M.Comm. (Business Management) / Communication in a business environment is an aspect that cannot be replaced. Theoretical considerations as revealed by literature indicate that the process is a complicated process. In this study, this is proven by the different types such as information theory which is concerned with the transmission aspects of communication process. The impact that information theory has had on the study of communication is analogous to the tremendous influence that quantitative techniques have had on management decision-making. Interpersonal communication emphasises transference of information from one person to another. It has both verbal and non-verbal forms. In verbal communication there is direct contact between parties involved. In non-verbal communication body postures are used as a means of communication. Written communication involves transmitting information through written word. Business communication within organisations is also influenced by other factors related to the diversity of workforce. Intercultural communication covers a wide variety of attitudes, perceptions and values. Language also plays an important role in communication as illustrated by the communicative, explanatory, regulatory and interrogative functions. The differences between American and British English illustrate the complexity of the process. The situation is more complex in South African organisations as there are eleven official languages. Of these only English and Afrikaans are used in workplaces as business languages. The population census conducted in 1996 indicated that about 43% of South Africans are functionally, illiterate and this number can be as high as 52% amongst blacks. As a result the majority of South Africans have poor understanding of these languages as a result of historical problems. In this study business communication is studies in a South African organisation, Mintek, to establish the effectiveness of communication in that organisation. Questionnaires are used to test the opinions of the employees. The results are tabulated and interpreted. Relevant literature is brought in when discussing the results, recommendations are made aiming at improving communication within Mintek.

The face of the American workforce is changing. As more women and minorities enter the workplace and globalization continues, workers must work with. interact with, and sell to people who are different from themselves. Workers bring their cultures, attitudes, and modes of operation with them. To address the issue of being productive in a diversified environment, corporations have implemented diversity training programs. For the purpose of this study, diversity was defined as gender differences. This research examined the effects of diversity training on increasing the awareness and understanding of gender differences in the workplace. The experimental design of the study was a pretest posttest involving two groups in a large corporation who received different forms of training to address gender differences. One group received its training in the traditional manner currently used in the corporation. The second group participated in enhanced training targeted to include multiple learning styles and focused on why this effort was important to the individuals as well as the corporation. A true-false test based on gender differences was given prior to the training to account for individual differences and to establish the means for the groups. The same test was given following the training to determine the effectiveness of the training. The statistical procedure used in this study was an analysis of covariance (ANCOVA) in order to determine whether there was a significant difference between the mean scores of the two groups. A level of significance of .05 was specified. Calculations were done using the computer program SPSS version 9.0. The data yielded a statistically significant difference between the employees who received the enhanced training and the employees who received the standard training on knowledge of gender differences in the workplace.

Modern day workforces are governed by political environments which are a precursor to the formation of perceptions that are generated by employees regarding their leader’s political activities. These perceptions include the views that leaders more often than not indulge in self-seeking political behaviour. Employees who are forced to deal with these politically charged environments often find that their perceptions dictate their respective behaviours as their ethical beliefs and values are continuously challenged by leaders who abuse their authority in an attempt to promote personal gain. South Africa is known for its diverse workforce and tense political environments and cultural intelligence is an aspect that could well enhance the employee / employer relationship. It is felt that a leader’s cultural intelligence could be instrumental in moderating employee perceptions of organisational politics and their respective behaviours. It is against this backdrop that an empirical study was formulated by making use of a hypothetical model for the purposes of extrapolating evidential data required to draw conclusions and make recommendations to leadership regarding the impact that perceptions of organisational politics might have on employee behaviours and to test whether or not cultural intelligence has a moderating effect on these relations.

