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A comprehensive engagement predictive model

  • Authors: Joubert, Marius
  • Date: 2014
  • Subjects: Achievement motivation , Employee motivation , Career development
  • Language: English
  • Type: Doctoral (Thesis)
  • Identifier: http://hdl.handle.net/10210/54962 , uj:16259
  • Description: Abstract: The present researcher developed a management value chain as part of a Master’s degree during 2009 and 2010. During this study, management practices were identified, deemed necessary for the new world of work. Subsequently, the link between all the management practices and work engagement stood out as a potential challenge, due to the increasing level of complexity in organisations. After the completion of the Master’s study, the present researcher decided to continue immediately with a doctoral study on work engagement within the context of perceived complexity in organisations. The researcher was of the opinion that engagement as a management tool has been over-simplified by consulting organisations, and that the levels of complexity in organisations make it more difficult for management and leadership teams to engage their people effectively. In addition, as a result of doing a comprehensive engagement survey in Africa for a large telecom provider, the researcher realised that senior executives and managers have some effect on their own staff’s engagement levels. He became interested in determining whether a management level engagement construct and a team-level engagement construct existed... , D.Phil. (Human Resources Management)
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An assessment package for a life counselling model

Career development of knowledge workers

  • Authors: Van Staden, Roelof Johannes
  • Date: 2014-04-02
  • Subjects: Knowledge workers , Career development
  • Type: Thesis
  • Identifier: uj:4595 , http://hdl.handle.net/10210/9940
  • Description: M.Com. (Business Management) , The knowledge economy developed out of the need for more complex products and services. The workers who are able to create such complex products and services are called knowledge workers. The term knowledge worker refers to the fact that the worker needs to be able to deal with large amounts of information, analyse and then generate knowledge out of this vast wealth of data and then be able to use this knowledge to create the necessary products and services to provide a competitive advantage for the organisation. Organisations have also become more streamlined, getting rid of hierarchical layers of managers in an effort to become agile, more responsive to market demands. As a result, traditional careers that were hierarchical in nature were abandoned. Organisations now rely on each individual to take responsibility for their own career development. The issues and factors associated with such a boundaryless career system needs to be investigated to ensure that the career needs of knowledge workers are understood if they are to contribute to the sustainable competitive advantage of their organisations. The demand for knowledge workers are on the increase, yet little is known with regards to their career perceptions and attitudes. This research study focused on exploring the issues and factors affecting the career development of knowledge workers. The reliance on knowledge workers creates interesting problems for organisations as management is no longer the only career option available. Specialisation and dual career ladders are required to ensure that the knowledge residing in the minds of knowledge workers are not lost. The first part of the research focused on a qualitative approach, focusing on a literature review of knowledge, knowledge workers and lastly, the career development of knowledge workers. A questionnaire was developed based on issues and factors that the literature review uncovered. The survey was administered in the form of an online Internet survey...
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Constructions of career progression by women leaders in a corporate context

  • Authors: Carvalho, Ana
  • Date: 2017
  • Subjects: Leadership in women , Career development , Success in business
  • Language: English
  • Type: Doctoral (Thesis)
  • Identifier: http://hdl.handle.net/10210/246157 , uj:25511
  • Description: Ph.D. (Industrial Psychology) , Abstract: In the context of increased representation of women in the job market and the underrepresentation of women at the most senior positions of executive leaders, an understanding of how women leaders in the corporate sphere construe career progression is particularly germane. The aim of this study was to explore women leaders‘ constructions of career progression in a corporate environment from three traditions embedded within the constructionist tradition: personal constructivism, social constructionism, and constructivism grounded in subjective lived experience. To this end the aim was further sub-divided into three sub-aims: (a) to explore women leaders‘ shared (constructed) mental models of the career progress of others in a corporate environment; (b) to explore women leaders‘ collective (―ours‖) co-construction of career progression in a corporate environment and (c) to generate a constructivist grounded theory of women leaders‘ own career progression based on their subjective experiences. Taken together, the study seeks to offer a holistic and in-depth account of the constructions of career progression by women leaders in a corporate environment. A qualitative research design using a case study research strategy was employed in a large financial institution in South Africa. A purposeful sampling consisting of women leaders in lower, middle and senior management positions was utilised. To address the stated aim and sub-aims of the study the research design was formulated and is presented as three sequential research phases, each consisting of an independent but related study. Given the three-phased nature of the study, more than one data collection technique was applied, with data being analysed through qualitative methods. In Phase I, data were collected by means of the repertory grid technique, the methodological application of personal construct theory, and analysed by means of qualitative content analysis and the core-categorising procedure. In Phase II, data were collected using the Appreciative Inquiry method, which included semi-structured paired interviews, small group discussions, plenary discussions and written activities. Data were analysed using a collaborative data analytic approach. In Phase...
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The relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged learners

