new South African Government was elected to power in 1994 it had a special mandate to provide appropriate services to all the people of the country. This was, still is and will continue to be a massive responsibility of government and one that requires total commitment by people at all levels of government. However, the negative effects of the legacy of the past apartheid education and training system cannot be over emphasised in this regard. The need for redress and re-skilling of public servants as a result of the changing and ever-increasing demands for quality service delivery puts a lot of emphasis on further development and underscores and further supports the issue of lifelong learning in the Public Service. However, far more complex are the people leadership and shifts in management mind-set that must happen. Yet, unless people in the government sector change how they think and work, service delivery outcomes will fall short of what the poorest and most vulnerable citizens need. The legislative frameworks seek to transform a culture of Public Service delivery from prescribing service packages to citizens, to putting citizens at the centre of service delivery through the Batho Pele (“meaning” the People First) Principles. In giving credence to the above and the enormity of the challenge of quality service delivery, the researcher of this research report narrowed down the scope of the research to the Provincial Government Western Cape. The “new” Provincial Government Western Cape (PGWC), after the 2009 national democratic elections, has embarked on a process termed “modernisation” The modernisation project spans across all activities that are under the control of the PGWC. The human resource development function of the province is one such function that is being repositioned in terms of the modernisation project objectives. This, therefore, means by implication that the training and development aspects of the human resources development were reassessed. This was re-enforced by the following statement from a provincial document titled blueprint- provincial training (2010) – “One of the major causes of poor service delivery is the fact that employees are not adequately skilled or that skills have become out-dated”. This brings into focus the rational for the topic of this research report: Exploring the need and use for management coaching to develop senior management competencies within The Provincial Government Western Cape, v and the stated aim of this research report: Exploring the need and use of management coaching to develop the management competencies of the Senior Management Service (SMS) employee component within the Provincial Government Western Cape (PGWC) and furthermore, make recommendations based on the findings of the study as to the need and application of management coaching within the PGWC. This research is exploratory and used qualitative research techniques. The study is undertaken as not much actual literature is available on the topic that is being researched. This in essence justifies why the research is exploratory as qualitative methods are particularly well suited to studies which canvas a variety of opinions and stakeholders (Ebrahim, 2008). The data analysis method used is content analysis which is defined as a systematic, research method for analysing textual information in a standardised way that allows evaluators to make inferences about that information. The research followed the steps in using content analysis as the method to analyse the results from semi-structured, open-ended interviews conducted with 14 individuals identified as the stakeholder group. To assert that the research result based on content analysis is valid is to assert that the results do not depend upon or are generalisable beyond the specific data, method or measure of a particular study.
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Myburgh, Jacques Carl. "Towards an impact evaluation : COMENSA's strategic intent to professionalise the South African coaching industry." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97545.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The South African coaching and mentoring industry is a fragmented and unregulated work environment with no entry barriers. Industry standards and quality are undefined and dependent on a myriad of coaching training institutions, of which only one, the University of Stellenbosch, is registered with and quality assured by the National Qualifications Act. The result is a mixed bag of coaching approaches, philosophies and methodologies which are not necessarily grounded in evidence-based practice. Thus the industry is characterised by market confusion and an influx of untrained or poorly trained practitioners. Although coaching is not a high-risk occupation, it still carries a significant responsibility. It directly influences decision-making in business and in the lives of individuals. Consequently it has the potential for a considerable positive impact on society. However, the unregulated environment of South African coaching exposes the public to coaching behaviour which may be incompetent and unethical. The global demand for coaching has been growing steadily over the past few years and South Africa is no exception. Unfortunately this growth is at risk of stagnation and decreasing levels of trust – typical ingredients for a fad recipe. It must be stated though that there are pockets of excellence, often supported by international qualifications and credentials. In early 2013 the newly elected executive committee of COMENSA (Coaches and Mentors of South Africa) embarked on a bold journey to rectify this situation. A decision was made to professionalise the coaching industry by registering with government as a self-regulated professional body in 2014. To prepare for this, COMENSA launched a strategy for the development of local standards, credentialing and continuing professional development based on international benchmarking. This research documented the launch of the strategy through a monitoring and evaluation framework. It investigated the strategy's activities in relation to intended results. It also probed a number of direct stakeholders regarding their understanding and expectations of the strategy as well as their attitude towards it. The research yielded in-depth insights into the objectives of the strategy – some of them unstated in the strategic document, but still intended. It also uncovered a stakeholder view which contained indicators of the market confusion mentioned above. Finally, it identified a potential misalignment between the expectations of the strategy and the requirements contained in the government policy on self-regulated professionalisation. In conclusion it must be added that this research was the first phase of a longer-term monitoring and evaluation project on the impact of a professional coaching environment. Key words: COMENSA; coaching; professionalisation; self-regulation; monitoring and evaluation; impact evaluation; evaluating strategy.
