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Dissertations / Theses on the topic 'Negotiation skills'
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1
Shaw, Jerie. "The Effectiveness of Negotiation Skills Training in Advancing the Status of Women in Male Dominated Fields: An Evaluation of CWSE-ON's Negotiation Skills Training Workshop." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31853.
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Gender equality has been linked to several positive organizational outcomes, including improved overall organizational performance (Dezsö & Ross, 2012). Yet, several fields in Canada, such as technology and engineering, remain male-dominated (Statistics Canada, 2009). Men and women communicate differently, and women's communication styles are sometimes perceived as weak, particularly in male-dominated fields (Carli, 2001). Women's preference for a more communal communication style also manifests in negotiations: women are less likely to negotiate, and when they do negotiate they are less direct and ask for less than men do (Babcock & Laschever, 2003). In order to help women develop the skills they require to advance their status in male-dominated fields, the NSERC Chair for Women in Science and Engineering delivered five negotiation skills training workshops for women in science, technology, engineering and mathematics (STEM) in Ontario. This thesis evaluates this training program using Kirkpatrick and Kirkpatrick's (2006) four-level training evaluation model, with questionnaires and qualitative semi-structured follow-up interviews as the main data collection methods. Ultimately, the thesis concluded that CWSE-ON was successful in creating a training program that produced positive results at multiple levels of the Kirkpatrick model. The program was particularly effective at encouraging participants to transfer their new skills back to the workplace and actually change their negotiation behaviours. The implications of these findings for training professionals is explored in depth.
2
Boon, Andrew. "Legal professionalism : ethics, practice and legal education." Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322990.
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Sebetlele, Sewagodimo Amos. "Negotiation with teachers as a managerial task of the school principal / Sewagodimo Amos Sebetlele." Thesis, North-West University, 2005. http://hdl.handle.net/10394/845.
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The study focuses on the use of negotiation skills as a managerial task of the school principal in
order to reduce conflicts between teachers and between teachers and themselves, so as to enhance a
good working interpersonal relationship between them. This will lead to the building of trust,
professional development and success.
The purpose of this study was to determine through a literature study and empirical investigation,
the nature of negotiation in schools and the skills used by principals when negotiating with teachers.
The empirical investigation determined the skills used the most and least by principals when
negotiating with teachers.
Chapter 1 covered the statement of the problem, aims and methods to be used to obtain an overview
of the nature of negotiation. This chapter also covers the empirical investigation which includes the
questionnaire, population and sample, the statistical techniques. This chapter further covers the
arrangement of chapters.
Chapter 2 emphasises the nature of negotiation in general and in schools. The definition of
negotiation and the concepts closely related to it are given in this chapter. The significance of
negotiation and the negotiation principles are explained. The process of negotiation with its three
phases, are discussed, approaches to negotiation are explained and common mistakes that occur
during negotiation are highlighted. Mention is also made of the attitude principals have towards the
use of negotiation in schools, as well is the effects that negotiations have on school performance.
The context and skills needed in successful negotiation are discussed in chapter 3. With regard to
the context of negotiation, the climate, negotiating for common ground, the characteristics of good
agreement and the elements of negotiation are covered. With regard to skills needed in successful
negotiation, listening, empathy, space, timing and persuasion are discussed.
In chapter 4 the empirical research design, administrative procedures, population and sampling as
well as statistical techniques are discussed. The completed and questionnaires returned by
respondents are empirically analysed and interpreted. The practical significance (effect size) of
differences between biographical data and the different negotiation factors is done to determine if
the differences are large enough to have an effect in practice.
In chapter 5 the summary of all the chapters is done as well as the findings 60m the research and the
recommendations.
Of all the negotiation skills discussed, it is evident that empathy is a skill that is mostly used by
principals, followed by persuasion and the process of negotiation. The skill that is used least by
school principals and that is also recommended as a topic for further research, is space.
Recommendations of this study emphasize the importance of workshops and or in-service training
for principals on the use of negotiation skills.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
4
Fosu-Amoah, Yaw. "Negotiation with learners as a managerial task of the school principal / Yaw Fosu-Amoah." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8828.
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The research seeks to suggest the use of negotiations as a managerial task
of the school principal with learners to eliminate or at least limit unrest
practices like violence, intimidation of learners by principals and intimidation
of principals by learners, suspicions, vandalism, strike actions and class
boycotts which destroy and negate the culture of learning and teaching
services. All these destructive practices, lead to poor production of matric
results in schools in South Africa in general and in the North West Province in
particular.
The purpose of this study therefore was to determine by means of a review of
literature and an empirical investigation, the nature of negotiations in schools
and the skills needed by practising principals in the discharge of their
management tasks. The empirical study was also aimed at determining the
most important and the least important of the negotiation skills.
