Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: As a direct result of having segregated amenities and public services during the Apartheid era where Black individuals were provided with services inferior to those of White individuals, the country is currently challenged by serious and debilitating issues such as a skills shortage across most industry sectors, high unemployment and poverty rates, and inequality in terms of income distribution as well as in terms of racial representation in the workforce. The country is furthermore facing social problems such as high crime rates and high incidence of HIV/AIDS. A discussion is put forward that these challenges are the consequence of a larger problem. The larger problem being the fact that knowledge, skills and abilities are not uniformly distributed across all races. The situation is that in the past, and still now, White South Africans have greater access to skills development and educational opportunities. It is this fundamental cause that must be addressed to in order to create a sustainable solution to the challenges described above. It is therefore argued that a means to overcome the challenges the country faces as a result of Apartheid is through skills development – specifically affirmative action skills development. Affirmative action skills development will entail giving previously disadvantaged Black individuals access to skills development and educational opportunities as to equip them with the currently deficit skills, knowledge, and abilities. It is proposed that affirmative action skills development is one of the most effective mechanisms through which the aforementioned problems facing the country might be alleviated. A need was therefore identified for Industrial Psychology researchers to assist organisations to identify the individuals who would gain maximum benefit from such affirmative action skills development opportunities. To achieve this, an understanding is required of the factors that determine whether or not a learner will be successful if entered into an affirmative action skills development opportunity. Some studies have already been conducted regarding this need. One such study was conducted by de Goede (2007). The primary objective of this study consequently was to expand on De Goede’s (2007) learning potential structural model. Non-cognitive factors were added to the De Goede (2007) learning potential structural model in order to gain a deeper understanding of the complexity underlying learning and the determinants of learning performance. A subset of the hypothesised learning potential structural model was then empirically evaluated. The measurement model was found to have a good fit. However, the first analysis of the structural model failed to produce a good fit to the data. The analysis of the standardised residuals for the structural model suggested the addition of paths to the existing structural would probably improve the fit of the model. Modification indices calculated as part of the structural equation modeling pointed out specific additions to the existing model that would improve the fit. The model was subsequently modified by both adding additional paths. Furthermore, when considering the modification of an initially proposed structural model, the question should not only be whether any additional paths should be added, but should also include the question whether any of the existing paths should be removed. To this end the unstandardised beta and gamma matrices were examined and it pointed to insignificant paths that could be removed. The model was subsequently also modified by removing insignificant paths. The final revised structural model was found to fit the data well. All paths contained in the final model were empirically corroborated. The practical implications of the learning potential structural model on HR and organisations are discussed. Suggestions for future research are made by indicating how the model can be further elaborated. The limitations of the study are also discussed. / AFRIKAANSE OPSOMMING: ‘n Resultaat van Apartheid is dat Suid Afrika dringende uitdagings in die gesig staar soos byvoorbeeld lae vaardigheidsvlakke, hoë vlakke van werkloosheid en armoede, en ongelykheid in terme van inkomste en verteenwordiging in die werksmag. Suid Afrika het onder meer ook die uitdagings van hoë vlakke van misdaad en HIV/VIGS. Hierdie tesis stel voor dat die bogenoemde uitdagings simptome is van ‘n groter