Despite the fact that charitable organizations are critical to society and the economy, there has been little research on ethical leadership and its impact on employee performance. Because of the different provisions that exist in a nonprofit firm, it is s tated that nonprofit leadership varies from those of forprofit organizations. "How does ethical leadership influence employee performance in nonprofit organizations?" is the thesis research topic. We interviewed the leaders of four distinct nonprofit or ganizations in four different countries, as well as four employees from each organization, to acquire a deeper understanding of their perspectives on the subject we researched. A qualitative study was conducted with the abductive research approach in mind, with semistructured interviews being employed to produce the best research results. This study could be classified as credible with a high degree of validity after a thorough assessment of the research methodology, ethical issues, research quality, and of their important features of the research. The results have shown that the ethical leadership styles we found at the nonprofit organization that we have investigated had supportive and open communication relationship behavior and middle to low task behavior. The leaders work closely together with their employees with high trust. We have also pointed out the formal and informal leadership between leaders and employees and some differences between volunteers and payable participants. The result has thus contributed to increased knowledge in theoretical and empirical aspects where there has been perceived to be a lack of sufficient information and knowledge regarding the current aspects of ethical leadership and its influence on employee performance in nonprofit organizations.

Thesis (MBA.) -- University of Limpopo, 2022 / The purpose of this study was to investigate the effects of training and development on employee performance at Mamelodi Clinics, Gauteng Province. This study was guided by the following objectives. To determine the perceived effect of training and development courses on skills development of professional nurses in the Mamelodi clinics, Gauteng Province. To explore the perceived effect of training and development courses on the performance of professional nurses in the Mamelodi clinics, Gauteng Province. To examine which of the attended short courses are more effective in improving the skills of professional nurses. To find out which short courses, according to the professional nurses in the study, were found to be ineffective and unnecessary. The study was of importance to future researchers and academicians as it added new insight into the existing information with regards to employee training and development. It also provided the department of health, both nationally and provincially with an understanding of successes and challenges inherent to training and development and their corresponding effect on employee performance. As a result, this had a contribution towards how training and development are carried out within the organisation. A qualitative research design was deployed in this study to allow investigation of the possible relationship between training and development as well as to establish a comparison between the two. The study population was 45 staff of Mamelodi Clinics which were approved for this study. The data was collected through a questionnaire. Percentages, means, cross-tabulation were used as means of data analysis. The findings were presented using tables and figures. In terms of training and development, the study was able to show that all Mamelodi Clinics under department of health Gauteng Province, has a range of training programmes for different staff of their clinics, and are of high quality standard and very effective. As a result, employee skills, overall performance of staff, and general competence of the employee has sharply increased due to training and development v methods and strategies put in place by department of health, both provincially and nationally. The study showed that in terms of employee performance and motivation, training and development programmes help in increasing employee motivation and thus performance. Employees are thus able to successfully be aligned with the goals, aims and missions of the clinics and the department of health, as well as the Batho Pele principles. The study concludes that training and development have positive effects on employees. The study was able to find that within the clinics, employees are given adequate chance to engage in training and development courses. The study concludes further that more training and development programmes should be undertaken. The study recommends that there should be regularly assessments on employees and their subsequent need for further training and development courses in order to increase employee satisfaction and performance.

Advances in transportation and communication have resulted in the ease of migration of people across transnational borders and the internationalisation of business organisations. These events have brought about changing workforce demographics, intense global competition, and the quest for talents across the world. These trends have made workforce diversity inevitable for transnational companies (TNCs). TNCs operating in Nigeria face a peculiar problem as there are two layers of ethnic diversity created by the country’s enormous diversity. The task of managing the layers of diversity is complicated by the weak legal and institutional provisions for the management of diversity in public and private firms. Also, there is a general lack of awareness about diversity and inclusion (D&I) in Nigeria; hence, the field has received scant attention from academics and practitioners. This study explored the D&I policies and strategies adopted by selected subsidiaries of TNCs in Nigeria and describes ethnic minority employee perception of D&I policies and the effects these policies have on performance at the individual and team levels. To achieve these objectives, it aims to provide answers to two research questions: “What are the organisational policies and strategies that enhance diversity and the inclusion of ethnic minority employees in TNCs; and how do D&I policies and strategies impact the performance of individuals and groups within the organisation?” The study adopted the exploratory mixed-methods design to collect qualitative and quantitative data for analysis. The qualitative data included the primary and secondary sources; and involved semi-structured interviews with six senior managers in four subsidiaries of TNCs and documentary analysis. While the quantitative data involved a survey of 133 employees across the four participating companies. The reflexive thematic analysis method was used to analyse the qualitative data, leading to the generation of themes; while the quantitative data were analysed using the descriptive statistical technique. Findings reveal the presence of varying degrees of D&I initiatives among the participating organisations, ranging from well-articulated and established programmes in one company to medium range policies in two companies, and no initiatives in one company. Findings also suggest a high level of inclusion of ethnic minority employees at the group or team level and a low inclusion at the top management level. Also, participants generally report a positive perception of the relationship between workforce D&I and performance at both the individual and team level. Some of the variables used to indicate inclusion are access to information, participation in group activities, membership of informal networks, participation in decision-making and participation in meeting with supervisor and senior management. Similarly, some of the performance variables include creativity, innovation, timely completion of tasks and quality of work output. Finally, the findings from the study contributed to filling the gap in the literature as well as empirically highlighting the D&I policies operational in TNCs in Nigeria. The study recommends that diversity policy-makers pay attention to the additional layer of diversity while developing global policies for a more inclusive organisational environment. This study has provided valuable insights into the policies and practices as well as employee perception of diversity in light of the dearth of studies from the Nigerian context. Despite some inherent limitations, it serves as a starting point that could ignite the interest of other researchers and practitioners in the fields of diversity. / Tertiary Education Trust Fund (TETFund)

