The relationship between job satisfaction and organisational citizenship behaviour among selected organisations in Zimbabwe

Contemporary human resources management suggests that organisations which have been able to make it in the business arena have done so through good people management practices. Job satisfaction, through a people centered approach, has not been spared as one of the critical forces used in achieving organisational effectiveness. Traditional thought behind job satisfaction prescribes that satisfied employees tend to be more productive, creative and committed to their jobs; all of which are imperative to ii achieving an organisation’s bottom line. There has been some controversy surrounding the nature of the relationship between job satisfaction and organisational citizenship behaviour, which is another factor that is regarded as important in achieving organisational effectiveness. Some studies have shown that organisational citizenship behavior is a result of job satisfaction. In this regard, the present study focuses on the extent to which job satisfaction influences organisational citizenship behaviour among selected organizations in Zimbabwe. The study hypothesised that job satisfaction correlates positively with organisational citizenship behaviour. Participants in the study comprise of middle level management, supervisors and lower level employees. Two questionnaires were combined to collect data for the study. The Minnesota Satisfaction questionnaire was used to collect data on job satisfaction whilst a questionnaire by Konovsky and Organ (1996:253) was used to collect data on organisational citizenship behaviour. The results show that employees in the organisations surveyed report moderate levels of job satisfaction and organizational citizenship behavior. It was established that there was a substantive correlation between job satisfaction and organisational citizenship behaviour

The development of an arousal and anxiety control mental skills training programme for the Rhodes University archery club

Research on the development of Mental Skills Training (MST) programmes in sport psychology has largely increased as sport has become more competitive. MST programmes have been seen to improve the performance of athletes. This particular research study focuses on the development of an anxiety and arousal control MST programme designed specifically for, and tailored exclusively to, the needs of four archers from the Rhodes Archery Club in Grahamstown, Eastern Cape, South Africa. The development of the programme was guided by the Organisational Development Process model as the research methodology design. Data from two quantitative measures (CSAI-2 and Sport Grid-R), a focus group, and an individual interview were integrated with currently existing mental skills literature and theory to devise this particular MST programme. The results of the assessment phase showed that individual archers have different experiences in how anxiety and arousal affect their performances. The results also showed that archers have different zones in which they feel their performance is good. These zones depend on their subjective interpretations of anxiety and arousal. The results also showed that other factors that include personality differences, level of experience and level of expertise also influence how anxiety and arousal affect performance. The archers had previous exposure to MST programmes although they had not received systematic training in mental skills training. The programme was developed in the form of MST workshops that would run over a three week period. As part of the programme the archers would be given a mental skills manual to aid in the mental skills training. It is recommended in future that more research in MST programmes be done as a way of improving the performance of athletes in South Afric

Terrorist transgressions: exploring the gendered representations of the terrorist

Abstract: The primary aim of the Terrorist Transgressions network which is presented here was to analyse the myths inscribed in images of the terrorist and identify how agency is attributed to representation through invocations and inversions of gender stereotypes. Although terrorism, its contexts, histories and forms, has been the focus of intense academic activity in recent years, especially in the fields of politics and international relations, cultural representations of the terrorist have received less attention. While the terrorist is predominantly aligned with masculinity, women have been active in terrorist organizations since the late nineteenth century. Particularly since the 1980s, women have perpetrated suicidal terrorist attacks, including suicide bombing, where the body becomes a weapon. Such attacks have confounded constructions of femininity and masculinity, with profound implications for the gendering of violence and horror. The network established that there is a shift away from analyses of cultural representations of the Red Army Faction, which have dominated the literature since the 1980s. New work has emerged examining representations of the terrorist and gender, including investigations of material from the 1970s, recently made available in archives. There also has been a shift in terms of military discourses around the figure of the enemy or terrorist insurgent in relation to visualizing the invisible enemy. Emerging work on colonial insurgencies contributed to a historical understanding of such debates

Flock Craft in Industrial Arts

Flock craft is now used on furniture, radios, phonographs, jewelry boxes, greeting cards, airplanes and many other things. Flock craft is a significant part of industrial arts education. Industrial arts considers those phases of general education dealing with industry, — its processes, problems, products and procedures. If flock craft is an industrial product, in great demand, used every day about us, and more and more uses in all branches of industry are being discovered every day, then, flock craft should be taught in high school industrial arts courses. The purpose of the problem is to show how flock craft can be used as a finish in industrial arts. In order to accomplish the purpose of this study, it will be necessary to answer several questions: (1) What is the function of education in a democracy? (2) What is the function of industrial arts in education? (3) What is the art of flock craft? and (4) How Flock Craft can be taught in industrial arts? For the purpose of this study only grades nine, ten, eleven, and twelve will be considered

Do Students Have Cultural Scripts? Results from the First Implementation of Open Source Tutorials in Japan

