Appreciating Johann Schepers.
- Crous, F., De Bruin, G.P., Roodt, G., Van Vuuren, L.J., Schoeman, W.J., Stuart, A.D.
- Authors: Crous, F. , De Bruin, G.P. , Roodt, G. , Van Vuuren, L.J. , Schoeman, W.J. , Stuart, A.D.
- Date: 2006
- Subjects: Appreciative inquiry , Expert leader , Pscyhometrics , Johann Schepers
- Type: Article
- Identifier: uj:6395 , http://hdl.handle.net/10210/1137
- Description: As an expert leader in psychometrics, eminent scholar, gatekeeper, study leader and mentor, Johann M. Schepers has had a profound effect on the development of Psychology and Industrial Psychology in South Africa. By means of an appreciative inquiry the outstanding ability of this man has been highlighted in stories which resulted in a rich profile and a legacy that needs to be protected and nurtured.
- Full Text:
- Authors: Crous, F. , De Bruin, G.P. , Roodt, G. , Van Vuuren, L.J. , Schoeman, W.J. , Stuart, A.D.
- Date: 2006
- Subjects: Appreciative inquiry , Expert leader , Pscyhometrics , Johann Schepers
- Type: Article
- Identifier: uj:6395 , http://hdl.handle.net/10210/1137
- Description: As an expert leader in psychometrics, eminent scholar, gatekeeper, study leader and mentor, Johann M. Schepers has had a profound effect on the development of Psychology and Industrial Psychology in South Africa. By means of an appreciative inquiry the outstanding ability of this man has been highlighted in stories which resulted in a rich profile and a legacy that needs to be protected and nurtured.
- Full Text:
Job satisfaction of women working in Johannesburg skincare clinics
- Makhuza, Malebo K., Henrico, Karien., Nel, Elsabe W.
- Authors: Makhuza, Malebo K. , Henrico, Karien. , Nel, Elsabe W.
- Date: 2018
- Subjects: Appreciative inquiry , Job satisfaction , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/277130 , uj:29681 , Citation: Makhuza, M.K., Henrico, K. & Nel, E.W. 2018. Job satisfaction of women working in Johannesburg skincare clinics. Global Journal of Health Science, 10(10):11-19. , ISSN 1916-9736 (Print) , ISSN 1916-9744 (Online)
- Description: Abstract: Women who work in skincare clinics have demanding jobs. Literature indicates that these working environments are labour intensive and emotionally demanding. The aim of this study was to explore and describe the perceptions of job-satisfaction factors for women working in skincare clinics in the northern suburbs of Johannesburg, South Africa. In this study, individual semi-structured interviews, based on the philosophy of Appreciative Inquiry, were conducted. Data was analysed through thematic coding and strict ethical considerations and trustworthiness were adhered to. From the identified themes, eleven recommendations were derived aimed at improving the job-satisfaction of women working in skincare clinics.
- Full Text:
- Authors: Makhuza, Malebo K. , Henrico, Karien. , Nel, Elsabe W.
- Date: 2018
- Subjects: Appreciative inquiry , Job satisfaction , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/277130 , uj:29681 , Citation: Makhuza, M.K., Henrico, K. & Nel, E.W. 2018. Job satisfaction of women working in Johannesburg skincare clinics. Global Journal of Health Science, 10(10):11-19. , ISSN 1916-9736 (Print) , ISSN 1916-9744 (Online)
- Description: Abstract: Women who work in skincare clinics have demanding jobs. Literature indicates that these working environments are labour intensive and emotionally demanding. The aim of this study was to explore and describe the perceptions of job-satisfaction factors for women working in skincare clinics in the northern suburbs of Johannesburg, South Africa. In this study, individual semi-structured interviews, based on the philosophy of Appreciative Inquiry, were conducted. Data was analysed through thematic coding and strict ethical considerations and trustworthiness were adhered to. From the identified themes, eleven recommendations were derived aimed at improving the job-satisfaction of women working in skincare clinics.
- Full Text:
Leveraging organisational culture capital.
- Authors: Scheel, R. , Crous, F.
- Date: 2007
- Subjects: Organisational culture capital , Action research , Appreciative inquiry , Descriptive case study
- Type: Article
- Identifier: uj:6456 , http://hdl.handle.net/10210/1395
- Description: Organisational culture discourse mandates a linear approach of diagnosis, measurement and gap analysis as standard practice in relation to most culture change initiatives. Therefore, a problem solving framework geared toward “fixing�? and/or realigning an organisation’s culture is usually prescribed. The traditional problem solving model seeks to identify gaps between current and desired organisational cultural states, inhibiting the discovery of an organisation’s unique values and strengths, namely its cultural capital. In pursuit of discovering and leveraging organisational cultural capital, a descriptive case study is used to show how an Appreciative Inquiry process can rejuvenate the spirit of an organisation as a system-wide inquiry mobilises a workforce toward a shared vision.
