Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.

Thesis submitted in fulfilment of the requirements for the MTech: Human Resources Management Degree in the faculty of BUSINESS at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2008 / Mentoring is an informal and flexible approach to leadership, supevision and professional development. It involves the mentor and protégé setting goals that are focused on the protégé’s professional and personal development needs. Mentoring relationships can occur between a mentor and a protégé or a small group of protégés or it may involve peers who act as mentors for each other (Skinner, Roche, O'Connor, Pollard & Todd, 2005:2). Mentoring programs are increasing rapidly in response to needs for new and innovative ways to develop people, allow them to grow in their jobs and the need for change. However, typical problem areas include expectations and objectives which may be misunderstood, and these are areas that are necessary to determine whether the mentoring program was effective or not. Due to the vague understanding of mentoring programs and their effectiveness, techniques and methods were reviewed and discussed to figure these out. Mentors and proteges who were already on programs and those who had begun new programs were randomly selected to participate in this evaluation; the reason why these two groups were chosen is that there is a need to determine how the groups went about making their programs a success or not, since these groups were already on the program or starting out, and interest in a mentoring program was already existent. An attempt to motivate new groups would defeat the aim, since it could sabotage the aim of the research and end-results in several ways, for example, groups would require guidance to begin their programs. The groups were monitored over a five month period, and evaluated at the end of every four weeks in order to make sure that no information would be omitted at the end of the five months. Furthermore, information from literature on mentoring was used in order to compare respondents' information that was gathered over the monitoring period. Participant groups were randomly chosen from the Karas region and from different industries and fields in order to obtain a good reading from different work environments; the work areas were chosen from seven companies. Each month had an area of interest, which was examined throughout the five months. Once questionnaires were completed and returned, data was examined to determine positive and negative impacts that mentoring relationships and approaches (within in the relationships), had on both parties and their styles of participation. Participants were assessed six months after the fifth evaluation to determine the long term effect that mentoring had on participants, the mentor and protege. A reason for this was that some participants might have grasped the knowledge and skills for a only a short period of time and then forget or ignore it, while others may have taken time to understand and implement the new knowledge, which would have given them time to absorb the information, knowledge and skills that were acquired. The mentor, protege, as well as the organization, should be clear on what they expect and want from mentoring, and should communicate thoroughly, while the program should be tailored to the needs of participants and the culture. The mentor should be trained, if necessary and evaluation and reviews methods should be established in order to ensure smooth running and, eventually, the effectiveness of the program. Both employees and the organizations can benefit; employees can benefit through career development initiatives and find a sense of belonging and empowerment, while organizations can benefit as this helps the firm to communicate its values and behaviours, provide opportunities to expand networks and boost training efforts, as well as facilitate knowledge.

M.Phil. (Training Management) / Training can only be cost-effective and goal-orientated when it is .directed at the needs of the individual. Goal-orientated training is, however, dependant upon the trainers ability to provide for a model aimed at not only the needs of the individual, but which also caters for the specific work situation and the demands of the organisation. The study is therefore directed at the provision of a scientific model to determine and evaluate training needs. The literature study also places the emphasis on especially needs assessment, needs assessment processes and models. The assessment of needs is discussed as part of the systematic approach for training and the chief objective is formulated to provide the correct training for each individual with due cognisance to the knowledge and skills already attained and which will meet the requirements of the post he occupies or will occupy.

To achieve efficacy in the work place, employees need to perform at optimal levels. Researching and implementing strategies to improve job performance are fundamentally important to the development of the information and communication technology (ICT) sector in South Africa. However, scant research had been performed in this area. This study sought to present exploratory research in this emergent, rapidly expanding sector of the South African economy. Its primary aim was to investigate which affective factors exhibited an influence on job performance of workers in this sector. Mixed methods research was employed to analyse factors contributing to the five independent variables of demographics, skills and education, job satisfaction, motivation and experience, by investigating their influence on the dependent variable of job performance. The five independent variables were presented within a proposed conceptual framework of related and grouped affective factors. An online survey was constructed to collect data and perceptions from individuals currently employed in any capacity, in the ICT sector in South Africa. Ninety-nine suitable responses were received. The simple statistical technique of chi-square testing for independence was used to test the hypothesised relationships between the above-mentioned independent variables and the dependent variable of job performance. The empirical results revealed that many of the affective factors influencing the job performance of employees in the ICT sector in South Africa, are those that contribute to job satisfaction and motivation. These include aspects such as fair remuneration; transparent and clear organisational communication; managerial support and guidance; access to educational and career opportunities; and pleasant workplaces. In view of these findings, the study concluded that organisations that wish to improve their employees’ job performance, or attract and retain high-performing individuals, should formulate and implement policies and strategies that take into account these significant factors.

D.Ed. / A skills revolution was launched in the South African workplace by the Department of Labour in 1998. Various skills development legislation were introduced to meet international standards, redress skills imbalances, curb skills shortages and improve the general skills in the current workforce. Training providers were the drivers of workplace training, yet are now displaced by skills authorities, such as the SET As, the ETQAs and SAQA. While the custody of skills development is placed in the hands of employers and employees, training providers must become frontline soldiers in the skills battlefield. Rapid technological advancements, complex skills legislative requirements and ineffective internal management frameworks challenge workplace training providers. Training providers need to upgrade to OBE and NQF principles, provide and assess learnerships and skills programmes, and ensure that skills programmes allow employees to gain national qualifications and credits. Empirical research, undertaken in the midst of the skills battlefield, voices the opinions of managers, employees, training providers and skills authorities on the effectiveness and improvement of training providers to improve skills development. This research employed the multimethod approach using quantitative survey questionnaires and qualitative interviews to gather data on the management factors essential to providing training and improving workplace skills. Action field researchers, the skills legislative framework and current successful workplace management frameworks directed this socio-educational research. Empirical evidence reveals that training providers are challenged by workplace and skills legislation. The skills levy-grant system burdens workplace managers and training providers, yet creates incentives for annual skills grant recoveries. Training providers must provide job relevant training, continuous assessment and SAQA/NQF accreditation to be effective and improve skills development. The empirical research concludes that training providers must 'identify each training programme as a project and manage it well'. Basic management of workplace training entails managing skills development holistically, initiating and sustaining various skills projects and developing workplace skills plans in annual cycles. Implementation of skills projects include seeping, scheduling, cost, HR, quality and risk management. Research conclusions recommend an internal skills management framework for improving training providers to improve workplace skills development. The skills management framework integrates ten basic steps for SETA and SAQA compliance and nine operational elements of project management. The aim of this framework is to arm training providers, the skills soldiers, so that they can effectively revolutionise workplace skills development.

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This exploratory study examined the impact of company-provided training on the turnover rate of full-time leasing consultants in the apartment management industry. A national survey was conducted using the Institute of Real Estate Management (IREM) directory of Accredited Management Organization (AMO) companies.The survey was mailed to the 419 AMO companies that employ leasing consultants. with a response rate of 69 surveys. A statistically significant correlation was shown between the True Turnover Rate and the provision of education for leasing consultants. The three significant variables that appeared to reduce turnover included 1) tuition reimbursement at up to 50%, 2) tuition reimbursement at 51%-100%, and 3) number of hours of training per year provided. Other trends were found in this exploratory study. / Department of Family and Consumer Sciences