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    Leadership approaches to talent development and retention : a case study of a UOT in South Africa based on system dynamics
    (2024-05) Govender, Gonasagren; Bodhanya, Shamim
    Higher Education (HE) in South Africa has been recently affected by high staff turnover in the science faculties. The higher education system is under severe pressure given that the academic cohort of scientists comprises a majority of ageing white males. Thus, the higher education sector will have to ensure it attracts and retains scientific staff to address this potential crisis. High turnover sometimes occurs as a result of poaching from ‘sister institutions’ but, in the main, is due to staff losses to the private sector because universities cannot match the salaries offered in the private sector. A shortage of scarce skills has left universities with no option but to appoint foreigners in some faculties. This has a negative impact on staff retention. Furthermore, a career in academia is sometimes embraced through default rather than conscious choice. This results in lower productivity as there is little motivation for new staff to perform to their potential since they see academia as a stepping-stone to their ‘real career.’ Therefore, this study, sought to evaluate leadership approaches to talent development and retention using a qualitative system dynamics model. System dynamics modelling is a computer simulation approach to addressing social issues that is rooted in the agency-structure debate. The fundamental thesis of system dynamics is that the behaviour or observed phenomena in any system over time is largely determined by its structure and that effective changes or modifications can only be achieved through an understanding of the structure. The research was primarily qualitative, as system dynamics requires elicitation and understanding of the prevailing mental models in a system as the basis for developing a simulation model. System dynamics modelling primarily follows the systems thinking paradigm, which is a philosophical world view that is rooted in holism. The system thinking paradigm holds that all things and events inadvertently form part of a larger whole and they can be best understood within the context of this larger whole. A purposive sample of 30 members of staff from human resources management, executive management and members of the University Council was used to collect data through interviews and focus groups. Data was analysed using NVivo and a qualitative system dynamic modelling approach. The findings of the study led to identification of four consolidated themes, viz. talent development and retention; a system for talent management and retention; a process for talent management and retention, and recommendations for talent management and retention. The afore-mentioned themes were further categorised into nine sub-themes. The results show that several factors impact talent management, including bureaucracy and a lack of proper promotion processes. The findings from the system dynamics approach led to the formulation of four key variables: work pressurised induced turnover, resource dynamics for staff development, training dynamics and consultative strategic planning. The identified variables led to the development of an integrated SD-CLD model on leadership approaches to talent development and retention, which is a key contribution of this study. Therefore, institutions of higher learning must come up with talent development strategies that adhere to the prevailing laws such as the Employment Equity Act to achieve their strategic goals. A targeted training initiative is fundamental in developing the skills of academics in terms of teaching and learning and research. Hence, departmental courses, seminars and workshops for teaching and learning research excellence and general academic development need to be seriously debated within a given collegial, intellectual, and academic environment. This study has contributed to the literature on talent management, leadership, and retention from a university of technology where resource, constraints, culture, and politics play a crucial role on the final recipe. The study has further provided a springboard for altering or reviewing institutional policies so that the needs of employees are properly addressed, and the talent management framework is enhanced. Future research should consider expanding the scope of the study by other variables that are key to organisational effectiveness using a system dynamics approach.
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    An investigation into talent management and employee retention in the higher education sector of South Africa : a case of the Durban University of Technology
    (2016) Njanjobea, Isah Leontes; Chetty, Gopalkrishna; Lourens, Melanie E.
