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Customer care in public university libraries in Kenya : case study of the Moi University LibraryOuda, Penina Atieno January 2015 (has links)
Text in English / The main aim of the study was to investigate the state of customer care in Public University libraries in Kenya: case study of Moi University Library. Specifically the study was set to determine the composition of customers served and extent to which their information needs were being met. It was also set out to Identify and evaluate the quality and relevance of information services/products provided. Consequently, the study was undertaken to establish if there is a customer care structure and policy in place and also to explore the customer care practices. Lastly, to determine the challenges that were encountered in the process of offering customer care program.
The mixed method research was used. Data was collected in two phases, questionnaires and interview survey methods were used to collect both quantitative and qualitative data.
The study established that students and academic staff were the primary customers but their needs were not sufficiently being met. Library staff were friendly and helpful but overall rating of their attitude was below expectations. The study established that the library has variety of products/services and users’ were aware them. They were also aware of the existence of customer care unit, which allowed users to make suggestions for improvement of library products/services. The study recommends that the library should be provided with resources to run the program and also it is important that the Moi University Library adopts the use of a social media (Web: 2.0/lib 2.0) for communicating and updating users on new services and products. / Information Science / M. Inf.
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The contribution of staff training and development programmes to effective library and information services in selected university libraries in GhanaCobblah, Mac-Anthony 02 1900 (has links)
This study investigated the contribution of staff training and development programmes to effective library and information services in selected university libraries in Ghana. The rationale of the study was to establish the relationship between training and development of library staff and work performance of individual library staff, university libraries and the institutions as a whole, which should reflect in effective and efficient provision of library and information services. The researcher reviewed extensively literature on relevant subject areas related to staff training and development including: the concept of training and development, training needs analysis and assessment, staff training and development, monitoring and evaluation of training, effects of training on job performance, measuring return on investment in training and effectiveness of library and information services.
The researcher adopted a survey research method because of the large geographical areas over which the university libraries are located and therefore dispersed population. The researcher adopted mixed methods research approach and thus data was collected using interviews, observations and questionnaires. The researcher also used a mixed sampling method where the researcher combined both probability and non-probability sampling methods in sampling the population. The population for the study comprised library staff, faculty and students from five selected universities in Ghana. The total population from the five universities was 139,463 based on which a sample of 860 was chosen. Thematic content analysis technique was use to analyse qualitative data, while statistical package for service solution was used to analyse quantitative data.
The main findings of the study were that staff training and development programmes contributed to the improvement of the knowledge, skills, abilities and experiences of library staff in the universities in Ghana, thereby made university library staff in Ghana more effective and efficient in the provision of library and information services to the university community. However staff development practices alone did not contribute to job performance. Staff development practices were supported with human resource management strategies such as rewards, promotions, bonuses, salary increase and other motivational strategies.
Finally the study identified inadequate funding and short falls in the training policies as some of the challenges facing the implementation of staff training and development initiatives in the university libraries in Ghana. It recommends the establishment of training units within the university libraries and adequate budgetary provisions to invest in staff training and development programmes for library staff as well as the adoption of train the trainer concept where staff who participated in training and development programmes are asked to train colleagues and submit a report for the benefit of colleagues as a way of improving staff development practices in the university libraries in Ghana. This study contributes to the existing body of knowledge on staff training and development and work performance in university libraries. / Information Science
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Workplace discrimination against Durban University of Technology (DUT) trainees within the hotel and catering industryRamrathan, Sathishah (Nishi) January 2005 (has links)
Thesis (M.Tech.: Office Management and Technology)-Durban University of Technology, 2005
xv, 129 leaves / The Constitution contains the Bill of Rights, one that is regarded as the corner-stone of
democracy, as it enshrines the rights of all people and affirms the democratic values of
human dignity, equality and freedom. Section 9(1) provides for the promotion of a society in which diversity of identity is respected and protected. The Employment Equity Act 55 of 1998, stipulates that designated employers implement affirmative action, thereby compelling organizations to eradicate all forms of discrimination in organizational processes and procedures. With such legal measures put in place (Promotion of the Equality Act) acceptance and change within organisations has to be accelerated.
The purpose of this study is to explore workplace discrimination against trainees within the Hotel and Catering industries. Workplace discrimination is against human rights and can become a legal violation of Labour laws. Although preventative policies are in place, this study would illuminate the extent to which discrimination occurs, how it has manifested itself, and how students would be affected by this discrimination.
