Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Human Resource Management in the Faculty of Business at the Cape Peninsula University of Technology / This research examines staff perceptions of the recruitment and selection processes in a tertiary education setting in South Africa. It aims to determine if there is a correlation between these perceptions and the productivity of staff. The benefit of this research lies in the fact that tertiary education institutions are at the last rung of the ladder of any nation’s human capacity development initiatives. Thus, if the processes by which they recruit and select their staff are perceived to be flawed, the consequences in the fulfilment of their afore-mentioned mandate would be compromised. There are many tertiary educational institutions in the Western Cape province of South Africa. These include traditional universities, comprehensive universities, a university of technology and FET colleges. This study focuses on one particular tertiary institution in the Western Cape. Due to the position taken by the institute in the current study on privacy issues, the said institution will be referred to as “Institution X”. The research adopted a quantitative data collection and analysis approach because it was deemed to be the most effective, objective and unobtrusive in the circumstance. Data was collected from the population of academic and non-academic staff of an identified faculty within a campus of the institution. The population of this study was 370 staff and the actual sample size represented 30% of the population. Unfortunately the final actual sample size was 106 and not 111 as originally planned. The sample technique that was used for this study was a systematic sample. Therefore, every tenth name on the list that represented the population was selected. The data collection instrument was a researcher-developed, self-administered questionnaire (a Likert-type attitude scale). Ethical clearance was obtained from the institution. Furthermore, a clear statement of informed consent was contained in the questionnaire that was distributed to participants, in addition to clear instructions on how to complete the questionnaire with assurances of strict anonymity and confidentiality of the process. The research revealed that there is a relationship between employee perceptions of recruitment and selection and organisational productivity. Further studies can be initiated to investigate what strategies may be used for recruitment and selection in order to increase productivity, ways in which tertiary educational institutions can increase productivity using recruitment and selection processes and identify challenges and benefits of recruitment and selection processes with regard to productivity. Further studies can also evaluate the impact of recruitment and selection processes on an institution of higher learning.

M.Cur. / Please refer to full text to view abstract

M.Ed. (Educational Management) / Please refer to full text to view abstract

M.Ed. / Effective evaluation of teachers has as prime objective recognition of skills and professional development. This evaluation should take place as early as possible, as it is an important method of motivating and positively directing a teacher in his career. The principal and evaluating team should be the prime assessors of a teacher's input. Teacher motivation normally leads to acknowledgement as a professional teacher. There are numerous problems in educational evaluation, specifically seen in the light that this evaluation plays in improving education. Furthermore it must be stressed that the relationship between evaluator and teacher is of major importance. The teacher has to be led into realizing why he is performing his duty and must be motivated into using his full potential. A task which rests squarely on the shoulders of the principal. Productivity is determined by attitude and the role of the principal in nurturing a positive environment is vital. The demands of both present and future places a unique responsibility on a teacher. This calls for objective evaluation of the teacher where personnel development and job satisfaction can be progressive, without neglect of professional integrity. Communication and input from teachers, both as a group and individually, normally lead to commendable co-operation. Acknowledgement of the teacher's opinion leads to greater performance, in which case the pupil will certainly gain a great deal.

