published_or_final_version / Public Administration / Master / Master of Public Administration

No abstract available.

by Ho Kui Yuen. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 85-86. / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / ACKNOWLEDGMENTS --- p.vii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Graduate Trainee Scheme --- p.1 / Objectuve of the Project --- p.4 / Chapter II. --- LITERATURE REVIEW --- p.6 / Objective of Graduate Trainee Scheme --- p.6 / General Structure of the Scheme --- p.7 / Recruiting Process --- p.7 / Training Process --- p.8 / Career Development --- p.9 / Evaluation of the Scheme --- p.10 / Chapter III. --- MEHTODOLOGY --- p.11 / Objective --- p.11 / Method of Study --- p.12 / First Stage-Interview --- p.12 / Second Stage-Questionnaire Survey --- p.13 / Design of Questionnaire --- p.13 / Test of Questionnaire --- p.13 / Scope and Coverage --- p.14 / Method of Approaching the Companies --- p.14 / Anonymity --- p.15 / Follow-up Act ions --- p.15 / Third Stage-Follow-up Interview --- p.15 / Data Analysis --- p.16 / Limitations --- p.16 / Chapter IV. --- RESEARCH FINDINGS AND ANALYSIS --- p.18 / Questionnaire Survey --- p.18 / Response Rate --- p.18 / Overall Sample Characteristics --- p.18 / Companies without Graduate Trainee Scheme --- p.22 / Company Characteristics --- p.22 / Respondents with Graduate Trainee Scheme --- p.24 / Company Characteristics --- p.24 / Objectives of Graduate Trainee Scheme --- p.26 / Duration and Content of the Graduate Trainee Scheme --- p.27 / Graduate Trainee Recruitment --- p.30 / Training Activities --- p.33 / Career Development --- p.35 / Performance of Graduate Trainees --- p.36 / Status of Graduate Trainees --- p.37 / Scheme Evaluation by Employees --- p.39 / Scheme Evaluation by Graduate Trainees --- p.40 / Comparison of Evaluation by Employees and Graduate Trainee --- p.41 / Follow-up Interview --- p.41 / Objectives --- p.41 / Duration and Content --- p.43 / Recruitment --- p.44 / Training Activities --- p.46 / Career Development --- p.47 / Performance --- p.49 / Status --- p.50 / Scheme Evaluation --- p.52 / Graduate Trainees' Satisfaction Level --- p.54 / Chapter V. --- RECOMMENDATIONS --- p.56 / APPENDIX --- p.60 / BIBLIOGRAPHY --- p.85

by Kung Ching-Chuan, Anna. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / TABLE OF CONTENTS --- p.ii / INTRODUCTION --- p.1 / The Management Development Needs For Hong Kong In The Decade Of 90s --- p.4 / The Scope Of The Study --- p.6 / The Rationale For A Case Study On The Bank Of China Group --- p.7 / The Objectives Of The Case Study --- p.8 / LITERATURE REVIEW ON MANAGEMENT DEVELOPMENT & TRAINING --- p.10 / What Is Meant By Management Development & Training --- p.10 / The Purposes Of Management Development & Training --- p.12 / Meeting the Future Management Needs --- p.13 / Developing & Advancing the Individuals --- p.14 / The Historical Development Of The Concept Of Management Development --- p.15 / A CASE STUDY： THE BANK OF CHINA GROUP TRAINING & DEVELOPMENT CENTRE --- p.19 / The Development Trend Of The Training & Development Programme --- p.19 / The First Stage: 1980 - 1985 --- p.20 / The Second Stage: 1986 - 1988 --- p.20 / The Third Stage: 1989 and Onwards --- p.21 / The Structure Of The Bank Of China Group Training & Development Centre --- p.22 / The Corporate Strategy Of The BOC Group In The 1990s --- p.23 / The Overall Objective Of The BOC Group Training & Development Centre --- p.23 / The Purposes Of The Centre's Training And Development Programme --- p.24 / The Nature Of The Centre's Management Development And Training Programme --- p.25 / The Programme For The Lower Level Management --- p.27 / The Programme For The Middle Level Management --- p.30 / An in-depth elementary course on Management --- p.31 / Seminar on Leadership & Teamwork --- p.32 / Seminar on Interviewing Skills with Subordinates --- p.32 / A Course on Banking Business Development --- p.33 / A Course on Human Resources Management --- p.33 / The Programme For The Top Management --- p.34 / The English-Language Training Courses --- p.35 / Other Courses --- p.36 / The Role Of Trainers --- p.36 / As An Encourager --- p.37 / As A Facilitator --- p.37 / As A Deliverer --- p.37 / An Evaluation On The Programme --- p.38 / Its Future In The Coming Years --- p.39 / CONCLUSION --- p.42 / The Growing Importance Of Management Development In Hong Kong --- p.42 / A Change In The Approach of Management Development --- p.45 / The Common Management Development & Training Methods --- p.47 / BIBLIOGRAPHY --- p.50 / APPENDIX --- p.54

