The purpose of this study was to determine the extent to which tasks taught in the high school banking courses match tasks performed by tellers in the workplace. The research questions were as follows: (a) What are the teller tasks taught in the high school banking courses? (b) What is the importance of the tasks, as perceived by school bank managers, to the training of students for employment in teller positions? (c) What are the tasks performed by tellers in financial institutions? (d) What is the importance of the tasks, as perceived by tellers, to the performance of the duties of the job? (e) To what extent do the teller tasks taught in the high school banking courses match the tasks performed by tellers in financial institutions? (f) To what extent do tellers and school bank managers perceive the importance of the tasks similarly? Survey questionnaires were used to gather descriptive data on teller tasks taught in the high school banking courses and performed on the job. Response rates for school bank managers and tellers were 91% and 79%, respectively. Mean scores, percentages, and correlations were used to analyze the data. The findings revealed: (a) Over all 86 tasks, 56% were taught by school bank managers and 77% were performed by tellers. (b) Some of the tasks tellers rated important were not taught in the banking courses. (c) The tasks were rated important by both groups. (d) Students in some of the high schools had very limited exposure to tasks performed in the teller position. / Ed. D.

Text in Afrikaans, abstract in Afrikaans and English / Wanneer psigometriese toetsing op groepe uit verskillende sosio-ekonomiese agtergronde toegepas word, presteer individue uit agtergeblewe omgewings swakker as bulle ewekniee uit meer ontwikkelde omgewings. Hierdie individue se toegang tot hoofstroom loopbaangeleenthede word dikwels bemoeilik as gevolg van die beperking. Die leerpotensiaal benadering word aangebied as belowende alternatief om die probleem, wat 'n sosio-ekonomiese oorsprong het, te oorbrug. Die resultate van die studie bewys die stelling gedeeltelik waar, maar met buitengewone inspanning. In die finale ontleding van die resultate is dit duidelik dat die verbeterde voorspelling eerder toegeskryf kan word aan die optimale vlak van ontwikkeling wat die individu bereik net voor die toetsing, en nie soseer sy/haar leerpotensiaal nie. / Applying psychometric tests to groups from different socio-economical backgrounds, inevitably result in the individuals from deprived backgrounds performing noteably poorer than their counterparts from more developed backgrounds. These individuals also find enterance to the mainstream careers difficult because of this restriction. The learning potential approach to assessment is presented as a promising alternative to overcome the problem that is related to the socio-economic background of the individual. The results of this study partly confirm the value of the learning potential approach, but only with extra-ordinary effort. In the final analysis of the results it is clear that the improved predictive accuracy was rather due to the optimal level of development the individuals reached just before the testing, and not so much their learning potential. / Psychology / M. Sc. (Sielkunde)

This study identified and empirically investigated individual employee, organisational and information and communication technology (ICT) systems factors to determine the extent to which these factors support employees’ learning of the adopted retail banking ICT systems before undergoing training. Quantitative research approach was followed. A realised stratified random sample of 237 respondents consisting of tellers and customer care consultants (one group) and line managers (second group), working at branches of various retail banks in the western region of Kenya, participated in this study. Descriptive, exploratory factor and inferential statistical analyses were conducted. The results showed: a high level of agreement with the identified factors; significant positive linear relationships between the factors; statistical significant differences (p<0.05) between the respondent groups and between the categories for each demographic variable with regard to the respondents’ level of agreement with each factor. Supportive and directive learning strategies were recommended for retail banking employees before training. / Business Management / M. Com. (Business Management)

Text in Afrikaans, abstract in Afrikaans and English / Wanneer psigometriese toetsing op groepe uit verskillende sosio-ekonomiese agtergronde toegepas word, presteer individue uit agtergeblewe omgewings swakker as bulle ewekniee uit meer ontwikkelde omgewings. Hierdie individue se toegang tot hoofstroom loopbaangeleenthede word dikwels bemoeilik as gevolg van die beperking. Die leerpotensiaal benadering word aangebied as belowende alternatief om die probleem, wat 'n sosio-ekonomiese oorsprong het, te oorbrug. Die resultate van die studie bewys die stelling gedeeltelik waar, maar met buitengewone inspanning. In die finale ontleding van die resultate is dit duidelik dat die verbeterde voorspelling eerder toegeskryf kan word aan die optimale vlak van ontwikkeling wat die individu bereik net voor die toetsing, en nie soseer sy/haar leerpotensiaal nie. / Applying psychometric tests to groups from different socio-economical backgrounds, inevitably result in the individuals from deprived backgrounds performing noteably poorer than their counterparts from more developed backgrounds. These individuals also find enterance to the mainstream careers difficult because of this restriction. The learning potential approach to assessment is presented as a promising alternative to overcome the problem that is related to the socio-economic background of the individual. The results of this study partly confirm the value of the learning potential approach, but only with extra-ordinary effort. In the final analysis of the results it is clear that the improved predictive accuracy was rather due to the optimal level of development the individuals reached just before the testing, and not so much their learning potential. / Psychology / M. Sc. (Sielkunde)