The study focuses on organisational learning in the Department of Science and Technology (DST). Attention is paid to the meaning of the concept organisational learning, prerequisites for and factors of organisational learning for service excellence, organisational learning as an important phenomenon in a knowledge based organisation such as the DST. To determine the impact of organisational learning on service excellence in the DST, the study adopted a formalised, communicative, experimental and cross-sectional form of research design. The research methodology adopted in the study is that of qualitative research method in order to find substantial evidence. The study also employs a quantitative research method to complement the qualitative method. Both non-probability and probability sampling methods were employed in the study. The sample included 55 respondents from five programmes of the DST across all levels of the organisational structure. The results indicated that the DST leadership does support service excellence, thus highlighting the importance of communication in organisational learning. / Public Administration / M. P. A. (Public Administration)

This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.

Thesis (MTech (Human Resource Management)-- Cape Peninsula University of Technology, 2009 / Learnerships, which are embedded in the skills development strategy for South Africa, have been heralded as the panacea for all shortcomings experienced in the labour market and poverty alleviation in society. Learnerships are vocational education and training programmes, and are purported to fast track acquisition of qualifications for predominantly lower and unskilled workers, equipping them with knowledge, skills, attitudes and experience. At the same time learnerships afford learners an opportunity to enhance their individual employability potential by obtaining a qualification on successful completion of a learnership programme. Anecdotal evidence, however, suggests that learnerships have not been able to deliver on some of its main objectives such as improved employability and living standards of learners. The Department of Labour has placed prominence on quantities and focus on meeting targeted quotas, while insufficient emphasis is placed on efficacy of learnership programmes in terms of its benefits for individual learners. This study investigates opinions of learners who are enrolled in a learnership programme in order to examine their perceptions of a learnership qualification as an enabler for personally enhanced employability and consequent improved living standards. A mixed methods approach was used for the research study in the form of a quantitative survey questionnaire, followed by a qualitative study which used focus group interviews.

M.Ed. / Information and communications technology (ICT) has an impact on every aspect of our lives. Using ICT has required the development of new knowledge and skills, which also has an impact on facilitators and learners who need many new skills to learn, work and adapt to the ever-changing world. Therefore, successful technology integration into teaching and learning requires learners to have access to an appropriate range of tools and the abilities to analyse, synthesise and present information. Hence, technology integration should be an essential part of an organisation’s learning culture. While ICT has been part of education for over 10 years, its use in teaching and learning, both in educational and corporate environments, often perpetuates instructivist models of education, rather than supporting social tool-mediated knowledge construction. The purpose of this research was to gain an understanding of learning technologies as a tool to design, develop and deliver learning interventions within a corporate environment. The study makes use of an acquisition-participation-contribution framework, which is part of cultural historical activity theory, in order to determine how the Training Department at Discovery has designed and delivered learning and to evaluate learner expectations. This case study made use of quantitative and qualitative research methodologies. The first phase involved the analysis of the organisation’s documents and reports on the strategies deployed within the company. During this phase, the organisation’s annual report, learning strategies, learning technologies strategy and the annual training report were reviewed and analysed. In the second phase of data collection, questionnaires were conducted on 82 participants, who included learners, facilitators and training managers from all business entities within the company. The first part of the questionnaire asked demographical information and the second part was made up of 27 statements relating to the acquisition, participant and contribution framework. These data were analysed statistically to determine how participants rated the importance of each statement in its current state and how they would like to experience it in the future. The last phase of the data collection involved three focus group sessions. Participants in the focus group sessions were from the head office in Johannesburg and a branch in Cape Town. The questions asked in the focus group sessions were designed with the aim of getting a better understanding of the differences in learning expectations of both the Training Department and learners. These data were analysed deductively against the acquisition, participant and contribution framework. Results from both the qualitative and quantitative investigations found differences in what learners want and what the Training Department actually delivered. The results from the questionnaire and focus groups clearly indicated that learners want to experience learning interventions that are social and collaborative in nature. They want to be able to contribute to the learning process. However, the Training Department designed and delivered learning interventions that focused on the distribution and acquisition of knowledge. These results suggest that in corporate environments, the department responsible for the professional development of employees needs to understand the needs of staff better and that learning is not the consumption of information, but is concerned with knowledge production to support individual and collective transformation.

