Coaching as a practice to develop and support social 
service professionals in the Gauteng Provincial 

Government 

 

 

 

Amanda Marié Hartmann 

 

Supervisor:  Ayanda Magida 

 

 

 

A research report 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 Business and 

Executive Coaching. 

 

Wits Business School 

Johannesburg, 2023 



ii 

 

Abstract 

This research explored how Social Service Professionals (SSPs) in the Gauteng 

Department of Social Development (GDSD) perceive the role of coaching as a practice 

to develop and support the professionalisation of SSPs in the said department.  

For this basic qualitative study, semi-structured interviews assisted with data collection 

from fifteen (15) participants employed as SSPs in GDSD. 

Key findings are that coaching as a practice is non-existent for SSPs in GDSD and 

that the critical success factors for coaching in GDSD are no different from that in any 

other organisation. Most participants supported the contribution that coaching could 

be a practice to develop and support service professionals. Participants further 

indicated they would prefer a layered approach to introducing coaching to specific 

levels of staff in the SSP category. Participants favoured a systematic introduction of 

coaching to ensure its long-term sustainability and highlighted the organisational and 

personal hindrances that could impact its adoption and effectiveness as a practice.  

The study contributes to a body of knowledge on the relevance of coaching for SSPs. 

 

Key Words 

Coaching, critical success factors; the practice of support and development, Social 

Work Service Professionals, Gauteng Government, Social Development.  

  



iii 

 

Declaration 

I, Amanda Marié Hartmann, 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 Business 

and 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. 

 

Signature:  

Amanda Marié Hartmann 

Signed at Roodepoort 

 

On the 28th day of February 2023 

 

  



iv 

 

Dedication 

I dedicate this research to the memories of my husband, André Hartmann, and my 

father, Hendrik Putter, and to the continued support and love of my mother, Sarie 

Putter, and my friend, Yolanda Kona. They encouraged and taught me the value of 

discipline and perseverance. 

All the honour to God for carrying me through this and many other journeys since 2014. 

 

  



v 

 

Acknowledgements 

My appreciation goes to those who assisted with the research, namely: 

My supervisor Ms Ayanda Magida, for her advice, clarity of thought, and 
encouragement. 

Members of my circle of friends who kept me focused and held me accountable during 
my research journey. 

My children, Anthony and Alessandra, for your patience when I was not always 
available. 

The Department of Social Development, Gauteng Province, in particular, the Head of 
Department, Ms Thembeni Mhlongo, for the grace, time, and space to embark on this 
learning journey. 

All the participants who willingly gave their time to contribute their ideas and 
experience to my research topic. 

 

 

 

  



vi 

 

Table of Contents 

Abstract .......................................................................................... ii 
Declaration .................................................................................... iii 
Dedication ..................................................................................... iv 

Acknowledgements ....................................................................... v 

Table of Contents ......................................................................... vi 
List of Acronyms .......................................................................... ix 

List of Tables .................................................................................. x 

List of Figures ............................................................................... xi 
Chapter 1 Introduction .................................................................. 1 

1.1 PURPOSE OF THE STUDY ..................................................................................1 

1.2 CONTEXT OF THE STUDY ...................................................................................1 

1.3 PROBLEM STATEMENT ......................................................................................6 

1.4 RESEARCH OBJECTIVES ...................................................................................7 

1.5 RESEARCH QUESTIONS ....................................................................................8 

1.6 SIGNIFICANCE OF THE STUDY ............................................................................8 

1.7 DELIMITATIONS OF THE STUDY ........................................................................ 10 

1.8 DEFINITION OF TERMS .................................................................................... 10 

1.9 ASSUMPTIONS ............................................................................................... 11 

1.10 STRUCTURE OF THE REPORT ......................................................................... 12 

Chapter 2 Literature Review ........................................................ 14 

2.1 INTRODUCTION .............................................................................................. 14 

2.2 BACKGROUND DISCUSSION ............................................................................. 14 

2.3 THE NATURE OF COACHING ............................................................................. 17 

2.4 CRITICAL SUCCESS FACTORS FOR COACHING ................................................... 20 

2.5 COACHING AS A PRACTICE TO DEVELOP AND SUPPORT SSPS IN THE GAUTENG 
PROVINCIAL GOVERNMENT. ........................................................................ 23 

2.6 THEORETICAL FOUNDATION ............................................................................ 25 

2.7 CONCLUSION OF LITERATURE REVIEW ............................................................. 32 
2.7.1 PROPOSITION 1: COACHING IS NON-EXISTENT IN GDSD. ........................................... 32 
2.7.2 PROPOSITION 2: THE CRITICAL SUCCESS FACTORS FOR COACHING SSPS IN GDSD WILL 

BE SIMILAR TO THOSE IN OTHER INDUSTRIES. ......................................................... 32 
2.7.3 PROPOSITION 3:  COACHING COULD BE A PRACTICE TO DEVELOP AND SUPPORT SSPS IN 

GDSD ................................................................................................................ 32 



vii 

 

Chapter 3 Research Methodology .............................................. 34 

3.1 RESEARCH APPROACH ................................................................................... 34 

3.2 RESEARCH DESIGN ........................................................................................ 37 
3.2.1 POPULATION ........................................................................................................... 38 
3.2.2 SAMPLE AND SAMPLING METHOD .............................................................................. 38 
3.2.3 THE RESEARCH INSTRUMENT .................................................................................... 39 
3.2.4 PROCEDURE FOR DATA COLLECTION ......................................................................... 40 

3.3 DATA ANALYSIS AND INTERPRETATION ............................................................ 41 

3.4 RIGOUR ........................................................................................................ 43 
3.4.1 TRUSTWORTHINESS ................................................................................................. 43 
3.4.2 TRANSFERABILITY .................................................................................................... 43 
3.4.3 CREDIBILITY ............................................................................................................ 44 
3.4.4 CONFIRMABILITY ...................................................................................................... 45 
3.4.5 DEPENDABILITY ....................................................................................................... 46 

3.5 LIMITATIONS OF THE STUDY ............................................................................ 46 

3.6 ETHICAL CONSIDERATIONS ............................................................................. 47 

Chapter 4 Presentation of Findings ............................................ 49 

4.1 INTRODUCTION .............................................................................................. 49 

4.2 RESULTS FOR PROPOSITION ONE ................................................................... 53 
4.2.1 UNDERSTANDING COACHING AND ITS EXISTENCE IN SOCIAL DEVELOPMENT ................ 53 
4.2.2 AWARENESS OF COACHING AND THE RELATIONSHIP TO MENTORING AND SUPERVISION 53 
4.2.3 EXPOSURE TO BEING COACHED AND THE BENEFITS OF SUCH. ..................................... 58 
4.2.3 EXISTENCE OF COACHING AS A PRACTICE IN DSD ..................................................... 59 

4.3 RESULTS OF PROPOSITION 2 .......................................................................... 60 
4.3.1 COACH CHARACTERISTICS ....................................................................................... 60 
4.3.2 CHOICE AND SELECTION OF COACHES ....................................................................... 63 
4.3.3 FORESEEN & EXPERIENCED BENEFITS OF COACHING ................................................. 65 
4.3.4 PERCEPTIONS OF POTENTIAL BENEFICIARIES OF COACHING IN GDSD ........................ 67 
4.3.5 VIEWS ON THE INCORPORATION OF COACHING AS A PRACTICE IN THE SUPERVISION 

FRAMEWORK FOR SSPS ....................................................................................... 68 
4.4 RESULTS FOR PROPOSITION 3 ........................................................................ 70 

4.4.1 VIABILITY OF COACHING AS A PRACTICE TO DEVELOP AND SUPPORT SSPS ................. 70 
4.4.2 HINDRANCES (PERSONAL OR ORGANISATIONAL) ........................................................ 71 
4.4.3 STEPS TO INSTITUTIONALISE COACHING .................................................................... 77 

4.5 SUMMARY OF THE RESULTS/FINDINGS .............................................................. 79 

4.6 CONCLUSION ................................................................................................. 81 

Chapter 5 Discussion of the Findings ........................................ 83 

5.1 INTRODUCTION .............................................................................................. 83 

5.2 DEMOGRAPHIC PROFILE OF RESPONDENTS ...................................................... 84 

5.3 DISCUSSION OF PROPOSITION 1 ...................................................................... 84 

5.4 DISCUSSION OF PROPOSITION 2 ...................................................................... 87 

5.5 DISCUSSION OF PROPOSITION 3 ...................................................................... 92 

5.6 RESEARCHER POSITIONALITY .......................................................................... 95 



viii 

 

5.7 CHAPTER CONCLUSION .................................................................................. 96 

Chapter 6 Recommendations & Conclusion .............................. 97 

6.1 INTRODUCTION .............................................................................................. 97 

6.2 CONCLUSIONS ON RESEARCH QUESTION 1 ....................................................... 98 

6.3 CONCLUSIONS ON RESEARCH QUESTION 2 ....................................................... 98 

6.4 CONCLUSIONS ON RESEARCH QUESTION 3 ....................................................... 98 

6.5 RECOMMENDATIONS ...................................................................................... 99 

6.6 SUGGESTIONS FOR FURTHER RESEARCH ....................................................... 100 

REFERENCES ................................................................................. 102 
APPENDIX A – PARTICIPANT INFORMATION SHEET ............................ 114 
APPENDIX B – SEMI-STRUCTURED INTERVIEW QUESTIONNAIRE .......... 116 
APPENDIX C – PARTICIPANT AGREEMENT FORM ............................... 118 
APPENDIX D – ETHICS AND TITLE APPROVAL NOTIFICATIONS ............. 120 
APPENDIX E – RESEARCH PERMISSION REQUEST AND RESPONSE ...... 122 
APPENDIX F - CONSISTENCY MATRIX ............................................... 125 

 



ix 

 

