M.Com. (Industrial Psychology) / Andragogical principles are being implemented at an ever-increasing rate as regards the training of adult learners at present. This compels the trainer to analyse not only the training situation but the characteristics of the target group too (being adult learners) and to make use of this information in planning his training strategy thus greatly increasing his responsibility. This study focuses mainly on the nature of the training group as a target group and on the role of the trainer as group facilitator. The concept "group facilitating" was introduced in training with the study of McLagan (1983). Group facilitation focuses on the managing of group discussions and group processes in order to create appropriate learning opportunities so that individuals can teach their highest potential. In this study a distinction was made between the "role" and the "style" of the group facilitator: the "role" of the group facilitator defines the broader functions of group facilitating, whereas the "style" of group facilitating concerns the,manner of facilitating. It is generally accepted that the group facilitator should adapt his style to the demands of the training situation. These situational demands suggest,changes in the nature of the learning content, the environment and the nature of the training group. To identify the different styles of group facilitation a situational bounded group facilitation model was designed. In this theoretical model the styles were related to different degrees of maturity (maturity being defined here as "readiness to Iearn") of the training group. Four dominant styles of group facilitation were identified and coupled with four different developmental phases of the training group.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management in Business and Executive Coaching. Johannesburg, 2017 / This study assessed the dynamics of the coach-coachee matching process in the South African context with a specific focus on the experiences and perspectives of participants. It took place in Johannesburg within the South African context of business executive coaching, which is growing in popularity in corporates. It involved seven Top 40 organisations listed on the Johannesburg Stock Exchange (JSE) that had implemented executive coaching as a management development tool. The participants comprised 22 participants consisting of 15 coachees, four HR/OD managers, and three coaches. A constructivist-interpretivist paradigm and in-depth semi-structured interview technique for data collection was used. The key findings were about organisation-coachee and coach-coachee matching dynamics. Organisation-coachee dynamics included factors contributing to positive organisation-coachee dynamics such as organisational coaching culture and formal programme; trained internal coaches; geographic access to coaches; availability of choice of coaches; a dedicated matching person; group coaching and an enabling use of technology. Factors that contributed to negative organisation-coachee dynamics were limited coach experience; remedial coaching; negative feedback and limiting technology use. Coach coachee dynamics included factors contributing to positive coach-coachee matching dynamics such as complementarity of personality, values and beliefs of the coach and coachee dyad, and various others on the preferred demographics of coach and coachee. Factors that contributed to negative coach-coachee dynamics included unmet expectations of the coachee; lack of trust; personality clash; crossing of the coaching relationship boundaries; and negative impact of coach-coachee demographics. The conclusions of this study indicated that organisations should consider the dynamics involved in matching coaches to coachees by assessing the coaching needs of prospective coachees and helping them find a suitable coach. Furthermore, effective management of both processes and dynamics has an influence on the success or otherwise of the coaching relationship. / MT2017

M.Ed. / The importance of teach1ng practice during the course of teacher education in order to further the career readiness of future teachers is generally acknowledged. Without such closely supervised experience the future teacher cannot be adequately prepared for the reality of teaching and such teacher education would therefore not be scientifically grounded in the reality of teaching. When current practices of student teaching practice are observed, certain questions as to its effectiveness must be raised. To ensure that the system functions effectively and succeeds in providing properly trained students for the profession, it is essential that ongoing research be undertaken to eliminate possible problems and to provide useful renewal. Teaching practice has the purpose of offering functional experience to the future teacher by exposing him to both the complexity and the reality of the on-the-job situation of the actual classroom and its school environment. Training institutions are seldom in an ideal position to bring students in direct contact with the reality of teaching or to undertake the extremely important aspect of imparting professionalism before the career is embarked upon. Should the school be referred to as a participant in the training of future teachers, it is with a vague reference to a group without specifying either the people or their tasks. This can result in responsibility for such training remaining nebulous. In the light of this', it is necessary to identify' specific individuals in the school situation, because during the teaching practice there is talk of some limited but clearly defined duties and responsibilities. Not only does the teacher who accepts a student for the teaching practice appear to be in the ideal position to provide direct guidance during the experience of the actual teaching situation, but he is also the logical person to provide continuous specific and individual help. Unfortunately the teacher is often unaware of the role he should assume during the teaching practice of the student. It may be that the nature of his involvement is underestimated or that the teachers find themselves ill- prepared because their function during teaching practice has been poorly defined. Seen against the background of these problems, the purpose of this study is to examine the role that teachers should assume during teaching practice, and to identify their specific functions as guide and co-trainer so that these may be clearly spelt out and effectively performed. In order to approach the formulated problem systematically, both local and overseas literature have been studied to reinforce the intersubjective validity of the study. In the light of information thus gleaned, three separate, structured questionnaires were designed to tentatively gauge the present teacher participation in teaching practice and to make recommendations. To ensure the validity and objectivity of the empirical investigation, lecturers involved in teaching practice, teachers who had previously accepted students for teaching practice and final-year student teachers were involved in this study. The empirical investigation, supported by the literature, reveals that teachers do not accept an apathetic attitude towards teaching practice but rather that their sometimes uninvolved attitude can be ascribed to the fact that they are unsure of the part they should play in order to fulfil the role of guide of the teacher-to-be during teaching practice. The link between training institutions and responsible. teachers should also be emphasized so that teachers may be made aware that their involvement in teaching practice is not just a transient responsibility, but rather the responsibility of a fellow-trainer. The investigation also indicates that the spectrum of experiences during teaching practice is so wide that it demands systematic procedures and carefully structured methods' so that the student-teacher may be introduced to the full reality of teaching in an orderly manner. Only thus can the potential value of student teaching practice be ensured.

