Middle managers are important role players in organisations today. They are the link between the executive and the employees of organisations. Managers must ensure that the employees under their supervision fulfil their duties and responsibilities in the execution of their tasks, in order that the organisation achieves the strategic goals as set by the executive. For employees to perform at their peak and to ensure continual motivation, employees should find themselves in a motivated work environment. Managers are key to establishing this motivating climate; however they are only able to do this if they have sufficient authority to motivate their subordinates. Managers must not only have the authority, but they must also have the leadership skills and capacity to motivate. The question which forms the base of this research is whether managers are authorised and equipped to motivate their subordinates. The research topic fell within the quantitative paradigm with data being collected through the use of a questionnaire, which was distributed via electronic means to a sample of the population. The sample was selected using a non-random sampling method. The results were analysed and interpreted to ascertain if they aligned with the theory. The Respondents confirmed that motivation is deemed important which is the responsibility of managers to motivate their subordinates. The organisations in which the managers work should enable them to reward and recognise the employees. It was clear that the authority to reward and recognise is still limited in organisations, which creates substantial complications for managers who are not able to utilise all the tools of motivation which is needed for subordinates to achieve their full potential. Recommendations were submitted that organisations should consider effectively empowering and up-skilling their managers on all the tools of motivation and techniques on how to enhance their emotional intelligence to better understand and motivate their subordinates.

In 2013, 1% of Medicare reimbursements were withheld from U.S. hospitals, with a proposed cap of 2% in 2017 for redistribution to those hospitals that improve overall care and patient satisfaction. The purpose of this single case study was to explore the engagement strategies that some hospital middle managers used to improve employee performance to increase patient satisfaction. The sample included 4 health care middle managers in 1 hospital in northeast Connecticut. The conceptual framework that grounded this study was Kahn's personal engagement theory. Data were collected via semistructured interviews, participant observations, and review of hospital and public government documents. The process of member checking and methodological triangulation contributed to the study validity. The data were analyzed using Yin's 5-step method of analysis. Themes that emerged from the study were the importance of the role of the manager in fostering employee engagement, implementing explicit communication techniques, assisting employees in role performance, promoting employee wellbeing, commitment to patient care and satisfaction, and providing employees with rewards and recognition. Although this was a single case study, health care managers from other hospitals could benefit from the results of this study. The implications for social change include the potential for hospital managers to implement strategies to improve employees' engagement, thus improving patients' care and satisfaction, and the overall health and wellness of individuals in the community.

No description available.

Teleworking as a result of the pandemic has resulted in many jobs being digitized and interactions taking place mainly via digital platforms. The risks associated with teleworking are high workload, lack of social support and low commitment, which often leads to psychological strain and stress. The purpose of this study is to increase the understanding of middle managers' need for social support when teleworking, how it is related to stress and whether there are any gender differences in the need for social support. This qualitative study is based on semi-structured interviews with three female and three male middle managers, all of whom work within the same government agency. The theoretical framework used in this study is Yvonne Hirdman's gender theory, House theory of social support and Karasek and Theorell's demand-control-support model. The result of the study is that female and male middle managers seem to experience a consistent need for emotional-, instrumental- and informational support. On the other hand, there seem to be gender differences in the need for appraisal support where women seem to have a greater need. The results also indicates that the source of stress varies to some extent between women and men, where women experience a greater need to provide social support for teleworking, which in turn causes stress. / Distansarbete som en följd av pandemin har resulterat i att många arbeten digitaliserats och interaktioner förekommer främst via digitala plattformar. Det förekommer risker med distansarbete i form av hög arbetsbelastning, bristande socialt stöd och lågt engagemang, vilket ofta leder till psykisk belastning och stress. Syftet med studien är att öka förståelsen för mellanchefers behov av socialt stöd vid distansarbete, hur det är relaterat till stress samt om det finns några könsskillnader i behovet av socialt stöd. Denna kvalitativa studie har samlat in empirin genom semi-strukturerade intervjuer med tre kvinnliga- och tre manliga mellanchefer där samtliga arbetar inom samma statliga myndighet. Det teoretiska ramverk som använts är Yvonne Hirdmans genusteori, House teori om socialt stöd samt Karasek och Theorells krav-kontroll-stödmodell. Resultatet från studien är att kvinnliga och manliga mellanchefer tycks uppleva ett samstämmigt behov av emotionellt-, instrumentellt- och informativt stöd. Däremot tycks det förekomma könsskillnader i behovet av det värderande stödet där kvinnor tycks ha ett större behov. Resultatet tyder även på att källan till stress varierar i viss grad mellan kvinnor och män, där kvinnor upplever ett större behov av att ge socialt stöd vid distansarbete vilket de upplever orsakar stress.

