RESTRICTED Coaching managers to facilitate integration after an agricultural acquisition in South Africa Theodorah Dudu Mashile 507036 dudu.mashile@bayer.com Supervisor Dr Jenika Gobind A research proposal submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in the field of Business Executive Coaching Johannesburg, 31 March 2020 mailto:dudu.mashile@bayer.com ii ABSTRACT Generally, organisations continuously search for ways to enhance the capabilities of their leaders to maintain pace with the ever-evolving business environment. Leaders frequently lack dynamic leadership behaviour; consequently, they need effective interventions to develop their emotional and social intelligence competencies to achieve their organizational or work-related goals. The current study aimed to investigate the role of coaching in facilitating team integration after an acquisition. Majority of influential managers come from environments where technical, financial and operational knowhow were a priority, and these skills have provided little help when it comes to guiding people through change. The research followed the interpretive worldview. Data was collected from managers who have several people directly reporting to them. The sample consisted of mid-managers leading teams from both the acquired and acquiring companies. Face-to-face interviews were held with the participants—also, observations, detailed notes and researcher reflections. Research findings confirmed that managers have a gap of being more task- orientated and less on being people orientated could be closed through coaching managers through this transition. The findings of the study further suggest that coaching can be used as a tool to develop the required skills to handle most changes that come with the integration stage. Coaching has the potential to assist leaders to recognise their own emotions better and also acknowledge and manage their teams' emotions during the most uncertain period of organisational change. It helps to rely on their strengths and focus on their areas of development to lead and embrace change. iii KEYWORDS Executive Coaching, Facilitate, Integration, Acquisition and Mergers iv DECLARATION I, Theodorah Dudu Mashile, declare that this research report is my own work except as indicated in the references and acknowledgements. It is submitted in partial fulfilment of the requirements for the degree of Master of Management in the field of Business Executive Coaching at the University of the Witwatersrand, Johannesburg. It has not been submitted before for any degree or examination in this or any other university. Name: Theodorah Dudu Mashile Signature: Signed at Springs On the …………………………….. day of March 2020 v ACKNOWLEDGEMENTS During this study, I have benefited a lot from the support, guidance and assistance of a number of people. Firstly I would like to thank God almighty strength, ability and privilege to study. Secondly, I would like to thank my manager Kobus Steenekamp, for allowing and supporting financially, timely and otherwise towards my studies. Our HR business, partner Madelin Du Plessis, our BEE manager Parusha Pillay for believing in me. I am indebted to my family (my husband and two sons) for their support and patience, which made it possible for me to persist in finishing this study. My profound gratitude goes out to my supervisor Dr Jenny Gobind for entrusting me with the opportunity to undertake this study. More importantly, I would like to thank her for practical during this study. I would also like to thank Ayanda Magida for her devotion and valuable input towards this study. I am also indebted to the WBS MMBEC staff Meisie Moya who has supported not only me but the whole in this field. A particular word of thanks goes to my colleagues; all the managers that have participated in this study; it was not a comfortable journey required many sacrifices. vi TABLE OF CONTENTS ABSTRACT .................................................................................... ii DECLARATION ............................................................................. iv ACKNOWLEDGEMENTS ............................................................... v LIST OF TABLES .......................................................................... ix LIST OF FIGURES .......................................................................... x LIST OF ACRONYMS .................................................................... xi CHAPTER 1. INTRODUCTION ..................................................... 1 1.1 PURPOSE OF THE STUDY ....................................................................... 1 1.2 CONTEXT OF THE STUDY ....................................................................... 1 1.3 RESEARCH PROBLEM ............................................................................ 2 1.4 RESEARCH OBJECTIVES ........................................................................ 3 1.5 SIGNIFICANCE OF THE STUDY ................................................................ 3 1.6 DELIMITATIONS OF THE STUDY ............................................................... 4 1.7 DEFINITION OF TERMS ........................................................................... 5 1.8 ASSUMPTIONS ...................................................................................... 6 1.9 STRUCTURE OF THE REPORT ................................................................. 6 CHAPTER 2. LITERATURE REVIEW ........................................... 7 2.1 INTRODUCTION ..................................................................................... 7 2.2 ORGANISATIONAL INTEGRATION............................................................. 7 2.2.1 IMPORTANCE OF MERGERS AND ACQUISITIONS ........................................................ 7 2.2.2 INTEGRATION PROCESS ........................................................................................... 8 2.2.3 LEADERSHIP DURING THE INTEGRATION STAGE ....................................................... 10 2.3 COACHING OF MANAGERS ................................................................... 10 2.3.1 COACHING APPROACH .......................................................................................... 12 2.3.2 DEFINITIONS OF DIFFERENT COACHING APPROACHES.............................................. 14 2.3.3 PROPOSITION 1: EXECUTIVE COACHING PLAYS A PIVOTAL ROLE IN INFLUENCING MANAGERS DURING THE INTEGRATION PROCESS ............................................................................. 16 2.4 COACHING THEORIES .................................................................. 16 2.4.1 COACHING USING KOLB’S EXPERIENTIAL LEARNING THEORY .................................. 16 2.4.2 EMOTIONAL INTELLIGENCE COMPETENCE .............................................................. 18 2.5 THE PROCESS OF DISCOVERING NEW SKILLS IN COACHING ................. 20 vii 2.6 CONCLUSION OF THE LITERATURE REVIEW .......................................... 22 CHAPTER 3. RESEARCH METHODOLOGY .............................. 24 3.1 RESEARCH APPROACH .............................................................. ……..24 3.2 RESEARCH DESIGN ............................................................................. 25 3.3 DATA COLLECTION.............................................................................. 26 3.4 POPULATION AND SAMPLE ................................................................... 26 3.4.1 POPULATION ......................................................................................................... 26 3.4.2 SAMPLE AND SAMPLING METHOD............................................................................ 27 3.5 THE RESEARCH INSTRUMENT ............................................................... 28 3.6 PROCEDURES FOR DATA COLLECTION .................................................. 28 3.7 DATA ANALYSIS AND INTERPRETATION ................................................. 29 3.8 LIMITATIONS OF THE STUDY ................................................................. 30 3.9 TRANSFERABILITY AND DEPENDABILITY ................................................ 30 3.9.1 TRANSFERABILITY ................................................................................................. 30 3.9.2 CREDIBILITY.......................................................................................................... 30 3.10 DEMOGRAPHIC PROFILE OF PARTICIPANTS ........................................... 31 3.11 ETHICAL CONSIDERATIONS .................................................................. 31 CHAPTER 4. PRESENTATION OF RESULTS / FINDINGS ........ 33 4.1 INTRODUCTION ................................................................................... 33 4.2 FINDINGS FROM THE COACHING SESSIONS ........................................... 33 4.2.1 LEADERS LEARNING STYLES ACCORDING TO KOLB’S THEORY ................................. 33 4.2.1 RESULTS OF THE EMOTIONAL INTELLIGENCE SELF-ASSESSMENT .............................. 34 4.2.2 PREPOSITION ONE: EXECUTIVE COACHING PLAYS A PIVOTAL ROLE IN INFLUENCING MANAGERS DURING THE INTEGRATION PROCESS ............................................................................. 34 4.3 CENTRAL THEMES FROM THE INTERVIEWS .......................................... 34 4.3.1 COACHING EXPERIENCE ........................................................................................ 35 4.3.2 INFLUENCE OF COACHING ON TEAM MANAGEMENT .................................................. 38 4.3.3 PERCEIVED IMPACT OF COACHING.......................................................................... 41 4.3.4 LESSONS LEARNT FROM THE EXECUTIVE COACHING PROCESS ................................. 43 4.4 SUMMARY OF THE RESULTS/FINDINGS .................................................. 47 4.4.1 COACHING EXPERIENCE ........................................................................................ 48 4.4.2 INFLUENCE OF COACHING ON TEAM MEMBERS ........................................................ 48 4.4.3 PERCEIVED IMPACT OF COACHING.......................................................................... 48 4.4.4 LESSONS LEARNT FROM THE EXECUTIVE COACHING PROCESS ................................. 49 4.5 RESEARCHER REFLECTION AND EXPERIENCE ....................................... 50 4.6 SUMMARY OF THE RESULTS/FINDINGS .................................................. 52 CHAPTER 5. DISCUSSION OF THE RESULTS ......................... 53 5.1 INTRODUCTION ................................................................................... 53 5.2 PARTICIPANTS DEMOGRAPHICS ........................................................... 53 viii 5.3 FINDINGS FROM THE INTERVIEWS ........................................................ 54 5.3.1 COACHING EXPERIENCE ........................................................................................ 54 5.3.2 INFLUENCE OF COACHING ON TEAM MEMBERS ........................................................ 55 5.3.3 PERCEIVED IMPACT OF COACHING,......................................................................... 55 5.3.4 LESSONS LEARNT FROM THE EXECUTIVE COACHING PROCESS. ................................ 56 5.4 CONCLUSION ...................................................................................... 57 CHAPTER 6. CONCLUSIONS & RECOMMENDATIONS ........... 58 6.1 INTRODUCTION ................................................................................... 58 6.2 CONCLUSIONS REGARDING AN UNDERSTANDING OF HOW EXECUTIVE COACHING PROCESS INFLUENCED MANAGERS DURING THE INTEGRATION STAGE. ............................................................................................... 58 6.3 CONCLUSIONS REGARDING THE LESSONS LEARNT BY MANAGERS DURING THE EXECUTIVE COACHING PROCESS ................................................... 58 6.4 CLOSING REMARKS ............................................................................. 