In this manuscript I examine outcomes associated with social networks in organizations. Specifically, I consider how two characteristics of social networks (i.e., centrality, tie strength) can affect the performance and satisfaction of employees at work. Then, I explore the role that perceptions of fit (i.e., person-group fit, person-organization) may play in mediating the relationship between social network characteristics and (a) employee performance and (b) job satisfaction. Moreover, I investigate boundary conditions of the aforementioned mediated relationships (i.e., social network characteristics - fit perceptions - employee performance; social network characteristics - fit perceptions - job satisfaction). First, I consider how individual differences (i.e., racioethnicity, sex) generate employee dissimilarity that likely moderates the relationship between structural network characteristics and perceived fit in the mediated relationships proposed. Second, I examine an organizational variable (i.e., perceived diversity climate) as a first and second stage moderator of the aforementioned mediated relationships. Overall, it is necessary to investigate the relationships proposed in the model, because studying social networks helps us to understand why employees interact with certain individuals (or not with others) and how organizational outcomes are affected by employees' choices regarding their social networks. / Business Administration/Human Resource Management

Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014

Since the inception of the National Skills Development Framework for Employees in Public Education in 2006, every organisation has its own WSP to offer skills development training to employees. This study aims to analyse the implementation challenges of the capacity building programme/s at head office of the Gauteng Department of Education. These programmes, including internships, workplace skills plan and short courses were explored from the circumstantial status at the national level (general) and will focus on the Gauteng Department of Education (specific context). In this context, the study sets out to explore the following specific problem exploring that there are challenges in the effective implementation of capacity-building programmes for job-related skills development of employees at Gauteng Department of Education at managerial levels. In the search for answers to the research problem, a hypothesis was formulated, and various primary and secondary sources were utilised. The findings from the literature review and empirical research undertaken in this study indicate that there are significant challenges to overcome in the effective implementation of capacity-building programmes. The study offers relevant recommendations to improve the challenges. / MA (Public Management and Administration), North-West University, Vaal Triangle Campus, 2014

