Department of Psychology
https://hdl.handle.net/10500/14514
2024-03-28T23:15:02ZThe development of well-being model for middle managers in a financial services organisation
https://hdl.handle.net/10500/30949
The development of well-being model for middle managers in a financial services organisation
Mbokazi, Bongani
There has been significant growth and changes in the financial services industry, in general and in operations departments, in particular, over the recent years, due to fourth industrial revolution, technology, competition, client behaviour, financial products and services, digitisation and advent of artificial intelligence. These changes have impact on employees, particularly, middle managers’ well-being given their role and level in the hierarchy of the organizations. The research project focused on developing a well-being model for middle managers in a financial services organisation by establishing the relationship between middle managers’ dispositional attributes (personality types and emotional competencies) and the positive psychological functioning attribute (Spiritual Well-being).
Three hundred and ninety-one (391) participants as a sample of middle managers from the Operations department of a South African financial services organisation with a staff compliment of 621 of middle managers across the country, were randomly selected to represent biographical factors (race, age, gender, and tenure) of middle managers in the department. One hundred and fifty (150) participants returned all three questionnaires (MBTI, ESCQ and SWBQ) and these could subsequently be used for statistical analysis. Of the 150 participants 40 (26.67%) were male and 110 (73.33%) were female, Africans were most represented at 47% of the sample, followed by Coloured category at 27%. The last two categories were White (15%) and Indian (12%).
The research goal was accomplished using a survey design. The statistical association between the three dimensions (personality types, emotional competence, and spiritual well-being) was investigated using a cross-sectional quantitative technique. Multiple regression analyses indicated that the main construct variables that influence participants’ psychological well-being models appear to be their emotional competencies, moderated by personality types, which predict how the middle managers tend to be spiritually well within an organisation. The analysis also showed how age, race and years of service (tenure) tend not to influence how participants express their emotions. The partial least square structural equation modelling (PLS-SEM) indicated a good fit of the data with the correlation-derived measurement model. Tests for mean differences discovered that participants did not differ significantly in terms of their age, race, and years of service (tenure).
The study made a significant contribution to the bulk of knowledge in the field of Industrial and Organisational Psychology. On a theoretical level, the study deepened the understanding of the individual and cognitive, affective, conative and relations management dimensions of the hypothesised psychological well-being model. On an empirical level, the study developed an empirically tested psychological well-being model that informs well-being practices for individual middle managers and organisational levels. On a practical level, dispositional and well-being practices that inform the dimensions of the psychological well-being model were recommended.; Kube nokukhula okuphawulekayo kanye nezinguquko embonini yezinsizakalo zezezimali, jikelele kanye naseminyangweni yokusebenza, ikakhulukazi, eminyakeni yamuva, ngenxa yenguquko yesine yezimboni, ubuchwepheshe, ukuncintisana, ukuziphatha kwamakhasimende, imikhiqizo yezezimali kanye nezinsizakalo, ukufakwa kwedijithali kanye nokufika kokulingiswa kwezinqubo zobuhlakani bomuntu ngezinhlelo zamakhompiyutha. Lezi zinguquko zinomthelela kubasebenzi, ikakhulukazi, inhlalakahle yabaphathi abaphakathi uma kubhekwa indima yabo kanye nezinga ekuphathweni kwezinhlangano. Le phrojekthi yocwaningo igxile ekuthuthukiseni uhlelo oluyisibonelo sokuphila kahle kubaphathi abasezingeni elimaphakathi enkampanini esiza ngohlinzekomali ngokubheka ubudlelwano phakathi kwesimo sengqondo ekuziphatheni kwabaphathi abasezingeni elimaphakathi (izinhlobo zesimo somuntu kanye nokukwazi ukulawula imizwa) kanye nesimo sokusebenza kahle kwengqondo (ukuphila kahle ngokomoya).
Ababambiqhaza abangamakhulu amathathu namashumi ayisishiyagalolunye nanye (391) njengesampula yabaphathi abaphakathi bomnyango wokuSebenza wenhlangano
yezinsizakalo zezezimali eNingizimu Afrika enabasebenzi abangama-621 babaphathi abaphakathi ezweni lonke, bakhethwa ngokungahleliwe ukuze bamele izici zokuphila (uhlanga, ubudala, ubulili kanye nokuhlala) kwabaphathi abaphakathi emnyangweni.
