Summaries in Afrikaans and English / Die tradisionele benadering tot bestuur het die Suid-Afrikaanse korrektiewe sisteem sedert sy ontstaan gedomineer. Die vraag wat ontstaan, is of daar enige praktiese, werkbare altematiewe is, veral omdat die huidige strategiese ingesteldheid, argitektuur en menslike hulpbronne onder verdenking is. Hierdie navorsing bevestig die vermoede dat 'n nuwe benadering tot strategie, struktuur, kultuur, bestuursfilosofie, werkspraktyke en mense te voorskyn kom en dat dit alleenlik gemobiliseer kan word deur organisasievernuwing. 'n Penologiese sisteem wat 'n deelnemende bestuursbenadering aanvaar, sal as 'n wereldleier geklassifiseer word. / The traditional approach to management has dominated the South African correctional system since its conception. The question arises whether there are any practical workable alternatives, especially as the present strategic intent, architecture and human resources are under suspicion. This research confirms the supposition that a new approach to strategy, structure, culture, management philosophy, work methods and people is emerging and that this approach can be enabled only by organisational renewal. A penological system that adopts a participative management approach would be classified as a world leader. / Penology / M.A. (Penology)

Bibliography / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed? The study found that employers in Namibia considered employability skills such as teamwork, time management, a positive attitude, problem solving, planning, and coping with multiple tasks as the most important skills they required from vocational training centre graduates. Employers further indicated that employability skills could be developed at family/home settings as well as at school and vocational training centres and suggested that employability skills education be introduced from level 1 during the first year of training. It was also found that portfolios, observation and practical assessment were credible approaches for assessing employability skills and that this should be done in real-life contexts. Based on the conclusions arrived at in the study, it is recommended that a policy framework for employability skills be developed and implemented in the Namibian vocational education and training system. Specific recommendations are made regarding the following aspects: the type of employability skills; whose responsibility it is to develop these skills; at which level of training the development of employability skills should be implemented; how they could best be learned and how the learning of employability skills could be assessed. / AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede wat in die werkplek benodig word, beskik nie, soos aangedui deur Namibiese werknemers. Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer, en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en .. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede: kommunikasie, inligtingstegnologie, syfervaardigheid, samewerking met ander persone, probleemoplossing en die verbetering van eie leer en prestasie. Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig. Data is ingesamel deur literatuuroorsig te doen oor indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede? iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word? Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums ontwikkel kan word. Hulle het voorgestel dat opleiding in indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en praktiese assessering geloofwaardige benadering tot die assessering van indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike lewe gedoen behoort te word. Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede, wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot indiensneembaarheidsvaardighede geassesseer kan word.

The primary purpose of this research was to investigate the extent to which rural schools understand and perceive the concept of participative management. The concept of participative management has been viewed as an ideal style of leadership and management for school development purposes. In South Africa’s case, it is an educational policy which is expected to reign in all school management bodies. Many theorists envisaged participative management as enhancing active involvement of relevant stakeholders and it has been advocated by many scholars who believe it is the best leadership style in implementing democratic values to education, particularly South African rural education, which is still in a transitional stage. As an interpretive orientated study, this research had an interest in understanding the research participants’ subjective experiences as well as their general perception of participative management. As case-study-driven research, it sought to investigate their understanding of the concept in their natural setting. This included various meanings they aligned with and attached to participative management, their attitudes, their interpretations and feelings towards it. The study employed a focus group data gathering technique in collecting data. The findings of this study suggest that participative management has been embraced by rural school management to a certain extent. There are potentially positive aspects that have been brought by participative management to the school, namely, shared vision, common goals, shared decision-making and general involvement of relevant stakeholders. However, the study has depicted a lack of ethical values on the side of some stakeholders and this hinders the smooth implementation of participative management. The study has also revealed that there are challenges facing rural schools in terms of parental involvement in school governance. Challenges such as lack of commitment to the school, illiteracy among adults and communication breakdown between the school and its parents are still rife in rural schools. Besides these challenges, the blood of participative management is flowing steadily in the veins of the rural school communities.

