A common theme emerging in the library world today is that quality service in the library and information center is dependent on the quality performance of personnel. Prior to conducting performance appraisals, managers need to ascertain the core performance criteria for quality service provision. This study is important because academic libraries are undergoing radical changes with an emphasis on accountability. In particular, South African tertiary education is faced with dwindling resources and an increased emphasis on accountability. There appears to be no formal or informal guidelines for appraising the value of subject librarians performing information services in KwaZulu-Natal academic libraries. It is this problem which this study addressed. The problem investigated in this study is located in the following KwaZulu-Natal academic libraries: Durban Institute of Technology (DIT), Mangosuthu Technikon (Mantech), University of Durban-Westville (UDW) , University of Natal, Durban (UND) and University of NataL, Pietermaritzburg (UNP) and the University of Zululand (UniZul). The purpose of the study was to emphasize the importance of performance appraisals for subject librarians employed in KwaZulu-Natal academic libraries and develop initial guidelines for performance appraisals for subject librarians. The scope of this study is placed within the library human resource management perspective and deals with developing and training librarians for enhanced service delivery within the above tertiary institutions. Thirty nine subject librarians (from a total of forty three) were surveyed by means of a self administered questionnaire which was distributed via e-mail. The study was able to establish the important aspects of performance appraisal for subject librarians from the literature review, and to make recommendations in respect of developing guidelines for appraising subject librarians in academic libraries. An initial guideline for conducting performance appraisal for subject librarians in KwaZulu-Natal will consist of appraising job tasks, key performance areas (KPAs), determining the relevant competencies, skills and behaviour traits. The major findings of the study were that there appears to be generally a lack of commitment to performance appraisal in KwaZulu-Natal academic libraries. A large majority of the respondents indicated that their libraries did not have guidelines for performance appraisals of subject librarians. The important aspects of performance appraisal for subject librarians were identified in the study. Key performance areas (KPAs) for subject librarians comprised of reference services, instruction and teaching, management and organisation. The competencies included knowledge of the total information environment as well as customer services. The majority of the respondents indicated that patron surveys were the most important indicator of performance of subject librarians in KwaZulu-Natal academic libraries. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

<p>The purpose of this thesis was to evaluate success of an integrated newsletter assignment for first year Human Resource Management students as an authentic and meaningful form of assessment by tracing and deciphering the narratives of the role-players. The study also examined the role that the newsletter can play regarding experiential learning, which is an essential component of teaching and learning at technikons in South Africa.</p>

