Philosophiae Doctor - PhD / Skills development policies in South Africa and further afield consider learning in and from the workplace as critical to the training of artisans at intermediate level. Since the inception of democracy, South Africa has become part of a globally competitive economic arena where highly skilled workers capable of engaging with new technology in a changing environment are increasingly required. Continuous innovation, it is held (Kraak, 1997), is dependent on the presence of two knowledge forms in society and work: an abundance of formal (scientific and technological) knowledge, and skilled worker 'know-how' or tacit knowledge. In the present system of technical and vocational education, theoretical learning and some practical skills are obtained in institutions, mostly in the recently renamed TVET colleges, while job specific training occurs through prescribed periods of work placement. In light of common assumptions about the value of workplace learning, this research was concerned with exploring whether, and how such learning is taking place. It sought to understand the methodologies, practices, and affordances available to learning in the workplace, from the perspective of candidate apprenticeship/learnership students. To this end this study employed a qualitative approach for investigating how candidates experienced and interacted with the 'real world environment' of the workplace. Semi-structured interviews were conducted with a purposively selected sample comprising candidates engaged in programmes that necessitated a workplace learning component, namely, the apprenticeship and learnership in fitting and turning, motor/diesel and the auto electrical trades. Data analysis was undertaken using both Atlas ti software and manual methods for coding and identification of themes. Lenses used to describe and explain learning in the workplace included the conceptual frameworks of Engestrom‘s (1987) Activity theory; Vygotsky‘s (1978) notion of learning via the 'expert other' within a Zone of Proximal Development; and Lave and Wenger‘s (1991) theorising of situated learning in Communities of Practice. This triangular juxtaposition of complementary theories formed a richly informative explanatory system for my further exploration. As a qualified artisan myself I was familiar with the negative connotations of a historical 'sit by Nellie' approach, a phrase used to caricature the way apprentices learned in the past, by simply being passive observers of the experts. However, my findings were to reveal a vastly different picture of learning in this modern, visual and tactile age. Learners in this study experienced a range of learning modalities, methodologies and affordances that were reported in 'thick' descriptions, building a vivid picture of engagement and interaction. In addition to the abundance of learning opportunities candidates experienced, their responses revealed the indisputably central role played by 'expert others' in moving them towards competence – the expert artisan emerging as the quintessential didactic practitioner. This thesis proceeds to highlight the experiences of candidates on their learning journey in the workplace, and suggests recommendations in respect of these. Key learnings are distilled, which ultimately point to the need for collective effort in appreciating and retaining for the benefit of future generations of artisans, the mentoring potential that exists in our expert artisans wherever they may be found.

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development interventions to contribute to the skills development and, after successful completion, ultimately contribute toward the alleviation of poverty. Insight into the factors that influence learnership performance will provide direction in terms of optimising learnership performance. The purpose of the research study was to create an understanding of the factors that influence learnership performance, with a focus on intention as a key variable. The literature review culminated in the development of the partial model of learnership performance (PMLP). Due to the complexity of the model and the sample size of 95 learners, the decision was made to split the model and to test it as two separate models. The first focused on antecedents of learnership performance including age, gender, previous work experience, previous learning experience, intention and environmental constraints. The second included the variables underlying intention namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective norms and perceived behavioural control. A questionnaire was developed for the specific purpose of the study. A mixed method methodology (including both qualitative and quantitative data gathering methods) were employed that included individual interviews, a pilot study of the questionnaire and the administration of the final questionnaire. Data was subjected to various statistical analysis including descriptive statistics and correlation analysis. Mediating relationships were calculated by means of the Sobel test. Previous learning experience as well as intention correlated positively with learnership performance. Although the sample included more male participants, women achieved higher levels of learnership performance. Significant relationships were found between intention and the hypothesised direct variables including attitudes, subjective norms and perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental constraints would have a negative moderating impact on the relationship between intention and learnership performance; however the research results did not corroborate this hypothesis. The relationship between intention and learnership performance was strong in cases where learners experience challenging environmental factors, whereas no significant relationship between intention and learnership performance was found in the absence of environmental constraints. Recommendations were made regarding an intervention to enhance learners’ intentions. Two approaches were recommended to optimise learnership performance, namely journaling activities and interactive workshops. These approaches aim to guide learners through the identification of obstacles that could inhibit their success in the learnership program. By consciously choosing to overcome these obstacles, learners develop an internal sense of empowerment which will enable them to take a step towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering van leerlingskapprestasie. Die doel van die navorsingstudie was om insig te bekom rakende die faktore onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die steekproef van 95 leerders is die besluit geneem om die model van leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer. ‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het. Verskeie data analise metodes is toegepas naamlik betroubaarheids analise, beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is met behulp van die Sobel toets verwerk. Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings faktore beleef, terwyl geen beduidende verhouding tussen intensie en leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings nie. Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste tree te neem om die armoede siklus te oorkom.

