Dissertations / Theses on the topic 'Organizational change – Namibia'

This study evaluated how the communication of the new performance management system by the City of Windhoek influenced the beliefs of its employees and consequently to determine the effects of the communication process on the degree to which buy-in and readiness is created. Armenakis, Harris and Field's (1999) five element model of examining the change recipient's beliefs, namely, discrepancy, appropriateness, principal support, efficacy, and valence was used as a framework for this study. These beliefs play a major role in affecting behaviours of the change recipients (employees) toward the implementation of a new change initiative in an organisation. Discrepancy involves assessing if employees believe that a need for change does really exist in the organization. Appropriateness seeks to find out from the change recipients whether the performance management system being introduced in the organization is an appropriate reaction to the need and the vision of the organisation. Principal support describes the support from change agents and opinion leaders for the organizational change. Efficacy refers to a belief in one's capabilities to organize and execute the courses of action required to produce given attainments. Valence refers to the intrinsic and extrinsic attractiveness (from the change recipient's perspective) associated with the perceived outcome of the change. Literature on organizational change, organizational communication and change implementation were used, to gain and highlight insights regarding the role of change communication during change implementation, and to provide the conceptual framework for the research design and analysis. A single case study research method was used under a mixed research paradigm. The study used a survey questionnaire that was sent to 711 employees; a sufficient and representative 202 questionnaires were returned from all levels of the organization, yielding a response rate of 22.4%. In addition, three focus group interviews of a representative cross section of staff were conducted as also document analysis to collect data for the study. The summative average percentages of levels of agreements and disagreements of the respondents for each of the five change recipient's beliefs indicate a fairly high degree of agreement (buy-in) and considerably low degree of disagreement (resistance) among the respondents to nearly all five change recipient's beliefs. Discrepancy received the highest degree of agreement (buy-in) 84%; efficacy received 73%, appropriateness 66% and valence 59% whereas principal support scored the lowest degree of agreement of about 40% of the respondents. Despite the high degree of agreement (buy-in) for these elements, there was also a notable number of the respondents who neither agreed nor disagreed to some of the five change recipient's beliefs. In particular, principal support had 38%, valence had 28%, and appropriateness had 22% who neither agreed nor disagreed. The degree of disagreement (resistance) is relatively low in almost all five change recipient‟s beliefs except for principal support which indicated slightly higher levels of disagreement (19%). The results of the study indicate that the communication methods e.g., the road show, leaflets and brochures, discussions and training sessions used during the pre-implementation phase of the new performance management system influenced the change recipient‟s beliefs on the discrepancy for the new performance management system. The evidence is that these communication methods and actions helped to create a sense of urgency and the need to implement a new performance management system among employees. The new performance management system was also believed to be appropriate and its appropriateness was justified through the use of various communication methods which provided detailed explanations on how the new performance management system was different to the earlier performance appraisal system. Notwithstanding the belief in the appropriateness of the new performance management system, the study found that the absence of such a performance management system over a long period of time had cultivated a hidden but unifying shared set of values, beliefs and assumptions among employees that seem not to fit or be suitable to the demands of the new performance management system and the current challenges facing the organization. The employees themselves noted this discrepancy. Hence, they argued, there is a need to bring about new culture with new sets of values, beliefs and assumptions that will better suit and support the current demands facing the organisation and its members. The study found that although employees significantly believe that they have high levels of personal self-efficacy, the change message that was communicated to them did not in itself appear to help to create and further develop this employee self-efficacy. The change message mainly focussed on the need for training, and the design of job descriptions and technical aspects of the performance management system. The study revealed that the employees' belief in principal support of the new performance management system was that principal support was seen as less than sufficient or not as evident as they would have liked. Employees remarked that principal support was only conveyed during the initial stage of communication, thereafter, principal support from senior management was seen to have declined throughout the pre-implementation phase. Nonetheless, immediate supervisors and managers were believed to more supportive than senior management. The literature points to a lack of belief in principal support as an important cause of a loss momentum in change initiatives, which in turn may result in cynicism and greater resistance, especially by those who have vested interest in maintaining the status quo. Valence refers to the intrinsic and extrinsic attractiveness (from the change recipient's perspective) associated with the perceived outcome of the change. The results show that respondents have mixed beliefs about the personal benefits associated with the new performance management system. Thus, 63% of the respondents believe that it will benefit them, 75% believe that it will increase their self fulfilment, 68% believe that it will increase their feeling of accomplishment, 45% believe that their fringe benefit will remain the same after it is implemented, and 58% believe that they could earn high performance return. However, the result also shows that there are still many respondents who neither agree nor disagree to the presence of personal valance with regard to the new performance managements system. This study established that the use of various communication methods persuaded the majority of the City of Windhoek employees to view the new performance management system overall in a favourable light. However, interviewees criticised the communications process on the grounds that most of these methods were only used once and were not repeated, as they would have liked. Lessons on this item from other change studies are that when communicating new change initiatives, change agents should use different methods of communication and as many times as possible to influence the belief of employees. This report is structured as follows: Section 1 provides an abstract and introduction to the study. Section 1.2 presents a brief review of core theories and recent empirical studies relevant to the research problem. Section 1.3 provides a description of the research method followed in addressing aim and objectives of this study. Section 1.4 presents the results of the evaluation report and section 1.5 discusses the findings and make conclusive recommendations. Section 2 of this study complements subsection section 1.2 (in section 1) with a more detailed review of the literature on organizational change, organizational communication and change implementation. This more detailed review was conducted before the field work and write up of Section 1. The literature incorporated into Section 1 was distilled from this more detailed review. Similarly, Section 3 of this study complement subsection 1.3 (of section 1) with an extended description of the research design and research procedure followed in the study.