- Full Text:
- Authors: Scheel, R. , Crous, F.
- Date: 2007
- Subjects: Organisational culture capital , Action research , Appreciative inquiry , Descriptive case study
- Type: Article
- Identifier: uj:6456 , http://hdl.handle.net/10210/1395
- Description: Organisational culture discourse mandates a linear approach of diagnosis, measurement and gap analysis as standard practice in relation to most culture change initiatives. Therefore, a problem solving framework geared toward “fixing�? and/or realigning an organisation’s culture is usually prescribed. The traditional problem solving model seeks to identify gaps between current and desired organisational cultural states, inhibiting the discovery of an organisation’s unique values and strengths, namely its cultural capital. In pursuit of discovering and leveraging organisational cultural capital, a descriptive case study is used to show how an Appreciative Inquiry process can rejuvenate the spirit of an organisation as a system-wide inquiry mobilises a workforce toward a shared vision.
- Full Text:
Appreciative inquiry into good support strategies to enhance the acquisition of cognitive academic language proficiency (CALP) for grade 8 and 9 english second language learners
- Van Der Westhuizen, Magdalena Petronella
- Authors: Van Der Westhuizen, Magdalena Petronella
- Date: 2016
- Subjects: School improvement programs , Educational acceleration , Appreciative inquiry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245749 , uj:25461
- Description: D.Ed. (Educational Psychology) , Abstract: English is seen as the discourse of economic and industrial dominance and empowerment in South Africa. Consequently, many black parents choose to enroll their children in ex-model C schools where the Language of Learning and Teaching (LoLT) is English. In this context black learners have to master all learning areas using English as LoLT with little or no support in their first language. Thus, for the great majority of learners in South Africa, English as a second or even third language learnt solely in the classroom lacks any sustaining environment outside the school. To exacerbate matters many black learners have little exposure to printed material in English, and in addition, academic demands are made in English which is not their first language. Against the above background, English as LoLT has become a key barrier to learning in most South African schools. The most affected areas are general literacy (reading, spelling and writing) and mathematical competence. The aim of this study was to appreciate good support strategies in two selected ex-model C secondary schools in order to identify good practice and generate greater excellence in support strategies to enhance the acquisition of Cognitive Academic Language Proficiency for Grade 8 and 9 English Second Language (ESL) Learners. The support strategies emanating from the study were compiled in the form of guidelines and will be used by the District Based Support Team as well as School Based Support Teams to support educators who are faced with this enormous challenge. A literature study reviewed themes regarding inclusion, support structures and the difficulties experienced by ESL learners due to their limited proficiency in English. Special cognisance was given to the work of Cummins (2000). His Threshold Theory suggests that three critical levels of language proficiency influence learning. At the first threshold, learners have low levels of competence in both their languages and thus experience learning difficulties. At the second threshold, learners have age-appropriate competence in one language and, as long as this is the language they use for learning, they experience no benefit or disadvantage from their bilingualism. At the third level, learners have age-appropriate proficiency in two languages. One major educational implication of the threshold hypothesis is that support programmes must aim to promote an additive form of bilingualism where the first language will need to...
- Full Text:
- Authors: Van Der Westhuizen, Magdalena Petronella
- Date: 2016
- Subjects: School improvement programs , Educational acceleration , Appreciative inquiry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245749 , uj:25461
- Description: D.Ed. (Educational Psychology) , Abstract: English is seen as the discourse of economic and industrial dominance and empowerment in South Africa. Consequently, many black parents choose to enroll their children in ex-model C schools where the Language of Learning and Teaching (LoLT) is English. In this context black learners have to master all learning areas using English as LoLT with little or no support in their first language. Thus, for the great majority of learners in South Africa, English as a second or even third language learnt solely in the classroom lacks any sustaining environment outside the school. To exacerbate matters many black learners have little exposure to printed material in English, and in addition, academic demands are made in English which is not their first language. Against the above background, English as LoLT has become a key barrier to learning in most South African schools. The most affected areas are general literacy (reading, spelling and writing) and mathematical competence. The aim of this study was to appreciate good support strategies in two selected ex-model C secondary schools in order to identify good practice and generate greater excellence in support strategies to enhance the acquisition of Cognitive Academic Language Proficiency for Grade 8 and 9 English Second Language (ESL) Learners. The support strategies emanating from the study were compiled in the form of guidelines and will be used by the District Based Support Team as well as School Based Support Teams to support educators who are faced with this enormous challenge. A literature study reviewed themes regarding inclusion, support structures and the difficulties experienced by ESL learners due to their limited proficiency in English. Special cognisance was given to the work of Cummins (2000). His Threshold Theory suggests that three critical levels of language proficiency influence learning. At the first threshold, learners have low levels of competence in both their languages and thus experience learning difficulties. At the second threshold, learners have age-appropriate competence in one language and, as long as this is the language they use for learning, they experience no benefit or disadvantage from their bilingualism. At the third level, learners have age-appropriate proficiency in two languages. One major educational implication of the threshold hypothesis is that support programmes must aim to promote an additive form of bilingualism where the first language will need to...
