Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2006.

In today’s tough business environment the need for good and efficient leaders are becoming more and more important. The businesses are in constant change, the world is more unpredictable and the competences of the employees are much greater today, which also calls for a new type of leader, a leader who not only is authoritarian, but also possesses soft skills. In this environment where there is this greater focus on leaders, leadership developments have emerged and increased in number over the last ten to twenty years. They try to develop leaders in all domains of their life, both professional and personal and the model we work with in this paper is Total Leadership, this model implies that you try to accomplish being a better leader throughout your whole life as a leader, to be whole, genuine and innovative, no matter career or position in life. The purpose with this essay is to investigate the outcome of leadership developments and see whether or not these leaders feel that they have become more efficient leaders. This was done by a qualitative research where we interviewed twelve leaders who had undergone a leadership development at a leadership development company called GestaltPartner. We reached the conclusions that all informants have had great value of the development and feel that they have reached a greater personal development that also reflects on their professional skills that in the end makes them more efficient leaders.

Small and medium enterprises has attracted a wide argument and debate by scholars and other interest group as to whether they have significant contribution to employment creation or not. Many researchers have taken up to this field of research with different opinion and research finding. This thesis focuses on establishing the barriers to expansion and growth of small and medium enterprises in Gotland region of Sweden. The research focus on interview of business owners and managers in the region, a total of 25 business managers were interviewed and their response used to draw conclusion in this thesis. The research focused on finding out the number of employees in each of the company or business interviewed; reasons for not employing more people in their businesses and possible barriers and difficulties they experience in their business operation. The thesis was able to establish the fact that SME contributes to employment creation in the region and that the number of SME start up in the region is on the increase which has a correlation with increase in employment via SMEs in the region. Furthermore, some factors were identified as major barriers to creation of more jobs by SMEs in the region base on the information elicited from the managers interviewed. Finally, recommendations for future research were made on possible steps the Government can employ to address the problems outlined that inhibit expansion and creation of more jobs by the SME sector in the region.

This study proposed an activity competency model (ACM) to investigate the perceived importance of managerial activities and skills required of three levels of nurse managers from three levels of hospitals. A survey instrument was designed based on the ACM for data collection that encompasses forty-two initial nursing management activities and twelve managerial skills required to effectively perform these management activities that were identified through literature review, job analysis, and iterative personal interviews with domain experts. Our findings indicate that the importance of nurse managerial activities is significantly different from the levels of management, but not significantly different from the levels of hospitals. In particular, top and middle levels of management perceived the human resources management related activities as more important than the supervisory management. Middle management perceived the importance of operation management significantly higher than supervisory management. Top management perceived the importance of goal setting & planning significantly higher than middle management. Middle management perceived the importance of goal setting & planning significantly higher than supervisory management. Supervisory management perceived the importance of material & environment management significantly higher than top and middle managements. The results from this study provide implication guidelines for management development programs, training, and the career planning for nurse managers. They also can serve as guideline for recruiting and selecting the effective nurse managers.

Service industries increase every year in global industry, more and more labors work in this industry, thus this research is aimed at understanding the current situation of management development of first-line manager in service industry. The population of our survey is confined to the first-line manager of service industry. The questionnaire survey was adopte for the study. Of totally 332 distributed questionnaires, there are 91 effective. Through statistics analysis, the main results of the study are concluded as follows: 1.About managerial competency demand, ¡§customer service-oriented¡¨ and ¡§relationship competencies¡¨ are most important in all service industries, ¡§joint venture¡¨ and ¡§balance life and work¡¨ are relative not important. As the scope of management becomes wider, ¡§nurturing¡¨ and ¡§problem solving¡¨ become important. 2.As regard to management development techniques, ¡§personal skills training¡¨ is most important, ¡§talent selection¡¨ is second. Different services industries may use some techniques upon industries characteristics. 3.Management development assessments are not popular in service industries, only ¡§group discussion¡¨ and ¡§simulation game¡¨ are used often, both of them could be related to work in practice. 4.In all service industries, ¡§on-the-job-experiences¡¨ and ¡§management skill training¡¨ are most used management development techniques, ¡§evaluate past experiences¡¨ and ¡§evaluate competencies¡¨ are most used management development assessments.

