Thesis (MCom)--Stellenbosch University, 1994. / ENGLISH ABSTRACT: Research conducted by Albert Ellis (1978) revealed that individuals' concepts of their own rational and irrational and/or dysfunctional cognitions are important determinants of effective human functioning. The presence of these cognitions within an individual can have several consequences such as depression, neuroses and psychoses. It is clear from the literature (Ellis, 1978; Dryden & Gordon, 1990; Lodder, 1993) that one of the causative factors in manifestations of emotional instability is individuals' lack of knowledge about their psyches. The general aim of this study is to develop a programme which lead to positive human functioning, including self-acceptance and selfempowerment, on the basis of a comprehensive study of the literature on all possible coping skills (Lodder, 1993). Several approaches were considered which could promote Self-insight, namely rational-emotive therapy, transactional analysis and the use of projective techniques. Each of these aspects was dealt with fully and reasons are provided for the selection of rational-emotive therapy. Rational-emotive therapy provides participants with the necessaryknowledge to identify and combat their own irrational and/or dysfunctional cognitions. Before Ellis's cognitive questionnaire could be used in the evaluation process, the psychometric characteristics of the instrument had to be determined first. A further aim is to adapt Ellis's cognitive questionnaire according to scientifically recognized procedures to measure human functioning on a rational -basis as a psychometrically acceptable measuring instrument. A primary psychometric requirement of a measuring instrument is that its items must be sufficiently homogeneous to be able to regard them as criteria of a single construct. Ellis's cognitive questionnaire (adapted) demonstrated a particularly satisfactory internal consistency (alpha coefficient = 0,89; N = 250). With the help of a factor analysis Ellis's cognitive questionnaire (adapted) was developed in such a way that the items in the subscales were all relatively pure measurements of the isolated factors. Furthermore, the results of the factor analysis produced five factors which could be linked relatively clearly to the five postulated dimensions of irrational cognition. To ascertain whether participation in the programme by 90 female and 30 male administrative staff members did in fact lead to the envisaged result, the Solomon four - group design was used to evaluate it. Evaluation of the programme was undertaken on the basis of Kirkpatrick's evaluation model by concentrating on the knowledge, reaction and behavioural levels. A knowledge test was used to measure knowledge, a reaction questionnaire was used for participantsreactions and Ellis's cognitive Questionnaire (adapted) for evaluation at the behavioural level. The most important findings of the investigation could be summed up as follows: • The experimental group acquired significantly more knowledge about irrational cognitions than the control group did. • After the programme the experimental group made significantly more use of cognitive restructuring as a coping style than the control group did. • The experimental group revealed considerably fewer dysfunctional cognitions. Certain shortcomings also emerged from this investigation. Recommendations are made according to which these specific shortcomings can be addressed in future research in this field. / AFRIKAANSE OPSOMMING:Albert Ellis se navorsing (1978) het aan die lig gebring dat individue se begrip vir hulle onderskeie rasionele en irrasionele en/of disfunksionele kognisies 'n belangrike determinant is van doeltreffende menslike funksionering. Die aanwesigheid van hierdie kognisies binne 'n individu kan verskeie gevolge he soos depressie, neuroses en psigoses. Dit blyk uit die literatuur (Ellis, 1978; Dryden & Gordon, 1990; Lodder, 1993) dat een van die veroorsakende faktore van manifestasie van emosionele onstabiliteit die gebrek is aan kennis van individue rondom hulle psiges. Die algemene doelstelling van die studie is om aan die hand van 'n omvattende literatuurstudie van aile moontlike "helpende vaardighede" \ (Lodder, 1993) 'n program te ontwikkel wat individue kan lei tot positiewe menslike funksionering met in begrip van selfaanvaarding en selfbemagtiging. Verskillende benaderings wat gebruik kan word om Selfinsig te bewerkstellig, naamlik Rasioneel-emotiewe terapie, Transaksionele Analise en die gebruik van Projektiewe Tegnieke is oorweeg. Daar is volledig aandag gegee aan elk van hierdie aspekte en redes verstrek vir die keuse van Rasioneel-emotiewe terapie. Rasioneel-emotiewe terapie verskaf aan die deelnemers die nodige kennis en vaardighede om hulle en gedragsvlak te konsentreer. 'n Kennistoets is gebruik vir kennismeting, 'n reaksievraelys vir deelnemerreaksies en Ellis se Kognitiewe vraelys (aangepasl vir evaluering op gedragsvlak. Die vernaamste bevindings van die ondersoek kan soos volg opgesom word: • Die eksperimentele groep het beduidend meer kennis en insig oor rasionele kognisies opgedoen as die kontrolegroep. • Die eksperimentele groep het na die program beduidend meer as die kontrolegroep van kognitiewe herstrukturering as behartigingstyl gebruik gemaak. • Die eksperimentele groep het beduidend minder disfunksionele kognisies openbaar. Sekere leemtes het uit hierdie ondersoek geblyk. Aanbevelings is aan die hand gedoen waarvolgens hierdie sp~sifieke leemtes in toekomstige navorsing op hierdie terrein oorbrug kan word. eie irrasionele en/of disfunksionele kognisies te kan identifiseer en betwis. Alvorens Ellis' se Kognitiewe vraelys gebruik kon word in die evalueringsproses moes die psigometriese eienskappe van die instrument eers bepaal word. 'n Verdere doelstelling is om Ellis se kognitiewe vraelys volgens wetenskaplik-erkende prosedures aan te pas om as psigometriese aanvaarbare meetinstrument menslike funksionering aan die hand van rasionaliteit te meet. 'n Primere psigometriese vereiste vir 'n meetinstrument is dat sy items voldoende homogeen moet wees om dit te kan beskou as 'n maatstaf van 'n enkele konstruk. Ellis se Kognitiewe vraelys (aangepas) het 'n besondere bevredigende interne bestendigheid gedemonstreer (koeffisient alfa = 0,89; N = 250). Ellis se Kognitiewe vraelys (aangepas) is met behulp van 'n faktorontleding ontwikkel waarvan die items in die subskale almal relatief suiwer metings van die geTsoleerde faktore is. Verder het die faktoranalitiese resultate vyf faktore opgelewer wat redelik duidelik aan die gepostuleerde vyf dimensies van irrasionele kognisies gekoppel kon word. Om te bepaal of die bywoning van die program, deur 90 vroulike en 30 manlike administratiewe personeel, wei tot die beoogde resultate aanleiding gee, is die Solomon vier-groep ontwerp vir die evaluering daarvan gebruik. Evalueririg van die program is aan die hand van Kirkpatrick se evalueringsmodel gedoen deur op die kennis-, reaksie-