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Recognition of prior learning for designated employees at the workplace : a case study of Eskom Distribution employees in the Northern Region, South AfricaMakeketa, Mary-Jane Selokela 06 1900 (has links)
The present study examines whether recognition of prior learning (RPL) is being implemented in the workplace, its effectiveness and impact on improving the lives of the previously disadvantaged groups and its contribution towards enhancing a culture of lifelong learning in South Africa. The main aim of this research is to explore the implementation of RPL and the extent of its effectiveness in the workplace, with particular focus on Northern Region of the Eskom Distribution. This was hoped to be addressed through the following objectives: The first objective was to determine the extent to which Eskom employees are aware of the RPL practices and to ascertain the level of awareness among employees. The second objective was to explore the current trends and practices on RPL at the workplace. The third objective was to determine and identify if there are any gaps. The last objective was to suggest ways that can be used to strengthen the RPL practice in the workplace. To this end, a questionnaire was administered to a randomly selected sample of 242 employees. In addition, interviews were conducted with three purposively selected (information rich) participants. The findings reveal that Eskom has policies and guidelines on RPL and a clearly stipulated purpose which is in line with the National Qualifications Framework (NQF), however, the current RPL policies and procedures have not been piloted within the Northern Region, the information has not yet reached everyone in the business, and employees’ level of awareness is still low. Findings also reveal that RPL does exist in Distribution and efforts to implement it are visible/traceable. A number of milestones and achievements are noted in the business as a whole as well as in the region, although a lot still needs to be done to ensure full and effective implementation. The last finding shows that there are a number of gaps and challenges impeding the success of RPL. These range from capacity building to quality assurance. On the basis of the findings, a number of recommendations to strengthen the RPL practice in the workplace are proposed and suggested. / Psychology of Education / M. Ed. (Psychology of Education)
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The relationship between learning potential, English language proficiency and work-related training test resultsSchoeman, Adele 11 1900 (has links)
Continuous change and competition in the working environment necessitate increased
efficiency and productivity which require different and enhanced skills and abilities. It is
therefore important that the right people with the right skills are selected and employees are
developed to enable them to meet the organisational and national demands of the future.
This dissertation investigates the relationship between learning potential, English
language proficiency and work-related training test results to establish why some production
employees perform better on work-related training test results than others.
The results indicate that there is no significant relationship between the work-related training
test results and either learning potential or English language proficiency. There is, however, a
significant correlation between learning potential and English language proficiency. It might be
worthwhile exploring the availability and adequacy of assessors
as well as the motivational level of the production employees as factors that influence the
progress made with work-related training test results. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)
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Skills and quality production in the South African wine industryBrown-Luthango, Mercy 03 1900 (has links)
Thesis (DPhil (Sociology and Social Anthropology))--Stellenbosch University, 2007. / There is a general consensus amongst industry experts that in order for the South African wine
industry to sustain the success it has enjoyed thus far in export markets like the United Kingdom,
the Netherlands and Sweden and to become even more internationally competitive, its has to
improve the quality of its wine and move into higher price categories of the wine market. Skills’
training has been highlighted as a significant component of a strategy to improve the quality of
South African wine and its competitiveness in world markets. The aim of this study was to find
out how the South African wine industry is adapting to new vineyard practices necessary for
quality production at farm level, especially as far as training of vineyard workers is concerned.
Four theoretical perspectives are discussed in relation to the restructuring of the world agro-food
industry, the question of quality and the issue of training as it relates the production of quality
wine. These theoretical perspectives are regulation theory, global commodity chain analysis,
actor-network theory and the ergonomics perspective on the skills needed for the production of
quality wine. The focus of the study was on different kinds of producers, i.e. co-operative
cellars, private cellars and estates. The research covered two of the main wine-producing areas,
namely Paarl and the Robertson area. At each farm, interviews were conducted with the farm
owner, farm manager or viticulturist as well as a number of workers. Interviews were also
conducted with prominent wine makers, skills trainers and facilitators and other industry experts.