Chapter 1 deals with the statement of the problem, aims of the research and
the methods employed in achieving the purpose of the study. This includes a
discussion of the population and sample used for the empirical research and
an outline of the chapters.
The second Chapter highlights on the nature of negotiation in general and in
schools in particular. Explanation of the concept negotiation was given and
terms closely related to negotiation were defined and all shown to be different
from negotiation. Models of negotiation were identified, causes for
negotiation were mentioned, effects of negotiation on school performance
were discussed a:; well as approaches and attitudes to the use of negotiation
in schools.
In Chapter 3, the focus was on the context of negotiation and skills needed in
successful negotiation in schools.
The negotiation climate, elements of negotiation and legal aspects or basis of
negotiation were discussed under the context of negotiation. Listening,
timing, empathy, trust, questions, needs, patience, politeness, as well as
other skills like stamina, tolerance, confidence were discussed as negotiation
skills. Negotiation style and strategies were treated under skills needed in
successful negotiation.
The empirical research design, administrative procedures, population and the
systematic sampling as well as statistical techniques were discussed in
Chapter 4. The duly completed questionnaires returned by principals as
respondents were empirically analysed and interpreted in this chapter.
The last chapter, Chapter 5, throws light on the summary of all the chapters,
research findings and recommendations based on the research findings
derived from the previous chapters as well as a final remark.
It was found that all the respondents recognize that listening is essential to
any relationship and therefore listening was the most important negotiation
skill practised by principals. Again, it was revealed from the empirical study
that most principals do not succeed in building trust with learners by making
wild promises. Principals therefore seldomly make wild promises to learners
as a negotiation skill. Finally based on the research, a negotiation skill
training programme for principals was recommended for future research.Thesis (MEd)--PU for CHE, 1999
5
Welke, Timothy Lowell. "Training for conflict resolution and negotiating skills." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/493.
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Kwitonda, Jean Claude. "Lay Negotiation of Hygienic Haircare: Formative Assessment of Information, Motivation and Behavioral Skills." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1533730466748872.
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Jacobson, Ann, of Western Sydney Nepean University, and Faculty of Education. "Peaceful warriors : a case study in conflict resolution education." THESIS_FE_XXX_Jacobson_A.xml, 2000. http://handle.uws.edu.au:8081/1959.7/118.
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This case study began as a peer mediation program for a class of Year 4 students, implemented over an eighteen-month period as part of the Personal Development, Health and Physical Education syllabus. The program developed into a process that integrated skills development, an understanding of interpersonal interactions, emotional responses and self understanding. Using an action research model and analysis based in grounded theory it became an interactive, interpretative analysis of conflictual issues between student/student and student/teacher as together they explored a major psychological and philosophical issue, conflict resolution, on a local and personal level. This thesis seeks to authenticate the participants? attempts to change the way in which learning about conflict occurs, to change the ambience of the classroom and to develop a web of interrelationships that work towards a greater understanding of the problem area and ultimately of the wider social and cultural network in which we choose to liMaster of Education (Hons)
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Escamilla, Loredo María Ixhel [Verfasser]. "Developing safer sex negotiation skills among Latin American female sex workers working in Germany / María Ixhel Escamilla Loredo." Bielefeld : Universitätsbibliothek Bielefeld, 2014. http://d-nb.info/1060824353/34.
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Bernstone, Helen. "The relationship between the beliefs of early childhood teachers and their use of scaffold, instruction and negotiation as teaching strategies." Thesis, Brunel University, 2007. http://bura.brunel.ac.uk/handle/2438/5179.
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This study investigates the relationship between the beliefs of early childhood education teachers and their use of the teaching strategies instruction and negotiation in relation to the scaffold process. Consideration of thinking skills and the ability to problem solve through the vehicle of play provided the background to the research focus. The research was undertaken in two differently structured early childhood education centres in New Zealand with a case study design framing the gathering of data through observations and interviews. It is a small qualitative study driven by socio-cultural theory and therefore considered from a social constructivist position. The main findings from observations and interviews revealed that not all teachers had congruency between their beliefs and practice, that instruction could be the only mediation within a scaffolding process and by considering the power relations in the learning and teaching situation, a model of how different teaching strategies could be related to different states of thinking. A key finding was that of a definition of negotiation as a teaching strategy.
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Marciulevičienė, Laimutė. "Darbuotojų tarpkultūrinių derybinių įgūdžių gerinimas AB "Audimas" pavyzdžiu." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20130107_164827-48727.