59 6.5 RECOMMENDATIONS ........................................................................... 59 6.6 SUGGESTIONS FOR FURTHER RESEARCH ............................................. 60 REFERENCES .............................................................................. 62 APPENDIX A Semi-structured interview guide .......................... 70 APPENDIX (X) Ethics Clearance Certificate ............................... 71 ix LIST OF TABLES Table 2-1 Objectives of coaching Source: Ives, (2008) p.12 .............................. 14 Table 2-22-3: Goleman’s leadership competencies ........................................... 19 Table 3-1 Table 4. Consistency table: research questions, propositions, data collection and data analysis ................................................................................. 32 x LIST OF FIGURES Figure 2-1 The ‘onion’ model of personality Source: Adopted from de Haan and Nieß (2011)........................................................................................................... 13 Figure 2-2 Figure 2.2. Kolb’s four learning styles Source: Adapted from Turesky and Gallagher (2011) ........................................................................................... 17 Figure 2-3 Figure 2.4. The process of discovering new skills............................. 21 xi LIST OF ACRONYMS VUCA - Volatility, uncertainty, complexity and ambiguity, FAO - Food and Agriculture Organization of the United Nations R&D- Research and Development M&A - Mergers and acquisitions 1 CHAPTER 1. INTRODUCTION 1.1 Purpose of the study The purpose of this study was to examine whether executive coaching facilitates integration after the acquisition of two multinational agricultural companies. 1.2 Context of the study Due to globalisation and recent economic challenges, there have been many mergers and acquisitions in companies that are looking for increased growth, new products and innovation (Vancea, 2011). It is further argued by Vancea ( 2011) that the intense rivalry, of the new economic opportunities and changes in the policymaking process globally and local enterprises, have become tactical tools. Backing the development of product ranges, access to new markets, and gaining of new technologies. Mergers and acquisitions, in most cases, are used in the same connotation. However, there is a distinct difference between the two phrases. A merger is a manner in which two different companies amalgamate with one company advancing its entire assets to others which continue to exist, in the system of large company legislations. Essentially one enterprise absorbs the other, but the investors of the absorbed enterprise obtain stocks in the remaining enterprise (Koi-Akrofi, 2016). An acquisition is when the shareholders of a smaller company are offered a price by an acquiring company which is larger more extensive and stronger in finance for their stocks (that includes a premium over current market stock). The acquiring company has the permission of the target company's board of directors to purchase and take over the company (David, 1991). Amid other alliances and takeover processes, the integration process is one of the initial and critical processes of an acquisition’s success. The acquisition, which is the backdrop of this study is one of the largest cash acquisition on record amounting to $66billion. The successful transaction between two big Agricultural companies concluded in 2018. According to Kumar (2019) the 2 acquiring German pharmaceutical and medicine business made an automatic bid to acquire, the massive US agrichemicals at $122, a share that approximately valued at $66 billion during the period of deal-making. The purpose of the acquisition is to enhance agriculture research and revolution for doubling global food source by 2050 (Varinsky,2018). Food and Agriculture Organization of the United Nations (FAO) (2014) and Erasmus (2019) warn in their studies that, there is a considerable gap between the quantity produced foods globally and the amount of food required to feed a projected 10 billion people by the year 2050. The combined companies were the sole leading provider of seeds and crop protection chemicals across the globe. The two businesses are very robust companies in selling similar products and have firm Research and Development (R&D) competences. The acquisition shaped a leading cohesive agriculture business with a comprehensive product range to offer innovative results, almost a one-stop shops to the farmers. The transaction and acquisition were global. The study, however, focuses on South Africa, in the Gauteng Province specifically. The combined companies pledged science for a better life, and to use innovative and sustainable technology in shaping the future of farming for farmers, consumers and planet. This significant pledge may not materialise without a successful team’s integration following the acquisition. In Sub-Saharan Africa, several factors, such as climate change, and increasing demand mean that African smallholders are not able to meet this demand, donor and government support to agriculture have decreased significantly, there are less land/labour ratios and inequitable land distribution (Jayne, Mather, & Mghenyi, 2010). Agriculture plays a crucial role in the economy of South Africa, as it provides food, helps decrease high unemployment and is a sustainable integration process. 1.3 Research problem According to Battilana, Gilmartin, Sengul, Pache, and Alexander (2010), majority of influential managers come from environments where technical, financial and 3 operational knowhow were a priority, and these skills have provided little help when it comes to guiding people through change. Battilana et al. (2010) further argued that such leaders might be pushing the limits of their understanding of the future, and they need perspective and advice. That is where coaching, as an enabler, can be a valuable vehicle to help leaders strengthen their people skills and build that trust with their employees. Malone (2001) suggested coaching as the best way to enable the following efficacy- strengthening approaches: self-mastery through experience, modelling, social persuasion, and psychological states. Executive coaching can allow for increased growth of work-related goal achievement, strengthen solution-focused thinking, become ready to meet challenges. Also enhanced leadership, surpassing difficulty and flexibility, and decreased unhappiness; this research indicates positive results that executive coaching can introduce to non-work related areas, such as social and personal life (Grant, 2014). The current research investigates the role of coaching in facilitating team integration after an acquisition. 1.4 Research objectives • To assess how executive coaching process influenced managers teams intergration after an acquisition. • To determine what are the lessons learnt by managers during the executive coaching process. 1.5 Significance of the study According to Schuler and Jackson (2002), mergers and acquisitions are useful when enterprises want to grow and keep their position in the market place. Acquisitions are considered to be a quick and effective way to grow into virgin markets and consolidate new technologies and to innovate. The study is essential to help organisations better manage worker's integration during mergers and acquisitions; as the difference is constant organisations are dealing more and more with a Volatility, Uncertainty, 4 Complexity and Ambiguity (VUCA) environment in business. The current corporate strategy is focused mainly on alliances and takeovers as measures for promoting future strength and creating a sustainable impact. Enterprises are unapologetically looking and acquiring compatible and synergistic businesses to boost their strong points and divesting those activities that are outside the business (Warter & Warter, 2014). The findings in the study may help acquisitions of companies in the same industry to compare notes and take the necessary remedial measures and thereby create value by managing the integration process during after acquisitions. Executive coaching is frequently used in times of organisational change to support executives with psychological and behavioural skills essential. Besides, to focus on realising their work-related expectations and on managing the disruptions that may arise with company transformation (Grant, 2014). Several enterprises are making use of coaching as a mechanism of developing performance, improving skills and potential, allowing leadership development, as well as career management. 1.6 Delimitations of the study The study did not focus on a global scale due to the lack of resources, time and cost implications. The focus was on a few mid-managers at the head office (Isando), and different plants (Petit Research station as well Nigel production plant) based in Gauteng South Africa. The sample was composed of participants belonging to the two agricultural companies (acquiring and acquired) who were currently at the integration stage. The inclusion of both sets of managers provided a balanced input. The study focused on the Crop Science division and excluded other divisions like pharmaceutical, homecare and animal care. The research sample was drawn from a pool of mid-managers who have teams reporting to them. Interviews couldn’t be tape recorded, as participants were not willing to give their permission. Combining hand written notes and tape recorder would have resulted in a more accurate report by capturing more responces. 5 1.7 Definition of terms The acquisition is the process when one company buys the target company as a continuous business, and transfer the shares of the target company on the shareholders of the company that is acquiring the other for cash or debt, the acquired company’s assets and liabilities entirely controlled by the acquiring Koi-Akrofi (2016). Business coaching occurs within an organisational context, promote success at all levels of the organisation by affecting the actions of those coached (Kahn, 2011, p. 194). Executive Coaching is a purpose-directed, all-round development for increasing people, work and life (Griffiths & Campbell, 2009). Compassion is an interpersonal feeling that involves noticing another person as being in need, empathising with him or her, and acting to enhance his or her well-being in response to that need (Boyatzis, Smith, Van Oosten, & Woolford, 2013b). Competence is the capacity to apply information and other skills, essential for the positive and well-organized achievement of a selected mission, the business of effort, achieving a set goal or accomplishing of an affirm responsibility in the organisational operations (Pagon, Banutai & Bizjak 2008). Emotional Intelligence-EQ is a range of sensitive, private individual and social capabilities which stimulates one’s endless potential to well survive under the state of stresses and influence (Kaliyaperumal, & Padmanaban, 2019). Integration refers to the blending of several fundamentals, such as the accounting systems, the possessions, the production lines, the information technologies or the cultures (Vancea, 2011). The team is a makeup of adherents, or members who work and interrelate with dynamism, towards an esteemed goal, these members’ works separately and together 6 with each member adding value to fulfil the team’s goals (Kozlowski, Watola, Jensen, Kim, & Botero, 2009). 1.8 Assumptions • Participants will be truthful and benefit from one on one coaching sessions, as both companies do not have an existing coaching culture. • This research will show that coaching can bring new learning to the managers • Managers will be favourable towards coaching, and they will recommend as a development tool for the whole organisation. 