Developing a conceptual framework to enhance coaching of managers in technical and vocational education and training colleges in Johannesburg, South Africa.

Doctoral Degree. University of KwaZulu-Natal, Durban.This study proposed a conceptual framework to enhance coaching managers in Technical and Vocational Education and Training (TVET) colleges in Johannesburg. An exploratory background analysis prior to this study revealed that TVET colleges in Johannesburg, Gauteng province of South Africa have been conducting coaching programmes without a coaching conceptual framework. This study was therefore motivated by the need to address this theoretical and practical gap in coaching practices to enhance the effectiveness of coaching programs. A mixed method approach was used to conduct the study. Data was collected from 95 respondents. Questionnaires were distributed to 85 managers who were available to participate to the study using a census inquiry. While face to face interviews were conducted with 6 Principals and Deputy principals. The overall findings from qualitative findings revealed that respondents claimed that they have limited exposure to both formal and informal coaching. The study also found that coaching usually takes place in an unplanned manner which does not follow any conceptual framework. The qualitative responses further posited that coaching practice in the TVET sector in Johannesburg should incorporate coaching approaches which involve management, and encourage learning. The overall quantitative results indicated that TVET colleges in Johannesburg randomise coaching due to lack of industry sector conceptual framework. The results further revealed that 57.7% institutions provide coaching and that the coaching competencies needed within TVET colleges should comprehend that people are a mixture of mind, body, and spirit and perform best when all aspects of their being are considered, engaged, and valued (M=2.95, SD=0.86). The study concludes that many TVET college managers in Johannesburg are in need of a conceptual framework for coaching managers that comprises of critical competencies for coaches who provide coaching. The involvement of management in the provision of coaching is key to ensure that the coaching programme help in achieving organisational goals. These findings and other results from the study inform the major contribution of this study, which is the development a conceptual framework for coaching managers in TVET colleges in Johannesburg, South Africa

Perpetuation Excellence in Teaching, Leadership, and Learning (PETLL): Pilot Implementation Study

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Henry Webb and Jeff Hawkins on March 15, 2013

Evaluating a leadership coaching system

In recent years, we have witnessed a veritable explosion in leadership training and in management coaching. Despite these two trends, research on leadership ZP coaching methods and their usefulness remains scarce. As a practitioner of leadership communication coaching for the past ten years, my research interest stems from a desire to explore and evaluate the effectiveness of such coaching endeavours. Thus, the overall goal of this research is to perform a formal study to test, and to generate hypotheses about, a coaching system I had been using for several years before the research began. This coaching activity involves teaching leaders to communicate and inspire others. To achieve this goal, a comprehensive review of the literature was conducted, in order to demonstrate the theoretical basis that underlies the coaching methods. Next, I structured three lonaCiýtu dinal, in-depth case studies in which I was simultaneously researcher,c oach, and chanZg> ea gent. Three diverse leaders,p ersonalities,a nd companiesw ere chosen. As a primary data source, I kept extensive coaching notes, and I recorded frequently the impressions and observations of the three leaders. For triangulation, I used both solicited and unsolicited commentary of employees, clients, board members, and other key observers. The research was aided greatly by the extraordinary access and the frequent contact I enjoyed with many of these individuals at each of the companies. Results of the research were twofold. First, the three cases confirmed the legitimacy and effectiveness of the system of coaching in question. Second, in comparing the three cases, conclusions were drawn and hypotheses generated concerning the factors that contribute to the success of the coaching methodology. While each the three leaders benefited form the coaching, the research sheds light on why the system is more useful and productive in some cases than in others.EThOS - Electronic Theses Online ServiceGrenoble Ecole de ManagementGBUnited Kingdo

University catalog, 2016-2017

The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. -- Page 3

University catalog, 2018-19

Welcome to the University of Missouri 2018-2019 catalog! We are pleased to provide an interactive and searchable catalog online. The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. Information in the catalog is current as of May 2018.--Page 17

Bowdoin Orient v.133, no.1-24 (2003-2004)

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