  • Authors: Bernard-Phera, Martha Joy
  • Date: 2010-11-23T05:44:56Z
  • Subjects: Career development , Adulthood , Emotional maturity , Decision making , Self-efficacy , Children with social disabilities
  • Type: Thesis
  • Identifier: uj:7024 , http://hdl.handle.net/10210/3530
  • Description: M.A. , The purpose of this study was to examine the relationship between career maturity and career decision-making self-efficacy expectations among disadvantaged Grade 12 students. Factor analysis was used for this purpose. The construct of career maturity was dealt with comprehensively by means of a theoretical review of the contributions made by Donald Super, John Crites and Ronelle Langley. The second construct, i.e., career decision-making self-efficacy expectations was covered by reviewing the contributions of Albert Bandura, Nancy Betz, Steven Brown, Gail Hackett and Robert Lent. Three measurement instruments were utilised, namely, the Biographical Questionnaire, the Career Development Questionnaire (CDQ) and the Career Decision-Making Self-Efficacy Scale (CDMSES). The data was analysed by means of principal factor analysis with iterated communalities. The Scree-test and eigenvalues-greater-than-one criterion were used to determine the number of factors. The factors were obliquely rotated according to the Promax criterion. The factor analysis revealed that career maturity and career decisionmaking self-efficacy expectations are two distinguishable but empirically and conceptually related constructs. Although the CDQ and CDMSES and their respective sub-scales define two separate factors, the correlation between the factors show that they are not entirely independent. Factor analysis also revealed that the CDQ and CDMSES were valid and reliable measures of career maturity and career decision-making selfefficacy for a sample other than the white, middle-class samples. The results also show that the disadvantaged learner has a lower level of career maturity and career decision-making self-efficacy as compared to a normative high school sample and an affluent sample. These results were expected, especially in the light of South Africa's historical past. Changes in the economic environment may prove to be instrumental in changing perceptions about the world of work and attitudes towards career planning and choice. Researchers are challenged to implement programmes that will assist in the enhancement of career maturity and career decision-making self-efficacy ofthe disadvantaged learner.
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Career and life balance of professional women in a South African context