List of Acronyms 

APP Annual Performance Plan 

COMENSA Coaches and Mentors of South Africa 

CSSP Council for Social Service Professionals 

GGT2030 Growing Gauteng Together 2030 Plan 

GPG Gauteng provincial government 

GSD Gauteng Social Development 

HR Human Resource 

IFSW International Federation of Social Workers 

KPI Key Performance Indicators 

MMBEC Master of Management in Business and Executive Coaching 

NDP National Development Plan 

NDSD National Department of Social Development 

NGO Non-Government Organisation 

NPC National Planning Commission 

NSG National School of Government 

POPI Protection of Personal Information Act 

SACSSP South African Council for Social Service Professionals 

SSP Social Service Professionals 

StatsSA Statistics South Africa 

SWM Social Work Manager 

SWS Social Work Supervisors 

SWSF Social Work Supervision Framework 

 



x 

 

List of Tables 

Table 2.1: Summarised consistency table - research questions and propositions ... 33 

Table 4.1: Demographic profile of study participants ............................................... 49 

Table 4.2: Main themes and sub-themes ................................................................. 52 

Table 4.3: Differentiating coaching and mentoring ................................................... 56 

Table 4.4: Linkages: research questions, themes, and propositions ........................ 80 

Table 5.1: Summary: research questions and propositions ...................................... 83 

 



xi 

 

List of Figures 

Figure 2.1: Maslow's Hierarchy of Needs    (McLeod, 2007) .................................. 27 

Figure 3.1: Research methodology .......................................................................... 34 

Figure 3.2: Six-phase approach to thematic analysis ............................................... 41 

Figure 4.1: Attributes of a coach generated on WordSaladApp ............................... 62 

 

 

 

 



1 

 

Chapter 1 Introduction 

1.1 Purpose of the study 

This qualitative study explores the perceived role of coaching in developing and 

supporting social service professionals in the Gauteng provincial government.  

1.2 Context of the study 

Coaching in the Public Service (national and provincial government) has been 

explored and is gaining traction Nengwekhulu (2009). In the public service context, the 

public sector still experiences challenges in combatting poverty, providing good quality 

health and education services, addressing housing needs, and many other challenges. 

The slow pace of change and service delivery and the poor quality of services are 

often linked to a shortage of skills, corruption, nepotism, and political interference 

(Nengwekhulu, 2009).  

The government developed numerous plans to improve its track record with a 

multidimensional focus. These plans focus on increased professionalism, linked to the 

improvement of skills. Mokoele, Masenya, and Makalela (2018) link the aims of good 

public administration to the principles and values of professional ethics, using 

resources (human and economic) effectively, and maximising human potential to 

inculcate high standards (human resource management; career development 

practices). Despite these aspirational aims as embedded in the Constitution, the South 

African Public Service faces various challenges pertaining to human resource 

management (Nengwekhulu (2009).  Sound legislative and regulatory frameworks are 

in place, but what continues to be a top priority is the contribution of public servants 

themselves to building a capable and developmental state, one that is recognised for 

good governance and performance.  

The National Development Plan (NDP) is a 30-year plan developed by the 

government. It strongly focuses on creating a skilled and capable public service 



2 

 

workforce that is innovative and, at its core, employs highly skilled staff, such as Social 

Work Professionals (NationalPlanningCommission, 2011). The NDP aims to build an 

inclusive South Africa with equal opportunities for all and a country free of the triple 

challenges of inequality, poverty and unemployment (NationalPlanningCommission, 

2011; StatsSA, 2020). 

Munzhedzi (2017) lists various ways the public service tries to impart knowledge and 

skills, namely induction programs, e-learning, job rotation, and coaching. In response 

to the NDP, the National School of Government (NSG)  published a draft paper in 

December 2020 called A National Implementation Framework towards the 

Professionalisation of the Public Service (NSG, 24 December 2020). This framework 

touches on what professional public servants should embody from the perspective of 

their skills, qualifications, experience, and desired attitudes. The Public Service 

requires managers who can lead themselves and their teams and make a difference 

in the lives of the citizens they serve. Exercising and displaying leadership 

(organisational, public, and personal) are required to make a difference (Ruiters, 

2015). Each of these levels of leadership requires emotional intelligence. The latter 

includes an understanding and awareness of the self; self-management; societal and 

personal skills that comprise motivation and empathy (Goleman & Boyatzis, 2017). In 

line with this evolution, future public servants must aim to achieve and deliver 

significant results aligned with the government's agenda, priorities, and targets. 

Leadership must deliver on the government's plans and respond to change.  

Pandemics like COVID-19, and the pace of change in the 21st century, affect the world 

due to their disruptiveness (Davies, 2020). The implications of change in the 21st 

century can be viewed from various perspectives (By, 2005). These perspectives 

include global competition and its impact, the information age (where knowledge is 

regarded as the future's "new gold"), and its disruptiveness. The context requires a 

perpetual need for organisations to re-invent themselves using foresight to capitalise 

on employees' energy and creativity. No process, skill, or system is not affected by 

change. Leadership, managerial and supervisory capacity, knowledge, and 

experience cannot stagnate; otherwise, it would not meet the demands of a new world 



3 

 

of work and existence (By, 2005). Therefore enhancing how officials behave and gear 

themselves to contribute to realising an agenda of a capable and developmental state 

could assist the government in achieving its aims. The question would then be how 

employees could perform better.  

The Public Service employs Social Service Professionals (SSPs) across various levels 

of government (national, provincial, and municipal) and in various departments. SSPs 

have a specific mandate to effect social change, solve relationship problems, and 

empower the individuals and families they serve to grow, be mentally healthy, navigate 

their personal and environmental circumstances, and increase their ability to be self-

sufficient (Martin, Harris, & White, 2014). Generally, the SSPs environment, 

particularly in the South African and public service contexts, requires leadership that 

can navigate change and support the development of a cadre of officials geared 

towards performance (Ndalamba, 2019). 

The NSG Framework aims to effect what is encapsulated in the Public Service Code 

of Conduct and the Batho Pele principles in the drive to establish a professional cadre 

of public servants (NSG, 24 December 2020).   Public Servants are at the forefront of 

guarding citizens' rights and showcasing the Constitution's values. This means being 

good at administration and demonstrating the managerial and leadership practices 

that help transform the aims of the Constitution into decision-making and service 

delivery. This can only be achieved if the South African Public Service actively seeks 

to employ, develop and support leaders and employees focused on transformation 

(NSG, 24 December 2020). This study focuses on SSPs employed by the public 

service, bound by the plans to professionalise public servants. They subscribe to both 

the Code of Conduct for Public Servants and the Code of Conduct prescribed by the 

South African Council for Social Service Professionals (SACSSP, 2012).  

The Gauteng Provincial Government (GPG) responded to the NDP with The Growing 

Gauteng Together 2030 (GGT2030) plan (GPG., 2019). This action plan aims to 

deliver Gauteng to its desired state by 2030. The plan consists of seven priorities and 

28 strategies to improve the lives of Gauteng residents. Essential to the GGT 2030 

and the NDP Vision 2030's, success is a skilled, capable, ethical workforce supporting 



4 

 

initiatives to build a developmental state (NationalPlanningCommission, 2011). 

Therefore, significant change is required to ensure the necessary skills, experience, 

and capabilities are in place to improve performance and service delivery. 

As part of its mandate, the GPG delivers social services by employing SSPs in the 

Departments of Social Development, Education, and Health 

(Gauteng_Social_Development, 2020). SSPs in each of these departments play 

different roles in fulfilling the needs of Gauteng's citizens. The Gauteng Department of 

Social Development (GDSD) employs 2131 SSPs (Gauteng_Social_Development, 

2020) who deliver services to the 15,5 million residents of Gauteng (StatsSA, 2020). 

As mentioned above, these professionals are guided by two Codes of Conduct, and 

SSPs cannot practice if they are not registered members of a professional body such 

as the SACSSP (Mazibuko & Gray, 2004).   

In turn, the SACSSP and the National Department of Social Development (NDSD) 

have a Supervision Framework for SSPs employed in government to ensure the 

professional delivery of social work towards quality social welfare services. This 

framework encompasses all professionals from "social workers, auxiliary social 

workers, student social workers, and learner social auxiliary workers in the social 

welfare sector and private practice" (SACSSP, 2012, p. 14). This framework is not a 

complete handbook but offers a means to enhance professional growth and 

development in the field. The Social Work Supervision Framework (SWSF) suggests 

supervision and mentoring as methods to support and develop SSPs working in 

government and outlines the roles and responsibilities assigned to various levels of 

work (SACSSP, 2012). Support in the field entails administrative, educational, and 

supportive aspects; it supports SSPs on an individual, group, or peer level (SACSSP, 

2012). 

In adhering to the call for increased professionalism and performance to ensure 

service delivery, the focus is always on what can be done to assist such a process. 

One way could be to develop supervisors and managers in the social service 

professional environment within the context and practice of business-related coaching 

(Trevillion, 2018). Reid (2012) argues that coaching can make a difference in the 



5 

 

delivery of services through increased performance. Akesson and Canavera (2018) 

studied how the global social service profession can be strengthened. Various themes 

from their study underscored themes relevant to this study, for example, applied 

learning, personal qualifications and characteristics, supervision, mentoring and 

coaching. It is acknowledged that applied learning takes various forms during and after 

entering the workspace, and if it is effectively applied, the quality of supervision 

strengthens learning (Akesson & Canavera, 2018). As part of the theme emerging 

from personal characteristics and qualifications, capacity was broadened to include 

motivation, performance management, and strong organisational support. Lastly, 

Akesson and Canavera (2018) highlight that supervision, mentoring, and coaching 

embody supervisory relationships that create flexibility for learners to grow by using 

coaching in conjunction with other formal and informal ways of learning. Therefore, 

this study focuses on the presence and nature of coaching and its potential value in 

the Social Work sector. Research and data can guide whether coaching could be a 

form of intervention to develop a skilled and capable social service workforce in the 

Department of Social Development (DSD).  

One of the benefits of coaching is that it assists those coached to reach greater insight 

and change behaviour. In this case, it can assist teams of Social Work professionals 

in the said Department to better drive change as self-awareness and insight increase 

(Guthrie & Alexander, 2006; Munzhedzi, 2017).  