probleem, naamlik gebrekkige opleiding en ontwikkeling van vaardighede van Swart Suid Afrikaners. Dit is hierdie gebrek aan vaardighede wat aangespreek moet word om ‘n volhoubare oplossing tot die bogenoemde uitdagings te vind. Die argument word gestel dat ‘n oplossing gevind sal word in regstellende ontwikkeling. Regstellende ontwikkeling behels om voorheen benadeelde Swart Suid Afrikaners toegang te gee tot opleidings en ontwikkelingsgeleenthede. Dit word gestel dat regstellende ontwikkeling die meganisme is waardeur die land se uitdagings aangespreek moet word. ‘n Behoefte is dus geïdentifiseer vir Bedryfsielkundiges om navorsing te doen aangaande die eienskappe van studente wat sal bepaal of hulle suksesvol, al dan nie, sal wees tydens versnelde regstellende ontwikkeling. ‘n Soortgelyke studie is reeds onderneem deur de Goede (2007). Die primêre doelwit van hierdie studie was gevolglik om De Goede (2007) se leerpotensiaal-strukturele model uit te brei. Nie-kognitiewe faktore is tot De Goede (2007) se model toegegevoeg om ’n meer indringende begrip van die kompleksiteit onderliggend aan leer en die determinante van leerprestasie te verkry. ‘n Subversameling van die voorgestelde leerpotensiaal-strukturele model is vervolgens empiries geëvalueer. Dit is gevind dat die metingsmodel die data goed pas. Met die eerste analise van die strukturele model is goeie passing nie verkry nie. ‘n Ondersoek na die gestandardiseerde residue het getoon dat die toevoeging van addisionele bane tot die bestaande strukturele model waarskynlik die passing van die model sou verbeter. Modifikasie-indekse bereken as deel van die strukturele vergelykingsmodellering het spesifieke bane uitgewys wat die passing van die model sou verbeter indien dit bygevoeg word tot die bestaande model. Die strukturele model is dus aangepas deur addisionele bane by te voeg tot die bestaande model. Die strukturele model is ook aangepas deur bane te verwyder wat nie statisties beduidend was nie. Die bevinding was dat die hersiene model die data goed pas. Alle bane in die finale model is empiries bevestig.

Thesis (MComm)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: South Africa’s past has shaped the way Human Resource management should look to the future. South Africa has a history of racial discrimination that was lead by the Apartheid system. The effects of the past have left members of the previously disadvantaged group with underdeveloped job competency potential. This has subsequently led to adverse impact in valid, fair (in the Cleary sense of the term) strict-top-down selection. The fundamental cause of Black under-representation in higher level jobs is due to the legacy of the previous political dispensation. The root problem is that South Africa’s intellectual capital is not, and has not been, uniformly developed and distributed across races. The current situation must be dealt with not only as the situation could potentially become volatile, but also as it is simply the right thing to do. Those individuals from the previously disadvantaged group that have the potential to learn should be identified and subsequently developed. A need therefore exists in South Africa for a method to identify individuals who will gain maximum benefit from affirmative developmental opportunities, especially cognitively demanding development opportunities, and hence display a high potential to learn. A need in addition exist to arrange circumstances to optimise the prognosis that those identified with learning potential will successfully realise their potential. Learning performance is complexly determined. To successfully address the negative effects of the past in South Africa through affirmative development the determinants of learning performance need to be understood. Accelerated affirmative development will be effective to the extent to which a comprehensive understanding exists of the factors underlying learning performance and the manner in which they combine to determine learning performance. The primary objective of this study consequently was to expand on De Goede’s (2007) learning potential structural model. Non-cognitive factors were added to the De Goede (2007) learning potential structural model in order to gain a deeper understanding of the complexity underlying learning and the determinants of learning performance. A subset of the hypothesised learning potential structural model was then empirically evaluated. The initial reduced model