1.9 Structure of the report The current report has six chapters. The first chapter focuses on locating the study. Thus it is an introduction and an overview of the study. It also outlines the central thesis of the study. The presentation of the research objectives, the rationale and context of the study. Finally, it also includes some of the assumptions and delimitations of the study. The second chapter presents some of the states of the art literature. The literature review focuses on understanding the role of coaching in the process of integration. In the third chapter, the methodology used in the study is presented; this includes the design, data collected, sample and data analysis. The fourth chapter presents the research findings. Thus the following themes are discussed: Managers coaching experience, the influence of coaching on the team members, perceived impact of coaching and lessons learnt from coaching. In the fifth chapter, the findings of the study are presented against the available literature. Finally, chapter six presents the main conclusion and recommendations from the study. 7 CHAPTER 2. LITERATURE REVIEW 2.1 Introduction Organisations pursue mergers and acquisitions as a means to advance strategy and market attractiveness (Battilana et al., 2010; Vancea, 2011). It has been noted that the integration phase of the merger and acquisition progression is the most challenging part. Which often contributes to a merger and acquisition fiasco, and that the problematic area in the integration stage has to do with the human factor (personnel dealing with cultural differences, politics, lack of effective communication (Koi-Akrofi, 2016). Leaders play a crucial role in shaping organisational efficacy across all areas (e.g., individual, team, unit) within corporations (Burke, Sims, Lazzara, & Salas, 2007). companies tend to l rely on leaders to drive a successful team’s integration after acquisitions and keep them motivated and engaged as valuable company assets. Recognized that the capability to advance leadership talents and skills is essential to sustainable effectiveness of companies (Turesky & Gallagher, 2011). The purpose of the current chapter is to discuss the following themes: organisational integration, coaching of managers, coaching focus and theories. 2.2 Organisational integration 2.2.1 Importance of Mergers and Acquisitions Studies conducted by several authors (Schuler & Jackson, 2002; Vancea, 2011; Warter & Warter, 2014) indicate that mergers and acquisitions (M&A) by firms in an attempt for global growth, in going into new marketplaces, strategic revitalisation or for the establishment and sustaining of their market share in the market place. Numerous factors lead companies to acquire other companies. These factors indicate the multifaceted and increasing challenges that companies need to manage to stay competitive, sustainable and to continue growing. According to the company newsletter of June 2018, the acquisition will help with innovation, as it is essential to produce more healthy, safe and affordable food for a growing population in a more 8 sustainable manner. The amalgamation of the two businesses will allow the new company to offer added. Innovation faster and provide solutions tailored to the needs of farmers around the globe. 2.2.2 Integration process The integration process is a pivotal factor in determining whether the objectives of acquisition are achieved (Mehta & Hirschheim, 2007; Paruchuri, Nerkar, & Hambrick, 2006). Mehta and Hirschheim (2007) are of the view that the merger integration involves a combination of some of or all organisational assets, people, processes, and technology, resulting in ‘wholeness.’ Acquisition Integration models as pointed out by Carbone (2011): 1. The “Cross-Leverage” model only merge competencies and employees into the acquiring company, and the acquisition stays a self-standing component. When the acquired organisation is a large one or partly utilised to supplement portfolio gaps, often used as a backtrack model. 2. The “New Bet” model is a model that should get over the challenges brand awareness in the new market, different company policies and unpleasant help from the acquiring company to access virgin markets. 3. The “Top Up” model is a model that derange the acquired operation into portfolio essentials and merges it into the acquiring company. This model is well suited to increase ae capable critical business unit by adding resources and filling gaps quicker than can be done gradually. 4. The “Double Down” model merges both businesses’ assets into the final company. This model is ideal best when the acquired company has the market impetus, brand, customer base, or network, and when it also has a useful and competent management complement. The acquiring company followed the ‘Double down” integration model by joining both business assets into one, with the acquiring company becoming the sole owner. The two agricultural businesses have complementary products to one another, where one is robust in crop protection products, the other has a healthy seeds and traits portfolio. 9 The acquisition gives growth to a world-class agriculture business with a high level of advanced selling points and a robust product range. Poor integration between the acquiring and the target firm affords an insight for acquisition performance falling short of projections because integration is critical in producing value from an acquisition. Several studies have suggested that change can be problematic and can result amongst other factors in emotions like stress which can negatively influence on the morale of employees (Alaranta and Viljanen (2003); Brady, Cullen-Lester, Edward and Webster (2018). The acquisition comes with lots of changes like cost savings as well as restructuring processes that need to be managed, especially on the people’s side. Organizational Structure changes, including collaborations from the acquisition and a reduction in the global workforce by around 12,000, should result in annual savings of 2.6 billion euros ($3 billion) from 2022. In South Africa, 4000 jobs in three years will be lost due to the restructuring process. This cost-saving strategy is communicated within the organisation, and it may result in staff’s members fearing to lose their jobs or losing prospects that they previously had. This anxiety may result in lower productivity and may further exacerbate the situation by driving top-performing employees out of the company to go and seek for stable jobs elsewhere, even the company’s rivalry. These factors do not only prevail during the process of integration after an acquisition or a merger. Focuses on how people react when there are disruptions to their daily routine like new management, new systems and policies. The business will continuously need to address such factors, as the business environment is forever changing, and leaders need to be competent and skilful to manage these challenges. Active or passive resistance in change is a human factor that is most likely to bring about an undesired outcome of the integration stage, effective communication and proper human resource management are critical during the integration process. It is crucial to personal managing issues and individual personalities during this stage of acquisition to realise its value. 10 2.2.3 Leadership during the integration stage Leadership plays a pivotal role during the integration phase. The integration phase brings many uncertainties. It is at this stage that the company needs to have leaders who have the necessary skills and attributes to get employees to trust them throughout the integration process. In most acquisitions and mergers, change is often imposed on the leaders themselves; despite this, leaders must act as agents of change by prompting others to follow (Kavanagh & Ashkanasy, 2006). According to Santhidran, Chandran, and Borromeo (2013), for such willpower, leaders should have confidence and aptness, such as honesty, inspiration, drive, emotional intelligence, dignity, and understanding. Leaders must foremost be able to handle the emotional consequence that may result from the declaration of the acquisition or merger before inspiring self and others to move onward with integration tasks (De Alwis, 2013). Most leaders come from practices where procedural, financial, or operative services were central skills, and those skills offer little support when it comes to leading people through change (Bridges & Mitchell, 2000). The practices mentioned by Bridges and Mitchel (2000) does not include the essential concern of the manager, including to encourage and inspire team members to work together in achieving the common goal, while positively enforcing group cohesion and in the accomplishment of the team spirit. It is quite evident that for the company to realise its initially set goals for the acquisition, highly skilled managers are required to implement change successfully. The speed of change has never been rapid than in the current nonstop evolving VUCA business environment. Companies that will survive are those who are agile to the VUCA business and act with speed to adapt to the ever demanding and ever-changing business world. 2.3 Coaching of managers Gradually, more companies are turning to coach as an approach of fostering performance, advancing skills and capability, empowering leadership development, as well as career management (Rosha & Lace, 2016). According to Grant (2014), solution-focused coaching and solution-focused therapy are strengths-based methods 11 which highlight people’s resources and resilience and how these can are used in the quest of resolute, constructive transformation. Arakawa and Greenberg, (2007) in their study also emphasized that positive leadership holds the significance of hopefulness and confidence in the future in the workplace, and there is a connection between productivity and teams engagement. Ely et al. (2010) highlight four different ways in which current leadership development varies from leadership coaching: (a) leadership coaching places emphasis on the client’s essential need and that of the clients’ company and the extraordinary characteristics that will be offered by each (b) leadership coaching stresses on coaches in possession of unique skills and competencies, (c) leadership coaching accentuates in the connection od the client-coach, and (d) leadership coaching highlights all-round development to achieve intended results. These four (client, coach, client-coach relationship, and coaching process) offer a basis for understanding the exceptional nature of leadership coaching, the consequential context, and inferences for its evaluation (Ely et al., 2010). According to Geber and Keane (2013), fundamental knowledge in coaching and coach training is key to Southern Africa’s leadership development and the re-connection to more humane and community-oriented ways of being. Executive coaching today is still inclined to be reduced to its two old perceptions: psychological and managerial, whereas these are vital, they alone are usually inadequate to release the coachee’ s complete potential International (Coaching Federation (ICF) 2010). ICF further argues that Coaching that integrates numerous viewpoints is a current vehicle for empowering sustainable and international accomplishment for self and others. According to Sherman and Freas (2004), contrasting most business procedures, which lean towards reducing information to ideas, executive coaching is involved with people in personalized ways that recognize and respect their uniqueness. It assists people to know themselves well, to live more intentionally, and to contribute richly 12 (Sherman & Freas, 2004). According to Grant (2014), executive coaching is frequently utilized in times of organizational transformation to support executives in developing the psychological and behavioural skills desirable to focus on attaining their job-related goals, while at the same time, dealing with the disorder related to organizational transformation. 2.3.1 Coaching Approach A few studies warn of the possibility for discontent when a specific coaching approach, whereas the client group is anticipating a different one (Brockbank, 2008; Kahn, 2011; Grant et al. 2012). These studies provide three main recommendations for coaches to safeguard that the coaching they are offering. Namely, coaching should be appropriate for purpose solution-driven and stress people’s resources, and an appropriate atmosphere that is reinforced by the senior executive is formed (Brockbank, 2008; Kahn, 2011; Grant et al. 2012). Particularly since people are multifaceted; it is not going to be a one-size-fits-all; best choice does not indicate that one approach/style is the best or correct; each coaching should be treated according to its merits. While de Haan and Nieß (2011) accentuate that classification of transformation conventionally fit into an ‘onion model’ of the client´s personality; the writer utilises the figure of an onion that indicates the client´s personality with: 1. An ‘outer’ layer that is our crossing point with the outside world. This first classification includes transformation in communication know-how, like attention skills or nonverbal language, 2. Another layer that is also having to do with our ‘crossing point ‘with the outside world, such as relational skills (classification two), such as reinforcement, influencing, respect and incorporating part of the team; honestly regarding the self (category three); accountability and responsibility skills (layer four), such as delegating and prioritising and significance; and conflict handling, ambiguity, or challenging situations (layer five), 3. More obscured fragments relating to an associate of self: taking an understanding and moving viewpoint (layer six), and self-understanding and self-knowledge (category seven), 13 4. Deviations in defiance (fourth layer of the onion model) are defined by classes eight to ten. Cluster eight shows altering attitude and intellectual change, like as challenges-solving and executive, whereas cluster nine explains growths in self- confidence and reality. Group ten deliberates on the advancement of originality, like liveliness or resilience. 5. Category 11 (total transformation, not exhaustive) developed to costume the imageries that did not underline a wide-ranging change. Figure 2-1 The ‘onion’ model of personality Source: Adopted from de Haan and Nieß (2011) Peoples personality layered like an onion some easy to see and some not. The way people behave at work during integration might change than when they are working in 14 a different environment. Coaching is about understanding the values and beliefs of those coached. According to Dippenaar, & Schaap, (2017) impactful coaches need to possess skills and know-how to raise the level of psychologically energizing self- conscious or paying attention to self and self-accountability to encourage conscious independent discovery and advancement. It focuses on building on their strengths and managing the gaps. When coaching is taking place, it will be a process to see tangible change, all these layers will have to be touched on and layer by layer. Coaches will have a lot to take in, process, reflect and then purposely take action about the new learning. According to Grant (2012), the term goal denotes “the purpose toward which an endeavour directed; an objective or outcome emphasized further by Rodgers (2004), coaching is about change and action. 2.3.2 Definitions of different coaching approaches Table 2-1 Objectives of coaching Source: Ives, (2008) p.12 Type of Coaching Objective of Coaching Humanistic “Coaching is above all about human growth and change” (Stober, 2006 p. 17) Behaviourist “The purpose of coaching is to change behaviour” (Peterson, 2006 p.51) Adult development Coaching is about helping clients develop and grow in maturity Cognitive Coaching Coaching is foremost about developing adaptive thoughts Goal-focused “Coaching is a goal-oriented, solution-focused process” (Grant, 2006, p. 156).” 15 Positive psychology approach “Shift attention away from what causes and drives pain to what energises and pulls people forward” (Kauffman, 2006 p. 220) Adventure coaching Stretching the client through entering into challenging situations and the learning that arises. Adult learning A learning approach that helps self-directed learners to reflect on and grow from their experiences Systemic coaching “Coaching is a journey in search of patterns” (Cavanagh, 2006 p. 313) There is no wrong or right coaching approach, and it is, however, essential to identify the desired coaching outcome and then use a suitable approach/approaches to accomplish that outcome. Using multiple strategies, the coachee can end up discovering a lot more learning than using just one specific approach. The study of Passmore (2007), concludes by highlighting that coaching is a call for the coach to derive broad ideas, bringing together devices and methods from procedures or approaches, yet targeting the principal goal of advancing and developing executives in the workplace. That is the case of adventure coaching. It is concerned with, stretching the client through entering challenging situations and the knowledge that arises. Important this is as the managers will be joining the integration process, which will be challenging for them and their teams. According to Linley, Woolston, & Biswas- Diener, (2009) the purpose of executive coaching is to assist leaders in being more capable in their leading roles, as ineffective leaders are destructive to the departments they are leading, creating desolation, nervousness, and antagonism amongst their team members during the time of change. Dippenaar and Schaap (2017), reiterate that emotional intelligence coach results into positive and increased peoples and communication skills as well a psychological skills, better deal with stress, have high regard for themselves and can execute empathy. Managers mentioned that they need to be highly empathetic and support their team in order to realise effective integration. Skills, civil the significant positive impact EI coaching had on the intrapersonal, 16 interpersonal, stress management, self-regard and empathy components. Practical teamwork results in highly engaged teams and increases productivity in that way; the organisation will realise the initial goal of acquisition. 2.3.3 Proposition 1: Executive coaching plays a pivotal role in influencing managers during the integration process 2.4 COACHING THEORIES Many theories inform the coaching field. These cuts across the different study fields some of the widely used theories in coaching include learning theories, emotional Intelligence and Competence theories the current study Kolbs Experiential learning theory and Goleman’s leadership competencies. Coaching, according to (Brown & Grant, 2010) is about a coach/es and two or more coachees interacting or engaging with a critical focus on change and growth. There is a difference between one on one coaching and group coaching session. Primarily coaching is based on the coach’s need to understand group dynamics in addition to the relationship-building skills. Both one on one and group coaching sessions were held subsequently. 2.4.1 Coaching using Kolb’s Experiential Learning Theory Turesky and Gallagher (2011), suggest that Kolb’s four learning modes and styles afford a guiding structure for expert coaches to personalise their tactic to coaching leaders to overcome the leader’s over-reliance on their main learning style and suitably access more productive behaviours in management to face the many of responsibilities they face. It is thus imperative for coaches to know their learning styles to be more effective in their coaching role. Kolb’s four learning styles Coach vs Managers learning styles. 17 Figure 2-2 Figure 2.2. Kolb’s four learning styles Source: Adapted from Turesky and Gallagher (2011). As aforementioned, the current study was informed by Kolb`s learning styles theory. In the coaching process, coaches should have all four learning styles and be able to match their style to that of the managers to facilitate effective coaching (Turesky & Gallagher, 2011). For example: if a coach is an abstract conceptualisation learner, coaching will not be valid if the coach imposes his/her learning styles on the managers. It stands a chance to be useful if the coach recognises the managers’ learning style and adapt to it. In the study by Griffiths and Campbell (2009), learning was found to be at the heart of coaching, and it appears to be subtly unstated to realise coaching outcomes, learning must take place. The most desirable outcome for the study would be for the managers to be sensitised on their dominant learning style and learn to adapt to their team members’ learning styles for successful integration. Boyatzis et al. (2013b) maintain that in traditional coaching, most managers or executives consider an employee’s actions, and then they hurry to complete the activities they should have applied in advance. They further note in their study that Concrete Experience "Feeling" (CE) Reflective observation "Watchng" (RO) Abstract conceptualisation "Thinking" (AC) Active Experimentation "Doing" (AE) 18 there is rarely scrutiny if the person desires to go this route; they call this ‘‘coaching for compliance (Boyatzis et al. 2013b). This coaching approach puts people into boxes and does not allow them to recognise their gaps and decide on how, where and when to improve. It results in malicious obedience which is short term, instead of opening them up to new potential which is long term and deep-rooted. In the NEA (Negative Energy Attractor) state, people often feel pressured and are on the defensive (Boyatzis et al., 2013). The approach of coaching with compassion is the focus on invoking the ideal self and guiding the change process (Boyatzis et al., 2013). This form of coaching engages the Positive Emotional Attractor during most conversations and meetings. Coaching with compassion prioritises the establishment of a caring, trusting relationship between the coach and the coachee and anchors the coaching conversation on positive emotions and the discovery of the Ideal Self (Boyatzis et al., 2013). The characteristics of a caring coaching relationship include emotionally in sync with another and committed to helping that individual. 