Master of Philosophy in Leadership Coaching

Purpose

It is intended that the learner enrolled for this Master's Degree will make a contribution, through independent research, advanced problem-solving skills and critical, reflective thinking in a chosen field that will contribute to the knowledge and practice in the field of Leadership in Coaching. The learner will present the findings in a report that meets the accepted criteria and ethical principles of the University. The learner will also be assessed on course-work according to Institutional/Faculty policy and procedures.

Rationale

Psychologists, human resources practitioners and managers in industry are increasingly required to provide coaching services in their organisations or as part of their role. An evaluation of numerous coaching models as well as the development needs of individuals being trained as coaches, locally and internationally, has led the Department of Industrial Psychology and People Management to believe that there is a need for a formal Master's Degree in leadership coaching. Research that was conducted on formal training programmes for executive coaches provided scant evidence in the South African context. Apart from the Master's Degree (MPhil) in Management Coaching at the Stellenbosch Business School and the Master's Degree (MSc) in Coaching offered by the Coaching Centre in collaboration with the Da Vinci Institute for Management in Cape Town, very few formal Master's Degrees in coaching exist in South Africa. Our research also revealed that apart from the two formal Master's Degrees, a few shorter programmes including a three month certificate programme at UNISA and a number of coaching workshops are also presented in South Africa. This has led to many learners enrolling for formal Degrees in the United Kingdom and elsewhere. Middlesex University, for example, offers a Master's and Doctoral Degrees in Executive Coaching and are using South African promoters to supervise South African learners. The Department of Industrial Psychology and People Management therefore believe this to be an opportune time to launch a Master's Degree in Leadership Coaching.

When analysing the nature of current Degrees and Certificates in South Africa, a number of short comings were identified. Numerous publications on the concepts of coaching and executive coaching have been published in the last ten years; and although a great deal has been written on this topic, the body of knowledge still seems unintegrated and leaves coaches entering the field somewhat unsure and confused about the unique nature of leadership coaching. Similarly, many different coaching models are presented in the literature, which may exacerbate the confusion. An evaluation of the different coaching models as well as the development needs of individuals being trained as coaches, locally and internationally, has lead the Department to believe that there is a need for a structured, integrated, scientific Degree, which includes a practical component that will develop scientist-practitioner coaches in South Africa.

A review of current coaching and training models focuses mostly on the tasks involved in a coaching process, without describing the competences (outcomes) and the assessment criteria (criteria of success) in the process. The goal of this Master's Degree will therefore be to develop and present training that is based on competence coaching models, which both describe the different theoretical and practical competences and assessment criteria that learners need to develop before receiving the Master's Degree and being certified as competent. This unique training model and training process is a first in South Africa and will be used by educators to determine the effectiveness of coaching interventions and training programmes.

The specific value of this qualification will be in the theoretical-practical nature of the training and the supervision that learners will receive from master coaches during the period of learning. These are the crucial elements in the success of any leadership coaching programme. The practical module will provide learners the opportunity to practically coach a number of managers, leaders or executives under the watchful eye of a senior or master coach.

Feedback received from industry and different consulting organisations in South Africa suggest that these organisations are not completely satisfied with the competence of some of the coaches entering the field and they discriminate between coaches with formal qualifications and those who only attended a short course. Client organisations have different coaching needs which include executive, performance, developmental, career, personal/life, remedial and team coaching. The feedback from these organisations suggests that local coaches are limited in the number of coaching services that they can offer. It furthermore suggests that the quality of the coaching services is not always up to standard. This is the direct result of ineffective training programmes which do not empower and authorise the coaches fully. One specific area, which is constantly commented on is the ability of coaches to evaluate their services and the impact of the coaching intervention in a scientific manner. It is safe to say that these organisations demand that coaches receive formal training and develop the ability to use scientific and sound methodological approaches.

Selection of potential learners should receive more attention and a formal selection process should be in place. The success of a coaching intervention does not only depend on the competence of the coach, but also on the intra-psychic and interpersonal competencies of the coach. These personality dimensions not only influence the success with which the coach develops the coaching relationship but also the way in which the relationship is maintained during periods of resistance and conflict.

Recognition of Prior Learning

Admission this Master's Degree could be granted to learners not in possession of the Degree specified in the admission requirements at the discretion of the Institution and in agreement with the national RPL policy.

Entry Requirements

A relevant Bachelor Honours Degree or Professional Bachelor's Degree with a minimum of 120 Credits at NQF Level 8 or a Postgraduate Diploma in a relevant field.