The study focused on identifying ways in which to improve and increase the quality of training and supply of skilled artisans in the South African construction industry (especially in Gauteng Province) in terms of short and medium term approach. The construction industry is facing a severe skills crisis and this has made it so difficult to recruit competent artisans. This may be as a result of artisans being regarded as the lowest in the hierarchy of construction worker positions. In addition, these artisans warrant less training than those at executive- and managerial levels. This negative attitude towards artisans training has plunged the industry into crisis. Those involved find it difficult to successfully complete projects on time, within budgeted project costs and within the required quality specification due to lack of competent artisans. However, serious attention is required towards enhancing artisan training in the industry. It is imperative and vital to ensure the survival of the industry. The cardinal aim of this research project was to demonstrate a guiding solution towards the skills crisis. Thus, in order to initiate a tremendous change in the skills profile, certain measures are required, e.g. expanding training institutions to local regions; upgrading and aligning facilities in the training institutions to industrial demands and the dissemination of vital information that will ensure the attractiveness of the industry. This will safeguard the construction organisations operating in Gauteng Province. Although the industry is a major player in the economy, there is need for special attention in order to ensure sustainable growth and economic development. The Government, construction industry stakeholders and training institutions personnel should collaborate to salvage the skills crisis by strategically developing programmes (in accordance with industrial requirements) that will benefit prospective learners. The researcher adopted the descriptive- and analytical survey method, which entailed the use of questionnaires and a review of the related literature for gathering relevant data. The methodology used in the research was the quantitative data analysis. The feature findings of the research concluded that the skilled artisans profile is insufficient to meet industry demands. In addition, training institutions and primary- and secondary educational systems are characterized by ninadequacy and incompetency to produce skilled artisans. The situation is exacerbated by the lack of harmonization between the training institutions and the vindustry’s requirements. Furthermore, the majority of the respondents acknowledged that training of their workers is an important aspect to them, but few of these organisations indicated that they make use of formal training institutions such as FET colleges. The recommendation include that all the stakeholders in the construction industry should form collaborations to strategically develop programmes that would upgrade the existing training institutions. This could be done through provision of adequate funds and resources and the dissemination of vital information that is capable to promote the attractiveness of the industry image.

The focus on entrepreneurs as drivers of the economies of nations has catapulted them into the forefront of the local and international marketplace. This has led to a demand for entrepreneurial education and training resulting in a plethora of different and often divergent views. One commonality that has emerged is that entrepreneurship can be taught; although it cannot be taught in conventional and traditional ways. It requires a move from traditional education and training to more enterprising participative and supportive forms of business development. It requires investments of time, resources and support. Incubators are facilities that are engaged with entrepreneurs and offer a variety of support including education and training. This study has assessed the effectiveness of training offered by the Seda Nelson Mandela Bay ICT incubator. There has been limited research undertaken on entrepreneurial education and training in an incubator setting. This study followed the qualitative paradigm. The sample comprised of 10 small businesses at the Seda Nelson Mandela Bay ICT incubator. Empirical data was obtained by interviewing the owners of the small businesses using an interview schedule. Issues such as the most effective training programme, content that it contained, methodology used and quality of the facilitator and applicability of the training programme were explored. The study found that the small businesses were opportunity driven rather than necessity driven and that the incubator served as a bridging facility in moving the businesses from the informal sector to the formal sector. The content of the training programmes was found to be effective when a mix of both theoretical and practical is offered especially with an emphasis on the underlying entrepreneurial themes of confidence, persistence and uncertainty and so on. It also found that training programmes should be linked to the life cycle of the business and address the specific needs of the small business owner. The start-up phase requires very specific training. Most of the facilitators were found to be experienced and empathetic. However, only a few were using a wider range of preferred learning styles favoured by entrepreneurs such as role playing, simulation, brainstorming and problem-solving techniques. The study also found that when generic training programmes are offered there was less recall on the part of the trainees. The management team of the incubator is an important determinant of the success of the incubatees and it is recommended that they need to be well versed in their sector and have good networking skills. There is a strong link between the theoretical and the practical content of training programmes especially where the emphasis is more on the practical content. It is recommended that facilitators pay attention to their relationship with trainees as it is a critical success factor in the training programme. Training programmes offered over a period of time add more value to the incubatee. This might be because of the mentoring and counselling that is available after each training module is completed. Finally, more research needs to be undertaken on the quality and effectiveness of training programmes offered by incubators to small businesses.

