<p>This study focused on the developments of Civil Service Reform (CSR) in Mozambique, and the priority issues pertaining to human resources management in the country. This research investigation performed an assessment of the human resources management priorities and its effectiveness in civil service reform in the Government of Mozambique.</p>

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

Personalentwicklung ist mit erheblichem Aufwand für Humankapitalinvestitionen für Unternehmen verbunden, wobei die Aneignung des Investitionsobjektes selbst und auch der Erträge aus der Investition unsicher sind. Zunächst werden aus realgeschichtlichen Befunden betriebswirtschaftliche Begründungen für die Personalentwicklung abgeleitet, und ökonomisch interpretiert. Im Hauptteil wird die Personalentwicklung innerhalb des Rahmens eines dreigeteilten Arbeitsmarktes ökonomisch analysiert. Schlussendlich werden einige Prognosen zur künftigen Rolle der Personalentwicklung auf Basis der aktuellen Entwicklungen am Arbeitsmarkt erstellt.

The objective of the current study is to explore and identify the Critical Success Factors (CSFs), which impact upon the effective implementation of Human Resource Development (HRD) initiatives in support of nationalisation, and to recommend a model for practical application and future research. Accordingly the study focused on identifying and analysing the various factors in the localisation of a workforce with regard to five broad categories, namely: national level factors, organisational (policies and practices related) factors, organisational (HR related) factors, individual level (expatriate and experienced staff related) factors and individual level (UAE national related) factors. The data for the study was collected using both qualitative and quantitative methods. Qualitative methods were used to develop an in-depth case study of the Emiratisation process in an oil and gas organisation, as well as for identifying the critical success factors to be included in the survey questionnaire for collecting the quantitative data. The results of the study indicated that the critical success factors identified in the study are part of a complicated reality and need to be managed to ensure success of the localisation of a workforce. The mean scores obtained on the various factors differed significantly across the organisations or sub groups of respondents used in the study. This indicates that the impact of various factors that facilitate or constrain the localisation efforts are highly contextual and organisation specific. The findings of the study revealed valuable insights that could enrich not only future research in the area, but also the practical application of HR tools and methods to support the localisation process. The current study also developed a model for practical application and future research in the area. The model identified the role of HR strategies and tools as critical for managing the CSFs and ensuring the success of the process of localisation. The model developed in the current study also emphasises the need to define the 'success' of localisation in much broader terms, by addressing complex issues such as, employee morale and motivation, expectations of all employees, including expatriates and so forth, rather than just focusing on the number of UAE nationals employed and their competencies. The current study also identified some of the limitations of the study and highlighted suggestions for future research.

<p>This study focused on the developments of Civil Service Reform (CSR) in Mozambique, and the priority issues pertaining to human resources management in the country. This research investigation performed an assessment of the human resources management priorities and its effectiveness in civil service reform in the Government of Mozambique.</p>

