This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

The purpose of this dissertation is to undertake a learner-centered exploration of delivery mode relevance in professional learning. Given the increasing pervasiveness of technology-mediated online delivery in nondegree professional learning at the individual and enterprise levels, this study has a particular focus on learning value ascribed by learners to online and in-person delivery in relation to their professional development. Qualitative and quantitative methods were used in this study to collect and examine data from adult professionals in an effort to determine how value is ascribed to learning. With this aim in mind, this study focused on the following research questions: Are there differences in preferred learning format between men and women? Are there differences in preferred learning format between professionals in varied age groups? Are there differences in preferred learning format between professionals who have engaged in learning online and people who have not? For participants who indicate learning format preferences, how do they define and describe their preferences and on what aspects of the learning experience do they base their preferences? For participants who indicate learning format preferences, how are these participants describing and interpreting meaningful relevance for learning in their day-to-day professional lives? A key driver of this exploration was a scarcity of representative understanding in wider research about the relationship between varied modes of professional learning delivery and professional learning transfer, which has long typified learning value in the adult professional context. By exploring professionals’ learning experiences and delivery mode preferences, this study arrived at several explanatory concepts, to include: learning preference premiums as impactful value-drivers for learners; ubiquitous blend as a comprehensive value-based approach to professional learning design and delivery; and absolute proximity as a deliberate technology-mediated merging of work and learning contexts that supports professionals in achieving full applicability of their learning.

Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.

L'art a été proposé comme réponse aux critiques de la Management Education dont les activités se sont académisées et où les approches d'inspiration scientifique dominent. Ma thèse constate l'homogénéité de la littérature spécialisée qui tend à se focaliser sur les apports des caractéristiques « romantiques » de l'art – où il est pris comme l'opposé théorique de la gestion. Avec une perspective critique, ma thèse s'appuie sur l'étude longitudinale, qualitative, inductive d'un cas unique pour tenter de déterminer si l'art, employé en tant que pédagogie, éloigne du localement dominant. L'analyse indique qu'il s'agit d'une expérience d’une pratique hybride, entre art et gestion, qui peut résonner avec les piliers de la Management Education. L'art éloigne alors de l’académisme, mais l’on reste dans le domaine de l’activité organisée qui peut être compatible avec les valeurs managériales actuelles. Il apporte une expérience du pratique, pas uniquement les caractéristiques romantiques. Il peut agir plutôt sur les moyens que sur les fins, pour offrir un retour vers un fondement pratique source de la Management Education avant son académisation progressive. / Art has been put forward in response to the critiques of Management Education whose activities have become quite academized and where scientifically inspired approaches dominate. In my thesis, I note the homogeneity of the specialized literature which is quite focused on what the “romantic” characteristics of art can bring – art is there taken as the theoretical opposite of management. With a critical perspective, my thesis builds on a longitudinal, qualitative, inductive study of a single case to try to determine if art, used as a teaching method, creates distance with what locally dominates. The analysis indicates it is an experience of a hybrid practice, between art and management, which can resonate with the pillars of Management Education. Art entails less academism, but one remains in the domain of an organized activity that can be compatible with the current managerial values. It brings an experience of the practical, not only the romantic characteristics. It can have an effect on the means more than on the ends, so as to offer a return to a practical foundation which has been the source of Management Education before its progressive academization.

Retention of key employees protects a firm's investment in its human resources. Employee retention is an issue in the insurance sector, particularly among sales employees. The purpose of this descriptive study was to explore leadership strategies used by insurance sales managers to retain key employees. Herzberg's dual factor theory and Adams's equity theory were used to explore insurance sales managers' insights into leadership strategies. Semistructured interviews were conducted with 15 insurance sales managers in southern California to elicit the strategies they used to maintain their key salespeople. Data were analyzed using the modified Van Kaam method. Seven themes emerged from data analysis: coach/mentorship, management style, unmet job expectations, pay, cost to the company, personal growth/realization of goals, and work environment. The findings from this study might contribute to positive change by providing company managers with strategies to retain key employees through improved stakeholder engagement, the longevity of workers in their communities, and enhanced corporate social responsibility encouraging companies to support local communities.

This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in the ninth grade of a comprehensive urban high school located in the county of Los Angeles. A single-subject design was used to examine the selected interventions in a self-contained math instructional special education classroom. The participating special education teacher received trainings on how to implement the interventions in her classroom setting. This study replicated Barry and Messer's (2003) method of measuring academic performance by having the participating teacher design a point system that separately considered percentage of completeness of assignments and correct answers on all classroom assignments. The researcher also administered Likert-type scales to assess both the participating students' and the teacher's level of satisfaction with the interventions. The results of the study suggested the selected metacognitive strategies were both effective in promoting the academic performance of the selected participants. The desirable outcome was also maintained following the intervention phase. The surveys revealed the participating students and the teacher found the interventions to be favorable. The results of the study add to the existing literature suggesting both ARI and SM as viable classroom instructional interventions to promote the academic achievement of LD African American students. Implications for research and practice are discussed. The author also provided a synthesis which summarized historical perspectives and current knowledge about the multifaceted limitations of the current special education model when it comes to serving the students targeted in the study and advocates for advancement in the field of educational administration by systematically incorporating metacognitive strategies in curriculum and instruction across special education and general education institutions.

