08:30-09:15 Keynote: People development – the role of business

Bohbot, A., EOH, South Africa

Unlike the role of business in the developed world, business in the developing world (specifically in

the African continent) has a major contribution to make in developing people and the well-being in

society. This presentation considers the role business has to play in people development in Africa

and other developing countries.

09:15-10:00 Keynote: Searching for answers to ‘race’ and ethnic discrimination in the workplace:

Integrating learning from psychology and organisation behaviour

Nkomo, S.M., University of Pretoria, South Africa

Race and ethnic discrimination in the workplace remains a global issue. While the nature of

discrimination differs across national contexts, there are commonalities in how discrimination occurs.

At the same time, there is a need to create inclusive 21st century organisations that fully leverage

human capital for competitive advantage. My talk will discuss how psychological and organisation

behaviour research can help organisations manage difference and value diversity.

10:30-11:05 How leader’s strengths and behaviours impact leadership effectiveness

Brook, J.H., Strengths Partnership, UK

This study seeks to investigate leaders’ strengths and behaviours and how they affect leadership

effectiveness. Through developing skills and agility in areas of natural strength and reducing the

impact of risks/weaker areas, leaders become more authentic and help people to perform at their

best. This study seeks to contribute to the body of knowledge of leadership effectiveness, particularly

using a strengths based approach. The term strengths in this context refers to “core qualities or

characteristics which energise you, enable you to do your best work and help you feel more confident

in the face of challenges and pressure”. The aim of this study is to understand and investigate the

relationship between a leader’s strengths (what you bring to leadership), the leadership habits (how

you behave) and the confidence the followers have in the leader’s ability to deliver across four critical

outcomes (performance indicators). Four hypothesis were investigated. Hypothesis 1: Leaders who

optimise their strengths are likely to be more effective. Hypothesis 2: Leaders with specific clusters of

strengths are likely to be more effective in developing certain leadership habits Hypothesis 3: Leaders

who optimise their strengths and are effective across the leadership habits generate better outcomes

Participants completed the online StrengthscopeLeader™ questionnaire. Quantitative, self-report

data was collected via online questionnaire for 94 participants. This process also allowed for a full 360

feedback to be provided by the respondent’s nominated raters. Feedback was obtained from at least

one rater for each respondent. To test the above hypotheses, the main analyses that we anticipate

conducting involve correlating the variables.

10:30-11:05 Human Capital priorities in Africa

Crous, W., Knowledge Resources, South Africa

Attlee, Z., Knowledge Resources, South Africa

Africa’s richness and potential are not only locked-up in minerals and commodities, but in the

opportunity and challenges diversity and human capital offer. Human capital is imperative for

economic success. Raising human capital does not only refer to education and training, but also to the

improvement of health levels, community involvement and employment prospects. Despite the vast

potential pool of talent on the continent, a lack of high level skills exists and this is where Africa is at

a disadvantage. A number of studies and various analyses refer to the economic and political

dispensation of African countries, however information about the human capital and labour force of

any African country is fragmented. The aim of this presentation is to offer an integrated view and

analysis of the quality and quantity of human capital in African countries.

This paper uses descriptive statistics to present in-depth analysis of the labour force in Ghana, Kenya,

Nigeria, South Africa, Tanzania, Uganda and Zambia. The focus will be on the demographics of the

labour force, education and skills levels, economically active population, employment and

unemployment trends, employment by sectors, industrial relations framework and labour market

efficiency.

Where appropriate, data is benchmarked against Nigeria, South Africa and Kenya to provide context

and perspective. Nigeria was selected because it is the largest economy in Africa; South Africa the

second largest and Kenya for being the largest economy in East Africa. The findings shared in this

paper focus on the quality and quantity of human capital, which is essential in making human

resources management decisions. Based on the findings the ten major human capital priorities in

Africa will be shared.

10:30-11:05 Using non-directive groups as a platform for the development of life skills in high school

girls

Otto, C., Oprah Winfrey Leadership Academy for Girls, South Africa

The development of life-skills, grit and resilience has often been argued to be one of the primary tasks

of education. The Oprah Winfrey Leadership Academy for Girls has a unique approach to developing

such skills and enhancing the psychological health and maturity of learners. Non-directive groups,

coined Stepping Groups, are facilitated by psychologists as a part of the curriculum of the Academy.

Every learner in the school is required to participate as a member of a Stepping Group from Grade 8

to Grade 12. The Stepping approach depends on the creation of a safe space where learners can

explore current issues, make sense of events in the world and learn from the experiences of others.

This paper explores the ethos behind the Stepping Groups as well as the various advantages of

incorporating them as part of the formal school curriculum. Some of the benefits of participation in a

Stepping Group include: 1) a decreased number of referrals to the psychology department, 2) reduced

stigmatisation of psychologists and their role within a school, and 3) the development of life-skills and

resilience factors without the need to engage in a formalised therapeutic process.

At the end of each term a report is compiled on the various themes emerging from each high school

grade. These themes have provided meaningful insights into the challenges and experiences faced at

different developmental stages across adolescence within the context of a residential high school in

South Africa.

10:30-11:45 Symposium: The good, the bad & the ugly of assessments in South Africa, and the

implications for Africa

De Bruin, G.P., University of Johannesburg, South Africa

Taylor, N., JvR Psychometrics, South Africa

De Beer, M., M&M Initiatives, South Africa

South Africa is one of only a few countries where the development and application of psychometric

assessments is highly regulated and legislated. This legislation creates an equivocal situation: Tests

and questionnaires could either be viewed with suspicion and mistrust, or they could be blindly trusted

and applied indiscriminately. The trick is to ensure balance in the perspective. This presentation covers

three critical areas in psychological assessment. Each area is discussed from the perspective of what

is good, bad and ugly, with recommendations for the way forward in South Africa and in Africa.

The first focus area has to do with the challenges, gaps, and developments in test development and

research in psychometrics in South Africa. South Africa has a vibrant test development tradition, and

with no national centre focused on the development and research of psychological tests and

questionnaires, it is up to academics and private enterprises to ensure standards are upheld. Issues in

the training of psychologists and psychometrists in psychometric research are also highlighted.

The second focus area is on application of tests and questionnaires in practice in South Africa. South

African practitioners appear to use tests frequently for selection in organisations. This provides an

opportunity to ensure best practice and to set standards in assessment for use in other parts of the

world. However, there are still many cases where the misuse of tests adds to the already negative

picture of psychological assessment in South Africa.

Finally, the good, the bad, and the ugly of the legislative environment around assessment in South

Africa will be discussed. There have recently been very positive moves towards greater collaboration

and support across stakeholder groups, with the emphasis on ensuring that the quality of tests used

in South Africa is of the highest standard. There is also a drive towards greater efficiency in the

evaluation of tests. The obstacles, hurdles, and highlights in the South African context will be

described, with lessons learnt as recommendations to implementing public policy in other African

countries.

11:10-11:45 Mental models and ineffective leadership behaviour in South African management

practice: A theory of action perspective

Johnson, A.J., Eskom Leadership Institute, South Africa

The high incidence of failure in organisational change efforts points to the topicality of leadership

effectiveness. This study explored the barriers to leadership effectiveness as residing in the tacit

master programs/mental models of five senior executives. By discovering and describing these master

programs and mental models, with their accompanying defensive reasoning processes, mismatches

between intention and action can be identified. An action science approach effectively explained this

gap by confirming that human action is not accidental but deliberately planned. These executives

imagined the envisioned consequences but their action rules, formed over many years of socialisation,

automatically influenced their behaviour in practice; contrary to their stated espoused intentions:

Action Science, in the critical social science tradition of the Frankfurt School, seeks to engage human

agents in public self-reflection in order to transform their world. The methodological strategy implies,

identifying a theory of action that underlies the action, critiquing its adequacy, and identifying

pathways for learning and practising more effective theories-in-use. As such the focus of data

collection is on what people say or do, and the consequences of this. Irrespective of biographical

differences, the executives’ actions were consistent with their tacit theories-in-use, and contrary to

their own explicitly stated, espoused theories. The study, as one of the few local studies in the field

of action science, confirmed the validity of an action science approach in a South African context, and

contributes to critical-reflective management and organisational development practices in South

African organisations. It should also stimulate academic interest in developing reflective industrial and

organisational psychologists.

