Dissertations / Theses: 'Executive coaching'

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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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Njuba-Bwaya, Norah. "Executive performance : a framework for executive coaching in Uganda." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21873/.

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As the world is becoming more globalised, there is pressure to deliver better results using fewer resources. As such, performance of executives is core for the survival of organisations. This thesis is an ethnographic case study of corporate executives in Uganda, and what it takes to get the executives to perform. With a Ugandan culture lens, I examine the determinants and obstacles of executive performance, and I propose a framework for coaching for performance. I used a qualitative research design and case study approach, and gathered data from 69 middle and top corporate executives in 22 organisations, and 10 coaching-practitioners. I employed purposive, snowball and convenience sampling techniques. Semi-structured interviews, client and coach records, and literature reviews informed this study. The thesis also draws on my 18 years of experience as a corporate executive at different levels, 9 as an executive coach, and 4 years of scientific research. The study revealed that: 1) Ugandan executives do perform under the ‘right’ conditions. 2) Performance is mostly dependant on: the leaders’ background, experience, ethos, mind-set, and motivation. 3) The major obstacles to performance are typically poor work ethics, and socio-cultural factors such as: disabling beliefs; executives’ perceptions about self, about their leaders, and about performance; and lack of a sense of urgency. The framework I propose combines a self-assessment tool showing 8 critical pillars of executive performance, and a goal alignment model for igniting intrinsic motivation to perfom. I recommend: A change in focus from performance interventions directed at knowledge and skills building, to those targeting mind-set and attitude change of executives at top and middle management levels; and a deeper consciousness about socio-cultural issues underlying the performance environment. I also recommend areas for further study including: testing the effectiveness and effects of the proposed framework.

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Moreton, Cecily. "Executive coaching for conscious leadership insight into insight /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/46648.

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Thesis (Ph.D.)--University of Western Sydney, 2006.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Moreton, Cecily. "Executive coaching for conscious leadership : insight into insight." Thesis, View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/46648.

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This thesis is an investigation of the practice of executive coaching for conscious leadership. The researcher, an executive coach with many years of practice as educator, chaplain, counselling psychologist, Buddhist meditator and company director, draws on case studies to present a holistic understanding of the coaching relationship. She examines how the coaching relationship enables executive managers not only to achieve their management goals, but also to gain insight, assemble meaning, become conscious and present, and grow as leaders. The key questions for the thesis are: What does the coach do and how is it manifested through the coaching discourse? What are the key processes and variables in the coaching relationship that promote conscious leadership? In order to explore these questions, the researcher draws on literature from human relations praxis, ethics, psychology (including counselling, psychotherapy, positive psychology, educational and organisational psychology), education, theology, Buddhist practice and spirituality, leadership and leadership development, and executive coaching. The research methodology is qualitative and quantitative, drawing on data based on an intensive coaching program designed and delivered by the researcher to managers in two organisations – a retail company and a utility company. A series of group sessions reinforced the individual coaching process. Over 300 hours of one-on-one executive coaching sessions were recorded, with 24 executive managers (12 in each company), who each participated in twelve (or equivalent) fortnightly sessions over a 6-month period. In addition, a test of emotional intelligence was given to each of the managers at the beginning and end of the coaching program, giving a quantitative measure of the changes. The results of the coaching sessions are analysed in terms of the two companies and their participants, exploring the organisational context and outlining the benefits of coaching and the coaching relationship with each of the participants individually and in groups. Then two detailed individual case studies are presented, one client from each of the organisations in the study. The managers in the study learned new management skills and adopted new leadership behaviours, reflecting their growth in emotional intelligence and awareness. They reflected on gaining deep awareness and insight, signifying their move to conscious leadership, and reported practical benefits of coaching in their workplace practices, e.g. improved communication skills and the ability to give and receive genuine feedback. A quantitative analysis of the emotional intelligence pre- and post-test scores confirmed these positive outcomes. Many of the managers reported that the most significant aspect of the coaching was the quality of the relationship between them and the coach, which enabled conscious leadership to develop. Their relationship was deeply influenced by the personal qualities of the coach such as warmth, presence, qualifications, credibility, trustworthiness, openness, commitment, insight, and spiritual awareness. This made the difference between coaching for management goals alone and the development of conscious leadership. The concepts of executive coaching and of conscious leadership are holistic phenomena. The clients experience a profound sense of feeling known, respected, accepted, cared for and valued. In essence, they experience love. What has emerged from the research is that consciousness is the ‘being’ of leadership. The attributes of conscious leadership indicate an integration of the whole person that manifests in the workplace, in their homes with their families, and in their everyday interactions and responses to the world around them. While instrumental management goals may be achieved with qualified coaches, conscious leadership involves psychological integration via in-depth relationship and psychological interventions, these need to be experienced with a qualified practitioner with demonstrable advanced levels of personal integration and consciousness. The findings call for a more rofessional and holistic approach to executive coaching for leadership.

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SOUZA, PAULO ROBERTO MENEZES DE. "EXECUTIVE COACHING AND BEHAVIORAL CHANGE PROCESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18773@1.

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A arena de competição dos negócios está se transformando cada vez mais rapidamente e as organizações precisam de pessoas preparadas para liderar as adaptações e inovações necessárias. O Coaching vem ocupando um espaço no esforço de cumprir a missão de apoiar o desenvolvimento de comportamentos e competências nos executivos, para que as empresas possam perseguir seus objetivos. Para que os executivos experimentem os benefícios do processo de Coaching é fundamental que o coachee tenha clareza e entendimento de que existem comportamentos a melhorar e ter disposição para querer mudar e persistir ao longo do tempo necessário para que o novo comportamento desejado se torne um hábito. O objetivo deste trabalho é analisar a importância e efetividade de se avaliar a capacidade adaptativa e o estágio de mudança do indivíduo no início e no final de um programa de Coaching, como uma etapa estratégica de assessment e melhor planejamento do processo, de forma a escolher com mais rapidez e segurança as ferramentas a serem utilizadas em cada caso. Para cumprir este objetivo, utilizando a Escala de Estágios de Mudanças/EEM, que foi desenvolvida por McConnaughy, Prochaska e Velicer (1983) e o Design de Processo de Coaching, de Souza (2005), foram acompanhados oito executivos num processo de Coaching durante três meses. Os resultados deste estudo sugerem que os programas de Coaching de executivos podem ser ainda mais eficientes utilizando ferramentas de avaliação como a Escala de Estágios de Mudanças. Apesar disso, não podemos perder de vista que se trata de um processo que requer extrema flexibilidade de acordo com cada caso que esteja sendo conduzido. Por isso é desejável que não se padronize os procedimentos de forma genérica. Algumas limitações do modelo foram observadas, conforme abordadas em capítulo próprio, e algumas recomendações de outros estudos e pesquisas também foram mencionadas.
The arena of business competition is becoming ever faster and organizations need people prepared to lead the necessary adaptations and innovations. Coaching has been occupying a space in an effort to fulfill the mission of supporting the development of skills and behaviors in the Executive, so that companies can pursue their goals. For executives to experience the benefits of the process of coaching is essential that the coachee has clarity and understanding that there are behaviors to improve and a willingness to want to change and persist over time to the desired new behavior becomes a habit. The objective of this study is to analyze the importance and effectiveness of assessing the adaptive capacity and the individual s stage of change at the beginning and end of a coaching program as a strategic step for better assessment and planning process in order to choose more speed and security tools to be used in each case. To meet this goal, using the Stages of Change Scale / MES, which was developed by McConnaughy, Prochaska and Velicer (1983) and the Design Process Coaching, de Souza (2005), were followed eight executives in the process of skills development for three months. The results of this study suggest that executive coaching programs can be even more efficient by using assessment tools such as the Stages of Change Scale. Nevertheless, we can not lose sight that this is a process that requires extreme flexibility according to each case that is being conducted. Therefore it is desirable not to standardize the procedures in a generic way. Some limitations of the model were observed, as discussed in a separate chapter, and some recommendations from other studies and research were also mentioned.

