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Filling critical skills gaps in South Africa : assessment of Old Mutual's Ilima trust as a CSR case studyMbewe, Sibonokuhle 12 1900 (has links)
Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Corporate Social Responsibility (CSR) is taking on a developmental stance in Third-World
Countries. Old Mutual, through its partnership with the South African govemment, set up a
trust to assist govemment in skills development at local, provincial and national level and
small enterprises. Old Mutual's retired senior employees were taken on as consultants in
Project iLima to share their experience and expertise with government employees.
Literature on mentoring is reviewed, covering the definitions of mentoring, the different
phases of mentoring and the competencies required for each phase for the mentor and
mentee. Finally the benefits of mentoring are addressed.
The method used to uncover the business system involved primary research and a
synthesis process. Interviews were held with two iLima consultants, after which
questionnaires were used to gather qualitative feedback from the iLima consultants and
their clients. The feedback was synthesized until business objectives and activities were
identified.
The study project sheds light on iLima's business system. This is done through a method
of synthesis, which seeks to get to the underlying meaning of the responses. Eight key
business objectives are identified. These can be achieved through managing twenty-one
business activities. The business model provides a compass or map from which business
solutions can be aligned to business opportunities and problems. The model is a one-page
representation of the entire business system that Project iLima ought to put under strong
management, in the writer's view.
The iLima business model may be summed up as follows: "Through the attractiveness of
the iLima purpose and culture, a strong client engagement model and successful project
delivery, Project iLima can build a strong ccnsulting brand and adopt a viable business
strategy beyond its four year funding limit."
The contribution this thesis makes to the business-modeling domain is to use a noncollaborative
method to generate a systemic business model. The thesis demonstrates a
simple synthesis process to generate the business model provided there is access to a
sufficiently broad-based, but not necessarily deep, knowledge repository.
Recommendations were made as to how Project iLima's management can introduce the
business model as a management tool. It is recommended that a further study be done to
test the acceptability and adoption of the model.
In addition to the presentation of the iLima business model, CSR trends locally were
explored. It appears from the trends covered that targeted skills development is still a fairly
new phenomenon in South Africa. / AFRIKAANSE OPSOMMING: Korporatiewe Sosiale Verantwoordelikheid is aan die ontwikkel in Derdewereld lande. Ou
Mutual het 'n trust in vennootskap met die regering gestig om die regering te help met die
ontwikkeling van vaardighede op 'n lokale, provinsiale en nasionale vlak. Afgetrede senior
werknemers van Ou Mutual is as konsultante aan boord gebring by die iLima Trust om hul
ondervinding en kennis met regeringsamptenare te deel.
Hierdie studie bespreek die besigheidsmodel van iLima. Die model identifiseer agt sleutel
besigheidsdoelstellings wat bereik moet word deur die bestuur van een-en-twintig
besigheidsaktiwiteite. Dit verskaf ook 'n kompas of riglyn waardeur besigheidsoplossings
in lyn gebring kan word met besigheids-geleenthede of bedreigings. Die model is 'n
voorstelling op een bladsy, van die hele besigheidstelsel wat iLima Trust onder effektiewe
bestuur moet plaas.
Die iLima se besigheidsverhaal kan as volg opgesom word: "Deur die aantreklikheid van
die iLima doel en kultuur, 'n sterk kliente-verhoudingsmodel en suksesvolle projeklewering,
hoop iLima Trust om 'n sterk konsultasie handelsmerk te bou en om 'n
lewensvatbare besigheidstrategie te implementeer wat sal voortbestaan na die einde van
die vier jaar van befondsing".
Die metode waardeur die besigheidstelsel ondersoek is, het primere navorsing en 'n
proses van sintese behels. Onderhoude is gevoer met twee iLima konsultante, waarna
vraelyste gebruik is om kwalitatiewe terugvoering van die iLima konsultante en hul kliente
te verkry. Die terugvoering is deur 'n proses van sintese geneem om besigheidsdoelstellings
en aktiwiteite te identifiseer.
