The dynamic tension of executive coaching to support senior leaders during onboarding: A qualitative comparison case study

This dissertation presents a qualitative comparison case study of onboarding experiences within a single organization. Rooted in the theory and practice of transitions, executive coaching, and adult learning, the study explored the support that leaders new to the organization experienced and perceived as valuable. To expand knowledge of transition coaching in the workplace, the study examined two groups of participants, one that received transition coaching while the other did not. The research questions focused on understanding the strategic learning tools and techniques that participants perceived as valuable, as well as barriers to support and variations in perceptions of the onboarding experience across participants who had or did not have an onboarding coach.;Participants were divided into two groups: a study group whose members received transition coaching support (n=9) and a comparison group whose members did not (n=9). Using purposefully stratified sampling to contribute to the understanding of stages in the onboarding process, participants were recruited at approximately six, 12, and 18 months from accession to the organization. To capture these participants' unique perspectives, the study made use of qualitative research methodology, with interviews serving as the primary data source.;The interview transcripts were examined to identify patterns in the emergent themes of the study (the meaning made by participants of their experiences), which were catalogued according to their frequency and compared and contrasted to participants' self-reported onboarding high and low points and to background and situational data on each participant. Analysis supported the importance of the following: (1) support from supervisors and other organizational leaders; (2) recognizing the impact of immediate teams on one's ability to get things done; (3) acquiring organizational knowledge and building key relationships; and (4) learning how to influence others effectively within the new context. In addition, the results suggested that onboarding challenges were similar for participants whether a coach utilized or not; however, when a coach was assigned, his or her contribution was particularly valued in the areas of tactical and emotional support and support for team facilitation.