There is currently no legislation counteracting the impact of workplace bullying on South African employees, consequently generating an open invitation for all perpetrators in the organisation. The significance of bullying by superiors and bullying by colleagues is explored in this regard. Workplace bullying refers to behaviour which harasses, offends, excludes and affects the employees’ work tasks. This behaviour occurs repeatedly, frequently and over a period of time. As a result, the impact of bullying on employees has massive consequences on the absenteeism, profitability, turnover intention and the compensation claims of the organisation. The most common solution of workplace bullying results in resignation. Thus, this study also explores perceived organisational support (POS), acting as a moderator, to counteract workplace bullying in this regard. POS is defined by employees experiencing: role clarity, participation in decision–making, colleagues’ support, having sufficient job information and good supervisory relationships. This will not necessarily put an end to this phenomenon but creates awareness in the South African context. Many international researchers focused on defining bullying, exploring different perpetrators and identifying characteristics associated with targets of bullying. Nationally, research is still in its infancy, hence, this research explores workplace bullying in general, by focusing on different sectors across South Africa. This research addresses the main perpetrators, the impact on turnover intention and explores POS acting as a moderator in the relationship between workplace bullying and turnover intention. The objectives of this research was 1) to determine how workplace bullying, perceived organisational support and turnover intention are conceptualised according to the literature; 2) to determine the relationships between workplace bullying by superiors/colleagues, the sub–facets of perceived organisational support (role clarity, job information, participation in decision–making, colleague support and supervisory relationships) and turnover intention; 3) to determine the moderating role of the sub–facets of perceived organisational support (role clarity, job information, participation in decision–making, colleague support and supervisory relationships) in the relationship between workplace bullying (superiors and colleagues) and turnover intention. An availability sample of N =13911 participants were gathered over a spectrum of 9 provinces and 5 sectors. Hierarchical regression analyses was conducted in order to determine if POS acts as a moderator in the relationship between workplace bullying (either by superiors or by colleagues) and turnover intention. Results highlighted the prevalence of workplace bullying in the South African context. The statistical analysis revealed that workplace bullying by superiors and by colleagues has a negative relationship with all the sub–facets of POS. This implies that when bullying by superiors or colleagues increases, the sub–facets of POS will decrease. The intention to leave the organisation correlated negatively with the sub–facets of POS. This suggests that when POS exists in organisations employees will be retained. There is a positive relationship between both bullying by superiors and bullying by colleagues and the propensity to leave the organisation. In practice, this implies that when bullying increases (by either superiors or colleagues) more targets of bullying will be inclined to leave the organisation. According to the empirical results, POS, role clarity, participation in decision–making and supervisory relationships, was the only facets which acted as moderators in the relationship between workplace bullying by superiors and turnover intention, whereas no moderation was found with bullying by colleagues. Recommendations were made for the organisation and future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.

Les travailleurs qui œuvrent en protection de la jeunesse sont régulièrement exposés à des événements traumatiques (ÉT) au travail. De ces événements découlent de nombreuses conséquences individuelles (hypervigilance, dépression, trouble de stress post-traumatique, etc.) et organisationnelles (absentéisme, arrêts de travail, démissions, etc.), celles-ci pouvant perdurer dans le temps, voire s’amplifier, sans intervention adéquate. Les meilleures pratiques à favoriser dans la phase aiguë (0-30 jours) suivant un ÉT demeurent nébuleuses et ne nous permettent actuellement pas d’offrir un soutien optimal aux travailleurs qui expérimentent des réactions post-traumatiques plus ou moins sévères dans les jours/semaines suivant l’ÉT. Or, le soutien social est reconnu pour être un facteur déterminant dans le rétablissement des individus exposés à un ÉT, le soutien des collègues étant particulièrement important en contexte de travail. Toutefois, nous ignorons comment le soutien des collègues se manifeste après un ÉT et comment celui-ci est perçu par les travailleurs victimes. Objectif. Explorer les différentes actions de soutien posées par les collègues en protection de la jeunesse et les distinguer selon qu’elles étaient perçues comme du soutien positif ou négatif par les travailleurs victimes d’ÉT. Méthode. Une méthode qualitative de type exploratoire a permis de procéder à une analyse thématique (inter-cas) et à des études de cas typiques (intra-cas). Des entrevues semi-structurées de 30 travailleurs victimes d’ÉT au cours des 30 derniers jours ont été analysées. Résultats. Les actions de soutien rapportées par les participants pouvaient être assimilées aux catégories de House (1981) - soutien émotionnel, instrumental, informationnel et d’évaluation. Le type de soutien le plus fréquemment rapporté était le soutien émotionnel et la majorité des participants ont rapporté avoir reçu du soutien positif de la part de leurs collègues. Les différentes actions positives et négatives sont détaillées. Conclusion. Le soutien positif concorde avec les principes essentiels d’intervention post-traumatique tandis que le soutien négatif renvoie principalement à un manque de ressources organisationnelles et à une culture de normalisation de la violence. / Child protection workers are regularly exposed to traumatic events at work. From these events arise numerous individual consequences (hypervigilance, depression, post-traumatic stress disorder, etc.) and organizational consequences (absenteeism, sick leave, turnover, etc.), which can last over time or even amplify without adequate intervention. The best practices to promote in the acute phase (0-30 days) following a traumatic event remain unclear and do not currently allow us to offer optimal support to workers who experience more or less severe post-traumatic reactions in the days/weeks following a trauma. Social support is recognized to be a determining factor in the recovery of individuals exposed to traumatic events, support from colleagues being particularly important for events occurring in the workplace. However, we do not know how the support of colleagues manifests itself after a traumatic event neither how it is perceived by exposed employees. Objective. Explore the support offered by colleagues after trauma and distinguish support actions according to whether they were perceived as positive or negative by employees. Method. An exploratory qualitative method was used to conduct a thematic analysis (inter-case) and typical case studies (intra-case). Semi-structured interviews of 30 employees exposed to a traumatic event in the past 0-30 days were analyzed. Results. Support actions reported by participants could fit the typology of House (1981), namely emotional, instrumental, informational and evaluation support. The most frequently reported type of support was emotional support, and the majority of participants reported receiving positive support from colleagues. Positive and negative actions are detailed. Conclusion. Positive support offered by colleagues is consistent with the essential principles of early post-traumatic intervention, while negative support refers mainly to a lack of organizational resources and a culture where violence is trivialized. The study suggests that organizations should invest in an approach based on emotional support rather than trivialization.