The purpose of this study was to evaluate the implementation of the Education, Training and Development Policy of the Eastern Cape Department of Health: A Case Study of Cacadu District. The Cacadu Health District as with all Districts is the Eastern Cape Department of Health experiences a few challenges with the implementation of the Education, Training and Development Policy. Through observation these problems seem to be stalling progress in the implementation of this policy. The study seeks to investigate whether there can be an improvement in the implementation of the Education, Training and Development Policy. The focus of the study will be the Cacadu Health District. Provision of Education, Training and Development is key to any organisation especially if performance of employees needs to be of high standard. If the performance of employees is of high standard service delivery will improve. Chapter one provided an introduction which gave a brief overview of the study, problem statement, research objectives and questions, preliminary literature review and research methodology to be employed by the study. Chapter two provided a literature review of education, training and development framework and legislative framework for guiding the development and provision of education, training and development in an organisation. The chapter also looked into mentoring and mentoring strategies. Chapter three looked into detail on the training evaluation strategies and what training evaluation entails. It looked at the different approaches that can be used in evaluating training in an organisation. Chapter four provides proposals for the approaches and strategies to improve the implementation of the Education, Training and Development Policy of the Eastern Cape Department of Health in the Cacadu District. The chapter will also provide an analysis of participants’ responses from the questionnaire. Chapter five will give a summary with concluding remarks and recommendations. This chapter came up with conclusions about the study and gave recommendations and way forward on how best to improve the implementation of the education, training and development policy in the Eastern Cape Department of Health: Cacadu District.