This was done to gain a better understanding of the South African wine industry as well as the
major issues and debates as far as quality production and skills training are concerned. The study
found that although there has been a general upgrading of skills in relation to new vineyard
practices for quality production, workers at the co-operatives and estates studied do not yet
receive the kind of in-depth knowledge which the theory argues is necessary for the production
of quality wine. The private cellars invest much more time and resources in the training of their
workforce. As far as the private cellars and estates are concerned there is a correlation between
the quality of wine and training. The private cellars sell more than 50% of their wine in the
premium, super-premium, ultra-premium and icon categories of the international wine market.
The estates sell 70% and more of their wine in the basic category. The co-operatives on the other
hand do not confirm the theory. In the absence of formal training, they manage to produce wine
that competes well on an inter and intra-regional level. The evidence suggests that in a country
like South Africa, in the context of a legacy of low education and literacy levels amongst
workers, repeated demonstration and strict supervision can compensate to a certain degree for a
lack of in-depth knowledge and discretion amongst workers.
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Project management training for community developmentNtlonze, Chapman Mphuthumi 03 1900 (has links)
Thesis (MPA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The Government of South Africa introduced the Reconstruction and Development
Programme (RDP) as a means of addressing the sub-standard, living conditions many underprivileged
and disadvantaged societies were experiencing in the country. That gave
community development impetus. The RDP, as a government policy, presupposed that public
institutions would be responsible for its implementation. That implied that public officials,
inter alia, would have to facilitate community development. This change agent status of
public officials also implied that they would have, out of necessity and demand, to acquire or
to demonstrate knowledge of project and community development management skills.
Management sciences argue that an organisations' effectiveness is, amongst other, the result
of interplay between the internal capacity (inputs), outputs (production) and outcomes
(impacts). Internal capacity includes, among others, the training of personnel for the
achievement of goals.
This study, as stated in the research question, seeks to explain the relationship between project
management training and effective community development. It seeks to establish whether
there are a significant number of public officials who are trained in project management for
community development. The study focuses on the Province of the Eastern Cape, especially
the Department of Sport, Recreation, Arts and Culture, with special reference to cultural
officers. The study further presents the Willowvale Case Study to demonstrate in a practical
way the relevance of project management skills to the implementation of community
development programmes. This case study also serves as base to launch arguments in favour
of trained public officials.
The research results suggest that public officials, especially cultural officers, lack project
management skills. These findings presuppose that the implementation of some community
development projects may be flawed, delayed or postponed. The study recommends that the Province of the Eastern Cape consider setting up an
interdepartmental body for the purpose of establishing an integrated project and community
development training policy, in consultation with relevant tertiary institutions for support and
advice. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse regering het die Heropbou- en Ontwikkelingsprogram (HOP) ingestel as
instrument om die substandaard lewensomstandighede wat verskeie minderbevoorregte en
agtergestelde gemeenskappe in die land ervaar, aan te spreek. Die HOP, as regeringsbeleid
veronderstel dat openbare instellings verantwoordelik is vir die implementering daarvan. Dit
impliseer dat openbare amptenare, onder andere, gemeenskapsontwikkeling moet fasiliteer.
Hierdie veranderingsagent status van openbare amptenare impliseer dat hulle as 'n
noodsaaklikheid vaardighede in projekbestuur en gemeenskapsontwikkeling moet bekom of
oor beskik.
In die bestuurswetenskappe word geargumenteer dat organisatoriese effektiwiteit onder
andere die resultaat is van 'n verwantskap tussen interne kapasiteit, uitsette en uitkomste.
Interne kapasiteit fokus onder andere weer op opleiding vir die bereiking van doelwitte.
Hierdie studie poog om die verhouding tussen projekbestuursopleiding en effektiewe
gemeenskapsontwikkeling te verklaar. Die studie probeer bepaal of 'n saakmakende
hoeveelheid openbare amptenare opgelei is in projekbestuur vir gemeenskapsontwikkeling.
Die studie fokus op die Provinsie van die Oos-Kaap, spesifiek die Department van Sport,
Ontspanning, Kuns en Kultuur, met spesiale verwysing na kultuurbeamptes. 'n Gevalstudie
van die Willowvale gemeenskap demonstreer op 'n praktiese wyse die relevansie van
projekbestuursvaardighede vir die implimentering van gemeenskapsontwikkelingprogramme.
Die gevalstudie verskaf ook 'n basis vir argumente ten gunste van opgeleide openbare
amptenare.
