Thesis (MBA)--Stellenbosch University, 2006. / ENGLISH ABSTRACT: The current skills development legislation was enacted in order to implement structures and processes to transform skills development in South Africa. Major changes to the South African training and education sector have taken place as a result of the implementation of the National Skills development strategy or NSDS (1998). One of the objectives of the National Skills development strategy is the implementation of learnerships, a work-based route for learning and gaining qualifications. The achievement of this objective is based not only on the quantity of learnerships implemented but also on the quality of the learnership implementation. This study project begins with a brief survey of learnerships and their context in vocational education and training in South Africa. A further review is conducted which explores the concept of quality, quality dimensions and quality indicators, in vocational education and training (VET) in South Africa and internationally. The aim is to identify quality dimensions and relevant quality indicators for the quality assurance of learnership implementation. One of the main challenges facing the SETAS is delivering not only the quantity but the quality of learnerships as set by the NSDS objective. The Serviceseta is a typical example of a SETA faced with the task of developing a quality assurance instrument to comprehensively assure the quality of learnership implementation. The Serviceseta Quality Assurance instrument for learnership implementation is examined by comparing the quality indicators to those identified in vocational education and training internationally. The achievement of quality assurance in learnership implementation will contribute to the achievement of the NSDS which will in turn solve the country's skills problems. / AFRIKAANSE OPSOMMING: Die wetgewing vir vaardigheidsontwikkeling is vasgestel om strukture en prosesse te implementeer om vaardigheidsontwikkeling in Suid-Afrika te omskep. Groot veranderinge aan die Suid-Afrikaanse opleidings- en ontwikkelingsektor het plaasgevind as gevolg van die implementering van die Nasionale Vaardigheidsontwikkeling-strategie of NVS (1998). Een van die doelwitte van die Nasionale Vaardigheidsontwikkeling-strategie is die implementering van leerlingskappe, 'n werk-gebaseerde roete om te leer en om kwalifikasies te verwerf. Die sukses van hierdie doelwit is nie alleen gebaseer op die hoeveelheid leerlingskappe wat geimplimenteer word nie maar ook op die kwaliteit van die leerlingskap-implementering. Hierdie studieprojek begin met 'n kort oorsig van leerlingskappe en hul verband in beroepsopvoeding en opleiding in Suid-Afrika. 'n Verdere oorsig is uitgevoer wat die konsep van kwaliteit, kwaliteit dimensies en kwaliteit aanwysers in beroepsopvoeding en opleiding in Suid-Afrika en internasionaal ondersoek. Die doel is om kwaliteit dimensies en toepaslike kwaliteit aanwysers vir die kwaliteitsversekering van leerlingskap-implementering te identifiseer. Een van die hoof uitdagings van die SETAS is om nie net die hoeveelheid maar ook die kwaliteit van leerlingskappe soos deur die NVS doelwit bepaal, te lewer. Die Diens-seta is 'n tipiese voorbeeld van 'n SETA wat die taak in die gesig staar om 'n kwaliteit- versekeringsinstrument te ontwikkel ten einde die kwaliteit van leierskapimplementering omvattend te verseker. Die Diens-seta Kwaliteit-versekeringsinstrument vir die implementering van leierskap word ondersoek deur die kwaliteit aanwysers te vergelyk met dit wat internasionaal in beroepsopvoeding en opleiding geidentifiseer word. Die bereiking van kwaliteitsversekering in die implementering van leerlingskappe sal bydra tot die bereiking van die NVS wat op sy beurt die land se vaardigheidsprobleme sal oplos.

Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The economic construct within South Africa has been in a state of flux during the last decade. The challenge of meeting the demands placed on this economy by the leading industrialised developed economies, whilst developing human capacity that would meet these demands, is of great importance. Developing human capacity through training is regarded as the key building block in this endeavour. Cost implications associated with training are considered a major stumbling block for many organisations where bottom line margins are under continuous threat. Traditionally, many institutions regarded training as an unnecessary evil and the tendency was to spend as little money as possible on this variable overhead. This short-sighted approach, operating within a political framework where the majority of the workers did not enjoy democratic institutions, compounded the training and skills dilemma facing South Africa. Since 1994 all South Africans have been afforded a new political dispensation. The newly elected government, in an attempt to redress past inadequacy, introduced various labour acts that would meet the development needs of that part of the population that was classified as previously disadvantaged. The Skills Development Act provides guidelines on training and development requirements within the various economic sectors, and is therefore of particular importance. This legislation, which implies that organisations spend a certain percentage of their payroll on training, places new financial demands and obligations on organisations, some of which cannot afford it. A positive alternative associated with training cost is the establishment of Export Processing Zones (EPZs). EPZs offer incentives to lure organisations into moving to a demarcated processing zone where relaxed labour practices are enjoyed, low taxes are paid and incentives for training their workforces are offered. In order to test the perception of employers regarding training incentives as a motivation to consider moving to EPZs, a questionnaire was sent to one hundred organisations. Quantitative and qualitative data was obtained by means of processing the responses to these questionnaires to establish the viability of and demand for the establishment of EPZs. Based on the findings of this study, it is recommended that the development of an EPZ should become a part of the strategic initiative of the South African Department of Trade and Industry whilst ensuring support from other key stakeholders such as the Department of Labour, workers' unions and industrialists. / AFRIKAANSE OPSOMMING: Die ekonomiese konstruk in Suid-Afrika was gedurende die afgelope dekade in 'n toestand van onsekerheid. Die uitdaging om aan die vereistes wat deur die toonaangewende ontwikkelde nywerheidsekonomieë afgedwing word te voldoen, terwyl die menslike kapasiteit terselfdertyd ontwikkel word om aan hierdie vereistes te voldoen, is uiters belangrik. Opleiding word beskou as 'n kern boublok in hierdie strewe om menslike kapasiteit te ontwikkel. Talle maatskappye beskou die koste implikasies wat met opleiding gepaard gaan as 'n reuse struikelblok. Baie instansies het opleiding in die verlede as 'n onnodige euwel beskou en daar was 'n neiging om so min as moontlik aan hierdie veranderlike oorhoofse koste te spandeer. Hierdie kortsigtige benadering het binne 'n politieke raamwerk fungeer waar die meerderheid werkers geen toegang tot demokratiese instellings gehad het nie. Dit het die opleidings- en vaardigheidsdilemma waarmee Suid-Afrika gekonfronteer word, vererger. Alle Suid-Afrikaners geniet egter sedert 1994 'n nuwe politieke bedeling. Ten einde te poog om vroeëre tekortkominge aan te spreek, het die nuut verkose regering verskeie arbeidswetgewings ingestel om aan die ontwikkelingsbehoeftes te voldoen van diegene wat geklassifiseer word as agtergeblewenes. Die Vaardigheidsontwikkelingswetgewing bied riglyne vir opleidings- en ontwikkelingsbehoeftes binne die verskeie ekonomiese sektore en is dus van besondere belang. Hierdie wetgewing bepaal dat 'n maatskappy 'n sekere persentasie van sy betaalrol moet spandeer aan opleiding. Dit plaas addisionele finansiële druk op maatskappye en sommige maatskappye kan dit net eenvoudig nie bekostig nie. Die daarstelling van 'n Uitvoer Verwerkingsone (UVS) is 'n positiewe alternatief wat met opleidingskoste geassosieer kan word. 'n UVS bied insentiewe aan maatskappye om hul te lok om na hierdie afgebakende gebied(e) te beweeg waar verslapte arbeidspraktyke geld, lae belastings betaal word en insentiewe aangebied word vir die opleiding van hul werkersmag. 'n Vraelys is aan een honderd maatskappye gestuur ten einde die persepsies van werkgewers ten opsigte van opleidingsintensiewe as motivering om na 'n UVS te beweeg te toets. Kwantitatiewe en kwalitatiewe data is bekom deur die verwerking van die antwoorde op die vraelys en daardeur die lewensvatbaarheid van en die behoefte aan die daarstelling van 'n UVS te bepaal. Gebaseer op die bevindinge van hierdie studie word daar aanbeveel dat die ontwikkeling van 'n UVS deel moet vorm van die strategiese inisiatief van die Suid-Afrikaanse Departement van Handel en Nywerheid terwyl die ondersteuning van ander sleutel belanghebbendes soos die Departement van Arbeid, werkersunies en nyweraars verseker word.

