Thesis (Ph.D. (Movement Science Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph.D. (Movement Science Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph.D. (Movement Science Education))--North-West University, Potchefstroom Campus, 2008.

Philosophiae Doctor - PhD / This thesis presents research on the emergence of sub-structure and sub-district pharmacists in Cape Town by considering their roles and related competencies, and the support required to establish them in these new positions. The research was carried out in partnership with Metro District Health Services (MDHS) and City Health. Both organisations provide services across the whole of the Cape Metro. The research took place as MDHS was dividing the Cape Town Metro District into four sub-structures, and the research is embedded in these unfolding developments. The four sub-structures were created to be closer in size to WHO health districts than the unmanageably large Metro District. Consequently, sub-structures and sub-structure pharmacists in this study should be considered equivalent to districts and district pharmacists in other settings. I used a participatory action research (PAR) approach to partner with pharmacists and managers in both organisations between 2008 and 2011. The partnership benefitted from the contextual and practice experiences of the health services stakeholders and my evolving research expertise. Including a broad stakeholder group was considered important for developing the shared learning and understanding that would translate into action and changen in the organisations. The flexible and emergent approach of PAR was considered suited to a complex health system in the midst of change. After an initiation stage, the research evolved into a series of five iterative cycles of action and reflection, each providing increasing understanding of the roles and related competencies of sub-structure and sub-district pharmacists, and their experiences as they transitioned into these new management positions in the two organisations. The research centered around two series of three interactive workshops I facilitated, attended by both pharmacists and managers, in which I contributed information from published literature and documentary reviews to the collaborative processes. Semi-structured interviews and focus groups were conducted at various stages during the research, to inform conceptualization and supplement workshops, and later on, during years three and four, to reflect on the experiences of substructure and sub-district pharmacists. The research identified five main roles each for sub-structure and sub-district pharmacists. Four of these roles are the same for each: Sub-structure (sub-district) management Planning, co-ordination and monitoring of pharmaceuticals, human resources, budget, infrastructure Information and advice Quality assurance and clinical governance But their fifth roles are different: Research, for sub-structure pharmacists. Dispensing at clinics for sub-district pharmacists. But although they look similar, there were substantial differences between sub-structure and sub-district pharmacist roles in the two organisations. Their roles were shaped by the differences in leadership and governance, as well as by the services provided by the two organisations. Sub-structure pharmacists were generally involved in strategic level management functions whilst sub-district pharmacists combined sub-district management activities with dispensing in clinics. Essentially the two cadres were working at different management and leadership levels, with sub-structure pharmacists working at middle management level and sub-district pharmacists straddling first level and middle management levels. Five competency clusters were identified for both cadres, each with several competencies. Professional pharmacy practice Health system/public health Management Leadership Personal, interpersonal and cognitive Whilst professional pharmacy practice competencies were particularly valued by substructure and sub-district managers, overall, sub-structure and sub-district pharmacists required generic management and leadership competencies. Along with the more technical management and leadership competencies, both organisations recognised the importance of viii „softer‟ competencies for pharmacists moving into these management positions. Again, although the competencies appear similar, there were differences between the roles, so that the different cadres required different competencies within these competency clusters. Transitioning into these new management positions was an emergent process, which entailed pharmacists changing form performing technical and clinical functions associated with professional pharmacy practice to co-ordinating pharmaceutical services across the substructure or sub-district. They moved from working in a pharmacy to being a member of a multi-professional team in a sub-structure or sub-district. Adjusting to these new management positions took time and was facilitated by several personal and organisational factors which varied in the two organisations. Managers and pharmacists mentioned the positive contribution of the PAR in assisting with this transition through the development of shared understanding of the DHS and the roles and functions of pharmacists working in these management positions. The research assisted with practical aspects including the development of new job descriptions. Several implications for developing competencies in sub-structure and sub-district pharmacists emerged during the research. Firstly, although competency frameworks for substructure and sub-district pharmacists are useful for selecting new staff, conducting performance appraisals and identifying learning needs, they need to be tailored for each setting. Secondly, a mixture of traditional training options, including academic qualifications and short courses, as well as innovative on-the-job support such as mentoring and coaching are required to support sub-structure and sub-district pharmacists, and other similar cadres in these positions.