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Morgan, Heather. "The contribution of the voice of the executive coaching client in understanding the process of executive coaching." Thesis, Birkbeck (University of London), 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743088.

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The contribution of the voice of the executive coaching client in understanding the process of executive coaching. The literature on executive coaching suggests that there is a need to have a greater understanding of the process of executive coaching and this study questions whether the voice of the executive coaching client is a critical missing factor in building this understanding. An explorative, phenomenological approach, gathering interpretive data using qualitative methodologies within a constructivist paradigm was used to allow the reality of the executive coaching clients to emerge. This approach facilitated the identification of common structural themes that help to inform the process of executive coaching for practitioners, executive coaching clients and organisations, thereby giving the process of executive coaching more structure, commercial usage and credibility. Following a discussion of common structural themes, three key contributions are posited to explain why - despite the common structural themes - there is such a high level of complexity and ambiguity in the process of executive coaching and why it is important that attempts to make executive coaching more structured do not stifle its originality and fluidity, but allow each coaching engagement to follow its own natural - and potentially undefined - path. This study argues that it is the methodology used in giving a voice to the executive coaching client and allowing their reality to emerge that has enabled these contributions to be posited and that the voice of the executive coaching client is indeed a critical factor in our understanding of executive coaching. The implications of the study for theory and practice, and suggestions for future research in relation to the process of executive coaching, are examined in the conclusion of the thesis.

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Motsohi, Peggy Nomsa. "Executive coaching for school principals : a qualitative evaluation study of an executive coaching programme for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20755.

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Thesis (MPhil)--Stellenbosch University, 2012.
Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.

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Torres, Catarina Manuela Rodrigues Calado. "10 Anos (2002-2012) de produção científica em coaching e coaching executivo : meta-análise." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/6115.

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Mestrado em Gestão de Recursos Humanos
O coaching e o coaching executivo têm tido um papel cada vez mais importante nas organizações. O coaching permite que os colaboradores se desenvolvam a nível profissional e de desempenho e o coaching executivo ajuda a promover a gestão das suas carreiras, contribuindo assim para uma vantagem competitiva. A principal contribuição deste trabalho consiste na análise de uma síntese da produção científica sobre a temática do coaching e do coaching executivo e sua evolução na última década (2002-2012), através do agrupamento de conclusões de vários autores numa matriz de análise, tendo em conta as componentes da temática: a definição do conceito, os objectivos, a relação entre o coach e o coachee, os papéis do coach e suas características, características do coachee, o coaching interno/externo e a sua eficácia.
Coaching and executive coaching have been an increasingly important role in organizations. Coaching allows employees to develop themselves at a professional and performance level and executive coaching helps to promote the management of their careers, thereby contributing to a competitive advantage. The main contribution of this work consists in the analysis of a scientific production synthesis on the theme of coaching and executive coaching and its evolution in the last decade (2002-2012), by grouping several authors conclusions in a matrix of analysis taking into account the components of the theme: the definition of the concept, the goals, the relationship between coach and coachee, the role of the coach and their characteristics, the coachee characteristics, internal/external coaching and effectiveness.

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Meredith, Elinor Frances. "Becoming a Profession? - Executive Coaching in Australia." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13474.

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Since the 1980s, executive coaching has become one of the fastest growing sectors in business services. Yet, there is no clear data that identifies the number of individuals claiming to act as executive coaches either nationally or internationally. It has been estimated by PricewaterhouseCoopers (2007) that there are 30,000 coaches worldwide generating an income of $1.5 billion. Given the economic value and growth of such a service, it has attracted many people wishing to position themselves as executive coaches and as experts in the field. It is this growth in executive coaches, and coaching in general, that has seen the leaders in this field follow a traditional occupational development model of creating occupational associations and now extending this to claim professional status. Despite the claims of the coaching professional associations that executive coaching is a profession, executive coaching remains a fragmented and unregulated occupation, requiring no formal qualifications or experience to practice, or use the term “coach”. This thesis examines executive coaching from the different aspects of executive coaches, professional associations, educators and trainers and clients. I have used Greenwood, Suddaby and Hinings (2002) to examine the stages in institutional change. By using their framework I examine the stages that an occupation attempts to achieve change, or emerge. The thesis suggests the professionalization project is not only a process, but also a strategy used by professional associations as they display a professional image to a variety of audiences. In this thesis I have examined the role of the professional associations, educators and trainers, executive coaches and clients in the attempts to make executive coaching a profession. I argue that theories of professionalization need to account for these changes in circumstance. The view I have taken has added to this by examining the role of professional organisations as it is emerging.

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Hodlin, Steven F. "A Phenomenological Study of Executive's Perspectives of Hope Theory in Executive Coaching." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637879.

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The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder’s hope theory, Buckingham and Clifton’s theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder’s hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities.

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Hodlin, Steven. "A Phenomenological Study of Executive's Perspectives of Hope Theory in Executive Coaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4376.

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The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder's hope theory, Buckingham and Clifton's theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder's hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities.

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SNAIDERMAN, BIANCA. "THE CONTRIBUTION OF EXECUTIVE COACHING FOR INDIVIDUAL LEARNING: THE EXECUTIVE S PERCEPTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16524@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O coaching executivo entrou no mundo corporativo em algum momento no final dos anos 80. As mudanças nas relações de trabalho e no crescimento da competitividade mostraram que a verdadeira vantagem competitiva das organizações residia no seu capital humano. Embora bastante usada no mundo corporativo e sendo uma das ferramentas que mais crescem no processo de desenvolvimento do aprendizado do adulto, a literatura prática do coaching executivo está à frente da pesquisa acadêmica sobre o tema. Esse fato demonstra que, na academia, o estudo sobre o coaching executivo ainda é incipiente quando comparado com outras ferramentas de desenvolvimento de recursos humanos. O presente estudo, por meio do método fenomenográfico, buscou investigar se de fato o coaching executivo gera aprendizado individual. Para tanto, procederam-se revisões da literatura sobre aprendizado bem como sobre o coaching executivo, além de uma pesquisa com executivos de empresas que participaram do processo de coaching executivo. Foram realizadas quinze entrevistas durante os meses de janeiro e fevereiro de 2010. As entrevistas foram transcritas e analisadas. A análise do conteúdo revelou cinco categorias, a saber: fatores indutores, atributos do coach, mudanças comportamentais, tempo de transformação e avaliação da experiência. Os resultados mostram que o coaching executivo de fato gera aprendizado individual.
Executive coaching appeared in the business world at sometime at the end of 1980s. Changes in working relationships and the increase in competion has shown that real competitive advantage of organizations lies in their human capital. Despite being much used in the business world and being one of the tools that has grown most in the process of the development of adult learning, the executive coaching’s literature is more advanced than the academic research in this area. This fact demonstrates that in the academic world, the study of executive coaching is still in his infancy when compared to the other development tools of human resources. The present study, by using the phenomenographic method, investigated whether the executive coaching resulted in individual learning. Consequently was necessary to revise literature about executive coaching as well as about learning. A research of executives dealing with executive coaching was also necessary. Fifteen interviews were carried out between January and February 2010. These interviews were transcribed and analyzed. Five categories could be indentified: causing factors, coaches charactics, behavioural changes, transformation time and evaluation of the experience. The results show that executive coaching really creates individual learning.