The COVID-19 pandemic posed unique challenges to public sector managers, 

particularly SSPs, who was one of the groups at the forefront of fighting the pandemic 

in communities. The COVID-pandemic heightened the need for increased access to 

government services, including social work services (Rauhaus, Sibila, & Johnson, 

2020). The resource base shrunk in the context of resources directed toward fighting 

the COVID-19 pandemic, and there was an increased demand to tap into a pool of 

skilled, capable workers.  

Coaching creates awareness among people (employees and leaders) of how they 

impact the workspace. Coaching unlocks the ability to drive change and improves the 

potential of individuals to approach their work life and environment differently and more 



6 

 

innovatively. By embracing coaching as a capacity development tool, Gauteng may 

be able to deliver on its GGT2030.  

Winchester, Fathauer and Egan (2013) researched how burnout affects Child and 

Youth Care Workers, a profession linked to the SSP category. Their study highlighted 

the importance of organisational climate and supportive relationships (Winchester, 

Fathauer, & Egan, 2013). In a field of work marked by high levels of work-related 

exhaustion, participants indicated that where the relationships between supervisors, 

employees and co-workers are good, they could handle stress better. Their levels of 

resilience were higher when the support from the organisation and their various 

relationships were strong (Winchester et al., 2013). 

Mckenzie (2018) notes coaching as "a  way of nurturing talent and helping individuals 

reach their true potential" and a "methodology to help build capacity for service 

delivery" (Mckenzie, 2018, p. 76). Therefore, the research aims to establish if coaching 

could play a role in developing and supporting SSPs active in the Gauteng Province. 

 

1.3 Problem statement   

The potential of coaching to enhance the ability of employees and managers is well 

documented (Allen, Hafer, & Brooks, 2020; Ganesh, Bozas, Subban, & Munapo, 2015; 

Mckenzie, 2018). This study envisaged that coaching could be a practice to develop 

and support SSPs to better deal with workplace challenges, such as pandemics like 

COVID-19 and the South African public sector triple challenges of poverty, inequality, 

and unemployment.  

The focus of the government further supports this aim. As part of its future-orientated 

focus on how a public service corps should look, the South African Public Service 

constantly looks for ways to upskill its workforce to deliver quality services to all public 

stakeholders in the 21st century (Ganesh et al., 2015). The SACSSP supervision 

framework emphasises supervision and mentoring to ensure the profession responds 

to the need for upskilling. Research has shown that mentoring, for example, benefits 



7 

 

employees and organisations (Egan & Song, 2008). The work of Allen, Hafer, and 

Brook (2020) supports that the work attitudes of mentored and coached employees 

are typically better than those of employees who were not mentored (Allen et al., 

2020). Coaching facilitates individual learning and growth (Van der Veen, Reid, & 

Cunningham, 2020), which could assist SSPs, especially those in managerial and 

supervisory positions, to provide better support and develop themselves and those 

they manage and supervise. The additional benefit is that it could hopefully, in the end, 

cultivate a culture of continuous learning flowing from self-awareness (Heller, 2013).   

This study aims to determine whether coaching could enable SSPs to work more 

innovatively to find solutions in their workspaces and improve their ability to assist their 

clients (communities and community members) to become self-sufficient (GDSD, 

Annual Performance Plan, 2021-22). 

Limited research exists on how coaching can be used to develop and support SSPs 

in their work environment. The use of workplace coaching by managers and leaders 

has been depicted (e.g., Reardon (2016).  Research exists regarding coaching for 

social work students, but this does not extend to the workplace (Botha, 2014; Van De 

Heyde, Stoltenkamp, & Siebrits, 2017), except as indicated in Dorkin (2009). Coaching 

social workers in the workplace can enhance the Supervision Framework for SSPs in 

government. This framework focuses on supervision and mentoring to support, 

develop, and enhance the profession's work. Therefore, this study explores how 

coaching could contribute to developing and supporting Social Service Professionals. 

Three research objectives emerged from the problem statement. These will be 

discussed in the following paragraphs. 

 

1.4 Research objectives  

This study explores coaching as a practice to develop and support social service 

professionals in the Gauteng provincial government. The objectives of this research 

are to:   



8 

 

• Examine the nature of coaching for Social Service Professionals in the Gauteng 

Department of Social Development. 

• Explore the critical success factors needed for coaching to succeed in the 

Department of Social Development. 

• Establish whether coaching could contribute as a practice to develop and 

support Social Service Professionals in the Department of Social Development. 

 

1.5 Research questions 

Three research questions were identified to support the research aim of exploring 

coaching as a practice to develop and support SSPs in the Gauteng provincial 

government. 

Question 1: What is the nature of coaching in the Social Service Professional 

environment in Social Development? 

Question 2: What are the critical success factors for coaching to succeed in 

the Social Service Professional environment in Social Development? 

Question 3: What contribution could coaching make as a practice to develop 

and support social service professionals in Gauteng Social Development? 

 

1.6 Significance of the study 

This study contributes to a body of knowledge on how coaching can enhance the 

development and support of SSPs in GDSD and increase awareness of the difference 

SSPs can make. In addition, it could inform how learning and performance can be 

driven in the workplace through coaching, which may provide an opportunity for the 



9 

 

Department of Social Development (DSD) in the Gauteng Provincial Government to 

equip its SSPs better.  

Coaching is accepted as a tool to support leadership development (Diseko, 2017; 

Reid, 2012). There is a dearth of literature on how coaching can be utilised to develop 

and support professionals' growth and development journeys. Therefore this study 

seeks to contribute to how it could be used in the SSP work environment. 

In her study on transitioning engineers to managers, Wallace (2016) indicated that 

South African companies use coaching to nurture talent. Her research focussed on 

how companies, through coaching, can assist with transitioning employees to 

managers within the developing world. The findings might be significant for SSPs, and 

the DSD for enhanced professionalism under social workers. The study could assist 

HR practitioners in focusing on development and growth programs for social workers 

for improved self-awareness and growth (Diseko, 2017). 

Therefore, this study aims to demonstrate how coaching as a practice can develop 

and support SSPs in government to develop an increased awareness of the difference 

they can make. In addition, it could inform how learning and performance can be driven 

in the workplace and may, through coaching programs, provide an opportunity for 

GDSD to equip its SSPs better to handle workplace challenges through their 

increasing self-awareness and insight. Supporting and developing SSPs could result 

in increased employee productivity and a difference in how services are rendered by 

SSPs, not to mention increased access to social work services by the 15,5 million 

residents in Gauteng (StatsSA, 2020). Executive and business coaching can increase 

personal and organisational productivity levels, impacting the return on investment 

(i.e., having social service professionals make a difference).   

The research contributes to a body of knowledge that can inform future developments, 

such as a coaching framework for SSPs for which limited data and no coaching model 

exist within the sector. Coaching SSPs could contribute to social sector growth; the 

sector can manage change for impact, transform the face of service delivery, and 

develop employees' maturity and leadership stature.  



10 

 

The research report findings led to an understanding of the critical success factors for 

coaching SSPs, how it differs, or not, from the critical success factors for other sectors, 

and the key steps necessary for coaching to be a practice to develop and support 

SSPs.   It further provides SSPs and their Employer (GDSD) insight into how coaching 

can enhance performance and productivity. Those responsible for governmental 

social work policy and programs and related Human Resource (HR) programs could 

benefit from a body of knowledge inclusive of guidelines for coaching as a method of 

support and development for SSPs.  

 

1.7 Delimitations of the study  

The delimitations in this qualitative study provide focus and reflect the researcher's 

choices of what to include and exclude to make the study more manageable and 

improve its relevance (Coker, 2022). The research is situated in one provincial 

government department of GPG that provides social work services to communities in 

Gauteng. It confines itself to SSPs, especially Social Work Supervisors and Social 

Work Managers. It does not include the views of their managers who oversee the 

social work program holistically or of entry-level social workers. These managers are 

crucial in guiding and growing many Social Workers and Social Auxiliary Workers; they 

oversee, supervise, and mentor the junior staff reporting to them. 

As the focus of the study is on SSPs in this department, the SSPs are a group that 

operates in an urban environment, localised in Gauteng, and it did not focus on SSPs 

employed in other sectors such as municipalities, NGOs, and other government 

departments/provincial governments. Where relevant, the study refers to previous 

research, and for this report, the current views of SSPs will form the basis of this study.   

 

1.8 Definition of terms 

The following definitions of selected terms provide context for the reader: 



11 

 

Leadership means focusing on yourself, others, and teams to achieve a common goal 

(Silva, 2016).   

Wajdi (2017) defined Management as directing all tasks and processes to achieve 

goals and objectives using resources such as money and people. 

Coaching differs from mentoring as coaching is about increasing insight or skills; it is 

self-directed, while mentoring is about a junior staff member learning from a more 

experienced one (Al Hilali, Al Mughairi, Kian, & Karim, 2020). Various types of 

coaching exist; Cronje (2015) listed business, executive, and life skills coaching as 

some forms. 

Executive coaching blends professional and personal agendas, how to drive team 

objectives and deliver on business goals and objectives and is linked to the 

development agenda of the coachee. The main focus, as always, is to unlock the 

wisdom and potential of the coachee (Passmore & Lai, 2020). 

Social Service Professionals (SSPs) refer to "social workers, auxiliary social 

workers, student social workers, and learner social auxiliary workers in the social 

welfare sector and private practice" (SACSSP, 2012, p. 14). 

 

1.9 Assumptions 

The following three (3) assumptions were considered:  

The central assumption is that the organisation emphasises implementing the 

Supervision Framework for Social Service Professionals. However, the effectiveness 

of its implementation may not be at a level where it embraces coaching as a method 

to develop and support SSPs towards increased self-awareness and performance.  

Secondly, it is assumed that SSPs on supervisory and managerial levels (Social Work 

Supervisors and Social Work Managers) and senior managers are the most 

appropriate audience to explore the research questions.  



