The aim of this mixed-methods research study is to investigate the effectiveness of a Municipal Skills Development Programme (MSDP) in the improvement of service delivery in a District Municipality (DM) in South Africa. A concurrent embedded mixed-methods strategy was used, as it uses one data collection phase during which both qualitative and quantitative data are simultaneously collected and treats both qualitative and quantitative research data gathered on an equal basis. Collected data were not integrated or triangulated but resided side-by-side as two different pictures of the effectiveness of the MSDP. From a total population of 80 managers in the DM and its five Local Municipalities (LMs) who had attended the MSDP, qualitative data was gathered by conducting individual interviews with a convenient sample of 10 managers (Sample 1). Quantitative data was gathered by means of a self-designed questionnaire from a convenient sample of 50 managers (Sample 2). The audio-recorded and transcribed qualitative data obtained from the 10 semi structured interviews were analysed by means of content analysis, while the scores obtained from the 50 survey questionnaires were used to calculate the frequency of responses and then represented by figures and tables. Qualitative findings indicated that the majority of participants (90% of 10 managers interviewed) are of the opinion that the implementation of the MSDP within the DM was successful and has led to improved service delivery. Quantitative results indicated that the total sample of 50 managers rated the MSDP as having improved service delivery in the DM. The overall mixed-methods assessment indicated that the MSDP is a successful way of improving the service delivery in a DM in South Africa and that the attendance of the MSDP by all managers is essential for improving the service delivery of local governments in South Africa. A limitation of the study was that the study was conducted in only one DM and may not represent the views of all local government employees in South Africa. Recommendations were that the relationship between the MSDP and other organisational variables such as productivity, efficiency and effectiveness should be studied, while all managers of the DM who have not yet attended the MSDP should be encouraged to do so. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL. / Information Science / D. Litt et. Phil. (Information Science)

This study sought to determine the impact of a training and development (T&D) programme on the perceived performance of human resource assistants at a platinum mine in South Africa according to the following four performance dimensions: (i) personal (ii) customer; (iii) internal business; and (iv) learning and growth. A non-experimental design was used for this study, which was predominately quantitative in nature. Data was collected using a structured, self-administered questionnaire, which consisted of closed-ended questions. Based on the results obtained in this study, it was apparent that the T&D programme contributed significantly to an increase in the performance of employees. However, there are certain areas that can be improved in order to maximise and optimise the learning of employees. Recommendations were made regarding areas for improvement and possible future research. / Human Resource Management / M. Tech. (Human Resources Development)

Text in Afrikaans / Die uitsluitlike doel van die studie was om die navorsingsprobleem, naamlik om vas te stel op watter wyse die leierskapstyl van opleidingsbestuurders die werksbevrediging van opleidingskonsultante beïnvloed wat volwassene-onderwys binne ʼn bepaalde bankgroep in Suid-Afrika verskaf, aan te spreek. Die navorser het bepaalde leierskapstyle (naamlik die demokratiese-, outokratiese- en laissez-faire leierskapstyle) en werksbevredigingskomponente geselekteer (naamlik ondersteuning, verhoudings en bemagtiging) ten einde dié ondersoek te doen. ʼn Vraelys is ontwerp wat as kwantitatiewe navorsingsinstrument gebruik is om navorsingsdata elektronies te versamel oor respondente se biografiese besonderhede, hulle bestuurder se leierskapstyl en respondente se persepsies van hul eie werksbevrediging. Een-en-negentig (91) uit eenhonderd sewe-en-dertig (137) respondente het die vraelys per e-pos voltooi, wat ʼn responskoers van 66.42% verteenwoordig. Uit die navorsingsresultate en -analise het dit geblyk dat leierskapstyl wél die persepsies van respondente oor elk van die werksbevredigingskomponente statisties beduidend beïnvloed het. / The sole aim of this study was to address the research problem, namely to determine the way in which the leadership style of training managers influences the work satisfaction of training consultants that provide adult education within a specific bank group in South Africa. The researcher selected specific leadership styles for the purpose of thís study (namely the democratic, outocratic and laissez-faire leadership styles) and work satisfaction components (namely support, relationships and empowerment) to carry out thís investigation. A questionnaire was designed which was used as quantitive research instrument to gather research data electronically about respondents’ biographical details, their manager’s leadership style and the perceptions of respondents regarding their own work satisfaction. Ninety-one (91) out of one-hundred-and-thirty-seven (137) respondents completed the questionnaire by email, which represents a response rate of 66.42%. Out of the research and analysis results it became evident that leadership style indeed influenced the perceptions of respondents over each of the work satisfaction components in a statistically significant way. / Educational Studies / M. Ed. (Volwassene-onderwys)

