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Legal professionalism : ethics, practice and legal educationBoon, Andrew January 1999 (has links)
No description available.
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Negotiation with teachers as a managerial task of the school principal / Sewagodimo Amos SebetleleSebetlele, Sewagodimo Amos January 2005 (has links)
The study focuses on the use of negotiation skills as a managerial task of the school principal in
order to reduce conflicts between teachers and between teachers and themselves, so as to enhance a
good working interpersonal relationship between them. This will lead to the building of trust,
professional development and success.
The purpose of this study was to determine through a literature study and empirical investigation,
the nature of negotiation in schools and the skills used by principals when negotiating with teachers.
The empirical investigation determined the skills used the most and least by principals when
negotiating with teachers.
Chapter 1 covered the statement of the problem, aims and methods to be used to obtain an overview
of the nature of negotiation. This chapter also covers the empirical investigation which includes the
questionnaire, population and sample, the statistical techniques. This chapter further covers the
arrangement of chapters.
Chapter 2 emphasises the nature of negotiation in general and in schools. The definition of
negotiation and the concepts closely related to it are given in this chapter. The significance of
negotiation and the negotiation principles are explained. The process of negotiation with its three
phases, are discussed, approaches to negotiation are explained and common mistakes that occur
during negotiation are highlighted. Mention is also made of the attitude principals have towards the
use of negotiation in schools, as well is the effects that negotiations have on school performance.
The context and skills needed in successful negotiation are discussed in chapter 3. With regard to
the context of negotiation, the climate, negotiating for common ground, the characteristics of good
agreement and the elements of negotiation are covered. With regard to skills needed in successful
negotiation, listening, empathy, space, timing and persuasion are discussed.
In chapter 4 the empirical research design, administrative procedures, population and sampling as
well as statistical techniques are discussed. The completed and questionnaires returned by
respondents are empirically analysed and interpreted. The practical significance (effect size) of
differences between biographical data and the different negotiation factors is done to determine if
the differences are large enough to have an effect in practice.
In chapter 5 the summary of all the chapters is done as well as the findings 60m the research and the
recommendations.
Of all the negotiation skills discussed, it is evident that empathy is a skill that is mostly used by
principals, followed by persuasion and the process of negotiation. The skill that is used least by
school principals and that is also recommended as a topic for further research, is space.
Recommendations of this study emphasize the importance of workshops and or in-service training
for principals on the use of negotiation skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Negotiation with teachers as a managerial task of the school principal / Sewagodimo Amos SebetleleSebetlele, Sewagodimo Amos January 2005 (has links)
The study focuses on the use of negotiation skills as a managerial task of the school principal in
order to reduce conflicts between teachers and between teachers and themselves, so as to enhance a
good working interpersonal relationship between them. This will lead to the building of trust,
professional development and success.
The purpose of this study was to determine through a literature study and empirical investigation,
the nature of negotiation in schools and the skills used by principals when negotiating with teachers.
The empirical investigation determined the skills used the most and least by principals when
negotiating with teachers.
Chapter 1 covered the statement of the problem, aims and methods to be used to obtain an overview
of the nature of negotiation. This chapter also covers the empirical investigation which includes the
questionnaire, population and sample, the statistical techniques. This chapter further covers the
arrangement of chapters.
Chapter 2 emphasises the nature of negotiation in general and in schools. The definition of
negotiation and the concepts closely related to it are given in this chapter. The significance of
negotiation and the negotiation principles are explained. The process of negotiation with its three
phases, are discussed, approaches to negotiation are explained and common mistakes that occur
during negotiation are highlighted. Mention is also made of the attitude principals have towards the
use of negotiation in schools, as well is the effects that negotiations have on school performance.
The context and skills needed in successful negotiation are discussed in chapter 3. With regard to
the context of negotiation, the climate, negotiating for common ground, the characteristics of good
agreement and the elements of negotiation are covered. With regard to skills needed in successful
negotiation, listening, empathy, space, timing and persuasion are discussed.
In chapter 4 the empirical research design, administrative procedures, population and sampling as
well as statistical techniques are discussed. The completed and questionnaires returned by
respondents are empirically analysed and interpreted. The practical significance (effect size) of
differences between biographical data and the different negotiation factors is done to determine if
the differences are large enough to have an effect in practice.
In chapter 5 the summary of all the chapters is done as well as the findings 60m the research and the
recommendations.
Of all the negotiation skills discussed, it is evident that empathy is a skill that is mostly used by
principals, followed by persuasion and the process of negotiation. The skill that is used least by
school principals and that is also recommended as a topic for further research, is space.
Recommendations of this study emphasize the importance of workshops and or in-service training
for principals on the use of negotiation skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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The Effectiveness of Negotiation Skills Training in Advancing the Status of Women in Male Dominated Fields: An Evaluation of CWSE-ON's Negotiation Skills Training WorkshopShaw, Jerie January 2014 (has links)
Gender equality has been linked to several positive organizational outcomes, including improved overall organizational performance (Dezsö & Ross, 2012). Yet, several fields in Canada, such as technology and engineering, remain male-dominated (Statistics Canada, 2009). Men and women communicate differently, and women's communication styles are sometimes perceived as weak, particularly in male-dominated fields (Carli, 2001). Women's preference for a more communal communication style also manifests in negotiations: women are less likely to negotiate, and when they do negotiate they are less direct and ask for less than men do (Babcock & Laschever, 2003). In order to help women develop the skills they require to advance their status in male-dominated fields, the NSERC Chair for Women in Science and Engineering delivered five negotiation skills training workshops for women in science, technology, engineering and mathematics (STEM) in Ontario. This thesis evaluates this training program using Kirkpatrick and Kirkpatrick's (2006) four-level training evaluation model, with questionnaires and qualitative semi-structured follow-up interviews as the main data collection methods. Ultimately, the thesis concluded that CWSE-ON was successful in creating a training program that produced positive results at multiple levels of the Kirkpatrick model. The program was particularly effective at encouraging participants to transfer their new skills back to the workplace and actually change their negotiation behaviours. The implications of these findings for training professionals is explored in depth.
