<p> The combination of globalization, technological advancements, governmental regulations, changing customer tastes and trends combined with a host of other influences constantly force organizations to change, or respond to changes in the business environment. Businesses need their employees to be flexible and ready for change; however, the literature is rife with the assertion that more than 70% of organizational change initiatives fail. These failures cost organizations billions of dollars each year and have been blamed in part on employees' unreadiness for change, and their subsequent resistance to it. Businesses have a continued interest in understanding how to achieve higher rates of success with change initiatives; therefore, this research examined whether or not employees' personality traits predicted their readiness for organizational change. It also examined whether or not employees' level of education interacted with their personality traits to moderate the effects of personality traits on variances in readiness for change. Results indicated that personality traits predicted employees' readiness for change; however, increasing education did not interact with personality traits to modify the effects of personality on employee readiness for change.</p>

<p> This research provides original data on the study of obsessive-compulsive personality traits in law enforcement. The study explored prevalence of obsessive-compulsive personality traits (OCPT) in law enforcement (compared to the general population) in association with the occupational need for such characteristics in that profession (orderliness, organized, attentive to detail, display restricted affect, adhere to laws and regulations, and assume leadership roles). While many studies seek to explain police personality, no literature could be found regarding prevalence of OCPT in sworn peace officers. Degree of OCPT was measured by the total mean score on the Five Factor Obsessive-Compulsive Inventory (FFOCI) and compared using a one-tailed independent samples t-test. Differences between two groups across 12 subscales were analyzed retroactively using a MANOVA for qualitative descriptions of each group. Research revealed, with statistically significant results (p&lt;.01), that prevalence of OCPT is significantly higher overall in law enforcement peace officers when compared to non-law enforcement participants. Results from this study contribute meaningfully to police psychology within the field of forensic psychology. Results have the potential to influence supplemental assessment for peace officer candidacy screening.</p>

<p>The 21st century has awakened a call for new leaders to cope with the demands of the rapidly changing world of work which emphasises flatter structures, and a more democratic style of leadership. When looking at the changing competencies of the new leader, it is postulate that leadership takes into consideration the emotional attributes as well as the rational aspects of the individual. From this it becomes evident that the leaders of the 21st century would have to be emotionally intelligent to motivate employees to achieve organizational goals. The aim of this study was to investigate if there is a relationship between emotional intelligence and leadership styles in middle to senior managers.</p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 55-11, Section: B, page: 5126. Chair: Nancy G. Bliwise.

Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: This explorative study set out to investigate the effectiveness of different personalities in negotiation. The research problem originated as result of the search through literature aimed at developing a negotiation skills program for the South African Army. Many authors were found to refer to the importance of personality on the process and outcome of negotiation, but that existing research focus mainly on single personality traits and often indicated inconclusive results. These findings stirred curiosity to explore the possibility that certain personality types, according to a more comprehensive theory of personality, may prove to be more effective than others. The Myers-Briggs Type Indicator Form G self-scoring and two separate role-plays were used to gather data for this research. The role-plays placed similar boundaries on the participants in terms of the type of agreement that could be reached as well as the financial terms involved. The MBTI results were used as continuous scores and the eight subscales as separate groups and also according to a number of combinations of the subscales. The possible influence of a number of variables were taken into account namely, age, gender, military rank, level of formal education and ethnicity. Though the majority of these variables were found to be possible covariates of personality they appear not to have influenced the outcome of the research. This was because no significant correlations appeared to exist between the outcome of the negotiation role-plays and the various scales and subscales of the MBTI. According to these results, and within the confinement of this research it would appear that the various personality types do not differ in terms of the effectiveness in negotiation. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om die doeltreffendheid van verskillende persoonlikhede in onderhandeling te ondersoek. Die navorsingprobleem het voortgespruit uit 'n literatuursoektog wat daarop gemik was om 'n kursus in onderhandelingsvaardigheid vir die Suid Afrikaanse Leër te ontwikkel. Tydens hierdie soektog is bevind dat verskeie skrywers na die belangrikheid van persoonlikheid verwys, synde 'n invloed op die proses en uitkoms van die onderhandeling te hê. Daar is ook bevind dat bestaande navorsing hoofsaaklik gebruik maak van enkele persoonlikheidstrekke en dat hierdie benadering dikwels nie afdoende bevindinge tot gevolg gehad het. Die gedagte het gevolglik ontstaan om ondersoek in te stel na die moontlikheid dat sekere persoonlikhede, gebaseer op 'n meer omvattende teorie, dalk groter sukses in onderhandeling mag behaal as ander. Ten einde die navorsingsprobleem op te los is besluit om die "Myers-Briggs Type Indicator" vorm G en twee afsonderlike rolspele te gebruik om data in te samel. Die rolspele is spesifiek vir die navorsing ontwerp om ooreenstemmende beperkinge op die deelnemers te plaas in terme van die soort ooreenkoms wat bereik moet word, asook die finsiële terme betrokke. Die resultate van die MBTI is gebruik in die vorm van kontinuë data, as aparte stelle subskale en ook volgens 'n verskeidenheid kombinasies van die subskale. Die moontlike invloed van 'n verskeidenheid veranderlikes is in berekening gebring, naamlik ouderdom, geslag, militêre rang, vlak van formele opvoeding en etniese groep. Alhoewel daar bevind is dat die meerderheid van die veranderlikes moontlike kovariate mag wees wil dit voorkom asof dit nie die bevindinge van die navorsing beïnvloed het nie. Die rede daarvoor was dat geen beduidende korrelasie gevind is tussen die resultate van die rolspele en die verskillende skale en subskale van die MBTI nie. Volgens hierdie bevindinge en binne die beperkings van hierdie navorsing wil dit voorkom dat persoonlikheidstipes nie verskil in terme van die sukses in onderhandeling nie.

A preliminary review of the literature on cultural or expatriate adjustment with regard to the spouses of diplomatic personnel, such as the military attaché, clearly indicated a gap in the existing knowledge scholars have of the adjustment experiences of spouses of expatriate managers. The aim of this study was exploring and describing one South African expatriate’s wife’s authentic experiences of expatriate adjustment to India. A modernist qualitative methodology with symbolic interactionism as theoretical framework and interpretivist constructivism as research paradigm was employed. The case study was used as qualitative research strategy and the life history was used as the qualitative research technique. Purposeful sampling was employed. Plummer’s (2001) critical humanism was included to reflect the flavour of the diversity of frameworks available to life history researchers. Data were obtained from solicited and unsolicited sources. This yielded a life history with rich descriptive data that were systematically analysed with the grounded theory technique proposed by Strauss and Corbin (1990, 1998). A conceptual framework was compiled and used to substantiate the finding by means of a literature review, the identification of the core category, and finally the development of a substantive theory called: a transitional theory of spousal expatriate adjustment. Guidelines proposed in the literature were followed to ensure the authenticity, trustworthiness and credibility of the study. The findings provided some understanding of how wives of military attaché’s experience the process of expatriate adjustment. Recommendations were made to improve current practice. The study also made a methodological contribution to the local study of Industrial and Organisational Psychology and in particular International Human Resources Management. Recommendations are made for future research. / Prof. Willem Schurink

