Abstract:
PURPOSE : The aim of this study was to explore the role of group coaching in developing
leadership effectiveness within the context of a business school leadership development
programme, which included both classroom facilitation and group coaching.
DESIGN/METHODOLOGY/APPROACH : The study adopted a sequential, mixed-methods approach,
combining a pre-programme and post-programme, 360-degree, multisource feedback
instrument and in-depth interviews with South African women managers to assess changes in
their leadership effectiveness.
FINDINGS/RESULTS : The results indicate that participants’ leadership effectiveness had changed
significantly as a result of the programme. More specifically, the group coaching dimension
appeared to play a role in developing personal competence, evidenced in participants’
enhanced sense of direction, self-awareness, self-confidence and relationship with their
authentic self. It also appeared to facilitate the development of social competence, evidenced
in participants’ enhanced understanding of, and relations with, others, as well as their ability
to empower others. This was made possible by affording participants a psychologically safe
place in which learning and growth could take place and by providing them with external
inputs and feedback.
PRACTICAL IMPLICATIONS : The positive role played by group coaching in developing leadership
effectiveness in a business school leadership development programme suggests that the
learning approach could be replicated in other academic environments and in corporate
settings.
ORIGINALITY/VALUE : The framework that was developed suggests that group coaching can contribute to the building of personal and social competence in a leadership development
programme. This framework may assist other practitioners to motivate for the inclusion of
group coaching in their leadership development programmes.
