The Management Side Of Talent: Causal Implications For The Retention Of Generation Y Employees

Organisations are facing significant challenges to retain Generation Y employees. Research shows that, once these individuals are employed, they are not likely to remain in that position for very long. Organisations therefore need to find innovative solutions to retain this group of employees. The purpose of this research was to determine the causal relationship between management support towards talent management and the impact thereof on the turnover intentions of Generation Y employees. The Human Capital Index, Perceived Organisational Support Questionnaire, Perceived Organisational Support and Intention to Quit questionnaires were administered among a convenience sample of generation Y employees (N=135). The results showed that Perceived Organisational Support is significantly related to Talent management practices, Perceived Supervisor Support and Intention to Quit. Perceived Supervisor Support is significantly related to Talent management practices and Intention to Quit. Talent management practices are significantly related to intention to quit. Recommendations are made

The management side of talent : causal implications for the retention of generation Y employees

Organisations are facing significant challenges to retain Generation Y employees. Research shows that, once these individuals are employed, they are not likely to remain in that position for very long. Organisations therefore need to find innovative solutions to retain this group of employees. The purpose of this research was to determine the causal relationship between management support towards talent management and the impact thereof on the turnover intentions of Generation Y employees. The Human Capital Index, Perceived Organisational Support Questionnaire, Perceived Organisational Support and Intention to Quit questionnaires were administered among a convenience sample of generation Y employees (N=135). The results showed that Perceived Organisational Support is significantly related to Talent management practices, Perceived Supervisor Support and Intention to Quit. Perceived Supervisor Support is significantly related to Talent management practices and Intention to Quit. Talent management practices are significantly related to intention to quit. Recommendations are made.http://www.cluteinstitute.com/journals/journal-of-applied-business-research-jabram2016Human Resource Managemen

Establishing a reading culture in a rural secondary school : a literacy intervention with teachers

The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers (n = 6, male = 1, female = 5) were purposively selected to participate. The literacy intervention was developed with phonetic acquisition as the basis to develop reading skills. It became evident that implementing English (additional language) as teaching and learning language in the school may have contributed to barriers to learning. Limited resources and reading instruction training exacerbated the problems. However, once the teachers acquired new skills and the children received the needed support, the improvement in overall academic achievement was significant.http://jas.sagepub.com/am2014gv201

A case study of teaching English as a second language in three rural primary classes

Assessment results from rural schools have shown little improvement in over a decade, mainly because many of the barriers to learning, such as poverty and limited resources, still prevail. Without the necessary English language skills, language can become another barrier to learning. The assessment results of Progress in International Reading Literacy Studies (PIRLS) in 2011 and 2016 reinforce the need for instructional practices to address the difficulties learners’ experience with English in primary school. The aim of our study was to provide a detailed analysis of how English as a second language is taught, to guide policy makers in developing the instructional skills of teachers in rural settings, and consequently to improve the educational outcomes of the learners. A comparative case study was used to provide evidence-based descriptions of the teachers’ instructional practices from three Grade 3 classes. Findings indicated that language instruction appeared to focus on the structural components of language, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the language of learning and teaching. The results of this research can inform the planning and monitoring of future literacy development initiatives, and thereby, improve assessment results of learners.The study forms part of the FLY Project – Centre for the Study of Resilience, University of Pretoria.NRF Grant Number: 82620 CEC12091412827http://www.tandfonline.com/loi/rall202020-06-18hj2019Educational Psycholog

The process of control self-assessment and its use in risk management

Organisations are exposed to various forms of risks. Business risk is the threat that the objectives of an organisation will not be achieved. Management is responsible to address the risks facing the organisation. Management should identify the risks that threaten the organisation and ensure that the total level of risk is reduced. Management makes use of the internal audit function to assist them in the risk management process. The methods used to identify and evaluate risks will differ. One method frequently used, is control selfassessment. This is an approach used to actively take responsibility and ownership for developing, assessing, maintaining and monitoring controls to address business risk. This article will show that it is the responsibility of the management of an organisation to control and manage risks and that the internal audit function can assist management with this process through the use of control selfassessment. The process, various methods and tools used for control selfassessment, will also be discussed

Effek van die beheeromgewing op werknemersbedrog

Fraud, especially employee fraud, is a reality facing all businesses and it is increasing dramatically. In any organisation the control environment forms the basis for control. It has a pervasive influence on the manner in which business activities are structured, objectives established and risks assessed. The control environment is the manner in which management sets the "tone at the top". This article attempts to establish a link between the control environment and employee fraud. The results of this study, indicate that weak control environment creates a situation that is conductive to employee fraud. Management can therefore prevent or limit employee fraud by establishing a sound control environment

A case study of teaching English as a second language in three rural primary classes

Assessment results from rural schools have shown little improvement in over a decade, mainly because many of the barriers to learning, such as poverty and limited resources, still prevail. Without the necessary English language skills, language can become another barrier to learning. The assessment results of Progress in International Reading Literacy Studies (PIRLS) in 2011 and 2016 reinforce the need for instructional practices to address the difficulties learners’ experience with English in primary school. The aim of our study was to provide a detailed analysis of how English as a second language is taught, to guide policy makers in developing the instructional skills of teachers in rural settings, and consequently to improve the educational outcomes of the learners. A comparative case study was used to provide evidence-based descriptions of the teachers’ instructional practices from three Grade 3 classes. Findings indicated that language instruction appeared to focus on the structural components of language, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the language of learning and teaching. The results of this research can inform the planning and monitoring of future literacy development initiatives, and thereby, improve assessment results of learners

Making sense of place in school-based intervention research

The commentary made here by this intervention researcher arises from a ‘place’ in which school-based interventions are used to build knowledge, and thereby to bring relief to a young democracy – at once highly diverse and in transition – with aspirations for eradicating inequality. I use the concept of place as a theoretical lens to argue that intervention researchers, whose task it is to consider the meaning of intervention findings in different contexts, require a cognisance of pluriversality and geopolitical variance as a result of unequal development. In this study, I deliberately and reflexively integrate familiar education- place descriptions in my commentary. By means of this representation, I substantiate the argument that intentional reporting of place (rather than assumptions of school-places as normative) informs quality when adapting interventions. I frame my commentary around activism and engagement, ideology and politics, identity culture, and connectedness, which all influence sense of place in school-based intervention. I first show that using activism and engagement to make sense of place may denote emancipatory research in the case of one place, and theory-derived, hypothesis testing in another. I then explain how ideology and politics mean that marginalisation is embodied in high risk schools. Within high risk school settings, randomised control trials become unlikely, and interventions require both fluidity to adapt to crises, and extended time for implementation. I explain that identity culture requires interventions that promote effective literacy instruction in multilingual spaces, and that compel multiple implementation languages. Lastly, I discuss the benefits of partnerships that connect researchers and teachers to an intervention. I conclude that besides the evidence that shows that place variability requires consideration for quality intervention, commonalities also exist across intervention research, irrespective of place. Sharing descriptions of strategies to overcome common challenges in school-based inquiry can be used to plan and implement interventions with a high level of integrity.http://www.elsevier.com/locate/cedpsychhb201