Thesis (Ph. D. (Education))--Rhodes University, 2006.

Magister Commercii - MCom / Equitable access to quality health care is an essential element and a fundamental right for human development in any country. The South African health system prior to 1994 can be construed as one characterised with inequality and human development disparity. Various policies have since been promulgated and implemented to redress the inequalities of the past. Poverty related illnesses remain widespread, the reemergence of infectious diseases and social impacts are putting additional pressure on an already overburdened health system. These challenges have heightened expectations for leadership to manage the health system of the country more effectively and efficiently. A shortage of critical skills and trained health personnel have been cited as two of the major challenges for effective quality care within the health sector and have been described by The World Health Organisation as the heart of any successful health system in any country (Coovadia et al. 2009). However, there is a severe lack of formal evaluation of the competencies of hospital managers, as well as their needs for future training in South Africa. The public has become more health conscious and the request for quality care is increasing, demanding health professionals with increased levels of competence. There is a paucity of research in the health management literature that systematically specifies and assesses which competencies are important to facilitate leadership development, especially in a developing country context. The research aims to identify and determine a comprehensive set of managerial competencies for health leadership in South Africa that could enable leaders to successfully lead the health sector beyond the 21st century. The research is based on the National Center for Health Leadership (NCHL) framework that was developed through a synthesis of the literature on leadership and management competencies in health and related domains (NCHL, 2006). A survey approach using a pre tested questionnaire was administered to management in public and private sector hospitals. Respondents were asked to rate the level of importance of each of the 80 competency statements pertaining to the National Center for Health Leadership competency model.

Submitted by Thalita Cristine Landeira Portela Faro (thalita.faro@fgv.br) on 2011-07-14T18:37:37Z No. of bitstreams: 1 000313259.pdf: 3377166 bytes, checksum: c1d88fa8cb2313b8842de18c5bc542fa (MD5) / Approved for entry into archive by Thalita Cristine Landeira Portela Faro (thalita.faro@fgv.br) on 2011-07-14T18:40:49Z (GMT) No. of bitstreams: 1 000313259.pdf: 3377166 bytes, checksum: c1d88fa8cb2313b8842de18c5bc542fa (MD5) / Approved for entry into archive by Thalita Cristine Landeira Portela Faro (thalita.faro@fgv.br) on 2011-07-14T18:41:25Z (GMT) No. of bitstreams: 1 000313259.pdf: 3377166 bytes, checksum: c1d88fa8cb2313b8842de18c5bc542fa (MD5) / Made available in DSpace on 2011-07-14T18:42:22Z (GMT). No. of bitstreams: 1 000313259.pdf: 3377166 bytes, checksum: c1d88fa8cb2313b8842de18c5bc542fa (MD5) Previous issue date: 2002 / Through the study of cases involving 3 companies belonging to Manaus Industrial Sector the objective of this study is, to making a test to check how far a competency model can predict the performance in the job. We have used the job assessment competency OCA) methodology that was created and applied during more than 20 years by the researchers McClelland and McBer (apud Spencer & Spencer) with the purpose of finding out why people in the same job had different performances. After so many years of studies on these and others researchers it was possible to create generics competency models for the most usual jobs like manager, technical people, sales people, entrepreneurs, etc. By using a generic competency model, in this case for production supervisor, and after applying the JCA methodology, we have compared the performance forecasted by the model with that perceived by theirs chiefs and managers over each supervisor of each company which has taken part ofthis study. The results which have be found by the research point out a strong relation between the behavior forecasted by the model for the supervisors and the one pointed out by the chiefs, indicating to be this methodology a useful tool in the selection areas, training and development of people. / Esta dissertação tem como objetivo, através de um estudo de caso envolvendo três empresas do Pólo Industrial de Manaus, testar até que ponto um modelo de competência pode prever o desempenho de uma pessoa em uma determinada função. A metodologia utilizada, denominada Job Competency Assessment (JCA), foi criada e aplicada por mais de 20 anos pelos pesquisadores McCelland e McBer (apud Spencer & Spencer, 1993) com o propósito de descobrir porque pessoas na mesma função tinham desempenhos diferentes. Após tantos anos de pesquisa destes e outros pesquisadores foi possível a cnaçao modelos de competência teóricos para as funções mais comuns, como gerentes, pessoal técnico, de vendas, empreendedores, etc. o que fizemos foi, utilizando um destes modelos teóricos, - no caso para a função supervisor de produção - e, aplicando a metodologia JCA, comparar o desempenho previsto pelo modelo com aquele percebido pelos chefes e gerentes de cada supervisor em cada uma das três empresas pesquisadas. Os resultados encontrados pela pesquisa apontam para uma forte relação entre o comportamento previsto pelo modelo para os supervisores e aquele apontado pelos chefes, indicando ser esta metodologia uma ferramenta útil nas áreas de seleção, treinamento e desenvolvimento de pessoas.

