Social workers worldwide play a pivotal role in delivering social services to those in need of such services. Designated social workers (DSWs) deliver statutory services pertaining to the protection of children in need of care and protection. All social workers are confronted by several professional risk factors that jeopardise their well-being; yet risks specifically observed in DSWs support the plea to enhance their resilience. The purpose of this qualitative phenomenological inquiry was to explore pathways of resilience among resilient South African DSWs by studying relevant literature and examining South African DSWs’ lived experiences. A secondary purpose was to draw on these experiences and literature to develop guidelines for South African DSW supervisors who may encourage the promotion of DSW resilience. Conducting a qualitative research synthesis was the first step and resulted in the confirmation of social worker risk and a deficient understanding of South African DSW resilience. An advisory panel of social work, DSW, and resilience experts assembled and formulated indicators of resilience in resilient South African DSWs, namely: a value-embedded life, having a support network, and having personal strengths, which, next, facilitated the identification of 15 resilient South African DSWs through snowball sampling. These 15 DSWs wrote narratives and were interviewed through semi-structured interviews in order to explore their lived experiences of workplace risks and their resilience processes. The findings concluded that these DSWs adapted to workplace adversities by living a purpose- and practice-informing creed, enjoying supportive collaborations, engaging in constructive transactions, and accentuating the positive. Guidelines for South African DSW supervisors, which emerged from these findings and literature, were proposed to be framed by reflective supervision as a step towards promoting South African DSW resilience. / PhD (Social Work), North-West University, Vaal Triangle Campus, 2014

This thesis proposes an intelligent multiple-controller framework for complex systems that incorporates a fuzzy logic based switching and tuning supervisor along with a neural network based generalized learning model (GLM). The framework is designed for adaptive control of both Single-Input Single-Output (SISO) and Multi-Input Multi-Output (MIMO) complex systems. The proposed methodology provides the designer with an automated choice of using either: a conventional Proportional-Integral-Derivative (PID) controller, or a PID structure based (simultaneous) Pole and Zero Placement controller. The switching decisions between the two nonlinear fixed structure controllers is made on the basis of the required performance measure using the fuzzy logic based supervisor operating at the highest level of the system. The fuzzy supervisor is also employed to tune the parameters of the multiple-controller online in order to achieve the desired system performance. The GLM for modelling complex systems assumes that the plant is represented by an equivalent model consisting of a linear time-varying sub-model plus a learning nonlinear sub-model based on Radial Basis Function (RBF) neural network. The proposed control design brings together the dominant advantages of PID controllers (such as simplicity in structure and implementation) and the desirable attributes of Pole and Zero Placement controllers (such as stable set-point tracking and ease of parameters’ tuning). Simulation experiments using real-world nonlinear SISO and MIMO plant models, including realistic nonlinear vehicle models, demonstrate the effectiveness of the intelligent multiple-controller with respect to tracking set-point changes, achieve desired speed of response, prevent system output overshooting and maintain minimum variance input and output signals, whilst penalising excessive control actions.