12 

 

Lastly, interviewees' diverse managerial and technical backgrounds may influence the 

quality and themes of the interview results. Sedgwick & Greenwood (2015) elaborate 

on the Hawthorne Effect, which occurs when interviewees "put their best foot forward" 

in the interview context, skewing an accurate assessment of actual or changed 

behaviour. 

 

1.10 Structure of the report 

The research report is divided into six chapters. The first three chapters deal with the 

aim of the study, the relevant theory and literature, and the research methodology and 

design. 

Chapter 1 contains an overview of the study by introducing and contextualising 

it. The study's purpose, context and significance are presented, followed by the 

delimitations, assumptions, and definitions relevant to the research as it links 

to coaching for SSPs in the Gauteng Department of Social Development. 

Chapter 2 reviews existing literature on coaching in general and on coaching 

for SSPs, aiming to give an evidence-based summary of the research topic. 

The pertinent theoretical concepts are explained.  

Chapter 3 outlines the research approach and design, including the population 

and sample. Detailed descriptions of the research instrument and data 

collection procedures are followed by the data analysis and interpretation 

process. The research instrument's trustworthiness (transferability, credibility, 

confirmability, and dependability) is described. The study's limitations and how 

those were mitigated, as well as the ethical considerations, are presented. 

The last three chapters outline the findings and how they relate to existing literature 

and theory and end with the researcher's conclusions drawn. 



13 

 

Chapter 4 is a presentation of the main findings of the study. The thematic 

analysis method outlines the findings concerning the study's research 

objectives. 

Chapter 5 contains an examination of the results related to the research 

objectives. The results were critically evaluated within the context of existing 

literature on coaching as a practice to develop and support social service 

professionals.   

Lastly, Chapter 6 focuses on the conclusions drawn from the results and 

discussions. The researcher addresses the problem statements and discusses 

the possible implications of the research for SSPs in social development in the 

public sector. It further contains recommendations for future research. 



14 

 

Chapter 2 Literature Review 

2.1 Introduction  

Chapter 2 reviews literature related to coaching in general and coaching for SSPs 

more specifically. The chapter aims to provide an evidence-based summary of the 

research topic.  The pertinent theoretical concepts are explained.  

2.2 Background discussion 

Various methods exist for growth and self-development, and coaching is one of the 

latest methods (Schutte & Steyn, 2015). Developments in coaching are captured by a 

growing body of knowledge, with studies dating back as far as 2005 and earlier.  Caspi 

(2005) and Rostron (2006) are two examples of 21st-century authors researching 

coaching as a tool. Although the preference in research studies is not to focus on 

studies older than ten years, these are mentioned to illustrate that coaching as a tool 

to support and develop employees generates more and more research exploring its 

relevance and application. 

Initially, coaching, as an emerging and still largely unregulated field, meant a lack of 

empirical research showcasing the value of coaching (Gyllensten & Palmer, 2005). By 

2009, views from Grant, Curtayne, and Burton (2009) were that even though coaching 

was not yet a well-regulated profession or discipline, it was developing into one. Fast 

forward to 2022, and there is clear evidence of a growing number of credible 

organisations now focused on coaches' training, supervision, and credentialing.  

Coaching has developed into a bona fide discipline, profession, and practice that 

supports leadership development (Ely et al., 2010; Fusco, O'Riordan, & Palmer, 2016; 

Kumkani, 2016). 

Between 25% and 40% (International_Coach_Federation, 2012) of US Fortune 500 

and European and Australian companies use coaches for leadership development. 

Many scholars, including Ely et al. (2010), have shown that it is limited primarily to 



15 

 

executives, leaders, and managers.  Various reasons for excluding other groups of 

employees are cited, with cost and time intensity being the most quoted (De Vries, 

2008; Kets de Vries, 2019; Ward, 2008). A survey measuring the return on investment 

through coaching, undertaken by the Association for Coaching in 2009, reported 

various benefits. These were improvements in job motivation, work-life balance, 

productivity, and people management (Federation, 2012).   

Literature on coaching for managerial groups and executives illustrates how coaching 

can enhance individual career growth to the benefit of organisations, what these 

benefits are, how it is used as a practice of development and support, and how it can 

impact the potential return on investment (Bonneywell, 2017; Ganesh et al., 2015; 

Theeboom, Beersma, & van Vianen, 2014).  The lasting change emanating from 

coaching is driven by whether the client/employee is coachable, sees coaching as 

critical for their development, and genuinely desires to drive their own development.  

In any organisation, coaching aids growth and development when there is a balance 

between the employee’s goals and the organisation’s (Bennett & Bush, 2013).  This is 

further influenced by the support of management and various stakeholders, especially 

when coachees see the organisation engaged and interested in the positive results 

from their coaching journeys (Akesson & Canavera, 2018; Kahn, 2011; Sithole, 2017).  

Opportunities to learn and enhance skills are a change driver in any organisation, and 

it happens in formal and informal ways. Formal learning methods include formal 

training (at external institutions, institutionalised coaching, and mentoring 

programmes), and informal ways will talk to on-the-job training (Manuti, Pastore, 

Scardigno, Giancaspro, & Morciano, 2015). Formalised organisational coaching 

programs, with the coach as a mirror, provide feedback and assist employees in 

expanding their thinking capacity and views, moving from a space of comfort to one 

where they stretch their goals for development and achievement. Coaching 

encourages thinking and exploring different ways to move to new frontiers.  A coaching 

journey provides a recipe or a map to an employee focused on behavioural change 

that can impact developmental goals and performance.  Being actively engaged in 

their growth story allows coachees to transform and transition more easily into 



16 

 

leadership roles, increase their performance, or better handle the challenges and 

opportunities related to their working environment (Freedman, 2011). 

In the South African space, one of the major players in the coaching arena is Coaches 

and Mentors of South Africa (COMENSA). COMENSA focuses on determining 

standards and ethical guidelines and ongoing research in its quest to regulate the 

coaching industry in South Africa. Despite the industry not being fully regulated yet, 

evidence suggests that coaching in the workplace is in demand, and it has become 

the new and preferred mode of intervention in corporate circles (Brockbank & McGill, 

2012; Sherman & Freas, 2004). Coaching and mentoring have since 2008 become 

more prominent methods used at private and public institutions in South Africa towards 

effecting change in their workspaces and assisting employees with self-directed 

learning (Dorkin, 2009; Mckenzie, 2018; Stout-Rostron, 2011).  As a practice, 

coaching improves relationships, trust and values (Mckenzie, 2018); it is experimental 

and uses the conversational space to unlock “a powerful developmental process for 

the client” (Mckenzie, 2018, p. 76).  

The number of studies documenting coaching as a practice to develop and support 

SSPs, and categories of staff not classified as executive-level leaders in public sector 

organisations is limited. Maxine Dorkin (2009) explored coaching as a new 

methodology for occupational social workers.  Her study found that most occupational 

social workers do not understand coaching fully, and a significant recommendation 

was for social workers to take charge of their learning and development. The other 

recommendation was for social workers to invest in lifelong learning and education to 

ensure their relevance in the workspace by staying on top of developments in the field.  

Engelbrecht (2019) captures the journey of social work supervision in South Africa.  

He captures how supervision is carried out individually and in a group format. His  2019 

study highlights that in many workplaces, supervision may be carried out by managers 

who are not schooled in the social work profession (Engelbrecht, 2019).  The study 

further revealed that supervisory education is lacking and that supervisors may not 

pay sufficient attention to supervision. Chibaya’s (2018) study explored frontline social 

workers’ supervision. The study concluded that a lack of knowledge and insight into 



17 

 

educational strategies for adult education resulted in supervisors struggling to assist 

their direct reports.  SSP supervisors and managers have limited or no idea of what 

motivates their supervisees and what theories and models are available to assist them 

(Engelbrecht, 2019). 

Available literature linked to the study’s research questions is used in this chapter to 

highlight the theoretical foundation that this study will use to explore coaching as a 

practice to support and develop SSPs.  

 

2.3 The nature of coaching  

Coaching is emerging as a feature in the public service to enhance self-awareness 

and drive self-growth amidst an ever-growing need to deliver more with less.  The 

latter concept places a considerable demand on public servants, social workers 

included, to better perform and manage themselves and others.   

COMENSA defines coaching as “a professional, collaborative and outcomes-driven 

method of learning that seeks to develop individuals and raise self-awareness so that 

they might achieve specific goals and perform at a more effective level” (Van Coller-

Peter & Cronjé, 2020, p. 65).  Coaching creates change as new learning is internalized, 

promoting insight and self-development, leading to further development goals, 

increasing ability and competency, supporting personal, professional, and 

organisational growth, and potentially leading to increased performance.  The coach 

focuses on the client’s agenda to guide the coaching journey (Van Coller-Peter & 

Cronjé, 2020). In a business or organisational context, coaching means a conversation 

between the client and coach regularly and in a structured fashion.  Such a 

conversation aims to unlock awareness for the client into their patterns and 

behaviours, especially how they impact the business and the achievement of the 

organisation’s aims which can benefit personal and organisational achievements 

(Wiginton & Cartwright, 2020a). In other words, the primary purpose is to elicit 



18 

 

behavioural change in employees and managers; in so doing, organisational results 

and performance will increase (Kahn, 2011). 

Wallace (2016) focuses on transitioning engineers to managers through coaching, 

whether with a career, performance, or managerial aim. Her study outlines how 

coaching enhances and develops engineers' technical and non-technical strengths 

and skills. Just narrating their stories of development, growth or workplace 

experiences helped with meaning-making, increased self-awareness, generating 

different courses of action, and redefining goals and action plans. The additional 

benefits include (i) a greater understanding of their social situation and need in the 

workspace, (ii) deepening their understanding of the organisational context they 

function in and how they respond to stimuli, (iii) expanding their perspectives on 

complexity and paradox, and (iv) interpersonal relationships (Wallace, 2016).  

