This research project investigated the question, What are the qualitatively different conceptions of instruction held by instructors of adults in the workplace? The research approach of phenomenography was used to discover how instructors of adults interpreted their instructional experiences. The sample studied consisted of twenty-two members of the Puget Sound Chapter of the American Society for Training and Development who were trainers in various workplace settings. The respondents' understandings of instruction were sought through semi-structured interviews that focused on one of their instructional experiences. Three conceptions were found through an iterative process of examining units of meaning in the context of the individual interview and the context of all the interviews. The global meaning of each conception is: instruction is (a) imparting information to learners who receive and apply it on the job (Transmission Conception), (b) assisting learners to share and apply ideas and experiences (Enablement Conception), and (c) involving learners in an experiential process of discovering and constructing meaning (Constructive Conception). The structure of each conception was then analyzed to maximize the differences among them. Several findings emerged: (a) each conception had several components that were more clearly about learning than about instruction; (b) all the conceptions had one structural component that was the same - learning involves applying new knowledge on the job -suggesting that this may be an essential component of instruction in the workplace; and (c)two characteristics of meaning and connectedness appear to divide the conceptions placing the Transmission and Enablement Conceptions on one side and the Constructive Conception on the other. It was concluded that (a) there are more than the two dichotomous ways of viewing the instruction of adults that is suggested in the literature (teacher-controlled and collaborative); (b) there appears to be a generic conception of instruction common to many settings, that instruction is about transmitting information; (c) understandings of knowledge are related to conceptions of instruction; and (d) the context in which instruction occurs is a framing factor for thinking about instruction. The set of conceptions that was found can be used to study instructors' thinking about instruction in other settings as well as for their training and ongoing development. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATlON in the DEPARTMENT OF EDUCATIONAL PSYCHOLOGY of the UNIVERSITY OF ZULULAND, 1999. / • To pursue a study pertaining to the educational needs of employees and the needs of their spouses at certain private companies. • To institute certain guidelines, based on the findings of both a literature study and structured interviews, for private companies to realize the educational needs of their employees and their spouses. A basic point of departure is that companies have an educational responsibility towards their employees. Employee education is a universal phenomenon that is valid for all employees. During this study it was found that certain companies acknowledge the need for educating their employees, which they regard as an investment in human capital. Because the company is engaged in the advancement and development of its employees, the spouses and children are not left behind in the development and advancement process. It has become the responsibility of employers to improve human resources because they are future assets of the company. Employees are engaged in empowerment programmes which uplift the labour force with job-related skills as well as life skills. Labour relations in South African companies have greatly improved due to the employers' acceptance of labour rights. The acceptance of labour rights in companies harmonises the relationships between employers and employees. Productivity becomes the joint effort of the employers and employees. Employers' expectations are determined by employees' educational expectations. Employees are in dire need of educational expertise, and on the other hand employers expect a high rate of productivity. Whilst employees' educational needs are visualized by responsible employers, others have been found to be inadequate in designing educational programmes to uplift and inculcate job know-how to serve the employees, educational needs. Employee empowerment programmes are needed to advance job related skills, but are inadequate as empowerment programmes need to address illiteracy, numeracy and financial assistance. The review of the literature has emphasised the importance of the employees' skills education, employees' empowerment and life skills programmes, and role of an employers' educational responsibility in treating and preventing illiteracy and numeracy. The literature studied and interviews conducted have shown that not all employers have responsibility for the education of their employees, their spouses and children. Education of the labour force, their spouses and children involving lay people in running the company programmes and the development of better services in the company, are discussed as ways and means of preventing illiteracy and numeracy. In the light of the findings of this research, the following was recommended: • That educational programmes directed at employees, their spouses and children are essential for the prevention of illiteracy and numeracy, and should be implemented. • That employees' training programmes with regard to job skills and life skills are needed and should be made available • That financial assistance from private companies should be made available for the education of the children of employees.

This study involved the development and implementation of a model for providing structured on-the-job training (SOJT) in a healthcare foodservice operation. The model was developed to provide a structured method for conducting SOJT Events, the process when an incumbent employee trainer teaches another employee to perform his/her job. The model was composed of four components, each serving to support the Event. An SOJT Event Process established a series of steps to follow when conducting SOJT. A Training Manual and Training Checksheet were Support Documents used to assure the consistency of each Event and to document standard procedures. Trainers were prepared to conduct Events during the Trainer Preparation Workshop. Finally, the last component was the SOJT Event Performance Support System, a set of guidelines devised to create the support network necessary for Events to be carried out in the work setting. The model was implemented as each Trainer was scheduled to conduct two SOJT Events over a three month period. It was tested by measuring Trainee knowledge, performance and assessment of the SOJT Events. Other employees, who had been trained with unstructured training in the past served as control groups. Subjective observations of the applicability and acceptability of the model among employees were also noted. The model was successful in producing knowledge gains among Trainees. Trainees who were recipients of SOJT assigned higher assessment scores to SOJT than control group employees assigned to unstructured on-the job training. There was no difference in performance among employees trained using structured or unstructured on-the-job training. Employees that were directly involved in the SOJT Events were positive about supporting the model. Modifications for the model and the components are suggested. It was concluded that the model components that were developed and the use of a consultant with experience in training and instructional design are necessary for implementation of structured on-the-job training in foodservice operations. / Graduation date: 1992