La présente recherche a comme objectif d’étudier l’effet de l’environnement de travail sur l’engagement affectif envers son organisation. Le concept de l’environnement de travail se compose de trois dimensions, à savoir les caractéristiques de l’emploi, la communication managériale et la perception du soutien organisationnel. Cette recherche vise également à comprendre s’il existe un effet modérateur de la génération sur la relation entre ces dimensions de l’environnement de travail et l’engagement affectif. Les générations Baby-boomers, X et Y sont celles à l’étude. Les données ont été collectées au sein de deux compagnies privées dont la main-d’œuvre n’est pas syndiquée. Au total, 110 participants ont répondu au questionnaire. Des analyses de régression multiple ont permis de vérifier l’effet distinct de chaque dimension de l’environnement de travail sur l’engagement affectif alors que des analyses de régression hiérarchique ont testé la présence d’un effet modérateur de la génération dans cette relation. Les résultats indiquent que les seules dimensions de l’environnement de travail ayant un effet direct et significatif sur l’engagement organisationnel affectif sont la communication managériale et la perception du soutien organisationnel. En ce qui a trait à la génération à laquelle appartient le travailleur, il semble que cette variable ne modère pas la relation entre les dimensions de l’environnement de travail et l’engagement affectif. Les apports théoriques et pratiques de cette étude sont discutés tout comme ses limites et quelques recommandations pour les recherches futures. / The objective of the present research is to study the effect that the work environment can have on affective commitment toward the organization. The concept of work environment is divided into three dimensions. They are the job characteristics, the communication with the supervisor and the perceived organizational support. This research also wishes to understand if there exists a moderating effect of the generation on the relationship between these dimensions of the job environment and affective commitment. The generations of the Baby-boomers, X and Y are the one selected for the purposes of this study. The data were collected in two private and non-unionized companies. In total, 110 participants answered the questionnaire. Regression analysis were conducted to verify the distinct effect of each of the three dimensions of the work environment on the affective commitment and also to test the presence of a moderating effect of the generation in this relationship. The results indicate that the only dimensions of the work environment having a direct and significant effect on the affective organizational commitment are communication with the supervisor and perceived organizational support. Concerning the generation of the worker, it seems that this variable does not moderate the relationship between the dimensions of work environment and affective commitment. The theoretical and practical implications of this research are discussed as well as its limits and recommendations for future researches.

Ce mémoire a pour but d’étudier les facteurs professionnels et leur relation avec la détresse psychologique. L’objectif principal est d’évaluer l’effet modérateur du facteur professionnel de la latitude décisionnelle sur la relation entre la détresse psychologique et les facteurs professionnels étudiés. Pour ce faire, nous avons étudié la latitude décisionnelle de façon décomposée (utilisation des compétences et autorité décisionnelle). Les données sur lesquelles nous nous sommes basés proviennent de l’Équipe de Recherche sur le Travail et la Santé Mentale (ERTSM) et ont été recueillies au cours des mois de décembre 2008 et janvier 2009. L’échantillon utilisé se compose de 410 travailleurs, dont l’âge varie de 20 à 58 ans. Les analyses multivariées que nous avons réalisées nous ont permis d’identifier deux facteurs professionnels qui s’associent de manière significative à la détresse psychologique, soit les demandes psychologiques et la relation avec le supérieur immédiat. Les résultats de la régression logistique nous ont permis de déterminer que les travailleurs qui ont une bonne relation avec leur supérieur immédiat ont une probabilité inférieure (0.91) de développer de la détresse psychologique. Tandis que les travailleurs qui ont de fortes demandes psychologiques ont une probabilité 1.11 fois plus grande de développer de la détresse psychologique. Contrairement à l’hypothèse soutenue, le fait d’occuper l’emploi de policier par rapport au travail de bureau n’augmente pas la prévalence de détresse psychologique. De plus, les variables modératrices ne sont pas associées de façon significative avec la détresse psychologique. / This thesis aims to study some occupational factors and their relationship with psychological distress. The main objective of this master's thesis is to determine the moderator effect of decision latitude (decision authority and skill level) on the relationship between psychological distress and occupational factors. We use data from the Team for Research on Work and Mental Health (ERTSM). This research team collected the data during the month of December 2008 and January 2009. The sample consists of 410 workers whose ages range from 20 to 58 years. The multivariate analyses that we conducted allowed us to identify two occupational factors which are significantly associated to psychological distress. Those are psychological demands and the relationship with the supervisor. The results of logistic regression analyses show that workers who have a good relationship with their immediate superior have a lower probability (0.91) of developing psychological distress. On the other hand workers with high psychological demands have an odds ratio 1.11 times greater than those with low demands of developing psychological distress. Contrary to the hypothesis put forward, police officers do not have a higher probability of developing psychological distress than clerical workers. Furthermore, moderating variables are not significantly associated with psychological distress.