2.4.2 Emotional Intelligence Competence Various authors (Battilana et al., 2010; Boyatzis, Smith, Van Oosten, & Woolford, 2013a; Boyatzis et al., 2013b; DiGiorgio, 2002) have maintained that emotional capability characterises the specific behaviour that permits a person to create a sense of shared hope, collective vision, joint mindfulness and shared empathy. After day one, managers need to step up to attend to several diverse ideas, teams, personalities, cultures and matters that require to be perceived to be effective. There are uncertainty and anxiety from employees about the integration process within the company, especially knowing retrenchment is on the cards due to cost savings. According to Reina, Rogers, Peterson, Byron, random (2018) managers are mostly a point to connect with employees to the organisational vision and the need for change predominantly managers who positively energise and inspire their employees. The company must have competent leaders who will be able to form the team’s synergy that will pursue teamwork efforts and support each in achieving their own, teams and organisational goals. Collaboration is of utmost importance to develop an atmosphere 19 for change, in a challenging situation in which to build a team, due to cultural differences, the strain of the integration process, and demands for outcomes (Reina et al., 2018). Battilana et al. (2010) argue that value at task-oriented and person-oriented behaviours necessitates different but interrelated sets of competencies, success at task-oriented behaviours hinges on the capability to streamline required tasks and to structure tasks around a formation's mission and objectives. Battilana et al. (2010) further pointed out that success at person-oriented behaviours hangs on the capability to reveal consideration for others, as well as to understand one's own and others' emotions. Table 2-22-3: Goleman’s leadership competencies Definition Hallmarks Self-Awareness The ability to recognise and understand moods, emotions and drivers as well as their effects on others. Composure Authentic self-assessment A self-deprecating sense of humour Self-Regulation The ability to control or redirect disruptive and impulsive moods A propensity to suspend judgement – to think before acting Trustworthiness and integrity Comfort with ambiguity Openness to change Motivation Passion for working for reasons that go beyond money and status The propensity to pursue goals and with energy and persistence Strong drive to achieve Optimism even in the case of failure Organisational commitment Empathy The ability to understand the emotional makeup of other people. Skill to treat people according to their emotional reaction Expertise in retaining and building talents Cross-cultural sensitivity Service to customers and clients 20 Definition Hallmarks Social Skills Proficiency in managing relationships and building networks. An ability to find common ground and build rapport Effectiveness in leading change. Persuasiveness. Effective in building learning teams Blagg and Young (2001) highlighted that some great managers struggle with transformation and fail to be great leaders. In contrast, a great leader might fail to generate a sense of constancy in an organisation and not count as a manager. There is hope because Boyatzis (2008) maintains that one of the benefits of the capability, or behavioural method to talent is that we go in a domain of human expertise that can be advanced in adulthood. Different leader skills are essential for different situations, and it is clear from the studies mentioned above that it is essential to have managers with high emotional intelligence in the integration process. It is also worth noting that people follow managers in whom they have developed a high level of trust, especially at the time when transformation involves more uncertainties. Managers will earn the poise and confidence of their teams based on their display of the high level of emotional intelligence, which will contribute to the attainment of united and highly effective teams. 2.5 The Process of Discovering New Skills In Coaching Learning needs to take place during or even after the coaching process. The study by Griffiths and Campbell (2009) found that learning in coaching materialized and reached the highest point of development. Like steps taken to combine newly discovered skills, activities in searching, and a process of discovery (Griffiths and 21 Campbell, 2009). The coaching in the current study will employ these steps of discovering new skills in coaching. Figure 2-3 Figure 2.4. The process of discovering new skills The coaching methods were guided by the process in figure 3, where managers will relate to the coach, the coach silently listens attentively, the coach paraphrasing and questioning managers, managers reflecting and coach challenges while listening to the managers. The coach provided feedback to managers and assisted managers in coming up with their own new goals based on the coaching outcome. During the coaching process, the coach and managers held each other accountable for taking action for their purposes; managers assumed the responsibility for applying the newly discovered knowledge. According to Salomaa (2018), it is quite clear that companies need leaders, managers and individuals who can effectively manage and thrive in a VUCA business environment that is ever-changing. Proposition: Managers learn and acquire skills during the executive coaching process. 22 2.6 Conclusion of the Literature Review Acquisitions have become a strategic way for companies to gain new markets, increase market share, adapting to new technologies, future growth and innovation to compete in an ever-changing business environment. Change is constant; it can lead to anxious, confused and unhappy employees. Companies need leaders who can manage this change, and still stay psychologically stable, deliver on their goals and effectively communicate the vision of the future to those they lead. Amongst other challenges that lead to acquisitions, a high failure rate is an unsuccessful integrating process. The process is delicate and could lead to a rescinding of merger value. The integrating process requires leaders to be more people-oriented and less task-oriented and to have high emotional intelligence competencies. Literature indicates that long- lasting coaching outcomes, learning should take place. The literature outlines that most leaders can attain these qualities through purposeful outcome-based coaching. Boyatzis (2008) maintains that one of the benefits of the competency, or behavioural approach to talent is the exploration of the domain of human expertise developed in adulthood. It is also worth noting that people follow managers in whom they have developed a high level of trust, especially at the time when transformation involves uncertainties. Organisations need to change to take full advantage of the innovations and to adjust to the reality of the evolving business environment to stay competitive. According to Pagell (2004), a significant number of acquisitions in organisations end up destroying value for the investors because these deals bring about emotionally significant manifold threats to management. Literature warns that if the change is not well managed and managers leading people are not competent and skill full to implement change, change can destroy value instead of creating value for the organisation (Battilana et al., 2010; Boyatzis, Smith, Van Oosten, & Woolford, 2013a; Boyatzis et al., 2013b; DiGiorgio, 2002). The coaching process will not be limited to but focus on Kolb’s learning theories, Emotional intelligence as well as Situational leadership. These three tools equip leaders to be confident in leading their teams during the integration stage. 23 RO# Objective Prop Proposition 1 To understand how executive coaching process influenced managers during the integration stage. 1 Executive coaching plays a pivotal role in influencing managers during the integration process 2 To determine what are the lessons learnt by managers during the executive coaching process. 2 Managers learn and acquire skills during the executive coaching process. 24 CHAPTER 3. RESEARCH METHODOLOGY The research methodology is concerned with how issues are approached and is an attempt to discover answers to research questions (Taylor, Bogdan, & DeVault, 2015). The current study adopted a qualitative methodology. The expression ‘qualitative methodology’ refers to people’s personal written or spoken words and observable behaviour. Leedy and Ormond (2001) argue that all qualitative approaches have two things in primary purposes. Firstly focuses on phenomena that occur in a natural setting- in the “real” world. Second, the qualitative approach involves studying those phenomena in all their complexity (Leedy & Ormond, 2001). Leedy and Ormond (2001) further posit that qualitative researchers do not at all times attempt to resolve what they observe; they take note that the challenge and are learning about has numerous facets and layers. They represent the challenging matter in its several forms. Qualitative research is frequently judged for missing scientific rigour with, inadequate validation of the methods implemented, non-existence of clarity in the systematic events and the discovery perceptions in their essence (Smith, 2015). Teherani, Martimianakis, Stenfors-Hayes, Wadhwa and Varpio, (2015) theorise that qualitative research concentrates on the occurrences that emerge, and those occurrences are viewpoints of those involved. The current study adopts a qualitative exploratory approach to understand managers from their frame of perception and experience dealing with the reality of the challenges they face during integration stages. Also, the study seeked to identify with the managers studied to grasp how they perceived the process they are underwent. 3.1 Research approach This research will follow the interpretive worldview. The interpretive approach permits the researcher the ability to expand in newly developed ideas about a situation (Willig, 2009; Leedy & Ormrod 2010). The buildout of new ideas about a set of assumptions about the situation and lastly bring to light the challenges found within that situation (Leedy & Ormrod (2010). The managers will develop new concepts 25 and perspectives during coaching about some critical pillars of emotional intelligence which will help them with the challenging team’s integration, and to further lead their teams even way beyond the integration stage. The process of coaching was observed as it happens in the natural setting. The researcher’s perception and perspective aside, and coaching managers viewed anew. 3.2 Research design The research design was based on a qualitative case study approach. According to Zainal (2017) case study allows for the investigation, interpretation and understanding of difficult issues, it is also viewed as vigorous design, primarily when a comprehensive investigation is entailed. The case study research design was deemed applicable as it allows for scrutinising of how managers evolve over a period as an outcome of the coaching intercessions. As aforementioned, the current study focuses on two companies that have undergone through a process of integration. These companies are embarking on the integration stage, which is the stage that can lead to a failure of mergers and acquisition if it is not adequately managed. According to Starman (2013), subsequent case studies happen sequentially, and there is a hypothesis that what has taken place at a certain period will one way or the other impact the following events. This acquisition was sequential; after two years of negotiations, the acquisition final came through, the success of the team’s integration amongst another process will determine the success and an initial goal of the company. Case studies have some advantages and disadvantages. Starman (2013) refer to the following benefits of case studies: their possibility to obtain reasonable validity, vigorous approach to stimulate hypotheses, they are functional in exploring the hypothesized part of effect in the circumstance of individual cases, and their ability for looking at the practical impact of the challenge. According to Noor (2008), case studies have been criticized that they lack scientific correctness and genuineness. The disadvantage of using a case study method in this single case is that we cannot be confident that conclusions are generalizable to other circumstances (Noor, 2008). 26 3.3 Data Collection The study used semi-structured interviews to collect data. The research interview is essential in understating the opinions, events, thoughts and feelings of managers during the integration process. According to Sutton and Austin (2015), the interview process consists of huge uncoordinated amount details and inputs, necessitating an audio-taped data which can later be a reminder of critical factors during data analysis. According to Mayer (2015), the questions during the interview focus on coaching during the integration process; its main should be gain knowledge about participant’s individual experiences, experiences and sentiments. The interview process also most suitable for discovering delicate matters, where the participants in this instance managers, may not be willing to have a conversation about such issues where there are concerns for anonymity a lot of people participating at once (Gill, Stewart, Treasure, & Chadwick, 2008). Introduction questions started with more relaxed and were used to established rapport. Then once the participant was comfortable, the interviewer moved to the more sensitive questions. 