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

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.

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)

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.

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)

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005 / In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.

The goal of this survey was to determine if a list of skills, activities, and competencies could be developed to aid in setting uniform guidelines for recruiting and selecting prospective mid-management instructor-coordinators. The data were amassed using a questionnaire which was sent to all mid-management instructor-coordinators and to three administrators at each participating college to ascertain the opinions of those persons closely involved with mid-management. The original mailing plus follow-up mailing resulted in a return of 72.50 per cent from mid-management instructor-coordinators and a return of 68.46 per cent from administrators. The results of this study show that the participants agree on a complex set of criteria, indicating a real need to formulate new guidelines for selecting instructors, guidelines which include definite skills, activities, and competencies mutually acceptable to administrators, teachers, and the TEA.

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.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The globalisation of business is probably the most important topic of discussion in business around the world. Globalisation impacts on business processes, and changes in the processes of economic and political liberalisation signify a radical shift in thinking about how the world works and how it should be organised. The process of change consequently means having to deal with increasing complexity. It is the complexity of change that prompts the urgency to improve the thinking of management in an organisation. As adult learners, managers need different competencies to operate; in addition their thinking skills need to be developed, as they are the key drivers in an organisation going through transformation. In a needs' assessment in a financial services organisation operating in the global environment, a need for training of middle managers to help them improve their thinking skills in order to become more effective thinkers was determined. The need to train adults to develop cognitive skills prompted a specific thinking skills intervention and the facilitation thereof. A Thinking Skills Programme aimed at teaching thinking dispositions and thinking skills was implemented as a programme to teach the managers to become effective thinkers. The study was approached from a programme evaluative perspective. The purpose of the programme was an improvement-orientated evaluation and was designed to evaluate the outcomes of the programme. Qualitative data was collected through a pre- assessment and postassessment process. Open-ended questionnaires as well as other qualitative methods were used in the assessment to capture the data. The data analysis was done through content analysis. In the process of determining the patterns and processes in the preassessment, observations, semi-structured interviews, field notes and post-assessment, the researcher looked for themes or interconnections that emerged in the units, sub-categories and categories. The sub-categories that emerged were derived from the frequency of appearance in the answers of the participants in the questionnaires. The post-assessment feedback categories indicated that a shift in effective thinking had taken place in the participants. The most significant difference in their thinking was the awareness of their thinking. They reflected on their thinking while solving problems, which is evidence of effective thinking. They used the thinking tools to help them solve problems. The intervention influenced the participants to be more creative in solving problems, which was not evident in the pre-assessment. The evaluation of the outcome of the programme through the application of a Thinking Skills Programme was successful. This was demonstrated by the fact that in the measurement of the outcome of the programme it was evident that the middle managers had become more aware of their thinking and that they applied the thinking dispositions and thinking tools in their daily managerial activities. They had become more effective thinkers. / AFRIKAANSE OPSOMMING: Die globalisering van die sakewêreld is waarskynlik die belangrikste besprekingspunt in dié sektor regoor die wêreld. Globalisering het 'n impak op sakeprosesse, en veranderings in die prosesse van ekonomiese en politieke liberalisering dui op 'n radikale verandering in denke oor hoe die wêreld werk en hoe dit georganiseer behoort te word. Die proses van verandering dui gevolglik daarop dat daar rekening gehou moet word met toenemende kompleksiteit. Dit is die kompleksiteit van verandering wat aanleiding gee tot die belangrikheid daarvan om die denkvaardighede van die bestuur in 'n organisasie te verbeter. As volwasse leerders benodig bestuurders verskillende vaardighede om hulle taak te verrig, en hulle denkvaardighede moet ontwikkel word aangesien hulle die dryfkrag is van 'n organisasie wat transformasie ondergaan. In 'n behoeftebepaling in 'n finansiële dienste organisasie wat op die wêreldmark meeding, is die behoefte geïdentifiseer aan opleiding vir middelvlak bestuurders om hulle denkvaardighede te help verbeter, ten einde van hulle meer effektiewe denkers te maak. Die behoefte om volwassenes op te lei in die ontwikkeling van kognitiewe vaardighede het aanleiding gegee tot In spesifieke denkvaardigheidsintervensie en die fasilitering daarvan. 'n Denkvaardigheidsprogram gemik op die onderrig van denkdisposisies en -vaardighede is as 'n program ingestelom bestuurders op te lei om effektiewe denkers te word. Die studie is benader vanuit 'n programevaluasie-perspektief. Die doel van die program was 'n verbeteringsgeoriënteerde evaluasie en dit is ontwerp om die uitkomstes van die program te evalueer. Kwalitatiewe data is versamel deur middel van 'n pre- en postassesseringsproses. Oopeindevraelyste asook ander kwalitatiewe metodes is in die assessering gebruik om data te versamel. Die data-analise is gedoen deur inhoudsanalise. Vir die bepaling van die patrone en prosesse in die pre-assessering, is observasies, semigestruktureerde onderhoude en veldaantekeninge gebruik. Vir die postassessering het die navorser gesoek na temas of interkonneksies wat na vore gekom het in die eenhede, subkategorieë en kategorieë. Die subkategorieë wat na vore gekom het, is geïdentifiseer op grond van die frekwensie van voorkoms in die antwoorde van die deelnemers wat die vraelyste voltooi het. Die terugvoeringskategorieë in die postassessering het aangetoon dat 'n verandering in effektiewe denke by die deelnemers plaasgevind het. Die mees beduidende verandering in hulle denke was die bewustheid van hulle denke. Deelnemers het gereflekteer op hulle denke tydens probleemoplossing, wat as bewys dien van effektiewe denke. Hulle het die denkinstrumente gebruik om hulle te help om probleme op te los. Die intervensie het tot gevolg gehad dat die deelnemers meer kreatief tydens probleemoplossing was, wat nie tydens die pre-assessering geblyk het nie. Die evaluering van die uitkoms van die program deur die toepassing van 'n Denkvaardigheidsprogram was suksesvol. Dit is gedemonstreer deur die feit dat in die meting van die uitkoms van die program dit duidelik geblyk het dat die middelvlak bestuurders meer bewus geraak het van hulle denke en dat hulle die denkdisposisies en denkinstrumente in hulle daaglikse bestuursaktiwiteite toegepas het. Hulle het meer effektiewe denkers geword.

