3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Executive coaches’ work experiences through a wellbeing and values lens(2019) Norden, Bethprimary objective of the study was to explore how executive coaches experience their work, as this has been largely unexplored in the coaching literature (Bachkirova, 2016; Grant et al., 2010; Schermuly, 2014). Both a wellbeing and values lens were applied to gain a better understanding of how coaches experience their work. The research questions addressed in the study were: What are the positive aspects and challenges coaches experience in their work, what strategies do they apply to sustain their wellbeing and what is the association between coaches’ wellbeing and values? A mixed methods research design was chosen to answer the research questions. Twenty executive coaches comprised the qualitative sample and ninety-eight coaches comprised the quantitative sample. The qualitative component looked at coaches’ wellbeing and how these experiences align to Ryff’s (1989) six-component model of wellbeing. Strong support was found for the alignment of coaches’ wellbeing with the model. The quantitative component examined the way in which wellbeing and values are associated by using the PERMA-Profiler (Butler & Kern, 2016), based on Seligman’s (2011) model of human flourishing, and the Portrait Values Questionnaire (PVQ-RR), based on Schwartz’s (1990) model of human values. Inter-battery factor analysis (IBFA) confirmed the association between coaches’ wellbeing and values. Four factors were identified from the analysis, resulting in the identification of four coach profiles: good timers, traditionals, independents and achievers.Item The perceived role of coaching in enhancing millennial leaders’ development in South Africa(2019) Malunga, NobuhleOne of the key strategies of maintaining organisational performance is investing in the development of leaders. Coaching is one of the instruments that has been used as a process to positively influence leader development. Coaching has been labelled as a process that assists leaders to modify behaviour and perspectives without sacrificing on competence and self-esteem. This study considered the rise of the millennial generation in the South African workforce, particularly in leadership positions across industries. The primary aim of this study was to investigate and describe the millennial leaders’ perception of executive coaching and its role in effectively advancing their leader journey. Millennials have been described as the latest generation to enter the workforce, which is inclusive of individuals born between 1980 and 2000. In 1990, the South African landscape changed, demanding an inclusive workforce, through ensuring a representation of race, gender and age. It is argued however that business has been slow to realise that the political changes influenced societal and behavioural trends and in turn the diverse make up and management of talent within organisations. This report therefore paid attention to the experiences leaders within South Africa had while being coached. This was done by looking at the challenges before engaging in the coaching process and the perceived value and impact that the leader derived from coaching. The study assumed a qualitative design, using interviews with eight millennials in senior management positions. Interviews were then analysed thematically. The study suggested that the leaders perceived coaching as a process that had a significant impact towards their leader journey - one that has positive psychological effects in their work and home life. Furthermore, the study suggested that coaching millennials is not significantly different to coaching the generations before but that coaches need to be mindful of how the millennials prefer to be engaged. The process of self-reflection was reported by most participants as the phase during the coaching process that allowed them to reach their best self as developed leaders. Therefore, one of the study recommendations is that coaches, regardless of the coaching process used, must ensure that self-reflection is always one of the coaching instruments used during the coaching process - particularly when engaging with millennial coachees.Item Behaviours within South African business coaching relationships that facilitate excellent outcomes(2019) Palmer, HelenThis study articulates coach and coachee behaviours within South African business coaching relationships that facilitate excellent outcomes. This study therefore contributes to the development of the theoretical body of knowledge on coach and coachee behaviours. The study utilised a qualitative approach to interview respondents (within eight coaching dyads) using a semi-structured interview. This served as the primary data source. The data was analysed by identifying common themes across the coach group and the coachee group. This was supplemented with analyses within and across the eight coaching dyads to identify the behaviours that appear to be dominant and critical. Based on the literature review and research findings, there are six components in defining excellent coaching outcomes: (i) greater self-awareness; (ii) change in mind-set; (iii) clarity; (iv) goal achievement; (v) change in behaviour; and (vi) a coaching relationship to go back to (a new finding). In order to achieve these outcomes, both the coach and the coachee must deliberately display specific behaviours. For the coach, this means actively displaying 23 behaviours and for the coachee, it means actively displaying seven behaviours. Three new findings emerged for coach behaviours, namely: taking time to get to know the coachee; being consistently prepared for the coaching sessions; and maintaining contact between coaching sessions. The findings suggest that there may be critical behaviours for both the coach and coachee. For the coach there are three behaviours that appear to be most critical, namely: creating a safe