31 |
Mentorskap as metode van menslikehulpbronontwikkeling : met spesiale verwysing na die toepassing daarvan binne die Nasionale Biblioteek van Suid-AfrikaBotha, Deonie Francesca 06 1900 (has links)
Text in Afrikaans / Summary in Afrikaans and English / Die Nasionale Biblioteek van Suid-Afrika ervaar 'n behoefte aan 'n metode van
menslikehulpbronontwikkeling waarvolgens die vaardighede van werknemers ontwikkel kan word sodat
die organisasie kan aanpas by plaaslike en globale veranderinge.
Gestruktureerde mentorskap is vervolgens geidentifiseer as 'n geskikte metode om in die bestaande
behoefte te voorsien, aangesien mentorskap se loopbaan- en psigo-sosiale funksies die ontwikkeling van
die professionele en persoonlike vaardighede van die werknemer moontlik maak. Daarby is mentorskap
nie net voordelig vir die betrokkenes nie, maar dit hou ook besliste voordele in vir die organisasie en die
sektor waarbinne die organisasie werksaam is.
Die suksesvolle toepassing van gestruktureerde mentorskap is egter daaraan onderhewig dat die
kontekstuele omgewing waarbinne dit toegepas gaan word, geskik moet wees, en werknemers moet
bereid wees om betrokke te raak by so 'n program.
'n Konseptuele raamwerk vir die bestudering van mentorskap soos opgestel deur David Marshall Hunt en
Carol Michael is derhalwe aangepas om die verskynsel "mentorskap" deur middel van 'n verkennende
literatuuroorsig te bestudeer.
Die bevindinge van die literatuuroorsig word ondersteun deur 'n empiriese ondersoek van die geskiktheid
van die Nasionale Biblioteek van Suid-Afrika as kontekstuele omgewing vir die toepassing van
mentorskap en die bereidwilligheid van die werknemers van hierdie biblioteekorganisasie om betrokke te
raak by die mentorskapproses. Die data wat ingesamel is, word ontleed en die gevolgtrekkings wat
gemaak word oor bogenoemde twee vereistes vir die suksesvolle toepassing van mentorskap word
uiteengesit.
Die studie word afgesluit deur aanbevelings wat gemaak word oor aspekte van die toepassing van
mentorskap wat verdere navorsing regverdig, maar wat nie binne die bestek van hierdie studie na behore
aangespreek kon word nie. / Structured mentoring was identified as a method to develop the professional and personal skills of the
employees of the National Library of South Africa in order to adjust to local and global changes.
A conceptual framework for the study of mentoring, as developed by Hunt and Michael, was therefore
critically adapted in order to investigate fully the phenomenon of "mentoring" by means of an exploratory
literature review. The findings of the literature review are supported by an empirical survey to test the
suitability of the National Library of South Africa as contextual environment for the application of
mentoring, as well as the willingness of its employees to participate in mentoring. This culminated in an
analysis and interpretation of the findings and formulation of conclusions regarding the two abovementioned
requirements for the successful application of mentoring.
The study ends with recommendations for further investigation into aspects of mentoring which could not
be covered in this study. / Information Science / M. Inf.
|
32 |
Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kind (Afrikaans)Kruger, Elmien 24 November 2003 (has links)
The primary aim of this study was to evaluate the influence of an eight-week fundamental motor skills program on the physical and cognitive development of Grade 1 learners. The Basic Motor Ability Test was used in the evaluation of the 39 learners that formed the experimental group as well as for the 29 learners in the control group. Two additional subtests were included, namely the 400m endurance run and a dynamic balance test. After the initial testing the experimental group participated in an eight-week skills program for 30 minutes a day, four days a week. The program included stability, locomotor and manipulation activities. Hereafter a retest was done. The control group only completes the test and retest and not the skills program. The data of the variables tested were coded in computer format and statistically evaluated. In the processing of the data, the raw datum (performance) was converted to percentile norms. In order to determine if a child had improved in a certain physiological parameter percentile norms are used. The t-test was used to determine if the skills program had a positive influence on the variables tested. Two different t-test were used: the t-test for independent groups and the t-test for paired groups. The experimental research revealed that the skills program did not have a significant influence on most of the tested variables. In some instances the experimental and control groups were not on the same level at the start of the research, which made it more difficult to compare the two groups. For some variables both the experimental and control groups improved which is an indication that the improvement cannot be ascribed to the skills program alone. The following two variables, sit-and-reach and co-ordination (hand-eye) did improve notably and it may be due to the influence of the skills program. In both instances the average performance of the experimental group improved while this improvement was not evident in the control group. The cognitive variables were assessed by a questionnaire administered by each learner’s teacher after the conclusion of the skills program. Only the experimental group was involved. The questionnaire consisted of six questions comprising both categorical and open responses. The cognitive variables that were assessed were the following: 1. venturesome ness; 2. attention and concentration; 3. self esteem; 4. socialization and ability to work in a group; 5. ability to plan; and 6. ability to finish his/her given task. The results indicated that more than half of the learners improved in all the cognitive variables. Socialization and the ability to work in a group improved in most of the learners. / Thesis (DPhil (Human Movement Science))--University of Pretoria, 2005. / Biokinetics, Sport and Leisure Sciences / unrestricted
|
33 |
Accounting education : investigating the gap between school, university and practice / Henriette van RomburghVan Romburgh, Henriette January 2014 (has links)
Various studies have highlighted the problems faced in accounting education. Some of these
problems refer to the stagnating accounting curriculum, limited resources available to
students from designated black empowerment groups, and the underdevelopment of skills
required by practice. This study focuses specifically on the problems faced in secondary and
tertiary accounting education in South Africa (SA) and the effects of these problems on
practice.
