Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / The job demands of naval members are such that they experience high levels of stress. Stress is often introduced during military training so that real-world stress is more familiar and easy to mitigate. This is often referred to as “train how you fight”. In order to train a stressful task, a stressful environment is often created in the military. The aim of the study was to develop a standardised appraisal tool for the Therapeutic Recreation Stress Management Intervention Model measuring stress, stress coping and leisure behaviour of military staff in the South African context. This study utilised a qualitative research design and followed a multi stage procedure in developing the appraisal tool while making use of the model of instrument development to achieve the aim. The model identified four stages of instrument development: Phase 1, preliminary phase; Phase 2, questionnaire development, Phase 3 pilot testing, Phase 4 Evaluation phase. For the purpose and scope of this study, the researcher focused on phases 1 and 2. Phase 1, the Preliminary phase focused on the translation of the study needs into variables, current literature, interviews and focus group discussions. Three focus groups comprised of eight participants per group and were purposefully selected from military naval staff. In addition, semi-structured interview guides were used for interviews conducted with key informants. Five senior officers and two psychologists from the Institute of Maritime Medicine (IMM) were interviewed. Data was analysed deductively due to the existence of pre-determined themes. In Phase 2, based on the data collected in phase 1, the researcher developed the appraisal tool. The appraisal tool was constructed within the scope of the theoretical framework focusing on the perceptions of naval staff on stress; previous and current leisure experiences; knowledge, skills, resources, behaviour; leisure-coping beliefs; and stress- coping strategies. The literature in the present study revealed that there were six pre-determined themes. The themes included: Theme 1 – Stressors in the military, Theme 2 –support in the military, Theme 3- operational deployment of military members, Theme 4- Impact of stress on military families have been identified as theme four, Theme 5- leadership and Theme 6- sport and recreation in the military. Salient topics included the following: Stress assessment salient topics are personal stress, occupational stress, wellness and operational deployment. Leisure behaviour salient topics include social activities, passive activities, physical activities and outdoor activities. The findings in the study revealed that stress had an adverse effect on military readiness and the wellbeing of staff. This study reiterated the need for greater attention in the rendering of support services needed to military members and their families, preparing families for separation and improved communication between deployed soldiers and the home front. Job-induced separations affect not only the soldier and the spouse, but also their children. The role of the supervisor played a large part in how satisfied and committed the members were regarding their job. Sport and Recreation programs are vital to alleviate the symptoms of stress. The appraisal tool developed needs to be piloted and evaluated in order to recommend it for use in SANDF information systems.

Since 2002 the Joint Senior Command and Staff Programme was annually presented at the South African National War College (SANWC) in Pretoria. This qualification was from 2008 to 2018 accredited with the Safety and Security Seta (SASSETA) as an NQF level 7 diploma in Defence Studies. In 2019 the qualification migrated to the Council on Higher Education as an NQF level 8, postgraduate diploma in Defence Studies. The aim of the qualification is to enable graduates to function as commanders and staff officers on the operational level of war (the planning and conduct of major operations and campaigns) to be utilised within the African battle space. It is also an entry requirement for the highest National Defence Force qualification, the Security and Defence Study Programme, presented at the South African National Defence College in Thaba Tshwane. This programme is accredited on NQF level 9, a master’s degree in Defence Studies. The credibility of the academic subject disciplines presented on the programme is an important facet of education and the development of problem-solving skills. Deep learning also develops a critical mindset in students with the approach that the educator’s knowledge is but an expression of current scientific research results, something that can change. The main research question is, to what extent did deep learning take place in the academic subjects on the programme of 2018? Secondly, why did the learning process during 2018 take place the way that it did? The third question is, what can be done to improve the level of deep learning as it stands to reason that it will contribute to the credibility of the qualification in a postgraduate dispensation? The research focused on the phases of the learning process, curriculum design, facilitation and assessment of selected subjects and educational quality assurance. The research findings were that the curriculum design only partially complied with the tenets of deep learning and the adherence to deep learning during the facilitation, and assessment processes were incidental. In accordance with the third research question, it is recommended that the learning process can be improved if some aspects of the programme are redesigned. / Thesis (PhD)--University of Pretoria, 2020. / pt2021 / Humanities Education / PhD / Unrestricted

