Thesis (MEd) -- University of South Australia, 1993

Thesis (M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 47-51).

Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 152-161). Also available via the Internet.

Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 90-92).

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (viewed on Aug. 7, 2009) Includes bibliographical references (p. 81-84). Also issued in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph.D.)--Bowling Green State University, 2010. / Document formatted into pages; contains ix, 96 p. Includes bibliographical references.

Many organisations are continuously searching for methods which can be used to improve performance. One such method is by means of implementing a performance management programme. This research study addresses the influence that a performance management programme has on the achievement of organisational and individual performance. To achieve this objective a comprehensive literature study was performed to determine the views on performance, and on performance management programmes. The study also included an investigation into the extent to which a performance management programme should be aligned with organisational and individual goals. Questionnaires, developed from the literature study, were distributed amongst randomly selected respondents, in order to determine the extent to which a specific organisation manages performance, in line with the guidelines provided by the literature study. The information obtained from the questionnaires were compared with the guidelines provided by the literature study in order to identify shortcomings in the influence that the performance management programme has on the achievement of organisational and individual goals at the selected organisation. The final step of this study entailed the formulation of recommendations. Three of these recommendations are regarded as critical to ensure the successful improvement of performance by means of a performance management programme: Firstly, it is of utmost importance that training and development, and the necessary resources to achieve objectives is provided. Secondly, feedback forms an integral part of a performance management programme. Those who provide feedback, need to acquire the necessary skills, so as to ensure that both positive and negative feedback is given to employees, which could ultimately enhance performance. Thirdly, the success of a performance management programme resides with both management and employees. Management need to be committed to the programme, and the well-being of their employees. Management also needs to be able to eliminate problems that negatively influence performance. On the other hand, employees need to realise that a performance management programme is not only linked to pay, but also the development of each individual, and the improvement of performance.

The present research explored associations between potential antecedents of subordinate learning agility and subordinate performance (perceived manager coaching behavior, subordinate learning goal orientation, and perceived manager-subordinate psychological safety). Two studies were conducted: one in a healthcare organization and another using crowd-sourced data. Findings demonstrated significant associations between study constructs. Specifically, structural equation modeling and regression results demonstrated that perceived manager coaching behavior was associated with perceived manager-subordinate psychological safety and with subordinate learning agility. Analyses also established that subordinate learning goal orientation was associated with subordinate learning agility. Additionally, results demonstrated that perceived manager-subordinate psychological safety was associated with subordinate learning agility. Finally, results did not verify an association between subordinate learning agility and subordinate performance, although this may have been due to methodological issues rather than empirical ones. Future research should assess causal mechanisms, other antecedents, and contextual elements such as the level of change in an organization. A fuller study of these constructs may provide more understanding of the importance of learning agility in the workplace. Implications for organizations are discussed.