Future Search is a new concept in Namibia. This study looks at the application of a Future Search Conference (FSC) with the Nursing Board of Namibia with a view to investigating participants' experiences and perceptions of the FSC as an organizational change strategy. I conducted a case study in the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of five respondents with regard to the FSC. To obtain in-depth information on how participants felt about the FSC, I employed two data gathering tools: un-structured individual interviews and observation. The findings confirmed that the Future Search is a new concept in the Ministry of Health in particular and in Namibia as a whole. Participants are of the opinion that leaders and managers are key figures in the success or failure of the Future Search. They showed a tremendous interest in the process and are willing to embrace and master the tool so they could try it in their various areas of work. Emphasis was put on the need to get the FSC introduced to leaders and higher management cadres on a wider scale, because they are decision makers and can decide whether or not the Future Search could be institutionalized. This study concludes with an appeal from respondents to be exposed to the Future Search again in a better time frame than the short time we had.

The challenge for Namibia is to translate Vision 2030 into realistic and implementable programmes and to develop and adopt a set of interventions which will raise the quality of education. The quality of education currently on offer varies from school to school and, indeed, from class to class (Namibia. MoE, 2006, p. 1). The National Standards and Performance Indicators (ETSIP, 2006) for schools in Namibia and the Education and Training Sector Improvement Programme (ETSIP), have been developed to address the quality of education across the country, and to make provision for school managers to be trained. Organisation Development is a planned change approach which focuses on the change processes of the organisation, by opening up communication, decreasing internal destructiveness – such as win-lose conflicts – and by increasing creativity in problem solving. It is based on the values and assumptions about people and their organisations. OD promotes interdependence and interconnectedness, involvement in problem solving and decision making. OD is a process for teaching people how to solve problems, take advantage of opportunities, and learn how to do better over time. OD was introduced to Evergreen Senior Secondary School in the form of a Survey Data Feedback (SDF) where data was collected, analysed and fed back to the participants. The case study involved 20 staff members made up of the principal, two head of departments and 17 teachers. Formal and focus-group interviews, as well as observation, were used to collect data. What was derived from the data was that the OD approach was something new to the participants, and served as an eye-opener. Further, it became evident from the data that participants had high hopes that OD would bring about immediate visible changes regarding the operation of their organisation. It is essential to remind participants that OD is a long-term change process, and not a “quick fix”.

