D.Ed. / In South Africa the water and sanitation sector faces many problems in the delivery of services to ensure that all South Africans have access to safe and sufficient water resources and adequate sanitation to meet their needs. Local government, mandated to supply these services, has a lack of resources including trained human resources. Distance education learning programmes could be one way of addressing the lack of trained human resources. Distance education can reach a much wider spectrum of people, the costs to the employers can be greatly reduced, less work hours are lost, people, especially women, have the opportunity to study whilst still taking the caring role at home, and learners are also able to learn at their own pace and time. To address the problem it was identified that a framework for the development of outcomes-based distance education learning programmes for adult learners would be beneficial to the programme planners and educators who plan and design distance education learning programmes. The framework was developed based on the research literature explored. A literature study of three issues namely: outcomes-based education, facilitation of adult learning and distance education was undertaken. Theoretical underpinnings were extrapolated from the literature study which were used as the building blocks for the framework. To establish the theoretical underpinnings for the framework the evolution of competency-based education to outcomes-based education was investigated. It was concluded that competency-based education included core elements such as learning that is not time bound, learning that is stated as outcomes, various means can be used to achieve the outcomes, and assessment is based on the stated outcomes. These concepts have become the focus areas in all developments in competency-based as well as outcomes-based education. In the 1990s the education and training sector in South Africa was transformed, and an outcomes-based education system was adopted. A National Qualifications Framework has been introduced which offers a set of principles and guidelines for the education and training sector. These principles and guidelines were examined. Another issue that was scrutinised was the design of outcomes-based training material for the South African situation. Theoretical underpinnings for the framework were extrapolated from the findings of the literature study on the facilitation of adult learning and planning of adult learning programmes. The characteristics of the adult learner and the importance of these characteristics when planning a learning programme for the adult learner were examined. Two learning theories namely constructivism and transformative learning provided valuable insights into how adults learn in the learning situation. How to plan a learning programme for adult learners using the Critical Events Model, was explained. For the extrapolation of the theoretical underpinnings for the framework from distance education the evolution of distance education, from an informal style of correspondence education to a more formal style of single media correspondence education and eventually to a formal distance education system using multi-media methods was also explored. All these theoretical underpinnings were consolidated into the final product of this study namely a framework for the development of outcomes-based distance education learning programmes for the adult learners in the water and sanitation sector. The framework is designed as an independent document to be used by the programme planners and educators of distance education learning programmes. Within the framework the theoretical underpinnings are applied, guidance and advice on how to plan and design events in the distance learning programmes is given, and an example of how to design outcomes-based training material is included. Checklists are included at the end of every event in the framework. Programme planners and educators can use the checklist to determine if all the activities in the event have been completed. This makes the framework a guide that can be used by the most inexperienced programme planners and educators. It is hoped that this framework will guide many programme planners and educators as they are faced with the immense task of assisting in meeting the challenges of education and training in the water and sanitation sector in South Africa.

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2006 x, 68 leaves / The purpose of this study is to identify the training needs of leather technicians with the aim of supporting corporate competitive advantage within their company. Identifying competencies is an essential first step towards developing a training programme and to support corporate competitive advantage. / M