In a rapidly changing and competitive world organisations need to develop and improve their performance continuously to ensure a competitive advantage. Organisations need to determine their current status of performance constantly and identify organisational strengths and areas where improvements can be made. Periodic organisational self-assessments are therefore required to measure current management and operations policies, practices and procedures, in order to enhance overall business performance rather than solely concentrating on the quality of products or services. Traditionally, external inspections were more commonly used by educational and training institutions for the evaluation of institution and learner performance. These institutions are today taking part in a growing drive for internal self-evaluation, arising from the desire of institutions and Education, Training and Development (ETD) practitioners to assess their own performances. Self-assessment as part of an endeavour to sustain continuous improvement is therefore also appropriate for ETD providers in the South African National Defence Force (SANDF). A new defence dispensation and a changing ETD environment in South Africa have created new demands on ETD providers in the SANDF. Although training units within the SANDF may function in a unique military context, national legislation relevant to ETD and the latest approach of openness and transparency into matters of the Department imply that military as well as non-military ETD in the SANDF is to be closely aligned with national training and development initiatives. As legislation does not make a distinction between military and private ETD providers in South Africa, most traditionally assumed differences are no longer relevant. A case study explored the appropriateness of conducting organisational self-assessment as component of a Continuous Performance Improvement Strategy and Quality Assurance within the SANDF. The study also investigated the usefulness of a Total Quality Management approach to quality assurance in the ETD environment and the impact of the frameworks used, available assessment instruments and the selected assessment methods on the significance of organisational self-assessment by ETD providers. This study's investigation of the appropriateness and significance of regular organisational self-assessments by training units in the SANDF thus has broader implications, as recommendations are also applicable to other ETD providers. / Educational Studies / D. Ed. (Education Management)

In a rapidly changing and competitive world organisations need to develop and improve their performance continuously to ensure a competitive advantage. Organisations need to determine their current status of performance constantly and identify organisational strengths and areas where improvements can be made. Periodic organisational self-assessments are therefore required to measure current management and operations policies, practices and procedures, in order to enhance overall business performance rather than solely concentrating on the quality of products or services. Traditionally, external inspections were more commonly used by educational and training institutions for the evaluation of institution and learner performance. These institutions are today taking part in a growing drive for internal self-evaluation, arising from the desire of institutions and Education, Training and Development (ETD) practitioners to assess their own performances. Self-assessment as part of an endeavour to sustain continuous improvement is therefore also appropriate for ETD providers in the South African National Defence Force (SANDF). A new defence dispensation and a changing ETD environment in South Africa have created new demands on ETD providers in the SANDF. Although training units within the SANDF may function in a unique military context, national legislation relevant to ETD and the latest approach of openness and transparency into matters of the Department imply that military as well as non-military ETD in the SANDF is to be closely aligned with national training and development initiatives. As legislation does not make a distinction between military and private ETD providers in South Africa, most traditionally assumed differences are no longer relevant. A case study explored the appropriateness of conducting organisational self-assessment as component of a Continuous Performance Improvement Strategy and Quality Assurance within the SANDF. The study also investigated the usefulness of a Total Quality Management approach to quality assurance in the ETD environment and the impact of the frameworks used, available assessment instruments and the selected assessment methods on the significance of organisational self-assessment by ETD providers. This study's investigation of the appropriateness and significance of regular organisational self-assessments by training units in the SANDF thus has broader implications, as recommendations are also applicable to other ETD providers. / Educational Studies / D. Ed. (Education Management)

Section 23(5) of the Constitution entrenches trade unions, employer's organisations and employers' right to engage in collective bargaining. For employees, collective bargaining is the key which opens the door to better wages, improved working conditions and an overall better standard of living to name but a few. The Labour Relations Act was promulgated to give effect to section 23 of the Constitution. However, in section 2 of the Labour Relations Act, members of the South African National Defence Force were excluded from the ambit of the Labour Relations Act (LRA). After the Constitutional Court regarded members of the South African National Defence Force (SANDF) to be "workers", they also had the right to engage in collective bargaining. However, because of the special duty that the members of the SANDF have to fulfil namely to ensure the safety of the republic and its citizens, they are not awarded the right to strike. The question therefor is: How do the members of the SANDF