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The study herein described was made in twenty-four white homes in Waelder, Texas, in which there were household employees. The study was made for the purpose of finding the requirements for household employment in Waelder, Texas.

This research is about the implementation of performance management system called Integrated Quality Management System (IQMS) in schools. Educators have always complained that IQMS is a waste of time and energy as well as too cumbersome. This research is intended to find about the feelings of educators about the system. how important the system is and if there is any need for the improvement thereof. The approach to the study has been one of quantitative method. A sample of some 226 participant was done and questionnaires were distributed. This sample had to be representative of all level of educators from the lowest level to the principal teachers. The result of the study are such that educators are positive about IQMS especially those with some status and higher qualifications but those in the lower level are not as positive. Another· interesting observation is that almost all participants feel that the system is not objective enough. Half the number of respondents felt that their principal do not know how to do appraisal. There needs to be an in-depth research on a much broader scale to find out why senior teacher are more positive about appraisal than their junior counter parts. / Thesis (MBA) North-West University, Mafikeng Campus, 2010

Experience and previous research indicate that the effective transfer of management training to the work environment requires a holistic approach, embracing several important factors. These include interpersonal skills, resistance to change, mentoring, attitudes towards training, and organizational climate and culture. During this investigation a brief, flexible treatment programme was drawn up. This involved discussing the application of managerial skills with trainees who had completed a management training course some time ago, in the presence of their supervisors. Other activities included in the treatment ranged from retraining to psychotherapy. The treatment was applied to 32 trainees. Some three month's later a role play situation and questionnaire were used to assess their application of the skills taught during management training in their work, in comparison with an untreated control group. The results indicate that the treatment programme resulted in much improved transfer of managerial training to the work environment. / Psychology / M. Sc. (Psychology)

The purpose of this study was to investigate school professionals’ conceptualizations and experiences of love in their work with children. In order to investigate the place of love in educational settings, semi-structured interviews with school professionals were conducted. Results from the interviews were analysed using thematic analysis and feedback on the identified themes was provided by participants during a second phase of interviewing. There was agreement among all participants that loving practice and good pedagogical practice are compatible, and that loving practice benefits students’ overall school experience. Key similarities across participants’ descriptions of loving practice include; the importance of positive relationships and positive boundaries within these relationships, the social, emotional and academic benefits of loving practice, and the relevance of self-care. Parallels are drawn between understandings of praxis in child and youth care and loving practice as defined by the participants in this study. The roles of building community and conscious reflection in loving practice are also explored. Through this work, I hope to offer the reader an opportunity to be more mindful about the role of love in their own professional practice. / Graduate

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research assignment is a qualitative study into the common factors supporting the matching between coach and coachee. The research purpose was to contribute to the lack of understanding of common coach and coachee matching factors based on the views of coaches and coachees respectively, and to provide guidelines for matching to key stakeholders that participate in the practice and profession of coaching. To do this, the available literature on the coach-coachee relationship and matching was reviewed in parallel with the psychotherapeutic literature on the subject. The literature informed the semi-structured interview guide, which was used to interview three coaches and eight coachees following their introductory meetings. The eight introductory meetings between coaches and coachees were the basis for the 16 interviews with the individual coach and coachee participants, and comprised the data used in the thematic analysis. The coach and coachee data were compiled on spreadsheets, allowing key themes to be identified. These themes were interpreted making reference to the literature and then synthesised into super-ordinate themes, from which guidelines were extrapolated for coaches, coachees and client and coaching organisations. It was found that there were two super-ordinate themes common to both coaches and coachees: relational chemistry and perceived personal benefit. These super-ordinate themes were however comprised of different factors for coaches and coachees. Relational chemistry for coachees comprised coach similarity, openness, ability to build rapport, empathy and assurance of confidentiality. Relational chemistry for coaches comprised below-the-line similarity with coachees, a distinction from above-the-line similarity aligned to the literature. Perceived personal benefit to coachees included coach difference, confidence, credibility and derived and expected personal benefit. Perceived personal benefit to coaches included coachee challenge, coachee motivation and fitting the coach’s area of speciality. It was found that matching factors could be grouped generically and specifically. Generic factors could easily be applied in all matching situations and were therefore useful in coach training and coachee match preparation, and specific factors posed the greater matching challenge requiring considered attention by those charged with matching. Relational chemistry, an almost elusive notion in the literature, was found to be the result of particular coach and coachee matching factors. A surprising result was the importance of the coaches’ views, found to be the more tenuous and influential in matching with coachees. It seemed that coaches could regulate the coachee’s matching experience if they were sufficiently motivated to do so based on their perception of personal benefit. The key recommendations of this research are encapsulated in the guidelines developed from the findings. Essentially, stakeholders in the practice and profession of coaching are encouraged to utilise the common factors identified in this research in coach training, coachee preparation, and coach-coachee matching situations.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The purpose of this research was to suggest the best process to follow for the implementation of an internal coaching programme in a multi-national retail organisation. The key resources and barriers to the implementation of an internal coaching were explored to answer the research question. This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from research participants and documents. A purposive sampling approach was used. A total of twelve top and senior employees from a multi-national furniture retail organisation, that the researcher is employed at, in the Sandton area, participated in the research. Data was collected using semi-structured interview guides and the study of company documents. The critical factors for the implementation of a coaching programme identified by the research participants were similar to the critical factors identified for the implementation of a project, with resources and the purpose of coaching (or impact on the business) as the most critical. Key resources were identified as people, financial support, tools and time. It was also found that a critical factor for the implementation of a coaching programme is the alignment of the purpose and objectives of the programme to those of the organisation. Buy-in from stakeholders, communication and alignment with the Human Resources strategy were the other critical factors identified. A top-down approach is preferred to obtain buy-in from management. The research found that barriers identified with the implementation of a coaching programme were similar to the barriers identified when implementing a project. Given the specific nature of a coaching programme, the research findings also indicated certain unique features in addition to following the same process as the implementation of a project. These features were organisational readiness and the selection of participants in a coaching programme. Implementing an internal coaching programme suggests change and therefore organisational readiness is important. The findings revealed that 83 percent of the research participants believed that knowledge of coaching is essential when implementing an internal coaching programme. Of the research participants, 75 percent believed that a combination of internal vs. external coaches should be used. The suggested process to follow when implementing an internal coaching programme includes the following steps: (i) Establish the need; (ii) Do research on the impact of coaching in an organisation; (iii) Ensure the implementation of a coaching programme is aligned to the strategic objectives of the organisation; (iv) Develop clear objectives; (v) Obtain buy-in from the top; (vi) Allocate the necessary resources; (vii) Develop a clear communication strategy; (viii) Identify milestones and timelines; (ix) Measure progress; (x) Conduct regular team meetings; (xi) Give regular feedback; and (xii) Measure return on investment. The study has some limitations as it only collected data from one organisation. It does however add to the body of knowledge in suggesting a best practice process to follow when implementing a coaching programme.

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / Politics and Public Administration / Master / Master of Public Administration