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Stylianou, Maria Savvas. "Does executive functioning training improve mentalising ability?" Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441891.
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Van, Zyl Johan Hendrik Combrink. "Executive derailment". Thesis, Stellenbosch : University of Stellenbosch, 2000. http://hdl.handle.net/10019.1/5769.
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Thesis (MBA (Business Management))--University of Stellenbosch, 2000.ENGLISH ABSTRACT: The aim of this study was to investigate the term executive (managerial) derailment. Special reference was given to various research done in the USA at the Centre for Creative Leadership (CCL). Managerial derailment was analysed and the persons most likely to derail identified. Typical indicators for derailment were investigated. The cause for derailment, with special focus on six classical flaws and their intercorrelation, were studied. Preventative measures to combat the phenomenon of derailment were investigated on both individual and organisational levels. Some preventative recommendations were suggested. The state of derailment internationally was studied to ascertain if any time movement occurred. Derailment is still present today, while some of the reasons causing derailment is fading, others increases in strength. Cultural differences between European and North American managers were studied, and no differences were found. This were compared with a survey conducted by the author on 47 modular South African MBA students to determine the state of derailment amongst the respondents. The survey respondents positively confirmed the presence of managerial derailment. Derailment results recorded amongst the pilot group were similar to that documented in literature. Further in-depth study needs to be done to validate the existence of managerial derailment amongst South African managers.
AFRIKAANSE OPSOMMING: Die deel van hierdie studie was om die term bestuursontsporing (managerial derailment) te ondersoek. Spesiale aandag is gegee aan verskeie navorsing gedoen by die Centre for Creative Leadership (CCL) in die VSA. Persone met 'n hoe ontsporingspotensiaal is geidentifiseer tydens die ontleding van die term bestuursontsporing. Tipiese aanwysings vir ontsporing is ondersoek. Ses klassieke oorsake vir ontsporing is nagevors met veral verwysing na interkorrolasies tussen hierdie oorsake. Voorkomende ontsporingsmaatreels met betrekking tot die individu en die organisasie is bestudeer. Veranderinge oor tyd in internasionale bestuursontsporingsnavorsing is ondersoek. Resultate dui, ten spyte van 'n verandering in die redes vir ontsporing, aan dat bestuursontsporing steeds plaasvind. Feitlik geen verskille wat aan kultuur toegeskryf kan word, word in die literatuur vermeld nie. In 'n meningspeiling onder 47 Suid-Afrikaanse modulere MBA studente het die outeur soortgelyke resultate verkry. Bestuursontsporing blyk teenwoordig te wees onder die studiegroep. Die oorsake vir bestuursontsporing van die respondente is bykans dieselfde as wat deur internasionale navorsing aangetoon word. Voordat die gevolgtrekking dat bestuursontsporing teenwoordig is onder Suid-Afrikaanse bestuurders gemaak kan word, word verdere in diepte studie vereis.
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McAdam, Neil James, i mikewood@deakin edu au. "Evolving concepts of leadership and influence in 21st century networking organisations". Deakin University. Bowater School of Management and Marketing, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060706.095346.
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Smith, Daniel Bennett. "Mayoral and gubernatorial leadership a comparison of American chief executives /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1991.Source: Masters Abstracts International, Volume: 45-06, page: 2961. Abstract precedes thesis as 4 preliminary leaves. Typescript. Includes bibliographical references (leaves 135-141).
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Vadnais, Sarah A. "Executive Functioning as a Predictor of College Student Writing Ability". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1639.
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Researchers have found executive functioning (EF) to be important for reading and math performance but have paid less attention to their role in writing. Van Dijk and Kintsch (1983) identified three levels of writing: microstructure, macrostructure, and superstructure. The existing work on EF and writing has several limitations: researchers have primarily focused on microstructural writing in children, studied a limited range of EF, not included measures of self-reported EF to compare to laboratory-/lab-based-based measures of EF and not examined the differential contributions of multiple EF to the different levels of writing. Hence, the purpose of this study was to better understand the differential involvement of various laboratory and self-reported EF across various levels of micro- and macrostructural writing measures in emerging adult writing. Results indicated that inhibition was a significant predictor of microstructural writing, such that working carefully increases the accuracy of spelling and mechanics skills. Working memory was related to microstructural grammar and mechanics sentence formulation, potentially through processing the sentences, mentally manipulating the sentence structure, and recording the response while maintaining the sentence information in mind. Verbal fluency was related to microstructural spelling and grammar and mechanics accuracy, as well as macrostructural essay organization, possibly through the ability to efficiently retrieve knowledge critical to perform these tasks. The main analyses did not yield significant results for macrostructural theme development, likely due to methodological issues, but an exploratory analysis demonstrated that organization and problem solving skills predicted theme development, potentially through the ability to think critically about, and organize, the arguments made. Finally, lab-based EF measures were better predictors of the writing measures than the self-reported EF measure, suggesting that these two methods captured different aspects of EF, and that the lab-based predictors were more appropriate to use with lab-based outcome variables, likely due to their narrower and less environmentally-influenced constructs. The results of this study help inform the factors that contribute to writing skills, and this knowledge can be used to improve the detection of writing difficulties and to target writing interventions.
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Woldesenbet, Kassa. "Top level managers' 'business knowledge' in a transition economy : the case of Ethiopia". Thesis, n.p, 2007. http://ethos.bl.uk/.
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Jankelson, Claire. "An engagement with the phenomenology of leadership". Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/31503.
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The quantity of emerging literature on the subject of leadership testifies to the urgency that is felt in these times for understanding it. The phenomenon of leadership is a subtle one and each author is at pains to justify their particular slant on its nature. This thesis shifts away from trying to find essential qualities of leadership that are generically applicable and instead considers leadership as it is experienced. It therefore examines leadership as a personal phenomenon regardless of the position held. The phenomenon is recognised through the experience of those who are present to its influence. This includes the practitioner, in any role or job, for whom the experience of leadership is necessarily personal and its expression evolving rather than static. I have chosen the method of conversation to identify the presence of such a phenomenon. This provides an expansive format which, because it is a lived experience, provides access to people’s experience of leadership, both their own and that of others’. I have used reflexive and imaginative writing processes to express and develop theory and praxis. Through these means, I have examined leadership as an engagement and used myself as a presence in order to develop insight. The thesis draws on the philosophical tradition of Goethe, Husserl, Bohm and Varela to understand the nature of experience and change; qualitative researchers like Van Manen, Crotty and Reason to develop reflective tools of inquiring; and leadership thinkers such as Senge, Jaworski, Scharmer and Mintzberg to find more vital ways of considering the very human experience of leadership in these times of rapid change. The thesis showcases an evaluation of leadership in a medium-sized industrial organisation in Western Australia. The task of the study was to assess the change in leadership in the whole organisation as a result of management attending a leadership program. For this purpose, phenomenological research methods were used to provide an in-depth and experientially based methodology. Narrative analysis offered the ground for capturing the presence of leadership through expressing the whole spectrum of voices in the organisation. Further, first-person methods brought relational sensitivity and researcher engagement, immersion and leadership. The evaluation resulted in a confronting report that enabled new ways of hearing between management and non-management and the organisation was enabled to take its next steps forward consensually. The study is followed by three exploratory chapters that deal with: How does the ‘new’ get dreamed up?