Yes / Middle managers occupy a central position in organizational hierarchies, where they are responsible for implementing senior management plans by ensuring junior staff fulfil their roles. However, explorations of the identity of the middle manager offer contradictory insights. This article develops a theory of the identity of the middle manager using a theoretical framework offered by the philosopher Judith Butler and empirical material from focus groups of middle managers discussing their work. We use personal pronoun analysis to analyse the identity work they undertake while talking between themselves. We suggest that middle managers move between contradictory subject positions that both conform with and resist normative managerial identities, and we also illuminate how those moves are invoked. The theory we offer is that middle managers are both controlled and controllers, and resisted and resisters. We conclude that rather than being slotted into organizational hierarchies, middle managers constitute those hierarchies.

This research explores the nature and extent of management development and training of senior and middle managers working in Palestinian telecommunication organizations using a basic trichotomous (three-stage) model: needs assessment, training development, and evaluation. A critical review of the literature is presented to identify the different approaches and key principles that make up the field of training and development. Using the survey approach, primary data were collected to answer the research question. A total of 142 questionnaires were distributed among senior and middle managers with 110 questionnaires being completed and returned (77 per cent response rate). Field work was also supported with 10 selected interviews with high ranking officials in the surveyed organizations to help corroborate the results. Thereafter, data was analysed using SPSS and spread sheets, and then compared with data available from literature. Despite the presence of a rather systematic approach to training, the findings show that the current status of training in the surveyed organizations is inadequate with heavy emphasis on traditional methods throughout the three stages; the current system does not offer a holistic perspective to training and development. This study presents an exploratory investigation into the training status in telecommunication organizations. It provides a fundamental foundation for future research aimed at expanding the available knowledge within the context of the study. In addition, specific strengths and weaknesses in the current system are identified using the trichotomous model in a more practical manner. Overall, this thesis offers both professionals and academics a fresh perspective on training in Palestinian telecommunication organizations; it not only highlights the importance of training but also stresses that future initiatives and programs are more carefully designed and implemented.

Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 113-116).

Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 113-116). Also available in print.

