This dissertation asks the ontological question relating to the very nature of the entity called ‘career’, and the activities that deal with this entity, namely, career guidance and counselling. To answer this question, it will use the hermeneutical phenomenology of Martin Heidegger, a philosophical thinker. Among Heidegger’s typology of entities – physical objects, non-human organisms, human beings, works and spiritual beings – career is identified as a case of work. Building on Heidegger’s notions of ‘Dasein’ and ‘being-in-the-world’, a work is described as a type of entity that opens and sets up a world. As such, it establishes a background against which human understanding and sensemaking becomes possible. In the world of careers, human beings are revealed in terms of ‘tools’ (instruments) or ‘resources’ (raw materials) for use. This understanding endangers the very nature of what it means to be a human being - a world-forming or world-shaping being. Understanding career as a case of work leads back to the very nature of being human. This means that this type of entity can no longer be called a ‘career’, but is called a ‘lifework’, and is the work that attends to this work called ‘stewardship’. Implications for career guidance and counselling practice are discussed. / Prof. F. Crous

M.A. / There is a serious need for effective career guidance programmes in schools. Most of the research point out that the need is more evident in African schools. This can be linked to the high school dropout rate, resulting in unemployment and a low quality of life in some sectors of the population. Other factors like poverty and parents’ socio -economic status plays a part. This study sees the school as the most important setting and environment that is responsible for developing and promoting quality career development programmes that will produce learners that are going to be self-reliant in life. For such programmes to address the needs of the learners, they should be developmental in nature. Some of the characteristics of a developmental career development programme are that it takes all children in the school into consideration. It also has a preventative emphasis. The study raises concerns about the nature of career development in schools and whether their programmes are developmental in nature. The training of the guidance counsellors, as they are responsible for programme development, is also an issue. The study therefore describes at length a developmental career guidance programme, its characteristics, principles on which it is based and implementation. The psycho-education model is seen as a proper vehicle for training and for enhancing the skills of the guidance counsellors. A training manual in career development was developed as an intervention process in this study. Ten teachers who were firstly interviewed to assess their level of knowledge and training on career development were trained using this manual. The teachers were then interviewed, and gave a descriptive account of the knowledge acquired from the training. The results are discussed with reference to the theory and literature that are put forward in this study. The evaluation of the intervention of the study, which was the training manual, was positive. The teachers described it as helpful and easy to apply.

M.Ed.

D. Litt. et Phil. / The empirical aim of this study is the validation of a career guidance intervention, i.e. the SNUG-guide to career choices. Scheepers (1996) developed this guide for socio-economic deprived learners. An investigation will also be undertaken to ascertain whether the SNUG corresponds at a structural level with the SDS. If this assumption is validated, then the SNUG can replace the SDS as a measuring instrument in South Africa. The learners in the sample come from disadvantaged, socio-economic deprived backgrounds, and therefore Chapter One contained a discussion about the problems that face such communities in the career decision-making realm. The necessity of program development and validation to address these challenges was highlighted. It was determined that the focus should be on empowerment, in order to facilitate sustainability and to ensure that the community can regain control over their lives and future. The theoretical base was formed on Super (1990) and Bandura's assumptions and principles. The intervention was based on Holland's (1985) structural-inter-active model -just like the SDS. To meet the empirical aim of the study, a research method, namely the developmental research method, was utilized. The focus was on the evaluation phase, as this study focused on the validation of an intervention. Due to rationalization and other after-effects of the Apartheid era, there is a shortage of trained guidance personnel in disadvantaged communities. Applying the SNUG-guide can fill this gap, because both facilitators and learners can easily understand it. It was found that the SNUG-guide corresponded with the SDS on a structural level. The results of the research also revealed that most learners like their parents, still preferred Social and Conventional career fields. There is a welcome inclination towards the Investigative careers, which should be encouraged, because few disadvantaged people were historically represented in these careers. There was an absence of interest in the Enterprising fields, which should be investigated further. Learners also indicated that they have an aversion to Realistic careers, because of its historic negative connotation. The learners seemed to view the Artistic field as an extra-mural activity, rather as a career field. In the evaluation, most learners indicated that they had found the program beneficial and that they would be able to make and implement a career decision, due to the help that they have received. An empowerment program, like the SNUG - guide, proved to be a powerful tool to uplift and empower socio-economic deprived communities. It enhances their self-efficacy and leads to feelings of being in control of their lives. With the implementation of the SNUG-guide in this study, the intervention was validated as being an adequate tool to address the career decision-making difficulties of disadvantaged learners, and to empower the community.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