  • Authors: Whitehead, Thana
  • Date: 2012-08-15
  • Subjects: Work and family , Businesswomen , Women - Employment , Career development
  • Type: Thesis
  • Identifier: uj:9346 , http://hdl.handle.net/10210/5785
  • Description: D.Comm. , The aim of this study is to develop an in-depth understanding of the phenomenon of life balance in the lives of South African professional women, and to develop a Life Balance Questionnaire to measure this phenomenon. The study was approached qualitatively, applying the Grounded Theory method, with a systematic set of procedures to develop and derive at a theory inductively. The purposeful sampling method was used in combination with the chain reference sampling technique. In-depth interviews were conducted with twenty four selected participants, then a group session was held to confirm identified themes and concepts and to form a theoretical framework. The literature review reveals that professional women in the 21 st century face an exceptional challenge in balancing the multiple tasks associated with their homemaker and work roles. The phenomenon of life balance therefore seems to become an important consideration in the lives of professional women. The main findings in this study indicate that South African professional women of different cultural backgrounds experience similar pressures and challenges. The findings also indicate that, to define the phenomenon of life balance, all roles performed by an individual throughout her life need to be considered, as what constitutes life balance for one person might not apply to another. Selfawareness is identified as the main point of departure for achieving life balance. This implies that it is important to accept "who you are" and "what is important to you", and to take responsibility for the choices you make. It is concluded that life balance is cyclical, so it is important to be aware of it as a process, rather than an end, and as a tool for achieving personal growth. Life balance is, therefore, not defined as "one, single ultimate experience", but as individual experiences over time, or, rather, as "life balance moments". The final conclusion is that two main types of factors influence and support life balance, namely internal or influential factors and external or supporting factors. Internal factors include self-awareness, the ability to know and understand oneself, to take responsibility for decisions and life choices, to understand and deal with personal fears, the application of proactive coping strategies, a positive attitude towards life and chosen demands, and trust in others for assistance and support. External variables include situational conditions, societal views and attitudes, support structures, organisational values and support, and literature and training programmes. To illustrate and confirm the conclusions of this study, two Life Balance Models are developed to represent a definitional and process approach to the theme. The study concludes with a proposed "Life Balance Questionnaire" aimed at measuring life balance in the lives of professional women. The testing and validation of the "Life Balance Questionnaire" do not form part of the study.
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The protean career attitude, emotional intelligence and career adjustment

  • Authors: Buchner, Morné
  • Date: 2009-03-31T09:38:20Z
  • Subjects: Career development , Vocational guidance , Emotional intelligence
  • Type: Thesis
  • Identifier: uj:8267 , http://hdl.handle.net/10210/2377
  • Description: D.Litt. et Phil. , The rampant and unpredictable changes in the world of work have recently become a particular point of concern. Organisations worldwide require career agents who are more adaptable to respond appropriately to these challenges. The study aimed to firstly assemble a viable empirical career adjustment model to address these challenges. Secondly, the study differentiated and profiled four career agent groups which utilise this model in different and dynamic ways. These career agent profiles provided an exploratory and contextual platform for the third aim, to uncover a narrative of the adaptable career in the South African context. A convenience sample (n = 427) mostly representing engineers (38%), financial professions (22%) and technicians (15%) responded to three instruments which operationalised the dimensions of the proposed career adjustment model. The dimensions included in the model were the (i) Protean and Boundaryless career attitude, (ii) Emotional Intelligence and (iii) Work-Stressor experience. These dimensions were operationalised by (i) the Protean (Self-Directed Career Management and Values Driven scale) and Boundaryless (Organisationally Mobile and Boundaryless Mindset scale) career attitude scales, (ii) the BarOn EQ-i composite scales (Intrapersonal EQ, Interpersonal EQ, Adaptability, Stress Management and General Mood) and (iii) selected scales from the Sources of Work Stress Inventory (Lack of Autonomy and Workload). These instruments were tested for reliability and validity which provided acceptable results in terms of Cronbach alphas and EFA. The Protean and Boundaryless career attitude (PBca) instrument showed less reliable results with the Values Driven scale (α = .65). The SDCM scale produced more reliable results (α = .74). The BM and OM scales rendered the most reliable results (α = .86 and α = .87 respectively). The other instruments reflect excellent alpha iii coefficients ranging from α = .80 to α = .92 for the SWSI and from α = .81 to α = .96 for the BarOn EQ-i composite scales. The EFA of the PBca was primarily guided by the theoretical structure to extract four factors. A similar process followed for the SWSI rendered excellent factor loadings for General Work Stress (GWS), LA and WL. In the empirical construction of the career adjustment model both the use of correlations and hierarchical multiple regression rendered statistically significant results for the intercorrelations between the proposed dimensions of the model. The correlation results (within and between the dimensions) were as expected except for Organisational Mobility and Self-Directed Career Management which did not correlate significantly. Together the three dimensions predicted approximately 32% to 33% of the explained variance in GWS (i.e. the dependent variable chosen to represent a subjective experience of career adjustment). Overall, the findings supported the proposition that the model could be utilised as a viable career adjustment model. The non-hierarchical clustering analysis provided four significantly different clusters based on the PBca scales which were labelled the Protean (P), the Non- Protean (NP), the Organisationally Mobile Protean (OMp) and the Boundaryless Minded Protean (BMp). The Protean clusters all shared the Self-Directed Career Management and Values-Driven scale. These clusters were distinctly different after considering their attributes which originated from the BarOn EQ-i composites and SWSI scales. The most significant factors (attributes) revealed after conducting Descriptive Discriminant Analysis (DDA) where AD, RA, SM, GM and LA. The DDA procedure rendered Lack of Autonomy (SWSI) and Adaptability (EQ-i) as the most significant discriminators. This lead to the profiling of career agent types, namely the Protean Career Architect, the Conglomerate Citizen (study specific), the Solid Citizen and the Traditionalist. With these career agent profiles as basis an attempt was made to explore how their careers can unfold in the South African context.
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The relationship between personality traits and perceived career barriers amongst young adults in South Africa

