Determining guidelines for effectively leading culturally diverse teams at Volkswagen South Africa
- Authors: Nkholise, Martha
- Date: 2014
- Subjects: Diversity in the workplace -- South Africa -- Eastern Cape , Multiculturalism
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8732 , http://hdl.handle.net/10948/d1010077 , Diversity in the workplace -- South Africa -- Eastern Cape , Multiculturalism
- Description: South Africa is a society of diverse cultures, and the workplace is one of the few places that serve as a melting pot for these varied cultures. If managed well, cultural diversity has numerous benefits that can help an organisation gain a competitive advantage. However, failure to manage it can pose challenges that can have serious consequences for an organisation. The purpose of this study was to analyse the leadership of cultural diversity at Volkswagen South Africa (VWSA) and identify leadership guidelines to both enhance team performance and reduce the challenges faced by the organisation as a result of this cultural diversity. For the purpose of this study, a culturally diverse team was defined as a team of diverse individuals from different cultures or societies working together to achieve organisational success. The research was conducted by the use of questionnaire using a sample of 200 employees of the VWSA Paint Shop. The sample represents 42 percent of the total population of the Paint Shop. The study discusses the relationship of four leadership styles (Classical Leadership, Transactional Leadership, Transformational Leadership, and Visionary Leadership) with Cultural Diversity. Whilst strong cases were made for Transformational and Transactional Leadership style being the most suitable styles for leading culturally diverse teams, the researcher concluded that no single leadership style would be ideal for effectively leading culturally diverse teams at VWSA. The appropriate leadership style will instead be a hybrid of all leadership styles, thus being a leadership approach that works as a sort of “best practices” of various leadership styles.
- Full Text:
- Date Issued: 2014
- Authors: Nkholise, Martha
- Date: 2014
- Subjects: Diversity in the workplace -- South Africa -- Eastern Cape , Multiculturalism
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8732 , http://hdl.handle.net/10948/d1010077 , Diversity in the workplace -- South Africa -- Eastern Cape , Multiculturalism
- Description: South Africa is a society of diverse cultures, and the workplace is one of the few places that serve as a melting pot for these varied cultures. If managed well, cultural diversity has numerous benefits that can help an organisation gain a competitive advantage. However, failure to manage it can pose challenges that can have serious consequences for an organisation. The purpose of this study was to analyse the leadership of cultural diversity at Volkswagen South Africa (VWSA) and identify leadership guidelines to both enhance team performance and reduce the challenges faced by the organisation as a result of this cultural diversity. For the purpose of this study, a culturally diverse team was defined as a team of diverse individuals from different cultures or societies working together to achieve organisational success. The research was conducted by the use of questionnaire using a sample of 200 employees of the VWSA Paint Shop. The sample represents 42 percent of the total population of the Paint Shop. The study discusses the relationship of four leadership styles (Classical Leadership, Transactional Leadership, Transformational Leadership, and Visionary Leadership) with Cultural Diversity. Whilst strong cases were made for Transformational and Transactional Leadership style being the most suitable styles for leading culturally diverse teams, the researcher concluded that no single leadership style would be ideal for effectively leading culturally diverse teams at VWSA. The appropriate leadership style will instead be a hybrid of all leadership styles, thus being a leadership approach that works as a sort of “best practices” of various leadership styles.
- Full Text:
- Date Issued: 2014
Exploring learning and teaching support given by principals to Grade R teachers in Mqanduli Area in the Eastern Cape
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
- Authors: Pantshwa, Zimasa Prudence
- Date: 2013
- Subjects: Teaching and Learning support -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18438 , http://hdl.handle.net/11260/d1007197
- Description: The study was conducted in the Mthatha District, Mqanduli area, and it sought to enquire about the role of junior secondary school principals in supporting Grade R teachers in order to make teaching and learning in the Grade R classes effective. The researcher has noticed with concern the poor conditions of Grade R classes in the schools and felt a need for proper support. She felt the principal could champion the concept of support better, in his capacity as a manager in the school. Studies in Early Childhood Development have been done, and they pertained to all aspects of child development, parental support etc., but studies that view support from a managerial perspective in Mthatha District are scarce. Under quantitative research design, a survey research method was employed to collect a large portion of the data. A questionnaire consisting of closed and open ended questions was used in order to collect data from the Grade R teachers. Open ended questions were used in order to get a broader view and perceptions. Comprehensive sampling was used in this study because the whole population fell into the sample. All ethical considerations were observes and after receipt of permission to conduct research in the schools, a questionnaire was distributed personally to all the schools in the sample. Data was analyzed by means of the SPSS. Some of the findings identified in the study pertained to: the need for material support including good infrastructure, poor communication between principal and Grade R teacher, scarce meetings specifically for Grade R. The individual findings, together with the implications were discussed in relation to the research questions. The researcher recommended that technical support should be attended to and the principal must communicate frequently with the Grade R teacher. Financial limitations and negative attitudes from some principals were the major limitations the researcher encountered.
- Full Text:
- Date Issued: 2013
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