The business environment is currently typified by rapid and ongoing change, which causes the future to be increasingly unpredictable and unsettled. Companies are struggling to maintain their competitive edge and to survive. It is therefore important that management should ensure that the necessary competencies and abilities are available to enable the coordination of both diversifies and specialized functions within the organisation, providing for current and future requirements. The purpose of this study is to determine the relationship between embarking on the Competency Acquisition Process (CAP) learning program for account managers and work performance. In order to attain this goal, the primary focus of the literature study was investigating what a learning organisation is, the importance and principles of a learning organisation, the types of learning and characteristics and approaches to a learning organisation. The company as a learning organisation and CAP was defined. Learning is then linked to performance by looking at the relationship between the two variables and also comparing the traditional approach of training with learning as a process. A questionnaire was designed consisting of forced-choice questions and answers and some open-ended questions. The purpose was to survey a large number of people about the topic of the research. Percentage in sales growth per sales staff member was obtained from the sales database department, and correlations were made with CAP progress data on SAP HR. From the analysis of data the following results were apparent: <ul> <li>--Embarking on CAP improved the relationship between subordinates and management and also assisted in improving teamwork amongst team members.</li> <li>--Most sales staff believes that CAP significantly influenced their In Trade Outlet Survey (ITOS) ratings.</li> <li>--CAP assisted the company in gaining a larger market share.</li> <li>--The majority of the respondents strongly agreed that the competencies and knowledge gained through CAP assisted them in increasing their sales of carbonated soft drinks.</li> <li>--CAP is believed to have improved the company’s Customer Service Measurement.</li> <li>--CAP significantly improved the levels of confidence of the sales staff.</li> <li>--99 % of the respondents believe that the Value Chain learning outcome positively influenced their work performance.</li> <li>--99 % of the respondents believe that the learning outcome: Knowledge of how sales fits in the Value Chain positively influenced their work performance.</li> <li>--Every respondent in the survey believed the product knowledge module had a positive impact on their work performance.</li> <li>--CAP emerged to be the learning intervention that has the most impact on the work performance of sales staff, followed by coaching by managers and the Sales Academy.</li> <li>--The results of the survey indicated that 96 % of the respondents believe that CAP was a worthwhile initiative.</li> </ul> Significant differences were found in sales growth since embarking on CAP between different race groups. Significant differences for CAP progress were found in respect of different plants. The research aimed to prove the hypothesis that CAP improved work performance. The core measurement of sales staff is growing sales volume, with all the other measurements measured in the questionnaire supporting this core function. Copyright 2005, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bergh, C 2005, The impact of a competency acquisition process on the work performance of sales staff, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06212005-084440 / > / Dissertation (MCom (Human Resources Management))--University of Pretoria, 2006. / Human Resource Management / unrestricted

The current technological development has led to an increase in the complexity of reality which in turn has complicated the task of the education leader as manager. The education leader has become a personnel manager responsible for the management of both staff and pupil activities in order to realize the school's objectives effectively. These tendencies indicate that the education leader must be capable of adapting his management style to the needs of his staff in order to be able to increase the producti= vity of his staff. The education leader must also have the necessary flexibility to select from a variety of management styles according to the demands of the specific situation. Situational Leadership is ideally suited to meet the demands of the task of the education leader, because it accommodates the level of task maturity of each staff member. The emphasis is placed on the relationship between the leader and the follower with the needs of the follower as the most crucial factor in the relationship. Three aspects are essential for successful Situational Leadership, viz., the correct amount of task behaviour or direction by the leader; the correct amount of relationship behaviour or support by the leader cor= relating with the level of task maturity of the followers. However, other situational variables, such as superiors, the organization and time must also be taken into consideration. Situational Leadership also makes prov1s1on for contracting for a leadership style whereby the education leader and the teacher come to an agreement about the appropriate leadership style to be used to help the teacher accomplish his/her objectives. The developmental aspect of Situational Leadership provides the means by which the education leader can contribute meaningfully to the development of his staff, e.g. leadership potential, motivation, morale, commitment to objectives, decision-makirrg, communication and problem solving. / Dissertation (MEd)--University of Pretoria, 1986. / gm2013 / Education Management and Policy Studies / unrestricted

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1999. / Staff supervision is central to the improvement of the quality of teaching in a school and if educators are well supervised and are aware of the benefits inherent in supervision, they need to be amenable to supervision. Yet educators are not, and they use every trick in the book to avoid or resist supervision. On the other hand, the principal struggles to persuade educators to understand the value of the exercise. Some resort to threats which may lead to animosity and resentment. The bottom line is that the principal is not able to play his/her role to encourage staff development, and as a result, the quality of teaching may drop. This study sought to assess the principal's understanding of his/her role in staff development. Secondly, it sought to ascertain the extent to which principals' supervision strategies enhanced educators' professional development. Lastly, the study aimed to obtain an understanding of educators' perceptions regarding supervisors as an aspect of staff development. Review of relevant literature of supervision and staff development was undertaken for the conceptual framework upon which the problem could be analysed. An interview schedule was administered in principals with an aim to soliciting information that would reveal the approach that they used to supervise their staff. Questionnaires were adrriinistered to educators with an aim of obtaining information from them about the perceptions that they had regarding supervision and staff development. The study established that principals have the desire to play a constructive role in the professional development of their teaching staff, but they unfortunately lack the capacity to do so. Secondly that principals' supervision strategies as currently employed do not enhance the educator's professional development. Lastly that educators do not have a clear understanding of supervision as an aspect of staff development. They seem to understand the role that the principal can play but they have problems in implementing that role.

