The problem investigated within this research is how an organisation can overcome its skills gaps, whilst ensuring national and international recognition of those skills, and contribute to an increase of skills nationally. This problem is addressed through the formulation of competencies. The eclectic approach forms the theoretical paradigm of the studies. The methodology used for the formulation of competencies is an adaptation of Spencer and Spencer's (1993) classic competency study model. Competencies formulated are aligned with the latest developments within the South African vocational qualification system and incorporate elements of the behaviourist approach. The study is conducted in an international food manufacturing company. The target population consists of male Zulu-speaking workers. Education levels established through assessments indicate that the population is situated at an adult basic education level of four, the equivalent of a grade nine within the formal schooling system. Demographics show that workers have on average more than two years' experience within their current job roles and their mean age is forty years, an indication of their experience within the manufacturing environment. / Thesis (M.A.)-University of Natal, Durban, 2000.

Chapter 1 will cover the general background on training outside and inside Eskom. It will scrutinise the existing training programme taking into account the factors that inform this training. An assessment will also be made of the training strategy that the CED is already using. Chapter 2 will present an in-depth literature review that will serve as a guide in scrutinising training and development of the organisation and the staff. The literature in question covers coaching, mentoring, staff development, communication as a factor of training, induction, orientation, skills sharing, training evaluation, training objectives, job rotation, and skills knowledge. This literature will allow me to compare training in Eskom with that which is suggested from the literature review. This will be done in order to recommend solutions for training strategy problems in the CED. Studies touching on training have been undertaken in the past and this dissertation will also make use of them as references. Chapter 3 describes the research methodology used and the method of data collection. The three groups of staff that have been used to obtain data in the CED Camden Power Station, namely, discipline engineering managers, senior engineers and graduates in training, are also discussed. Chapter 4 presents the data analysis. All the data obtained from questionnaires and literature is analysed here. The analysis makes use of pie charts to analyse the data obtained from the respondents. Chapter 5 covers recommendations and conclusions. Recommendations are made based on responses to the research questionnaires. Research questionnaires that were used to obtain data are in the appendices. / Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2009.

The purpose of this study was to use evaluation research methods to test the effectiveness of a model for planning programs in the defense industry.One of the major reasons for deficiencies in both training and education of Program Managers is the lack of a generic Program Management Planning Process which contains essential elements of program planning and which can be modified or tailored to accommodate the specifics of a given program.This study addressed the following evaluation research questions with regard to a selected Program Management Planning Process:1. How adequate is the functional Performance Measurement Baseline, as a result of following the Program Management Planning Process of this study?2. What is the quality of the resulting Performance Measurement Baseline?3. To what extent are the efforts in creating a performance measurement baseline as defined by the Program Management Planning Process of this study perceived as justified?4. Is the methodology employed in this evaluation research study generalizable to other studies of planning processes?5. Relative to integrated linear and integrated nonlinear models of planning processes, what does this study reveal?The results indicated:1. All of the activities of the Program Management Planning Process of this study were performed and their culminating products produced.2. The Performance Measurement Baseline for the program of this study was satisfactory, but subject to short-term obsolescence and may have been created without sufficient attention being paid to potentially significant cost, schedule or technical program drivers.3. The program planning team participants did believe the Program Management Planning Process of this study added sufficient value, over alternative methodologies, to merit its continued use.4. On the whole, the methodology employed in this research study proved to be generalizable for use on other programs.5. The findings of this study support the proposition that integrated nonlinear planning models are really macro-models and integrated linear models are really micro-models, as applicable to program planning. They are not separate models, but, in fact, the integrated linear model is a subset of the higher level integrated nonlinear model. / Department of Educational Leadership