Hernandez (2013) claimed that the economic landscape in the United States of American (U.S.) has changed over the last decade, increasing the number of children of low social class standing. Counselors for Social Justice (CSJ; 2011) noted that an achievement gap exists between children of low social class standing and their middle and upper social class standing peers. School counselors and school counselor-in-training (SCITs) serve as advocates to address systemic barriers impeding academic, career, and personal/social success of all students (American School Counselor Association; ASCA, 2012; CSJ, 2011; Erford, 2011). Therefore, the need to understand school counselors’ and SCITs’ multicultural self-efficacy is imperative (Holcomb-McCoy, Harris, Hines, & Johnston, 2008). ASCA and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016; 2009) provide standards and guidelines for training school counselors to address issues of social class and classism. The purpose of this study was to understand the relationship between SCITs multicultural competency training and their self-efficacy in social class and classism training regardless of race/ethnicity and gender. This quantitative study consisted of 169 SCITs from CACREP and non-CACREP school counselor programs across the five Association of Counselor Education and Supervision (ACES) regions. The survey used in this study contained modified versions of the Multicultural Counseling Competence and Training Survey-Revised (School Counselor Version) (MCCTS-R; Holcomb-McCoy & Day-Vines, 2004); the School Counselor Self-Efficacy Scale (SCSE; Bodenhorn & Skaggs, 2005); the Balanced Inventory of Desirable Responding (BIDR; Paulhus, 1984); and a social class and classism training questionnaire and demographic questionnaire developed for the purposes of this study. Results from this study indicated program accreditation status (i.e., CACREP and non-CACREP) does not appear to influence multicultural competence or self-efficacy, but non-CACREP status did seem to increase perceived social class and classism training competence. In addition, results suggested low social class standing appeared to negatively influence perceived multicultural competency, self-efficacy, and social class and classism training more so than middle or upper social class groups. The number of multicultural competency courses and training level were consistent significant predictors in perceived multicultural competency, self-efficacy, and social class and classism training. However, region did not appear to influence perceived multicultural competency, self-efficacy, or social class and classism training. Finally, this study found a moderate, positive relationship between perceived multicultural competency and self-efficacy regarding social class and classism training. Implications from this study supported previous research (i.e., Constantine, 2001b; Constantine & Yeh, 2001; Holcomb-McCoy, 2005, 2001; Holcomb-McCoy, Gonzalez, & Johnston, 2009; Holcomb-McCoy & Myers, 1999; Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992) that the number of multicultural competency training courses, training level, and counseling experiences increased perceived multicultural competence and self-efficacy in social class and classism training. Therefore, SCITs should experience social class issues early and often in training through role-plays and modeling to improve the multicultural self-efficacy in social class and classism training (Cartwright, Daniels, & Zhang, 2008; Owen, Bodenhorn, & Bryant, 2010).

xiv, 131 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation study investigated the impact of brief teacher consultation on teachers' implementation fidelity, quality of implementation, and student responsiveness during the Strong Kids social-emotional learning curriculum. Additional outcome measures included teachers' self-efficacy and teachers' perceptions of social validity of the Strong Kids program. Participants included six teachers, three of whom were randomly assigned to the treatment group and three of whom were randomly assigned to the control group. Teachers in the treatment group received brief performance feedback consultation for six out of the twelve Strong Kids lessons; whereas, teachers in the control group did not receive consultation, but instead were given a frequently asked questions sheet that provided them with general information about the curriculum. Results of the study indicated an increase in implementation fidelity for the teachers receiving performance feedback consultation and a decrease in implementation fidelity for the teachers who did not receive performance feedback. The data did not indicate any substantial effects for the consultation group teachers with respect to quality of implementation or student responsiveness. Overall, teachers in both the treatment and control groups had positive attitudes toward social-emotional learning and the curriculum. Both groups of teachers also reported similar negative attitudes regarding the curriculum. For example, both groups of teachers felt that the lessons took too long to implement within a given class period. Implications of this study for future research and practice are discussed. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Terry Scott, Member, Special Education and Clinical Sciences; John Seeley, Member, Not from U of 0; Lynn Kahle, Outside Member, Marketing

The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.