AFRIKAANSE OPSOMMING: Geen
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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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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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De, Beer Lukas. "Coaching for creatives : exploring how coaching supports both personally and professionally within the South African music industry." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97421.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Creative people and the products they create play a fundamental role in the music industry. They form the core around which the rest of the industry revolves. Without musical and lyrical compositions and talented people able to perform them, there would be no music industry. Pressure mounts on creative people to keep on creating and producing music that will satisfy both industry and consumer demand. This leads to various personal and professional issues the creative person is faced with when pursuing a career in the music industry. This study explored how coaching supports creative people with their personal and professional issues, within the South African music industry. The research design was an exploratory, qualitative study. A purposive sampling technique (Babbie & Mouton, 2009) was used to select the six research participants. The research participants selected were at various stages of entering the music industry professionally. Multiple data collection methods were utilised for this qualitative study, namely solicited essays, researcher reflections and semi-structured interviews. The findings presented in this study showed how coaching can be effective in helping creative people deal with their personal and career issues.
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Dlamini, Patricia Dollane. "Strategies for advancing women into executive management positions." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15005.
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Problem: In South Africa, women have not always had opportunities in society or the workplace due to historical discriminatory political and socio-economic policies and practices, including apartheid (United Nations Economic Commission for Africa, 2011). Gender disparity at the top echelons of organisations is still prevalent, and the South African business landscape is not different despite progressive legislation promulgated in the late 90s when the democratic government took over. Aim of the study: The aim was to identify challenges faced by women when attempting to advance into executive positions and strategies that could assist them in this respect. Method: A literature study was conducted to establish what work had already been done in the field of gender studies and advancement of women in the corporate world. For the empirical study an interpretivist paradigm with a qualitative research approach was adopted. Interviews were conducted with ten women who were members of the Port Elizabeth branch of the Businesswomen's Association of South Africa (BWASA) and who were categorised as hopeful, emerging or already in executive positions. They were asked about the challenges they were facing or had experienced and the strategies that assisted or could assist them in advancing to an executive position. They were also asked to provide critical incidents with the view of enriching the data and gaining a deeper understanding of the phenomenon. Results: Gender-insensitive organisational policies, an unsupportive organisational culture and unknown barriers in selection emerged as key challenges experienced by the participants. Facilitative strategies that emerged included a supportive corporate culture, family support, an enabling supervisor and affiliation to professional bodies. Conclusion: Whilst a large pool of work has been done on the advancement of women, gender equality in corporate South Africa remained a challenge. This challenge should be addressed from a corporate, personal and professional perspective. Recommendations: An integrated organisational approach to this phenomenon is required which should include appropriate company policies, a supportive organisational culture and enabling supervisors. In addition, women should garner the support that their families provide and they could greatly benefit from affiliating to professional bodies.
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Els, Deon André. "Emotional intelligence training model for executive leadership in South Africa." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7398.
