Thami Nompula MBA Dissertation March 2007 - Rhodes eResearch ...

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2.4.2 Application of the Precepts of the Learning Organisation by Regulatory Agencies Regulatory agencies in developing countries embrace this concept in order to promote the pursuit of knowledge at all levels of the organisation (Husbands and Downes, 2003; World Bank, 2004). The Texas Department of Licensing and Regulation (TDLR) reported on the challenges it faces building and retaining dependable and motivated staff and found that by promoting innovation and learning among knowledge workers, it was able to respond quickly to environmental changes despite the challenges of not operating at full strength at any given time (TDLR, 2006). At the Office for Gas and Electricity Markets (OFGEM) training and development forms the cornerstone of mastering effective regulation and employee retention (OFGEM, 2006). Highly technical and specialised work is the main focus on the projects carried out in all these regulatory agencies and to this end emphasis is placed on the acquisition and sharing of knowledge at both individual and organisational levels. This approach is used to attract highly motivated self- starters who are serious about their intellectual growth while making a significant contribution to their chosen profession and employer. The ESC adopted the principles of personal mastery and team development to encourage employees to broaden their scope of work and pursue challenging assignments (ESC, 2005). 2.4.3 Matching organisational and individual needs The literature is abound with findings from surveys that indicate factors that influence knowledge workers to choose and stay with an employer (Armstrong and Murlis, 2004; Cappelli, 2003; Malone, 2004; Martin, 2003; Kinnear, 1999; World Bank, 2004). A common thread from these findings shows that there is a need for a good correlation between the needs of the knowledge worker and the response of the organisation to those needs. For the purposes of exploring these in great detail, the needs and responses are grouped in the following dimensions: Work; Reward; Management and Leadership; Training and Development, and Inspiration and Values. 34
2.5 The Work Dimension According to Drucker (1994) when employees are fulfilled with their work they will not consider it work because a person who enjoys their work is likely to be happier than one who sees work as a necessary discomfort. This subsection explores the meaning knowledge workers derive from their work and how that influences them to stay longer with an employer. 2.5.1 Employees’ perception of work When employees believe that the work they do has meaning and is worthwhile, they will continue doing it until something physical prevents them (Armstrong and Murlis, 2004; Malone, 2004). Perception of meaning and worth in a job occurs irrespective of the occupation (Malone, 2004). For example, a fire-fighter takes their job as serious as a chartered accountant does. So, regardless of how the next person perceives the work, the incumbent will be drawn to it because of the meaning they attach. Whatever the work is perceived to be, an incumbent with a positive disposition will be motivated to do their best at all times. In this regard the work becomes rewarding in itself. This is further buttressed by the support an employee gets from their leader and colleagues because where morale is high productivity is equally high, too (Izzo and Withers (2002). Intrinsically, the value of work drives employees to continue doing what they do best. 2.5.2 Sense of Achievement Armstrong and Murlis (2004) conducted a survey on recent graduates from prestigious business schools with the degree of Master of Business Administration (<strong>MBA</strong>). The graduates are specialists in various fields and represent the microcosm of knowledge workers in a labour market characterised by specialists and professionals in a variety of economic sectors. They regard the need to achieve as a significant part of their working life. This becomes accentuated in situations of professional competition among employees. Highly competitive employees tend to prize achievement and recognition highly (Izzo and Whithers, 2002; Malone, 2004). For example, university research staff that competes for resources and to be at the top of peer lists is driven by this sense of achievement. Universities that support such endeavours will be endowed 35
Page 1 and 2: AN EXPLORATORY INVESTIGATION OF THE
Page 3 and 4: Declaration I, Thami Ignatius Nompu
Page 5 and 6: Acknowledgements A number of people
Page 7 and 8: 2.2.4 Definition of knowledge work
Page 9 and 10: 3.6.2 Factors that influenced the c
Page 11 and 12: CHAPTER 5: CONCLUSION AND RECOMMEND
Page 13 and 14: Table 4.21 Sense of achievement ana
Page 15 and 16: LIST OF APPENDICES Appendix A: The
Page 17 and 18: 1.1 Introduction CHAPTER 1: INTRODU
Page 19 and 20: 1.3 The National Energy Regulator T
Page 21 and 22: 1.5 The Importance of Knowledge Wor
Page 23 and 24: continuous success. South Africa, a
Page 25 and 26: 1.6.2 Cost of turnover and opportun
Page 27 and 28: 1.6.5 Staff Turnover at the Nationa
Page 29 and 30: 2.1 Introduction CHAPTER 2: LITERAT
Page 31 and 32: Knowledge-based organisations rely
Page 33 and 34: 2.2.5 Definition of a knowledge wor
Page 35 and 36: • Knowledge workers tend to work
Page 37 and 38: esent unnecessary supervision; they
Page 39 and 40: equipment, exist and are worth cult
Page 41 and 42: the organisation that cause or are
Page 43 and 44: Although knowledge workers may be a
Page 45 and 46: Guest’s (2001) findings. The Hay
Page 47 and 48: ecruiters. In the United States top
Page 49: sustainable objectives both for the
Page 53 and 54: environment is more conducive to hi
Page 55 and 56: improved productivity and a longer
Page 57 and 58: 2.7.1 Quality of leadership Quality
Page 59 and 60: leave an organisation because senio
Page 61 and 62: 2.8.3 Capacity Building In an attem
Page 63 and 64: for staff working for regulatory in
Page 65 and 66: 3.1 Introduction CHAPTER 3: RESEARC
Page 67 and 68: inefficiencies of management may le
Page 69 and 70: 2004). Furthermore, because the int
Page 71 and 72: According to Walonick (2004), one o
Page 73 and 74: contained section one of the questi
Page 75 and 76: Wisniewski (2002) describes reliabi
Page 77 and 78: Of the 34 respondents, there were m
Page 79 and 80: As indicated in Figure 3.4, of the
Page 81 and 82: 3.8.7 Number of previous years work
Page 83 and 84: 3.8.9 Divisional distribution This
Page 85 and 86: The Chi test was used to test furth
Page 87 and 88: generated and these are attached as
Page 89 and 90: to a leader who believes in their v
Page 91 and 92: Senge (1990) introduced the concept
Page 93 and 94: According to the literature once kn
Page 95 and 96: 4.3.1 Job enrichment Seventy six pe
Page 97 and 98: 4.3.3 Control over work assignments
Page 99 and 100: 4.3.5 Challenging work For 70% of t
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and RERA are continental initiative
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Table 4.17: Exchange programmes wit
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either work for two years for NERSA
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4.5.1 Sense of achievement and numb
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and Armstrong and Murlis’ (2004)
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Table 4.25 Freedom to plan and exec
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The next chapter explores in greate
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need to create a favourable environ
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5.3.3 Focus on the individual and g
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5.4.1 Factors Analysis: factors tha
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workers’ need for individualism a
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Branham, L. (2005). Keeping the peo
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Dumas, J. and Redish, J. (1999). A
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Kaye, B. and Jordan-Evans, S. (1999
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National Energy Regulator, (2006).
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Sturgess, J. and Guest, D. (2001).
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November 2006 Dear Colleague APPEND
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SECTION 2: FACTORS THAT INFLUENCE Y
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APPENDIX B: SOURCES OF RETENTION VA
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38 Opportunities for feedback, self
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Table 3: Opportunity to achieve per
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Table 9: Information sharing 127 FR
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Table 14: Scope to balance work and
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Table 20: Scope to create desirable
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Table 26: Job enrichment Table 27:
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Table 31: Adequate remuneration, be
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Table 37: Management that values in
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Table 43: Reputation of the organis
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