3.4 Population and sample 3.4.1 Population The data for this study was collected from managers who have several people directly reporting to them. Executives carry and own the vision, but managers are those who will be hands-on with personnel integration, they will be the one who will experience and manage all the challenges during the integration phase. The sample consisted of mid-managers leading teams from both the acquired and acquiring companies. Thus Senior management, junior managers as well as those managers who do not have employees reporting to them but rather lead by influence were excluded from the study. 27 3.4.2 Sample and sampling method The case study employed the purposive sampling strategy. Five managers from each company participated in the study, adding up to ten. Adequate sample size in qualitative research is one that allows because of not being too large the in-depth, case-oriented investigation that is a symbol of all qualitative inquiry, and that consequences are because of not being too small -a new and rich understanding (Gill et al., 2008). Managers from two different companies have an exceptional, diverse or vital viewpoint on whether coaching in emotional intelligence an enabler of successful integration after a merger. Moser and Korstjens (2018) argue that purposive sampling yields a good set of knowledge and input when choosing participants who can be instrumental in contributing to the advancement of the unfolding theory. According to Gentles, Charles, Ploeg and McKibbon (2015), although discussion of firm sampling is quite essential in the extensive qualitative methods literature, among the three historically investigated in the case study. The sample consisted of managers from different sections, e.g. credit, sales, procurement, customer care, and finance department. This sample excluded executives as managers are those who are responsible for personnel integration. 28 3.5 The research instrument This study followed the one-on-one semi-structured interviews compared to a structured interview as an independent participant was approached while working on the same data collection(Noor, 2018). Managers had the first coaching as a group session, the one-on-one coaching between four to six sessions per manager. Then later, the semi-structured guide was used in the face-to-face interviews, covering the emotional intelligence components example self-awareness, self-regulation, motivation, empathy, and a bit on social skills. The guide consisted of open-ended questions to allow participants to express their views and indicate the coaching on emotional intelligence has equipped them to implement successful personnel integration during mergers or otherwise. 3.6 Procedures for data collection Face-to-face interviews were conducted including observations, detailed notes and researcher reflections (Ranney, Meisel, Choo, Garro, Sasson and Morrow 2015; Noor 2018). Managers were selected based on having a minimum of five and more people reporting directly to them. Managers were provided with a hard copy of the guide to respond to the questions, for the participants to do member checking. Due to the nature of the study, the participants did not consent to the audio recording. This lead to the researcher relying on both her detailed notes captured and that of the participants. All the responses were captured electronically on a word document, and then both researcher`s notes and participants responses were used to cross-checking if everything is appropriately captured. Two interviews were done per day, ranging from 45-60 minutes per interview, however, if by any chance more time needed by any manager, time was be permitted, rather than rushing through questions and missing on some import, meaningful information. The participants were informed about the day of the interview in advance, communicated to the managers to allow them to allocate and give enough time and thought to add value to the study. 29 3.7 Data analysis and interpretation Data analysis is the last challenge of the research phases experienced when conducting qualitative studies (Mays & Pope, 2000; Sandelowski, 1995). The conventional data analysis of content which is inductive was applied. Content analysis is a systematic, objective, quantitative assessment of communication characteristics. It includes both human-coded summaries and computer-aided text analysis (CATA). The application of content analysis consists of a careful examination of human interactions in the natural setting. Content analysis involves meaning that the outlines, themes, and classes of investigation originate from the data; they develop out of the data rather than being forced on them before data gathering and analysis (Srivastava & Hopwood, 2009). According to Sandelowski (1995), qualitative interpretation is the knowledge produced: the end-product of study where the researcher construes or renders the analysed data in such a way that something new is created that is different from, yet faithful to, the data in its original form. Glaser & Lauder (2013) indicate that qualitative content analysis is relevant as it is about separately processing the selected important information from the raw data, they mentioned that is non-holistic, but convenient in determining the outcome analysis. Anderson (2010) advises that the interpretation should regularly be grounded in participants’ inputs and could be semi- quantified, if this is likely or fitting, e.g. “50% of the participants said …” “The great number said …” The current study employed an inductive category formation as a suggestion by Mayring ( 2010a, 2013). This method employs the following steps - The subject matter, hypothesis, aims of analysis - Description of the classification system (main categories and subcategories) from theory and state of the art - Description of the coding standard, containing for all kinds: meanings, examples and coding rules - initial codings, to be completed including the coding rules - Modification of the types and coding scheme after 10–50% of the raw material - Final review of the material - Analysis, category frequencies and contingencies interpretation 30 3.8 Limitations of the study The limitations of this study included the selection of the participants. The participant's perceptions of the organisations that will be integrating. Their perceptions influence their subjective responses to the questions in light of the integration process. Other limitations included the time constraints a potential reality transpired due to managers extensive travel. The study only focused on ten out of hundreds of managers within the company. 3.9 Transferability and dependability Strategies can be utilised during the study progression to strengthen the value of qualitative studies. Approaches used to find dependability include having a third person present to help in the analysis technique, giving complete individual enlightenment of the examination methods, or importantly, a step-by-step duplication of the research to understand if results might be similar or to intensification the primary outcomes (Thomas & Magilvy, 2011). Other companies undergoing the same process can learn from the themes and recommendations of the study. 3.9.1 Transferability One strategy used to address transferability in sample selection is the use of a board of judges to help with the process of choosing participants, typical of the observed situation under study, also known as a nominated sample (Krefting, 1991). Senior executives, together with Human Resources, will help identify the sample. In this case, the study selected experienced, and knowledgeable managers to add real value to the study, not just managers. 3.9.2 Credibility Credibility determines whether the research outcome embodies credible evidence originating for participants data and is the understanding of the participant's initial point of views (Anney, 2014). All managers were based in Gauteng offices, and most of 31 were office-based. This permitted spending an extended period with each other, whether informally having coffee, or formally in meetings. It will enable more engagement with them, verifying viewpoints and allow them to become familiar with the coach and coaching sessions. It is essential because it allowed for an opportunity for building rapport, understanding each other, and they will be free to reveal more even secrets, their fears and past experiences. 3.10 Demographic profile of participants Agriculture is generally a male-dominated industry, and though an attempt was made to get an equal number of females and males, there are more males than female participants. Managers will be comprised of all races available in South Africa. These are all mid-managers; their age will vary, and the majority will be between the age of 45-55 years. The implication of having more males than females might give some skewed results as males lead differently from females. The study will also lack the view of young managers as more of them are starting, and they are on the junior managers' band. The study might not produce a general perspective on whether emotional intelligence coaching can enable the successful integration of personnel during a merger of the two different companies. 3.11 Ethical considerations The procedure of getting approval entails: permission will be given freely (optional), managers should understand what is being asked of them, and are competent to consent. Managers were adequately informed about the purpose of the study research. Participants understood the purpose of the study and consented to participate. They could also to decide whether to participate or decline at any point during the interview. All the participants were asked to complete and sign a written informed consent. All the managers will be approached individually and clarified the intention of the study and data collection process. They could ask questions for clarity during the interview. They also had the liberty not to respond to questions that uncomfortable. According to Arifin (2018), participants’ need to be individually approached and asked to sign a written informed consent. 32 The anonymity and privacy of the managers' were ensured and protected by not divulging their identities in the data gathering, analysis and reporting of the study outcome. Confidentiality of the interview atmosphere will be managed cautiously during the interview process, data analysis and distribution of the study outcome. Silent break away rooms will be used, and interviews will not be held in managers offices, where can be interference with phone calls. When analysed data, no one will know what was each managers response to the interviews as their real names and positions will be anonymous. It was anticipated that due to the sensitive nature of the study and emotional state in which the managers can withdraw at any point during the interview. That is the reason why each one-on-one interview will be private and in a silent board room or their own offices if they so prefer. All managers will be respected, creating honest and open communications, steering clear of distortions and avoiding judgement. Table 3-1 Table 4. Consistency table: research questions, propositions, data collection and data analysis RQ # Research Objective Prop Proposition Data collection detail Data analysis method 1 To understand how executive coaching process influenced managers during the integration stage. 1 Executive coaching plays a pivotal role in influencing managers during the integration process Coaching exercises and reflections Content analysis 1 To determine what are the lessons learnt by managers during the executive coaching process. 