What are the big issues of leadership that challenge the establishment?
What does change actually imply and why is this so important to leadership?
I protest the flippancy with which organisational consultants and leaders confuse structural change with the change that people really desire. The crystallisation of my exploration into the phenomenon of leadership transpires through a synchronous event. This was a personal experience of leadership. I apply a classical philosophical phenomenological analysis to my story as a narrative. This results in a new theoretical framework which I have called confluential leadership: the interaction of the constellations of synchronicity, clarity of intention and co-creativeness. The appreciation of these influences within one����s role is a meaning-making or enhancing process. This can result in greater engagement with one’s role or perhaps the realisation that one is in the wrong job! The centrality of my own engagement, a feature of the research conducted through this thesis, has resulted in the development of a passion for the subject of leadership and an enthusiasm for the possibilities of advancing and applying many of the ideas introduced. I have found that in order to find leadership, one has to bring leadership and the quality of that intention determines what one finds. Similarly, when leadership is experienced in a workplace, others are influenced to present the best of their own leadership. There is always the possibility for each person to enhance their own experience of leadership to become more integrated, wholesome and passionate about their work. The potentiality of this excites me. Confluential is my own word and is a combination of the words consciousness and influence. It is the conscious influence of the three constellations of synchronicity, clarity of intention and co-creativeness. Each of these has been very specifically defined; their meanings are carefully discussed in the body of the thesis.
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Liang, Jia-Wen. "Relative performance evaluation and product market competition /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061955.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-77). Also available for download via the World Wide Web; free to University of Oregon users.
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Liu, Ying Galen, i 劉穎. "Reading ability and executive functioning of adolescents with high-functioning autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212560.
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Background: Regarding the research on individuals with autism, more focus was on the behavioral and social aspects, whereas relatively limited attention has received in the domain of learning of this population. As the development of assessments in assessing the needs of the population is getting more comprehensive and sophisticated in recent years, there is a trend of increase in the number of children being identified with Autistic Spectrum Disorder (ASD) and were placed in general educational settings and engaged in mainstream academic curricula.
To survive in the mainstream education setting, proficiency in reading is essential. However, there are evidences suggested that people with ASD show difficulties in reading, especially in reading comprehension. Therefore, it would be valuable to investigate the potential factors that might hinder the reading performance of people with ASD and develops corresponding strategies to cater their needs.
In this paper, the role of executive functioning and metacognitive awareness towards reading performance of adolescents with ASD was examined and compared with their typically developing peers, so as to explore the potential factors affecting the reading performance of the group.
Methods: Forty high functioning adolescents with ASD (HFA, aged 12 to 15) and forty matched typically developing (TD) counterparts (aged 12 to 15) participated in this research. There were one main study and one follow-up study. For the main study (Study One), there were three study focuses of investigation. Firstly, it was aimed at investigating the reading performance profile of the two groups (HFA vs TD) and to explore the pattern of reading deficits of students with HFA. Secondly, the EF profile of the two groups was compared to see whether distinct features of impairments were noted in the HFA group. Thirdly, from the results revealed in the profiles on reading performance and EF of the two groups, the association between the impairment of reading performance and the profile of executive dysfunctions was examined, so as to attest the proposition that deficits in EF skills played a role in reading difficulties of individuals with ASD. For the follow-up study (26 participants for the HFA group and 27 participants for the TD group), it was interested to explore the reading metacognitive awareness of the HFA and TD groups, to see whether there was a differentiated pattern on the aspect, and how it might explain the difference in reading performance of the two groups.
Results: For the reading performance, the performance of the two groups was comparable in word reading, reading fluency, word knowledge as well as general knowledge, whereas participants with HFA performed significantly worse than TD peers in reading comprehension and distinct weakness was noted in the ability of inference making and generating novel ideas in the HFA group. For the ability in EF skills, participants with HFA were found to be performed poorer only in the Higher-order EF domain (i.e. self-monitoring and generativity) as compared to the TD group. In which, associations were found between reading comprehension performance and some of the EF skills, suggesting that reading comprehension performance was affected by the proficiency of specific EF skills. Moreover, the follow-up study also highlighted the difference in preferences on repair strategies and reading strategies adopted as well as perceived reading difficulties of the HFA and TD group, which further support the findings of Study One.published_or_final_version
Educational Psychology
Doctoral
Doctor of Psychology
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Ryan, Anna. "Can measures of executive functions and spatial ability predict multitasking performance?" Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144372.
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Recent studies have indicated that individual differences in Executive Functionings (EF) are independent predictors of multitasking performance and mediated by spatial ability. However, these studies lacked multiple measures of EF and their observed effects of spatial processing may have been induced by the nature of the spatial task per se. In this study, participants completed a multitasking session in which they monitored deadlines of four digital clocks running at different rates along with separate measures of EF (inhibition and updating) and spatial ability (mental rotation). Results showed that individual differences in mental rotation and EF were independent predictors of multitasking performance, even when task-specific spatial cues were eliminated. Furthermore, males showed a better multitasking performance than females, and these gender effects were fully mediated by spatial ability. These findings suggest that efficient multitasking involves EF, but that relying on spatial abilities can alleviate cognitive control demands.
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Wong, Sin-man, i 黃倩雯. "Executive functioning of students with high functioning autism". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589689.
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Wang, Hui. "CEO leadership attributes and organizational effectiveness : the role of situational uncertainty and organizational culture /". View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?MGTO%202002%20WANG.
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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2002.Includes bibliographical references (leaves 106-122). Also available in electronic version. Access restricted to campus users.
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Hengartner, Lukas. "Explaining executive pay : the roles of managerial power and complexity /". Wiesbaden : Dt. Univ.-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2862868&prov=M&dok_var=1&dok_ext=htm.
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McInerney, Katalina Fernandez. "Executive Functioning as a Predictor of Hazard Perception Ability in Older Adults". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1437161437.
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Miller, Julie M. J. "Relationship of human figure drawing with executive functioning and achievement /". Online version of thesis, 2007. http://hdl.handle.net/1850/5404.
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Beauchamp, Julie. "An exploration into the vision and visioning activity of leaders /". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84469.
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The concepts of transformational and charismatic leadership have led to a variety of leadership behaviors and practices that seek to enhance followers' motivation to perform beyond expectations, by changing their values, goals, needs and aspirations at work. One such activity, which has gained momentum and interest in recent years, is the dissemination of a vision. This thesis is an attempt to investigate the nature of the visioning process in organizational leadership through theoretical analysis and empirical investigation.An analysis of the visioning process yielded two important components: the visioning activity and the visioning product. Based on this analysis and a review of the existing literature, vision was defined as a product with content and the visioning activity a two-stage process involving vision formulation and vision articulation. Building on these definitions, a number of vision content characteristics and visioning behaviors were examined, leading to theoretical propositions and testable hypotheses.
The empirical test of the proposed theoretical framework was carried out in two studies. Study 1 investigated observers' perceptions of leader behaviors, vision content characteristics and related attributions of vision and visionary leadership. This study was conducted using analyses of biographical and autobiographical accounts. Study 2 sought to replicate the investigation with direct observations from followers of "real-life" organizational leaders.
