M.Ed. (Educational Management) / Why seek to develop school leadership? Apartfrom the advantages that accrue to one'scareerfrom the demonstrated ability topersuade others to work towards intended results, what does the practice of continuous small acts of leadership do for the development of one's character and accomplishment of organisational aims (Caroselli,1990:199) ? How do we persuade others? Do we persuade by resorting to Taylor's scientific management ( Sergiovanni and Starratt.1993 : 12 ) where control, accountability and efficiency are emphasised within the atmosphere of clear-cut manager-subordinate relationship, where the recipe is to identify the best way, develop a work system based on the research of, communicate expectations to workers, train workers in the system, monitor and evaluate to ensure compliance? Or as Kok, Smith and Swart (1992 : 9 ) put it, through an invitational stance of the school leader, where intentionality, respect, trust and optimism are the basic qualities of the school leader ? The invitational stance which is based on the assumptions that all persons are valuable, able and responsible and ought to be treated accordingly, that education is a co-operative process which cannot succeed without the participation of all concerned parties, that the process is just as important as the end product, that all persons have relatively untapped potential in all facets of living given the right condition, and that potentials can best be realised through places, policy, procedures and programmes which are specifically designed to invite development and by people who intentionally behave invitationally, both personally and professionally, towards others ( 1992: 2). What are these small acts of leadership? These are some of the questions which come to mind after analysing Caroselli's statement above as far as educational leadership is concerned. .Total Quality Management represents a line of thinking which resembles the ideas of many writers on business and educational management, since the start of the eighties. On the one hand writers like Sergiovanni and Starratt ( 1993 :287) see schools as non-linear and looselycoupled organisations, where employees should be bounded by a common vision and shared set of values, where colleagiality and enablement could become the main motivational factor in committing members of the organisation to a common cause. On the other hand, Blanchard, Zigarmi and Zigarmi (1987 :75) summarise four leadership styles which are appropriate for different development levels based on competence and commitment of the employee-teacher as changing from directing to coaching to supporting to delegating as performance improves. In organisations which are moulded according to the Taylor model ( Sergiovanni and Starratt, 1993 : 12) leadership is through issuing commands, enforcing compliance and controlling the activities of employees. The philosophy of Taylorism, is still in place in many schools today. The hierarchical nature of this form of organisation, implies that the teacher's priority is to please the superiors first at the expense of the customer- the student.

No matter how receptive or unreceptive an individual or a company is to the arrival of the age of technology, this phenomenon of change cannot be overlooked in the competitive global village. Companies must respond and change if they wish to survive into the next century. The results and testing of the hypotheses in chapters four and five clearly indicate that there is a need for a structured Total Quality Management (TQM) system in the East London Depot, of South African Breweries (SAB). The vision of the company states that they aim to be the “benchmark of South African industry and the brewing world”. The mission of the company states that they wish to provide their consumers with the finest quality malt beverages, brewed and marketed by world - class people in a socially responsible and innovative manner. Two of the core values of the company are: • Customer service and consumer focus • Innovation and quality (http://Beernet) Taking the afore mentioned as a guide line, it is evident that although there is a need for a structured TQM system at the East London Depot, there are key focus areas to concentrate on for the program to be successful. The main focus area will be to change the perception of the staff with regards to doing things right the first time. Customer service is very important and should be understood by all. A competent person should be tasked with the implementation of the system. This person should then manage the system and ensure that the staff training and maintenance of documented procedures are adhered to. A TQM committee must also be established in order to perform the necessary audits. As mentioned in chapter one, the aim of the depot management is to improve on it’s current national ranking. A structured TQM program will make a huge contribution towards achieving the desired result. This will result in better results and achievement of goals. With this in mind this paper aims to investigate the feasibility of establishing a T Q M system at the East London Depot of SAB.

Abstract This action research addresses the deployment of Total Quality Management (TQM) principles in a high-technology new product development organisation. During the period of study, the organisation grew fast. High-technology product development and hypergrowth provided a unique combination of extreme conditions for the study. The existing concepts of TQM are presented as an organised map enabling strategic analysis for an implementation plan. The history of TQM dates back to the manufacturing industry. The key differences between product development as an operating environment and the industrial manufacturing environment are described. The deployment of TQM is described from the perspective of learning theories, leadership theories, studies of organisational culture and studies of teamwork. Based on the learning, a psychodynamic model of organisation is presented for better understanding the challenges of implementation. The results show that, in these specific conditions, organisational culture and leadership are of essential importance for the implementation of TQM. The study also shows that, in the given conditions, TQM is specifically a learning challenge. The results of this study are presented as a framework supporting the selection of TQM implementation objectives and the planning of a strategy for organisational learning.