This research studies the impact of consultancy competency and consultation mode on the service quality of management consulting firms in the emerging market of Nigeria – the largest economy in Africa. It explains the consultant competency and the adopted consultation approach of the ‘Big Four’ (PwC, Akintola-Deloitte, Ernest and Young, and KPMG) management consultancy firms from the resource based-view (RBV) and institutional theory of the firm. The conceptual framework of management consulting directing this study is generated from earlier research (Canavan et al., 2013; Jang et al., 1997, 1998; Patterson, 2000; Parasuraman, 1988; Kisang et al., 2012; Pugh et al., 1968; Oliver, 1980). Previous research has examined factors that are important for management consulting success, however, one of the remaining challenges is to investigate the associations among these factors. Furthermore, there seems to be a relative disregard for the associations between these management consulting factors and service quality. This study aims to advance the RBV and make theoretical contributions in several ways. First, it identifies and proposes that the professional and managerial competencies of the consultants are the key assets of the management consultancy firms needed to sustain and further their competitiveness in emerging markets. Specifically, we argue that these competencies are particularly valuable and have direct impact on management consultancy firms’ service quality. Also, from an institutional perspective, this study proposes that multinational management consulting firms must have the capacity to deliver quality in a consultation mode suitable to their various clients in different countries for sustainability. Specifically, we argue that the particular consultation mode adopted by the consulting firm impacts the quality of consultation service rendered to its clients in the Nigerian market, determining its firms’ client satisfaction levels. This study utilized a mixed methods approach (Creswell, 2003), which entailed the use of both qualitative and quantitative methods in assessing this research’s questions. 13 senior management consultants were interviewed, and survey data was collected from 311 business clients of these management consultancy firms situated in the three most industrious states in Nigeria, which are Abuja (North), Lagos (South-West), and Port Harcourt (South-South). The results of this study show that the service quality of well-established western management consulting firms is significantly influenced by their consultation mode, as well as both their professional and managerial capabilities, irrespective of their client’s organizational structure. This study also finds that client experience levels in dealing with management consultants considerably moderates the relationship between these firms’ service quality and their client satisfaction in this strategic context. Our study advances the RBV and institutional theories, highlighting that the consultation modes, professional competencies, managerial competencies and client experience levels are the key competitive factors of western management consulting firms in Nigeria.

Magister Artium (Psychology) - MA(Psych) / Given the lack of standardised and locally developed school readiness assessment tools in South Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive domains in assessment of school readiness, many South African children enter mainstream schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on children’s emotional and social competency as a domain of school readiness is essential. The study aims to identify and summarise aspects of the instruments that measure emotional and social competency as a domain of school readiness in preschoolers and their psychometric properties. All ethical considerations in terms of the systematic review process were adhered to

<p>  </p> <p>The field of psychology is working to rectify decades of silence on issues of economic marginalization in psychotherapy research, practice, and training. Increasing attention to economic marginalization led the APA to publish the first <em>Guidelines for Psychological Practice for People with Low-Income and Economic Marginalization</em> in 2019. The purpose of this paper is to describe the results of two studies that developed and validated the Clinical Practice Competencies for LIEM (CPC-LIEM), a scale based on these guidelines that measures psychologists’ clinical competence working with low-income and economically marginalized communities. In Study 1, I developed the initial scale through expert review and identified the scale factor structure using exploratory factor analysis. In Study 2, I gathered a second sample of psychologists to conduct a confirmatory factor analysis and validate the CPC-LIEM. The CPC-LIEM was associated with general multicultural counseling competence and clinician self-report of therapy processes with clients from low-income economically marginalized backgrounds, but not with class-related attitudes or general multicultural awareness. The final 14-item five-factor CPC-LIEM represents a novel way to measure and increase attention to LIEM-related clinical competencies for clinicians, supervisors, and researchers. </p>

Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert opinions about effective practices for developing competencies, assessments, and learning resources in competency-based programs in higher education. The conceptual framework was based on principles of andragogy, critical subjectivity, and social constructivism. Ten long-term specialists in developing competency-based programs in higher education served as participants. Data from 3 rounds of interviews were coded and categorized using Delphi methodology. Eighteen principles for effective practices were agreed upon for developing competencies, 15 principles for effective practice were agreed upon for developing assessments, and 16 principles for effective practice were agreed upon for identifying and leveraging learning resources. Areas of disagreement related to competencies, assessments, and learning resources were identified, with evidence that the variation in rankings presented by participants was due to the unique contexts of different higher education programs. The research from this study contributes to positive social change by providing an emerging list of effective practices useful in developing programs that help students graduate sooner with both a degree and skill set relevant to employers and to their future personal satisfaction.