This thesis presents and analyses the evaluation of an European wide training programme aimed at engineers working in a large multinational automotive company. The training programme is unique in that it was conceived to address particular operational concerns and involved a multicultural workforce from six European countries. The evaluation of the training, which extends from the pilot stages of the programme through to its full implementation, where Kirkpatrick's four level evaluation framework is used, is the company’s first large scale attempt at systematic training evaluation. The evaluation of the programme is typical in its approach as reflected in the wide body of literature, however the use of meta-evaluation to determine the overall value of the evaluation approach in a commercial context provides originality and the basis for establishing an alternative approach to evaluating vocational training. The main body of the thesis is presented in three parts. Part I provides a critical review of the literature relating to; learning and training; conceptualisations of evaluation; and measurement and evaluation methodology, to establish the foundation for the empirical study. Part II is a detailed analysis of the evaluand, the evaluation methodology employed, and the results and outcomes from the evaluation. Part III provides directions for training evaluation based on a meta-evaluation of the empirical study. The thesis draws conclusions with respect to the role of evaluation in organisational training. The evaluation of training is largely conceptualised in the literature as being concerned with the assessment of value or worth of training to an organisation, which is the prevailing paradigm of Kirkpatrick's training evaluation framework. From the evidence obtained through the empirical study with regard to utility, feasibility, propriety and accuracy, it is concluded that the role of evaluation should be directed towards maximising value or worth of training through the systematic assessment, feedback and optimisation of the identifiable parameters of the training process, with the outcomes of training forming part of an overall evaluation of training framework.

Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs' 3P model and Kirkpatrick's Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student's long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme. Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007. The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours. The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)

This study sought to determine the impact of a training and development (T&D) programme on the perceived performance of human resource assistants at a platinum mine in South Africa according to the following four performance dimensions: (i) personal (ii) customer; (iii) internal business; and (iv) learning and growth. A non-experimental design was used for this study, which was predominately quantitative in nature. Data was collected using a structured, self-administered questionnaire, which consisted of closed-ended questions. Based on the results obtained in this study, it was apparent that the T&D programme contributed significantly to an increase in the performance of employees. However, there are certain areas that can be improved in order to maximise and optimise the learning of employees. Recommendations were made regarding areas for improvement and possible future research. / Human Resource Management / M. Tech. (Human Resources Development)

To date, there has been little, if any, holistic evaluation of one of the BankSETA programmes that bank employees are nominated to attend, the Certificate in Management Development (CMD). The programme began in 2010 with the aim of increasing the pool of skills in entry-level management occupations in the banking and micro-finance sector (BankSETA, 2016). In order to verify whether the CMD programme has achieved the purpose for which it was instituted by the BankSETA, it is important that a programme evaluation be conducted. The main aim of this study was to undertake a holistic evaluation of the CMD programme to determine students’ perceptions, their increase in knowledge, their ability to apply on-the-job learning and the impact of the programme on the organisation. It also aimed to identify any barriers or obstacles and to provide recommendations to the BankSETA. Kirkpatrick’s (1996) four-level model of reaction, learning, behaviour and results was used as the theoretical framework for this study. A convergent parallel design was used to gather and analyse the data. The convergent design allowed the researcher to use quantitative and qualitative data-collection methods simultaneously, prioritising the methods equally and keeping each phase independent during analysis, and to then mix the results during the overall interpretation of the findings. The findings of this study highlight the importance of programme evaluation and how indispensable this practice is to the success of any programme. Even though positive results were conveyed at every phase of the study, there are certain areas that can be improved upon in order to maximise the outcomes of the CMD programme. / Business Management / M. Com. (Business Management)

In this study the impact of the UNISA HIV/AIDS training programme on participants' learning and involvement in their respective communities was explored. The UNISA HIV/AIDS programme comprises Modules 1, 2 and 3. Module 1 focuses on orientation and background to HIV/AIDS Care and Counselling, Module 2 on HIV/AIDS counselling skills and Module 3 on train the trainer in HIV/AIDS education and counselling. This study focused only on Modules 1 and 2. Kirkpatrick's model of evaluating education and training programmes was used as a framework to evaluate the programme. Participants for the study consisted of 116 students who attended the UNISA HIV/AIDS Module 2 workshops between December 2005 and December 2006. The study was conducted in two phases, the first phase during the workshops, where participants were asked to indicate both quantitatively and qualitatively how they experienced Module 1 and Module 2 as well as what they learnt in the two modules. The participants' involvement in HIV/AIDS work prior and post Module 2 training as well as the aspects of the programme that are being applied within their work in the community was assessed during the second phase of the study, which took place during 2007. The results of the study indicate that the programme has successfully equipped participants with the necessary HIV/AIDS information and skills. The programme has further empowered participants to engage in HIV/AIDS education and counselling in their communities. Participants' attitudes towards the disease and towards those infected and affected by HIV/AIDS were challenged, resulting in less stigmatization and discrimination. The programme further challenged participants to start adopting health protective behaviours. The present study concludes that for HIV/AIDS programmes to be effective, they need to include, amongst other things, a well-researched basic HIV/AIDS factual information section, a component on attitudes and one on skills (particularly linked to behaviour change). These should be presented in an interactive way, engaging the participants in active learning. / Psychology / D. Litt. et Phil. (Psychology)

This study sought to determine the impact of a training and development (T&D) programme on the perceived performance of human resource assistants at a platinum mine in South Africa according to the following four performance dimensions: (i) personal (ii) customer; (iii) internal business; and (iv) learning and growth. A non-experimental design was used for this study, which was predominately quantitative in nature. Data was collected using a structured, self-administered questionnaire, which consisted of closed-ended questions. Based on the results obtained in this study, it was apparent that the T&D programme contributed significantly to an increase in the performance of employees. However, there are certain areas that can be improved in order to maximise and optimise the learning of employees. Recommendations were made regarding areas for improvement and possible future research. / Human Resource Management / M. Tech. (Human Resources Development)