Employee engagement has been conceived as one of the “hottest topics in management” (De Cieri, Holmes, Abbott, & Pettit, 2002; Saks, 2006). Therefore, the need to further understand factors that enhance the level of employee engagement is of utmost importance if organisations are to successfully increase their competitive edge. The purpose of the present study was to develop a model of personality traits and work-life balance as determinants of employee engagement among employees in the various industries in South Africa. In particular, the present study investigated relationships between personality traits adapted by Martins (2000) which include five robust factors: agreeableness, extraversion, conscientiousness, resourcefulness and emotional stability and work-life balance as measured by the Survey Work-home Interaction/NijmeGen (SWING) which consists of four dimensions, namely, negative work-home interaction, positive work-home interaction negative home-work interaction and positive home-work interaction. The study utilised Schaufeli’s (2002) Utrecth Work Engagement Scale (UWES) which consists of three interrelated dimensions: vigour, dedication and absorption. A quantitative cross-sectional survey was followed and the data was collected from a population of 1 063 working adults through a Web-based survey. The results revealed significant relationships between the variables. Specifically, the results revealed that positive work-home interaction and positive home-work interaction appeared to be stronger correlated to engagement than the five dimensions of personality traits. For instance, a Pearson correlation analysis revealed that positive work-home interaction (r = .33) and positive home-work interaction (r = .30) had the highest correlation with employee engagement. In the same vein, the canonical correlation analysis revealed that positive work-home interaction, positive home-work interaction, agreeableness, conscientiousness and emotional stability exhibited the highest correlation with the canonical employee engagement construct variate. The results of the structural equation modelling further confirmed that the interaction of three personality traits, namely, agreeableness, conscientiousness and emotional stability and two of the work-life balance constructs, which are positive work-home interaction and positive home-work interaction, significantly and positively predicted employee engagement. The outcomes can be useful in informing employee engagement strategies, particularly in the recruitment, selection and retaining of highly skilful talents. Specifically, the study provided practical recommendations for employee engagement practices, based on the literature review and empirical results. This study highlighted the manner in which the personality traits and work-life balance variables impacted on employee engagement behavior. / Industrial and Organisational Psychology / D. Litt. et. Phil. (Industrial and Organisational Psychology)

The purpose of this study was to explore and describe Kenya Power employees’ perceptions of their adoption and implementation of online internal communication tools as a means of creating and managing long lasting relationships among all employees in the organisation. The theoretical point of departure for this study was framed within online internal communication and relationship management while principles of e-government were also considered. A single case study design was adopted for the study which combined both quantitative and qualitative data collection techniques while data was triangulated using an online self-administered questionnaire, focus group moderator’s guide and an interview schedule. The results guided by the theoretical criteria indicate that the implementation of online internal communication tools was done at Kenya Power without considering the internal stakeholders’ needs and preferences. The consequence is that employees have developed negative perceptions about internal online communication resulting in low adoption for relationship management activities. The findings of this study could be useful for other public sector organisations in that it will help them to positively change employees’ perceptions as well as enhance the implementation and adoption of internal online communication tools for the purposes of relationship building which could result in better internal communication and public sector services. / Communication Science / M.A. (Communication)

Summaries in Afrikaans and English / Die tradisionele benadering tot bestuur het die Suid-Afrikaanse korrektiewe sisteem sedert sy ontstaan gedomineer. Die vraag wat ontstaan, is of daar enige praktiese, werkbare altematiewe is, veral omdat die huidige strategiese ingesteldheid, argitektuur en menslike hulpbronne onder verdenking is. Hierdie navorsing bevestig die vermoede dat 'n nuwe benadering tot strategie, struktuur, kultuur, bestuursfilosofie, werkspraktyke en mense te voorskyn kom en dat dit alleenlik gemobiliseer kan word deur organisasievernuwing. 'n Penologiese sisteem wat 'n deelnemende bestuursbenadering aanvaar, sal as 'n wereldleier geklassifiseer word. / The traditional approach to management has dominated the South African correctional system since its conception. The question arises whether there are any practical workable alternatives, especially as the present strategic intent, architecture and human resources are under suspicion. This research confirms the supposition that a new approach to strategy, structure, culture, management philosophy, work methods and people is emerging and that this approach can be enabled only by organisational renewal. A penological system that adopts a participative management approach would be classified as a world leader. / Penology / M.A. (Penology)