D.Phil. / Orientation: The focus of this study is on the work-based identity construct. This study’s context is the South African multi-cultural and diverse work environment where different racial and cultural identities meet. South Africa’s transition into democracy requires a revised way of perceiving identity, particularly in the workplace. A revised way of viewing identity may be found in understanding work-based identity. Work-based identity is a multi-identity, multi-faceted, and multi-layered construction of the self. Its multi-faceted nature can be understood using three different dimensions, namely a structural, social, and individual-psychological, which influence the identity formation process. The structural dimension is the historical, legislative, national, and culturally embedded context in which individuals find themselves, and which influences identity formation. The social dimension refers to the social interaction that individuals engage in with other individuals. Career, occupational, and professional identity and organisational identification are the work-based identity facets that fall under this dimension. The individual-psychological dimension focuses on the individual’s personal identity orientation. Work centrality, job involvement, and person- organisation fit fall under this dimension. Work-based identity influences the way individuals behave in their work. It is developed as a result of the interplay between an individual’s personal resources and work processes. Work processes include work characteristics, which are job demands and job resources. Research purpose: As part of a larger work-based identity project, the primary objective of this study was to investigate whether job demands and job resources could serve as possible predictors of work-based identity. The Job Demands-Resources (JD-R) Model was used as the predictive model to account for both job demands and job resources in the prediction of work-based identity. Job demands were comprised of overload, job insecurity, and work-family conflict. Growth opportunities, organisational support, advancement, task identity, perceived external prestige, and team climate constituted the job resources. The possibility of non-linear relationships between job demands and work-based identity, and between job resources and work-based identity was also investigated. The possible mediation effects of job demands on the relationship between job resources and work-based identity was also assessed. Furthermore, the moderating effects of the biographical variables race, age, and gender on the relationships of each job demand and job resource with work-based identity were assessed. Lastly, the moderating effects of the demographic variables academic qualification, marital status, job level, medical fund, and work region on the relationship of each job demand and job resource with work-based identity were also assessed. Research design: A cross-sectional field survey design was used for this study. In addition, a census-based approach was utilised, where everyone in the target population (employees of a large South African Information and Communication Technology (ICT) company) had an equal opportunity to participate in the study. The target population of 23 134 employees yielded a sample of 2 429 (a response rate of about 11%). The Job Demands-Resources Scale (JDRS) was used to measure the job demands and job resources, except work-family conflict, perceived external prestige, task identity, and team climate. A Work-Family Scale, Perceived External Prestige Scale, Task Identity Scale, and Team Climate Scale were sourced and adapted to measure these constructs. Furthermore, a Work-based Identity Scale was developed for this study,

Magister Administrationis - MAdmin / The shift from an ethnocentric, monocultural society to a more inclusive and democratic society should be accompanied by a national policy providing equal access to resources in a proactive, affirmative manner. This can be achieved in one of the two ways, either through equal employment opportunity or Affirmative Action. Affirmative Action is a specific intervention directed toward ensuring that employment opportunities are created by actively correcting imbalances caused by past discrimination and achieving employment targets. Equal employment opportunity implies an absence of discrimination, whereas Affirmative Action denotes compensatory discrimination in favour of disadvantaged groups. Affirmative Action is a supplement to, rather than equivalent to equal employment opportunities in that equality cannot be a genuine option where the effects of previous discriminatory practices have not been redressed. In an equal opportunities system, not all persons have the same chance of achieving the desired goal, but all are provided with equal means to achieve it. The unequal outcome of such a system is caused by the unequal skills for talents of the past discrimination, especially in terms of education and experience. All the Directors of Tygerberg Administration who responded to the questionnaires supported this and all of them agreed that training is necessary for all employees, especially the previously discriminated groups. The primary objective of Affirmative Action can therefore said to be the adequate advancement of disadvantaged groups for the purpose of securing equal rights, freedom and opportunities.Equal employment opportunity is seen as a passive agreement on the part of the employer not to discriminate against any particular group. Employers adhering to the principle of equal employment opportunity evaluates candidates for employment according to performance criteria which relates directly to the requirements of a particular position. Affirmative Action seeks to go beyond equal employment opportunity in that it recognises that, when members of disadvantaged groups constitute only a small percentage of the labour pool, passively providing equality of opportunity will not suffice in overcoming the effects of previous discriminatory employment practices. Affirmative Action employers are therefore given the mandate to identify and remove the barriers to the employment of those under-represented in the workplace. Merely removing the present obstacles to equality does not necessarily ensure equality between groups since the effects of previous discrimination need to be actively redressed. It can be noted that equal employment and Affirmative Action programmes should not be equated with each other as they imply different approaches to overcoming the effects of previous discrimination. Affirmative Action is said to be a supplement to, rather than the equivalent of equal employment opportunity, in that it is required to eliminate the barriers to real equality in the workplace. In this regard, it is essential to point out that Affirmative Action programmes are a means to an end, namely equal employment opportunity, and should not continue after this end has been achieved. Due to the similarity between the two terms, Affirmative Action and equal employment opportunity are often equated with one another when, in essence, they have different meanings. From the information gathered for this research it was clear that not many Blacks were employed in management and supervisory positions of the City of Tygerberg. The research revealed that despite adopting the Agreement on Affirmative Action and equal employment practice of the National Labour Relations Forum for Local Government as its policy framework, the Tygerberg Administration had not succeeded in meeting most of its obligations in terms of the above mentioned policy framework. This is largely ascribed to problems experienced with the implementation of equal employment and Affirmative Action programmes within the local authority. The methods of communicating these programmes to especially its lower category of disadvantaged employees to participate in training opportunities to improve their working skills, were not capitalised on. There was an unequal distribution of skills due to the effects of past discrimination, especially in terms of education. Active steps therefore need to be taken to ensure that the intentions of the local authority with repect to equal employment and Affirmative Action are implemented efficiently and effectively. / South Africa