    This study focused on an investigation into talent management and employee retention in the higher education sector of South Africa- a case study of the Durban University of Technology. Since the end of apartheid, South African higher education has been through many challenges, including how to attract, managing and retain a new breed of academics who will be able to assist in the development of a new transformed society. According to a report presented by Higher Education South Africa (2009:7), higher education institutions are facing a real crisis regarding their ability to attract and retain academic staff of a suitable calibre. This has led to the steady loss of academic expertise and the loss of senior and more experienced academic staff, thereby setting higher education Institutions back in terms of research output (Mapesela and Strydom 2004: 2). The concern is that there are insufficient numbers, particularly amongst Black African academics in the existing academic and postgraduate pipelines to replace them (Higher Education South Africa 2011:1). Consequently, talent management is becoming a central management challenge as it becomes more difficult to retain key and competent academic staff (Barkhuizen Roodt and Schutte 2014: 141). If attention is not paid to this issue, in the years to come the quality of graduates and the research outputs of universities will be severely debilitated (Badat 2009:12). The main aim of this study was to investigate how talent management and employee retention is addressed at the Durban University of Technology strategically, as well as the processes and practices that underpin such strategies. The quantitative research design was adopted and data was collected through a self-administered structured questionnaire. This study was conducted at the Durban University of Technology with a sample of 65 academic staff, including senior academic staff like professors, lecturers and junior lecturers. The target population was grouped into different strata and the sample elements were selected from each group. Findings from the study revealed that talent management is not a strategic element and it is not fully implemented in the higher education sector. Recommendations were made on the review of talent management practices of academic staff in the higher education sector. This study established that there were some elements of talent management principles and practices in place at the University. However, these were often the traditional functions for example recruitment, selection, training and development. It was evident that there needed to be a strategic focus on the entire talent management process. There also needed to be a lot more holistic approach with greater attention being paid to the process from the time academic staff are recruited through to the process of the development of their careers. Retention is another facet that should be focused on, especially in respect of up and coming Black academics as this is in its infancy.
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    Developing an exploratory framework of human capital linked to intellectual capital and knowledge management for a selected university of technology in South Africa : a case study
    (2016) Lourens, Melanie Elizabeth; Jinabhai, Dinesh C.; Dorasamy, Nirmala
    The aim of this study was the development of an Exploratory Framework of Human Capital linked to Intellectual Capital and Knowledge Management for the Durban University of Technology as a case study. The main problem revolved around the lack of an integrated road map for the identification, management and operationalisation of an integrated framework for the Durban University of Technology (DUT) in the UoT Sector, focusing on Human Capital capabilities, Intellectual Capital and Knowledge Management, which emphasised the need for this study. The three main objectives of the study were to investigate the importance and contribution of Human Capital at the DUT operating in a highly dynamic Knowledge-based Economy, to formulate strategies for the Institution to meet its Human Capital demands in the competitive Knowledge-based Economy and to develop an Exploratory Framework of Human Capital linked to Intellectual Capital and Knowledge Management for the Durban University of Technology. The research design adopted was the quantitative paradigm with a pre-coded structured close ended questionnaire comprising the 5 Point Likert Scale that was used to administer the instrument to the selected sample respondents. The questionnaire comprised of 5 Sections, each under a specific main theme related to the research topic. The target population comprised of 1874 employees at the Durban University of Technology. A computerised tool called the Excel Functionality Program was used to generate the random numbers for the sample selection for each group. The sample of 320 employees was selected using simple random sampling without replacement for both the Administrative and Academic staff members at the DUT. A total of 280 questionnaires were returned by the sample respondents. However, 8 questionnaires were discarded as they were incomplete and the final questionnaire returns equated to n = 272, namely, (118 questionnaires from the Academic Staff grouping and 154 questionnaires from the Administrative Staff). This represented a high response rate of 85% which was largely attributed to the researcher using the personal method of data collection. After the study was completed, the researcher solicited the services of a Senior Librarian to run the TURNITIN Program to test the entire thesis for plagiarism which proved useful. In the main, the analysis of the data involved the use of robust non-parametric tests for the empirical analyses using the Statistical Package for Social Sciences (SPSS) version 21 for Windows. A variety of non-parametric tests were also used to test some 71 hypotheses formulated for the various sections and components of the study as well the tenability of the Exploratory Framework (Figure 4.1) developed. Some significant findings emerged from the comprehensive statistical analyses which were also corroborated by national and international studies conducted by various researchers who also showed their concordance or discordance with the current findings and were referenced accordingly. It should be noted that the recommendations cannot be generalised to other UoTs in the HE Sector, as this was an in-house investigation involving the DUT as a case study. The main empirical findings of the study, inter alia, included the following: The value of integrating Intellectual Capital and Knowledge Management into strategic planning at the DUT, the importance of developing an operationalised Human Capital Scorecard to address the different functions of the Academic and Administrative groups respectively at the DUT and a strong emphasis and role of Strategic Human Resource Management at the DUT. Thus, the Exploratory Framework developed as a model for the DUT within the UoT Sector concomitant with the outcomes and recommendations of the study may prove beneficial for future goal oriented strategies by top management of DUT. The study concludes with suggestions for further research in this emerging field of endeavour.