11:10-11:45 The opportunities and challenges of learnerships

Appelgryn, J., Signa, South Africa

B-BBEE compliance has become a pre-requisite to being able to do business within South Africa. A

priority area to rectify the discrimination of the past and address unemployment is the upskilling of

the previously educationally side-lined population. A solution to addressing this challenge is the

rollout of learnerships. Learnerships are a formal training program consisting of a practical and

theoretical component, which delivers a portable, accredited qualification. Learnerships is an effective

way to maximise BEE scoring, and, utilising tax rebates, can effectively make this a no-cost, high

benefit training model to implement. This paper aims to explore the challenge of Sector Education

Training Authorities (SETA) in the allocation and management of these learnerships and the recipe of

implementing successful learnerships and claiming tax rebates.

11:10-11:45

The relationship between a physical literacy programme and the basic sports skills of

young children

Jacobs, M., University of Johannesburg, South Africa

Millions of young people are involved in sport participation all over the world. Sport bridges the

boundaries between cultures, age groups, gender, and language barriers. It is also documented that

physically active children have better learning capacity, social skills and decision-making skills than

their less physically active counterparts. It has also been demonstrated that being physically active

later in life is dependent on feeling confident in activity environments and that adults with good self-

esteem often learned fundamental movement and sport skills as a child. It is argued therefore that

physical literacy programmes have the potential to create and active and healthy population.

The South African Sports Confederation and Olympic Committee (SASCOC) have embarked on the

Long Term Participant Development (LTPD) programme in 25% of the country’s sport codes. The need

for the LTPD arose in part to enhance international performance but more so to broaden the base of

athletics participation of all South African children. LTPD aspires to encourage recreational sport as

lifelong activity. This research aims to measure the visual and sport skill levels of six to ten year old

school children. It explores the influence of physical literacy programmes and the influence that

electronic devices might have on skills development at an early age. Appropriate inferential statistics

are employed in the comparison of samples of township and private school children. Initial findings

indicate that early exposure to a structured physical literacy programme was effective in developing

sport skills and in enhancing learning.

11:50-12:25 Accountable leadership for culture change: Using data as an influencer strategy

Cuyler, C., MTN, South Africa

Scherrer, R., JvR Consulting Psychologists, South Africa

The ability of organisations to rapidly adapt to external and internal forces of change (referred to as

organisational adaptability) is becoming increasingly important in order to remain competitive. Some

of the most challenging external driving forces impacting organisations today include the management

of changing customer needs and expectations, integrating new legal and regulatory

requirements, staying abreast of technological advancements and dealing with disruptive

competition. The internal forces driving organisational change range from talent attraction and

retention, leadership and management skills to transforming organisational cultures and re-

engineering business processes and internal systems. In this context of increased volatility and multi-

faceted forces of change; the ability of the organisation to respond effectively is critically important.

For the sake of the future sustainability of the organisation and its stakeholders, leaders have to make

more complex decisions, identify the most appropriate course of action, and establish a long term

vision and agenda for change. One of the key strategic decisions required of leaders, is whether or not

to transform the organisational culture or cultural operating system (new values, behaviours

and goals).

In this case study we will unpack the process followed to transform a global organisational culture or

cultural operating system, the lessons learnt, and the implications for leadership development. Most

importantly, we will focus on how various forms of data were used as an influencing strategy to guide

the culture change journey and drive accountable leadership - from storytelling and leader discovery

sessions, to individual, team and organisational behavioural and 360 degree surveys. Through an

action research approach, the focus was on continuous measurement, analysis, and feedback to adjust

actions, build best practice and drive accountable leadership for culture change.

11:50-12:25 Establishing infrastructure – opportunities for people development

Steyn, L., Aurecon, South Africa

Lack of infrastructure and the degradation of natural resources are often found to be leading causes

of poverty and food insecurity. In addition, there are critical needs for basic healthcare infrastructures

in rural areas. Creating infrastructure in African countries can pave the way (sometimes literally) for

enhancing quality of life, providing access to resources, and improving the socio-economic situation

of people in underdeveloped African countries.

Aurecon provides global engineering, management and specialist technical services to government

and private sector clients in the establishment of specific infrastructure. This presentation will focus

on two key projects completed in Malawi and Lesotho, which highlight the challenges faced in creating

infrastructure in third-world countries. The Malawi project focuses on the design of a programme

across various sectors to encourage, stimulate and sustain rural economies through the creation of

infrastructure. The Lesotho project focuses on a Health sector improvement project which was

designed to mitigate the negative economic impact of HIV and AIDS, tuberculosis and other diseases

on the country’s economy. The practical problems of each project will be described, along with the

successes and recommendations and advice for working in African countries from a people

development perspective.

11:50-12:25 Old but young! Over three decades of I-O psychology in Ghana- Practice, challenges and

prospects

Asumeng, M., University of Ghana, Ghana

Agyemang, C., University of Ghana, Ghana

This paper covers the practice of industrial and organisational psychology (I/O) in Ghana, which,

although not well-marketed, is becoming increasingly popular. First, it traces the history of I/O

psychology in Ghana. Second, it highlights the activities of industrial psychologists in academia,

particularly, teaching and research in I/O psychology in Universities in Ghana. Third, it highlights the

practice of I/O psychology in business and organizational settings. It explores how I/O psychology can

be applied in informal/semi-structured/unstructured business settings such as the market place,

fishing industry, cocoa farming and small scale mining, as the majority of Ghanaians are employed in

these settings. Finally, it highlights the problems, challenges and prospects of I/O psychologists, and

how they can make significant contributions to the well-being of employees, organisational

effectiveness and Ghanaian society as a whole.

11:50-12:25 The assessment model, development, psychometric results and utility of the Career

Preference Test (CPT)

De Beer, M., University of South Africa, South Africa

Nel, L.F.H., M&M Initiatives, South Africa

Marais, C.P., M&M Initiatives, South Africa

Maree, D.J.F., University of Pretoria, South Africa

The CPT is based on a three-dimensioned model for career preference assessment including 16 career-

related fields, 12 career-related activities and 6 career-related environments. A dimension-adaptive

process is used during which the top 6 fields, top 6 activities and top 4 environments are identified

relative to each other. This makes available useful information for individuals faced with career-

related decisions. Data was gathered over time by means of separate cross-sectional survey design

studies for different sub-groups. Participants included specific groups such as secondary school

learners (N=346), post-school learnership participants (N=903), engineering applicants (N=254),

postgraduate psychology students (N=90), call centre agents (N=231), security domain applicants

(N=249) and participants from the general population (N=885).

The CPT was administered in all cases and in some groups additional assessments were also

administered, such as learning potential, career interest and hardiness, sense of coherence and locus

of control. Item analysis was based on Classical Test Theory (CTT) and Rasch analysis for the CPT items

and correlation analysis was performed for construct validity evaluation. The factor analysis and item

analysis shows the expected loading of items per sub-dimension. The CPT shows acceptable

psychometric properties across different education level and vocational groupings. The way in which

individual results are displayed in comparison with norm-based results provides useful interpretive

data for career guidance purposes. The CPT shows psychometrically acceptable and practically useful

results for its use for career-related guidance purposes. Its availability in 6 of the local South African

languages as well as a number of African and European languages is likely to enhance its utility in the

multicultural and multilingual South African as well as wider African and European contexts.

