The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learned during maintenance probes in actual city traffic. Teaching pedestrian skills that include hazard discrimination can lead to a more independent lifestyle for individuals with disabilities. Other implications, limitations and suggestions for further research are discussed.

Study 1 evaluated the use of a behavioral skills training package (BST) to teach three adults with autism spectrum disorders job interview and conversation skills. Participants were asked to have a mock job interview and conversation with the researcher. Participants' behavior was scored according to the conversation and job interview task analyses. The BST package included instruction, modeling, rehearsal, feedback, and reinforcement. A dense or lean schedule of reinforcement was assigned to each social skill based on performance during baseline. Social skills increased for all three participants when the BST package was implemented. Study 2 evaluated if dense or lean schedules of reinforcement affect maintenance of social skills. Two participants from Study 1 participated. Participants' BST data from Study 1 was used as baseline, followed by a maintenance phase. During this phase no instruction, modeling, rehearsal, feedback, or reinforcement was provided. The effect of rate of reinforcement during baseline on maintenance was evaluated.

Research report / At the time of this study, South Africa found itself in an economic growth phase. This was coupled with an acute shortage of engineers in the country, as well as in a number of foreign countries, who found themselves in similar growth phases. Foreign firms actively embarked on campaigns to recruit South African engineers to alleviate their shortage, to the detriment of the donor country. The objective of this study is to determine the propensity of engineers to emigrate and the main drivers for this in order to provide information to craft strategies to combat and mitigate the shortage of engineers. The research process involved the consultation of relevant local and international literature regarding the skills shortage, the extent of emigration from South Africa and the main drivers for this. Data were collected by means of self-completed questionnaires in order to gauge the sentiment of graduate engineers towards emigration. One hundred and fifteen responses were received. Key associations and relationships were then analysed. The study found that the engineers most likely to emigrate were either in their late twenties or were older than 55. They are likely to be white males from either the public or private sector, or who are self-employed. Approximately 10% of graduate engineers are likely to leave South Africa within a short period of time (less than one year) as they have already taken some measures in order to do so, 16% may leave within two years and 27% may leave within the next five years. Australia is by far the most popular destination for South African engineers, followed by Canada, Europe and the United Kingdom. The main country-related drivers causing South African engineers to consider emigration are crime and violence, confidence in the South African government and political uncertainty. The main work-related driver causing engineers to consider emigration is the policy of affirmative action. Of the engineers with a “high” emigration potential, just over half indicated that they would emigrate permanently. In order to at least retain existing engineers in South Africa, the factors causing them to consider emigration should be addressed. In order to increase the number of engineers in the country, more emphasis should be placed on mathematics and science at school, thereby increasing the number of candidates who qualify for admission to engineering courses. It also needs to be ensured that universities have the capacity to train the increased number of engineers required on an ongoing basis.

South Africa has abandoned apartheid and re-entered the global economy where factors like the lack of global competitiveness and global recession, amoung other factors, are contributing to poor performance of South African firms. This poor performance has resulted in many firms restructuring, shrinking, closing down and losing hundreds of thousands of jobs. The South African government is promoting SMEs as alternative employment source. The problem is the high rate of SMEs closure. To sustain jobs, SMEs must survive and grow. Critical to aiding SME growth is the understanding of various internal and external factors which determine success or failure. This study investigates “skills” as one of the significant internal factors. The literature reviews eight models by authors Glancey (1998), van Vuuren&Nieman (1999), Erikson (2002), Wickham (1998), Man et al (2002), Ucbasaran et al (2004), Darroch&Clover (2005) and Perks&Struwig (2005) to present the integrated model for entrepreneurial performance as “integrated ↑E/P = f(key skills) x [1 + h.(supporting skills)] ”. The key skills are represented as multiplicative, symbolising the fact that the absence of any one key skill will lead to zero performance. Based on this model, several propositions are put forward. The aim of this study was to investigate whether the key set of competencies identified by the eight models reviewed (as presented in the detailed model) can be applied to a specific industry (the textile and clothing industry) at a specific geographic location (Johannesburg). The cross-sectional, ex post facto, formal empirical study involved interviewed 570 manufacturing SMEs (197 successful and 373 less successful SMEs). The study ascertained which skills the SME owner/managers perceived as important for success; how they rated their competencies in the said skills; and whether they had been trained in those skills. The instrument used was a structured questionnaire. The statistical analyses included descriptive statistics, frequencies, factor analysis, Cronbach alpha coefficient, Chi-square; t-test and one-way ANOVA tests. The analysis was concluded with a Scheffe’s multiple comparison procedure. The main findings of the study are: 1. Key skills that enhance SME success include the ability to gather resources, marketing, motivation, legal, financial and operational management skills. 2. Successful SMEs considered key skills to be more important and rated themselves more competent in most of the key skills than did less successful SMEs. 3. Successful SMEs had been trained in more skills categories than less successful SMEs, with most of the successful SMEs having received training in all the key skills identified. This study recommends that the training of SMEs should focus on developing those skills identified as key internal factors influencing SME success by following the training model “Training for ↑E/P = training in key skills x [1 + training in supporting skills] ”. The study concludes by listing limitations and suggesting further research. / Thesis (PhD)--University of Pretoria, 2009. / Business Management / unrestricted