Thesis (MPA (Public Management and Planning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The provision of Public Administration education and training has been under the spotlight by Higher Education Institutions (HEIs) since the early 1990’s and has received further prominence by the South African government in recent years. The 1994 democratic elections has brought about challenges and opportunities for educational and training institutions, among others, to reflect on their programme content, methodology and clientele and to gear themselves towards the needs of a “developmental state”. In response to these challenges and opportunities, South African HEIs of various types and sizes have attempted to introduce or reform Public Administration education and training programmes to both fit into the new political dispensation and help transform its public service. However, the emergence of these new education and training programmes have not been without difficulties. Notable efforts have been the emergence of schools of governments or public management at various tertiary institutions all of which purport to educate and train public officials for a democratic service. The euphoria that accompanied the institutional reforms might suggest that all is well, but the reality records that not all programmes have lived to their ideals. In the light of the above context, this study focuses on the School of Government (SOG), University of the Western Cape (UWC). The school has been selected due to its formal commitment to the provision of public service education and training for the post-apartheid civil service. The study focuses on the role of the school, its leadership, structure, content and processes of education and training programmes for the public service in the country. The study explores the broad global and national role of HEIs in general, and their particular role in the provision of Public Administration education and training. The study traces the global and national debates with respect to how public servants ought to be educated and trained, and illustrates the Public Administration education and training challenges faced in South Africa. The study also explores the legislative and policy framework governing HEIs and public sector education and training in South Africa. The evaluation of the UWC School of Government is based on the adaptation of the IASIA/UNDESA Standards of Excellence model to measure the role and performance of the case. The case study is measured through the application of institutional and programmatic criteria. In addition to the institutional criteria, the programme criteria focuses on the SOG’s programme development and review processes, its programme content, programme management and administration, and the performance of its programmes. The analysis of the case study is preceded by a historiography and background of the SOG and its education and training programmes. A critical analysis of the case study is undertaken in relation to the institutional and programmatic criteria mentioned above. Based on the findings of the study, the thesis concludes with recommendations relevant to the case study and provides more general recommendations applicable to institutions involved in the provision of Public Administration education and training. / AFRIKAANSE OPSOMMING: Die voorsiening van Publieke Administrasie onderrig en opleiding is onder die vegrootglas by hoër onderwys instellings (HOIs) sedert die vroeë 1990’s en het in onlangse jare verdere prominensie verkry by die Suid Afrikaanse regering. Die 1994 demokratiese verkiesing het uitdagings en geleenthede vir onderrig en opleiding instellings teweeg gebring om, onder andere, te besin oor programinhoud, metodologie en kliëntebasis en om hulself in rat te kry vir die behoeftes van die ontwikkelingstaat. In reaksie op hierdie uitdagings en geleenthede poog Suid Afrikaanse HOIs van verskillende tipes en groottes om Publieke Administrasie onderrig en opleidings programme in te stel of te hervorm sodat dit by die nuwe politieke bedeling inpas en help om die publieke diens te transformeer. Die ontwikkeling van nuwe onderrig en opleidings programme sou egter nie sonder sy eiesoortige probleme wees nie. Die ontstaan van Skole vir Openbare Bestuur (SOB) by verskeie tersiêre instellings was aan die orde van die dag en kort voor lank was voormelde instellings almal daarop uit om staatsamptenare vir ‘n demokratiese staatsdiens op te lei. Die euforie wat met hervorming gepaard gegaan het, sou die skyn wek dat alles goed en wel is, maar die realiteit toon dat nie alle programme aan die ideale wat gestel is voldoen het nie. In die lig van voormelde, fokus hierdie studie op die Skool vir Openbare Regering (SOR) aan die Universiteit van Wes-Kaap (UWK). Die SOR is gekies vanweë sy formele toewyding tot die onderrig en opleiding van studente vir die publieke sektor in post-Apartheid Suid-Afrika. Voorts sal die ondersoek fokus op die rol van die Skool, leierskap struktuur, onderriginhoud asook programprosesse vir onderrig en opleiding in die openbare sektor. Die studie ondersoek die globale en nasionale rol wat HOI’s in die algemeen speel en in besonder die voorsiening van onderrig en opleiding in Publieke Administrasie. Verder volg die studie die globale en nasionale diskoerse oor hoe staatsamptenare opgelei en onderrig behoort te word en illustreer, aan die hand hiervan, die uitdagings waarmee die onderrig en opleiding van Publieke Administrasie in Suid-Afrika te kampe het. Die studie ondersoek ook die wetlike en beleidsraamwerk waarbinne HOI’s en die publieke sektor in Suid-Afrika gereguleer word. Die SOR aan die UWK word dan geevalueer aan die hand van die IASIA/UNDESA Model van Standaarde van Uitsonderlikheid wat ook die rol en vordering in die gevallestudie meet. Meting van gevallestudie geskied met behulp van die toepassing van institutionele en programmatiese kriteria. Addisioneel tot die institutionele en programkriteria word daar ook gefokus op; programontwikkeling en hersieningsprosesse, programinhoud, programbestuur en administrasie en program vordering binne die SOR. Ontleding van die gevallestudie word voorafgegaan deur ‘n historiese oorsig en agtergrond van die SOR; en sy onderrig en opleidingsprogramme. In verhouding tot sy institutionele en programmatieka kriteria, soos vermeld, word die studie onderwerp aan kritiese ontleding en ondersoek. Gebaseer op die bevindings van die ondersoek, maak die tesis direk-verwante aanbevelings asook algemene aanbevelings gerig op instellings in die breë wat betrokke is by die onderrig en opleiding van Publieke Administrasie.

