Although theory suggests the importance of the influence of selected human factors as antecedents to the efficiency of upstream supply chains, research findings of the actual influence human factors may have are lacking in evidence. This study examines its influence on the basis of a literature study as well as an empirical study in an attempt to find hard facts to its role in supply chain efficiency. Six different human factors were identified, based on opinions from key opinion leaders in this field of study and investigated its relevance by means of empirical research. Results suggest that the selected human factors that play a definite role in upstream supply chain efficiency are: individual’s principles, individual’s goals and company’s goals for the individual - common goals, personality, ability/trainability, general skills and training, and mutual trust and understanding. Findings presented interesting results that should influence the way management handles its human assets in the organisational environment. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

Although theory suggests the importance of the influence of selected human factors as antecedents to the efficiency of upstream supply chains, research findings of the actual influence human factors may have are lacking in evidence. This study examines its influence on the basis of a literature study as well as an empirical study in an attempt to find hard facts to its role in supply chain efficiency. Six different human factors were identified, based on opinions from key opinion leaders in this field of study and investigated its relevance by means of empirical research. Results suggest that the selected human factors that play a definite role in upstream supply chain efficiency are: individual’s principles, individual’s goals and company’s goals for the individual - common goals, personality, ability/trainability, general skills and training, and mutual trust and understanding. Findings presented interesting results that should influence the way management handles its human assets in the organisational environment. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2013.

No description available.

The study centres on the development of a didactically justified design model of a competency based modular training system for the Printing, Newspaper and Packaging Industries. The design model is represented in a diagram form identifying the components of the design model in relation to their systems function. The components of the design model are; training needs analysis, aims and objectives of training, the learner initial situation, the code of practice for training within industry, the pre-interactive training phase, the interactive training phase and training outcomes. Checklists are developed for using the design model as well as some practical examples of the implementation of the design model in creating a training system which features sound andragogic didactic principles and practices. The use of the design model enables the development of a practical competency based modular training system which meets the unique requirements of the Printing, Newspaper and Packaging Industries. / Educational Studies / M. Ed. (Didactics)

Cette recherche, inscrite dans le cadre du « vivre ensemble », consiste à identifier une relation entre construction de savoirs et reconnaissance mutuelle des acteurs en situation d’apprentissage. Identifier cette relation nécessite de problématiser la place du sujet scolaire éducable au « vivre ensemble » et la didactique adaptée à cette éducabilité. Déterminée par un contexte d’apprentissage de plus en plus rationalisé, la place du sujet scolaire ne lui permet plus qu’un accès au savoir ayant perdu tout sens en dehors d’une efficience indispensable aux logiques économiques et technicistes. Une autre place peut-elle permettre un autre rapport au savoir, celle d’un sujet riche de sa complexité psychologique, sociale et émotionnelle ? Ces dimensions n’impliqueraient plutôt pas un apprentissage interactif autorisant des expériences émotionnelles susceptibles d’assurer les conditions d’une reconnaissance mutuelle dans l’apprendre ? La recherche de terrain porte sur une situation interactive de lecture compréhension d’albums par un groupe identique de six enfants sur les trois ans du cycle 2. L’entretien, mené par les professeurs respectifs, se réalise selon le guide d’entretien d’un questionnement. Ce dernier a pour but de favoriser l’interprétation par le canal d’expériences émotionnelles singulières et d’aider à transformer les informations narratives en significations morales ou idéologiques comme outil de l’action de l’élève. Les outils d’analyses portent sur l’identification de l’interface des expériences émotionnelles traduites par le verbal et le non verbal des co-énonciations et leur rôle dans la reconnaissance identification et la reconnaissance mutuelle des acteurs. / The aim of this research, as part of the framework "Living Together", is to identify a relationship between the construction of knowledge and the mutual recognition of actors in a learning situation. To identify this relationship implies questioning not only the situation of the trainable school subject as to the framework "Living Together" but also the suitable didactics for this trainability. Due to an increasing rationalized learning context, the current situation only allows the school subject to acquire a knowledge which has lost all meaning beyond an efficiency dictated by economic and technical logics. Can there be a different approach to knowledge construction - that of a pupil complex and rich in psychological, social and emotional aspects? Should these dimensions not rather imply an interactive construction of knowledge, allowing for emotional experiences to ensure the conditions for mutual recognition in the learning process? The conducted field research has been based on interactive sessions of story reading to the same group of six children during three years of cycle #2. The interviews, conducted by the respective teachers, have been conducted according to the established guidelines for questioning. The purpose of the latter is to facilitate the interpretation through singular emotional experiences and to help transform narrative information into moral or ideological meanings, which can then be used as a tool by the school subject. The analytical tools focus on the identification of emotional experiences interface, through verbal and non-verbal exchanges, and their role in identity construction as well as mutual recognition of the stake holders.

The study centres on the development of a didactically justified design model of a competency based modular training system for the Printing, Newspaper and Packaging Industries. The design model is represented in a diagram form identifying the components of the design model in relation to their systems function. The components of the design model are; training needs analysis, aims and objectives of training, the learner initial situation, the code of practice for training within industry, the pre-interactive training phase, the interactive training phase and training outcomes. Checklists are developed for using the design model as well as some practical examples of the implementation of the design model in creating a training system which features sound andragogic didactic principles and practices. The use of the design model enables the development of a practical competency based modular training system which meets the unique requirements of the Printing, Newspaper and Packaging Industries. / Educational Studies / M. Ed. (Didactics)