In recent years, the UK government skills policy has emphasised the role of workforce skills development as a key driver of economic success and improving productivity across all sectors of the economy. The importance of skills (as a vehicle for enhancing productivity performance) is highlighted within numerous government reports, such as Skills White Papers (2003 and 2005), in addition to the Leitch Review of Skills (2006) which coincided with the outset of this research. Thus, the aim of this research was to examine the relationship between skills development and productivity in the construction industry in order to assess the assumptions of government skills policy in the context of the sector. A multi-method approach was adopted in this research. This involved the analysis of: official construction statistics, levy/grant and financial accounts data of construction companies, in addition to a telephone survey. The main findings of the research are published in five peer reviewed academic papers, demonstrating the tenuous nature of the relationship between skills development and productivity performance, particularly when considering the heterogeneous nature of the construction industry. Government claims about the mono-causal relationship between skills and productivity should be treated with caution. A simple boost in qualification levels or participation rates of training is unlikely to lead to productivity improvements in the construction sector. However, skills development and training activities needs to be targeted and focused if the desired outcome of enhancing productivity performance is to be achieved. Construction companies needs to be proactive in addressing the skills and training needs of their business through drawing on the various support available through CITBConstructionSkills training grants or participating in appropriate skills/training initiatives, such as apprenticeship schemes. The provision of 'productivity-based' training grants should be considered by CITB-CS in order to prompt construction companies to consider training as a plausible means for enhancing their productivity performance. Finally, the recommendations presented in this thesis and areas for further research sets out the potential way forward in terms of advancing knowledge in this area.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2017. / The successful implementation of any integrated talent management approach is important when embarking on succession planning to mitigate the risk of institutional knowledge being lost or for that matter, the loss of staff with critical and scarce skills occupying key positions. The integrated talent management approach is intended to manage, develop and retain skilled and experienced personnel identified as successors who should be ready to occupy targeted key positions in the event the current incumbents vacated due to retirement or through voluntary or involuntary exit from the municipality at any stage during the employee life cycle. The successful management of successors to key positions during the employee life cycle is highly dependent on the effective management of the succession planning process and system. The metropolitan municipality at the focus of this study has not delivered on a successfully implemented succession planning process and system to support the management and retention of staff and institutional knowledge in key critical and scarce skills and leadership positions. The aim of this study is to investigate and confirm the need for the integration of succession planning practices in an integrated talent management approach. This study applied a multidisciplinary theoretical review of current literature within the fields of talent management, public management, organisational psychology and business survey research at national and international levels. The selection of only one municipality supports a case study design in that it allows for an analysis of specific circumstances and a situation as experienced with regard to succession planning in a local government municipality. The researcher explored a triangulation mixed methods research approach and in such an instance, qualitative and a quantitative research are completed at the same time with equal weighting and with the idea of bringing the results of the two types of research together to validate the research questions posed. The qualitative research approach involved unstructured (in-depth) interviews conducted with eight Devolved Human Resources Managers (DHRM’s) responsible for HR Management within the municipality’s functional areas / departments. A survey technique in the format of a self-administered questionnaire was also used as a quantitative research approach to draw input from a sample group. The researcher, in consultation with a statistician, selected non-probability sampling. The questionnaire provided quantitative data to reflect the view of managerial, as well as non-managerial staff. The quantitative data collected was analysed using suitable descriptive and inferential statistical analyses. The qualitative data was recorded through unstructured interviews. The quantitative data was data integration correlated with the qualitative data. The results of the quantitative research were analysed and key factors identified for further interpretation. The results of the qualitative research were described with key themes emerging. The outcomes of both research approaches were consolidated and a linkage with the research objectives established in a tabulated format. New results emerged, confirming the integration of the outcomes by using the mixed method methodology. Congruent and non-congruent data across the qualitative and quantitative dimensions were identified.

This study examined the effectiveness of Mind Mapping (a diagram of the structure of ideas in an associative manner, using graphics, color and key words) as a note-taking device in a training course in a large, high-tech corporation, as compared to traditional note-taking. The population for this study consisted of personnel employed by a major high-tech firm, that had voluntarily registered for a Mind Mapping training class. The effect of Mind Mapping was measured by the pre-test and post-test of the control and experimental groups.

