Promoting leader integrity through the human resource management value chain
- Authors: De Villiers, Bridget
- Date: 2020
- Subjects: Leadership -- South Africa , Leadership -- South Africa -- Moral and ethical aspects Business ethics Professional ethics Personnel management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/50469 , vital:42197
- Description: Ethical breaches in the public and private sector in South Africa are prevalent and the effects thereof pervasive on the economy and within broader society. These ethical breaches include corruption, bribery, and the mismanagement of resources and may be attributed to poor decision-making on the part of organisational leaders. The complexity of the circumstances in which organisations operate in the 21st century requires that leaders effectively navigate moral dilemmas while considering the broad range of interests represented by many organisational stakeholders. Leaders need to act in a manner that is ethically sound to avoid the negative consequences associated with unethical organisational conduct, including a loss of profit, credibility and reputation. Ethical leadership is central to moral organisational governance, as compliance with rules and regulations alone is ineffective in building and sustaining an ethical organisation. Literature points to the centrality of leader integrity to the notion of ethical leadership and that an ethical organisational culture is sustained by leaders who possess integrity. In promoting leader integrity studies highlight management interventions and organisational success factors that promote an ethical organisation. Within the context of this study these management interventions and success factors were identified as promoting leader integrity. Further, the literature identified the important role of leaders in supporting these interventions and creating the conditions necessary to foster the success factors. These management interventions are offered through and the success factors are linked to the human resource management value chain. The main aim of this study was to explore the promotion of leader integrity through the human resource management value chain in South African organisations. The main aim of the study led to the development of several theoretical and empirical sub-objectives that were addressed through the following actions: A literature study was conducted examining the nature of ethical leadership and leader integrity and included a consideration of the dark side of leadership. The literature was further examined in relation to the nature of an ethical organisation and organisational integrity, the role of the leader in promoting an ethical organisational culture, and regarding the management interventions and success factors that were seen to promote leader integrity. The insights gained from the literature review assisted in the compilation of a survey questionnaire, this being the Management Interventions and Success Factors Scale. This scale, together with an existing scale, The Perceived Leader Integrity Scale (version 1.2), were used in the empirical study to determine the perceptions of employees as to whether specific management interventions and success factors were seen to promote leader integrity, and the extent to which their managers were seen to act with integrity. These employees worked in the public and private sectors across South Africa, and a final sample size of 606 respondents was achieved. The empirical results of the study revealed that management interventions and success factors were seen to promote leader integrity. However, due to high levels of inconsistency in the responses received it was recommended that a clearer link needs to be created in terms of how the success factors and interventions promote leader integrity. The empirical study further revealed that South African leaders were seen to act with integrity, more especially not to engage in acts of extreme negative deviance such as theft or sabotage, but that there was room for improvement as there were employees who reported moderate and low levels of integrity among their managers. Together with the literature review the empirical study contributed towards the development of a model and a framework for the promotion of leader integrity across the HRM value chain. South African leaders have a crucial role to play in promoting not only the moral fibre of the organisations that they represent, but also in contributing positively to moral regeneration at both a national and a global level through effective and integrity-based organisational governance. This is achieved through adopting an integrated, strategic and holistic approach to the promotion of leader integrity as proposed in this study.
- Full Text:
- Date Issued: 2020
- Authors: De Villiers, Bridget
- Date: 2020
- Subjects: Leadership -- South Africa , Leadership -- South Africa -- Moral and ethical aspects Business ethics Professional ethics Personnel management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/50469 , vital:42197
- Description: Ethical breaches in the public and private sector in South Africa are prevalent and the effects thereof pervasive on the economy and within broader society. These ethical breaches include corruption, bribery, and the mismanagement of resources and may be attributed to poor decision-making on the part of organisational leaders. The complexity of the circumstances in which organisations operate in the 21st century requires that leaders effectively navigate moral dilemmas while considering the broad range of interests represented by many organisational stakeholders. Leaders need to act in a manner that is ethically sound to avoid the negative consequences associated with unethical organisational conduct, including a loss of profit, credibility and reputation. Ethical leadership is central to moral organisational governance, as compliance with rules and regulations alone is ineffective in building and sustaining an ethical organisation. Literature points to the centrality of leader integrity to the notion of ethical leadership and that an ethical organisational culture is sustained by leaders who possess integrity. In promoting leader integrity studies highlight management interventions and organisational success factors that promote an ethical organisation. Within the context of this study these management interventions and success factors were identified as promoting leader integrity. Further, the literature identified the important role of leaders in supporting these interventions and creating the conditions necessary to foster the success factors. These management interventions are offered through and the success factors are linked to the human resource management value chain. The main aim of this study was to explore the promotion of leader integrity through the human resource management value chain in South African organisations. The main aim of the study led to the development of several theoretical and empirical sub-objectives that were addressed through the following actions: A literature study was conducted examining the nature of ethical leadership and leader integrity and included a consideration of the dark side of leadership. The literature was further examined in relation to the nature of an ethical organisation and organisational integrity, the role of the leader in promoting an ethical organisational culture, and regarding the management interventions and success factors that were seen to promote leader integrity. The insights gained from the literature review assisted in the compilation