  • Authors: Yates, Duncan
  • Date: 2012-02-28
  • Subjects: Personality , Vocational guidance , Career development , Young adults conduct of life , Young adults life skills guide , Young adults employment
  • Type: Thesis
  • Identifier: uj:2089 , http://hdl.handle.net/10210/4435
  • Description: M.A. , Young adults who are entering the world of work are facing increasing challenges, resulting in elevated levels of employment uncertainty and anxiety. Many of these challenges are due to the continuously changing work environment, which is buffeted by the socio-political and economic climate - both in and outside South Africa. Other challenges could be related to factors such as lack of confidence, decision making difficulties, dissatisfaction with career choice and difficulties with social networking. As a result of such challenges young adults may perceive career barriers that would have an impact on their career development. These challenges could be influenced by an individual’s personality traits. The purpose of this study was to ascertain the career barriers most perceived by young adults. The study also aimed to assess whether any relationship exists between personality traits and perceived career barriers. The sample consisted of 193 participants from two universities in South Africa. Each participant completed a biographical data questionnaire, the Basic Traits Inventory- Short Form and the Career Barriers Inventory-Revised. The three highest standardised mean scores for the perceived career barrier scales were Racial Discrimination (M = 4.90), Dissatisfaction with Career (M = 4.56) and Sex Discrimination (M = 4.49). Examination of the individual personality traits in relation to perceived career barriers was done through the use of Pearson’s product-moment correlations. Extroversion yielded statistically significant negative correlations with the following perceived career barriers: Decision–Making Difficulties (r = -0.241; p < 0.01) and Inadequate Preparation (r = -0.149; p < 0.05). Conscientiousness showed a statistically significant positive relationship with Sex Discrimination (r = 0.274; p < 0.01). The results also indicated a statistically significant positive correlation between Agreeableness and Job Market Constraints (r = 0.166; p < 0.05). This study has implications for career guidance counsellors in their endeavours to provide a comprehensive service to young adults who have difficulties overcoming perceived career barriers.
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Perceptions and experiences of radiographers regarding professional development through entrepreneurship in Gauteng