The general purpose of this study was to determine the impact that the match of mentor and mentee had on the success of the mentoring relationship. The leadership style of the mentor and the reporting style of the mentee were determined and effectiveness of the match was determined. This was done in order to determine the impact of the match between mentor and mantee on the quality of the mentoring relationship. The study was conducted within a local government milieu with a sample of 34 mentors and 40 mentees, thus a total of 40 mentoring pairs. These participants were all part of a formal mentorship programme within the organisation. The findings indicated that when leadership and reporting styles of mentoring pairs are complementary it will not have a significant effect on the success of the mentoring relationship. It furthermore suggests that careful consideration should be given in selecting participants before initiating mentorship programmes. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

Thesis (MPA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The research project, conducted at AngloGold Limited, a Johannesburg based international mining company, was an evaluation of the extent to which the company had i'hlplemented the National Skills Development Strategy. It was prompted by the general perception that companies were lagging behind in the implementation of this strategy. The research problem therefore was: To what extent is AngloGold Limited progressing or lagging behind in the implementation of the National Skills Development Strategy? As the project sought to evaluate implementation progress, an evaluation research design was used. Since persons with in-depth knowledge of the implementation of the National Skills Development Strategy were available at AngloGold Limited, a purposive sampling method was used. Two techniques were used to gather information: individual semistructured interviews were conducted with AngloGold Limited personnel and union members, and an unstructured in-depth interview with a representative of the Mining Qualifications Authority. Documents of AngloGold Limited and of the Mining Qualifications Authority were also analysed, and a general review of pertinent literature was conducted. The literature traces the history of formal education and training in South Africa back to 1922, when the Apprenticeship Act (Act No. 26 of 1922) was enacted. Notable in the history of training in South Africa prior to the current dispensation of the National Skills Development Strategy was the Manpower Training Act (Act No. 56 of 1981. Notwithstanding its shortcomings, this Act provided a platform from which the current legislative framework for human resource education and training and subsequently the National Skills Development Strategy evolved. The National Skills Development Strategy, which is the government's education and training reform agenda, is one component of the all-encompassing Human Resources Development Strategy. This agenda is not modelled on the experience of any particular country; however, there is evidence that its conceptualisation was influenced to some extent by international practices. The National Skills Development Strategy is underpinned by three pieces of legislation, the South African Qualification Act (Act No. 58 of 1995), the Skills Development Act (Act No. 97 of 1998) and the Skills Development Levies Act (Act No.9 of 1999). The Employment Equity Act and the Further Education and Development Act also have a bearing on the National Skills Development Strategy. The Skills Development Act prescribes what is expected of workplaces/companies in the implementation of the National Skills Development Strategy. Workplaces play their part in the implementation of this strategy within the parameters of the implementation process at the macro level. At this level, the implementation process is progressing fairly well. The evaluation of the implementation of skills development at AngloGold Limited against what is expected of workplaces placed it among companies that are progressing well in the implementation of the National Skills Development Strategy. The company has so far complied with most of the