Sielkundige kontrak : wedersydse verwagtings tydens die aanvangsfase van militer-akademiese studie

[摘要] ENGLISH ABSTRACT: Like many oth.er private and public entities, the Faculty of Military Science of the University ofStellenbosch has to deal with a large number of newcomers every year.As is the case at other institutions, newcomers to the Faculty experience adjustment problemsin their new work environment. These problems lead to frustration, dissatisfaction, role conflictand role ambiguity which, in turn, may result in poor academic performances. One way ofeliminating these problems could be to aspire towards a two-way psychological contract uponarrival of newcomers. This entails matching individual needs, abilities and skills with post andorganisational requirements.A literature study indicated that new entrants experience a reality shock when confronted thefirst time by the gap between, on the one hand, expectations and dreams and, on the other,reality. It was also found that recruitment methods in the military environment often embracerushed contracting and therefore inadequate discussion of each party's expectations. The literaturealso shows that, on the whole, recruits tend to have unrealistic expectations, based oninformation gleaned from the media, advertisements and films.In the light of the above, the purpose of this study was to measure the expectations of both prospectivestudents and the organisation in order to determine whether there is any match betweenthe two party's expectations. At the same time the matching of expectations and theconcomitant influence on job satisfaction, productivity, expected tenure of service, careerexpectations and performance were investigated.The methodology employed was a literature study supported by empirical research. The literaturestudy focused on the theoretical foundations and models of the psychologica contract. Theempirical research consisted of the application of Kotter's model and questionnaire pertaining tothe psychological contract.Empirical research did not support Kotter's entire model. However, three relationships weresupported. These were:• Relationship #1: clear and consciously reasoned expectations have a bearing onthe psychological contract;• Relationship #3: healthy understanding of each other's expectations show a strongrelationship with a positive psychological contract; and• Relationship #8: the relationship between the psychological contract and careerexpectations.Statistically significant differences were also found between students with high expectations andstudents with low expectations vis-a-vis career expectations, as well as between the differencesbetween students' expectations and organisational expectations.Possible explanations for the above findings are presented, and recommendations are made forfurther research.

[发布机构] Stellenbosch University