This research explores human resource development ‘HRD’ as a ‘nationalization strategy’ within developing contexts. A framework for managing nationalization challenges and issues is constructed based on a ‘development’ concept at a national level. The development concept researched in the study is examined and explored through HRD and capacity building. Nationalization as an HRD national strategy is of crucial importance in developing country contexts, and this is especially true for the Gulf Cooperation Council (GCC) countries in the Middle East. Nationalization strategies have been applied by GCC countries in the Middle East to increase national labour participation within the economy. Since the early 1980s, although nationalization strategies have been implemented through government authorities and ministries, the expatriate employment share remains at around 70 per cent with increasing national unemployment rates. The main aim of the research is to explore the role of nationalization programs within an HRD framework designed to build capacity from national human resources. Forces of resistance towards nationalization are addressed through a development framework that depends on human resource development and capacity building. Nationalization challenges are examined within developing contexts along with HRD theories presenting an intersection that positions ‘nationalization’ within HRD literature. Addressing nationalization issues through a ‘qualitative’ approach, distinct from quantitative measures such as quotas, proves to be a necessity for transitioning national labour towards a diversified economy in the GCC. The framework presented to address nationalization in the GCC was explored at the individual, organizational and national levels, hence presenting the nationalization challenges faced by the main executors of nationalization policies. The research findings reveal a strong correlation between the real practice of nationalization and HRD theories revealing the intersection between key concepts. The research findings demonstrate the significance of the intersection of nationalization and HRD, thus positioning nationalization within the HRD literature. The research findings reveal other ‘qualitative’ factors necessary to ensure long-term economic returns. The relevant areas include preparation of HRD professionals, coordination among entities, balancing supply and demand for labour, creating desired private sectors, education and culture. Considering retention strategies within nationalization indicates to be a crucial necessity to avoid lost investments in nationalization efforts. An examination of the role of career development in private sector organizations in Bahrain for managing and retaining local talents within nationalization initiatives reveals the importance of considering monetary rewards and creating suitable nationalized sectors that are attractive to nationals. The research examination of change management processes within nationalization in Bahrain provides strong evidence of the importance of considering qualitative approaches for developing economic sectors through national human resource interventions by embedding capacity building processes that can create long-term economic sustainable benefits within the economy. Therefore, the research findings provide a nationalization framework that takes a holistic approach by revealing findings at the individual, organizational and national levels that are essential to consider for increasing national human resources participation in developing economies such as the GCC countries where resistance towards nationalization persists.

Impact evaluation (IE) has become a major focus of Extension program evaluation during the past three decades, yet Extension professionals continue to struggle to produce well-documented evidence of program impacts (Lamm, 2011; Workman, 2010). This research was primarily a quantitative, non-experimental correlational study of factors associated with Extension educators’ IE behaviors and practices in the North Central Region of the Cooperative Extension service. The study employed a comprehensive, systems approach to explore interrelated individual and organizational factors that affect IE in Extension. A major feature of this research design was the use Structural Equation Modeling (SEM) statistical analysis methodology. The use of SEM to organize and implement this study facilitated simultaneous exploration of many constructs theorized to be involved in IE behaviors in the context of Extension educational program evaluation. Specification of a theoretical, conceptual model to be used to frame the potential relationships among the many constructs and factors was necessary prior to data collection in order to be able to use SEM for data analysis. Data were analyzed using SEM path analysis to determine relationships among the factors. Significant findings included the