The empirical test substantiated the importance of distinguishing between the various content characteristics of visions as they relate to attributions of vision and visionary leadership on the part of observers/followers. The empirical results also support the importance of distinguishing between the various components of the visioning activity of leaders as they relate to attributions of vision and visionary leadership on the part of observers/followers. Finally, the results suggest distinct relationships between the attributions of vision/visionary leadership and various effects of the visioning process on followers.
In light of these results, suggestions for future research and implications for leadership practice are discussed.
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Futoran, Dana. "Theory of mind development and executive functioning in elementary school children". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=644.
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Thesis (M.A.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains iv, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 28-35).
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Jankelson, Claire. "An engagement with the phenomenology of leadership". View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/31503.
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Thesis (Ph.D.)-- University of Western Sydney, 2005."A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy, College of Arts, Education and Social Sciences, School of Social Ecology and Lifelong Learning, University of Western Sydney." Includes bibliography.
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Potts, Jennifer. "Investigation of the relationship between executive function and meta-cognitive ability in school children". Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446164.
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Opasanon, Nattaporn. "The relationship between fine motor skill and executive functions in ADHD". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231661.
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Attention deficit and hyperactivity disorder (ADHD) is characterised by a range of behaviours that include excessive motor activity and distractibility. Motor coordination problem is often a feature. It is therefore likely that motor control mechanisms are implicated in ADHD and then executive function associated with it. After a literature review on the correlation between cognition and movement (chapter 1), the novel VSWM (chapter 2) and sequential learning (chapter 3) tasks are introduced. Based on the typical Corsi tapping task, participants were instructed to either move their hand to the stimulus presented on the computer screen or tap the keyboard when they saw it, while trying to remember the location and order of the stimuli. The results suggest that movements deteriorate VSWM in both ADHD and control groups (chapter 2) while they had a tendency to improve learning performance in healthy but not ADHD participants (chapter 3). It was posited that the results from both tasks could have been influenced by differences in the ability to concentrate on the task and difficulty in controlling movements. Two other experiments were used to test this assumption and eliminate any confounds from the memory and learning tasks. The results from chapter 4, which looks at divided attention, indicate a significantly higher response rate in the ADHD compared to the healthy participants, while showing no significant deficit in fine motor but rather on the attentional control (chapter 5) in ADHD participants. These findings are summarised in chapter 6 and discussed in terms of 1) the relationship between movement and cognitive function, 2) the causation of the VSWM deficit in ADHD, and 3) the potential use these tasks may have in a clinical setting as an assessment tool or cognitive training program for people with ADHD.
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Trümpelmann, Inge. "Towards identifying effective leaders : the validity of the wheel as indicator of effective leadership behaviour during organisational change". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53193.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: On the basis of a literature review regarding effective leadership, coping with change and the assessment of effective leadership and coping, this study investigated the use of The Wheel, a free-format, projective technique, which lends itself to a qualitative and quantitative analysis. A group of (N=75) managers, within a large South African engineering organisation, were assessed during organisational change. Human Resource practitioners and supervisors evaluated participants' leadership effectiveness by using a six-point Lickert scale. Overall performance scores were calculated based on a gap analysis between perceived performance and required performance. High, Medium and Low performance groups were identified and compared in terms of The Wheel results. On a quantitative level significant differences were obtained with regards to Overall performance scores and the Number of Segments completed by participants. Furthermore, some of The Wheel constructs correlated with individual performance rating items and also appears to reflect the impact of organisational change on participants' Attitudes, Discrimination and Sense of Control towards key words "My Work". On a qualitative level, the contents of The Wheel profiles indicated themes that may be an indication of different approaches and lor problems experienced respectively by High and Low performance groups during organisational change. The Wheel may thus have predictive validity for assessing leadership effectiveness during organisational change, but due to limitations of this explorative study, further research is recommended.
AFRIKAANSE OPSOMMING: Op grond van 'n literatuurstudie van effektiewe leierskap, hantering van verandering en die meting van effektiewe leierskap en probleemhantering, word die gebruik van The Wheel, 'n projeksietegniek wat kwalitatiewe en kwantitatiewe interpretasie behels, ondersoek. Vervolgens is 'n groep (N=75) bestuurders, vanuit 'n groot Suid-Afrikaanse ingenieurs organisasie, tydens organisatoriese verandering en herstrukturering geëvalueer. Prestasie beoordelings vir elk van die deelnemers is deur menslike hulpbronpraktisyns en supervisors gedoen op grond van 'n ses-punt Lickert skaal. Algehele prestasietellings is vir elke deelnemer bereken op grond van 'n gapingsanalise tussen waargenome prestasie en vereiste prestasie. Hoë, Medium en Lae prestasiegroepe is geïdentifiseer en vergelyk in terme van die The Wheel resultate. Op 'n kwantitatiewe vlak was daar betekenisvolle verskille tussen verskillende prestasiegroepe en die Getal Segmente ingevul deur deelnemers. Sommige van die The Wheel konstrukte het ook betekenisvolle korrelasies getoon met van die prestasiebeoordelingsitems. Die The Wheel resultate het ook die situasionele impak van organisatoriese verandering en herstrukturerinq gereflekteer in terme van deelnemers se Houdings-, Diskriminasie- en Kontroletellings behaal vir sleutelwoorde "My Werk". Op 'n kwalitatiewe vlak dui die inhoud van die The Wheel profiele daarop dat Hoë en Lae prestasiegroepe onderskeidelik verskillende temas meld tydens die vrye assosiasie oefening. Die The Wheel mag belofte inhou vir die met1ng van effektiewe leierskap, maar as gevolg van beperkings in hierdie eksploratiewe-studie. word verdere navorsing aanbeveel.
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Ebrahim, Habiburaghman. "Investigation of the effectiveness of coaching in the development of leadership competencies (emotional intelligence) within BPSA (Pty) Ltd". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/8585.
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Thesis (MBA)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.
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Kennedy, Maureen. "Coaching as a development tool for managerial feedback". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97423.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Giving regular performance feedback for improvement and indicating good performance is essential for individuals to function optimally in the work environment. Managers often avoid the task of giving feedback, especially negative feedback. This avoidant behaviour is manifested in different ways, including delegating the task of giving feedback, suppressing the information which managers believe is negative, avoiding giving feedback or not giving feedback at all. This study was aimed at answering the following questions: What are the factors contributing to the phenomenon of managers’ reluctance to give feedback? What are the factors contributing to the discomfort managers experience when faced with the task of giving feedback? Can coaching, as a development tool, contribute to enhancing managerial skills for executing the task of giving feedback? A qualitative study, using a case study approach, was conducted to determine the experiences, feelings and perceptions of managers when having to engage in giving feedback. The study design comprised individual coaching for participants, followed by semi-structured interviews to evaluate the learnings, changed perceptions and feelings and giving feedback, following the coaching process. The findings provided an in-depth understanding of the managers’ experiences and the contributory factors influencing the manner in which the task of giving feedback was executed. Recommendations were made on how coaching as a development tool can be utilized to enhance managerial skills for the task of giving feedback. Recommendations were made for future studies relating to managers having to engage in giving feedback.
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Rausch, Tessa L. "The effect of Methylphenidate-OROS® on the narrative ability of children with ADHD". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46263.
