The purpose of this study is to determine the possible training needs of the school governing bodies so that they can play their roles efficiently. Education can no longer be led by the producers, namely the academic theorists, the administrators and the educators' unions. Education must be shaped by the users, by what is good for the individual child and what hopes are held by parents. If power is to be moved, then it has to be managed, by implication, this management is to be by the users represented by the governors. Governing bodies have to take ownership of their schools to make sure that quality education is provided. In order to be effective democratically and managerially, the need for training should be recognized. The responsibilities for governing bodies are so important and complex that a governor cannot be expected to discharge them effectively without some training going beyond the normal process of picking up the job by doing it. The empirical investigation was employed to determine the training needs and strategies of the school governing bodies. Literature survey was also employed to determine the possible problems preventing the governing bodies to manage effectively. The population involved in this study was confined to principals, educator governors, parents, learners and co-opted members. The results of 210 respondents were analyzed. The findings revealed that the governing bodies did not know what to do and what not to do (i.e. they do not know their job description). Findings more over revealed that the governing bodies need to be empowered through extensive training. Recommendations made by the respondents on how training of school governing bodies should be done are also expounded. The respondents put more effort on organisation of workshops, mentoring, in-service training, clinical supervision and induction as relevant strategies that can enhance efficient school governance. / (M.Ed.) North-West University, Mafikeng Campus, 2003

A research report submitted in partial fulfilment of the requirement for the degree of Master of Education by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, 2019 / In the South African education landscape, an apprenticeship/learnership model of teacher education is gaining traction, particularly in the private education sector. There is a general perception that student teachers who are immersed in a school context daily will gain a better understanding of the process of learning to teach. However, this assumption has not been empirically tested. The purpose of this qualitative research was to understand how mentors of student teachers in a learnership programme in a private school in South Africa, understand and support the process of learning to teach, both theoretically and in practice. The mentors’ criteria for good teaching and what is important in the mentoring interactions determines the kind of Zone of Proximal Development they are able to create in the mentoring interactions, specifically in the provision of feedback to student teachers on the lessons they teach. The research was conducted with three mentor teachers, each responsible for mentoring a student teacher in their subject area, mathematics. The research employed consisted of audio-recorded interviews with the mentors, as well as audio-recorded feedback sessions between the mentors and their respective student teachers after the mentor observed the student teaching two lessons. The results show that there is a variation in the forms of knowledge and support provided to the student teachers. The mentors’ support of the student teachers mostly focused on general pedagogical support in the form of tips and general classroom management advice. The more substantive mentorship, which focuses on the explicit communication of instructional design and pedagogical reasoning, was limited in some instances or not evident at all in other instances. A formal cognitive mentorship programme is recommended to effectively support student teachers in the process of learning to teach and to develop them into professional teachers. Such a programme should interrogate the mentors’ own assumptions about teaching, help them to understand the processes and complexities of learning to teach and guide them on how to design opportunities for making the pedagogical reasoning behind teaching choices explicit to student teachers. / NG (2020)

New research findings, changes in legislation and the use of information technology in nursing, requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller, 2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on the importance of in-service training, and authors agree that in-service training improves the quality of nursing care. However few studies on in-service in South Africa and psychiatric nursing science have been conducted, of which the last study conducted on psychiatric nursing science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some psychiatric hospitals in Gauteng do not conduct in-service training at all and informal discussions held with nursing managers highlighted that when in-service training programmes are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are in terms of in-service training to keep them updated and empowered to perform to the best of their ability. The objectives of the study were to explore and describe the needs and benefits of in-service training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate recommendations for in-service training for psychiatric nurses in this hospital. The research project followed a qualitative, explorative, descriptive and contextual approach. Six focus group interviews were conducted and relevant data obtained. The findings of this research included seven main themes, namely the need for in-service training, career advantages, social advantages, physical advantages, psychological advantages of in-service training, recommendations regarding in-service training and factors that hinder in-service training. These findings were enriched with direct quotations from the transcriptions as verbalized by psychiatric nurses during focus group discussions. The findings were compared with available relevant literature for confirmation. Recommendations were formulated for nursing education, nursing research and nursing practice that focus on in-service training for psychiatric nurses. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2012

