Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Despite of the financial crisis managers are receiving large financial short-term incentives in form of bonuses. This has been criticized in the media and by governments, shareholders and numerous of studies have been made about financial incentives and whether they work or not and the results vary. What do the companies themselves say about this? Why do they use short-term incentives? The purpose of this thesis was to find out why companies choose to have short-term incentive plans which usually consist of an annual bonus. Moreover how the incentive plans are designed and what companies expects from them. A qualitative method is used in this thesis; five interviews were made in order to collect empirical material. The companies that participated in the study were Q-Med, Boliden, Johnson & Johnson, Nordea, and Siemens. The personnel who were interviewed were Human Resources (HR) directors or Financial Directors or had compensations and benefits as their main responsibility. All companies who participated in the interviews are public companies, although not all of them are listed at the Swedish Stock Exchange, Siemens and Johnson & Johnson are listed at the New York and Frankfurt Stock Exchange. The conclusion of this study is that companies use short-term incentives as a motivator for the management and to structure goals and set a common aim for the companies’ divisions. They also consider themselves to need them in order to attract and keep good managers. The incentive programme is structured with the aim to increase the company’s profit by motivating employees but also to rate and evaluate the manager. When the incentive programme is well designed and fulfils its purpose it will benefit the shareholders, who owns the company, as profits will increase.

What influences the evolution of junior school reading programmes in the classrooms of beginning teachers? Of all the classroom skills required of beginning teachers, those contributing to the implementation of an effective instructional reading programme perhaps represent some of the most complex and sophisticated challenges that will be encountered. Add to this the critical importance to young children of successfully learning to read and the very obvious picture of reading progress revealed by modern assessment practices, and the result is an aspect of teaching that can assume a position of significant focus. This is especially true for teachers working with junior school children. This study investigated the current practices of three junior school teachers during their first two years teaching, how these practices have evolved over time and identifies the factors that have influenced each teacher. Participants' stories were gathered during individual interviews to establish current practices and these were compared with a typical sample of classroom reading instruction that had been captured on video prior to the initial interviews. Each teacher also participated in an individual follow up interview during which they were able to observe the sample video excerpt and comment reflectively upon their practice in the light of their observations. This study found that developing effective junior school reading programmes generated considerable angst for these beginning teachers. While they were able to draw upon preservice preparation when articulating their intentions, the transition from the abstractions of theory to the realities of classroom practice challenged their teaching skills in this fledgling stage of their career. Despite an apparent commitment to guided reading as emphasized in pre-service literacy courses, each participant implemented round robin reading as their initial teaching strategy. In order to implement reading pedagogy as advocated within their pre-service experiences, the emergence of a professional conscience appears to have been critical. The way that teachers' understanding of literacy acquisition consolidates is greatly influenced by their practical classroom experiences and the personal capacity that they bring to the teaching role. The findings of this study support Berliner (1994) and Huberman (1989) because each of the teachers could be placed on a trajectory of teacher development. However stage related views of professional development do not fully reflect the complexity of individuals combined with the uniqueness of their contexts. The broader perspective highlighted in the work of Nias (1989) provided a framework more accommodating of the realities encountered during this study.