  • Authors: Mbambo, Collen Khulekani
  • Date: 2017
  • Subjects: Radiologic technologists - South Africa - Gauteng - Attitudes , Career development , Entrepreneurship
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/226435 , uj:22894
  • Description: M.Tech. (Radiography) , Abstract: This was a qualitative phenomenological study investigating the perceptions and experiences of radiographers regarding personal and professional development through entrepreneurship in Gauteng. The purpose of this qualitative phenomenological study was to explore and describe the reasons behind radiographers’ reluctance to establish their own private imaging practices with an aim to develop guidelines that will assist radiographers in making use of the opportunities for professional development through entrepreneurship in medical imaging. The study was conducted using three data collection methods, namely focus group discussions, an in-depth interview and field notes. The participants included in the study were diverse in terms of gender, experience and nature of practice (private or public) as radiographers. This diversity of participants enabled a wider variety of views on the subject matter. An open coding process was used to analyse the data and an inductive reasoning process was employed from the early stages of coding the data. Findings suggested that participants were optimistic about opportunities available for radiographers in private practice and were willing to use this opportunity for their professional development purposes, while others were not convinced that there was such an opportunity for them and thus did not have any aspirations to pursue private practice in medical imaging. Guidelines to assist radiographers who wish to open their private imaging practices were developed, recommendations for radiography practice, education and research were suggested.
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The implementation of a career development and planning programme for under-privileged learners as part of their training at a bridging college.

  • Authors: Van Tonder, Dawid Johannes
  • Date: 2009-02-11T08:51:35Z
  • Subjects: College student development programs , Career development , Counseling in higher education
  • Type: Thesis
  • Identifier: uj:8129 , http://hdl.handle.net/10210/2104
  • Description: M.Ed. , Making a career choice is most probably one of the most important decisions any person, or school leaver, has to make. Research has shown that a large percentage of learners are not equipped to make the right career choice (Stead & Watson, 1999:169). It is, therefore, of the utmost importance that, as an Educational Psychologist, career guidance should be seen as a very sensitive process that should be handled with the utmost respect to ensure that the client’s needs are addressed through the process. Because we live in such a dynamic world that is constantly changing, it is important to make sure that the career guidance process keeps up with the latest trends. As the Trait-and-Factor Approach is being relied on very heavily, in the South African context, one must ask if this theory still fulfills all the career guidance needs in the modern age. Although Frank Parsons, the founder of this specific theory, was responsible for a great number of reforms in a modernist era, should we not look for a theory that leads us into a postmodernist era? When talking about a postmodernist time frame, it should be seen in its totality, not just in the information era, but also on a personal level for each individual as to recognise personal differences. Clients present more challenging needs and have greater expectations of a career in a very competitive market. It is, therefore, important for a counsellor, in a postmodernist era, to address these additional needs and to allow the client, not just to be a part of the process, but to make the process more beneficial, in all regards, to the client’s needs. This research study was aimed to describe students’ experiences of a career guidance and development programme. The students attended a bridging college for underprivileged students who had passed matric and were given the opportunity of increasing their mathematics and science marks. The students with the highest mark would then qualify for a bursary to attend a tertiary institute to further their studies in electronic engineering and information technology. The students were from the local area living in the townships and attending the local schools in the townships. There are two college campuses, one in Alberton and one in Boksburg, with fifteen students attending each campus. The students that are successful at the tertiary institute will be offered a position at the company supporting the college as a social upliftment programme for equal opportunity. It was decided to give the students who were attending the college the opportunity to go through a career guidance and development programme as they indicated that they had very little exposure to career guidance programmes while still at school. The programme that was used with the students was based on a constructivist approach using narratives. The programme consisted of a number of different tasks that the students had to do, in order to help them identify their own personal characteristics, and to identify their own values and interests. The knowledge they gained through these tasks helped them to construct a personal narrative. The clients themselves, at the end of the process, edited this narrative after having gone through and completed the process. Focus group interviews, as well as the students’ personal journals, where the different tasks were recorded and deliberated upon, were used as data collection methods. From the data that was collected, it was established that the students’ experience of the career guidance process, was very positive. The students also indicated that they had certain preconceived ideas of a career guidance process, but that they experienced this intervention programme as very insightful on a personal level, and it also made them more aware of their needs with regards to career guidance. The main themes that emerged during the research study were mainly on the students experience with regards to the career guidance processes and the process of self-discovery that was one of the aims of a constructivist approach using narratives. The students indicated that they enjoyed the programme, and that they had gained personally from the process.
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The effect of a career guidance training programme on volunteer trainees

