IOP2608 Summaries of exam questions by Chantelle & Bonita| 2016

1. IOP2608 Summaries of exam questions by Chantelle & Bonita| 2016 Schematic representation of criminal trial Question 1 | Criminal vs Civil cases Criminal Trial Accused enters a plea of guilty or not guilty Guilty Not guilty Presiding officer will ask accused questions to determine that he/she is guilty Accused given opportunity to explain his/her plea If presiding officer is satisfied that accused is guilty and has no defence, plea of guilty is entered If not convinced of guilt, preceding officer will enter plea of not guilty What happens in court will commence (sect2.8.2 of book) Judgement: not guilty = free to go Judgement: guilty = sentencing Judgement given by court Sentencing will take place and evidence will be heard Question 2 | Schematic representation of organisations of law South African Law Substantive law Formal law Law of criminal procedure Public Law Private Law Law of evidence Law of persons Constitutional Law Family Law Law of civil procedure Administrative Law Law of patrimony Criminal Law Property Law Law of succession Intellectual property law Law of obligations Law of contract Law of delict

2. Question 3a | Functions of Law People strive to create a cosiety in wich order is maintained and conflict is reduced. To achieve this the 'social contract' was created. The idea behind a 'social contract' is that leaders of the community should take responsibility and protect the community from conflict situations. This can be done by maintaining peace and order in the society; for this system to work the community must sacrifice some of their freedoms by following the rules set out by the leaders, if the rules are broken the leaders must have the power to punish the perpetrators. Question 4| Methods of psycho-legal assessment Question 3b | difference sources of law Primary sources of the law: The Constitution: The constitution is the standard against which all other laws are measured and the supreme law of South Africa, which contains the Bill of Rights. Constitutional values, fundamental rights and powers of the government are also contained in the Constitution, which is central to the continued existence of the democracy in South Africa. Legislation: The term legislation suggests that it is written down, published and recognised as authoritative. Parliament has the authority to make laws that are not in conflict with the Constitution. Judicial precedent: Presiding officers should ensure that similar cases are treated similarly. They are not free to make any decision they want, merely because they want to. The doctrine of judicial precedent means that parties to a case can use earlier judgements as authority when they approach the court to settle a dispute. Common law: The common law refers to the Roman-Dutch law that applies to the whole country and does not form part of legislation, as well as to its development through judicial precedent. The common law is consulted when the legislation does not govern a specific situation and guidance is required. Secondary sources of the law Customs, indigenous law, commentary on the law by legal academics and legal practitioners are included in these sources. The primary sources of the law are supported by the secondary sources that are not binding and the presiding officers do not have to adhere to their stipulations. Question 3c | Concept of customs Norms are what people believe is appropriate behaviour, but it is not specific and enforceable. It is a way in which people react in a certain environment. Customs, as opposed to norms, are established patterns of behaviour functioning in a particular way. They are usually well-defined practices and accepted by the society, and function in a law-like manner. A norm can become a custom when it is generally accepted and well defined within a community and has been so for a long time. Laws are formed by the will of the community which finds it necessary to have a rule to govern specific conduct and can impose a sanction on people who break it. Norms and customs form the foundation of laws.

