The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted

This study focused on designing a training programme for audiometricians, using the principles of instructional design. Instructional design is the continuing, systematic development of instructional specifications, utilizing researched strategies and principles to create detailed outcomes for the development, implementation, evaluation and maintenance of training programmes. An audiometrician is defined by SANS (10083:2004), as a person registered with the Health Professions Council of South Africa as an audiometrician, hearing aid acoustician or someone trained in audiometry. Audiometricians are adult learners. Therefore, in addition to instructional design principles, the principles of adult learning were also incorporated in the training programme. The successful training of audiometricians may ensure that noise induced hearing loss is significantly reduced when audiometric monitoring is appropriately implemented as part of a hearing conservation programme. Training for audiometricians is critical in this process as incorrect audiometric monitoring may negatively influence the outcomes of a hearing conservation programme. This study followed a descriptive research design where the results were described in a quantitative manner. Data was collected by means of electronically mailed questionnaires. All participants were practicing audiometricians at the time of the study and were registered with the South African Society for Occupational Health Nursing. All participants had an audiometric certificate as qualification. For the analysis of data, 181 completed questionnaires were used. The results were analyzed and described in terms of the respondents’ own experience regarding audiometry; their opinions regarding the topics they have been taught in audiometry; the duration of their own training programmes and their opinions regarding a future training programme for audiometricians. Based on the results of the above analysis, the instructional design programme for audiometricians was developed. The obtained results were used to determine what the topics, content, duration, learning outcomes and learner evaluation methods should be in the development of a training programme for audiometricians. This research study developed a training programme for audiometricians in order to ensure that all future audiometricians have the necessary knowledge to perform comprehensive hearing evaluations, interpret audiometric findings and thereby assist in reducing noise induced hearing loss in the industrial sector through hearing conservation programmes. AFRIKAANS : Hierdie studie is toegespits op die ontwerp van ‘n onderrigprogram vir oudiometriste waarin die beginsels van onderrigontwerp toegepas is. Onderrigontwerp behels die deurlopende en stelselmatige ontwikkeling van onderrigspesifikasies deur gebruik te maak van nagevorsde strategieë en beginsels om gedetailleerde uitkomste vir die ontwikkeing, evaluering en onderhoud van opleidingsprogramme daar te stel. ‘n Oudiometris word gedefinieer deur wetgewing (SANS 10083:2004) as ‘n person wat geregistreer is by die Health Professions Council of South Africa as ‘n oudiometris, gehoorapparaat akoestikus of iemand wat opgelei is in oudiometrie. Oudiometriste is volwasse leerders. Om hierdie rede is nie net die beginsels van onderrigontwerp nie, maar ook die beginsels van volwasse leer in die onderrigprogram geïnkorporeer. Suksesvolle onderrig van oudiometriste kan verseker dat die voorkoms van geraas-geïnduseerde gehoorverlies verminder, mits oudiometriese monitering toepaslik as deel van ‘n program vir gehoorkonservering geïntegreer word. Opleiding vir oudiometriste is krities belangrik in hierdie proses want indien oudiometriese monitering verkeerd gedoen word, kan dit die gehoorkonserveringsprogram in totaliteit negatief beïnvloed. ‘n Beskrywende navorsingsontwerp is in hierdie studie gebruik en die resultate is kwantitatief beskryf. Data is deur middel van vraelyste wat elektronies versend is, versamel. Al die deelnemers was ten tye van die studie praktiserende oudiometriste wat by die South African Society for Occupational Health Nursing geregistreer was. Elkeen was in besit van ‘n oudiometriese sertifikaat as kwalfikasie. Vir data-ontleding is 181 voltooide vraelyste gebruik. Die data was geanaliseer en beskryf in terme van die respondente se eie ervaring ten opsigte van oudiometrie; hul mening omtrent die temas wat by hul opleiding ingesluit was; die duur