Mckenzie (2018) reported that coaching positively affected behavioural changes by 

the coachee, ranging from improved leadership skills and job performance to skills 

development and a change in personal and work-related attitudes.   Bonneywell (2017) 

quotes research by Theeboom et al. (2014) that echoes the above and points out 

coaching’s “positive effects … on well-being, coping, work attitudes” (Bonneywell, 

2017, p. 59). 

In the South African Public Service context Ganesh et al., (2015) studied the mentoring 

and coaching programme at the Frontier Hospital, a public hospital in Queenstown, 

Eastern Cape. Their findings showed the program's impact and how it resulted in 

increased performance and better time management, to mention but two benefits 

(Ganesh et al., 2015). 

As a management practice, the question is how supervision and mentoring can be 

enhanced and supplemented by introducing coaching to support and develop social 

work managers and supervisors. The supervisory framework for SSPs (SACSSP, 

2012) requires social work managers and supervisors to supervise social workers 

regularly and consistently, and as such supervisory training takes place in a structured 

manner. Supervision practices include continuous development, and according to 



19 

 

Hughes (2010), three roles for supervision can be clearly distinguished: educative, 

supportive, and managerial. The supervision of social workers does not fall within the 

ambit of coaching. However, coaching is acknowledged as a powerful tool to help 

employees flourish. The question is how coaching can be utilised to enhance and 

support the development of employees in the selected categories and how it can elicit 

the benefits of coaching, such as increased performance or more profound insight into 

their own behaviours and patterns that may impact their practices.  

The Supervision Framework for SSPs does not cater for coaching and only mentions 

supervision and mentoring. Mentors guide, instil knowledge and provide guidance 

(Dorning, 2009). Mentoring focuses on borrowing wisdom to eliminate “frustration and 

misguided effort” (Dorning, 2009, p. 40), and it aims to solve job-related or industry-

specific issues.  Supervision and mentoring are aimed at assisting employees to adapt 

and learn their world of work with a strong emphasis on what the organisation needs 

to teach the employee to fit into the organisation's culture. On the other hand, coaching 

assists with career, self-awareness, self-actualization, and life issues; the learning is 

self-directed and allows the employee to tap into their wisdom and motivation whilst 

taking personal responsibility for that (Dorning, 2009).  

 

Social work is defined by The International Federation of Social Workers (IFSW) as: 

A profession which promotes social change, problem solving in human 

relationships and the empowerment and liberation of people to enhance well-

being. Utilising theories of human behaviour and social systems, social work 

intervenes at the points where people interact with their environments. 

Principles of human rights and social justice are fundamental to social work 

(Hare, 2004, p. 409). 

Dorkin (2009) explores the similarities between coaching and social work. Social work 

is about solving problems, empowering, and increasing clients' well-being.  This 

definition of social work links to the humanistic and other coaching approaches, such 

as strengths-based and positivism, used in coaching.  She argues that coaching for 



20 

 

occupational social work can be seen as a practice to develop individuals in 

organisations. Both coaching and social work are based on establishing a relationship 

(whether client and coach or client and social worker) to bring about change and 

improve personal or professional lives.   Through social work and coaching, the ability 

to cope is a further goal, with a focus on empowerment. The aim is to help clients 

identify resources within themselves and their surroundings to better their situation 

(Dorkin, 2009).  Both coaching and social work evoke creativity and the exploration of 

other options or lenses to solve challenges or approach situations. The researcher 

believes this link contributes positively to introducing coaching as a practice for 

developing and supporting SSPs. 

Adapting to use a coaching approach as a practice to develop and support the SSPs 

they manage or using coaching for their own empowerment and development could 

therefore come naturally to SSPs due to the close link between coaching, psychology 

and therapy, which underpins the training and skilling of social workers (S. Palmer & 

Whybrow, 2018). 

Proposition 1: The nature of coaching is about empowering clients through self-

directed learning and unlocking wisdom that results in personal growth and maximising 

potential (Bresser & Wilson, 2010).   

The proposition is that in GDSD, coaching is non-existent or limited to categories of 

staff that are not SSPs.  

The investigation required is into the nature of coaching, its existence and how it may 

be different or similar for SSPs.  

2.4 Critical success factors for coaching  

Research by Kombarakaran, Bakker and Fernandes (2008) mentions that coaching 

results in changes in areas such as “people management, relationships with 

managers, goal setting and prioritization, engagement and productivity, and dialogue 

and communication” (Kombarakaran, 2008, p. 83). If the coaching programme is well 



21 

 

crafted and executed, it results in growth and the retention of talent (Merrick, 2014; 

Theeboom et al., 2014).  The critical success factors were ensuring that coaches are 

selected with intention, that the coaching program has buy-in from executives, and 

that good project management and widespread support are provided to coachees. 

Other studies also underline the coach’s competency and the coachee’s level of 

engagement and commitment as critical success factors (Van Wyk, Odendaal, & 

Maseko Badelisile, 2019).  Studies such as that of Augustijnen, Schnitzer, and Van 

Esbroeck (2011) categorized the characteristics of coaches into the “attitude, 

behaviour and experience of the coach” (Augustijnen et al., 2011, p. 158).  These 

characteristics include, and it is not an exhaustive list, openness, honesty, non-

judgemental, presence, commitment, and being a role model the coachee can respect. 

From a skills perspective, building trust, keeping confidences, and excellent listening 

skills are vital. Handling complex conversations, giving direct feedback, and providing 

mirroring for the coachee were identified as part of the mix of what makes a good 

coach. Other aspects that came to light in a study by Wise and Voss (2002) related to 

the competence of the coach who needs to be carefully “screened, educated, and 

certified” (Wise & Voss, 2002, p. 10). 

Diseko (2017) highlights the readiness for coaching (a desire to be coached, openness 

to feedback and being prepared to invest time and make an effort) as another critical 

factor for coaching to be successful (Kauffman & Coutu, 2009). 

Literature shows that the outcome and impact of coaching link to the relationship 

between coach and coachee (Brock, 2008; J. Rogers, 2012).  Coaching becomes a 

safe space when mutual trust and respect exist; if absent, positive results may not 

manifest  (Brock, 2008; J. Rogers, 2012). Kahn (2011) highlighted the importance of 

organisational leaders supporting coaching and the importance of synergy between 

the agendas of the coachee and the organisation, both of which impact coaching.  

A preference for external coaches, as opposed to utilising internal coaches trained by 

the organisation, was expressed. The perception was that outsiders could maintain 

confidentiality better, are more readily available and bring fresh perspectives to the 

experience. On the other hand, internal coaches were perceived as not always 



22 

 

available when needed due to work pressures that may blur the lines between work 

and coaching (McComb, 2012; Wise & Voss, 2002). Organisational decisions and cost 

will dictate the route taken in the approach of whom to use, and hybrid models may 

even be considered. Using internal or external coaches has benefits and 

disadvantages; internal coaching may be less costly as there is no direct cost other 

than training managers and leaders as coaches. The added advantage is that they are 

familiar with organisational culture, policies, and procedures. A drawback in using 

internal coaches could be their reputation in the organisation. The inability to maintain 

confidentiality may be the most significant drawback, alongside their availability for 

coaching (McComb, 2012). One of the primary considerations in choosing to use 

internal coaches would be whether there is a high level of trust in the confidentiality of 

the process (Schalk & Landeta, 2017). The use of external coaches can lend more 

credibility to a coaching programme as they bring specialist skills, knowledge, and 

experience. They can question practices and behaviours firmly, and the organisational 

culture and practices are unlikely to affect them. On the downside, using external 

coaches is typically costly and unsustainable over time (Schalk & Landeta, 2017). 

For the topic to be explored, it would be valuable to draw a correlation from the data 

to determine if the same factors are considered critical success factors for SSPs. 

 

Proposition 2:  It is proposed that the critical success factors for coaching SSPs are 

the same but not limited to executive buy-in, coachee commitment, availability, 

coaches selected, and support for the process (Sithole (2017); Dorning (2009); 

Akesson and Canavera (2018); Mckenzie (2018)).  This study will explore if these 

factors are similar to those in the Gauteng Social Development context. 

 



23 

 

2.5 Coaching as a practice to develop and support SSPs in the 
Gauteng provincial government 

Various interventions could assist managers who operate in complex environments, 

such as training, mentoring, job shadowing and coaching (Wallace, 2016). Coaching 

is well-researched and confirmed internationally and locally as a practice to support 

and develop businesses and executives.  Kombarakaran et al. (2008) touch on 

executive coaching as a means to maximise performance due to its learning and 

growth orientation. Wiginton and Cartwright (2020a)mention that the long-term effects 

of coaching could lead to action, increased performance, or growth. In addition, a study 

by Wise and Voss (2002) listed the key reasons for coaching as its developmental and 

problem-resolution focus. The study showed changes on intrapersonal, interpersonal, 

and organisational levels. Various literature sources, including the abovementioned, 

conclude that coaching is a process of learning, development, growth, and increased 

personal and organisational performance (Diseko, 2017; Grant et al., 2009).  Many 

sources captured its positive impact on achieving goals, increasing resilience, and 

reducing work-related stress (Grant et al., 2009).  

Stout Rostron and Van Rensburg (2009) and Palmer (2019) documented three (3) 

ways that show the effects of coaching.  These are seen in visible behavioural change, 

increases in performance and business results, and growth in personal and 

professional development (Palmer, 2019).  These positive outcomes of coaching are 

also documented by J. Rogers (2012), Brand and Coetzee (2013), Dagley (2010), 

Mckenzie (2018) and in the 2017 Sherpa Executive Coaching Survey (Pitts, 2017).  

Workplace coaching as an approach to employee learning and development in an 

organisation is captured in a study by Jones, Woods, and Guillaume (2016), where 

positive effects were observed.  Overall the study showed that organisational 

performance in general was positively impacted by coaching. If well planned, coaching 

as a transformational process supports continued personal improvement, as 

showcased in the Mvelase (2019) study.  