M.Ed. (Education) / Please refer to full text to view abstract

M.Comm. / Any macro transport economic study of maritime education, training and development (ETD) will need to identify the many and varied role players involved therein or affected thereby. An introduction to the complexity, demands, needs and problems, and dynamic nature of the maritime industry, and of ETD in South Africa, is also necessary. Attention in the industry to safety and the resultant international requirements, in particular, makes adequate and coordinated maritime ETD and cognisance of the developments in this arena, essential. The regulatory and institutional framework within which ETD and the maritime industry function must be investigated. The Maritime Industry Training Board (MITB) is the current coordinator of maritime ETD in South Africa. As such, the effectiveness and efficiency of its activities need to be assessed, on an ongoing basis, by the role players which it serves to ensure that its co-ordinating functions facilitate the fulfilment of their needs and problems. The core problem investigated in this study, is the lack of co-ordinated maritime ETD, specifically in South Africa. The aim of the study, therefore, is to explore the subject of maritime ETD.

Thesis (MTech (Post School Education))--Peninsula Technikon, Cape Town,1999 / The education and training of civil engineering technicians is an integrated and dynamic process. The success of any service delivery process will be dependent on the meaningful interaction of all role players, given their understanding and commitment to desirable educational ideals and endeavours. With the rapid changes in technology and the arrival of democracy in South Africa, an ideal opportunity existed to review current practices and operational procedures, with a view to making some input toward restructuring. A review of service delivery strategies could make a positive contribution to improving the education and training of civil engineering technicians as well as improving the ideals of co-operative education. The purpose of the study was to analyse the service delivery strategies within the National Diploma in Civil Engineering course by examining the relationship between the views and expectations of students, academic staff and industry towards desirable leaming outcomes, against the current status of service delivery strategies. The study then explored success factors that could enhance the development of civil engineering technicians in training, within the co-operative education relationship. The literature study concentrated on the nature and value of co-operative education. It also highlighted the contributions of the respective role players in educational strategies and their added value to the education of technicians in training. An important distinction was established between training and learning where training, as a content-driven concept has been redefined to learning, which implies a more student-centred approach in the search for knowledge and the demonstration of skills. Questionnaires were compiled which attempted to measure views and perceptions on desirable outcomes in relation to current practices prevailing in service delivery strategies by technikons and industry. The survey was completed by a total of 268 respondents consisting of 178 students, 40 academic staff from nine technikons and 50 companies from industry in the Western Cape, Eastern Cape, Kwazulu Natal and Gauteng. A statistical analysis and observations revealed reasonable consistency in the desirable outcomes of student learning and achievement. The survey also revealed that there were significant differences between the three samples when it came to measuring the contributions and involvement of the three parties in service delivery implementation. The conclusions flowing from the literature study and the empirical investigation revealed that the gap between the current status and desirable learning outcomes are being prejudiced by the inefficient application and utilisation of available and resources.