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Global leadership crises and increasing executive leadership failures necessitate a new approach to executive leadership development. Globalisation results in new leadership challenges that affect people, the planet and peace across the world. Critical issues include increasing extremism and terrorism, displaced migrants fleeing to stable countries, earth warming and economic decline. The role of the individual executive leader cannot be isolated from human development challenges. Various executive leadership failures and examples of unethical leadership practises, both internationally and in South Africa, place the focus on ethical governance and emotionally matured leadership development. This study follows a nexus, based on a three-stranded cordial link between human development, emotional intelligence and executive leadership. The central themes of the United Nations Human Development’s (UNDP) reports of 1990 to 2009 as well as the Post-United Nations Human Development Report of 2015 form a framework for evaluating the relationship between human development and executive leadership. Although economic growth is central to human development, the development of people through building human capabilities and active participation to improve their lives, are the main goals of the UNDP-2015. The role of executive leadership, leadership derailment and required executive proficiencies and attributes are investigated by evaluating traditional leadership theories and approaches as a lens for investigating leadership development. The positive effect of globalisation is that it affords new approaches and opportunities for executive leadership development. Emotional intelligence-based leadership, including the role of neuro-leadership, is evaluated and an integrative approach that involves the new paradigm of leadership as a response to human development challenges and globalisation is presented. The new paradigm of integrative leadership approaches includes empirical-based authentic leadership, shared leadership and gender-based leadership. The integrative leadership models of Hatala and Passmore are selected as a framework to propose a theoretical emotional intelligence leadership model for this study. New opportunities to develop emotionally intelligent executive leaders include technology-based training, iLeadership and eLeadership in an environment without boundaries. Time constraints are identified as a key obstacle for leadership development. Various training and executive coaching strategies are evaluated and proposed to accelerate leadership development. The link between human development and executive leadership development is proposed by collective leadership approaches towards Corporate Social Responsibilities (CSR) above entrepreneurial acumen and stakeholder involvement. A positivist approach based on quantitative research using Structural Equation Modelling (SEM) is used. The primary research problem is formulated to investigate the multidimensional and complex nature of factors that influence the success of developing emotionally intelligent executive leaders in South Africa. A conceptual theoretical model comprising of factors that influence Human Development and the perceived success of Emotional Intelligence Training is developed. A total of ten independent variables that influence the two mentioned dependent variables are identified. The proposed model and envisaged hypotheses are empirically tested. The study consists of a 73-itemed questionnaire with 360 participants. The sourced data are statically analysed by means of the exploratory factor analysis (EFA) to assess the discriminate validity of the research instrument and to confirm underlying dimensions of the constructs. Cronbach-alpha coefficients are calculated for each of the identified factors by using SEM. The significance of the hypothesised relationships in the revised model is tested. The value of this study’s contribution to the body of knowledge lies within the findings, the proposed Integrative Emotional Intelligence Leadership Model and recommendations for future research. The proposed model identifies practical training approaches to accelerate executive leadership against a background of serious leadership failures in South Africa.
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Dawtrey, Chantal. "Coaching supervision in South Africa : comparing current practice against COMENSA guidelines." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97420.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The Coach and Mentors of South Africa (COMENSA) coach/mentor supervision policy of 2010, which was updated in 2013, aims to convey COMENSA’s official position on coaching supervision as well as inform members about this practice. The policy offers a framework for best practice for coaching supervision and serves as a benchmark against which to compare the goals and competencies of coach supervisors in South Africa. COMENSA’s policy on supervision includes a list of seven goals. The policy further recommends that, throughout the supervisory relationship, the supervisor must be able to demonstrate a range of behaviours and competencies, as well as be able “to pay attention to, work with and balance” the three functions of supervision, namely: developmental, resourcing, and qualitative. Currently it is unknown whether the coach supervisors offering supervision in South Africa actually meet these behaviours, competencies and goals. In addition, it is unknown what qualifications and experience the coach supervisors have and whether their supervision meets the supervisees’ expectations. This study assessed whether coach supervisors in South Africa actually meet the COMENSA supervision policies’ competency requirements and supervision goals and whether these goals and requirements are necessary and sufficient for quality coaching supervision sessions. The study also explored whether coaching supervision met the supervisees’ expectations. The research design was an empirical qualitative study using a multi-method approach involving interviews and documents. The study was interpretive and exploratory in nature. Primary data was sourced through semi-structured interviews with 23 participants comprising five supervisors and 18 supervisees from three regions in South Africa. Secondary data came from the two COMENSA coach/mentor supervision policies (2010 and 2013). The data was analysed using ATLAS.ti. It was found that supervisors focused their goals on learning and support first, then relational dynamics and professional practice issues. In the COMENSA coach/mentor supervision policy the emphasis differs. The policy focuses predominantly on relational dynamics, then learning and professional practice. Supervision as support was mentioned only briefly in two goals. According to the perspective of their supervisees, supervisors were competent in terms of the requirements set out in the COMENSA coach/mentor policies (2010 and 2013) and supervision largely met their expectations. Supervisees identified areas for improvement in supervisor facilitation skills, providing a safe space and stronger contracting. A surprising result emerged with 11 of the 18 supervisees either already using supervision to discuss the business of coaching or wanting this to be an added element of the process. The business of coaching covers topics such as marketing and how to run a practice and is not typically included in coaching supervision. The competency of raising cultural awareness and respecting diversity and difference was not mentioned by any of the participants, a surprising omission given the diverse socio-political environment of South Africa.
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Kuboya, Daniel. "Critical analysis of executive remuneration and company performance for South African listed companies." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97417.
