Dissertations / Theses on the topic 'Vocational tracks'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 24 dissertations / theses for your research on the topic 'Vocational tracks.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Fletcher, Edward Charles Jr. "The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049.
Siccard, Anne. "L'orientation scolaire de jeunes ruraux, une construction conjointe entre élèves, familles et personnels : le cas de quatre collèges du département de Manche." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC036.
Rural Secondary School children’s “Further Education” choices and career plans are generally seen as being an almost forced decision. It would not be wrong to say that Secondary School leavers from rural areas tend to choose shorter, professionally based courses which experts put down to several specific reasons. First, families from a working-class background have a mindset tending towards the idea that the options available are more limited and that the possible “Further Education” courses are therefore rarer and further away from the family environment. Some families are not prepared to accept this imposed, educational mobility. The starting point for the following analysis takes into account the obvious notions that there is not a homogenous rural community but rather a variety of rural areas and working-class families. Considering these elements, this thesis tries to measure the step-by-step processes which lead to the decisions made for post-Secondary Education. The influence of Secondary Schools must also be considered in the essentially qualitative approach which includes the input given by statistical evidence. If the Social Class origins, especially the mother’s educational achievement level, can explain, for a large part, the choices made by students at the end of Secondary School ; this analysis must also take note of the professional and social level of the schools’ catchment area. Thes factors can be accentuated both by the Careers’ Advice available and the actual results of post Secondary School decisions, prevalent in each Secondary School. These influencing factors and the differences subsisting between each School are also important in each Educational Community’s way of apprehending Careers Advice and the decisions made by their pupils. Other reasons are also to be included, such as leisure time activities as well as peer pressure and influence of each family environment. These sociability factors can also contribute to the discovery of new Careers and Further Education possibilities
Wren, John C. "Rural region community cooperation, a Fast Track vocational technical education programme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ55727.pdf.
Flegg, Robert Bertram. "The science career decision : a model describing the career orientation and decision-making processes of science-track students." Thesis, Queensland University of Technology, 1997.
Cannan, James. "Learning a trade in New Zealand : On and off the job learning in engineering trades." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162602.
Doctor of Philosophy
Kusi-Mensah, Rita. "A Gendered Analysis of Formal Vocational Education, Skills Development, and Self-employment in Accra, Ghana: Exploring enterprise development and outcomes of women’s self-employment in the feminized trades." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17344.
Iqbal, Muhammad. "Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique." Electronic Thesis or Diss., Paris, AgroParisTech, 2012. http://www.theses.fr/2012AGPT0020.
The changes in land use of contaminated agricultural soils are susceptible to modify their trace metal availabilities by changing the quality and quantity of soil organic matter. But the role of soil organic matter in the determinism of trace metal availabilities in contaminated soils is not well known. The objective of the present study was to assess the role of soil organic matter in determinism of trace metal availabilities and their dynamics in contaminated soils varying in their texture and nature of pollution. A strategy of studying Cu, Pb, Zn and Cd availabilities of two sites with different texture and origin of pollution was adopted and the role of organic matter was assessed through; 1) sampling the soils of two parcels at each site with two different land uses i.e. under annual crop and under perennial energy crop miscanthus, 2) changing the soil organic matter of these soils through in vitro soil incubations. A combined approach of chemical metal extractions and metal localization study in different soil size fractions was used. The results of the trace metal availabilities of the soil under miscanthus compared to annual crop soil showed that the influence of changes in organic matter through land use was different at both sites. In the silty clayed soil, the availability of Cu and Pb which are the metals known to be preferentially bound to organic matter was decreased with an increase in their localization in soil finer fractions. In the site with organic matter rich sandy soils the availability of metals which are known to be bound to soil mineral phases i.e. Zn and Cd was changed without a change in their localization. The results of laboratory incubation experiments revealed that the mineralization of soil organic matter affects the trace metal availability in two ways. Cu and Zn availabilities are changed in all soils whatever the texture while Pb and Cd availabilities changed only in sandy soils. This difference of the change of metal availabilities in both cases of organic matter variations i.e. between the soil samples under different land use and in the samples of laboratory incubations can be explained by the fact that the changes in organic matter were not similar in both cases. Our work on the metal enriched particulate organic matter (POM) fractions, the most labile organic matter fractions showed that POM act as source and sink of the metals in our conditions and POM associated copper is bioavailable in liquid medium but its bioavailability is less than the metal added as salt solution. These results, increasing the understanding of the role of soil organic matter in the determinism of trace metal availability in different textured soils, are discussed
Iqbal, Muhammad. "Impact de l'occupation des sols agricoles contaminés sur la disponibilité des éléments trace : Mise en évidence du role des matières organiques dans le cas de cultures annuelles et cultures pérennes à vocation énergétique." Phd thesis, AgroParisTech, 2012. http://pastel.archives-ouvertes.fr/pastel-00811413.