From Integrative Summary: This research paper comprises of three sections that include: an evaluation report, a literature review and the research methodology. The first section assesses the management of resistance to change as encountered during the ELIDZ structural re-alignment initiative. The assessment was done after the change initiative had been implemented to see what could be learnt from the exercise, in order to be better prepared for future change programmes. The implemented change was initiated by the CEO of the ELIDZ but its criticality in terms of purpose, or the need for the change was unclear to many employees at the time of initiation. An examination of the literature on change management highlighted the importance of managing resistance to change as part of a change initiative, so as to ensure a successful transition. The review of the literature on management of resistance to change in section 2 of this paper examines the definition of management of resistance to change and in particular, covers key factors like change readiness, participation in change and change communication. These key concepts underpin effective management of resistance during change. The literature on management of resistance to change with respect to the role of change readiness, participation in change and change communication was used to develop a questionnaire that was used to assess the ELIDZ change initiative. The questionnaire was developed in a Likert Scale format with questions across the spectrum of change readiness, change participation and change communication. Section 3 of this paper describes how the quantitative research was provided to the population sample of employees from the ELIDZ where the questions on change readiness, change participation and change communication was used to assess the effectiveness of management of resistance to change during the ELIDZ change initiative. In addition section 3 provides an explanation of how the results of the research were derived. The results on change readiness suggest that the ELIDZ change initiative did not address change readiness adequately. There is therefore a risk of resistance to change that could manifest. This also indicates that change readiness must be planned more thoroughly in future change endeavours. Most of the population sampled did not feel that they participated in the change initiative, suggesting that the ELIDZ did not address participation in the change initiative adequately. Not enabling employees to actively participate in the change is tantamount to decreasing the potential for acceptance of change and increasing the risk of resistance to change. In order to ensure that future change initiatives are not met with employee resistance to change, the ELIDZ should plan for employee participation throughout the change process. The extent to which change communication was addressed in the ELIDZ change initiative was demonstrated by very poor results. The results from the population sampled suggest that the change was not well communicated to employees. As change communication is known to reduce the potential for resistance to change, it is imperative for the ELIDZ to plan for comprehensive communication strategies to cover the change process for future change action.

Kring grundskolemedarbetares delaktighet förbättringsarbete är forskningslandskapet tunt, speciellt beträffande studier där forskningsförfarande som förutsättningslöst tillåter multivetenskapliga fynd, praktiserats. För att fylla det gapet har Grundad Teori använts med intervjuer, fokusgruppsintervjuer och observationer för att uppnå studiens syfte, som var att förutsättningslöst, ur ett medarbetarperspektiv, bidra med ny teoribildning kring medarbetares delaktighet i förbättringsarbete inom grundskola. Mer specifikt innebar det att undersöka vilka faktorer som påverkar grundskolepersonals delaktighet i sin verksamhets förbättringsarbete. Det innefattade även att undersöka eventuella samband mellan dessa faktorer, samt hur de eventuella sambanden påverkar grundskolepersonals delaktighet i sin verksamhets förbättringsarbete. Resultatet visade att förutsättningar behöver tillgodoses för att öka sannolikheten för att medarbetare ska vara delaktiga i förbättringsarbete. Även ledarskapsstilen har betydande påverkan. Emellertid kan medarbetare utveckla både negativa och positiva attityder gentemot förändring om förutsättningarna saknas, till viss del beroende på deras personlighetsdrag, vilka även avgör deras behov samt hur de bör matchas med kollegor. Därför behöver ledare beakta personlighetsdrag både beträffande behov och sammansättning av arbetsgrupper. Vidare har fenomenet samverkan, enligt resultatet, en betydande positiv effekt på grundskolemedarbetares delaktighet i förbättringsarbete. Genom dessa fynd kan studien tillskriva etablerad teoribildning och tidigare forskning relevans även inom domänen grundskola / Regarding compulsory school staff’s participation in their school’s improvement activity, the area of research is thin, especially regarding research approaches which allows unconditional multidisciplinary findings. To fill this gap this study has been using Grounded Theory, with interviews, focus group interviews and observations, to achieve the purpose of this study, which was to, with an unconditionally approach, provide a new theory from an employee perspective, of employee’s participation in improvement activity, within compulsory school. More specific, this meant investigating the factors that influence compulsory schools staff participation in their work of improvement. It also included examining possible correlations between these factors, as well as how these possible correlations affect compulsory school staff's participation in their improvement activities.   The findings showed that prerequisites need to be met to improve the probability of employees participating in work of improvement. The kind of leadership practiced also have great impact. However, employees can develop both negative and positive attitudes towards change if the prerequisites are not met, in part depending of their personality traits, which also determine their needs as well as how they need to be matched up with co-workers. Leaders therefore need to take personality traits into consideration regarding both needs of the employees and team composition. Furthermore, the phenomenon of teamwork has, as the result shows, a greatly positive impact on compulsory school staff’s participation in improvement activities. With these findings this study recognizes established theories and previous research, as valid even within the domain of compulsory school. / <p>2020-06-26</p>