identification of the most influential factors on the dependent variable of actual IE behaviors. These were: competency by perceived skill level, behavioral intention, number of roles in IE, education level, and attitude. Factors exhibiting noteworthy influence on factors other than the dependent variable within the model included training, culture, and proportion of teamwork. Qualitative data themes most frequently mentioned by participants included: the need to know how to measure change; a need for training in general; a need for better planning of programs to achieve impact; conflicting priorities, lack of time and timing/coordination concerns; changing expectations (“moving target”) regarding IE practices and goals; and diverseness in contexts, competencies, and schedules. Study findings identified a number of influential factors not previously cited in literature, including number of roles in IE; proportion of teamwork employed in IE; a lack of understanding of how to measure change; and issues of diverseness regarding competencies, context (including stakeholder expectations), and scheduling within the Extension organization.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Comparative and Science Education at the University of Zululand, 2018 / In the Manual: Guidelines for capacity building of school governing body members, South Africa (2015:12), “research indicates that most of the newly elected SGB members do not have the necessary capabilities to govern schools at the required level”. This view is corroborated by Pamillis (2005:23)’s assertion that “a common obstacle to democratic functioning of schools governing bodies in South Africa is the lack of capacity among many SGB members who may have not only insufficient knowledge of the legal requirements and rights of SGBs, but also lack the necessary education and skills to manage the school’s finances and business dealings and over above these deficiencies the SGB members may lack adequate support systems from the educational bureaucracy. Arguably, it is in light of these possible deficiencies that the South African Schools Act requires provincial departments of education to provide capacity-building programmes for governing bodies. Thus, as a consequence of this lack of the requisite capabilities, “experiences with decentralisation in education are somewhat mixed and often disappointing” (Azfar et al., 2001:8). This prevailing situation in respect of the lack of requisite governance skills is accounted for by the fact that “in South Africa a form of decentralisation has evolved that is strong in terms of devolution, but weak in terms of managing the disparate and often discriminatory proclivities and tendencies within local sites” (Azfar et al., 2001:8). What transpires from this is that “decentralisation South Africas not necessarily promote allocative efficiency […]” (Azfar et al., 2001:8). Thus, Azfar et al., (2001:8) view in this regard is that “whether decentralisation in fact improves or harms public sector performance appears to depend on formal institutional arrangements, as well as their interaction with social practices which influence the implementation of decentralised governance.” It is against this backdrop, therefore, that van Wyk (2007:137) argues that “in ceding power to the local site, the model in use in South Africa has failed to take account of diversity at the local level.” It is worth noting though that despite the failure cited by van Wyk, decentralisation as a pragmatic governance strategy is not dismissed willy-nilly. This view is corroborated by van Wyk’s (2007:137) argument that “the shift to decentralised school governance and management requires SGB members to develop a wide range of skills and capacity to deal with the complex issues and tasks they are expected to fulfil”. Thus, as a response to this predicament, “teachers often mentioned the necessity of providing appropriate training for school governors, particularly the parent representatives” (Van Wyk, 2007:137). Arguably, “skills deficit among SGB members weaken the effective functioning of SGBs (Van Wyk, 2007:135). The situation under discussion is exacerbated by and large by the fact that “there is a lack of accountability and possible participation problems in the relationship between schools and their governing bodies” (Transparency, 31). In the context of this study it is noted that “although the South African schools Act envisioned a system where schools would be community owned and controlled […]”, it is regrettable that “communities still perceive schools as belonging to government and teachers” (Transparency,31). Thus, in light of the numerous challenges cited above as being contributory factors on the seeming ineffectiveness of decentralisation in the education sector, this study sought to establish how best decentralised governance in schools could be harnessed notwithstanding its attendant constraining factors.