failed to converge and was subsequently revised by deleting a single causal path from the model. The revised model was found to fit the data well. All paths contained in the final model were empirically corroborated. Suggestions for future research are made by indicating how the model can be further elaborated. / AFRIKAANSE OPSOMMING: Suid-Afrika se verlede het gestalte gegee aan die wyse waarop Menslike Hulpbronbestuur na die toekoms behoort te kyk. Suid-Afrika het ’n geskiedenis van rassediskriminasie wat deur die Apartheidstelsel aangevoer is. Die gevolge van die verlede het die lede van die voorheen agtergeblewe groep met onderontwikkelde werkbevoegdheidspotensiaal gelaat. Dit het vervolgens gelei tot nadelige impak in geldige, billike (in die Cleary-sin van die woord) streng bo-na-onder keuring. Die fundamentele oorsaak van swart onderverteenwoordiging in hoër-vlak posisies is tot ‘n groot mate te wyte aan die nalentskap van die vorige politieke bedeling. Die kernprobleem is dat Suid-Afrika se intellektuele kapitaal nie nou of voorheen eenvormig oor die rasse heen ontwikkel en versprei is nie. Die huidige situasie moet hanteer word, nie net omdat dit potensieel onbestendig mag word nie, maar ook bloot omdat dit die regte ding is om te doen. Dié individue uit ‘n voorheen agtergeblewe groep wat wel die vermoë het om te leer, behoort geïdentifiseer en vervolgens ontwikkel te word. Dus bestaan daar in Suid-Afrika ’n behoefte aan ’n metode om individue te identifiseer wat ’n hoë leerpotensiaal het en derhalwe die meeste voordeel sal trek uit geleenthede vir regstellende ontwikkeling, veral dié geleenthede van ’n veeleisende kognitiewe aard. Daar bestaan voorts ook ’n behoefte om omstandighede te reël om die prognose te optimaliseer dat diegene wat met leerpotensiaal geïdentifiseer is, hul potensiaal suksesvol sal kan verwesenlik. Leerprestasie word deur ‘n komplekse netwerk van veranderlikes bepaal. Om die negatiewe gevolge van die verlede in Suid-Afrika deur regstellende ontwikkeling aan te spreek, moet die determinante van leerprestasie verstaan word. Versnelde regstellende ontwikkeling sal doeltreffend wees in dié mate waartoe ’n omvattende begrip bestaan van die faktore onderliggend aan leerprestasie en die wyse waarop hulle kombineer om leerprestasie te bepaal. Die primêre doelwit van hierdie studie was gevolglik om de Goede (2007) se leerpotensiaal-strukturele model uit te brei. Nie-kognitiewe faktore is tot de Goede (2007) se model toegegevoeg om ’n meer indringende begrip van die kompleksiteit onderliggend aan leer en die determinante van leerprestasie te verkry. ’n Subversameling van die voorgestelde leerpotensiaal-strukturele model is vervolgens empiries geëvalueer. Die aanvanklike gereduseerde model het nie gekonvergeer nie en is vervolgens hersien deur ’n enkele kousale baan uit die model te verwyder. Die bevinding was dat die hersiene model die data goed pas. Alle bane in die finale model is empiries bevestig. Voorstelle vir toekomstige navorsing is gemaak deur aan te dui hoe die model verder uitgebrei kan word.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmative development coach competency questionnaire. The development and empirical evaluation of the affirmative development coach competency questionnaire forms the first phase of a larger project of developing and testing a comprehensive affirmative development coach competency model. A coaching@work competency model would help in clarifying and defining the characteristics that affirmative development coaches need to possess and what affirmative development coaches need to do and need to achieve to be successful on the job. Inequalities brought about by exclusionary policies in terms of education as well as employment that characterised South Africa before the advent of democracy meant that many members of the previously disadvantaged groups lack the necessary skills to succeed at work, especially the ability to occupy higher level positions. Theirs was the world of unskilled work. In order to rectify the injustices experienced by members of the designated groups the new post-apartheid government enacted policies and laws based on the principle of affirmative action. However the preferential hiring in favour of Blacks required by the affirmative action measures disadvantages organisations and the economy because most members of the previously disadvantage groups lack the necessary job competence potential to succeed at work. Affirmative