The factors associated with employees' work related attitudes and cognitions were examined. A sample of employees from Community Living Trust (CLT), an organisation within the disability support worker industry, completed a questionnaire that included several measures: supervisor and colleague support, role conflict, role ambiguity and role overload, time-based, strain-based and behaviour-based work-to-family/family-to-work conflict, organisational commitment, job satisfaction and turnover intentions. The purpose of this study was to explore the extent to which supervisor and colleague support contributed to a reduction in role conflict, role ambiguity and role overload. In addition, the relationship between support and work-to-family/family-to-work conflict were also explored. Finally, the organisational outcomes, in particular organisational commitment, job satisfaction and turnover intentions, were examined. It was found that supervisor and colleague support did, in some cases, moderated the relationship between role stressors, conflict and job satisfaction / organisational commitment. It was also found that job satisfaction and affective commitment mediated the relationship between the role stressors, WF strain-based conflict and turnover intentions. The major implications from this research are that human resource initiatives should be developed that aims to identify the support needs employees may have, in order to increase levels of job satisfaction and organisational commitment and decrease levels of turnover intentions. The final chapter of this research explored the practical implications to the organisation, employees and the need for future research.

It is well accepted by now that most change initiatives are unsuccessful even though more organisations are experiencing change as they fight to retain and improve their competitiveness in the market place. It is against this background of change failure that researchers have looked for new strategies to improve change outcomes. Theoretical models conceptualising the dynamic change process advise on better change strategies, but little empirical evidence has demonstrated that these models are effective in improving change implementation outcomes. Theoretical models were also developed to counter change resistance, but little emphasis has been placed on employee change readiness. Some empirical research on employee change readiness explores employees? perception of organisational readiness, but no empirical research has explored employee readiness from a psychological perspective. That is, how to create change readiness in employees. This thesis has contributed to both the theoretical and empirical understanding of the change readiness model. Firstly, the theoretical readiness for change model Armenakis et al.?s (1993, 2002) was extended by the inclusion of the ?understanding of the change? driver. Secondly, this change readiness model was empirically tested on two distinct organisational changes: organisational restructure and IT change. The extended model is also examined for two change stages of the dynamic process to identify which readiness drivers should be prioritised by change agents. Two online questionnaires were administered eight months apart assessing the responses to three change stages (planning, implementation and post-implementation) of employees ? supervisors and subordinates - of a flat structured organisation in the human resource industry. At the two measurement points 189 and 141 employees returned completed surveys. Six employee readiness drivers were operationalised and regressed against behavioural change intention. The quantitative findings using regression models across two change types and longitudinally did not identify a specific change pattern. However, all six readiness drivers including the ?understanding of the change? driver were influential on employees? behavioural change intention. Furthermore, statistical differences between supervisors and subordinates were identified in the organisational restructure change. The quantitative findings using a triangulation approach with qualitative date including data from two unstructured interviews and employee comments further validated the quantitative findings. The thematic analysis of the employee comments enhanced the findings and identified employee specific concerns including information dissemination of the changes and a level of uncertainty. The findings supported Armenakis et al.?s (1993, 2002) theoretical contribution that change readiness drivers are an important part of the organisational change process explaining why employee do and do not change. The empirical application of readiness change driver evaluation during the dynamic change is supported as it permits change agents to directly monitor employees? readiness perception of a specific change target. This valuable information finds practical utilisation for change agents in providing targeted guidance and support for employees thus facilitating a greater likelihood of a positive change outcome. Implications of these findings and future research opportunities are discussed.

Using the Job Demands – Resources Model, this study investigates the moderating role of support in the organization, such as coworker, supervisor, and perceived organizational support, in attenuating the relationship between emotional job demand and employees’ emotional exhaustion. A series of hierarchical regression analysis on 237 respondents indicate that emotional job demand is negatively related to emotional exhaustion. With respect to the moderating role of support variables, although both instrumental and emotional support from supervisors are shown to moderate the relationship between emotional job demand and emotional exhaustion, only instrumental support is associated with lower levels of emotional exhaustion. This finding provides evidence for the buffering effect. Findings indicate several promising theoretical and managerial implications, and suggestions for future research.