3. Question 5a| Guidelines for preparing forensic report Question 5b| Format of forensic report Never step out of you field of expertise: consider other opinions especially medical ones. Psychologist cannot choose which opinion is correct, this is the prerogative of the court Avoid sweeping statements Avoid emotionally charged language Be careful not to misinterpret other opinions Never denigrate other’s opinion Forensic report is not open for discussion, it’s final as is Spend time coming to a conclusion and formulating opinions on all info provided Do not consider info on a selective manner, all info is relevant Be careful to exclude reference to privileged information, once reference has been made the privilege is waived. Main duty is to the court not the client. Title & demographics of psychologist (letterhead with full name, surname, address and contact details, qualifications and HPCSA registration number) Title and demographics of the client (full name, surname, ID number, age, gender, marital status, highest qualification, employment status, dates of consultation) Purpose of evaluation (written instruction given to psychologist) Sources of information (list all the resources used in compiling the report, state why a document isn’t being used or included) Background information (family background, educational, occupational history. Must be in chronological order) Behavioural observations (the psychologist’s own opinions and observations of the client from the first session together. Also include a description of the physical appearance of the client. External sources of information (discussion of the sources of information mentioned above, similar documents can be grouped together like similar affidavits from family members) Psychological assessment results (methods used to convey findings differ, most only include an integration of their findings, disadvantage of this method – further explanation required. Detail in report based on reason for referral (detail of why client was referred e.g. pain and discomfort, emotional changes etc) Summary (often grouped with recommendations, should lead the reader to the specific recommendations regarding sentencing, care, contact, guardianship rights, etc) Recommendations (recommendations should be adequately supported by relevant data throughout the report, should be short and to the point, should be feasible) Question 6| role of forensic psychologist in criminal cases • Court may ask psychologist to determine • 1. Accused’s mental status and ability to stand trial • Question of fitness to stand trial may be raised any time during the trial process • May be requested by defence, prosecution or court itself • Usually when there’s present or past evidence of mental illness • Clinical assessment and recommendations required but final decision on fitness remains a legal one • Unstructured interview: • Evaluate individual’s awareness of charges • Assess individual's capacity to understand the legal processes e.g. how he/she relates to the attorney • Assess current mental status by obtaining past social and psychiatric history • 2. Accused’s criminal capacity • Individuals can only be accountable for their crimes if they can distinguish between right and wrong. • Criminal capacity will produce a hypothesis in respect of the accused’s mental state of mind at the time of the offence • There’s an rebuttable presumption that children under 10 cannot be held liable for their deeds • Role of substances should be investigated as it could influence the accused’s behaviour • Interviews with the accused and other individuals involved • Pathological criminal incapacity: accused diagnosed as suffering from a recognised psychiatric illness • If court finds that accused suffered from illness when crime was committed a finding of “not guilty” must be made • Accused will be sent to institution and only be discharged into society after a panel pf psychiatrists recommends it • If found that accused is criminally incapacitated due to mental deficiency he/she will be found unfit for trial and will be sent to institution • Is accused recovers from illness he / she is required to stand trial • Non-pathological criminal incapacity: accused suffering from temporary condition • E.g. stress which results in psychological disintegration • Defence of non-pathological incapacity may be put forward if crime was committed under these circumstances • Not very successful in our courts • Diminishing criminal capacity: certain variables are deemed to be present at the time of the crime • Accused has to show the court that he/she was subject to certain limitations • Accused may still be found guilty of crime but this factor will be taken into account when sentencing • 3. Factors influencing sentence • Three factors to take into account when handing out sentence: the crime, person of the offender and interest of society • Forensic psychologist to complete a diagnostic assessment of the offender at present and at time of crime • Understanding the accused’s criminal actions can assist in formulating a suitable sentence • Judge whether accused is of value to society, what the prognosis for rehab is and possibility to return as a useful member of society • Psychologist may also be appointed privately by the defence Question 5c| affect of recommendations • Recommendations must be feasible e.g. in case of guardianship the actual home distance between parent and child must be taken into considerations • All information provided must be taken into consideration when making recommendations • In case of further psychological treatment – the goal must be clearly stated • The recommendations made in the report will determine whether the patient will need to be referred for further treatment. Does the patient need to be referred to a psychiatrist to get medical assistance to help cope with severe depression or personality disorders. Will the patient be able to recover completely from the trauma and be able to lead a normal life? Determine whether the patient needs to be given time off work to heal from a specific trauma or accident. • Mitigation of sentence • When recommending a suitable sentence the psychologist needs to take into account the nature of the crime, the offenders’ personality and the best interests of society. The psychologist