Organizations globally are challenged with a very volatile, fast changing environment. It is only those organizations that develop the capacity to change timeously that will survive in this millennium. (Meyer & Botha, 2000, p.23) Organizational development (OD) is a planned change approach aimed at changing behaviour and enhancing organizational effectiveness. Central to such an approach is continuous business process improvement. OD rests on the foundation of values and assumptions about people and organizations, and it is imperative that organizations adopt systematic methodologies in introducing business improvement interventions. The study introduced an OD approach to one of the rural primary schools in the Omusati region of Namibia, with the purpose of examining if it would bring change in the school. My goal was to explore participants' experience and perception of the OD process and to investigate the possible short term outcome of such an intervention. The case study involved 16 staff members made up of a principal, one head of department and 14 teachers. Data was gathered through formal interviews with the principal, head of department and three teachers, through a focus group interview with teachers, and through observation and observation note entries. The study found that OD was a new concept approach to the participants which differs completely from the way that change processes are introduced in the schools. Participants felt that introducing change in an organization using an OD approach can bring effective change, but it can also place huge demands on participants' commitment. This is particularly so if they do not adopt it as an internal process of business improvement. The OD approach is a long-term change process and not a quick fix. Finally, the outcome of the intervention indicated enthusiasm for the school to continue addressing the prevailing challenges despite various obstacles that they do not have control over.

Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.

A central concern of this thesis is the expansion, distribution and control of 'non-standard' employment in Namibia since independence. The employment relationship has assumed various historical forms under capitalism, each of which corresponds to a specific mode of regulation with distinct structural dynamics. An attempt is made to extend the regulation approach 'downwards' to account for the problem of order in the workplace and to place the employment relationship within its own regulatory framework. The point of departure in this study of the dynamics of labour regulation is the contradictory nature of labour's incorporation, allocation, control and reproduction within the labour market. The employment relationship is never only an economic exchange, but is also mediated through an institutional framework that connects the processes of production and social reproduction, and regulates conflicting interests inside and outside the workplace. This relationship, as critical realists have pointed out, is a product of the indeterminate intersection of several generative structures. The roots of these generative structures can be traced to three sets of social processes: the processes of production and the structuring of labour demand; the processes of social reproduction and the structuring of labour supply; and the forces of regulation. Non-standard employment is viewed as a particular social and spatio-temporal 'fix' for the various regulatory dilemmas generated by the standard employment relationship. This conception underscores the fact that a national system of labour regulation decisively shapes the conditions under which employers are able to casualise a part of their workforce. The differential experience across national boundaries suggests that analytical space needs to be provided for systems of labour market regulation which may either accentuate or moderate pressures for casualisation. Segmentation on the demand side of the labour market is explored through an analysis of the types of non-standard jobs created in different economic sectors. The various forms of employment 'flexibility' tend to vary in importance according to the specific manner in which a firm chooses to compete. Consequently, non-standard employees are distributed in a complex and uneven manner across industrial sectors and the occupational hierarchy, and face a diverse range of possibilities and liabilities that shape their levels and forms of participation in the labour market. By counteracting the homogenisation effects of labour law and collective bargaining, the mobilisation of cheap and disposable labour through non-standard employment contracts allows employers much greater discretion in constructing the wage-effort bargain. With non-standard employment, social and statutory regulation is weak or underdeveloped and hence managerial control is autocratic, with a significant contractual component. Although the changing social composition of the workforce associated with employment 'flexibility' poses serious challenges to the modes of organisation that have long served the labour movement, trade unions in Namibia and elsewhere have been slow to respond to the threats of casualisation. Of concern here, is the extent to which attempts to promote the security of existing union members is compatible with attempts to organise non-standard employees. This thesis shows that the unions have developed a complex amalgam of strategies in their efforts to regulate non-standard employment relationships.

Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.

The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.