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Darbo tikslas – išanalizuoti tarpkultūrines derybas teoriniu aspektu, suvokti, kokia sėkmingų derybų esmė ir kaip derėtis su skirtingų kultūrų atstovais, atlikti tyrimą ir pateikti siūlymus. Darbą sudaro trys pagrindinės dalys. Pirmoje dalyje apžvelgiama mokslinė literatūra tarpkultūrinių derybų sampratos aspektais. Analizuojama, kokią įtaką tarptautiniam verslui turi įvairių kultūrų skirtumai. Antroje darbo dalyje pristatoma tiriamos įmonės, AB „Audimas“ charakteristika, pateikiami tyrimo, kuriuo buvo siekiama įvertinti darbuotojų kompetenciją tarpkultūrinėse derybose, duomenys, jų analizė ir vertinimas. Trečioje dalyje pateikiama AB „Audimas“ darbuotojų tarpkultūrinių derybinių įgūdžių tobulinimo programa . Programą sudaro keturių krypčių modeliai.The aim of this paper is to analyze the theoretical aspects of intercultural negotiations, to understand what the essence of successful negotiations are and how to negotiate with different cultures, to investigate and make proposals This paper consists of three different parts. The first part reviews the scientific literature on the concept of cross-cultural negotiation aspects. It analyzes the impact of international business varieties in different cultures. The second part presents the companies JSC Audimas characteristic, studies which was designed to assess staff competence in intercultural negotiations, data analysis and evaluation. The third section presents JSC Audimas employees intercultural negotiation skills development program. The program consists of a four-way models.
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Guszkowski, Karen. "Effect of Negotiator Active Listening Skills on Crisis (Hostage) Negotiations." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/cps_stuetd/118.
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The purpose of this study was to examine the effectiveness of active listening skills on perpetrator response style in crisis negotiations. The extant literature boasts the utility of negotiations in crisis situations for law enforcement that came about in response to cataclysmic events such as the Attica Prison Riots (1971), Munich Massacre (1972), and the Williamsburg incident (1973). Various crisis negotiation models assert the importance of active listening skills in crisis negotiations; given the recent and voluminous media attention on police, this research aimed to provide further support for a cultural shift in police departments around the country to provide their officers with crisis negotiation training. These trainings allow officers to expand their arsenal of tools that decreases their need to rely on a tactical response when verbal de-escalation may be warranted to minimize risk to both officer and subject. The proposed study coded and analyzed audio recordings from the first 20 minutes of 12 simulated negotiations. The author proposed: (1) an increase in the proportion of active listening skills within the first phase of the negotiation would be associated with a decrease in the proportion of negative perpetrator response style in the second phase of the negotiation, (2) an increase in the proportion of active listening skills within the first half of the negotiation would be associated with an increase in the proportion of positive perpetrator response style in the second half of the negotiation, (3) an increase in the proportion of problem-solving utilized during the first phase of the negotiation would be associated with an increase in the proportion of negative perpetrator response style in remainder of the negotiation, and (4) an increase in the proportion of emotional labeling, paraphrasing and summarizing, and open-ended questions utilized during the first half of the negotiation would be associated with an increase in the proportion of positive perpetrator response style in the second half of the negotiation. While no significant results were identified via Pearson’s correlations, scatterplots were constructed for visual inspection of the data, which indicated potential support of hypotheses II and IV when considering the limitations of the study.
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Lazareva, O. Y., and O. O. Kovtun. "Synergy effect of teamwork in learning English." Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38022.
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Miller, Paul K. "The social reality of depression : on the situated construction, negotiation and management of a mental illness category in primary care." Thesis, Lancaster University, 2003. http://insight.cumbria.ac.uk/id/eprint/75/.
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This project is a study of the way that people use language actively to achieve certain ends in communication, the way that they organise their spoken discourse to construct, convincingly, the state of their lives, both ‘internal’ and ‘external’. It does this primarily through an analysis of the systematic properties of the descriptive, communicative and interpretative skills which members use in the accomplishment of the meanings central to everyday existence. More specifically, this project is a study of verbal accounts of, and doctor-patient interaction relating to, clinical depression. The project begins from the premise that most social studies of depression and its diagnosis have been subject to the same problematic treatment of language as a ‘transparent medium’ as the psychiatric frames upon which the modern clinical understanding of depression in the UK is itself based. I aim, in view of this, to demonstrate how hitherto neglected elements in the social analysis of the condition can be revealed with the application of an alternative methodology, a methodology which treats talk-in-interaction as a dynamic and constructive phenomenon rather than a neutral conduit for the passage of information. The empirical data takes the form of a set of General Practitioners from a single practice in the North West talking freely about depression and their experiences of diagnosing it, and actual consultations between these GPs and their patients. Drawing upon Wittgenstein, Ethnomethodology, Discursive Psychology and, particularly, Conversation Analysis this project examines the ways in which doctors and patients construct, negotiate and manage ‘depressive’ meanings in the course of medical interaction, always holding tightly to Wittgenstein’s maxim that practice gives words their significance.