Die bydrae van hierdie tesis tot besigheidsmodelering is om op 'n nie-kollaboratiewe wyse
'n sistemiese besigheidsmodel te genereer. Die tesis demonstreer 'n eenvoudige
sinteseproses om die besigheidsmodel te genereer, gegewe toegang tot 'n wye, maar nie
noodwendig diep, versameling van inligting.
Aanbevelings is gemaak waardeur iLima se bestuur die besigheidsmodel kan bekendstel
as 'n bestuurstegniek. Daar word ook aanbeveel dat 'n verdere studie onderneem word om
die aanvaarbaarheid en aanneming van die model te toets.
Bykomend tot die bespreking van die iLima se besigheidsmodel, is 'n ondersoek en
bespreking van Korporatiewe Sosiale Verantwoordelikheids-tendense op 'n nasionale en
internasionale vlak. Geteikende vaardigheidsontwikkeling is in die verband nog steeds 'n
redelik nuwe verskynsel in Suid Afrika.
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Graduates’ experience of a coaching intervention and its influence on Generation Y’s job satisfactionCiolli, Nicole A. 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012. / The purpose and motivation of this research study is to establish how Generation Y experiences
coaching as an intervention and the influence, if any, it has on their levels of job satisfaction.
Coaching’s success lies in its ability to act as a change agent, as well as a tool to develop and
ensure individual as well as business success across many levels of the organisation.
Generation Y graduates currently entering the workplace are a diverse community and the ideas
and contributions that this group can bring are accessible and valuable to the bottom line of any
business.
The researcher investigated the phenomenology of the coaching experience. This is an empirical
case study where the unit of analysis is the experience of seven Generation Y individuals,
employed on an investment banking graduate programme in South Africa in 2011. Research data
was gathered by means of observation, a questionnaire and semi-structured interviews prior to and
following four coaching interventions conducted by the researcher. Content from the semistructured
interviews and feedback was analysed and further coded under the most frequent
themes.
The findings suggest that coaching can help graduates improve their feeling of happiness at work
and increase their level of job satisfaction. The extent, however, is dependent on many factors,
which include but are not limited to, the relationship between the coach and coachee, the ability of
the coachee to reflect and yet be able to move towards a solution, as well as the many influences
found within the working environment. Coaching was found to increase levels of confidence and
assist in focusing on the bigger picture to develop their long-term potential.
The study is of value to those organisations considering introducing a coaching programme; as
well as those who want to better understand and develop their young talent for the future. Future
research could examine ways to measure increased job satisfaction amongst graduates as well as
assess the effect on retention levels.
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An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector : a lifelong learning perspectiveFourie, Stefan Steyn 03 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the
continuous pursuit of competitiveness. This has placed a renewed emphasis on the
capacitation of managers operating in such environments and may be seen as a critical
means of ensuring a sustainable advantage. Within the South African food retail
environment, learning and development activities do not seem to be capacitating managers
effectively, as well as taking too long to meet the changing demands of the retail sector.
Lifelong learning has the potential to accelerate the development of individuals in
management positions.
Lifelong learning can be seen as the facilitation of learning, growth and development of
individuals, as well as a means for enabling individuals and organisations to meet the
challenges of an increasingly competitive world.
Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching
methodology was used to facilitate the learning of ten middle managers in a large food retail
store (part of one of the biggest retail organisations in South Africa). This research set out to
evaluate the effect of coaching (as a method to facilitate learning) to empower middle
managers in the food retail sector.
The research was approached from a lifelong learning perspective and the focus of the
research was the individual adult learner. Within the context of adult learning, the concepts
of andragogy, experiential learning and transformative learning were applied in the
facilitation of adult learning.
Coaching (as a method to facilitate learning) allows for a uniquely individual and personal
approach to learning. The learning and development intervention (using a coaching
methodology) to facilitate learning was implemented over a period of 12 months and the
participants were ten middle managers employed by the retail store.
The case study (more specifically a multiple-case) design was used as research design. The
findings of the research were discussed to place them within the context of the following
research questions:
• What is the effect of coaching as a method of learning and development in the
facilitation of lifelong learning to empower middle managers in the food retail
environment? • Is coaching (as only another way of facilitating learning) an effective method for
facilitating learning and the development of middle managers in the food retail
sector?