The Kingdom of Saudi Arabia (the KSA) has a rapidly growing and diversifying economy that has made significant progress in manufacturing, construction, and agriculture. However, the KSA remains a difficult place for the practice of human resources management (HRM) because of, among other factors, a large non-native workforce and a majority of family-owned firms. These complicating factors mean that, in Saudi firms, HRM practices are adopted in a gradual manner and specifically, training programs are conducted with a view to develop talents and improve worker performance. The study explored the current state of HRM practices in KSA, perception on the training programs conducted and training effectiveness captured as ‘Intent to participate’. The study primarily used qualitative as well as quantitative data collected from family-owned business firms. It helps to gain a deeper understanding of how perceptions on training programs vary across different organisations and demography of the trainees that include age, qualification and experience. A framework predicting intent to participate by the perception on training programs was developed based on the review of extant literature. In order to capture the differences in the perception on training programs across different organisations, age, qualification and experience, Multivariate Analysis of Variance (MANOVA) was used. Results show that perception differed across organisations, age, qualification and experience. In order to predict intent to participate by perception on training programs, multiple regression analysis was used. Results show that perception on identification of training needs, clarity of objectives, training design, behavioural modification and performance improvement predict intent to participate. The researcher also explored perception on training programs in family-owned business firms by conducting an interview with 33 HR managers using a semi-structured interview schedule. The HR managers belong to those companies where the employees hail from. The schedule was developed and standardised using content validity and reliability. The study also gained insights into various areas of training required by the employees in order to achieve their business results. It further provides inputs in terms of HR concerns and suggested HR Interventions to make the management training function better aligned and integrated. The study concludes with a set of recommendations for firms on implementing management training effectively. Ultimately, the study proposes a model of training for family-owned businesses in the KSA.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirement for the degree of Master of Management of Business Executive Coaching Wits Business School Johannesburg February 2017 / Coaching has been growing in popularity, application and understanding (Passmore, 2014), yet enough is not known about how the use of assessments within the coaching process is structured. This exploratory study looked at how coaches choose and how coaches use assessments. The research methodology of this study was qualitative. Semi-structured interviews were undertaken in order to understand the lived experience of the coaches (Ponterotto, 2005) The key findings of the research was that coaches choose assessments based on three sets of criteria; the first being that they are clear about the outcome they want to achieve, they are clear and intentional about their choice. A second criteria of choice includes choosing assessments based on a particular paradigm or approach. The paradigm can be based on theory it may be based on a belief system, a methodology or a philosophy or personal bias. A third criteria was made up of a group who were unintentional about their choice or, in some instances, the choice was being made for them. Although coaches choose along these three criteria, it was clear that they were not choosing dogmatically, but instead there was an eclectic approach to choosing. The way coaches use of assessment was overwhelmingly in a practical way for the benefit of the coachee and for the benefit of the coach. The provision of well-crafted and thoughtful feedback and the guarantee of the coach having the required competence were some of the aspects identified as critical in the use of assessments.The success of the assessment process was dependent upon the skillset of the coach. The amount of care dedicated to feedback of the assessment report confirmed its importance in the assessment and coaching process A further key insight was the complexity of working with assessments in corporate environments, assessments that sometimes boxed people and coaches negative experiences amongst others meant that this surfaced a number of critiques, cautions and conundrums. / MT2017

Fashion entrepreneurs with no formal fashion-related education or training are hereafter referred to by the acronym FEWFFET (fashion entrepreneurs without formal fashion-related education or training). Entrepreneurship provides a feasible means of employment in a country where national unemployment rates are alarmingly high. To succeed, entrepreneurs require business knowledge and skill to operate profitable and sustainable businesses. However, entrepreneurs who were previously disadvantaged often possess only low levels of education, limited qualifications and training. This applies to survivalist fashion entrepreneurs in the Sedibeng District Municipality (SDM) who produce various items of apparel and clothing. Over a third of these entrepreneurs are not formally educated in business management and may not possess the adequate knowledge to operate their fashion business successfully. The research aim was to investigate the uses and challenges pertaining to business skills amongst FEWFFET to determine their business skills training needs. The sample population included 105 black fashion entrepreneurs, operating micro, survivalist enterprises within peri-urban, resource-poor communities in the Emfuleni Local Municipality (ELM) of Sedibeng, Gauteng. A quantitative study using non-probability purposive sampling and snowball sampling was performed. Interviewer-administered questionnaires were conducted with respondents at fabric and haberdashery stores or within their home-business environments. The results indicated that respondents lacked business plan development skills and showed only moderate skills in finance and marketing. Respondents indicated business skills training needs for developing a business plan, conducting basic bookkeeping, determining correct product pricing, drafting quotations and invoices, developing a budget, conducting basic market research and advertising their products and services / National Research Foundation (NRF)