Thesis (PhD (Education)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Before the implementation of abortion legislation in South Africa in February 1997, illegal abortions were the only way out for women with unwanted pregnancies. Because of the high morbidity and mortality rate of the women concerned, abortion legislation was implemented with the aim of ending illegal abortions in South Africa by having abortions carried out legally on request in designated health care facilities. The abortion legislation stipulates that registered nurses who have undergone the proposed abortion care training may terminate a pregnancy upon request of a woman during the first twelve weeks of the gestation period of her pregnancy. Although legislation authorises registered nurses to carry out first trimester abortions, an inadequate number of nurses are being trained in the Western Cape to provide pregnant women with guidance and counselling services, carry out the abortions and/or refer problem cases. Since the implementation of the abortion legislation no real attempts have been made by higher education institutions in the Western Cape to offer abortion care training for nurses. A need has therefore been identified to develop a comprehensive training framework for higher education institutions in the Western Cape for the training of nurses in abortion care. The case study was used as research design and the specific unit of analysis on which the researcher focused were the registered nurses who had received training in abortion care and the context in which they provide abortion care at the various levels of service provision in the different regions of the Western Cape. A random, stratified sample (non-proportional) was taken of the designated state health care facilities in the Western Cape, as well as a non-probability purposive sampling of registered nurses who provide abortion care, a non-probability convenience sample of women who have received abortion care and a non-probability purposive sampling of final-year pre-registration nursing students. Data was generated by means of questionnaires to the women who received abortions and/or counselling, the registered nurses who carried out abortions as well as final-year preregistration nursing students. A checklist was used to observe the abortions that were carried out by registered nurses in an objective and non-participatory manner and semi-structured interviews were conducted with various role-players in abortion care and training. The main findings of this study indicate that the necessary infrastructure within which the services could be provided according to the abortion legislation was adequate, but that the ongoing shortage of trained health care practitioners hampers the abortion care services. Only 10 (n=10) of the 15 certified nurses employed in state health care facilities actively offered abortion care services in the various designated facilities in the Western Cape. Deficiencies were identified in the existing provincial protocol and it was clear that some of the guidelines are either not in use or have become obsolete in the light of new research findings. It was found that midwives with appropriate and effective training are the ideal category of health practitioner for the provision of abortion care. The certified nurses who have been trained by the various regional offices of the Department of Health: Western Cape are skilled in carrying out the abortion procedure, but the other aspects of abortion care, that are mainly carried out by other categories of nurses, will probably require greater attention. The recommendations, which are based on a thorough literature study as well as on the findings and conclusions that arose from the empirical part of this study, have been included in a training framework. The researcher recommends that the training framework provide the basis for the development of a formal programme or programmes for the training of nurses in abortion care at higher education institutions. The purpose of the proposed framework is therefore to determine the context within which curriculation ought to take place, and to provide a focus or format for those who develop the curriculum for prospective students. / AFRIKAANSE OPSOMMING: Voor die implementering van aborsiewetgewing in Februarie 1997 was onwettige aborsies die enigste uitweg vir vroue met ongewenste swangerskappe in Suid-Afrika. Weens