Robertsson, Ester, and Sara Gustafsson. "Revisorns personlighet : Hur påverkar revisorns personlighetsdrag preferens för struktur och bedömning?" Thesis, Linköpings universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119658.
Background: More structure is being introduced in the auditing profession. Auditors need to balance structured and judgment-related tasks to maintain a high quality in the audit process. The individual auditor influences the process as personality traits have been shown to be related to the tasks which are preferred. Aim: The purpose is to explain how the auditor's personality traits influence preference for structure and judgment. Theory: Trait theory with focus on Big Five, vocational interests, comfort theory and definitions of structure and judgment. Method: The study uses a deductive research approach where hypothesis testing is used to test the above listed theories. The study is quantitative and survey method is used. The sample consists of certified auditors from Revisorsnämnden (2015). Result and conclusion: The result indicates that the auditor's personality traits may explain preference for structure and judgment. The study presents a positive significant relationship between auditors that are open and judgment-related tasks, and a negative significant relationship with structured tasks. A positive significant relationship exists between auditors that are conscientious and structured and judgment-related tasks. The study shows that the term comfort is an alternative way to measure preference. Contribution: The study provides a new perspective in the structure and judgment dilemma. The study also gives recruiters within audit companies an understanding in how the personality affects the work of auditors.
Ericksen, Julia A. "Women pursuing nontraditional careers: A social cognitive career theory perspective." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1392656839.
Baptiste, Bronti. "The Relationship Between the Big Five Personality Traits and Authentic Leadership." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4714.
Paschal, Beverly J. "16PF® Traits as Predictors of Emergency Medical Service Worker Tenure." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2226.
Murray, Nicole Anne. "Who gets their hands 'dirty' in the knowledge society? Training for the skilled trades in New Zealand." Lincoln University, 2004. http://hdl.handle.net/10182/1714.
Parris, Sandra A. "Encouragement, Enticement, and/or Deterrent: A Case Study Exploring Female Experience in a Vocational Education (VET) Initiative in Northern England." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26295.
Boigné, Audrey. "Restauration écologique de prairies humides à vocation agricole suite au comblement d'une ballastière en basse vallée de Seine : incidence du type de sol recréé sur les fonctions pédologiques associées et sur la dynamique de colonisation végétale." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR008/document.
In a worldwide context of wetland destruction, a consequence of anthropic activities, ecological restoration of such habitats and their functions has become a societal and ecological issue. The objective of this project is to recreate agriculture-oriented wet grasslands with pedological and floristical properties as similar as possible to typical grasslands destroyed by alluvial materials extraction. The study presented here focuses on the impact of pedological materials, used in the re-creation of four soils, on soil functions and associated floristic processions. The main hypothesis is that re-creation of a soil morphologically similar to the previously destroyed one should drive ecological restoration. The underlying hypothesis is that different local pedological materials inherit their previous physicochemical and biological properties. This should conserve associated pedological functions and favor the return of a floristic procession compatible with agricultural exploitation. The first part is dedicated to the study of carbon storage and denitrification, two wetlands soils functions. These two functions are retained within the four re-created soils two and a half year after gravel-pit filling. Main results highlight functional efficiency levels of tested pedological material inherited from their respective initial topsoil physico-chemical properties. The second part is devoted to the study of mechanisms structuring plant communities. The high contribution of local pedological materials seed bank during the colonization process and its impact on aforementioned mechanisms was highlighted from our monitoring. Despite demonstration of the start of a dynamic trajectory in the four created soils similarity between obtained and target communities never exceeds 50%. Aerial biomass production associated to these communities is comparable to the production in reference wet grasslands in terms of quantity, but not quality. Implementation of management (sowing and mowing) shows biomass production of comparable quality to reference grassland from the first year onwards. The last part focuses on the effect of three soil waterlogging levels on the denitrification process and the response traits of Holcus lanatus, a meadow species. Pedological materials placement in identical waterlogging conditions highlights the importance of denitrifying bacteria communities inheritance on the denitrification process. These experimental conditions also enabled us to highlight the considered species morphological and functional response traits. To conclude and following our monitoring the best compromise for concurrent restoration of soil and vegetation while considering cost-effectiveness needs to account for topsoils origin and history (i.e. management)
Murray, Nicky. "A history of apprenticeship in New Zealand." Lincoln University, 2001. http://hdl.handle.net/10182/1599.