Electrical contractors are evolving though a challenging phase in the maturing democratic South Africa. Government has allocated funding and has mandated skills development to the Sector Educational and Training Authorities (SETA), however, this strategy has lost its focus. With the golden thread lost in the maze of institutional bureaucracy. Implementation strategies at government and industry level should overlap each other, compliment and reinforce one another and form the core of South Africa’s Skills Development Strategy. Whilst it is true that there is a severe skills shortage in all technical fields, the reasons behind these shortages is not clear. The aim of this study was to determine what challenges electrical contractors in KwaZulu-Natal faced that prevented the development of skills in the industry. The lack of actual sector skills intelligence transfer from industry to government departments resulted in incorrect statistics of the electrical contracting sector. The objective of distributing the survey to all electrical contractors that were registered with the Electrical Contractors Association SA (ECA SA) in KwaZulu- Natal Durban and surrounding areas including Richards Bay was to conduct a study amongst the total population and then establish a simple random sample. An electronic questionnaire was mailed to all contractors registered with the ECA SA KwaZulu-Natal. A total of 540 respondents viewed the survey and 269 completed it. This translates to a 50% completion rate. It has been proven that 58% of electrical contractors were training electricians. Further analysis revealed that there was a relationship between the age of a business and the man hours invested in training. Older businesses conducted more training. There was also a relationship between the number of man hours invested in training and the number of qualified electricians employed. The greater the man hours of training the larger the number of qualified electricians employed. Whilst there was no relationship between man hours invested in training and accessing SETA funding, electrical contractors believed that the full reimbursement for training would accelerate the skills development processes. / Thesis (M.Com.)-University of KwaZulu-Natal, Durban, 2012.

National cultural and institutional factors and the influence of the parent company affect the ways in which Multinational Corporation subsidiaries train and develop their staff. However, existing studies have not compared training and development using a comprehensive range of comparative factors. Thus the key determinants of the organization, planning and conduct of training and development are not identified or explained. This study develops a comprehensive series of factors that can be used to compare training and development in the British and French subsidiaries of a Swedish Multinational Corporation. The hypothetical implications of national culture, the national institutional context and the national origin of the parent company are identified. It is expected that national cultural and institutional factors will have a greater influence upon training and development than the actions of the parent company, and that cultural factors will be more influential than institutional factors. The hypotheses are tested in a study that involves interviewing company staff and training providers in Britain, France and Sweden. A range of company documents is also gathered. Analysis of the data reveals that the parent company has virtually no influence on the training and development actions of the subsidiaries, although there are signs that this ‘lack of management’ may be under review. Further analysis reveals that national culture is the key determinant of the ways in which training is conducted in the subsidiaries. However, cultural explanations for the ways in which the subsidiaries organize and plan training and development are rejected. The competitive market environment that the subsidiaries operate in, especially the ability (or not) to gain market share seems to be the key determinant of the organization and planning of training and development in the subsidiaries. It is concluded that this is a significant finding which should be explored in future studies

This study investigates human resources management, training and development and their compliance with the skills development legislation and the link to the strategic goals of the Cape Technikon. The Cape Technikon is known as a previously &ldquo / white&rdquo / or advantaged institution. The institution's political history and consequent demographic profile display some scars of ignorance. This resulted in the institution's neglecting to invest in the development of those competencies needed to function in a constantly changing education, training and development environment. The success of any organisation depends on its human resources, who are the most important asset of any organisation, therefore effective and efficient human resources management and training and development management play a critical role in the well-being of employees. Human resources training and development policies, practices and activities guide the institution with implementation and should be considered to take on a strategic role to achieve their objectives.

<p>This study investigated the extent to which skills development is implemented within the naval dockyard Simon's Town within the context of the NSDS and the various forms of legislation. In March 2001 the Department of Labour embarked on an initiative called the National Skills-Development Strategy to address unemployment, and thus enhancing the economy. One of the areas that were identified to address the above concerns was the skills-development of its people. It is against this background that this study investigated the implementation of the NSDS within the Naval Dockyard.</p>

Thesis (M.S.C.I.T.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jul. 26, 2010). Includes bibliographical references.