van hul opleidingsprogramme en hul idees omtrent ‘n toekomstige opleidingsprogram vir oudiometriste. Die onderrigontwerp-program is op grond van die resultate van bognoemde analise ontwikkel. Die resultate wat verkry is, is gebruik om die temas, inhoud, duur, leeruitkomste en evalueringsmetodes in die ontwikkeling van ‘n opleidingsprogram vir oudiometriste te bepaal. Hierdie studie is gerig op die ontwikkeling van ‘n opleidingsprogram vir oudiometriste met die doel om te verseker dat hulle oor die nodige kennis beskik om omvattende gehoorevaluerings uit te voer, om oudiometriese bevindinge te interpreteer en daardeur, in gesondheidssorgprogramme, by te dra tot die vermindering van geraas-geïnduseerde gehoorverlies in die industriële sektor Copyright / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / unrestricted

This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale as a measure of adult learner self-directedness for diverse groups of adult learners in the South African open, distance and e-learning higher education (ODeLHE) context. The study also assessed whether the factorial structure of the ALSDS was equivalent for adult learners across gender, race and age groups. Furthermore, the study assessed whether the various socio-demographic groups differed significantly on the sub-scale dimensions of the ALSDS; and explored whether a range of socio-biographical factors predicted adult learner self-directedness. This doctoral study has extended the student’s initial exploratory master’s study on the development and factorial structure of the ALSDS that involved a stratified random sample (N = 1 102) of ODeLHE adult learners. The secondary data set involved a random subsample of n = 747 of the original master’s sample data set. Exploratory structural equation modelling (ESEM), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed a three-factor solution for the ALSDS, with 15 items loading onto the three factors. The results provided evidence of the construct (convergent and discriminant) validity and internal consistency reliability of the three-factor ALSDS, including the construct equivalence of the scale’s factorial structure across the gender, race and age groups. Significant differences between age, race and gender groups were observed regarding the scale sub-dimensions. The study advances theory on adult learner self-directedness in ODeLHE contexts and contributed evidence of the validity and reliability of a shortened version of the ALSDS as a useful measure of adult learner self-directedness. Psychometric shortcomings to be addressed in future research were also directedness. Psychometric shortcomings to be addressed in future research were also highlighted. Practically, the study highlighted assessing adult learners’ success orientation in ODeLHE, active academic activity and strategic utilisation of resources as aspects of enhancing their self-directedness. Support practices should be considered for especially females, black Africans and younger learner cohorts. ODeLHE practices should also consider learners’ mark for English, gender, access to library, number of modules and who students support financially as factors influencing learners’ level of self-directedness. / Abstract/summary in English, Afrikaans and isiZulu / Die navorsingsprojek het die psigometriese eienskappe van die selfgerigtheidskaal vir die volwasse leerder (ALSDS) ondersoek. Die studie het die konstruk-geldigheid en -betroubaarheid van die skaal geassesseer as 'n maatstaf van selfgerigtheid by volwasse leerders vir diverse groepe van volwasse leerders in die Suid-Afrikaanse ope, afstands- en e-leer-hoëronderwyskonteks (ODeLHE). Die studie het ook geassesseer of die fakulteitstruktuur van die ALSDS gelykstaande was vir volwasse leerders oor geslags-, rasse- en ouderdomsgroepe heen. Verder het die studie geassesseer of die verskeie sosiodemografiese groepe beduidend verskil het op die subskaal-dimensies van die ALSDS en ondersoek of 'n reeks sosiobiografiese faktore selfgerigtheid by volwasse leerders voorspel het. Hierdie doktorale studie het uitgebrei op die student se aanvanklike verkennende meesterstudie oor die ontwikkeling en fakulteitstruktuur van die ALSDS wat 'n gestratifiseerde ewekansige steekproef van ODeLHE-volwasse leerders behels het (N = 1 102). Die sekondêre datastel het 'n ewekansige substeekproef behels van n = 747 van die oorspronklike meestersteekproef-datastel. Verkennende strukturele vergelykingsmodellering, verkennende faktorontleding en