Abahlanganyeli abayikhulu namashumi amahlanu (150) babuyisele lonke uhlu lwemibuzo emithathu (MBTI, ESCQ kanye ne-SWBQ) futhi lokhu kungase kusetshenziselwe ukuhlaziywa kwezibalo. Kwabahlanganyeli abangu-150 abangu-40 (26.67%) ngabesilisa kanti abangu-110 (73.33%) ngabesifazane, abase-Afrika bamelwe kakhulu ku-47% wesampula, kulandele isigaba samaKhaladi ngama-27%. Izigaba ezimbili zokugcina bekungabaMhlophe (15%) kanye namaNdiya (12%).
Umgomo wocwaningo ufezwe kusetshenziswa umklamo wocwaningo. Ukuhlotshaniswa kwezibalo phakathi kobukhulu obuthathu (izinhlobo zobuntu, ikhono lemizwelo, nokuphila kahle ngokomoya) kwaphenywa kusetshenziswa uhlobo lomklamo wocwaningo lwezinombolo, olungasiwo wokuhlola. Ukuhlaziywa okuningi kokubuyiseleka emuva kukhombisa ukuthi izimo ezinqala zokwakha ezinomthelela ohlelweni oluyisibonelo sokuphila kahle kwengqondo yababambiqhaza zibonakala sengathi zingamakhono abo okukwazi ukulawula imizwa alinganiselwa ngokwezinhlobo zesimo somuntu, okubikezela ukuthi abaphathi abasemazingeni amaphakathi bavame kanjani ukuba kahle ngokomoya enkampanini. Ukuhlaziywa kuphinde kukhombise ukuthi iminyaka yobudala, ubuhlanga kanye neminyaka yokusebenza (isikhathi esihlaliwe emsebenzini) akuvamile ukuba nomthelela endleleni ababambiqhaza abaveza ngayo imizwa yabo. Izindlela ezahlukahlukene zokubheka indlela yokuziphatha (PLS-SEM) zikhombisa ukuhambisana kahle kwemininingo nohlelo oluyisibonelo lokulinganisa oluhlola ukuhambisana. Ukuhlolwa komehluko ojwayelekile kuveza ukuthi ababambiqhaza abahluki kakhulu ngokweminyaka yabo yobudala, ngokobuhlanga kanye nangokweminyaka yokusebenza (isikhathi esihlaliwe emsebenzini). Ucwaningo luphonsa okuningi esivivaneni maqondana nolwazi olunzulu emkhakheni wokuPhila Kahle Ngokwengqondo Emsebenzini Nasenkampanini. Ezingeni lenjulalwazi, ucwaningo luqinisa ukuqonda komuntu ngamunye kanye nezigaba zezilinganiso zokukwazi ukuqonda kahle kwengqondo, zokuthintayo, zokuxhumanisayo kanye nezokuphathwa kobudlelwano nohlelo oluyisibonelo sokuphila kahle ngokwengqondo. Ezingeni locwaningo olufakazelwe, lolu cwaningo lwakha uhlelo oluyisibonelo sokuphila kahle ngokwegqondo esifakazelwe nesinomthelela ezindleleni zokuphatheka kahle kubaphathi abasezingeni elimaphakathi ngabanye kanye nasemazingeni enkampani. Ezingeni lokwenza umsebenzi, kunconywa izindlela zesimo sengqondo nokuphatheka kahle okunomthelela ezigabeni zezilinganiso zokuphila kahle ngokwengqondo.; Intasteri ya ditirelo tša ditšhelete le mafapha a ditshepedišo, a itemogetše phetogo e kgolo mengwageng ye e fetilego ka lebaka la tsogelo ya bone ya intaseteri, theknolotši, phadišano, maitshwaro a bareki, ditšweletšwa le ditirelo tša ditšhelete, tšhomišo ya titšithale le bohlale bja maitirelo. Diphetogo tše di na le khuetšo mo go itekanela gabotse ga bašomi, kudukudu balaodi ba magareng ka lebaka la mošomo le maemo a bona mekgatlong. Maikemišetšo a protšeke ya nyakišišo ke go hlama mmotlolo wa go itekanela ga balaodi ba magareng mokgatlong wa ditirelo tša ditšhelete ka go laetša kamano ya dika tša tshekamelo (dimelo tša batho le bokgoni bja go tšweletša maikutlo) magareng ga balaodi ba magareng le seka se se phosithifi sa go šoma gabotse ga mogopolo (go itekanela semoyeng).