Thesis (MComm)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Training represents an expensive investment organisations make in their human resources. For this reason, it is imperative that the knowledge, skills, attitudes and behaviours gained in training be transferred into visible on-the-job performance and results. Unfortunately, despite the increasing amounts of time, effort and money being spent on organisational training, the so-called “transfer problem” remains a threat. Continued low transfer puts a major portion of the training investment at risk, thus justifying practical efforts to leverage greater transfer of training. This study is one such effort. The primary goal of this study was to develop and test an empirical model of the transfer process so as to establish the effects of trainee ability and motivation on this process. More specifically, it aimed to establish the relationships between the constructs trainee ability to learn, motivation to learn, intention to learn, learning and retention, motivation to transfer, intention to transfer and consequently, transfer. A comprehensive study of the transfer of training literature was conducted so as to gain a better understanding of the issues relevant to the purpose of the study. The sample used for this study consisted of 116 trainees attending an assessor training course provided by the Wholesale and Retail Sector Education and Training Authorities (W&RSETA) in South Africa. Five questionnaires were administered during the course of the study, of which two were developed especially for the purposes of the study. The Motivation to Learn Questionnaire consisted of three sections. Section A was designed to give an indication of the demographic data of the trainees. Section B measured Motivation to Learn and Section C measured Intention to Learn by means of a Likert-type scale. The Motivation to Transfer Questionnaire also consisted of three sections, with Section A providing demographic data, Section B measuring Motivation to Transfer, and Section C measuring Intention to Transfer via a Liker-type scale. A Mental Alertness Scale, giving an indication of ability to learn (i.e. general cognitive ability), as well as a pre- and post Knowledge Test, measuring learning and retention, also had to be administered during the study. These measures were distributed to the various training facilitators for administration according to specified instructions at their respective training sessions. The data was subsequently analysed using SPSS. Unfortunately, not all hypotheses could be corroborated in this study, yet useful insights were nonetheless gained. It was discovered that ability to learn significantly affects the amount of learning and retention that occurs during training. Ability to learn was also positively correlated with motivation to learn the training material. Motivation to learn produced significant relationships with three variables, namely intention to learn, intention to transfer, as well as motivation to transfer learning into on-the-job performance. Intention to learn was also found to positively correlate with intention to transfer. Finally, motivation to transfer indicated a significant correlation with intention to transfer. Consequently, conclusions were derived from the results obtained and recommendations for future research made. / AFRIKAANSE OPSOMMING: Opleiding is ‘n duur belegging wat organisasies in hul menslike hulpbronne maak en daarom is dit uiters belangrik dat die kennis, vaardighede, houdings en gedrag wat tydens opleiding aangeleer word, oorgedra word tot sigbare werksprestasie en resultate. Ongelukkig bly die oordrag van aangeleerde kennis en vaardighede ‘n probleem, ten spyte van die toenemende besteding van tyd, inspanning en fondse aan organisatoriese opleiding. ‘n Groot deel van die belegging in organisatoriese opleiding word op die spel geplaas deur voortdurende lae vlakke van oordrag. Om die rede, regverdig dit praktiese pogings om hoër oordragsvlakke te bewerkstellig. Hierdie studie poog om ‘n bydrae te maak in hierdie verband. Die primêre doel van die studie is om ‘n empiriese model van die oordragsproses te ontwikkel en te toets, en sodoende die effek van leerders se vermoëns en motivering op hierdie proses vas te stel. Meer spesifiek, poog dit om die verband tussen die konstrukte van leervermoë, motivering om te leer, intensie om te leer, leer en retensie, motivering om oor te dra, intensie om oor te dra, en oordrag, vas te stel. ‘n Omvattende literatuurstudie van die oordrag van leer is uitgevoer om sodoende ‘n beter begrip te kry van die konstrukte ter sake. ‘n Steekproef van 116 leerders is in die studie gebruik. Die leerders het ‘n assessoropleidingsprogram bygewoon wat deur die W&R SETA verskaf is. Vyf vraelyste is gedurende die studie toegepas, waarvan twee vir die doeleindes van die studie ontwikkel is. Die motivering-om-te-leer vraelys bestaan uit drie afdelings. Afdeling A verteenwoordig demografiese items, en Afdeling B en Afdeling C meet onderskeidelik motivering om te leer en intensie om te leer met behulp van ‘n 7-punt Likert-tipe skaal. Die oordragmotiveringsvraelys bestaan ook uit drie afdelings, waar Afdeling A weer op demografiese informasie fokus. Afdeling B en C meet onderskeidelik oordragmotivering en oordragintensie met behulp van ‘n 7-punt Likerttipe skaal. ‘n Verstandelikehelderheidsskaal (wat leervermoë gemeet het), sowel as ‘n voor- en na-kennistoets (wat leer en retensie meet) is ook toegepas gedurende die studie. Hierdie vraelyste is aan die verskillende opleiers versprei sodat hulle dit volgens die instruksies in hulle onderskeidelike opleidingssessies kon toepas. Die data is geanaliseer deur die gebruik van die rekenaarpakket SPSS. Al die hipoteses kon nie bevestig word nie, maar nuttige insigte is nogtans ingewin. Resultate toon dat leervermoë ‘n beduidende effek het op die hoeveelheid leer en retensie wat gedurende opleiding plaasvind. Leervermoë het ook ‘n positiewe verband met leermotivering getoon. Leermotivering het beduidende korrelasies met drie veranderlikes getoon, naamlik leerintensie, oordragintensie en oordragmotivering. Leerintensie het ook ‘n positiewe korrelasie met oordragintensie getoon. Laastens is ‘n beduidende korrelasie tussen oordragmotivering en oordragintensie bevind. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is gemaak.