Healthy nutrition is indispensable for the advancement and maintenance of an individual's health during the whole life cycle. A huge percentage of young and developing children in South Africa are subjected to undernourishment and malnourishment. Malnourishment and undernourishment can signify permanent negative consequences for the physical, intellectual and psycho-social development of the child. The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools. Qualitative research methods were used in the empirical research. Data was collected by means of structured interviews and classroom observations at four farm schools which were identified by the Department of Education (North-West Province) to take part in the research project on nutrition in rural areas. The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education programme for educators in rural schools with a view to be able to offer more effective nutrition education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Healthy nutrition is indispensable for the advancement and maintenance of an individual's health during the whole life cycle. A huge percentage of young and developing children in South Africa are subjected to undernourishment and malnourishment. Malnourishment and undernourishment can signify permanent negative consequences for the physical, intellectual and psycho-social development of the child. The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools. Qualitative research methods were used in the empirical research. Data was collected by means of structured interviews and classroom observations at four farm schools which were identified by the Department of Education (North-West Province) to take part in the research project on nutrition in rural areas. The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education programme for educators in rural schools with a view to be able to offer more effective nutrition education for Foundation Phase learners. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Employment programmes, or on-the-job training programmes, are designed to increase the likelihood of unemployed workers receiving work opportunities by providing actual work experience. Whether the unemployed workers lack human resources, obtained a degree in a foreign country or simply need a boost towards obtaining a new job, these programmes give workers the opportunity to execute tasks at organised firms and therefore strengthen their connection to the labour market.  The focus of this paper is towards a unique programme, called Arbetspraktik. This specific programme is designed with the intention to increase the labour market outcomes of unemployed workers. Geographically, Växjö has been selected as the main priority. The local focus is due to two reasons; firstly, the internship at the Swedish Employment Service in Växjö provided local support, insight and experience and therefore estimating local effects matched the purpose of the internship. The result of this thesis may also be used as informative research for the Swedish Employment Service where I performed my internship. Secondly, according to previous work, specific regions within a country are not looked at on a high frequency in Sweden and therefore focusing on regional effects could be beneficial to already existing studies. Previous research shows that the evaluation of these programmes has been done in many countries. Data for this study is obtained through the Swedish Employment Service. With the use of Matching and Propensity Scores, the findings claim that participants in Arbetspraktik have a 28.3% higher probability of receiving better outcomes than the controlled counterpart in Växjö. The interviews, despite having low observations, indicate that positive outcomes for trainees are a possibility and may be connected to the outcomes of the model. For example, trainees are shown to become more independent and productivity across trainees increases over time. Lastly, the interviews claim that trainees perform the same tasks as full-time workers, which is discussed to be a positive thing. Self-critique and tips for future research are presented at the end.

Partant du constat de l’attention croissante et appuyée des organisations internationales aux thématiques « femmes, paix et sécurité », cette recherche vise à mieux comprendre les modalités concrètes des interventions sur cette thématique ainsi que leurs effets sur les dynamiques sociales et politiques de mobilisation des femmes en contexte d’entre-guerres. La thèse discute la perspective à la fois critique et experte des effets des programmes internationaux en proposant une sociologie des interventions déployées sur la thématique du « genre » au Burundi (1993-2014). En s’appuyant sur une enquête documentaire et de terrain menée au Burundi entre 2012 et 2014, elle contextualise dans une première partie la construction des interventions du point de vue des normes, des pratiques et des relations entre les acteurs. Elle étudie dans une deuxième partie la socialisation des acteurs individuels participant aux interventions aux savoirs diffusés par les programmes internationaux. Dans une troisième partie, elle analyse les processus de politisation dont certains enjeux, pratiques et sujets de l’action collective des femmes font l’objet. La thèse défend une interprétation dynamique du processus de politisation. De par leurs effets problématiques sur la socialisation des acteurs, les interventions déployées sur le genre participent à la politisation de l’action collective des femmes. Cette politisation place les organisations internationales face à une impasse car ces tendances échappent au cadre d’intervention qu’elles peuvent effectivement porter. Paradoxalement, cette impasse entretient plutôt qu’elle n’altère la politisation en cours. / International organisations (IOs) have displayed a growing interests in matters related to “women, peace and security”. This thesis permits to better understand the concrete realities of IOs’ interventions in this domain and their effects on the social and political dynamics of women’s mobilisations in interwar contexts. The thesis uses a sociological lens to approach gender-related interventions taking place in Burundi (1993-2015). In doing so, it goes beyond the critical and expert perspectives of the effects of international programmes. This work is based on a study of official documents and, more importantly, field research carried out in Burundi between 2012 and 2014. The first section of the thesis addresses the construction of gender-related interventions from a normative, practical and relational point of view. The second section studies the ways in which multiple individual intervening actors become socialised with international standards and practices on gender and women’s issues. Finally, the third section analyses the processes of politicisation of certain issues, practices and subjects of women’s collective action. The thesis defends a dynamic interpretation of processes of politicization and argues that, because of problematic effects on the socialisation of actors, interventions on gender contributes to politicise women’s collective action. This politicisation places IOs in a delicate position, as these tendencies are beyond the scope of their intervention. Paradoxically, this position maintains rather than alters the current politicisation.