24 

 

Mckenzie (2018) studied a government department that introduced development and 

coaching, namely the Department of Local Government and Housing in the Western 

Cape.  The then Head of the Department is on record expressing her views about how 

good performers, unaware of their behaviour, attitude, skills, and lack of emotional 

intelligence, impact their progress from a career perspective. In her view, intellectual 

capacity and emotional intelligence are required to succeed (McKenzie, 2018). The 

Department at that stage experimented by introducing coaching for all their senior 

managers, and these managers worked with their coaches for six to nine months.  

Some outcomes were increased awareness of their strengths and weaknesses and 

how it can lead to failure.  

Wallace (2016) demonstrated the benefits of coaching as support for engineering 

managers, especially early in their careers.  It not only assists in not losing productivity 

and motivation but also aids in retention, thus avoiding the expense of recruiting new 

managers.  In a study at the Frontier Hospital in South Africa, Ganesh et al. (2015) 

found that mentoring and coaching led to improved performance and positively 

affected the workplace (Ganesh et al., 2015). 

Akesson et al. (2017), in the study, Effective practices and approaches to strengthen 

the global social service workforce: Results from a Delphi process, identify one of the 

themes flowing from the research as “Supporting Intrinsic Worker Motivation” 

(Akesson & Canavera, 2018, p. 38).  The data from this study indicate that the SSPs’ 

capacity is linked to resources and tools of the trade. However, it also links to the 

motivation and performance management aspects. The views put forward are that a 

capable workforce of SSPs also means employees with positive attitudes; and the 

importance of organisational support to ensure this motivation (Akesson & Canavera, 

2018).  The latter theme of organisational support flows throughout the study. In 

addition, the participants were open to mentoring and other modes of support and 

constructive feedback. Coaching is mentioned as “a way to support and strengthen 

the social service workforce” (Akesson & Canavera, 2018, p. 39). 

Research on how coaching can assist SSPs in South Africa is limited. Therefore, this 

study will focus on how coaching could play a role in supporting and developing SSPs.  



25 

 

It is envisaged that, if implemented, it could result in research on the authentic impact 

it makes in SSPs’ performance flowing from greater self-awareness and maximising 

their potential.   

In conclusion, empowerment, improved performance, and personal growth are at the 

heart of coaching (Bresser & Wilson, 2010).  As seen in earlier paragraphs, the 

benefits of coaching can be summarized as increased motivation, self-awareness, and 

confidence, reaching goals, well-being, decision-making and the ability to manage 

change, thus growth in personal and organisational capacity (Bresser & Wilson, 2010; 

Godskesen & Kobayashi, 2016; Neenan & Palmer, 2012; Passmore, 2015).   

 

Proposition 3 proposes that coaching is a practice to develop and support SSPs. 

Coached employees display increased feelings of well-being and performance, and 

self-awareness. The latter develops as part of self-reflection, bringing new ways of 

thinking and feeling. In the long term, this leads to sustainable behaviour change.  The 

documented benefit of coaching shows positive changes in individual and 

organisational performance, e.g. skills, well-being, and productivity (individual 

performance), culture, change and communication (organisational performance). This 

study will aim to link these benefits in other sectors and how coaching as a practice 

can be used to develop and support SSPs. 

 

2.6 Theoretical foundation  

The humanist theory was chosen as the theory underpinning the study. Humanistic 

psychology is a study focusing on the whole person; people notice themselves through 

their own eyes and the eyes of others (Waterman, 2013).  It studies self-perception, 

interpreting experiences, fulfilling needs and the environment, leading to growth and 

learning. Besides caring, love, and grief, it also emphasises self-worth. Humanistic 

psychologists believe humans have an internal drive and motivation to fulfil their 

human potential (Waterman, 2013). 



26 

 

A few theorists are considered the major contributors to Humanist Theory, and the 

most prominent are Abraham Maslow, Carl Rogers, Rollo May, Kurt Goldstein, and 

Erich Fromm. As far back as 1943, Maslow focussed on themes such as self-

actualization, individuality, and creativity, culminating in his Hierarchical Theory of 

Human Motivation (McLeod, 2007). Rogers developed Client-Centred Therapy, a 

client-focused approach to therapy. Both theorists explored the theme of self-

actualization but from different perspectives; Maslow accredited it to the individual 

itself whilst Rogers placed a focus on empathy, a desire to grow and the influence of 

the environment (Geller, 1982).  

Self-actualization is “psychological growth, fulfilment and satisfaction in life” (Greene 

& Burke, 2007, p. 117). Maslow and Rogers viewed it as a fundamental human motive: 

individuals seeking to grow and learn in different ways. However, their view on how to 

move to self-actualisation differed (Mercado, 2018). Rogers believed the perception 

and interpretation of personal experiences play a role in establishing how a person 

reaches self-actualization; the latter means when the ideal self matches the person’s 

actual behaviour, i.e. a state of congruence (Rodgers & Tudor, 2020).   

On the other hand, Maslow linked self-actualization to potential and underlined that it 

is growth-orientated. Maslow illustrated these needs in the form of a hierarchy of 

needs. The following figure illustrates Maslow’s hierarchy of needs and the meaning 

of each. 

  



27 

 

Figure 2.1: Maslow's Hierarchy of Needs    (McLeod, 2007) 

 

He pitched self-actualisation as the final stage in his hierarchy of needs (Osemeke & 

Adegboyega, 2017).  

Coaching is about self-actualization, growth, learning and unlocking the coachee’s 

potential and wisdom (William and Palmer, 2009). Therefore the study explores 

participants' views on whether coaching could be a practice that contributes to their 

growth and learning. The humanistic approaches of Carl Rogers and Abraham Maslow 

focus on the whole person and how to increase awareness towards inclusion and to 

be open to alternative views (Brock, 2008). Coaching focuses on the whole person 

and underscores the wisdom that lies in the coachee (Bachkirova, Spence, & Drake, 

2016). 

Rogers’ humanist perspective focuses on person-centred principles, and Stober 

(2006) argues that humans are about positive change and self-actualization.  In this 

vein, coaching, too, focuses on the inherent tendency of a client to self-actualize, and 

in so doing, it stimulates a client’s inherent potential to grow. Both Rogers’ client-

centred therapy and coaching emphasize the client-coach/practitioner relationship, 



28 

 

one of the main ingredients of growth. The approach is holistic, meaning the person's 

negative and positive aspects are addressed. Both aim to enable the client to shift 

through learning rather than teaching to generate his/her own solutions.  The 

difference is that coaching focuses on the present and future. In client-centred therapy, 

the past is also explored, namely the question ‘why?’. 

Coaching and Roger’s client-centred therapy have a few themes in common.  Firstly, 

it facilitates the client’s learning. The experiences and perceptions of clients forever 

evolve as they operate in a system of constant change (Jeannotte, Hutchinson, & 

Kellerman, 2021).  Secondly, being actively tasked with one’s development and 

learning is more meaningful than being told what may be wrong with you or what you 

should do. Thirdly, the learning experience is enhanced by exploring options and being 

open-minded.  It could therefore lead to a change of perception as various ideas are 

explored. Lastly, operating in an environment free from judgement means the client is 

relaxed, and boundaries can be broken down more effectively. Removing fear and 

judgement, embodied in the neutral and non-judgemental behaviour of the therapist 

and coach, leads to trust (Jeannotte et al., 2021). 

The client-centred theory (C. R. Rogers, 1986; C. R. Rogers & Wood, 1974) has three 

elements that facilitate learning, which also appear in coaching.  These are empathy, 

congruence, and responsibility. The coach is curious about the client yet responds 

empathically and allows the client to take responsibility for their own process. Carl 

Rogers likened counselling to contracting a friend (P. Williams, 2008), whilst a coach 

is seen as a partner that helps clients unlock their own learning and wisdom. The 

whole-person approach explores wellness, emotions related to changes and 

interpersonal relationships. Coaching does this too. For example, one will touch on all 

these elements in a coaching conversation on career changes. 

Another similarity is that coaching and person-centred therapy facilitate positive 

change towards self-actualisation (Stober, 2006). In both, there is a strong emphasis 

on relationships as a primary factor for growth and on a holistic approach meaning all 

aspects are addressed.  



29 

 

Peltier (2011) saw coaching as “the process of equipping people with the tools, 

knowledge, and opportunities they need to develop themselves and become more 

effective” (Peltier, 2011, p. xxxi).  The difference between therapists and coaches lies 

in how questions are posed.  Fairley and Stout (2003) describe it as two opposite ends 

of a continuum:  In the relationship between a client and his/her therapist, the therapist 

is the source of knowledge, whilst with the coach/client, the basis is that the client is a 

whole, creative, and wise person and the source of knowledge (Fairley & Stout, 2003). 

In coaching, the client drives or sets the agenda with the relationship of being in a 

partnership (Abravanel & Gavin, 2017).   

The other significant difference is that psychological disciplines aim to address 

dysfunctions, eliminate them, and deal with feelings in the process. In contrast, 

coaching has a future orientation (Grant, 2014), identifying what action/s are needed. 

Awareness is at the heart of humanist therapy and coaching, but everyone seeks 

different types of awareness. Therapists aim to help the client delve into their feelings, 

which is a therapeutic process and an end in itself (Yontef, 2005). Coaching, on the 

other hand, seeks awareness to make meaning of the current reality and to help define 

options towards solutions (Ives, 2008).   

Rogers’ and Maslow’s theories and views on self-actualization could be used for this 

study. The choice fell on Maslow’s theory of human motivation and his view on how 

individuals self-actualize, namely the presence of potential and striving towards 

growth. The following paragraphs briefly outline how growth and development unfold 

and link to coaching. Dorkin (2009) quotes that Maslow believed humans employ 

curiosity and creativity towards self-actualization, concepts at the heart of coaching.  

Maslow’s theory is one of the most influential theories of human motivation. All humans 

share these needs, and humans aim to satisfy their needs whenever possible, 

wherever they are. His theory states that satisfying higher order needs typically occurs 

when the lower needs are met. The theory indicates that higher-level needs take 

precedence over lower-level needs (physiological and safety) once basic needs are 

attained. Only needs not yet satisfied influence behaviour; once a need is met, it is no 

longer a motivator (Greene & Burke, 2007). The higher-level needs are psychological 



30 

 

by nature, with the ultimate goal of self-actualisation. The need to fulfil one’s potential 

varies from person to person; it centres around developing and realizing one’s full 

potential and is a lifelong pursuit. In other words a lifelong journey of growth and 

development. In short, this theory states that full potential is eventually achieved as 

part of growth through the various levels of need for self-actualization (McLeod, 2007).    