The concept outdoor team building implies a set of consecutive learning experience activities that are mainly conducted in the outdoors with the aim of positively influencing the behaviour of the participant (McEvoy & Buller, 1997:209). According to Wagner et al. (1991:53) this form of team building mainly comprises of centre-based team building programs and wilderness-based team building programs. During CBTB the participants live and eat indoors while the participation in structured team building activities takes place outdoors. In contrast to this, the participants in wilderness-based team building live outdoors and take part in strenuous activities such as rock climbing, mountain climbing, orientation, camping, canoeing and sailing. In the corporate world there is currently a tendency to make use of CBTB to increase organizational effectiveness (Buller et al., 1991:58; Irvine & Wilson, 1994:25; Wagner & Campbell, 1994:4; DuFrene et al., 1999:24; lngram & Desombre, 1999:16; Salas et al., 1999:309-310; WiIliams et al., 2003:45). Notwithstanding the increasing popularity of these programs, there exists much scepticism concerning the real value of CBTB (Gall, 1987:58; Wagner & Roland, 1992:61; Wagner & Campbell, 1994:4). The aim of this study is to determine whether there is a difference between a wilderness expedition and a CBTB with regard to personal effectiveness and group effectiveness. According to Borrie and Roggenbuck (2001:3) the most innovative and comprehensive results of the dynamic nature of outdoor team building programs have been found in the wilderness or a type of wilderness environment, Ewert en McAvoy (2000:15) are of the opinion that the participation in activities in the wilderness can have a significant impact on the individual as well as the group. The test subject is identified by means of an availability sample and is randomly divided ahead of time into a control group as well as two separate experimental groups who participated in the CBTB (Venterskroon, Vredefort Dome) and the wilderness expedition (Central Drakensberg). This study is executed in the form of a quantitative pre-test post-test design (Thomas & Nelson, 2001:321-322). To measure personal effectiveness use is made of the Review of Personal Effectiveness and Locus of Control (ROPELOC) with a Cronbach Alpha-value of between 0,79 and 0,93 (Richards et al., 2002:1-4). The instrument focuses on psychological and behavioural aspects that are key components of personal effectiveness (Richards et al., 2002:1). The ROPELOC consist of 45 questions and is made up of seven main components of which three consist of various underlying subcomponents. The difference can be determined with regard to the main components as well as the underlying subcomponents. For the measuring of group effectiveness use was made of an improved version of Herselman’s (1998:149) group effectiveness questionnaire. It was aimed with this questionnaire to determine the effect of CBTB and the wilderness expedition on group effectiveness, as well as which advantages, if any, it has for the individual. This questionnaire consists of open and closed items on group aspects as well as individual aspects, to determine the participants’ attitude with regard to certain variables before and after exposure to the CBTB and the wilderness expedition. The results of this study showed that both experimental groups (CBTB and wilderness expedition) brought about successful change. With reference to personal effectiveness the paired t-tests showed that the CBTB lead to more change with regard to the main components as well as the subcomponents than the wilderness expedition. This change took place with regard to personal ability and beliefs, organizational skills, overall effectiveness, self-efficacy, time management and the coping with change. With regard to group effectiveness the wilderness expedition lead to more change than the CBTB with reference to group cohesion, leadership development, attitude change, success experience, self-concept, self-confidence and dealing with criticism. To determine whether there was a difference between a wilderness expedition and a CBTB with regard to personal effectiveness and group effectiveness, use was made of a covariance analysis. The results of these tests showed that with regard to personal effectiveness there was only one practically significant intergroup difference, namely stress management, and that with regard to group effectiveness two significant intergroup differences were found, namely creativity and group moral. In all of these cases the CBTB exhibited better. On the basis of these results the assumption that CBTB is more effective than a wilderness expedition, for the improvement of personal effectiveness and group effectiveness, cannot be made. It is recommended that CBTB be given preference if the outcomes of the program is personal effectiveness and wilderness expedition be used to improve group effectiveness. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2006

The concept outdoor team building implies a set of consecutive learning experience activities that are mainly conducted in the outdoors with the aim of positively influencing the behaviour of the participant (McEvoy & Buller, 1997:209). According to Wagner et al. (1991:53) this form of team building mainly comprises of centre-based team building programs and wilderness-based team building programs. During CBTB the participants live and eat indoors while the participation in structured team building activities takes place outdoors. In contrast to this, the participants in wilderness-based team building live outdoors and take part in strenuous activities such as rock climbing, mountain climbing, orientation, camping, canoeing and sailing. In the corporate world there is currently a tendency to make use of CBTB to increase organizational effectiveness (Buller et al., 1991:58; Irvine & Wilson, 1994:25; Wagner & Campbell, 1994:4; DuFrene et al., 1999:24; lngram & Desombre, 1999:16; Salas et al., 1999:309-310; WiIliams et al., 2003:45). Notwithstanding the increasing popularity of these programs, there exists much scepticism concerning the real value of CBTB (Gall, 1987:58; Wagner & Roland, 1992:61; Wagner & Campbell, 1994:4). The aim of this study is to determine whether there is a difference between a wilderness expedition and a CBTB with regard to personal effectiveness and group effectiveness. According to Borrie and Roggenbuck (2001:3) the most innovative and comprehensive results of the dynamic nature of outdoor team building programs have been found in the wilderness or a type of wilderness environment, Ewert en McAvoy (2000:15) are of the opinion that the participation in activities in the wilderness can have a significant impact on the individual as well as the group. The test subject is identified by means of an availability sample and is randomly divided ahead of time into a control group as well as two separate experimental groups who participated in the CBTB (Venterskroon, Vredefort Dome) and the wilderness expedition (Central Drakensberg). This study is executed in the form of a quantitative pre-test post-test design (Thomas & Nelson, 2001:321-322). To measure personal effectiveness use is made of the Review of Personal Effectiveness and Locus of Control (ROPELOC) with a Cronbach Alpha-value of between 0,79 and 0,93 (Richards et al., 2002:1-4). The instrument focuses on psychological and behavioural aspects that are key components of personal effectiveness (Richards et al., 2002:1). The ROPELOC consist of 45 questions and is made up of seven main components of which three consist of various underlying subcomponents. The difference can be determined with regard to the main components as well as the underlying subcomponents. For the measuring of group effectiveness use was made of an improved version of Herselman’s (1998:149) group effectiveness questionnaire. It was aimed with this questionnaire to determine the effect of CBTB and the wilderness expedition on group effectiveness, as well as which advantages, if any, it has for the individual. This questionnaire consists of open and closed items on group aspects as well as individual aspects, to determine the participants’ attitude with regard to certain variables before and after exposure to the CBTB and the wilderness expedition. The results of this study showed that both experimental groups (CBTB and wilderness expedition) brought about successful change. With reference to personal effectiveness the paired t-tests showed that the CBTB lead to more change with regard to the main components as well as the subcomponents than the wilderness expedition. This change took place with regard to personal ability and beliefs, organizational skills, overall effectiveness, self-efficacy, time management and the coping with change. With regard to group effectiveness the wilderness expedition lead to more change than the CBTB with reference to group cohesion, leadership development, attitude change, success experience, self-concept, self-confidence and dealing with criticism. To determine whether there was a difference between a wilderness expedition and a CBTB with regard to personal effectiveness and group effectiveness, use was made of a covariance analysis. The results of these tests showed that with regard to personal effectiveness there was only one practically significant intergroup difference, namely stress management, and that with regard to group effectiveness two significant intergroup differences were found, namely creativity and group moral. In all of these cases the CBTB exhibited better. On the basis of these results the assumption that CBTB is more effective than a wilderness expedition, for the improvement of personal effectiveness and group effectiveness, cannot be made. It is recommended that CBTB be given preference if the outcomes of the program is personal effectiveness and wilderness expedition be used to improve group effectiveness. / Thesis (M.A. (Recreation Science))--North-West University, Potchefstroom Campus, 2006

During the last two decades, managerial coaching has become increasingly popular in organizations. Despite its popularity, there is a paucity of empirical evidence in the study of managerial coaching outcomes. The purpose of this study was to examine the relationships between perceived managerial coaching behavior and employee self-reported affective and performance-related outcomes based on perceptions of selected organization employees. Three theories, path-goal leadership, career motivation, and organization support, were used to frame the hypothesized conceptual model of managerial coaching outcomes for the current study. The systematic review of relevant literature identified satisfaction with work, role ambiguity, satisfaction with manager, career commitment, job performance, and organization commitment for the potential outcomes of managerial coaching. A 36-item survey including seven existing instruments was utilized to collect data. An estimation of the readability level for the survey was Flesh-Kincaid Grade Level 7.1. The survey was sent electronically to all employees in the selected government organization. The sample included 431 respondents representing a population of 1,399 employees. Descriptive statistics, principal component analysis, Cronbach‘s alpha estimates for reliability, correlation analysis, two-step modeling techniques for structural equation modeling, and Sobel tests were the analysis methods used in the study. The results of the analyses indicated that the hypothesized conceptual model was adequately supported