M.Phil. / The implementation of a maintenance strategy without taking the uniqueness of the specific business into account, will not necessarily result in a high level of performance. The maintenance function should be developed specifically to support the particular business processes and technology in use. There is presently a large gap between the results obtained through the implementation of the maintenance strategy at a major coal-mining complex and the desired targets to be met. To close the gap, this dissertation suggests that support systems should be implemented to sustain growth and stability. The dissertation specifically proposes the creation of a Central Support Function to support the maintenance strategy, which has been implemented together with the Enterprise Management System (EMS) with the System Application Product (SAP) as an enabler.

M.A. (Public Management and Governance) / The Department of Education has been faced with challenges regarding the improvement of quality teaching and learning in South African schools. This led to the Department of Education’s endeavors to ensure that the goals and objectives set for improving the quality of teaching and learning were achieved by putting the Developmental Appraisal and Whole School Evaluation Systems in place to address the challenges in education. The Developmental Appraisal System and Whole School Evaluation System were, however, not successfully implemented, hence the Department of Education’s agreement with unions in the Education Labour Relations Council to integrate all the systems into an Integrated Quality Management System. The perception of the effectiveness of the Integrated Quality Management System (IQMS) as a tool for monitoring teacher performance is the focus of the study. Documentary sources on the evaluation of the purpose, objectives and performance of the IQMS and the role-players in the implementation process have been assessed. Semi-structured interviews were also conducted with members of the School Development Teams and the School Governing Bodies of the four selected secondary schools. It was found that the teachers were not totally against the IQMS as a tool for evaluating performance and providing for development which could lead to high levels of learner achievement and broader school improvement. However, the way in which the IQMS was implemented posed a challenge to its authenticity. The fact that even ineffective teachers benefitted from the rewards received and that learners’ achievements were not considered, was cause for concern. The School Governing Body members who were interviewed were also concerned about their partial involvement in conducting Internal Whole Evaluations, as data was not used efficiently and effectively to influence decision making and planning towards school improvement. The minimal training provided by the Department of Education hampered the process of assisting the School Governing Body members to realize the goals of achieving quality education. There was also concern that the Department of Education should provide resources that would assist in the realization of quality education especially in no-fee paying schools. It is clear that accountability for poor or underperformance in schools cannot be one-sided as all stakeholders must ensure that the development of teachers is effective and will maximise the potential for better learner achievement and school improvement. All the stakeholders interviewed viewed the IQMS as a step in the right direction but believed that intense advocacy should be undertaken and rigorous training provided for all stakeholders to understand the drive towards achieving quality education. The recommendations made to the Department of Education by scholars and educators who are interested in achieving quality education for all should be welcomed and implemented and efforts towards the upliftment of education should not be a futile exercise. Engagements with all stakeholders, even at grassroots level, are vital to give those in the leadership have direction as to what the real needs are.

M.Ing. / Software engineering organizations face a struggle for daily survival in an extremely volatile climate. Numerous times it has been shown that the quality of a service or product could make the difference between an organization existing or closing down. The way in which quality is approached in any organization is part of a strategy; unbeknown to the managers and employees in many instances. Even though there are numerous books, articles, internet sites and other sources devoted to the subject of quality, total quality management, and strategic planning, not many of these information sources link quality and the strategy of the organization in such a way as to consider the quality of the organization’s products and services to be a major factor of strategic survival – or even the very existence of the organization. Quality is known under various names and terms in organizations, these terms and definitions will be investigated to grasp the true meaning of software quality and strategy as it concerns modern software engineering organizations. The tools and techniques required to improve and measure strategy and quality will also be scrutinized. One dominant factor about quality and strategy should be borne in mind, and that is that these programs depend on teamwork and management support as the major underlying framework. There are many tools and techniques that leaders and members of software teams can employ, but one of the most important factors is to gain a picture of the total process of continuous improvement and measurement. For this reason the author has included a large section on Jack Welch, who managed to use continuous improvement techniques to create one of the best, and biggest international organizations in recent years. It is vital that all people realize that they need an improvement and measurement model, and they need guidance in using such a model. This dissertation investigates the reasoning behind implementing strategic quality processes in software engineering organizations. Following the investigation into the necessity for a quality strategy, the methods, processes, tools and techniques that are required for a strategic quality framework (improvement and measurement model) for software engineering organizations will be researched to provide a basic framework and guidance in implementing such a model.

M. Eng. (Engineering Management) / Total Quality Management (TQM) is a managerial approach that views quality to be a result of integrating all organisational activities e.g. engineering, manufacturing, marketing and administration work. It aims broadly at maintaining and improving quality standards and to achieve customer satisfaction. TQM’s major components are quality planning, quality control and quality improvement. Quality control is responsible for transforming quality planning and quality improvement outcomes into daily routine work. However, quality control can be implemented by systematically going around the Plan, Do, Check, Act (PDCA) control cycle, with which organisation may achieve continuous small steps of improvement. An entire enterprise can be better controlled when it is regarded as a set of processes. Process is controlled by the same systematic way of implementing PDCA cycle. Some tools are suggested in this dissertation to control processes. These are statistical process control (SPC), root cause analysis (RCA) and the Feedback Loop. Beyond information gleaned from literature on quality control a case study of a steel manufacturing and construction firm is also presented. Some areas for improvement in the quality arena of this firm are identified based on the results of quality management gained from literature.

