South African and Australian higher education sector is facing challenges of fewer females in leadership positions despite policies in place in both countries. The main purpose of this integrative literature was to analyze and compare journal articles related to career development for female academics in South African and Australian higher education institutions to ascertain the challenges faced by women in both countries. South Africa and Australia were chosen for this study due to the differences in cultural background and legislation. Females are still underrepresented in leadership positions both in Australia and South Africa, hence this study investigated the reasons and provided recommendations to improve female academics representation in higher education institutions. A literature review of 15 research papers and journals articles published from 2010-to 2020 was conducted. The keywords “career development for female academics” were searched in three databases namely, Google Scholar, Ebsco-host and Emerald. The results from the literature showed that female career development in Australia is moving at a faster pace than in South Africa. The results also show that in both countries glass ceiling and limited female representation in leadership positions are rife in both countries. Female-only career development programs are essential to promote female development in higher education. As this study is focusing on two different countries on different continents, both countries have a lot to learn from each other in terms of policy implementations to enhance female career development. This article provides an analysis of the trends of female career development in South Africa and Australia. Therefore, from the existing literature for a period of 10 years, a conceptual career development model was developed.
There is a growing concern about the lack of skilled municipal employees who can deliver essential services to under-resourced local communities in South Africa. However, coaching and mentoring appear underutilized to train municipal employees to improve service delivery to local communities. The study aims to investigate whether coaching and mentoring could capacitate municipal employees whose performance appraisal reveals a lack of skills to provide essential services. A cross-sectional research design was adopted to conduct a survey. The target population comprised 265 municipal employees, and a stratified random sample of 115 employees completed a questionnaire. The employees held positions of general managers, general assistants, and administrators, with varied years of experience. Cronbach’s Alpha indicated an overall high 0.8 questionnaire reliability score. Using a quantitative method, responses from municipal employees were collected to examine their perceptions of the influence of training and development on employee performance and service delivery. Hypotheses were tested using the bivariant inferential statistical tests of correlation (r) and Chi-square (χ2). The results indicated that training and development were more likely to improve employee performance. Furthermore, the results showed that trained employees were more likely to improve service delivery. In particular, coaching and mentoring could be used to improve performance. Therefore, the study found that the municipality was not providing employees with relevant training and development to enable them to address poor service delivery. Finally, the study recommends that the municipality invests in training and development to enrich employees with new skills and knowledge to improve the quality of service delivery.
The aim of this investigation is to establish the relationship between the Activity and Impact .training approaches in selective South African food manufacturing companies in order to establish which training approach makes the greatest contribution to a Total Quality Management implementation strategy. The main characteristics of these two training approaches are the following: In the Activity training approach the focus is on individual training requirements. Here the trainee and/or the line supervisor subjectively identify individual training requirements (training needs). Furthermore, this approach has no conclusive form of evaluation being conducted, especially to determine whether the knowledge and skills gained during the training course has been transferred to the trainee's working environment Impact training focuses on results-orientated training aimed at meeting the needs of the organisation by providing employees with relevant knowledge and skills to improve their performance. The work environment is seen as an extension of the training programme enabling both the Human Resources Department (Training and Development Department) and the line manager to work in joint collaboration when measuring the trainees' performance in a practical environment A self-designed questionnaire was used to determine whether the selected sample population (n=171) follows an Activity or an Impact training approach when implementing a Total Quality Management strategy. The research revealed three pertinent findings: Firstly, Total Quality Management programmes implemented within the South African food manufacturing industry characterise both the Activity and the Impact training approaches.
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