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Venkatesan, Thamandarie. "The enhancement of reflective practices in managers through coaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/97291.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISCH ABSTRACT: Purpose – The purpose of this research was to explore the role of coaching in enhancing reflective practices in managers. The experiences and perceptions of coachees were explored to answer the research question. Design/methodology/approach – This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from the coachees on their experiences and perceptions of coaching and the extent to which it influenced reflective practices. A purposive sampling approach was used. A total of five coachees from a FMCG company that the researcher is employed at, in the Durban area, participated in the research. Data was collected using semi-structured interviews and researcher field notes and observations during the coaching process. Findings –The key findings revealed that coaching played an important role in enhancing the reflective practices and reflection in managers. Coachees found that the coaching process supported and enabled the achievement of their coaching goals. Further it was found that coachee use of reflective practices were enhanced through coaching, leading to greater levels of self-awareness, improved self-regulation and improved decision-making. Reflective practices emerged as a valuable competence for leadership. Reflective tools and practice were enablers to leadership development. Enhanced use of reflective practices led to greater reflection and self-awareness and insights leading to better self-mastery and personal growth. Greater self-awareness and enhanced reflective practices also saw coachees transferring the tools they had used and learnt to others. It was found that as coachees developed self and others their leadership capability improved. Organisational buy in, support and practices that value reflection were found to be critical for effective learning and leadership capability development. Coachees identified in the coaching process, the coach- coachee relationship, trust and coachee goal accountability as important enablers and from an organisational context, identified leadership support for time for reflective practices as a critical enabler. Research limitations/implications – A small sample size was used in the study. These findings, whilst true for the coachees who participated, may not be generalised to the general population of leaders and or managers. The results however, could be useful to other coaches developing reflective capability in coachees, to organisations and leadership development practitioners focussed on establishing competencies for leaders and development programmes for leaders. Practical implications – The implications of this research include: Business and executive coaches To give consideration to the deliberate development of reflective practices in leader coachees thus enhancing their reflection, shifting awareness and leading to effective coaching outcomes. For leader coachees To be committed to the coaching process, development of reflective practices and committed to their self development. Further they are encouraged to focus on developing behaviours important for their leadership effectiveness. Organisational human resource development practitioners To include and address within leadership competency frameworks and development programmes the development of reflective practices and the value of reflection. In an organisational setting, reflective practice must be valued as a competency in order for benefits to be derived and the culture and leadership behaviours adopted be in alignment. Coaching academies or training providers and professional coaching bodies To position development of reflective practices as an important and primary outcome of a coach-coachee relationship linked to goal realisation and make reflection and reflective practices, an explicit competency in the coaching capability development framework linked to assessments. Originality/value – The study adds to the body of knowledge on understanding the impact of coaching in enhancing reflective practices in managers and contributes to the positioning of reflective practices in leadership competency frameworks and leadership development programmes. Future research around reflective practices is needed and recommendations have been made.

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Richardson, Tonia M. "Solution-Focused Brief Coaching as an Executive Coaching Intervention| A Quasi-experimental Study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569149.

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The purpose of the quasi-experimental study was to determine the effectiveness of Solution-Focused Brief Coaching as a specific intervention in executive coaching. The study used a pretest-posttest design with an experimental group and a control group. Six executives received six coaching sessions during this study. Twelve executives, serving as control subjects, did not receive coaching by any method. Measurement tools (the Working Alliance Inventory, the Goal Attainment Survey and the Satisfaction With Life Scale) provided quantitative outcome data to determine behavior, performance, and emotional change associated with use of SFBC (the independent variable). These measurement tools (the dependent variables) were administered to both groups before and after the 6-week coaching intervention. The WAI – C pretest showed significant differences between the groups suggesting that coaches perceived the working alliance of coached participants to increase to a significantly larger degree than the noncoached group. The SWLS pretest showed significant differences between the groups suggesting that the group that sought coaching had a lower satisfaction with life than the control group at the beginning of the coaching engagement. While the GAS did not produce statistically significant results there was a large effect size suggesting that a very clear difference exists between the two groups. The results of the study provided preliminary empirical support for use of SFBC as an executive-coaching intervention. Recommendations based on the study’s results include replication of the study with a larger sample, additional studies reflective of more rigorous research designs, and use of professional coaches in research studies.

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Lee-Clarke, Andrew. "Executive coaching as the differentiating patterning of power." Thesis, University of Hertfordshire, 2003. http://hdl.handle.net/2299/14332.

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Executive Coaching is now widely applied in organisations to bring about improvements in performance through individual focussed development. Coaches work with their clients to agree outcomes for their work together and then use their skills in a structured conversation to bring about change. The change they write of is an unfolding of the limitless human potential that resides within each of us, which is accessed by removing obstacles or interferences. The view that I present in this portfolio is significantly different to this predominant thinking and makes an important contribution to the practice of coaching, as a coach, client or line manager. I see the change that can happen in coaching, or indeed in any conversation, as occurring as movements of power. Patterns of power-relating, I argue, differentiate individual and collective identities. Coaching then, is the patterning of power-relating that has the potential for further differentiating and so transforming the identities of all those involved in the coaching process. I perceive power as ongoing patterns that paradoxically form and are formed by the processes of relating between human bodies. I argue that the complex patterning of power, that enables and constrains the actions of each person, creates identity. Identity is therefore a socially created phenomenon, simultaneously forming and being formed by the processes of relating. The differentiating patterning of power transforms identity through changes in our experience of inclusion and exclusion. From this perspective, the change that occurs in coaching assumes transformative causality instead of the dual rationalist and formative causalities that underpin the predominant approaches to executive coaching. This portfolio explores the nature of change in organisations, focussing more intensely, in each paper, on conversations as organisational change, culminating in the exploration of executive coaching as conversations initiated to create change. Through the methodology of participative inquiry, this research provides a way of understanding executive coaching that is informed by the concept of complex responsive processes and the sociology of Norbert Elias rather that the humanistic and cognitive psychologies that are at the root of the work of most executive coaching.

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Carter, Alison Jane. "Commissioning executive coaching for directors and senior managers." Thesis, Bournemouth University, 2002. http://eprints.bournemouth.ac.uk/292/.