Includes bibliographical references: leaves 255-277 / Self-leadership has emerged as a leadership style that can be utilised to achieve successful performance for the individual and the organisation, prompting the question: What can be done to facilitate self-leadership within nurse educators in nursing education institutions? The purpose of this exploratory, descriptive sequential mixed-methods study was to understand the self-leadership within nurse educators in order to develop guidelines that could facilitate their self-leadership. The integrative literature review, qualitative and quantitative data were integrated and used to develop and validate guidelines that could facilitate self-leadership in nurse educators. Phase 1 (subphase 1) consisted of an integrative literature review that explored and described the concept of self-leadership in nurse educators. In Phase 1 (subphase 2), semi-structured focus group interviews were conducted with purposively selected nurse educators from three sampling units, namely a private nursing school, nursing college and university-based nursing departments in two of the nine provinces in South Africa to explore the nurse educators’ perception of their self-leadership, and how self-leadership could be facilitated in a nursing education institution. Phase 2 of the study entailed developing a structured questionnaire based on the findings of Phase 1. In Phase 2, quantitative data were collected from nurse educators appointed at the remaining nursing education institutions in the two provinces which were not selected for the qualitative phase of the study. This phase was aimed at determining and describing the nurse educators’ (n=265) perceptions on their self-leadership practices in a nursing education institution, using a selfadministered questionnaire. For the integrative literature review, the method of data analysis as outlined by Miles and Huberman was used (Whittemore & Knafl 2005:550– 552). The qualitative data were analysed according to Tesch’s protocol of data analysis. The themes that emerged were perceptions of self-leadership in nurse educators; engagement in self-leadership activities; motivational factors in self-leadership; and facilitation of self-leadership in nurse educators. The quantitative data were analysed using descriptive statistical methods (SPSS version 25). The participants gave their perceptions on 11 composite constructs. Nurse educators agreed the most on natural reward, intrinsic motivation, role modelling and shared leadership but agreed less with management support and positive self-talk. To establish rigour, the researcher utilised diverse empirical and theoretical sources as data sources, and applied strategies to ensure trustworthiness and performed validity and reliability tests. The findings of both Phase 1 and 2 were integrated to develop and validate guidelines to facilitate the self-leadership in nurse educators. Twelve guidelines were developed and were validated by field experts. The guidelines propose recommendations for nurse educators and the management of the nursing education institution, as well as other associated stakeholders such as SANC and government. / Health Studies / D. Litt. et Phil. (Health Studies)

Indiana University-Purdue University Indianapolis (IUPUI) / Safety researchers have devoted extensive attention to safety performance behaviors. However, current safety performance models have yet to differentiate between safety citizenship behaviors directed towards the organization and those directed towards individuals. This might be a potential oversight, considering that citizenship behaviors targeted at different beneficiaries might be associated with different antecedents. As such, the purpose of the present study was to develop and validate a new safety performance scale. Items from existing measures formed the item pool and those tapping into the proposed dimensions were selected. Next, items were pilot tested using an online panel of 333 employees from various safety-related industries. A 4-factor structure emerged after exploratory factor analysis and the scale was further refined using reliability analysis and item response theory analysis. Finally, confirmatory factor analysis was conducted to replicate the factor structure using data from 137 employees. Theoretically related variables were correlated with the safety performance dimensions to establish the nomological network. Results supported the 4-factor structure of the new safety performance scale and construct validation hypotheses were largely supported. Implications, study limitations, and directions for future research are discussed.