• Which dimensions should be taken into consideration when implementing a coaching
methodology (as a method of learning) in developing middle managers in the retail
sector?
The participants’ empowerment status was measured with a standardised questionnaire
using a pre-test, post-test and post-post-test design. The research was conducted in three
phases. Mixed methods research (using both qualitative and quantitative methods) was used
during the research, which included interviews, field notes, questionnaires, observation, tests
and official statistics.
The first phase consisted of an evaluation, which included an evaluation of each individual
manager. Two learning style questionnaires were applied to each middle manager to gain a
better understanding of each middle manager and to assist the learning process on an
individual basis. Lastly, a pre-test on empowerment was done by means of a standardised
questionnaire. Part of this phase involved a structured interview with each individual
manager. The second phase involved exposure to the coaching intervention and the process
of coaching, followed by a post-test for measuring changes in the empowerment status. The
last phase consisted of a post-post-test to measure changes in empowerment at the end of
the coaching intervention.
Five out of the ten middle managers showed sustained empowerment gains at the end of the
coaching intervention. An experiential approach (using Kolb’s learning model) was used to
facilitate the learning, and the middle managers who completed the learning cycle (namely
concrete experience, reflective observation, abstract conceptualisation and active
experience) showed empowerment gains. The learners who showed empowerment also
displayed self-direction in their learning. Coaching (as a method to facilitate lifelong learning)
was used as an effective method of learning in a busy retail environment. Statistical analysis
showed no statistically significant improvements in empowerment from pre-test to post-posttest
of the total group. Based on the findings and conclusions of the research, a new
coaching framework (to facilitate lifelong learning), namely the New Coaching Retail Model,
is proposed. This model consists of dimensions that facilitate individual lifelong learning,
pointing to an empowered lifelong learner. / AFRIKAANSE OPSOMMING: Die hedendaagse sake-omgewing word gekenmerk deur onsekerheid, vinnige verandering
en ’n volgehoue ingesteldheid op mededinging. Binne die konteks van
menslikehulpbronontwikkeling is daar ’n hernude beklemtoning van die ontwikkeling van
bestuurders in omgewings van hierdie aard, wat aan besighede volhoubare voordeel sal
gee. In die Suid Afrikaanse kleinhandel-voedselsektor blyk dit dat sekere leer- en
ontwikkelingsaktiwiteite nie aan die uniekheid van die sake – en dus aan die konteks –
voldoen nie. Lewenslange leer het die potensiaal om individuele ontwikkeling te versnel.
Lewenslange leer kan as die fasilitering van leer, groei en ontwikkeling gesien word, en hou
voordele in vir die individu, asook vir die organisasie binne die konteks van ’n veranderende
sake-omgewing.
Lewenslange leer het die potensiaal om die individu te bemagtig. Binne die konteks van die
navorsing is ’n afrigtingsmetodologie gebruik om die lewenslange leerproses van tien
middelbestuurders van ’n kleinhandelsaak (wat deel vorm van een van die grootste
kleinhandelgroepe in Suid-Afrika) te fasiliteer. Die doel van die navorsing was om die effek
van afrigting op die bemagtiging van middelbestuurders binne die kleinhandel te evalueer.
Die navorsing is vanuit die perspektief van lewenslange leer benader. Die fokus van die
navorsing was die individuele volwasse leerder. Binne die konteks van volwasse leer, is
andragogie, ondervindingleer en transformasieleer tydens die fasilitering van volwasse leer
toegepas.
Afrigting (as ’n metode om lewenslange leer te fasiliteer) maak voorsiening vir ’n unieke
individuele en persoonlike aanslag tot lewenslange leer. Die leer- en
ontwikkelingsintervensie (deur die gebruik van afrigting ) is oor ’n tydperk van 12 maande
gevolg en die teikengroep het uit tien middelbestuurders binne een kleinhandelsaak
bestaan.