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Executive coaches are a relatively new and high profile addition to the supplier ranks offering development services for directors and senior managers in the UK. There is a paucity of theory about executive coaching, despite its widespread purchase and use in practice. The research and thesis examines current practice from two different perspectives - suppliers and commissioners - in order to advance understanding of the issues that affect the commissioning of executive coaching for directors and senior managers. Being one of the first in an area has a number of implications for the research design. The research environment is the real world of commissioners from a number of organisations who are members of the IES Research Club (and its successor body an IES Research Network) and the real world of executive coaches themselves. The chosen iterative research approach of action research and co-operative inquiry involved collaborating with three different sets of practitioner co-researchers in shaping the nature of the research and reflecting upon what was being learned. A particular contribution to the knowledge about the subject is made in categorising, for the first time, what organisations hope to gain by commissioning executive coaching on behalf of their most senior employees. The thesis also explores the 'how' of the work of executive coaches through situated research in one organisational context where 17 directors were coached by three executive coaches, including the researcher. A model of the executive coaching process, from the coach's perspective, has been developed and is presented and described here. The model is a significant contribution to theory in the field.

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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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Wilkinson, Jane. "Building personal resilience : how can executive coaching contribute." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96165.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The need for leaders who can cope with the volatility, uncertainty, complexity and ambiguity of today’s business world through developing or acquiring specific skills is an absolute necessity. Leaders need a ‘meta-skill of coping flexibility’ and to demonstrate agility in order to survive in the turbulent times that are not likely to settle down for some time. Occupational stress has reached extreme levels due to the pace of life, greater expectations, reduced job security and the ongoing introduction of new technology. Increasingly resilience is mentioned as the necessary competence for leaders of the current and future business world. Resiliency is about having the ability to adapt to changing situations and stressful situations. Executive coaching has many benefits, including providing leaders with a greater ability to deal with change, increased leadership self-efficacy and resilience and a decrease in depression. This study aimed to contribute to the field of Executive Coaching by investigating the current self- perceived levels of personal resilience in executives and designing a coaching process tailored to specific requirements to see whether there is an effect on the self-perceived levels of resilience. These self-perceived levels of resilience in the executives were then investigated after the coaching process to establish whether the coaching had an effect. Thirty-five (35) questionnaires were completed and a coaching participant group of four and a control group of four were selected using a random selection method. The four coaching participants completed four coaching sessions each. At the end of the sessions, the coaching participants and the control group participants were asked to complete the same questionnaire and the results were analysed and compared. The study found that the scores of the second questionnaire of all of the coaching participants increased and in the case of three of the control group participants the score decreased, which indicates that the coaching sessions made a positive impact on personal resilience levels. The coaching methodology used included cognitive behavioural and solution-focused techniques, as well as positive psychology, as suggested by the literature. Recommendations from the study include the need to develop resilience as a foundational leadership skill as well as throughout the leader’s career. Executives should engage in coaching to increase their ability to cope with and grow from business challenges. The genre of executive coaching can be enhanced with specific focus on building resilience skills in a flexible, yet effective way, in order to have a positive impact on the leader and the organisation.

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Robins, Rachel Veronica. "Executive coaching : a case study in local government." Thesis, University of Chester, 2014. http://hdl.handle.net/10034/346984.

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The purpose of this Summary of Portfolio is to set the thesis within a context of the work previously assessed within the Doctorate in Business Administration (DBA) programme. It therefore reflects on the learning achieved and summarises key findings of the pre-thesis work, Personal and Professional Review: Action Learning; and Business Research Methods, while recognising the personal and professional journey undertaken and reflecting how I reached the starting point of the thesis component of the programme. For many years, I considered that the opportunity to undertake doctoral study would be pinnacle of my academic achievement. I wanted to have the opportunity to make a fresh and meaningful contribution to practice-based knowledge of the Human Resource Profession. The pre-thesis programme commenced with Personal and Professional Review module, that enabled me to review my previous Human Resources career, and my development and learning over this period. This reflection allowed me to gain a deep insight into my own actions and preferences that had guided and supported my career choices. I was able to engage in deep reflection on achievements in the light of the enhanced personal self-knowledge and review my whole career progression and achievements and plan for the future. An element of this reflection triggered a major development in my career and at the mid-point of the DBA programme I decided to leave my role as a Director in a large local authority. Human Resources and Organisational Development was a career I had followed for over twenty-five years when I decided to start the next stage of my career as an independent Executive Coach and Organisational Development Consultant. The development of individuals and organisations had been an area of professional interest for a considerable time and in 2007 I qualified as an Executive Coach through Leeds University. As a senior practitioner, my first-hand experience in Executive Coaching, together with an interest in how individuals use coaching had led to the desire to research the use of Executive Coaching in Local Government. Through the Business Research Methods module I was able to formulate a detailed proposal for my thesis. In the module I re-engaged with both qualitative and quantitative research methods and further increased my knowledge in this area with the acquisition of advanced research skills that provided a sound base for the commencement of my major research project. During the journey I have had the opportunity to use my capabilities as an independent, self-reliant and self-motivated learner, together with incorporating my existing learning achievements, qualifications and experience into academic credits towards a DBA. The programme has allowed me to develop real expertise in areas of interest to me, and my profession. On reflection, it has allowed me to fulfil my desire to prove that I could operate as proficiently in an academic environment as I do as a practitioner. I now feel that I have addressed, what I felt was an in-balance. Before this journey, I considered my practitioner ability was far greater than my academic ability. Through doctoral study, I have addressed this, and recognise my achievement of gaining extensive academic knowledge, understanding and academic skills, and feel I can hold my own in an academic setting. I have also been able to gain an overview of theory and conceptual frameworks that further strengthen my approach to teaching and learning. The research into new areas and developing wider knowledge has resulted in a new Executive Coaching model that will now be shared through academic forums and professional networks to the advancement of my own professional practice and for the benefit of the wider profession.

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Chen, Jeff Yu-Jen. "Toward a multi-stakeholders partnership best-practice model for coaching interventions in customised executive education." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97419.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: In this highly competitive market, organisations are placing a strong emphasis on leveraging its organisational learning (OL) activities to achieve a sustained advantage. Organisations are increasingly recognising the value of partnering with external education providers to implement customized executive education programmes that can address their unique business need. Coaching interventions are frequently incorporated in such learning initiatives to enhance the alignment of the learning and development practises with the organisational goals and to increase the level of learning transfer once the program has been completed. The best-practises of coaching interventions remain however several understudied. This study therefore investigated the importance of multi-stakeholder partnerships on the effectiveness of coaching interventions within a customised executive programme. Qualitative data was collected through a series of semi-structured interviews targeting coaches, organisational learning drivers and delegates to obtain multi-source feedback for enhanced validity of perceptions. The findings were subsequently subjected to thematic analysis resulting in the emergence of 7 core themes. The results emphasised the importance of aligning the interpretation of management, organisational learning drivers (OLDs), coaches and delegates regarding the goals of the organisation and the coaching initiative. A recurring theme across the datasets related to the importance of transparent, direct and open communication prior to the commencement of coaching. Furthermore, the advantages of group coaching highlighted in this study were supported by previous literature. Another important contribution of this study pertained to evaluating and sustaining the mental and behavioural shifts delegates experienced during the coaching interventions. This highlighted the importance of soliciting management support, eliciting informal accountability and post-coaching interventions. As a result of combining multi-stakeholder perceptions, the findings of this study may contribute towards developing a best-practice model for coaching interventions in customised executive education (CEE) programmes.

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Karboul, Amel. "Experiencing coaching for the first time : first coaching sessions from the executive client's perspective." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/6e9ec092-17ea-4dd5-a48c-9c7df1439236/1.