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Background: The growing number of children diagnosed with attention deficit hyperactivity disorder (ADHD) underscores the importance of the role speech language pathologists play in addressing the language difficulties experienced by this population, including difficulties in narrative production, especially due to the close correlation between narrative performance and academic, as well as social, achievement. Although stimulant medication is the primary method of treatment for children with ADHD and is known to successfully address the behavioural and academic difficulties experienced by this population, few studies have focused on the effect of this medication on language difficulties. The need for speech-language services in the ADHD population is well documented in the literature, but it is not fully understood whether stimulant medication should be regarded as a replacement for, or an essential adjunct to speech language pathology services.
Objectives: The goal of the current study was to investigate the effect of Methylphenidate-OROS® (MPH-OROS®) on the narrative ability of children with ADHD, through the analysis of microstructure and macrostructure elements. Research has shown that children with ADHD experience difficulty in planning, organizing, and monitoring narratives. The current study was based on evidence suggesting that MPH may improve aspects of language production through its effect on the primary symptoms of ADHD. Methods: A multiple single-subject pretest-posttest design was employed to examine the effect of MPH-OROS® on the narrative ability of children with ADHD. Wordless picture books were used to elicit narrative production as these books display the narrative structure valued by story grammar analysis (Stein & Glenn, 1979) while minimising the need for language comprehension and auditory memory capacity (McCabe, Bliss, Barra, & Bennett, 2008). Narratives were obtained from 12 children with ADHD (between the ages of 7 and 13 years). The children were presented with the wordless picture books for preview prior to the production of story narratives. The narratives were recorded and orthographically transcribed. For microstructure, narratives were coded using the Systematic Analysis of Language Transcripts (SALT) (Miller & Iglasias, 2012) coding conventions. Number of words, type-token ratio, and mean length of utterance were determined. For macrostructure, the narratives were analyzed and coded according to the Narrative Scoring Scheme (NSS) (Miller, Andriacchi, DiVall-Rayan, & Lien, 2003) which includes introduction, character development, mental states, referencing, conflict resolution, cohesion, and conclusion as well as a composite score reflecting the child’s overall narrative ability.
Results: The administration of MPH-OROS® had a significant effect on aspects of language macrostructure, namely conflict resolution and cohesion, as well as overall narrative ability, based on the NSS total score. Little effect was noted, however, in microstructure elements. The effect of stimulant medication differed between participants, with particular differences noted in measures of productivity. MPH-OROS® increased productivity in certain participants while decreasing productivity in the remaining participants.
Conclusions: The positive effect of stimulant medication on the macrostructure elements conflict resolution and cohesion as well as overall narrative ability, in the absence of an improvement in microstructure linguistic elements, suggests that the language difficulties experienced by this population may be due to difficulties in executive functions as well as inattention, hyperactivity, and impulsivity, all of which may have a negative impact on early language acquisition. While stimulant medication improves behaviours of attention and concentration, it cannot fully compensate for the poor structural and pragmatic language abilities, and the accompanying cascading effects, associated with the primary symptoms of ADHD. Therefore, a combination of treatments is advocated so as to ensure that children with ADHD are successful in reaching their full potential. In addition, the results highlight the possibility that response to stimulant medication may differ between ADHD-presentations, based on the presence or absence of the hyperactive component of ADHD.Dissertation (MCommunication Pathology)--University of Pretoria, 2014.
tm2015
Speech-Language Pathology and Audiology
MCommunication Pathology
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Booth, Josephine N. "Executive functions and children's reading difficulties : the effects of task modality, cognitive ability and comorbid conditions". Thesis, University of Strathclyde, 2011. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=15494.
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Taylor, Jaimée. "Working memory and reading comprehension: The relationship between central executive functioning and discourse-level reading ability". Thesis, Taylor, Jaimée (2017) Working memory and reading comprehension: The relationship between central executive functioning and discourse-level reading ability. Honours thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/40825/.
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Research has repeatedly demonstrated that a relationship exists between reading comprehension and working memory (WM). However, there are inconsistencies in the literature regarding which executive functions (EFs) of WM contribute to overall reading comprehension ability. This study attempted to address why these inconsistencies exist by investigating to what extent the ability to manipulate, integrate, and update information quickly and efficiently was related to adults’ overall reading comprehension. Fifty-one participants, aged between 18 and 56 years without any cognitive impairments, completed a standardised reading comprehension assessment and a novel computer-based task which assessed propositional-level and discourse-level reading comprehension, respectively. Additionally, participants completed a cognition battery which assessed WM, inhibitory and attentional control, attention, cognitive flexibility and episodic memory. The findings indicated that context (i.e., low, medium and high) had a significant effect on discourse-level reading comprehension ability. This was accompanied by a significant relationship between WM, its central EFs and adults’ propositional-level reading comprehension. Unexpectedly, WM and the EFs did not significantly account for individual differences in discourse-level ability comprehension performance. Moreover, inhibition and attention negatively predicted participants’ discourse-level reading comprehension ability. Sound understanding of the relationship between WM and its central EFs has important practical implications for developing training programs aiming to improve children and adult’s executive skills and academic performance.
Key words: working memory (WM), executive functions (EFs), situation model construction, adults, propositional-level reading comprehension, discourse-level reading comprehension.
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Nkala, Elizabeth Oarabile. "The use of assessment centres as a selection and development tool for executive leaders in the Botswana public service". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5814.
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Organisations worldwide are attempting to identify talent by using various assessment methods to evaluate competencies perceived to be core to the mandate of their organisations. In recent years recruitment and selection of individuals rely on assessment methods deemed to have high validity and reliability. One such assessment method used worldwide to evaluate top management is the assessment centre, commonly referred to as the AC. The main research problem of this study focussed on an evaluation of the extent to which the assessment centre method is effectively used for the selection and development of senior management employees in the public service of Botswana. The main research problem had eight sub-problems which were addressed through the following actions: A comprehensive literature study was conducted to define and establish the purpose of assessment centres. Moreover, the study aimed to establish the international best practice for the administration of the assessment centre as a tool for selection and talent development. Subsequent to the literature study an interview schedule and survey questionnaire were developed based on the literature. The interview schedule was used to obtain information from consultants who provide assessment centre services to the public service. The objective of the questionnaire was to obtain information from the recipients of the service and determine the extent to which that information compares with information obtained from the consultants. The questionnaire was distributed to a randomly selected population. The results of the empirical study were statistically analysed and interpreted and revealed that permanent and deputy permanent secretaries are more aware of the reasons for using the assessment centre method than directors and deputy directors. These senior management employees felt that the assessment centre is an effective tool for selection and development but the results from the assessment centre are not optimally used for development. The study revealed that generally the assessment centre process conducted in the Botswana public service is in line with international best practice of assessment centres. However, there are certain areas that need some improvement for the assessment centre to entirely conform to international best practice. These areas include the implementation of an assessment centre policy and the improvement of feedback and vital information provided to participants prior to the centre. The empirical study also revealed that senior management employees hold the view that many senior officers in the public service do not know the importance of the assessment centre method and are not comfortable to participate in such a centre. The assessment centre method has proven to be an effective tool for evaluating competencies. This is due to its use of multiple techniques, assessors, simulations and exercises. Theory has revealed that the assessment centre has higher validity and reliability than other assessment methods. However, due to the high costs of running assessment centres, some organisations take shortcuts and therefore jeopardise its validity.
