目前對於女性董事與財務績效的研究，以國外的文獻居多，台灣的研究僅有3篇，皆是以複迴歸的方式來進行研究分析，僅有一篇是針對金融業進行研究。未來全球經濟的發展，將隨著女性職場上參與程度和社經能力的提升而有所改變。而銀行業對經濟發展有密不可分的關係，故本研究以臺灣21間上市銀行2006年至2011年間的追蹤資料（即126筆樣本觀察值）來進行實證研究。採資料包絡分析法評估績效後，再以Tobit迴歸模型探討女性董監事的比例對台灣上市銀行經營績效的影響，並加入可能影響銀行經營績效的因素作為解釋變數，包括：資本適足率、逾放比率、銀行規模、政府持股比率、銀行是否加入金控、以及時間變數等因素。實證結果發現，女性董事的比例對於銀行的經營績效在統計上有負向的影響，而女性監察人的比例則沒有顯著的影響。建議末來可繼續研究女性董監事與其它產業的績效關係，以增加女性董監事與台灣產業間之關聯性的研究。 / At present, the studies of female directors and financial performances are mostly in foreign documents, and there are only three studies from Taiwan which are based on multiple regression analysis approach of research; only one of those studies focus on financial industry. The global economic development in the future will be changed along with the level of female participation in the workplace and the enhancement of their socio-economic capabilities. Moreover, banking has a close and tight relationship with economic developments. Therefore, this study was based on the traceable data of 21 listed banks in Taiwan from 2006 to 2011 (i.e., 126 sample observations) to proceed the empirical research. After adopting data envelopment analysis to evaluate the performances, it used tobit censored regression model to discuss the influence of the operational performance of listed banks in Taiwan along with the proportion of female directors and supervisors. It also added the possible factors that may affect the banks’ performance as explanatory variables including Capital Adequacy ratio, Non-Performing Loans ratio, size of banks, Public Shareholding ratio, joining in financial holding, time variables and other factors. The result of the study showed that statistically there is a negative effect to the operational performance of the banks along with the proportion of female directors; however, there is no significant impact affected by the proportion of female supervisors. In the future it suggested that the study can be continued researching about the influence of the operational performances in other industries by the proportion of female directors and supervisors in order to increase the research of the correlation between female directors/supervisors and industry performance in Taiwan.

Workplace bullying is creating negative physical and psychological effects on employees and has a serious impact on the organisations’ bottom line. Workplace bullying has been related to excessive absenteeism, high employee turnover and hostile work environments. However, no recent studies on the prevalence of workplace bullying in the South African context are available. This is important because of the multicultural, multiracial composition of the South African workforce, and socio–demographic factors such as race, gender, age, education level and type of industry should be investigated to determine if differences exist with regard to the experience of workplace bullying. The personality resource, sense of coherence, should add an important element to this study, as the results could offer an important indicator for managers to change the employee’s environment in order to render the stimuli to which they are exposed more understandable, significant and manageable. In South Africa, diversity, multiculturalism, affirmative action and equal employment opportunity are words in common currency in a newly democratic country. Literature suggests that if diversity within African organisations is positively experienced, it could enhance harmony and effectiveness within that organisation. The objectives of this study were to 1) determine the relationship between workplace bullying, socio–demographic characteristics, sense of coherence and diversity experiences according to the literature; 2) to determine how frequently employees in South Africa experience acts of workplace bullying; 3) to determine if there are significant differences between socio–demographic groups (including race, gender, age, education and industry) with regards to workplace bullying; 4) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regards to sense of coherence; and 5) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regard to diversity experiences. An availability sample (N = 13 911) was utilised to determine the prevalence of workplace bullying in a sample of South African employees. Frequencies were used to determine the prevalence of workplace bullying for the total sample and MANOVA was used to determine differences between the groups. The results indicated that workplace bullying is a prevalent problem in South Africa, as people experience frequent overall bullying (4% reported being often bullied; 31,1% reported being always bullied). On the socio–demographic characteristics, Blacks