When expenses become an issue, training is often one of the first budget items to be cut. There have been a number of evaluation studies about rates of return from training interventions. Most results are based on interviewing participants about the value of the intervention and its effect on their productivity. This often results in quadruple digit return on investment indications. Decision makers who control the budget often view these kinds of results with skepticism. This study proposes a methodology to evaluate training interventions without asking participants their opinions. The process involves measuring learning through a series of pre-tests and post-tests and determining if scores on pre-tests can be used as predictors of future return on investment results. The study evaluates a series of return on investment scores using analysis of variance to determine the relationship between pre-tests and final return on investment results for each participant. Data is also collected and evaluated to determine if the financial results of the organization during the period of the training intervention could be correlated to the results of the training intervention. The results of the study suggest that the proposed methodology can be used to predict future return on investment from training interventions based on the use of pre-tests. These rates of return can be used as a method of selecting between competing training intervention proposals. It is a process that is easily understood by the key decision makers who control the allocation of financial resources. More importantly, it is a process that can maximize the value of each dollar spent on training.

This qualitative case study sought to better understand the complexity of developing executives to lead in a landscape of disruption and uncertainty, and how to evaluate the effectiveness of the development intervention in a world that is constantly changing. The purpose of this study was to explore how executives make meaning from what they learned in a development program, how these executives transferred the learning to lead their teams in today’s dynamic world, and how their organization benefitted (if at all) from having leaders with increased capabilities in leading through change. The researcher chose a single-case study design to evaluate the long-term impact of an executive development program within a bounded organization by looking at three key areas for the research questions: individual development, facilitators and barriers to learning transfer, and organizational outcomes. The 13 study participants were a subset of a cohort from an Executive Development Program (EDP), designed to harness the power of disruption to prepare leaders to navigate their teams through a constantly changing landscape with care, curiosity, and courage. The EDP took place at Global Financial Analytics & Insights (GFAI,), a pseudonym, which is a firm providing essential information to the global financial markets to inform decision-making. The data collection methods leveraged to conduct this case study were semi-structured interviews with the 13 participants and program architect, and a review of archival program documentation. The data were coded and organized according to the research questions and conceptual framework. Analysis, interpretation and synthesis of the findings were organized into four analytic categories: (1) individual shifts in mindsets or behavior; (2) enabling factors of learning transfer; (3) barriers to learning transfer; and (4) tangible or intangible benefits for the organization. This study revealed that all 13 leaders in EDP experienced a shift in their leadership style in at least one of the three lenses of care, curiosity, or courage. It also revealed that all participants encountered facilitators and barriers to learning transfer, which were grouped into the themes of individual motivation, work environment, and program design. All leaders were able to describe at least one way that GFAI benefitted from the investment in the EDP, with the top benefit being an engaged and committed network of leaders who could rely on each other to solve problems across the firm. Recommendations are offered to practitioners who aspire to build highly capable leaders prepared to navigate a dynamic and disruptive world, including: (1) leverage measurement tools to understand a leader’s ability to adapt to complexity; (2) design learning experiences that provoke new perspectives to enable transformation; (3) evaluate programs over time to allow for participants to apply their learning and for others in the organization to recognize the shifts the leader is making; and (4) engage the Executive Team (the level of leadership that reports directly to the CEO) as program sponsors and champions early in the design process and clearly articulate what is expected of them as organizational leaders and role models. Recommendations for future research are also included.