13:30-14:05 Executive coaching as an organisational leadership culture transformation intervention

De Jager, W., Ernst & Young, South Africa

Executive coaching as a profession is growing and the 2015 Sherpa Global executive coaching survey

indicated that there is a 40% growth in the demand for executive coaching services to drive

organisational transformational change. At EY we have more than 10 years reputable experience in

organisational growth and turnaround transformational change strategies through executive

coaching. Our holistic systemic executive coaching process driven interventions are grounded in

perception and evidence based assessments. A diagnostic leadership culture phase will normally

include a Culture Values Alignment Survey (Barrett CVA) and matrix based psychometric assessments

aligned to a custom designed strategic leadership competency framework. Assessment outcomes

inform the shape of bespoke executive coaching interventions such as the development of a

Leadership Behaviour Charter with values aligned and values limiting behaviours to drive leadership

culture alignment. The use of 360 degree feedback and leadership proficiency assessment against

competency based psychometric assessment batteries is used for executive leaders, senior leaders

and HIPO emerging leaders to inform the development of Coaching Plans for individuals, intact teams

and organisational portfolios EY uses an integrated systems coaching model based on inside-out

coaching (intra-personal and inter-personal effectiveness) and outside-in (intra- and inter group

effectiveness and intra- and inter-organisational effectiveness) models.

This presentation describes the process whereby the results from content analysis of coaching

interventions are used to inform crucial conversations for board and executive members to lead the

desired organisational behaviour change by example. This is supported by ongoing change

management communication from the top to engage and energise all employees in the organisation

towards a pre-defined transformational change end state. Both pre- and post- quantitative and

qualitative assessments are conducted throughout the duration of the transformational change

process to demonstrate the Business Impact of the coaching with evidence of behaviour change that

drives the organisational leadership culture turnaround or growth transformational change strategy.

Implications for holistic systems coaching processes in Africa are discussed.

13:30-14:05 Exploring and celebrating the uniqueness of Africa

Havemann-Serfontein, A., Joint Prosperity, South Africa

Hermanson, C., Joint Prosperity, South Africa

Morris, J., Joint Prosperity, South Africa

One of the challenges for organisations looking to resource and develop talent in Africa is the limited

information and insight available about talent trends on the continent. The challenges are multiple:

what talent exists, the demographics of that talent, what makes them successful and unsuccessful in

that environment and what organisations can do to attract and retain that talent. It is also important

to note that Africa is a continent and not a country, and each region and country has clear cultural

differences which impacts leadership style and effective engagement. With psychometrics, the tools

we use are generally designed from a Western perspective and evaluated and applied with that culture

in mind. Over the last ten years, we have reviewed trends using the Joint Prosperity assessment tool

(MBTI, Belbin, EQ and CNT together with business scenarios assessed). The sample covers leaders in

the financial services industry in Africa.

There are distinctive trends and differences in the following areas, which at times challenge the

traditional stereotypes, such as: Approach to structure and time; Leadership – collaboration vs

shaping; Relationship and hierarchy; and Business acumen and approach to complexity. The trends

and implications of the findings will be discussed in the presentation. We have also explored the

degree to which the results speak to the Enneagram, which may provide some explanation of these

trends. We provide suggestions on best practice in using assessments for leadership development in

African countries.

13:30-14:05 Technology integration in teaching of life orientation to second year university students: A

motivating factor in academic performance

Mbatha, N. N., University of KZN, South Africa

The change in the education system has advocated for the integration of information and

communications technology (ICT) in teaching and learning. The White Paper 7 on e-Education outlines

five levels of knowledge in ICT: entry, adoption, adaptation, appropriation, and innovation. The ICT

knowledge and skills were transmitted to student teachers from the University of Zululand, who will

also transfer such knowledge to their prospective learners. The University of Zululand has a high

student/ lecturer ratio which limits individual or small group attention. In large groups students may

hesitate to ask questions Furthermore, the high student/ lecturer ratio results in vast amount of

paperwork, including marking of assignments, tests and examinations These problems faced by

lecturers and students could be alleviated by the use of technology in the classrooms. The University

of Zululand had adopted Moodle and Testmoz as a virtual learning management system (LMS) to aid

in teaching and learning challenges faced by the lecturers and students.

This study investigates the effect of the Moodle and Testmoz tools on the academic performance of

Life Orientation student teachers, and its impact on student-cantered learning. Students’ perceptions

and learning content mastery were evaluated by pre- and post- assessments administered online. The

study involved 150 second year students. Data was analysed by comparing pre-and post- test results

using Pearson’s correlation coefficient. The results in student performance indicated that the ICT

method had a positive effect on content mastery. The use of Moodle made the module interactive

and motivated students.

13:30-14:05 The development of the Work-related Risk and Integrity Scale (WRISc)

Van Zyl, C.J.J., University of Johannesburg, South Africa

De Bruin, G.P., University of Johannesburg, South Africa

The Work-related Risk and Integrity Scale (WRISc) is a recently developed, personality based inventory

designed to identify persons likely to engage in counterproductive work behaviour (CWB). The

purpose of this study is to describe the theoretical basis underlying the development of the WRISc and

to demonstrate its ability to predict organisational and interpersonal forms of counterproductive work

behaviour. The WRISc assessment contains a number of primary personality scales including

Manipulation, Risk-Taking, Impulse Control, Narcissism, Aggression, Trust, Effortful Control; Locus of

Control, Rule-Defiance; along with a number of multi-dimensional index scales including

Machiavellianism, sub-clinical Narcissism and sub-clinical Psychopathy. Participants were 1250

working adults. Data were collected by Honours level I/O students as a partial requirement of their

course in Research Methodology. Statistical analysis employed in the study includes reliability analysis,

confirmatory factor analysis, multiple regression including a dominance analysis and Rasch analysis.

Good evidence demonstrating the reliability, construct validity and predictive validity of the WRISc

assessment will be presented in support of its claim as an important tool with which to reduce the

destructive impact of CWB.

14:10-14:45 Coaching on leadership role conflicts

Koortzen, P., Investec, South Africa

South Africa has a significant shortage of leaders, which results in leaders being promoted into

leadership roles at a much earlier age than elsewhere. Very little time and effort is spent on them for

leading in an emerging country. In an attempt to fast track their development, coaching has been used

extensively. Coaching psychology can be viewed as the art and science of using psychology in practical

ways to support clients (including leaders) in creating their own success at work and in life. The tools

and techniques currently applied by practicing coaching psychologists are drawn from the domains of

clinical, counselling and industrial/organisational psychology and are predominantly cognitive

behavioural in nature. There are, however, many coaching psychologists applying the systems

psychodynamic approach. The primary task of systems psychodynamic leadership coaching is to

provide developmentally and psycho-educationally focused reflection and learning opportunities for

leaders to explore, become aware of and gain insight into how their performance is influenced by both

conscious and unconscious dynamics. One of the techniques which assist in doing this is the role

analysis technique. When working from this approach the focus is on coaching the leader, within his/

her role in the organisation and assisting them to explore the impact of their own dynamics and that

of the system, by way of taking up their roles. This presentation also focuses on the use of the role

analysis technique in terms of its practical application.

14:10-14:45 Transforming board governance in Africa

Redelinghuys, J., Heidrick & Struggles, South Africa

Transforming board governance in Africa is a slow but necessary process. Boards on the African

continent face many of the same challenges that are experienced by listed company boards in other

countries, but there are some unique obstacles. The purpose of board governance is to ensure that

sound management of the enterprise is in place and that the executives are doing what is necessary

to sustain it. Governance is a hands-off process where influence is its key instrument. It is directing

and not managing.

