Globalisation yields numerous challenges and continuous changes in the economic environment, rapid technological advancements, and an increased emphasis on organisational competitiveness. The existing practice in the Telecommunications company relied on conventional recruitment-on-vacancy and training. In 1997, a customer contact research programme was launched to review the specific competencies underlying the full range of customer contact roles, in order to understand the constructs which would underlie effective assessment of people for the role of sales and marketing. The aim of this research was to evaluate the effectiveness of an assessment battery in a telecommunications company. The assessment battery measures the participants' essential skills, behaviour and performance to bring about critical development action. The Work Profiling System (WPS) and Subject Matter Experts in the Sales Division identified the fifteen competencies. The assessment battery consisted of Ability Tests: Verbal Evaluation (VCC3) and Numerical Evaluation (NCC4), and a personality questionnaire: Customer Contact Styles Questionnaire (CCSQ7.2). The Customer Contact Competency Inventory (CCCI) was electronically administered to the sales representatives' respective managers in 2006, to give objective 360" feedback. The study population (n=97) consisted of sales representatives working in a Telecommunication company. The objectives for this research were to validate the chosen selection battery for the sales representatives, and determine its relation to manager-rated performance. Descriptive and inferential statistics were used to analyse the data. Stepwise multiple regression analyses were carried out to determine whether the independent variables (CCSQ7.2 and Ability Tests) hold any predictive value regarding the dependent variable (CCCI). The results of the regression analyses showed that Verbal Evaluation (VCC3) was a significant predictor of: Convincing, Communicating Orally, Results Driven. Problem Solving and Organisation. Modest (R4) was a significant predictor of Convincing. Participative (R5) was a significant predictor of Problem Solving and Organisation. Overall, it can be stated that there is a significant relationship between the test battery and job performance. The results in this study reflect that correlations between personality, ability and performance were small to moderate. This is lower than expected and what is found in similar international research. This is probably due to the flawed criterion. The results should be used with caution to prevent making a Type I1 error. Recommendations for future research are made. vii / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Globalisation yields numerous challenges and continuous changes in the economic environment, rapid technological advancements, and an increased emphasis on organisational competitiveness. The existing practice in the Telecommunications company relied on conventional recruitment-on-vacancy and training. In 1997, a customer contact research programme was launched to review the specific competencies underlying the full range of customer contact roles, in order to understand the constructs which would underlie effective assessment of people for the role of sales and marketing. The aim of this research was to evaluate the effectiveness of an assessment battery in a telecommunications company. The assessment battery measures the participants' essential skills, behaviour and performance to bring about critical development action. The Work Profiling System (WPS) and Subject Matter Experts in the Sales Division identified the fifteen competencies. The assessment battery consisted of Ability Tests: Verbal Evaluation (VCC3) and Numerical Evaluation (NCC4), and a personality questionnaire: Customer Contact Styles Questionnaire (CCSQ7.2). The Customer Contact Competency Inventory (CCCI) was electronically administered to the sales representatives' respective managers in 2006, to give objective 360" feedback. The study population (n=97) consisted of sales representatives working in a Telecommunication company. The objectives for this research were to validate the chosen selection battery for the sales representatives, and determine its relation to manager-rated performance. Descriptive and inferential statistics were used to analyse the data. Stepwise multiple regression analyses were carried out to determine whether the independent variables (CCSQ7.2 and Ability Tests) hold any predictive value regarding the dependent variable (CCCI). The results of the regression analyses showed that Verbal Evaluation (VCC3) was a significant predictor of: Convincing, Communicating Orally, Results Driven. Problem Solving and Organisation. Modest (R4) was a significant predictor of Convincing. Participative (R5) was a significant predictor of Problem Solving and Organisation. Overall, it can be stated that there is a significant relationship between the test battery and job performance. The results in this study reflect that correlations between personality, ability and performance were small to moderate. This is lower than expected and what is found in similar international research. This is probably due to the flawed criterion. The results should be used with caution to prevent making a Type I1 error. Recommendations for future research are made. vii / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics)

This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics)