Thesis (Masters Diploma ( Personnel Management) -- Cape Technikon, Cape Town,1993 / The worsening unemployment problem and lack of skilled manpower in South Africa, is not confined only to the lower levels of the organisation hierarchy. Effective managerial skills are in short supply, and training and educational programmes therefore need to be geared to the provision of these skills. This type of training and education is the domain of tertiary educational institutions, such as technikons. It is pertinent then, to consider whether the current syllabi of management educational programmes at the technikons in fact reflect in their content, the skills required by the workplace. This line of thinking may be taken further, in that one must reason that even if the syllahi content are rele";.ant to industry needs, the relevance of the weighting or focus areas in the syllabi content, need to be consistent with the requirements of industry. This study was undertaken to examine the relevance of the skills acquired by diplomates - through the tuition received and experience gained - while studying towards the National Diploma: Personnel Management In order to achieve the goal of the study, a semi-structured questionnaire and interview approach was utilised, to ascertain the human resource management skills needs of a sample of industries in the Western Cape. A comparison of these two sets of data was then made, and the relationship between them established. The comparison was intended to serve as a guide, in order that any syllabi adjustments which might be indicated, could be targeted to meet specific industry needs.

M.Comm. (Financial Management) / At the University of Johannesburg (UJ), the subject financial management is taught on various programmes across various disciplines. Lecturers find many students struggling with this subject and particularly with applying their knowledge to practical scenarios. If the problem (practical scenario) is not similar to a scenario previously encountered, many students struggle to solve these problems by themselves. This article will attempt to identify and explain key principles that need to be considered by lecturers in order to improve the problem-solving performance of their students in financial management. Most aspects identified and elaborated on lie within the field of educational psychology. This article will attempt to create an awareness of the key underlying principles of a problem-based pedagogy.

Thesis (M.B.A.)--Chinese University of Hong Kong, 1972. / Includes bibliographical references. / Summary in Chinese.

This thesis is an attempt to identify and review some of the more salient aspects of management development programs and to ascertain whether or not there is a generally accepted approach to management training. The different levels of management development are examined first. This is followed by a discussion on the requirements of a manager. A study of the pre-requisites for these programs precedes the identification and evaluation of certain development activities and techniques. Following this are some case studies on how several large Vancouver-based companies conduct their programs. A critique of the evaluation of management training and a discussion on the problems encountered in these programs ensue. Finally, an endeavor is made to show that the approaches taken to management development programs are far from being uniform and a case is advocated for a greater effort to devise a more generally accepted framework of management training, flexible enough to accommodate particular needs and situations. / Business, Sauder School of / Graduate

Mak Tsz-wai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references. / Abstracts in English and Chinese. / Abstracts --- p.5-6 / Chapter Chapter1 --- Introduction --- p.7-16 / Chapter Chapter2 --- Literature Review --- p.17-53 / Chapter Chapter3 --- Methodological Approach --- p.54-66 / Chapter Chapter4 --- The Rise and Emergence of Management Education in Hong Kong --- p.67-83 / Chapter Chapter5 --- Institutionalization of Management Education in the Formal Educational System ´ؤ An Analysis of the Curriculum of B.B.A. Program of CUHK --- p.84-126 / Chapter Chapter6 --- Social Effects of Management Education as a Form of Elite Knowledge ´ؤ An Analysis of Hong Kong Journal of Business Management --- p.127-149 / Chapter Chapter7 --- Social Effects of Management Education as a form of Collective Reality ´ؤ An Analysis of the Hong Kong Manager --- p.150-167 / Conclusion --- p.168-172 / Appendix A / Appendix B / Appendix C / Appendix D / Reference

M.Phil. (Business Economics) / Please refer to full text to view abstract

Digitized by Kansas Correctional Industries

No description available.