Boards everywhere experience similar challenges. Most importantly they must understand the

difference between governance and management. Many boards, especially in times of trouble, fall

into the trap of trying to manage. Transformation is a value that everyone says they buy into. But it

comes with challenges. Many young board members from previously disadvantaged backgrounds are

unable to collaborate effectively with older legacy directors and usually do not have the depth of

general business experience to participate meaningfully in decision making and debate

Research conducted by Jeffrey Sonnenfeld published in the Harvard Business Review “What makes

great boards great?” highlighted trust, respect and candour as critical values. All are important but

candour is the standout problem on many African boards. Unwillingness to challenge authority is

rooted in the culture. A possible solution, already found in South Africa, is that much of the work is

devolved to board committees. They are smaller, and easier to manage. Carefully curated coaching

programmes could add substantially to the governance capability and the transformation of boards in

Africa. The implications of the implementation of these programmes are discussed in this

presentation.

14:10-14:45 Psychological effects of brain drain on trainee educational psychologists

Makumbe, T. E., Great Commission International Ministries, Zimbabwe

Political instability and economic hardships forced many people, especially professionals, to look for

greener pastures outside of Zimbabwe. This has resulted in a brain drain that has affected skills

development in many fields, such as in Educational Psychology. The paradigm shift in the health

professions from the medical perspective, which focused on infectious diseases, to psychological

factors, has made the demand for psychologists increase. The need to fill the demand for psychologists

led to a much bigger problem, as those who were training to be Educational Psychologists in Zimbabwe

faced a major challenge in that there were no trained Educational Psychologists to impart the

necessary skills to the trainees. The psychological effects that the trainee Educational Psychologists

went through made it necessary for this research to be carried out. The research was carried out in

Mashonaland East Province in Zimbabwe. The research participants were the trainee Educational

Psychologists employed in The Ministry of Education, Arts and Culture in Zimbabwe. A descriptive,

interpretive, qualitative research method was used. Participant observation and interviews were used

to gather data. Data was analysed using an interpretive method of analysis with codes, themes and

categories. The results showed that there were severe psychological effects that the trainee

Educational Psychologists experienced due to the brain drain in their professional field. The conclusion

and recommendations was that the Health Professions Authority, through the offices of the Allied

Practitioners Council, would look into the matter objectively and come up with ways to alleviate the

problems of brain drain. There is need to ensure that skills development takes place even if it means

hiring competent professionals from neighbouring countries.

14:10-14:45 Validity of assessment centres (ACs) as a selection or development measure

Mulder, G., JvR Psychometrics, South Africa

Taylor, N., JvR Psychometrics, South Africa

Currently Assessment Centres (ACs) are implemented in 82 countries, with South Africa being the third

biggest user globally. In addition, South Africa is one of the first countries to implement the AC

methodology in their organisations. General psychometric practice in South Africa is that

psychometric assessment methods be analysed to ensure that the assessment is valid. With ACs

typically having good predictive validity, practitioners assumed that construct, convergent and

discriminant validity also hold. However, when data were evaluated the opposite was found. In order

to address the dilemma in validity, some design fixes such as trait-activation-theory, mixed model

design and overt observation were recommended. However, the question could be asked as to

whether or not AC exercises without these design fixes and validation data can be seen as fair and

therefore whether it should be used in selection or development decisions. Two of the biggest gaps

in the AC field for practitioners in South Africa are the lack of validation studies and the incorporation

of possible design fixes. A possible reason could be that validation studies is not general practice in

South Africa and that South African AC practitioners might not be completely aware of the

requirements or benefits of conducting validation studies. For this reason, JvR Psychometrics

embarked on a study to investigate the internal structure of three exercises from the JvR Competency

Assessment Series (CAS) by assessing 60 middle managers from various organisations within South

Africa. The exercises used were revised to include principles of trait-activation-theory, overt

observation and mixed model design to also investigate the effectiveness of these proposed design

fixes.

15:15-15:50 Team coaching for system transformation

Wrogemann, G.C., GCW Consulting, South Africa

Teams and organisations can sometimes not achieve the high level of performance they strive for. This

occurs for a variety of reasons, such as limiting unconscious patterns of functioning, low grade trauma

responses, the impact of entrenched silo behaviour, and the effect of wider systemic discord. At times

a team may take up a role for the system, and, without awareness, the ability of the team to perform

in that system can be undermined. The demands of delivery can therefore not be realised without first

managing complex internal and external challenges. Team coaching for transformation resolves

internal team dynamics-as well as those with external stakeholders-at the level of psychodynamic

complexity and at the depth of systemic conscience. The outcome of such a process is an inherent

change in the individual, and also in the team. This can lead to healing and transformation of old

paradigms and entrenched dogmas/cultures across the whole system. This process therefore allows

for regenerative change and sustainable growth to occur. The aim of this paper is to describe two case

studies where team coaching was used as a systems transformation tool. The method was grounded

in systems psychodynamics, systems coaching perspectives and complexity theory. The findings

demonstrated that qualitative and quantitative measurements of change in team behaviour resulting

from progressive and deep shifts in the identity of the team to itself, and a constructive integration

of, and resourcing from, the ego state parts of the team. These integrations have resulted in an

increased ability of the teams to take up an effective, and, at times, a strategic change role, action

effective solutions, manage complex circumstances and focus on purpose and delivery in the face of

constant change. This implies that a focus on building teams, repairing internal relationships, building

relationships with external teams, understanding the patterning of themes across stakeholders

(including into the coach or consultant teams) creates opportunity for systems transformation and

resolution on a broad and significant scale.

15:15-15:50 Global leadership matters: Exploring emerging trends in Africa from a values-driven

leadership perspective

Croukamp, A., JvR Consulting Psychologists, South Africa

Grant, J., Illovo Sugar Ltd., South Africa

Organisational dynamics and change are often viewed as a synchronistic process aimed at enhancing

organisational performance and creating that “organisational edge” in a competitive market. The

future of organisational sustainability seems to be reliant on its leadership, and in a multinational

organisation this “Leadership” persona becomes more complex. The following two burning questions

arise from this need: Will our traditional theories of leadership be able to address the very different

expectations of future leaders whilst they are trying to navigate more and more unpredictability?

What can organisations hold on to during such fluctuations to try and maintain organisational

stability?

This paper represents a case study of a prominent South African organisation, Illovo Sugar Limited,

with a footprint across the African continent. Illovo embarked on a leadership development journey

in 2012, with a guiding emphasis on Values-Driven Leadership. This paper will map the story of this

journey to date. Practical perspectives on theoretical tenets related to the concept of leadership and

being a leader will be discussed. The presenters will also describe the Illovo leaders in Africa,

identifying underlying motivational forces and characteristics driving leaders in a multinational

organisation. The role of context, culture and business challenges in rolling out a Leadership

Development Programme in a multinational organisation will be highlighted, along with a description

of how the Illovo Leadership Development Programme relates to the Illovo vision and what the

intention of driving leadership from a Values perspective is in Illovo. Key organisational, leadership,

and applied psychology lessons learnt will be provided.

15:15-15:50 From adversity to diversity - the role of assessments in the transformation of South Africa

- implications for the global workplace

Newman, A.D., Counselling Psychologist, South Africa

Assessments have played a vital role in the transformation of the workplace in South Africa. Coming

from a background of discriminatory practice, including education systems favouring Whites, has

made the identification of talented people from other racial groupings difficult. This is because

educational standards are not a fair measure if potential. It was there for essential that potential be

measured in a different way. This gave rise to the development of assessment tools that measure raw

potential and not learned skills. The Employment Equity Act, the South African legislation on

affirmative action, defines psychological assessment and includes a clause on the measurement of

potential. This clause was included because of the recommendations of concerned psychologists who

feared continued discrimination in the assessment domain. Some of these assessment tools are now

being used worldwide.

The need to broaden diversity in the workplace also required a lot of focus and gave rise to

interventions aimed at creating better working relationships and understanding amongst the diverse

people of South Africa. However, this is not unique to South Africa, as the work of Hofstede, Stein and

Gardner has demonstrated.