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Thesis (MBA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Executive remuneration in South Africa has continued to attract public outrage and generate much debate among various stakeholders due to the perceived non-alignment of compensation packages awarded to senior executives and company performance. This research examines the relationship between executive compensation and financial performance of South African listed companies. Furthermore, the study investigates the link between executive pay and sustainability performance measures such as environmental, social and governance (ESG) criteria. Almost no research has been done in South Africa to examine the link and integration of ESG performance metrics into executive pay as researchers continue to focus on traditional financial measures of performance such as earnings (EBITDA), earnings per share (EPS), return on equity (ROE), return on assets (ROA), total shareholder return (TSR) and share price. The link between executive compensation and sustainability metrics (ESG) has become a topic of much discussion among academics and investors due to the potential influence of ESG factors on companies’ financial performance and sustainable long-term value creation. The research begins by examining the changes in the level of executive compensation during a five-year period and by testing the relationship between executive pay and traditional financial performance measures. The results show that the total compensation of CEOs has been steadily increasing during the five-year period while variable performance bonuses experienced a slight decline during the economic recession of 2007 to 2008. The results provided evidence that there is a statistically significant positive relationship between executive remuneration and company profitability. Findings for the second objective suggest that while executive compensation plans of many companies have been formally tied to ESG performance metrics, few companies in the study have disclosed effective and robust ESG performance measurement systems that tie executive pay to sustainability performance.
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Harvey, Stephen Paul. "Primary science InSET in South Africa : an evaluation of classroom support." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388597.
Full textBooks on the topic "Executive coaching – South Africa"
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Crocker, Chester A. South Africa: Report on the President's executive order. Washington, D.C: U.S. Dept. of State, Bureau of Public Affairs, Office of Public Communication, Editorial Division, 1986.
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Oomen, Barbara. Chiefs!: Law, power, and culture in contemporary South Africa. [Leiden: Universiteit Leiden, 2002.
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Renée, Bonorchis, ed. Executive pay in South Africa: Who gets what and why. Cape Town [South Africa]: Double Storey, 2006.
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Auditor-General, South Africa Office of the. Verslag van die Ouditeur-Generaal oor die Uitvoerende Oorgangsraad vir 1993-94 en 1994-95 =: Report of the Auditor-General on the Transitional Executive Council for 1994-94 and 1994-95. Pretoria: Staatsdrukker, 1995.
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Corder, Hugh. Crowbars and cobwebs: Executive autocracy and the law in South Africa. [Cape Town]: University of Cape Town, 1988.
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Council, South Africa Ad Hoc Committee on the Restructuring of the President's. Report of the Ad Hoc Committee on the Restructuring of the President's Council. Cape Town: Republic of South Africa, 1989.
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United Municipal Executive of South Africa. Inventory of the archives of the United Municipal Executive of South Africa, 1932-1995. [South Africa: State Archives Service, 1995.
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Africa, South. Rules of the President's Council ; Republic of South Africa Constitution Act ; Powers and privileges of the Presidentʼs Council Act. [Pretoria: Govt. Printer], 1985.
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McRae, Ian. The test of leadership: 50 years in the electricity supply industry of South Africa. Muldersdrift, South Africa: EE Publishers, 2006.
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South Africa. Public Service Commission. Citizen satisfaction survey: Overview report 2001/2002. Pretoria: Public Service Commission, 2003.
Find full textBook chapters on the topic "Executive coaching – South Africa"
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Arnold, Guy. "South Africa and Executive Outcomes." In Mercenaries, 113–22. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27708-7_11.
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van Wyk, Jo-Ansie. "The Executive and the Military in South Africa During the Zuma Presidency." In Guns & Roses: Comparative Civil-Military Relations in the Changing Security Environment, 97–116. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2008-8_6.
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Makiva, Msuthukazi, and Isioma U. Ile. "Executive-Legislature Relationships and the Promotion of Accountability and Transparency in South Africa." In Advances in African Economic, Social and Political Development, 85–104. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93509-6_5.
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Mcineka, Andile, and Nomthandazo Ntlama. "A Perspective on the Principle of ‘Constitutionalism’ in Relation to Executive and Legislative Accountability in South Africa." In Advances in African Economic, Social and Political Development, 45–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93509-6_3.
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"EXECUTIVE SUMMARY." In Rendering South Africa Undesirable, 1–2. Southern African Migration Programme, 2017. http://dx.doi.org/10.2307/j.ctvgc60nw.3.
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"Executive summary." In OECD Economic Surveys: South Africa, 9–11. OECD, 2017. http://dx.doi.org/10.1787/eco_surveys-zaf-2017-2-en.
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"Executive Government." In The Constitution of South Africa. Bloomsbury Publishing Plc, 2010. http://dx.doi.org/10.5040/9781509955602.ch-007.