Crisis management in law enforcement context is considered to be a kind of Naturalistic Decision-making (NDM), which is hard to acquire due to the ill-structured, non-determined nature of crisis is also a challenge. Crisis either natural or man-made comes in all forms and degree of intensity. In a NDM situation, the crisis management personnel are usually anticipated in a dynamic environment of high level stress and uncertainty. Therefore, each critical incident is different; it can neither be treated identically nor pre-determined. In addition, crisis management is a small group activity that involves a number of parties or roles at different geographic locations. Groupthink is a term coined by psychologist (Janis, 1972), Groupthink victims ignore alternatives and tend to make irrational decisions in facing crises. The literature review finds that group think tendency is high for crisis management, especially in law enforcement agencies. In fact, the danger of groupthink is the most serious threat to good decision-making for effective crisis management. There are two sets of research questions for this study. The first set comprises three research questions on how the design features of an online role play simulation affect the effectiveness of crisis management training in a law enforcement context. The research focuses on three aspects: storytelling, use of multimedia and recording facilities. The second set comprises two research questions on whether and how the use of an online role play simulation affects trainees’ learning and understanding of groupthink tendency. Many researchers suggest that role play simulation (RPS) is a suitable tool for crisis management training for the realisation of collaboration and authentic situation awareness. In this paper, a case study of crisis management training in the context of law enforcement using online RPS is illustrated. By using Bales' Interaction Process Analysis (IPA) method, the interactions of participants in training are observed and categorised. The results show that using online role play simulation in crisis management training has positive effect on the reduction of Groupthink tendency. The existing groupthink research is mainly based on content analysis of retrospective data, and information or empirical observations gathered in laboratory settings. Very often, only a partial model is examined. Therefore, online role play simulations can be a new method to groupthink research. Since online role play simulations can provide a holistic scenario for the crisis management exercise. As such, the whole crisis process can be visualised by researchers and facilitators. Finally, the groupthink tendency can be observed, recorded and analysed. In fact, due to the complexity of the groupthink model, many researchers can only focus on partial or several variables of the whole process in their studies. This study provides a ground work on online role play simulation research with an application on crisis management training. Design-based Research (DBR) is adopted in this study and this methodology is new to this kind of research. DBR is proved to be a suitable methodology as researcher can improve and generate evidence-based claims about learning through iterations of refinement. In addition, this study also shows that online role play simulation can be a research tool for the holistic study of groupthink. / published_or_final_version / Education / Doctoral / Doctor of Education

Library and Information Science (LIS) education must equip its graduates with the level of competence commensurate with the demands of entry-level positions available in the field. This is more so in the area of information technology (IT) that is widely acknowledged to be rapidly evolving thereby offering unique job specifications and or positions in LIS. This exploratory research investigates the extent of alignment between the level of competence proposed in learning objectives by LIS educators, and the level of competence required from LIS graduates by practitioners in the field. The study focuses specifically on cognitive competence, and in the domain of database management (DBM) within LIS education in US and Canada. The Taxonomy Table (TT) designed by Anderson and Krathwohl (2001) was used as a conceptual framework, to analyze learning objectives obtained from DBM educators and practitioners to determine the levels of competence proposed by educator and practitioners in DBM. The levels of competence derived from educators and practitioners were then compared to determine the extent of alignment between the levels of competence offered by LIS educators, and the levels of competence expectations of LIS practitioners from graduates in DBM. / Une fonnation en bibliothéconomie et les sciences de l’infonnation (BSI) doit équiper ses finissants de compétences qui répondent aux besoins du marché du travail. C’est d’autant plus vrai dans le domaine des technologies de l’infonnation et des communications où il est reconnue y avoir une évolution rapide créant des caractéristiques de tâches et/ou des emplois uniques en BSI. Cette recherche exploratoire examine le degré de concordance entre le niveau de compétences proposé par les objectifs d’apprentissages émis par les éducateurs en BSI et celui demandé aux finissants en BSI par les professionnels du domaines. L’étude est concentrée spécifiquement sur les compétences cognitives dans le domaine de la gestion de bases de données (GBD) dans les contexte d’une éducation en BSI aux États-Unis et au Canada. Le tableau taxonomique conçut par Anderson et Krathwohl (2001) sert de cadre conceptuel pennettant d’analyser les objectifs d’apprentissage obtenus chez les éducateurs et les professionnels. Cette analyse détennine le niveau de compétence offert par les éducateurs et celui demandé par les professionnels. Ces niveaux sont ensuite comparés afin de quantifier le degré de concordance entre les niveaux de compétence offerts par les éducateurs en BSI et les attentes que les finissants en BSI devront combler afin de satisfaire les professionnels en BSI en se qui attrait à la GBD.