Riding's (1991) wholist-analytic dimension of cognitive style proposes a unidimensional view of global-analytic constructs, however, very little empirical evidence exists in support of a relationship between the styles in the wholist-analytic family, which has led to suggestions that style is best conceptualised as a more complex multidimensional construct (Hodgkinson and Sadler-Smith, 2003). Another major problem for Riding's (1991) wholist-analytic style construct is its lack of temporal reliability (Peterson, Deary and Austin, 2003; Rezaei and Katz, 2004; Parkinson, Mullally and Redmond, 2004; Cook, 2008). Furthermore, the current thesis argues that in addition to problems of reliability, the wholist-analytic dimension lacks predictive and construct validity. This thesis outlines two major methodological limitations with the current wholist-analytic ratio measurement, which have raised doubts over the efficacy of the ratio in discriminating between part processing and whole processing style. Firstly, the wholist-analytic ratio is confounded by reflective-impulsive style differences (Kagan, Rosman, Day, Albert and Phillips, 1964). Secondly, the nature of the tasks, combined with strategy preferences, set up an asymmetry in the basis of the wholist-analytic ratio. A new measure of wholist-analytic style, hereafter called the 'Wholist-Analytic Style (WAS) Analysis' has been developed to experimentally manipulate the presentation order of the subtests and the number of parts in the geometric stimuli. Performances on the WAS analysis and the CSA were compared to other styles in the wholist-analytic family to test the unidimensional approach to style. It was found that the wholist-analytic ratio is confounded by sensitivity to reflective style, with much of its discriminatory power being limited to the first subtest, and 6 there is an asymmetry in the part-whole processing basis of the wholist-analytic ratio. Furthermore, there is a consistent relationship between reflective-impulsive style and part-whole processing. This thesis proposes the theory of diminished reflection, which renders the wholist-analytic ratio invalid in its current form. The theory can account for the hereto-unexplained lack of temporal reliability of the wholist-analytic ratio and offers a practical solution to improve both the validity and stability of the ratio. This thesis offers partial support for the unidimensional perspective of style but makes strong links between reflective-impulsive style and part-whole processing preferences.

Magister Bibliothecologiae - MBibl / This study investigated the following: “Leadership styles of senior librarians in the City of Cape Town”. Stueart and Moran (1998) state that despite the vast amount of knowledge, training and focus on management, little is known about how to lead efficiently and effectively. The motivation behind this study originated from the assumption that determining the different leadership styles of senior librarians could contribute to a more effective public library service. If senior librarians were made aware of particular outcomes prompted by certain behaviour, they would be empowered to evaluate their leadership styles and adapt them in a more effective way, which could in turn lead to a more effective public library service. / South Africa

The topics of leadership and strategy have attracted considerable interest from both academics and practitioners. Much of the interest in the two areas is based on explicit and implicit claims that both leadership and strategy are linked to organisational performance. This paper examines the nature of the relationship between participative leadership style and performance, and authoritative leadership style and performance. The study hypothesised that authoritative leadership style leads to achievement of the objectives of a strategic plan (hypothesis 1), and that participative leadership style leads to achievement of the objectives of a strategic plan (hypothesis 2). The research was a quantitative study. Data was collected by means of a questionnaire, which was emailed to 200 randomly selected respondents. 48 responses were received. This represents a total response rate of 24%. Of the total 48 responses, 10 were eliminated from the study due to errors. A linear regression method was used to test the hypotheses. The regression analyses have revealed that participative leadership style and performance, and authoritative leadership style and performance are not related. The two variables each explain less than 1% of the variance in performance. As a result, both null hypotheses were not rejected. The paper concludes with a number of implications for future research studies. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