experienced a higher level of workplace bullying in comparison with the other race groups, and men and women experience statistically significant differences with regards to workplace bullying. It was evident that older employees experience statistically significantly lower levels of bullying, and a statistically significant difference between those employees with a secondary and tertiary education was found. It seems that the highest levels of direct bullying by supervisors occurred in the government industry, followed by the mining industry. Individuals with a higher SOC experienced lower levels of bullying compared to individuals with a lower SOC. Statistically significant differences were found on all bullying dimensions with regards to diversity experiences. Recommendations were made for future research and organisations. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Workplace bullying is creating negative physical and psychological effects on employees and has a serious impact on the organisations’ bottom line. Workplace bullying has been related to excessive absenteeism, high employee turnover and hostile work environments. However, no recent studies on the prevalence of workplace bullying in the South African context are available. This is important because of the multicultural, multiracial composition of the South African workforce, and socio–demographic factors such as race, gender, age, education level and type of industry should be investigated to determine if differences exist with regard to the experience of workplace bullying. The personality resource, sense of coherence, should add an important element to this study, as the results could offer an important indicator for managers to change the employee’s environment in order to render the stimuli to which they are exposed more understandable, significant and manageable. In South Africa, diversity, multiculturalism, affirmative action and equal employment opportunity are words in common currency in a newly democratic country. Literature suggests that if diversity within African organisations is positively experienced, it could enhance harmony and effectiveness within that organisation. The objectives of this study were to 1) determine the relationship between workplace bullying, socio–demographic characteristics, sense of coherence and diversity experiences according to the literature; 2) to determine how frequently employees in South Africa experience acts of workplace bullying; 3) to determine if there are significant differences between socio–demographic groups (including race, gender, age, education and industry) with regards to workplace bullying; 4) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regards to sense of coherence; and 5) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regard to diversity experiences. An availability sample (N = 13 911) was utilised to determine the prevalence of workplace bullying in a sample of South African employees. Frequencies were used to determine the prevalence of workplace bullying for the total sample and MANOVA was used to determine differences between the groups. The results indicated that workplace bullying is a prevalent problem in South Africa, as people experience frequent overall bullying (4% reported being often bullied; 31,1% reported being always bullied). On the socio–demographic characteristics, Blacks experienced a higher level of workplace bullying in comparison with the other race groups, and men and women experience statistically significant differences with regards to workplace bullying. It was evident that older employees experience statistically significantly lower levels of bullying, and a statistically significant difference between those employees with a secondary and tertiary education was found. It seems that the highest levels of direct bullying by supervisors occurred in the government industry, followed by the mining industry. Individuals with a higher SOC experienced lower levels of bullying compared to individuals with a lower SOC. Statistically significant differences were found on all bullying dimensions with regards to diversity experiences. Recommendations were made for future research and organisations. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