P(p)ublic A(a)dministration is influenced by multiple factors, inclusive of complex policy issues, multi-faceted forms of accountability and hybrid governance models. Consequently, public administration organisations must strengthen their adaptive and complexity capacity to deal with environmental complexity through adopting a different leadership model that is characterised by distinct but complementary leadership functions. Complexity leadership theory (CLT) is thus adopted as an appropriate theoretical lens for the study due to its integrative, collective and relational approach to leadership, in spite of its limited application in the public administration context. Against this background, the purpose of the study is to apply CLT as the basis to determine the required leadership competencies that should underpin a complex adaptive system such as the Governance and Administration (G&A) Cluster of the South African government because of concerns regarding the unevenness or lack of appropriate leadership competencies, behaviours and skills to make the government cluster system effective. To address the purpose of the study and the underlying research problem, a mixed methods research approach was adopted to investigate the leadership competency implications of Public Administration reforms plus their links with intergovernmental relations developments, and the implications of the transition from leader-centric practices to collective and hybrid forms of leadership. An analysis of existing literature in these areas leads to the conclusion that the G&A Cluster, which is an intergovernmental relations structure, is an integral part of hybrid organisational arrangements whose effectiveness requires a different approach to leadership. The literature analysis further identifies a disjuncture between leader-centric practices and conceptions of leadership as a collective, collaborative and hybrid phenomenon. The disjuncture is attributed to the scarcity of leadership and competency-based management (CBM) literature to guide the development of complexity leadership practice, especially in inter-organisational arrangements, and reliance on theoretical analysis as the basis to propose competencies for complexity leadership. Thus, the study addresses the research question and simultaneously contributes towards knowledge and practice by providing an empirical lens to the dynamics of collective leadership in a government inter-organisational structure and advancing CBM through articulating seven adaptable principles and six competency clusters that inform the development of a meso level leadership competency framework for inter-organisational arrangements. The study is also contributing to the application of CLT in P(p)ublic A(a)dministration and improved understanding of CLT’s leadership functions by clarifying its competency dimensions. The study concludes with an outline of implications and recommendations for inter-organisational leadership competency development and practice as well as recommendations for further research. / Thesis (PhD (Public Administration and Management))--University of Pretoria, 2021. / University of Pretoria’s Faculty of Economic and Management Sciences (2019-20210) Office of the Public Service Commission (2021) / School of Public Management and Administration (SPMA) / PhD (Public Administration and Management) / Unrestricted

M. Tech. (Department of Business Administration, Faculty of Management Sciences), Vaal University of Technology. / The influence of measuring Broad Based Black Economic Empowerment (B-BBEE) is becoming a vital issue in organisations simply because it affects the organisation in different ways. Organisations seek ways to improve their B-BBEE status level in order to be conducive when conducting business and they believe that B-BBEE is necessary. The B-BBEE verification agencies are responsible for carrying out a factual, thorough evaluation of a measured entity’s B-BBEE status and, based on the result, for determining a B-BBEE score. The overall aim of conducting verification is to give confidence to all parties that rely upon the score set out in the verification certificate that the information on which the certificate is based has been tested for validity and accuracy. The study provided more information on how verification agencies can improve their competencies and how this affects the Department of Trade and Industry and the verification agencies. The study focused on educating the verification agencies and the Department of Trade and Industry about the importance and processes of developing a competency framework. Its purpose was to develop a competency framework for verification agencies. A survey consisted of about 300 verification practitioners employed by 80 verification agencies. Data was collected using the consensus sampling technique. All of these practitioners constituted a ‘universe’ or ‘population’ and 87 respondents were utilised. The Social Package for the Social Sciences (SPSS) and AMOS software packages were used for descriptive and factor analysis. Finally, the findings for the study are highlighted and the conclusions, implications and recommendations drawn.

Durant les dernières années, le rôle et les responsabilités des infirmières gestionnaires de proximité (IGP) en soins infirmiers, soit les infirmières-chefs (IC) d’unité ainsi que les assistantes infirmières-chefs (AIC), ont changé suite aux réformes du système de santé ainsi qu’à l’augmentation des besoins de la population québécoise et la complexité de ces derniers. Malgré ces nombreux changements et les défis relatifs à l’occupation du rôle stratégique d’une IGP dans le système actuel, il n’existe aucune directive claire sur les compétences que devraient posséder les IGP. Or, des compétences spécifiques aux IGP devraient être identifiées et regroupées dans un référentiel de compétences pour les IGP afin que ces dernières puissent procéder à leur autoévaluation et assurer leur développement professionnel. Actuellement, bien qu’il existe un référentiel de compétences pour les infirmières soignantes (Boyer et al. 2020), un outil équivalent pour les IGP n’existe pas. Seulement des guides de standards de pratique semblent disponibles pour structurer et encadrer la pratique des IGP qui ont pourtant un rôle déterminant à jouer dans la mobilisation des équipes de soins à atteindre leurs objectifs de qualité et de sécurité de soins. Pour cette recherche, la définition de compétence de Tardif (2006) sera utilisée tout comme le cadre de référence de la mobilisation présenté par Tremblay et Simard (2005). Le but de ce projet était d’identifier, par une étude Delphi, les compétences de gestion nécessaires aux IGP pour exercer leur rôle de manière optimale. Pour ce faire, les données ont été collectées à l’aide de questions en ligne auprès de 13 IC et AIC de diverses unités d’un centre hospitalier universitaire de Montréal. Les résultats de cette recherche permettent donc de proposer des compétences à considérer pour le développement d’un éventuel référentiel de compétences en gestion de proximité. Le référentiel pourrait être un outil pertinent sur la clarification du rôle des IGP et permettrait de définir les connaissances et les compétences nécessaires à l’exercice optimal de ce rôle. / In the last few years, the responsibilities of the nurse managers, including chief nurses and assistant chief nurses, have changed following the reform of the health care system and the increased needs of the population requiring more complex care. Yet, despite those changes and the many challenges the nurse managers are facing, there is no clear agreement on which competencies are important for a nurse manager to display in order to be able to guide their team. However, the essential competencies required for nurse manager should be regroup in a competency framework, so they can self-evaluate and ensure their professional development. Indeed, it’s possible to find a competency framework for register nurses (Boyer et al. 2020), but there is no such thing for the nurse’s manager. It seems like it’s only possible to find some guidelines to structure and regulate the practice of nurse manager, who nevertheless have a crucial role in guiding their team to achieve their goals of offering security and quality care to the people. In this research, the definition of competency by Tardif (2006) and the framework of Tremblay and Simard (2005) on mobilization of teams were used. The aim of this study was to identify the competencies of management required by nurse’s managers in order to mobilise their team. The data were collected with online questions using the Delphi method answered by 13 nurses’ managers from a university hospital center in Montréal. The results of this research will therefore provide possible avenues of competencies for a possible competency framework for management. The competency framework could be a relevant tool for clarifying the role and defining the knowledge and skills necessary for the exercise of an optimal role of nurse manager.