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Richter, Jennifer Leslie. "The relationship between biographical information and managerial potential as assessed on a sales management assessment centre". Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17174.
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Bibliography: pages 42-44.Research designed to add to the body of knowledge facilitating the effective management of the human resource in industry has become critical in South Africa at a time when the country is experiencing a shortage of skilled manpower. Assessment centres have long been in use in South Africa as a means of assessing managerial potential. Notwithstanding reports of their predictive validity the process is costly and research pertaining to how managerial potential could be identified at an early stage by less costly means is thus potentially valuable. One such means is biodata, or biographical information, upon which basis the selection of staff has traditionally occurred, in line with the truism that past behaviour is predictive of future success. This study was thus designed to identify the biographical characteristics which distinguish a high managerial potential group from a low managerial potential group, as assessed by an assessment centre.
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Sylwan, Rolando Patricio. "Algumas contribuições experimentais ao problema da habilidade inibitória em tarefas com interrupção sinalizada". Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-26042002-114356/.
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No presente trabalho é apresentado o Teste de Omissões Voluntárias (Square-Skipping Test, SST), uma versão de papel e lápis da tarefa computadorizada do sinal inibitório. Na primeira parte do trabalho, são relatados estudos que utilizaram uma tarefa computadorizada do sinal inibitório com estímulos excitatórios e inibitórios apresentados visualmente em um procedimento lateralizado. As estratégias de esperar o sinal inibitório foram controladas com sucesso mediante o controle "on-line" da estabilidade dos tempos de reação ao sinal excitatório. Um dos objetivos foi elucidar algum possível fator comum subjacente ao desempenho na tarefa do sinal inibitório e no Teste da tarefa Dupla. Os tempos de reação ao sinal inibitório não foram afetados pela lateralização, enquanto que os tempos de reação ao sinal excitatório direito foram os mais rápidos. Esta vantagem, a qual parece envolver especialização hemisférica e comunicação interhemisférica, correlacionou com a perda no desempenho da tarefa de box-crossing quando combinada com a tarefa verbal no Teste da Tarefa Dupla. A diferença Parte B-menos-Parte A do Trail Making Test correlacionou com os tempos de reação simples. Os resultados também sugerem a associação entre o tempo de reação simples e funções executivas. Foi descartada uma assimetria no sentido do deslocamento da atenção entre hemicampos para explicar a vantagem dos tempos de reação ao sinal excitatório direito. O tempo de reação simples parece ser uma medida de capacidade executiva. A comparação do desempenho de adultos idosos e jovens, medido pela tarefa computadorizada, demostrou que o controle inibitório não foi afetado de forma significativa pela idade. Na segunda parte do trabalho, é apresentado o SST, o qual permite obter de forma prática e rápida, medidas da habilidade inibitória e outras capacidades executivas tais como a flexibilidade cognitiva, a atenção concentrada e a velocidade na busca visual. O SST foi validado mediante a comparação com o desempenho na tarefa computadorizada do sinal inibitório. A execução do SST requer marcar com Xs quadradinhos alinhados em um caminho irregular impressos em uma folha A4 (Parte D), sendo que nas Partes A, B e C devem-se omitir alguns quadradinhos indicados. Na terceira tentativa do SST deve ser escrita a seqüência de dígitos 1, 2, 3. A correlação com o teste computadorizado do sinal inibitório sugeriu que o controle inibitório seria medido pela Parte D preenchida com a seqüência de dígitos (Parte D3). A idade não afetou de forma significativa o desempenho na Parte D3. O fator idade parece afetar seletivamente o desempenho nas diferentes partes do SST; p. ex. na Parte A1, que correlacionou com o coeficiente de atenção concentrada do Teste de Toulouse-Pièron. Para evitar os efeitos da prática sobre o desempenho no SST, recomenda-se a execução do Teste da Tarefa Dupla antes da execução do SST, e de preferência na mesma sessão experimental.The present study aims to contribute to the understanding of the inhibitory ability, within the framework of the neuropsychology. The objective was to develop a paper-and-pencil test to assess the ability to stop an action in a simple and rapid way. A computerized stop signal task was used to validate the test. In the first part of this work, studies that involved the computerized stop signal task are presented. The result of these studies allowed to raise some theoretical issues. The paper-and-pencil test is presented in the second part of this work. In the Experiment 1 the aim was to control experimentally the strategy of waiting for the stop-signal on a lateralized stop signal task, by means of an algorithm, which controlled, on-line, the variation of response latencies for the go-signal (GSRT). Thirty-four healthy volunteers participated in this study. The GRST of the group that performed the task without the algorithm were significantly higher than the GSRT of the group that performed the task with the algorithm, whereas the stop-signal reaction times did not reach significant differences between groups. This procedure provided more stable reaction times throughout the task, and shifted the probability of responding on stop-trials from 0.364 to 0.479. The Experiment 2 studied the relationship between reaction time, laterality, and executive functions were examined by employing two computerized tasks with lateralized visual stimuli. Simple reaction time (SRT) was correlated with the Part B-minus-A difference of Trail Making Test (TMT). No significant difference was found between left and right SRT. Reaction times for left go-signals of the Stop-task were longer than reaction times for right go-signals. The ratio of left go-signal-minus left SRT to right go-signal-minus-right SRT was correlated with the loss in the visuospatial component when it was combined with a concurrent verbal task in the Dual-Task Test. Results suggest association between SRT and executive functions, and the involvement of hemispheric specialization and interhemispheric transfer in both, the stop signal task and the Dual-Tasks Test. Results from Experiment 3 permit to discard the possibility that the observed right visual field advantage observed was due to the orienting of attention across hemifields. The left GSRT were significantly slower than right GSRT. The right GRST advantage was not due to an attentional shift between left and right visual hemifields. In the Experiment 4, the stopping ability of older people in the computerized stop task was explored. There were no significant differences between the stopping ability of older and younger adults. The Square-skipping Test (SST) a paper-an-pencil version of the stop signal computerized task. is described in the second part of this study. The SST is divided in four parts. The effect of the administration of the different parts of the SST was studied in Experiment 5. The results allow for the use of the four parts in the same trial, since there was no effect of order of administration. In Experiment 6 it was studied the effect of placing a digit sequence on the third trial of the test, instead of the Xs. It seems that a greater degree on the inhibitory ability is necessary to perform the task with the sequence "1, 2, 3", than with the sequence "3, 2, 1". Thus, the sequence "1, 2, 3" was used in the final version of the SST. The practice effects of the Dual-Task Test on the SST was studied in Experiment 7. The interaction Group x Trial showed a general decrease on the performance of participants without previous practice in the Dual-task Test, contrasting with the performance of participants with within-session practice, which showed a clear digit sequence load effect. The aim of Experiment 8 was to know possible aging effects in the performance of SST. A general decrease was observed in the performance of older adults compared with performance of young adults; the interaction Group x Trial showed that the slope of the curves were different. The performance in SST is significantly affected by age. Performance in SST correlated with performance in the stop signal and the SRT tasks, respectively. Performance in SST also correlates with TMT, with the visuospatial component of the mu index of the Dual-task and with the attention coefficient of the Toulouse-Pièron Test. The best predictor of the stopping ability was the performance on the Part D with the digit sequence (Part D3). Thus, SST seems to be a useful neuropsychological tool for the assessment of several executive functions, including the stopping ability, mental flexibility, speed for visual search and focused attention.