The first article of this study emphasises the various causes for the declining pass rate in firstyear
chartered accountancy (CA) students. For this purpose, the researcher gathered
information on the perceptions of first-year CA students and of lecturers involved in
departments of accounting at SA universities. One of the possible causes identified is the
apparent gap between school and university accounting education, especially in respect of
curriculum, teaching quality and textbooks. The study revealed that students from designated
black empowerment groups are facing the most problems in SA accounting education.
The second article addressed the skills shortages in first-year CA trainees that practitioners
have to deal with. According to the results, the majority of the participants felt that
universities do not sufficiently equip students with the skills necessary to be successful in
practice. The skills shortages identified included the inability of first-year trainees to
determine the extent of testing needed in audits and to think independently. It also seemed as
if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are
expected to equip students in order to be successful in practice.
The researcher drew conclusions and made recommendations based on the information
obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
|
34 |
Accounting education : investigating the gap between school, university and practice / Henriette van RomburghVan Romburgh, Henriette January 2014 (has links)
Various studies have highlighted the problems faced in accounting education. Some of these
problems refer to the stagnating accounting curriculum, limited resources available to
students from designated black empowerment groups, and the underdevelopment of skills
required by practice. This study focuses specifically on the problems faced in secondary and
tertiary accounting education in South Africa (SA) and the effects of these problems on
practice.
The first article of this study emphasises the various causes for the declining pass rate in firstyear
chartered accountancy (CA) students. For this purpose, the researcher gathered
information on the perceptions of first-year CA students and of lecturers involved in
departments of accounting at SA universities. One of the possible causes identified is the
apparent gap between school and university accounting education, especially in respect of
curriculum, teaching quality and textbooks. The study revealed that students from designated
black empowerment groups are facing the most problems in SA accounting education.
The second article addressed the skills shortages in first-year CA trainees that practitioners
have to deal with. According to the results, the majority of the participants felt that
universities do not sufficiently equip students with the skills necessary to be successful in
practice. The skills shortages identified included the inability of first-year trainees to
determine the extent of testing needed in audits and to think independently. It also seemed as
if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are
expected to equip students in order to be successful in practice.
The researcher drew conclusions and made recommendations based on the information
obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014
|
35 |
Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra FransmanFransman, Johanna Sandra January 2014 (has links)
Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014
|
36 |
Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra FransmanFransman, Johanna Sandra January 2014 (has links)
Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014
|
37 |
Verband tussen emosionele intelligensie en werkprestasie in 'n gesondheidsorgomgewingHenning, Ingrid 30 November 2006 (has links)
Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat
werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde
omgewing verg spesiale vaardighede indien werknemers goed wil
presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede,
moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan
hanteer. Hierdie vaardighede kan na verwys word as emosionele
intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat
baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie
betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee
gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam
met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak
van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind
dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge
verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem
word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)
|
38 |
Kreatiewe hulpverleningsprogram gerig op laerskoolleerders wat taalhindernisse ervaar / A creative support programme aimed at primary school learners with language barriersDe Beer, Anna Cornelia 06 1900 (has links)
Summaries in Afrikaans and English / Die doel van hierdie studie was om te bepaat of 'n hulpverleningsprogram die
laerskoolleerder wat taalhindemisse ervaar kan help om sy probleme op 'n
kreatiewe wyse te benader. 'n Algemene oorsig van leerhindemisse wat
laerskoolleerders ervaar, is gegee. lndien 'n leerder taalhindernisse ervaar, sal dit 'n
direkte invloed op sy ander skoolvakke ook he omdat taal vir die leeraksie benodig
word.
