Thesis (MComm (Psych))--Stellenbosch University, 2013. / ENGLISH ABSTRACT: An emerging perspective of workplace diversity proposes that a well-managed diverse workforce holds inherent advantages for organisational performance. Little empirical evidence exists to support this view, which may partly be due to a lack of operational frameworks for diversity management at the firm level. This study aims to address two research gaps through (1) the development of a diversity management competency (DMC) framework which can guide diversity management efforts, and (2) the evaluation of the relationship between DMC, different diversity management outcomes (DMO), and firm performance. A mixed method approach was followed, which entailed an initial qualitative phase to explore the DMC construct and to develop a DMC measure. Next, a quantitative phase followed that tested (a) the reliability and validity of the instrument, as well as (b) the hypothesised relationships between DMC and important firm outcomes. Data were generated in the qualitative phase through interviewing managers (N = 12), using the Critical Incident Technique (CIT). Content analysis of the transcribed interviews culminated in distinctive diversity management competencies (DMCs), which represent clusters of diversity management practices, and a DMC measure which was subsequently content validated through both the Content Validity Ratio (Lawshe, 1975) and Cohen's (1960) approaches. The DMC questionnaire was then pilot tested on managers (N = 25) from three large companies to make final modifications. The final questionnaire consisted of eleven subscales (DMCs) and 98 items. The data for the quantitative phase were collected by administering on-line questionnaires measuring the study variables (DMC, DMO and firm performance) to managers (N = 77) from different medium to large companies (k = 33). The measures were item analysed and the hypotheses tested through correlation analysis, using SPSS. The measures indicated high internal consistency. A firm-level analysis of the research data showed that DMC, DMO and firm performance were strongly and significantly correlated, as hypothesised. This study makes three major contributions. First, it develops a firm-level DMC framework that outlines specific clusters of diversity management practices expected to contribute to firm performance by means of enhancing key DMOs. Second, it develops and validates a DMC measure which, along with the DMC framework, has practical utility for diagnostic and developmental purposes. Last, the analyses revealed that DMC, DMO and firm performance are significantly and strongly correlated, which may indicate that diversity management has a significant influence on firm performance. Because of the limited sample size, the results of this study should be cross-validated in larger samples. However, the present research creates an agenda for further confirmatory and exploratory studies on the relationship between diversity management and important firm outcomes. / AFRIKAANSE OPSOMMING: ‘n Ontluikende perspektief van werkplekdiversiteit stel voor dat ‘n goed bestuurde werksmag inherente voordele vir organisasieprestasie inhou. Daar is egter weinig empiriese bewyse om hierdie siening te staaf, wat gedeeltelik onstaan as gevolg van ‘n tekort aan operasionele raamwerke vir diversiteitbestuur op die firma-vlak. Hierdie studie beoog om hierdie navorsingsgaping aan te spreek deur (1) die ontwikkeling van ‘n raamwerk vir diversiteitbestuursbevoegdheid (DBB) wat pogings tot diversiteitbestuur kan lei, en (2) die evaluering van die verwantskaptussen DBB, verskillende diversiteitbestuuruitkomste (DBU), en firmaprestasie. ’n Gemengde-metode benadering is gevolg bestaande uit ’n aanvanklike kwalitatiewe fase om die DBB konstruk te verken en om ‘n DBB metingsinstrument vir DBB te ontwikkel. Vervolgens het ‘n kwantitatiewe fase (a) die betroubaarheid en geldigheid van die meetinstrument bepaalen (b) die hipotetiese verwantskap tussen DBB en belangrike firma-uitkomste getoets. Data is in die kwalitatiewe fase gegenereer deur onderhoudvoering met bestuurders (N = 12) met gebruik van die Kritieke Insident Tegniek (KIT). Inhoudsanalise van die getranskribeerde onderhoude het in onderskeibare diversiteitbestuursbevoegdhede (DBB’e) gekulmineer wat groeperings van diversiteitbestuuurspraktyke verteenwoordig. ’n DBB metingsinstrument is gevolglik vir inhoudsgeldigheid getoets deur beide die Inhoudsgeldigheidverhouding (Lawshe, 1975) en Cohen (1960) se -benaderings te gebruik. Die vraelys het vervolgens‘n toetsloop by bestuurders (N = 25) van drie groot maatskappye ondergaan om finale aanpassings aan te bring. Die finale vraelys bevat elf subskale (DBB’e) en 98 items. Die data vir die kwantitatiewe fase is met behulp van aanlynvraelyste wat die konstrukte van DBB, DBU, en firmaprestasie meet, verkry, wat deur bestuurders (N = 77) van verskillende middelslag tot groot maatskappye (k = 33) ingevul is. Die metingsinstrumente het item-ontleding ondergaan en korrelasie-analise deur middel van SPSS is gebruik om die hipoteses te toets. Die metingsinstrumente het hoë interne bestendigheid getoon. ’n Firm-vlak analise van die navorsingsdata het getoon dat DBB, DBU, en firmaprestasie het sterk en beduidend met mekaar gekorreleer, ter ondersteuning van die navorsingshipoteses. Die studie lewer drie hoofbydraes: eerstens, ‘n firmavlak DBB-raamwerk is ontwikkel wat spesifieke groeperings van diversiteitbestuurspraktyke omlyn wat na verwagting tot die verhoging van belangrike DBU’e en uiteindelik ook firmaprestasie behoort by te dra; tweedens, ‘n DBB metingsinstrument is ontwikkel en gevalideer wat, tesame met die DBB-raamwerk, praktiese gebruikswaarde vir diagnostiese en ontwikkelingsdoeleindes het; en, laastens, het die analises getoon dat DBB, DBU en firmaprestasie beduidend en sterk met mekaar korreleer, wat moontlik aandui dat diversiteitbestuur ‘n beduidende invloed op firmaprestasie het. As gevolg van die beperkte steekproefgrootte, behoort die resultate van hierdie studie gekruisvalideer te word in groter steekproewe. Die belowende resultate van hierdie studie skep egter ‘n agenda vir toekomstige bevestigende en verkennende studies oor die verband tussen diversiteitsbestuurspraktyke en firmaprestasie.