Nyakišišo e šomišitše mokgwa wa go kgetha dikemedi fela go tšwa go balaodi ba magareng ba makgolo a mararo le masomesenyane tee (391) nageng ka bophara bao ba šomago lefapheng la Ditshepedišo la mokgatlo wa ditirelo tša ditšhelete wa Afrika Borwa wo o nago le bašomi ba 621 go balaodi ba magareng. Batšeakarolo ba balaodi ba magareng ba kgethilwe fela go ba dikemedi go ya ka (morafe, mengwaga, bong, le mengwaga ya bona ya tirelo) lefapheng. Batšeakarolo ba lekgolo le masome a mahlano (150) ba tladitše mananeopotšišo a mararo ka moka (MBTI, ESCQ le SWBQ) gomme datha ye e šomišitšwe go sekaseka dipalopalo. Go batšeakarolo ba 150, ba 40 (26.67%) ke banna gomme ba 110 (73.33%) ke basadi, palo ya maAafrika ke (47%), ba latelwa ke morafe wa Makhalate ka (27%). Dihlopha tše pedi tša mafelelo ke Bašweu (15%) le maIndia (12%).
Nyakišišo e šomišitše mokgwa wa tekolo go kgoboketša datha. Kamano ya dipalopalo magareng ga dika tše tharo (dimelo tša batho, bokgoni bja go tšweletša maikutlo le go itekanela semoyeng) go sekasekilwe ka go šomiša mokgwa wa go kgoboketša datha wa khwanthithethifi. Tshekatsheko ya nyakišišo e laetša gore dibariabole tšeo di huetšago go itekanela gabotse mogopolong ga batšeakarolo ke bokgoni bja bona bja go tšweletša maikutlo bjo bo lekanetšwago le dimelo tša bona, le go laetšago go itekanela moyeng ga balaodi ba magareng ka gare ga mokgatlo. Diphihlelelo di laetša gape gore mengwaga, morafe le mengwaga ya tirelo (mošomo) ga e huetše ka moo batšeakarolo ba tšweletšago maikutlo a bona. Mokgwa wa tshekatsheko (PLS-SEM) o laeditše kamano e botse ya datha le mokgwa wa go sekaseka tekanyo wo o šomišitšwego. Diteko tša diphapano tša magareng di utolla gore batšeakarolo aba fapani go ya ka mengwaga ya bona, morafe le mengwaga ya tirelo (mošomo). Nyakišišo ye e tlaleletša go tsebo yeo e lego gona go lefapha la Saekholotši ya Intasteri le ya Mokgatlo. Nyakišišo ya thuto e tlaleletša go botsebi bja dikarolo tša motho tša temogo, maikutlo, go laetša maiteko le taolo ya tswalano ya mmotlolo wa go itekanela mogopolong wo o akantšwego. Phihlelelo ya nyakišišo e tšweletša mmotlolo wo o lekotšwego wa go itekanela gabotse mogopolong wo o hlalošago maitshwaro a go itekanela ga balaodi ba magareng le boemo bja mokgatlo. Nyakišišo e šišinya mekgwa ya maitshwaro le ya go phela gabotse yeo e hlalošago mmotlolo wa go itekanela mogopolong.
Includes summaries in Zulu and Sepedi
2023-06-01T00:00:00ZMeaning centred equine assisted psychotherapy as a complementary technique of logotherapy in the treatment of psychiatric disorders
https://hdl.handle.net/10500/30945
Meaning centred equine assisted psychotherapy as a complementary technique of logotherapy in the treatment of psychiatric disorders
Robertson, Dorothy Ann
The study undertook to describe how using equine assisted psychotherapy as a technique of logotherapy could support those who have been diagnosed and placed in a long-term care facility with a psychiatric disorder to find a sense of meaning and value in their lives. This alternative therapeutic modality is a response to gaps and limitations identified in the traditional approach to the diagnosis and treatment of these psychiatric disorders.
A qualitative, descriptive, multi-case study was conducted over a period of six weeks. The inclusion criteria were psychiatric patients who had been diagnosed with a psychiatric disorder and were, at the time of the study, placed in a long-term psychiatric care facility. Eight participants were purposively selected. Written informed consent was obtained and participation was voluntary. The researcher held ethical boundaries regarding the values and principles of psychotherapy.
Each participant was seen weekly during the study period by a clinical psychologist, who is also the researcher. The therapeutic intervention was Logotherapy, combined with equine assisted psychotherapy as a technique – a therapeutic modality in its own right - to build on logotherapy’s tenets and principles.
Data collection consisted of audio-recordings of each of the individual sessions with participants, personal reflective journals by participants and researcher, researcher’s process notes and each participant’s ‘letter to the horses’.
Thematic analysis was conducted on audio-recording transcriptions and all documents for in-case studies and across-case studies. Themes were corroborated with Frankl’s logotherapy concepts.
The findings showed that all participants benefitted from the short-term intervention, and that equine assisted psychotherapy is an effective technique for incorporation with Logotherapy.