Thesis (MComm)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Understanding and measuring job performance constructs enables organisations to utilise their human resources more effectively. The job performance of workers can be conceptualised on two levels, namely on a job result or outcome level (e.g. sales figures, units produced) and on a behavioural level (e.g. planning a budget, attentiveness to customers). To the extent that the former is within the control of the worker responsible, its success is a function of the worker’s behaviour on the job. Successful performance on the job outcome level for which the job exists thus requires specific levels of performance (i.e., competence) on the behavioural competencies in that the latter complexly determines the former. The level of performance achieved on the outcome level could, however, also recursively feed back onto the level of performance reached on the behavioural competencies. A complex network of causal influences thus exist between the job outcomes for which the job exists and the latent behavioural competency variables. Although this multi-dimensional structural model between job behaviour and job outcomes are widely recognised in theory, it is not often developed or tested in practice. Such models will give credence to performance criteria used as part of performance management and will also assist organisations in selecting and evaluating job success predictors. In addition, these models can serve as diagnostic tools for organisational development. This research study develops and evaluates a performance or competency structural model for branch managers in the clothing retail industry. The results seem to suggest a reasonable good fit for the exogenous model (i.e. competency measurement model), but a poor fit for the endogenous model (i.e. job outcomes measurement model). Due to estimation problems with the endogenous model, multiple regression analysis is used instead of the more appropriate analysis in this case, structural equation modelling, for evaluating the structural model. The regression results confirm the importance of certain competencies in terms of unit performance and provide understanding of the rather complex performance domain. / AFRIKAANSE OPSOMMING: Die verstaan en meet van posprestasie stel organisasies in staat om hul menslike hulpbronne meer effektief te bestuur. Die posprestasie van werkers kan op twee vlakke gekonseptualiseer word, naamlik op ‘n posuitkomsvlak (bv. verkoopssyfers, eenhede geproduseer) en op ‘n gedragsvlak (bv. beplanning van ‘n begroting, oplettendheid teenoor klante). Sukses op die eersgenoemde vlak, in die mate waartoe dit binne die beheer van die verantwoordelike werker is, is ‘n funksie van die werker se gedrag in die werk. Suksesvolle prestasie op die posuitkomsvlak, waarvoor die pos bestaan, vereis dus spesifieke vlakke van prestasie (dws. bevoegdheid) op die gedragsvlak deurdat die laasgenoemde die eersgenoemde op ‘n komplekse wyse bepaal. Die vlak van prestasie behaal op die uitkomsvlak sou egter ook ’n terugvoereffek kon hê op die vlak van prestasie op die gedragsbevoegdhede. ‘n Komplekse netwerk van kousale invloede bestaan dus tussen die posuitkomse waarvoor die pos bestaan en die latente gedragsbevoegdhede veranderlikes. Alhoewel hierdie multi-dimensionele strukturele model tussen werksgedrag en posuitkomste wyd erken word in die teorie, word dit nie algemeen ontwikkel of getoets in die praktyk nie. Sulke modelle sal geloofwaardigheid bied aan prestasiekriteria wat aangewend word as deel van prestasiebestuur en sal ook bydra tot organisasies se seleksie en evaluasie van voorspellers vir possukses. Hierdie modelle kan verder as diagnostiese instrumentasie dien vir organisasieontwikkeling. Hierdie navorsingstudie behels die ontwikkeling en evaluering van ‘n strukturele prestasie- of bevoegdheidsmodel vir takbestuurders in die klere-kleinhandelindustrie. Die resultate blyk ‘n redelike goeie passing aan te dui vir die eksogene (bevoegdheids-) model, maar ‘n swak passing vir die endogene (posuitkoms-) model. As gevolg van beramingsprobleme met die endogene model word meervoudige regressieontleding gebruik in plaas van strukturele vergelykingsmodellering wat ‘n meer toepaslike analise in hierdie geval sou wees. Die regressieresultate bevestig die belangrikheid van sekere bevoegdhede in terme van eenheidsprestasie en werk mee om ‘n redelike komplekse prestasiedomein meer verstaanbaar te maak.

This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.

The aim of the research reported in this document was to explore the ways in which first year Journalism students at a South African University construct themselves as learners. The research adopted a case study approach of purposively selected first year journalism students. In exploring this area, focus group and individual in-depth interviewing were employed which illuminated important aspects of learner identity construction. In order to make sense of these self-constructions, the research was located in the larger debates on discourse as espoused by Michel Foucault who argues that discourse constructs subjectivities. The research demonstrated that there were various discourses at play which influenced how these learners spoke and behaved. The influence of these discourses on learners' experiences varied at different times of the year. For example, the awarding of the Duly Performed (DP) certificate for students who met the minimum attendance and work requirements of a particular course, the giving of tests, exercises and examinations were some of the technologies that 'forced' students into compliance. In terms of identity formation, the heterogeneous nature of 'being' a journalism 'student' revealed that the different discourses at play influenced learner behaviour and that their identities continued to change over the year. Doing additional subjects such as Sociology, Drama, Art History and others at the same time as Journalism and Media Studies also meant that the learners had to negotiate the differing role requirements.

The purpose of this study is to explore the manager-subordinate conflicts or disagreements in relation to performance appraisal in the Department of Home Affairs in Tshwane area. An understanding of the reasons for manager-subordinate conflicts pertaining to performance appraisal is essential in order to identify viable solutions for improving workplace relations and morale. In order to achieve the purpose of this study, a qualitative research design was adopted, whereby semi structured interviews were used to collect data. A sample of twenty five research participants was selected from five offices of the Department of Home Affairs in Tshwane area using a purposive sampling strategy. Qualitative content analysis was conducted to analyse data obtained through interviews and observations. The major findings of the study revealed that performance bonuses and biased ratings are the sources of conflicts or disagreements between managers and subordinates in relation to performance appraisals. Therefore, is recommended that the National Department of Home Affairs should expose both managers, supervisors and operational staff members to training and development to ensure an effective performance appraisal process. In addition, managers and supervisors should be equipped with necessary conflict management skills to resolve manager-subordinate conflict in the workplace. / Public Administration / M. Admin. (Public Administration)