The South African banking industry is currently facing increasing macro- and micro-environmental pressures which had led banks to move towards customer-oriented strategies. This has influenced the way their systems and processes are developed and innovated to provide a satisfactory service to their clients. It appears that service quality has been the differentiating factor that has set the competitors apart in providing their customers with a unique customer experience through client relationships and interaction. As a consequence, banks have resorted to implementing various training and leadership interventions as a driver, to effectively empower their employees to improve service quality The aim of this research study was to identify the impact that training and leadership programmes implemented by a particular branch of Standard Bank South Africa (SBSA) had on employee empowerment. This was achieved through a comprehensive literature review and an empirical study to measure whether employees had perceived themselves to be empowered. The results from this study will be used by the Human Resource Division of SBSA to evaluate and implement effective training methods for the employees of the selected branch in order to improve employee empowerment. This would serve as a great benefit for the bank as employees that are satisfied with the work are generally more productive, hence producing increased revenue for the organisation. An empirical study was embarked on to measure the respondents’ perception of being empowered and involved a survey of eighty-three employees of the retail branch in the Sandton, Johannesburg area. Forty-three of the employees responded to the anonymous questionnaire and the data obtained was analysed and interpreted into meaningful results. The results of the survey indicated that the majority of the employees at the selected branch perceived themselves to be empowered and it was concluded that the implementation of the training and leadership programmes by SBSA had a positive impact on them. The following recommendations were made: - Firstly, to increase training and development, in the form of leadership courses, inter-departmental learning and on-the-job training sessions to develop the employees to their full potential; - Secondly, management needs to encourage employees to participate in discussion forums and staff meetings and involve them in decision-making thus improving the perceived lack of a free-flow of information and transparency within the workplace; - Thirdly, team leaders and supervisors should encourage support and coaching of the junior employees by giving them constructive on-going feedback, supporting their ideas, delegating tasks, and giving them direction on the way forward; - Fourthly, a review of the reward and recognition system would be advisable where employees are rewarded (financially or non-financially) for a job or task well done, or to promote certain behaviours and attitudes in the workplace; and - Finally, it was recommended that the employees be informed and educated on the benefits, associated for both the employees and the organisation, of the Scheme in order to increase their commitment and performance. The empowerment of employees in the organisation is important as it involves employees who take responsibility for their decisions and actions because they are primarily the ones who solve the problems in their own teams. Empowerment in organisations can thus lead to less absenteeism, lower employee turnover, less employee training costs, increased employee satisfaction and more productive employees.

D.Ed. (Education Management) / The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. The literature on teacher traInIng shows that an effective balance between the academic, professional and practical components of a teacher training programme is essential. Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers, the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practice oriented training); the problem regarding the choice of a properly founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic situations. Emanating from Despite the general acceptance of this fact, there are still widespread misgivings about the absence of the desired balance between the various components. Although. this reference regards the total training programme of teachers, the same can also be said about the more specific training aimed at the creating of properly constituted didactical situations. The problem of ineffective integration between the theoretical and practical components in the training of teachers in constituting didactical situations is regarded as the central problem of this study. In order to probe this problem several sub-problems had to be resolved, namely: the problem regarding the need for a justifiable practice theory (didactical performance theory) that will provide integrated theoretical and practical guidelines for establishing school based practice (supplying a basis for practiceoriented training); the problem regarding the choice of a properly founded point of departure that would give access to a practice-oriented theory (didactical performance theory); the problem involving reliable guidelines for a training programme and, specifically, an integrated theoretical and practical programme for students in order to constitute purposeful secondary didactic situations.

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...

D. Tech. People Management and Development. / The main aim of this study was to develop a strategy to link the informal and formal motor mechanic artisan communities in terms of qualifications. The current formal sector training initiatives for motor mechanics do not provide for or acknowledge the non-formal learning of the informal sector practising motor mechanic artisan. This research supports three main arguments: firstly, the informal sector serves as a reservoir of individuals who are practising the motor mechanic trade; secondly, the need was identified to integrate these informal practising individuals with the formal sector in terms of qualifications; and thirdly, the large motor industries have the authority to propose processes to assist in the integration of the informal and formal artisan training. The study was conducted among 16 experts representing the motor mechanic training environment. The findings indicate that the two sectors could be linked through dedicated recognition of the prior learning system backed by a process of gap training. The findings also highlighted the importance of having modules of employable skills to enhance informal practising artisans’ employability status. Finally, this study identified specific constraints that contribute to the shortage of skilled motor mechanics in general. This research confirmed that a strategy could be developed to successfully link the informal and formal motor mechanic artisan communities.