The purpose of this study was to explore employees’ knowledge at Naledi-Nkanyezi Private Hospital of the role of the employer in workplace skills development. To achieve this, a literature review was conducted which provided an in-depth knowledge of the role of the employer in workplace skills development in the South African context. The literature review looked specifically at different roles that are awarded to South African employers to train and develop their employee. These roles were classified as: financial role, human resource development role and administrative role. Although the claiming of a mandatory skills grant, the completion of a workplace skills plan and an annual training report fall within the financial and administrative aspects respectively, they were discussed separately. Furthermore the literature looked at the role of the employee as a recipient of workplace skills development programmes. The information gained from the literature review was used as the basis for the development of a survey questionnaire to explore employees’ knowledge of the employers’ role on workplace skills development. Through a systematic sampling technique a sample was selected, and a group-administered questionnaire was used to collect the data from a list of full-time employees at Naledi-Nkanyezi Private Hospital. The results obtained were used to arrive at a theoretical conclusion. The empirical study established that employees at Naledi-Nkanyezi Private Hospital have a limited knowledge of what the role of the employer is on workplace skills development Based on analysis and interpretation of the research findings, recommendations to management, human resources department, EAP personnel and to union representatives were made on how to engage employees in workplace skills development planning and implementation. / Dissertation (MSocSci)--University of Pretoria, 2013. / Social Work and Criminology / unrestricted

Unemployment is a worldwide issue which is one of the toughest challenges that South Africa is facing. It has become a social problem because it has an impact on a large number of people. Unemployment has a serious impact on parents’ dignity and affects his/her emotional and socio-economic status, as he/she cannot function effectively. In the view of the above, the goal of the study was to investigate the influence of unemployment on parenting skills in the Waterberg District of the Limpopo Province. The research question that guided the study was: What is the influence of unemployment on parenting skills in the Waterberg District of the Limpopo Province? A qualitative, explorative research study was conducted, with the following objectives: <ol> <li> To theoretically conceptualize unemployment as a social problem and the family as a social system.</li> <li> To empirically investigate the influence of unemployment on parenting skills in the Waterberg District of the Limpopo Province.</li> <li> To make recommendations, based on the results of the study, regarding strategies to help unemployed parents to enhance their parenting skills.</li> </ol> The population of this study was all the black parents who were at least three years unemployed, who were between the ages of 25 – 50 years, parents who had children of school going age, stayed in an informal settlement in the Waterberg District and who were registered clients of the Department of Health and Social Department (DHSD) during the period January 2003 – June 2006. A sample of 10 respondents was selected by using a combination of stratified and simple random sampling to represent the population. The five sub-district offices in the Waterberg District were regarded as strata and from each stratum two respondents were selected randomly. Data were collected through semi-structured interviews guided by a schedule with a set of predetermined questions. The main conclusions drawn from the research findings were that parents expressed negative feelings about their unemployed situation and that they experienced a lack of certain parenting skills namely: communication, decision making, problem solving and conflict management. Based on the results of the study, recommendations were made regarding strategies to help unemployed parents to enhance their parenting skills. / Dissertation (MA)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