development has to play an important role in rectifying the injustices of the past. Coaching in addition has to play an important role in honing the newly developed abilities and skills. The study aimed at identifying the various coach competencies that behaviourally constitute coach success. Competencies were derived from examining the outputs that need to be achieved through the competencies. Understanding the relationships between the affirmative development coaching competencies (behaviours) and the outcomes the affirmative development coach attempts to achieve was important because the relevance of the hypothesised competencies need to be validated (logically and empirically) against the structural network of outcomes. The study identified nine outcome variables namely employee personal learning, role clarity, job satisfaction, organisational commitment, employee self-efficacy, work engagement, contextual performance, task performance and intention to quit. Seventeen coach competencies were examined in this study. The proposed partial coach competency model shows various structural paths between the coach competencies and the coach outcome variables the coach is held accountable for. The objective of the research was to develop the Chikampa Coach Competency Questionnaire (CCCQ) aimed at measuring the seventeen coach competencies and to empirically evaluate the psychometric properties of the CCCQ. The hypothesis of exact measurement model fit was rejected but the hypothesis of close fit could not be rejected (p>.05). The position that the CCCQ measurement model fits the data closely in the parameter was found to be a tenable position. The fit indices reflected good model fit in the sample. The measurement model parameter estimates indicated that the indicator variables represented the latent coaching competencies satisfactorily. Discriminant validity was problematic. The seventeen latent coaching competencies as measured by the CCCQ are not clearly separate but tend to flow into each other. / AFRIKAANSE OPSOMMING: Hierdie studie was gerig op die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigter1bevoegdheidsvraelys. Die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigterbevoegdheidsvraelys verteenwoordig die eerste fase in ‘n groter projek om ‘n omvattende regstellende ontwikkingafrigterbevoegdheidsmodel te ontwikkel. ‘n Afrigter@werk bevoegheidsmodel sou meewerk om die persoonseienskappe waaroor regstellende ontwikkelingsafrigters moet beskik te identifiseer en te definieer en om helderheid te kry ten opsigte van die handelinge wat regstellende ontwikkelingsafrigters moet verrig en die uitkomste wat hul daardeur moet bereik om as suksesvol geag te word. Ongelykhede wat te weeg gebring is deur die uitsluitingspolitiek in terme van opvoeding en werksgeleenthede wat Suid Afrika gekenmerk het voor die aanbreek van demokrasie het meegebring dat baie lede van die voorheenbenadeelde groepe die nodige vaardighede ontbreek wat vereis word om in die wereld van werk sukses te behaal, spesifiek die vermoë om hoër-vlak posisies te bekleë. Hulle was gedoem tot ‘n wereld van ongeskoolde werk. Ten einde die ongeregtighede wat lede van die aangewese groepe ervaar het reg te stel het die nuwe post-apartheid regering beleide en wetgewing verorden gebaseer op die beginsel van regstellende aksie. Die voorkeur-indiensneming van Swartes wat deur regstellnde aksiemaatreëls vereis word benadeel egter organisasies en die ekonomie omdat die werksbevoegdheidspotensiaal wat vereis word om in die wereld van werk te slaag by die meerderheid lede van die voorheenbenadeelde groepe ontbreek. Regstellende ontwikkeling moet ‘n belangrike rol speel in die regstelling van die ongeregtighede van die verlede. Afrigting moet daarbenewens ‘n belangrike rol speel om die nuutontwikkelde vermoëns en vaardighede te slyp. Die doel van hierdie studie was om die afrigerbevoegdhede wat vanuit ‘n gedragsperspektief afrigtersukses beliggaam te identifiseer. Bevoegdhede is geïdentifiseer deur die uitkomste te bestudeer wat via die bevoegdhede bereik moet word. ‘n Begrip van die verwantskappe tussen die regstellende ontwikkelingafrigterbevoegdhede (gedrag) en die uitkomste wat die regstellende ontwikkelingafrigter probeer bereik was belangrik omrede die relevansie van die voorgestelde bevoegdhede teen die strukturele network van uitkomste (logies en empiries) gevalideer moet word. Hierdie studie het nege uitkomsveranderlikes geïdentifiseer, naamlik