A theory of the coaching process based on the lived experience of coached executives in South Africa

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dc.contributor.authorCunningham, Natalie
dc.date.accessioned2017-09-20T11:57:45Z
dc.date.available2017-09-20T11:57:45Z
dc.date.issued2017
dc.descriptionThesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2017.en_ZA
dc.description.abstractCoaching is a young, growing professional practice with its origins in many older established fields of knowledge. There is considerable research into what coaches think about their work and the theories and methods underlining these approaches. However, there is a great deal less research on how the executives or coaching clients experienced the coaching. This research answered the questions from the coached executive perspective by first wanting to know (1) what the lived experience of the coaching executive was; and (2) based on that lived experience, what theory about the coaching process would emerge. This emerged theory would be grounded in evidence from the coachee. A total of 17 clients were involved in the research. While the research had a strong phenomenological underpinning, the method used was that of constructivist grounded theory. There were five key findings with theoretical propositions behind each of the findings. The findings are: (1) Coaching is a response to an unmet need in an individual who lives in a volatile, ever changing world with great complexity. Coaching provided a wellness model that is collaborative, client driven, and adaptable. A primary need in people is to have a sense of well-being and personal meaning in this world. (2) Even though the coaching is a response to a need, the coaching client still needs to be ready to be coached. A client readiness theory with integrated components was developed based on the clients’ lived experience. The interrelationships based on the client’s perceptions were a new contribution. (3) There are several processes in coaching but the key focus of the processes is that they are active and present. The processes also understand the relationship between the ‘being’ and ‘knowing’ of the coach and the ‘doing’ of the coach. The doing covers the active processes but it is the way in which the coach does these processes (the being) that influences their efficacy. (4) The coach needs to be authentic, credible and present. (5) Brain integration leads to deeper self-awareness, well-being and personal meaning. This theory of brain integration is based in Interpersonal Neurobiology, and the nine domains of integration assist in providing an overarching framework in which to position the outcomes of coaching. The contribution was broad in that it looked at all aspects of the coaching process: the coach, the coachee, the process, the outcomes and the context and provided an integrated framework.en_ZA
dc.description.librarianMT2017en_ZA
dc.format.extentOnline resource (xi, 199 leaves)
dc.identifier.citationCunningham, Natalie (2017) A theory of the coaching process based on the lived experience of coached executives in South Africa, University of the Witwatersrand, Johannesburg, <http://hdl.handle.net/10539/23135>
dc.identifier.urihttp://hdl.handle.net/10539/23135
dc.language.isoenen_ZA
dc.subject.lcshExecutive coaching--South Africa
dc.subject.lcshEmployees--Coaching of--South Africa
dc.titleA theory of the coaching process based on the lived experience of coached executives in South Africaen_ZA
dc.typeThesisen_ZA
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