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Background: Executive coaching has become a mainstay of leadership development practice worldwide. Some aspects of executive coaching such as return on investment are well studied, but the client experience of coaching is underexplored. This study aims to describe how clients perceive their first coaching experience and create a conceptual model of this experience to guide coaching practice. Methodology: 15 executives who had previously experienced their first coaching session took part in semi-structured interviews. The analysis of the interview protocols wasbased on Grounded Theory methodology. Results:Reports of client experiences were used to develop a conceptual Discovering, Agency, Roles, Expectations (DARE) model. The client experience of executive coaching is saturated with discoveries. Discovering of coaching, oneself and also a view of one’s potential from one’s own and third party perspectives are at the heart of the executive coaching experience. Perceptions of the experience are further influenced by client expectations, the conditions surrounding coaching and the different roles taken by coach and client. A sequence of agency emerged from the analysis. Conclusions: The thesis explores the implications of the emerging model of the first experience and how coaches can use this understanding of the coaching experience to enhance the client experience. Further research is needed into some aspects of the experience, such as the roles of coach and client and prevalence of discovering as a core experience in subsequent coaching sessions.

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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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Kovacs, Louise Carolyne. "Enabling leaders to navigate complexity : an executive coaching framework." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20827/.

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The purpose of this project was to increase coaching effectiveness in complex assignments, such as those that have an objective of increasing an executive’s capability to navigate complexity or where the coaching is crossXcultural. In the context of complex assignments, a flexible framework is required that supports the coach in the process of developing an individualised programme that meets the needs of the coachee in their specific environment. It is argued that the concept of case formulation can be applied to executive coaching to provide the foundation for a flexible coaching framework. Through this project, the Purpose, Account, Intervention, Reflect (PAIR) framework was developed, applied and evaluated with 12 coaching case studies in Australia and South East Asia. A Realistic Evaluation methodology (Pawson & Tilley 1997) was used to evaluate the effectiveness of the coaching and to identify what factors made the coaching effective and in which contexts. Outcomes were measured using a 360° survey, pre and postXcoaching interviews with the coachee and their manager, and coach and coachee session notes and reflections. The mechanisms of coaching and significant context factors were identified using session notes and reflections, and postXcoaching interviews. Successful coaching outcomes were identified in all 12 cases along with 17 key mechanisms of coaching effectiveness. Based on these findings, hypotheses regarding what makes coaching effective for which people and in what contexts were developed. This study demonstrates that the use of the PAIR framework facilitates the application of a case formulation approach to executive coaching and its use assists coaches in creating individualised coaching programmes. This study also demonstrates how the PAIR framework is flexible enough to meet a range of different contexts, including complex executive development and crossXcultural coaching assignments. Different combinations of mechanisms of coaching effectiveness were identified in each of the 12 case studies assignments, reinforcing the need to develop individualised programmes to meet the specific needs of each coachee. The implications of these findings for executive coaching practice and future research are considered and recommendations made for both practising coaches and researchers in the field.

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Ozkan, Esra. "Executive coaching : crafting a versatile self in corporate America." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/42423.

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Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2008.
Includes bibliographical references (leaves 207-218).
In recent years, coaching has become a major form of personal and professional development service offered to executives to help develop leadership skills, enhance performance, and remediate patterns of problematic workplace behavior. This dissertation examines the emergence and development of executive coaching in the United States as a new form of professional expertise. Drawing on eighteen months of ethnographic research, the majority of which took place in New York City, this study analyzes the ways in which executive coaching brings together theories of individual psychology and of organizational efficiency in order to increase functionality and productivity at work. Executive coaching is: a) a new form of professional expertise, b) a management tool to increase productivity and efficiency at work, c) a window to changing notions of the self and personhood in America and, finally d) an access point to the corporate world. This study explores these four dimensions of executive coaching. I argue that the emergence of coaching is a product of and a response to a fast changing business environment where continuous improvement is required to adapt to the volatility of changes. Change in the larger context (corporate settings and business environments) is not to be resisted or criticized but to be enabled through the change of the self. This dissertation illustrates and explains the grounds of a shift away from systemic approaches and systemic criticism towards individualistic approaches. Coaching emerges in and becomes an illustration of a neo-liberal economy that emphasizes constant retraining of a self that is versatile, pragmatic and fragmented.
by Esra Ozkan.
Ph.D.in History, Anthropology, and Science, Technology and Society (HASTS

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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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Gettman, Hilary Joyce. "Executive coaching as a developmental experience [electronic resource]: a framework and measure of coaching dimensions /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8630.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Robert H. Smith School of Business. Dept. of Management and Organization. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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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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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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Motloung, Thabang. "Executive coaching : a tool for advancing blacks into senior management positions." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/23468.

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The shortage of blacks in senior management and executive positions is a South African phenomena. Following decades of academic and economic segregation by the apartheid regime, many black individuals find themselves lacking the necessary technical and soft skills to operate effectively in organisations. This study explores whether executive coaching can be used to bridge the soft skill gap. The study further explores the characteristics of the coachee, the coach and the coaching relationship required for a successful intervention. A qualitative exploratory research was undertaken with fifteen one-on-one interviews conducted with qualifying black managers to capture their perceptions about the use of executive coaching as a developmental tool. This research has shown that executive coaching can be used as a viable developmental tool to prepare black managers for senior positions. A profile of an ideal candidate, an ideal coach, and an ideal coaching environment has been put together in a proposed framework that will hopefully facilitate the achievement of the goal.
Dissertation (MBA)--University of Pretoria, 2007.
Gordon Institute of Business Science (GIBS)
unrestricted

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Gilbert, Rebekah. "A learning team approach to executive recruitment, coaching & consultancy." Thesis, Middlesex University, 2011. http://eprints.mdx.ac.uk/8457/.

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This project has been undertaken jointly by Michael Smith and Rebekah Gilbert, two recruiter-coach-consultants who through their company, Griffonage, work as a complementary and permanently learning team, providing bespoke assistance to companies that wish to develop the performance of their executives throughout the life-cycle of their careers.

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Hattingh, Marina. "An explorative comparison of the value and experiences of the coach and coachee during executive coaching." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/29291.

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This study set out to explore and describe the experiences of executives and coaches when going through a process of executive coaching. The rationale was that an understating of their experience and their perceived benefits that they gain from a coaching process, might afford insight into a relatively new field. Subsequently this could perhaps contribute to the knowledge of executive coaching in South Africa and develop the discipline further by focusing on the experiences of the different parties. A qualitative approach was followed since it provides rich, descriptive data that increases the contextual depth. To ensure the quality of the research, sensitivity was given to criteria of transferability, credibility and dependability. Exploratory research was employed because executive coaching in South Africa has not been documented that extensively. This method was also chosen because the researcher aimed to describe and interpret the context-bound research subject. Grounded theory was used to analyse the qualitative data. Ten participants were interviewed individually to collect information regarding their experiences. Five coaches and five coachees were interviewed, the interviews were recorded, transcribed and analysed from a grounded theory perspective. The findings indicated the experiences of coachees and coaches when going through a coaching process. There are five transcending findings that the researcher found very interesting although these were not all linked to the research questions. They are as follows:
1) Approach / focus of coach seems closely linked to experience of coachee
2) Coaches use very different paradigms / models
3) Use the term executive coaching interchangeable with other terms
4) Coach not unaffected by executive coaching relationship
5) Important for the coachee to feel that the coach understands his/her culture The first indicates that the approach of the coach seems closely linked to the experience of the coachee”. The second indicates that coaches use different paradigms and some followed a more involved process. The third indicates that coaches also use different terms to refer to executive coaching which may lead to misunderstandings in the field. The fourth transcending finding indicates that the coach is not unaffected by the coaching relationship and that they also value growth and development from coaching. The last transcending finding indicates that the coachee feels it is important that the coach understands his/her culture and background. This study contributes to the field of coaching, more specifically, executive coaching in South Africa. The findings also stress the importance of understanding and respecting the diversity in South Africa, specifically in terms of our cultures, backgrounds and different frameworks. Copyright 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Hattingh, M 2008, An explorative comparison of the value and experiences of the coach and coachee during executive coaching, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02162012-120517 / > C12/4/133/gm
Dissertation (MCom)--University of Pretoria, 2011.
Human Resource Management
unrestricted