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

This thesis concerns the leader as a facilitator of learning at work. More specifically, the aim of the study is to increase knowledge about leadership in relation to co-workers’ learning and development at the workplace. The focus is on the leaders’ notions of learning-oriented leadership, their actions in daily work and on the factors that may enable and constrain learning-oriented leadership. The theoretical framework is structured around a review and analysis of three leadership research traditions: studies of effective leadership, studies of managerial work, and critical studies of leadership. The research reported in the thesis is based on an interactive research approach comprising case studies of two industrial firms. The main empirical data have been collected in interviews with leaders. In addition, the empirical material includes observations of leaders and studies of documents. The results indicate that the leaders view learning and the development of their co-workers as important issues and that they use a number of different activities to facilitate learning. Based on the degree of formalization these activities can be characterized as planned, partially planned and spontaneous. When working with the co-workers’ learning the leaders alternate between acting as supporters, educators and confronters. Furthermore, learning-oriented leadership is influenced by factors such as the co-workers’ attitudes and motivation, the leaders’ views of learning and development, the presence of learning issues on the organizational agenda and the design of the organizations’ production systems. To conclude, the leaders in both companies can be seen as facilitators of learning. However, their leadership is mainly performance-oriented and focused on adaptive learning. There are traces of development-oriented leadership as well, but these patterns are not as apparent. For instance, the facilitation of critical reflection associated with developmental learning is not very common for the leaders in either of the cases. / Denna avhandling handlar om hur ledare främjar lärande i dagligt arbete. Mer specifikt är syftet med studien att bidra med ökade kunskaper om ledarskap i relation till medarbetares lärande och utveckling på arbetsplatsen. I avhandlingen studeras vad som karaktäriserar ledarnas arbete och deras syn på sitt ledarskap, vad ledarna gör för att främja medarbetarnas lärande, samt vilka faktorer som hindrar och möjliggör ett ledarskap för lärande. Den teoretiska referensramen är baserad på tidigare forskning om ledarskap och lärande. Mer specifikt granskas och analyseras tre forskningstraditioner: studier av effektivt ledarskap, studier av ledares arbete och kritiska ledarskapsstudier. Studien utgår från en interaktiv forskningsansats och det empiriska materialet består av fallstudier av två svenska industriföretag. Data har huvudsakligen insamlats genom intervjuer med ledare. Därtill omfattar det empiriska underlaget även observationer av ledare och studier av dokument. Resultaten visar att ledarna uppfattar det som mycket viktigt att främja sina medarbetares lärande och utveckling. När de arbetar med dessa frågor använder de sig av en rad olika aktiviteter, vilka skiljer sig åt med avseende på grad av formalisering. Aktiviteterna kan kategoriseras som planerade, delvis planerade och spontana. Vidare visar resultaten att ledarna i interaktionen med medarbetarna agerar stödjande, utbildande och konfronterande. I studien framkommer även faktorer som hindrar och möjliggör ett ledarskap för lärande. Dessa omfattar exempelvis medarbetarnas inställning till lärande, ledarnas syn på lärande, ekonomiska resurser för lärande, samt arbetsorganisationens och produktionssystemets utformning. Avslutningsvis pekar denna studie på att ledarna i företagen uppvisar ett ledarskap för lärande, men att detta i huvudsak orienteras mot lärande för daglig drift och anpassning, snarare än mot lärande för utveckling. Det finns också spår av ett mer utvecklingsstödjande ledarskap, men dessa är inte tydligt framträdande i resultaten. Exempelvis arbetar ledarna i begränsad utsträckning med att främja kritisk reflektion, vilket kan ses som en förutsättning för ett utvecklingsinriktat lärande.

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

In 2001 the first Human Resource Development Strategy of South Africa (HRDSA) was implemented. The lack of institutional arrangements, structures, procedures, processes and capacity and the location of the HRDSA, 2001, at both the then Departments of Education and Labour, severely hampered the implementation and effective functioning of the Strategy. This study aims to find solutions to the main implementation difficulties experienced with the HRDSA, 2001, in order to ensure increased performance regarding the strategic priorities of the revised HRDSA, 2010 – 2030. An empirical study was conducted to determine potential challenges pertaining to the implementation of the revised HRDSA. Interviews were conducted with senior officials and experts at relevant national departments and with the Gauteng Provincial Government and social partners and relevant stakeholders, including organised labour and organised business. Questionnaires distributed among human resource development (HRD) practitioners addressed matters pertaining to possible solutions with regard to the appropriate location of the HRDSA, challenges in implementing the HRDSA, capacity needs, appropriate governance structures, political support and budgetary constraints. Best practice for the implementation of a national HRD strategy in a number of countries is outlined and discussed with a view to benchmarking the HRDSA and learning from the mistakes made by them in the implementation of their national HRD strategies. Based on these lessons learnt by those countries, and valuable information gathered through the results obtained from the questionnaires and interviews, recommendations are made to support the successful implementation of the revised HRDSA. The recommendations are focused on the effective, efficient, economic and sustainable implementation of the revised HRDSA commitments, strategic priorities, strategic objectives, programmes and projects to improve social and economic growth, as well as HRD, human development (HD) and accelerated quality service delivery in South Africa. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2011.