2 Managers learn and acquire skills during the executive coaching process. Interviews Thematic analysis 33 CHAPTER 4. PRESENTATION OF RESULTS / FINDINGS 4.1 Introduction The purpose of this study was to examine whether executive coaching facilitates integration after the acquisition of two multinational agricultural companies. In this chapter, the results from the semi-structured interviews and coaching sessions will be presented. An inductive process was followed in the study. The research question and arbitrary ideas emanating from the study informed the themes that have merged. Results presented in this chapter are from the coaching questionnaire and the interviews conducted with the participants. The coaching questionnaire was used in the study for triangulation purposes and thus triangulated with the interview data. Through the review and multiple readings of the data, the following themes emerged: (i) Coaching experience, (ii) Influence of coaching on team members, (iii) Perceived impact of coaching, (iv) lessons learnt from the executive coaching process. 4.2 Findings from the coaching sessions 4.2.1 Leaders Learning Styles according to Kolb’s theory The concept of Kolb’s Adult learning theory was new to all the leaders. Some even mentioned that they were getting along with some colleagues outside the work environment. However, once they get to the boardroom for meetings, things did not stay the same. Kolbs learning styles offered insight into how different leaders from the study learn. All the leaders working at the production site had the same learning style, which, thus, most of the participants displayed pragmatists learning style. One leader even mentioned that they also prefer hiring employees with the same learning style, as their own. They suggested that the training they went through as managers from which the same results were shown. The learning style outcome correlated with other development exercises that the plant managers went through; hence they were not surprised by the Kolbs learning theory outcome. One leader indicated that they were 34 having so many challenges at the plant, and she now understands where the problem emanated. Leaders took this exercise to their employees to further investigate their suspicions. Other leaders had different learning styles. However, some mentioned that they think learning styles can evolve depending on one’s environment, circumstances and experience. 4.2.1 Results of the emotional intelligence self-assessment Emotional intelligence has five components, self-awareness, managing emotions, motivating oneself empathy and social skills. Results of emotional intelligence questionnaire indicated that most of the participants scored high on low on social skills component. Most of the participants rated high on social skills (38%). The remaining measure was less than 20%. Based on these social skills was followed by self- awareness and managing emotions scores, 19% and 18% correspondingly. The least score on motivating oneself (13%) and empathy (12%). 4.2.2 Preposition one: Executive coaching plays a pivotal role in influencing managers during the integration process From the findings presented above, it is evident that coaching had a significant influence on the managers during the integration process. The managers took it upon themselves to not only use the tools but also administer the tools to their teams. Based on the abovementioned, it can be concluded that executive coaching plays a pivotal role in influencing managers during the integration process. 4.3 Central Themes From The Interviews Also, to the abovementioned, the interviews were conducted with the participants. The following themes emerged from the interviews: (i) Coaching experience, (ii) Influence of coaching on team members, (iii) perceived impact of coaching, (iv) lessons learnt from the executive coaching process. The coaching, as aforementioned, consisted of a series of sessions. Initially, individual coaching sessions were held the group sessions followed these. The results below are discussed and presented to show the 35 different experiences of the participants during the organisation merge and coaching sessions. Thus, the participant's experiences of being coached during a transition process being highlighted. After the presentation of the themes, the researcher reflection narrative is presented. The ten participants who took part in the study were allocated false names to protect their identify and ensure confidentiality and anonymity. The following pseudo names are used to refer to the participant’s in the report: Jake, Terrence, Becky, Clive, Patrick, Alison, Daniel, Sarah, David and Benjamin. 4.3.1 Coaching experience The participants had different views about the overall coaching experience. Most of the opinions shared by the participants suggest that participants had an overall positive experience with the coaching sessions. Concepts and feelings such as self- awareness, communication and learning styles seemed to be the core that encapsulates the participants coaching experiences. Below is an extract from the raw data that captures one of the participants' experience. This participant reflected on coaching as a tool to guide management during the change management process. “Coaching is a good tool to manage change in a volatile environment. Managers and their teams can be equipped with the right mechanisms to manage the changes” (David). Another participant reflected on the role of coaching on emotional intelligence. That coaching offers solutions on how a manager can work with their subordinates and understanding their emotions and anxieties. This participant also reflected on the tendency of leaders only to be interested in the performance of their employees and not be concerned with their well-being. Through coaching, they were able to identify their blind spots and realized the importance of paying attention to the wellbeing of employees, precisely their emotions. 36 “Ability to manage, influence and inspire the emotions team, to help them anxiety and emotions. As a leader, one needs to pay much attention to performance and goals and never really pay attention to their emotions (Terrence)”. In describing what the coaching experience meant, one participant view coaching as a way of stepping into other people`s shoes. That it assists one to look at things from a different perspective; this then influences their interactions with their team and perceptions about them. Coaching has helped them recognize that each individual is different. “Coaching is another opinion, to step out of yours and out of one's comfort zone, bounce your ideas off, see things clearer. Helps one to think about things that one does normally not think about on their own. Start to see the team differently, and realizing every individual is different” (Alison). Another participation reflected on the role of how coaching has helped them in communicating better with their team. Also, it has exposed her to the different tools she can adapt to understand the feelings and emotions of their subordinates. “Giving insight on how to speak to people honestly, confirmed my approach on how I will communicate to my team. Provided boldness understand their feelings and their emotions. Tools to be used to determine why people are behaving in a certain way. Not only applicable just to one person but everyone affected by integration” (Becky). The coaching process has exposed the participants to the different techniques and methods they can apply to their team during the process of integration. Across all the participants, there is a consensus suggesting that coaching has exposed them to the different tools and styles on how they can better manage their teams. Some of the core concepts emanating from this they include self-motivation, communication, the understanding of the different skills, shared results and learning styles. The participants have also taken it upon themselves to understand the various tools and 37 what they measure. They have even administered the instrument to their team members. One participant mentioned that they had used the Kolb Questionnaire with their team to understand their team members and preferred learning styles. “I have shared the Kolb Questionnaire with my team, and the results gave me a better understanding of how they are wired and what is their preferred learning style” (David). Another participant highlighted the importance of listening and giving feedback during the process of integration. They have shared a sentiment that the coaching experience has helped to find value in connecting to people more. “Connecting people at a deeper level, listening to giving feedback, all-round approach that fits that person, on your approach used giving feedback. Do is not put people in one box” (Sarah). Another participant pointed out that they have learned about the importance of portraying positive energy and how it gets people to be more self-motivated. Also, that trust is essential and that leaders do not seek to micromanage but allow their team members to thrive. “Most propelling technique tries to have portrayed positive energy, very crucial because people get self-motivated. Be a leader do not need a macro to manage, build trust in the team abilities; they intern trust and become themselves” (Terrence). The participants seem to not only benefited during the coaching process and indirectly have learned more about themselves. Some participants have reflected that the coaching process has taught them the importance of self-awareness building social skills and mastering of their emotions. This participant highlighted the importance of self-awareness, understanding one’s feeling. Moreover, through coaching, he can be more empathic to his subordinates. 38 “Self-awareness motivate oneself, empathy, and build social skills for the betterment of the company. Master emotions and effect, they have on people (Patrick)”. During the coaching sessions, participants were exposed to emotional intelligence and why it is essential. Most of the participants have touched on the application of the different elements informing emotional intelligence. Some participants reflected on the importance of listening and giving feedback. That the coaching experience has influenced how they view communication, and how they can create a better work environment. The importance of empathy and listening to others more to get their perspective came out quite prominently. As highlighted in the extract below: “Listening more, try to see someone else perspective. Emotional intelligence is a must-have, how ones see and react, and the role of the emotions play in the process. Help with a self-reflection technique” (Becky). 