of a survey questionnaire, this being the Management Interventions and Success Factors Scale. This scale, together with an existing scale, The Perceived Leader Integrity Scale (version 1.2), were used in the empirical study to determine the perceptions of employees as to whether specific management interventions and success factors were seen to promote leader integrity, and the extent to which their managers were seen to act with integrity. These employees worked in the public and private sectors across South Africa, and a final sample size of 606 respondents was achieved. The empirical results of the study revealed that management interventions and success factors were seen to promote leader integrity. However, due to high levels of inconsistency in the responses received it was recommended that a clearer link needs to be created in terms of how the success factors and interventions promote leader integrity. The empirical study further revealed that South African leaders were seen to act with integrity, more especially not to engage in acts of extreme negative deviance such as theft or sabotage, but that there was room for improvement as there were employees who reported moderate and low levels of integrity among their managers. Together with the literature review the empirical study contributed towards the development of a model and a framework for the promotion of leader integrity across the HRM value chain. South African leaders have a crucial role to play in promoting not only the moral fibre of the organisations that they represent, but also in contributing positively to moral regeneration at both a national and a global level through effective and integrity-based organisational governance. This is achieved through adopting an integrated, strategic and holistic approach to the promotion of leader integrity as proposed in this study.
- Full Text:
- Date Issued: 2020
The influence of student engagement on the academic success of first-year human resource management diploma students
- Authors: De Villiers, Bridget
- Date: 2013
- Subjects: Academic achievement -- South Africa , College freshmen -- South Africa -- Attitudes , Universities and colleges -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9391 , http://hdl.handle.net/10948/d1020792
- Description: Student success rates in South African higher education institutions are unacceptable. There are many contextual challenges facing these institutions, some as a result of the legacy of the apartheid educational system and some related to the challenges surrounding increased access to higher education. The impact in terms of the costs associated with re-educating students and the added pressure of readmitting failed students into continually growing classes, are substantial. In addition, there is a growing contention that the level of preparedness of students is declining. All of these challenges place immense pressure on academics to support students and ensure acceptable pass rates. There are numerous factors, both academic and non-academic, which have an influence on academic success including prior academic achievement, the academic experience, institutional expectations and commitment, finances, family support and university support services. Many factors are beyond the control of higher education. Student engagement, however, appears to be one factor over which educators have some control. Student engagement may be defined as student involvement in educationally purposive activities. For the purposes of this study two main factors contributing to student engagement were explored. Firstly, the amount of time and effort that the student spends on academic and other activities that lead to experiences and outcomes that constitute academic success. This factor was termed “student behaviours”. Secondly, the ways in which the institution allocates resources and organises learning opportunities and services in such a way as to induce the student to participate in and benefit from these activities. This factor was termed “institutional conditions”. The main research problem of this study was to determine the influence of student engagement on the academic success of first-year Human Resource Management (HRM) students at Nelson Mandela Metropolitan University. The main research problem had five sub-problems which were addressed through the following actions: A literature study was conducted, highlighting the challenges faced in higher education, building a case for student engagement and identifying the factors that contribute towards student engagement, more specifically the student behaviours and institutional conditions. Semi-structured interviews were also conducted with staff members lecturing first-year HRM diploma students at NMMU, with students registered as second- and third-year HRM diploma students, and with a staff member of the Centre for Teaching, Learning and Media (CTLM) at NMMU, to obtain their views on the nature of student engagement and its impact on academic success, as well as the student behaviours and institutional conditions that contribute towards student engagement. The insights gained from the literature survey and the interviews were incorporated into a survey questionnaire which was developed for use in the empirical study to identify the existence and levels of the student behaviours and perceived institutional conditions that contributed towards student engagement among HRM diploma students who were in their first year of study at NMMU in 2012. The final year marks achieved by these HRM diploma students in their first year of study were obtained and correlated with the levels of engagement identified as part of the empirical study. The results of the study revealed that the respondents demonstrated a fair range of the student behaviours which are conducive to promoting student engagement. Their perception of the existence of institutional conditions conducive to promoting student engagement was good. The results also revealed a significant positive correlation between the average final year mark and “student-staff interaction” for both student behaviours and institutional conditions. A significant relationship was revealed between student behaviours and institutional conditions related to “academic focus”, “student-staff interaction” and “social integration”. In exploring the relationship between selected demographic variables and academic success, living arrangements emerged as an important consideration in promoting academic success as all the respondents who failed, lived far from the university. First generation learners were found not to achieve the levels of success of their peers who have had exposure to family members and significant others with tertiary experience. Overall the importance of good relationships between students and staff in promoting engagement and ensuring academic success emerged as an important factor. The importance of improving student success rates should be of paramount importance to all educators. The factors contributing towards student success are numerous and vast. Educators who understand the nature of student engagement and are aware of the student behaviours and institutional conditions that can be promoted in the higher education setting to improve engagement could become more effective in improving student success rates. Their efforts could be further enhanced if students are made aware of how their behaviour, understanding and utilisation of the resources, learning opportunities and services provided by the institution, can positively influence their academic success.