Arbetsgivare väljer ofta att rekrytera internt för att tillsätta vissa tjänster. Dessa typer av rekryteringar går inte alltid smärtfritt då de som befordras sällan får fullständig introduktion till arbetet och känner rädslor inför sin nya roll. Tidigare forskning är inriktad på hur chefen och organisationen hanterar en sådan förändring även om relationen mellan medarbetare och chef är av stor vikt för att verksamheten ska fungera. Syftet med denna uppsats är att belysa de utmaningar som personer ställs inför när de går från att vara en kollega till att bli chef för samma personalgrupp. Studien ämnar även att belysa om förändring sker i personalgruppen i och med att en person går från att vara kollega till att bli chef. Tre chefer och fem medarbetare intervjuades med hjälp av semistrukturerade intervjuer. Transkriptionerna av intervjuerna lästes och analyserades med deduktiv ansats. Till hjälp användes Tuckmansgrupp utvecklingsteori och FIRO. Dessa användes även för att stärka resultaten i diskussionen. Resultatet visade på både fördelar och nackdelar med internrekryterade chefer. Medarbetarna kände en trygghet i att få en chef som kände dem och som visste hur verksamheten fungerade. Cheferna upplevde att de inte fick den introduktion de behövde och de förlitade sig på kollegor för att lära sig vad som skulle göras. Mycket tyder på att gruppen backar i sin grupputveckling under en sådan transition. Med tanke på att antalet deltagare i studien är litet är resultaten svåra att överföra på populationen även om den överensstämmer till stor del med tidigare forskning. / Employers often choose to recruit internally to fill certain positions. These types of recruitment do not always go smoothly as those promoted rarely receive a full induction to the job and feel apprehensive about their new role. Previous research focuses on how the manager and the organization deal with such a change, although the relationship between the employee and the manager is of great importance for the organization to function. The purpose of this paper is to shed light on the challenges that people face when they go from being a colleague to becoming a manager of the same staff group. The study also aims to shed light on whether change occurs in the staff group when a person goes from being a colleague to becoming a manager. Three managers and five employees were interviewe dusing semi-structured interviews. The transcripts of the interviews were read and analyzed using a deductive approach. Tuckman's group development theory and FIRO were used to assist in the analysis. These were also used to strengthen the results in the discussion. The results showed both advantages and disadvantages of internally recruited managers. Employees felt secure in having a manager who knew them and who knew how the organization worked. Managers felt that they did not receive the induction they needed and relied on colleagues to learn what to do. There are strong indications that the group regresses in its group development during such a transition. Given the small number of participants in the study, the results are difficult to generalize to the population, although they are largely consistent with previous research.

Univerzita Karlova v Praze Filozofická fakulta Katedra pedagogiky Abstrakt Diplomové práce Bc. Eva Mikšovská Kolegialita a spolupráce učitelů v základní škole speciální Collegiality and cooperation of teachers in basic special school Praha 2013 Vedoucí práce: doc. PhDr. Hana Kasíková, CSc. This thesis focuses on teachers' collegiality and cooperation in order to map their current possibilities and needs in this field. On the basis of acquired knowledgecontribute to better understanding, improving and extending the cooperation andcollegiality of teachers, as well. The theoretical part deals with the cooperation in general and defines the basic terms. It provides the information about the typical shapes and forms of cooperation within the school environment and about the teachers' cooperation at Czech elementary schools. It also discusses the factors facilitating cooperation, the instruments for the development of teachers' cooperation and school management's role during the cooperation. It describes a teacher's personality, his competencies, the environment and the organization of a special basic school.The empirical part looks into the specific level of teachers' collegiality and cooperation at the special basic school in Kolín. Keywords: collegiality, cooperation, teacher, basic special school, colleague,...