tasks include but are not limited to the following: • A comprehensive diagnostic assessment of the defendant at the present time as well as at the time of the alleged criminal offence. • Provision of corroborating evidence of the accused previous mental condition through – reports / statements of witnesses; reports of the victims of the crime; statements from friends and relatives of the defendant and earlier medical and psychiatric evaluations. • Placing the criminal behaviour in context (intra-and interpersonal dynamics). • Determining the situational context • Providing an assessment regarding the nature of the crime (violent/not); frequency of the crime; context of the crime and the present life situation in to of how the offence has affected or changed his/ her life; accused’s age, health and education and his value to society. Is the accused remorseful and is there a possibility of repetition of behaviour. • Will the final prognosis be for rehabilitation

4. Question 7| role of neuropsychologist in personal injury case Assessment of children Assessment of adults • Objective: to see whether brain injury was sustained, severity of injury and neuropsychological consequences of injury • E.g. case of MVA (motor vehicle accident) will include cognitive, emotional and behavioural consequences • Compare neuropsychological functioning before and after accident • Collateral information needs to be gathered to establish functioning before accident • Also assess other aspects like post-traumatic stress, emotional pain, depression • Major areas of cognitive functioning includes: orientation, processing speed, perceptual abilities, memory and learning, verbal and language skills etc. • Should also include psychometric testing of mood and personality • Assessment of malingering (pretending to be ill) is particularly important in personal injury case where injured party claims monetary compensation • Psychologist will write report setting out opinion and findings • Report needs to include recommendations • Three areas to consider • Neurosciences • Cognitive sciences • Child development • Neuropsychologist to conduct the assessments • Brain injuries from MVA, medical negligence, physically, emotionally and sexually abused, even in divorce proceedings • Psychologist has to have knowledge of all areas of development phases in children to identify deficits • Psychologist needs to take all factors into account before stating that child has brain damage • Ability to predict long term outcome of injury on the basis of assessment – full sequelae will only become evident in later development stages • Prefrontal cortex one of last areas of brain to mature • Concept of delay executive systems in head injuries suggest that child injured at young age tends to “grow” into sequelae of injury • Development perspective has to be considered during paediatric neuropsychological assessment • Test results and observations to be interpreted in context of child’s development phase • Notes of way in which development lags and how it will affect future development, educational outcome, etc. • Neuropsychologist has to be able to predict deficits not visible at the time of assessment so that the court can compensate for “invisible” deficits • Might be more beneficial to recommend that case be settled once child is older to have a better idea of injuries Question 9| type of curators and role of psychologist in appointing a curator Curator bonis: The legal system makes provision for a person who demonstrates mental incapacity to be protected against exploitation by appointing a curator bonis. May affect the legal status of a person. Power of curator bonisdepends on what was granted by the court Appointed to look after person’s financial affairs Appointment can be made when individual impulsively squanders his or her assets. Protect the estate of the individual in the interest of others E.g. spouse married to a spend thrift in community of property Curator personae: appointed to see to the personal needs and well-being of another person who is incapable of doing it themselves. Decisions on where person should live (at home or old-age facility). Has control over person. E.g. interests of a minor child in proceedings where his or her interest may conflict with of parent/guardian Attorney helps administer money, although beneficiary retains access. Curator ad litem: appointed to assist someone who is unable to handle their own affairs with litigation, typically an advocate. e.g. he or she has no family or support structure Role of psychologist in appointment of curators: The psychologist plays an important role in the appointment of a curator, as it is a serious and drastic step that affects the legal status of an individual. The family members of the individual normally initiate the legal proceedings to appoint a curator when they are concerned about the behaviour of an individual who cannot manage his/her own affairs anymore. A curator can only be appointed by a judge of the high court after having evaluated the facts placed before the court. The applicant should prove to the court on a balance of probabilities that the individual cannot manage his/her own affairs anymore. The psychological assessment of someone who is mentally incapacitated involves the family as well as an assessment of the individual.

5. Question 8| Role of educational psychologist in personal injury claims • ITEMS FOR INCLUSION IN THE EDUCATIONAL PSYCHOLOGY REPORT • 1.Post-accident problems currently experiences (present complaints) as reported by the parents/ caregiver and child. • 2.Full history including how and if the child functions differently pre and post-accident. The influence of these changes on the child’s educational outcome needs to be considered • 3.Full educational history describing pre-post –accident functioning using the information from school reports, school documents for example profile card , teacher interviews • 4.A discussion of any assessments, particularly those done pre-accident which provide further information regarding the child’s pre-accident functioning. Post-accident assessments provide an indication of improvement or deterioration post-accident. • 5.Discussion of test results. To avoid misinterpretation of results and the long term outcome the educational psychologist