The aim of this study is to gain a thorough understanding of the reasons for the high voluntary turnover amongst women executives in South African organisations.Twenty-one, semi-structured, in-depth interviews were conducted with senior South African businesswomen in order to establish the reasons they had terminated their employment contracts. The feedback was analysed using a combination of narrative, content and constant comparative analysis. Snowball sampling generated a participant base of women with an average tenure of 8 years in their previous organisations; who collectively managed budgets exceeding R80 billion and were responsible for approximately 150 000 staff members.The main reasons why these women left their organisations included the following: the need to make a difference, their exclusion from male social networks, their incompatibility with the paternalistic organisational culture, a perceived lack of organisational sponsorship and support, a values clash between the individual and the organisation or with one individual in the organisation and problems with their direct supervisor or board of directors. After experiencing a general feeling of uneasiness and dissatisfaction most of the women resigned as a result of a specific incident occurring in their organisational life. This paper offers insights into why women executives leave organisations and shows that the much discussed glass ceiling and family support networks do not feature as valid resignation reasons for women who have been successful in their careers for many years. It also presents the separation spiral - a model of the process that is followed when women executives voluntarily terminate their employment contracts. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

Afrikaans: Verandering vorm ‘n integrale en noodsaaklike komponent van ontwikkelende samelewings. Hierdie verandering kan enersyds teweeggebring word deur die besondere behoeftes wat 'n bepaalde gemeenskap op 'n gegewe tydstip ervaar. Andersyds kan dit ook tot stand kom vanweë wêreldwye tendense wat ontwikkeling en verandering inisieer. Die postapartheid Suid-Afrikaanse gemeenskap wat op die vooraand van die 21 ste eeu staan, is geen uitsondering in hierdie verband nie en word tans onderwerp aan 'n proses van herstrukturering om aan 'nuwe' politieke en sosiale verwagtinge te voldoen. Verder word die wêreldwye bewegingsverskuiwing van ‘n moderne na 'n postmoderne era ook tans deur Suid-Afrikaanse gemeenskappe ervaar. Hierdie proses van verandering behoort in alle samelewingsinstellings geïntegreer te word en hou hierom bepaalde implikasies vir die studieterrein van beroepsvoorligting in. Hernuwing op die gebied van beroepsvoorligting behoort die politieke en sosiale samelewingsveranderinge, asook die postmoderne invloede te reflekteer en akkommodeer. Dit het krities noodsaaklik geword dat beroepsvoorligting vir die meerderheid van die Suid¬Afrikaanse bevolking toeganklik gemaak word. Terselfdertyd moet dit steeds die behoeftes en diversiteit van individuele leerders hanteer. Hierdie studie poog om 'n potensiele postmodernistiese model vir beroepsvoorligting te ontwerp. Hierdie model sal geskoei wees op die uitgangspunte wat deur die postmodernistiese benadering voorgestaan word. Dit behels 'n beradingsproses wat deur beroepsvoorligting aan alle leerders, ongeag ras, geslag, ouderdom of kultuur gebied word. Die voorligtingsinhoude voltrek aan die hand van 'n narratiewe benadering wat in drie fases verloop. Die studie poog verder om die buigsaamheid van 'n potensiele postmodernistiese model tot beroepsvoorligting aan die hand van 'n literatuurstudie, ex post facto-navorsing, asook aksienavorsing te iIIustreer. Ex post facto-navorsing. voltrek wanneer gefokus word op gevallestudies waar kliënte reeds voorligting ontvang het aan die hand van die tradisionele benadering tot beroepsvoorligting. Hierdie benadering word dan vergelyk met 'n voorgestelde postmodernistiese benadering tot voorligting. Die gevallestudie metode word verder by wyse van aksienavorsing gekontinueer wanneer gefokus word op gevallestudies waar kliënte voorligting ontvang aan die hand van 'n potensiële postmodernistiese model vir beroepsvoorligting. Samevattend kan gesê word dat hierdie studie gerig is om toepassingsmoontlikhede van 'n potensiele postmodernistiese model vir beroepsvoorligting uit te lig en die bruikbaarheid van só 'n model te iIIustreer. English: Change makes up an integral and essential component of developing communities. This change may on the one hand be induced by the special needs experienced by a particular community at a given time. On the other hand it may be due to worldwide tendencies that initiate development and change. The post-apartheid community in South Africa on the brink of the 21st century is no exception in this regard, as it is currently subject to a restructuring process to meet “new” political and social expectations. Furthermore the community in South Africa is at this time experiencing the worldwide shift from a modern to a postmodern era in society. This process of change should be integrated in all institutions of society and for this reason holds determinable implications for the field of study of career counseling. Renewal in the area of career counseling should reflect and accommodate political and social changes in society as well as postmodern influences. It has become critically imperative that career counseling is made accessible to the majority of the South African population. At the same time it has to continue to address the needs and diversity of individual learners. This study further attempts to illustrate the flexibility of a potential postmodernistic model for career counselling by means of a literature study, ex post facto research and action research. Ex post facto research is executed by focusing on case studies in which clients have already received career counselling according to the traditional method. The traditional approach is then compared to the postmodernistic approach to career counselling. Action research is also carried out by means of a few case studies with the focus on the implementation of a postmodernistic model for career counseling. This study further attempts to illustrate the flexibility of a potential postmodernistic model for career counselling by means of a literature study, ex post facto research and action research. Ex post facto research is executed by focusing on case studies in which clients have already received career counselling according to the traditional method. The traditional approach is then compared to the postmodernistic approach to career counselling. Action research is also carried out by means of a few case studies with the focus on the implementation of a postmodernistic model for career counseling. In conclusion it can be said that this study aims to highlight possibilities for a potential postmodernistic model and to illustrate its value. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.

