The South African Management Development Institute (SAMDI) is a Schedule 1 department with the mandate for capacity building in the public service. One of its core programmes is the Integrated Management Development Programme, which consists of the following programmes: <ul><li> Foundation Management Development Programme (FMDP) for first level supervisors;</li> <li>Emerging Management Development Programme (EMDP) for junior managers;</li> <li>Advanced Management Development Programme (AMDP) for middle managers; and the<li> <li>Presidential Strategic Leadership Development Programme (PSLDP) for senior executives.</li></ul> All these programmes have been based on solid training needs analyses, competency frameworks and cutting edge research. However, these programmes will only have an impact on service delivery if it succeeds in transferring knowledge to delegates attending it. This study will focus specifically on the EMDP, and subsequently the research question for this project is: ”Is there an increase in the knowledge of delegates that attended the EMDP?” After the analysis of the statistics it became clear that the null-hypothesis (H0 = there is no increase in the knowledge of delegates that attended the EMDP) should be accepted, as no significant differences between the pre- and post-course results could be found. / Dissertation (M.COM (Business Management))--University of Pretoria, 2007. / Business Management / unrestricted

This study is essentially a representation of my lived experience of my professional development as a teacher from the moment of my enrollment in a teacher education programme through my initial appointment as a professional teacher and my continued post graduate studies in education while being a teacher. However, I was faced with the challenge that I had no prior experience of the newly adopted Outcomes Based Education system which I will need to operate in when qualified. This drawback made me even more determined to make a success of my career. I therefore decided to engage in a qualitative participatory action research study to ensure that I will continually improve my OBE practices in a scholarly way. The study conveys the challenges I faced as a student teacher in a career path of initial teacher education aggravated by an unfamiliar education dispensation, my subsequent initiation into my career as a professional teacher, and my quest to remain a scholarly practitioner by enrolling for post graduate teacher education studies. I may have found a way in which effective continual professional development in a scholarly way may be available to every teacher besides that of formal post graduate studies. / Dissertation (MEd)--University of Pretoria, 2011. / Curriculum Studies / unrestricted

In the fight against the HIV and AIDS pandemic, the South African government introduced different measures to address and manage the impact of HIV and AIDS. One of these strategies encompassed prevention and education programmes like the Peer Education Programme. Some factors were however identified, indicating that the Peer Education Programme might not be successful, which could be linked to the non-performance of HIV and AIDS Peer Educators. The goal of this study is to explore the reasons for non-performance of duties by HIV and AIDS Peer Educators within the Department of Agriculture, Eastern Cape Province. For data collection a randomised cross-sectional survey was utilised as the research design and a structured questionnaire used as a data collection tool. The questionnaire was administered with a group of HIV and AIDS Peer Educators, where each respondent completed his/her questionnaire independently of others. No sampling was done as the researcher considered the population to be manageable. From a population of 49, only 32 – 65% agreed to participate in the study. Copyright / Dissertation (MSW)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

The purpose of the research has been to explore perceptions of supervisors regarding their referral role within the Employee Assistance Programme (EAP). Traditionally supervisors are expected to identify troubled employees and refer them to the EAP. Therefore, the study will help in identifying perceptions on the part of the supervisors and improve knowledge as to how they perceive their referral role within the EAP. The researcher did an exploratory study in this qualitative applied research, since her intention was to gain understanding of the perceptions of supervisors regarding their referral role within the EAP. It is the aim of the qualitative approach to understand the meaning that individuals attach to their everyday lives. The population consisted of 30 EAP client companies of The Careways Group in Gauteng. The researcher interviewed 12 respondents from three client companies, who had 20% or fewer supervisory referrals. The 12 respondents were selected as the sample through non-probability sampling, utilizing a purposive sampling method. Five of the respondents were working for Nashua Mobile, four were working for Computer Share and three were working for New Vaal. The empirical data was gathered by means of a semi-structured interview schedule. A tape recorder was used to record the interviews and put data into transcripts. All respondents signed an informed consent form (Appendix D). An in-depth literature review was conducted about the benefits of an EAP, types of referrals, responsibilities of a supervisor, resistance to utilise the EAP and addressing supervisors’ referral problems. Findings indicate that supervisors need comprehensive training regarding the EAP, which should also be linked with other management trainings. Supervisors believe that they are the key figures in implementing the programme because they work closely with employees, but they are not confident enough to implement the programme due to lack of knowledge. Supervisors indicated that the EAP plays a minimal role as a management tool and there is a need to re-position the programme based on the needs of the organisation. There is a general view that as the needs of the organisations is changing, so should the focus of the EAP. / Dissertation (MSW)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

