The need for organizational transformation is a response to a larger paradigm shift occurring in science and society. It represents a shift from the mechanistic model to a systems, holistic model. The purpose of this study was to determine patterns and practices that limit training effectiveness when facilitating a major organizational paradigm shift. A literature survey identified major clashes between those values and tools of organizational models based on the new paradigm and those of bureaucracy, bureaucratic management and training relationships, domains and dynamics. Participant observation and interviews were the methods used to collect data from a study group of 15 upper middle managers involved as a pilot management team in the first year of TQM implementation at a public university. The group was closely observed during five months of training and 10 participants were interviewed at the end of the first year of implementation. Their stories revealed four obstacles to transformation: 1) managers were coerced into complying, change was imposed from above, there were no appropriate support systems and fear was endemic; 2) the management team had more difficulty than non-management TQM teams learning the mechanics of TQM, claiming they didn't have necessary learning skills; 3) managers protected themselves by rewriting the rules of TQM to fundamentally preserve the status quo; 4) managers defined the TQM effort a success without substantive personal change, pushing responsibility down and praise up in the organization. These obstacles were inherent in the bureaucratic system that effectively protected the managers from substantive change. The conclusion was drawn that four conditions were missing for a major organizational paradigm shift: 1) a willingness to risk, coupled with organizational support; 2) deep learning skills that provide personal context for learning: 3) shared vision, and; 4) personal mastery. Training patterns and practices reflected the same missing conditions. The training program was powerless in the transformation effort because: 1) it modeled and reproduced the old instead of the new wisdom, values, tools and ways of thinking and talking, during the transformation process; 2) the learning capacity implicit in the training program was limited in the same ways management was, by missing support structures, willingness and ability to change, and shared vision; 3) it depended on traditional relationships and dynamics, despite new domain, and was not seen as a credible transformation agent. / Graduation date: 1994

M.Tech. / Sport has become the broadest common cultural denominator in almost all societies (Lapchick, cited in Gouws, 1997). As a result, sporting events have become an increasingly popular means for achieving political, cultural and economic benefits for the host nation (Parent, 2008). Consequently, this has led to an increased demand in the value of diverse skills in the sport event management field. This is to cope with the increased complexities surrounding sport event management and thus requires a distinct body of knowledge and skills to be developed (Quatman, 2008). However, concern over the lack of a relevant base of common knowledge (NASPE-NASSM, 1993) as well as pertinent training programmes to prepare sport managers for the contemporary sport events industry has resulted in current graduates not necessarily meeting the needs or expectations of the industry. As a result, there appears to be a gap between the current event management curricula outcomes at higher education institutions (HEIs) in South Africa and the expected competencies of sport event managers in practice. The aim is therefore to develop guidelines for sport event management training in higher education institutions on various HEQF levels (DoL, 2008) to address the competencies required by managers for the South African context. This translates into objectives, namely: i) to identify, conceptualise and unpack sport event management competencies required by sport event managers, ii) to investigate the curricula of sport event management at higher education institutions in South Africa, iii) to investigate the importance of different competencies required by sport event managers in South Africa, iv) to investigate the current level of competencies of practitioners regarding sport event management in South Africa, v) to provide a background on the current education system in South Africa and vi) provide guidelines for sport event management training in higher education institutions at various HEQF levels (DoL, 2008) to address the competencies required by managers for the South African context. The research design is descriptive in nature, with quantitative methods in the form of questionnaires utilised to collect the data. The sample includes trainers¹ from HEIs in South Africa offering sport event management, and subsequently sport event management, as well as practitioners² from HEIs in South Africa and sport event managers from selected sport companies in Gauteng.

The purpose of this study was to analyze the trends that have developed in middle management training and development since 1963. Both primary and secondary research data were used. The base data utilized were from a 1963 study by M. Gene Newport. Primary data were acquired from a questionnaire mailing to 251 members of the American Society for Training and Development (ASTD). Additional primary data were gained from personal and telephone interviews with various training and development personnel. The 251 questionnaires were mailed to companies within 12 different industries. There were 101 questionnaire respondents for a return percentage of 40 percent.