Die kreatiwiteitsbegrip is ook van naderby beskou. Kreatiwiteit kan as die skep van
iets wat oorspronklik, maar ook bruikbaar is, gedefinieer word. Dit sluit egter ook die
Ie van ongewone verbande tussen twee of meer sake of voorwerpe in.
Die program wat ontwikkel is, het as onderbou die teorie oor taalintelligensie van
Howard Gardner, 'n opvoedkundige sielkundige aan Harvard Universiteit. Gardner
meen dit is deur 'n kreatiewe ingesteldheid, multisensoriese tegnieke en gepaste
leerstyle rnoontlik om taalintelligensie teverbeter. Hy is van mening dat
taalintelligensie nie iets is wat op 'n bepaalde tydstip gemeet kan word en
onveranderd bly nie. Soos met alle intellektuele vermoens, kan taalvaardighede ook
uitgebrei en ontwikkel word. Beproefde remedierende tegnieke, wat reeds deur die
navorser in die praktyk met welslae uitgetoets is, is op 'n vars, nuwe manier .in die
hulpverleningsprogram gebruik.
Die hulpverleningsprogram het op die verbetering van perseptuele, mondelinge
stelwerk-,lees- en spellingvaardighede gefokus. Dit het gedurende die empiriese
studie duidelik geword dat leerders wat op 'n bepaalde leergebied nie na wense
presteer nie, dikwels 'n "sielkundige blokkasie" ten opsigte van daardie leerareas
ontwikkel. Hulle assosieer Jaasgenoemde in die meeste gevalle met leeronvermoe
en leermislukking. Die enigste manier om hierdie gevoel van leermagteloosheid aan
te spreek, is om die problematiese leerareas met 'n minder ernstige akademiese
aanslag, waarin die pret-element sterk aanwesig is, te benader. Wanneer die
leeraksie as 'n aangename ondervindingervaar word, kan leerders hulle leervrese
aanspreek en meer waagmoedig begin optree. / The purpose of this study was to investigate the success of an innovative support
programme aimed at assisting primary school learners with language barriers to
overcome these. An overview was given of learning barriers primary school learners
may experience. A learner with a language barrier will find that the other learning
areas are negatively influenced because language is essential for learning.
The concept of creativity, defined as the creation of something original, yet useful,
was adhered to. It included the idea that creativity allows for the connecting of
unrelated issues or objects.
The theories of Howard Gardner, an educational psychologist at Harvard University,
concerning language intelligence, supported this study. According to Gardner it is
possible to improve language intelligence through creative awareness, multi-sensory
techniques and appropriate learning styles. Gardner postulates that language, as in
the case of other intellectual abilities, can be developed and expanded. Remedial
techniques successfully used by the researcher in practice, have been presented in
this support programme in a novel and innovative form.
The creative support programme compiled for this thesis focused on the
1 improvement of perceptual, oral, reading and spelling skills. The need for a more
informal support approach was evident in the empirical research of this study.
Learners sometimes develop a "psychological block" when experiencing repeated
difficulties in a specific learning area. Such learners associate these difficulties with
failures and the inability to learn. In order to overcome the experience of learning
dispair, the feelings of anxiety associated with the problem learning area, have to be
replaced with a less rigid approach in which play encourages feelings of enjoyment
and ease. When learning becomes a pleasant experience, learners start overcoming
their fears and become risk takers. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
|
39 |
Psigoterapeutiese vaardigheidsopleiding aan die kind met die oog op selfkonsepverbetering / Psychotherapeutic skills training for the child with the purpose of improving self-conceptDuif, Ronel 09 1900 (has links)
Afrikaans text / As sielkundige in privaat praktyk neem die navorser waar dat 'n negatiewe
selfkonsep onderliggend is tot verskeie aanmeldingsprobleme, asook die kind se
onvermoe om te aktualiseer, ten einde sy volle potensiaal te bereik.
