an investigative analysis of the psychological characteristics and job ...
an investigative analysis of the psychological characteristics and job ... an investigative analysis of the psychological characteristics and job ...
3.3.2.4 Replication The replication of a study provides a way of determining the extent to which findings are applicable to other contexts. It also serves as a way of checking the biases of the researcher. It is possible to replicate a study when the research process has been clearly and accurately described. This enables other researchers to repeat the study if they wish to. 3:3.2.5 Individual as focus The individual is the focus of the empirical inquiry in quantitative research. The survey instruments are administered to individuals and the individual's, not the group's, responses are required. These individual responses are then collected to form overall measures for the sample. There is no requirement that the individuals should know one another, only that their responses can be analysed. 3.3.2.6 The nature of reality The quantitative research approach has its origins in positivism. Positivism sees reality as existing. Context-free laws of behaviour are assumed to exislln addition, the object being researched is assumed to be independent from the researcher. Quantitative researchers also attempt to control and predict phenomena. Their research reports also tend to reflect impersonal statements in an attemptto remain objective. 3.3.2.7 The researcher-participant relationship The relationship between the researcher and the participant is usually negligible when it comes to quantitative research. Contact between the researcher and the participant is generally brief. This is in keeping with the quantitative researcher's attempts to be as objective as possible. 75
3.3.2.8 Theory and research Theories and previous research are supposed to guide the quantitative researcher. 3.3.2.9 Degree of structure in the research strategy Quantitative research is very structured in that sampling, research design, questionnaires and statistical methods are mostly determined prior to the participants' completing the questionnaires. 3.3.2.10The nomothetic approach Quantitative researchers tend to take a nomothetic approach. This means that general or universal laws of behaviour that can transcend space and time are sought Therefore the sampling method is critical as this determines the extent of the generalisation of the findings. 3.3.2.11 Static research Quantitative research can be perceived as being very static because the complex interaction of individual and contextual variables, on a developmental continuum, is seldom .studied in any depth. The relationship between variables, the differences between individuals according to certain variables, and the causes of behaviour are emphasised. 3.3.2.12Types of data Quantitative data is often portrayed as being objective, precise and reliable. It is often the types of data that are gathered from truelfalse and Ukert-type responses. 76
- Page 44 and 45: Fumharn (1992:90) defines the CEl's
- Page 46 and 47: It is important that the CEl nurtur
- Page 49 and 50: Personality is further defined by G
- Page 52 and 53: to act assertively, rather than agg
- Page 54 and 55: simply from being involved in their
- Page 56 and 57: 2.3.13 Energetic The GEL should be
- Page 58 and 59: change over time and that employers
- Page 60 and 61: Graharn and Bennet (1998:114) add t
- Page 62 and 63: The GEL must have the ability to pe
- Page 64 and 65: 2.3.33 Responsible According to Rue
- Page 66 and 67: 2.3.38 Sympathetic Whitaker (1995:1
- Page 68 and 69: 2.4 ABILITIES AND CHARACTERISTICS A
- Page 70 and 71: 2.4.3 Willing to Tackle and Solve P
- Page 72 and 73: A good sense of humour can only ben
- Page 74 and 75: Communication occurs in many forms,
- Page 76 and 77: Ashcroft and Foreman-Peck (1994:30)
- Page 78 and 79: Carrel, et al. (1997:477) feel tha1
- Page 80 and 81: 2.4.19 Ability to Criticise Tactful
- Page 82 and 83: Robbins and Hunsaker (1989:34-35) a
- Page 84 and 85: Carrel, et al. (1997:489) are of th
- Page 86 and 87: The four levels of qualifications a
- Page 88 and 89: The ideal CEl will have just the ri
- Page 90 and 91: 3.1.2 Researchers Examine Data Crit
- Page 92 and 93: Therefore the objective of this stu
- Page 96 and 97: 3.3.2.13Validity Validity in quanti
- Page 98: • The Role and Responsibility of
- Page 101 and 102: Neuman (2003:183) identifies eight
- Page 103: Table 3.3: Examples of Coding relat
- Page 106 and 107: was decided to use bivariate percen
- Page 108 and 109: 31% of the local respondents and 26
- Page 112 and 113: 4.2.3 Role and Responsibility Relat
- Page 114: 4.3 PERSONALITY TRAITS The responde
- Page 118 and 119: 4.6 EXPERIENCE Figure 4.7: Qualific
- Page 120: systematic way to gather and analys
- Page 123 and 124: 4.8 GUIDELINES 0 Qualifications and
- Page 125 and 126: 4.8.3 Training Comprehensive job in
- Page 127 and 128: CHAPTERS CONCLUDING REMARKS AND ARE
- Page 129 and 130: The research also indicated that th
- Page 131 and 132: REFERENCES Armstrong, M. 1996. A Ha
- Page 133: Cox, B. 1994. Practical Pointers fo
- Page 137 and 138: Meyer, M. 1999. Managing Human Reso
- Page 139 and 140: Rose, D & Sullivan, O. 1993. Introd
- Page 141: APPENDIX A DENDOGRAM: PROPOSED PROF
3.3.2.4 Replication<br />
The replication <strong>of</strong> a study provides a way <strong>of</strong> determining <strong>the</strong> extent to which findings are<br />
applicable to o<strong>the</strong>r contexts. It also serves as a way <strong>of</strong> checking <strong>the</strong> biases <strong>of</strong> <strong>the</strong><br />
researcher. It is possible to replicate a study when <strong>the</strong> research process has been clearly<br />
<strong>an</strong>d accurately described. This enables o<strong>the</strong>r researchers to repeat <strong>the</strong> study if <strong>the</strong>y wish<br />
to.<br />
3:3.2.5 Individual as focus<br />
The individual is <strong>the</strong> focus <strong>of</strong> <strong>the</strong> empirical inquiry in qu<strong>an</strong>titative research. The survey<br />
instruments are administered to individuals <strong>an</strong>d <strong>the</strong> individual's, not <strong>the</strong> group's, responses<br />
are required. These individual responses are <strong>the</strong>n collected to form overall measures for<br />
<strong>the</strong> sample. There is no requirement that <strong>the</strong> individuals should know one <strong>an</strong>o<strong>the</strong>r, only<br />
that <strong>the</strong>ir responses c<strong>an</strong> be <strong>an</strong>alysed.<br />
3.3.2.6 The nature <strong>of</strong> reality<br />
The qu<strong>an</strong>titative research approach has its origins in positivism. Positivism sees reality as<br />
existing. Context-free laws <strong>of</strong> behaviour are assumed to exislln addition, <strong>the</strong> object being<br />
researched is assumed to be independent from <strong>the</strong> researcher. Qu<strong>an</strong>titative researchers<br />
also attempt to control <strong>an</strong>d predict phenomena. Their research reports also tend to reflect<br />
impersonal statements in <strong>an</strong> attemptto remain objective.<br />
3.3.2.7 The researcher-particip<strong>an</strong>t relationship<br />
The relationship between <strong>the</strong> researcher <strong>an</strong>d <strong>the</strong> particip<strong>an</strong>t is usually negligible when it<br />
comes to qu<strong>an</strong>titative research. Contact between <strong>the</strong> researcher <strong>an</strong>d <strong>the</strong> particip<strong>an</strong>t is<br />
generally brief. This is in keeping with <strong>the</strong> qu<strong>an</strong>titative researcher's attempts to be as<br />
objective as possible.<br />
75