Diversity does not only relate to gender and race – it also relates to cultural beliefs, ways of doing

things, emotional and other intelligences. This paper covers these issues as they relate to the personal

experience of the author. The author is a psychologist who has worked in South Africa and others

countries using assessments to identify a wide variety of competencies, talents and beliefs, and

incorporated these into her work in selection and talent development over many years. This study

aims to tell the story of how South Africa has moved from an era of adversity to diversity. This may

generate valuable insights for other African and non-African countries who are dealing with diversity

challenges in psychological testing.

15:15-15:50 What risk type are you? An introduction to Risk Type Compass

Trickey, G.E., Psychological Consultancy Ltd., UK

Survival relies on balancing opportunity against risk, and the stakes are high. Risk related themes

permeate personality and establish individual predispositions towards risk. At one extreme are people

who are apprehensive, anxious and restrained and, at the other extreme, imperturbable and calm.

The former remain covert, secure in their familiar surroundings, while the latter intrepidly venture to

explore the unknown and seek out new opportunities. Survival is the predominant preoccupation of

our species and a source of personal insecurity. The media thrives on human anxieties: through

recreational activities people toy with fear, from cartoons to horror movies. Through suspense

television, roller-coasters, extreme sports and violent computer games people push their exposure to

fear to the extreme of manageable their limits. Through competitive sports people simulate tribal

conflict and test their metal. Thus, risk, and avoidance of it, is central to the human condition and to

human nature. At Psychological Consultancy Ltd. we have identified eight distinct Risk Types based on

personality. Building on the global consensus achieved by the Five Factor Model of personality, we

extracted all the risk related themes as a platform for our research. Exploratory Factor analysis

identified two bipolar dimensions that provide the architecture for the Risk Type Compass. The Risk

Type Compass is thus a personality questionnaire that defines a continuous spectrum of risk

dispositions, with the eight Risk Types providing the reference points to structure interpretation and

communication. In this presentation delegates will be introduced to this interesting new measure, its

background, its theoretical and conceptual under-pinning, and its psychometric properties.

15:55-16:30 A business case for consulting in Agriculture

Wiggett, J.J., JvR Psychometrics, South Africa

The Agriculture Industry is the foundation of any developing economy. In South Africa it contributes

between two to six percent toward the South African Gross Domestic Product (GDP). The agriculture

industry is also essential for food security, social welfare, job creation and ecotourism. This industry

has undergone significant structural changes in South Africa over the past 20 years. Farming units is

dependent on large-scale intensive production, intended for export due to economies of scale that

kicks in as farming units became bigger. Competing with international markets (import and export)

implies that farmers need to change the way they have been farming. One area where change is

evident is within human resources. Traditionally the industry is known to be highly dependent on

unskilled workers. There has, however, been a dramatic decrease in the Agriculture sector’s

contribution to employment. For example, a 19.2% decrease in employment was recorded between

2009 and 2011. The industry did recover from these losses with only a 3.8% decline between 2009 and

2013. Similar trends are occurring internationally. There are various reasons for the decrease in

employment, such as mechanisation and drastic increase in wages. Interestingly enough president

Zuma identified Agriculture as a key job driver, recommitting to the target set out in the National

Development Plan (NDP) for the agriculture sector to create one million jobs by 2030. Worldwide,

however, it appears that farmers are becoming more reliant on a smaller and a semi-skilled and skilled

workforce. Being dependent on a smaller workforce with unique skills requires effective Human

Resource (HR) strategies. Farmers are faced with challenges especially regarding selection, motivation,

development, management and the retaining of talent in the workforce. It has therefore become

essential to provide appropriate consulting services to the Agricultural sector to support their human

resource needs. This presentation highlights the human resource needs as illustrated by thematic

analysis of interviews with commercial farm owners.

15:55-16:30 A critical look at educational psychology in a rural context in South Africa

Osler, M., JvR Psychometrics, South Africa

The focus of this paper will be on a study that is investigating Educational Psychology practice in rural

areas of South Africa. More specifically, it will focus on the way in which Educational Psychology

presents itself in rural areas, the need for Educational Psychology in rural communities, the benefit of

Educational Psychology for rural areas, the changes that have occurred in the practice of psychology

in rural communities, the challenges psychology faces in rural communities and whether or not

Educational Psychologists received adequate training to deal with the psychological needs of people

residing in rural communities. The data will be collected using semi-structured interviews with

Educational Psychologists from rural areas in South Africa. A thematic content analysis will be used to

analyse the data.

15:55-16:30 Being visually deaf and auditory blind and the effect of dyslexia in our SA schools

Stark, S., Red Apple Dyslexia Association, South Africa

The development of the Stark-Griffin Dyslexia Range of diagnostic tools and therapeutic manuals, with

standardised norms, is an excellent opportunity to diagnose dyslexia in scholars as well as dyslexic

adults in South Africa. This test is unique in the sense that it defines seven types of dyslexia as well as

the severity thereof. Inadequate eidetic- and phonetic processing in the left hemisphere cause

dyslexics to be visually deaf and auditory blind. We are now able to identify dyslexics in our country

and therefore need to adapt to setting the appropriate concessions and accommodations in schools

and the work environment. Problems with implementing the latest conduct policy that was introduced

by the Department of Education in 2014 may need some investigation and will be discussed.

Diagnostic procedures as well as measures to assist the dyslexic person in South Africa, will be

discussed.

15:55-16:30 The measurement of unconscious constructs

Du Toit, D.H., North West University, South Africa

Botha, E., North West University, South Africa

Koen, V., North West University, South Africa

The purpose of this paper is to explore the measurement of unconscious constructs. The primary

question raised is: how can a person answer a questionnaire on constructs which are unknown to

him/herself? The issue of test takers’ rights to present themselves in a positive light and the difference

between the test taker’s perceptions of themselves compared to how others view them will also be

discussed. The relevant paradigms used in understanding psychological constructs, such as

reductionist, social constructivist and interpretative, will be discussed. Many of the constructs of

importance in the development of a person, such as leadership and emotional Intelligence, is

recognised to be built on largely unconscious intra-personal aspects, such as awareness, resilience,

emotional control, maturity, openness to change, flexibility, agility, grit, low defensiveness and low

sensitivity. Most people are unable to objectively answer questions on aspects such as these.

The method is mainly literature study based, though some findings from different field studies will be

reported. Recommendations will be made regarding the need for developing measurement

instruments to measure unconscious aspects. Scope of practice concerns and constraints will also be

discussed.

08:15-09:00 Keynote: Guiding the individual through ages and stages of lifelong development

Murphy, E., CAPT, USA

Understanding human development gives us fresh tools for guiding individuals toward self-knowledge

and helping them learn to be the best they can be. One of these tools is the theory of personality

developed by Carl Jung and further refined by Isabel Myers. His theory has multiple facets, but this

session focuses on the development of the mental functions of psychological type: Sensing, Intuition,

Thinking, and Feeling. Examples and stories will demonstrate how type is expressed as a toddler,

young child, adolescent, and older adult. Factors that inhibit and enrich development at each of these

ages can alert us to ways we might adjust our communication and interaction patterns to

accommodate the type developmental level of another person.

Type predispositions are only one of the multiple factors that influence human growth and

development. Jung provides a model that has universal application, giving us insight into how people

across cultures gather information and make decisions. Although these type patterns are consistent,

the expression of these patterns varies individually across ages and stages of development and can be

altered by cultural norms. If the functions develop, people can move from unconscious expression to

conscious management, or they can remain locked at the unconscious level. Behaviour is always a

choice but energy for that behaviour is an innate part of human composition.

This session reveals patterns of development as a way of giving practical insight into a complicated

theory. Real-world examples are accompanied with practical hints for enriching the developmental

process. The more we understand the levels of human development, the more likely we can use that

information to help improve the human condition of all.