Purpose: This study investigates the extent to which aspirant CA(SA)s perceive how the academic programme is, and should be, developing relational and decision-making (RDM) skills. There has been extensive criticism that these skills are insufficiently developed in accounting students, an unfortunate reality which, consequently, hinders their expected performance during the SAICA training programme. Research method: A questionnaire was distributed to 103 aspirant CA(SA)s (of which 44 responded) working at one of the largest audit firms globally and currently in their 1st to 3rd year of the SAICA training programme. The questionnaire consisted of three main questions focusing on the respondents' perception of the academic programme. Findings: The majority of the respondents perceive that almost all of the RDM skills are developed to an intermediate or advanced level during the academic programme. However, respondents also perceive that the academic programme should place greater focus on developing certain RDM skills, such as relationship-building; professional scepticism and teamwork, to an advanced level, to maximise performance during the training programme. Lastly, the case study method, a teaching method by academics, resulted in the highest response rate for assisting in developing RDM skills. Originality and value: The study is the first to research RDM skills development, as defined within the new SAICA Competency Framework, during the South African academic programme. Furthermore, the findings of this study could assist SAICA in identifying RDM skills development shortcomings and whether the academic or training programme providers should bear more responsibility for developing certain skills.

Les référentiels de compétences et la formation professionnelle des enseignants sont devenus des sujets qui suscitent beaucoup d’intérêt de la part de plusieurs chercheurs en éducation, dont Paquay (1994), Perrenoud (2001) et Berchoud (2007). La présente étude est une recherche-développement qui se donne pour objectif principal de concevoir et d’élaborer un référentiel de compétences pour les futurs enseignants de français langue étrangère (FLE). Pour y parvenir, notre démarche générale consistait à partir de l’analyse des référentiels de formation des enseignants ainsi que des standards de performance que nous pouvions déjà trouver partout dans le monde. Cette analyse nous a amenée à repérer les points communs et, par la suite, à les synthétiser pour trouver les éléments pertinents qui pourraient nous inspirer pour une première ébauche de notre référentiel. Ainsi, nous avons dressé une liste des domaines de performance nécessaires à la formation des futurs enseignants que nous avons repérés dans les écrits. Pour enrichir cette liste, nous avons mené des consultations auprès de quelques experts en Égypte où le français est enseigné comme deuxième langue étrangère dans les écoles publiques. Et, à l’aide de trois outils de recherche, les entrevues individuelles, le focus-group et le questionnaire, nous avons pu développer et valider des standards de performance pertinents à chacun des domaines identifiés ainsi que des indicateurs pour chaque standard. L’analyse statistique des données recueillies nous a permis d’en faire une description globale, de confirmer des points de convergence de façon significative, et aussi de repérer des éléments sujets à discussion. Ainsi, nous sommes parvenue à élaborer un référentiel qui comprend trois composantes principales : les domaines de performance, les standards et les indicateurs. Ce référentiel contient vingt standards de performance essentiels à la formation des futurs enseignants de FLE. Les standards sont regroupés sous six catégories appelées domaines : compétence linguistique, communication, processus d’enseignement, gestion de classe, évaluation et professionnalité. Le référentiel comprend aussi soixante-trois indicateurs reliés aux standards retenus. Le résultat de notre recherche est donc ce référentiel de compétences destiné aux futurs enseignants de FLE et dont les éléments ont été validés en Égypte. Nous croyons que cet outil servira, d’une part, de cadre de référence pour les professeurs des facultés d’éducation surtout lors du choix de contenu de leurs cours et, d’autre part, comme un guide pour les futurs enseignants qui leur permettra de s’autoévaluer et de se situer par rapport aux différents standards de performance identifiés dans ce référentiel. / Competency frameworks and professional education of teachers have become subjects of great interest among educational researchers (Paquay, 1994 ; Perrenoud, 2001 & Berchoud, 2007). This study is a Research & Development research that has as main objective to design and develop a competency framework for the future teachers of French as foreign language (FFL). To achieve this objective, our general approach was primarily based on the analysis of teacher education competency frameworks and performance standards that existed across the world. This analysis has led to