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é o distúrbio neuropsiquiátrico mais comum da infância e está entre os mais prevalentes entre escolares. O TDAH é uma condição genético neurológica, muitas vezes manifestada cedo na vida do portador, porém somente no início da escolaridade os sintomas tornam-se perceptíveis, podendo apresentar, em sua história acadêmica, o fracasso escolar, determinado por alterações na entrada da informação. Tanto o processo diagnóstico quanto o tratamento do TDAH são complexos, não só pelo caráter dimensional dos sintomas de desatenção e/ou hiperatividade, mas também pela alta frequência de comorbidades apresentadas pelos pacientes. O tratamento dos sintomas de TDAH pode melhorar a habilidade de priorizar estímulos relevantes, a memória operacional (de trabalho), o armazenamento e a recuperação do material aprendido. Atualmente, já é possível a aplicação de procedimentos de avaliação que possibilitam aos pesquisadores a verificação do uso de habilidades do processamento fonológico, como a Consciência Fonológica, a Memória de Trabalho e a Nomeação Rápida em populações de leitores proficientes ou com alterações no processo de aprendizagem na leitura. O processamento fonológico refere-se à informação fonológica recebida auditivamente, que está diretamente relacionada ao desenvolvimento da linguagem oral e da linguagem escrita em um sistema de escrita alfabética. Tendo em vista a complexidade da aprendizagem e os crescentes problemas educacionais brasileiros, percebe-se a importância deste estudo. Por meio da aplicação de instrumentos eficazes, capaz de abranger as várias habilidades envolvidas na aquisição e desenvolvimento da leitura e escrita, esteestudo busca auxiliar a avaliação e direcionar intervenções para essa população. O objetivo do presente estudo foi comparar o desempenho da leitura e escrita, assim como também os aspectos subjacentes ao desenvolvimento da leitura e escrita em escolares com TDAH e escolares com desenvolvimento típico. Participaram deste estudo 30 escolares de ambos os sexos, sendo 15 com diagnóstico de TDAH (Grupo Experimental) e 15 escolares com desenvolvimento típico (Grupo Controle), pareadas quanto ao gênero, idade cronológica, escolaridade, tipo de escola (pública ou particular). Os escolares de ambos os grupos foram submetidos à avaliação da leitura, escrita e processamento fonológico, mais especificamente a Consciência Fonológica, Acesso ao Léxico e Memória de Trabalho. Para análise estatística foram utilizados Testes t de Student e Teste não-paramétrico Mann Whitney, adotando-se o nível de significância de 5% (0,05). Os resultados evidenciaram significância na avaliação da leitura, escrita e processamento fonológico. Foi possível observar que os escolares com TDAH apresentaram um desempenho inferior nas habilidades de leitura e escrita e nos aspectos subjacentes a essas habilidades quando comparadas a crianças com desenvolvimento típico. / The Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder of childhood and among the most prevalent among students. The ADHD is a genetic neurological condition often manifested early in life of patients, but only in early schooling symptoms become noticeable, and may present in their academic record, school failure, determined by changes in input information. Both the process diagnosis and treatment of ADHD are complex, not only by the dimensional chacacter of the symptoms of inattention and/ or hyperactivity, but also by the high frequency of comorbidities presented by patients. The treatment of ADHD symptoms may improve the ability to prioritize relevant stimuli, working memory, the storage and retrieval of learned material. Currently, it is possible to apply assessment procedures that enable researchers to check the use of phonological processing skills such as phonological awareness, the working memory and rapid naming of proficient readers in populations or changes in the learning process in reading. The phonological processing refers to phonological auditory information received which is directly related to the development of oral and written language in an alphabetic writing system. Given the complexity of learning and growing Brazilian education problems, realizes the importance of this study. Throught the application of effective tools, able to cover the various skills involved in the acquisition and development of reading and writing, this study seeks to help assess and guide interventions for this population. The aim of this study was to compare the performance of reading and writing, as well as aspects underlying the development of reading and writing in children with ADHD and children with typical development. The study included 30 student of both sexes, 15 with ADHD (experimental group) and 15 students with typical development (control group), matched for gender, chronological age, education, type of scholl (public or private). The students of both groups were assessed for reading, writing and phonological processing, specifically phonological awareness, rapid naming and working memory. For statistical tests were used t Student test and nonparametric Mann- Whitney test, adopting a significance level of 5% (0,05). The results showed significance in the assessment of reading, writing and phonological processing. Is was observed that students with ADHD underperformed in the skills of reading and writing aspects underlying these skills when compared to students with typical development.

