Diploma thesis is dedicate to plan project which task is to improve communication on high school while it is going to use project and change management. The theoretical part is about basic knowledge of project and change management. Analysis of current state is done primarly with strategic analysis. Practical part include Logical Framework approach, risk analysis, budget etc. In this part we also choose and implement chosen IT solution. Benefits of the project and project itself is summarized at the end of thesis.

A thesis submitted in fulfilment of the requirements for the Degree of D.Litt in Communication Science, University of Zululand, 2004. / Human Resource Management has become one of the most discussed approaches to the practice and analysis of employment relationship in our modern society. In this thesis I present my recommendations that organisations will function more effectively and efficiently if the people who work in them are encouraged to develop professionally and to use that approach to undertake organisational tasks. Increasingly human resource management is being recognised as crucial, not only to the individual but also to the promotion of effective and efficient organisations. In this thesis I will focus on educational management in two ways — from the perspective of the individual and from the perspective of the organisation. Educational management is a diverse and complex range of activities calling on the exercise of considerable knowledge, skill and judgement by individuals, but its practice is dependent on the culture of particular organisational settings. I focus on this constant interplay between individual capability and organisational requirements, which make human resource management for educational managers both challenging and exciting. In this thesis I will examine how the concepts, skills and insights gained through professional development can be applied by educational managers to specific organisational tasks and systems. At best this thesis encourages school managers to ask questions about their own organisations and to develop their own solutions appropriate to their organisations. My research involves a mixture of theory and practical examples, which it is envisaged will spur students of learning and educational managers to apply and refine in the future. In the final phase of my research I reveal how the concepts, skills and insights gained through professional development can be applied bv educational managers to specific organisational tasks and systems in the effective use of human resources.

This study aims to investigate how parents are reasoning when it comes to sharing photos of their children on Instagram. The phenomenon, known as sharenting, has been questioned due to the morality problems that arise from the fact that children don't have the same opportunity to approve their exposure in social channels as an adult. The fact that parents make money off their Instagram account is another aspect that is included in the study, which is relevant because of a new law in France. This law regulates profitable content that includes children, in order to protect the children. The aim and purpose of the survey was therefore to gain a deeper understanding of what motivating factors that surround sharing pictures and information about your child on Instagram, and also investigate how parents are reasoning about moral issues. The theoretical framework for this study is uses and gratification theory and communication privacy management theory. Through interviews and a qualitative method of analysis, the results show that many motivating factors are affecting, but that the connection and communication created between parents online is one of the biggest driving forces. There is a significant variation in awareness of the moral issues, but it was possible to decipher a pattern regarding where the boundaries of integrity go. For example, naked content and conflicts are being held outside Instagram. Discussions are held about whether this could be linked to a media morality where societal norms control what is considered accepted to share or not.

As much as the mining and construction industries in South Africa have been the backbone of the South African economy since the discovery of gold at the turn of the 19th century, so too have they been responsible for most work-related deaths in their employee population, due to their inherent hazardous working conditions. It is for this reason that the governing bodies of these industries have started to clamp down on safety in organisations, legislatively ensuring that all organisations adhere to comparatively stringent and austere regulations, or face possible shutdown. Internal safety communication is, therefore, not only literally a matter of life and death, but also forms part of complying with the laws of the country. Notwithstanding its importance, this inimitable form of internal organisational communication has yet to be widely researched. Positioned within this void, this study proposes the first model for internal safety communication within the context of the South African mining and construction industries, as well as a measuring instrument for its evaluation. The research into these two contributions is based on a sound and rigorous literature review, focusing on the chronological development of germane theories, onwards from the systems theory – the meta-theory of this research. Subsequently, the empirical research of the study was done at two organisations seated within the mining and construction industries of the country, and comprises interviews, focus group discussions and a questionnaire. In this way, the research took the form of a longitudinal study, in terms of the testing of the two contributions, but specifically the measuring instrument. This testing was done during the first stage of the empirical research at the Gautrain project and after the research intervention yielded from the findings of this first stage, the Abstract contributions were reworked and tested again in the second empirical stage of the research, at Diesel Power Opencast Mining. The model and the empirically tested and validated measuring instrument for internal safety communication – both for the context of the South African mining and construction industries – expand and contribute to the field of internal organisational communication in an imperative and relevant way, providing new theory from the South African context. / Communication Science / D.Litt et. Phil. (Communication)