space; contracting; and using various methodologies, tools and literature. For the coachee, there are three behaviours that appear to be most critical, namely: being open-minded; taking ownership and responsibility; and doing the work and taking action. The uniqueness of this research lies in including behaviours of both the coach and the coachee as they relate to excellent coaching outcomes. Therefore, the findings provide value to both coaches and coachees who are currently coaching or being coached. The findings may specifically inform their overall coaching process, paying specific attention to the key behaviours that facilitate coaching excellence. Coach trainers and coaching supervisors may benefit in terms of coach training and supervision of existing and potential coaches. Established coaching accreditation bodies may also find the study a useful contribution to the current understanding and depth of the topic. The research contributes significant value through its evidence-based definition for excellent coaching outcomes and two coaching models for coach and coachee behaviours respectively.Item Exploring expert performance in business and executive coaching(2016) Steinberg, SavannahThe purpose of the study was to explore expert performance in business and executive coaching. Although it is an unregulated field, executive coaching continues to grow as an industry with recent estimates suggesting earnings of $2-billion per year (Fillery-Travis & Lane, 2006). Despite the growth of the coaching industry in the last decade there is still a lack of clarity in coaching science as to how performance should be measured; what constitutes expert performance in executive coaching and how it is acquired (Côté, Young, Duffy, & North, 2007). The primary research question is, ‘what is expert performance in business and executive coaching?’ The research also explores what expert performance is, how expert performance can be recognised and how people in the industry recognise expert performance in business and executive coaches in South Africa today. This study aims to fills the gap in research regarding what constitutes expert performance in executive coaching and how it is acquired. This literature review explores the definition of coaching, methods and approaches to coaching, the coaching industry, expert performance per se and expert performance in executive coaching. Expert performance can be defined in many ways. It is the ability to perform at any time with limited preparation (Ericsson, 2008) and is demonstrated by consistent superior performance on a specific task in the person’s field of expertise (Ericsson & Charness, 1994). Chapter 3 documents the research methodology process that was used to conduct this research. The researcher used a qualitative research methodology and the research paradigm for this dissertation was interpretivism. The research design was phenomenology, used to explore the phenomenon of expert performance in business and executive coaching. The population included 6 registered executive coaches in South Africa, 6 executives from various organisations, and 6 heads of Human Resources (HR) or learning and development. 18 semi-structured interviews were used to conduct the research. Deliberate sampling was used until data saturation occurred. This research aimed to deepen the understanding of expert performance in business and executive coaching, and as a secondary focus, to explore what is required to have expert performance as an executive coach, and how it is recognised. Chapter 4 is a breakdown of the categories identified through the findings of the research and provides the reader access to some direct quotes from the respondents through the interviews. There was a consensus that, for coaching to be successful, the individual having coaching needs to a) want coaching, b) initiate it, and c) assume responsibility for choosing the coach. The criteria for choosing a coach are to check testimonials and references, to get clarity on the coach’s qualifications and experience, and to establish the coach’s processes and niche. Moreover, the coach’s motivation for coaching should be assessed. The coach needs to build trust and rapport immediately and exude confidence and passion. A key subject of enquiry of this study was to establish the criteria deemed to be essential for expert executive coaching. Sixteen criteria emerged, they were: 1) relationship skills; 2) willingness to challenge; 3) presence; 4) walks-the-talk; 5) continuous development; 6) self-awareness; 7) can say no to work; 8) can express what they do; 9) has experience; 10) is qualified; 11) can easily unlock potential and depth; 12) can go with the flow and not know; 13) creates powerful results; 14) client centric; 15) referrals and returning coaches and 16) shifts between theory and reality. Chapter 5 compares the literature and the outcomes of the interviews conducted to assess if the findings from this research are consistent with, or contradictory to, the literature on the topic. The outcomes of this chapter reflected key aspects to expert performance in business and executive coaching. To demonstrate expert performance as an executive coach the executive coach needs to have a high degree of authenticity, which builds trust that forms the foundation for a successful coaching intervention. To achieve this they need to have superior levels of self-awareness and social intelligence which provides an array of positive consequences. Expert executive coaches have context specific expertise that is relevant to the area in which they work. Expert executive coaches have clearly defined roles and identities heightening their levels of professionalism and enabling them to articulate what they do, and also to decline work where they recognise it is not their area of expertise. Expert executive coaches have extensive coaching experience and hence high levels of self-efficacy which communicates presence and credibility. To fulfil the