The purpose of this study was to develop an integrated model for evaluating training and development initiatives used by the Botswana public service. To achieve this goal, the following actions were taken: A literature study was conducted to identify the scope and impact of an effective training and development initiative and its evaluation; A literature study was conducted to identify strategies for evaluating training and development initiatives. The theoretical study focused on effective training and development strategies and their evaluation and critical organisational factors that contribute to successful training evaluation; The findings from the literature study were integrated into a model for evaluating training and development initiatives to be used by the Botswana public service; and  This model was used as the basis for the development of a survey questionnaire to determine whether trainers, training managers and supervisors who were responsible for training and development in the public service agreed with the effective strategies for evaluating training and development developed in the study. The survey was conducted in ministries and departments in the south east district of Botswana, mainly in Gaborone, where ministries and government departments are located. The empirical results from the study showed that the majority of respondents’ training and development activities were not evaluated and that there is no link between training and development and performance management. In particular, disagreements were shown with regard to ten strategies and critical organisational factors. Evaluation of training and development in general, is an issue that organisations are challenged with on a daily basis. Lack of skills by trainers on how to evaluate training and development is one major contributing factor to this problem. An integrated and strategic approach towards the evaluation of training and development is required to effectively and constructively train and development employees according to strategic organisational goals, rather than according to individual trainee’s goals.

Training is widely conducted in organizations and is actively encouraged by the recent legislation in South Africa. Millions of Rands are spent building human resource capabilities. Organizations therefore need to know whether this investment in training is bearing fruit in terms of changes in individual performance and overall impact on service delivery. The need to improve Transversal Training Management Agency (TTMA) training programmes and skills development impact to government departments has triggered the survey. Three interdependent themes are explored: training evaluation in `government departments, influence of non-training factors and human dynamics between stakeholders in the training evaluation process. Structured questionnaires, based on best practises in literature were administered to key stakeholders involved in TTMA training programmes. Training managers and the Office of the Premier (OTP) Human Resource Development (HRD) officials were interviewed, while supervisors, trainees and trainers verified the data by post. Data were collected from the Department of Basic Education, Eastern Cape (EC), TTMA trainers and trainees. Findings show that The Department of Basic Education in the EC does not fully follow a system’s approach. Evaluations done during classroom sessions focus mainly on the reaction of participants to training and not on the behaviour change in the workplace. Training participants are not prepared for training; sometimes they do not even know why they attend training. Some trainees go to training just to get certificates that increase their CV’s for promotion purposes or to run away from the stressful work environment and not for individual growth. Recommendations to use a systemic evaluation approach and involvement of trainees in their career development process are made. Further research is recommended on the managing of non-training factors that impede learning transfer.

En este trabajo lo que se busca es demostrar como un proyecto de educación virtual llevado a cabo de manera seria y progresiva tuvo éxito en una Institución Pública de más de 12,000 trabajadores y se convirtió en el soporte del proceso de capacitación interna. Parar llevar a cabo el proyecto, se tuvo que diagnosticar el problema de manera puntual, estudiar otras implementaciones exitosas de educación virtual, armar un perfil de la solución y conseguir apoyo de alta dirección debido a que el proyecto suponía contratación de personal, adquisición de equipos, etc. Luego de aprobado el proyecto establecer los lineamientos con cada stake holder, objetivos cuantificados y finalmente implementarlo. / Trabajo de investigación

M.Ed. / It is of outmost importance that technical officers in Telkom are effective technological problem solvers. All prospective technical officers in Telkom are subjected to a selection process before starting with technical officer's training. The selecting process consists of two stages, namely: (1) the Senior Aptitude Test (SAT), and (2) the Introduction to the A-course. The problem statement of this study is: No scientific investigation is done on the effect of the Introduction to the A-course on the technological problem-solving style of prospective technical officers. The aim of this study is to determine the effect of the Introduction to A-course on the technological problem-solving style of prospective technical officers, when measured with the PSI-TECH inventory. The PSI-TECH inventory (technological problem-solving in-ventory) is used as a pre-test and a post-test to measure the technological problem-solving styles of 119 prospective technical officers in Telkom. The Introduction to the A-course (independent variable) serves as the treatment. In the process of measuring technological problem-solving style, differentiation occurs between effective and ineffective technological problem solvers. The PSI-TECH inventory performed very well in terms of reliability and validity in this study. Two conclusions were drawn from this case study, namely: (1) the Introduction to the A-course does not contribute towards the technological problem-solving styles of prospective technical officers and, (2) the PSI-TECH inventory can serve as a discriminator to determine who are effective and ineffective technological problem-solvers.