Thesis (MBA (Business Management))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: "Treat people as if they were what they ought to be, and you help them to become what they are capable of being" - Goethe as quoted in Melum (2002). The science of leadership is an area that changes over time as organisations and individuals change, grow and develop. The more complex the nature of leadership, the more difficult and challenging the identification of leadership potential and the subsequent development of leaders. The global environment further places its own demands on leadership requirements and the development of global competencies. Powerful and sophisticated talent management strategies and performance management initiatives have become extremely important in the competitive global talent market. To effectively integrate talent management into organisational strategy, line managers should embrace a talent mindset. Talent management should follow organisational values and should furthermore be supported by the desire of individuals in the organisation to embrace such values. In order to effectively execute talent management, organisations should clearly define their leadership requirements and the roles in which they require leadership accountability. The difference between managers and leaders should be clear in terms of the organisation's requirements and organisations must ensure that the basic conditions for leadership, according to Jaques & Clement (1991 : 47) are in place: • "A person must have the necessary competence to carry the role, including strongly valuing it. • A person must be free from any severely debilitating psychological characteristics that interfere with interpersonal characteristics. • Organisational conditions - structure and leadership practices - must be requisite. • Each person must be encouraged to use his own natural style". The most critical requirement for effective leadership is that the person who executes the leadership should value giving the leadership. Leadership, or talent development should aim at developing the leadership skills defined by the organisation. This development takes time and dedication. In order to ensure that the time and dedication spent on talent development is rewarded, the identification of such talent should be very well executed. Various definitions of talent exist and a number of factors, i.e. skills, knowledge, cognitive ability, potential, value systems and work preferences are considered in defining talent. Previous performance, future potential and individual aspiration should also be considered. Talent is mostly made up of a combination of abilities, individual motivation and opportunities offered. The definition of talent management is also very complex and is indicative of how the organisation sees talent management. Talent is normally managed and developed through talent pools and an alignment between competency models, performance objectives and people characteristics is used to fill talent pools. Effective and disciplined talent reviews should take place regularly to determine the progress made and whether individuals should still be included in the talent pool or not. The influences in the organisational environment calls for the understanding of human capability to manage complexity and knowledge of work levels in order to effectively execute talent pool management. Leadership development programmes should include the challenges and context of leadership, as well as the development of individual characteristics. A company cannot grow leaders unless an accurate development target is identified. The selection of this development target should be effective and only a few programmes could be identified that effectively support the identification of talent. Most companies use the competency approach, which has significant advantages, but also a number of disadvantages. These models are discussed in the research report. Talent management however does not terminate with the mere identification of potential and the intent to develop identified individuals. Leadership development places its own demands on organisations and the number of interventions that are required to effectively develop leadership talent. The efforts and resources awarded to talent development should however enhance organisational performance and the fact that organisations choose to ignore or discard the need for talent management could have detrimental effects on their sustainability. / AFRIKAANSE OPSOMMING: "Treat people as if they were what they ought to be, and you help them to become what they are capable of being" - Goethe as quoted in Melum (2002). Die wetenskap van leierskap is 'n veld wat gedurig verander soos organisasies en individue verander, groei en ontwikkel. Hoe meer kompleks die aard van die leierskap, hoe moeiliker en meer uitdagend is die identifisering van leierskapspotensiaal en die gevolglike ontwikkeling daarvan. Die internasionale omgewing plaas verdere eise op leierskapsbehoeftes en die ontwikkeling van globale bevoegdhede. Kragtige en gesofistikeerde talentbestuursstrategieë en prestasiebestuurinisiatiewe het uiters belangrik geraak in die kompeterende internasionale omgewing. Lynbestuur moet 'n talentbestuursingesteldheid ontwikkel ten einde talentbestuur effektief in organisasie-strategie te integreer. Talentbestuur moet noodwendig die waardes