Thesis (MComm (Industrial Psychology))--Stellenbosch University, 2008. / Since the end of apartheid in 1994 South Africa has made significant gains and progress in overcoming the legacy of its past. But despite this progress, low levels of skills among the majority of the formerly disadvantaged population and stubbornly high unemployment rates, especially among youths (age 15-24), still remain the country’s most pressing concerns and greatest impediments towards a better future for all. The learnership system, which was introduced by the Skills Development Act in 1998, was perceived as a creative vehicle to tackle these problems in two significant ways: first, by enhancing skills levels in a workplace-oriented environment and second by providing learners with employment during the phase of acquiring recognised occupational training. But since its actual implementation in 2000, the system has not always been able to meet up to its expectations. Low enrolment rates and a slow employer take up characterise the system in some industrial sectors. This is particularly true for the construction sector, which is perceived as an escalator industry for skills development by the government, as the industry requires fairly basic and intermediate skills. Moreover, the industry provides the necessary infrastructure for all other economic sectors and thus is critical for the country’s future economic growth and international competitiveness. The low employer take-up in the sector seems to be persistent, despite the fact that the industry is currently experiencing huge constraints in terms of skills, most importantly in carrying out the infrastructural projects connected to the government’s Accelerated Shared Growth Initiative (AsgiSA). This includes a R372 billion spending plan for various kinds of general infrastructure and in preparation for the Soccer World Cup in 2010. Due to the low involvement in training the industry faces a severe shortage of adequately skilled staff, particularly artisans across all major trades. The shortage of artisans, which is considered to hamper infrastructure development both in the public and private sector, is projected to go beyond 2010. The implementation of an efficient and effective learnership system for the industry is thus not only a priority need of the current situation but also for securing quality work and skills in the sector for the longer term. This is regarded as particularly important in view of the crucial role of the industry for the national economy. The primary objective of this study was to map and shed light on the current state of the learnership system in the construction industry (building and civil), to identify the major obstacles currently observed by its key stakeholders and building on this to provide possible solutions for putting an efficient and effective learnership system into place.

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry. The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners. These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers. The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.