Abstract Title: Self-leadership and Organizational Progress Author: Anna Moore Background: Within the school system, as well as throughout the broader part of society, change is brought on more rapidly. Organizations must be inclined and able to change past practices. The organization within the school system is, however, very traditional depicted by how it is organized and by the conservative attitudes such as how professions within the school system interact with each other. It can therefore be difficult to change obsolete traditions that are associated with the teacher’s role. Self-leadership as a method has been found to have a positive effect on individuals as well as on groups and organizations. However, self-leadership in relation to organizational change has not yet been widely researched. This report is carried out through a pilot project conducted at the educational administration within a Swedish municipality. Purpose: The purpose of this report is to investigate and analyse organizational progress in relation to self-leadership within school environment through the perspective of school-leaders. Question at issue: Throughout the implementation of a change process, which factors can be identified as successful, in relation to the process. In what way can self-leadership help school-leaders accomplish a change process? Theoretical framework: Relevant theoretical framework was identified in order to analyse the empirical data. Three different fields where presented: affiliation and culture, organizational progress and communication throughout the change process. Method: This report is a case study carried out with a qualitative method. The empirical data was gathered through semi-structured interviews with five respondents from three different schools as well as one respondent from the control group. The researcher’s paradigm can be identified as constructivism. A hermeneutic process was applied in order to interpret the empirical data. Conclusions: In relation to the pilot project being studied a series of success factors were identified: A change tendency as well as a more daring approach towards leading change will allow further organizational change. The need for change needs to come from within the organization. Take advantage of the prevailing affiliation and culture. Leaders must have good knowledge of the field they operate in as well of the particular unit they work at. With reason being able to adapt and adjust the course of actions as well as the chosen methods. Self-leadership strategies are found to have a positive effect on the change process throughout different steps of the way, individually as well as in relation to the group process. Further research in relation to self-leadership and organizational change is recommended. Especially in relation to determining a method to measure the extent and effect of self-leadership.

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A research project submitted in partial fulfilment of the requirements for a Master of Arts degree, by coursework and research report, for Organisational/Industrial Psychology in the Faculty of Humanities, University of the Witwatersrand, August 2017 / Organisations cannot function without communication, however, it is the effectiveness and appropriateness of the communication that is vital to organisational effectiveness. The undisputed need for the assessment of communication competence skills is evident in selection and recruitment, job profiling, performance evaluation, and the development of focused skill orientated training. However, no existing individual instrument adequately measures communicative competence in South African workplaces as a number of unique barriers to interpersonal communication within SA workplaces are unaccounted for in established conceptualisations of workplace communication competence, informing communication assessment approaches and methodologies. Thus, the overarching aim of the current research is to develop a workplace communication assessment scale of routine verbal task-related communication skills, which is contextually and representationally valid, and accommodates contextual social features of South African organisations, relevant in judgments of communication competence. In realising this aim the development of an alternative conceptualisation of SA workplace communicative competence was required. The future establishment of criterion referenced norms for specific jobs would be of practical utility to Human Resources (HR) in the customisation of organisational and job specific communication assessment tools and focused interventions. Method In Phase 1 a broad, inclusive representative item pool was reduced by frequency analysis and collapsing/deleting semantically similar items to 69 retained routine SA workplace communication behaviours. In Phase 2, the 69-item experimental scale was administered to a 303 SA working sample. Competing factor structures were evaluated according to exploratory factor analysis (EFA) model fit indices, pre and post item deletion, followed by confirmatory factor analysis (CFA) to differentiate superior model fit. Lastly, the psychometric properties of the resultant scale, in terms of convergent and divergent validity with two existing measures (CCQ (Monge, Bachman, Dillard, & Eisenberg, 1982)) and the SRC (Cupach & Spitzberg, 1981)), as well as reliability, were evaluated. Results The 63-item eight factor model demonstrated the best fit in terms of an even distribution of primary factor loading across the factors, a single non-loading item, no theoretically incompatible item crossloadings, an even distribution of variance across factors, and the most conceptually interpretable pattern of factor loadings. Additionally, Phase 2 provided evidence of the scale's content, structural, convergent, and discriminant validity, and reliability. Discussion SA respondents differentiated eight subcategories as a basis for evaluating how they communicate at work. This suggests greater dimensionality relative to other workplace communication competence measures. The differentiation of the Higher Order Language subscale (i.e. the understanding of abstract and inferential language) suggests a broader conceptualisation of workplace communication skills as required by competent communicators in SA workplaces. Conclusion This research has offered an alternative conceptualisation of workplace communication competence, and developed a valid, reliable, communication assessment scale, from diverse disciplines and theoretical orientations, that measures all dimensions of routinely occurring interactional task-related communication skills within SA workplaces. This communication competence framework facilitates the efficient production of tailored job-specific criterion referenced norms for the immediate customisation of job-specific communication assessment tools and focused interventions. The utility of the new scale extends beyond Industrial/Organisation Psychology practice to inform return to work (RTW) rehabilitation in Speech Language Pathology. / XL2018