This study investigates the strategies and resources a group of non-native English speakers with limited reading ability use to fulfill literacy functions work. The nineteen study subjects are employed as production workers in a large electronics manufacturing company. Using in-depth interview data, limited testing and document analysis, the study addresses three major research questions: 1) For what functions are reading and writing actually used in the workplace? What level of reading and writing do these functions assume? 2) How do these literacy functions relate to the rest of the work system? 3) How do limited readers fulfill these literacy functions? What kinds of individual literacy skills, social networks and alternative approaches do they use? How can findings be applied to workplace, ESL, job training, and employee communications? The findings show that the primary function of literacy in this workplace is to maintain process quality and flow. Secondary functions include maintenance of the social organization and the use of literacy for learning the job or learning English. The study finds that limited readers can accomplish literacy functions even if they cannot read documents connected to the function. They use extensive social networks as one strategy for accomplishing literacy functions. They also use job aids, watch processes being performed, or memorize processes. English verbal skills are necessary for many alternative strategies. The study illustrates systemic relationships among work process design, individual literacy skill, and alternative literacy strategies such as using help networks. The study also finds that participants take ESL class as a means to advance as well as to succeed on the current job. The study suggests that employers support ESL instruction as a long-term skill-improvement strategy, but look at redesigning work systems, job training, and employee communications to solve immediate performance problems with limited readers. The study recommends that workplace ESL instructors balance student and employee needs by using workplace materials as one part of a wider curriculum; it also suggests that ESL instructors may have an important role to play in the workplace by acting as performance consultants. going beyond the classroom to recommend changes in the entire work system as they affect English and literacy learning. Because of the small sample size, more research is needed.

This study is participant observational research focused on a description of an United States Department of Education grant-funded English in the Workplace pilot program. The survey of the literature shows that there is an increasing need to provide educational opportunities for workers who, for various reasons, are not currently being served by traditional education providers. The study presented here describes a pilot program and asks "How is an English in the Workplace program developed and implemented? What do those characteristics of workplace education programs, as identified in the literature, 'look like' once such a program has been implemented?" The researcher collected data from on-site observation of the classes and staff meetings, interviews, and program final reports and records. The elements that characterize this particular pilot program are common to those described or proscribed in the literature on workplace education. These elements include needs assessment, the physical setting, the participants, the instructional schedule and materials, as well as final evaluation. This study suggests that employers, by working together with educators, strive to meet the educational needs of employees, specifically, English language instruction, by providing and supporting English as a Second Language (ESL) instruction in the workplace. This study recommends that (1) workplace ESL instructors balance employer and employee needs by considering what the employer and the employees consider the program's purpose to be, (2) instructors supplement a general life-skills curriculum with workplace materials, (3) instructors be trained how to implement an English in the Workplace program, (4) instructors meet with the employees, management, supervisors, and trainers on a regular basis to assess whether the program is meeting the goals of everyone involved in the program. This study adds to the understanding of workplace education programs by specifically describing the characteristics of a particular English in the Workplace pilot program. However, additional research is needed to better understand the effects of workplace education, not just characteristics. The researcher concludes that future research is needed that examines the potential impact of workplace education programs.

D. Tech. People Management and Development. / The main aim of this study was to develop a strategy to link the informal and formal motor mechanic artisan communities in terms of qualifications. The current formal sector training initiatives for motor mechanics do not provide for or acknowledge the non-formal learning of the informal sector practising motor mechanic artisan. This research supports three main arguments: firstly, the informal sector serves as a reservoir of individuals who are practising the motor mechanic trade; secondly, the need was identified to integrate these informal practising individuals with the formal sector in terms of qualifications; and thirdly, the large motor industries have the authority to propose processes to assist in the integration of the informal and formal artisan training. The study was conducted among 16 experts representing the motor mechanic training environment. The findings indicate that the two sectors could be linked through dedicated recognition of the prior learning system backed by a process of gap training. The findings also highlighted the importance of having modules of employable skills to enhance informal practising artisans’ employability status. Finally, this study identified specific constraints that contribute to the shortage of skilled motor mechanics in general. This research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.

M. Tech. Business Information Systems / Information and communications technology (ICT) has proved to be a significant tool for both private and public sectors in the enhancement of service delivery. Organisations need to identify the socio-economic, political and technological needs that would help them to strengthen their business positions in order to remain competitive in the globalised economy. To achieve this goal, organisations need to accelerate the ICT skills (e-skills) development within their settings. However, there is a general lack of e-skills within South Africa. Further still, there is also lack of standards that could be followed in the development of these skills. This calls for a contextualised framework to guide e-skills development within the South African private and public sectors. The goal of this study was to use a balanced scorecard to develop a framework that could be used to align e-skills development with the strategic business objectives of the Limpopo Provincial Government of South Africa.

published_or_final_version / Public Administration / Master / Master of Public Administration