Yes / This paper defines concepts of capacity and capacity development for agricultural water management, and particularly the contributions made by ICID in this area in the recent past. Working from a theoretical framework of overlapping domains of capacity development ¿ the enabling environment, the organisational and the individual domains, with knowledge management as a cross-cutting theme ¿ the paper reviews previous work in the field and then summarises a range of case studies from the sector which illuminate key aspects of these different domains. The paper notes the need to accommodate a rapidly-changing context for agricultural water management to take account of the increasing demand for water resources in all sectors, and the consequent requirement for support of new approaches to capacity development. These new approaches emphasise the growing importance of authentic knowledge, internally-generated learning and self-development, whether at the level of the organisation or the individual. The paper also recognises the need for continuing and long-term support of capacity development, particularly in processes of organisational and institutional change, where there is no single set of guidelines or practices which will fit every situation. Specific directions for future work are suggested, including increased attention to monitoring and evaluation of capacity development, and closer links to emerging work on water governance. / None

The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to build leadership capacity in teachers and practice distributive leadership. Understanding principals' and teachers' perceptions of their needs and how to best meet these needs can aid principals in building, and sustaining teacher leadership capacity. Therefore, the purpose of this qualitative study was to identify principals' and teachers' perceptions of their need and efforts to build teacher leadership capacity through school-level supports and professional development as well as principals' and teachers' perceptions of their ability to act as teacher leaders having participated in school-level professional development. Existing literature on building teacher leadership and sharing leadership responsibilities as it relates to the role of the principal, professional development, and sustainability was reviewed. Qualitative data were collected from 18 teachers and six principals in teacher focus groups and individual principal interviews in six high schools in one division in southeastern Virginia. At the conclusion of the data collection process, the researcher examined the perceptions of the teachers and the principals. The analysis revealed principals' and teachers' perceptions about the following areas: formal and informal leadership roles; professional development opportunities, teacher leadership structures in schools, strategic plans for building teacher leadership, mentor relationships between principals and teachers, barriers to teacher leadership, and recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic. / Ed. D. / In the past forty years, significant pressure has been placed on school principals to manage schools, provide quality instruction, and raise student achievement. One person cannot accomplish this alone. Rather, school leadership succeeds when teachers take on leadership roles to assist the principal. In order for teachers to become teacher leaders, they need to receive professional development and opportunities to lead at the school level. Therefore, the purpose of this study was to examine the perceptions of principals and teachers as they relate to teacher leadership, leadership opportunities provided by the principal, and professional development. Six high school principals were interviewed individually and eighteen high school teachers, three per focus group, were interviewed in one school division in southeastern Virginia. The interviews revealed principals’ and teachers’ perceptions about the types leadership roles offered, the quality of the professional development opportunities available, the teacher leadership structures in the school, the types of mentor relationships between principals and teachers, the barriers to teacher leadership, and the recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic.

The research investigates individual human resource capacity building for local governance within the context of decentralised human resource management in Thailand by profoundly examining its current implementation of recruitment, selection, training and development and performance management after the decentralisation policy was enacted. The human resource capacity building process in this research includes five stages of core capabilities building: committing and engaging, performing and accomplishing, building relationships and attracting resources, learning and adapting and managing trade-offs and dilemmas. The research firstly focuses on examining the consequences of decentralised human resource practices implementation in Thai local governance. Secondly, it aims to explore the ways in which human resource practices are supportive to individual human resource capacity building. Finally it proposes the prospective implications of effective capacity building through human resource practices for potential policy formulation. This research is based on three related theories: capacity building, human resource management and decentralisation. The research was conducted by using qualitative methodologies. The case study of Thailand was selected because of the uniqueness of its paradoxical decentralised-Unitarian state. Municipal officials were chosen as the unit of analysis. The first findings have illustrated that the decentralisation initiative has certainly affected the HRM at the local level of Thailand. However, this scheme has launched some degree of re-centralisation and partially confirms the pseudo-decentralisation in Thai public administration. Secondly, the research also found that HR practices can be supportive and compatible as a capacity building strategies. However, these HR practices must be designed, conducted and evaluated for the purposes of the local government only. The aim of capacitating individual staff must be taken into account as a part of policy to develop the human side of the organisation. Therefore, there have been both challenges and opportunities for human resource capacity building through HR practices. To conclude, this research has contributed to fill the theoretical gap by examining the capacity building processes through HR practices and it provides the practical suggestion that local context is decisive. The capacity building issue has never been investigated through human resource practices, especially recruitment and selection, training and development and performance management. Moreover, in practice, the research has focused on the development of the local government unit in a country of paradoxically decentralised-Unitarian state like Thailand.