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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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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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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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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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Wilcox, M. "Multiple understandings of executive coaching : an exploratory study of Irish experiences." Thesis, Nottingham Trent University, 2010. http://irep.ntu.ac.uk/id/eprint/11/.

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This research study explores executives’ perceptions of factors that impede and facilitate the effectiveness of a coaching intervention designed to enhance leadership skills. It also explores research participants’ perceptions of the effectiveness of the intervention. Because research studies have rarely given prominence to the voice of the executive (Kilburg, 2004, Lowman, 2005, Turner, 2006; Styhre, 2008), this aspect of coaching is still largely unexplored, thus the purpose of the research is to bring the voice of the executives to the fore via an instrumental case study whose focus is the experiences of the executives. A large indigenous Irish company facilitated the research, which took place in Dublin. The research design is a series of in-depth, semi-structured interviews with a cohort of four executives who had engaged in a pilot coaching programme, with the HR Director who initiated the coaching intervention, with the Coach, and with the Divisional CEO whose budget paid for the coaching. The executives’ stories are told via a ‘montage’ of rich descriptions of their views on the organisation, their leader, and their coaching experiences. The views of the other players, (HR Director, Coach and CEO) are presented independently. A review of current literature on executive coaching discusses recent research studies and notes the dominance of North American research and the dearth of studies that address executives’ perspectives. The literature reviews salient inputs to the coaching process: the role of the organisation, the skill sets of the coach, and the readiness of executives to be coached. The research found that coaching yielded a number of positive outcomes for all executives, although perceptions of gains varied across all research participants; the most significant evaluation discrepancy was between the HR Director and the CEO. While the Coach had many strengths, which were acknowledged by all executives, his description of his ‘structured’ approach was at variance with that experienced by the executives, some of whom were frustrated by lack of continuity and by his failure to measure progress. The CEO, who had also taken part in the coaching programme, was particularly frustrated by what he saw as the lack of engagement by the Coach. Neither the executives nor the CEO challenged the Coach to change his approach. A key finding was that neither the Coach nor the Organisation (as represented by the HR Director and the CEO) managed the process to produce a satisfactory results oriented experience for all the executives. The findings from this research study inform a conceptual framework that highlights the facilitators and inhibitors of executive coaching as articulated by the stakeholders to the coaching programme. The findings have practical implications for coaches, HR professionals and executives on how to behave in a coaching situation and the study adds to the body of knowledge on what facilitates and hinders the success of executive coaching and the factors that influence executives’ evaluation of the coaching process.

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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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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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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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De-Valle, Paula Jane. "An exploration of executive women's experiences of coaching and mentoring : an Interpretative Phenomenological Analysis study." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/c38c50b1-40c7-4739-8fca-ef99b188635b/1.

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The slow pace of women’s advancement to senior levels in organisations is an ongoing topical debate. Resolving this issue through appropriate developmental support interventions is the subject of much discussion. An understanding of the use of coaching and mentoring to address this individual, organisational and societal problem is, however, underresearched in a UK context, and more widely. In the coaching and mentoring literature there is limited research concerning the voice of the coachee/mentee and even less research relating to executive women. This study sought to address this deficiency and explore the experiences of executive women who have been coached and mentored, in order to gain an understanding of the role of these interventions and how they assisted the women’s development. Qualitative research was conducted using an Interpretative Phenomenological Analysis (IPA) methodology and involved semi-structured interviews with twelve executive women, all of whom worked at senior levels in UK organisations. The data were subsequently analysed using Smith, Flowers and Larkin’s (2009) interpretive framework. The findings highlight the positive impact of coaching and mentoring on the careers of the executive women in this study. Mentoring provided early career and psychosocial support, while coaching provided later support and challenge that encouraged the development of skills, authenticity and identity; aided coping with and adapting to the work environment; and in some cases assisted with broader life decisions. The participants’ subsequent commitment to coach and mentor others was a further outcome of this research. This study contributes not only to understanding the context of a coaching assignment involving executive women, the ‘experience’ of coaching and mentoring, and the importance of the coaching relationship, but also to the application of such learning to assist others. The implications of this research expand knowledge and provide new insights to add to the limited literature on coaching and mentoring executive women in the UK.

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Pliopas, Ana Luísa Villares da Silva Vieira. "Coaching executivo: dinâmicas das relações entre o coachee, o coach e a organização." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24298.