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Negotiation with learners as a managerial task of the school principal / Yaw Fosu-AmoahFosu-Amoah, Yaw January 1999 (has links)
The research seeks to suggest the use of negotiations as a managerial task
of the school principal with learners to eliminate or at least limit unrest
practices like violence, intimidation of learners by principals and intimidation
of principals by learners, suspicions, vandalism, strike actions and class
boycotts which destroy and negate the culture of learning and teaching
services. All these destructive practices, lead to poor production of matric
results in schools in South Africa in general and in the North West Province in
particular.
The purpose of this study therefore was to determine by means of a review of
literature and an empirical investigation, the nature of negotiations in schools
and the skills needed by practising principals in the discharge of their
management tasks. The empirical study was also aimed at determining the
most important and the least important of the negotiation skills.
Chapter 1 deals with the statement of the problem, aims of the research and
the methods employed in achieving the purpose of the study. This includes a
discussion of the population and sample used for the empirical research and
an outline of the chapters.
The second Chapter highlights on the nature of negotiation in general and in
schools in particular. Explanation of the concept negotiation was given and
terms closely related to negotiation were defined and all shown to be different
from negotiation. Models of negotiation were identified, causes for
negotiation were mentioned, effects of negotiation on school performance
were discussed a:; well as approaches and attitudes to the use of negotiation
in schools.
In Chapter 3, the focus was on the context of negotiation and skills needed in
successful negotiation in schools.
The negotiation climate, elements of negotiation and legal aspects or basis of
negotiation were discussed under the context of negotiation. Listening,
timing, empathy, trust, questions, needs, patience, politeness, as well as
other skills like stamina, tolerance, confidence were discussed as negotiation
skills. Negotiation style and strategies were treated under skills needed in
successful negotiation.
The empirical research design, administrative procedures, population and the
systematic sampling as well as statistical techniques were discussed in
Chapter 4. The duly completed questionnaires returned by principals as
respondents were empirically analysed and interpreted in this chapter.
The last chapter, Chapter 5, throws light on the summary of all the chapters,
research findings and recommendations based on the research findings
derived from the previous chapters as well as a final remark.
It was found that all the respondents recognize that listening is essential to
any relationship and therefore listening was the most important negotiation
skill practised by principals. Again, it was revealed from the empirical study
that most principals do not succeed in building trust with learners by making
wild promises. Principals therefore seldomly make wild promises to learners
as a negotiation skill. Finally based on the research, a negotiation skill
training programme for principals was recommended for future research. / Thesis (MEd)--PU for CHE, 1999
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Negotiation with learners as a managerial task of the school principal / Yaw Fosu-AmoahFosu-Amoah, Yaw January 1999 (has links)
The research seeks to suggest the use of negotiations as a managerial task
of the school principal with learners to eliminate or at least limit unrest
practices like violence, intimidation of learners by principals and intimidation
of principals by learners, suspicions, vandalism, strike actions and class
boycotts which destroy and negate the culture of learning and teaching
services. All these destructive practices, lead to poor production of matric
results in schools in South Africa in general and in the North West Province in
particular.
The purpose of this study therefore was to determine by means of a review of
literature and an empirical investigation, the nature of negotiations in schools
and the skills needed by practising principals in the discharge of their
management tasks. The empirical study was also aimed at determining the
most important and the least important of the negotiation skills.
Chapter 1 deals with the statement of the problem, aims of the research and
the methods employed in achieving the purpose of the study. This includes a
discussion of the population and sample used for the empirical research and
an outline of the chapters.
The second Chapter highlights on the nature of negotiation in general and in
schools in particular. Explanation of the concept negotiation was given and
terms closely related to negotiation were defined and all shown to be different
from negotiation. Models of negotiation were identified, causes for
negotiation were mentioned, effects of negotiation on school performance
were discussed a:; well as approaches and attitudes to the use of negotiation
in schools.
In Chapter 3, the focus was on the context of negotiation and skills needed in
successful negotiation in schools.
The negotiation climate, elements of negotiation and legal aspects or basis of
negotiation were discussed under the context of negotiation. Listening,
timing, empathy, trust, questions, needs, patience, politeness, as well as
other skills like stamina, tolerance, confidence were discussed as negotiation
skills. Negotiation style and strategies were treated under skills needed in
successful negotiation.
The empirical research design, administrative procedures, population and the
systematic sampling as well as statistical techniques were discussed in
Chapter 4. The duly completed questionnaires returned by principals as
respondents were empirically analysed and interpreted in this chapter.
The last chapter, Chapter 5, throws light on the summary of all the chapters,
research findings and recommendations based on the research findings
derived from the previous chapters as well as a final remark.
It was found that all the respondents recognize that listening is essential to
any relationship and therefore listening was the most important negotiation
skill practised by principals. Again, it was revealed from the empirical study
that most principals do not succeed in building trust with learners by making
wild promises. Principals therefore seldomly make wild promises to learners
as a negotiation skill. Finally based on the research, a negotiation skill
training programme for principals was recommended for future research. / Thesis (MEd)--PU for CHE, 1999
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Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
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Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
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