Thesis (MBA)--Stellenbosch University, 2001.
New technologies have the ability to enable radical new business strategies, new value propositions and at least transform the manner in which we conduct our day-to-day business. This not only transforms our business but also the speed at which it occurs is nothing short of phenomenal. In the 1990's the advent of the Enterprise Resource Planning (ERP) tools brought about a previously unknown capability of integration and business processes as opposed to functional management. This brought about the capability to reengineer business processes and subsequent work practices. This opportunity presented itself at Rossing Uranium Limited and based on a sound business case this organisation went ahead to implement an ERP along with reengineered work processes. This study project has examined the role of information technology in a modern organisation and its ability to transform business processes. The theory of information technology as a key enabler is explored and documented. The human factor and change management is a critical success factor in any of these major technology or business improvement initiatives. This study has therefore examined the need for change management in organisations and the change management process in some detail. Further to this the topic of improvisational change was introduced, as a recognition that change management within a bounded project initiative is not always sufficient to support ongoing sustainable business improvements. The theoretical aspects of systems implementation, reengineering and change management are extrapolated into a real life case study, Rossing Uranium. Within this case study the external market environment is described along with the internal organisational dynamics. The case study goes on to describe the implementation of the ERP, the reengineering effort and the change management program. The final chapters deal with the evaluation of the Rossing business case within the context of the change management process and focusing particularly on business outcomes and the strengths and weaknesses of the change management program. This is followed up by some key recommendations to address shortcomings.

“The world is changing faster than the experts” (Weisbord & Janoff, 2000:xi). Change, according to Meyer & Botha (2000:223), is the movement of people from a current state to a defined, different, improved and desired new state. Change is needed in all organisations because it has direct influence on the organisation’s performance, and the National Health Training Network in Namibia is no exception. The Future Search Conference as a powerful organisation development strategy, can help people transform their capacity for action. The National Health Training Network (NHTN), like any other institution, has been experiencing some managerial/administrative problems. I, being a member of the NHTN, together with most of the organisation, was faced with the challenge of not knowing what to do. Learning about approaches that might help organisations to develop, concepts such as organisation development in general and Future Search in particular, I developed an interest especially in the Future Search Conference. My interest was based on successful developmental stories of Future Search Conferences in organisations across the world. I decided to introduce the Future Search Conference to our organisation, which I thought might be a remedy for our problems at a later stage. The aim of the study was to investigate participants' experiences and the perception of the Future Search Conference as an approach to organisational change, through interviews. The study found that Future Search was a new concept/approach to the NHTN as well as to the whole Ministry, and it is different from the traditional strategic planning. The difference is seen in the way Future Search involves all stakeholders in issues of concern, while strategic planning involves only managers. The responses revealed the willingness of participants to implement the Future Search Conference in their organisation. Data also revealed, however, that it was not clear how ready the managers were to carry out this task, as they are the gatekeepers. Participants suggested a separate Future Search Conference with managers, to sensitise them to the approach, so that they can see whether it addresses the values and goals of the organisation and can be implemented for developmental purposes.

Organisations that will not, that resist, that cannot, that are incapable, that lack the confidence or that believe it’s not possible to change are likely to stagnate and die (Smith: work in progress). Since independence in March 1990, the new Namibian Government has realized that the quality, efficiency and effectiveness of Namibian schools depends on the ability of teachers and other stakeholders to be innovators and facilitators of change, especially through effective communication, effective meetings, working through conflict, solving problems and making decisions. Organization Development (OD) is an effective, planned change approach for improving organization workgroup processes. Resting on a foundation of values and assumptions about people and organizations, OD promotes collaboration, interdependence and interconnectedness, empowerment, participation and involvement in problem solving and decision-making for all members. Based primarily on a normative, re-educative strategy and secondarily on a rational-empirical strategy, OD assumes that people will change if and when they realize that change is advantageous to them. OD makes use of interventions to determine areas requiring change. The intervention used for my research included a survey-data-feedback (SDF) where data was gathered, analyzed and fed back to the participants. The data was used as a basis for problem solving and training in organizational processes of communication. The case study involved 23 teachers. Journal entries, observation, formal and non-formal interviews as well as focus interviews were used as data collection tools. Participants wanted to see immediate organizational changes thus it was important to remind them that OD is a long-term change approach and that there is no quick fix. Initially, participants were used to the norm of fault finding to determine areas requiring change. However, a year later, during problem solving sessions, I observed collaborative and positive involvement by all participants. Finally, the outcome of the intervention based on the data from the communication workshop and the problem-solving meetings revealed that participants want OD to be institutionalized in all Namibian schools.

