The goal of my thesis is to compare the impact of two developmental methods (role playing and discussion about a video specially recorded for the developmental activity). In theoretical part I introduce employee development area from a psychological point of view and I describe psychological concepts in the background of concrete skills as leadership, self-management, communication and influencing. I strive for deeper understanding of ways we use to absorb these skills and understanding of possibilities to be used to enhance employees' development whether we mean the concrete developmental methods or training and development process management as a whole. This knowledge is applicable in training and development, which is an area, where my research is conducted. In empirical part I made two researches. In qualitative research I was identifying target group developmental needs to be able to set relevant developmental goals and chose developmental methods corresponding with actual needs of employees which is an important premise of influencing behaviour. In the main research part I conducted quasi-experiment where I compare the target group score before and after the developmental intervention. I compared statistically significant differences between scores in experimental groups and in control group....

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

This investigation was concerned with the problem that the staff development needs of child-care personnel in juvenile detention facilities in the State of Texas have not been identified and described. The study utilizes the Delphi technique in determining juvenile detention administrators' perceptions of the skills/knowledge required to be a competent detention child-care worker. The assumption was made that detention administrators can supply relevant input to study.

The Civil Air Navigation Services Organisation, the International Federation of Air Traffic Control Associations, the International Air Transport Association and the Civil Air Navigation Services Organisation agree that professionals in the Air Navigation Services Provider Sector require successful organisational leadership to facilitate and manage transformation within the highly regulated Air Navigation Services Provider Sector. Detailed organisational leadership requirements and associated leadership training and development needs are, however, not specified by the Civil Air Navigation Services Organisation. An opportunity therefore existed to investigate leadership traits and behaviours within a specific context. This research project is contextualised within a safety-conscious, highly regulated and technology-driven industry (the South African Aviation Industry), a safety-critical sector (Air Navigation Services) and specifically the Air Traffic and Navigation Services Company. It was found that little academic research has been done to address the role of followers in the leadership process and to determine what followers expect and require from their leaders. The research problem statement, in response to this research necessity, is: “How can follower experiences and expectations of leadership behaviours in a safety-critical commercial environment be collected, analysed, understood, structured and utilised to aid leadership development?” An ethnographic research case study approach allowed the researcher to investigate the multifarious phenomena that constitute the current views (experiences and expectations) held by followers with regard to leadership behaviour qualities. A mixed methods approach was followed. Data collection was facilitated by means of individual interviews, focus group interviews, field notes and a structured questionnaire. Qualitative data were inductively analysed to identify the recurring patterns and common themes and quantitative data were deductively analysed to assess the nature of existing conditions and relevance. Data and method triangulation was implemented to determine whether multiple sources of data agreed, and to obtain better, cross-checked insights. Findings from this research study provided academic, industry, process and methodology insights into views held by followers regarding leadership and followership constructs. Definitions and perspectives held and reported by followers regarding leaders and leadership, characteristics of preferred and undesired leadership styles, relational and emotional bonds between followers and their leaders acknowledged the presence, value and influence of follower mental models. In this case followers contextualised leadership roles and responsibilities and suggested a transformational leadership style as a desired state. Findings also emphasised a need to appreciate the importance of the social exchange and social contingency theories of leadership in order to create a better understanding of leadership by emphasising the importance of context when studying leaders and leadership from a follower perspective. Obtained follower insights resulted in a structured leadership training and development needs analysis process framed within the specific context. Future research efforts in this regard may be aimed at determining the necessity to educate followers to critically appreciate and evaluate leadership performance and creating a better understanding of how followers’ mental models internally represent complex, dynamic systems and how these representations change over time. / Business Management / DBL

The Civil Air Navigation Services Organisation, the International Federation of Air Traffic Control Associations, the International Air Transport Association and the Civil Air Navigation Services Organisation agree that professionals in the Air Navigation Services Provider Sector require successful organisational leadership to facilitate and manage transformation within the highly regulated Air Navigation Services Provider Sector. Detailed organisational leadership requirements and associated leadership training and development needs are, however, not specified by the Civil Air Navigation Services Organisation. An opportunity therefore existed to investigate leadership traits and behaviours within a specific context. This research project is contextualised within a safety-conscious, highly regulated and technology-driven industry (the South African Aviation Industry), a safety-critical sector (Air Navigation Services) and specifically the Air Traffic and Navigation Services Company. It was found that little academic research has been done to address the role of followers in the leadership process and to determine what followers expect and require from their leaders. The research problem statement, in response to this research necessity, is: “How can follower experiences and expectations of leadership behaviours in a safety-critical commercial environment be collected, analysed, understood, structured and utilised to aid leadership development?” An ethnographic research case study approach allowed the researcher to investigate the multifarious phenomena that constitute the current views (experiences and expectations) held by followers with regard to leadership behaviour qualities. A mixed methods approach was followed. Data collection was facilitated by means of individual interviews, focus group interviews, field notes and a structured questionnaire. Qualitative data were inductively analysed to identify the recurring patterns and common themes and quantitative data were deductively analysed to assess the nature of existing conditions and relevance. Data and method triangulation was implemented to determine whether multiple sources of data agreed, and to obtain better, cross-checked insights. Findings from this research study provided academic, industry, process and methodology insights into views held by followers regarding leadership and followership constructs. Definitions and perspectives held and reported by followers regarding leaders and leadership, characteristics of preferred and undesired leadership styles, relational and emotional bonds between followers and their leaders acknowledged the presence, value and influence of follower mental models. In this case followers contextualised leadership roles and responsibilities and suggested a transformational leadership style as a desired state. Findings also emphasised a need to appreciate the importance of the social exchange and social contingency theories of leadership in order to create a better understanding of leadership by emphasising the importance of context when studying leaders and leadership from a follower perspective. Obtained follower insights resulted in a structured leadership training and development needs analysis process framed within the specific context. Future research efforts in this regard may be aimed at determining the necessity to educate followers to critically appreciate and evaluate leadership performance and creating a better understanding of how followers’ mental models internally represent complex, dynamic systems and how these representations change over time. / Business Management / DBL

The TVET colleges in South Africa contribute to the social and economic development of the country. It is for this reason that TVET colleges are expected to provide quality teaching and learning, but this core business of the colleges has been hampered by a lack of professional development or irrelevant professional development of lecturers. The study aims to investigate the relevance of professional development offered at a selected TVET college in the Free-State province and the improvement thereof. The study employed a qualitative research design involving 22 participants. The participants comprised of two executive managers, two campus managers, four heads of department, six senior lecturers and eight lecturers. The participants were purposively selected using purposive sampling. Face-to-face semistructured interviews were conducted to collect data from managers and two focus group interviews were employed to collect data from lecturers. The findings of the study revealed that there is a need for relevant professional development of lecturers at the selected TVET college. The most important recommendation with the potential to change the situation at the studied college is that the planning, organising, leading and control of professional development need to be done more professionally. If managers utilise management functions (planning, organising, leading and control) properly to manage lecturer’s professional development, lecturers will be in a better position to provide quality teaching. Other relevant recommendations are also provided. / Educational Management and Leadership / M. Ed. (Education Management)