Zwiener, Hanna Sarah. "Essays on the German labor market." Doctoral thesis, Humboldt-Universität zu Berlin, Wirtschaftswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17787.
This thesis comprises three essays, out of which the first two study the phenomenon of worker mobility across occupations in the West German labor market. The first essay studies the causal wage effects of mobility across firms and occupations among graduates from apprenticeship training. Exploiting variation in regional labor market characteristics the instrumental variables estimations indicate that occupation switches within the training firm involve a career progression. For job switches the loss of firm-specific human capital seems to dominate. However, the wage loss does not grow when an occupation switch occurs simultaneously. In light of these results, the second essay in this thesis studies patterns of occupational mobility in West Germany over the period 1982--2008 separately within and across firms. Most importantly, occupational mobility rates across firms have significantly increased since the early 1980s, while within-firm occupational mobility rates have significantly decreased. The essay also assesses potential explanations for these developments, such as demographic change or the relationship between occupational mobility and unemployment. The third essay in this thesis studies the relationship between product market deregulation and labor market outcomes. It exploits the 2003 reform of the German Crafts Code as a natural experiment to study how the abolishment of barriers to firm entry may affect self-employment and dependent employment. Since there are doubts regarding the validity of the identifying assumptions, the results cannot be interpreted causally. Nevertheless, the analysis at least partially corroborates the evidence for a positive reform effect on self-employment documented elsewhere in the literature, while the reform seems not to have had a positive effect on dependent employment in the deregulated crafts occupations.
Ramos, Ângelo Miguel Calmeiro. "The impact of choosing a vocational track on academic performance and college enrollment in Portugal." Master's thesis, 2017. http://hdl.handle.net/10362/22250.
"The second apprenticeship : an exploratory mixed methods study of the transition from tradesperson to teacher." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-03-1999.
Goldberg, Michelle P. "Ideology, policy and the (re)production of labour market inequality : a critical discourse analysis of access to professions and trades /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370874&T=F.
TEAN, TIEN-SZU, and 唐天賜. "The Study of Particpating Motivations Social supports and Performances for Track and Field Athletes among junior, Senior, and Vocational High Schools in Pingtung County." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5av7uy.
美和科技大學
運動與休閒系碩士班
105
This approach is to realize the current situations of track and field athletes from high schools in Pingtung County among motivations, social supports and achievements and to study what the influences between them from comparing the variants according to their various backgrounds .Methods: The numbers of track and field athletes from Pingtung 2017 Union Games of high and elementary schools as N(population).The questionnaire designs for motivations, social support and achievements among athletes from high schools as tools. An effective questionnaire reaches 364 from 480 at total delivery. The statistical analysis from these accumulate data were compared through descriptive statistics, independent sample t test, one-way ANOVA, Post Hoc comparisons in Turkey methods, Pearson Correlation, and Stepwise Regression Procedure.Reults:1.The magnitude of motivations to participate in competition of track and field athletes in high school are capability, stress reliefs, and encouragements subsequently in power.2.The motivations in participation to sports: It shows the greater prominence in male than female at senior high school; the capability refers the prominence to racial differences at junior high school; the changeable training timings are prominences at junior high school in capabilities, stress reliefs, encouragements and holistic rather than encouragements and holistic at senior high school.3.In overall social support: it proves the either gender team group support predominantly at senior high school; the coach and familial support shows the weighting in racial differences at senior high school and also the former in different grades; the familial, team group supports and holistic reaches the prominences in different training duration at junior high school and this only predominate in team group support at senior high school; the length of training years moves to prominences in coach, familial, teacher supports and holistic at senior high school.; the coach support predominates at different best performance.4.The social support is positive correlation to motivation in sports participation.5.The correlation between motivation in participation and the performance is positive in capability at junior high school and is contrary to encouragements at senior high school.6.The social support and performance is positive correlation in coach and teacher supports at junior high school, and the former is likewise at senior high school. Conclusions: The higher in motivation to participation in sports, the better correlation in social supports. According to the results, the scores are both highest at capabilities in motivations to participate and at coach support in social supports from all constitutional factors in this essay. For these results, coach had better to conducting the athletes in skills, fitness knowledge frequently and to encouraging the athletes in positive reinforcement to achieve the sense of success to the athletes, and these will also help to attain the stronger motivation to participate the track and field team group for both genders and the better performances at pending competitions could achieve.