Use of competency models has exploded in recent years. Unfortunately, the empirical research to validate such systems is scarce. This study explores the relationship between Competency-based Performance Management Systems and sales performance to determine whether the use of these systems increases performance. Performance data from sales representatives in a medical products company were examined to determine changes in performance following the introduction of the Competency-based Performance Management System (N=64). Correlations with performance were obtained for each competency dimension to determine if any factors were highly correlated with performance and if state-factors were more positively correlated with performance than trait-factors (N=66). The study found no significant relationship between implementation of a Competency-based Performance Management System and sales performance. Also state-factors were not more positively correlated with sales performance than trait-factors.

D.Litt. et Phil. / Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, pre-operational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called Outcomes-Based Education (OBE). OBE aims to move away from the old ¡¥tabula rasa¡¦ education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget¡¦s theory of intellectual development. With the recent change in curriculum, this research investigated whether children in South Africa have attained concrete and formal operations as OBE purports to encourage. The research takes a closer look at children¡¦s cognitive abilities as assessed by Piaget¡¦s theory of development. With reference to South African education ¡§as part of the far-reaching political, social and economic changes, aimed at an egalitarian and healthy society, the new political dispensation has replaced the previous education policy with a constructivist, Outcomes Based Educational approach.¡¨ (Skuy et al, 1999, p. 3). This study was conducted on children from grades one through to grades five, at two primary schools. One of the schools implemented OBE „b 4 years ago (experimental group), whilst the other has not as yet implemented OBE (control group). The measuring instruments consisted of Piaget¡¦s cognitive tests for assessing the concrete and formal operational stages. Piaget¡¦s tests are designed to look for a particular type of understanding/reasoning that typifies a particular developmental stage (Bybee & Sund, 1982). The tests consisted of one-to-one interviews designed to evaluate concrete, transitional and formal operational patterns of thought. Due to the relatively small sample group (ten participants per group) and the fact that the data is ordinal, the analysis was carried out using non-parametric and descriptive statistics. Thus, the results of Piaget¡¦s tests were compared to OBE related marks and academic marks using Spearman¡¦s Correlation Coefficient for ranked data, in order to better understand the nature of the relationship between OBE and cognitive development. Since the data is categorical, i.e., categorised as concrete operational and formal operational, the results of each child in the OBE school were also compared to the results of each child in the non-OBE school using the Mann-Whitney-U test (Howell, 1995) in order to determine whether there is a difference between OBE-cognitive development and Non-OBE-cognitive development. The aim of this study was to establish whether O.B.E is indeed a better approach than other methods of teaching with reference to cognitive development. The conclusion that can be drawn from this study is that O.B.E is not necessarily a more superior system to that of other teaching systems, and that in fact, the more traditional methods of teaching may enhance cognitive development more than O.B.E. / Dr. Alban Burke

