Thesis (MBA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and
competencies. The question is what will be expected from the millennium manager?
Thus what competencies would be needed to cope in the now faster changing era
and how must training interventions be adapted to ensure optimum development
opportunities?
Although management is found at all levels and in all functions of an organisation,
each level and each role requires different personal skills for the performance of the
management task. However conceptual skills which involves the manager's thinking
and planning abilities and interpersonal skills which refer to the ability to work with
people, are mutually inclusive to all managerial positions.
From literature it is clear that there are many methodologies available for
management development such as corporate universities, outsourcing to local
accredited colleges and universities for specialised programs such as a formal MBA,
mentoring programs, leadership development programs, self-directed learning and
career development. Critical evaluation of these interventions however indicate that
conceptual skills are addressed but that the social and emotional dimensions are
lacking. The focus of development interventions must shift to a more holistic,
integrated approach of employee well-being.
Another question to be asked is do educators take cognisance of the fact that
personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are
adapted to cater for these differences.
From the literature sufficient information regarding learning theories, andragogy,
learning styles and management development models is available. The challenge
however is to incorporate and integrate the available information effectively to
address the needs of a psychological, culturally diverse population.
The trend in management development is moving towards incorporation of emotional
intelligence as one of the components of development programmes. The emotional
competence framework focus on personal competence which determines how we
manage ourselves, and on social competence which determines how we handle
relationships. In order to be able to effectively manage ourselves we have to focus on
self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement
intervention in management development programmes.
Very little information is available in existing literature on self-management
programmes. The outcome of this literature survey is a suggested framework for a
self-management module. The framework suggests three phases namely phase 1:
Self-discovery which entails the gathering of information regarding personality and
learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2:
Self-transforming which starts with the analysis of the self-discovery interventions,
followed up by a guided process of self-transforming which entails personal goal
setting and action plans. Phase 3: Self-mastery which is an active working towards
the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies.
A follow-up on this study would be to develop a detailed module, integrating all the
principles, theories and models to ensure a management development intervention
that succeeds in providing "self-managing managers"! / AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en
bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium
Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié
vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir
optimum ontwikkelingsgeleenthede.
Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie,
vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van
die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë,
beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote
by alle bestuursvlakke.
Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir
bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde
kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA,
mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe
leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys
daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en
emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif
na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid.
Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat
persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat
aangepas is om vir dié verskille voorsiening te maak.
In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie,
leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare
inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse
populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die
inkorporering van emosionele intelligensie as een van die komponente van
ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op
persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale
vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte
bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme.
Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande
literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n
voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor
naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie
aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele
intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die
self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie
wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering
wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere
van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede
en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die
beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings
intervensie te verseker met "self-besturende bestuurders" as uitkoms!
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53585 |
| Date | 03 1900 |
| Creators | Groenewald, Greta |
| Contributors | Denton, M., Stellenbosch University. Faculty of Economic & Management Sciences . Graduate School of Business. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 112 p. |
| Rights | Stellenbosch University |
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