In the 1980's and 1990's, results from flurries of standardized exams (particularly in 4th and 8th grade mathematics and science) reached the attention of ever-growing numbers of Americans with an alarming message: our children are not even close to keeping up with those in China, Japan, and Korea. As a step towards improving American classrooms, cross-cultural education researchers began to investigate differences in classroom structure, curricular content and focus, and attitudes and beliefs of students towards learning. Inspired American teachers tried to capitalize on these observed differences by making their classrooms look (for example) "more Japanese" and frequently met with failure. Researchers have used the differences in student beliefs as a justification for this failure: "Japanese students believe different things about what classroom learning should look like than American students do. If you teach American students in a way that clashes with their beliefs about learning, it's no surprise that the students don't buy in to it and the lesson doesn't succeed!" This response has discouraged teachers from haphazardly trying to change their classrooms so as to resemble more successful ones. At the same time, this message, in addition to the methods, analyses, and discussions surrounding the observations of student beliefs in general, have treated beliefs as being something determined by the culture in which the student grows up in, and as being stable and robust. Based upon research findings in cognitive science about the fluidity of student beliefs, we hypothesized that the treatment of student beliefs as being stable is overly simplistic and ineffective at describing certain classroom phenomena that would be of interest to the cross-cultural education research field. We felt such phenomena could be instructional to American educators, and that a failure to understand such phenomena would imply a failure to learn from these classrooms. We hypothesized that, were we to introduce reformed physics curriculum from America to students in Japan, we would observe context-dependency in how students approached the material. Furthermore, we hypothesized that this curriculum, which was motivated by the assumption that students have multiple ways of approaching knowing and learning, would be productive in the Japanese classroom. Either of these results would go against the tacit assumption of the cross-cultural education research field that students have a stable belief about how learning should take place, and would cast doubt on such a framework. Curriculum developed and tested at the University of Maryland was translated into Japanese and implemented in the spring semester of 2011 at Tokyo Gakugei University. Based upon available literature on the education system in Japan, we hypothesized that students would be entering the college classroom having had three years of cramming for entrance exams in high school and would likely think of physics as something to be learned from authority, by listening to lectures and taking notes. We also hypothesized that many of these students would maintain intellectual resources developed from primary school experiences of working in groups to draw upon their own ideas and experiences to construct knowledge on their own. We chose curriculum intended to get students to act more like they had in primary school than they had in high school, and we hypothesized that although such curriculum would be surprising to the students, they would nevertheless not find it difficult to shift in their beliefs about learning physics to an attitude that "physics can be personally understood and one's own experiences are important in constructing relevant knowledge." For six months, I observed student reactions via various means including semi-structured student interviews, video recordings of the classes, and asking the course instructors about their perceptions of how students were responding. This study has found that, indeed, although most students did enter the class with beliefs about physics and expectations about how to learn it, that they had no difficulty adapting to this style of learning that violated those beliefs. One reason for the ease of this adaptation given by students is that they had experienced something similar to this learning style in primary school. To summarize, we found: - Students easily adopted the new curriculum in the first few classes - Some students made it clear that the class had changed their attitude about physics and what it means to learn physics - Evidence that primary school was a resource on which many students may have drawn Whereas the current perspective on student beliefs used by the cross-cultural education research community would have predicted that a curriculum incompatible with student beliefs about learning would have been a struggle, this was not what happened. This dissertation thus stands as a call to the community to reconsider the concept of a cultural script, and more generally of the fluidity of student beliefs. This is relevant not only for cross-cultural education researchers, but also for teachers reluctant to introduce a curriculum that goes against student beliefs of how learning should take place

Fast track land reform and belonging: examining linkages between resettlement areas and communal areas in Zvimba District, Zimbabwe

This study examines whether beneficiaries of Zimbabwe's Fast Track Land Reform Programme (FTLRP) of 2000 in resettlement areas maintain linkages with communal areas of origin. Present studies about the FTLRP provide limited in-depth attention to the importance of understanding linkages with places of origin. The study sought to explore the extent to which beneficiaries of the FTLRP are connected to their communal areas of origin, as well as the implications of the ties. Analysis of linkages is through social relationships and labour exchanges between people in resettlement areas and communal areas. This was done through a conceptual framework of belonging, which helped explain the various attachments to places of origin. The study was guided by a qualitative research approach. A case study of Machiroli Farm, an A1 villagised settlement, and Zvimba communal areas (Ward 6), Mashonaland West, Zimbabwe was utilised. The study's main finding is that beneficiaries of the FTLRP in the A1 model on Machiroli Farm retain linkages with communal areas of origin; beneficiaries of the FTLRP acquired new land without discarding ties and relations with places of origin. Most respondents attached clear importance to maintaining linkages with places of origin. Some respondents did not maintain ties with places of origin because of conflicts and breakdowns in family ties, highlighting that belonging is not static. Evidence from this case study shows that maintenance of linkages assists with agricultural production and enhancing social relations. Another important finding is that belonging enforced the maintenance of relations through factors, such as familial relations, burial sites, clubs, ceremonies and labour exchanges with communal areas of origin. The study argues that belonging is an aspect that ties people together despite physical translocation. Thus, this study's contribution is that, within land reform debates, physical translocation does not break the bonds with, or ties to, places of origin. Belonging enables several functions, such as access to labour, mitigation of economic challenges and enhancement of social relations, as demonstrated by this case study. For scholarship, the study contributes to land reform debates by applying the concept of belonging, which has mostly been applied to border and migration studies policy. The framework of belonging within land reform reveals the importance of social, cultural, religious and economic effects in accessing labour and enhancing agricultural production in agrarian settings. The study draws the conclusion that beneficiaries of land reform desire to remain relevant to a host of political, economic, spiritual and social aspects anchored in places of origin. Therefore, resettlement does not break ties which people have with places of origin, people embrace the new without discarding the old relations