- Full Text:
The role of a positive trigger event in actioning authentic leadership development.
- Puente, S., Crous, F., Venter, A.
- Authors: Puente, S. , Crous, F. , Venter, A.
- Date: 2007
- Subjects: Authentic leadership , Authentic leadership development , Positive trigger events , Action research , Appreciative inquiry
- Type: Article
- Identifier: uj:6455 , http://hdl.handle.net/10210/1394
- Description: Authenticity can best be understood in context, and context implies action (Payne, 1996). For the purpose of this study, leadership in general, and authentic leadership in particular, were explored in terms of the actions of former mayor of New York City, Rudolph Giuliani, who displayed authentic leadership in action during the tragic aftermath of the World Trade Centre attacks. Authentic leadership development tends to be triggered by a negative event (as in the case of 9/11 for Giuliani, for example). Since there is limited knowledge of how a positive event may trigger authentic leadership development, the aim of this study was to explore the potential of Appreciative Inquiry (AI) - an affirmative mode of action research - as a positive trigger event for authentic leadership development. The results indicated that this positive approach to change could indeed be implemented for this purpose.
- Full Text:
- Authors: Puente, S. , Crous, F. , Venter, A.
- Date: 2007
- Subjects: Authentic leadership , Authentic leadership development , Positive trigger events , Action research , Appreciative inquiry
- Type: Article
- Identifier: uj:6455 , http://hdl.handle.net/10210/1394
- Description: Authenticity can best be understood in context, and context implies action (Payne, 1996). For the purpose of this study, leadership in general, and authentic leadership in particular, were explored in terms of the actions of former mayor of New York City, Rudolph Giuliani, who displayed authentic leadership in action during the tragic aftermath of the World Trade Centre attacks. Authentic leadership development tends to be triggered by a negative event (as in the case of 9/11 for Giuliani, for example). Since there is limited knowledge of how a positive event may trigger authentic leadership development, the aim of this study was to explore the potential of Appreciative Inquiry (AI) - an affirmative mode of action research - as a positive trigger event for authentic leadership development. The results indicated that this positive approach to change could indeed be implemented for this purpose.
- Full Text:
Academic mentoring : a valuation of an accelerated development programme
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
- Authors: Ceronio, Louise
- Date: 2018
- Subjects: Career development , Action research , Appreciative inquiry , Mentoring , Valuation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283056 , uj:30513
- Description: M.Phil. (Leadership Coaching) , Abstract: There is a need for an effective accelerated career development intervention such as mentoring to address the imbalances of the past still prevalent in the South African higher education context. Such an intervention should contribute towards the development of the next generation of academics for more senior roles. Mentoring programmes for academic advancement have been implemented in the higher education sector, but the value gained by the participants of such programmes has not been explored. The aim of this study was to explore what is to be valued by an academic mentoring programme for accelerated career development. The strategy towards this end was a case study. The case was an accelerated academic mentoring programme for lecturers in a higher education institution. The positive action research method of appreciative inquiry was applied in a two-phase design. The mentees (11 participants) took part in a facilitated appreciative inquiry workshop, and the mentors (5 participants) participated in appreciative interviews. The participants were able to identify the positive core of their mentoring programme, which enabled them to envision how such a programme may lead to academics flourishing in terms of teaching, research, community involvement, and academic leadership. Subsequently, the participants co-constructed an architecture for an ideal mentoring programme. The participants finally suggested the deliverables required for enhancing and guaranteeing the sustainability of a mentoring programme. On a methodological level, the positive action research method of appreciative inquiry was introduced as an approach to value (as opposed to evaluate) an academic mentoring programme. On a theoretical level, the findings corroborated the positive impact of mentoring on career development, in particular in the higher education context. On a practical level, the appreciative inquiry method empowered the participants to become appreciative of the value of the mentoring programme, encouraging them to become more self-directed in their personal career development.
- Full Text:
- «
- ‹
- 1
- ›
- »