persoonlike leer, rolduidelikheid werkstevredenheid, organisasieverbondenheid, selfvertroue, werksverbondenheid, kontekstuele prestasie, taakprestasie en bedankingsvoorneme. Sewentien afrigterbevoegdhede is bestudeer in hierdie studie. Die voorgestelde gedeeltelike afrigterbevoegdheidsmodel dui verskeie strukturele bane aan tussen die afrigterbevoegdhede en die afrigteruitkomste waarvoor die afrigter verantwoordelik gehou word. Die doel van die navorser was om die Chikampa Coach Competency Questionnaire (CCCQ) gerig op die meting van die sewentien arigterbevoegdhede te ontwikkel en om die psigometriese eienskappe van die CCCQ te evalueer. Die hipotese van presiese metingsmodel passing is verwerp maar die hipotese van benaderde passing kon nie verwerp word nie (p>.05). Die standpunt dat die CCCQ metingsmodel die data in die parameter by benadering pas is dus ‘n houdbare standpunt. Die pasgehalte-maatstawwe het goeie modelpassing in die steekproef aangedui. Die metingsmodelparameterskattings het aangtoon dat die waargenome veranderlikes die latent afrigterbevoegdhede suksesvol verteenwoordig. Diskriminantgeldigheid was egter problematies. Die sewentien latent afrigterbevoegdhede soos gemeet deur die CCCQ word nie duidelik van mekaar onderskei nie maar neig om in mekaar te vloei.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa‟s social political past that was led by the Apartheid system has deprived the majority of South Africans of the opportunity to develop and accumulate human capital. As a result, this political system has left this country with a range of challenges including; a shortage of critical skills in the marketplace, high unemployment and poverty rates, inequality in terms of income distribution, unequal racial representation in the workplace, together with other social challenges such as high crime rates, extensive poverty, horrendous living conditions and a consequent increasing dependence on social grants (Van Heerden, 2013). These challenges prohibit this country from realising its global competitive potential. Organisations are primarily affected by these struggles faced by the country, and their continuous fight with these legacies of Apartheid is especially evident when they try to comply with the two responsibilities that form part of the personnel selection function. These include their responsibility to (1) employ the „best‟ employee for the job to result in the production of products and services of high economic utility, and (2) to act under moral, economic, political and legal pressure to diversify their workforce (Theron, 2009). Due to South Africa‟s past political system, the majority previously disadvantaged individuals have underdeveloped job competency potential which currently prohibits them from succeeding in the world of work. Consequently, if organisations try to comply with their first responsibility, the process of selecting the „best‟ employee results in adverse impact. If organisations comply with their second responsibility through traditional affirmative action measures, they allow incompetent employees to be appointed. The incompetence is not due to one race having fundamentally less competency potential then another. It is because South Africa‟s intellectual capital is not, and has not been uniformly developed and distributed across races (Burger, 2012). This current situation faced by organisations should be dealt with for three important reasons. Firstly, a solution could improve the global competitiveness of this country. Secondly, a solution could contribute to solving the social challenges faced by this country, and lastly, not only because the situation could possible become precarious, but simple because it is the right thing to do. It is not implied that affirmative action should be abolished. This study rather suggests that the interpretation of affirmative action should change and the focus of this corrective policy should shift to a more developmental approach. This entails that more emphasis should be placed on providing the previously disadvantaged with the necessary training and development to foster the needed competency potential to succeed in the world of work. However, resources for these developmental opportunities are scarce, and as a result, a need exist to identify a method that could identify individuals who will gain maximum benefit from these suggested affirmative development opportunities. Consequently, a need exist to identify