This study represents a shift in focus with regard to studies related to mentorship. It endeavours to go beyond documenting the prevalence of mentorship to understanding the experiences of mentors and factors that encourage participation in mentorship programmes. The purpose of this study was to describe and understand the experiences of mentors during the implementation of a mentorship programme at a Higher Education Institution (HEI). The purpose of this study, has guided the following two questions for the current study: <ul> <li> How do mentors experience the implementation of a mentorship programme?</li> <li> How can the understanding of such experiences inform theory on mentorship programmes in Higher Education Institutions?</li> </ul> I made use of a case study research design. Four participants were purposively selected for this study based on their potential to provide data relevant for the study as they were part of the recently ended mentorship programme. Data was collected over a period of a week by means of semi-structured interviews and reflections. In this study I made use of qualitative approach, and a thematic method of analysis was used for identifying, analysing and reporting themes. The results of the study indicated the following results: <ul> <li> Mentors had a general definition of their mentorship experiences as personal life event(s).</li> <li> When mentorship was viewed as a personal life event, it was found to have an emotional aspect which creates a platform for learning and development.</li> <li> Positive experiences, as mentioned by participants in this study, included an opportunity for personal growth and development, how mentors and mentees benefited from being part of the mentorship programme, and positive relationships between mentors and their mentees.</li> <li> Negative experiences referred to by participants included difficulties of correspondence between mentors and mentees, lack of mentee attendance at mentorship meetings, gender and racial issues and mentors' uncertainties about what to do in the programme and feeling a lack of guidance.</li> <li> Decisions regarding exclusion and inclusion criteria of mentees into the programme, support from mentorship supervisors and finding mentors who demonstrate good qualities were identified as challenges in mentorship implementation.</li> </ul> / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

In the context of South African poverty and unemployment, the government implemented various poverty alleviation programmes with the aim of lifting the poorest people out of their worst situation. This research evaluated the EPWP infrastructure sector in Tshwane in trying to understand its effectiveness, sustainability and relevance as a poverty alleviation tool. The study applied a quantitative approach with interspersed with that of qualitative research for statistical information as well as in-depth insight from experts in the field. Data collection was done through document analysis of reports, published papers and structured interviews with experts within the EPWP. The findings revealed that the EPWP is managing to partially meet its objectives; however, it has also shown that the question of its sustainability is still a concern as it only serves limited long term needs. It has shown that its policies replicate that of international practices; however, the implementation part is still a challenge that needs to be addressed. The recommendations were also made to contribute towards the improvement of the infrastructure.

Troubles de communication, troubles de comportement, troubles d'interactions sociales: voilà les premiers signes d'alerte du syndrome autistique. Le diagnostic est éloquent: les troubles du spectre autistique (TSA), englobent une grande variété de déficits développementaux qui affectent, dès la petite enfance et à des degrés divers, le fonctionnement des sujets atteints. Indépendamment des facteurs de risque génétiques et environnementaux, on reconnaît que les difficultés sociales qui minent le quotidien de ceux ayant reçu un diagnostic de TSA sont associées à des déficits dans la cognition sociale. À cet égard, plusieurs modèles fonctionnels ont été proposés pour expliquer ces insuffisances. Alors que la prévalence du syndrome autistique est en constante augmentation à l’échelle mondiale, une kyrielle de programmes d’intervention ont été élaborés, testés puis réappliqués au fil des ans pour redresser les déficits sociaux, comportementaux et communicationnels des personnes autistes ou du moins en atténuer l'impact déséquilibrant sur le plan social. À la suite de la recension des écrits concernant les approches réputées les plus efficaces pour l’amélioration des habiletés sociales d’enfant ayant un TSA, nous avons insisté sur les principales approches concernant les programmes d’intervention cognitivo-comportementales ainsi que les méthodes développementales les mieux documentées depuis les dix dernières années.

Master Thesis studies integrated Supply Chains and their particularities in the automotive industry and searches for ways how to rationalize them. It aims to find means how to make the lead times shorter, with the focus on an automobile producer in an effort to increase its competitiveness. It is geared to identify points in its Supply Chain, where flaws and errors or delays in the process of customer order fulfillment might occur. It also concentrates on the possibility of managing customer demand. The Thesis then investigates circumstances that especially in the automotive do play a role and influence the lead time. Based on the established information and facts it proposes measures that resolve this problem with regard to current trends in the industry and also consider the requirements and expectations of customers buying a new car.

The Master thesis Global talent management in Schindler Company aims to map the concept of the career programme in Schindler Company SCDP (Schindler Career Development Programme) and to assess the feedback of programme participants based on the survey among participants. The thesis is divided into three parts. The first part of the thesis consists of theoretical knowledge on talent management and work with talents. Basic and key terms that are crucial for deeper introduction to the topic are defined in this part as well. The second part already has a practical character and it is dedicated to the program. Its particular phases, objectives and specifics are defined. The research part is based on the survey completed by participants of the programme. The programme is assessed based on the evaluation of the survey and recommendations for its improvement are proposed. The benefit of this thesis is the provision of survey results and recommendations for programme improvements, which can help Schindler with better understanding on their talents´ attitude.