must have received training in neuropsychology. • 6.Pre-accident expected level of educational achievement. This prediction is made on the basis of pre-accident schooling history, parents and sibling’s educational levels, role models the child has been exposed to, psychosocial situation and any other information the educational psychologist may have access and which they perceive as relevant to the pre-accident outcome. This is more difficult if the child is an infant or unborn child. • 7.Expected post- accident educational achievement. • Within the OBE system, children may achieve a higher grade but have lower levels of scholastic functioning. activities, the relevant problem may not be addressed and it provides general indication of average functioning. •  SCHOLASTIC EVALUATION • Scholastic assessments • -Gives an indication of how children plan, organise, self –monitor and structure their work and apply their knowledge and supply information that isn’t generally evident in other testing. • -Assists psychologist in making recommendations about the child’s future functioning. • Child’s difficulties need to be interpreted in light of the following: • Identified neuropsychological deficits, information about brain damage, Scholastic assessment, Child’s emotional state, Child’s schooling history, in particular the language of schooling, pre-accident achievement and type of schooling system, Child’s background, information supplied by other specialists – speech and occupational therapist for example • Scholastic testing: Object is to obtain an indication of the child’s functioning in the real world. • Many difficulties become apparent in the formal schooling domain • -Age –appropriate and independent tests showing how children plan, organise, self-monitor and structure their work without intervention from tester. • -Formal structured and standardised tests when available should also be undertaken including: • O Full reading assessment including graded, speed and prose reading with a comprehension test and an independent compression test. • O Spelling both formal and informal levels • O Age and grade appropriate creative writing task, for older children in higher grades, summaries etc. • O Basic mathematical skills • EMOTIONAL ASSESSMENT AND PERSONALITY ASSESSMENT • Emotional assessments should be done to get the child to come to terms with their losses. Brain-injured children may often become depressed as they struggle to adjust to their changed circumstances and sometimes symptoms of post-traumatic stress may also be evident. Emotional and personality difficulties play a role in educational achievement and the educational psychologist needs to be able to comment upon their influences on the child • Educational Psychologist is involved when individual concerned is: • Preschool or school going age (below 18 years) • Post school age (further education, training at time of injury) • Was at school when injury occurred but since left • Was in tertiary education before injury occurred • Adult at time of injury (resulting in career changes or missing out on opportunities) • Aim of assessment and report on brain injured child / individual are to: • Describe child’s current cognitive and educational potential • How accident may have affected these functions • Establish best future schooling / education • Determine possible level of education child will attain • Discuss pre-accident cognitive and educational potential • History Taking • Full history of child must be obtained • E.g. pregnancy and birth, early childhood behaviour, development milestones, family’s educational history, personality, etc • Intellectual assessment • Full IQ assessment when carrying out educational psychology assessment • In child’s home language and on standard • Language barriers in cases of previously disadvantages groups using other African languages besides English / Afrikaans • Use of interpreter might cause confusion thus complicates findings • Tests interpretations on brain injured children differ from non-injured children IQ tests cannot be the only assessment because they normally look at multi-determined activities, the relevant problem may not be addressed and it provides general indication of average functioning. • Scholastic assessments • Gives an indication of how children plan, organise, self –monitor and structure their work and apply their knowledge and supply information that isn’t generally evident in other testing • Assists psychologist in making recommendations about the child’s future functioning. • Child’s difficulties need to be interpreted in light of : Identified neuropsychological deficits, Information about brain damage, Scholastic assessment, Child’s emotional state, Child’s schooling history, in particular the language of schooling, pre-accident achievement and type of schooling system, Child’s background, Information supplied by other specialists – speech and occupational therapist for example Scholastic testing • - Object is to obtain an indication of the child’s functioning in the real world. • - Many difficulties become apparent in the formal schooling domain • - Age –appropriate and independent tests showing how children plan, organise, self-monitor and structure their work without intervention from tester. • - Formal structured and standardised tests when available should also be undertaken including: • O Full reading assessment including graded, speed and prose reading with a comprehension test and an independent compression test. • O Spelling both formal and informal levels • O Age and grade appropriate creative writing task, for older children in higher grades, summaries etc. • O Basic mathematical skills • Emotional assessment and personality assessment • Emotional assessments should be done to get the child to come to terms with their losses. Brain-injured children may often become depressed as they struggle to adjust to their changed circumstances and sometimes symptoms of post-traumatic stress may also be evident. Emotional and personality difficulties play a role in educational achievement and the educational psychologist needs to be able to comment upon their influences on the child