identify the common points and subsequently, find the relevant elements that could inspire us in the development of a first draft of our competency framework. Thus, we have compiled a list containing the key performance domains for the education of the future teachers that we have identified based in our review of literature. To develop this list, we have consulted some experts in Egypt where French is taught as a second foreign language in public schools. By means of three research tools, interviews, focus-group and questionnaire, we have developed and validated the performance standards relevant to each of these domains as well as some indicators for each identified standard. The statistical analysis of data collected have allowed us to make an overall description of this data to confirm points of convergence significantly and also to identify some items subject of discussion. Hence, we could develop our competency framework that includes three main components: performance domains, standards and indicators. This framework consists of twenty performance standards that are essential for the education of future teachers of FFL. These standards are grouped under six categories called domains: language competence, communication, teaching process, classroom management, assessment and professionalism. The framework includes also sixty-three indicators related to the defined standards. Thus, the result of our research is this competency framework designed for the future teachers of FFL that its components have been validated in Egypt. We believe that this tool will be used, on the one hand, as a reference for the professors in faculties of Education helping them in the selection of the course content ; on the other hand, it will be used as guide for the future teachers enabling them to self-assess in reference with the defined performance standards.

Introduction : L’approche par compétences est maintenant bien ancrée dans l’enseignement au niveau de la formation médicale postdoctorale. Dans ce contexte, un système de sélection également axé sur les compétences pourrait être avantageux. L’objectif principal de ce projet était de concevoir un TJS ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine interne (MI) et en médecine familiale (MF). Méthodologie : Des entrevues d’incidents critiques ont été réalisées auprès de résidents juniors en MI ou en MF afin de générer les items du TJS. Trois leaders de l’approche par compétences ont révisé le contenu du test. Les items ont été analysés pour identifier la compétence principale du rôle CanMEDS de collaborateur, le contexte ainsi que les membres de l’équipe interprofessionnelle représentés dans les vignettes. La clé de correction a été déterminée par un panel composé de 11 experts. Cinq méthodes de notation ont été comparées. Résultats : Sept entrevues ont été réalisées. Après révision, 33 items ont été conservés dans le TJS. Les compétences clés du rôle CanMEDS de collaborateur, les contextes et les divers membres de l’équipe interprofessionnelle étaient bien distribués au travers des items. La moyenne des scores des experts variait entre 43,4 et 75,6 % en fonction des différentes méthodes de notation. Le coefficient de corrélation de Pearson entre les cinq méthodes de notation variait entre 0,80 et 0,98. Conclusion : Ce projet démontre la possibilité de concevoir un TJS utilisant le cadre CanMEDS comme trame de fond pour l’élaboration de son contenu. Ce test, couplé à une approche globale de sélection basée sur les compétences, pourrait éventuellement améliorer le pouvoir prédictif du processus de sélection au niveau de la formation médicale postdoctorale. / Background: Competency-based training is well integrated into postgraduate medical education. A competency-based selection system would also be desirable. Primary objective: To develop a situational judgment test (SJT) targeting the CanMEDS Collaborator Role for the admission process in internal medicine (IM) and family medicine (FM) postgraduate training programs. Methods: Interviews using the critical incident technique were conducted with IM and FM residents in order to create items for the SJT. Three experts revised the content of the items. CanMEDS Collaborator Role key competencies, context and type of team members involved were analysed for each item. Answer key was determined by a panel of experts composed of 11 IM and FM physicians using a rate response format. Five absolute and partial credit scoring methods were compared. Results: Seven interviews were completed. After revision, 33 items were kept in the SJT. CanMEDS Collaborator Role key competencies, contexts and team members involved were well distributed over the items. Mean experts’ scores ranged from 43.4% to 75.6% with the different scoring methods. Pearson’s correlation coefficients between the five scoring methods ranged between 0.80-0.98. Conclusion: SJT targeting CanMEDS Framework Roles can help integrate competency-based selection into the postgraduate medical education admission process.