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Rybanska, Veronika. "Ritual in development : improving children's ability to delay gratification". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:36c2e04a-1d99-4147-b693-b6a3d3b1c085.
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To be accepted into social groups, individuals must internalise and reproduce appropriate group conventions, such as rituals. The high fidelity copying of such rigid and socially stipulated behavioural sequences places heavy demands on executive function abilities. Given previous research showing that challenging executive functioning also improves it, it was hypothesised that prolonged engagement in ritualistic behaviours would improve executive functioning in children, in turn improving their ability to delay gratification. A three month circle-time-games intervention with primary school children in two contrasting cultural environments (Slovakia and Vanuatu) was conducted. In both environments we found the intervention improved children's executive function and in turn their ability to delay gratification. Moreover, these effects were amplified when the intervention task was imbued with ritual, rather than instrumental, cues. The findings presented in this thesis have potentially far-reaching implications for child-rearing and educational practices, suggesting ritual participation may be necessary for the cultivation of future mindedness.
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Mayer, Carolina Patricia. "The evolutionary origins of executive functions : behavioural control in humans and chimpanzees". Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/10494.
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Executive functions (EFs) are a set of cognitive operations, including working memory, inhibitory control and attention shifting, that underpin accurate, flexible and coordinated behaviour in many problem-solving contexts. While it seems likely that humans surpass nonhuman animals in EFs, previous research into the evolutionary origins of EFs is limited and lacks systematic comparisons of EFs in human and nonhuman animals. In this thesis, I aimed to overcome these limitations by developing a test battery to study EFs in our closest primate relative, the chimpanzee. Using an individual differences approach, I investigated the performance of 19 chimpanzees on several EF tasks and extracted two factors in an exploratory factor analysis accounting for 70.9 % of the variability. The two measures of working memory loaded onto one factor, suggesting that a common cognitive process underlay performance on both tasks. This factor could be clearly differentiated from a well-established measure of attention shifting, loading onto a second factor. In addition, the measures of inhibitory control did not contribute to a unique factor. Intriguingly, the emerging structure of separable EF processes, paralleled the EF structure suggested for human adults (Miyake et al, 2012). The subsequent comparison of a sub-sample of chimpanzees (n = 12; excluding aged individuals), pre-schoolers (n = 36) and undergraduates (n = 16) on two selected EF tests revealed impressive EF capacities of chimpanzees. Chimpanzees could deal with interference in working memory at levels comparable to four and five year-olds. Additionally, the ability of chimpanzees to shift attention was not significantly different from four year-olds; however, five- year-olds outperformed their primate relatives. My work suggests that important aspects of EFs are shared between humans and chimpanzees; while performance differences in EFs emerge late in human ontogeny. The implications of my results for theories on human cognitive evolution are discussed.
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Hill, Hayden Clee. "Assessing ecological intelligence and behaviours in organisations". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/8284.
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The earth has been undergoing a process of global warming and climate change for a period exceeding 100 years. These two occurrences have had many adverse effects on the sustainability of the environment as well as on humans and organisations. The direct cause of global warming and climate change, including the consequential negative ramifications, are due to humans use of natural resources mostly in the form of the consumption of products and services. Organisations are regarded as the largest consumers of products and services within society and as a result are responsible for the major contributions made to global warming and climate change. In order to rectify the negative impact made by organisations in terms of their ecological behaviour and ensure organisational sustainability theory, stipulates that a behavioural change within leadership is required. Ecologically intelligent leaders who hold an affirmation of an ecological worldview and enact pro-ecological behaviours are pivotal to the proliferation of ecological leadership and a subsequent rise in organisational pro-ecological behaviour, towards a sustainable future. On the basis of the above mentioned statements, gained from various literature, a conceptual model was formed and an exploratory research study undertaken to substantiate the presence of correlational or causal relationships between a leader’s ecological intelligence with the enactment of ecological leadership and organisational pro-ecological behaviour. The sample consisted of 42 respondents who occupied positions of leadership within organisations that were members of the Southern African Association for Energy Efficiency. The findings provide substantiating evidence of the presence of ecological intelligence within leadership, the enactment of ecological leadership as well as organisational pro-ecological behaviour. Furthermore significant correlational relationships exist between ecological leadership and organisational pro-ecological behaviour. There is also substantiating indication that the enablers of a leader’s ecological intelligence, an affirmation of an ecological worldview and pro-ecological behaviour, facilitate the outcome of organisational pro-ecological behaviour.
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Miller, Stephanie E. "Labeling and representation in a multistep multilocation search task with 2.5- to 3-year-old children". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1460MillerS/umi-uncg-1460.pdf.
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Thesis (M.A.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Stuart Marcovitch; submitted to the Dept. of Psychology. Includes bibliographical references (p. 44-48).
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Loubser, Michiel Pieter. "Die identifisering en evaluering van bestuursuksesdimensies op verskillende bestuursvlakke". Thesis, Stellenbosch : Stellenbosch University, 1993. http://hdl.handle.net/10019.1/57918.
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Tshingombe, Tshibangu Caleb. "Leadership styles commonly applied by managers to motivate subordinates to perform : a survey of managers' perception at a University of Technology in the Western Cape". Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2707.
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Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2018.This research focuses on the leadership styles that motivate subordinates to perform. Leadership is one of the most important keys that bring success, balance and direction in different organizations. Leaders who exploit efficiency begin by understanding leadership styles. The contingency leadership style derives its credibility from a behavioral approach. Leadership style is an important determinant that stimulates and increases motivation among employees. Employee reactions to management typically depend on employee characteristics as well as executive characteristics. Leadership style is a character or behavior that leaders adopt in order to influence their employees in the environments in which they exercise their power (Hersey et al, 2001: 52). There are different perspectives on how and what needs to be done by a leader to motivate subordinates to function well. Others suggest that transformational leadership is the answer, while some research results identify transactional leadership as the best style for tasks to be accomplished. On the other hand, leadership cannot be studied to the exclusion of follow-up, since followers play a role in the effectiveness of a leader. Projects are characterized by the use of teams to execute tasks, and teams are a complex structure requiring an understanding of their dynamics. This research seeks to establish generic leadership styles that can motivate teams to perform. It is estimated that 47% to 54% of projects are not completed on time, what style of leadership is needed to improve project performance?
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Fujita, Nao. "An Anglo-Japanese cross-cultural study of children's theory of mind and executive function and caregiver characteristics". Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648824.
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Kerr, Roberta Ellen Kerr. "Evaluation of the Ability for Children ages 5-11 Years Old to Brush Their Teeth Effectively". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497166437539908.
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Du, Rand Jean. "The feasibility of transformational leadership training and development in South Africa". Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52527.
