Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmative
development coach competency questionnaire. The development and empirical
evaluation of the affirmative development coach competency questionnaire forms the
first phase of a larger project of developing and testing a comprehensive affirmative
development coach competency model. A coaching@work competency model would
help in clarifying and defining the characteristics that affirmative development
coaches need to possess and what affirmative development coaches need to do and
need to achieve to be successful on the job. Inequalities brought about by
exclusionary policies in terms of education as well as employment that characterised
South Africa before the advent of democracy meant that many members of the
previously disadvantaged groups lack the necessary skills to succeed at work,
especially the ability to occupy higher level positions. Theirs was the world of
unskilled work. In order to rectify the injustices experienced by members of the
designated groups the new post-apartheid government enacted policies and laws
based on the principle of affirmative action. However the preferential hiring in favour
of Blacks required by the affirmative action measures disadvantages organisations
and the economy because most members of the previously disadvantage groups
lack the necessary job competence potential to succeed at work. Affirmative
development has to play an important role in rectifying the injustices of the past.
Coaching in addition has to play an important role in honing the newly developed
abilities and skills. The study aimed at identifying the various coach competencies
that behaviourally constitute coach success. Competencies were derived from
examining the outputs that need to be achieved through the competencies.
Understanding the relationships between the affirmative development coaching
competencies (behaviours) and the outcomes the affirmative development coach
attempts to achieve was important because the relevance of the hypothesised
competencies need to be validated (logically and empirically) against the structural
network of outcomes. The study identified nine outcome variables namely employee
personal learning, role clarity, job satisfaction, organisational commitment, employee
self-efficacy, work engagement, contextual performance, task performance and
intention to quit. Seventeen coach competencies were examined in this study. The proposed partial
coach competency model shows various structural paths between the coach
competencies and the coach outcome variables the coach is held accountable for.
The objective of the research was to develop the Chikampa Coach Competency
Questionnaire (CCCQ) aimed at measuring the seventeen coach competencies and
to empirically evaluate the psychometric properties of the CCCQ.
The hypothesis of exact measurement model fit was rejected but the hypothesis of
close fit could not be rejected (p>.05). The position that the CCCQ measurement
model fits the data closely in the parameter was found to be a tenable position. The
fit indices reflected good model fit in the sample. The measurement model parameter
estimates indicated that the indicator variables represented the latent coaching
competencies satisfactorily. Discriminant validity was problematic. The seventeen
latent coaching competencies as measured by the CCCQ are not clearly separate
but tend to flow into each other. / AFRIKAANSE OPSOMMING: Hierdie studie was gerig op die ontwikkeling and empiriese evaluering van ‘n
regstellende ontwikkingafrigter1bevoegdheidsvraelys. Die ontwikkeling and
empiriese evaluering van ‘n regstellende ontwikkingafrigterbevoegdheidsvraelys
verteenwoordig die eerste fase in ‘n groter projek om ‘n omvattende regstellende
ontwikkingafrigterbevoegdheidsmodel te ontwikkel. ‘n Afrigter@werk
bevoegheidsmodel sou meewerk om die persoonseienskappe waaroor regstellende
ontwikkelingsafrigters moet beskik te identifiseer en te definieer en om helderheid te
kry ten opsigte van die handelinge wat regstellende ontwikkelingsafrigters moet
verrig en die uitkomste wat hul daardeur moet bereik om as suksesvol geag te word.
Ongelykhede wat te weeg gebring is deur die uitsluitingspolitiek in terme van
opvoeding en werksgeleenthede wat Suid Afrika gekenmerk het voor die aanbreek
van demokrasie het meegebring dat baie lede van die voorheenbenadeelde groepe
die nodige vaardighede ontbreek wat vereis word om in die wereld van werk sukses
te behaal, spesifiek die vermoë om hoër-vlak posisies te bekleë. Hulle was gedoem
tot ‘n wereld van ongeskoolde werk. Ten einde die ongeregtighede wat lede van die
aangewese groepe ervaar het reg te stel het die nuwe post-apartheid regering
beleide en wetgewing verorden gebaseer op die beginsel van regstellende aksie. Die
voorkeur-indiensneming van Swartes wat deur regstellnde aksiemaatreëls vereis
word benadeel egter organisasies en die ekonomie omdat die
werksbevoegdheidspotensiaal wat vereis word om in die wereld van werk te slaag by
die meerderheid lede van die voorheenbenadeelde groepe ontbreek. Regstellende
ontwikkeling moet ‘n belangrike rol speel in die regstelling van die ongeregtighede
van die verlede. Afrigting moet daarbenewens ‘n belangrike rol speel om die
nuutontwikkelde vermoëns en vaardighede te slyp. Die doel van hierdie studie was
om die afrigerbevoegdhede wat vanuit ‘n gedragsperspektief afrigtersukses
beliggaam te identifiseer. Bevoegdhede is geïdentifiseer deur die uitkomste te
bestudeer wat via die bevoegdhede bereik moet word. ‘n Begrip van die
verwantskappe tussen die regstellende ontwikkelingafrigterbevoegdhede (gedrag)
en die uitkomste wat die regstellende ontwikkelingafrigter probeer bereik was belangrik omrede die relevansie van die voorgestelde bevoegdhede teen die
strukturele network van uitkomste (logies en empiries) gevalideer moet word. Hierdie
studie het nege uitkomsveranderlikes geïdentifiseer, naamlik persoonlike leer,
rolduidelikheid werkstevredenheid, organisasieverbondenheid, selfvertroue,
werksverbondenheid, kontekstuele prestasie, taakprestasie en
bedankingsvoorneme.
Sewentien afrigterbevoegdhede is bestudeer in hierdie studie. Die voorgestelde
gedeeltelike afrigterbevoegdheidsmodel dui verskeie strukturele bane aan tussen die
afrigterbevoegdhede en die afrigteruitkomste waarvoor die afrigter verantwoordelik
gehou word. Die doel van die navorser was om die Chikampa Coach Competency
Questionnaire (CCCQ) gerig op die meting van die sewentien arigterbevoegdhede te
ontwikkel en om die psigometriese eienskappe van die CCCQ te evalueer.
Die hipotese van presiese metingsmodel passing is verwerp maar die hipotese van
benaderde passing kon nie verwerp word nie (p>.05). Die standpunt dat die CCCQ
metingsmodel die data in die parameter by benadering pas is dus ‘n houdbare
standpunt. Die pasgehalte-maatstawwe het goeie modelpassing in die steekproef
aangedui. Die metingsmodelparameterskattings het aangtoon dat die waargenome
veranderlikes die latent afrigterbevoegdhede suksesvol verteenwoordig.
Diskriminantgeldigheid was egter problematies. Die sewentien latent
afrigterbevoegdhede soos gemeet deur die CCCQ word nie duidelik van mekaar
onderskei nie maar neig om in mekaar te vloei.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/85845 |
| Date | 12 1900 |
| Creators | Chicampa, Victor |
| Contributors | Theron, C. C., Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 313 p. : ill. |
| Rights | Stellenbosch University |
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