4.3.2 Influence of coaching on team management The participants have also reflected that coaching has helped them to take stock of their management practices. It has influenced how they manage their teams. The participants have pointed out through the coaching experience they have come to recognize the importance of team vision, different strengths and skills possessed by the members. “… it helps to motivate the team to stay focus and speak freely about things hindering during the integration stage. Once their concerns are noted and discussed, they can now go back and deliver for the company, so as a manager I win, the team wins too, and the company wins” (Patrick). Another participant precise reflected on the importance of understating one`s management style and how it influences decision making during the integration 39 process. This participant has also reflected on how coaching has helped them in seeing the value in identify teams’ strengths and building on them. Also, to identifying the team’s strength, it has facilitated the process for them, it identifies areas of development with their teams. One participant reflected on how the coaching sessions have taught them the value of finding a management style that will complete the team and assist in the team achieving their goals. “Integration for me was to take on a new diverse team and finding a management style that will complement the team to achieve our goals., coaching thought me how to work with a team. Identify the strengths of team members and build on that” (David). Coaching also influenced the participants' view of development. Though the coaching session, they have identified the areas of growth from a personal and team perspective. Moreover, they were able to develop concrete plans. The coaching session enabled this. Furthermore, the participants also highlighted the importance of lifting each other, having a shared team vision, building relationships and supplementing each other’s strengths. “Areas of development” vs weakness was a vital lesson learned in the coaching sessions. managed to identify the areas of development and set-up a plan for improvement through coaching, mentoring and training (David)” Coaching also facilitated the process of participants to learn more about themselves and understand their management styles and how that impact the development and running of the team. The sense of self and also the team is fundamental to the success of the organisation. “I am winning as a manager by knowing myself more, knowing my team, and the organization wins because we know each other’s strength, and we use them 40 to achieve business deliverables. It is tripartite win-win for all. win as manager, team and organization” Becky) Coaching has equipped the participants with the necessary tools; they can use to identify the team needs. They have expressed that they use the tools to gain some insight into the ideal team they need. Furthermore, to understand each team member skills and strength. Also, the participants have reflected that coaching as shed some light on the importance of understanding oneself and the team. “Coaching gives me tools to identify what type of team, know team makeup, identify learning of the team, members and know each strength and use them accordingly (Sarah)”. Understanding of oneself as well as by extension, the team is fundamental in the development of the team and ensures that the team wins together. Some participants have reflected on seeing the positive within organisations and give the member allowing s autonomy to function and independence—also, the importance of recognising other team members to run with things. “ Win-win, taking a step back, remove yourself out of the situations and look at in a more, positive way and imparting that positiveness to even other teams. Turn the word around. Sit back a lot and watch. Feel good in, not seeking to stand out”(Becky). The importance of understanding of having and understanding of the team vision came out prominently in the study. The participants have expressed that coaching has helped them to recognize the value on a team vision and everyone in the team buying and believing in the vision. “Give them challenging projects for the team vision, looking at their goals and stretching them. Understand their strong points and then delegate them according to and evaluate when having one on ones give them o objectives 41 congratulate and work on their developing point and monitor. No surprises on the day of the relationship, make them feel you are part of them” (Benjamin). 4.3.3 Perceived impact of coaching Most of the participants have mentioned that coaching has added value in both professional and personal lives. The focus of the coaching process was to guide and prepare them for the integration of the two organization. They also highlighted the potential impact of the change management process as a result of the integration of the two organisations. The participants have appreciated the coaching method. They have highlighted that coaching has helped them recognize the importance of empathy, supporting each other and respecting each different feelings. Managers have also acknowledged that the coaching experience has helped them not to focus so much on the potential impact of integration. They have also mentioned that they are aware that the change process may facilitate progress in the organization. Coaching has helped them to channel their feelings on work and focus of the key deliverables. “Even though myself as the manager am not sure of my future position as we have to reapply for our jobs, I am encouraging the team to focus on the team and the job and business deliverables, we all should stay strong psychological. Quality of people work should not drop, keep monitoring deliverables, so will come on the other side still strong” (Alison). Across all the interviews, the participants have reflected on the importance of the psychological well-being of their teams. That thorough both individual and group coaching, they have learned the value of not only understanding but showing empathy. “I learned through empathy, how to become aware team members feelings, and they handle members emotions and motivate that individual positively and respond accordingly” (Patrick). 42 The participants also reflected on the influence that coaching has had on them in understanding others feelings. Some participants have reflected that coaching has helped them to see value in motivating their teams and providing continuous encouragement. Moreover, it has helped to understand that they need to support each other as team members. Coaching has also helped them to see value in the bottom- up the relationship. That managers can be able also to draw strengths from their team members too. “People do not need to fear change, motivate them that change is there for a reason. Integration out to parties together to work for a common goal— continuous motivation and encouragement. Integration is not retrenchment. There is no better team member every member needs to play a role at the end of the day we need each other. As a manager, one is not better than team members draw on their strength (Benjamin)”. The participants have also expressed that through the coaching experience, they have learnt about the importance of feedback and having open dialogues with the team members. Feedback, whether positive or negative big or small, is essential. They viewed feedback as a reciprocal process. Therefore, they need to give feedback to their team members and allow them to provide them with feedback in return. They have also highlighted the importance of recognizing that although society expects managers to know everything, they do not know everything. That they need to be honest and say they do not know. “Open dialogue, when you do not have something as a manager, say you do not know ……. Avoid people and never to feel excluded, give feedback no matter how small ” (Becky). Again, the value of team support came out prominently. The participants have expressed the value and importance of supporting each other during the process of integration. Coaching has it is essential to focus and offer support to the team members. 43 “Focus on the requirement of each team member and support” (Jake). Participants also echoed on the role of coaching on the development of resiliency and perseverance during the merger. The participants expressed that coaching has helped them to better deal with the eminent restructuring process as a result of the integration. The coaching has helped them see a ray of hope in their uncertain situation, although they are not sure about their future in the organization. Coaching has enabled them to remain positive and determined during this period. Personal impact not knowing what will happen in future coaching helped build resilience during uncertainty because we are restructuring and up to this day we do not know if we will have jobs, must stay positive emotionally psychological healthy. To were required to stay motivated as a manager. Coaching played a role there. Professionally managing the team is much better and a pleasant working environment (Patrick). Some participants have reflected on the professional impact coaching has had on them. That through the coaching process, they have learned the value of self-introspection and being assertive. “The professional impact helped with self-introspection, specifically in knowing one's strength and areas of development. Personal I used to be played a lot and take things lightly. Change is critical. More responsible even at home and socially. Need to balance the two not changing self but balance more assertive” (Terrence). 4.3.4 Lessons learnt from the executive coaching process Additional, to the coaching of experience and the personal and professional impact, it has had. The participants have also reflected on some of the lessons learnt from the coaching process. They have highlighted the valuable lessons they have learned during the executive coaching experience. 44 Some of the lessons that the participants have learned through the coaching experience include the understanding of learning styles, the value of emotional intelligence, self-actualizing, management of their emotions—the recognition of team strengths and weakness. “Coaching helped me in recognizing that everybody wants to grow; you first grow as a leader and help them grow. They are stabilizing in their new roles and responsibilities. It gives room to focus on the strategical things and pay less attention to operational issues” (Terrence). “Coaching has brought more need to be empathetic to people different emotions and feeling. It is not just about their deliverables but also their emotions anxiety trust” (Alison). “Professional allowed look at things differently and realize that it is not about me and think more about colleagues. Self-actualizing, and realizing that for better results, we need every team member. I am not just looking within the department but the betterment of the whole organization. I look at opportunities to do things better, not just for self but for the team if we all grow, the company will grow” (Benjamin). “Yes, it did, change demands a lot from you as a leader, company initiative. Consider their strength and their weaknesses and company objectives— emotional driving themselves on purpose. Empathy is critical as we are leading human beings (Jake). Coaching has also enabled participants to reflect on their leadership role. They have thus expressed that through coaching, they have learned the importance of team cohesion and selflessness—the value of being a leader and not dictators. “It thought me how to the leader and not a dictator. It is only thinking about self, but team members, to put the company first. Without the company, there are 45 no jobs. The team members have no jobs, so during the integration, one must think about the company interest” (Benjamin). Coaching is also fundamental to the development of managers. Through coaching, the managers can learn to appreciate some of the soft skills that are usually not recognized in the corporate world; these soft skills include being empathetic and understanding. “Coaching will lead to managers having a better understanding of themselves and their teams; in that way, they will support them throughout their emotional stages during integration” (Daniel). The participants have found value in the coaching process so much that they feel it is a service that should be offered to everyone. Coaching is an instrumental tool in preparing managers to handle the complicated transition process in organizations. Coaching can equip managers to deal with difficult or different situations in their teams and to use the coaching tools to guide their organisations through the transition phase (David). “Coaching will lead to managers having a better understanding of themselves and their teams; in that way, they will support them throughout their emotional stages during integration (Daniel). “You cannot be in the changing environment and stay. To change, one has to know what needs change. Coaching brings awareness of what needs to change and why to understand the development needs (Sarah)”. One of the participants has expressed the value coaching had on them in understanding the personal