Pei-Chin, Kuo, and 郭珮琴. "A Study on the Relationships between Training Motivation and Training Satisfaction in Track and Field Players of General and Vocational High School in Taoyuan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00096931847078509845.
輔仁大學
體育學系碩士班
100
The purposes of the study were to explore the current state of training motivation and satisfaction of track and field players at vocational high schools in Taoyuan County, to investigate if there exist differences in training motivation and satisfaction based on demographic variables, and to examine the correlation between training motivation and satisfaction. Survey questionnaire was utilized for data collection. Participants were recruited from the players of the 100 School Year County United Athletic Games who were enrolled at vocational high schools in Taoyuan. Descriptive statistics, t tests, one-way ANOVA, and Pearson correlation were used for data analysis. The results were as follows: 1. “Technical needs” was ranked the top dimension for training motivation, followed by “Social needs,” “Achievement needs,” “Health needs,” and “Release needs.” Also, differences were found based on “Years of sports service,” “Training frequency,” and “Type of sports” (p<.05). 2. “Coaching” was ranked the top dimension for satisfaction, followed by “Team relationship” “Personal performance,” “Training content,” and “Facilities and equipment.” Also, differences were found based on “Years of sports service,” “Training frequency,” and “Type of sports” (p<.05). 3. Training motivation and satisfaction were found to be positively correlated (p<.05), indicating that the higher training motivation, the higher satisfaction. 4. Based on the research findings, this study suggested that high school track and field coaches should improve their coaching competence. Furthermore, the authorities should contribute more resources to sports facilities and equipment in order to improve training motivation. Keyword: Training motivation, Satisfaction, Track and Field
Van, de Venter Aletta Maria. "Grade nine learners' experiences of career counselling at school." Diss., 2006. http://hdl.handle.net/10500/1265.
Educational Studies
M. Ed.(Psychology of education)
Louw, M. (Marianne). "A theoretical framework for constructive interpersonal leadership relations in knowledge-based organisations." Thesis, 2018. http://hdl.handle.net/10500/25005.
In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of interpersonal leadership relations (denoting both the dyadic relationship between two leader/followers and the leadership communication taking place in the dyad) in knowledge-based organisational contexts. It is posited that the interpersonal leader-follower dyad (LFD) may be viewed from a systems theory perspective as a system consisting of two system parts (individuals). These individuals are labelled ‘leader/followers’ to emphasise their mutual interdependence, and to indicate that these roles may be interchangeable, based on the knowledge needs in a particular situation (in line with the tenets of shared leadership). The dyadic system is influenced by its environment, the organisational context. However, the primary focus of this study is on interpersonal leadership communication as symbolic interaction between the leader/followers in the LFD. These three systemic levels are represented as major themes in the model resulting from this study: Theme 1 – an organisational environment that supports constructive interpersonal leadership relations (ILR); Theme 2 – symbolic interaction in the LFD; and Theme 3 – personal attributes that enhance ILR. The data were collected from two convenience samples. In-depth, semi-structured interviews were conducted with participants in Sample 1, while questionnaires were used to collect data from Sample 2. In both cases, thematic analysis was used to analyse and interpret the data. The major contribution of the study is the resulting theoretical framework of ILR, which comprises a theoretically based definition of ILR; a generic model of ILR; and current guidelines for fostering constructive ILR in knowledge-based contexts, with reference to the three systemic levels. The following definition was phrased based on the study: Constructive interpersonal leadership relations (ILR) in a knowledge-based organisational context is a dyadic process of symbolic communication between two expert leader/followers who mutually influence each other and share meaning to strengthen their relationship and to collaboratively transfer and apply knowledge to achieve organisational goals. In terms of the environment, it was found that organisational leaders should actively model and promote the following: a collaborative leadership concept, workplace spirituality, cultural inclusivity, and adaptation to advancing communication technologies. Regarding symbolic interaction in the LFD, the following communication practices were found to be central to constructive ILR: active listening, supporting followers as unique individuals, respectful communication, considering followers’ input, facilitating constructive redefinition of the other leader/follower’s self, role-taking (taking the perspective of the other leader/follower’s role), awareness of attribution, conflict management through non-threatening, respectful and preferably face-to-face discussion, facilitating a sense of meaning or purpose at work for the other leader/follower, and fostering constructive relationship properties such as trust. It was found that ILR may produce system outputs into the organisation that contribute to the organisational culture and climate, job performance, employee morale and engagement, and staff retention. Personal attributes were organised into personal values and competencies that support ILR. The most important personal values were identified as honesty, love or supportiveness, respect, relationships or engagement, trust, and professional excellence. Essential competencies were identified as listening skills, emotional communication competencies (particularly self-awareness, self-reflection and attending to others’ emotions), engagement skills, conflict management skills, and multicultural competency (including generational skills).