6. Question 8| Role of educational psychologist in personal injury claims (continued..) • ITEMS FOR INCLUSION IN THE EDUCATIONAL PSYCHOLOGY REPORT • 1.Post-accident problems currently experiences (present complaints) as reported by the parents/ caregiver and child. • 2.Full history including how and if the child functions differently pre and post-accident. The influence of these changes on the child’s educational outcome needs to be considered • 3.Full educational history describing pre-post –accident functioning using the information from school reports, school documents for example profile card , teacher interviews • 4.A discussion of any assessments, particularly those done pre-accident which provide further information regarding the child’s pre-accident functioning. Post-accident assessments provide an indication of improvement or deterioration post-accident. • 5.Discussion of test results. To avoid misinterpretation of results and the long term outcome the educational psychologist must have received training in neuropsychology. • 6.Pre-accident expected level of educational achievement. This prediction is made on the basis of pre-accident schooling history, parents and sibling’s educational levels, role models the child has been exposed to, psychosocial situation and any other information the educational psychologist may have access and which they perceive as relevant to the pre-accident outcome. This is more difficult if the child is an infant or unborn child. • 7.Expected post- accident educational achievement. • •Within the OBE system, children may achieve a higher grade but have lower levels of scholastic functioning. • •If this is the case it must be stated in the report. • •In making a post-accident prognosis the psychologist must consider information from the child’s background, their own test results, other experts test results, schooling history and information, psychosocial information as well as the long term sequelae of the head injury in children. • •Keep in mind that these deficits may not become evident until long after the accident. • •At times may be difficult to ascertain because not all information is readily available, or the deficits not clearly indicated. In these cases the educational psychologist could recommend that the court case be held over until the child id in a higher grade (8 or 10) when the long term sequelae are more fully visible. • •Essential to identify problems with executive functioning as they have enormous implications for the child’s ability to function successfully at senior school where metacognition, higher order learning functions and abstract reasoning is required. • •Children often develop problems senior school because of injury to frontal lobes. This has significant implications for the level of academic achievement as well as for later employment. • •Injury to the frontal lobes often results in social difficulties, with the child becoming increasingly socially isolated, particularly from adolescence upwards. Some of this information may only be noted within the actual social setting and not during the test situation • 8.Need for individual and family therapy. The whole family is affected by the child’s injury and often individual members don’t understand the sequelae, or find them difficult to accept. Research has shown the happier the family is the better prognosis for the child. • 9.Recommendations for further therapy for example remedial • Recommendations for any further assessment which would provide a better indication of educational outcome, for example speech therapy assessment. • Implications of the findings regarding the child’s functioning as an adult Question 11| changes in personality, processes mediated by pre-frontal area of brain, difference between 4 lobes within hemisphere a) Damage to the orbitofrontal can result in disinhibited, hyperactive, and facetious affective states, with cognitive instability, antisocial personality disorder or intermittent explosive disorder. Apathy and abulia typify damage to the dosolateral area of the prefrontal cortex. b) The prefrontal cortex mediates higher order processes such as sequencing and organising behaviour and thought. Internal representation and temporal organisation are terms used to describe the memory and timing role of the prefrontal cortex, which influences aspects of personality and behaviour. c) Frontal lobe: Circuits from the precentral area directly to the spinal cord are involve in the control of fine hand, finger, and facial movements; circuits from the frontal love are involved in the control of gross limb and body movements; and the limbi component has interconnections with limbic and paralimbic structures involved in emotion, mood and motivation. Prefrontal area: Mediates higher order processes such as sequencing and organising behaviour and thought. Internal representation and temporal organisation are terms used to describe the memory and timing role of the prefrontal cortex, which influences aspects of personality and behaviour. Occipital lobe: Mediates the processing of primary visual information, face recognition, and sensory processing. Parietal lobes: Contain the primary and association cortices for somatosensation and motor functions. The sensory information includes tactile or touch sensitivity in the skin, sensations of hot and cold, pressure exerted on the skin surface an proprioceptive spatial mapping of the position of our joints and muscles. The parietal lobe is also involved in the integration of auditory, visual, and somatic information. Temporal lobe: Comprehension of speech and language, memory, smell and emotions. Question 10a| Industrial psychologist’s work within the forensic context • Personal injury claims • - Medical negligence: private – state –doctor/institutions • - Public liability: private insurance – organisation itself if no insurance • - Motor vehicle accidents: private insurance – road accident fund • - Assault / injury to individual: state –civil •  Divorce actions • - Determine wife or husbands future earning capacity • - Career path and associated earnings • - Used to determine what support should be paid after the divorce • Employment relations • - Unfair treatment at work due to a promotion that wasn’t received resulting in no salary increase individual felt they deserved • - Breakdown in employment relationship, for example employee’s contract was terminated leaving the employee with a tainted reputation.