Made available in DSpace on 2015-03-26T13:44:23Z (GMT). No. of bitstreams: 1 texto completo.pdf: 499593 bytes, checksum: a1a3e62fb1dde09bc2c0407e1df6ee2e (MD5) Previous issue date: 2011-02-23 / This piece of research was conducted in a public school, in the city of Viçosa, Minas Gerais State, and aimed (a) to investigate the beliefs of the vice-director and supervisors about teaching and learning of English and its possible influence on the teacher s motivation to teach English, (b) to identify the differences and the similarities between their beliefs about teaching and learning of English, (c) to identify the relationship between the vice-director and supervisors beliefs, the teacher s beliefs, and the teacher´s motivation to teach English. The theoretical framework based on studies of beliefs (Pajares, 1992; Fishbein, 1975, Oliveira et al, 1998; Barcelos, 1999, 2001, 2003, 2006, Moscovici, 2003; Kalaja, 1995; Cotteral, 1995, Freeman and Johnson , 1998; Vieira- Abrahão, 2004, 2005, Borg 2006, Richards and Lockhart, 1994), about English teaching in public schools (Brazil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox & Assis-Peterson, 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003), and motivation ( Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich and Schunk, 1996; Ribas, 2008, Deci and Ryan 1985, 2000; DECI et al. 1991; Bzuneck and Guimarães, 2003; Huberman, 1989). From an ethnographic research method the following data collection instruments were used: questionnaires, interviews, participant observation, field notes and narratives. The results have suggested that the vice-director and supervisors consider that English learning is very important and should start earlier in schools. However, they attribute a pragmatic value (labor market, globalization, vestibular) to English teaching in public school. They also believe that, unlike the private school conditions in the public schools are unfavorable to learning. The teacher revealed beliefs about the role of the teachers and the students, about EL teaching in public school, and about the difficulties and problems of her own practice. Comparing teacher s and vice-director and supervisors beliefs, there were more convergent beliefs than divergent. The results have also shown that the teacher seems motivated despite not being seen like that by some vice-director and supervisors. The relationship between the vice-director and supervisors beliefs and teacher s motivation are nonlinear. We hope that this study can contribute to the reflection and solve of challenging problems faced in the teaching of English in public schools. / Esta pesquisa foi realizada em uma escola pública, da cidade de Viçosa, do Estado de Minas Gerais, e teve como objetivos (a) investigar as crenças dos gestores (vice-diretor e supervisores) sobre ensino/aprendizagem de LI (Língua Inglesa) e sua possível influência na motivação do professor, (b) identificar as diferenças e semelhanças entre as crenças de gestores e as do professor sobre ensino e aprendizagem de LI, e(c) identificar a relação entre as crenças dos gestores, do professor e a motivação do professor para ensinar LI. O referencial teórico baseia-se nos estudos sobre crenças (Pajares, 1992; Fishbein, 1975; Oliveira et al, 1998; Barcelos, 1999, 2001, 2003, 2006; Moscovici, 2003; Kalaja, 1995; Cotteral, 1995; Freeman e Johnson, 1998; Vieira-Abrahão, 2004, 2005; Borg, 2006; Richards e Lockhart, 1994 ), sobre ensino de LI nas escolas públicas do Brasil (Brasil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox e Assis-Peterson 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003) e sobre motivação (Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich e Schunk, 1996; Ribas, 2008, Deci e Ryan 1985, 2000; DECI et al., 1991; Bzuneck e Guimarães, 2003; Huberman , 1989). A metodologia escolhida foi a pesquisa de base etnográfica e foram utilizados os seguintes instrumentos de coleta: questionários, entrevistas, observação participante, notas de campo e narrativas. Os resultados sugerem que os gestores consideram a aprendizagem de inglês muito importante e acreditam que o ensino de LI nas escolas deveria começar mais cedo. Contudo, atribuem um valor pragmático ao ensino de LI na EP (escola pública) (mercado de trabalho, globalização, vestibular) e acreditam que, ao contrário da escola particular, as condições na EP são desfavoráveis à aprendizagem. A professora revela crenças sobre o papel do professor e dos alunos, sobre aprendizagem de LI na EP e sobre as dificuldades e problemas de sua própria prática. Essas crenças mostram-se relacionadas umas às outras e em comparação com as crenças dos gestores revelaram que há mais crenças convergentes do que divergentes. Os resultados também revelam que a professora pesquisada é muito motivada apesar de não ser visto assim por alguns dos gestores revelando uma relação não linear entre crença dos gestores e motivação da professora. Espera-se que este estudo possa contribuir para a reflexão e consequentemente para amenização dos problemas desafiadores que enfrentamos com o ensino de LI na escola pública.