<p>The general aim of this dissertation is to describe and analyse how public old-age care in Sweden has developed and changed during the last century. The study applies a provider perspective on how care has been planned and professionally carried out. A broader social policy perspective, studying old-age care at central/national as well as local/municipal level, is also developed. A special focus is directed at the large local variation in care and services for the elderly. The empirical base is comprised of official documents and other public sources, survey data from interviews with elderly recipients of public old-age care, and official statistics on publicly financed and controlled old-age care and services.</p><p>Study I addresses the development of old-age care in Sweden during the twentieth century by studying an important occupation in this field – the supervisors and their professional roles, tasks and working conditions. Throughout, the roles of supervisors have followed the prevailing official policy on the proper way to provide care for elderly people in Sweden; from poor relief at the beginning of the 1900s, via a generous level of services in the 1960s and 1970s, to today’s restricted and economy-controlled mode of operation.</p><p>Study II describes and compares two main forms of public old-age care in Sweden today, home help services and institutional care. The care-load found in home-based care was comparable to and sometimes even larger than in service-homes and other institutions, indicating that large care needs among elderly people in Sweden today can be met in their homes as well as in institutional settings.</p><p>Studies III and IV analyse the local variation in public old-age care in Sweden. During the last decades there has been an overall decline in home help services. The coverage of home help for elderly people shows large differences between municipalities throughout this period, and the relative variation has increased. The local disparity seems to depend more on historical factors, e.g., previous coverage rates, than on the present municipal situation in levels of need or local economy and politics.</p><p>In an introductory part the four papers are linked together by an outline of the demographic situation and the social policy model for old-age care in Sweden. Trends that have been apparent over time, e.g. professionalisation and market orientation, are traced and discussed. Conflicts between prevailing ideologies are analysed, in regards to for instance home-based and institution-based care, social and medical culture, and local and central levels of decision-making. ’Welfare municipality’, ‘path dependency’, and ‘decentralisation’ are suggested as a conceptual framework for describing the large and increasing local variations in old-age care. Finally, implications of the four studies with regard to old-age care policy and further research are discussed.</p>