- Full Text:
- Date Issued: 2013
- Authors: De Villiers, Bridget
- Date: 2013
- Subjects: Academic achievement -- South Africa , College freshmen -- South Africa -- Attitudes , Universities and colleges -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9391 , http://hdl.handle.net/10948/d1020792
- Description: Student success rates in South African higher education institutions are unacceptable. There are many contextual challenges facing these institutions, some as a result of the legacy of the apartheid educational system and some related to the challenges surrounding increased access to higher education. The impact in terms of the costs associated with re-educating students and the added pressure of readmitting failed students into continually growing classes, are substantial. In addition, there is a growing contention that the level of preparedness of students is declining. All of these challenges place immense pressure on academics to support students and ensure acceptable pass rates. There are numerous factors, both academic and non-academic, which have an influence on academic success including prior academic achievement, the academic experience, institutional expectations and commitment, finances, family support and university support services. Many factors are beyond the control of higher education. Student engagement, however, appears to be one factor over which educators have some control. Student engagement may be defined as student involvement in educationally purposive activities. For the purposes of this study two main factors contributing to student engagement were explored. Firstly, the amount of time and effort that the student spends on academic and other activities that lead to experiences and outcomes that constitute academic success. This factor was termed “student behaviours”. Secondly, the ways in which the institution allocates resources and organises learning opportunities and services in such a way as to induce the student to participate in and benefit from these activities. This factor was termed “institutional conditions”. The main research problem of this study was to determine the influence of student engagement on the academic success of first-year Human Resource Management (HRM) students at Nelson Mandela Metropolitan University. The main research problem had five sub-problems which were addressed through the following actions: A literature study was conducted, highlighting the challenges faced in higher education, building a case for student engagement and identifying the factors that contribute towards student engagement, more specifically the student behaviours and institutional conditions. Semi-structured interviews were also conducted with staff members lecturing first-year HRM diploma students at NMMU, with students registered as second- and third-year HRM diploma students, and with a staff member of the Centre for Teaching, Learning and Media (CTLM) at NMMU, to obtain their views on the nature of student engagement and its impact on academic success, as well as the student behaviours and institutional conditions that contribute towards student engagement. The insights gained from the literature survey and the interviews were incorporated into a survey questionnaire which was developed for use in the empirical study to identify the existence and levels of the student behaviours and perceived institutional conditions that contributed towards student engagement among HRM diploma students who were in their first year of study at NMMU in 2012. The final year marks achieved by these HRM diploma students in their first year of study were obtained and correlated with the levels of engagement identified as part of the empirical study. The results of the study revealed that the respondents demonstrated a fair range of the student behaviours which are conducive to promoting student engagement. Their perception of the existence of institutional conditions conducive to promoting student engagement was good. The results also revealed a significant positive correlation between the average final year mark and “student-staff interaction” for both student behaviours and institutional conditions. A significant relationship was revealed between student behaviours and institutional conditions related to “academic focus”, “student-staff interaction” and “social integration”. In exploring the relationship between selected demographic variables and academic success, living arrangements emerged as an important consideration in promoting academic success as all the respondents who failed, lived far from the university. First generation learners were found not to achieve the levels of success of their peers who have had exposure to family members and significant others with tertiary experience. Overall the importance of good relationships between students and staff in promoting engagement and ensuring academic success emerged as an important factor. The importance of improving student success rates should be of paramount importance to all educators. The factors contributing towards student success are numerous and vast. Educators who understand the nature of student engagement and are aware of the student behaviours and institutional conditions that can be promoted in the higher education setting to improve engagement could become more effective in improving student success rates. Their efforts could be further enhanced if students are made aware of how their behaviour, understanding and utilisation of the resources, learning opportunities and services provided by the institution, can positively influence their academic success.
- Full Text:
- Date Issued: 2013
- «
- ‹
- 1
- ›
- »