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Coaching é empregado por organizações para propiciar desenvolvimento a executivos, desde a década de oitenta, e seu uso aumenta desde então. A despeito da vasta utilização em organizações, os poucos estudos sobre as relações que se estabelecem entre o coachee, o coach e a organização evidenciam a complexidade dessas relações, em que há agendas múltiplas de jogos de poder. Há portanto oportunidade para o aprofundamento do entendimento de relações triangulares e diádicas em coaching executivo. Este estudo é relevante à medida que aprofunda o entendimento de uma prática organizacional frequentemente empregada, porém com poucos estudos sobre as relações entre coachees, coaches e organização. O estudo está fundamentado na perspectiva teórica do construcionismo social, que visa a entender como as pessoas dão sentidos ao mundo onde vivem e ao que fazem, ampliando assim as opções de entendimento de um fenômeno. A abordagem metodológica adotada foi a grounded theory, conduzida de maneira coerente com o construcionismo social. Os dados foram obtidos com entrevistas de 45 pessoas, sendo 16 coachees, 15 coaches e 14 profissionais de Administração de Recursos Humanos. Como resultado do estudo, três sentidos principais sobre as dinâmicas das relações entre o coachee, o coach e a organização foram elaborados. Primeiramente as relações triangulares e diádicas presentes em coaching executivo foram ressignificadas, com a sugestão de que as relações entre os diferentes atores em coaching executivo têm relevância e dinâmicas distintas. A relação entre o coach e o coachee é fundamental e a manutenção do sigilo do conteúdo das sessões de coaching primordial para a preservação de tal relação. Independentemente disso, a organização permeia a relação entre o coachee e e o coach, à medida que há expectativas de que contas sejam prestadas à organização. Também foi elaborado um contínuo no qual diferentes discursos de coaching foram posicionados. Esse contínuo chama atenção para um paradoxo de coaching executivo: quanto mais o processo de coaching se aproxima do discurso gerencial de coaching, dando mais atenção ao desenvolvimento de competências do executivo para atingir metas organizacionais, mais coaching assume um caráter instrumental, o que subtrai do coachee sua relevância no processo, com a potencialidade de tornar o processo de coaching inócuo. Finalmente há a proposição de uma dimensão vertical de coaching executivo acerca de temas que coaches e coachees percorrem em sessões de coaching. Esse sentido traz uma perspectiva integradora de coaching, no qual diferentes olhares permitem ao coachee elaborar sentidos sobre os temas de seu desenvolvimento.
Organizations have employed coaching to develop executives since the 1980s, and such practice has increased since then. Despite its wide use in organizations, there are few studies about the relationships established between the coachee, the coach and the organization, and such studies focus on the complexity of such relationships, in which there are multiple agendas of power games. Therefore, there is opportunity to deepen the understanding of triangular and dyadic relationships in executive coaching. This study is relevant as it deepens the understanding of a frequently employed organizational practice, but with few studies on the relationships between coachees, coaches and organization. The work is based on the social constructivist theoretical perspective, which aims to understand how people make sense of the world they live in and what they do, broadening, this way, the options for understanding a phenomenon. The methodological approach adopted was grounded theory, conducted in a manner consistent with social constructionism. Data were obtained with interviews of 45 people, being 16 coachees, 15 coaches and 14 professionals of Human Resources Administration. As result of the study, three main meanings on the dynamics of the relationships between the coachee, the coach and the organization were elaborated. Firstly, the triangular and dyadic relationships present in executive coaching were re-signified, suggesting that the relationships between the different actors in executive coaching have different dynamics and relevance. The relationship between the coach and the coachee is fundamental, and the maintenance of the confidentiality of the coaching sessions content, essential for preserving such relationship. Despite the importance of such relationship, the organization permeates the relationship between the coachee and the coach, since it is expected that coach and coachee will also comply with the interest of the organization. Another result elaborated from the study was a continuum, in which different coaching discourses were positioned. This continuum highlights a paradox present in executive coaching: the closer the coaching process is to the managerial discourse of coaching, prioritizing skills development to achieve organizational goals, the more coaching may assume an instrumental quality, subtracting the coachee’s relevance from the process. This has the potential to make the coaching process innocuous. Finally, a vertical dimension of executive coaching is proposed, which address topics that coaches and coachees go through during coaching sessions. This meaning offers an integrative perspective of coaching, in which different perspectives allow coachees to make meaning about their development.

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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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McGregor, Malcolm. "Using coaching to enhance the leadership capability of retail executives." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4019.

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Coaching has increasingly been used in organisations to develop leadership capability. However, due to a lack of empirical research, very little is actually known about what it is and how it works, resulting often in organisations experiencing difficulties and frustration when they come to use and review its effectiveness. Coaching carries many different definitions, none of which is accepted as ‘universal’. This implies that the term is complex. In order to understand coaching more clearly the thesis dedicates a separate chapter to each of the following eight sub-questions: 1. What is understood by the term coaching? 2. What impact does the retail organisation have on the coachee? 3. What are the desirable characteristics of the coachee? 4. What skills does a person need to be able to coach? 5. What does the coach do? 6. What does the coachee experience during a coaching session? 7. What are the outputs from coaching for the organisation and the coachee? 8. How can the organisational sponsors control the quality and consistency of the coaching? Qualitative research is gathered from coachees in a major UK retailer to suggest four key coaching insights. Firstly the majority of coachees experience a change in their ‘self’ as a result of their coaching. Secondly coaching is valued highly by coachees as the only opportunity they get to talk about themselves. Thirdly many of the potential benefits from linking coaching to broader theories and philosophies do not appear to be evidenced in this research. Fourthly there is little evidence to suggest there has been any explicit transfer of capability from the coach to the coachee. The thesis concludes that coaching is a complex that can be used to raise awareness in the multiple elements that constitute the self. In this way the coachee becomes more conscious of how they interpret events, more considered in choices they reflect, more precise in decisions they make, and more adept at controlling their reactions. Coaching can focus on different dimensions of the self and change in what is done accordingly. For example it can consider past events having similarities to therapy: it can consider current events with a focus on organisational performance and goals, and it can consider the coachee’s future potential to influence transformational change with a focus on theories and philosophies. Although changing depending on the element and dimension of self, coaching often involves talking, listening, and reflection to increase understanding. By focusing on deepening self-awareness, coaching has the potential to create a spiral of self-development. For this to be possible the coachee must prepare for independence from the coaches by taking responsibility for their own development. This is possible by firstly developing their own self-learning mechanisms and secondly by developing a ‘life goal’ or ‘guiding philosophy’ capable of igniting an inner drive to carry out these self-learning mechanisms on a continuous basis. The coaching stakeholders are responsible for what coaching achieves. The coach has a responsibility to make the other coaching stakeholders aware of its complexity as well as providing a profound appreciation of its potential. However the need for the coachee to be of the right mindset for coaching (i.e. willing to face themselves and commit to the rigors of intrinsic development) is a vital stakeholder characteristic if it is to be potentially successful. Coaching impacts the coachee’s self-awareness, which leads to greater ‘self-leadership’ capability, which is likely to impact their behaviours and actions and enhance the interpretation they give to others who recognise traits that may attract their followership.

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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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Chapman, L. A. "An exploration of executive coaching as an experiential learning process within the context of the integrated experiential coaching model." Thesis, Middlesex University, 2006. http://eprints.mdx.ac.uk/2665/.

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This research project involved a phenomenological exploration of executive coaching as an experiential learning process within the context of the Integrated Experiential Coaching Model. This model proposes that executive coaching is about facilitating integrated experiential learning in individuals in order to facilitate personal growth and development with the aim of improving individual and organizational performance. It is not therapy. It is integrated in that it caters for Schumacher’s Four Fields of Knowledge and Wilber’s Integral Model which caters for personal development through various levels of consciousness, especially in the personal and transpersonal levels. It is experiential in that it uses Kolb’s Experiential Learning model as the injunction and uses Harri-Augstein and Thomas’s concept of Learning Conversations as the primary learning tool. An adapted version of the Transcendental Phenomenological Methodology of Moustakas was chosen to explore and discover the meaning and essence of the learning experience while being coached within the context of the Integrated Experiential Coaching Model. It was hypothesised that the Integrated Experiential Coaching Model facilitated both the prehension and transformational dimensions of Experiential Learning in individuals. The co-researchers understood and owned some significant behavioural dynamics inside of themselves, as well as between themselves and other significant colleagues. This underlines the possibilities of coaching as a staff development intervention to facilitate self-authorisation by working through one’s own unconscious and dynamic behavioural issues. It was hypothesised that coaching presented from this model empowers individual employees to work towards their own cognitive insight, the experience of emotional meaningfulness and taking of responsibility for their own growth and career development.

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Eriksson, Kristina. "Executive coaching : diverse stakeholder perspectives and a model for agreed procurement procedures." Thesis, University of Derby, 2011. http://hdl.handle.net/10545/262693.