M.Ed. / The aim of this research was to explore African women's experience of their multiple role involvement while engaged in Adult Education and Training (ABET) programmes at the ABET centre in the Gauteng Province. I argue that African women in ABET have different experiences of their multiple roles to their Western counterparts, and for this reason, ABET providers should understand the experiences, needs and characteristics of African women in ABET in order to design flexible courses and give effective learner support. The research question that guided the research reported on in this essay is: What are the experiences of African women of their multiple role involvement while engaged in ABET? In the light of the above, qualitative research was conducted using personal interviews for data collection. Eight participants were purposefully selected by maximum variation sampling to represent the widest possible range of experience. They were interviewed in order to arrive at a deeper understanding of these experiences. The data gathered were then analysed and findings written up. The findings of this research indicate that rural African women have to balance the role of learner with that of worker, home maker, wife, mother, and communal worker. In addition, the entrenched system of patriarchy in many African societies denies rural women any form of personal support structure with women often encountering direct opposition to their attempts at selfimprovement. It is my contention that ABET programmes are not flexible enough to accommodate these multiple roles. The learner's responses in the interviews contain important suggestions on how to improve ABET programmes. The study concludes with the recommendation for ABET programmes.

The main impetus for conducting research of this type was for the researcher to better understand the nature and types of EAP and HIV and Aids programmes that exist in the selected Gauteng Public Service departments. The researcher was motivated to choose this subject as she was employed by the Gauteng Department of Education and is currently employed by the Gauteng Department of Health of which these departments are the largest departments in the province and was able see both the similarities and differences between how the EAP and HIV and Aids Workplace programmes were being conducted. One similarity between the programmes is that both EAP and HIV and Aids Workplace Programmes are concerned with employee well-being with the aim of enhancement of the quality of work life and productivity. Employee assistance programmes commenced in Gauteng as a directive from the office of the Premier in 1999 (Gauteng Department of Education [GDE] Draft EAP Policy, 2003).This directive was the seed that led the development of both EAP and HIV and Aids Workplace Programmes in the Gauteng Province. This was a smart decision of investing its employee’s wellness and was strategically originating from the top structure within the province. In this research an exploratory study was undertaken in order to identify the relationship between EAP and HIV and Aids Workplace Programmes in nine Gauteng government departments. The survey design was used within the quantitative approach and use was made of a structured questionnaire. The study was made up of the responses elicited from 14 employees representing 9 state departments within the Gauteng Provincial Government. These respondents were directly responsible for both or either EAP and HIV and Aids Workplace Programmes. Applied research, considers a situation in practice to answer practical question about the EAP and HIV and Aids Workplace Programmes within GPG, was used. The researcher sent out sixteen questionnaires using a purposive sampling method to select respondents for this study. A discussion of the theoretical overview covered EAP and HIV and Aids Workplace Programmes in South Africa. This was further delineated to EAP and HIV and Aids Workplace programmes in the public sector and to the Gauteng Province. The research findings indicated that that the departments surveyed varied drastically in terms of employee size from 60000 to 292. The majority of the respondents were female and were EAP coordinators and the most frequent undertaken daily task was counselling, although many of the government departments had been making use of an external service provider to render an EAP service. Counselling was a service offered by the external service provider. Other findings were that the majority of the respondent’s had a university degree and many even had post-graduate qualifications. Almost all departments surveyed had policies that were relevant to EAP and HIV and Aids Workplace Programmes in place. The recommended requirements needed to sustain the EAP and HIV and Aids Workplace programmes include the following: • Locating the EAP and HIV and Aids Workplace programmes at top management level within the respective departments. • Combining the HIV and Aids Workplace Programmes and EAP under the banner of Employee Wellness. • Ensuring that