The purpose of the study was to explore a needs assessment method for suggesting target-based training interventions for managing conflict between the resource user/interest groups in Oregon's riparian zones. An instrument was developed and then validated by an expert panel. The questionnaire addressed three potential conflict management factors: multiple-use orientation, abundance philosophy, and conflict management styles. The instrument was distributed to members of the Oregon Water Improvement Coalition (OWIC) and to samples of its members' constituencies. Responses from the environmental, business, and professional groups were then compared to the OWIC responses as well as to each other's. Usable information was provided by 95% of the subjects (n=19) from OWIC and 55% of the subjects (n=158) from the constituencies. The OWIC and environmental group members were relatively less multiple resource use oriented than business and professional groups. The OWIC group was relatively more abundance philosophy oriented than professional and business groups. The professional and business groups in turn were significantly different than the environmentalist members. Both OWIC and professional groups were relatively more solution oriented than business and environmentalist under the riparian zones' resource use conflict situation. The instrument appeared to be sufficiently reliable and valid for its purpose. Future research should employ an interdisciplinary approach for improving the instrument by adding questions on facilitating communication between and among the interest groups. The utility of gathering information on the nonconfrontation and control conflict management styles and philosophy of land management factors deserves further study. / Graduation date: 1994

published_or_final_version / Business Administration / Master / Master of Business Administration

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.

by Tso Sek-kwong, Tony. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1991. / Bibliography: p. 91-93. / ABSTRACT --- p.i / TABLE OF CONTENT --- p.ii / PREFACE --- p.iii / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 2. --- PURPOSE OF THE STUDY --- p.2 / Chapter 3. --- REVIEW ON INTERUNIT ISSUES --- p.3 / Chapter 3.1 --- DEPARTMENTATION --- p.3 / Chapter 3.2 --- INTERDEPENDENCE --- p.4 / Chapter 3.2.1 --- Types of Interdependence --- p.4 / Chapter 3.2.2 --- Measures of Interdependence --- p.6 / Chapter 3.3 --- COORDINATION AND CONFLICTS --- p.7 / Chapter 3.3.1 --- Reasons of Conflicts --- p.8 / Chapter 3.3.1.1 --- Goal interdependence --- p.8 / Chapter 3.3.1.2 --- Task interdependence --- p.9 / Chapter 3.3.1.3 --- Resources interdependence --- p.9 / Chapter 3.3.1.4 --- Awareness of interdependence --- p.9 / Chapter 3.3.1.5 --- Perception of interdependence --- p.10 / Chapter 3.3.1.6 --- Asymmetric power relationships --- p.10 / Chapter 3.3.2 --- Resolution of Conflicts --- p.11 / Chapter 3.3.2.1 --- Rules and programs --- p.11 / Chapter 3.3.2.2 --- Formal control --- p.11 / Chapter 3.3.2.3 --- Reduction of resources interdependence --- p.12 / Chapter 3.3.2.4 --- Communication --- p.12 / Chapter 3.3.2.5 --- Spatial-physical strategies --- p.12 / Chapter 3.3.2.6 --- Clarification of roles and responsibilities --- p.13 / Chapter 3.3.2.7 --- Modification of rewards and job designs --- p.13 / Chapter 3.3.2.8 --- Conflict-resolution styles --- p.13 / Chapter 3.3.2.9 --- Socialization and training --- p.14 / Chapter 3.3.2.10 --- Intermediates --- p.14 / Chapter 3.4 --- CONSEQUENCES OF CONFLICTS --- p.15 / Chapter 4. --- METHODOLOGY --- p.17 / Chapter 4.1 --- METHODS OF SURVEY AND ANALYSIS --- p.17 / Chapter 4.1 --- LIMITATIONS IN THE METHODOLOGY --- p.19 / Chapter 5. --- ORGANIZATION SETTING --- p.22 / Chapter 6. --- ANALYSIS OF THE AGGREGATE RESULTS --- p.26 / Chapter 6.1 --- DOMAIN UNCERTAINTY --- p.26 / Chapter 6.2 --- DEPARTMENTATION --- p.30 / Chapter 6.3 --- JOB RESPONSIBILITIES AND INTERDEPENDENCE --- p.31 / Chapter 6.3.1 --- Job Responsibilities of the Departments --- p.32 / Chapter 6.3.2 --- Type and Extent of Interdependence --- p.34 / Chapter 6.4 --- INTERDEPARTMENTAL PROBLEMS AND CONFLICTS --- p.38 / Chapter 6.4.1 --- Types of Problems and Conflicts --- p.38 / Chapter 6.4.2 --- Seriousness of Issues --- p.41 / Chapter 6.5 --- COORDINATION AND CONFLICT RESOLUTION --- p.44 / Chapter 6.6 --- OUTCOME OF THE INTERDEPARTMENTAL RELATIONSHIPS --- p.49 / Chapter 7. --- CONCLUSION AND RECOMMENDATION --- p.52 / Chapter 7.1 --- RECOMMENDATIONS FOR THE MARKETING DEPARTMENT --- p.53 / Chapter 7.2 --- RECOMMENDATIONS FOR THE ENGINEERED SYSTEMS DEPARTMENT --- p.56 / Chapter 7.3 --- RECOMMENDATIONS FOR THE SALES DEPARTMENTS --- p.57 / Chapter 8. --- DISCUSSION OF THE STUDY --- p.60 / APPENDIX 1 --- p.65 / APPENDIX 2 --- p.89 / APPENDIX 3 --- p.90 / BIBLIOGRAPHY --- p.91