requirements for deliberate practice, expert executive coaches have real passion for what they do which enables them to continuously develop themselves professionally and personally so they reach these levels of exceptional coaching. The conclusions chapter reverts back to the original research questions posed for this research and draws conclusions and recommendations for further research. This research showed expert performance in executive coaching was demonstrated by executive coaches who had been in the industry for ten years or more and had vast experience. They had been directly or indirectly applying deliberate practice in the form of continuous professional and personal development, involving supervision, mentoring, and additional coach-specific training. On a personal level they had continued to develop self-awareness by attending consciousness development seminars or retreats or by engaging in their own coaching process with a professional coach.Item CEO transitions: the implications for coaching in South Africa(2015) Gray, EdelweissThe study explored the CEO transition process that takes place in the handing over of the organisation from the outgoing CEO to the incoming CEO and how executive coaching can facilitate the transition process. The past two decades have seen a reduction in the tenure of CEOs. In addition the transition period has contracted. This means that the incoming CEO is often faced with many challenges that may have been alleviated in a longer or more structured transition process. As CEO succession has a major impact on the organisation, and is disruptive in itself, executive coaching might present an opportunity to manage the transition and improve the settling in and effectiveness of the incoming CEO and thereby the performance of the organisation. . Friedman and Olk (1995), Garman and Glawe (2004) and Vancil (1987) defined a structured CEO succession and transition process in organisations. The transition process is conceptualised as a settling-in period where the designated CEO and outgoing CEO work together in a dual capacity whereby the organisation would slowly be transferred from one to the other over a period of months or even years (Kakabadse & Kakabadse, 2001). The Chairman plays an influential role in selecting the incoming CEO (Dalton & Dalton, 2007b; Engelbrecht, 2009; Fredrickson, Hambrick, & Baumrin, 1988) and in supporting the incoming CEO in his/her initial appointment period (Kets de Vries, 1987). There are various factors that determine the selection of an insider CEO or outsider CEO based on the performance and future strategy of the organisation (Dalton & Kesner, 1985; Friedman & Olk, 1995; Khurana, 2001; Ocasio, 1999; Zajac, 1990). The selection of the incoming CEO is important as it impacts the market value of the organisation and creates disruption within the organisation (Grusky, 1963). The incoming CEO, whether an insider or outsider CEO appointment, experiences many challenges when taking up the position. These challenges include delivering continuous growth, improved performance and profitability of the organisation (Bower, 2007; Giambatista, Rowe, & Riaz, 2005), managing key relationships with the Chairman, Board of Directors, Shareholders, key customers and suppliers as well as the management of people within the organisation. Other challenges are of a more personal nature, such as self-doubt and balancing work-life (McCormick, 2001; Stajkovic & Luthans, 1998; Stock, Bauer, & Bieling, 2014). Many of these challenges can be attributed to the reduced transition period that an incoming CEO has (Charan, 2005). iv There are various support structures available to the incoming CEO to supporting the incoming CEO in his/her initial appointment period. These include the Chairman, mentors and executive coaching. Various coaching models were considered in supporting the incoming CEO through the transition period and the challenges experienced (Bond & Naughton, 2011; Passmore, 2007; Saporito, 1996). The aim of exploring executive coaching models was to recommend a coaching framework that could be used in the CEO transition process. The research methodology used in the study was qualitative. Semi-structured interviews were undertaken in order to gain insights from the lived experience of CEOs, Chairmen and Board of Directors of organisations (Ponterotto, 2005; Wimpenny & Gass, 2000). Further to this an analysis of the CEO turnover in the Top 40 companies listed on the Johannesburg Stock Exchange (JSE) was undertaken, which served to triangulate the results from the respondent interviews. It was found that there was both planned and unplanned CEO succession in organisations and this impacted the transition process and period that took place between the outgoing CEO and the incoming CEO. Planned CEO succession usually arose from the planned CEO retirements and allowed for a long transition period. An unplanned CEO succession arose from the untimely resignation, retirement or death of the existing CEO. This left the newly appointed CEO taking the position with a very short transition period, if at all. Following from the planned and unplanned CEO succession there was found to be a mismatch between the theory of the CEO succession and transition processes and the practice thereof. This seemed to be more evident from a South African perspective as most of the literature on the subject of CEO succession and transition processes was internationally based with very scant South African literature available on the topic. Executive coaching can provide the structure for the incoming CEO to orientate him/herself to the organisational dynamics, setting the vision and strategy for the organisation as well as the effective execution of that strategy. Further, executive coaching can assist the incoming CEO in the personal challenges of leadership, managing people and stakeholders as well as self-doubt and work-life balance that the newly appointed CEO may experience.