The economic growth in the tourism industry is changing the structure of labour markets, increasing the level of competitiveness and thereby creating a need for improved labour productivity and a more flexible workforce. Education and the creation of employment are among the key priorities of the South African government. This process can be successful only if companies raise performance and productivity standards through the enhancement and development of skills. To succeed in the rebuilding process, it is imperative that the various stakeholders interact to establish the composition of the relevant skills and qualifications required. Consequently, the growth of job opportunities in the tourism sector has uncovered various challenges, including gaps in the areas of education, training and development. These gaps have resulted in low levels of productivity and are currently creating unsatisfied expectations for students and job providers. Hence, it is a priority of government to develop quality Learnerships and Internships in South Africa to improve skills and the qualifications of the tourism workforce. Employers are increasingly conscious of the value for money from their investments in training and are demanding that training be more deliberately aligned with the strategic needs of their organisations. However, the tourism industry is still complaining that learners are not adequately prepared for the workplace and the learners believe that they have sufficient knowledge to meet the needs of the industry. The purpose of this research was to analyse the skills expectations of learners versus employers: the case of the Culture, Arts, Tourism, Hospitality and Sport SETA (CATHSSETA). To achieve this aim, the following objectives were set: to analyse literature concerning human resource management with the main focus falling on training, to contextualise the current tourism education environment in South Africa, to compare the differences in skills expectations between learners and employers in the tourism industry and, lastly, to draw conclusions and make recommendations regarding the skills expectations in tourism education. This was achieved by conducting quantitative research by means of a structured questionnaire that was distributed to 202 employers and 1023 learners on the CATHSSETA database. The questionnaires were linked and captured on an online program named SurveyMonkey. The application of SPSS, descriptive statistics, Factor Analysis, Confirmatory Factor Analysis, ANOVA and t-tests resulted in indicating various significant differences between skills expected by employers and skills presented by learners. These statistical analysis methods were used to demonstrate the gaps between the skills expectation of the role players. It was surprising to find that significant differences existed for most skills with the biggest gaps on self-reliance and people skills. The employers’ survey reflected that a priority for employers is customer orientation and learners’ willingness to learn. In all instances, employers expected learners to be better skilled than was the actual case. The results suggest that the learners are unable to adhere to the current demands of the industry. It was also found that learners rated their own skills much higher than the perception of employers. The results of this study can be used to assist CATHSSETA in improving their current training programmes to ensure they meet the needs of the broader tourism industry. It can also be used as a guideline for any training institution for improving the current tourism training programmes. This will contribute to the overall quality and sustainability of the tourism industry. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.

Magister Educationis - MEd / In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo;s situation contributed to their ability to learn. / South Africa

Magister Artium - MA / This study evaluates the extent to which the Environmental Internship Programme has impacted upon graduate employability in the City of Cape Town. Graduate unemployment crisis has been categorized as one of the socio-economic issues affecting the nation of South Africa with graduates struggling to find jobs in the areas which they graduated from. On the other hand, organisations are suffering from a lack of skills in different spheres. In order for this gap to be bridged, human resource development strategies have been put in place for graduates such as; internships, training and learnership programmes. In 2005, the Environmental Resource Management Department (ERMD) launched a programme called the Environmental Internship Programme (EIP) to address the needs of graduates in the environmental management field. The programme is a yearlong internship aimed at bridging the gap between academic learning and the first steps of a professional career. The aim of the ERMD is to create a pool of skilled professionals to be absorbed into the city as well as provincial, national government and the private sector by making the interns better employable by the time they leave the EIP. It is against this background that this study evaluates the impact of the programme on graduate employability. Within the investigation, the researcher looked at the appropriate legislations, and policies that govern a programme of this nature. The study utilizes primary and secondary research information based on interviews and open-ended questionnaires.