Die navorsingsontwerp het ’n gevalle studie- (meer spesifiek ’n veelvuldige gevalle studie)
ontwerp gevolg. Die drie navorsingsvrae verwys na die aard van die afrigtingsintervensie om
lewenslange leer te fasiliteer en was daarop gemik om te bepaal of die afrigtingsintervensie
’n effek op die deelnemers se bemagtigingsvlakke gehad het, of afrigting as effektiewe
metode vir leer en ontwikkeling vir middelbestuur binne die kleinhandelsektor aangewend
kan word, en watter dimensies in ag geneem moet word wanneer ’n afrigtingsmetodologie
gebruik word om middelbestuur binne die kleinhandelsektor te ontwikkel. Die deelnemers se bemagtigingstatus is met ’n gestandaardiseerde vraelys gemeet, terwyl
’n voor-en-ná-toets en ’n verdere (post-post-) toetsontwerp gevolg is. Die navorsing is in drie
fases geïmplementeer. Beide kwalitatiewe en kwantitatiewe metodes bestaande uit
onderhoude, notas tydens veldwerk, onderhoude, vraelyste, waarneming, toetse en
statistiese analise is gebruik.
Die eerste fase het uit formele evaluering bestaan, waar elke individuele bestuurder
geëvalueer is. Elke bestuurder het twee verskillende vraelyste voltooi wat die individu se
leerstyl geïdentifiseer het. Hierdie fase het ook voortoets behels wat die deelnemers se
bemagtigingstatus gemeet het, asook uit gestruktureerde onderhoude. Gedurende die
tweede fase is deelnemers aan die afrigtingsintervensie blootgestel. Gedurende die
intervensie is die deelnemers se bemagtigingstatus weer deur ná-toets gemeet om
verandering in bemagtiging vas te stel. Fase drie het uit verdere toets bestaan om die
deelnemers se bemagtigingstatus aan die einde van die leer intervensie te meet.
Die navorsing se bevindinge dui daarop dat vyf van die tien deelnemers aan die einde van
die afrigtingsintervensie ’n verbetering in hul bemagtigingstatus getoon het. Deur gebruik te
maak van ’n ondervindingsaanslag (soos gebruik in Kolb se leermodel) was dit beduidend
dat die middelbestuurders wat die siklus van leer voltooi het, almal ook ’n verbetering in hul
bemagtigingstatus getoon het. Hierdie leerders het ook selfrigting in hulle leer getoon.
Afrigting (as ’n metode om lewenslange leer te fasiliteer) kon effektief as ’n metode van leer
in ’n besige kleinhandelsektor gebruik word. Statistiese analise het getoon dat daar geen
betekenisvolle verbeteringe van die voortoets na die na-na-toets van die groep was nie.
Gegrond op die bevindinge en gevolgtrekkings, word ’n nuwe afrigtingsmodel voorgestel om
lewenslange leer te fasiliteer, naamlik die “New Coaching Retail Model” (wat vertaal kan
word as die “Nuwe Kleinhandelafrigtingsmodel”). Dié model is aamgestel uit dimensies wat
individuele lewenslange leer bevorder, en wat dui op ’n bemagtigde lewenslange leerder.
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A situational analysis of entrepreneurship mentors in South AfricaWatson, Gavin Edward Halliday 30 November 2004 (has links)
The South African government, in an attempt to accelerate economic growth and development, has identified the SMME sector and entrepreneurs as a vehicle capable of bringing about this change.
Unfortunately, this growth has been stifled due to the high failure rate of entrepreneurial businesses in the SMME sector. A possible solution for SMMEs and entrepreneurs is the introduction of mentoring. Mentoring entrepreneurs is the function of nurturing and supporting entrepreneurs by providing them with professional skills development and moral support in an attempt to positively impact on the business's sustainability. The study is the first of its kind in that it relates specifically to entrepreneurship mentors. This study empirically endeavours to determine the basic profile of entrepreneurship mentors in South Africa and their skills sets. The study aims to represent the importance of the skills as represented in the model and to understand the entrepreneurship mentoring environment in South Africa. / Business Management / M. Com. (Business Management)
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Conditions for successful online mentoringNchindila, Bernard Mwansa 01 1900 (has links)
This study examines the conditions for successful online mentoring in
order to develop writing skills in English in a workplace setting.