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Over a period of fifteen years executive coaching being used as a support to leaders in their role has grown from a relatively unknown approach to a mainstream activity in organisations and is likely the fastest growing developmental method in Sweden. Its definition and purpose covers a wide spectrum and the activity is poorly defined. There are a number of questions about the contribution of the service to individual and organisational success and to effectiveness on both an individual and an organisational level. The overarching aim of this research is to explore, describe and acquire a deeper understanding of how executive coaching supports leaders in their role. The point of departure has been to investigate the interaction going on between the stakeholders involved, namely the executive coach, the coachee and the sponsoring organisation. The aim is to provide a research-informed Executive Coaching Buying-in Model to facilitate the buying-in process for the Swedish market. A qualitative research method based on a hermeneutic perspective was designed. 73 semi- structured individual interviews and four group interviews involving 12 persons were conducted. In total 85 respondents participated in the study. The respondents came from various types of companies including Global companies, Government authorities, Small entrepreneurial companies, Municipalities, Management consulting companies and Swedish coach companies. The theoretical perspectives used included psychological theories, leadership theories as well as other influences and roots of Executive Coaching. Some interesting conclusions can be drawn from the study. For example a distinct differentiation between executive coaching and other types of coaching is preferable for the outcome-process and also from an organisational perspective. The borders between executive coaching, counselling and psychotherapy are indistinct and today virtually anyone could claim to be an executive coach. The market calls for more research and those involved in the executive coaching assignment need to be more aware of the various processes going on during the buying-in process. Based on the findings a seven-stage Executive coaching Buying-in Model was constructed. When it comes to the Swedish market certain areas are defined for future research. One central issue is to further work in distinguishing and defining the concept of Executive Coaching in relation to other coaching services and activities. Another matter is to ascertain qualifications for an executive coach with a focus on special competencies, professional training and curriculum. Furthermore it seems necessary to establish clear borders between executive coaching and other developmental tools. It also would be of value to evaluate and find new systems to measure the effect of executive coaching and its outcome. Another desirable task is to investigate and clarify the activities of the main coaching bodies in terms of their similarities and divergences and to be able to create an overall standard and certification system that is mutually agreed. Finally applying, testing and implementing the Executive Coaching Buying-in Model constructed as a result of this research are seen as a part of future research activities.

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Nash, Jennifer. "The Power of Relationships: Navigating the Dance of Change through Executive Coaching." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522777110365909.

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Leite, Ana Maria Andreazza Araújo. "O Campo profissional do executive coaching no Ceará: perfil, atuação e demanda." reponame:Repositório Institucional da UFC, 2015. http://www.repositorio.ufc.br/handle/riufc/27069.

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LEITE, Ana Maria Andreazza Araújo. O campo profissional do executive coaching no Ceará: perfil, atuação e demanda. 2015. 118 f. Dissertação (Mestrado) - Universidade Federal do Ceará, Faculdade de Economia, Administração, Atuária e Contabilidade, Programa de Pós-Graduação em Administração e Controladoria, Fortaleza-CE, 2015.
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Coaching is increasingly used by organizations to develop their leaders. The number of academic publications on the subject is also increasing. However, in Brazil and Ceará, academic production still has many theoretical and empirical research gaps on executive coaching, among them the understanding of the constitution of this professional field in Ceará. This work has as main objective to identificate the professional field of executive coaching in Ceará, in terms of the profile and performance of coaches as well as the demand of the contracting organizations. To this end, are set three specific objectives: 1) to investigate the executive coach profile characteristic, with regard to their skills and training; 2) to examine the performance of the executive coach, from the perspective of professional and contracting organizations; and 3) characterize the demand of organizations for the work of the executive coach. This is a research characterized as descriptive qualitative, with primary data collection method performed through semi-structured interviews and questionnaires with 10 coaches, 10 coachees and 8 contracting organizations, setting triangulation data. Content analysis allowed the observation that the professional field of executive coaching in Ceará is still not well defined, although there is concordance among respondents about the profile and performance of the coaches as well as the demand for their work. Regarding the profile of the executive coach, greater consistency was evidenced on the required skills of knowledge in coaching, management and behavior, as well as the ability to establish trust and the need for a longer and deeper formation. Concerning the performance of the executive coach it is evident the need for regulation of activities with the existence of a code of ethics based on agreed principles and observed by professionals working in the field. On the professional principles that should be observed in the performance of coaches , there is a reversal in the hierarchy of importance between the interviewees. Meanwhile, from the perspective of coachees and organizations, greater importance was given to the principle of secrecy and confidentiality. This was the least cited by the coaches. Regarding the demand for the coach's work, it was more evident in the organizations performance improvement and leadership development. For coachees, greatest demand is improving relationships and emotional balance. A challenge for coaches is the ability to meet the different demands of people and organizations, as these seek results based on strategic objectives, while those seeking more balance between personal and professional life, in order to be happier and, consequently, fulfilling.
O coaching é cada vez mais recorrido pelas organizações para desenvolvimento de seus executivos. É crescente também o número de publicações acadêmicas sobre o tema. A produção universitária brasileira e cearense, no entanto, ainda expressa muitas lacunas teóricas e de pesquisa empírica sobre executive coaching, dentre as quais o entendimento da constituição deste campo profissional no Ceará. Este trabalho tem como objetivo geral identificar o campo profissional do executive coaching no Ceará, no que se refere ao perfil e atuação dos coaches, bem como à demanda das organizações contratantes. Para tanto, foram definidos três objetivos específicos: 1) investigar as características do perfil do executive coach, no que se refere às suas competências e formação; 2) examinar a atuação do executive coach, na perspectiva dos profissionais e organizações contratantes; e 3) caracterizar a demanda das organizações pelo trabalho do executive coach. Esta é uma pesquisa caracterizada como qualitativa descritiva, com método de coleta de dados primários realizado mediante entrevistas semiestruturadas aplicadas a 10 coaches, 10 coachees e 8 organizações contratantes, configurando triangulação de dados. A análise de conteúdo permitiu a observação de que o campo profissional do executive coaching no Ceará ainda não é bem delineado, apesar de haver concordâncias entre os entrevistados quanto ao perfil e atuação dos coaches, bem como à demanda pelo seu trabalho. Em relação ao perfil do executive coach, maior congruência foi evidenciada quanto às competências requeridas de conhecimento em coaching, gestão e comportamento, bem como à capacidade de estabelecer confiança e à necessidade de uma formação mais longa e aprofundada. Com relação à atuação do executive coach, evidencia-se necessidade de regulamentação da atuação com a existência de um código de ética baseado em princípios acordados e observados pelos profissionais que atuam no campo. Sobre os princípios profissionais que deveriam ser observados na atuação dos coaches, há uma inversão na hierarquia de importância entre a visão dos entrevistados. Enquanto isso, na óptica dos coachees e organizações, maior importância foi conferida ao princípio do sigilo e confidencialidade. Este foi dos menos citados pelos coaches. Em relação à demanda pelo trabalho do coach, foram mais evidenciadas pelas organizações a melhoria de desempenho e o desenvolvimento de liderança. Para os coachees maior demanda é a melhoria de relacionamentos e equilíbrio emocional. Um desafio aos coaches é a capacidade de atender às demandas diferenciadas das pessoas e das organizações, porquanto estas buscam resultados, baseados em objetivos estratégicos, enquanto aquelas buscam mais equilíbrio entre vida pessoal e profissional, de forma a serem mais felizes e, consequentemente, produtivas.

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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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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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Dissertations / Theses on the topic 'Executive coaching'

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