Opvoedkundige sielkundiges het 'n behoefte geidentifiseer aan
hulpverleningsingrepe om die probleem aan te spreek. Dit het gelei tot die
daarstel van 'n model: "Model vir psigoterapeutiese vaardigheidsopleiding aan
die kind met die oog op selfkonsepverbetering". Hierdie model het die opheffing
van selfkonsepgebreke, deur middel van psigoterapeutiese vaardigheidsopleiding,
ten doel.
Die model is saamgestel vanuit die navorser se praktykervaring en 'n
literatuurstudie wat gelei bet tot die samestelling van konseptuele raamwerke vir
selfkonsep en psigoterapeutiese vaardigheidsopleiding. Seltkonsepgebreke is in
hierdie studie in verband gebring met vaardigheidstekorte. Dit bet daartoe gelei
dat selfkonsepgebreke aangespreek kon word deur gebruik te maak van
vaardigheidsopleiding.
Die slotsom waartoe gekom is, is dat daar 'n verbetering in die selfkonsep van
kinders in die middelkinderjare plaasgevind bet met die toepassing van die
model. Volgens opvoedkundige sielkundiges in privaatpraktyk le die waarde van
die model en die riglyne vir die operasionalisering daarvan, daarin dat dit
praktiese toepassingswaarde bet in die proses van hulpverlening. / As a psychologist in private practice, the researcher notices that a negative
self-concept is underlying to several initial reported problems, as well as the
child's inability to actualize in order to reach his full potential. Educational
psychologists identified the necessity for supportive intervention to address this
problem. This has led to the establishing of a model: "Model for
psychotherapeutic skills training for the child with the purpose of improving
self-concept". This model aims to relinquish self-concept shortcomings by
means of psychotherapeutic skills training.
This model has been constructed from the researcher's experience in her practice
as well as a literature study, which led to the compilation of conceptual
frameworks for self-concept and psychotherapeutic skills training. In this study,
self-concept shortcomings have been linked to the lack of skills. This has
resulted in self-concept shortcomings to be addressed by skills training.
The conclusion which has been reached is that there is an improvement in the
self-concept of children in mid-childhood years with the implementation of the
model. According to educational psychologists in private practice, the value of
the model and the guidelines for the implementation thereof, lie in the the fact
that the model has practical applicational worth in the process of rendering
support. / Psychology of Education / D. Ed. (Psychology of Education)
|
40 |
Barriers and enablers to the career transition of chartered accountants in the South African financial services sectorTerre Blanche, Lize 01 1900 (has links)
Abstract in English, Southern Sotho and Afrikaans / South African chartered accountants (CAs(SA)), who are primarily trained as financially orientated technical specialists, play a significant role as part of management teams, which require expertise in leadership, strategy, marketing, communication and teamwork among other managerial skills. However, it has been found that accounting professionals have inherent characteristics that could act as barriers to career transition and adaptability in the volatile and challenging accounting profession. This study employed an interpretative phenomenological analysis research design to gain insights on the way CAs(SA) in the financial services sector have managed to overcome barriers and leverage enablers to transition their careers. Accordingly, interviews were conducted with CAs(SA) who occupy or have occupied a management position in the financial services sector. The findings revealed that the participants had prepared themselves for transition by gaining credibility and confidence by means of exposing themselves to challenging work, leading others, taking part in varied activities, updating their substantive knowledge base and using mentors. Through their attitudes, behaviour and decisions, participants were able to influence their career development context by being adaptable. Further, participants revealed that they were able to overcome barriers by gaining practical experience and exposure to varied tasks and career development opportunities, reading, listening and further training and education. Participants were also able to overcome barriers and create enablers by learning from others