implementation requirements, except for the strategy for company-wide communication of the National Skills Development Strategy process. The company needs to develop an effective and efficient information dissemination strategy to this end. Moreover, the company needs to move beyond reporting on training in terms of numbers to providing information on the actual skills acquired. Learnerships also need to be extended beyond the engineering discipline. / AFRIKAANSE OPSOMMING: Die doel van die navorsingsprojek was om vas te stel in hoe ver die maatskappy AngloGold Bpk, 'n internasionale mynboumaatskappy gesetel in Johannesburg, die Nasionale Vaardigheidsontwikkelingstrategie tot op hede geïmplementeer het. Die navorsing is aangespoor deur die algemene persepsie dat maatskappye in hierdie opsig besig is om agter te raak. Die probleemstelling was dus: In watter mate is AngloGold Beperk by of agter met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie? Aangesien die oogmerk van die projek was om vordering met die implementering te evalueer, is 'n evalueringsontwerp gebruik. Vanweë die beskikbaarheid van persone by AngloGold Beperk met 'n diepgaande kennis van die implementering van die Nasionale Vaardigheidsontwikkeling strategie, is 'n doelbewuste steekproef geneem. Twee tegnieke is gebruik om inligting te verkry: individuele, semigestruktureerde onderhoude is met personeel van AngloGold Beperk gevoer en 'n ongestruktureerde, diepgaande onderhoud met 'n verteenwoordiger van die Mynboukwalifikasie-owerheid. Dokumente van AngloGold Beperk en van die Mynboukwalifikasie-owerheid is ook ontleed en 'n algemene oorsig oor die tersaaklike literatuur is onderneem. Die literatuur spoor die geskiedenis van formele opleiding en onderwys in Suid-Afrika terug tot 1922, toe die Vakleerlingwet (Wet Nr 26 van 1922) uitgevaardig is. 'n Baken in die geskiedenis van opleiding in Suid-Afrika voor die huidige bedeling van die Nasionale Vaardigheidsontwikkelingstrategie was die Wet op Mannekragopleiding (Wet 56 van 1981). Ondanks sy tekortkomings het hierdie wet die grondslag gelê waarop die huidige wetgewing op die opleiding en onderwys van menslike hulpbronne voortgebou het en die huidige Nasionale Vaardigheidsontwikkelingstrategie ontwikkel is. Die Nasionale Vaardigheidsontwikkelingstrategie is een komponent van die oorhoofse Menslike Hulpbronontwikkelingstrategie, wat die regering se agenda vir die hervorming van onderwys en opleiding vorm. Hierdie agenda is nie geskoei op die ondervinding van enige besondere land nie, maar daar is aanduidings dat die konsepsualisering daarvan in 'n mate deur internasionale praktyke beïnvloed is. Die Nasionale Vaardigheidsontwikkelingstrategie word gerugsteun deur drie wette, naamlik die Suid-Afrikaanse Kwalifikasiewet (Wet Nr 58 van 1995), die Wet op Vaardigheidsontwikkeling (Wet Nr 97 van 1998) en die Wet op Vaardigheidsontwikkelingsheffings (Wet Nr 9 van 1999). Die Wet op Diensbillikheid en die Wet op Voortgesette Onderwys en Ontwikkeling het ook betrekking op die Nasionale Vaardigheidsontwikkelingstrategie. Die Wet op Vaardigheidsontwikkeling skryf voor wat van werkplekke/maatskappye verwag word ten opsigte van die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Werkplekke speel hul rol in die implementering van hierdie strategie binne die parameters van die implementeringsproses op makrovlak. Op hierdie vlak verloop die implementeringsproses redelik vlot. Die evaluering van die implementering van vaardigheidsontwikkeling by AngloGold Beperk vergeleke met wat van werkplekke verwag word, het die maatskappy onder dié geplaas wat goed vorder met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Tot dusver het die maatskappy die meeste van die implementeringsvereistes nagekom, behalwe die strategie vir maatskappy wye kommunikasie van die proses van die Nasionale Vaardigheidsontwikkelingstrategie. Die maatskappy moet dus 'n doeltreffende en effektiewe strategie ontwikkel om inligting oor die strategie te versprei. Daarbenewens moet die maatskappy verder gaan as die blote numeriese rapportering oor opleiding en ook inligting verskaf oor die vaardighede wat werklik verwerf is. Leerlingskappe moet ook verder strek as die ingenieursdissipline.