die hoë morbiditeit- en mortaliteitsyfer van die betrokke vroue is aborsiewetgewing geïmplementeer met die doel om onwettige aborsies in Suid-Afrika te beëindig en aborsies op versoek wettiglik in aangewysde gesondheidsorgfasiliteite uit te voer. Die aborsiewetgewing stipuleer dat verpleegkundiges wat die voorgestelde aborsiesorgopleiding ondergaan het, ‘n swangerskap kan beëindig op versoek van ‘n vrou gedurende die eerste 12 weke van die draagtyd van haar swangerskap. Ten spyte van wetgewing wat verpleegkundiges magtig om eerste trimester aborsies uit te voer, word daar om verskeie redes onvoldoende aantal verpleegkundiges in die Wes-Kaap opgelei wat voorligting en berading aan swanger vroue gee, die aborsies uitvoer en/of probleemgevalle moet verwys. Geen daadwerklike pogings is sedert die inwerkingstelling van die aborsiewetgewing deur hoëronderwysinstellings in die Wes-Kaap aangewend om aborsiesorgopleiding vir verpleegkundiges aan te bied nie. Derhalwe is ’n behoefte geïdentifiseer om ’n omvattende opleidingsraamwerk vir hoëronderwysinstellings in die Wes- Kaap te ontwikkel vir die opleiding van verpleegkundiges in aborsiesorg. Die gevallestudie is as navorsingsontwerp gebruik en die spesifieke eenheid van analise waarop gefokus is was die verpleegkundiges wat opleiding in aborsiesorg ontvang het en die konteks waarbinne hulle aborsiesorg lewer by die onderskeie vlakke van dienslewering in die onderskeie streke van die Wes-Kaap. ’n Ewekansige, gestratifiseerde steekproef (nie-proporsioneel) is geneem van die aangewysde staatsgesondheidsorgfasiliteite in die Wes-Kaap, sowel as ’n nie-waarskynlike, doelbewuste steekproefneming van verpleegkundiges wat aborsiesorg verskaf, ’n nie-waarskynlike gerieflikheidsteekproefneming van vroue wat aborsiesorg ontvang het en ’n nie-waarskynlike, doelbewuste steekproefneming van finalejaar voorregistrasie verpleegstudente. Data is gegenereer met behulp van vraelyste aan onderskeidelik die vroue wat aborsies en/of berading ontvang het, die verpleegkundiges wat aborsies uitgevoer het, asook finalejaar voorregistrasie verpleegstudente. ’n Kontrolelys is gebruik om die aborsies wat deur verpleegkundiges uitgevoer is objektief en nie-deelnemend te observeer en semigestruktureerde onderhoude is met verskeie rolspelers in aborsiesorgdienste en -opleiding gevoer. Die hoofbevindings van hierdie studie dui daarop dat die nodige infrastruktuur waarbinne die dienste ingevolge die aborsiewetgewing gelewer kon word voldoende was, maar dat die voortslepende tekort aan opgeleide gesondheidsorgpraktisyns die aborsiesorgdienste kortwiek. Slegs 10 (n=10) van die 15 gesertifiseerde verpleegkundiges in diens van staatsgesondheidsorgfasiliteite het aktief aborsiesorgdienste aangebied in die onderskeie aangewysde fasiliteite in die Wes-Kaap. Leemtes is in die bestaande provinsiale protokol geïdentifiseer en dit het in die lig van nuwe navorsingsbevindings geblyk dat sommige van die riglyne óf nie in gebruik was nie, óf dat hulle intussen verouderd geraak het. Daar is bevind dat vroedvroue met toepaslike en doeltreffende opleiding die ideale kategorie gesondheidsorgpraktisyn is vir die verskaffing van aborsiesorg. Die gesertifiseerde verpleegkundiges wat deur die Departement van Gesondheid: Wes-Kaap se onderskeie streekskantore opgelei is, is vaardig in die uitvoer van die aborsieprosedure as sulks, maar die ander aspekte van aborsiesorg, wat meestal ook deur ander kategorieë verpleegkundiges uitgevoer word, sal waarskynlik groter aandag moet kry. Die aanbevelings is gegrond op ’n deeglike literatuurstudie sowel as op die bevindings en gevolgtrekkings wat uit die empiriese gedeelte van hierdie studie spruit en is vervat in ’n opleidingsraamwerk. Die navorser beveel aan dat die opleidingsraamwerk die grondslag sal bied vir die ontwikkeling van ’n formele program of programme vir die opleiding van verpleegkundiges in aborsiesorg aan hoëronderwysinstellings. Die doel van die voorgestelde raamwerk is dus om die konteks te bepaal waarbinne kurrikulering moet plaasvind, asook om ’n fokus of formaat te verskaf vir diegene wat die kurrikulum vir voornemende studente ontwikkel.