This study examines and aims to disclose the current policies and practices of Training and Development (T&D) within Kuwaiti government and private/joint-venture organisations. The literature review indicates that although much attention has been devoted in studying Training and Development practices, a very few focus on T&D related factors on organisation performance in developing countries. The literature also indicates the need for considering these factors in order to have a better T&D effectiveness, and hence organisation overall performance. In this study the Training for Impact model was adopted and tested within Kuwaiti context in terms of training needs assessment and evaluation and follow-up. This research uses data collected from 100 organisations in Kuwait. 50 of these were government and 50 private /joint venture listed in Kuwait Stock Exchange. Therefore, all managers (100 training personnel) who are in charge of T&D function/programmes, were samples of the respondents of the present study. The main data collection methods adopted by this study were interviews (semi-structured) and "drop-in and pick-up" self-completion questionnaires. The data were quantitatively analysed and triangulation of quantitative findings was carried out in order to find out the difference between the two sectors in Kuwait in terms of T&D practices and related factors. To establish a causal connection between related factors and identified dimensions (T&D effectiveness, organisational rating, and satisfaction with evaluation process), a multiple regression technique was employed. The major findings of this study are noted below: Results indicate that the majority of the investigated organisations do not have a formal T&D system. T&D programmes are still carried out on a piecemeal basis rather than a systematic long-term policy. Findings which were common among the majority of the approached organisations were absence of a systematic organisational training needs analysis, use of conventional training methods, lack of effective procedures for T&D evaluation. The study explores the training personnel's way of thinking towards their T&D function and to the proposed T&D dimensions framework (integrated HRD strategy, top and line management commitment, a supportive formal system, T&D mechanism, organisational culture, and training budget). The findings indicate that most of the training personnel perceived these dimensions as providing motivation, commitment and support to their T&D function. Six main factors were found to influence T&D practices in government and private/joint venture organisations. These factors are: top management commitment, mutual support between organisational philosophy and T&D activities, line management support T&D involvement in organisation strategy, T&D policies and plans, and T&D effects on employees self-development. The study also identifies T&D effects on organisation performance in Kuwaiti organisations in terms of eliminating problems; increasing commitment and motivation; fulfilling individual needs and personal objectives, improving interpersonal and interdepartmental relations, improving quality of goods and services; and leading to effective utilisation and investment in human resources. In addition the study establishes a causal connection of T&D related factors with performance dimensions, organisation rating, and satisfaction of T&D evaluation. The author recommends that for the T&D function to be treated as seriously as other organisational functions, then Kuwaiti training personnel, as well as top and line management, need to be more willing to play proactive and strategic organisational roles in T&D activities.

No description available.

This study sought to investigate and redefine the initial training of pastors, including the management training of student pastors at the colleges of the International Assemblies of God Church (IAG) of South Africa. Unlike in the past when pastors could lead churches without proper formal training based on their spirituality as viewed by the IAG and them professing to be called as ministers, today in this church tradition the need for the formal educational formation of pastors is taken for granted. This stance raises questions about the quality of graduates as well as matters of curriculum development, as the world is continually in a state of flux with far- reaching consequences for training institutions. It is generally accepted that churches play an important role in the lives of citizens in a predominantly Christian country like South Africa. On the other hand there is a continuing contestation and debate regarding the role pastors play in their churches in management and administrative issues. This also relates to the preparedness or unpreparedness of graduate pastors for their job. The day to day performance of duties by serving pastors in their organisations is generally viewed as below expectation compared to their counterparts in other occupations. A qualitative research approach was followed to elicit the necessary information to answer the research questions. Participants who were regarded as information rich cases on the training of pastors of the IAG were selected to shed more light on this particular aspect. Two focus group interviews and seven individual interviews were conducted. The interviews included members of the national and provincial executive committees, serving pastors, directors of the training colleges, pastor trainees in their final year of study and a newly graduated student. The current curriculum of initial training programmes was reviewed. Within a transformational management framework and utilising a purposeful intervention strategy, the study posits the Community Needs Responsive Management Training Model (CNRMTM) to enhance the initial training programmes of pastors and to use aspects of this model in the development and presentation of life-long learning programmes arranged for serving pastors. Recommendations and suggestions for future research were made. / Educational Leadership and Management / D. Ed. (Education Management)