individuals who display the highest potential to learn and to create the conditions conducive for learners with high learning potential to actualise that potential. In order to successfully identify the individuals who display a high level of learning potential and to create the person- and environmental characteristics that have to be present to facilitate successful learning, the learning potential construct must be understood. De Goede (2007), Burger (2012), and Van Heerden (2013) have completed research studies on this specific construct, and to assist in the understanding of the complexity of this construct, it made more empirical sense to build on existing structural models. This should result in the production of a more complete understanding of learning and the determinants of learning performance. The objective of this study was therefore to modify and elaborate the Burger (2012) learning potential structural model by expanding the model with the inclusion of additional non-cognitive variables. The proposed hypothesised learning potential structural model was empirically evaluated. The measurement model achieved good close fit. However, the first analysis of the structural model only obtained reasonable model fit. After the consideration of the full range of fit indices, standardised residuals, modification indices and parameter estimates, a few modifications were made to the model. The final revised structural model achieved good fit. All of the paths in the final model were empirically corroborated. The limitations of the research methodology, the practical implications of this study, and recommendations for future research are also discussed. / AFRIKAANSE OPSOMMING: Suid-Afrika se verlede wat gelei was deur die Apartheidsisteem, het die meeste Suid-Afrikaners die geleentheid om toegang tot ontwikkelingsgeleenthede ontneem. Dit het gelei tot die onderontwikkeling van meeste Suid-Afrikaners se bevoegdheidspotensiaal wat hulle moet help om die eise wat tans in die wêreld van werk aan hul gestel word suksesvol te hanteer. Dié politieke sisteem het veroorsaak dat Suid-Afrika „n reeks probleme ervaar, insluitende; „n tekort aan kritieke vaardighede in die mark, baie hoë werkloosheid en armoede, ongelykheid in terme van inkomste-verdeling en ongelyke rasverteenwoordiging in die werksplek, asook oormatige misdaad, afskuwelike leefsomstandighede vir meeste Suid-Afrikaners, en „n toenemende afhanklikheid van maatskaplike toelaes (Van Heerden, 2013). Hierdie uitdagings verhoed dat Suid-Afrika sy globale mededingendheidspotentiaal realiseer. Organisasies word direk deur hierdie uitdagings beïnvloed, en hulle deurlopende worsteling met hierdie nalatenskap van Apartheid is veral duidelik wanneer hulle probeer voldoen aan twee vereistes wat personeelkeuring stel. Hierdie sluit in (1) om die mees bevoegde werknemers aan te stel wat produkte/dienste van hoë kwaliteit en hoë ekonomiese nut verseker, en (2) om die werksplek onder morele, ekonomiese, politieke en wetlike druk te diversifiseer (Theron, 2009). As gevolg van Suid-Afrika se Apartheidsisteem, het die meeste indiwidue onderontwikkelde werksbevoegdheidspotensiaal wat hulle verhoed om suksesvol te wees in hulle aanstellings. Die gevolg daarvan is dat, sodra organisasies poog om aan die eerste verantwoordelikheid van personeelkeuring te voldoen dan lei die keuring tot nadelige impak. As organisasies aan die ander kant poog om aan die tweede verantwoordelikheid te voldoen deur die implimentering van tradisionele regstellende aksie, dan laat hulle onbevoegde indiwidue toe om in „n pos in te tree. Hierdie onbevoegdheid is nie die gevolg van „n fundamentele verskil in bevoegdheidspotensiaal tussen rassegroepe nie. Dit is die gevolg van die feit dat Suid-Afrika se intellektuele potentiaal nie eweredig tussen rasse ontwikkel is nie (Burger, 2012). Die huidige situasie waarin organisasies hul bevind moet op gelos word om drie belangrike redes. „n Oplossing kan eerstens die globale mededigendheid van die land verbeter. „n Oplossing kan tweedens die druk van die geïdentifiseerde sosiale uitdagings verlig, en laastens, „n oplossing is nodig nie net omdat ons huidige situasie moontlik haglik kan word nie, maar eenvoudig omdat dit die regte ding is om te doen. Daar word glad nie geïmpliseer dat regstellende aksie tot niet gemaak moet word nie. Hierdie studie stel slegs voor dat die interpretasie van regstellende aksie asook die fokus daarvan „n meer ontwikkelings-benadering