  • Authors: Molefe, M. J.
  • Date: 2008-11-11T06:45:52Z
  • Subjects: Vocational guidance , Career development
  • Type: Thesis
  • Identifier: uj:14632 , http://hdl.handle.net/10210/1586
  • Description: M.A. , There is a serious need for effective career guidance programmes in schools. Most of the research point out that the need is more evident in African schools. This can be linked to the high school dropout rate, resulting in unemployment and a low quality of life in some sectors of the population. Other factors like poverty and parents’ socio -economic status plays a part. This study sees the school as the most important setting and environment that is responsible for developing and promoting quality career development programmes that will produce learners that are going to be self-reliant in life. For such programmes to address the needs of the learners, they should be developmental in nature. Some of the characteristics of a developmental career development programme are that it takes all children in the school into consideration. It also has a preventative emphasis. The study raises concerns about the nature of career development in schools and whether their programmes are developmental in nature. The training of the guidance counsellors, as they are responsible for programme development, is also an issue. The study therefore describes at length a developmental career guidance programme, its characteristics, principles on which it is based and implementation. The psycho-education model is seen as a proper vehicle for training and for enhancing the skills of the guidance counsellors. A training manual in career development was developed as an intervention process in this study. Ten teachers who were firstly interviewed to assess their level of knowledge and training on career development were trained using this manual. The teachers were then interviewed, and gave a descriptive account of the knowledge acquired from the training. The results are discussed with reference to the theory and literature that are put forward in this study. The evaluation of the intervention of the study, which was the training manual, was positive. The teachers described it as helpful and easy to apply.
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Generational awareness in co-worker relationships in the interactive information society

  • Authors: Van der Walt, Sophie
  • Date: 2011-08-31T10:05:33Z
  • Subjects: Diversity in the workplace , Career development , Academic librarians , Co-worker relationships , Baby Boom generation , Generation X , Generation Y , Cuspers
  • Type: Thesis
  • Identifier: uj:7186 , http://hdl.handle.net/10210/3807
  • Description: M.Phil. , Although a great deal of research has been conducted on diversity management in South Africa, very little of this research has focused on age diversity within interactive information societies such as libraries in South Africa. This study will focus specifically on academic libraries. It is also clear that most of the research regarding age diversity within Academic Information Services (AIS) has focused on managing the difference in ages between library patrons and library staff members. Very little of the research is devoted to age diversity between co-workers, and even less research has been conducted regarding Cuspers as a generational cohort within the library environment. This study is aimed at investigating age diversity within AIS in South Africa in relation to its effect on work, work performance and co-worker relationships. It is also aimed at encouraging organisations, and specifically AIS, to take cognisance of the current age demographic of their libraries and to develop and implement not only succession planning policies, but also relevant recruitment and retention policies in order to avoid employee and leadership vacuums. The research findings of this study are relevant as they give organisations in general, and specifically AIS within higher education institutions (HEI), a point of reference to guide the formulation of recruitment and employment policies that would appeal to the values and preferences of younger generational cohorts currently under-represented in these organisations. In addition, this study is of value with regard to the formulation of succession policies focused on the planning and training of new middle and top management staff members in order to improve current succession policies and plans.
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The influence of work values on career development

