University of Stellenbosch Business School (USB)

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/75

Browse

Browsing University of Stellenbosch Business School (USB) by Author "Albertyn, Ruth M."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Designing a coaching intervention to support leaders promoted into senior positions
    (AOSIS Publishing, 2017-05) Terblanche, N. (Nicky) H. D.; Albertyn, Ruth M.; Van Coller-Peter, Salome
    Orientation: Coaching is sometimes used in organisations to assist and support people when they are promoted into senior leadership positions. These coaching interventions are not optimally designed. Research purpose: The objective of this research was to investigate how a transition coaching intervention should be designed to cater specifically for people promoted into senior leadership positions. Motivation for the study: Leaders face daunting challenges when promoted into a senior position. Coaching could offer powerful support, but very little research exists on how to design a transition coaching intervention specifically aimed at supporting recently promoted senior leaders. Research design, approach and method: A constructivist, grounded theory approach using purposeful, theoretical sampling was used to identify 16 participants (recently promoted senior leaders, coaches, Human Resource [HR] partners and a line manager) from various organisations with whom open-ended interviews were conducted on their experiences of coaching during a transition. Main findings: Transition coaching is used reactively, started too late and was not continued for long enough. Transition coaching design should take cognisance of coach–coachee matching; goal setting that includes the organisation’s goals; location of coaching session (away from the office); should include reflection and active experimentation; and use assessments and involving the line manager, mentors and the new leader’s team in the process. Practical and managerial implications: The findings of this research provide practical recommendations for applying coaching during transitions into senior leadership positions and may be useful to human resource practitioners when designing leadership support and succession planning interventions. Contribution and value added: To address the serious and real possibility of failure once leaders are promoted, and to optimise the time and money spent on coaching during career transitions, this research provides insight into the design and execution of tailor-made transition coaching interventions to help recently promoted senior leaders succeed in their new role.
  • Thumbnail Image
    Item
    Developing leaders by supporting their transitions into senior positions
    (AOSIS, 2018) Terblanche, Nicky H. D.; Albertyn, Ruth M.; Van Coller-Peter, Salome
    The need for social transformation in South Africa is intrinsically linked to the transformation of corporate South Africa. Strong senior leadership is required to ensure that organisations remain sustainable during this transformation. There is, however, a shortage of skilled senior leaders, hence the need for leadership development. When leaders transition into senior positions, they face a plethora of personal and systemic challenges. Many fail with resulting disastrous effects on individual (micro) and organisational (macro) levels. This research investigates the challenges faced by newly promoted senior leaders in order to lay the groundwork for designing support strategies for individuals and organisations. The qualitative findings suggest that leadership transitions present unexpected challenges on a personal and systemic level to such individuals and that they do not receive adequate support from their organisations. For transformation to be successful and sustainable on macro level, concurrent and appropriate micro-level support and development are essential.
  • Thumbnail Image
    Item
    The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching
    (AOSIS, 2018) Van der Horst, Catherine A.; Albertyn, Ruth M.
    Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT). Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching. Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching. Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines. Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement. Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour. Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.