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é o distúrbio neuropsiquiátrico mais comum da infância e está entre os mais prevalentes entre escolares. O TDAH é uma condição genético neurológica, muitas vezes manifestada cedo na vida do portador, porém somente no início da escolaridade os sintomas tornam-se perceptíveis, podendo apresentar, em sua história acadêmica, o fracasso escolar, determinado por alterações na entrada da informação. Tanto o processo diagnóstico quanto o tratamento do TDAH são complexos, não só pelo caráter dimensional dos sintomas de desatenção e/ou hiperatividade, mas também pela alta frequência de comorbidades apresentadas pelos pacientes. O tratamento dos sintomas de TDAH pode melhorar a habilidade de priorizar estímulos relevantes, a memória operacional (de trabalho), o armazenamento e a recuperação do material aprendido. Atualmente, já é possível a aplicação de procedimentos de avaliação que possibilitam aos pesquisadores a verificação do uso de habilidades do processamento fonológico, como a Consciência Fonológica, a Memória de Trabalho e a Nomeação Rápida em populações de leitores proficientes ou com alterações no processo de aprendizagem na leitura. O processamento fonológico refere-se à informação fonológica recebida auditivamente, que está diretamente relacionada ao desenvolvimento da linguagem oral e da linguagem escrita em um sistema de escrita alfabética. Tendo em vista a complexidade da aprendizagem e os crescentes problemas educacionais brasileiros, percebe-se a importância deste estudo. Por meio da aplicação de instrumentos eficazes, capaz de abranger as várias habilidades envolvidas na aquisição e desenvolvimento da leitura e escrita, esteestudo busca auxiliar a avaliação e direcionar intervenções para essa população. O objetivo do presente estudo foi comparar o desempenho da leitura e escrita, assim como também os aspectos subjacentes ao desenvolvimento da leitura e escrita em escolares com TDAH e escolares com desenvolvimento típico. Participaram deste estudo 30 escolares de ambos os sexos, sendo 15 com diagnóstico de TDAH (Grupo Experimental) e 15 escolares com desenvolvimento típico (Grupo Controle), pareadas quanto ao gênero, idade cronológica, escolaridade, tipo de escola (pública ou particular). Os escolares de ambos os grupos foram submetidos à avaliação da leitura, escrita e processamento fonológico, mais especificamente a Consciência Fonológica, Acesso ao Léxico e Memória de Trabalho. Para análise estatística foram utilizados Testes t de Student e Teste não-paramétrico Mann Whitney, adotando-se o nível de significância de 5% (0,05). Os resultados evidenciaram significância na avaliação da leitura, escrita e processamento fonológico. Foi possível observar que os escolares com TDAH apresentaram um desempenho inferior nas habilidades de leitura e escrita e nos aspectos subjacentes a essas habilidades quando comparadas a crianças com desenvolvimento típico. / The Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder of childhood and among the most prevalent among students. The ADHD is a genetic neurological condition often manifested early in life of patients, but only in early schooling symptoms become noticeable, and may present in their academic record, school failure, determined by changes in input information. Both the process diagnosis and treatment of ADHD are complex, not only by the dimensional chacacter of the symptoms of inattention and/ or hyperactivity, but also by the high frequency of comorbidities presented by patients. The treatment of ADHD symptoms may improve the ability to prioritize relevant stimuli, working memory, the storage and retrieval of learned material. Currently, it is possible to apply assessment procedures that enable researchers to check the use of phonological processing skills such as phonological awareness, the working memory and rapid naming of proficient readers in populations or changes in the learning process in reading. The phonological processing refers to phonological auditory information received which is directly related to the development of oral and written language in an alphabetic writing system. Given the complexity of learning and growing Brazilian education problems, realizes the importance of this study. Throught the application of effective tools, able to cover the various skills involved in the acquisition and development of reading and writing, this study seeks to help assess and guide interventions for this population. The aim of this study was to compare the performance of reading and writing, as well as aspects underlying the development of reading and writing in children with ADHD and children with typical development. The study included 30 student of both sexes, 15 with ADHD (experimental group) and 15 students with typical development (control group), matched for gender, chronological age, education, type of scholl (public or private). The students of both groups were assessed for reading, writing and phonological processing, specifically phonological awareness, rapid naming and working memory. For statistical tests were used t Student test and nonparametric Mann- Whitney test, adopting a significance level of 5% (0,05). The results showed significance in the assessment of reading, writing and phonological processing. Is was observed that students with ADHD underperformed in the skills of reading and writing aspects underlying these skills when compared to students with typical development.

The survival of the small business industry is important to the United Sates workforce and economy. The purpose of this multiple case study was to explore leadership strategies of 2 small business managers in a manufacturing setting who had a demonstrable record of improving employee performance to meet organizational goals. The conceptual framework for this study was Burns and Bass's transformational leadership theory. The small business managers were from 2 small manufacturing plants in the coastal plains region of South Carolina. Data were collected from semistructured interviews, archival documents, and observations of the managers during their daily activities. Data analysis included identifying relevant themes using the comparison method. Data were compared at each phase of the data collection process, revealing themes of following a vision, self-efficacy, self-determination, and need fulfillment. Findings suggest that other small business managers in similar contexts may improve employee performance using the transformational leadership approach, especially when employee encouragement, managerial experience, and adaptation are present. Small business managers and owners can benefit from the study results by using these findings to improve employee performance.

A gap exists in scholarship on how transformational leadership inspires healthcare workers in the eastern United States, which is important as healthcare costs are approximately 20% of the United States gross domestic product and rising. Improved healthcare performance may contribute to cost containment or even cost reductions. The purpose of this phenomenological study was to explore and describe the lived experiences of employees working for a transformational leader in a healthcare facility in the eastern United States. The conceptual framework was Bass's transformational leadership theory and von Bertalanffy's general systems theory. The overreaching research question asked how transformational leadership affected employees' perceived work performance and job satisfaction in a healthcare organization in the eastern United States. Twenty employees from a healthcare facility participated in the study. Data were collected via face-to-face and Skype interviews and were analyzed by hand using open- and axial-coding techniques, then validated by member checking. Study results showed that transformational leadership might help meet follower's psychological needs for autonomy, competence, and relatedness in this eastern United States healthcare facility. This study may help raise social awareness of the importance of transformational leadership and compel more organizations in healthcare and other industries to apply transformational leadership, thereby contributing to the prosperity of the organization, their employees, their families, communities, and the local economy through cost containment of products and services.