The career aspirations of grade seven learners in a community school

  • Authors: Robinson, Lucy Ann
  • Date: 2015
  • Subjects: Vocational guidance , Vocational education , Career development
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/83190 , uj:19059
  • Description: Abstract: The shift in career development in recent years towards a lifespan developmental concept of career behaviour (Watson, McMahon, Foxcroft & Els, 2010) where career development is viewed as occurring in stages, beginning in childhood and continuing throughout one’s life (Auger, Blackhurst & Wahl, 2005; Gottfredson, 1981), has meant that it has become increasingly more important to explore the career aspirations of primary school learners in order to assist learners in fulfilling their career goals. Studies show that children’s career aspirations are a reliable indicator of their future careers (Schoon, 2001; Seligman, Weinstock & Heflin, 1991; Trice & McClellan, 1993), and this contradicts the common misconception that children and adolescents are incapable of comprehending the world of work (Porfeli, Hartung & Vondracek, 2008). Given the scarcity of literature on the career aspirations of primary school learners, there is a growing demand for research in this area in both an international and local context (Patton & Creed, 2007). Furthermore, research on the career aspirations of South African children from low socio-economic backgrounds is needed as the career research that has been done focuses on white, middle-class learners, and the relevance of this research to learners from differing socio-economic backgrounds is not clear (Arulmani, Van Laar & Easton, 2001; Venter, Watson & Fouche, 2006). The implications of such research could include the implementation of contextually-relevant career guidance programmes and support in order to assist learners to experience continuity in their career development and achievement of their long-term career goals. Therefore, this research aimed to explore the career aspirations of grade seven learners at a community school. Set within an interpretivist paradigm, this research utilised a qualitative approach in order to conduct an in-depth exploration of the research topic. A generic qualitative research design was used to explore the career aspirations of the research participants because this design allowed for thorough exploration and included elements of description, interpretation and understanding (Merriam, 2009)... , M.Ed. (Educational Psychology)
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The protean career : implications for human resource systems

  • Authors: Van den Berg, Ian Johannes
  • Date: 2011-12-06
  • Subjects: Career development , Personnel management
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/374221 , uj:1830 , http://hdl.handle.net/10210/4190
  • Description: M.Comm. , Changes in society, the nature of work, workplaces and employer-employee relationships have made traditional approaches to career development in organizations inadequate with powerful impacts on the employees. New concepts of career and life planning will be needed if such changes continue to take place. This study aims to obtain an overview of how career development is related to traditional human resource systems in organizations, discuss the protean career as a contemporary approach to careers and to explore the implications of the prQtean approach to career development for organizations. The study comprises an analysis of the literature relevant to the protean career concept, career development practice and human resource systems. In order to understand the implications of the protean career, an overview of how career development relates to traditional human resource systems is first undertaken. The fundamental interdependence between an individual's career plans and an organization's human resource plans is illustrated by considering the essential career-oriented human resource systems characteristics, namely organizational-level activities, the individual-level activities and the matching process. The study focuses in particular on the features of the protean career concept as a contemporary approach to career development in organizations. The protean person's own personal career choices and self-fulfilment are the unifying and integrative elements in the person's life. This implies a relational approach to the career development practice in human resources systems. Pursuing a protean career means, therefore, the development of a new psychological contract. Whereas in the past, the contract was with the organization, in the protean career, the contract is with the self. The protean career is therefore a process that the person and not the organization is managing with the criterion for success being internal (psychological) and not external.
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Evaluering van ‘n loopbaanberadingsintervensie met behulp van die loopbaanportefeulje-aktiwiteitswerkboek

Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study

  • Authors: Diale, Boitumelo Molebogeng
  • Date: 2012-07-31
  • Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
  • Type: Thesis
  • Identifier: uj:8878 , http://hdl.handle.net/10210/5346
  • Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
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The impact of a total reward system on work engagement