A well working communication between students and lecturers, both in and outside of class, has shown to be very important for a positive learning experience and an effective learning environment. Students need to have a critical mindset of their own cognitive reasoning and their learning process. With support from the lecturer, this will improve the student’s selfassessment but also their academic journey through their higher education. As students are becoming more native online, it is of utter most importance the online communication works as well as the direct physical communication does. This can be achieved through having a learning management system (LMS) that assists lecturers with handing out information and assists students with an easy way to receive information regarding their educational work. This study aims to examine whether the current LMS systems are sufficient enough. This by gathering data from both students and lecturers at two different universities through a survey and six semi-structured interviews to find out what the current issues are. The gathered data made it possible to determine the specific needs of both students and lecturers for a well-functioning LMS. DeLone and McLean created a system success model (D&M model), aimed to analyse the quality of an information system, which could be applicable to an LMS. The model consists of different variables and their relationship to one another. An adaptation of the D&M model is the Hexagonal E-learning assessment model (HELAM model) that includes similar but adapted variables for the information system. By comparing the results with the variables from these models it was concluded that both universities face similar issues, even though their systems are different. The results also indicated that there are significant variables in the D&Mand HELAM model that relates to how learning management systems are used to its best potential. / Väl fungerande kommunikation mellan studenter och föreläsare, både i och utanför klassrummet, har visat sig vara mycket betydande för en positiv läroupplevelse och effektiv lärmiljö. Studenter behöver ha ett kritiskt tankesätt över deras egen kognitiva tankegång och deras läroprocess. Med stöd från föreläsare kan detta förbättra studenternas självbedömning men även deras akademiska resa genom deras högre utbildning. Eftersom studenter bli mer vana online så är det viktigt att kommunikationen online fungerar lika väl som den direkt fysiska kommunikationen gör. Detta kan uppnås genom att ha en läroplattform (LMS) som kan assistera föreläsare med utdelningen av information men även assistera studenterna att genom ett enkelt sätt ta emot information angående deras studiearbete. Den här studien ämnar undersöka om det nuvarande LMS systemen är tillräckliga. Detta genom att samla data från både studenter och föreläsare på två olika universitet genom en enkät och sex stycken semistrukturerade intervjuer för att ta reda på vad de nuvarande problemen är. Den insamlade datan gjorde det möjligt att avgöra vad de specifika behoven är från studenter och lärare för ett väl fungerande LMS. DeLone och McLean skapade en systemframgångsmodell (D&M-model) ämnad att analysera kvaliteten av ett informationssystem som kan vara applicerbart på en LMS. Modellen består av olika variabler och deras relationer till varandra. En variant av D&M-modellen är “Hexagonal E-learning assessment model” (HELAM-modellen) som inkluderar liknande men anpassade variabler för informationssystemet. Genom att jämföra resultatet med variablerna från dessa modeller drogs slutsatsen att båda universiteten har liknande problem, trots att de inte använder samma system. Resultaten tyder även på att det finns variabler från D&Moch HELAM modellen som har signifikans och relaterar till hur en läroplattform bör användas för sin bästa potential.

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