Thesis (MBA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study looks at practical guidelines on how to make human capital the differentiating factor. It is the first phase of a process of further study, commentary and implementation. Students at the University of Stellenbosch Business School completed one assignment of their choice from one of eight key areas. These related to the following concepts: people management strategies delivering tangible results; entrenching a workplace culture that delivers optimum performance; high performance workplace practices; growth through competency-based skills training; team-based leadership; strategy processes for changing workplaces into major competitive advantages; transforming knowledge into power and enabling organisations to implement change. The approach followed in this study was to identify two or three well-researched (with regard to existing and international best practices) assignments in each of the eight areas and in this way conduct an assessment of what organisations are currently doing to make human capital the differentiating factor. It was clear that more world-class organisations recognize the bottomline value of a skilled and dedicated workforce. However, investing in human capital is not that easy. It requires many choices like, amongst others: What are the appropriate reward strategies for an organisation? Which benefits are competitive, cost-effective and valued? How do organisations deal with a globally mobile workforce? Valued lessons learnt and recommendations were identified, for future students and organisations, with regard to the second round of validating the information gathered in this research project. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek praktiese riglyne oor hoe om mense kapitaal die onderskeidende faktor te maak. Die studie is die eerste fase van 'n proses van verdere studie, kommentaar en implementering. Studente aan die Universiteit van Stellenbosch - Bestuurskool het elk 'n werkstuk van eie keuse in een van agt sleutel areas voltooi. Die onderwerpe het met die volgende verband gehou: mense bestuursstrategië wat tasbare resultate oplewer; vestiging van 'n werksplek kultuur wat optimum prestasie bewerkstellig; hoë-prestasie werksplek praktyke; groei deur vermoëndheids gebaseerde vaardigheids opleiding; span gebaseerde leierskap, strategiese prosesse om die werksplek in 'n grootskaalse kompeterende voorsprong te verander; die transformasie van kennis na mag en die instaatstelling van organisasies om verandering te implementeer. Die uitgangspunt van hierdie studie is gerig op die identifisering van twee of drie goed nagevorsde werkstukke(met verwysing na bestaande en internasionale beste praktyke) in elk van die agt areas en op hierdie wyse te bepaal wat organisasies doen om mense kapitaal die onderskeidende faktor te maak. Dit. het duidelik geword dat die meer wêreld-klas organisasies die grondwaarde van 'n vaardige en toegewyde werksmag erken. BeIegging in mense kapitaal is egter nie so eenvoudig nie. Dit vereis ondermeer keuses oor: Wat is die mees gepaste vergoedingsstrategie vir 'n organisasie? Watter voordele is kompeterend, koste-effektief en gewaardeerd? Hoe handel organisasies met 'n globaal mobiels werksmag? Waardevolle lesse en aanbevelings, vir die tweede fase van geldigheidsverklaring van die inligting versamel in hierdie navorsingsprojek, is vir toekomstige studente en organisasie identifiseer.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In South Africa, selection from a diverse population poses a formidable challenge. The challenge lies in subgroup difference in the performance criterion. Protected group members perform systematically lower on the criterion due to systematic, group-related differences in learning and job competency potential latent variables required to succeed in learning and on the job. These subgroup differences are attributable to the unequal development and distribution of intellectual capital across racial-ethnic subgroups due to systemic historical disadvantagement. This scenario has made it difficult for organisations in South Africa to meet equity targets when selecting applicants from a diverse group representative of the South African population, while at the same time maintaining production and efficiency targets. Therefore there is an urgent need for affirmative development. Ensuring that those admitted to affirmative development interventions successfully develop the job competency potential and job competencies required to succeed on the job requires that the appropriate people are selected into these interventions. Selection into affirmative development opportunities represents an attempt to improve the level of Learning performance during evaluation of learners admitted to affirmative development opportunities. A valid understanding of the identity of the determinants of learning performance in conjunction with a valid understanding of how they combine to determine the level of learning performance achieved should allow the valid prediction of Learning performance during evaluation. The primary objective of the present study was to integrate and elaborate the De Goede (2007) and the Burger (2012) learning potential models in a manner that circumvents the problems and shortcomings of these models by developing an extended explanatory learning