Students from 24 participating regions take part in teams of four in the CIMA (Chartered Institute of Management Accountants) GBC (Global Business Challenge) annually. The GBC is in the form of a business competition which is based on a case study of a real company. The participants receive the case study on which they should submit a written report. Teams are shortlisted based on the reports, and the shortlisted teams have to prepare a presentation to a panel of judges. This study explores whether participation in the GBC had any benefits for the participants in terms of exposure to various skills and the development of those skills. The skills included: technical skills and competencies, skills in roles of an accountant, soft skills, managerial accounting skills, financial management skills, strategic analysis skills, subject exploration, learning behaviour, practical application, and personal experience. A questionnaire was given to participants whose teams managed to compete in the global final of the GBC 2013 that was held in South Africa. Questions were formulated to address exposure to and development of the abovementioned skills, and participants had to complete the questionnaire individually. Relevant statistical analyses were done on the data collected in the questionnaire. These statistical analyses included a confirmatory factor analysis, calculation of the Cronbach alpha coefficients, descriptive statistics for the total group, independent t-tests for comparisons between two variables, ANOVAs (analysis of variances) for comparisons between more than two variables and Tukey’s post-hoc tests. Descriptive statistics for the entire group of participants are discussed, as well as comparisons made between various sub-classifications. The sub-classifications included a comparison between male and female participants, participants from different regions, top six shortlisted teams and teams who were not shortlisted, and participants whose mother tongue is English and those whose mother tongue is another language. The findings indicated that the students definitely perceived that they have been exposed to the mentioned skills as a result of taking part in the GBC. They also indicated that they are of the opinion that participation in the GBC enhanced those skills. The qualitative remarks were mainly positive, and indicated that the students enjoyed participation in the GBC. The study concludes with recommendations to the core audience of future GBC participants, academic mentors and future students attempting the final CIMA examinations, which includes a framework of the most important skills. A recommendation is also made to the peripheral audience of CIMA and financial management lecturers. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2015

Students from 24 participating regions take part in teams of four in the CIMA (Chartered Institute of Management Accountants) GBC (Global Business Challenge) annually. The GBC is in the form of a business competition which is based on a case study of a real company. The participants receive the case study on which they should submit a written report. Teams are shortlisted based on the reports, and the shortlisted teams have to prepare a presentation to a panel of judges. This study explores whether participation in the GBC had any benefits for the participants in terms of exposure to various skills and the development of those skills. The skills included: technical skills and competencies, skills in roles of an accountant, soft skills, managerial accounting skills, financial management skills, strategic analysis skills, subject exploration, learning behaviour, practical application, and personal experience. A questionnaire was given to participants whose teams managed to compete in the global final of the GBC 2013 that was held in South Africa. Questions were formulated to address exposure to and development of the abovementioned skills, and participants had to complete the questionnaire individually. Relevant statistical analyses were done on the data collected in the questionnaire. These statistical analyses included a confirmatory factor analysis, calculation of the Cronbach alpha coefficients, descriptive statistics for the total group, independent t-tests for comparisons between two variables, ANOVAs (analysis of variances) for comparisons between more than two variables and Tukey’s post-hoc tests. Descriptive statistics for the entire group of participants are discussed, as well as comparisons made between various sub-classifications. The sub-classifications included a comparison between male and female participants, participants from different regions, top six shortlisted teams and teams who were not shortlisted, and participants whose mother tongue is English and those whose mother tongue is another language. The findings indicated that the students definitely perceived that they have been exposed to the mentioned skills as a result of taking part in the GBC. They also indicated that they are of the opinion that participation in the GBC enhanced those skills. The qualitative remarks were mainly positive, and indicated that the students enjoyed participation in the GBC. The study concludes with recommendations to the core audience of future GBC participants, academic mentors and future students attempting the final CIMA examinations, which includes a framework of the most important skills. A recommendation is also made to the peripheral audience of CIMA and financial management lecturers. / MCom (Management Accountancy), North-West University, Potchefstroom Campus, 2015

The challenging nature of business today requires exceptional leadership skills. However these leadership skills are a scarce commodity and companies need to develop leadership to ensure a pipeline of leadership talent that can cope with the challenges facing business. This task however is quite daunting as there are many methods but few certainties about what works and what does not. Thus many organizations struggle to find the right strategy to bridge the leadership gap. This research report examines the best practices that exist in developing a leadership development strategy, recommends a model for leadership development and investigates the leadership development strategy of a manufacturing organization in South Africa. The findings indicate that the strategy implemented by the case organization is effective and thus can be used as an example to other organizations also trying to implement a leadership development strategy. Challenges include fostering a learning organization climate and implementing metrics to measure the success of the strategy.

The study is centered on the current ineffectiveness of career development planning within MTN SA.