DaimlerChrysler’s investment of R 1.4 billion in its East London Plant has resulted in the formation and development of an industry cluster, with DaimlerChrysler as the main industry driver. The rest of the cluster is made up of suppliers to the motor industry, as well as organisations involved in attracting and stimulating economic development in the region. The investment by DaimlerChrysler signalled the entry of DaimlerChrysler South Africa (DCSA) into global markets, supplying right-hand drive C-Class vehicles to the rest of the world. As a global player, world-class quality standards are expected of DCSA and, in turn, their suppliers. World-Class skills are therefore expected of the employees from all of the organisations within the cluster. This factor poses a challenge to South African organisations who are subjected to and challenged by the legislation that seeks to address and correct the societal imbalance of the past. The research problem addressed in this study was two-fold. The first objective was to determine whether or not there was a competitive advantage to be gained by being part of an industry cluster. The second objective was to determine how suppliers to DCSA from within the cluster developed world-class skills despite the constraints imposed upon them by South African legislation. To achieve these objectives, a theoretical study was conducted on existing conditions within clusters worldwide, as well as on methods being implemented by global organisations to develop world-class skills. An empirical study, covering the topics of competitive advantage and developing world-class skills, was developed and sent to suppliers of DCSA to test the degree of concurrence between methods implemented in the Border-Kei Motor Industry Cluster and global organisations elsewhere in the world. The results of the empirical study indicated a strong concurrence in many of the factors, and essentially only differed in instances where a cluster was more developed.

A new business world is emerging, which every organisation must appreciate and know how to exploit. The concepts of strategy do not need to be rewritten, but must be adapted to this new era. Utilisation of the Internet and human capital to its fullest is transforming the way that business is conducted in achieving its objectives. The key to an organisation’s competitive advantage, is to invest in training, skills enhancement and the personal development of its staff. A requirement of the National Ports Authority is to be committed to basic adult education and preparing employees for re-skilling from the shop floor to the boardroom to ensure it is seen as an equal opportunity employer. The research problem addressed in this study was to determine the factors necessary to achieve strategic advantage using human capital. Relevant literature was used to develop a new model to address some of the issues facing the organisation, as well as ensuring that the National Ports Authority can leverage itself into a competitive advantage. To manage and measure knowledge-based resources is one of the most important challenges for a modern company. This challenge is incorporated in the new model developed by the study. The theoretical model consisted of various factors, which were analysed and formed into principles which were identifiable from the literature study. This model was then used to compile a questionnaire to test the responsiveness of the role players concurring. The empirical results analysed indicated that the respondents concurred with the theoretical study and factors of the new model that was developed.

The traditional employer-employee relationship came under an increased threat the past two decades with employers finding the option of utilising the services of Labour Brokers more attractive. Various reasons existed for this tendency amongst employers to opt for the use of Labour Brokers, some of these reasons being valid but mostly some reasons being born out of fear for the unknown labour law duties and obligations that were proposed to be placed on employers post 1994. In the absence of an action plan between the role players in the labour fraternity pathing the way traditional employer-employee relationships could be salvage, employers resorted to the appointment of Labour Brokers and Government on their part retaliated by considering either the total ban of Labour Brokers or the regulation of the profession to such an extent that same became largely unattractive and problematic. The non-addressing of problems and fears faced with by employers post 1994 resulted in an opportunity waisted to narrow the gap between employers and employees with the fight over work force power being the more important factor taken into consideration. This treatise will explore the options that faced the roll players post 1994 in the labour market, the reason for choices made and the effect same has had since on the labour market. The problematic amendments made to Section 198 of the Labour Relations Act in an attempt to iron out the wrinkles poor choices made by the stake holders over the regulations of Labour Brokers, will be discussed. The ripple effect the amendments to Section 198 of the Labour Relations Act had on other pieces of South African legislation will be considered and the uncertainty and confusion it has created discussed. Specific attention needs to be drawn to the intention of the legislature as to which party, the Labour Broker or employer, will be responsible for the ramifications of the wrong doings of an employee. Also, which party will be responsible to the employee to fulfil its labour rights as granted in the Constitution of South Africa. Unleashing reaction to the regulations of Temporary Employment Services does not seem to be a problem, the problem arises where the regulations proposed did not unleashed the desired reaction and roll players finding themselves frustrated and with having no alternative as to turn the Courts to solve the largely self-inflicted conundrum. The courts are left with the task of clarifying the legislature’s true intension in amending section 198 of the Labour Relations Act, which impact the writer with all due respect do not think the legislature even appreciated when the amendments were drafted. Currently, there is dividing views on the future of Labour Brokers per se in South Africa and the interpretation concerning Section 198 of the Labour Relations Act, as amended. The focus of this treatise is to highlight the different interpretations given to these amendments this far and highlight that if it is in fact the wish of stake holders in the Labour fraternity that Labour Brokers should continue to exist, clarification is needed by our Constitution Court on certain vital issues and as discussed in this treatise.

