Browsing by Author "Van Coller-Peter, Salome"

Now showing 1 - 7 of 7
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    Aligning student and supervisor perspectives of research challenges
    (SUN MeDIA, 2016) Albertyn, Ruth; Van Coller-Peter, Salome; Morrison, John
    Introduction: The coursework to me was like riding a mountain bike on a mountain bike trail. It was tough at times, but a great adventure. The more you rode, the more skilful you became, both technically and theoretically. The research process for me was like cycling the same mountain bike trail, but on a road bike. It just never really became easy. (Student) This comment illustrates how a student participant in our study vividly distinguished the research experience from the coursework in completing a postgraduate qualification. The challenges experienced with research, and the natural predisposition towards the theoretical and practical course content, play a role in completion rates at master’s or doctoral level. This phenomenon has become a focus of research and sometimes it is referred to as ‘all but dissertation’ or ABD (Blum 2010; Albertyn, Kapp & Bitzer 2008). In some cases, the research component is seen as the ‘necessary evil’ of obtaining the higher degree. A negative attitude to research at the outset could influence students’ engagement with research, their ability to think creatively, and eventually the quality and completion of the research (Kearns, Gardiner & Marshall 2008).
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    Business coaching processes that facilitate the successful implementation of business improvement projects
    (Oxford Brookes University, 2019) Klopper, Sunet; Van Coller-Peter, Salome
    This article is a summary of a research assignment investigating the Business Coaching Processes (BCPs) that support the implementation of Business Improvement Projects (BIPs) in order to gain a better understanding of the coaching processes and tools applied. The selection of coaching processes and tools is most often influenced by the coaching context, the background of the coach and the outcomes required. This study found that the selection and application of processes and tools were influenced by factors not considered and showed a 45% deviation from current literature. This study reflects actual practices applied to support the implementation of BIPs.
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    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.
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    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.
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    A guiding framework for multi-stakeholder contracting in executive coaching
    (AOSIS, 2019) Burger, Zelda; Van Coller-Peter, Salome
    Orientation: Multi-stakeholder contracting provides a platform for the coaching stakeholders: the individual being coached (client), the organisation (sponsor and line manager) and the coach for achieving aligned outcomes within executive coaching. Contracting is not optimally implemented by stakeholders in all three phases of executive coaching (commencement, execution and conclusion). Research purpose: The research’s purpose was to develop a guiding framework for multi-stakeholder contracting in each of the three phases of coaching. Motivation for the study: Stakeholders ensure outcomes achievement for the individual and the organisation in executive coaching. Limited research exists relating to the contractual elements and practices implemented by stakeholders during the three phases of coaching. Research approach/design and method: A qualitative, inductive, exploratory approach using purposive sampling was used to identify 12 participants, consisting of three: executive coaches, clients, line managers and sponsors from three corporate organisations. Participants were interviewed using a customised interview guide categorised into the three coaching phases. Main findings: Findings showed that contracting was included at the commencement coaching phase. The study indicated the advantages of contracting in all three coaching phases with all stakeholders emphasising phase-specific accountabilities. Practical/managerial implications: A guiding framework for multi-stakeholder contracting for each of the three phases of coaching could assist stakeholders; in particular human resource practitioners when contracting for executive coaching. Contribution/value-add: Outcomes alignment at the commencement phase, agreement on progress and results feedback during the execution and conclusion phases are enabled by implementing the guiding framework for multi-stakeholder contracting offered by this research.
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    How coaching aligns the psychological contract between the young millennial professional and the organisation
    (AOSIS, 2019) Solomon, Chantelle; Van Coller-Peter, Salome
    Orientation: Coaching has the potential to align the expectations between young millennial professionals and their organisations as coaching in a business context should result in mutually beneficial outcomes valued by both the coachee and the organisation. Research purpose: The research reported in this article explored how coaching contributes to the alignment of the psychological contract between an organisation and the young millennial professional. Motivation for the study: The work-related preferences and expectations of millennials can result in misalignment in the psychological contract between organisations and young millennial professionals, negatively affecting their level of engagement; performance and tenure. There is a paucity of research into building psychological contract mutuality and the coaching of millennials. Research approach/design and method: A phenomenological approach within a qualitative research design was followed. This included semi-structured interviews with seven young millennial professionals who had been coached and email interviews with five coaches who had coached young millennial professionals. Main findings: Coaching can enhance the psychological contract between young millennial professionals and their organisations, particularly with regard to career development. Alignment in expectations regarding career development may result in improved performance; enhanced affective commitment and lower turnover. Practical/managerial implications: Coaching is a viable strategy for organisations to engage and retain their young millennial professionals by cultivating psychological contract alignment in the employer-employee relationship. Contribution/value-add: This research supplements the limited body of knowledge on building psychological contract mutuality and coaching efficacy for young millennials.
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    Using transformative transition coaching to support leaders during career transitions
    (SUNMeDIA, 2018) Terblanche, Nicky; Albertyn, Ruth; Van Coller-Peter, Salome
    Senior leadership transitions present daunting challenges. To promote inclusive development and comply with equal opportunity legislation, South African companies often fast-track careers of high-potential previously disadvantaged individuals. Organisations typically do not sufficiently support transitioning leaders, possibly acting unethically. The rate of failure is high with devastating effects for the individual and their organisation. The novel, empirically researched Transformative Transition Coaching (TTC) framework, helps facilitate deep and lasting changes in meaning perspectives of transitioning leaders through coaching. The ability of the TTC framework to support transitioning leaders is presented in this article