The U.S. Army Training and Doctrine Command*s Army Learning Concept 2015 and Army Training Concept 2025 are documents that discuss the need for an adaptive soldier learning model with a flexible training delivery methodology. The U.S. Army has been investing in serious gaming technology for the past two decades as a cost effective means to teach tactics and strategy. Today, the U.S. Army is seeking to expand its application of virtual environment training to areas such as cultural awareness and human network analysis for the infantry soldier. These new expanded applications will require a higher level of non-determinant behavior inside the virtual environment. To meet more of the training needs of the war fighter, the U.S. Army is looking beyond first person perspective games to the cooperative and social gaming experience offered by the MMOG (Massively Multiplayer Online Game) and the VWT (Virtual World Technology). Altogether, these classes of games have the potential to teach leadership skills, social acclimation skills, cultural awareness and practice skills, and critical thinking skills for problem solving in a cost effective manner. Unfortunately, even today there is a paucity of scientific research to support whether this potential may be realized or not. A literature review was performed which covers current concepts in the usage of virtual environments for military individual and team training in the U.S. Army infantry soldier domains. There are many variables involved with the lifecycle of the virtual training activity including the acquisition, information assurance and cyber security, deployment, proper employment, content development and maintenance, and retirement. This discussion goes beyond the traditional topics of graphics and game engine technology and delves deeper into concepts of the importance of proper usage of the environments by the trainees. This dissertation is composed of three studies with two subject pools: experienced soldiers and novice soldiers. The participants in the studies were randomly assigned to one of two training conditions. The training conditions were either a traditional slide-show in a classroom or a virtual environment based training system. The participants were then provided with training for a room clearing tasks in each of the conditions. The independent variables are training condition and soldier condition. The dependent variables are individual performance, team performance, stress questionnaire scores, and workload questionnaire scores. A number of relationships are explored in this dissertation. The first objective of these studies is to attempt to identify any effect the training conditions have on either individual performance or team performance. Lastly, these studies attempt to identify if there is any difference the training conditions have on novice versus experienced subjects* performance during a live assessment.

The critical role that an effective systematic training evaluation practice plays is in its ability to collect value systematically. The collected data is utilised to make a judgement or to evaluate learnings contribution. Without the training evaluation practice learning value is obscured. The instructionnal systems design (ISD) Addie is assessed as the systematic structure that can greatly assist the training evaluation practice. It supports the proposal of collecting value throughout the training lifecycle for the holistic view of learning value. The Kirkpatrick and Phillips (K/P) summative framework will be used to assess the current practice in collecting post-learning data. Addie was highly valued by the survey participants. The current summative practice in the organisation stops mainly at level two of the Kirkpatrick/Phillips model. The practice lacks comprehensive data collection at recommended best practice levels and is therefore, not effective, efficient and systematic in its approach to declare learning value. / Human Resource Management / M. Tech. (Human Resource Management)

The critical role that an effective systematic training evaluation practice plays is in its ability to collect value systematically. The collected data is utilised to make a judgement or to evaluate learnings contribution. Without the training evaluation practice learning value is obscured. The instructionnal systems design (ISD) Addie is assessed as the systematic structure that can greatly assist the training evaluation practice. It supports the proposal of collecting value throughout the training lifecycle for the holistic view of learning value. The Kirkpatrick and Phillips (K/P) summative framework will be used to assess the current practice in collecting post-learning data. Addie was highly valued by the survey participants. The current summative practice in the organisation stops mainly at level two of the Kirkpatrick/Phillips model. The practice lacks comprehensive data collection at recommended best practice levels and is therefore, not effective, efficient and systematic in its approach to declare learning value. / Human Resource Management / M. Tech. (Human Resource Management)

The aim of this study is to investigate the effectiveness of the ”accelerated” development training programme by using two specifically compiled in-basket exercises equivalent in complexity. A pre- and post-evaluation were performed to determine whether learning transfer actually took place-that is, whether competencies developed. The research focused on the following competencies: action orientation; planning and organising; analysis and problem solving; teamness; and impact. From the statistical analysis conducted, significant differences were obtained for three competencies, impact, action orientation and problem solving. The separation of variables proved to be problematic and the results could not be attributed directly to the training programme. The results are explained, the design of the evaluation critically reviewed and recommendations made to improve the design of the evaluation. The value of the study is discussed and directions for possible future research provided. / Industrial and Organisational Psychology / M. A.(Industrial and Organisational Psychology)

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2007 iv, 126 leaves / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes.

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2006 x, 68 leaves / The purpose of this study is to identify the training needs of leather technicians with the aim of supporting corporate competitive advantage within their company. Identifying competencies is an essential first step towards developing a training programme and to support corporate competitive advantage. / M