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    An analysis of tacit knowledge sharing behaviour, within a social capital framework, in a business environment of a South African, University of Technology
    (2014-05-21) Smith, Carol; De Beer, Marie; Mason, Roger Bruce
    This thesis integrates social capital and ‘reasoned action’ theory to construct a theoretical model for investigating the factors which predict an individual’s intention to share tacit knowledge in a University of Technology. It utilizes Nahapiet and Ghoshal (1998: 243) definition and conception of social capital. They define social capital as “the sum of the actual and potential resources embedded within, available through, and derived from the network of relationships possessed by an individual or social unit”. This study examined tacit knowledge sharing behaviour (i.e., knowledge that is shared between individuals) within the context of social capital. The specific type of tacit knowledge that is being studied relates to work experience ‘know-what’ and ‘know-how’. ‘Know-what’ refers to the basic mastery of a discipline that professionals achieve through education and training. ‘Know-how’ refers to procedural knowledge about a business process and the individual’s capability to perform an action with an understanding of why the action is appropriate in the particular context, (i.e., action skill or applied competence). Specifically, this study examines the relationship between the structural, relational and cognitive dimensions of social capital and the individual’s attitude towards the sharing of tacit knowledge. It further examines the relationship between the individual’s attitude towards tacit knowledge sharing, their perceived norms and perceived behavioural control over the sharing of tacit knowledge (mediating variables) and their intention to share tacit knowledge. It is a case study which consists of a mixed methods research design, incorporating nine research interviews and five hundred and fifty four self administered questionnaires. The theoretical model is examined using structural equation modeling (SEM) and as a result of the findings, the initial model is revised into a set of theoretical models, which are tested using SEM and found to be consistent with the data (i.e., a good fit). The direct, indirect and total effects of the identified predictor (social capital) and mediating variables (‘reasoned action’) on the individual’s intention to share tacit knowledge, in each model, is examined and the results are presented. Each dimension of social capital is found to be significant for predicting the criterion variable ‘attitude towards tacit knowledge sharing’. The individual’s attitude towards tacit knowledge sharing is found to be highly significant for predicting the individual’s intention to share tacit knowledge but the ‘reasoned action’ variables are found to be not as significant, particularly perceived behavioural control over the sharing of tacit knowledge. The results of this study enrich our collective understanding regarding social capital and tacit knowledge sharing behaviour.
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    Managing tacit knowledge in a hi-tech learning organisation
    (2005) O'Neill, Shawn; Pankhurst, Rowena
    Project managers are faced with the challenge of matching skills to a task rather than merely assigning people to a job. If these skills are not readily available, the project may not be able to be executed with the desired level of quality and timescales may not be met. Nowadays, organisations need to respond faster to market requirements than before due to increased competition and rapid advances in technology. Coupled to this is the trend for human resources to be more mobile, as lifelong commitment to an organisation becomes a thing of the past. These two trends present modern organisations with the requirement that their human resources require increasing levels of skills, yet they are faced with the risk that these skills may be lost due to their mobility. Organisations, therefore, need to understand what their core competencies are and ensure that these competencies are developed such that the organisation retains an adequate supply of core skills. The aim of the study is to identify the core competencies and associated skills within an organisation and devise a method whereby these competencies and skills can be measured and duplicated such that core knowledge is retained and developed within the organisation.