compel the SANDF to bargain with them? The aim of this study is to establish if a duty to bargain was implemented by Chapter XX of the General Regulations of the South African National Defence Force and the Reserve. Firstly, the new dispensation of voluntarism under the new LRA is examined to understand how collective bargaining would work in a normal situation and not that of the members of the SANDF. Freedom of association is also discussed. The reason for this was because members of the SANDF also have to right to associate with a trade union of their choice by sections 18 and 23(2) of the Constitution. Under the new LRA, organisational rights also play a major role in the bargaining process and afford trade unions more bargaining power. The voluntarist approach followed by the new LRA effectively removed the duty to bargain from collective bargaining. As explained above, the special situation applicable to the SANDF and its members are not governed by the LRA and therefor a duty to bargain might still exist in this specific system of collective bargaining managed by the regulations. The duty to bargain is based on representativeness and good faith which are also examined in this study. To establish if a duty to bargain was created by the courts, an examination of the judgements of the High Court, the Supreme Court of Appeal and the Constitutional Court. The Constitutional Court reiterated that there is no legally enforceable duty to bargain between the SANDF and the South African National Defence Union (SANDU). If Chapter XX of the regulations is scrutinised, it can however be seen that there is an initial duty on the SANDF to bargain with a registered military trade union over matter set out in regulation 36 which include most if not all matters of mutual interest. Therefor it would seem that a duty to bargain is created by Chapter XX. / LLM (Labour Law), North-West University, Potchefstroom Campus, 2014

Section 23(5) of the Constitution entrenches trade unions, employer's organisations and employers' right to engage in collective bargaining. For employees, collective bargaining is the key which opens the door to better wages, improved working conditions and an overall better standard of living to name but a few. The Labour Relations Act was promulgated to give effect to section 23 of the Constitution. However, in section 2 of the Labour Relations Act, members of the South African National Defence Force were excluded from the ambit of the Labour Relations Act (LRA). After the Constitutional Court regarded members of the South African National Defence Force (SANDF) to be "workers", they also had the right to engage in collective bargaining. However, because of the special duty that the members of the SANDF have to fulfil namely to ensure the safety of the republic and its citizens, they are not awarded the right to strike. The question therefor is: How do the members of the SANDF compel the SANDF to bargain with them? The aim of this study is to establish if a duty to bargain was implemented by Chapter XX of the General Regulations of the South African National Defence Force and the Reserve. Firstly, the new dispensation of voluntarism under the new LRA is examined to understand how collective bargaining would work in a normal situation and not that of the members of the SANDF. Freedom of association is also discussed. The reason for this was because members of the SANDF also have to right to associate with a trade union of their choice by sections 18 and 23(2) of the Constitution. Under the new LRA, organisational rights also play a major role in the bargaining process and afford trade unions more bargaining power. The voluntarist approach followed by the new LRA effectively removed the duty to bargain from collective bargaining. As explained above, the special situation applicable to the SANDF and its members are not governed by the LRA and therefor a duty to bargain might still exist in this specific system of collective bargaining managed by the regulations. The duty to bargain is based on representativeness and good faith which are also examined in this study. To establish if a duty to bargain was created by the courts, an examination of the judgements of the High Court, the Supreme Court of Appeal and the Constitutional Court. The Constitutional Court reiterated that there is no legally enforceable duty to bargain between the SANDF and the South African National Defence Union (SANDU). If Chapter XX of the regulations is scrutinised, it can however be seen that there is an initial duty on the SANDF to bargain with a registered military trade union over matter set out in regulation 36 which include most if not all matters of mutual interest. Therefor it would seem that a duty to bargain is created by Chapter XX. / LLM (Labour Law), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to examine the life satisfaction of the wives of naval non-commissioned officers living in an isolated military suburb. As little is known about this phenomenon an exploratory design was used. A sample group of 81 wives was selected by means of stratified random sampling. Measuring instruments used were the Heimler Scale of Social Functioning and a needs assessment. The results of the study indicated that although a small majority of the wives experience their lives as satisfactory they have a great deal of frustration. The two largest areas of low satisfaction was work and finances. It seems that these wives have sufficient support systems. The lack of transport seems to be a problem for these wives. The needs assessment identified a great interest in, and a need for certain courses, hobbies, aerobic classes and a daycare centre. / Social Work / M.A. (Social Science (Mental Health))