through informal mentorships and working in strong teams, which limited the extent to which they had to learn from their own mistakes. These insights could benefit not only CAs(SA) themselves but also professional accounting bodies, academic institutions, training organisations and employers of CAs(SA). / Di-chartered accountant tsa Afrika Borwa (CAs(SA)), ba rupetsweng ka sehlooho jwalo ka ditsebi tsa setekgeniki ka tsa ditjhelete, ba bapala karolo ya bohlokwa dihlopheng tsa bookamedi tse hlokang botsebi ho tsa boetapele, meralo, papatso, dikgokahano le tshebetso ya sehlopha, hara ditsebo tse ding tsa bookamedi. Leha ho le jwalo, ho fumanwe hore diprofeshenale tsa accounting di na le ditlwaelo tse tebileng tse ka iketsang dithibelo tsa kgolo mosebetsing le phetophetoho kahare ho profeshene ya accounting e dulang e sa tsitsa hape e na le diphephetso. Boithuto bona bo sebedisitse moralo wa patlisiso wa kutlwiso ya batho ya ntho e itseng ho fumana tsebo ka mokgwa oo diCA(SA) lekaleng la ditshebeletso tsa ditjhelete ba kgonneng ho fenya dithibelo tse jwalo le ho sebedisa dithutso ho hola mesebetsing ya bona. Ka tsela eo, di-inthavu di entswe le diCA(SA) tse maemong (kapa tse kileng tsa ba maemong) a bookamedi kahara lekala la ditshebeletso tsa ditjhelete. Diphetho di bontshitse hore bankakarolo ba itokiseditse phetoho ka ho iphumantsha bokgolwehi le boitshepo ka ho ipepesetsa mosebetsi o phephetsang, ho etella ba bang pele, ho nka karolo mesebetsing e fapaneng, ho ntjhafatsa ditsebo tsa bona le ka ho sebedisa batataisi. Ka mehopolo ya bona, boitshwaro le diqeto, bankakarolo ba ile ba kgona ho susumetsa ntshetsopele ya mesebetsi ka hore ba kgone ho fetofetoha. Ho feta moo, bankakarolo ba supile hore ba kgonne ho fenya dithibedi ka ho fumana tsebo ya ketso le ho ipepesetsa mesebetsi e fapaneng le menyetla ya ntlafatso ya tshebetso, ka ho bala, ho mamela le ho etsa dithuto le dithupelo tsa ntshetsopele ya thuto. Bankakarolo ba boetse ba kgonne ho hlola dithibelo le ho hlahisa dithusi ka ho ithuta ho tswa ho batho ba bang ka ditataiso tse sa hlophiswang le ka ho sebetsa le dihlopha tse matla, e leng ho neng ho fokotsa makgetlo ao ka ona ba neng ba tlameha ho ithuta ka diphoso tsa bona. Dintlha tsena di ka ba molemo eseng feela ho diCA(SA) ka bo tsona, empa le ditheo tsa profeshenale tsa accounting, ditsi tsa accounting, mekgatlo ya thupelo le bahiri ba diCA(SA). / Suid-Afrikaanse geoktrooieerde rekenmeesters (CA’s(SA)) wat primêr as finansieelgeoriënteerde tegniese spesialiste opgelei is, speel 'n beduidende rol in bestuurspanne wat kundigheid in leierskap, strategie, bemarking, kommunikasie en spanwerk en ander bestuursvaardighede vereis. Daar is egter bevind dat rekeningkundige praktisyns inherente eienskappe het wat struikelblokke kan wees vir loopbaanoorgang en aanpasbaarheid in die ongestadige en uitdagende rekeningkundige beroep. Hierdie studie het 'n interpretatiewe fenomenologiese ontledingnavorsingsontwerp gevolg om insig te bekom oor die wyse waarop CA’s(SA) in die finansiële sektor daarin geslaag het om sulke struikelblokke en hefboominstaatstellers te bowe te kom om loopbaanoorgang te bereik. Onderhoude is dienooreenkomstig met die CA’s(SA) gehou wat bestuursposisies in die finansiële sektor beklee of beklee het. Die bevindings het gewys dat die deelnemers hulleself vir oorgang voorberei het deur geloofwaardigheid en vertroue te verkry deur blootstelling aan uitdagende werk, om ander te lei, deelname aan gevarieerde aktiwiteite, om hulle substantiewe kennisbasis op te dateer en om mentors te gebruik. Deur aanpasbare houdings, gedrag en besluite kon die deelnemers hulle loopbaanontwikkelingskonteks beïnvloed. Die deelnemers het ook aangedui dat hulle struikelblokke te bowe kon kom deur praktiese ervaring en blootstelling aan gevarieerde take en loopbaanontwikkelingsgeleenthede, en deur lees, luister en deelname aan verdere onderwys en opleiding. Die deelnemers was voorts in staat om struikelblokke te oorkom en instaatstellers daar te stel deur by ander te leer deur informele mentorskap en om in sterk spanne te werk, wat die mate waarin hulle uit hulle eie foute moes leer, beperk het. Hierdie insigte behoort nie net CA’s(SA) te baat nie, maar ook professionele rekeningkundige liggame, akademiese instellings, opleidingsorganisasies en werknemers van CA’s(SA). / Management Accounting / M. Phil. (Accounting Sciences)
|
Page generated in 0.0488 seconds