This study has contributed to the under-researched area of combining logotherapy and equine assisted psychotherapy in the treatment of psychiatric patients. It also contributes to the substantial body of research in these respective modalities.
The value of this research is that it offers an opportunity for those who are caught in a sense of fate and loss of meaning to find their sense of movement towards self-transcendence. Additionally, research on general psychological constructs such as meaning, purpose and value in life, which are pertinent today, would benefit.
2023-08-01T00:00:00ZRemaining relevant: Reflections on critical incidents in psychological test development in South Africa.
https://hdl.handle.net/10500/30924
Remaining relevant: Reflections on critical incidents in psychological test development in South Africa.
Van Eeden, René
In this presentation, critical incidents in the South African context that affected test development policies and practices are considered. Anecdotes and personal perspectives illustrate the response to these incidents and I highlight the implications thereof for the test development domain. The presentation is structured in terms of three topics, namely infrastructure and ideology, the challenge of regulation and training as a shared responsibility, and methodological developments and conceptual concerns. The emphasis is on relevance in the local context – an issue that continues to shape this domain.
Professor Moche, the Vice-principal for Teaching, Learning, Community Engagement and Student Support, Professor Phillips, the Executive Dean of the College of Human Sciences, Prof Mojapelo-Batka, the Chair of Department for Psychology and also the respondent tonight, colleagues, family and friends – good evening
2018-11-01T00:00:00ZThe effects of learner violence on educators and their coping mechanisms : a qualitative exploratory study of educators in the Mopani West District, Limpopo
https://hdl.handle.net/10500/30877
The effects of learner violence on educators and their coping mechanisms : a qualitative exploratory study of educators in the Mopani West District, Limpopo
Badimo, Thobile Pertunia
Numerous reports about violence in South African schools have become an issue of concern for both government and society. Due to the high incidences of school violence, schools are no longer viewed as safe and secure teaching and learning environments.
From a South African perspective, research focuses mainly on violence toward learners and based on the researcher’s knowledge, very little attention has been given to violence toward educators in Limpopo, a province in South Africa. The researcher noted a serious lack of focus on incidents of violence directed at educators and their coping mechanisms after victimisation, particularly within Limpopo. The study aimed to explore the effects of learner violence toward educators, and to understand the coping mechanisms educators use after victimisation. This qualitative study applied the ecological systems theory as its theoretical framework.
The sample comprised eleven educators (one male and ten females) selected purposefully from six public secondary schools in the Mopani West District in the Limpopo province. Semi-structured interviews were conducted using an interview guide. A pilot study with two participants was first conducted to assess the suitability of the questions probing the experience of violence. Thematic analysis was used to analyse the data collected. Although the experiences shared by the participants were unique, the thematic analysis revealed commonalities in the stories constructed by the participants. The themes included the causes of violence toward educators, the effects of learner violence toward educators, educators’ coping mechanisms and interventions suggested by educators.
The major findings revealed that violence in schools persists, and educators continue to be victims of violence perpetrated by learners. The participants articulated the need for psychological support. Most participants wanted the Department of Basic Education or the South African Council of Education to formulate a law or policy to train educators in terms of reducing school violence and coping following victimisation. The study therefore recommends that policy be put in place to handle learners who are violent towards educators.; Dipego tše ntši ka ga dikgaruru dikolong tša Afrika Borwa di fetogile taba yeo e tshwenyago mmušo le setšhaba. Ka lebaka la ditiragalo tša godimo tša dikgaruru tša dikolo, dikolo ga di sa tšewa bjalo ka mafelo a go ruta le go ithuta ao a bolokegilego le ao a bolokegilego.
Go ya ka pono ya Afrika Borwa, dinyakišišo di nepišitše kudu go dikgaruru go baithuti gomme go ya ka tsebo ya monyakišiši, tlhokomelo ye nnyane kudu e filwe dikgaruru go barutiši ka Limpopo, profense ya Afrika Borwa. Monyakišiši o lemogile go hloka ga nepišo kudu ditiragalong tša dikgaruru tšeo di lebišitšwego go barutiši le mekgwa ya bona ya kgotlelelo le maemo ka morago ga go tlaišwa, kudukudu ka gare ga Limpopo.. Dinyakišišo di be di ikemišeditše go utolla ditlamorago tša dikgaruru tša baithuti go barutiši, le go kwešiša mekgwa ya go kgotlelela yeo barutiši ba e šomišago ka morago ga go tlaišwa. Dinyakišišo tše tša boleng e dirišitše teori ya ditshepedišo tša ikholotši bjalo ka tlhako ya yona ya teori.