The School Clustering System (SCS) was introduced five years after Namibia’s independence in 1990. The rationale for its implementation was to improve the quality of education in Namibian schools by enabling the sharing of resources, experience and expertise among clusters and facilitating school administration by pooling resources from several schools to be shared equally. It was piloted in Rundu and then gradually expanded to the whole country. The cluster system groups 5-7 schools that are eographically close and accessible to each other in one cluster under the leadership of one of the principals known as a Cluster Centre Principal (CCP). The purpose of this study was to investigate the perceptions of CCPs of the implementation of the SCS in two clusters of a particular circuit in the Omusati region. It is a case study involving two CCPs, one serving Inspector of Education (IE), a former Inspector of Education, several teachers, principals and parents. Data were collected through interviews, document analysis, and focus group discussions. The study found that the practice of cluster leaders is informed by contemporary leadership and management thinking. The participatory approach employed in clusterbased committees enables site-based management and collaboration. This has led to organisational learning. It was also found that a number of challenges are hampering the implementation of the SCS. These include lack of system support and inadequate resources. However, the human potential coupled with a high degree of readiness exhibited by cluster members are seen as potential drivers of further development of the system. The study recommends the adoption of a national policy that formalises the SCS as well as the strengthening of system support to build cluster capacity. It also makes suggestions for further research in organisational culture and behaviour with the aim of developing leadership and management practices in the SCS.

The purpose of this research was to investigate three principals’ perceptions and experience of participative management and to gain insight into and understanding of the dimensions involved in participative management from the perspective of the three principals. The research was conducted within the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of three principals with regard to participative management and the meaning they attach to it in their natural settings: how they describe, interpret and make sense of participative management. Data were collected by means of questionnaires, interviews and observation. The findings indicate overwhelming support for the notion that participative management (collegiality) does have a positive influence with regard to creating a sense of common goals, shared vision, a sense of ownership, commitment and improved human relations. The respondents emphasized the critical role of the leader in facilitating the implementation of collegiality as well as an increasing awareness of the potential of participative management to improve human development through delegation. The responses revealed interesting paradoxes with regard to the tensions between leadership and leaderless organizations, as well as between autonomy and interdependence. Responses also reflect the sentiment that participative management should be selective, involving only those with the necessary skills and expertise in the decision-making process. While there is an appreciation of the benefits to be derived from collegiality, critical statements about participative management include the time-consuming nature of participative management, and the notion that participative management impinges on the authority of the principals.

The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.

Since independence in 1990, various efforts have been made to improve the quality and management of Namibian schools, including the Basic Education Project (BEP-Project). In collaboration with the Geselschaft fur Technische Zusammenarbeit (GTZ), the BEP-Project has supported the implementation of important Government programs, such as Lower Primary reform and the cluster system. In 1995 the BEP-Project began to address educational needs in the Rundu education region. It was believed that Rundu had in the past been the most neglected region, especially with regard to education. The school cluster system was devised to facilitate new ways of education service delivery and to address the question of improving education standards. The purpose of this research is to answer the question: "How do the management and staff of a secondary school in the Rundu region of education experience a school cluster system?" To this end, the research seeks to determine what potential the cluster system holds and how that may be realised, and to also establish whether there is any evidence of change in management practices. A case study method has been employed to gain insight into the cluster system as a management tool. Ten respondents, all of whom have been employed at the school in question for a considerable period of time, were interviewed before and after the implementation of the cluster system. The research disclosed that disparities and tension in the school were legacies of the colonial education system, but that the cluster system had bridged the gap and enhanced uniformity and cooperation. Sharing of ideas on educational issues and constant interaction created a conducive environment for academic performance. The case study further disclosed that parental involvement in decision making is still a course for concern and that the cluster system has not yet addressed this issue. The study has shown that decentralisation has taken place and that rural schools are no longer operating in isolation. A lack of innovative ideas has hampered training as a cluster activity. From the research, it is evident that schools have previously operated on an individual basis, but that the cluster system has created the opportunity for schools to interact on a regular basis. This study is timely and of national importance. I anticipate that this study will be of use to policy makers in making decisions for the future development of the cluster system.