7. Question 10b| role of Industrial psychologist in determining damages in personal injury cases • * Loss of capacity and future loss of earnings • Function to identify those issues that will influence the injured person if he or she had to return back to work. • Focuses on factors that influences career development both negatively and positively • Address concepts of earnings regarding length of working life • Leave labour force voluntarily (retirement) involuntary (unemployment , death) • Both taken into account in estimating expected earnings but only involuntary taken into account in establishing earning capacity • * Loss of support claims • In case of death of provider works with historical data while employment market information is current • When spouse passed away – career path has to be drawn up for remaining spouse as it is necessary to determine total income of the family unit. • * Types of career patterns • The career patterns may assist the industrial psychologist in quantifying an individual's future earnings or income potential. • There are 3 principal career patterns. • The bureaucratic career pattern, professional career patter an entrepreneurial career patters. • * Divorce matters • Industrial psychologists can assist in quantifying claims in divorce cases, especially where the maintenance of children and spouses is concerned. • * Labour relations • Industrial psychologists can help develop fair and just selection and evaluation techniques. They can also contribute to the maintenance of sound labour relations and can make important inputs in the resolution of disputes. • * Quantification of loss • Assist in quantification of an individual’s ability to generate an income now and in the future • Procedure followed entails: • Drawing up a career and development plan for the individual • Taking into consideration his or her innate abilities • Education, training, acquired skills and knowledge and general market factors influencing future • * Litigation • Primary activities are to determine who caused the injury and deciding the value of the damages to be awarded. • Apportionment of blame: • Not involved but attorneys often request information regarding the accident, injured parties behaviour etc. during their consultations on a damages part of a claim. • Damages = injury and related medical costs , treatment and general damages • Loss or reduction in an individuals’ work capacity and associated earnings • * Input from various medico-legal experts: • Describing the injury, treatment, training and equipment costs • Determine whether the person needs retraining for a new career • Assess costs involved in retraining the individual • Will the individual require a driver for the rest of his or her life and if so requested to provide salary information regarding remuneration of drivers and other caretakers if applicable • Utilise various opinions expressed by other experts regarding injuries sustained, prognosis after treatment and final post –injury functioning, which is used to project what the individuals career development might have been prior to injury • Info from other medical professionals is a source of input info for determining post-accident career development • Analyse info and synthesis with other data to formulate a new career path for injured person. • * General damages • Paid to individual for pain, suffering, loss of amenities of life, loss of the joy of life and changed circumstances • Involved if injured individuals have to give up chosen careers Question 13b | steps to follow when selecting suitable candidates • 1. Application: Candidates who respond to the initial recruitment effort by submitting a CV will often be required to fill out an application blank (contains standard information that is important to the organisation. • 2. Initial screening: This cancels out candidates who obviously do not fit the minimum requirements or who may not have known about certain issues, such as having to relocate or work shifts, and may wish to withdraw their applications on receipt of this information. • 3. Interview: The purpose is to meet the candidate face to face, to clarify unclear information and to ask specific work-related questions to determine the suitability of the candidate. The candidate's skills and abilities are compared with the requirements of the hob. The behavioural based interview requires interviewees to draw on past job experiences to deal with hypothetical future work situations. The panel interview, in which group of interviewers questions a single candidate, tends to be less biases because the score is an average of all the interviewers' evaluations. • 4. Selection tests: Tests that are used should not be discriminatory. Job simulation tests are usually the safes to use, as they test the candidate's ability to carry out certain tasks required or their competence in operating certain tools or machinery. The tests should be reliable and valued. In some cases where there are large numbers of applications, testing is carried out first. • 5. Reference checks: The purpose of reference checks is to eliminate undesirable applicants. This can be one by personal visits to previous employers or friends, by writing to them, or by contacting listed referees by phone or email. • 6. Medical screening as a condition of employment: only permitted under section 7(2) of the Employment Equity Act • 7. Offer employment and socialise: when the most suitable candidate has been selected, an offer of employment is made. When the appointee starts work, he or she should be introduced to the organisation, managers and colleagues by means of a formal socialisation (induction) programme. Question 13a | External recruitment sources to identify most suitable candidates Question 12 | different parts of the cerebral cortex of the brain and their functions • The source of recruitment is usually determined by the kind of position to be filled. • * Employment agencies • * Employee referrals (when current employees refer someone for a position) • * Walk-ins (when prospective employees forward DVs to organisations or fill out applications) • * Head hunting (directly approaching a possible candidate, especially top professional people) • * Edicatopma; omstotitopms (where top candidates are approached to apply for a position) • * ESSA (Employment Services SA) • * Adverts • * E-recruitment Background: George, an accountant, was in a serious motor vehicle accident in which he sustained brain injuries. Although he can move his hands, he has difficulty reading and writing. He is frustrated with his circumstances and is very aggressive towards the medical staff.  The prefrontal cortex mediates higher order processes such as sequencing and organising behaviour and though. Damage to a specific area of the prefrontal cortex (orbitofrontal) can result in intermittent explosive disorder among others. This will account for George's aggressive attitude towards the medical staff. The other parts that might be damaged is the Parietal lobes; the parietal lobes is involved in the integration of auditory, visual, and somatic information. Degeneration of the parietal structures results in anomia, alexia (inability to read), agraphia (inability to write) etc.