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study investigated the attitudes and responses of male employees to the implemention of the Gender Equity Strategy and considered the implementation for the development of a gender education and training intervention. The study investigated the initial resistance to the introduction and implementation of the Gender Equity Strategy at the Polymer Plant by male employees. / South Africa

The global working environment has altered dramatically over the last decade and in particular, the workforce has begun to consist of many diverse individuals. The world has become a global marketplace, with boundaries between countries becoming increasingly vague and permeable. Advances in technology and the advent of a global economy have brought people from different countries closer together. Globalisation has precipitated many challenges in modern organisations, and one of these challenges is workforce diversity. Workforces in organisations differ in terms of gender, age, race, ethnicity and sexual orientation. Globally, countries are faced with the spiralling challenge of skills shortages and there is an expanding competition for skilled workers, specifically for those who possess scarce skills. This leads to an expatriation of skills, creating a natural increase in workforce diversity that expands beyond local ethnicity and language. This affects all organisations, including academic institutions such as universities, universities of technology and public further education and training colleges. Given this challenge organisations, educational institutions and other entities are investigating ways to better deal or serve their constituents. Lovedale PFET College is a public further education and training college that provides skills to young South Africans, specifically vocational related skills. The main research problem of this study was to identify the recommended diversity management best practices that characterise effective organisations and determine the extent to which these practices are applied at Lovedale PFET College. In order to address the problem, a theoretical study was conducted which focused on identifying the recommended diversity management best practices. In addition, interviews were conducted with managers at Lovedale College to gain an understanding of their perspective on diversity management. Based on the combined main points gleaned from theory and the interviews, a questionnaire was developed and administered to both academic and support staff at Lovedale PFET College to obtain their perceptions of the diversity practices and outcomes at the college. The results of the survey revealed that Lovedale PFET College could improve on the implementation of best practices in diversity management. Specifically, attention could be given to diversity education and training, and diversity management policies and procedures.

No description available.

The purpose of this thesis was to distinguish between which work factors contribute to emotional conflict in the workplace. Specifically, the factors of interest were existence and tolerance of multicultural diversity, work group culture and group identification.

The increasing diversity, globalization and aging of the U.S. workforce have put pressure on organizations to better understand and manage diversity (Perry & Li, 2019). While there are various ways in which companies can “manage” this diversity, increasing attention is being paid to the role that leaders play (Avery & McKay, 2010). More specifically, a number of authors have begun to discuss the potential benefits of inclusive leadership in managing increasingly diverse employees (Randel et al., 2018). Despite discussions about the potential benefits of inclusive leadership, there is relatively little consensus about what inclusive leadership is and how best to measure it (Randel, Dean, Ehrhart, Chung, & Shore, 2016). The purpose of current research is to highlight the limitations of previous measures and to begin to develop a more theoretically grounded and empirically valid measure of inclusive leadership. Based on a review of inclusion and inclusive leadership literature, a measure of inclusive leadership was designed, evaluated by six subject matter experts, and administered to a large MTurk sample (N = 529). The current research found that inclusive leadership is a multi-dimensional construct that includes leadership behaviors of treating all work unit members with fairness, equality, and respect; encouraging integration of and synergy among all work unit members; and translating (i.e., compliance and implementation) organizational diversity and inclusion related policies and programs that support inclusion and prevent exclusion into explicit diversity and inclusion practices in the work unit. The current research established a content, construct, convergent, discriminant, and criterion valid and reliable measure of inclusive leadership, the Inclusive Leadership Questionnaire (ILQ), that can be used to help academics better understand what inclusive leadership is, how best to measure it, and assess its impact on work-related processes and outcomes. Additionally, practitioners can use this measure to assess the strengths and development opportunities of leaders; develop inclusive leadership capabilities; facilitate the incorporation of behavior based inclusive leadership criteria into the talent management system; and continuously make progress toward the goal of creating an inclusive workplace and gaining long-term organization health and growth.