Sampole e be e akaretša barutiši ba lesometee (monna o tee le basadi ba lesome) bao ba kgethilwego ka maikemišetšo go tšwa dikolong tše tshela tša sekontari tša setšhaba ka Seleteng sa Mopani Bodikela ka profenseng ya Limpopo. Dipoledišano tša go se latele lenaneo la dipotšišo di dirilwe ka go šomiša tlhahlo ya dipoledišano. Dinyakišišo tša diteko ka bakgathatema ba babedi di ile tša dirwa la mathomo go sekaseka go swanelega ga dipotšišo tšeo di nyakišišago maitemogelo a dikgaruru. Tshekatsheko ya morero e šomišitšwe go sekaseka datha yeo e kgobokeditšwego. Le ge maitemogelo ao a abelanwago ke bakgathatema e be e le a moswananoši, tshekatsheko ya morero e utolotše dilo tšeo di swanago dikanegelong tšeo di hlamilwego ke bakgathatema. Dihlogotaba di be di akaretša dibaki tša dikgaruru go barutiši, ditlamorago tša dikgaruru tša baithuti go barutiši, mekgwa ya barutiši ya go kgotlelela le ditsenogare tšeo di šišintšwego ke barutiši.
Diphihlelelo tše kgolo di utolotše gore dikgaruru dikolong di tšwela pele, gomme barutiši ba tšwela pele go ba batšwasehlabelo ba dikgaruru tšeo di dirwago ke baithuti. Bakgathatema ba hlalošitše tlhokego ya thekgo ya tša monagano. Bontši bja bakgathatema bo be ba nyaka gore Kgoro ya Thuto ya Motheo goba Khansele ya Thuto ya Afrika Borwa e hlame molao goba pholisi ya go hlahla barutiši mabapi le go fokotša dikgaruru tša dikolong le go šogana le mathata ka morago ga go tlaišwa. Ka gona dinyakišišo di šišinya gore pholisi e hlongwe go šogana le baithuti bao ba lwantšhago barutiši.; Verskeie berigte oor geweld in Suid-Afrikaanse skole is ’n kwessie van kommer vir beide die regering en die samelewing. Weens die hoë voorkoms van skoolgeweld word skole nie meer as veilige onderrig-en leeromgewings beskou nie.
Vanuit ’n Suid-Afrikaanse perspektief fokus navorsing hoofsaaklik op geweld teenoor leerders en op grond van die navorser se kennis word min aandag gegee aan geweld teen opvoeders in Limpopo, ’n provinsie van Suid-Afrika. Die navorser het opgemerk dat daar ’n ernstige gebrek is aan fokus op voorvalle van geweld gerig op opvoeders en hulle hanteringsmeganismes ná viktimisasie, veral in Limpopo. Die doel van die studie was om die uitwerking van leerdergeweld teenoor opvoeders te verken, en om die hanteringsmeganismes wat opvoeders ná viktimisasie gebruik, te verstaan. Hierdie kwalitatiewe studie het die ekologiese sisteemteorie as teoretiese raamwerk toegepas.
Die steekproef het bestaan uit elf opvoeders (een man en twee vroue) wat doelgerig gekies is uit ses openbare sekondêre skole in die Mopani-Wes-distrik in die Limpopo-provinsie. Semi-gestruktureerde onderhoude is gevoer met behulp van ’n onderhoudsgids. ’n Loodsondersoek met twee deelnemers is eers uitgevoer om die geskiktheid van die vrae wat geweld ondersoek, te bepaal. Tematiese ontleding is gebruik om die data wat ingesamel is, te ontleed. Alhoewel die ervarings wat die deelnemers gedeel het, uniek is, het die tematiese ondersoek gemeenskaplikhede in die verhale wat deur die deelnemers gekonstrueer is, aan die lig gebring. Die temas het die oorsake van geweld teenoor opvoeders, opvoeders se hanteringsmeganismes en intervensies wat deur opvoeders voorgestel is, ingesluit.
Die belangrikste bevindinge het aan die lig gebring dat geweld in skole voortduur, en dat opvoeders steeds slagoffers is van geweld wat deur leerders gepleeg word. Die deelnemers het die behoefte aan sielkundige ondersteuning verwoord. Die meeste deelnemers wou hê dat die Departement van Basiese Onderwys of die Suid-Afrikaanse Onderwysraad ’n wet of beleid moet formuleer om opvoeders op te lei om skoolgeweld te kan verminder en ná viktimisasie te hanteer. Die studie beveel dus aan dat beleid ingestel moet word om leerders te hanteer wat gewelddadig teenoor opvoeders is.
Abstract in English with Sepedi and Afrikaans translations
2023-06-01T00:00:00Z