8. Question 14 | Explanatory notes • Job analysis • Refers to the process of collecting all relevant info for a specific job • Collecting the information can be done by observing employees, conducting interviews, questionnaires and work logs. • The end result of the hob analysis as to create a job description which should describe the job in detail. • The job description should include the job title, a short summary of the jobs, description of the tasks involved, where the work should be done, working conditions, tools , equipment, risks, and a description of the competence needed to the job as required. • The information obtained in the analyses can be used for recruitment, selection, orientation, training, job design, wage and salary surveys , health and safety, outplacement, performance management and job evaluation. • B) RECRUITMENT •  The object of recruitment is to create a large pool of candidates to increase the likelihood of making a good selection. •  The staring points of recruitment are a job description and a job specification. These are used to draw up an advertisement for a vacant position by providing the requirements of the job and the required skills and attributes. •  Potential employees can recruited both internally (from within the organisation) and externally. • Internal recruitment involves transfer or promotion, this can be done by consulting up to date skills lists of current employees, by posting on traditional bulletin boards or by sending emails. • Advantages of internal recruiting are an increase in the morale of the current employees because of the chain effect produced when promotion leaves a vacancy that could be filled by an existing staff member. Disadvantages are unhealthy competition among employees and low morale among employees not promoted. •  External recruitment creates a bigger pool of candidates to choose from. Advantage are that new employees bring new ideas, knowledge and contacts to the organisation, which could lead to increased productivity. Disadvantage are that the new recruits might not fit in with the company culture which could lead to adjustment problems. Existing employees could also lose incentive to strive for promotions. • c) SELECTION • Selection involves deciding who from among the pool of candidates will be most suitable to fill the vacant position. The selection process will depend on the kind of position to be filled and will include some or all of the following steps: • - Applications: Submitting CV's • - Initial screening: cancel out candidates that don't meet the minimum requirements • - Interview: clarify unclear information • - Selection tests: test candidate's ability to carry out tasks by job simulation tests • - Reference checks: contact previous employers or friends by email or phone • - Medical screening: only if applicable under section 7(2) of the Employment Equity Act • - Offer employment and socialise: introduce employee to organisation and colleagues • d) PERFORMANCE APPRAISAL • A performance appraisal measures the employee's performance against certain established organisational standards. It is the process of determining the job-relevant strengths and weaknesses of the employee. • There are two categories: • - Evaluative objectives concern compensation and staffing, i.e. promotions and lay-offs etc. • - Developmental objectives encompass performance feedback • Performance appraisal methods: • 1. Rating methods: Graphic and non-graphic rating scales • 2. Comparative methods: Ranking, forced distributions and paired comparison • 3. Narrative methods: Critical incidents, annual review file or calendar, and essays • 4. Behavioural/ objective methods: BARS, management by objectives • 5. Combination methods: Appraisal schedule • Traditionally managers or supervisors, who directly observe the employee's performance are responsible for employee's appraisal. • E) REMUNERATION • The primary objective of a remuneration system is to attract and retain suitable employees. To achieve this the remuneration system must provide sufficient rewards for these employees to feel satisfied when they compare their rewards with counterparts' performing similar jobs in the labour market. • A compensation system has four objectives: • To attract good/talented employees. Applicants usually compare job offers and pay scales, thus organisations must be aware of the going rate. • To retain good/talented employees. Employees should see the compensation system as equitable. • To motivate employees. Employees expect that good performance should be recognised and rewarded. • To comply with legal requirements. • Compensation refers to all forms of financial and non-financial rewards and tangible services and benefits employees receive as part of an employment relationship.