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<p>This paper documents a case study of the Innovation and Development Divisions of two public FET Colleges. The research asked the following question: &lsquo / How do FET College educators explain the role and function of college occupational training units?&rsquo / </p>

There is a huge skills shortage in South Africa which impacts negatively on its worldwide competitiveness. Since the advent of democracy, the South African government has been faced with the challenge of addressing one of the major legacies of apartheid; namely, the dire skills shortage affecting the majority of the citizens of this country. This legacy of apartheid has a direct correlation with the economic performance of the country. Various intervention strategies to remedy this socioeconomic situation were explored, resulting in the birth of various Skills Development Acts, which will have far-reaching consequences for all sectors of the South African economy. Skills transfer is at the centre of all these Acts. The impact of training on the ‘bottom-line’ has always been the concern for most business organisations, not only in South Africa, but the world over. However, the focus for most of these business organisations, in terms of strategic human resource development, has arguably, focused mainly on middle management and top management. The most fundamental and underlying hypothesis of this study therefore, is to highlight the difference in production brought by lower-level management of these business organisations as a consequence of training opportunities offered to them. The actual implementation of production targets occurs at this level of management. Thus, it is the researcher’s contention that focuses and endeavours to improve productivity through strategic human resource development, need to consider lower-level employees as a critical part of this strategic mission. The empirical objectives of this thesis were firstly, to validate the four questionnaires used in this study namely, the Motivation/Job Satisfaction Questionnaire (JDI); the Organisational Climate Questionnaire (LSOCQ); the Effectiveness of Training Questionnaire and the Self-rated Performance Questionnaire for employees in selected organisations in South Africa. Secondly, it was to determine the reliability of the above mentioned constructs. Thirdly, the aim was to determine differences between employee motivation and job satisfaction and organisational climate levels of various demographic groups. Fourthly, it was to assess the relationship between the three variables namely, motivation and job satisfaction, organisational climate and effectiveness of training; and lastly, to determine whether effectiveness of training can predict employee motivation and job satisfaction and perception of organisational climate. A pre-post longitudinal study, following a form of quasi-experimental research comparable pre-test post-test one group design (Cooper & Schindler, 2000:405; Shaughnessy & Zechmeister, 1997), with a random sample of (N = 604 pre-; and N = 526 post-) of lower level employees in five selected companies across sectors in South Africa was used. All the questionnaires, that is those previously validated namely, the Job Description Index Questionnaire (JDI); Litwin and Stringer’s (1968) Organisational Climate Questionnaire (LSOCQ); Self-rated Performance (SELFPERF); and the one constructed and validated namely, the Effectiveness of Training Questionnaire (EFFTRA) were based on Kirkpatrick’s (1976) framework for the evaluation of a training programme and a demographic questionnaire which were administered. Descriptive statistics were used to describe the measuring instruments in terms of frequency distribution tables and summary statistics namely the mean and standard deviation. Cronbach’s alpha coefficients were used to describe the reliability of the measuring instruments. Exploratory factor analysis with a Varimax rotation was used to determine the validity of the constructs of motivation/job satisfaction, organisational climate and effectiveness of training and Cronbach coefficient alpha was used to establish the reliability of the same constructs. Hypothesis testing was conducted to look for significant differences between constructs across both pre and post sample groups. Pearson correlation coefficients were used to determine the relationship between the measuring instruments. Regression analyses were used to develop possible significant models in line with the objectives of the study. The results revealed that all constructs used were both valid and reliable, supported by both the literature research and the empirical findings of this study. For example this study provided a significant contribution in that it developed a valid and reliable measuring instrument in the form of the effectiveness of a training questionnaire. In addition, significant differences within constructs (namely, motivation/job satisfaction and organisational climate) across both pre and post groups were identified specifically in regard to certain demographics namely different organisations, gender, age, home language and race. Also significant differences were found between the levels of both motivation/job satisfaction and organisational climate constructs of employees in terms of skilled/semi-skilled groups and qualification levels in particular. It is also worth noting that, one of the study’s most significant findings revealed that those employees that received more training are more motivated and have an increased perception about their organisational climate than those who received less or no training at all. Therefore, the two core variables of this research (namely, motivation/job satisfaction and organisational climate) are both influenced by skilled/semi-skilled groups as well as the amount of training received. Finally, the results also revealed significant relationships between the constructs of motivation/job satisfaction, organisational climate and effectiveness of training. A few interesting regression models were also developed. The first and second models respectively showed that effectiveness of training was strongly influenced by motivation/job satisfaction and in the case of the second model by organizational climate. A third model also revealed that motivation/job satisfaction could be well modelled by the independent variables of self performance, organizational climate and effectiveness of training and a forth showed that organizational climate could be well modelled from the independent variables of self performance, motivation/job satisfaction and effectiveness of training. In conclusion, the significance and limitations of the research are discussed, followed by recommendations for organisations and for future research. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2009.

Many U.S. corporations have begun investing in the education and training of their personnel in order to implement and maintain the changes necessary to remain competitive in a global market place. Employees have been required to learn and utilize new and/or different competencies.The purpose of this study was to identify formal training and informal learning experiences that were judged as valuable as the learners began the on-the-job utilization of their formal training and/or informal learning activities. Three adult education learning theories (andragogy, proficiency theory, and situated cognition) were examined to determine what formal and informal learning experiences of the respondents, were reflected or contradicted, by these theories.It was determined that interviews with employees to ascertain their perceptions might yield insights as to how they think they have learned new skills. Therefore, 15 employees with various job descriptions and who were employed by three separate and diverse organizations wereinterviewed. This diversity was necessary in order to achieve maximum variation sampling. All of the interviews for this study were audio tape recorded to ensure accurate data collection. The interviews were transcribed verbatim and reviewed item-by-item and line-by-line for emerging trends and important concepts.The findings suggested that the majority of workplace skills or competencies were learned and utilized through informal learning. Formal training was used to initiate, maintain, or validate the informal learning. Content learned during the formal training was more likely to be used if participants were given an opportunity to practice the skills or competencies during the training. Handouts or booklets were used after the training to replicate the skill or competency.The findings suggested that the theoretical description of needs assessment and of the evaluation process were not valid in the current workplace training setting. Respondents suggested improvements for both areas.This study has implications for trainers, training directors, and human resource personnel. Further study is recommended on needs assessment, evaluation, and informal learning within the workplace. / Department of Educational Leadership

[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.

Thesis (D.B.A.) -- University of Western Sydney, 2003. / "A dissertation presented ... in partial fulfilment of the requirements for the degree of Doctor of Business Administration" Includes bibliographical references.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992. / Includes bibliographical references (leaves 227-231).

Thesis (Ph.D.)--University of Western Australia, 2006.

Thesis (M.Ed. (Educational Management))--Mahidol University, 2008. / LICL has E-Thesis 0036 ; please contact computer services.