Team cohesion for operational performance of co-operative enterprise members in South Africa
Date
2022-03-03
Authors
Buthelezi, Nhlanhla Kenneth
Zondo, Robert Walter Dumisani
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Special Education
Abstract
Co-operative enterprises have been able to create employment potential, thus improving the
economic lives of many people. Despite South African government support, many cooperatives have closed down. However, the government continues to seek ways to improve
their performance. It has thus been established that co-operative members lack interpersonal
connections and teamwork when engaged on their operational processes. The lack of such a
bond affects effective participation in their businesses aimed at accomplishing their set goals.
Hence, this study examines the influence of team cohesion on the operational performance of
co-operative members in South Africa. Study objectives were achieved by examining
production and related experiences of co-operative members. It assessed if team cohesion
among team members is responsible for their company’s operational performance. The study
was quantitative in design. The primary data was collected from 136 co-operative members
whose businesses operate within uThukela Municipality, KwaZulu-Natal (in South Africa),
using a structured questionnaire. Data was analysed using descriptive and one-sample statistics.
The results indicates that team cohesion influences the operational performance of co-operative
members in South Africa. Co-operative performance is thus enhanced by team cohesiveness.
The original contribution of this study is its value in uncovering the strengths and weaknesses
of team cohesion on co-operatives in South Africa.
Description
Keywords
1303 Specialist Studies in Education, Co-operative enterprises, Operational performance, Team cohesion, Teamwork, South Africa
Citation
Zondo, R.W.D. and Buthelezi, N.K. 2022. Team cohesion for operational performance of co-operative enterprise members in South Africa. International Journal of Special Education. 37(3): 8481-8492 (12).