moet aaneem. Dit behels dat „n groter klem daarop geplaas moet word om lede van voorheen benadeelde groepe die geleenthede te gee om die nodige bevoegdheidspotensiaal te ontwikkel om suksesvol in the werksplek te wees. Hulpbronne vir hierdie ontwikkelingsgeleenthede is egter beperk. Die behoefte bestaan dus om daardie indiwidue te identifieer wat die grootste voordeel hieruit sal trek. Daarom is dit nodig om eerstens indiwidue wat die hoogste vlak van leerpotensiaal het te identifiseer, en tweedens om die omstandighede/kondisies te skep wat hierdie leerpotensiaal sal laat aktualiseer. Om uiteindelik sulke indiwidue te identifiseer asook om die persoon- en omgewingstoestande te skep wat as voorvereistes vir suksesvolle leer geld, moet die leerpotensiaalkonstruk verstaan word. Leerpotensiaalnavorsings-studies deur De Goede (2007), Burger (2012), en Van Heerden (2013) is reeds voltooi, maar om die kompleksiteit van hierdie konstruk ten volle te verstaan moet opeenvolgende studies onderneem word. Hierdie studie het gevolglik gefokus op die uitbreiding van hierdie bestaande modelle om sodoende „n meer volledige begrip van leerprestasie te ontwikkel. Die doel van hierdie studie was daarom om die bestaande Burger (2012) leerpotensiaal strukturele model te wysig en uit te brei deur die toevoeging van addisionele nie-kognitiewe veranderlikes. Die strukturele model was empiries ge-ëvalueer en die metingsmodel het „n goeie passing getoon. Die strukturele model het aanvanklik slegs „n redelike passing bereik, maar na die oorweging van die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse and parameterskattings is „n aantal wysigings aan die model aangebring. Die finaal-gewysigde strukturele model het goed gepas. Al die bane in die finale model is empiries bevestig. Die beperkinge van die navorsingsmetodiek, die praktiese implikasies van die studie en aanbevelinge vir toekomstige navorsing was ook bespreek.

Thesis (MCom)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The current study is an attempt to acknowledge the existing inequalities South Africa faces, while presenting a solution to reach the ideal of equal opportunities so many South Africans strive for each day. The catalyst for the current study is the observed shortage in skills, knowledge and general abilities among those South Africans who were previously denied developmental and equal educational opportunities. Through addressing the challenges faced by those most at risk of not achieving learning performance success, an attempt is launched to uncover the factors that should be considered when evaluating learning potential. The study is directly aimed at addressing the failures of previous affirmative development attempts. The core belief of the author remains in line with the current government‟s view, namely that successful affirmative development is the most effective way to correct the injustices of the South Africa‟s past. Through scientific assistance to the corporate sector, Industrial Psychologists can play a leading role by using the practice of selection as a vehicle to drive the process of affirmative development in a responsible manner through selective developmental opportunities. The author has attempted to identify cognitive and non-cognitive learning performance variables that are to be considered when considering learning performance success. The current study is an elaboration of previous research presented by De Goede (2007) that was based on the findings of Terry Taylor (1989, 1992, 1994, 1997). The current learning potential structural model is an elaboration of the De Goede (2007) learning potential structural model. The author has proposed additional non-cognitive variables as an attempt to gain a more thorough understand with respect to what constitutes success in learning performance. By adding more variables to the existing nomological network that constitute learning performance, the author attempted to uncover a more holistic insight into the construct of learning performance success. The research was conducted using a sample of 395 grade 9 school learners from previously disadvantaged communities in the Cape Town area, including Bonteheuwel, Mannenberg and Goodwood. All the learners in the sample group successfully completed term 1 and 2 passing English first language, Afrikaans second Language, Mathematics and Science. The proposed hypothesised expanded learning potential structural model was empirically evaluated. The