Die resultate van die studie suggereer dat openbare amptenare, veral kultuurbeamptes
projekbestuursvaardighede kortkom. Hierdie bevindinge dui daarop dat die implementering
van sekere gemeenskapsontwikkelingsprojekte beperkinge het, vertraag word en selfs gestaak
kan word.
Die studie beveel aan dat die Provinsie van die Oos-Kaap dit oorweeg om 'n
interdepartementele liggaam te vestig. Die doel hiervan moet wees om 'n geïntegreerde
Projek- en Gemeenskapsontwikkeling Opleidingsbeleid in konsultasie met relevante tersiêre
instellings in te stel.
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The attitudes of managers and students towards adult basic education and training : a case study of the Grindrod groupVan Zyl, Daniel Johannes Rossouw 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The aim of this study is to explore the effective and efficient implementation of Adult Basic
Education and Training (ABET) within a specific group of companies. A central argument
underlying the study is that the attitudes of managers and students who participate in these
programmes play a critical role in the successful implementation of such programmes. The
specific objective of the study is to identify those factors that influence managers' and
students' attitudes towards ABET within the Grindrod Group. A literature review traces the origin of ABET and its historical development within other
countries as well as in the South African context. The role of ABET within the context of
Human Resources Development is identified and explored. The research entails a case study
of the implementation of ABET within the Grindrod Group of Companies. Quantative as well
as qualitative information regarding managers' and students' attitudes were obtained. The
attitudes of both the managers and students at Grindrod's were identified by using structured
questionnaires during 1998-1999. The questionnaire included closed as well as open
questions. In-depth interviews were also conducted with a selected group of managers and
students. The aim of the interviews was to facilitate a deeper understanding of managers' and
students' attitude towards ABET and the variables that might influence these attitudes. In the
case of students interviews were conducted with those who had dropped out of ABET
programmes.
ABSTRACT
The aim of this study is to explore the effective and efficient implementation of Adult Basic
Education and Training (ABET) within a specific group of companies. A central argument
underlying the study is that the attitudes of managers and students who participate in these
programmes play a critical role in the successful implementation of such programmes. The
specific objective of the study is to identify those factors that influence managers' and
students' attitudes towards ABET within the Grindrod Group.
While the attitude of both managers and students could be described as positive, the study
suggests that the following variables can be seen to influence managers' attitudes towards
ABET: seniority of managers, their political orientation, their educational qualifications and
the number of years that ABET has been in operation in a specific company. As far as
students are concerned, the following variables seem to play a role: the length of their
employment, their occupational status, the level of the ABET module that they participate in
as well as their formal educational level.
The problem that was most commonly cited by managers was that the ABET programme
resulted in operational disruptions because the programme was run in working hours. The
most regularly identified benefits included improved communication between managers and
employees, improved motivation of employees and identification of development potential of
employees. The vast majority of all the employees that partook in ABET stated that they
believed that they had benefited from the programme. The most commonly cited benefits
included being able to write, speak, read and understand English. While the study focuses on a specific group of companies within a specific industrial sector
and does not allow generalisations to be made, it nevertheless attempts to lay a foundation for
further research to be undertaken regarding the implementation of these programmes in
different sectors of the economy. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ondersoek in te stel na die effektiewe en doeltreffende
implementering van programme vir die Basiese Onderrig en Opleiding vir Volwassenes
(ABET - Adult Basic Education and Training) binne 'n spesifieke groep van maatskappye. 'n
Belangrike uitgangspunt van die studie is dat die houdings van bestuurders en studente wat
aan hierdie programme deelneem 'n kritiese rol speel in die suksesvolle implementering al
dan nie van sodanige programme. Die studie poog om enkele faktore wat moontlik verband
hou met bestuurders en studente se houdings teenoor programme binne die Grindrod Groep te
identifiseer.
'n Literatuurstudie is gedoen van die oorsprong en historiese ontwikkeling van ABET
wêreldwyd sowel as in Suid-Afrika. Die rol van ABET binne die konteks van Menslike
Hulpbronontwikkeling is ook geidentifiseer en ondersoek. Die navorsing behels 'n
gevallestudie van die implementering van ABET binne die Grindrod Groep van Maatskappye.
Kwantitatiewe sowel as kwalitatiewe inligting betreffende bestuurders en studente se
houdings is bekom. Die bestuurders en studente by Grindrod se onderskeie maatskappye se
houding teenoor ABET is vasgestel d.m.v. gestruktureerde vraelyste gedurende 1998-1999.
