Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: It is well documented that intelligence (g, or general cognitive ability) is one of the best predictors of job and training performance (Ree, Earles & Teachout, 1994; Schmidt & Hunter, 1998). However, research evidence suggests that its predictive validity can be incremented by measures of personality and motivation. In this study, measures of general cognitive ability, training motivation and personality were administered to South African Army trainee soldiers (N = 108) to investigate the ability of the measures to predict training performance criteria. Hierarchical multiple regression was used to investigate the relationship between the predictor composites and two composites of training performance. Multiple correlations of .529 (p < .01) and .378 (p < .05) were obtained for general soldiering training proficiency and core technical training proficiency respectively. Findings reveal different prediction patterns for the two criteria, as general cognitive ability contributed to significantly predicting the criterion of general soldiering training performance, but not core technical training proficiency. Similarly, training motivation and openness to experience were not found to predict general soldiering training proficiency, but predicted core technical training proficiency. Therefore, the results indicate that the addition of motivation to a model already containing measures of general cognitive ability does add incremental validity; R2 increased from .051 to .109 (p < .05). Adding personality to a model already containing general cognitive ability and motivation also explains additional variance; R2 increased from .109 to .143, although this change was marginal (p = .055). Furthermore, evidence of interaction between intelligence and training motivation was found when predicting training performance, as motivation influenced performance only for individuals with lower intelligence scores. The implications of the results are discussed and areas for further research are highlighted. / AFRIKAANSE OPSOMMING: Verskeie studies toon aan dat intelligensie (g, of algemene kognitiewe vermoë) een van die beste voorspellers is van prestasie ten opsigte van werk en opleiding (Ree, Earles & Teachout, 1994; Schmidt & Hunter, 1998). Navorsingsbewyse dui egter ook aan dat hierdie voorspellingsgeldigheid verhoog kan word deur die toevoeging van metings van persoonlikheid en motivering. In die huidige studie, is metings van algemene kognitiewe vermoë, opleidingsmotivering en persoonlikheid afgeneem op soldate onder opleiding in the Suid Afrikaanse Leër (N = 108). Die doel hiermee was om te bepaal tot watter mate hierdie metings saam opleidingsprestasie voorspel. Hiërargiese meervoudige regressie-ontleding was gebruik om die verband tussen die voorspellersamestellings en twee opleidingprestasiekriteria te bepaal. Meervoudige korrelasies van .529 (p <. 01) en .378 (p < .05) was onderskeidelik verkry vir Algemene Krygsopleidingsprestasie (GSTP) en Tegniese Korpsopleidingsprestasie (CTTP), onderskeidelik. Die resultate toon verder verskillende voorspellingspatrone vir hierdie twee kriteriummetings. Eerstens, het algemene kognitiewe vermoë beduidend bygedra tot die voorspelling van GSTP, maar nié tot CTTP nie. Verder het opleidingsmotivering en persoonlikheid (oopheid tot ervaring) nie GSTP voorspel nie, maar wél CTTP. Met ander woorde, die resultate dui aan dat die toevoeging van motivering tot ‘n model wat reeds metings van algemene kognitiewe vermoë bevat, wel inkrementele geldigheid tot gevolg het; R2 het toegeneem vanaf .051 tot .109 (p < .05). Die toevoeging van persoonlikheid tot ‘n model wat reeds algemene kognitiewe vermoë en motivering bevat, verklaar ook addisionele variansie; R2 het toegeneem vanaf .109 tot .143, alhoewel hierdie inkrementering slegs marginaal (p = .055) was. Laastens, is bewyse van ‘n interaksie-effek tussen intelligensie en opleidingsmotivering gevind in die voorspelling van opleidingsprestasie. Daar is bevind dat motivering prestasie slegs beïnvloed het vir individue met laer intelligensietellings. Die implikasies van die resultate word bespreek en areas vir verdere navorsing word aangedui.

M. Tech. Business Administration / The study aims to probe into the SANDFs strategic purpose for implementing the MSDS and whether the learners acquire the skills they regard declared as essential. The study will also investigate whether the MSDS fulfils the learners career aspirations and further asses their view regarding the programme.