van die organisasie ondersteun en volg en moet ondersteun word deur die begeerte van individue in die organisasie om die waardes uit te leef. Ten einde talentbestuur effektief uit te voer, moet organisasies hulle leierskapsvereistes en die rolle waarin hulle leierskapsaanspreeklikheid vereis duidelik definieer. Die verskil tussen bestuurders en leiers moet ook duidelik wees met betrekking tot die organisasievereistes en daar moet verseker word dat die basiese vereistes vir leierskap soos geidentifiseer deur Jaques en Clement (1991 : 47) in plek is: • Persoon moet die nodige bevoegdhede hê om die rol op te neem en dit ook dienooreenkomstig waardeer. • 'n Persoon moet nie enige ernstige verswakkende sielkundige eienskappe hê wat indruis teen interpersoonlike eienskappe nie. • Organisatoriese toestande - struktuur en leierskapspraktyke - moet in plek wees. • Elke persoon moet aangemoedig word om sy eie natuurlike styl toe te pas". Die mees kritieke vereiste vir effektiewe leierskap is dat die persoon wat dit uitoefen, 'n waardering daarvoor moet hê. Leierskaps- of talentontwikkeling moet gemik wees op die ontwikkeling van leiereienskappe soos gedefinieer deur die organisasie. Diesulke ontwikkeling neem tyd en toewyding. Ten einde te verseker dat die tyd en toewyding wat aan leierskapsontwikkeling spandeer word die toepaslike opbrengs lewer, moet die identifisering van diesulke talent baie goed uitgevoer word. Verskeie definisies van talent bestaan en 'n aantal faktore soos vaardighede, kennis, kognitiewe vermoëns, potensiaal, waardestelsels en werksvoorkeure moet oorweeg word in die identifisering van talent. Vorige prestasie, toekomstige potensiaal en individuele aspirasies moet ook in ag geneem word. Talent bestaan hoofsaaklik uit 'n kombinasie van vaardighede, individuele motivering en geleenthede. Die definisie van talentbestuur is ook baie kompleks en is 'n aanduiding van hoe talentbestuur deur die organisasie beskou word. Talent word normaalweg bestuur en ontwikkel deur talentmassas en 'n groepering van bekwaamheidsmodelle, prestasiedoelwitte en menslike eienskappe word gebruik om diesulke talentmassas saam te stel. Effektiewe en gedissiplineerde talentoorsigte moet gereeld plaasvind om die vordering te monitor en te bepaal of individue steeds ingesluit moet word in die talent-massa , al dan nie. Die invloede van die organisatoriese omgewing vra ook vir 'n goeie begrip van menslike aanleg om kompleksiteit te hanteer en 'n kennis van die vlakke van werk ten einde effektiewe talentbestuur daar te stel. Leierskapsontwikkelings-programme moet die uitdagings en konteks van leierskap, sowel as die ontwikkeling van individuele eienskappe insluit. 'n Organisasie kan nie leiers ontwikkel alvorens 'n spesifieke ontwikkelingsdoelwit geidentifiseer is nie. Die keuse van hierdie ontwikkelingsdoelwit moet effektief wees en slegs 'n paar programme kon geidentifiseer word wat die identifisering van talent effektief ondersteun. Meeste organisasies gebruik die bevoegdheidsbenadering, wat verskeie voordele, maar ook aansienlike nadele het. Hierdie programme en modelle word in die navorsingsverslag bespreek. Talentbestuur eindig egter nie met die identifikasie van potensiaal en die voorneme om geidentifiseerde individue te ontwikkel nie. Leierskapsontwikkeling plaas sy eie vereistes en druk op organisasies en die aantal intervensies wat vereis word om leierskap effektief te ontwikkel. Die moeite en hulpbronne wat aan talentontwikkeling toegesê word, behoort organisasie-prestasie te verbeter en die feit dat organisasies kies om die nodigheid van talentbestuur te ontken kan 'n nadelige uitwerking op toekomstige volhoubaarheid het.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Giving regular performance feedback for improvement and indicating good performance is essential for individuals to function optimally in the work environment. Managers often avoid the task of giving feedback, especially negative feedback. This avoidant behaviour is manifested in different ways, including delegating the task of giving feedback, suppressing the information which managers believe is negative, avoiding giving feedback or not giving feedback at all. This study was aimed at answering the following questions: What are the factors contributing to the phenomenon of managers’ reluctance to give feedback? What are the factors contributing to the discomfort managers experience when faced with the task of giving feedback? Can coaching, as a development tool, contribute to enhancing managerial skills for executing the task of giving feedback? A qualitative study, using a case study approach, was conducted to determine the experiences, feelings and perceptions of managers when having to engage in giving feedback. The study design comprised individual coaching for participants, followed by semi-structured interviews to evaluate the learnings, changed perceptions and feelings and giving feedback, following the coaching process. The findings provided an in-depth understanding of the managers’ experiences and the contributory factors influencing the manner in which the task of giving feedback was executed. Recommendations were made on how coaching as a development tool can be utilized to enhance managerial skills for the task of giving feedback. Recommendations were made for future studies relating to managers having to engage in giving feedback.