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Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.
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This study aimed at investigating the relationship between English instructors&rsquonegotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo
Rahim Organizational Conflict Inventory II (ROCI II)&rdquo
and &ldquo
Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, Ç
ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo
use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.
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Jones, Peter Leslie. "Open Skies : a history of the negotiation and a case study of negotiation theory." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307683.
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Radford, Julie. "Negotiating topic and repair : the development of language skills in SLI classrooms." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019815/.
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Bright, Lauren. "Perceived benefits, constraints, and negotiation strategies of skiers and snowboarders with disabilities." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0008968.
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Österberg, Elin. "Ingångslön, en fråga om kön : Ingenjörsstudenters förväntningar." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-10762.
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Svensk lönestatistik visar att manliga och kvinnliga ingenjörer har ojämnlika lönenivåer, till männens fördel. Tidigare studier har belyst att kvinnor har bristande tillit till sin förhandlingsförmåga och många studier har också visat att män har högre löneanspråk än kvinnor. Aktuell studie har ämnat identifiera faktorer som påverkar studenters förväntade löneanspråk för ingångslön. Resultaten här baseras på en enkätundersökning besvarad av 137 ingenjörsstudenter. Studiens resultat bekräftar tidigare studiers gällande mäns och kvinnors löneanspråk och förhandlingsförmåga, män anger högre värden för båda dessa variabler. Studien har kunnat synliggöra avgörande faktorer för studenters löneanspråk. Starkast prediktor för deltagarnas förväntade löneanspråk är variablerna kön, examensgrad och ålder. Könskillnader diskuteras för dessa resultat.
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Farmer, Eilunid. "Negotiating the edge : resolving the conflicts and potentials between endogenous and exogenous environments in peri-urban settlement by creating a condition for a narrative between the two extremes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45279.
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In Mabopane’s core, designers have, in an idealistic, static and utopian fashion, created environments for a society that does not exist, which has resulted in a tension between formal environments and informal activities. Because of the nature of formal institutions, informality (which is the backbone of identity of place) is suffering and being encroached upon by formal developments. In reality, in all formality lies some informality, and vice
versa. The intention is not to formalise the informal or informalise the formal, but rather to create a hybrid space where the two extremes (which are dependent on each other for survival) can co-exist and form a symbiotic relationship. How does one create this landscape of co-dependence? The answer is firstly sought in a programmatic approach .
An apprenticeship workshop inherits current site activities and forges a new relationship between the two extremes by sourcing the by-products of retail from the formal structure (i.e. the shopping centre) and utilising the evident resource effi ciency of the community in order to solve a series of urban problems. The programme consists of two branches: the larger product manufacturing (where a current modular housing system with added recycled insulation is produced); and the smaller workshops (where fi ner crafts are practised, such as sewing and mending). These spaces are aimed at creating social,
economic and knowledge-exchange environments. The programme is used as a vessel to illustrate the concept that three types of spaces are required: the necessary, the optional and the spontaneous. The programme is designed in such a way that it compliments existing activities, introduces new ones where necessary and capitalises on established networks. The built form is thus required to create a hybrid landscape of exchange. In order to create this landscape, a visual language is extracted from the context, deciphered and applied to the proposed site and activities. The designer is only capable of creating the formal and not in control of the informal, but one can learn from the fabric by deciphering some of the visible patterns on how to create successful space. This understanding of “anonymous architecture” aims to stimulate the narrative between the two extremes. By examining the context, understanding what works and why it works in that specifi c way, a decision on what formal intervention is needed, could be supported to compliment and refl ect the dynamic properties of the context. This familiarity of form is used to create an architecture that is region specifi c in its message and use.Dissertation (MArch(Prof))--University of Pretoria, 2014.
Architecture
MArch(Prof)
Unrestricted
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Smith, Edwin Keith. "Flying friendlier skies : the effect of the 2002 ECJ "open skies" ruling on EU-US air transportation negotiations - a study in policy convergence." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/4549.