The study is set out to investigate effectiveness of the leadership development programme in changing leadership practices in Markham, and also determines if the programme graduates implement the knowledge and skills learned. The research design is predominantly qualitative. Data collection was through usage of the MLQ, the unstructured questionnaire and semi-structured interviews. The leadership development intervention was reported to be excellent by most participants, and effective in developing effective leadership competencies. Though positive results were reported about the programme being able to change leadership behaviours in Markham, there are certain areas that can be improved to maximise and optimise the learning of the leaders. Additional learning methodologies may be incorporated or used in conjunction with the Markham Experience, with the purpose of continuously reinforcing the learning, application of knowledge and ensuring that the change at behaviour level is sustained for a long period of time. / Business Management / M.Tech (Human Resource Development)

The paper explores the complex nature of the postmodern world in which leaders find themselves and questions the appropriateness of the current discipline-based structure of MBA education in terms of its usefulness to develop effective postmodern leaders. What is called for is an approach to problem solving that is heuristic and also a tolerance for the temporal nature of solutions, flexibility, and multiple perspectives and inputs. Transdisciplinarity, which focuses on bringing together these different perspectives, provides a useful platform where developing leaders can engage with the dynamic and complex environment of a postmodern era. The nature of transdisciplinarity, from the perspective of a number of theorists, is presented. Furthermore, synergies between the transdisciplinary approach and the nature of postmodern leadership are identified and analysed. The paper examines synergies between transdisciplinarity and other scientific paradigms such as social constructivism, critical management theory, postmodernism, social cognitive theory, critical pedagogy, systems theory, complexity theory, cybernetics, narrative psychology, critical reflexivity, and others. The methodology is qualitative and involves the observation of a number of lecturing sessions at Business Schools in the United Kingdom, United States and South Africa, with the objective of noting whether any elements of transdisciplinary learning are evident. These observations are followed up with individual interviews with selected lecturers. The paper concludes with an analytical discourse on the value that a transdisciplinary andragogy can add to leadership development, particularly in relation to assisting students with embracing the complex challenges of leading in a postmodern era. The paper concludes that there is a significant lack of alignment with the prevailing approach to learning methodology in MBA programs and the nature of the postmodern world. The research recommends that a transdisciplinary learning methodology has a great deal to offer in terms of providing a learning environment for an emerging leader, that will equip him or her to be effective in a postmodern environment. Tools and methodologies for implementing a transdisciplinary approach to leadership development are suggested and outlined in some detail. / Psychology / (Ph. D. (Industrial and Organizational Psychology))

Text in Afrikaans / Die doel van hierdie navorsing is om te bepaal tot watter mate waargenome leierskapvaardighede van die middelvlakbestuurders in 'n provinsiale hospitaal, 'n voorspeller is van topprestasie. Vanuit die literatuuroorsig word leierskapteoriee, die veranderende konteks van leierskap, leierskapstrategiee en -vaardighede bespreek. Die rasionaal vir topprestasie, visie in topprestasie-organisasies en die beginsels van topprestasie word ook bespreek. Die navorsingsontwerp is 'n beskrywende studie en maak gebruik van 'n gestratifiseerde ewekansige steekproef. Die leierskapvaardigheidsvraelys (Charlton, 1991) is vir die meet van die leierskapvaardighede gebruik en die PA VE-vraelys is gebruik vir die meet van die vlak van topprestasie in die organisasie-eenheid. Die resultate vertoon bemagtiging as die vemaamste voorspeller van topprestasie by die middelvlakbestuurders. Toekomstige navorsing kan temas insluit soos die rol en potensiaal van 'n gedeelde visie, volharding, en werkstevredenheid. Relevante sleutelwoorde is transformerende leierskapvaardighede, topprestasie, bemagtiging en middelvlakbestuurders. / The aim of this research is to determine to what extent perceived leadership competency of the middle level manager in a provincial hospital, is a predictor of peak performance. The literature highlights leadership theories, the changing context of leadership, leadership strategies and competencies. The rationale for peak performance, vision in peak performing organizations and the principles of peak performance are also discussed. The research design is a descriptive study which uses a stratified randomized sample. The leadership competence questionnaire (Charlton, 1991) is used to measure the leadership competencies. The PA VE questionnaire is used to measure the level of peak performance in the organizational unit. The results indicate empowerment as the most prominent predictor of peak performance of middle level managers. Future research may include the role and potential of a shared vision, determination and work satisfaction. Relevant keywords are transformational leadership competencies, peak performance, empowerment and middle level managers. / Industrial and Organisational Psychology / M.Com. (Bedryfsielkunde)