Over half of U.S. adults, roughly 117 million individuals, suffer from at least one preventable chronic disease, such as obesity, hypertension, coronary heart disease, and certain types of cancer. Epidemiological studies suggest that fruit and vegetable intake may be protective against these diseases, yet it is estimated that less than one-quarter of the population meets current fruit and vegetable recommendations. Low consumption rates may be attributed to lower income, food insecurity, and poor access and availability to fruits and vegetables. As a result, access to affordable and nutritious foods and beverages, particularly in underserved communities, such as “food deserts,” has become a national priority. An emerging strategy to address this is prescription programs, whereby physicians provide prescriptions or vouchers for fruit and vegetables to clients to encourage increased consumption, implemented in the form of the Farmacy Garden, which was the result of collaboration between multiple agencies. For collaborative efforts to be able to implement and sustain their shared goals, partnering individuals, agencies, and organizations need to first have the capacity or the potential to build capacity as a ‘unit.’ The purpose of this study was to concretely examine different factors and domains within Matachi’s Capacity Building Framework related to the Farmacy Garden in order to replicate the program in other locations. This framework conceptualizes organizational capacity building as dependent (and interdependent) on three different domains - individual, organizational, and environment. The study utilized semi-structured, openended interviews to ascertain concrete factors of organizational capacity building present at each level among Farmacy Garden collaborative project stakeholders (n=7). Interviews with six stakeholders (85.7% response rate) ranged in length from thirty-two minutes to one hour and twenty minutes. Common themes were coded separately by two members of the research team, first for overall recurring themes and second, to reveal connections between themes. Relevant quotes were identified and any discrepancies between researchers were resolved. Common themes often crossed over different levels, such as time, beliefs, values, and attitudes and inter-organizational linkages/partnerships, attitudes, and relationships, highlighting the inter-dependence of various factors across domains of capacity building. In addition to identifying specific factors that were necessary for the creation and sustainability of the Farmacy Program, the analysis revealed the importance of a “shared belief and value system.” In other words, individuals and organizations “valorized” this project in different ways than more traditional programs and/or interventions. The findings of this study can help guide leadership in cultivating relationships and new benchmarks to ensure transparency in project goals, in addition to time and physical resources, as well as inform the organizational capacity research area within nutrition and food systems fields. / Master of Science / Obesity and chronic disease are linked to the leading causes of death in the United States. Fruit and vegetable intake may be protective against these diseases, yet less than onequarter of the population meets current recommendations, potentially due to lower income, food insecurity, and poor access and availability. As a result, access to affordable and nutritious foods and beverages, particularly in underserved communities, such as “food deserts,” has become a national priority. An emerging strategy to improve access is a fruit and vegetable prescription program, whereby physicians provide prescriptions or vouchers for fruit and vegetables to clients. The Farmacy Garden, a gardening prescription program adapted from a fruit and vegetable prescription model, was created in the New River Valley,Virginia through the collaboration of individuals from multiple health agencies. The goal of this study was to examine the different domains and factors within a capacity building framework that contributed to the creation and ongoing implementation of the Farmacy Garden. Interviews were conducted with participating individuals and representatives of the organizations (n=7). Interviews with six stakeholders (85.7%) ranged in length from thirty-two minutes to one hour and twenty minutes. In addition to identifying specific factors that were necessary for the creation and sustainability of the Farmacy Garden, the analysis revealed the importance of a “shared belief and value system.” In other words, individuals and organizations valued this project in different ways than more traditional programs and/or interventions. The findings of this study can help guide leadership in cultivating relationships and new benchmarks to ensure transparency in project goals, in addition to time and physical resources and can be used to inform the development and delivery of a similar program in other locations.