M.Comm. / Recent studies into the strategic management field indicate that there is a lack of knowledge on strategy implementation. The lack of comprehensive implementation frameworks is particularly raised by a number of scholars. Strategy implementation is one aspect of strategic management. The purpose of this paper is to investigate the implementation of the Integrated Quality Management System (IQMS) of the Mpumalanga Department of Education. The research problem in this report refers to the achievement of the quality objectives of the IQMS. This report aims to explore whether the IQMS objectives are met. It also investigates the effective implementation of the IQMS. This study aims to identify gaps, if any, in the implementation process of the IQMS. Definitions of strategic management and the strategic management process are explored in this report. Strategy implementation levers as described by the McKinsey 7-S Framework are discussed. The role of Total Quality Management and the Balanced Scorecard in successful strategy implementation is shortly mentioned. This study reflects on the perceptions of a sample of the “implementers” of the IQMS. Data is collected by means of a questionnaire that is structured around the implementation levers. It highlights positive/negative aspects/perceptions of the system and the current implementation thereof. The sample consists of a mixture of principals, educators and administrative staff from the various schools in the Nkangala district as well as officials in the provincial office. With respect to the strategy for implementation, respondents seem uncertain. The study indicates that there is uncertainty regarding the organisational structures and its effectiveness in achieving the IQMS goal of support and development of educators. There is also uncertainty regarding the systems available for strategy implementation. It appears that there is uncertainty regarding systems and how it manages to identify specific needs of educators regarding support and development. Educators appear to be uncertain regarding the shared values in the organisation and this can indicate a problem regarding effective communication of the common values and objectives of the IQMS. A shortage of qualified officials and the large learner-to-educator ratios in schools are identified as staff issues in this study. Training and feedback regarding the implementation of IQMS is also a problem. There is uncertainty amongst principals and heads of departments with respect to skills. The respondents indicate an uncertain perception as to whether the IQMS is able to identify specific needs regarding support and development, which is one of the objectives of the IQMS. Recommendations include a review of the actual IQMS and widespread participation is encouraged. Regular communication about and training on how to implement the actual IQMS is necessary. Regular feedback on the implementation process is needed.

D.Ed. / The research study focused on how teachers respond to policy demands given the challenges of rural education and dominating policy discourses and how their professional learning is shaped by these conditions and limitations. In particular I wanted to learn and document what and how teachers learn as they engage in Integrated Quality Management Systems. This study was conducted because there is an outcry of poor examinations results in some rural schools, which could be linked to poor implementation of policies. To respond to this outcry the Teacher Learning Framework which could be used by teachers was developed. The investigation into teacher learning processes when they engage in policy implementation was designed as an interpretive ethnographic study and was conducted in a disadvantaged rural primary school in Ladysmith, in KwaZulu Natal, in South Africa. The study involved five teachers and it was undertaken as an action research study in two cycles. The purpose of cycle one was to verify how teachers presented lessons in terms of policy requirements and guidelines, and authenticate how they learn in the process about their teaching, learners, themselves, and policy requirements. Lessons conducted by teachers were observed and the reflections were also made by two teachers. This was done also as a strategy to gather data. In cycle one, data revealed that teachers were not in a position to implement what they planned to implement. Teachers gave themselves time to plan for cycle two in order to improve on the shortcomings in cycle one. Teachers appeared to have prepared their lessons well, involving learners. Some teachers indicated clear lessons steps which were followed in the classroom. Even before they went to teach in class, they discussed their lessons plans which contributed to the improvement in cycle two. As a process of data gathering, five teachers were interviewed. Interviews were transcribed and analyzed. As a second level of data analysis which was towards developing the Teacher Professional Learning Framework, all the data types were visited with the aim of extracting and discovering codes and categories across data types. These codes and categories were used in a more thorough grounded analysis to formulate a Teacher Professional Learning Framework.

M.Comm. / A modern electronic telephone exchange is very flexible in terms of size. Such exchanges can vary in size from a few lines to more than 50 000 lines. They can be expanded at any time to cater for more subscribers. This means that the telecommunications service provider is able to build the exchange just large enough to supply service to the subscribers in the area, and then expand the exchange on a regular basis as needed to cater for any growth in demand for exchange connections. The main advantage of this flexible approach is that money is not tied up in very expensive exchange equipment which is not being used.