Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Technological advance and industrialization lead to changes in the structure of the demand for labour. A relative decline in the demand for agricultural and 1mskilled workers occurs together with a relative increase in demand for workers in the skilled categories (professional, technical, managerial, and administrative; clerical and sales; service; and skilled industrial workers, e.g., artisans) which increases as a percentage of total employment over time. This pattern has been followed with great consistency in industrializing countries (Schreiner, 1967; 1961 Education Panel, 1963, 1966) and has certainly been the case in the United States (United States Department of Labour, 1963, 1964, 1965). Francis Wilson has written that 11 the signature tune of South Africa's economic history is surely the wailing of employers over the shortage of labour 11 (Wilson, 1972, p.86). In this study I will examine an aspect of this statement by looking at the concept (Section I), and reality in so far as it can be quantified (Section II), of the 'skills shortage' in South Africa. The latter is explored further in Section III in which the demand for African technicians discovered in fieldwork by the writer is discussed. Section IV is an examination of the extent to which current educational policy provides a supply of Africans educated at the higher levels to meet this demand. Section V contains the conclusion and recommendations of the study.

No description available.

Thesis (M.B.A.)--University of Hong Kong, 1991.

M.Phil. (Leadership in Performance and Change) / Technicians are frequently promoted to supervisory positions based on their technical abilities, with scant attention focused on developing supervisory competencies. This oversight often poses significant challenges. The effective transition from technician to supervisor is important in any organisation. Human Resource (HR) managers, Human Resource Development (HRD) managers, and line managers need to ensure that relevant training interventions are implemented to develop the necessary management competencies for this career advancement. The primary objective of this study was to identify and verify the competencies required for the positions of both a technician and a supervisor; whilst the secondary objective was to determine the differences in the competencies between the positions of technician and supervisor, so that Human Resource (HR) managers and Human Resource Development (HRD) managers are able to design and implement relevant training interventions to ensure the smooth transition of technicians to supervisory positions. The literature review highlights that the transition of technicians to supervisory positions often poses significant challenges for technical professionals because they may lack management or supervisory competencies. Effective transitioning is a necessary step. In this study, the mixed method approach was used to enable three-phase data collection, namely, the development of a theoretical framework, quantitative, and qualitative studies. The first phase was to generate a theoretical framework to gather information from energy utility industries on the competencies that are required for a technician and a supervisor. The second phase was the quantitative phase, where a survey was used to identify and verify the competencies required for a technician and a supervisor. The third phase was the qualitative phase, where the focus groups were instructed to validate the list of competencies, assign a degree of agreement, identify the differences between the lists of competencies for the technicians and supervisors, and recommend any further competencies that are essential to successfully transition an employee from the level of a technician to the level of a supervisor.

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

M.Ed. (Curriculum Studies) / Management is a typical human undertaking which occurs when people come together with the aim of striving towards achieving goals. Because of the ever increasing complexity of technology in an advanced western society, management has in all facets changed radically. Effective, modern management practice has become part and parcel of the advanced world. Because management as a science is also applicable to the Telecommunication Chief Technician, it is necessary for the business leader to apply management principles to their fullest. The world of telecommunications is characterized by complex equipment of advanced technology. The application and use of this equipment is part of the action applicable to the Chief Technician. This necessitates the business leader to use people (his subordinates) so that optinm use of men and machines (resources) will be an advantage to the organisation. The purpose of this investigation is to determine to what degree the Chief Technician is quall fled to apply management principles. As a result of this information an effort is going to be made to set guidelines and a model with the purpose of combining management techniques into a curriculum with a view to functional management. This model will serve as a guideline in training Chief Technicians. According to the researcher, functional management can only be considered when it consists of the following: Management principles and curriculum basic principles. Areview of literature which has been used as a reference during the course of this study indicate the following: There are four management principles which exist, namely: Planning, Organizing, Leading and Controlling...