Text in Afrikaans / The goal with the research is firstly is to study and theoretically describe the interpersonal style repertoire of middle level managers according to the interpersonal approach and more specifically the 1982 Interpersonal Circle. Secondly the interpersonal development interventions and the development process for middle level managers were discussed from this approach. The third theoretical goal involved compiling a interpersonal development programme for middle level managers. The empirical goals of the research involved the evaluation of the interpersonal style repertoires of middle level managers by means of self and fellow manager evaluations in an attempt to get an indication of the most prominent interpersonal styles of middle level managers. Furthermore the empirical investigation involved an analysis of the influence of the interpersonal development programme in expanding the interpersonal style repertoires of middle level managers. The results of the self evaluations suggest that the warm-friendly, deferent-trusting, assureddominant and sociable-exhibitionistic styles are the primary styles of the 263 middle managers in the sample. Their evaluations by the 82 fellow managers seem to indicate that the warmfriendly, assured-dominant, deferent-trusting, and sociable-exhibitionistic styles are the most prominent interpersonal styles of middle level managers. Although these results seem to correspond to the teoretically applicable style repertoires of middle level managers the scores were all below average. XIV With the interpersonal development programme an attempt was made to make the group of 32 managers aware of their own interpersonal style repertoires and to provide them with the opportunity to study the way in which these are used in interpersonal transactions during a experiential learning experience. The development interventions, process and the influence of the development programme are also discussed. / Die doel met hierdie navorsmg is eerstens om die interpersoonlike stylrepertoire van middelvlakbestuurders aan die hand van die interpersoonlike benadering en meer spesifiek 1982 Interpersoonlike Sirkel, te bestudeer en teoreties te beskryf. Tweedens is die interpersoonlike ontwikkelingsintervensies en -ontwikkelingsproses vir middelvlakbestuurders vanuit die benadering beskryf. Die derde teoretiese doelstelling het die samestelling van 'n interpersoonlike ontwikkelingsprogram vir middelvlakbestuurders behels. Wat die empiriese doelstellings in die navorsing betref, is die interpersoonlike stylrepertoire van middelvlakbestuurders deur middel van self- en medebestuurderevaluasies geevalueer om sodoende 'n aanduiding van die mees prominente interpersoonlike style van middelvlakbestuuders te kry. Verder het die empiriese ondersoek ook 'n ontleding van die invloed van die interpersoonlike ontwikkelingsprogram op die uitbreiding van middelvlakbestuurders se interpersoonlike style ingesluit. Die resultate van hulle selfevaluasies suggereer <lat die warm-vriendelik, geleidend-vertrouend, versekerd-dominant en sosiaal-ekshibisionistiese style die primere interpersoonlike style van die steekproef van 263 middelvlakbestuurders is. Wat die resultate van die evaluasies van die 82 medebestuurders betref, blyk dit dat die warm-vriendelik, versekerd-dominant, geleidendvertrouend en sosiaal-ekshibisionistiese style as die mees prominente style is. XVI Alhoewel hierdie resultate in 'n groot mate met die teoereties-toepaslike stylrepertoire van middelvlakbestuurders ooreenstem, was al die tellings ondergemiddeld. Met die interpersoonlike ontwikkelingsprogram is daar gepoog om 'n bewustheid by 'n groep van 32 bestuurders van hulle eie interpersoonlike stylrepertoire te kweek, en om hulle die geleentheid te bied om die interpersoonlike transakies waarin die style na vore tree, tydens 'n eksperimentele leerondervinding te bestudeer. Die gedragsontwikkelingsintervensies, die gedragsontwikkelingsproses en die invloed van die ontwikkelingsprogram word ook bespreek / Industrial and Organisational Psychology / D. Com (Bedryfsielkunde)