The aim of this essay is to examine the supervisor’s view on the structure and content of the tasks given to students during their vocational training. The investigation could be of help for teachers when devising new vocational training tasks. The study is based upon qualitative interviews with five supervisors, all of whom work at preschools. The supervisors were asked to grade all the vocational training tasks on a scale from one (easy) to five (difficult). The results were then used as a starting point for a discussion with the supervisors about their grading of the tasks. When devising vocational training tasks, one of the foundations is the knowledge requirements as expressed in the syllabus, and how they are reflected in the vocational training. An important aspect of the student’s learning is the supervisor’s ability to clarify the goals and criteria of vocational training. The supervisor plays an important role and is responsible for the student’s vocational training period. This study has given me a better understanding of the supervisor’s view on the structure of the vocational training tasks and I have been given many useful suggestions as to how it can be improved to strengthen the quality of the education. The Swedish Schools Inspectorate carried out an investigation in 2011 and noticed shortcomings in the grading of the vocational training, which is interesting and relevant for my study. The supervisor assesses the student’s performance during the vocational training according to a certain scale of grades. The findings suggest that we need to revise the structure and assessment of the vocational training tasks. At the upper secondary school used in this study, the tasks are devised in a way that makes it difficult for the supervisor to support the student in his/her learning process, because the tasks are too numerous and the instructions contain many ill-defined terms. The supervisors also want closer contact with, and visits from, the upper secondary school teachers, so that both the former and the students can receive more feedback and better support. / Syftet med denna uppsats är att undersöka handledares syn på praktikuppgifternas utformning och innehåll. Undersökningen kan vara till hjälp för lärare när nya praktikuppgifter ska utarbetas. Arbetet bygger på fem kvalitativa intervjuer som har genomförts med handledare som är verksamma inom förskoleverksamheten. Handledarna fick göra en bedömning av praktikuppgifterna utifrån en svårhetsskala från ett till fem, där fem är mycket svår och ett är mycket lätt. Utifrån skalans bedömning samtalade vi kring varför de gjord den bedömningen. Vid utformning av praktikuppgifter är en av byggstenarna kunskapsmålen som kopplas till praktiken utifrån ämnesplanerna. En viktig del i elevens lärande är att handledaren kan tydliggöra mål och kriterier i det arbetsplatsförlagda lärandet. Handledaren har en viktig roll och ansvar för eleven under praktikperioden. Under undersökningens gång har jag fått inblick i hur handledarna ser på praktikuppgifternas utformning och fått bra förslag på hur de kan förbättras för att stärka kvalitén på utbildningen. Då skolinspektionen genomfört en kvalitets undersökning 2011 och sett brister i betygsättningen kopplat till praktiken är detta intressant och relevant att koppla till mitt arbete. Handledarna sätter omdöme på eleven under praktikperioden utifrån en betygsskala. Resultatet tyder på att vi behöver se över praktikuppgifternas utformning och bedömning innan eleverna går ut på praktik i höst. Som praktikuppgifterna ser ut idag i åk 1 på den för studien aktuella gymnasieskolan har handledarna svårt att stödja elevens lärande, uppgifterna består av många svåra begrepp samt att de är för många till antalet. Det finns också önskemål om tätare kontakt med skolan samt praktikbesök för att stötta och ge återkoppling till både handledare och elev.

Denna uppsats tar sin utgångspunkt i frågeställningar som berör handledarens yrkeskunnande. Benämningen handledare syftar i detta fall på lärare som är VFU-handledare för lärarstudenter eller mentorer för nyutexaminerade lärare. VFU och introduktionsår för nya lärare befinner sig i gränsområdet mellan utbildning och yrkespraktik. Vilka är de kritiska punkterna i handledarrollen? Är det möjligt att följa en modell och vad fungerar i verkligheten? Vilka områden och frågeställningar är relevanta för blivande handledare? Hur kan man utbilda för att kunna hantera dessa områden? Det empiriska material som ingår i denna uppsats har bland annat arbetats fram med hjälp av dialogseminariemetoden. I linje med grundsynen inom forskningsämnet Yrkeskunnande och teknologi har exempel från praktisk yrkesverksamhet, både utifrån författarens egna och blivande handledares upplevelser, fått utgöra stommen i arbetet. Utöver konkreta exempel på dilemman i koppling till handledning beskrivs forskning inom handledningsområdet. Olika perspektiv på kunskap och yrkeskunnande är ytterligare en beståndsdel i arbetet. Avslutningsvis förs ett resonemang kring de kritiska punkterna i handledarrollen och hur man kan betrakta dem i koppling till olika perspektiv på kunskap samt hur denna relation påverkar möjligheten att utbilda yrkeskunniga handledare enligt ”en modell för verkligheten”. / This essay has its basis in issues concerning supervisors’ skills. The term supervisor, in this case, refers to teachers functioning as supervisors during teacher students’ placements or as mentors during the probationary year. What is the crucial point in the role of the supervisor? Is it possible to follow a model and what works in reality? What fields of interest and which questions are relevant for future supervisors? How can you educate these individuals so the will be able to handle such issues? The empirical material that is a part of this essay is a result of the dialogue seminar. According to the basic outlook of the research subject Skill and technology examples from practice is the foundation of this work. Beyond these practical examples of dilemmas in connection to supervision research in the field of supervision is described. Different perspectives of knowledge and skill are other components in this essay. Finally, a discussion about the crucial points in the role of the supervisor is conducted. It is illustrated how different perspectives of knowledge affects the possibility to educate skilled supervisors by using “a model for reality”.