This dissertation is an exploratory study aimed at empirically identifying and examining manifestations of communication barriers in the South African National Defence Force. A convergence model of communication is presented, describing the stages involved when individuals share the same information. The convergence model of communication delineates the relationship among the physical, psychological, and social aspects of communication. Two complementary theorems deduced by Kincaid (1988) from the convergence principle and the basic cybernetic process involved in information processing are applied in the analyses. The theorems specify the conditions under which intercultural communication will lead to convergence between members of different cultures involved. An empirically testable model was developed to collect information about possible communication barriers. The barriers are an indication of the restrictions on communication in the system and therefore indicate the possibility of restricting cultural convergence. / Communication / M.A. (Communication)

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for the improvement of the self-concept has grown rapidly over the past few years. However, research results on the effect of adventure-based training on participants' self-concepts are very contradictory. Some studies revealed significant positive improvements, while others revealed no significant differences in pre- and post-measures. The effect of adventure training on the self-concept in the military context has so far not yet been investigated in South Africa. A sound self-concept is of critical importance to young career officers, as it enables them to function with self-confidence in both their work environment and their community roles. They enter the military environment as late adolescents, which implies that the successful mastering of specific developmental tasks such as the formation of identity or self-concept, is a prerequisite for their dynamic functioning in the world of work. The aim of this study was to determine whether adventure training can indeed be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used to determine the effect of a Ropes Course Development Programme on the self-concepts of young career officers. Subjects for the experimental group were selected from the young career officer population at the Military Academy (n=33) and subjects for the control group were selected from the young career officer population at the SA Army Gymnasium (n=32). Two measuring instruments were administered, during three time intervals, namely the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change much during the eight-week-period of the study. Only three significant withingroup changes occurred, namely in the scores of the mathematical skills selfconcept sub-scale, in the scores of the total academic self-concept and the GSE scale. All three measurements showed a significant increase for the pretest to post-post-test time interval. The experimental group showed a number of changes between pre-test and post-test, as well as pre- and post-test to post-post-test time intervals. The SOOIII sub-scales with declining scores were the participants' self-concept regarding their verbal skills (post- to post-post-test) and academic ability (preand post-test to post-post-test). The total academic self-concept score was also significantly lower from post-test to post-post-test measurement. Scores that were positively affected over time were their self-concepts regarding their relations with parents (for pre-test to post-test), religion (for pre-test to posttest and maintained to post-post- test), the total non-academic self-concept (pre- to post-test) and the total general self-concept score (from pre- to posttest). The experimental group did not change with regard to their GSE scores. The most evident between-group differences were observed during the postpost- test on the verbal skills, academic ability, and total academic selfconcept scores (control group> experimental group), and relations with same sex self-concept scores (experimental group> control group). A significant relationship between the total SOOIII score and the GSE scale over the three time periods was observed. Highly significant r-values were obtained for both groups on all but one measurement. The final conclusion is that the Ropes Course Development Programme was not an effective intervention medium to enhance the self-concepts and selfefficacy of young career officers. There is still a need for scientific research to motivate adventure-based programmes as training intervention in the South African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem. Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het beduidende positiewe verbeteringe aangedui, terwyl ander weer geen beduidende verskille in voor- en na-toetse getoon het nie. Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om effektief in die werksomgewing te funksioneer. Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. 'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal. Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie geleenthede geadministreer, naamlik die "Self-description Questionnaire III" (SDQIII) en die General Self-efficacy Scale (GSE). Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir die voor-toets tot na-na-toets tydsinterval. Die eksperimentele groep het 'n beduidende aantal veranderinge getoon tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets, godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets), die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele groep het nie ten opsigte van hulle GSE tellings verskil nie. Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese vermoë, en totale akademiese selfkonseptellings (kontrole groep > eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde geslag (eksperimentele groep> kontrole groep). 'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei groepe op alle metings waargeneem, met die uitsondering van een meting. Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.