Maslow’s theory focuses on healthy individuals interested in growing psychologically 

and enhancing their potential. He believed humans gravitate towards self-

actualization, employing curiosity and creativity (Dorkin, 2009). The desire to grow 

does not stem from lacking anything; it purely flows from seeking to maximise one’s 

potential Dorkin (2009).  The link to coaching is that coaching aids the growth and 

development of individuals in line with personal and professional goals. J. Rogers 

(2012) supports the view that coaching enhances work efficiency by facilitating 

learning, while O'Broin and McDowall (2014) view it as a process to move towards 

positive, directive and transformational change.  Its core mission is that it supports the 

quest for self-actualisation, thus the higher level of psychological needs. 

Accomplishing goals feeds self-esteem, which means a greater level of self-

confidence. The coaching relationship links to social needs and the bond between 

coach and coachee; if there is trust, liking and respect, the result will be positive 

outcomes, as demonstrated Hicks (2018). Coaching contributes to the satisfaction of 

all of Maslow’s hierarchy of needs once the lower-order needs are met (Hicks & 

McCracken, 2011). 

Coaching and Maslow’s theory speak the same language regarding growth and 

unlocking potential; as the coachee grows and explores his/her potential, it leads to 

self-actualization. Both are tools for personal growth and self-discovery (Bax, 2011; 

O'Connor & Yballe, 2007).   

Thus, the researcher wants to pursue whether coaching could be a method to support 

and develop SSPs as it has a focus on personal growth and self-discovery. Motivation 

impacts staff morale and performance, and motivated employees are needed in the 

workplace to ensure increased service delivery and to help organisations survive 

(Smith et al., 2006). Motivation impacts productivity and is a complex matter, as what 



31 

 

motivates employees are never stagnant (De Juana-Espinosa & Rakowska, 2018). 

Human motivation can be explained through Maslow’s hierarchy of needs, as the 

theory is underpinned by humans' motivation to fulfil their needs in a hierarchical order. 

It moves from the most basic needs to more advanced needs, namely “physiological 

(e.g. a need for food), psychological (e.g. a need for self-esteem) or social (e.g. a need 

for relationships with others)” (McLeod, 2007, p. 1).  An example illustrating how needs 

change would be how an increased flow of money means it becomes less of a 

motivating factor (Greene & Burke, 2007; Hicks, 2018); just like when employees age, 

what motivates them is more meaningful work (Mathibe, 2008).  Thus understanding 

how to motivate employees and linking their goals to the organisation’s goals can lead 

to higher performance levels, as highly motivated employees will showcase different 

productivity levels than less motivated employees.  

In keeping employees motivated, one could argue that it assists employees in fulfilling 

their needs and concentrating their effort in varying degrees on different levels of the 

hierarchy.  As employees move through the levels and their basic needs are 

addressed, it becomes easier to move to higher-order levels and to increase self-

awareness and self-confidence (Greene & Burke, 2007).  

This study explored how coaching can support and develop SSPs to enhance self-

growth, awareness, and their sense of how they impact others and the organisation.  

As the participants in the study are employed, the researcher assumes that their basic 

safety and security needs have been met and that basic training is in place. Therefore, 

the study will focus on how coaching assists them in growing and learning to move 

towards higher-order levels (psychological needs).  As explained in the context of 

executive and business coaching earlier, coaching for SSPs could contribute to higher 

levels of self-awareness, unlock learning and growth, and fulfil the need to maximise 

their potential. 

Therefore this study is underpinned by the humanistic theory using Maslow’s hierarchy 

of needs and the link between coaching and self-actualization.  

 



32 

 

2.7 Conclusion of literature review  

In conclusion, the literature review aimed to underline the nature of coaching broadly, 

the critical success factors and coaching as a practice of development and support. 

Exploring what is available in professions similar to social work, like nursing, medicine, 

and education, showed that literature is available in these areas. Literature is 

documented for coaching managers in government. However, the literature related to 

the research questions of this study is limited. The research questions will be explored 

using Maslow’s hierarchy of needs, one of the humanist theories, as a conceptual 

framework. This theory focuses on human behaviour and how human needs can be 

fulfilled and satisfied one level at a time. Coaching brings self-awareness as one of its 

benefits, and self-awareness can be used to explore the various levels of this hierarchy 

of needs.  

The three main research propositions are summarized as follows: 

2.7.1 Proposition 1: Coaching is non-existent in GDSD. 

The research question explored the nature of coaching in the  SSP environment in 

Social Development. Proposition 1 is that coaching in this environment is non-existent 

or limited to a select group of individuals. 

2.7.2 Proposition 2: the critical success factors for coaching SSPs in GDSD will 
be similar to those in other industries. 

The research question was to determine the critical success factors for coaching to 

succeed in the SSP environment in social development. Proposition 2 is that the 

critical success factors are similar to those in environments other than social 

development. 

2.7.3 Proposition 3:  Coaching could be a practice to develop and support SSPs 
in GDSD 

The research question was to explore what contribution coaching could make as a 

practice to develop and support social service professionals in Gauteng Social 



33 

 

Development. Proposition 3 is that coaching could contribute positively as a practice 

to develop and support SSPs in GDSD. 

Table 2.1: Summarised consistency table - research questions and propositions 

  

RQ  Research 
Question 

Proposition   

1 What is the nature 
of coaching in the 
SSP environment 
in Social 
Development? 

The nature of coaching lends itself to developing and supporting 
clients through self-directed learning and the unlocking of 
wisdom (Bresser & Wilson, 2010). Therefore, the question 
explores what coaching is and if coaching is the same or 
different in the case of SSPs. The proposition is that coaching 
does not exist in the institution, or it is limited to a select few and 
that it may not be a practice to develop and support SSPs.  

2 What are the 
critical success 
factors for 
coaching to 
succeed in the 
SSP environment 
in Social 
Development? 

Factors such as executive buy-in, coachee commitment, 
availability, coaches selected, and process support are 
important for coaching to succeed in work environments. This 
study explores if these or other factors are necessary for 
coaching to succeed in GSD ((Sithole (2017), Dorning (2009), 
Akesson and Canavera (2018) and Mckenzie (2018)).  The 
proposition is that the critical success factors for coaching SSPs 
will be the same as in any other environment. 

3. What contribution 
could coaching 
make as a practice 
to develop and 
support  SSPs in 
GSD? 

Coaching to develop and support employees in work 
environments is well-documented. This study aims to determine 
the contribution coaching can make as a practice to develop 
and support SSPs.  The proposition is that value may be derived 
from using coaching as a practice to develop and support social 
service professionals in the GSD 



34 

 

Chapter 3 Research Methodology 

This Chapter covers how the research related to the topic was conducted, including 

the research approach, the design, data gathering aspects, sampling, and the data 

analysis techniques used by the researcher. Lastly, it touches on trustworthiness 

considerations and concludes with the study’s limitations and ethical considerations. 

3.1 Research approach 

The research approach is a plan that describes the research process undertaken; the 

research is underpinned by a philosophical worldview, a research design, and a 

method that anchors the research. The figure below is a simplified graphic illustration 

of the contents of this Chapter.  

Figure 3.1: Research methodology 

  

Author-adapted from Saunders (2007) 



35 

 

Philosophical worldviews include constructivist, post-positivist, transformative or 

pragmatic worldviews. In turn, the research design outlines the strategies that inform 

the focus of the research aims. Furthermore, the research methodology includes a 

description of the population and sampling methods, data collection and analysis 

procedures, and the research instrument. It further elaborates on the study’s 

limitations and elements relevant to rigour and ethical considerations.  

The philosophical worldview that influences this research is the interpretivist/ 

constructivist worldview. This worldview flows from the philosophies of Husserl, Dilthey 

and Hermeneutics (Hunt, 2005). It focuses on how humans make meaning of 

experiences, a social construct of their reality (Hunt, 2005). This study relied on the 

participants’ views, which are subjective meaning-making of the studied topic. It 

allowed their backgrounds and experiences to impact the research and make sense 

of it by exploring the emerging patterns in the research   (Levitt et al., 2018). The study, 

therefore, relied on qualitative data collection and analysis.  

Ritchie and Lewis (2003) outline that interpretivism focuses on the significance of 

interpretations and observations in understanding the social world of participants. 

Carson, Gilmore, Perry, and Gronhaug (2001) argued that interpretivism builds 

theories from empirical insights. Existing theories guide and loosely frame a study, but 

interpretivism does not test prior theory as it focuses on the current reality for the 

participant (Carson et al., 2001). Data for this study was collected from interviews held 

virtually, allowing for interpretation.  

Coaching as a practice to develop and support employees is available, but few studies 

are tailored to capture the views and experiences of SSPs specifically. For this study, 

the interviews allowed participants to share their views in their own words and to 

explain the meaning they make of the topics linked to this study. The participants’ 

views on the nature, critical success factors and the coaching role were sought. Due 

to the qualitative approach, the researcher interpreted the views and perspectives of 

participants, which flowed from their experiences and opinions (Wa-Mbaleka, 2020). 

Therefore this study explores the views and perspectives of SSPs in Social 



36 

 

Development in Gauteng. The qualitative approach allowed for capturing rich and 

unique data, encapsulating SSPs’ personal views and experiences (Palmer, 2019). 

Ponterotto (2002) argues that qualitative research places the researcher in close 

proximity and contact with the interviewed participants. As such, it allowed the 

researcher to explore the topic in the participants’ words and did not attempt to 

categorise and quantify experiences on pre-established quantitative scales. The role 

of the researcher was to understand and experience the diverse ways of meaning-

making amongst the participants and to interpret the information she obtained.   