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Thesis (MA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The 1990s were characterised by a process of rapid political change in South Africa, which resulted in a period of transition in the economic and social spheres of this society. South Africans need to adapt to the shift in political leadership as well the rapid rate of technological innovation globally. Leadership theory has evolved from more traditional approaches such as the trait approach and behavioural approach to more recent theories such as situational leadership theories, leader-follower exchange theories and leadership decision-making theories. The recent trends in the field of Industrial Psychology lead to a more comprehensive and all-inclusive theory of leadership, namely transformational leadership. South Africa needs transformational leaders to drive and manage the change process. From the literature study it is evident that there is a need for transformational leadership training and development in South Africa. Therefore the main goal of this study was to determine the feasibility of transformational leadership training and development in South Africa. The main problem is divided into four sub-problems. In order to develop South African managers into transformational leaders, it is important that a need for transformational leadership training exists. Therefore the first subproblem is concerned with the need for the development of transformational leadership skills in South African leaders. The data of all South African leaders (7,563 cases) that were rated on Form 5X of the Multi-factor-Leadership Questionnaire (instrument measuring transformational leadership) was obtained from Productivity Development Pty. (Ltd.). This data was generated from March 1995 to June 1999. Firstly, the Ideal Theoretical Leadership Profile is compared to the total South African sample (N=7563). Secondly, leaders who performed effectively in the world of work were extracted from the total South African sample and were compared to the rest of the South African sample. Thus the Ideal Effectiveness Leadership Profile (N=657) is compared to the rest of the South African sample (N=6906). In both instances the profiles of the South African sample resembles the two ideal leadership profiles. The fact that the South African leaders scored well below the norms of the two ideal profiles on transformational leadership dimensions indicates that there is a need for the development of transformational leaders in South Africa. Thirdly, the t-test is utilised in order to compare the total South African sample (N=7,443) to an international sample (N=2080). The South African sample scored significantly higher on transformational leadership scales than their international counterparts. This indicates that South African leaders compare well to international standards regarding transformational leadership Once it was assessed that there is a need for South African leaders to be developed as transformational leaders, it was important to determine whether the Multi-factor Leadership Questionnaire (MLQ) is a valid instrument for measuring transformational leadership in South Africa. Transformational leadership training and development can not be managed in South Africa unless it can be measured. Therefore the second subproblem was concerned with the construct validity of the MLQ in South Africa. Confirmatory factor analysis was utilised in order to assess the construct validity of the MLQ on 7563 cases. The final first-order analysis indicated that there is not conclusive evidence for the 8-factor structure in the South African context. More comprehensive research is needed in order to prove the validity of the MLQ beyond reasonable doubt in the South African context. After the conclusion was reached that transformational leadership training is needed in South Africa, it was decided to investigate the practical implementation of transformational leadership training in South Africa. In order to investigate the practical implementation of transformational leadership training, high-level managers trained at the Graduate School of Business, University of Stellenbosch (USB) were assessed as a microcosm of the larger South African sample. The USB group (N=120) was compared by means of t-tests to two other groups, namely the rest of the South African sample (N=7443) and an international sample (N=2080). The third sub-problem was thus concerned whether the USB group was a select group. The USB group scored significantly higher on all of the individual transformational factors than the two other groups. The results suggest that the USB is a select group. Once it was concluded that the USB group was a select group, they were tested on Kirkpatrick's reaction level of evaluation in order to determine whether they benefited from the course, although their MLQ scores reflected that they were already acting in a transformational manner. The fourth sub-problem was thus concerned with evaluating the reactions of the USB group towards the Full Range Leadership Programme. Overall the participants (N=46) gave a positive reaction towards the programme. Although the USB group can be classified as a select group, participants believed that the programme was of practical use. This substantiates the argument that there is a need for developing transformational leaders. The results indicate that transformational leadership training and development is feasible in South Africa. Finally, on the basis of the results of this study, conclusions and recommendations are made for future research.
AFRIKAANSE OPSOMMING: Die negentigerjare word gekenmerk deur 'n proses van snelle politieke verandering in die Suid-Afrikaanse samelewing, wat In oorgangsperiode in die ekonomiese en sosiale sektore ingewy het. Dit is noodsaaklik dat Suid-Afrikaners aanpas by die veranderinge in politieke leierskap, asook by tegnologiese vooruitgang. Die leierskapsteorie, wat vroeër bestaan het uit die meer tradisionele benaderings soos die karaktertrek- en die gedragsbenadering, het gestalte gekry in meer onlangse teorieë. Hierdie teorieë sluit in die gebeurlikheids-, leier-volgeling-uitruilings- asook die leierskapsbesluitnemingsbenaderings. Die huidige neiging binne die wêreld van die Bedryfsielkunde is In meer omvattende en alles-inklusiewe benadering ten opsigte van die leierskapsteorie, naamlik transformasieleierskap. Suid-Afrika benodig transformasieleiers om die proses van verandering aan te dryf en te bestuur. Uit die literatuurstudie is dit duidelik dat daar 'n behoefte is aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika. Vervolgens is ~die hoofdoel van hierdie studie om die praktiese uitvoerbaarheid van transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika te bepaal. Die hoofprobleem word in vier sub-probleme verdeel. Daar word van die standpunt uitgegaan dat dit belangrik is om die transformasieleierskapsvaardighede van Suid-Afrikaanse bestuurders te ontwikkel. Die eerste sub-probleem fokus op die behoefte van Suid-Afrikaanse bestuurders aan opleiding in transformasieleierskap. Die data is ingesamel van alle Suid-Afrikaanse leiers (7,563 proefpersone) wat op die Multi-faktor Leierskapsvraelysvorm 5X (instrument wat transformasieleierskap meet) beoordeel is. Hierdie data is deur Productivity Development (Pty) Ltd beskikbaar gestel, en is vanaf Maart 1995 tot Junie 1999 ingesamel. Eerstens is die Ideale Teoretiese Leierskapsprofiel vergelyk met die leierskapsprofiel van die totale Suid-Afrikaanse steekproef (N=7,563). Tweedens is leiers wat effektief in die praktyk funksioneer, die Ideale Effektiwiteit Leierskapsprofiel (N=657), onttrek van die totale Suid-Afrikaanse steekproef en vergelyk met die res van die Suid-Afrikaanse steekproef (N=6,906). In beide gevalle is daar 'n verwantskap gevind tussen die Suid-Afrikaanse steekproef en die twee ideale leierskapsprofiele. Derdens is daar van 'n t-toets gebruik gemaak om die res van die Suid-Afrikaanse steekproef (N=7,443) met In internasionale steekproef te vergelyk. Die Suid-Afrikaanse steekproef het beduidend hoër tellings as die internasionale steekproef op alle transformasieskale behaal. Hiervolgens voldoen die Suid-Afrikaanse steekproef aan internasionale standaarde ten opsigte van transformasievaardighede. Nadat vasgestel is dat daar 'n behoefte bestaan aan transformasieleierskap-opleiding in Suid-Afrika, is daar ook besluit om die geldigheid van die Multi-faktor Leierskapsvraelys (MLO) onder Suid-Afrikaanse omstandighede te ondersoek. Transformasieleierskapopleiding en -ontwikkeling in Suid-Afrika kan nie bestuur word tensy dit akkuraat gemeet word nie. Daarom fokus die tweede sub-probleem op die konstrukgeldigheid van die MLO onder Suid-Afrikaanse omstandighede. Daar is van bevestigende faktor-ontleding gebruik gemaak om die konstrukgeldigheid van die MLO by 7,563 proefpersone te bepaal. Die 8-faktorpatroon lewer nie voldoende bewys dat die MLO weloor 'n mate van konstrukgeldigheid onder Suid-Afrikaanse omstandighede beskik nie. Nog in-diepte navorsing word benodig om bo redelike twyfel die geldigheid van die MLO onder Suid-Afrikaanse omstandighede te bevestig. Nadat tot die gevolgtrekking gekom is dat daar 'n behoefte aan opleiding in tranformasievaardighede bestaan, is die