Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Despite workplace bullying becoming more prevalent today, limited focus has been placed on this phenomenon within the organisational research context. It is important to note that this particular field of study still seems to be fairly new. Preventative measures for workplace bullying have focused on organisations taking responsibility through revisiting organisational leadership and culture, implementing policies and programmes, one of which includes coaching interventions. The present study set out to state that through effective and well-directed coaching interventions, awareness regarding workplace bullying can be created on both an individual and organisational level. The main objective of the study was to explore what coaching interventions and techniques can be used in coaching to address workplace bullying in South Africa. This study, positioned in the interpretivist paradigm, explored the personal experiences of 13 qualified and registered business coaches with COMENSA in South Africa, regarding their understanding, experience and knowledge of coaching related to workplace bullying from the sample group, through qualitative data. The sample group participated in individual semi-structured interviews relaying their experiences by answering specific questions, formulated as guidelines to the study. The questions were grouped into four categories, in order to analyse the qualitative data by using the content analysis method. The study found that coaches are increasingly faced with the responsibility to coach individuals related to workplace bullying, that it is a definite problem in South African organisations, but that organisations are currently not addressing it. The sample group in general had an average understanding of the concept of workplace bullying. However, their experience in workplace bullying contributed to insight on a number of factors, not obtained from literature. This also included the identification of several approaches, techniques and tools, which have been used with great effectiveness, whether coaching bullies or individuals being bullied. The sample group also emphasised a number of critical areas that coaches need to be aware of, including the importance of coaching supervision, proper contracting with clients and the effect that workplace bullying have on the coach himself, to mention just a few. The study focused on discussing the findings of this study by analysing and comparing the specific results, with previous literature, research and studies. The literature mentioned a number of theoretical underpinnings that can be used in workplace bullying coaching, but the study found more value in the processes followed by the coaches regarding effective coaching interventions, combined with approaches, tools and techniques, which are indicated specifically in the study. It was also found that an effective workplace bullying coach should have a good knowledge of organisations, organisational culture and the dynamics in business. In relation to South Africa’s focus on workplace bullying, the study found that this is greatly lacking, and special attempts should be made to create awareness of the topic in South African organisations. Investigations are proposed to incorporate workplace bullying into the South African labour legislation and to establish a Workplace Bullying Body to quantitatively and qualitatively investigate and regulate workplace bullying in South Africa.

Divorce is a significant event in children's lives. The ability of school personnel to be helpful with children of divorce can be influenced by their attitudes and by other factors. This study described the attitudes towards divorce of elementary school personnel and examined the relationships among the personnel's attitudes, personality factors, and selected personal and professional variables. The sample was comprised of 212 elementary school personnel from a large metropolitan school district in Western Canada. Data were derived from subjects' responses to the Sixteen Personality Factor Scale and two instruments developed by the author to assess subjects' attitudes towards divorce and their personal and professional characteristics. Findings indicated that teachers perceive divorce as a socially acceptable phenomenon. They perceived that it is better for children to live in happy homes, divorced or intact, than in conflict-ridden intact homes, and that children of divorce benefit when their fathers are active in parenting. Nearly all respondents perceived the school as fulfilling an important role for children of divorce. Significant differences were found between high and low scoring groups on each attitudinal sub-scale when personality factors, personal variables, and professional variables were considered. The results of this study suggest that certain personal variables (age, marital status, religion, and years of teaching experience) were related to differences in attitudes. Most of the professional variables (perceptions of children's motivation and homework completion and perceptions of parents' concerns) accounted for differences in attitudes. Several personality factors (warmth, ego-strength, rebelliousness, self-sufficiency, and imagination for example) also were indicated to have particular relevance for the attitudes of elementary school personnel towards divorce.

This study assessed the importance of the first-line supervisor's knowledge of his subordinates' work. The impact of the supervisor's style of leadership served as a basis for comparatively evaluating the importance of the supervisor's knowledge. The criteria variables used were morale and productivity. Supervisors and subordinates representing routine and nonroutine work groups were tested. The routine group was represented by postal clerks and the nonroutine group by computer programmers. All subjects were chosen as a convenience sample and were U.S. Army personnel stationed in West Germany. Test results of seventy-eight subordinates and their supervisors were used in the analysis. The test to measure the job knowledge of postal workers was the only test which had to be specially prepared for this study. Internal consistency reliabilities indicated the test would be appropriate. Supervisors both ranked and rated their subordinates' productivity. Various other standard tests were used. The primary hypothesis of the study was that the first-line supervisor's knowledge of his subordinates' jobs has a greater impact on productivity and morale than the supervisor's leadership style. It was hypothesized that increases in the supervisor's knowledge would have favorable effects. Path analysis was employed as the method of evaluating the hypothesis. The layout of path diagrams reflect various other hypotheses of the researcher. The first path analysis model examined indicated additional variables should be considered. An expanded model indicated that knowledge is likely positively related to productivity though negatively related to morale. That portion of the hypothesis specifying that knowledge would have a greater impact than leadership style could not be justified by the analysis and interpretation of the diagrams. The participative style of leadership appeared to be more positively, causally related to productivity than the supervisor's knowledge.

published_or_final_version / Business / Doctoral / Doctor of Philosophy

published_or_final_version / Business Administration / Master / Master of Business Administration

published_or_final_version / abstract / Business / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy

In the changing higher education environment, universities increasingly engage in areas outside the traditional teaching and research missions. The new missions extends over a wide yet specialized areas, such as technological advancement, internationalization, entrepreneurship, and enhancement of teaching and learning. To effectively handle these areas, universities require specific talents that may not be found in conventional academic and administrative cadres. The transformation highlights blurred boundaries between academic and non-academic spheres of university. Situated in the University of Hong Kong (HKU), this paper explores how the university utilizes new professionals and administrative staff in new missions. Qualitative interviews with university staff reveal their profiles and perceptions in evolving organizational structures. By examining understudied subjects in Hong Kong, it discusses implications for a new organizational model to optimize various talents of university. Drawing upon emerging literatures of professional staff at university, analysis of sociocultural influence is a crucial element of this research. / published_or_final_version / Education / Master / Master of Education

This study involved the development and implementation of a model for providing structured on-the-job training (SOJT) in a healthcare foodservice operation. The model was developed to provide a structured method for conducting SOJT Events, the process when an incumbent employee trainer teaches another employee to perform his/her job. The model was composed of four components, each serving to support the Event. An SOJT Event Process established a series of steps to follow when conducting SOJT. A Training Manual and Training Checksheet were Support Documents used to assure the consistency of each Event and to document standard procedures. Trainers were prepared to conduct Events during the Trainer Preparation Workshop. Finally, the last component was the SOJT Event Performance Support System, a set of guidelines devised to create the support network necessary for Events to be carried out in the work setting. The model was implemented as each Trainer was scheduled to conduct two SOJT Events over a three month period. It was tested by measuring Trainee knowledge, performance and assessment of the SOJT Events. Other employees, who had been trained with unstructured training in the past served as control groups. Subjective observations of the applicability and acceptability of the model among employees were also noted. The model was successful in producing knowledge gains among Trainees. Trainees who were recipients of SOJT assigned higher assessment scores to SOJT than control group employees assigned to unstructured on-the job training. There was no difference in performance among employees trained using structured or unstructured on-the-job training. Employees that were directly involved in the SOJT Events were positive about supporting the model. Modifications for the model and the components are suggested. It was concluded that the model components that were developed and the use of a consultant with experience in training and instructional design are necessary for implementation of structured on-the-job training in foodservice operations. / Graduation date: 1992