Research on coaching-related topics is not new, as amplified in chapter 2. There is 

limited research on the role of coaching for SSPs in South Africa and how it can assist 

their growth and performance. This makes this study part of an emerging body of work; 

therefore, a qualitative research method was deemed appropriate for research 

involving a newly-emerging knowledge base (Becker, Bryman, & Ferguson, 2012).   

Qualitative methods are used to understand concepts better and are not a precise 

science (Creswell, 2018; Ritchie & Lewis, 2003) as it does not focus on numbers. It 

uses what participants bring in the form of their words, how they describe what they 

experience, their perspectives and how they interpret what happens or what they think. 

This is one of the advantages of a qualitative method as it may lead to theory in areas 

where knowledge is limited, as in this study.  

This research topic is likely to have value for developing and supporting SSPs purely 

due to the limited research currently available on coaching as a practice to develop 

and support SSPs. The participants’ views in this study were sourced via semi-

structured interviews to determine their insights, perspectives and how they make 

meaning of the topic for the research.  

A qualitative interpretivist paradigm was deemed appropriate for this research study 

as it aimed to contribute to the body of knowledge on the nature of coaching and its 

potential role in supporting and developing SSPs. There is little known about the use 

of coaching to develop and support SSPs, the interpretive methodology provided 



37 

 

insight for the researcher, allowing her to develop themes that could assist future 

studies. 

The drawback of qualitative methods lies in various interpretations that can be 

assigned to the collected data. Techniques to counter this include ensuring 

transparency, dependability, and confirmability, i.e., trustworthiness is built-in 

(Creswell, 2018; J. W. Creswell, 2012; Ritchie & Lewis, 2003). Following a generic 

qualitative design with semi-structured in-depth interviews resulted in detailed data. 

This was particularly important in understanding the research questions focused on 

the nature of coaching for SSPs, the perceived critical considerations and the role that 

coaching can play in supporting and developing SSPs to increase their performance. 

The following paragraphs outline the research design. 

 

3.2 Research design 

The research design is a generic qualitative design using semi-structured interviews 

to understand the perspectives and experiences of SSPs related to coaching, its 

benefits, and coaching as a practice to develop and support SSPs. As mentioned 

above, semi-structured interviews were used to explore participants’ perspectives, 

resulting in data that was then interpreted. The data collected through the semi-

structured interviews took the form of open-ended questions to determine the views 

and experiences of the participants. Eventually, this was linked to themes that 

emerged from the analysis.   

The semi-structured nature of the data collection provided the opportunity to probe. It 

allowed for reflection on the dialogue between the researcher and the participants, 

which assisted in exploring any hidden or deeper meanings to responses (Palmer, 

2019). As such, the interpretivist approach allowed for exploring hidden meanings and 

led to identifying questions for future research.  

Unfortunately, an interpretivist quality research design is a resource-heavy and time-

consuming process, and care has to be taken not to capture too little or too much data 



38 

 

(Bhattacherjee, 2012). Capturing too much data can confuse the researcher, whilst 

too little data could lead to false or superficial assumptions. Therefore, the researcher 

exercised great care to ensure the participants focused on the questions. On the other 

hand, the interview questions were designed to ensure enough data was captured to 

allow for rich and quality data (Bhattacherjee, 2012). Each transcript was analysed to 

identify emerging themes.  

Another disadvantage of this design includes the researcher’s potential impact on the 

research due to causal ambiguity and multiple interpretations available in the data 

(Creswell, 2018; Ritchie & Lewis, 2003). Cooper and Endacott (2007) indicate that the 

idea is not to test but to understand or develop a theory or phenomenon, making it an 

inductive process. This applies to this research study, which follows a generic 

qualitative approach rather than a case study or narrative study, to understand “a 

phenomenon, a process, or the perspectives and worldviews of the people involved” 

(Cooper & Endacott, 2007, p. 817). 

 

3.2.1 Population 

The population is from the category of employees called Social Work Professionals 

(SACSSP, 2012). The sample consists of Social Work Supervisors and Social Work 

Managers who work across various sub-disciplines (foster care, substance abuse, 

etcetera). All participants are registered with the Council for Social Service 

Professionals and employed by the Department of Social Development in Gauteng. 

The participants were of different ages and from different sub-disciplines in social work 

to allow for diverse views (Jansen, 2010). 

 

3.2.2 Sample and sampling method 

Sampling can be done using probability and non-probability methods. Probability 

sampling means that it is probable that anyone can be included, whereas a 



39 

 

nonprobability sample is a non-random method used to select participants. Probability 

sampling comprises systematic, cluster, simple random, and stratified random 

samples (Etikan, Musa, & Alkassim, 2016). Purposive, quota, accidental or incidental, 

self-selection, snowball, and convenience sampling are types of non-probability 

sampling (Etikan et al., 2016). 

For this study, non-probability sampling, specifically purposive sampling, was used as 

the researcher used her judgement in choosing whom to include in the sample in 

conjunction with the Researchers from the Research unit of the Department of Social 

Development. As mentioned in paragraph 3.2.1, the population for the study flowed 

from the categories of SSPs (Social Work Managers and Social Work Supervisors) 

employed by the Department. This sample of participants is registered with the Council 

for Social Service Professionals. A participant information sheet is attached as 

Appendix A. The sample population share similar traits as all are SSPs with years of 

experience. It allowed for interpretation from a range of SSPs with various levels of 

exposure to social work and, potentially, coaching. 

A qualitative study aims to ensure a large sample size to determine various views and 

themes. However, it is critical to lessen discovery failure and not to generalise 

inappropriately (Bryman, 2016). The chosen population size of seventeen (17) 

participants assisted the researcher in lessening discovery failure by not focusing on 

too small a sample.  However, there was no point in continuing at the point of 

saturation as saturated data does not serve the process. In the words of Bryman 

(2016), "the criterion for sample size is whatever it takes to achieve saturation" 

(Bryman, 2016, p. 426). Therefore the researcher ended the interview process with 

fifteen (15) in-depth interviews as it provided enough content to explore the research 

questions for this qualitative study (John W Creswell, Hanson, Clark Plano, & Morales, 

2007).  

3.2.3 The research instrument 

As mentioned under the research design, in-depth semi-structured interviews were 

used as the research instrument. Semi-structured interviews provide the flexibility to 



40 

 

ask follow-up questions to understand the context and meaning better and, therefore, 

could result in a richer account of a participant's views (Adams, 2015; Kakilla, 2021). 

A semi-structured interview schedule is included in Appendix B. The schedule guided 

the interviewer to explore the experiences from the participant's point of view, allowing 

the researcher to collect data by accessing the participants' constructed reality and 

interpretation through their words (Alsaawi, 2014).   

The interview schedule was designed around three themes:  

- the nature of coaching under the target group,  

- what participants deem critical success factors for coaching, and  

- how coaching could aid their growth and development and contribute to a 

feeling of support.  

Each theme had various sub-questions to allow the researcher to explore the theme 

fully with each participant. During the interview, the researcher used her discretion to 

ensure flow by not asking the questions in a specific order purely based on how the 

participants responded. Flexibility was built using probing questions relevant to each 

research question or sub-question, which assisted the researcher's understanding, 

meaning and interpretation of participants' responses to questions (Creswell, 2018).  

In summary, the open-ended questions allowed the harvesting of detailed information 

about the participants' perceptions, emotions, and subjective experiences. The 

researcher asked additional questions based on the participants' responses, allowing 

her to probe and gain more insight. The semi-structured interviews are outlined in 

Appendix B. 

3.2.4 Procedure for data collection 

For the interviews, participants were formally approached telephonically, followed by 

an e-mailed letter of introduction and an invitation with the researcher's details and the 

purpose of the study. Appointments were organised telephonically or via e-mail once 

the participant agreed to be interviewed. Once the participant e-mailed the consent 



41 

 

form (Appendix C) back to the researcher, the interview invitation was issued via e-

mail. The abovementioned process illustrates that the interview exercise required 

detailed planning to ensure the data collection was not hampered by logistical 

challenges such as cancelled appointments and interviews (J. W. Creswell, 2012). As 

a result of the detailed planning, none of the interviews had to be rescheduled. 

At the start of the interview, the researcher explained to the participant how the 

information would be treated, namely as confidential, how her supervisor may access 

the recordings and transcripts, how it will be stored and when it will be destroyed. She 

further explained the purpose again at the start of each interview. Participants were 

then asked to verbally also consent that the interview may continue. 

All interviews were conducted online and recorded using Otter.ai, a transcription tool. 

After the interviews, the recordings were reviewed, and notations were made of words, 

expressions, terminology, and emotions expressed. The duration of the interviews was 

between 60 to 90 minutes. 

3.3 Data analysis and interpretation 

A thematic analysis approach was utilised to analyse the data during this phase of the 

qualitative study. The analysis phase included actions to filter the substantial amounts 

of data gathered during the interviews by reading the transcripts, identifying codes, 

and capturing patterns or themes. The thematic analysis approach allows the 

identification, analysis, and reporting of patterns (Braun & Clarke, 2006). It was used 

as it allows for studying the experience of participants that goes beyond just the 

observable data.    

The six steps for analysing data were applied (Braun & Clarke, 2006; Maguire & 

Delahunt, 2017), and data analysis was undertaken as outlined in the figure below. 

Figure 3.2: Six-phase approach to thematic analysis 



42 

 

 

In analysing and coding the data, the researcher used a hybrid coding method by first 

using a deductive approach (identifying codes from the research questions and 

literature review, thus a preliminary list of codes) and lastly an inductive approach 

(making meaning from the data). The results were checked for consistency to ensure 

reliability. Codes were sorted into themes by grouping matching codes together. The 

themes were named and led to a report on emerging patterns (Creswell, 2018; Palmer, 

2019).   The initial coding led to assigning codes and then clustering those into code 

groups where similarities occurred. These eventually helped to identify the main 

themes. Great care was taken during the data collection, analysis, and interpretation 

to ensure trustworthiness. These steps are outlined in the following paragraphs. 



43 

 

3.4 Rigo