The purpose of this study was to identify the executive skills employed by County Extension Directors (CEDs), Trade Association Directors (TADs) and Team Leaders/Chiefs-of-party (TL/COPs), to determine which frequently used executive skills were common to all three positions and to identify the major source of executive skill acquisition. Analysis of the executive skills employed by CEDs and TL/COPs (the TADs were excluded from this analysis for statistical reasons) revealed 34 frequently used executive skills common to both groups. These were in the areas of problem-solving, group dynamics, decision-making, coordinating, communication and organization. Most respondents acquired their executive skills on the job, but 85% held Bachelor's degrees and over half of those were in agricultural disciplines. Study results indicated an opportunity for Colleges of Agriculture to develop executive skill curricula in addition to technical curricula at the undergraduate level. Internships and experiential classroom activities were recommended to facilitate executive skill development.

The paper explores the complex nature of the postmodern world in which leaders find themselves and questions the appropriateness of the current discipline-based structure of MBA education in terms of its usefulness to develop effective postmodern leaders. What is called for is an approach to problem solving that is heuristic and also a tolerance for the temporal nature of solutions, flexibility, and multiple perspectives and inputs. Transdisciplinarity, which focuses on bringing together these different perspectives, provides a useful platform where developing leaders can engage with the dynamic and complex environment of a postmodern era. The nature of transdisciplinarity, from the perspective of a number of theorists, is presented. Furthermore, synergies between the transdisciplinary approach and the nature of postmodern leadership are identified and analysed. The paper examines synergies between transdisciplinarity and other scientific paradigms such as social constructivism, critical management theory, postmodernism, social cognitive theory, critical pedagogy, systems theory, complexity theory, cybernetics, narrative psychology, critical reflexivity, and others. The methodology is qualitative and involves the observation of a number of lecturing sessions at Business Schools in the United Kingdom, United States and South Africa, with the objective of noting whether any elements of transdisciplinary learning are evident. These observations are followed up with individual interviews with selected lecturers. The paper concludes with an analytical discourse on the value that a transdisciplinary andragogy can add to leadership development, particularly in relation to assisting students with embracing the complex challenges of leading in a postmodern era. The paper concludes that there is a significant lack of alignment with the prevailing approach to learning methodology in MBA programs and the nature of the postmodern world. The research recommends that a transdisciplinary learning methodology has a great deal to offer in terms of providing a learning environment for an emerging leader, that will equip him or her to be effective in a postmodern environment. Tools and methodologies for implementing a transdisciplinary approach to leadership development are suggested and outlined in some detail. / Psychology / (Ph. D. (Industrial and Organizational Psychology))

In July, 1974 the Social Rehabilitation Services of the Department of Health, Education and Welfare, awarded a grant to the School of Social Work at Portland State University to "identify and examine the skills and abilities that are utilized by middle-management personnel in the human services field." The project sought to (1) identify and prioritize the management, administrative and planning skills utilized by practitioners in a variety of urban and rural social welfare setting throughout Oregon, (2) develop a list of middle-management skills deemed important for graduate and undergraduate students in the School of Social Work, and (3) provide data upon which to redesign a curriculum for the development of management and planning skills. In essence, the project sought data to strengthen curricula in management and planning areas and link graduate and undergraduate education more closely with community practice.

The study is set out to investigate effectiveness of the leadership development programme in changing leadership practices in Markham, and also determines if the programme graduates implement the knowledge and skills learned. The research design is predominantly qualitative. Data collection was through usage of the MLQ, the unstructured questionnaire and semi-structured interviews. The leadership development intervention was reported to be excellent by most participants, and effective in developing effective leadership competencies. Though positive results were reported about the programme being able to change leadership behaviours in Markham, there are certain areas that can be improved to maximise and optimise the learning of the leaders. Additional learning methodologies may be incorporated or used in conjunction with the Markham Experience, with the purpose of continuously reinforcing the learning, application of knowledge and ensuring that the change at behaviour level is sustained for a long period of time. / Business Management / M.Tech (Human Resource Development)