As Western business increases in China and China acquires more technology from the West, the need to effectively train the Chinese workforce becomes more important. Identifying and understanding the perceived problems that Western corporate trainers encounter when they train Chinese may lead to more effective and efficient training programs. This study examines the experiences of trainers, working for American companies, who have designed and implemented training programs for Chinese from the People's Republic of China. The purpose of the study is to identify perceived problems the trainers encounter and to determine whether differences between Chinese and American cultures may account for these problems. Hofstede's Value Dimensions of Cultural Difference and Hall's Low-High Context Communication Schema are used to analyze the dimensions of cultural difference operating between the trainers and students of these training programs. Hofstede's and Hall's rating of U. S. culture as an individualist, moderately low power-distance, moderately weak uncertainty-avoidance, low context culture contrasts with the collectivist, moderately high power-distance, moderately strong uncertainty-avoidance, high context Chinese culture. Hofstede suggests that when a trainer from a culture with the American configuration trains students from a culture with a Chinese configuration several problems are likely to occur. Specific examples are included in the text. In-depth interviews, lasting between two and three hours, were conducted with nine trainers working for eight American companies. The data were analyzed using an ongoing constant comparative method which produced evolving problem categories and themes. In the final analysis of the data, three major problem categories, each with several subcategories, emerged. The major problem category, Power and Authority includes problems dealing with, Bureaucratic Maze, Decision-making, Getting Things Done, Communication, and the Chinese system of Connections. The second major problem category, Training and Learning Problems describes problems pertaining to Language, Training and Learning Processes, Problem-solving, Technical Sophistication, and Selection of Trainees. The third major problem category, Work Attitudes and Behavior addresses problems relating to Motivation, Responsibility, and Work Habits. Using Hofstede's Dimensions of Cultural Differences and Hall's Low-High Context Communication Schema, a sample of the most salient problems are analyzed for cultural differences between Chinese and American culture. Hofstede's and Hall's theories identify various dimensions of cultural differences between China and the U.S. which potentially lead to problems in a training context. The research revealed several perceived problems common to trainers of Western companies in training Chinese from the People's Republic. This study concludes that many of these problems can be explained in terms of the cultural differences identified by Hofstede and Hall. Finally, recommendations are made concerning both design and implementation of more effective training for Chinese. Possibilities for future study are suggested.

This is a qualitative case study which encompasses a thick description of an organization's workplace training programme and how it relates to the National Qualifications Framework and Skills Development. The organization in question is Imana Foods (Pty) Ltd. The purpose of conducting this particular study is to take a close look at the workplace training programme of a particular organization and to see how it has embraced the implementation of new legislative acts such as the South African Qualifications Authority Act, the Skills Development Act, the Skills Development Levies Act, and the Employment Equity Act into its education and training policy . These legislative acts are interrelated in the sense that they have one very significant common goal, and that is to improve the South African economy. By implementing these acts, the government hopes to increase the amount of skilled labour, which in turn should lead to better job opportunities for those employees who already have jobs, and also to promote education and training to those people who are unemployed. The government hopes to keep a watchful eye on the labour market with the intention of providing training in the areas where there is a shortage of skills. My intention for wanting to examine the workplace training programme of a single organization is to determine whether or not the training programme under study is serving its purpose which is to provide equal opportunity for all the employees within the organization. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

My venture into the field of ABET (Adult Basic Education and Training) began in 1994 as a community based tutor and coordinator of ABET programs. In the past six years, setting up and co-ordinating ABET programs together with individuals and organisations, has been my main endeavour. This experience has led me to the realisation that the key to successful literacy programmes is attendance and the motivation of learners. Since I have not had much experience working within industry, my impressions and picture of ABET classes conducted at the workplace have always been vague, so I chose this area of focus for two reasons. Firstly, this would widen my knowledge in workplace literacy programmes by reading widely on the topic, and secondly, it would afford me the opportunity to meet and find out attitudes from learners themselves. I would be able to find out and see personally what is actually taking place at the floor level in ABET classes in this sector. Since ABET classes are offered to learners at the workplace, I wanted to know about their aspirations and gain first hand knowledge of their motivation to attend, more so because of the current focus on the promotion of literacy in commerce and industry. Thus, this study aims to find out whether workers are motivated to attend ABET classes in the workplace. The place where I conducted my research is the Beacon Sweet and Chocolate factory in the Mobeni Industrial area of Durban, Kwa Zulu Natal. / Thesis (M.Ed.) - University of Natal, Durban, 2000.

No abstract available.

This qualitative study explored and described the role and contribution of training and skills development for sustainability in SMEs in the manufacturing sector in Durban and East London, South Africa. Individual face-to-face semi-structured interviews took place with 15 SME owners. Five themes and 11 sub-themes emerged in a content thematic analysis. The findings indicate that SMEs acknowledge that training and skills development positively influences their financial performance and sustainability. Whilst SMEs implement learning and skills development interventions, they lack suitably structured human resource development (HRD) policies and strategies; do not properly document training and skills development activities; and experience difficulty in evaluating learning. This study recommends that SMEs formulate and implement well-structured learning and development plans and schedules. It is also advised that SMEs liaise with academics and form Communities of Practice (CoPs), among other initiatives, to implement and monitor training and skills development for their sustainability. / Business Management / M. Com. (Business Management)

This project examines the creation of an online tutor training Web site designed to teach those tutors at the California State University, San Bernardino's Learning Center who cannot attend tutor training in person. The training Web site utilizes the instructional design ADDIE model.