Technological domination and the future of workers in the labour market in the face of automation: a study of the automobile sector in South Africa
- Authors: Chigbu, Bianca Ifeoma
- Date: 2020
- Subjects: Office practice -- Automation Employees -- Technological innovations Organizational change
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/17954 , vital:41996
- Description: This exploratory work investigated the principal aim of this study: the rate of technological domination in South Africa and the future of workers in the labour market in the face of automation. It also explored collaborative experiences between technology and human workers and how employees in the automobile sector compete with technologies in their work environment. The future-readiness of workers in this automation age and union influence with regards to technology adoption in the world of work were also examined. The study utilized a qualitative research method with in-depth interviews of data collection with 30 respondents consisting of two managers and five auto plant workers from Mercedes Benz; two shop stewards from Toyota Motors; two union representatives and nineteen workers working in the auto plant in Volkswagen South Africa (VWSA). A desktop data collection process was also employed in this study. Evolutionary Economics Theory, Labour Process Theory and Corporate Social Responsibility drove the whole analysis to explain the technological outcome in the workplace. The central argument of this study is that robots and human employees must each efficiently interface where they can best be put to good use. However, in an attempt to minimise product imperfection due to human inconsistencies and to increase productivity, the automobile industry has adopted more technologies to meet the needs of its customers and remained competitive. Nonetheless, the rate at which the technologies are adopted has increased the rate of job automation in the automobile sector and has also led to the deskilling of the auto workforce. Additionally, technology is outcompeting human workers because it has changed and evolved more rapidly than workers. The study argues that despite that automation increases productivity, it is a threat to low skilled workers in the sense that workers might end up underemployed or unemployed although highly skilled workers might be further upskilled. The findings further revealed that the workers are not ready for this change. Another revelation is that there is a unilateral workplace restructuring decision making, which neglects the input of workers and their union with regards to how work should be restructured. The findings call for sustainable corporate responsible management. The largest adopter of industrial robots in manufacturing processes is the automobile sector since global competition in the labour market commands uninterrupted modernisation and automation of production processes in the automobile industry. Each production process is not imaginable without automation today. In the quest to transform the workplace, improve iv productivity, the economy and develop communities with technological adoption, it is imperative to consider the short and long-term sustainable socio-economic development for all. It is argued that almost all sectors and working classes are vulnerable to automation. KozulWright (2016) during the United Nation’s Conference on Trade and Development concurs with other scholars that job disruption from automation affect routine tasks and its negative impact is much in the developing countries. It was recommended that a professional qualification should be incorporated with an academic qualification that aligns with technical and non-technical unautomable skills. Transparency and accountability are a must on the part of all the stakeholders involved in the automobile industry, particularly from management, to make a more sustainable economic decision that will benefit the development of workers. It is equally important for organisations, policymakers, workers, union and societies to develop feasible strategies to manage added concerns of job automation such as polarisation in the societies, the workforce and which may create societal breakdowns and conflicts. At the same time, as these machines will evolve in decades to come, we should expect to see a drastic transformation in workforce development. This study contributes to satisfactory ways to facilitate job automation transition to counteract any negative outcome with reference to those workers who might be affected by the changes in order to achieve a better society.
- Full Text:
- Authors: Chigbu, Bianca Ifeoma
- Date: 2020
- Subjects: Office practice -- Automation Employees -- Technological innovations Organizational change
- Language: English
- Type: Thesis , Doctoral , PhD(Sociology)
- Identifier: http://hdl.handle.net/10353/17954 , vital:41996
- Description: This exploratory work investigated the principal aim of this study: the rate of technological domination in South Africa and the future of workers in the labour market in the face of automation. It also explored collaborative experiences between technology and human workers and how employees in the automobile sector compete with technologies in their work environment. The future-readiness of workers in this automation age and union influence with regards to technology adoption in the world of work were also examined. The study utilized a qualitative research method with in-depth interviews of data collection with 30 respondents consisting of two managers and five auto plant workers from Mercedes Benz; two shop stewards from Toyota Motors; two union representatives and nineteen workers working in the auto plant in Volkswagen South Africa (VWSA). A desktop data collection process was also employed in this study. Evolutionary Economics Theory, Labour Process Theory and Corporate Social Responsibility drove the whole analysis to explain the technological outcome in the workplace. The central argument of this study is that robots and human employees must each efficiently interface where they can best be put to good use. However, in an attempt to minimise product imperfection due to human inconsistencies and to increase productivity, the automobile industry has adopted more technologies to meet the needs of its customers and remained competitive. Nonetheless, the rate at which the technologies are adopted has increased the rate of job automation in the automobile sector and has also led to the deskilling of the auto workforce. Additionally, technology is outcompeting human workers because it has changed and evolved more rapidly than workers. The study argues that despite that automation increases productivity, it is a threat to low skilled workers in the sense that workers might end up underemployed or unemployed although highly skilled workers might be further upskilled. The findings further revealed that the workers are not ready for this change. Another revelation is that there is a unilateral workplace restructuring decision making, which neglects the input of workers and their union with regards to how work should be restructured. The findings call for sustainable corporate responsible management. The largest adopter of industrial robots in manufacturing processes is the automobile sector since global competition in the labour market commands uninterrupted modernisation and automation of production processes in the automobile industry. Each production process is not imaginable without automation today. In the quest to transform the workplace, improve iv productivity, the economy and develop communities with technological adoption, it is imperative to consider the short and long-term sustainable socio-economic development for all. It is argued that almost all sectors and working classes are vulnerable to automation. KozulWright (2016) during the United Nation’s Conference on Trade and Development concurs with other scholars that job disruption from automation affect routine tasks and its negative impact is much in the developing countries. It was recommended that a professional qualification should be incorporated with an academic qualification that aligns with technical and non-technical unautomable skills. Transparency and accountability are a must on the part of all the stakeholders involved in the automobile industry, particularly from management, to make a more sustainable economic decision that will benefit the development of workers. It is equally important for organisations, policymakers, workers, union and societies to develop feasible strategies to manage added concerns of job automation such as polarisation in the societies, the workforce and which may create societal breakdowns and conflicts. At the same time, as these machines will evolve in decades to come, we should expect to see a drastic transformation in workforce development. This study contributes to satisfactory ways to facilitate job automation transition to counteract any negative outcome with reference to those workers who might be affected by the changes in order to achieve a better society.
