Yes

Thesis (MBA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and competencies. The question is what will be expected from the millennium manager? Thus what competencies would be needed to cope in the now faster changing era and how must training interventions be adapted to ensure optimum development opportunities? Although management is found at all levels and in all functions of an organisation, each level and each role requires different personal skills for the performance of the management task. However conceptual skills which involves the manager's thinking and planning abilities and interpersonal skills which refer to the ability to work with people, are mutually inclusive to all managerial positions. From literature it is clear that there are many methodologies available for management development such as corporate universities, outsourcing to local accredited colleges and universities for specialised programs such as a formal MBA, mentoring programs, leadership development programs, self-directed learning and career development. Critical evaluation of these interventions however indicate that conceptual skills are addressed but that the social and emotional dimensions are lacking. The focus of development interventions must shift to a more holistic, integrated approach of employee well-being. Another question to be asked is do educators take cognisance of the fact that personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are adapted to cater for these differences. From the literature sufficient information regarding learning theories, andragogy, learning styles and management development models is available. The challenge however is to incorporate and integrate the available information effectively to address the needs of a psychological, culturally diverse population. The trend in management development is moving towards incorporation of emotional intelligence as one of the components of development programmes. The emotional competence framework focus on personal competence which determines how we manage ourselves, and on social competence which determines how we handle relationships. In order to be able to effectively manage ourselves we have to focus on self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement intervention in management development programmes. Very little information is available in existing literature on self-management programmes. The outcome of this literature survey is a suggested framework for a self-management module. The framework suggests three phases namely phase 1: Self-discovery which entails the gathering of information regarding personality and learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2: Self-transforming which starts with the analysis of the self-discovery interventions, followed up by a guided process of self-transforming which entails personal goal setting and action plans. Phase 3: Self-mastery which is an active working towards the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies. A follow-up on this study would be to develop a detailed module, integrating all the principles, theories and models to ensure a management development intervention that succeeds in providing "self-managing managers"! / AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir optimum ontwikkelingsgeleenthede. Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie, vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë, beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote by alle bestuursvlakke. Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA, mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid. Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat aangepas is om vir dié verskille voorsiening te maak. In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie, leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die inkorporering van emosionele intelligensie as een van die komponente van ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme. Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings intervensie te verseker met "self-besturende bestuurders" as uitkoms!