The transformation of education has been central to the programme of the first democratically elected government in Namibia, both because of the democratic demands for equality, equity and access, and as a means towards the wider transformation of Namibian community. The study provides a brief history of the pre- and post-independence education policy environment in Namibia with regard to how management and leadership of schools gave rise to opportunities for the development of democratic participation. Adopting an interpretive approach, the study examines several key stakeholders' perceptions of the impact of transformation initiatives on their leadership and management thinking and practice. The sample comprised four teachers, a principal, a director, a school board member, two learners and a hostel matron. The findings reveal that, in order to create a democratic school community, the stakeholders' role is largely a matter of opposing and transcending the contradictions, inadequacies and limitations inherent in the educational ideas, policies and practices caused by the previous Apartheid education system. There is a reasonable amount of success in the implementation process of democratic leadership and management of schools. The findings further highlight contradictory tendencies, in that the Ministry of Basic Education Sports and Culture established a uniform system of education but also entertained the principle of decentralised governance through the introduction of school based management practice incorporating the main stakeholders at local level. The data confirms a communication gap between stakeholders, lack of adequate education and training in participatory management and leadership for learners, parents, teachers and school boards, and insufficient support from the national and the regional authorities. The study concludes with some specific recommendations that might strengthen stakeholders' sense of their participation in democratic practices for longer-term cost effective implementation to occur. This is supported by the belief that education policy change only becomes a reality once understood, owned and appreciated at local level.

The Namibian Ministry of Education introduced the School Clustering System (SCS) in 1996. The system entails the grouping of schools into clusters to facilitate the sharing of resources and expertise. One school in a group is selected to serve as the Cluster Centre and the principal of the centre is identified as the Cluster Centre Principal (CCP). This has created a new level of educational leadership which is still relatively under-researched and the primary purpose of this study is to investigate the perceptions of this new role since it is perceived to be pivotal to the effective functioning of the cluster. This study is an interpretive case study of Cluster Centres in the Komesho Circuit in the Ohangwena Educational Region. Three data collection instruments were used, namely document analysis, observation and interviews. The collected data provided insight into participants' views on the role of Cluster Centre Principals (CCPs), which shed light on the challenges faCing the roles of CCPs. The findings revealed that respondents welcomed the decentralisation of an education system that involves cluster members and parents in decision making. Furthermore, the perceived role of CCPs is perceived as delegation through participative leadership and management approaches. This involves groups in teamwork to enhance the quality of teaching and learning. The study has, however, also exposed tensions surrounding the role and function of CCPs. This is partly because the role has not been formalised and is perceived as existing in a legal vacuum. This study will benefit the Cluster Centre Principals, Inspectors of Education, Advisory Teachers, non-governmental Organisations, the community and the Ministry of Education by placing the role of Cluster Centre Principals in perspective.

Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.