by the empirical data of the study sample (χ2/df = 3.53; CFI = .91; IFI = .91; RMSEA = .08). The further investigations suggested that managerial coaching had a direct impact on employee satisfaction with work and role clarity and an indirect impact on satisfaction with work, career commitment, job performance, and organization commitment. Role clarity, as a direct outcome of managerial coaching, influenced job performance—such mediation was consistent with the hypothesized model for the study. The hypothesized model had clear and comprehensive illustrations of how managerial coaching affects work and organization-related variables, satisfaction with work, role clarity, career commitment, job performance, and organization commitment. This study provides empirical support to the proposed benefits of managerial coaching in organizations, and enhances the selected theories by offering additional empirical support to them.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-23T20:48:40Z No. of bitstreams: 1 Santana, Weslei Gusmão Piau.pdf: 1168751 bytes, checksum: 9bf084f113b18734bb382fcb58cb52e5 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-04-06T17:59:48Z (GMT) No. of bitstreams: 1 Santana, Weslei Gusmão Piau.pdf: 1168751 bytes, checksum: 9bf084f113b18734bb382fcb58cb52e5 (MD5) / Made available in DSpace on 2015-04-06T17:59:48Z (GMT). No. of bitstreams: 1 Santana, Weslei Gusmão Piau.pdf: 1168751 bytes, checksum: 9bf084f113b18734bb382fcb58cb52e5 (MD5) / A presente tese tem como objetivo primordial compreender os desafios e os limites das políticas de desenvolvimento, com cooperação internacional, no enfrentamento das desigualdades nos espaços sub-regionais do interior da Bahia, a partir de um estudo de caso sobre a gestão do Projeto de Desenvolvimento Comunitário da Bacia do Rio Gavião, 1997-2006. A pesquisa foi desenvolvida seguindo os fundamentos da abordagem qualitativa, configurada como estudo de caso único, no sentido de procurar compreender a gestão do desenvolvimento a partir das ações realizadas no Pró-Gavião. Como uma análise ex post, também foi utilizada a perspectiva da análise histórica. Para atender aos objetivos da pesquisa, a coleta de dados seguiu duas etapas: na primeira foram coletados e analisados os dados secundários e, em seguida, a coleta de fontes primárias com a realização de 15 entrevistas em profundidade com atores-chave do projeto e da região. Os pilares teóricos do estudo estão ancorados nos estudos sobre desenvolvimento e gestão. O ponto de partida é a descrição do contexto do desenvolvimento contemporâneo, do pós-guerra até as transformações da globalização. O primeiro pilar teórico assenta-se na visão neogramsciana como marco de análise das organizações internacionais. O segundo pilar está nos estudos críticos do desenvolvimento, em seu sentido polissêmico, ressaltando a gestão do desenvolvimento, que questiona a hegemonia de uma visão funcionalista e indica a necessidade de aprofundamento em um campo em construção. Focado no desenvolvimento comunitário e rural, o Pró-Gavião foi concebido e executado pela Companhia de Desenvolvimento e Ação Regional (CAR), representando o Governo do Estado da Bahia e o Fundo Internacional de Desenvolvimento Agrícola (FIDA). Os resultados do estudo indicam que os desafios da gestão dos programas de desenvolvimento exigem um diálogo interescalar entre as diferentes organizações envolvidas no projeto, apesar das dificuldades de mudanças estruturais das realidades analisadas. Conclui- se pela necessidade de revisão dos princípios da gestão dos programas de desenvolvimento, como uma forma de gestão participativa, interescalar, includente e voltada para o empoderamento das pessoas. This thesis aims to understand the major challenges and the limits of development policies with international cooperation in tackling inequalities in local areas of the State of Bahia, from a case study on management of the Community Development Project for the Rio Gavião Region, 1997-2006. The research was carried out following a qualitative approach, configuring single case study. It seeks to understand the management of the development from the actions carried out in the Gavião Project. As an ex-post analysis it was also based on a historical perspective. To meet the research objectives, data collection followed two steps, the first was to collect and analyze secondary data and then to collect from primary sources, with the completion of 15 interviews with key actors in the project and the region. The study of the theoretical pillars is anchored in studies on development and management. The starting point is the description of the context of contemporary development, from the post-war period until the changes of globalization. The first pillar is based on the neo-Gramscian view, as a framework for analysis of international organizations. The second pillar is based on critical studies of the development in its multiple meanings. Finally, the third pillar of the administration field discusses the development, challenging the hegemony of a functionalist view and pointing to the need of improving the field under construction. Focused on community development, the Gavião Project was conceived and enforced by the Company for Regional Development and Action (CAR), representing the Government of the State of Bahia and by the International Fund for Agricultural Development (IFAD). The results of his research indicate that the challenges of management development programs require an interdialogue between the different organizations involved in the project, despite the difficulties of the realities of structural conditions analyzed. It concludes the need to review the principles of management development programs as a form of participative management, inclusive and focused on the empowerment of people.