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes. / AFRIKAANSE OPSOMMING: Studente ontvang ‘n kwalifikasie in Toerisme nadat hulle die Nasionale Sertifikate N4 – N6 in Toerisme voltooi het. Ek werk die afgelope 12 jaar as toerismedosent by Boland Kollege Stellenbosch Kampus. Gedurende die afgelope paar jaar het ek gevind dat studente sukkel om werk te kry in die toerismebedryf nadat hulle hul studies voltooi het. Die nasionale toerisme-kurrikulum wat by VOO Kolleges aangebied word, is in 1995 geïmplementeer en die laaste keer in 2001 hernu en boonop slegs in sekere vakke. Die toerismebedryf is egter ‘n lewendige, vinnig-veranderende industrie in direkte teenstelling met die statiese, onveranderde kurrikulum wat oënskynlik nie sensitief genoeg is vir die behoeftes van die toerismebedryf nie. Die doel van hierdie studie was om vas te stel in watter mate die huidige nasionale toerisme-kurrikulum ooreenstem, of nie ooreenstem nie, met wat die toerismebedryf in Stellenbosch verwag van intreevlak-werknemers in terme van verwagte vaardighede, kennis en houdings. Kwalitatiewe metodes is gebruik om data te genereer en onderhoude is gevoer met werkgewers wat die toerismebedryf in Stellenbosch verteenwoordig asook gegradueerdes en dosente van Boland Kollege. Daar is hoofsaaklik gebruik gemaak van semi-gestruktueerde onderhoude. Die data-analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n genoteerde Excel-ontledingstaat. Die resultate van die studie dui op spesifieke aspekte van die nasionale toerisme kurrikulum wat nie ooreenstem met die verwagtinge en behoeftes wat die toerisme-industrie in Stellenbosch het van intreevlak werknemers in terme van vaardighede, kennis en houdings nie.

The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology)

by Li Sau Ying, Tam Yuk Lin, Anita. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 78-79). / ABSTRACT --- p.i / TABLE OF CONTENTS --- p.iii / LIST OF APPENDICES --- p.v / ACKNOWLEDGMENTS --- p.vi / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Objectives --- p.2 / Assumptions --- p.2 / Methodology --- p.3 / Scope of Study --- p.4 / Current Situation --- p.4 / The Hongkong Bank / Standard Chartered Bank / Dah Sing Bank / Chapter II. --- LITERATURE REVIEW / Comparison of Management Culture and Education Between the PRC and Hong Kong --- p.12 / Focus / Socio-Economic Context / Ideological Influences / Mindset / Management Context / The Need for Gradual Integration --- p.18 / Principles for Training PRC Graduates --- p.19 / Needs-Based Training / Participation by PRC Graduates at Design Stage / Emphasis on Experience Sharing / Emphasis on Practice / Chapter III. --- THE TRAINING PLAN / Target Group for Training --- p.22 / Target Interviewees --- p.22 / Training Needs Analysis --- p.23 / Objectives --- p.23 / Sources of Information --- p.24 / Values of the Hong Kong Retail Banking Industry / Interview with the PRC Graduates working as Tellers or Clerks and their Line Managers in the Hong Kong Retail Banking Industry / Interview with PRC Graduates Studying MBA in Hong Kong / Annual Performance Appraisal of Existing PRC Graduates working as Tellers or Clerks / Job Descriptions of Supervisor of the Hong Kong Retail Banking Industry / Training Needs Identified --- p.31 / Stage I / Culture / Working Style / Customer Service / Technical Knowledge / Stage II / Technical Skills / """Soft"" Skills" / Training Methods Identified --- p.33 / Training Objectives --- p.33 / Structure of the Training Program --- p.33 / Training Method --- p.37 / Expected Results --- p.38 / Evaluation --- p.40 / Criteria / Frequency / Assessor and Format / Chapter IV. --- CONCLUSION --- p.43 / APPENDICES --- p.45 / BIBLIOGRAPHY --- p.78

The aim of this research was (1) to provide empirical data of learning potential and English language proficiency for work performance; (2) to establish whether race and gender influence work performance; (3) to evaluate practical utility and to propose recommendations for selection purposes. The Learning Potential Computerised Adaptive Test and the English Literacy Skills Assessment were used as measuring instruments to measure learning potential and English language proficiency respectively. Work performance data were obtained from the normal performance data system of the company where the research was conducted. ANOVA results showed differences between race and gender groupings. A regression analysis confirmed the predictive validity of learning potential and English language proficiency on work performance. The Spearman rho correlation coefficient (p < 0.05) showed a significant positive correlation between the investigated variables / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)