This study critically examines the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of the school in its entirety has been largely unchartered. The objectives of this dissertation were to determine what the perceived impact of the Integrated Quality Management System was on whole school development. A combination of both qualitative and quantitative research paradigms was employed in order to gather data in this study. Survey questionnaires were administered to principals and educators in KwaZulu-Natal in order to elicit their views on the IQMS. Semistructured and unstructured interviews were also conducted with principals, Senior Management Team members and educators. The data gathered was analyzed using the metatheoritical framework of ‘critical theory’ mainly because the main objective of the study was to uncover the assumptions underpinning the IQMS and its contribution to whole school development. The conclusions arrived at indicate that the mechanical aspects of the IQMS relating to ‘performitivity’ undermine the potential of the IQMS as a genuine professional development tool actuating whole school development. If IQMS is used for the latter purpose it would inevitably lead to an enhancement of the quality of teaching and learning and convert schools into highly developed institutions. Neo-liberal ‘managerialist’ and post-welfarist reforms adopted by the state are not apposite currently for a developing country like South Africa. South Africa requires an educator evaluation policy that is genuinely developmental, taking into account both the professional development needs of its educators and the socio-economic context in which schools operate to ensure schools develop holistically. / Further Teacher Education / D. Ed. (Education Management)

This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.

The aim of this research is to evaluate the Eskom customer safety education programme in the Queenstown Customer Services Area. The research focuses on the implementation of the programme with the aim of assessing whether there is need for optimisation in the way that the customer education and training is delivered. The paper consists of three sections. Section one is directed to Eskom and is made up of (i) a review of the literature that is relevant to the Eskom safety education programme, (ii) the findings made from the study and (iii) recommendations from the author. Section two is a review of the key concepts which were identified for this paper and these are: (i) education and training, (ii) consumer education, (iii) citizenship education, (iv) training programme development, and (v) training programme evaluation. Section three provides detail on and justifies the research methodology that was followed for this paper. The author adopted the deductive approach and collected data from literature sources and Eskom documents as well as face-to-face interviews with the Eskom trainers and customers. Qualitative data was collected from the interviews and is presented in section one of the report in the form of (i) narratives, (ii) graphs and (iii) tables. The research has identified some shortcomings in the delivery of the training and recommendations have been made on how these shortcomings can be addressed. Trainer skills, training evaluation and training tools are amongst the issues that require attention in the Queenstown Customer Services Area. The results revealed that 67 percent of the trainers have not received training related to conducting customer forums. Inconsistencies with regard to the evaluation of the training interventions were also identified and there were differences in terms of the training tools that are utilised at the forums. The recommendations made by the author are based on the literature that was reviewed as part of this study and are aimed at addressing the delivery of the training. The respondents all displayed an understanding of the objectives of the Eskom safety education programme and made recommendations in terms of how Eskom can reduce the tampering of Eskom equipment. The recommendations made included the involvement of the community as well as unannounced door-to-door audits aimed at identifying damaged and tampered Eskom equipment. These recommendations are in line with the guiding principles of safety education presented in McWhirter (2008: 32) which include the involvement of young people in real decisions to help them stay safe, as well as the use of active approaches in addressing safety issues. A review of the electrical contact incidents which were reported to Eskom in 2011/12 revealed that in 61,5 percent of the cases that occurred in the Eastern Cape, Eskom had conducted electricity safety education before the incidents occurred. The recommendations in terms of the training delivery should be implemented to improve the delivery of the training. The author however recommends further research on how Eskom can reduce the number of electrical contact incidents that occur, as it has been proven through previous studies that safety education “has an impact on knowledge, behaviour, risk and skills and no papers have provided evidence of the impact of safety education on injury rates” (Mulvaney, Watson and Errington, 2012: 27).

The focus of the study is to investigate the factors that impact on effective implementation of a performance management system at the South African Social Security Agency (SASSA) in the Eastern Cape Region, Nelson Mandela Metro District. It is said that an organisational success in service delivery largely depends on the efficiency and effectiveness of its employees in undertaking their functions, duties and responsibilities (Ntombela, Mpehle and Penciliah, 2010: 63).