3. Electronic Theses and Dissertations (ETDs) - All submissions

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    Practitioners' experiences of organisational design, development and change management implementation.
    (2014-09-17) Ismail, Nazeehah
    Organisational design, development and change management is about dealing with the effectiveness and efficiency of organisations. Organisational design, development and change management practitioners use systematic strategies and approaches to improve the productivity of organisations and the well-being of individuals. In order to do this, the organisational design, development and change management practitioner must be able to manage customers, competition, change, relationships and processes. There is a need to understand the impacts of successful organisational design, development and change management implementations as they influence the success of an organisation. The aim of this study is to explore practitioners’ knowledge and experiences of organisational design, development and change management implementation. The objectives included explorations of practitioners’ experiences working on organisational design, development and change management implementations. The study is qualitative, exploratory research. Data was collected by means of face-to-face interviews guided by a semi structured interview schedule. Participants’ were practitioners working in the field of organisational design, development and change management. The study used non-probability (non-random) purposive, snowball sampling. The data was analysed using thematic content analysis to identify themes and sub themes in the data. The findings indicate what organisational design, development and change management involves, what the benefits are and the successes and challenges practitioners have encountered during implementation. The macroeconomic environment in which organisations operate is ever changing and in order to keep up, organisations need to call on experienced practitioners to assist in managing the change. The implications of the results will assist the industry as well as organisations to understand the value organisational design, development and change management implementations in enabling business strategies and driving organizations to achieve its business objective thus promoting and growing the discipline and practice.These insights will also contribute to the discipline and the availability of such data will assist future practitioners to be more effective in their roles.
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    Unit standards and organisational training in the financial services industry.
    (2011-04-20) Master, Linda
    This research report investigates the way that course designers in the financial services industry use and engage with unit standards. The origins of unit standards, theories drawn from the sociology of education, and interviews with course developers jointly contribute to understanding how unit standards are received and used within an organisational context. Eight informal interviews were conducted with self-employed course designers, to examine how they use unit standards when developing learning material in business contexts. These interviews indicated that course designers had many issues and concerns regarding these documents. Five course developers working in three large organisations in the financial services industry were further interviewed, formally, to establish how they use and engage with unit standards. The findings from both sets of interviews suggest that unit standards are used in a limited capacity in organisational course development in this industry, because they do not correspond to the training requirements of the respective organisations interviewed. However, unit standards are used in Learnership programmes, because a different training objective is pursued, namely a social justice and redress objective and not a business objective. Although the research indicates that course developers would welcome some kind of standardisation or regulatory system to direct course design, they are opposed to the existing design and structure of unit standards.
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    Do skills development and training promote professional and organisational development in the broadcasting information technology (BIT) unit of a broadcasting company?
    (2010-03-02T09:16:44Z) Hoosen, Nazira
    The information technology (IT) industry in South Africa has undergone major technological changes, and continues to do so. These changes are dynamic and demand significant interventions on the part of the workforce. If an organisation is to change, then systemic and sustainable changes are essential. Hence, a prerequisite is that employees within this industry need constantly to improve their knowledge and skills. The study was conducted within the broadcasting information technology (BIT) unit of a broadcasting company in South Africa. The aim of the research was to determine if skills development and training promotes professional and organisational development. A case study methodology within the qualitative paradigm was employed. Data was collected through a questionnaire, interviews, observations and document analysis. The research explored crucial issues in training and development in relation to professional and organisational development. The research findings indicated that perceptions of the success of skills development programmes far outweighed perceptions of failure. The research concluded that skills development and training programmes promote professional development. Organisational development, however, was promoted only to the extent that employees remained in the employ of the organisation. In addition, this research suggests that there is scope for future research in this field.
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    Individual, organisational and community empowerment : applying a community psychology framework to a school development programme.
    (2008-06-12T06:31:43Z) Hassett, Alexander Richard
    This study focused on whether empowerment at individual, organisational and community levels was evident in the context of a school development planning programme. A contextualist, multi-method approach to the study was used, combining quantitative and qualitative data. A School Development Planning Evaluation Scale was developed to assess organisational empowerment in a school context. Quantitative data measuring variables associated with empowerment were also examined to establish whether involvement in the programme was associated with empowerment at the individual (locus of control and general and specific efficacy) and organisational (participation and leadership) levels. An ex post facto analysis based on a post-test only comparison group evaluation design was conducted to explore the impact of the programme. Focus groups and interviews were conducted to establish whether school staff reported that involvement in the programme had led to their personal empowerment and the empowerment of their schools. Archival data relating to the schools were also examined. Relationships between the variables were explored using multiple regression and structural equation modelling. A model of school development was developed and tested. The results indicated that extent of involvement in the programme was not a significant influence on level of empowerment. More important was the influence of school leadership, and in particular the leadership style exercised by the principal. Impact and relationship matrices, integrating the quantitative and qualitative analyses, indicated that the programme had effects on both individuals and schools, and that the process of school development planning was related to aspects of organisational empowerment. Issues of organisational internal capacity and contextual support, however, influenced implementation of school development planning. The study suggests that school development planning is a process which is contextually related, and confirms and refines the nomological network of II organisational empowerment. The results indicate that a variety of individual, organisational and contextual factors impact on individual and organisational empowerment and that a multi-level perspective is necessary for understanding the school development process. The study also suggests that community psychology, and empowerment theory in particular, offer useful frameworks for theorising and researching school development issues at individual, organisational and community levels.
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