fit of the measurement model achieved exact fit. The researcher extended the investigation by considering the full range of fit indices, standardised residuals, modification indices and parameter estimate. From the results obtained the researcher modified the structural model, by removing one of the interaction effects. The results of the final revised structural model achieved good fit. Only five of the paths in the final model were empirically corroborated. Support was found, indicating that a statistical significant positive relationship exist between Learning Motivation and Tenacity, Conscientiousness and Resilience, Parental Quality and Learning Motivation, Grit and Cognitive Engagement as well as Grit and Learning Motivation. In addition to these findings, the researcher also presented some limitation to the research methodology, practical implications as well as recommendations for future research. / AFRIKAANSE OPSOMMING: Die huidige studie verteenwoordig „n poging om erkenning te gee aan die heersende ongelykhede wat Suid-Afrika in die gesig staar, terwyl „n oplossing gesoek word om die ideaal van gelyke ontwikkeling, waarna soveel Suid-Afrikaners elke dag streef. Die katalisator vir die huidige studie is die waargenome ongelykhede in vaardighede, kennis en algemene vermoëns onder daardie Suid-Afrikaners van wie ontwikkeling- en gelyke opvoedingsgeleenthede weerhou is. Deur die huidige uitdagings aan te spreek, wat die individue in die gesig staar met die grootste risiko om nie leerprestasie-sukses te behaal nie, word „n poging geloods om die faktore te identifiseer wat oorweeg behoort te word wanneer leer potensiaal geëvalueer word. Hierdie studie is direk daarop gemik om die mislukkings van vorige regstellende aksie pogings aan te spreek. Die outeur se kernoortuiging is in lyn met die huidige regering se sienswyse, naamlik dat „n suksesvolle regstellende ontwikkelingspoging die mees effetiewe manier is om die ongeregtelikhede van Suid-Afrika se verlede te korrigeer. Deur wetenskaplike ondersteuning aan die korporatiewe sektor, kan Bedryfsielkundiges „n leidende rol vervul deur die gebruik van seleksiepraktyke wat daarop afgestem is om die proses van regstellende aksie aan te dryf op „n verantwoordelike manier, deur selektiewe ontwikkelingsgeleenthede. Die outeur het gepoog om kognitiewe en nie-kognitiewe leerprestasie-veranderlikes te identifiseer wat oorweeg moet word ten einde leerprestasie-sukses te bevorder. Die huidige studie is ‟n uitbreiding van vorige navorsing deur De Goede (2007) gebaseer op die bevindinge van Terry Taylor (1989, 1992, 1994, 1997). Die huidige leerpotensiaal strukturele model is „n uitbreiding van De Goede (2007) se leerpotensiaal strukturele model. Die outeur het addisionele nie-kognitiewe veranderlikes voorgestel in „n poging om dieper insig te verkry in dit wat leerprestasie-sukses konstitueer. Deur die toevoeging van meer veranderlikes tot die bestaande nomologiese netwerk wat leerprestasie konstitueer, poog die outeur om „n meer holistiese insig te openbaar in die konstruk van leerprestasie-sukses. Die navorsingstudie was toegepas om n groep van 395 graad 9 skooliere van voorheen benadeelde gemeenskappe in die Kaapstad omgewing, insluitend Bonteheuwel, Mannenberg en Goodwood. Al die leerlinge in die steekproef het kwartaal 1 en 2 suksesvol geslaag met die vakke Engels eerste taal, Afrikaans tweede taal, Wiskunde en Wetenskap. Die voorgestelde leerpotensiaal strukturele model was empiries ge-ëvalueer. Die passing van die metingsmodel het n presiese passing getoon. Die navorser se ondersoek is uitgebrei deur die volle spektrum pasgehaltemaatstawwe, gestandaardiseerde residue, modifikasie-indekse en parameter skattings te oorweeg. Die resultate het daartoe gelei dat die navorser besluit het om „n wysiging te maak deur een van die interaksie- effekte te verwyder. Die resultate van die finaal-gewysigde strukturele model het n goeie passing getoon. Slegs vyf van die bane in die finale model kon empiries bevestig word. Ondersteuning is gevind wat aantoon dat a statisties beduidende positiewe verhouding bestaan tussen Leer Motivering en Volharding, Pligsgetrouhied en Veerkragtigheid, Ouer Ingesteltheid en Leer Motivering, Volharding en Kognitiewe Inspanning, so wel as Volharding en Leer Motivering. Die navorser het addisioneel tot hierdie bevindinge, ook sekere beperkinge van die navorsings metodiek, praktiese implikasies van die studie, asook toekomstige navorsing bepreek.