  • Authors: Hotz, Gabi Jenna
  • Date: 2015-04-24
  • Subjects: Personnel management , Career development , Performance standards
  • Type: Thesis
  • Identifier: uj:13571 , http://hdl.handle.net/10210/13714
  • Description: M.Com. (Industrial Psychology) , Work engagement is defined as “a positive, fulfilling, work related state of mind that is characterized by vigour, dedication, and absorption” (Schaufeli & Bakker, 2010; Schaufeli, Salanova, González-Romá, & Bakker, 2002, p. 74). It is therefore critical for organisations to pay careful attention to the effect that total rewards have on engagement to ensure the highest level of work engagement within the organisation. Previous studies have shown that very little research has been conducted in the South African context to examine total reward strategies and how these programmes specifically relate to work engagement. The overall purpose of this study is to determine the relationship between total rewards and work engagement and to further determine which reward category predicts work engagement. The model proposed by Nienaber (2010) includes all the core dimensions under rewards and was therefore used for this study. Total rewards for the purpose of this study include: Base Pay, Performance, Career Management, Contingency Pay, Quality Work Environment, Benefits and Work-Home Integration. The Utrecht Work Engagement Scale (UWES) and The Rewards Preferences Questionnaire were administered to a random sample (N = 318) of South African employees in various different divisions and positions within several organisations. The results indicated that Total Rewards explained 14% of the variance within Work Engagement. Furthermore, only Performance and Career Management, and Work- Home Integration were significant predictors of Work Engagement. In relation to the gender and age as moderating variables, it was found that these two constructs did not act as moderators between total rewards and work engagement.
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An investigation of the perceptions of the influence of parents or significant others on the career decisions made by South African first-year students at the University of Johannesburg

  • Authors: Mantsena, Mikateko Adolphina
  • Date: 2012-06-08
  • Subjects: Vocational guidance , Vocational interests , Personality and occupation , Career development , Black students
  • Type: Mini-Dissertation
  • Identifier: uj:8736 , http://hdl.handle.net/10210/5089
  • Description: M.Ed. , Career decision-making has always been a complicated process for South African African students. They often do not receive enough information about career implications of the courses that they are about to choose which may lead to many South African African students making a career choice on a trial and error basis . In addition, they lack the skills of integrating career and self-knowledge and are likely to lack realistic understanding of the world of work and opportunities available for them. The influence of parents or significant others is one of the many factors that influence career decisions. Many African South African students are the first generation students in Higher Education due to the restrictions of the Apartheid era before 1994 and the socio-economic status resulting from that in the decade after 1994. This study focuses on the first year South African students who entered Higher Education in 2008. The investigation is about the perceptions of these first generation students about the influence of significant people on their career decisions. The inquiry utilized a qualitative approach due to its exploratory, descriptive and contextual nature. Furthermore, qualitative research provides information on how the first year students at the University of Johannesburg have made their career decisions. The data collection methods included semi-structured interviews with eighteen participants which permitted the participants to express themselves in ways that are not constrained and dictated by the researcher. Data obtained was analyzed using content analysis to determine the common themes that emerged and to offer a model for systematic qualitative analysis with clear procedures for checking the quality of analysis conducted. The findings revealed that there are no significant differences between the first generation rural and urban students. The role models (parents, teachers, cousins, siblings, uncles, social workers) of both rural and urban students provided support with regard to career information, emotional support in the form of acknowledgement and faith in the participants. The influence is broad and covers all the aspects relating to career decision making such as self-knowledge, reality check, remuneration, career planning, career and self exploration. Career counseling should receive renewed attention on school and HE level and all stakeholders in the school and business community should be involved. Parents should be involved in all instances.
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The achievement of authenticity for women within a career context

  • Authors: Potter, Tamsyn
  • Date: 2012-06-06
  • Subjects: Career development , Working women , Authenticity , Kaleidoscope Career Model , Conformity in the workplace
  • Type: Mini-Dissertation
  • Identifier: uj:2470 , http://hdl.handle.net/10210/4926
  • Description: M.Phil. , Orientation: In South Africa and around the world, the nature of work and careers is changing. Coupled with this, the changing roles of men and women in society due to increasing numbers of women participating in the economy and significant shifts in the expectations of people in relation to their work lives have led to new theories on career development emerging. Work is seen as an opportunity to provide more than an income, and opportunities to experience authenticity in career lives are sought. Research purpose: This study focuses on the interpretation of the phase of authenticity as described in the Kaleidoscope Career Model, which gives cognisance to the differences between men’s and women’s careers in the changing world of work. This study looks specifically at the dimension of authenticity, with particular reference to women.
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