School leadership in Namibia over past centuries was characterized by ‘top down’ administration and typically proceeded without participation of those involved other than the principals who were the sole decision makers. The notion of school leadership through teamwork (team leadership) in Namibia was formalized after the advent of democracy in 1990 and the subsequent reorganization of the education system. The notion of team leadership is embedded in theories that stress participation, teamwork and distributed leadership. It is against this background that this study sought to investigate the current understandings of school leadership and application of team leadership among principals in selected schools in the Ohangwena region in Namibia. The study is an interpretive case study of two secondary schools in the above‐mentioned region in Namibia. The research utilized three quantitative data gathering techniques, namely semi‐structured interviews, observation and document analysis. The research participants were two principals, two teachers and two school board members from each research school. The main findings of this study revealed that the notion of participation of all stakeholders in education is seen as a fundamental aspect of the current leadership thinking. However, the respondents’ vision of leadership is limited and quite traditional in many ways. There is emphasis on the need to control, monitor, and delegate rather than team leadership. Furthermore, where consultation is mentioned it seems the respondents think of the passing down of information – a cascade model ‐ as consultation, a view that is narrow and inaccurate in terms of contemporary leadership theories. While there was an appreciation of the benefits derived from team leadership, challenges facing such leadership pervaded responses. These included lack of understanding of government policies such as ETSIP and NSPIs, resistance to change and implementation of policy. The study recommends that leadership and management programs and teacher leadership development programs be established in Namibia. Finally, the study recommends further research to include Learner Representative Council and Heads of Department. These stakeholders in education may provide new insights into the current school leadership thinking.

The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.

The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.

The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.

Change is invariable and continuous, and has become inevitable in almost every sphere of business. The FNB Namibia operates in a highly vibrant competitive environment that is influenced by external and internal change drivers, and has not been resistant to any forces of change. This study was conducted to examine the relationship between corporate culture and organisational change of FNB Namibia. In this study corporate culture is the independent variable while organisational change is the dependent variable under the investigation. The data were collected through the questionnaires distributed to the staff members of the bank. A total of 50 questionnaires were administered, 33 of the questionnaires were correctly completed and returned. The findings showed that there is a relationship between corporate culture and organisational change. The findings also showed that the dominant existing organisational culture at the bank is hierarchy culture. Even though hierarchy culture is found to be the dominant organisational culture of the bank, the findings however, further revealed that the bank has adopted all four types of organisational culture. The study also found that different types of organisational culture have different levels of perceptions towards organisational change.
Business Management
M. Tech. (Business Administration)

The study was conducted to determine the key obstacles to strategy implementation at the Social Security Commission. The objective was to establish various factors that inhibit successful strategy implementation and explore alternative approaches that could be adopted to facilitate effective implementation of strategic decisions. The data was collected through questionnaires distributed to the personnel of the institution. 34 respondents out of a population of 56 participated in the study. The results showed serious lack of change management practice which could be regarded as the reason why resistance to change from the majority of the personnel is being experienced. Indications are also prevalent from the results obtained that show lack of ownership of the implementation process. In addition, lack of commitment to achieve positive results, lack of control of the implementation plan, ineffective information sharing methods as well as negative organizational culture are influencing the outcome of the strategy implementation process.
Business Management
M. Tech. (Business Administration)

In the first chapter the author outlined the context of the study, the overview, terminology and the research aims, as well as research questions. The purpose of the study was to explore the management of change in schools of the Kavango region in Namibia. It aimed to determine the guidelines, factors that influence change, the role of the principals in managing change and strategies used to train school managers to cope with new demands and changes. The literature reviews, in Chapter 2, address the theories of change management. They further outline the role and successes of school principals in managing change. The literature revealed a lack of information-sharing and skill amongst staff members in general, and principals in particular. The description of the methodology in Chapter 3 addresses how the research questions were approached using purposeful sampling and semi-structured interviews as part of an interpretive approach. A thematic analysis of the data was undertaken from which important recurring concepts were derived. This process continued during data collection. The findings from the data analysis in terms of twelve themes (cf. 4.4) which were composed by grouping together related concepts are presented and described in Chapter 4. Findings showed that participating principals lack skills in managing change, but it appears that there is potential for improvement if they are trained to understand the management of change and leadership theories. A summary of the main findings of the study is found in Chapter 5, together with conclusions and recommendations. Limitations of the study and implications for future research are also addressed. An analysis of the study indicated that there is lack of support, monitoring and coordination of the management of change programmes at the regional level. Reference was made to leadership and management programmes such as the Education and Training Sector for Implementation Programme [ETSIP] initiated by the Ministry of Education [MoE] to assist principals. The findings suggest that programmes petered out because follow-up was limited.
Educational Studies
M. Ed. (Education Management)