This research explores the nature and extent of management development and training of senior and middle managers working in Palestinian telecommunication organizations using a basic trichotomous (three-stage) model: needs assessment, training development, and evaluation. A critical review of the literature is presented to identify the different approaches and key principles that make up the field of training and development. Using the survey approach, primary data were collected to answer the research question. A total of 142 questionnaires were distributed among senior and middle managers with 110 questionnaires being completed and returned (77 per cent response rate). Field work was also supported with 10 selected interviews with high ranking officials in the surveyed organizations to help corroborate the results. Thereafter, data was analysed using SPSS and spread sheets, and then compared with data available from literature. Despite the presence of a rather systematic approach to training, the findings show that the current status of training in the surveyed organizations is inadequate with heavy emphasis on traditional methods throughout the three stages; the current system does not offer a holistic perspective to training and development. This study presents an exploratory investigation into the training status in telecommunication organizations. It provides a fundamental foundation for future research aimed at expanding the available knowledge within the context of the study. In addition, specific strengths and weaknesses in the current system are identified using the trichotomous model in a more practical manner. Overall, this thesis offers both professionals and academics a fresh perspective on training in Palestinian telecommunication organizations; it not only highlights the importance of training but also stresses that future initiatives and programs are more carefully designed and implemented.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The modern business environment is characterised by uncertainty, rapid change and the continuous pursuit of competitiveness. This has placed a renewed emphasis on the capacitation of managers operating in such environments and may be seen as a critical means of ensuring a sustainable advantage. Within the South African food retail environment, learning and development activities do not seem to be capacitating managers effectively, as well as taking too long to meet the changing demands of the retail sector. Lifelong learning has the potential to accelerate the development of individuals in management positions. Lifelong learning can be seen as the facilitation of learning, growth and development of individuals, as well as a means for enabling individuals and organisations to meet the challenges of an increasingly competitive world. Learning has the potential to empower individuals. In facilitating lifelong learning, a coaching methodology was used to facilitate the learning of ten middle managers in a large food retail store (part of one of the biggest retail organisations in South Africa). This research set out to evaluate the effect of coaching (as a method to facilitate learning) to empower middle managers in the food retail sector. The research was approached from a lifelong learning perspective and the focus of the research was the individual adult learner. Within the context of adult learning, the concepts of andragogy, experiential learning and transformative learning were applied in the facilitation of adult learning. Coaching (as a method to facilitate learning) allows for a uniquely individual and personal approach to learning. The learning and development intervention (using a coaching methodology) to facilitate learning was implemented over a period of 12 months and the participants were ten middle managers employed by the retail store. The case study (more specifically a multiple-case) design was used as research design. The findings of the research were discussed to place them within the context of the following research questions: • What is the effect of coaching as a method of learning and development in the facilitation of lifelong learning to empower middle managers in the food retail environment? • Is coaching (as only another way of facilitating learning) an effective method for facilitating learning and the development of middle managers in the food retail sector? • Which dimensions should be taken into consideration when implementing a coaching methodology (as a method of learning) in developing middle managers in the retail sector? The participants’ empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-post-test design. The research was conducted in three phases. Mixed methods research (using both qualitative and quantitative methods) was used during the research, which included interviews, field notes, questionnaires, observation, tests and official statistics. The first phase consisted of an evaluation, which included an evaluation of each individual manager. Two learning style questionnaires were applied to each middle manager to gain a better understanding of each middle manager and to assist the learning process on an individual basis. Lastly, a pre-test on empowerment was done by means of a standardised questionnaire. Part of this phase involved a structured interview with each individual manager. The second phase involved exposure to the coaching intervention and the process of coaching, followed by a post-test for measuring changes in the empowerment status. The last phase consisted of a post-post-test to measure changes in empowerment at the end of the coaching