In hierdie kwalitatiewe studie word ’n teoretiese raamwerk voorgelê vir die verskynsel ‘interpersoonlike leierskapsverhoudings‘ (verwysende na beide die diadiese verhouding tussen twee leier/volgelinge en die leierskapskommunikasie wat in die diade plaasvind) in kennisgebaseerde organisatoriese kontekste. Die uitgangspunt is dat die interpersoonlike leier-volgeling-diade (LVD) vanuit ‘n sisteemteoretiese perspektief beskou kan word as ‘n sisteem wat uit twee sisteemdele (individue) bestaan. Hierdie individue word ‘leier/volgelinge‘ genoem om hulle wedersydse interafhanklikheid te beklemtoon; en om aan te toon dat hierdie rolle uitruilbaar mag wees, afhangende van die kennisbehoeftes in ’n gegewe situasie (met verwysing na die teorie van gedeelde leierskap). As ’n sisteem word die LVD ook deur die omringende omgewing of organisatoriese konteks beïnvloed. Die primêre fokus van hierdie studie is egter op interpersoonlike leierskapskommunikasie as simboliese interaksie tussen die leier/volgelinge in die LVD. Hierdie drie sistemiese vlakke word in hierdie studie deur die hooftemas in die studie verteenwoordig en ook as sulks in die voortvloeiende model uitgebeeld: Tema 1 – ’n organisatoriese omgewing wat konstruktiewe interpersoonlike leierskapsverhoudings (ILV) ondersteun; Tema 2 – simboliese interaksie in die LVD; en Tema 3 – persoonlike eienskappe wat ILV bevorder. Die teoretiese raamwerk van ILV bestaan uit die volgende: ’n teoreties gefundeerde definisie van ILV; ’n generiese model van ILV; en ’n raamwerk van huidige riglyne vir die kweek van konstruktiewe ILV in kennisgebaseerde kontekste, met verwysing na die drie sistemiese vlakke van omgewing, diade en individuele leier/volgelinge. Die volgende definisie is op grond van die navorsingsresultate geformuleer: Konstruktiewe interpersoonlike leierskapsverhoudings (ILV) in ’n kennisgebaseerde organisatoriese konteks is ’n diadiese proses van simboliese kommunikasie tussen twee kundige leier/volgelinge wat mekaar wedersyds beïnvloed en betekenis deel om hulle verhouding te versterk en kennis samewerkend oor te dra en aan te wend om organisatoriese doelwitte te bereik. In terme van die organisatoriese omgewing is bevind dat organisatoriese leiers, veral senior leiers, die volgende aktief moet modelleer en bevorder in die organisasie: ’n samewerkende leierskapskonsep, spiritualiteit in die werkplek, kulturele insluiting, en aanpassing by vooruitgang in kommunikasietegnologie. Met verwysing na simboliese interaksie in die LVD is die volgende praktyke bevind as sentraal tot konstruktiewe ILV: aktiewe luistergedrag, die ondersteuning van volgelinge as unieke individue, respekvolle kommunikasie, die inagneming van volgelinge se insette, die fasilitering van die konstruktiewe herdefiniëring van die ander leier/volgeling se self, rol-inneming (die inneem van die rolperspektief van die ander leier/volgeling), bewustheid van attribusie, die bestuur van konflik deur