09:00-09:45 Keynote: Hiring, leading and developing a 21st century workforce – Are you ready?

Wheldon, H., MHS, Canada

The world is changing faster than ever. Consider the following:

A person today handles more information in a day that a person in the 1500’s did in their

whole life

Jobs such as Social Media Manager, Wind Farm Engineer and App Designer did not exist 5 years

ago – and no one knows how long any job will exist any more

Jobs such as Switchboard Operator, Typesetter have disappeared, and any within many jobs,

any task that can be automated is being automated changing what people do every day

The pace of change is only anticipated to accelerate, posing challenges for employees, hiring

personnel, manager, leaders and organisations. What people are hired to do today, may not be what

they do tomorrow. As a result, employees need to come armed with the ability to learn, not just a

fixed set of knowledge and skills. Workers in the 21st century need to be flexible, culturally adaptable,

self-motivated and above all curious.

Hiring is no longer about matching a set of skills and experiences with a job description. Screening for

potential is new and challenging. This presentation will address how we can screen, assess and hire

for potential as well as how we can adapt and change our leadership and management practices to

keep these employees engage and retain them within the organisation.

10:30-11:05 Professional HR practice: The emergence of HR standards and competencies in Africa

Meyer, M., SABPP, South Africa

Despite vast human capital gaps, the continent of Africa is leading the world regarding HR making the

transition from a “pseudo-profession” to a fully-fledged statutory profession, with Zambia being the

first country for HR achieving legal status as a profession. Furthermore, Kenya and Zimbabwe are in

an advanced stage of development towards statutory recognition. Likewise, in 2013, South Africa

became the first country in the world with national HR standards. Developed by the SA Board for

People Practices (SABPP), the South African HR Standards provide a solid framework on how HR should

be practised based on 13 national HR standards, ranging from strategic HR management, talent

management, HR risk management, organisation development, to HR measurement. These standards

have attracted interest from 17 countries and have already been exported to Zambia, Namibia and

Swaziland, in addition to significant appetite from Zimbabwe, Botswana, Kenya and Ghana. Moreover,

rather than adopting western HR Competencies models not relevant in the African context, a South

African HR competency model has been developed taking cognisance of local socio-economic realities.

Thus, uniquely positioned HR standards and competencies for the African environment have emerged

to professionalise HR in Africa, and therefore usher in a new era of significance for HR professional

practice. A more human approach to HR Management balanced with business needs has been

achieved. Hence, the contribution of African HR practices to the body of knowledge and standards of

practice embodies a new era of people-driven organisation cultures in Africa. The paper concludes

with an integration of HR standards and competencies positioned as two sides of the same coin in

moving the HR profession forward in Africa. Ultimately, a mix of technical HR, people skills and

business acumen constitute African HR professional practice.

10:30-11:05 Selected African capacity building initiatives and priority skills: Some missing links

Magadlela, D., Development Bank of Southern Africa, South Africa

The objective of the Pan Africa Capacity Building Programme (PACBP) is to help develop critical skills

needed to advance Africa’s development, and promote sustainable infrastructure development across

the rest of the Sub -Saharan region. The rationale for the capacity building partnership was the

identification of a growing professional skills gap in the current African educational and professional

training landscape. The gap is preventing the continent from meeting its infrastructure development

objectives and is also considered as one of the main obstacles to an efficient and timely delivery of

adequate basic infrastructure. The PACBP has three pillars: a Masters in Infrastructure Programme, a

Young Professionals Graduate Internship Programme and a Short Courses for Professional Skills

Enhancement. As African economies establish new markets and seek to attract global businesses with

the promise of rich investment returns, the continent’s search for knowledgeable, committed and

highly skilled Africans to drive the continent’s growth towards new levels of development that benefit

the majority of the people is required. Africa needs to build a large pool of business leaders that

represent their businesses, and their national and regional development objectives. This calls for a

shared understanding of the priority skills that Africa needs to focus on. These skills will help Africa

sustain the current levels of economic growth that have seen Africa become, once again, attractive as

an investment destination. The same skills will also ensure that there are capable Africans that are

able to drive, manage, re-focus, and sustain high levels of economic development required to address

infrastructure backlogs, and other gaps/lags that the continent experiences. Not only does investing

in Africa promise rich returns, it also carries with it great potential for growth into so-far uncharted

markets and business territories. It is vital for African businesses and governments to ensure that the

thrust to build high-levels skills does not focus only on technical areas, but also addresses

management, leadership, and human interrelationship skills that include coaching, mentoring, and

emotional intelligence. A winning skills development combination requires a suit of multiple skills that

help to grow a well-rounded African professional.

10:30-12:25 Symposium: Type and Culture

Do out-of-preference (OOPs) results on the MBTI® Step II results offer insights into the

culture of a collective? An exploration

Venkat, J., Anahat, India

Mahesh, C.S., Anahat, India

The MBTI® Step II Form Q report offers the opportunity for an understanding of an individual that goes

beyond the four preferences highlighted in Step I of the MBTI®. The twenty facet pairs offer a nuanced

approach to understanding the individual’s distinctive profile. The Out of Preference scores (OOPs) in

particular add great value in helping an individual understand how she has incorporated aspects of

the less preferred preferences into her unique ways of living.

The OOPs are understood to be the result of significant long-term influences. Culture could be one

such influence. This exploratory research looks at differences in OOPs scores across cultures to see if

these differences might highlight some cultural differences too. MBTI® Step II results were drawn from

samples of employed adults across different countries. Numerical differences in the OOPs across each

facet were tested for significance. The results offer hypotheses about the culture and about cultural

differences to be explored further. While the research thus far focuses on India with other countries

as reference for comparison, people familiar with both the MBTI® Step II and the culture of a country

may be able to explain some of the cultural nuances of the country through the interpretation of the

OOPs.

Type distribution and the expression of type in Africa

Taylor, N., JvR Psychometrics, South Africa

Olivier, S., JvR Psychometrics, South Africa

The application of psychometric questionnaires in countries in Africa has presented a number of

challenges for practitioners from numerous quarters. There are furious debates as to whether the

internationally accepted theories on psychology hold “as is” on the African continent, or whether

there should be a purely indigenous psychology in each African country. The balance between the

purely universal and purely relative views is how cross-cultural psychology is established. The practice

of “transporting and testing” existing models and instruments from an etic perspective is vital in

establishing the cross-cultural utility of theories. Nonetheless, while some countries may be more

familiar with assessment than others, psychometric instruments are still used only sparingly in many

African countries.

Data from over 30000 participants in 16 African countries were obtained through use of the MBTI

assessment in applied settings. The distribution of type across these 16 countries appears very similar,

with the overwhelming majority of reported types being STJ. The implications around whether these

results are indeed representative of respondents throughout Africa or reflect issues around

psychometric measurement, self-report questionnaires, self-awareness and the practice of reflection

in collective cultures will be discussed. Implications for using self-report assessments in African

countries will be presented.

A view on Type and Culture through the lens of Rosinski’s Cultural Orientation Framework

Moyle, P., OPP Ltd, UK

Kendall, E.B., OPP Ltd, UK

The purpose of this symposium is to establish the influence of a number of individual differences on

cultural orientation in order to guide the design of effective teambuilding interventions for

multicultural teams. The aim is to establish the relative influence of personality (as measured by the

MBTI assessment), country of origin, country of residence, age, gender and level of seniority on

greater cultural orientation (as measured by Rosinski’s Cultural orientations Framework). All

participants supplied their MBTI Best Fit type, along with some biographical information at the same

time as completing the Cultural Orientations Framework questionnaire. A sample of 880 participants

drawn from Australia, France, Germany, India, South Africa and UK provided data. The participants

were working mostly in coaching, consulting, education, HR or learning and development.