performance structural model that explicates additional cognitive and non-cognitive learning competency potential latent variables that affect learning performance and that describes the manner in which these latent variables combine to affect learning performance. A total of 213 participants took part in the study. The sample was predominantly made up of students from previously disadvantaged groups on the extended degree programme of a university in the Western Cape Province of South Africa. The proposed De Goede – Burger – Mahembe Learning Potential Structural Model was tested via structural equation modeling after performing item and dimensional analyses. Item and dimensional analyses were performed to identify poor items and ensure uni-dimensionality. Uni-dimensionality is a requirement for item parcel creation. Item parcels were used due to sample size restrictions. The fit of the measurement and structural models can generally be regarded as reasonable and both models showed close fit. Significant relationships were found between: Information processing capacity and Learning Performance during evaluation; Self-leadership and Motivation to learn; Motivation to learn and Time-engaged-on-task; Self efficacy and Self-leadership; Knowledge about cognition and Regulation of cognition; Regulation of cognition and Time-cognitively-engaged; Learning goal orientation and Motivation to learn; Openness to experience and Learning goal orientation. Support was not found for the relationships between Conscientiousness and Time-cognitively-engaged, as well as between Time-cognitively-engaged and Learning performance. The hypothesised moderating effect of Prior learning on the relationship between Abstract reasoning capacity and Learning performance during evaluation was not supported. The statistical power of the test of close fit for the comprehensive LISREL model was examined. The discriminant validity of the item parcels were ascertained. The limitations of the research and suggestions for future studies have been highlighted. The results of the present study provide some important insights for educators and training and development specialists on how to identify potential students and talent for affirmative development in organisations in South Africa.

The aim of the study was to investigate why it was deemed necessary to train and localise the public and private sectors by the Swaziland government. The efforts began shortly before Swaziland attained independence in 1968. Many of the initiative to localisation started in pre-colonial Swaziland in 1966 leading to independence. The study also examined the drawbacks to training and localisation and how these were overcome. Swaziland inherited and was strongly dependent upon a strongly entrenched cadre of top-level public service and private administrators who were expatriates. The study also examined how far localisation has gone to date.

Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to Web-based training are important because employee satisfaction is an indicator that a company’s training investment will result in positive outcomes.

Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.

This investigation was conducted in response to the need for effective diversity awareness programs to help employers create intergenerational-friendly work environments. An experimental pre- and post-test control group randomized block design was employed to answer two research questions about the effects of a simulation game on knowledge and attitudes about age-related changes in learning and work behaviors of older workers. Participants were assessed immediately prior to and following the treatment, followed by a third assessment 60 days later. Necessary measures were taken to control for threats to the study's internal validity. An applicant pool comprised of human resource management and development practitioners and senior undergraduate students enrolled in human resource management courses yielded a sample of 65 participants. Chapter one introduces the study. Chapter two provides a review and summary of relevant literature on ageism in the workplace, training older workers, and simulation games. Chapter three describes the procedures and methods used to answer the research questions. Chapter four presents the results of all analytic procedures related to the investigation. Chapter five provides the conclusions and recommendations based on the findings of this investigation. In this investigation, the treatment group did not score significantly higher on their knowledge of age-related changes in learning and work behaviors of older workers than the control group following treatment. The attitudinal change experienced by the treatment group did not differ significantly from the attitudinal change experienced by the control group. Recommendations for further research include the following: (a) the disordinal interactive effect of the control group's performance on the knowledge measure during the 60-day interval between post assessments warrants further investigation, (b) the statistically significant change in attitude that occurred within each group during the 60-day interval following treatment warrants further investigation, and (c) more reliable instruments need to be developed for measuring the effects of heightened awareness following diversity interventions.