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A research report submitted to the Faculty of Management, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Management, Johannesburg (February, 1999) / This research report investigates the processes used by middle managers to acquire skills, knowledge and attitudes. An understanding of the processes that best develops each of these is important since each has an impact on managerial effectiveness. The literature review revealed that very little research has been undertaken to discover how middle managers acquire these necessary abilities to become effective managers. The research methodology comprised the self-completion of questionnaires. The sample consisted of 111 respondents, all of whom had at least two years experience in middle management. The. respondents were all students currently studying at the Wits Business School. Respondents rated various training techniques and learning styles and indicated whether each best developed skills, knowledge or attitudes. Quantitative data analysis such as two variable chi square tests, frequency distributions, means, and modes were used. The results revealed that skills, knowledge and attitudes are acquired differently. Furthermore, the research revealed that sector and gender did not influence the learning methods. A list of best practices for the development of skills, knowledge and attitudes was developed. / MT2017

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references.

Thesis (Ph. D.)--Open University. BLDSC no. DX221022.

Thesis--University of Chicago, 1915. / "A private edition distributed by the University of Chicago Libraries." "A trade edition [without thesis note] is published as no. 98 of the Psychological monographs by Psychological Review Company, Princeton, N.J."

Thesis--New York University. / Includes bibliographical references (p. 92-94).

Diss. Stockholm : Stockholms universitet, 2009.

Thesis (Ph. D.)--Ohio State University, 1960. / Includes vita. Includes bibliographical references (leaves 104-107). Available online via OhioLINK's ETD Center

The thesis examines the influence of visual misperceptions of the primary environmental constraints related to motor behaviour, and explores whether motor adaptation can be caused implicitly by introducing systematic, undetectable changes in key constraints in the performance environment. The first two experiments (Chapter 2) were conducted to determine if a simple manipulation of the height of the uprights can cause participants to perceive the dimensions of the rugby goalposts differently. The findings support the existence of a rugby goalpost illusion. Misperceptions of the dimensions of the goalposts may influence decisions about where to place the ball when converting a try. In Chapter 3, a series of experiments tested this hypothesis both in a laboratory setting and in real life games. Experiment 3 showed that narrow goalposts caused kickers to place the ball further from the try-line than wide goalposts. Furthermore, misperceptions of the uprights width induced by the rugby posts illusion caused kickers to place the ball differently when making kicks (Experiment 4). By introducing pitch-markings in Experiment 5, we tested whether the effect of the illusion is moderated by use of familiar cues in the environment. An observational study (Experiment 6) suggested that the influence of the rugby posts illusion, intimated in our experimental work, is not evident in real life. Both Chapters 4 and 5 were designed to examine whether very subtle changes in constraints in the environment can be used specifically to induce implicit motor learning. In Chapter 4, the smallest detectable difference between two levels of sensory stimulus was determined for simple line drawings representative of rugby goalpost uprights (Experiment 7) or crossbars (Experiment 8). The findings from Chapter 5 suggested that (implicit) motor adaptations might be caused by gradual incremental changes in environmental constraints. / published_or_final_version / Human Performance / Doctoral / Doctor of Philosophy

D. Tech. Education / This thesis emerges from an analysis of learners' responses to tasks presented to learners studying Mathematics and Mathematical Literacy in South Africa. Officially, Mathematics and Mathematical Literacy are two separate learning areas. Learners from Grade 10 onwards take either one or the other but not both. This means that there is a potential that by the time learners reach Grade 11, they would have acquired different kinds of knowledge and problem solving skills depending on which of these they take. Hence the study sought to investigate Grade 11 learners' approaches to solving context-based Mathematics and Mathematical Literacy tasks. The study was driven by the following key research questions: How do Mathematics learners interact with Mathematical Literacy tasks? How do Mathematical Literacy learners interact with Mathematics tasks? When given a Mathematics task, what variations, if any, exist in the solution strategies of Mathematical Literacy learners and vice versa? What are teachers and facilitators' views on Mathematics and Mathematical Literacy learners' solution strategies?