intervention. Five out of the ten middle managers showed sustained empowerment gains at the end of the coaching intervention. An experiential approach (using Kolb’s learning model) was used to facilitate the learning, and the middle managers who completed the learning cycle (namely concrete experience, reflective observation, abstract conceptualisation and active experience) showed empowerment gains. The learners who showed empowerment also displayed self-direction in their learning. Coaching (as a method to facilitate lifelong learning) was used as an effective method of learning in a busy retail environment. Statistical analysis showed no statistically significant improvements in empowerment from pre-test to post-posttest of the total group. Based on the findings and conclusions of the research, a new coaching framework (to facilitate lifelong learning), namely the New Coaching Retail Model, is proposed. This model consists of dimensions that facilitate individual lifelong learning, pointing to an empowered lifelong learner. / AFRIKAANSE OPSOMMING: Die hedendaagse sake-omgewing word gekenmerk deur onsekerheid, vinnige verandering en ’n volgehoue ingesteldheid op mededinging. Binne die konteks van menslikehulpbronontwikkeling is daar ’n hernude beklemtoning van die ontwikkeling van bestuurders in omgewings van hierdie aard, wat aan besighede volhoubare voordeel sal gee. In die Suid Afrikaanse kleinhandel-voedselsektor blyk dit dat sekere leer- en ontwikkelingsaktiwiteite nie aan die uniekheid van die sake – en dus aan die konteks – voldoen nie. Lewenslange leer het die potensiaal om individuele ontwikkeling te versnel. Lewenslange leer kan as die fasilitering van leer, groei en ontwikkeling gesien word, en hou voordele in vir die individu, asook vir die organisasie binne die konteks van ’n veranderende sake-omgewing. Lewenslange leer het die potensiaal om die individu te bemagtig. Binne die konteks van die navorsing is ’n afrigtingsmetodologie gebruik om die lewenslange leerproses van tien middelbestuurders van ’n kleinhandelsaak (wat deel vorm van een van die grootste kleinhandelgroepe in Suid-Afrika) te fasiliteer. Die doel van die navorsing was om die effek van afrigting op die bemagtiging van middelbestuurders binne die kleinhandel te evalueer. Die navorsing is vanuit die perspektief van lewenslange leer benader. Die fokus van die navorsing was die individuele volwasse leerder. Binne die konteks van volwasse leer, is andragogie, ondervindingleer en transformasieleer tydens die fasilitering van volwasse leer toegepas. Afrigting (as ’n metode om lewenslange leer te fasiliteer) maak voorsiening vir ’n unieke individuele en persoonlike aanslag tot lewenslange leer. Die leer- en ontwikkelingsintervensie (deur die gebruik van afrigting ) is oor ’n tydperk van 12 maande gevolg en die teikengroep het uit tien middelbestuurders binne een kleinhandelsaak bestaan. Die navorsingsontwerp het ’n gevalle studie- (meer spesifiek ’n veelvuldige gevalle studie) ontwerp gevolg. Die drie navorsingsvrae verwys na die aard van die afrigtingsintervensie om lewenslange leer te fasiliteer en was daarop gemik om te bepaal of die afrigtingsintervensie ’n effek op die deelnemers se bemagtigingsvlakke gehad het, of afrigting as effektiewe metode vir leer en ontwikkeling vir middelbestuur binne die kleinhandelsektor aangewend kan word, en watter dimensies in ag geneem moet word wanneer ’n afrigtingsmetodologie gebruik word om middelbestuur binne die kleinhandelsektor te ontwikkel. Die deelnemers se bemagtigingstatus is met ’n gestandaardiseerde vraelys gemeet, terwyl ’n voor-en-ná-toets en ’n verdere (post-post-) toetsontwerp gevolg is. Die navorsing is in drie fases geïmplementeer. Beide kwalitatiewe en kwantitatiewe metodes bestaande uit onderhoude, notas tydens veldwerk, onderhoude, vraelyste, waarneming, toetse en statistiese analise is gebruik. Die eerste fase het uit formele evaluering bestaan, waar elke individuele bestuurder geëvalueer is. Elke bestuurder het twee verskillende vraelyste voltooi wat die individu se leerstyl geïdentifiseer het. Hierdie fase het ook voortoets behels wat die deelnemers se bemagtigingstatus gemeet het, asook uit gestruktureerde onderhoude. Gedurende die tweede fase is deelnemers aan die afrigtingsintervensie blootgestel. Gedurende die intervensie is die deelnemers se bemagtigingstatus weer deur ná-toets gemeet om verandering in bemagtiging vas te stel. Fase drie het uit verdere toets bestaan om die deelnemers se bemagtigingstatus aan die einde van die leer intervensie te meet. Die navorsing se bevindinge dui daarop dat vyf van die tien deelnemers aan die einde van die afrigtingsintervensie ’n verbetering in hul bemagtigingstatus getoon het. Deur gebruik te maak van ’n ondervindingsaanslag (soos gebruik in Kolb se leermodel) was dit beduidend dat die middelbestuurders wat die siklus van leer voltooi het, almal ook ’n verbetering in hul bemagtigingstatus getoon het. Hierdie leerders het ook selfrigting in hulle leer getoon. Afrigting (as ’n metode om lewenslange leer te fasiliteer) kon effektief as ’n metode van leer in ’n besige kleinhandelsektor gebruik word. Statistiese analise het getoon dat daar geen betekenisvolle verbeteringe van die voortoets na die na-na-toets van die groep was nie. Gegrond op die bevindinge en gevolgtrekkings, word ’n nuwe afrigtingsmodel voorgestel om lewenslange leer te fasiliteer, naamlik die “New Coaching Retail Model” (wat vertaal kan word as die “Nuwe Kleinhandelafrigtingsmodel”). Dié model is aamgestel uit dimensies wat individuele lewenslange leer bevorder, en wat dui op ’n bemagtigde lewenslange leerder.