Chapter 1 gives the background and context of the study. Problems to be
addressed in the study and the aims, objectives, hypotheses and their
rationale are presented. This is followed by testing procedures, research
design, sources of data and research procedures.
In Chapter 2, the literature review supports the hypotheses on the need
for collaboration in materials development and delivery, mentoring
relationships, motivation and computer and Internet efficacy.
Chapter 3 presents the findings from the case study bringing into focus
problems that would jeopardise a mentoring programme if training
providers do not pay attention to the hypotheses. The findings are
collated and the hypotheses are confirmed.
Conditions for successful online mentoring are spelt out in Chapter 4.
The study concludes that online mentoring works once the conditions are
properly followed. / English Studies / M.A. (TESOL)
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Developmental leadership behaviour and effective commitment : an explorative studyKriel, Ignatius Gerhardus 11 1900 (has links)
This mini thesis is aimed at establishing the relationship between developmental leadership and affective commitment as it presents itself across four levels of leadership within FNB Branch Banking.
The four leadership levels targeted for research are Area Managers, Branch Managers, Administration Managers and Co-ordinators.
The researcher used an Ex post facto research design in a natural field setting, formulating the research hypothesis that there is a statistically significant positive correlation between developmental leadership behaviours and affective commitment as reported by those whom directly reported to the four levels of leadership.
Using 919 responses, the results of the statistical analysis showed all four leadership levels having a strong positive correlation between developmental leadership behaviours and the affective commitment of direct reports at a 99% confidence level.
Finally the research also found that age has a statistically significant relationship with affective commitment and this should be examined in further research. / Human Resource Development / M. Tech. (Human Resources Development)
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An analysis of the coaching competencies of managers in the Eastern CapeHorne, K. A. 09 1900 (has links)
The new world of work requires managers to be performance coaches. Traditionally, coaching was viewed as one of the lesser responsibilities of a manager. With more emphasis being placed on the leadership role of managers, there has been a shift in the role of managers from controller to coach.
On-the-job performance coaching remains a neglected management function in many organisations in South Africa. Coaching is imperative for the future success of an organisation because it helps employees build their competence and results in improved performance. The purpose of this study is to identify a core set of coaching values, knowledge and skills that underpin management practices amongst a sample of Eastern Cape managers.
The literature review highlights the need for managers to become coaching managers. Five values (building trust, collaborating, learning, helping and empathy) and six knowledge/skills competencies (effective questioning, active listening, problem solving, giving feedback, motivating and reflecting) were identified as being used in best coaching practices. The research design used is predominantly quantitative. A survey questionnaire was designed around the eleven core coaching competencies identified in the literature review. A total of 72 questionnaires were distributed and 40 questionnaires were returned. The response data was analysed using descriptive statistics.
The main value of the study is that it proposes a tentative coaching model that can be used by managers to help them function effectively in their new role of coaching manager. The research study has highlighted three broad competency areas (values, problem solving and facilitating) and their related competencies. At the core of the coaching model are five values (building trust, collaborating, learning, helping and empathy) that promote rapport and a coaching friendly environment.
iii
The model advocates a systematic problem solving process. When coaching opportunities arise on-the-job, the coaching manager uses facilitation skills (effective questioning, active listening, giving feedback, motivating and reflecting) to engage the employee in the problem solving process. / Human Resources / M.Tech. (Human Resources Development)
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Mentorskap as begeleidingshandelingDreyer, Johannes Machiel 10 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / In die verhandeling word mentorskap as 'n begeleidingshandeling ondersoek. Die
oorsprong van mentorskap word nagespeur, enkele deur tyd beproefde kenmerke
van mentorskap word bespreek en heersende praktyke ter bevordering van
mentorskap word met die van vervloe eras vergelyk.
'n Uiteenlopende verskeidenheid opvattinge oor mentorskap word aan die orde
gestel: benewens die standpunte van eietydse ontwikkelingpsigoloe,
beroepskundiges, onderwys- en opvoedkundiges word die klassieke opvatting van
mentorskap (socs wat dit weergegee is in die Odusseia en die Les Adventures
de Telemaque, die werke van onderskeidelik Homerus en Fenelon) ook ender die
loep geplaas.