With the trend of the trade and economic internationalization, the multinational companies started to grow and the human resources got to move around the world. Recently, China is the most popular district, mainly because of the low labor cost and the growing demand of the market. In addition, the minor impact of the culture difference is one of the main reason for Taiwanese companies to choose China labor market. However, many factors shall be considered before transfer the man power to a new district, including the competency of the chosen candidate. Initially, to find the competency from the different positions is the most important. Secondary, the manager should choose the right candidates and provide them the appropriate training. As a result, the employees will complete the mission and achieve the target of the organization. In this thesis, the author found the four propositions as the following based on the related interview and analysis: Proposition 1: The expatriate employees are chosen based on their professional competency and personality, especially those with a high tolerance to multi-cultural societies. Proposition 2: To choose the suitable competency, the employees¡¦ performance will increase significantly. Proposition 3: After the industry is localized to a certain level, the necessary expatriated employees can be limited to senior managers and special skilled employees only. Proposition 4:The competency that is the personality characteristic have to be chosen. Others can be improved by training. High tolerance of multi-cultural surrounding is essential because professional skills and leadership can be promoted by training afterwards.

Abstract not available. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

Outcomes-Based Education (OBE) has been used successfully in many States in the United States of America, New Zealand and Denmark. Much of the information contained in the theoretical literature relates to America. In South Africa, OBE is incorporated in Curriculum 2005 - the new national curriculum for the twenty-first century. Curriculum 2005 proposes to be a major step forward in ensuring quality education for all people in South Africa. It aims to equip learners with the knowledge, competencies and orientations needed for success once learners leave school or complete their training. OBE shifts the focus from a content-based education to one that is based on outcomes achieved by learners. This research examines how the Foundation Phase educators, in the North Durban Region of KwaZulu-Natal, perceive the implementation of OBE and its implications for the entire school community. The study examines the advantages that OBE proposes and the related constraints. The researcher concludes that in its infancy in South Africa, OBE with all its uncertainty of change, is being implemented with various degrees of success. This research study aims to highlight that the major burden of fulfilling the promise of OBE falls on the shoulders of the OBE practitioners. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

Gymnasieskolans fem introduktionsprogram startade 2011 och ersatte det Individuella programmet. Introduktionsprogrammen erbjuds de elever som saknar formell behörighet att söka nationellt program på gymnasiet. Studiens syfte är att bidra med kunskap om vad lärare på Introduktionsprogrammet anser att de behöver för kompetens. Undersökningen har skett med hjälp av sju djupintervjuer med lärare som representerar såväl kärn- som karaktärsämnen på Introduktionsprogrammet. Studiens resultat, analyserat med hjälp av Per- Eric Ellströms (1992) modell för kompetens, visar att informanterna framhäver kognitiv kompetens, såsom ämneskunskaper, för att möta de olika förkunskaper som eleverna har i respektive ämne. Andra delar av kompetensbegreppet som har en framträdande roll genom intervjuerna är affektiva- och sociala kompetensfaktorer. Att bidra med kunskap om lärarnas upplevda behov av kompetens kan ge en specialpedagogisk inblick i behovet av fortbildning, utbildning och av handledning av lärarna på Introduktionsprogrammet. Dessutom kan studier av lärares upplevelser på Introduktionsprogrammet, ge en ökad förståelse för dessa elevers behov av särskilt stöd.

Thesis (PhDSoSc(Communic,InformatStud))--University of South Australia, 2002.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains xi, 155 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 146-152).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Dec. 15, 2008). PDF text: 212 p.. UMI publication number: AAT 3297748. Includes bibliographical references. Also available in microfilm and microfiche formats.