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The international air transportation industry has historically been a paradox. While the industry enables globalization, historically, the international air transportation regulatory regime has been largely mired in protectionism. This restrictive regime was developed by national actors, who either owned or heavily subsidized their domestic carriers, and guarded their interests very closely, thus insulating the industry from large levels of foreign competition. This paradox of international air transportation continued until the development of convergence in regulatory policy through the 2007 ‘open skies-plus’ air transportation agreement between the United States (US) and the European Union (EU). This thesis examines the developmental process of this agreement as an examination of policy convergence theory, in order identify the explanatory powers leading to the formation of the ‘open skies-plus’ agreement.
To identify the explanatory powers, a comparative analysis is established, using two historical reference points, t(0) and t(1), as case studies. This thesis uses two mechanisms for the development of policy convergence, international harmonization and regulatory competition, to identify why the convergence took place at this specific time and why it was set at this specific level of regulation. Using these mechanisms, the 2002 European Court of Justice (ECJ) ‘open skies’ ruling is identified as the explanatory power for the convergence of policy in this field, and the precedent set by the previous bilateral agreement between the US and the Netherlands is identified as establishing the standards of regulation in the 2007 ‘open skies-plus’ agreement. The thesis concludes with an examination of the prospects for further liberalization of transatlantic air transportation, as well as recommendations for the continued development of the field.
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Cruz, José Aleixo Peralta da. "A Reinforcement Learning Environment for Cooperative Multi-Agent Games: Enhancing Negotiation Skills." Master's thesis, 2019. https://hdl.handle.net/10216/121252.
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Doehring, Peter. "The developmental significance of negotiation in the social pretend play of 5 1/2 to 7 1/2 year-olds : relations to social and cognitive skills." Thesis, 1987. http://spectrum.library.concordia.ca/5811/1/ML44246.pdf.
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Pedrosa, Vanda. "Gestão de Conflitos e Negociação: Estudo Aplicado aos Técnicos de Diagnóstico e Terapêutica." Master's thesis, 2009. http://hdl.handle.net/10400.8/4802.
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O estudo da gestão de conflitos e da negociação associada aos contextos de saúde tem vindo a ser tema de investigação, nomeadamente no contexto dos Cuidados de Saúde Primários, em modernização desde 2006. A crescente cooperação entre profissionais e utentes na realização de tarefas clínicas e de gestão torna as competências em gestão de conflitos e negociação cruciais à sustentação e estabelecimento das relações.
A presente tese teve como objectivo saber se os Técnicos de Diagnóstico e Terapêutica do Agrupamento, de Centros de Saúde da Lezíria I do Ribatejo, consideram as competências em gestão de conflitos e negociação um factor crítico à modernização dos Centros de Saúde e à sua actividade profissional de contacto com o utente. Utilizou-se uma abordagem qualitativa e o método de entrevista. Observou-se que os entrevistados consideram as competências em análise críticas à modernização dos serviços, numa lógica de gestão partilhada. A formação é apreciada, pois não obtiveram estas competências nos diferentes ciclos de ensino.
O grupo detém autonomia profissional, poder negocial e uma concepção de negociação que não é simplista.
Os profissionais trabalham maioritariamente como elementos únicos, confirmando que ter um colega de profissão é positivo. Ser-se elemento único e deter competências técnicas singulares faz com que a gestão do tempo e dos recursos seja crucial. Os conflitos surgem, maioritariamente, por o contexto ser de proximidade, pela comunicação, a interdependência de funções e de recursos. Tendem a ficar sem solução, surgindo sem razão aparente. Preferem uma orientação negocial integrativa e estratégias negociais colaborativas.The study of conflict management and negotiation related with health settings has been a topic of research, particularly in the context of Primary Health Care in modernization since 2006. The increasing cooperation between practitioners and users to perform tasks and clinical management makes skills in conflict management and negotiation crucial to the support and establishment of relations. With this study, it was meant to know whether the technicians of Diagnosis and Therapy of the Grouping of Health Centers Lezíria I do Ribatejo consider the skills in conflict management and negotiation a critical factor to the modernization of public health center and its professional activity regarding the contact with the users. It was used a qualitative approach and the method of interview. It was observed that the respondents consider skills in analysis critical to the modernization of services based on logic of shared management. Training is appreciated as they didn’t obtain these skills in different stages of education. The group has professional autonomy, negotiating power and a conception of negotiation that is not simplistic. The professional group working mostly as single elements, confirming that having a professional colleague is positive. Being a single element and detain individuals expertise makes the management of time and resources is crucial. Conflicts arise mostly in the context of proximity to the communication, the interdependence of functions and resources. They tend to remain unresolved, appearing for no apparent reason. They prefer an integrative bargaining orientation and collaborative negotiation strategies.
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Sirinidis, Georgia. "The importance of negotiating for improved information systems delivery." Thesis, 2006. http://hdl.handle.net/10539/1828.
