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This research examines on a micro level the concept of performance coaching as an alternate tool to improving individual’s performance in an organisation and ultimately assisting the organisation reach the goals of a higher performing organisation. It will examine the strengths of coaching which will drive the ultimate shift in the way organisations develop employees for the next level roles. Coaching is a mechanism that will allow individuals to realise their own potential whereby giving them the confidence to adopt and adapt in more senior roles. It will also allow individuals realise their core strengths and capabilities and allow them work their development areas which are often “blind spot” as well for individuals. “Blind spots” are those areas of development which individuals do not see in themselves but are those elements that others often see in the individual.

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In chapter one the research document will introduce and identify the problem, create a background and rationale for the research and define the critical need for performance coaching as a tool to improve individual performance in any organisation. In this chapter we will include a high level discussion of some of the motivating factors and core strategies for implementing coaching programmes and we will also examine theoretical models of transformational coaching processes that are significant in aiding this overall drive

1.2 CREATING CONTEXT TO COACHING
The mere word “coaching” has been around for as long as the human race. Since the evolution of mankind the older generations have imparted skills onto the younger generation in terms of hunting, painting stories on cave walls and basically teaching them how to be useful and effective members of their tribes or communities in general. (Pilkington, 1998)

Hence, this type of practical skill related coaching still exists in most societies. However more sophisticated forms of coaching aimed at inspiring greater understanding or awareness can be seen in the earliest philosophies and religions, and these range from lessons incorporated in ancient Hindu scriptures like the “Mahabharata” as described by Roka (2006).

Hence, throughout history and literature there are examples of coaching in action but ironically the exercise of this term, executive development only appeared in use in the late twentieth century (Pilkington, 1998). Immediately organisations and leaders within organisations began to see the benefits of a more individualised approach to personal development. There was defined shift in focus from the collective where emphasis was on the community and people to a focus on the individual where we all have to manage our careers, growth and lives (Pilkington, 1998).

As the concept of coaching developed, companies became more and more intrigued with this concept and started employing psychologists to understand employee motivation and development needs, as well as for recruitment, selection and assessment. Sport also had a strong influence on the rise of coaching. Gallwey (1974) in his book “The Inner Game of Tennis” related to a more psychological approach to peak performance. He stated that the opponent in one’s head was greater than the one on the other side of the net. As the concept coaching grew popularity – so did individuals and organisations need and desire to adopt this new way of personal development.
1.3 PROBLEM STATEMENT
The major problem that has to be researched is the problem of the effective use of coaching and its impact on the performance of employees. Although coaching has gained much popularity over the years – we find that many organisations do not advertise the success or failures of this concept. Yet more than the success one needs to advertise the failures of such programmes …understanding the cause of other people’s failure is often the key to one’s own success (Clutterbuck, 2002).

Heathfield (2009) described coaching as a power-free, two-way mutually beneficial relationship. Coaches are the facilitators and teachers allowing their partners to discover and find their own direction. This inadvertently assists individuals find their own core strength as well as assist organisations to understand talent and individual growth on a much higher level. This is what can influence an organisation to perform and be rated as what we call a “higher performing organisation”.

Many organisations still need to understand and perfect their coaching programmes. The coaching sessions can either be formal or informal with a key focus on the person, their career and overall support for individual growth. A key underlying concept on all the above mentioned is job-focussed and performance oriented. The coach tries to direct the individual to some end result, the person may choose how to get there, but the coach is strategically assessing and monitoring the progress and giving advice for effectiveness.

Heathfield (2009) echoed the fact that interpersonal skills will determine the effectiveness of influence for both coach and coachee. The coach has an implied level of authority by nature of their position and ultimately they can assist on compliance. The coachee’s influence is balanced on probability in terms of what they can contribute to the relationship. Hence, it is a power-free relationship based on mutual respect and value for both coach and coachee.

“The coach’s returns are in the form of more team harmony, performance and the ability to see individual growth”, she says. It is this reward that ultimately contributes to the performance of the individual which contributes to the performance and sustainability of the organisation.

Clutterbuck (2009) indicated that very hardly any companies are measuring the success of these programmes – so they don’t know if it is indeed working and if it is successful and a value –add to the staff. Hence, with a lack of proper management information being logged on this issue – several questions can be raised concerning the impact of coaching on individual performance.