these programmes are adequately resourced both in terms of budget and staff. • On-going marketing of the programmes to increase utilization. This research has highlighted the need for an integrated programme under the banner of wellness that can holistically serve the needs of employees. EAP and HIV and Aids Workplace Programmes practised in isolation are not as effective as a integrated customised programme designed to suit the individual requirements of an organization and its employees. / Dissertation (MSD (Employee Assistance Programme))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and derived from a programme used internationally, and originally developed in Schweinfurt, Germany in 2005. The programme was designed to answer to particular problems experienced during automotive driveline-component installations. Since the inception of this programme, ZF Germany had been training representatives from their different subsidiaries over the world on the essential elements of automotive driveline installation protocol. The representatives were trained to adapt the core programme in accordance with the particulars of the vehicle populations in each respective country, and the researcher has performed this task The aim of this research was to evaluate the effectiveness of one particular module known as “Guidelines to clutch replacement” with regard to bringing about the desired changes in knowledge, attitude and behaviour within the trainees. Previous anecdotal feedback from the industry had suggested that the programme had been helpful in the reduction of installation errors, but the extent of the successes and failures of the programme had been unknown until this study. The training department at ZF South Africa was tasked to design further training modules based on the findings of the module under study in order to establish the successes and failures of the core concept for improvement of successive programmes. The approach for this programme evaluation was utilization-focused which allowed the researcher to choose from and combine a variety of data collection strategies over the complete range of summative and formative evaluation approaches. However, in keeping with the stated aim of this study, this study had been limited to a summative inquiry by employing a quantitative data collection strategy at the hand of a quasi-experimental research design. This research report presents the findings of a one-day intervention programme that was offered to Automotive Service Technicians in the Gauteng area. The conceptual framework that was adopted for the research was based on the four level evaluation framework of Kirkpatrick (1998) with the first three levels having been empirically tested and the fourth level discussed on the basis of empirical information. Findings suggest that although the levels of knowledge-acquisition could not to be considered as high, behaviour modification had indeed been observed to be in alignment with the clutch-installation-protocol and almost all the respondents had adopted the protocol as their preferred way of executing clutch installations. In addition, most respondents found the programme to be pleasant and of a high utility value. Certain problems with the programme became evident, such as the pace having been too fast; printed hand-outs were not considered to have high utility value, and sensitivity to personal and cultural differences were found to be lacking. The low levels recorded for knowledge acquisition may be language related which possibly relates to the fast pace of the course. The research findings suggest that the course should be spread over two days instead of one day and be augmented with practical demonstrations and re-designed printed hand-outs. In order to effectively measure level four of the Kirkpatrick framework, criteria of concern should be negotiated with participating organisations in order to provide relative data for answering research questions on this level. Procedures for collecting data over the course of several years need to be established and agreed upon by all stakeholders for such data to be reliable and valid in the inclusion of a time-series study. Regarding a relatively simple programme such as the programme under study with programme objectives that have a predominant procedural-knowledge focus, the Kirkpatrick framework has been found to be effective and its procedures may be applied in other industry-based training programmes. An added academic contribution to the previous one is that the Kirkpatrick framework as utilised in this study has shown that the framework offers a high utility value for fast-paced short courses where contact time with trainees are limited and evaluation designs need to fit in with the practical limitations. The high utility value of the Kirkpatrick framework became evident in the findings of this study where transfer of learning had evidently taken place regardless of possible learning problems such as language barriers. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / MEd / Unrestricted