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Faculty of Information Systems
School of Economic and Business Sciences
9406128v
georgia.sirinidis@fnbcorporate.co.zaInterpersonal Conflict is a neglected topic in Information System Development (ISD). While deemed important, few ISD studies have examined interpersonal conflict, the management of this conflict, or the impact this conflict has on project outcomes. Research in this field has revealed that conflict between different user groups within the systems development team is considered to be a significant threat to the success of a project. Failed systems have been attributed to resistance to system change, political issues that arise as a result of the system change and poor qua lity of teamwork between users and technical staff, analysts, programmers and other IS professionals and cultural differences. Better methods of systems analysis and design are thus needed to ensure appropriate, feasible and acceptable programs and applications and it is therefore with this intention, that this dissertation is submitted: to consider organisational behavioural means, in particular the importance of negotiating within the Systems Development process, to improve systems development. There were multiple objectives to this dissertation. These were: · to investigate whether system development is currently experienced as a process of conflict · to ascertain which roles experience a greater degree of conflict · to ascertain which systems development life cycle (SDLC) and which methodologies experience a greater degree of conflict · to assess whether negotiating skills vary across the different roles within the SDLC, to assess whether negotiating skills vary across SDLC methodologies · to determine whether the interest to improve negotiating skills varies within the SDLC · to evaluate the importance attached to negotiating skills in the SDLC · to assess whether the acceptance of the proposed negotiating framework for systems development varies within the SDLC · to examine what factors play a role in the acceptance of the proposed frameworks and · to assess whether the proposed framework will improve systems delivery. ii The reach of the research was limited to organisations in Southern Africa. These organisations were either large software development houses, or small IT departments within organisations, which specialised in developing either outsourced systems or in- house systems. Selfadministered questionnaires were mailed out to system development teams in South Africa, of varying industries and a total sample of one hundred and fifty five respondents replied. A quantitative approach was adopted to analyse the data. The results of the research show that minimal conflict is currently experienced in the SDLC and respondents across all roles and methodologies feel they possess negotiation skills to handle the conflict. The majority of the sample favourably accepted the proposed framework. Some roles attached more importance to the need for negotiating skills in their line of work, and paid more attention to improving their negotiating skills than others.
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Al-Madhoun, Mohammed I., and Farhad Analoui. "Developing SME Managers under Fire: Negotiating Obstacles and Weaknesses in Palestine." 2004. http://hdl.handle.net/10454/3419.
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NoIn recent years, management training development has secured an increasingly important place in the life of the business managers. After the peace agreement, to find a solution for the apparent lack of managerial strength, many management-training programmes (MTPs), of an off-the-job nature, have been established in the Palestinian Territories. The main objective of this paper is to explore the obstacles and weaknesses facing MTPs for business managers' development. The paper achieves this objective by dividing the identified weaknesses into four broad categories, namely, MTPs weaknesses, obstacles specific to the Palestine situation, and trainers' and managers' weaknesses. The primary data has been generated through a survey of the SME managers who have participated in MTPs in Palestine. To demonstrate the effects of MTPs on small businesses, different but relevant sets of variables were employed and subjected to statistical analysis. It is concluded that although there are major obstacles and weaknesses facing the development of SME managers, the findings, however, can be used to enhance the effectiveness of the future MTPs and indeed the performance of SMEs as a result. They also firmly point to the need for further management development in Palestine.
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Yang, Chih-Ying, and 楊知音. "Effect of A Study Sharing-experience Negotiation Skill Curriculum on Interpersonal RelationshipIn Fourth-grade Primary School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46033525657343531030.