Differences in 17 dimensions of cultural orientation were examined using a series of univariate ANOVA

Findings. Individual differences in personality were found to have a greater effect on cultural

orientation than country of origin, country of residence, age, gender, and level of seniority. Country

of residence was found to have a greater impact than country of origin, probably reflecting adaptation

to the current culture – particularly in terms of the competitive-collaborative dimension. While

national differences do exist, both in terms of country of residence and country of origin, this study

suggests that personality differences, irrespective of nationality of location are more important when

it comes to understanding our cultural orientation. It is suggested therefore that an understanding of

personality type can be an effective bridge between cultures.

Scalar equivalence of the MBTI assessment across 18 countries

Morris, M.L., CPP Inc., USA

Cooley, T.C., Deluxe Corporation, USA

Using a large international data set, Bartram showed that country level Big Five personality means and

standard deviations (SDs) strongly predicted independent country level measures of Hofstede’s

cultural dimensions and other indicators (e.g., cultural tightness, global competitiveness). Using a

different personality measure, the current study attempted to replicate and extend Bartram’s

findings. In the current study, the MBTI assessment, which measures four personality dimensions

(Extraversion-Introversion [EI], Sensing-Intuition [SN], Thinking-Feeling [TF], and Judging-Perceiving

[JP]) that are similar to the Big Five, with the exception of neuroticism , was completed by 15,064

people across 18 countries and 16 languages, and compared to a variety of independent county level

measures.

The current study generally replicated Bartram’s results around SDs, where applicable. An overall

measure of SDs (α=.89) on the MBTI was correlated with Hofstede’s power distance (r = -.78),

pragmatism (-.70), individualism (.76), and indulgence (.62), but not with masculinity/femininity (-.13)

or uncertainty avoidance (-.20). SDs on the MBTI were also correlated with cultural tightness (r = -

.52), human development index (.74), overall life satisfaction (.76), economic freedom (.89), global

peace index (-.50; higher scores indicating less peace), globalization (.65), proportion atheist (-.78),

and good governance (.74). Bartram’s findings around mean personality scores were not generally

replicated, however. The current findings provide some support the scalar equivalence of the MBTI

assessment and suggest that broad, normal personality measures can account for significant variance

in a variety of country level measures. Measures of personality variance, in particular, may be useful

in explaining and understanding cultural differences.

10:40-12:25 Symposium: Young children mathematic conceptual development assessment and

intervention

Key numerical concepts at the age of 4-8 years: An integrative six-level model of

cumulative arithmetic skills development

Fritz-Stratmann, A., University of Duisburg-Essen, Germany and University of Johannesburg, South

Africa

Ehlert, A., University of Potsdam, Germany and University of Johannesburg, South Africa

As in other countries, there has also been a rise in demand for better early mathematics assessments

in Germany. Until recently, most of the tests were based on the school curriculum. More recently,

there has been a shift, and nowadays achievement tests are based on models and theories of

psychological development of early mathematics skills. Our starting point for the construction of a test

was the question whether arithmetic key concepts are developed hierarchically and whether children

develop more sophisticated cognitive structures step by step. Such a developmental sequence would

allow researchers and teachers to allocate every child to a certain developmental level of conceptual

understanding and to describe its knowledge qualitatively. Based on literature and empirical results

concerning central concepts in arithmetical learning, a six level model was created. In two cross-

sectional studies, 1583 pre-school and early primary-school children completed an arithmetic test

based on this model. The results provide evidence for the validity of the proposed model as a model

of cumulative numerical concepts and arithmetic skills development. In this paper the comprehensive

model of cumulative arithmetic competence development at the age of four to eight years will be

presented.

The migration of an instrument from Europe to South Africa: Validating the conceptual

model and moving on to standardisation

Henning, E., University of Johannesburg, South Africa

Herholdt, R., Jet Education Services, South Africa

Balzer, L., Swiss Federal Institute for Vocational Education and Training, Switzerland

Ragpot, L., University of Johannesburg, South Africa

The research reported in this paper is the narrative of a migration of a diagnostic test for young

children (the MARKO-D), when they are first making their world mathematical and symbolical. To

explore how children develop in maths in the early years, it is important to utilise a test that has

already gone through the original processes of standardisation and that is based on contemporary

theories of conceptual development, as found in both cognitive developmental psychology and in

neuroscience. Arguing that research on conceptual development of young children is a neglected area

in educational research in South Africa and that there is no standardised test to assess children, with

local norms, we propose to show how a test from Europe developed in South Africa from the time it

was encountered three years ago.

We also discuss what the pilot studies on 1600 children have yielded so far and what some of the

linguistic issues of the translations are highlighted.) In this paper we will illustrate how the pilot studies

yielded data that, after five different tests administrations, show that the test is functional for South

African conditions (in four languages) and that the Rasch modelling held successfully in these

languages. We thus report that the conceptual model of five levels of competence was sustained in

the Such a test is essential for the country, where there are only imported tests in English, and where

the norms are not South African. This means that only privileged children will have access to a

diagnostic test, which is expensive in use in private practice. When the MARKO-D is standardised and

normed, it will be made available to the public education departments in all nine provinces of the

country, where the majority of children’s achievements drops radically after Grade 3, and where

suitable support (remedial) material is not always aligned with what current theory of conceptual

development and conceptual change argue.

Iterations of translations from German to four South African languages in a mathematics

competence test

Ragpot, L., University of Johannesburg, South Africa

Henning, E., University of Johannesburg, South Africa

This paper aims to analyse examples of translation issues of the MARKO-D test. During two years of

translations from German to four languages used in South Africa, it was evident that although we aim

to minimise shifts in meaning across languages, it remains a challenge to capture meaning in the same

way. In pilot tests with back-translations and cross translations it was found that not only are there

dialectical influences within a language such as isiZulu or Sesotho, but also that translations via English

pose specific problems. We selected all the items that showed signs of translation problems in the

MARKO-D test during the Rasch modelling process and found that the ‘gremlins’ were indeed

attributable to language. The research is a form of discourse analysis, with the central argument being,

in the words of Elizabeth Spelke, that “(n)atural language plays a pivotal role in the development of

abstract numerical and geometric concepts and does so by serving as the primary medium for

combining information productively across distinct systems of core knowledge”. We have some

evidence from the research on 1600 children that language effect can be minimised (if not completely

neutralised) to ensure unidimensionality of the instrument used to test mathematics competence.

Our argument is that if it is language that serves as combinatory agent in assembling knowledge to

form concepts once children learn through language and other symbols , then it would mean that they

lodge much of their early understanding of maths (in the forming of concepts) in their use of language.

Tests that assess their knowledge in oral interview format are thus not free of the effects of language,

although, after several iterations, such a test could come close to a reliable translation.

In the analysis we make use of Vygotsky’s proposition that external speech becomes internal speech

(thinking) and that words are thus semiotic tools that do not actually form, but that facilitate concept

formation by becoming placeholders during conceptual change or agents for assembling information

to form concepts. The following results will be discussed: 1) Number names as activity: In isiZulu

“shiya” means to “leave behind or abandon.” Thus, for example, “yisishiyagalombili” means you leave

two behind. This gives an indication of moving on with the new quantity. It gives a clear image of

partitioning and pre-empts an understanding of part and whole while the learner is still at the counting

level. In addition, the following will be elaborated upon: 2) Number names as ‘to be’, as some counting

names precurse cardinality; 3) Number names as concrete notions; and 4) Number names that

presuppose finger counting.

A diagnostic test to assist in the early identification of South African grade R-1 learners

with severe learning difficulties in mathematics

Herholdt, R., Jet Education Services, South Africa

Henning, E., University of Johannesburg, South Africa

The paper explores the potential benefits of a diagnostic test that could be used to assist in the early

identification of South African grade R or 1 learners with severe learning difficulties in mathematics.