Dans la foulée du mouvement de professionnalisation, l’éthique professionnelle enseignante est portée par une compétence professionnelle, plus précisément par la compétence éthique, laquelle est présentée dans le référentiel de compétences professionnelles (MEQ, 2001a). Bien que la compétence éthique comporte un caractère ambigu, telle qu’elle se décline dans le référentiel ministériel, elle est marquée d’une obligation de réussite, notamment pour les stagiaires finissants. Devant l’ambiguïté entourant le sens de la compétence éthique, nous avons mené une recension des écrits sur cette compétence afin de mettre en relief ce que signifie être compétent sur le plan éthique. Nous avons ainsi constaté que la compétence éthique entretient un lien étroit avec la réflexion. Dès lors, à l’aide d’une recension sur le concept de raisonnement, nous avons posé l’hypothèse que le raisonnement professionnel, constitué du discours et de points de repère, puisse soutenir le développement de la compétence éthique. Par conséquent, trois intentions se sont précisées : mettre en évidence les repères personnels (valeurs personnelles) et institutionnels (encadrement légal et réglementaire, normes et savoirs théoriques) que comporte le raisonnement professionnel des stagiaires en matière d’agir éthique et rendre compte de la contribution de la formation pratique ainsi que de la formation initiale au regard de ces repères. Pour ce faire, nous avons effectué deux phases de collecte de données lors desquelles ont été favorisés deux outils afin de recueillir des données de nature qualitative. Lors de la première phase, nous avons mené des entrevues semi-dirigées auprès des stagiaires, de leur enseignant associé et de leur superviseur de stage respectifs. En ce qui a trait à la deuxième phase de collecte de données, nous avons assuré la tenue d’un groupe de discussion constitué de stagiaires finissants. Nos résultats suggèrent que les repères dont disposent les stagiaires afin de soutenir leur raisonnement en matière d’agir éthique sont liés à leurs valeurs personnelles et à certaines valeurs professionnelles bien que les mots pour évoquer ces dernières ne soient pas explicites. Toutefois, les repères institutionnels que constituent l’encadrement légal et réglementaire, les normes et les savoirs théoriques sont peu présents dans leur discours. Par ailleurs, la contribution des enseignants associés et des superviseurs de stage au regard des repères se révèle modeste alors qu’elle passe principalement par la rétroaction. Les résultats à propos de la contribution des activités d’enseignement en formation initiale suggèrent que l’agir éthique est traité notamment à titre de mises en garde. Nos résultats mettent ainsi en évidence que les repères qui constituent le raisonnement professionnel des stagiaires peuvent agir à titre de levier de la compétence éthique à la condition qu’en amont les futurs enseignants aient été entraînés dans ce sens. / To follow in the footsteps of the movement of professionalisation, the professional ethical teacher is characterized by a professional competence, more precisely by the ethical competence, which is presented in the reference system of professional competence (MEQ, 2001a). Even if the ethical competence comprises an ambiguous character, as it is stated in the ministerial reference, it is marked by a successful obligation, more particularly by the graduating student teachers. In view of the ambiguity surrounding the meaning of the ethical competence, we have conducted a census of records on this competence in order to verify what it means to be competent on the ethical plan. We have therefore established that the ethical competence has a close link with reflection. From now on, by means of a review on the concept of reasoning, we have put forth the hypothesis that the professional reasoning established by the discourse and by the indicators can support the development of the ethical competence. Therefore, three intentions were specified : to showcase the personal reference points (personal values) and institutional (to target legal and regulatory , norms and theoretical knowledge) which includes the professional reasoning of student teachers the matter of ethical behavior and that would result in the contribution of pratical training in relation to the transmission of these indicators as well as the initial training to the transmission of these indicators. To achieve this, we have carried out two phases of data in which two quality tools were favored in order to collect data of qualitative nature. During the first phase, we conducted partly directed interviews with the student teachers, their cooperating teachers and their supervisor of their respective practice teaching session. Our findings suggest that student teachers make use of their references to support their reasoning in the matter of ethical behavior as well as their personal values and certain professional values since the words to evoke these are not explicit. However the institutionnel references which constitutes the legal and reglementary framework, the norms and theoretical knowledge are slightly present in their discourse. However the feedback of the cooperating teachers and stage supervisors concerning these indicators is confirmed modestly even though it passes principally by feedback. The results concerning the contribution of teaching activities in the initial training suggests that ethical behavior is particularly as a caution. Our results show that professional reasoning, with the aid of discourse and reference points can act as a lever of ethical competence on condition that progressively, the future teachers have been formed in this manner.