The subject study identifies some theoretical, methodological and program considerations that set the conditions in which the basic parameters, criteria of adequacy, and methodological rule and instruments are established. The study then sequences and analyzes the content of previous materials related to staff development in the literature as (1) activities, (2) processes, (3) purposes and goals, and (4) concepts and models, beginning with materials most distant from the definitive paradigm being sought and progressing to efforts most closely approaching the ends being pursued in this study. Finally, the study identifies the structural components (the categories) that must be contained in an effective staff development program. Further, it presents a taxonomy for ordering the terms identified to modify the word "development" in common usage; attempts an exhaustive listing of all the functions that must be performed to carry out any organizational mission for an educational institution; develops a format that adequately articulates the subject matter of staff development into the necessary and sufficient content categories; designs a paradigmatic model capable of ordering the variables that must be considered for incorporation into a staff development program while providing a conceptual reference system for relating and integrating the goals of the organizational development and staff development programs, and while identifying the documentation instruments that insure the necessary "paper trail" which make measurement, assessment, evaluation and valuation possible; discusses the various types of evaluation applicable to the paradigmatic model; reviews some extra-program considerations that influence the conditions in which staff development takes place and affects the success or failure of the programming; presents a process model for the design/evaluation of a staff development program; and develops an instrument (of questions to be answered) to be used for deciding whether the program now designed is a "good" program which, when implemented should accomplish the ends toward which the plans were directed.

The research project focuses on aspects of multi-skilling as utilized in academic libraries internationally which contributes to providing a quality service delivery. The researcher&rsquo / s extensive literature search, focuses on aspect of multi-skilling programs such as: job rotation, cross-training, job enrichment, on-the-job training, and succession planning conducted at academic libraries in America, Australia, Canada, Birmingham, Nigeria, Kenya, Botswana and South Africa. Multi-skilling can be seen as the umbrella term for the above concepts.<br /> <br /> It was found in the literature that aspects of multi-skilling as applied in American academic libraries was a voluntary process and often occurred between the Public service and the Technical service within academic libraries. At Wollongong, Queensland and Birmingham academic libraries the program was formal, and staff had to apply to enrol for the program. This does not mean that staff qualified automatically. This was a formalized policy within the university. In Nigeria, Kenya and Botswana the program, at academic libraries was formal but literature does not indicate if it is a university policy or just the academic library&rsquo / s policy.<br /> The immense benefits derived from all the aspects of multi-skilling are: contributes towards employee training and development / employee satisfaction / reduction in boredom / increased productivity / enhances job skills / increased versatility / career mobility and advancement / increased intellectual stimulation and confidence / enhances workers&rsquo / flexibility and broadens their knowledge / achieves efficiency in the workplace / helps break down barriers in efficiency which exists on many levels / better communication between the various units in the library / and better understanding of responsibility involved in other units.<br /> <br /> For academic libraries to become effective, the management of service organizations needs to create a climate in which staff will function effectively, be happy and derive maximum satisfaction from their work. Academic libraries exist for the benefit of their users, supporting the teaching and research programs of their parent institutions. To achieve this objective, the academic library manager needs to have effective staff organization strategies devised to ensure best quality service delivery to its users.<br /> These strategies employed are job rotation, cross training, job enrichment, succession planning and on-the-job training that will ultimately contribute towards provision of a quality service delivery.

The hypothesis was investigated that school training was more effective than on-the-job training. Of a sample of 349 male subjects, 217 received on-the-job training and 132 received school training. Data were collected and analyzed on tenure, performance, promotions, salary increases, and accidents. Training type had a significant positive correlation with tenure and accident occurrence at the .01 and .05 level, respectively, and a significant correlation with salary increase at the .05 level. A regression model using accident occurrence and salary increase yielded a prediction of training type significant at the .05 level. No difference was found between the two types of training, as measured by the study variables.

Employee training is designed to help ensure successful achievement of business goals. Training's expense encourages the investigation of behavioral changes. The present study evaluated behavioral changes that occurred as a result of a Business Process training course. A performance rating measure was designed to assess the behaviors addressed in the course. A group of 52 people took the training. Performance was measured using a pretest, and then posttest three months later. A control group of 52 people also responded to the performance measure twice, without training. A second control group of 52 took a posttest only. MANOVA results showed a significant difference between change scores at the .001 level, indicating that the training did change behavior. The control group posttest scores differed somewhat between the two control groups, indicating a possible pretest effect.

Call number: LD2668 .T4 1951 T78 / Master of Science

M.A. (Public Management and Governance) / Local government in South Africa faces many challenges. It is argued that these challenges could be addressed through training and skills development among senior municipal officials. This study set out to investigate the training and skills development challenges for senior municipal officials in the Johannesburg Metropolitan Municipality. The study further argued that training and skills development have the potential to direct thinking, activity and resources for the Johannesburg Metropolitan Municipality to achieve its strategic outcomes, especially the pressing issue of service delivery. This study found that despite a large financial budget being allocated to training and skills development in the Johannesburg Metropolitan Municipality, the budget is not adequately spent. The reason behind this, amongst others, rests on insufficient information regarding training opportunities, the relevant units not completing their training application requirements on time and the lack of capacity to inculcate a culture of lifelong learning. It has been found that the Johannesburg Metropolitan Municipality lacks the relevant planning and skills development initiatives for training and developing its senior managers. Investing in training and skills development would result in a cadre of senior managers who possess the relevant competencies to turn the Municipality into a world class African space. Finally, this study would prove beneficial to both policy-makers and the Department of Human Resource Development in the Johannesburg Metropolitan Municipality in that it could improve the skills development deficit.

The purpose of this study is to review principles involved in instituting employee training programs, to study training methods and procedures, and to demonstrate the value of training an employee in a food service unit. The first section of the study deals with the preparation necessary for a training program; the second section involves the methods and procedures used for training employees, the principles of training, and the evaluation of training. The third section of the study is concerned with the value of training a food service employee. / Typescript. / "December, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Helen E. Underwood, Professor Directing Paper. / Includes bibliographical references.