This research project aimed to further knowledge regarding the relationship between community capacity building (CCB), community development and health within the context of the Health Issues in the Community (HIIC) programme. CCB refers to the development of capabilities to identify and address community issues and was conceptualised using four dimensions: participation, resource mobilisation, links with others and role of outside agents. HIIC is a learning resource supported by NHS Health Scotland, the national health promotion agency. The main objective of HIIC is to help students explore the processes involved in tackling health-related concerns in the community. The main concepts in this study were explored by referring to a range of academic literatures and five research questions were formulated. ‘How did HIIC tutors and students understand the concept of community and was this understanding influenced by completing HIIC?’, ‘How did stakeholders and tutors understand the notion of CCB?’, ‘Was CCB evident in the experiences of the students after their involvement with the course?’, ‘Did participating in the HIIC course contribute towards furthering students’ understanding about health?’ and ‘Did participating in HIIC have any other impact on participants?’ Face-to-face, semi-structured interviews were conducted across Scotland with three participant groups: stakeholders, tutors and students. This involved a total of thirtyfive interviews with students and tutors from eleven different courses. Interviews were transcribed and analysed using thematic analysis. Four key themes emerged: community, CCB, health, and impact of learning. Tutors and students suggested that people could be members of multiple communities. Community was understood as a geographical location, a common interest and as a sense of belonging. Tutors also considered the community as a site of professional practice. Some participants had an expectation that community members should act collectively to help one another. Completing HIIC appeared to influence students’ understanding about their own circumstances, issues within their community and how it functions, rather than informing how they defined the concept of community. CCB was seen by tutors as a process that develops competencies to address community issues. Stakeholders and tutors differed in their views about whether CCB was an individual level or a collective process. Participants likened CCB to community development, but stakeholders questioned if it shared the same value base or if it was an outcome of community development. Tutors expressed a range of opinions about their understanding of CCB. It was viewed as a potentially helpful idea in terms of understanding the work of community / health-based practitioners. However, others were unable to give a definition of CCB and some tutors considered CCB a concept with little meaning or an indicator to fulfil in the context of a funding application. The manifestation of individual aspects of CCB were identified in the accounts of some participants, but the data did not support the contention that HIIC promoted CCB, within the timescale of this study, although, it could be argued that latent CCB was developed. The data did indicate that participants’ understanding about the concept of health was reaffirmed, broadened or changed and that participating in HIIC could increase an individual’s awareness of social and health issues, develop interpersonal skills and widen social networks. This study indicated that by exploring the concepts of CCB, community and health, a contribution was made towards understanding the processes by which participating in a HIIC course influenced students to address health-related concerns.

Children, Youth and Families at Risk (CYFAR) is a national program developed by Cooperative Extension’s federal partner, Cooperative State, Research, Education and Extension Service (CSREES). In collaboration with its federal partner and in concert with state extension systems across the nation, UVM Extension conducted an organizational change survey in 1998, 2000, and 2004 with a selected sample of UVM Extension professionals to determine the organization’s capacity to address issues of CYFAR. Findings from these three surveys showed that Extension had not substantively altered its organizational practices in alignment with the goals of the national program. In order to stimulate new strategic planning for the program, this study set about to assess the capacity of staff from UVM Extension to promote organizational learning. Grounded in the literature of organizational learning, this study administered a 43 item survey instrument called the Dimension of the Learning Organization Questionnaire (DLOQ) to Extension employees. As a strategic planning tool, the survey identifies organizational learning opportunities at the individual, team, and organizational level. Following the Total Design Method, the web-based survey was launched September 2006, with a response rate of 68% (n=63). Findings from the new survey continue to indicate limited organizational capacity to meet national goals for CYFAR program. Interestingly, nearly 70% of survey respondents reported participation in programming for children, youth and families at risk, a percentage greater than those formally assigned to CYFAR activities. Regardless of formal assignment, however, CYFAR employees and non-CYFAR employees did not significantly differ in their survey responses across a variety of organizational measures. Prior training to develop organizational capacity in line with national goals appears to be falling short of expectations. Implications for these shortcomings are discussed and used to frame an action plan for development of this program.

This project was a mixed methods study that examined the collaboration dimensions of Homeward's planning process and the factors that motivate organizations to participate. The study examined the collaborative strategy used by an organization called Homeward located in Richmond, Virginia. Homeward is a broker organization (Chaskin, Brown, Venkatesh, & Vidal, 2001) that was created in 1998 to mediate and nurture relationships among partnering organizations in order to facilitate the collaborative process required by the United States Department of Housing and Urban Development (HUD) to receive Continuum of Care funding. During the quantitative component of the study, a survey was sent to Homeward's partners (n = 44) to identify partner perceptions of Homeward's leadership, organizational structure, benefits and drawbacks of participation, and relationships with partners. The follow-up survey and focus group in the qualitative component explored themes related to organization affiliation with Homeward, benefits and drawbacks of participation, relationships with partners, challenges that impact the ability of Homeward to facilitate collaboration, and strategies to involve key stakeholders. The findings from both methods have provided an overview of how Homeward's collaborative process is perceived by its partners and have raised issues that may impact Homeward's partner recruitment and retention efforts in the future. Implications for Homeward's model of collaboration include developing an organizational structure that will support the existence of both loosely and tightly coupled systems under the auspices of a single collaborative effort for long-term planning.