In die laaste afdeling word 'n aantal gevolgtrekkings en aanbevelings gemaak
met betrekking tot die doelstellings, aard, kenmerke en waarde van mentorskap,
faktore wat die eindresultate van mentorskap kan beinvloed en die bekwaamhede
en persoonseienskappe van mentors. Die aanbevelings sluit riglyne vir die
effektiewe hantering van problematiese aangeleenthede rondommentorskap, ender
meer die verpragmatisering en formalisering daarvan, in. / In this dissertation mentoring as a form of guidance is researched. The origin
of mentoring is investigated, a few characteristics of mentoring which have
stood the test of time are discussed and prevailing practices promoting
mentoring are compared with those of bygone eras.
A diverse variety of approaches to mentoring are presented: in addition to the
views of contemporary behavioural psychologists, vocationalists, educationists
and teaching specialists, the classic interpretation of mentoring (as
presented in the Odyssey and the Les Adventures de Telemaque (the works of
Homer and Fenelon respectively) is also considered.
In the last section a number of conclusions and recommendations are made
regarding the aims, nature, characteristics and value of mentoring, factors
affecting the outcome of mentoring and the skills and personal characteristics
of mentors. The recommendations include guidelines for the effective handling
of problematic issues regarding mentoring, such as the pragmatization and
formalization thereof. / Educational Studies / M. Ed. (Educational Studies)
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Developmental leadership behaviour and effective commitment : an explorative studyKriel, Ignatius Gerhardus 11 1900 (has links)
This mini thesis is aimed at establishing the relationship between developmental leadership and affective commitment as it presents itself across four levels of leadership within FNB Branch Banking.
The four leadership levels targeted for research are Area Managers, Branch Managers, Administration Managers and Co-ordinators.
The researcher used an Ex post facto research design in a natural field setting, formulating the research hypothesis that there is a statistically significant positive correlation between developmental leadership behaviours and affective commitment as reported by those whom directly reported to the four levels of leadership.
Using 919 responses, the results of the statistical analysis showed all four leadership levels having a strong positive correlation between developmental leadership behaviours and the affective commitment of direct reports at a 99% confidence level.
Finally the research also found that age has a statistically significant relationship with affective commitment and this should be examined in further research. / Human Resource Development / M. Tech. (Human Resources Development)
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An analysis of the coaching competencies of managers in the Eastern CapeHorne, K. A. 09 1900 (has links)
The new world of work requires managers to be performance coaches. Traditionally, coaching was viewed as one of the lesser responsibilities of a manager. With more emphasis being placed on the leadership role of managers, there has been a shift in the role of managers from controller to coach.
On-the-job performance coaching remains a neglected management function in many organisations in South Africa. Coaching is imperative for the future success of an organisation because it helps employees build their competence and results in improved performance. The purpose of this study is to identify a core set of coaching values, knowledge and skills that underpin management practices amongst a sample of Eastern Cape managers.
The literature review highlights the need for managers to become coaching managers. Five values (building trust, collaborating, learning, helping and empathy) and six knowledge/skills competencies (effective questioning, active listening, problem solving, giving feedback, motivating and reflecting) were identified as being used in best coaching practices. The research design used is predominantly quantitative. A survey questionnaire was designed around the eleven core coaching competencies identified in the literature review. A total of 72 questionnaires were distributed and 40 questionnaires were returned. The response data was analysed using descriptive statistics.
The main value of the study is that it proposes a tentative coaching model that can be used by managers to help them function effectively in their new role of coaching manager. The research study has highlighted three broad competency areas (values, problem solving and facilitating) and their related competencies. At the core of the coaching model are five values (building trust, collaborating, learning, helping and empathy) that promote rapport and a coaching friendly environment.
iii
The model advocates a systematic problem solving process. When coaching opportunities arise on-the-job, the coaching manager uses facilitation skills (effective questioning, active listening, giving feedback, motivating and reflecting) to engage the employee in the problem solving process. / Human Resources / M.Tech. (Human Resources Development)
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