D.Litt. et Phil. / The shift from a modern to a postmodern culture is reverberating through the field of career psychology. This results in a rejection of the grandnarrative of the objective career and a shift to the exploration of multiple subjective realities regarding the world of work. A description of three aspects, namely, sensitivity towards diversity, the notion of the subjective self and the challenge to the general paradigm of progress, illuminate blind spots in modern career psychology. These aspects present a conceptual base for thinking on postmodern career psychology. The career psychologist’s role is determined by processes of decision making and attributing meaning. An exploration and clarification of values is useful during these processes. The aim of this study is to formulate and investigate the validity of a structure of work values during an early stage of career process by means of developing a Work Values Questionnaire. A theoretical discussion of the constructs of values and more specifically work values, presents a basis for developing items for the Work Values Questionnaire. The purpose of this theoretical description is operational. In accordance with the postmodern incrudibility towards the grandnarrative no attempt is made to present a unified value or work values theory. The work of Buchholz and Hofstede forms the basis for a description of work values. From this theoretical basis five work value scales, namely, Collectivism, Uncertainty Avoidance, Power Distance, Individualism and Humanist Values were postulated. 93 items representing these scales were written and administered on 1365 South African participants. The responses of 637 participants were used to perform an exploratory factor analysis on the 93 items. The responses of the remaining 717 participants were used to perform confirmatory factor analysis of the obtained empirical structure. Five factors were identified and described in the first group by means of exploratory factor analysis. Based on these results, a postulated model was generated and tested with the Group Two data. The fit between the model and the data was explored by means of the chi-square statistic, the Goodness of Fit Index, the Adjusted Goodness of Fit Index and the Steiger Lind Root Mean Square Error of Approximation Index. The results indicate a satisfactory fit between the postulated model and the data. Based on the outcome of the exploratory and confirmatory factor analyses, these five factors can be described as iv empirically well defined. The factors also appear to represent meaningful psychological constructs. It is therefore stated that the validity of a structure of work values is supported. The five constructs are Group Involvement, Uncertainty Tolerance, Structured Work, Visible Success, as well as, Progressive Advancement and Success. The results of this exploration can be utilised in further research aimed at the development of a Work Values Questionnaire.

D.Phil. / “This thesis is a study about life, broken relationships, friendships, adapting to change and personal growth. It is a study about nurturing oneself and developing those qualities within oneself that will ensure a life of quality, harmony and inner peace. Autoethnography is an unconventional research method that is seldom used in qualitative research circles – the social sciences or human resource management spheres in South Africa. The contents of this thesis will be presented to an audience of social psychologists, social scientists, human resource managers, academics, school principals, teachers, parents, and divorcees, couples contemplating divorce, youth leaders and personal, interpersonal and professional leadership facilitators. The intention is to provide the reader with the opportunity to learn vicariously through the reading of the stories of other human beings, to identify with these stories and, as a result, to feel motivated to effect personal and social change. Reading about others enables us to learn more about ourselves and to feel in community with other human beings. This work presents an autoethnographic account of divorce and the emotional ramifications of this experience. Performance in the workplace is routinely compromised when individuals within the workplace are emotionally distressed. This thesis aims at highlighting the way in which coping strategies may motivate personal growth that will, in turn, enable the individual to adapt positively to change while performing optimally in the workplace. This work is set in the teaching environment of a primary school. The stories presented illustrate the myriad issues that are laid bare when worlds drift apart. Each story highlights challenges that will need to be addressed during the divorce process. The issues addressed in this thesis include love, compassion, leadership, values, principles, friendship, self-esteem, ego, selfexpression and forgiveness. The successful resolution of each challenge and the subsequent learning process will result in personal growth and a pervasive feeling of inner peace and harmony.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The dominant influence of Western and European psychology on the African educational system brought about a specific point of view for the teaching curriculum (Heleta, 2016), which also spilled over into the workplace and job training practices. The present study gave a brief review of the history and development of the Industrial Psychology curriculum in South African higher education institutions. It also highlighted the dominant influence of Western and European psychology on the African educational system that brought about a non-African (i.e. Western scientific model) psychological discipline in the teaching curriculum. The study sought to examine the contextual relevance of Industrial Psychology training at a University in the Western Cape. Furthermore, the study investigated how the concepts and frameworks of Euro-Western Industrial Psychology affect graduates entering into a multi-cultural work context. The need was found for a teaching and learning curriculum that prepares students with multi-cultural knowledge, thus enabling graduates to embrace a diverse work environment. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University.Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. The researcher followed a qualitative research design with semi-structured interviews to collect data. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.