- Full Text:
Personality in relation to work-family conflict among employees in a mining company in South Africa
- Authors: Ruzungunde, Vongai Sarah
- Date: 2019
- Subjects: Job stress Role conflict Work and family
- Language: English
- Type: Thesis , Doctoral , PhD (Industrial Psychology)
- Identifier: http://hdl.handle.net/10353/17007 , vital:40809
- Description: The study set out to investigate how the Big Five personality traits related to work family conflict, taking into consideration the different forms of work family conflict within the mining industry. The study made use of the quantitative design, with the sample consisting of 270 respondents from the selected mine in South Africa. Probability sampling was used to select respondents from the whole population. Data was analysed using descriptive statistical analysis. To examine the association between variables, linear regression analysis was used. Confirmatory analysis was used to measure validity for work-family conflict (WFC). To measure the validity for personality; face validity, construct and content validity were used. Reliability was measured using the Cronbach alpha. The results of the study showed a significant negative relationship between the personality traits and WFC except for the agreeableness trait. The results also showed significant negative correlations with the different forms of WFC, except for the agreeableness trait. Further, the results showed that, when combined, personality traits had greater variance on the experiences of WFC than each of them separately. The findings of this study are helpful to the mining industry as they assist in the implementation of procedures and policies that will help to reduce WFC and its consequences in the work environment.
- Full Text:
- Authors: Ruzungunde, Vongai Sarah
- Date: 2019
- Subjects: Job stress Role conflict Work and family
- Language: English
- Type: Thesis , Doctoral , PhD (Industrial Psychology)
- Identifier: http://hdl.handle.net/10353/17007 , vital:40809
- Description: The study set out to investigate how the Big Five personality traits related to work family conflict, taking into consideration the different forms of work family conflict within the mining industry. The study made use of the quantitative design, with the sample consisting of 270 respondents from the selected mine in South Africa. Probability sampling was used to select respondents from the whole population. Data was analysed using descriptive statistical analysis. To examine the association between variables, linear regression analysis was used. Confirmatory analysis was used to measure validity for work-family conflict (WFC). To measure the validity for personality; face validity, construct and content validity were used. Reliability was measured using the Cronbach alpha. The results of the study showed a significant negative relationship between the personality traits and WFC except for the agreeableness trait. The results also showed significant negative correlations with the different forms of WFC, except for the agreeableness trait. Further, the results showed that, when combined, personality traits had greater variance on the experiences of WFC than each of them separately. The findings of this study are helpful to the mining industry as they assist in the implementation of procedures and policies that will help to reduce WFC and its consequences in the work environment.
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Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa
- Authors: Eesuola, Omobola Foluke
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/10497 , vital:35497
- Description: This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics.
- Full Text:
- Authors: Eesuola, Omobola Foluke
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/10497 , vital:35497
- Description: This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics.
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Strategies teachers use to enhance grade 7 learners' reading comprehension skills in first additional language : four primary schools in Fort Beaufort
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
- Full Text:
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2018
- Subjects: English language -- Study and teaching -- South Africa -- Eastern Cape Reading comprehension -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9533 , vital:34363
- Description: This study focused on the strategies teachers use to enhance grade 7 learners’ reading comprehension skills in English First Additional Language at Fort Beaufort District. This study was impelled by low performance of learners in English language, where learners were unable to read and answer questions promptly due lack of understanding what they read. This study is qualitative in approach and underpinned interpretive paradigm position. Fort Beaufort Education District used as a case study whereby four schools were purposively selected and each with six grade seven learners, teachers and Subject Advisor. Qualitative data was gathered through semi-structured interviews, focus group interviews, observations and documents analysis. Interviews and focus groups discussions were taped, transcribed, analysed and the data was categorised into themes. The findings of this study disclosed the weak correlation between teachers’ knowledge and teaching practices and lack of support from the district. The participating teachers had limited understanding of reading comprehension strategies; as a result, they regarded teaching reading comprehension as a challenge since they do not know what comprehension strategies are, and how to apply them. Teachers lack theoretical knowledge and practice concerning the teaching of reading for comprehension resulted to a negative attitude and a total neglect towards teaching reading for comprehension. The participants showed dissatisfaction with the intervention of the Department of Education and the policies they impose on them. The Curriculum and Assessment Policy Statement has no clear guidelines on how to teach these strategies of reading comprehension, rather it places reading comprehension under three phases, namely: Pre-reading, During- reading and Post-reading. As they lack appropriate techniques to teach English comprehension effectively, more workshops should be done to empower them in order to become competent teachers. Teachers need more training on active approaches in order to change their comprehension instruction and to select texts that are relevant to learners’ life situations or experiences, in order for them to relate with the text and thus would cause them to read with understanding.
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Reform-based approaches in the learning and teaching for conceptual understanding of calculus for diploma studies at south african university
- Authors: Coetzee, Johanna
- Date: 2017
- Subjects: Calculus Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4959 , vital:28878
- Description: This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
- Full Text:
- Authors: Coetzee, Johanna
- Date: 2017
- Subjects: Calculus Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4959 , vital:28878
- Description: This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
- Full Text:
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