Die vraelyste het beide geslote en 'oop' vrae ingesluit. Benewens die aanwending van
vraelyste, is daar ook in-diepte onderhoude met 'n geselekteerde groep bestuurders en
studente gevoer. Die doel van die onderhoude was om 'n beter begrip te ontwikkel
betreffende bestuurders en studente se houding teenoor ABET en die faktore wat hul houding
beinvloed. In die geval van studente is onderhoude gevoer met diegene wat nie die program
suksesvol voltooi het nie.
Terwyl die houding van bestuurders en studente in die algemeen as positief beskryf kan word,
suggereer die ondersoek dat die volgende faktore bestuur se houding teenoor ABET
beinvloed, naamlik, die senioriteit van bestuurders, hul politieke oriëntasie, hul
opvoedkundige kwalifikasies en die aantal jare wat programme in die betrokke onderneming
geimplementeer is. In die geval van studente blyk die volgende faktore 'n rol te speel: aantal
jare wat studente in diens van die onderneming is, hul posisie binne die onderneming, die vlak
van die module wat deur die studente gevolg word asook die vlak van skoolonderrig wat hulle
oritvang het.
Die mees algemene probleem wat bestuurders identifiseer is dat ABET programme
operasionele onderbrekings veroorsaak omdat die program tydens werksure geimplimenteer
word. Voordele wat met die program geassosieer word behels verbetering van kommunikasie tussen bestuurders en werknemers, verhoogde motivering van werknemers en die
identifisering van die ontwikkelingspotensiaal van werknemers. Die oorgrote meerderheid
van die studente wat deelgeneem het in die ABET program was van mening dat die program
vir hulle van nut was. Die belangrikste voordeel wat deur die studente geidentifiseer is, is dat
dit hulle in staat gestel het om Engels te skryf, praat, lees en verstaan. Terwyl die ondersoek fokus op 'n bepaalde groep maatskappye binne 'n bepaalde
nywerheidsektor en dus nie veralgemenings toelaat nie, poog dit om 'n grondslag te lê
vir verdere navorsing oor die implementering van sodanige programme in verskillende
sektore van die ekonomie.
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An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science LaboratoryNaidoo, Jason 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service
(SAPS). The Questioned Document Unit (QDU) is a section within the FSL.
It has been practice in the QDU to recruit members of the SAPS for training as Questioned
Document Examiners within the FSL. Although the SAPS has a policy on education, training and
development, it is not applied. Even after the establishment of the South African Qualifications
Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the
FSL continued their training practices at the workplace outside the outcomes-based paradigm.
As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them
into trainers. These forensic experts had no training qualifications and little or no facilitation skills.
Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate
or non-existent. This shortcoming has influenced the quality of learning in this environment. In
2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as
trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally,
learners have had to endure a frustrating period of more than four years of internal training before
being certified as competent to act as examiners.
Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still
occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in
the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors.
There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at
the QDU there have been obvious problems, namely –
���������� poor practice of OBE and adult learning;
���������� relationship problems between trainer and learners;
���������� distrust and a lack of communication and dialogue between trainer and learners; and
���������� underlying racial tension.
The action research process on which we (the learners, training manager and I) embarked was
aimed at –
���������� opening dialogue/communication between the training manager and learners;
���������� increasing learner participation in the process; and
���������� providing the opportunity for both the learners and the training manager
to increase their knowledge of adult learning and OBE.
We hoped that by making the entire action research process transparent we could create a platform
for the learners and the training manager to build relationships in order to bring about an
improvement in learning practice.
We used an action research process that included participation by both the learners and the training
manager. Change occurs within the action component of the action research process, while the
research component is meant to generate knowledge. We used a cyclic method that entailed stages
of planning, action, observation and reflection. Continuity was achieved by the reflection stage of
one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions
that adult learners want to participate, be involved in decision-making, and learn by doing. It has
also shown that they are critically aware.
The learning practice at the QDU has improved. The action research process that took place at the
unit can serve as a powerful case study for trainers who endeavour to improve practice in other
environments. / AFRIKAANSE OPSOMMING: Die Forensiesewetenskapslaboratorium (FWL) is 'n komponent van die Suid-Afrikaanse
Polisiediens (SAPD), terwyl die Betwistedokumente-Eenheid (BDE) ʼn afdeling binne die FWL is.