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.

Made available in DSpace on 2016-06-02T19:46:18Z (GMT). No. of bitstreams: 1 4299.pdf: 3217007 bytes, checksum: 72feac0309198bc8fd0fe1bd76e4142d (MD5) Previous issue date: 2011-05-23 / Universidade Federal de Sao Carlos / The social inclusion of people with intellectual disability becomes reality as they start occupying public spaces and do activities common to all people. In this sense, working is an important factor of social inclusion. Several legal mechanisms have been developed to help the access and permanence of people with disability into work force, such as the Quota Law and the determination of support to facilitate their adaptation. However problems related to education, prejudice and difficulty in having the necessary adjustments have been shown to be major obstacles when it comes to the fulfillment of the right of people with disability to be accepted into a job. The objective of this study was to analyze the process of adaptation of people with intellectual disability in situations of competitive labor through the use of natural support. Therefore two young people with intellectual disability were placed in competitive employment in an agricultural company, working as production assistants. Each of these young people received support from a coworker, who participated in one training to teach people with intellectual disability. Evaluations were performed before and after the training, aiming to identify changes in the work performance of colleagues in relation to teaching tasks and the impact of these changes in work performance of employees with intellectual disability. It was observed that the instructions provided by coworkers were sufficient for the employees with intellectual disability to adequately perform their work. They quickly learned and did activities with quality and skill, and showed other behaviors consistent with the work situation, such as punctuality, persistence and commitment to the activities. However, there were some behaviors that brought difficulty to their adaptation, such as social skills deficits. Some characteristics of company functioning, such as the requirement of productivity and lack of flexibility of time to adjust to the working conditions, as well as prejudice against people with intellectual disability were identified as hindering aspects of the inclusion of persons with disability in the workplace. The data obtained in this study pointed to the potential participation of colleagues in the adaptation of people with intellectual disability to work, and conducting training to make these colleagues able to play the role of coaches. It was concluded that for the inclusion of people with intellectual disability in a work situation be possible, it is necessary a larger change, involving employers, employees without disability, and persons with disability. / A inclusão social da pessoa com deficiência intelectual torna-se concreta na medida em que esta passa a ocupar espaços comuns e desempenhar atividades comuns a todas as pessoas. Neste sentido, o trabalho é importante fator de inclusão social. Diversos mecanismos legais têm sido desenvolvidos visando facilitar o acesso e a permanência da população com deficiência ao trabalho, tais como a Lei de Cotas e a determinação de disponibilização de apoios que facilitem sua adaptação. No entanto, problemas relacionados à educação, preconceito e dificuldade em dispor das adaptações necessárias tem se mostrado grandes entraves quando se trata da efetivação do direito de pessoas com deficiência exercerem um trabalho. O objetivo deste estudo foi analisar o processo de adaptação de pessoas com deficiência intelectual em situação de trabalho competitivo mediante a utilização de suporte natural. Para isso, duas jovens com deficiência intelectual foram inseridas em emprego competitivo em uma empresa do ramo agroavícola, onde atuaram como auxiliares de produção. Cada uma destas jovens recebeu apoio de uma colega de trabalho, que participou de treinamentos para atuar no ensino de pessoas com deficiência intelectual. Avaliações foram realizadas antes e depois da aplicação dos treinamentos, com o objetivo de identificar mudanças na atuação das colegas de trabalho em relação ao ensino das tarefas e o impacto destas mudanças no desempenho no trabalho das funcionárias com deficiência intelectual. Observou-se que as colegas de trabalho ofereceram instruções suficientes para que as funcionárias com deficiência intelectual realizassem de maneira adequada seu trabalho. Estas rapidamente aprenderam e desempenharam as atividades com qualidade e destreza, e apresentaram outros comportamentos compatíveis com a situação de trabalho, tais como pontualidade, persistência e compromisso com as atividades. No entanto, observaram-se alguns comportamentos dificultadores de sua adaptação, tais como o déficit de habilidades sociais. Características de funcionamento da empresa, tais como a exigência de produtividade e ausência de flexibilidade de tempo para adaptação ao trabalho, bem como o preconceito em relação à pessoa com deficiência intelectual, foram identificadas como aspectos dificultadores da inclusão da pessoa com deficiência no contexto do trabalho. Os dados obtidos nesta pesquisa apontam para a potencialidade da participação de colegas na adaptação de pessoas com deficiência intelectual ao trabalho, bem como da realização de treinamentos para tornar estes colegas aptos a desempenhar a função de treinadores. Concluiu-se que para que a inclusão da pessoa com deficiência intelectual na situação de trabalho seja possível, faz-se necessária uma mudança maior envolvendo empregadores, empregados sem deficiência e empregados com deficiência.

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)