AFRIKAANS : Die navorsing is uitgevoer ten einde die aard en benutting van Personeelondersteuning- en Loopbaansentrum (POLS) se dienste aan die AID-personeel van die hoofkampus van UP, te verken en waar primêr gebruik gemaak was van ‘n kwantitatiewe navorsingsbenadering. Met die aanvang van die navorsingsprosedure was ‘n uitgebreide literatuurstudie oor verwante konsepte van WHPs en die universiteit as werkplek onderneem, gevolg deur empiriese navorsing deur die benutting van twee self-geadministreerde posvraelyste. Die eerste vraelys was aan geselekteerde AID-toesighouers en die tweede vraelys aan AID-werknemers ook geselekteer volgens die proporsioneel-gestratifiseerde steekproeftrekking, versprei. Daar was derhalwe deur middel van evaluerende navorsing ondersoek ingestel na werknemers en toesighouers se behoeftes en verwagtinge van die bestaande dienste, die mate van tevredenheid wat ervaar was en of hul deur die huidige dienste bereik word. Die behoefte aan ‘n volwaardige en gestruktureerde WHP vir UP was ook bepaal. Die studie het ‘n uitgebreide teoretiese deurskouing van die literatuur oor WHPs in die algemeen voorsien en aspekte soos die universiteit as werkplek, met spesifieke klem op die AID as werkplek, ondersoek en beskryf. Indien die literatuurstudie oor WHP in ag geneem word, blyk dit duidelik dat die dienste soos deur POLS gelewer, nie aan die standaarde en riglyne soos deur EAPA-SA gestel, voldoen nie. POLS voldoen op hierdie stadium ook nie aan ‘n tipiese WHP of Bedryfsmaatskaplike werk program nie, vanweë die lewering van beperkte dienste. Die literatuur het ook lig gewerp op die feit dat die WHP ten doel het om die organisasie se visie en missie te ondersteun. Die werksopset, organisasie dinamika en personeel diversiteit binne die Universiteit van Pretoria het dan ook aangedui dat die universiteit ‘n unieke werkgewer is en ook gebonde is tot die onderskrywing van verskeie wetgewing soos van toepassing op alle ander werkgewers. Die AID se missie, organisasiestruktuur, strategiese bestuur, fasiliteite en menslike hulpbronne dui daarop dat die AID nie van enige ander organisasie met betrekking tot werknemer en werkgewer verwagtinge verskil nie. Die literatuurstudie het aangedui dat die kern van WHPs gesetel is in ‘n doelgerigte en gestruktureerde program met die uitsluitlike doel om die werknemer se algehele maatskaplike funksionering te bevorder. Die empiriese navorsing het getoon dat POLS, as die Universiteit van Pretoria se hulpverleningsdiens, nie ten volle in die doel kon slaag nie. Die situasie kan grootliks toegeskryf word aan onkunde met betrekking tot POLS en gepaardgaande dienslewering asook die leemte aan doeltreffende bemarking deur POLS. Daar word derhalwe aanbeveel dat die Universiteit van Pretoria sterk oorweging skenk aan die ontwikkeling en implementering van ‘n volwaardige gestruktureerde werknemerhulpprogram, geskoei op die voorskrifte en beleid van EAPA-SA. ENGLISH : The research was performed to explore the nature and utilization of the Employee Assistance- and Career Centre's (EACC) services to the Academic Information Service (AIS) personnel on the main Campus of the University of Pretoria, and where a quantitative research approach was primarily used. With the commencement of the research procedure an extensive literature study about related concepts of EAP's and the University as a work place was undertaken, followed by empirical research through the usage of two self administered post questionnaires. The first questionnaire was sent to selected AIS-supervisors and the second questionnaire to the AIS-employees, also selected according to proportional stratified sampling procedure. An investigation was therefore done, through research evaluation, whether the employees and supervisors' needs and expectations of existing services, the extent of satisfaction experienced have been met and whether they are reached by the present services. The need for a full-fledged and structured EAP for UP was also determined. The study provided an extensive theoretical study of the literature on EAPs in general and surveyed and described aspects such as the university as work place, with specific emphasis on AIS as work place. Should the literature study on EAP be taken into account, it is evident that services provided by EACC, do not comply