Thesis (MBA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The term DERI stands for Defence Evaluation and Research Institute. DERls are strategic institutes, established primarily to provide technological support to the Department of Defence. They are responsible for the cost-effective development, maintenance and application of advanced technologies and concentrate on specific application areas in the South African Defence Force, corresponding to the User Support Teams in the Armament Technology Acquisition Secretariat. The research problem is how to strategically manage such a DERI in terms of vision, mission, goals, structure of organisation, clients, alliances and resources such as funding, personnel, facilities and equipment, to optimally provide the best possible service to the main client, the DoD and in the process ensure the long term sustainability of the DERI. An interview was held with the senior executive manager of each of the five official DERls and also with two very knowledgeable persons on the subject of Defence and Evaluation Research management, with the aim of determining which attributes or factors they deem important in the strategic management of a DERI. The interviews were typed ver batim and all the attributes were included in a questionnaire. A few more attributes determined from literature and discussions with De Wet, were also added. Afterwards the abovementioned managers completed a questionnaire in which they indicated the relative importance of the various attributes. The attributes that scored the highest rating were grouped into clusters and are analysed accordingly. The clusters are as follows: • ''people" cluster since it is about the knowledge, skills and trust of people • ''value-for-money cluster since the attributes are about planning, funding and objectives • "you-have-to-earn-your-survival cluster since it is about disciplines, application of R&D and the right of existence of a DERI All three clusters are enlightened by the comments, remarks, suggestions and concerns raised during the interviews with the senior executive managers. People attributes came out as being the most critical success factor in the strategic management of a DERI. "People" can effectively be divided into two categories - the DERI's employees on the one hand and the clients' employees on the other. Everything concerning people is seen as important namely: training. remuneration, quality service (internal and external), trust, growth and development, communication, Black Economic Empowerment, stakeholder interface, etc. There is a concern about the longer-term survival of the DERls because they are currently situated in two different organisations in two different state departments with different visions, missions and goals. A clear indication of the road ahead should be given as soon as possible. A solution to the integration question would be an independent investigation by people who have no vested interests in the outcome of the decision. Whatever the final answer (one of the two current state departments or a new organisation or the slatus quo), both departments (Arts, Science and Technology and Defence) should not feel endangered and the solution should be a win-win situation for both parties. / AFRIKAANSE OPSOMMING: DERI is die verkorte vorm vir Defence Evaluation and Research Institute oftewel Evaluasie- en Navorsingsinstituut vir die Weermag. DERI's is strategiese institute wat daargestel is om tegnologiese ondersteuning aan die Departement van Verdediging te bied. DERI's is verantwoordelik vir die koste-effektiewe ontwikkeling, instandhouding en aanwending van gevorderde tegnologiee en fokus op spesifieke toepassingsareas in die Suid-Afrikaanse Weermag. Die ondersteuning vind plaas in ooreenstemming met die behoeftes van gebruiker ondersteuningspanne in die Wapen Tegnologie Aanskaffingsekretariaat. Die navorsingsonderwerp is hoe om 'n DERI strategies te bestuur in terme van visie, missie, doelwitte, struktuur van organisasie, kliente en bronne soos befondsing, personeel, fasiliteite en toerusting, Ten einde die bes moontlike diens aan die hoofklient, die Departement van Verdediging, te lewer en terselfdertyd die DERI volhoubaar te maak oor die lang termyn. 'n Onderhoud is gevoer met die senior uitvoerende bestuurder van elke DERI sowel as met twee baie kundige persone op die gebied van Verdedigingsevaluasie en Navorsingsbestuur. Die doel hiervan was om te bepaal watter faktore as die belangrikste in die strategiese bestuur van 'n DERI, beskou word. Die onderhoude is woordeliks getik en al die faktore aangedui, in 'n vraelys opgeneem. 'n Verdere aantal faktore, wat uit literatuurstudies en gesprekke met De Wet verkry is. is ook ingesluit in die vraelys. Die vraelys is aan die betrokke persone gestuur met die versoek om die relatiewe belangrikheid van die faktore aan te dui. Die faktore wat die meeste gewig dra, is in groepe saamgevoeg en sodanig ontleed. Die groeperings is as volg: • "mense" groepering aangesien dit handel oor kennis, vaardighede en onderlinge vertroue tussen mense • "waarde-vir-geld" groepering aangesien dit handel oor beplanning, befondsing en strategiese doelstellings • "moet-jou-oorlewing-verdien" groepering aangesien dit handel oor dissiplines, die toepassing van navorsing en ontwikkeling en die bestaansreg van 'n DERI Die drie groepe word toegelig deur kommentaar, opmerkings en voorstelle van die bestuurders tydens die onderhoude. Die "mens"-faktor is verreweg die belangrikste sukses faktor in die strategiese bestuur van 'n DERI. "Mense" kan in twee kategoriee verdeel word - die DERI se werknemers aan die een kant en die van die klient aan die ander kant. Alle aspekte rakende mense, word beskou as belangrik naamlik: opleiding, vergoeding, kwaliteit van diens (intern sowel as ekstern), vertroue, groei en ontwikkeling, kommunikasie, Swart Ekonomiese bemagtiging, kontak met belangehouers, ensovoorts. Daar bestaan onsekerheid oor die voortbestaan van die DERl's oor die langtermyn as gevolg van die feit dat hulle tans deel is van twee organisasies binne twee verskillende staatsdepartemente. Hierdie departemente het verskillende visies, missies en doelstellings. 'n Aanduiding van die pad vorentoe moet so gou as moontlik verskaf word.