bekragtigende faktorontleding het 'n driefaktor-oplossing vir die ALSDS onthul, met 15 items wat op die drie faktore gelaai is. Die resultate verskaf bewyse van die konstruk (konvergerende en diskriminerende) geldigheid en interne konsekwentheid en betroubaarheid van die driefaktor-ALSDS, insluitende die konstruk-ekwivalensie van die skaal se fakulteitstruktuur oor die geslags, rasse- en ouderdomsgroepe heen. Beduidende verskille tussen ouderdoms-, rasse- en geslagsgroepe is waargeneem rakende die skaalsubdimensies. Die studie bevorder teorie oor selfgerigtheid by volwasse leerders in ODeLHE-kontekste en dra bewyse van die geldigheid en betroubaarheid van 'n verkorte weergawe van die ALSDS as 'n nuttige maatstaf van selfgerigtheid by volwasse leerders. Psigometriese tekortkomings wat in toekomstige navorsing hanteer kan word, is ook beklemtoon. Prakties gesproke beklemtoon die studie die assessering van volwasse leerders se sukses-oriëntering in ODeLHE, aktiewe akademiese aktiwiteit en strategiese gebruik van hulpbronne as aspekte om hul selfgerigtheid te bevorder. Ondersteuningspraktyke moet oorweeg word vir veral vroue, swart Afrikaners en jonger leerderkohorte. ODeLHE-praktyke moet ook leerders se punt vir Engels, geslag, toegang tot 'n biblioteek, aantal modules en wie studente finansieel ondersteun, oorweeg as faktore wat leerders se vlak van selfgerigtheid beïnvloed. / Le projekthi yocwaningo, ihlola ama-psychometric properties of the adult learner self-directedness scale (ALSDS). Ucwaningo luhlola i-construct validity nokuthembeka kwe-scale njengendlela yokukala i-adult self-directedness kumaqembu ehlukene abafundi abadala kwisimo semfundo evulekile lapho abantu abafunda bekude esibizwa nge-South African open, distance and e-learning higher education (ODeLHE). Ucwaningo lubuye lwahlola nokuthi ngabe isimo ngamaqiniso e-ALSDS siyalingana yini kubafundi abadala kumaqembu obubili, bezinhlanga ezehlukene ngokwebala kanye nabantu beminyaka ehlukene. Kanti futhi okunye, ucwaningo, luhlola ukuthi ngabe amaqembu emikhakha ehlukene ngokwe-sociodemographic ehlukene kakhulu maqondana nama-dimention e-ALSDS acutshungulwayo ukuthi ngabe ama-range emibandela yama-sociodemographic abonelela noma aqagela inqubo ye-adult leaner self-directedness. Lolu cwaningo lweziqu ze-doctoral study lubheke nocwaningo lokuqala lwabafundi be-masters ngentuthuko yesakhiwo se-factoral structure ye-ALSDS ebandakanye amasampuli akhethwe nje ngaphandle kokukhetha noma ukubeka imibandela ethize, okwaziwa nge-stratified random sample ye (N = 1 102) yabafundi abadala be-ODeLHE. Isethi ye-data yesekondari yona ibandakanya i-random subsample of n = 747 yesethi ye-data yabafundi bokuqala be-masters. I-Exploratory structural equation modelling, i-exploratory factor analysis kanye ne-confirmatory factor analysis eziveze izixazululo ezintathu ngama-ALSDS kuma-ayithemu angu 15 afakelwe kuma-factor amathathu. Imiphumela iveza ubufakazi be-construct (i-convergent and discriminant) validity kanye ne-internal consistency reliability yama-factor amathathu e-ALSDS abandakanya i- ix construct equivalence ye-scale's factorial structure, ukunqamuleza kumaqembu ngobulili, izinhlanga ezehlukene ngokwebala kanye neminyaka yobudala ehlukene. Umehluko osemqoka phakathi kweminyaka yobudala, izinhlanga ezehlukene ngokwebala kanye namaqembu eminyaka ehlukene uye wabonakaka maqondana ne-scale sub-dimensions. Ucwaningo luqhubela phambili ithiyori kwizimo zabafundi zokuziqhuba ngokufunda ezibizwa i-adult learner self-directedness kwi-ODeLHE, kanti futhi ithela esivivaneni kwi-reliability ye-version efinyeziwe ye-ALSDS njengesikali esiwusizo kwi-adult learner self-directedness. Okuyizihibe nge-psychometric okufanele kubhekwane nakho ngocwaningo lwangekusasa, kuye kwavezwa kwagqanyiswa. Ngokubonakala ngendlela ebambekayo, ucwaningo lugqamise ukuhlolwa kwempumelelo yabafundi abadala kwi-ODeLHE, umsebenzi omatasatasa we-akhademiki kanye nokusetshenziswa ngendlela yamasu abambekayo kwemithombo njengengxenye yokuthuthukisa i-self-directedness. Izinkambiso zokusekela kumele zibonelelwe, ikakhulukazi kwabesimame, abamnyama bama-Afrika kanye nabafundi abasebasha. Izinkambiso ze-ODeLHE kumele zibonelele namamaki abafundi olimi lwesiNgisi (i-English), ubulili, ukufinyelela emalayibhrari, inani lama-module kanye nokuthi ngabe abafundi bondla obani ngokwezimali njengemibandela enomthelela kwinqubo yokuthi abafundi bakwazi ukuziqhubela phambili ngokwenqubo ye-self-directedness. / Business Management / D.Com. (Business Management)