The status of multinational organisations continues to expand, as global opportunities increase. In particular, Chinese manufacturing companies continue to grow and expand overseas. Given the fact that Chinese Paternalistic Leadership performed by Chinese managers is rooted in Chinese culture, that is different from that practised in other countries of the world. Cross-cultural acumen plays a vital role in leadership success or failure in globalizing organizations. Without cultural adaptation, Chinese managers would be less effective and efficient, when dealing with employees from other cultural backgrounds. Thus, there appears to be a need for the adaptation of Chinese leadership, in order to optimize the outcomes of leadership in the organization in various multicultural settings. This study posits a new research context for Chinese Paternalistic Leadership; and it attempts to explore the question of the leadership-adaptation challenges of Chinese managers, working in a South African Zulu cultural context. The study has used a mixed-methods research approach to collect the data, and for the analysis thereof. Quantitative data were collected by means of surveys from Chinese workers and South African Zulu workers, who were working in Chinese clothing factories – in order to compare their cultural values and perceptions of Chinese leadership behaviours. Qualitative data were collected by semistructured, in-depth interviews with Chinese managers, who were the leaders of Zulu subordinates, in order to investigate their cross-cultural experiences and perspectives. The results from the cultural-values survey data confirmed the distinct differences of cultural dimensions: Power Distance (PDI), Individualism (IDV), Uncertainty Avoidance (UAI), Masculinity (MAS) and Long-Term versus ShortTerm Orientation (LTO) between Chinese and Zulu people. Additionally, no significant difference between the two groups was found on Indulgence versus Restraint (IVR). When compared with Chinese people, the Zulu people hold the characteristics of being low in power distance, collectivism, feminism, high in uncertainty avoidance, short-term orientation, and restraint. On the perceived leadership behaviours scale, the differences between Chinese and Zulu people were shown in all the three dimensions of Chinese leadership behaviours. Compared with Chinese employees, Zulu employees perceived Chinese leadership behaviours as being high on authoritarian leadership behaviour, but low on benevolent and moral leadership behaviour. In addition, it was proved that culture caused different perceptions of authoritarian leadership behaviour in relation to power distance. In interviews, Chinese managers overwhelmingly indicated that the characteristics of Zulu employees were very different from those of Chinese employees. Meanwhile, the Chinese managers confessed that they were confronted with difficulties and challenges in South Africa, including communication barriers, legal constraints, and differences in collective relationships and work ethic. However, they recognised that they were in a different culture, and have identified the need to adjust their leadership behaviours. The participants suggested that they have made progress in establishing relationships, and in improving communication with the Zulu employees. Overall, this study concluded with a discussion of the various strategies for the adaptation of Chinese leadership styles concerning authority/decision-making, relationships and communication in authoritarian leadership styles, benevolent leadership styles, and moral leadership styles respectively. The outcomes of this study are expected to contribute to the theories of Chinese leadership, as well as to Chinese-management practices in South Africa. Nevertheless, future research is recommended, in order to validate the current results, and also to further explore various issues that are beyond the scope of this study.

A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2015 / This is a case study for the three categories of psychology: clinical, counselling and educational, and focuses on evaluating the diagnostic interview styles that clinical, counselling and educational psychologists employ when seeing their patients/clients.I t also aims to check consistency in the diagnostic interviewing styles they employ to formulate diagnoses and treatment plans for their patients/clients. The study indicates that psychologists undergo similar training and are regulated by the same professional board (HPCSA), though their scope of practice is not the same. However, the clinical/diagnostic interview is common among all psychologists. If they employ a diagnostic interviewing style that is not appropriate to the client’s/patient’s needs and problems, accurate diagnosis will not be achieved, and proper treatment or intervention will not be possible. This study is unique because it evaluates psychologists’ interviewing styles.

Research has established that network members’ opinions do impact romantic relationship outcomes. The present study examined whether attachment styles moderate the impact social network members have upon relationship satisfaction and commitment. Participants were primed to activate one of three attachment styles, and then read one of 6 vignettes describing a hypothetical relationship experiencing approval/disapproval from friends/family. After reading, participants completed measures to indicate how satisfied and committed they would be in the hypothetical relationship. Thus, the study employed a 3 (Type of opinion: approval, disapproval, no opinion) x 2 (Source of opinion: parent, friend) x 3 (Attachment prime: secure, anxious, avoidant) factorial design. Analyses revealed that supportive network opinions increase relationship satisfaction and commitment relative to relationships facing disapproval. However, the impact of disapproval was not significantly different from knowing nothing about the network’s perception. No other effects emerged, perhaps due to the failure of the attachment prime.

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The purpose of this study was to analyze the Mississippi Curriculum Test (MCT) reading scores of a cohort of eighth grade students in an east central Mississippi school to determine if there was a statistically significant difference in the MCT reading scale scores between students taught by their learning style and those taught by a basal approach. Research in learning styles has demonstrated that the process of assessing and matching students’ learning styles with activities or styles of the teacher results in significant increases on standardized tests of reading achievement. Students who prefer a conventional setting (difficult classes in the morning, working alone, bright lights, formal desks, etc.) are in the minority. The research design used was causal-comparative because groups were already intact and the research was to explore existing differences in groups of students. The Learning Styles group outperformed the Basal group at every grade level. The Learning Styles group had a lower percentage of students scoring in the Minimal and Basic proficiency levels in every grade than the state average. The percentage of students scoring in the Proficient and Advanced proficiency levels for the Learning Styles group was higher in every grade than the state average.

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