This research article studies the factors that are likely to affect the visible part of human resource development (HRD)– the use of HRD activities in the Legislature Sector. It is argued that the active use of HRD activities as such does not indicate the role HRD plays in a Legislature’s business: rather, one has to pay attention to HRD orientation that captures the paradigm of an organization as regards the development of people. In this empirical study of Legislature Sector, several factors related to the organization, strategy, HRD function, and HRD person are identified as meaningful predictors of HRD orientation. Results imply that the outcomes of HRD are also dependent on factors outside the traditional authority of HRD function. The model that is formed based on the results helps those involved in HRD to understand the inherent linkages and holistic nature of people development in organizations.

M.Ed. (Education Management) / The individual behaviour of the involved experienced teacher gives form and direction to the practice of teaching and education. The improvement of the school's effectiveness can be the consequence of the dedication and enthusiasm of involved experienced teachers. By developing highly motivated involved experienced teachers, the educational leader creates the potential for effective teaching and the improvement of school efficiency. Education leaders should regard their motivational task as a high priority. From the research material it is clear that there is a large variety of problems facing the uninvolved experienced teacher. These problems differ in degree and scope. For every separate problem area specific solutions will have to be found. In order to find sensible solutions for these problems." it is desirable to group them together in separate areas or categories. From a wide variety of problems, it is possible to isolate the following areas or categories, viz: + discontent with aspects of management + adaptation to the school environment, and + limited promotional opportunities Although not all uninvolved experienced teachers experience the same problems, there are, however, problems that are common to them all. Communication is one such problem that could bring about major change. Communication is a way of Iiving and forms an integral part of one's existence. It forms the basis of the establishment, maintenance and improvement of human relations. Due to the educational leader's managerial function, manifold opportunities arise for effective communication, which are enhanced by his qualities, such as leadership, guidance, the ability to organise, to be decisive and to exercise discipline. The school climate, human relations and the management style within a school constitute the basic requirements for a particular mode of communication. The educational leader should always endeavour to communicate effectively in order to prevent and rectify communication barriers. xii In order to allow the educational leader to formulate a sensible motivation strategy it is necessary for him to be aware of and get an overall picture of the multiplicity of existing theories of motivation. Each theory, in its own way, gives expression to the nature of human needs and motives as forces governing motivation. At the same time it is an indication of the human personality and these theories allow educational leaders to: + improve the uninvolved experience teacher's attendance, quality of work, and personal involvement + bring about the acceptance of responsibility without the use of threats, and + turn traditional practises into innovative teaching methods. It would be unrealistic to think that a perfect approach to motivation could ever be achieved. The educational leader must, of necessity, apply motivation in a specific situation, adapting the motivational strategy to suit each individual, depending on his needs in changing circumstances. A positive school climate is of particular importance if the pupils are to achieve maturity and teachers are to enjoy job satisfaction. The success of motivation as a managerial skill applied by the educational leader depends on the efficiency of the execution of his other managerial activities. This efficiency can be achieved by training during which the educational leader becomes more skilled in dealing with the key elements of the task of motivation, viz: + the importance of school climate in the development of highly motivated uninvolved experienced teachers, and + the effect of different leadership styles on the motivation of the uninvolved experienced teacher. The creation of the so-called ideal or positive school climate should form part of the educational leader's managerial strategy. In this regard the leadership style of the educational leader is of paramount importance in the creation of a positive school climate in order to encourage motivated behaviour of the uninvolved experienced teacher.

M.Ed. / Please refer to full text to view abstract