Thesis (MComm (Psych))--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Skills development is a crucial element in improving the effectiveness with which organisations operate in the current global arena. The level of skills of employees in any organisation should be of significant managerial concern. The principal aims of this study is firstly to investigate the success achieved in skills development initiatives in the agricultural sector in South Africa and secondly to develop a theoretical framework of important individual and organisational variables for skills development in agriculture. Management on farms need to develop the skills of their employees in order to ensure effective adaptation to changes in the sector. A strong need for development also exists among South Africans working in the agricultural environment, as the sector is rapidly modernising and the people employed in this sector often possess low skill and literacy levels. The key question is whether the skills development strategies and initiatives of farms are conducive to successful human resource development, in light of the specific individual and organisational context. A multiple case study research design was used, exploring the various ways in which six different farms approach skills development and the variables which impacted on the success thereof. These approaches and effects are compared to the literature and across cases to move towards the development of a skills development framework applicable to the unique agricultural context in South Africa. Data collection included primary (semi-structured interviews with employees and management) and secondary (background and administrative) information to comprehensively describe each case. Pattern matching was used to determine common trends between the cases and illustrate them in terms of a conceptual framework. General support was found across the six cases for the complex and extensive framework of variables. The following individual variables were found to have an impact on the effectiveness of skills development: ability to learn, motivation to engage in and transfer training, attitude to skills development, locus of control, and perceived ability to learn. Organisational variables which affected the effectiveness of skills development included the following: labour relations, organisational strategy, culture, climate, and systems. Many of these variables comprised a number of sub-variables, which were also shown to be relevant in the framework. Variables in the individual and organisational frameworks were also found to demonstrate interactive effects within and across framework boundaries. The results of the study serve as thought provoking reading for managers, which could stimulate critical thought and an inquisitive attitude to skills development on their farms. In general, training and development was approached in a very informal manner in terms of strategy, goals, and practice. Managers can surely benefit from adopting greater formalisation in these aspects as it would ease the process of planning, implementing, and evaluating training. In certain instances additional variables or interrelationships were identified for future study. The establishment of the framework of variables serves to inform future research: it represents a point of departure for research in a critical field where little recent research has been published. / AFRIKAANSE OPSOMMING: Die ontwikkeling van vaardighede is 'n kernbelangrike aspek om die doeltreffendheid waarmee organisasies in die huidige internasionale