nie-bedreigende, respekvolle en – waar moontlik – aangesig-tot-aangesig bespreking, die fasilitering van ’n sin van doel of betekenis by die werk vir die ander leier/volgeling, en die kweek van konstruktiewe verhoudingseienskappe (vertroue, uitruilbare leier/volgeling-rolle en wedersydse invloed is geïdentifiseer as belangrik). Dit is ook bevind dat ILV sisteemuitsette in die organisasie mag genereer wat bydra tot die organisatoriese kultuur en klimaat, werkprestasie, werknemers se moreel en betrokkenheid, en personeelbehoud. Persoonlike eienskappe is verdeel in waardes en vaardighede wat ILV ondersteun. Die belangrikste waardes is geïdentifiseer as eerlikheid, liefde, respek, verhoudings, vertroue, en professionele uitnemendheid. Die volgende vaardighede is geïdentifiseer as noodsaaklik: luistervaardighede, emosionele kommunikasievaardighede (met spesifieke verwysing na selfbewussyn, selfrefleksie en aandag aan ander se emosies), betrekkingsvaardighede, konflikbestuursvaardighede, en multi-kulturele vaardighede (wat generasievaardighede insluit). Die date is ingesamel uit twee gerieflikheidsteekproewe. Indiepte-, semi-gestruktureerde onderhoude is gevoer met Steekproef 1 (kundiges op gebiede verwant aan ILV in kennisgebaseerde kontekste), terwyl vraelyste gebruik is om data te verkry by Steekproef 2 (leier/volgelinge in kennisgebaseerde kontekste). Tematiese ontleding is in beide gevalle gebruik om die data te ontleed en te interpreteer.
Kha iyi ngudo ya u tandula ‘qualitative’, ndivho ya ṱhoḓisio yo vha u ṋetshedza mutheo wa thiyori kha sia ḽa vhushaka ha vhurangaphanḓa vhukati ha vhathu (zwine zwa amba vhushaka ha tshumisano vhukati ha vharangaphanḓa/vhatevheli vhavhili na vhudavhidzani kha vhurangaphanḓa vhune ha khou bvelela nga kha tshumisano yeneyo) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho. Zwo sumbedziswa uri tshumisano ya murangaphanḓa-mutevheli vhukati ha vhathu (leader-follower dyad (LFD)) i nga lavheleswa u bva kha sia ḽa sisiṱeme ya thyori sa sisiṱeme ine ya vha na zwipiḓa zwivhili (vhathu). Vhathu avha vha vhidzwa ‘vharangaphanḓa/vhatevheli’ hu u itela u khwaṱhisedza u ḓitika havho nga muṅwe, na u sumbedza uri mishumo iyi i nga imelelana, zwo ḓitika nga ṱhoḓea dza nyimele yeneyo. (zwi tshi tevhedza vhatevheli vha vhurangaphanḓa uvho). Sisiṱeme ya tshumisano i ṱuṱuwedzwa nga nyimele yayo, nyimele ya tshiimiswa. Fhedziha zwa ndeme kha ngudo iyi ndi nga vhudavhidzani ha vhurangaphanḓa vhukati ha vhathu sa tshiga tsha tshumisano vhukati ha vharangaphanḓa/vhatevheli kha LFD. Maga aya mararu a sisisṱeme a imelelwa nga ṱhoho khulwane kha nḓila yo livhisaho kha ngudo iyi: Ṱhoho 1 – mupo/nyimele ya tshiimiswa i ṱuṱuwedzaho vhushaka ha vhurangaphanḓa vhu vhuedzaho vhukati ha vhathu (interpersonal leadership relations (ILR)); Ṱhoho 2 – Tshiga tsha tshumisano kha LFD; na Ṱhoho 3 – Vhuvha ha muthu vhune ha konisa ILR. Data yo kuvhanganywa u bva kha sambula dzine dza vha dza tsinisa. Mbudziso dzo ṱanḓavhuwaho, dzi