The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.

The purpose of the study was to examine selected aspects of the acquisition of a professional role and to determine what factors might be related to them. The sample consisted of 301 students in a school of nursing in a large general hospital in a Canadian metropolis. The four groups included entering, newly-capped, intermediate and near-graduating senior students. Data were collected by questionnaire. Two dependent variables were used: the student's professional self-image and the concept of the nurse's role adopted. Four components of the self-image were identified. It was hypothesized that, over time, students would think of themselves increasingly as nurses rather than as students; confidence in performing their role would increase; they would interact more socially with others in the institutional setting; and identification with graduate and student nurses would increase. The first three hypotheses were supported, the fourth was not. It was also hypothesized that, if all four components increased over time for the entire sample, they would also be related for individuals. For example, students who thought of themselves primarily as nurses would also be more confident, would interact more socially with others, and would identify more with other nurses. Statistical analyses using the Chi-square frequency test did not support this hypothesis. For the second dependent variable, the concept of the nurse's role adopted, two major concepts were identified: the advanced professional, emphasizing newer trends in the nursing profession, and traditional, favoring institutional values. It was hypothesized that beginning students would be more likely to give a higher rating than other groups to lay items, that newly-capped students would tend to rate highest those items which reflected the advanced professional concept, and that seniors would give higher ratings to traditional concepts. The trend found was opposite to that hypothesized. Students were asked to rate similar items with respect to Values, things which they believed it was important for nurses to do; Evaluation, criteria by which they believed they were evaluated; and Confidence, the degree to which the item made them feel confident as nurses. Advanced professional items were rated higher for Values than for the other two; traditional, lower. Individual students, however, were inconsistent in their ratings; no relationships were found among ratings on similar items for the three aspects. Other hypotheses suggested that various independent variables would be related to one or more elements of the two dependent-variables. Almost twenty independent variables were proposed. For example, it was hypothesized that students favoring advanced professional values would be more likely to select instructors as role models, and to rate classes such as Sociology, Psychology and Community Health high. None of the hypotheses was supported. The mass of negative findings can be interpreted so as to shed doubt upon some assumptions made by role theorists. Overall, although trends were discernible in the data when analyzed by groups, few relationships were found among attitudes expressed by individual students, who were consistently inconsistent. No factors were found which were related to the acceptance of items representing either an advanced professional or a traditional concept of the nurse's role. Because of the lack of significant relationships among items thought to be representative of each concept, it is probable that no such simple classification exists in the minds of students in the sample. The lack of relationship among elements of the self-concept also suggests that the notion of role as a unitary concept may not be valid. / Arts, Faculty of / Sociology, Department of / Graduate