speelveld optree te verbeter. Die vaardigheidsvlakke van werknemers in enige organisasie behoort van kernbelang te wees vir bestuurders van sulke organisasies. Die hoofdoel van hierdie studie is dus eerstens om die mate van sukses met vaardigheidsontwikkelingsinisiatiewe in die landbousektor te ondersoek en tweedens om 'n teoretiese raamwerk van die belangrikste individuele en organisatoriese veranderlikes vir vaardigheidsontwikkeling in landbou te ontwikkel. Die vaardigheidsvlakke van werknemers in die landbousektor moet deur die werkgewer ontwikkel word om te verseker dat effektiewe veranderinge in hierdie sektor plaasvind. Daar is 'n besonder sterk behoefte aan vaardigheidsontwikkeling onder werknemers in die landbousektor van Suid-Afrika , aangesien die sektor 'n snelle moderniseringsproses ondergaan, maar die werknemers in baie gevalle oor besonder lae vaardigheids- en ontwikkelingsvlakke beskik. Die vraag bestaan of die strategieë en inisiatiewe wat deur die werkgewer geïmplementeer word wel aanleiding gee tot suksesvolle menslike hulpbronontwikkeling, gegewe die spesifieke individuele en organisatoriese konteks. Deur gebruik te maak van veelvoudige gevallestudies as navorsingsmetode, is daar gekyk na ses verskillende plase se benadering tot opleiding, asook die impak en sukses van hierdie opleiding. Hierdie benaderings en invloede word vergelyk met die literatuur en tussen gevallestudies met die oog op die ontwikkeling van 'n vaardigheidsontwikkelingsraamwerk spesifiek binne die unieke konteks van die Suid-Afrikaanse landbousektor. Data-insameling behels primêre inligting (semi-gestruktureerde onderhoude met werknemers en bestuur), en sekondêre inligting (agtergrond- en administratiewe) om elke geval omvattend te beskryf. Patroonpassing is gebruik om algemene tendense tussen die gevallestudies te identifiseer en vervolgens die gevallestudies met die konseptuele raamwerk te vergelyk. Die ses gevallestudies het die komplekse en omvattende raamwerk van veranderlikes in die geheel ondersteun. Resultate toon aan dat die volgende individuele veranderlikes 'n klaarblyklike impak gehad het op die doeltreffendheid van opleiding en ontwikkeling: die vermoë en motivering om te leer en vaardighede oor te dra; die houding teenoor opleiding ontwikkeling; die lokus van beheer; en die waargenome vermoë om te leer. Die doeltreffendheid van opleiding en ontwikkeling is ook deur die volgende organisatoriese veranderlikes beïnvloed: arbeidsverhoudinge, organisatoriese strategie, kultuur, omgewing en stelsels. Die sub-veranderlikes van die individuele en organisatoriese veranderlikes is ook as relevant binne die raamwerk aangedui. Verder is die voorgestelde verwantskappe tussen veranderlikes (binne sowel as oor die grense van die individuele en organisatoriese raamwerke) ook ondersteun. Die resultate van hierdie studie dien as insette vir bestuurders om kritiese denke en 'n ondersoekende ingesteldheid teenoor opleiding en ontwikkeling op hul plase te stimuleer. Opleiding en ontwikkeling is oor die algemeen op 'n baie informele wyse geïmplementeer ten opsigte van strategie, doelwitbepaling en uitvoering in die praktyk. Bestuurders kan baat vind by die formalisering van bestaande praktyke omdat dit die proses van beplanning, implementering en evaluering van opleiding en ontwikkeling kan vergemaklik. Addisionele veranderlikes en interverwantskappe is geïdentifiseer vir verdere navorsing. Die samestelling van die raamwerk van veranderlikes dien juis as uitgangspunt vir toekomstige navorsing in 'n kerngebied wat min aandag in navorsing geniet.