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"Executive summary." In OECD Economic Surveys: South Africa 2008, 9–15. OECD, 2008. http://dx.doi.org/10.1787/eco_surveys-zaf-2008-2-en.
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"Executive summary." In OECD Economic Surveys: South Africa 2010, 8–9. OECD, 2010. http://dx.doi.org/10.1787/eco_surveys-zaf-2010-2-en.
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"Executive summary." In OECD Economic Surveys: South Africa 2013, 7–9. OECD, 2013. http://dx.doi.org/10.1787/eco_surveys-zaf-2013-2-en.
Full textConference papers on the topic "Executive coaching – South Africa"
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Ocholla, Dennis N., and Lyudmila Ocholla. "Responsiveness of Academic Libraries in South Africa to Research Support in the 4th Industrial Revolution: A Preliminary study." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-169-177.
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At the World Economic Forum in Davos, Switzerland, in 2016, the concept of the 4th Industrial revolution (4IR) was coined by Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, with the reference that it would be building on «the Third, the digital revolution» and would be «characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological». Thus, the ‘smart’ technologies will spearhead the revolution. We acknowledge that the 4IR will impact on everything, everywhere, including research and libraries. In this paper we conceptualize 4IR, and compare current academic/university library services/trends in South Africa with 4IR requirements through the analysis of 26 public university library websites. The findings show that the libraries are responding well to the revolution through their services, with remarkable of innovation and creativity on display. The study expects library services to be responsive, resourced and accessible anytime and anywhere, and provides a framework for further research and exploration in the region and perhaps elsewhere.
Reports on the topic "Executive coaching – South Africa"
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Marcos Barba, Liliana, Hilde van Regenmortel, and Ellen Ehmke. Shelter from the Storm: The global need for universal social protection in times of COVID-19. Oxfam, December 2020. http://dx.doi.org/10.21201/2020.7048.
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As 2020 draws to a close, the economic devastation caused by the COVID-19 pandemic shows no sign of abating. Without urgent action, global poverty and inequality will deepen dramatically. Hundreds of millions of people have already lost their jobs, gone further into debt or skipped meals for months. Research by Oxfam and Development Pathways shows that over 2 billion people have had no support from their governments in their time of need. Our analysis shows that none of the social protection support to those who are unemployed, elderly people, children and families provided in low- and middle-income countries has been adequate to meet basic needs. 41% of that government support was only a one-off payment and almost all government support has now stopped. Decades of social policy focused on tiny levels of means-tested support have left most countries completely unprepared for the COVID-19 economic crisis. Yet, countries such as South Africa and Bolivia have shown that a universal approach to social protection is affordable, and that it has a profound impact on reducing inequality and protecting those who need it most. In addition to the full paper and executive summary, an Excel file with the data analysed by Oxfam and Development Pathways is available to download on this page, along with an annex on the crisis in Latin America and the Caribbean.
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Paving the Path: Preparing for Microbicide Introduction—Report of a Qualitative Study in South Africa [Executive Summary]. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1010.
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With recently accelerated support for the development of microbicides to prevent HIV transmission and the urgency of the global AIDS epidemic, it is important to begin to identify strategies for introducing a microbicide once it is proven safe and effective and is approved for use. This executive summary presents results from a qualitative study that explored a range of issues likely to influence microbicide introduction at the community, health service, and policy levels. The study, which identified critical issues to be addressed in building support for microbicides and facilitating a smooth introduction, was conducted between September 2002 and September 2003 in Langa, a peri-urban site in the Western Cape Province of South Africa, and at national and provincial levels. Through in-depth interviews and focus group discussions, this study explored and identified issues that could facilitate or undermine access to and use of microbicides. Respondents included community members, health care providers and managers, provincial- and national-level government officials, and representatives from national and provincial nongovernmental organizations and health professional bodies that influence policy.
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Provider core competencies for improved Mental health care of the nation. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0067.
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This report is a comprehensive document reviewing current training programmes for various cadres of service providers who provide (or could provide) care for people with mental, neurological and substance use (MNS) disorders in South Africa. The review used national mental health and disability policies to develop a vision of contextually-appropriate services using a task-shifting disability-inclusive approach as a framework for the review. The report consists of the following sections: • An introductory section including the executive summary, background to, and methodology of the study. • The body of the report consists of separate chapters for each category of service provider, with a detailed examination of current curricula measured against the core competencies identified by the researchers. Key findings are highlighted at the start of each chapter, as well in the concluding section of the report. • The concluding section of the report summarises key findings, discusses limitations of the study and makes recommendations regarding the use of the report as well as for further research.