Full textAbstract:
碩士國立臺北教育大學
生命教育與健康促進研究所
99
Abstract This study is aimed to understand the current situation of “negotiation-skill knowledge, negotiation behaviors on conflicts and interpersonal relationship among school students. Sharing Experience Negotiation Curriculum were also developmented to understand how it affected the way the fourth grade students interacted with others. The subjects of this study were two classes of fourth graders of an elementary school in Taipei. Among these students, 17 students were arranged into the Control Group while 16 students were into the Experimental Group. “Quasi-experiment Research Method” which included pretests conducted on both groups and the “Sharing Experience Negotiation Curriculum “ was only conducted on the Experimental Group. After the courses were finished, post-tests were conducted on both groups followed by quantitative, qualitative analysis, discussion according to the results of the pretests and posttests, observation records and feedback sheets. The instruments of this study are the Negotiation-Skill knowledge Scale (the average sharing score is from 0 to 10), the Negotiation Behaviors on Conflicts Scale (the average score is from 0 to 24), the Interpersonal Relationship Scale (a 5-level scale with the average score from 5 to 90). The factor of “Self-isolation”, “Interpersonal Harmony, and “Interpersonal Interaction” on the “Interpersonal Relationship” Scale and that of the Cronbach α arrived at 0.84, 0.77, 0.86 and 0.92. Descriptive Statistical Analysis and ANOVA were utilized to explore the differences between demographics, the current situation of the Negotiation-Skill knowledge, Negotiation Behaviors on Conflicts, and Interpersonal Relationship. Covariance Analysis were conducted on changes made by the “Sharing Experience Negotiation Curriculum”. The study results show that the mean score of Negotiation-Skill knowledge arrived at 2.18 which is lower, that of Negotiation Skills on Conflicts is 11.15 which is above average, and that of the Interpersonal Relationship is 65.24 which is average. There are no differences existed between demographics and Negotiation-Skill knowledge, Negotiation Behaviors on Conflicts and Interpersonal Relationship. The mean scores of Negotiation-Skill knowledge, Negotiation Behaviors on Conflicts and Interpersonal Relationship after the intervention of the courses of Sharing Experience Negotiation Curriculum were higher significantly. According to the results of this study, researchers suggest that the Sharing Experience Teaching Method could be used to develop negotiation courses for fourth graders in school earlier and train pupils how to use negotiation skills and behaviors while dealing with conflicts for better interpersonal relationship.
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Varela, Vanda Cristina Barrocas. "Gestão de conflitos e negociação: estudo aplicado aos técnicos de diagnóstico e terapêutica." Master's thesis, 2010. http://hdl.handle.net/10071/6166.
Full textAbstract:
O estudo da gestão de conflitos e da negociação associada aos contextos de saúde tem vindo a ser tema de investigação, nomeadamente no contexto dos Cuidados de Saúde Primários, em modernização desde 2006. A crescente cooperação entre profissionais e utentes na realização de tarefas clínicas e de gestão torna as competências em gestão de conflitos e negociação cruciais à sustentação e estabelecimento das relações.
A presente tese teve como objectivo saber se os Técnicos de Diagnóstico e Terapêutica do Agrupamento, de Centros de Saúde da Lezíria I do Ribatejo, consideram as competências em gestão de conflitos e negociação um factor crítico à modernização dos Centros de Saúde e à sua actividade profissional de contacto com o utente.
Utilizou-se uma abordagem qualitativa e o método de entrevista.
Observou-se que os entrevistados consideram as competências em análise críticas à modernização dos serviços, numa lógica de gestão partilhada. A formação é apreciada, pois não obtiveram estas competências nos diferentes ciclos de ensino.
O grupo detém autonomia profissional, poder negocial e uma concepção de negociação que não é simplista.
Os profissionais trabalham maioritariamente como elementos únicos, confirmando que ter um colega de profissão é positivo. Ser-se elemento único e deter competências técnicas singulares faz com que a gestão do tempo e dos recursos seja crucial.
Os conflitos surgem, maioritariamente, por o contexto ser de proximidade, pela comunicação, a interdependência de funções e de recursos. Tendem a ficar sem solução, surgindo sem razão aparente.
Preferem uma orientação negocial integrativa e estratégias negociais colaborativas.The study of conflict management and negotiation related with health settings has been a topic of research, particularly in the context of Primary Health Care in modernization since 2006. The increasing cooperation between practitioners and users to perform tasks and clinical management makes skills in conflict management and negotiation crucial to the support and establishment of relations. With this study, it was meant to know whether the technicians of Diagnosis and Therapy of the Grouping of Health Centers Lezíria I do Ribatejo consider the skills in conflict management and negotiation a critical factor to the modernization of public health center and its professional activity regarding the contact with the users. It was used a qualitative approach and the method of interview. It was observed that the respondents consider skills in analysis critical to the modernization of services based on logic of shared management. Training is appreciated as they didn’t obtain these skills in different stages of education. The group has professional autonomy, negotiating power and a conception of negotiation that is not simplistic. The professional group working mostly as single elements, confirming that having a professional colleague is positive. Being a single element and detain individuals expertise makes the management of time and resources is crucial. Conflicts arise mostly in the context of proximity to the communication, the interdependence of functions and resources. They tend to remain unresolved, appearing for no apparent reason. They prefer an integrative bargaining orientation and collaborative negotiation strategies.
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Hove, Muchativugwa Liberty. "Academic skills and linguistic power : negotiating a syllabus for the acquisition of multi-faceted litaracies in English / Muchativugwa Liberty Hove." Thesis, 2012. http://hdl.handle.net/10394/15656.