Made available in DSpace on 2015-04-16T14:49:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2558927 bytes, checksum: 8545ce25661cd5da47352d3b35751ead (MD5) Previous issue date: 2010-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the process of development of managerial skills put into action by directors of public schools. To explore the central theme of the study, it was organized a theoretical basis for addressing public education in context of human development policy; the meaning of work under the sign of uncertainty; the activity and managerial learning and concept of competencies. The descriptive research departed from the study of Galvão and Cavalcanti (2009), which mapped 25 managerial competencies required and mobilized by school principals, categorizing them into three dimensions: technical, social and behavioral. In order to collect data, a questionnaire was applied, whereby the school principals were able to evaluate two aspects: the importance of skills and the degree of influence of formal education, professional experience and social experience in its development. The socio-demographic profile of the respondents was also part of the investigation. The sample involved 58 basic education schools of the state, located in the city of Joao Pessoa. In the first stage of the study, a factorial analysis of the skills was made, obtaining a set of 04 skills in the technical dimension, 02 in the social dimension and 04 in the behavioral dimension. All of them were given labels based on attributes gathered by each factor. The assessment of significance showed that the skills that were most enforced by the directors were: "to promote family-school integration‖, ―discipline the team‖, and ―learning to learn‖. Even though there were different degrees of importance, it was noticed that the striking feature of the skills is their relationship of complementarity and the possibility to be mobilized in the face of events that underlie managerial action. Concerning the influence, in all cases, formal education had lower contribution. However, the lack of formal education seemed offset by the experience linked to social or professional context, which was capable of enhance "subjects" related to the management of uncertainty. For an upcoming future, it is suggested an investigation of the structure of skills training for school managers, duo to the responsibility assigned to management schools, especially the public universities. The general results point to the complexity surrounding the school and capture the urgency that needs to be dealt with the construction of public policies for the strengthening of managerial action. Regarding, overall, to articulate learning and experience in stage of skills training. It is believed that this research can contribute to a continuity and increase of the studies and scientific debates, in time to facilitate a movement of critical thoughts in order to school keep advancing and acquiring more quality. / Esta dissertação teve como objetivo analisar o processo de desenvolvimento de competências gerenciais postas em ação por diretores de escolas públicas. Para explorar a temática central do estudo organizou-se uma fundamentação teórica abordando aspectos tais como: a educação pública no contexto da política de desenvolvimento humano, o sentido do trabalho sob o signo da incerteza, a atividade e a aprendizagem gerencial, o conceito de competência. A pesquisa, de caráter descritivo, partiu do estudo de Galvão e Cavalcanti (2009), o qual mapeou 25 competências gerenciais, exigidas e mobilizadas por diretores escolares, categorizando-as em três dimensões: técnicas, sociais e comportamentais. Para a coleta de dados, aplicou-se um questionário, por meio do qual os diretores escolares puderam avaliar dois aspectos: a importância das competências gerenciais e o nível de influência da educação formal, da experiência profissional e da experiência social no desenvolvimento dessas mesmas competências. O perfil sócio-demográfico dos respondentes também fez parte da investigação. A amostra envolveu 58 escolas de educação básica da rede estadual, localizadas no município de João Pessoa, Estado da Paraíba. Na primeira etapa do estudo realizou-se análise fatorial das competências, obtendo-se um conjunto com 04 competências na dimensão técnica, 02 na dimensão social e 04 na dimensão comportamental. Todas receberam denominações baseadas nos atributos agrupados em cada fator. A avaliação da importância mostrou que as competências que mais receberam a atenção dos diretores foram: ―promover a integração família-escola‖, ―disciplinar a equipe‖, e ―aprender a aprender‖. Apesar dos diferentes graus de importância, percebeu-se que o traço marcante das competências é sua relação de complementaridade e a possibilidade de que sejam mobilizadas em face dos eventos que permeiam a ação gerencial. Quanto à influência, em todos os casos, a educação formal apresentou menor contribuição no processo de desenvolvimento das competências gerenciais dos diretores escolares. Porém, o débito da educação formal pareceu compensado pela experiência vinculada ao contexto profissional ou social, que se mostrou capaz de dinamizar ―conteúdos‖ ligados à gestão da incerteza. Sugere-se a investigação da estrutura de formação de competências dos gestores escolares, porquanto existe uma responsabilidade atribuída às agências formadoras, notadamente às universidades públicas. Os resultados gerais apontam para a complexidade que cerca a escola e captam a urgência com que precisa ser tratada a construção de políticas públicas de fortalecimento da ação gerencial. Importa, sobretudo, articular aprendizagem e experiência em face da formação de competências. Acredita-se ter oferecido contribuições que estimulem a continuidade de estudos e debates acadêmicos, ao tempo em que auxiliem o trabalho de reflexão crítica nas escolas para que estas possam avançar na conquista da qualidade.