The aim of this study was to explore, from a group dynamics perspective, the adult learners' experiences in a learnership program structured to include employed and unemployed learners. A secondary aim was to develop guidelines for practitioners regarding the implementation of learnerships that are structured to include employed and unemployed learners, taking into account the group dynamics at play. The case study played out within a pharmaceutical distribution company within South Africa. A qualitative, constructivist grounded theory method was used to analyse the data that were collected by means of questionnaires and focus groups. The data collected were transcribed and uploaded into Atlas.ti, which is a visual qualitative data analysis and theorybuilding software program that contributes to the management of qualitative data. It was used to complete a rigorous inductive-abductive analysis. The final code list contained 277 codes linked to 29 code families which in turn were linked to 8 super families. These super families were described and the experiences of the learners were then interpreted by means of a number of group dynamics theories and adult learning theories that were discussed in the preceding literature chapters. In the case study the exploration of the learners' experience indicated that certain group dynamics were not taken into consideration and this led to an emotionally burdened experience. If one considers the adult learning theory, these experiences could influence the learning effectiveness. The implementation of a learnership program taking the group dynamics into consideration prior to implementation thereof, could contribute towards a more successful learnership. Guidelines were given based on the conclusions of the research for example: <ul> <li> Ensure that all the relevant parties including management, supervisors, employed learners, unemployed learners, employed staff, SETA etc. strive towards the same goal right from the start.</li> <li> Integrate the employed and unemployed learners' rights from the start so that the unemployed learners are accepted as part of the system.</li> <li> Make it very clear to the employed staff that the unemployed learners are not a threat to their employment within the company as the unemployed learners have not been given a commitment that they will be employed after the learnership.</li> <li> Make sure that the training facilitators are well trained and equipped to deal with the group dynamics that can develop in the classroom environment so that they can contribute to the containment of emotions and to alert the company of the events.</li> <li> Ensure that change agents are available to monitor and manage these group dynamics.</li> <li> Explain the differences and similarities that might exist between the groups and assist the groups to realise their mutually dependent relationship.</li> </ul> The guidelines obtained from this study can be used to stimulate the thinking process when planning and managing the implementation of a learnership program in order to be aware of consequential implications that group dynamics can have on the successful implementation of such a learning program. The conclusions and guidelines will be useful to human resources practitioners, training providers and line managers that are planning to implement similar learnership programs. AFRIKAANS: Die doel van die studie was om volwasse leerders betrokke by ‘n leerlingskapprogram wat gestruktureer is om bestaande werkers en werklose leerders in te sluit, se ervaring vanuit ‘n groepdinamika perspektief te ondersoek. ‘n Sekondêre doelwit was om riglyne te ontwikkel vir mense in die praktyk met betrekking tot die implementering van ‘n leerlingskapprogram vir volwasse leerders bestaande uit werklose leerders en leerders in diens van ‘n bepaalde maatskappy, met in agneming van die groepdinamika daarby betrokke. Die gevallestudie het plaasgevind binne ‘n farmaseutiese verspreidingsmaatskappy in Suid-Afrika. ‘n Kwalitatiewe, konstruktiwistiese metode is gebruik om die data te analiseer wat deur vraelyste en fokusgroepe versamel is. Die data is getranskribeer en ingelees in Atlas.ti, wat ‘n visuele kwalitatiewe data-analise en teoretiese gebaseerde sagtewareprogram is wat bydra tot die bestuur van kwalitatiewe data. Hierdie program is gebruik om ‘n indringende gebaseerde teorieanalise te doen. Die finale kodelys bestaan uit 277 kodes gekoppel aan 29 kode families wat weer op hul beurt gekoppel is aan 8 hooffamilies. Hierdie hooffamilies is beskryf en die navorsingsgebeure van die studie is by wyse van groepdinamikateorieë en volwasseleerteorieë (wat in die vorige literatuur hoofstukke van die studie bespreek is) geïnterpreteer. In hierdie gevallestudie het die interpretasie van die ervarings van die leerders wat ondersoek is, daarop gewys dat sekere groepdinamika nie oorweeg is nie en dat dit gelei het tot ‘n emosionele stresvolle ervaring. Volwasseleerteorie dui aan dat hierdie ervarings die leereffektiwiteit kon beïnvloed het. Die implementering van ‘n leerlingskap program waar die groepdinamika in ag geneem word voor die implementering kan bydra tot die sukses van soortgelyke leerlingskapprogramme. Die riglyne wat deur hierdie studie verkry is, kan gebruik word om die denkproses te stimuleer tydens die beplanning en die bestuur van die implementering van soortgelyke leerlingskapprogramme. Dit sal veroorsaak dat die betrokke persone bewus is van die invloed van groepdinamika kan hê met betrekking tot die suksesvolle implementering van ‘n leerlingskap program. Die navorsingsinligting wat ingewin is, sal bruikbaar wees vir menslike hulpbronne praktisyne, opleidingsvoorsieners en lynbestuurders wat beplan om ‘n soortgelyke leerlingskapprogram te implementeer. Copyright 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Ward, ME 2010, A group dynamics perspective of the experiences of adult learners taking part in a learnership program, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02152012-114353 / > C12/4/124/gm / Dissertation (MCom)--University of Pretoria, 2010. / Human Resource Management / unrestricted