Thesis (M.Dev.) --University of Limpopo, 2008 / Aim: Although a lot of money is spent on training in the Office of the Premier, such training programmes are never evaluated to determine the efficacy. Thus it is not clear whether such training improves service delivery or not, and if there is visible improvement, and how much of that improvement was in fact brought about by such training programmes. The aim of the study is to investigate whether employees’ training programmes are aligned with the training needs. Furthermore, the aim is to determine if the compilation of the workplace skills plan is informed by the employees’ skills needs. The National Skills Development Strategy (2005-2010) for the Public Service states that for the public service to succeed in its mandate of providing effective and efficient service delivery to the citizens, the government needs to invest in the training and development of the public service. Participants: A total number of 70 (seventy) officials from the Transversal Human Resources and Corporate Services participated in the study. In addition 7 (seven) managers from these sub branches were interviewed. Instruments: The study used both qualitative and quantitative approaches. For the qualitative approach, the researcher used structured interviews. The quantitative approach involved a data collection procedure based on structured questionnaires administered to both the Transversal Human Resources and Corporate services. Results: The study revealed that training programmes are not always aligned to the employees’ training needs. Although employees indicated their training needs in specific skills, they received training in skills that they did not require, but yet v identified as crucial. The study confirmed that of the two sub-branches, employees from the Corporate services are the ones who receive more training compared to employees from Transversal Human Resources. Conclusion: The study concludes that the development of the skills plan is partially aligned to the training needs of employees in the Office of the Premier. This conclusion is based on the fact that the respondents’ skills were audited in the past two years whereas the skills development plan is compiled and submitted to Sector Education and Training Authority (SETA) every year. This study’s conclusion is based on the findings that, the respondents’ skills were not audited this financial year and that in instances where respondents attended training intervention evaluation was never conducted. However, there is the challenge of ensuring that all employees attend some training at least once per year.

Self-injury (SI) is a growing concern for professionals working in educational settings who desire more information on SI and express a lack of confidence in working with youth who self injure (Carlson, DeGreer, Deur, & Fenton, 2005; Heath, Toste, & Beettam, 2008). A sample of 263 teachers from a small, rural Kentucky county completed a survey (response rate of 45.5%) designed to address educators’ knowledge of SI, training needs, and knowledge of school response plans for working with youth who self-injure. A 20-item measure developed by Jeffery and Warm (2002) assessed SI knowledge. Educators evidenced significantly lower scores on the knowledge measure than school psychologists (Beld, 2007), and professionals working in a medical setting (Jeffrey & Warm, 2002) with the exception of psychiatrists. Analysis of the response patterns of the educators on the knowledge measure indicated 11 out of 20 items evidenced serious inaccurate understandings of basic fact and myths, prevalence, relationship of SI to psychopathology and suicide, and media influences. There were no gender differences when comparing self-rated knowledge of SI; however, female educators evidenced greater mean scores on the knowledge measure. Females evidence significantly greater knowledge of SI than males. There is no relation between knowledge of SI and the amount of experience working with youth who self-injure for this sample. Knowledge of SI and amount of experience working with students who SI was not correlated. Further, educators who report knowledge of school plans did not report higher confidence in helping students. Descriptive information regarding knowledge of SI and school response plans, confidence, and training indicate the majority of educators in this sample do not have any experience working with youth who self-injure. Further, most lacked knowledge of a school response plan and did not know the existence of or steps included in the district’s school response plan. A majority of participants indicated never attending in-service training on SI; however, they did indicate an interest in receiving more information on SI. Results support the need for districts to educate staff on school response plans and/or to develop a specific school response plan for dealing with youth who engage in SI. Also supported are training needs regarding the school plan, basic knowledge of SI, and extended areas of SI such as media and suicide. Lastly, follows the discussion of practical implications, limitations, and suggestions for future research in relation to results.

ABSTRACT AN ASSESSMENT OF THE PROFESSIONAL DEVELOPMENT NEEDS OF ENGLISH LANGUAGE INSTRUCTORS WORKING AT A STATE UNIVERSITY Eksi, G&uuml / l M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Yesim &Ccedil / apa Aydin December 2010, 88 pages The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo / perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo / preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo / perceptions of professional development programs in predicting the professional development needs of the instructors. Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo / Sharing experiences with colleagues.&rdquo / The most important factor which hindered participants from attending professional development was determined as &ldquo / inconvenient date/time.&rdquo / The most difficult skill to teach and to assess was reported as &ldquo / Writing.&rdquo / It was found out that the area where the degree of need was the highest was &ldquo / New theories and practices of English language teaching.&rdquo / Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.

New research findings, changes in legislation and the use of information technology in nursing, requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller, 2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on the importance of in-service training, and authors agree that in-service training improves the quality of nursing care. However few studies on in-service in South Africa and psychiatric nursing science have been conducted, of which the last study conducted on psychiatric nursing science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some psychiatric hospitals in Gauteng do not conduct in-service training at all and informal discussions held with nursing managers highlighted that when in-service training programmes are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are in terms of in-service training to keep them updated and empowered to perform to the best of their ability. The objectives of the study were to explore and describe the needs and benefits of in-service training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate recommendations for in-service training for psychiatric nurses in this hospital. The research project followed a qualitative, explorative, descriptive and contextual approach. Six focus group interviews were conducted and relevant data obtained. The findings of this research included seven main themes, namely the need for in-service training, career advantages, social advantages, physical advantages, psychological advantages of in-service training, recommendations regarding in-service training and factors that hinder in-service training. These findings were enriched with direct quotations from the transcriptions as verbalized by psychiatric nurses during focus group discussions. The findings were compared with available relevant literature for confirmation. Recommendations were formulated for nursing education, nursing research and nursing practice that focus on in-service training for psychiatric nurses. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2012