Caseworker turnover in child welfare agencies has been a problem for many years. The turnover negatively impacts the agency, and the staff left behind by their departing peers, and continuity of services provided to clients. The purpose of this basic qualitative study was to explore parental experiences with child welfare staff turnover to determine how clients perceived that turnover impacted their child welfare case. The research questions for this study focused on (a) how clients perceived that child welfare turnover impacted their case and (b) how the turnover impacted their case plan and (c) recommendations for child welfare to enhance services. Conceptually, ecological and general systems theories provided the framework for understanding perceptions of child welfare clients’ experiences. Data were collected using semistructured questions administered to the 8 former child welfare clients in individual interviews. The participants were recruited through purposeful and snowball sampling. The selection criteria for participants were previous clients who had experienced the loss of their caseworker at least 3 times due to turnover. The collected data were transcribed verbatim from an audio recording. Codes were assigned to the data and reliability checks were conducted. The themes that emerged from analysis of the data included (a) effect of turnover on the outcome of the case, (b) loss that comes with turnover, (c) different perspectives, (d) frustration with notification of change, (e) case plan changes, and (f) advice for child welfare agencies. The knowledge gained from this study can help child welfare agencies learn how clients are affected by turnover and what families need from the child welfare agency when facing turnover. The findings of this study could potentially contribute to positive social change by providing guidance for practice and a greater opportunity to help families who experience staff turnover in child welfare agencies.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.

京都大学 / 0048 / 新制・課程博士 / 博士(人間健康科学) / 甲第18195号 / 人健博第12号 / 新制||人健||1(附属図書館) / 31053 / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 任 和子, 教授 若村 智子, 教授 川村 孝 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

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While group homes seemed to be the ideal solution for the deinstitutionalization movement started in the 1950s, many group homes face significant challenges regarding staffing, and staff training and performance. Organization behavior management (OBM) may offer some solutions to increasing staff performance. Additionally, choice is a topic rarely researched in OBM and applied behavior analytic (ABA) research. The purpose of this study is not only to create a treatment package that increases data collection among group home staff, but also to examine choice, and whether increased choices related to a behavioral intervention package impacts the efficacy of the treatment package. Participants were divided into two groups. The choice group was able to make four decisions regarding the procedures used in the treatment package, while the no choice group had those decisions imposed upon them in the treatment package. The results of the groups were compared. The four-component treatment package was successful in increasing average weekly data collection from 0% during baseline to over 50% in the four weeks of intervention. The choice group performed higher than the no choice group every week of intervention, showing that the minimal effort needed to take choice into consideration in an intervention would be worthwhile.

The goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if relationships existed between employees' perception of climate and two variables: (a) employees' locus of control and (b) employees' job satisfaction. Additionally, the three factors were assessed together in a linear regression to determine what percentage of variance could be accounted for by each of the factors. The extent to which the institution had sufficiently set the stage for learning to take place was determined by assessing the institution's climate utilizing the PACE©. Locus of control and job satisfaction were two audience components utilized to determine appropriate program selection. Findings from the correlation procedures revealed a moderate relationship between both the employees' locus of control and their job satisfaction and their perception of the climate. A multiple regression revealed that 43% of an employee's climate perception could be accounted for by locus of control and job satisfaction. Results of this study indicated that locus of control and job satisfaction were two factors that an institution needs to consider with regards to their staff prior to embarking on a staff development program or in re-designing an existing program. In addition, the results indicated the necessity in establishing a baseline climate perception to ascertain if the environment was conducive to staff learning. Lastly, an institution needs to be willing to inquire of its staff as to their needs and preferred learning delivery methods. By examining itself objectively, and engaging workers in a collaborative learning process, an institution can begin to establish the foundation for a learning centered staff development program.

Behavioral skills training (BST) has continuously demonstrated to be an effective means of training others in new skills and techniques. A limitation of BST, however, is that it requires extensive time and a professional trainer. Currently, there is a lack of literature comparing BST to alternative and effective training methods that require less resources, such as written directions and video modeling. Therefore, the purpose of this study was to determine which training modality (i.e., behavior skills training, written directions, or video modeling) was most effective at increasing staff members' correct implementation of applied behavior analysis procedures, specifically forward chaining, shaping, discrete trial training, at a therapeutic day school. Using a multiple baseline across participants design, the percentage of correct implementation was monitored when participants were exposed to BST, written directions, and video modeling. Results suggested that BST was the most effective training method, however written directions and video modeling also lead to increases in the percentages of correct implementation. Implications, limitations, and areas for future research are discussed.