Sedert die stigting van die BDE was dit algemene praktyk om lede van die SAPD te werf en hulle
binne die FWL as eksaminatore van die BDE op te lei. Alhoewel die SAPD ʼn beleid het ten opsigte
van onderwys, opleiding en ontwikkeling, word dit nie toegepas nie. Selfs ná die totstandkoming
van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) en die Nasionale Kwalifikasieraamwerk
(NKR), het die BDE en die res van die FWL hul werkgebaseerde opleidingspraktyke buite die
paradigma van uitkomsgebaseerde onderwys voortgesit.
Die FWL het tot dusver forensiese skeikundiges in opleiers omskep. Hulle het geen kwalifikasies in
opleiding gehad nie en hul kennis van uitkomsgebaseerde onderwys (UGO) en volwasseneleer,
asook hulle fasiliteringsvaardighede, was onvoldoende. In sommige gevalle het dit geheel en al
ontbreek. Hierdie tekortkoming het ʼn nadelige invloed op die gehalte van leer gehad. Onlangs
(2004) het die FWL begin om sommige polisielede die geleentheid te bied om as opleiers, assessors
en moderators van leer opgelei te word, maar hierdie pogings is nog nooit behoorlik gestruktureer
nie. Binne die huidige opset is daar leerders wat meer as vier jaar interne opleiding moes ondergaan
voor hulle as bevoeg gesertifiseer is om as opleiers op te tree.
Die BDE het in die verlede meesal wit personeel in diens geneem as eksaminatore. Die meeste van
die swart eksaminatore in die BDE is op die laer salarisvlakke, en daar is geen swart opleiers nie.
Tans (2006) is daar hoofsaaklik wit personeel in die seniorposte in die FWL, met die swart
personeel meesal in juniorposte. Daar is onderliggende rassespanning onder die lede. In die BDE was die opleidingsbestuurder nog altyd ook ʼn opleier. Die volgende probleme is in die
opleidingsomgewing van die BDE geïdentifiseer:
��������� swak praktyk t.o.v. UGO en volwasseneleer;
��������� troebel verhoudings tussen die opleier en die leerders;
��������� wantroue en gebrekkige kommunikasie en dialoog tussen die opleier en die leerders; en
��������� onderliggende rassespanning.
Die aksienavorsingsproses wat ons (ek, die leerders en die opleidingsbestuurder) aangepak het was
daarop gemik om –
��������� dialoog/kommunikasie tussen die opleidingsbestuurder en die leerders te vestig;
��������� leerderdeelname in die proses te verhoog; en
��������� vir beide die leerders en die opleidingsbestuurder die geleentheid te bied om hul kennis van
volwasseneleer en UGO uit te brei.
Deur die hele aksienavorsingsproses deursigtig te maak, het ons gehoop om vir alle rolspelers ʼn
geleentheid te skep om verhoudinge te bou ten einde ʼn verbetering in die leerpraktyk teweeg te
bring.
ʼn Aksienavorsingsproses is aangewend wat deelname deur beide die leerders en die
opleidingsbestuurder ingesluit het. In aksienavorsing vind verandering binne die aksiekomponent
van die proses plaas, terwyl die navorsingskomponent daarop gemik is om kennis vir die
deelnemers – en as deel van die proses self – te genereer. Ons het ʼn sikliese metode gebruik wat
beplanning, handeling, waarneming en refleksie behels het. Kontinuïteit is verseker deurdat die
refleksiestadium van een siklus die basis gelê het vir die beplanningstadium van die volgende. Die aksienavorsingsproses wat in hierdie opset gebruik is, het die bestaande teorie en aannames
ondersteun dat volwasse leerders wil deelneem, dat hulle by besluitneming betrokke wil wees, dat
hulle wil leer deur te doen, en dat daar ‘n groter kritiese bewussyn is.
Die leerpraktyk aan die BDE het verbeter. Die aksienavorsingsproses aan die BDE kan ʼn
betekenisvolle gevallestudie wees vir diegene wat poog om hul praktyk in ander omgewings te
verbeter.
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Nonprofit Corporate Colleges: a Description of Their Curricula, Faculty, and StudentsParker, Karen, 1960- 08 1900 (has links)
The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.
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