Full textAbstract:
From a purposive sample of thirty (30) previously disadvantaged learners sponsored by the
Telkom Foundation and currently enrolled at an elite private secondary school in South
Africa. this study unde1iook a baseline survey of the participants writing and comprehension
skills. The pen and pencil survey. including a questionnaire, identified their competency
levels and the gaps in the participants· language skills.
Over a three-year period. the study examined and extended the participants· writing styles in
their comprehension and composition scripts on three genres - expository, narrative and
descriptive. From the three genre texts, it was established that their sentence structures ranged
from the simple, compound to the complex variety. Using the Hypotaxis Index as a
quantitative measure to analyse the written texts, which is the cow1t of subordinated clauses.
appropriate linking devices and the successful co-ordination of ideas in sentences calculated
as a percentage of the total clauses making the composition. it was established that the higher
the Hypotaxis Index, the more accomplished and successful the writing (Horning, 1998:
Balfour, 2007; Allison, 2002). Discursive and expository compositions that displayed the
characteristics of appropriately projected thoughts, and an awareness of the perceived
audience, were more successful than those that relied on simple subject and verb concord
sentence structures.
A major challenge in the analysis of the compositions stemmed from incidents where
incomplete clauses were used, with no evident subject-verb pattern or concord. There were
also some relatively successful compositions that depended on simple and compound
sentence structures only.
It was derived from this three-year longitudinal study that an attempt to improve the writing
quality and strength of the secondary school learners would be through a deliberate focus on
dc,·eloping their cognitive academic literacy (CALP) skills through the design. development
and implementation of a task-based syllabus based on the specifications of Breen ( 1999).
Long and Crookes (2006) and the ecological factors of the International School of South
Africa. Explicit grammar instruction, particularly the structural patterning of the sentences
that learners used in their writing. v•as decided upon as a practical reinforcement for language
skills that the learners needed in order to develop academic literacy proficiency skills in
English. The Hypotaxis Index, if correctly calculated, should be a significant indicator of
what intervention could be effected in order to improve learner's skills.Thesis (PhD.(English) North-West University, Mafikeng Campus, 2012
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Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig." Thesis, 2002. http://hdl.handle.net/10500/2450.
Full textAbstract:
Text in AfrikaansSummaries in Afrikaans and English
This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four.
Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied.
Afrikaans and Theory of Literature
D.Litt. et Phil. (Afrikaans)
30
Santos, Luís Xavier Silva. "Are bulge-bracket really worh it? : an empirical study into the impact of financial advisers’ reputation on acquirer performance in M&A transactions." Master's thesis, 2020. http://hdl.handle.net/10400.14/31329.
Full textAbstract:
This study aims at offering a further contribution to resolving the puzzle of conflicting literature regarding the value of hiring a top-tier investment bank to advise on an M&A transaction, from the acquirer’s standpoint. We investigate whether the relationship reputation-quality-price holds in the market for M&A advisory services. Using a sample of 5,033 domestic and cross-border deals between 1980 and 2019, we show that top-tier advisers provide higher announcement returns for the acquirer, but only in public and subsidiary domestic transactions. This work also demonstrates that this superior service originates from the advisers’ ability to extract a larger share of the synergies created by the deal from the negotiations, in favor of acquirers. We close the circle by showing that, in line with their reputation, top-tier advisers charge an average 0.32% of deal value more than their less prestigious counterparts, corroborating the reputation-quality-price hypothesis.Este estudo procura contribuir para a resolução do puzzle de literatura conflituante relativamente ao valor gerado pela contratação de um banco de investimento de primeira linha (“bulge-bracket”) para assessorar uma transação de fusão ou aquisição¸ pela perspetiva da empresa adquirente. Nesse sentido, é investigado se a relação entre reputação, qualidade e preço é válida no mercado de serviços de assessoria a fusões e aquisições. Usando uma amostra de 5033 transações, domésticas e internacionais, entre 1980 e 2019, este ensaio evidencia que bancos de reputação notoriamente superior produzem retornos de mercado mais elevados, à volta da data de anúncio do negócio, mas apenas no contexto de transações domésticas cujo alvo são empresas públicas ou subsidiárias. Este trabalho demonstra, igualmente, que a origem deste serviço superior reside na capacidade destes bancos de, aquando das negociações, extraírem uma parcela superior das sinergias criadas pela transação, em favor do adquirente. O círculo completa-se mostrando que, de acordo com a sua mais abrangente reputação, os bancos de primeira linha cobram, em média, 0,32% do valor da transação mais do que os seus pares menos prestigiados, corroborando a hipótese sobre a relação entre reputação, qualidade e preço mencionada acima.
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.
Full textAbstract:
Summaries in Afrikaans and EnglishIn die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)