These benefits become apparent when learner performance in South Africa is considered. We argue

that, in the absence of standardized tests or test batteries that have been specifically designed and

standardized for the identification of dyscalculia in South Africa, a test which could assist in identifying

learners with severe difficulties in arithmetic and early numerical concepts, could serve as an initial

screening tool in a wider clinical investigation. Henning and Ragpot found that there are no

standardised tests of arithmetic and numerical skills, which are based on a solid theoretical model and

have been standardized in more than one of the official languages, available in South Africa. The

Mathematik–und Rechenkonzepte für de 1. Klasse- Diagnose (MARKO-D) test was developed as a

measure of numerical concepts and arithmetic skills for learners aged between four and eight. . In

Germany, research reported that dyscalculic grade 1, 2 and 3 learners had significantly lower scores

on the MARKO-D.

This study explores evidence of validity of the South African MARKO-D in the identification of learners

with severe difficulties in the numerical concepts and arithmetic through the research question: What

is the evidence of utility validity for the South African MARKO-D test with regard to identifying grade

1 English second language speakers with difficulties in the development of numerical concepts and

arithmetic? Supporting evidence for the hypothesis that learners with identified learning difficulties

in mathematics (number concept and arithmetical calculation specifically) ,in both full-time

mainstream and remedial schooling, obtain significantly lower scores on the MARKO-D than their

typical developing peers, would provide evidence of utility validity for the MARKO-D.

Such evidence of validity could be used in a validity argument for the interpretation of scores

significantly below the expected norm on the MARKO-D as an indication of the existence difficulties

of in the measured construct, namely numerical concepts and arithmetical calculation. An argument

can then be made for the MARKO-D serving as a useful starting point in a wider clinical investigation

to diagnose dyscalculia or other causes of poor achievement in mathematics.. This study falls within

the broader category of studies in the arena of test development, and specifically within the area of

psychometric validation of a test. Results from the mix modality research data that was collected

during this study will be presented. Quantitative data of person rank orders according to probalistic

calculations of person ability is suitable for this particular study because it is an acknowledged source

for validity evidence stemming from test responses We will present findings from both quantitative

and qualitative concomitant mathematical achievement information which was gathered from school

reports, teacher’s rating of mathematical achievement by teachers and/or previous educational or

psychological assessments.

11:10-11:45 Hitting the mark but missing the point: Reflecting on the design, implementation and

monitoring of a performance management programme across African borders

Veldsman, D., The HR Touch, SAB, South Africa

Mojapelo, M., The HR Touch, SAB, South Africa

Globalisation, innovation and a need for leaner organisations that are agile and responsive

characterises the knowledge economy work place. A key focus on enabling a high performance culture

seems to be prevalent on most executive score cards. Within this context however, it seems as if

performance management is currently characterised in most organisations through its irrelevance to

actual delivery, the lack of transparency and sense of favouritism and confusion that it creates. Line

Managers cringe with the burden of managing the performance process; employees experience a

sense of fear and above all performance is still seen as an isolated event as opposed to an integral part

of the business life cycle.

The research will reflect on lessons learnt through the design, development and implementation of a

performance process for a multi-national organisation with operations in Nigeria, South Africa,

Namibia, Botswana, Lesotho, Swaziland and Zambia. The study is based upon a qualitative action

research design that focused on a personal narrative inquiry based upon the experiences of two team

leaders that implemented the different phases of the over a 12 month period. The study will further

also contextualise the interventions, process and lessons learnt from a cultural, behavioural and

contextual perspective. The findings will focus on describing the understanding of the lessons learnt

in terms of cultural differences and nuances across African boundaries, call for a new type of

performance approach that focuses on principles versus process and a need to enable managerial

competency as opposed to technological efficiency.

11:10-11:45 People development in Africa – Lessons learnt

Marais, C., Leadership for Conservation in Africa, South Africa

Having worked in 16 African countries for 10 years doing conservation development work and having

been to more than 30 Africa countries, Chris Marais will share his experiences of people development

in Africa.

From an economic growth perspective, Africa is the place to be! Stimulated by the extraction

industries such as mining, oil and forestry, the economic growth in Africa is drawing companies from

all over the world to explore the fast growing markets. In parallel to the economic growth Africa is

also the fastest growing continent in terms of population, with a “younger-growing” populace which

is speeding up urbanisation and related challenges.

In light of all the challenges Africa has faced in the past, people development has not received much

or the right attention. On the other hand there seems to be a tendency for international investors and

developers not to contextualise assessment methodologies in the process of standardisation and

validation. Without going into the detail of these processes, Chris will share his Africa-experience and

lessons learned with reference to the Africa perception, resistance, limitations, opportunities, the

need for contextualisation and proposed way forward.

11:50-12:25 Organisational and climate surveys: The casualties of psychometric ignorance

Rothmann, I., WorkWell Research Unit, North West University, & Afriforte, South Africa

Rothmann, I., WorkWell Research Unit, North West University, & Afriforte, South Africa

De Beer, L., WorkWell Research Unit, North West University, South Africa

Organisational and climate surveys are widely used by companies to investigate perceived issues,

benchmark against peers, measure progress and guide interventions. In many cases, custom surveys

are developed to serve this purpose constructed with consensus-based questions, and reporting for

this generally takes the form of descriptive statistics that does not consider measurement error.

Therefore, the reality is that survey development is often driven solely by business requirements,

ignoring important psychometric requirements. A “what you don’t know, can’t hurt you” approach.

The question is: How many important business decisions are be based on survey results that do not

control for reliability, validity, equivalence and bias? Without confirming the latter, a survey is merely

an unscientific opinion poll. This presentation builds the case for scientific psychometric practices

when implementing organisational and climate surveys in industry.

11:50-12:25 How behaviour mediates the relationship between personality and organisational safety

Nei, D.S., Hogan Assessments, USA

Foster, J., Hogan Assessments, USA

Nichols, S., Hogan Assessments, USA

Research on organisational safety has traditionally focused on job-tasks and working conditions. Due

to advancements in these areas, some have concluded that human error is now the most significant

cause of workplace accidents and injuries in many industries. In this presentation, we will present data

illustrating the role of personality in organisational safety. It will also be demonstrated that this

relationship can best be explained by focusing on the mediating role of safety-related

behaviours. Most research on personality and organisational safety focuses either on specific

personality scales or Five Factor Model (FFM) measures. These results indicate that a range of

personality measures predict organisational safety. Correlations between FFM scales and safety

outcomes fail to account for how specific personality facets predict safety-related behaviours. This

has three implications for research on personality and safety namely: (1) that broad inventories that

reliably measure personality scales are better at predicting organisational safety than narrow

inventories;(2) that personality facets are more predictive of organisational safety than broad

personality scales; and (3) that measuring and understanding the role of safety-related behaviours is

critical to understanding the relationship between personality and safety. In this session, we will

review six behaviours (i.e., Complying with Rules, Avoiding Unnecessary Risks, Remaining Vigilant,

Responding Appropriately to Safety Threats, Managing Stress, and Adhering to Training) that impact

organisational safety and their personality-based antecedents. We will also discuss the value of using

this information to develop customised selection and training programs tailored to the individual

personality characteristics associated with critical safety-related behaviours within specific jobs and

organisations.

13:25-14:00 Personality can give you wings

Fitzsimmons, M., Psychometrics Canada, Canada

Visagie, A., MGI, South Africa

One of the critical elements in ensuring the safety of passengers and optimal flight performance is the

selection and development of an excellent flight crew. Most airlines focus on the technical aptitude

and proficiency of flight crew during the recruitment process, but is ability the only factor that

distinguishes excellence? Working with South African and Canadian airlines this presentation

examines the recruitment approaches of carriers that operate in unique environments, with different

fleets, cultures and staff requirements. How does personality impact success in the role of pilot or

flight atte