Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development interventions to contribute to the skills development and, after successful completion, ultimately contribute toward the alleviation of poverty. Insight into the factors that influence learnership performance will provide direction in terms of optimising learnership performance. The purpose of the research study was to create an understanding of the factors that influence learnership performance, with a focus on intention as a key variable. The literature review culminated in the development of the partial model of learnership performance (PMLP). Due to the complexity of the model and the sample size of 95 learners, the decision was made to split the model and to test it as two separate models. The first focused on antecedents of learnership performance including age, gender, previous work experience, previous learning experience, intention and environmental constraints. The second included the variables underlying intention namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective norms and perceived behavioural control. A questionnaire was developed for the specific purpose of the study. A mixed method methodology (including both qualitative and quantitative data gathering methods) were employed that included individual interviews, a pilot study of the questionnaire and the administration of the final questionnaire. Data was subjected to various statistical analysis including descriptive statistics and correlation analysis. Mediating relationships were calculated by means of the Sobel test. Previous learning experience as well as intention correlated positively with learnership performance. Although the sample included more male participants, women achieved higher levels of learnership performance. Significant relationships were found between intention and the hypothesised direct variables including attitudes, subjective norms and perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental constraints would have a negative moderating impact on the relationship between intention and learnership performance; however the research results did not corroborate this hypothesis. The relationship between intention and learnership performance was strong in cases where learners experience challenging environmental factors, whereas no significant relationship between intention and learnership performance was found in the absence of environmental constraints. Recommendations were made regarding an intervention to enhance learners’ intentions. Two approaches were recommended to optimise learnership performance, namely journaling activities and interactive workshops. These approaches aim to guide learners through the identification of obstacles that could inhibit their success in the learnership program. By consciously choosing to overcome these obstacles, learners develop an internal sense of empowerment which will enable them to take a step towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering van leerlingskapprestasie. Die doel van die navorsingstudie was om insig te bekom rakende die faktore onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die steekproef van 95 leerders is die besluit geneem om die model van leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer. ‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het. Verskeie data analise metodes is toegepas naamlik betroubaarheids analise, beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is met behulp van die Sobel toets verwerk. Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings faktore beleef, terwyl geen beduidende verhouding tussen intensie en leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings nie. Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste tree te neem om die armoede siklus te oorkom.