Psychological constructs may have significant influence on police leadership. The purpose of this study is to explore the relationship between, Emotional Intelligence, Self-Efficacy and Leadership Effectiveness within a policing context. Leadership within the policing environment in particular the South African context has raised contentious issues over the past decade. This research adopted a quantitative study and the sample was made up of 107 police personnel in commanding positions. The measuring instruments used were the Assessing Emotions Scale, Self-Efficacy Scale and Multifactor Leadership Questionnaire. The results of this research study confirm a positive relationship between Emotional Intelligence and Self-Efficacy and Leadership Effectiveness. The insights gained from the findings may be used to guide selection of future leaders within the policing environment and may also be used to establish future developmental programmes and research initiatives. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

The purpose of this study was to examine the effects of managerial experience on the relationships between assertiveness, trait anxiety, and internality, and on each of these constructs individually. Hypotheses were as follows: a) managers would be more assertive, internal, and less trait anxious than business students; b) males would be more assertive than females when students, not managers; and c) assertiveness and internality would relate positively to each other and negatively to trait anxiety. Subjects consisted of 30 managers and 53 business students. The first and third hypotheses were confirmed, although the assertiveness differences were not significant. Reasons for the observed outcome are discussed as well as implications for these constructs' ability to predict management potential.

The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

This waitlist-controlled study aimed to evaluate the effects of the “Development Of Executive Skills (DOES)” program (Education Bureau, HKSAR, 2010) on the executive functions of children with Attention-Deficit/Hyperactivity Disorder symptoms. Sixteen participants (15 boys, 1 girl), aged 7 to 8 years (M = 7.95, SD = 0.59), were recruited voluntarily from a local service center. Half of them, the DOES group, received the 7 weekly training sessions after the pre-tests; the other half, the Waitlist group, joined the same program after the post-tests. Their demographic characteristics, medical conditions and nonverbal intelligence were comparable. Cognitive measures and parent observations assessing their executive skills and social behavioral functions were taken before the study, after the training for the DOES group and that for the Waitlist group. No statistically significant intervention effect was found. Effect size analyses, however, suggested potential social benefits of the program. Recommendations on improving the program effectiveness were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This research is an analysis of one month of daily occupations of three company Presidents continously observed with a participant-observer methodology. Following Levinson’s (1972) and Kets de Vries1 (1980) studies we are using a clinical approach. Also following Freud (1926a), Geertz (1973) and Kets de Vries (1984a), interpretation is central to the analysis: transference and countertransference reactions are used both to collect and to interpret the data. Using empirically Andrews1 approach (revised 1980) to Business Policy, we classify in in three classes, environmental, organizational and personal the daily occupations of the Presidents. The list of preoccupations cannot easily be classified under the same model: analysis reveals that they rather should be used as a Royal Path to interpret the occupations. The three Presidents manage with a different style: one behaves as a controller, megalomaniac and eclectic, the second as a coordinator, autocratic and performer and the third as a producer, radar and innovator. All are driven by a Magnificient Obsession, autonomy, money or quality that produces a strategic core “in their daily occupations. If strategies remain emergent, strategic management is opportunistic while strategic thinking is deliberate. The three realized observations suggest that the preoccupations generate the occupations: a well articulated strategic thought directly influences the quality of daily strategic actions. / Cette recherche analyse la gestion quotidienne de trois presidents observes continuellement durant un mois chacun, selon la methodologie de lfobservation-participante. Suite aux recherches de Levinson (1972) et de Kets *?.e Vries (1980), l’approche privilegiee est clinique. La demarche est interpretative et se situe dans le courant des travaux de Freud (1926a), Geertz (1973) et Kets de Vries (1984a): les reactions de transfert et de contre-transfert sont utilisees comme outils de cueillette et dfinterpretation. Les actions quotidiennes des presidents sont analysees a l!aide du modele de Politiques Generales propose par Andrews (revise 1980). L’utilisation empirique de ses reflexions nous mene a classer leurs occupations en trois grandes categories: 1fenvironnement, 1’organisation et la personne du president. La liste des preoccupations recueillies se prete difficilement au meme classement: de nature latente, les preoccupations s’averent une Voie Royale dfinterpretation des occupations. [...]

Executive Functioning (EF), a critical component of children's cognitive development, is often assessed via measures adapted from neuropsychology which impose limitations on relating EF abilities to children's everyday behaviors. A batten- of EF task that emphasized specific components of 5 subscales of a behavior rating scale of EF (Behavior Rating Inventory of Executive Function - Preschool -Version; Gioia, Espy, & Isquith, 2004) was administered to 60 preschool-aged children while data from both parents and teachers were collected for the BRIEF-P to clarify the meaning of traditional empirical measures of EF and the value of assessing the EF abilities of children via their everyday behaviors. Results for the EF tasks are consistent with previous findings of age related changes and relations among EF tasks. However, although the construct validity of the BRIEF-P was validated, a lack of relations between EF tasks and BRIEF-P ratings suggests that these two methods may be assessing EF abilities in distinct manners that cannot be compared.

Thesis (DBA)--Macquarie University, Graduate School of Management, 2008. / Bibliography: p. 267-292.

Thesis (M.Com. (Management)) - Rhodes University, 2008.