praktiese implementering van transformasieleierskap-opleiding in Suid-Afrika ondersoek. Vir hierdie doel is hoëvlakbestuurders, wat opgelei is by die Nagraadse Bestuurskool aan die Universiteit van Stellenbosch (USB), ondersoek as 'n mikrokosmos van die groter Suid-Afrikaanse steekproef. Die USB-groep (N=120) is deur middel van t-toetse met die res van die Suid-Afrikaanse groep (N=7,443) en 'n internasionale steekproef (N=2,080) vergelyk. By die derde sub-probleem moes bepaal word of die USB-groep 'n uitgelese groep is. Dié groep het beduidend hoër tellings by al die afsonderlike transformasiefaktore as die ander twee groepe behaal. Die gevolgtrekking kan dus gemaak word dat die USB-groep wel uitgelese is. Hierna is die groep gemeet aan Kirkpatrick se reaksievlak. By die vierde sub-probleem is die USB-groep se reaksie ten opsigte van die "Full Range Leadership Programme" geëvalueer. Oor die algemeen het respondente (N=46) 'n positiewe reaksie teenoor die program getoon. Die USB-groep het die program as betekenisvol beskou, en alhoewel hulle 'n geselekteerde groep is, dui dit aan dat daar tog onder hulle 'n behoefte is aan opleiding in transformasievaardighede van Suid- Afrikaanse bestuurders. Die resultate dui aan dat daar onder bestuurslui in die algemeen 'n behoefte aan transformasieleierskap-opleiding en -ontwikkeling in Suid-Afrika is. Ten slotte is gevolgtrekkings en aanbevelings wat op die resultate van die studie gebaseer is, vir toekomstige navorsing gemaak.
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Panganiban, April Rose. "Task load and evaluative stress in a multiple UAV control simulation: The protective effect of executive functioning ability". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378215257.
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Quezada-Broeder, George Osvaldo David. "Leading individuals in creative work contexts : explaining the effectiveness of transformational leadership and exploring the role organisation climate /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19344.pdf.
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Weerakit, Naree. "Leadership competencies required for future hotel general managers' success in Thailand". online access from Digital Dissertation Consortium, 2007. http://digital.library.okstate.edu/etd/umi-okstate-2200.pdf.
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Loe, Bao Sheng. "The effectiveness of automatic item generation for the development of cognitive ability tests". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/289990.
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Research has shown that the increased use of computer-based testing has brought about new challenges. With the ease of online test administration, a large number of items are necessary to maintain the item bank and minimise the exposure rate. However, the traditional item development process is time-consuming and costly. Thus, alternative ways of creating items are necessary to improve the item development process. Automatic Item Generation (AIG) is an effective method in generating items rapidly and efficiently. AIG uses algorithms to create questions for testing purposes. However, many of these generators are in the closed form, available only to the selected few. There is a lack of open source, publicly available generators that researchers can utilise to study AIG in greater depth and to generate items for their research. Furthermore, research has indicated that AIG is far from being understood, and more research into its methodology and the psychometric properties of the items created by the generators are needed for it to be used effectively. The studies conducted in this thesis have achieved the following: 1) Five open source item generators were created, and the items were evaluated and validated. 2) Empirical evidence showed that using a weak theory approach to develop item generators was just as credible as using a strong theory approach, even though they are theoretically distinct. 3) The psychometric properties of the generated items were estimated using various IRT models to assess the impact of the template features used to create the items. 4) Joint responses and response time modelling was employed to provide new insights into cognitive processes that go beyond those obtained by typical IRT models. This thesis suggests that AIG provides a tangible solution for improving the item development process for content generation and reducing the procedural cost of generating a large number of items, with the possibility of a unified approach towards test administration (i.e. adaptive item generation). Nonetheless, this thesis focused on rule-based algorithms. The application of other forms of item generation methods and the potential for measuring the intelligence of artificial general intelligence (AGI) is discussed in the final chapter, proposing that the use of AIG techniques create new opportunities as well as challenges for researchers that will redefine the assessment of intelligence.
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Ackerman, John P. "Associations between early relationship adversity, executive functioning, and behavioral self-regulation among adopted youth". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.38 Mb., p, 2006. http://proquest.umi.com/pqdlink?did=1176551251&Fmt=7&clientId=79356&RQT=309&VName=PQD.
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Dennison, Colleen Beth, i Bernard M. Bass. "Development of an in-basket exercise designed to measure potential leadership skills by Coleen Beth Dennison". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2769.
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This research is to develop in-basket work samples to measure an individual's willingness and ability to display behaviors that are often associated with successful leadership in organizations as described by Bass.
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Darley, Sharon Delores. "Comparing Three Forms of External Structure for the Ability to Increase Executive Functioning in Preschoolers on the Autism Spectrum". Thesis, Piedmont College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196536.
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Individuals with autism spectrum disorder (ASD) have a noted deficit in executive function which concurrently employs multiple systems in the brain to complete complex tasks. Executive function skills begin developing around the age of four years and continue developing throughout life, potentially impacting the entire life span of an individual. Service providers need cost effective and efficient strategies to address executive functioning disorders in preschoolers with ASD in typical educational settings by school personnel. Using a multiple baseline design across behaviors, this research compares the use of Power Cards, video modeling, and Social Stories™ to: 1) teach early executive function behaviors; 2) generalize behaviors to a Pre-Kindergarten setting; and 3) maintain the behaviors after one and two months following the withdrawal of intervention materials. Results indicate all three strategies were effective in increasing executive function behaviors, although the strength of the strategies varied among the five preschoolers who participated. Three of five students were able to generalize the behaviors when instructed utilizing Power Cards and video modeling, while two of five were able to generalize to the new setting after instruction using Social Stories™. Maintenance results proved to stratify the efficacy of the strategies showing four of five students maintained above intervention levels after instruction using Social Stories™, three of five maintained utilizing video modeling and zero of five students maintained following the Power Card strategy.
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Passon, Shannon Reeves Jennifer. "Moving up or moving out new job demands, ability to cope and burnout among television news producers and executive producers /". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6536.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 20, 2009). Thesis advisor: Jennifer Reeves. Includes bibliographical references.
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Mitchell, Debora R. D. "The effects of assessment center feedback on employee development". Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/29848.
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Le, Roux Emezia. "The validity of the assessment centre in predicting managerial performance of business development managers". Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03172005-110824.
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Carvalho, Janessa O. "Emotion and Executive Functioning: The Effect of Normal Mood States on Fluency Tasks". Connect to this title, 2008. http://scholarworks.umass.edu/theses/121/.
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Depape, Anne-Marie R. "Musical expertise, bilingualism and executive functioning /". 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31986.
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Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 60-70). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31986