In addition to course work, a minor research dissertation, comprising one-third of the total number of credits is to be produced at the appropriate level for a Master's Degree. This qualification consists of eight modules at NQF level 9, totalling 180 credits.

Compulsory Modules

Theories of Leadership Coaching, 16 Credits.

Leadership Development - Theory and Practice, 16 Credits.

Research Methodology, 16 Credits.

Practical Coaching Competencies 1, 20 Credits.

Practical Coaching competencies 2, 20 Credits.

Minor-Dissertation, 60 Credits.

Total: 148 Credits.

Optional Modules (choose one from each option)

Option A

• Non Psychology Background Learners: Competence Assessment in Leadership Coaching, 16 Credits.
• Psychology Background Learners: Competence and Psychometric Assessment in Leadership Coaching, 16 Credits.

Option B

• Non Psychology Background Learners: Business Coaching, 16 Credits.
• Psychology Background Learners: Coaching, 16 Credits.

Total: 32 Credits.

1. Demonstrate advanced planning and facilitation in leadership coaching interventions by using workable knowledge of the different approaches, theories, models, methodologies, techniques and practices of leadership coaching.
2. Access, analyse, organise and critically evaluate existing knowledge of the different leadership development approaches, theories and models.
3. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies.
4. Demonstrate in- depth understanding of own position in relation to major debates within the field of leadership development and coaching.
5. Demonstrate specialist forefront knowledge and expertise in the chosen field and the competency to apply these creatively within the chosen field.
6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in Leadership Coaching.

Associated Assessment Criteria for Exit Level Outcome 1

• Specialist knowledge of the main areas of one or more fields, disciplines or practices, including an understanding of the key terms, concepts, definitions, facts, principles, rules, models theories and approaches in that field, discipline or practice is demonstrated.
• Competence in applying the theoretical principles of problem identification and solving in the field of leadership coaching and reflecting on the application made is demonstrated.
• Intellectual competencies and practical skills in aligning the leadership coaching interventions with the strategy of the organisation, the leadership competency framework of the organisation and the leadership development strategy of the organisation are demonstrated.
• Ethical, professional coaching interventions are applied and the boundaries of their own scope of practice are understood.
• Different effective learning strategies to acquire different skills within the field of leadership coaching are explored.
• Appropriate methodologies and procedures in leadership coaching interventions are developed and/or selected and implemented.

Associated Assessment Criteria for Exit Level Outcome 2

• Current literature and research is accessed, analysed and organised systematically between various theoretical approaches of leadership development and the leadership coaching interventions of these approaches are aligned.
• Effective application of the research principles is demonstrated.
• Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

Associated Assessment Criteria for Exit Level Outcome 3

• The research inquiry is planned and conducted on the basis of a range of appropriate research designs, methods, techniques and technologies for the specific research problem.
• Research themes are appropriately identified and demarcated.
• The analysis of the research theme includes a comprehensive and critical review of current literature and investigations.
• Research methods, techniques and technologies are selected to show evidence of a clear understanding of relevant research theory and practice.
• Research reports are critically and coherently described.

> Range: theoretical arguments, the research process, methodology, results, conclusions and recommendations.

Associated Assessment Criteria for Exit Level Outcome 4

• The learner's own position to specific debates is motivated based on sound integration of relevant theory, practice, research and creative thinking.
• Discussions demonstrate understanding of own position and the relevance of such a position in relation to major debates.
• Written and oral formats are clearly and cogently communicated and explained.
• The practical skills of leadership coaching are demonstrated by conducting supervised and unsupervised coaching sessions and implementing coaching interventions.

Associated Assessment Criteria for Exit Level Outcome 5

• The problems and issues analysed reflect a purposeful and critical application of advanced theory, current knowledge and expertise in leadership coaching Interventions and/or recommendations that reflect purposeful and creative plans to seek solutions based on theory and proven methods in the field are elaborated on.
• Discussions and/or interventions that reflect advanced application of appropriate skills, strategies and techniques in accordance with corresponding theoretical assumptions in the field are undertaken.
• Research and/or interventions that include the appropriate and creative use of tools and/or data relevant to the field are presented.

Associated Assessment Criteria for Exit Level Outcome 6

• Outcomes of interventions, techniques, strategies or processes in relation to the stated goals and in accordance with corresponding theoretical assumptions are evaluated.
• Outcomes in accordance with the identified needs and issues within the chosen focus area are critically analysed.
• The basis for planning, implementing and making recommendations is evaluated.

Integrated Assessment

The evaluation process includes an internal and external evaluation as well as a self-evaluation process.