sa langiho kufhindulele kha vhavhudziswa dzo itwa hu na vhadzheneli kha Sambula ya u thoma (1), ngeno khwesheya dzo shumiswa u kuvhanganya data kha Sambula 2. Kha nyimele dzoṱhe ho shumiswa ṱhaṱhuvho i re na vhushaka na ṱhoho u itela u ṱhaṱhuvha na u ṱalutshedza data. Zwine ngudo iyi ya vhuedza khazwo ndi mvelelo ya mutheo wa thyori wa ILR, ine ya vha na ṱhalutshedzo yo ḓitikaho nga thyori ya ILR, nḓila ya u angaredza ya ILR; na tsumbanḓila dza zwino u itela mbuelo ya ILR kha nyimele yo ḓitikaho nga nḓivho, zwo lavhelesa kha maga a sisiṱeme. Ṱhalutshedzo i tevhelaho yo vhekanywa zwi ḓitika nga ngudo: Vhushaka ha vhurangaphanḓa Vhuvhedzaho vhukati ha vhathu (ILR) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho ndi maitele a tshumisano ya tshiga tsha vhudavhidzani vhukati ha vharangaphanḓa/vhatevheli vha re na nḓivho vhane vha ṱuṱuwedzana na u kovhekana zwine zwa amba u itela u khwaṱhisa vhushaka havho khathihi na u fhirisa na u shumisa nḓivho u itela u zwikelela zwipikwa zwa tshiimiswa. Zwi tshi ya nga nyimele, zwo wanala uri vharangaphanḓa vha tshiimiswa vha tea u vhumba na u ṱuṱuwedza zwi tevhelaho: muhumbulo wa tshumisano kha vhurangaphanḓa, zwa tshimuya mushumoni, u katela zwa mvelele, na u ṱanganedza u shumiswa ha thekhinoḽodzhi ya vhudavhidzani. Maelana na tshumisano nga tshiga kha LFD, maitele a vhudavhidzani a tevhelaho a wanala a one a ndeme kha ILR ire na mbuelo: u thetshelesa nga vhuronwane, u tikedza vhatevheli hu na kupfesesele kwa uri vhathu vho fhambana, vhudavhidzani ha ṱhonifho, u dzhiela nṱha mihumbulo ya vhatevheli, u ṱuṱuwedza u ṱhalutshedza nga nḓila yo fhambanaho i vhuedzaho ya vhaṅwe vharangaphanḓa/vhatevheli vha shumaho u ya nga vhone vhaṋe, u dzhia dzhenelela (u vhona nga nḓila ine vhaṅwe vharangaphanḓa/vhatevheli vha vona ngayo), u tangnedza nḓivho, ndaulo ya phambano nga kha nyambedzano i sa shushedziho, ya ṱhonifho, nga maanḓa nga nyambedzano vhathu vho livhana zwifhaṱuwo, u ṱuṱuwedza nḓivho ya ṱhalutshedzo kana ndivho ya mushumo kha vhaṅwe vharangaphanḓa/vhatevheli, u ṱuṱuwedza zwithu zwi fhaṱaho vhushaka vhu vhuedzaho u fana na u fulufhedzana. Zwo tumbulwa uri ILR i bveledza sisiṱeme ya mvelelo u vha tshiimiswa tshine tsha dzhenelela kha mvelele na vhuḓipfi, kushumele kwa mushumo, u ṱuṱuwedzea na u dzhenelela ha vhashumi, nauri vhashumi vha sa ṱuwe. U ṱanganedzea ha muthu zwo vheekanywa zwi tshi ya nga mikhwa ya muthu ene muṋe na vhukoni zwine zwa tikedza ILR. Mikhwa ya muthu ya ndemesa yo topolwa sa u fulufhedzea, lufuno, ṱhonifho kana u dzhenelela, fulufhelo, na vhukoni kha zwa phurofeshinaḽa. Vhukoni ha ndeme ho sumbedzwa sa vhukoni ha u thetshelesa, vhukoni ha vhudavhidzani ha muhumbulo (nga maanḓa u ḓiḓivha, u ḓilingulula/sedzulusa na u dzhiela nzhele vhuḓipfi ha vhaṅwe vhathu), vhukoni ha u dzhenelela, vhukoni ha ndaulo ya phambano, na vhukoni ha u dzhenelela kha mvelele nnzhi (zwi tshi katela vhukoni ha zwa murafho).
Communication Science
D. Litt. et Phil. (Communication)