Submitted in full compliance with the requirements for a Master’s degree in Technology: Dental Technology at the Durban University of Technology, 2009. / The Dental Technology profession in South Africa is currently undergoing a possible role transformation. In the past, Dental Technicians were restricted to laboratory work only and were not permitted to have direct contact with patients. Due to a demand for oral care, and a gap that is perceived to exist in service delivery, Clinical Dental Technology has emerged as a possible new profession in South Africa. The 1997 amendment to the Dental Technicians Act allows Dental Technicians to broaden their scope of practice through further education into the clinical aspects of the profession. South Africa is one of few countries that have an enabling legislation in terms of the recognition of Clinical Dental Technology. However, there is to date no training programme or curriculum for people who would like to practise as Clinical Dental Technicians. The three institutions in South Africa that provide training for Dental Technicians do not provide training to those technicians who would like to pursue a clinical career path. Internationally, Dentists have argued that Dental Technicians have insufficient clinical capabilities. They feel that technicians do not have sufficient knowledge and experience in dealing directly with patients, and consequently have identified a need for further training of Dental Technicians before they are recognised as Clinical Dental Technicians. The aim of this study was to evaluate educational institutions’ readiness in terms of the role transformation of Dental Technicians and to establish perceptions about the introduction of this new profession by Dentists, Dental Technicians and Dental Technology lecturers. The views of these three stakeholders have implications not only in terms of the development of a new curriculum, but were also found to raise serious concerns about the implementation of this profession in South Africa. Data was collected by means of questionnaires and personal interviews with Dentists, Dental Technicians and Dental Technology lecturers in South Africa. The responses were transcribed and then coded according to pertinent themes for interpretation purposes. The data revealed major differences in the perceptions of the proposed profession by the three sectors. This has important implications for the likely success of Clinical Dental Technology, given the need for these sectors to work together as members of the dental team. The data also reveals concerns about the type of training that would need to be incorporated into the curriculum and who would be able to provide such training. By using an overview of curriculum theory, this study also raises concerns that clinical aspects might be infused into the curriculum as simply the acquisition of additional technical skills, rather than as a significant shift in professional identity to incorporate patient care.

Submitted in full compliance with the requirements for a Master’s degree in Technology: Dental Technology at the Durban University of Technology, 2009. / The Dental Technology profession in South Africa is currently undergoing a possible role transformation. In the past, Dental Technicians were restricted to laboratory work only and were not permitted to have direct contact with patients. Due to a demand for oral care, and a gap that is perceived to exist in service delivery, Clinical Dental Technology has emerged as a possible new profession in South Africa. The 1997 amendment to the Dental Technicians Act allows Dental Technicians to broaden their scope of practice through further education into the clinical aspects of the profession. South Africa is one of few countries that have an enabling legislation in terms of the recognition of Clinical Dental Technology. However, there is to date no training programme or curriculum for people who would like to practise as Clinical Dental Technicians. The three institutions in South Africa that provide training for Dental Technicians do not provide training to those technicians who would like to pursue a clinical career path. Internationally, Dentists have argued that Dental Technicians have insufficient clinical capabilities. They feel that technicians do not have sufficient knowledge and experience in dealing directly with patients, and consequently have identified a need for further training of Dental Technicians before they are recognised as Clinical Dental Technicians. The aim of this study was to evaluate educational institutions’ readiness in terms of the role transformation of Dental Technicians and to establish perceptions about the introduction of this new profession by Dentists, Dental Technicians and Dental Technology lecturers. The views of these three stakeholders have implications not only in terms of the development of a new curriculum, but were also found to raise serious concerns about the implementation of this profession in South Africa. Data was collected by means of questionnaires and personal interviews with Dentists, Dental Technicians and Dental Technology lecturers in South Africa. The responses were transcribed and then coded according to pertinent themes for interpretation purposes. The data revealed major differences in the perceptions of the proposed profession by the three sectors. This has important implications for the likely success of Clinical Dental Technology, given the need for these sectors to work together as members of the dental team. The data also reveals concerns about the type of training that would need to be incorporated into the curriculum and who would be able to provide such training. By using an overview of curriculum theory, this study also raises concerns that clinical aspects might be infused into the curriculum as simply the acquisition of additional technical skills, rather than as a significant shift in professional identity to incorporate patient care.