with standards and guidelines set by EAPA-SA. The EACC does not comply, at this stage, to a typical EAP or Occupational Social Work programme, because of the delivery of limited services. The literature also revealed the fact that EAPs purpose is to support the vision and mission of the organization. The work set-up, organization dynamics and personnel diversity with-in the University of Pretoria also indicated that the University is a unique employer who is also tied to the underwriting of several legislation applicable to all employers. The AIS's mission, organizational structure, strategical management, facilities and human resources, indicated that AIS do not differ from any other organization with regards to employee and employer expectations. The literature study indicated that the core of EAPs is settled in a purposeful and structured programme with the exclusive purpose to promote the employee's entire social well-being. The empirical study showed that the EACC, as employee assistance service of the University of Pretoria, could not reach the expected goals. This can be assigned to the lack of knowledge regarding EACC and their services, as well as the inefficient marketing by EACC. It is therefore recommended that the University of Pretoria should strongly consider a full-fledged Employee Assistance Programme based on the prescription and policies upheld by EAPA-SA. / Dissertation (MSD)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

MEDEM / Department of Curriculum Studies and Education Management

No description available.

Text in Afrikaans / Hierdie verhandeling fokus op persoonlikheid. selfaktualisering en toesighouersvaardighede. as voorspellers van toesighouersukses. Persoonlikheid en selfaktualisering word vanuit die dimensionele en humanistiese persoonlikheidsteoriee en toesighouersvaardighede vanuit die bestuurpsigologie beskryf. 'n Psigometriese toetsbattery is saamgestel uit drie instrumente wat onderskeidelik persoonlikheid (16 PF Vraelys), selfaktualisering (Persoonlike Orientasie-inventaris) en toesighouersvaardigheid (Posmandjie) evalueer. Vir die doel van hierdie navorsing, is toesighouersukses (volgens prestasiebeoordeling), die afhanklike veranderlike terwyl persoonlikheid. selfaktualisering en toesighouersvaardigheid die onafhanklike veranderlikes is. Die psigometriese toetsbattery is gebruik om te bepaal of daar 'n verband bestaan tussen: a) persoonlikheid. selfaktualisering en toesighouersvaardigheid onderling b) persoonlikheid. selfaktualisering en toesighouersvaardigheid. en prestasie c) persoonlikheid, selfaktualisering en toesighouersvaardigheid gesamentlik, en prestasie deur die formulering van statistiese kombinasies. Die resultate is weergegee en die nulhipoteses aanvaar of verwerp waarna die resultate bespreek is. Hierna is die gevolgtrekking geformuleer dat die gekombineerde statistiese kombinasies of gedeeltes van die drie psigometriese instrumente saam gebruik kan word om toesighouersukses te voorspel. / This dissertation focuses on personality. self-actualisation and supervisory skills as predictors of supervisor success. The dimensional and humanistic personality theories were used to describe personality and self-actualisation while supervisory skills were explained in the context of management psychology. A psychometric battery was compiled consisting of three instruments to evaluate personality (16 PF Questionnaire). self-actualisation (Personality Orientation Questionnaire). and supervisory skills (In-basket Exercise) respectively. In this research supervisory success is the dependent variable. and personality, self-actualisation and supervisory skills the independent variables. The psychometric battery were used to determines if any correlation exists between: a) personality, self-actualisation and supervisory skills b) personality, self-actualisation and supervisory skills. and performance. c) personality, self-actualisation and supervisory skills combined and performance through the formulation of statistical combinations. The results were provided. interpreted and discussed. The conclusion was reached that the statictical combination or parts of the three psychometric instruments combined could be used to predict supervisory success. / Industrial and Organisational Psychology / M. Com. (Bedryfsielkunde)