Thesis (D. Tech.) - Central University of Technology, Free State, 2007 / The focus of this study is on a Model of Co-operative Education on Peace Support Operations (PSO) in Africa. PSO are multi-functional operations involving military forces and diplomatic humanitarian agencies. They are designed to achieve humanitarian goals or a long-term political settlement, and are conducted impartially in support of a UN mandate. These include peacekeeping (PK), peace enforcement (PE), conflict prevention, peacemaking, peace building, and humanitarian operations. Since the advent of democracy in 1994, domestic and international expectations have steadily grown regarding a new South African role as a responsible and respected member of the international community. These expectations have included a hope that South Africa will play a leading role in a variety of international, regional and sub-regional forums, and that the country will become an active participant in attempts to resolve various regional and international conflicts. Peacekeeping is becoming more and more important as South Africa plays a vital role in African missions, mandates, deployment and restructuring. The core of peacekeeping operations in Africa is no longer about the deployment of armed forces, but the focus is shifting towards a more integrated approach including reconstruction, development, stability, civilian involvement and humanitarian aspects. While skills required for peace operations overlap with those required for war, there is increasing recognition that additional peace operations training is needed to successfully conduct these missions. The demand, advancement and application of peacekeeping evolve worldwide, especially in Africa, where enormous funding is being poured into local research and development, testing and training. The market for Education, Training and Development (ETD) in the field of PSO is growing, as South Africa is becoming increasingly involved in peacekeeping missions on the African continent. At present, there is no Co-operative Education programme on generic PSO on the operational/strategic level presented by any of the major universities in South Africa in order to enhance other PSO training. The objectives of this research project are in phase one: • To determine the need for and feasibility of a Co-operative Education Program on PSO. • To write a instructional design (ISD) report for a Co-operative Education Model on PSO and, • To draft possible curriculum content. • The second phase of the project could involve the development of learning material, and the evaluation of the proposed Co-operative Education Model on PSO by running a pilot programme. The principal product (output) of this research will consist out of an ISD report on a Model for Co-operative Education on PSO in Africa, presented by means of Correspondence Instruction with contact sessions. The key factors in production of the learning program include geo-political and security studies in order to create an understanding of the African battle space, PSO as presented by UNITAR POCI, the assessment of international practice with regards to PSO in order to relate the information to operations in Africa, PSO on the African continent, and Civil-Military Cooperation.

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans / Die Suid-Afrikaanse Nasionale Weermag (SANW) beskou effektiewe opleiding as 'n noodsaaklike voorvereiste vir paraatheid. Instruksionele ontwerp - 'n benadering wat uit onderrigtegnologie ontwikkel het - word gebruik om nuwe kursusse daar te stel wat effektiewe 'n instruksionele ontwerpprojek uitgevoer behoort teword. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten voile demokratiese verkiesing in die Republiek van Suid-Afrika. ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. opleiding moontlik maak. Om effektiwiteit te beoordeel, word evaluering vereis en derhalwe behoort instruksionele evaluering 'n integrale komponent van die instruksionele ontwerpgebeure te vorm. Die SANW beskik nog nie oor toereikende kundigheid om hierdie komponent tot sy reg te laat kom nie en die doel van die studie was om hierdie leemte aan te vul. Daar is eerstens gepoog om, deur middel van 'n literatuurstudie, die didakties-wetenskaplike basis te bepaal waarop evaluering binne 'n sisteembenadering tot opleiding behoort te berus. Daarna is die aard en rol van instruksionele evaluering in die instruksionele ontwerpsisteem binne 'n militere opleidingsmilieu verken, ten einde te kon bepaal wat die funksies van instruksionele evaluering behels en welke evalueringstake in die verskillende fases van 'n instruksionele ontwerpprojek uitgevoer behoort te word. Die fokus van die studie het vervolgens verskuif na die talle veranderinge wat sedert die ontstaan van die SANW op 26 April 1994, na die eerste ten volle demokratiese verkiesing in die Republiek van Suid-Afrika, ingetree het. In vergelyking met sy voorganger het die SANW nuwe en meer uitgebreide sekondere rolle, wat hoer eise aan opleiding stel en evaluering ook meer kompleks maak. Dit bevestig inderdaad die behoefte aan 'n evalueringstelsel wat volgens sisteembeginsels bedryf word. Teen die agtergrond van die voorgaande is oorgegaan tot die ontwerp van 'n oorkoepelende instruksionele evalueringsisteem vir die SANW. Aangesien die suksesvolle implementering en funksionering van die sisteem grootliks beinvloed sal word deur die wyse waarop die instruksionele evalueerder sy taak volvoer, is daar ten slotte ook aandag geskenk aan die ontwerp van 'n instruksionele evalueerderskursus. / The South African National Defence Force (SANDF) regards effective training as an essential prerequisite for preparedness. Instructional design - an approach that has developed from instructional technology - is used to establish new courses that facilitate effective training. Evaluation is essential for assessing effectiveness and therefore instructional evaluation should form an integral part of the learning events. The SANDF does not as yet have the expertise to do justice to this component, and the aim of this study was to fill this gap. Firstly, it was attempted to determine, by means of a literature study, the didactic scientific foundation on which evaluation within a systems approach towards training should rest. The nature and role of instructional evaluation in the instructional design system within a military training milieu was subsequently investigated. This was done to determine what the functions of instructional evaluation comprise and what evaluation tasks should be carried out in the different phases of an instructional design project. The focus of the study then shifted to the numerous changes that took place since the inception of the SANDF on 26 April 1994, after the first democratic election in the Republic of South Africa. Compared to its predecessor the SANDF has new and more extensive secondary roles that demand higher standards of training and make evaluation a more complicated task This indeed confirms the need for an evaluation system that is practised according to system principles. Against the background of the afore-mentioned, the design of an overall instructional evaluation system for the SANDF was proceeded with. As the successful implementation and functioning of the system is, to a large extent, influenced by the way in which the instructional evaluator carries out this task, attention was finally given to the design of a course for instructional evaluators. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)