Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

M.Phil. / This study was aimed at gaining a deeper understanding of employees' perceptions of workplace learning. It furthermore represents a documentation of these perceptions in the form of this report. The essay examines perspectives on workplace learning, literature on "learning organisations", as well as the current legislative framework for workplace learning, as provided by the Skills Development Act. This report highlights aspects of the Act that are congruent with learning organisation theory. A qualitative research design was utilised for exploring the perceptions of employees for this study. The primary data collection instrument was semi-structured, in-depth interviews conducted with participants in the workplace context. Thereafter, data was analysed using the constant comparative method in order to search for recurring themes and patterns. Findings which emerged from the data analysis reveal that Human Resources, which is currently an outsourced function of the organisation in question, needs to be an integral part of organisational life to coordinate and account for learning. Furthermore, a more coordinated system of knowledge management is required within the workplace in order to encourage learning, and provide information and serve as institutional memory. The third finding involves the creation of an enabling environment that will enhance learning within the workplace. The creation of a knowledge base, as well as having someone in the workplace responsible for learning, concurs with aspects of the Skills Development Act, as well as learning organisation theory.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Jan. 30, 2009). Includes bibliographical references.

M.Ed. / Several authors have noted that the 21st century economy requires companies to adopt new ways of organising work. This puts organisations under pressure to acquire new skills and new ways to manage knowledge and information. (Coleman & Laplace, 2002:1; Khoshrow-Pour, 2002:111). They further maintain that technology helps organisations keep pace with changes in the workplace and can also drive many revolutionary changes. E-learning is one of the technological interventions that companies worldwide are using to keep up to the speed of changing business trends. E-learning attracts companies, organisations because it makes learning accessible anywhere, anytime (Rossette, 2002:13). Accessibility to learning material is a very important aspect in business worldwide (Aggarval, 2003:1&2). Employees are able to learn while at their workstations thereby saving travelling costs and in turn increase the company’s productivity. Being able to learn anytime provides employees with the opportunity to be in control of their learning. The traditional method of learning has been criticised for being expensive, time-consuming and unresponsive to immediate learner needs. As a result the number of companies using e-learning over traditional workplace learning is increasing worldwide (Simmons, 2002:13). Many companies have realised the value of e-learning and exploring this new method to try and save costs associated with the traditional method of learning. 1 / Prof. D. van der Westhuizen

Although the present study identifies several shortcomings regarding the practice of co-operative education, it pioneers the notion that the growing of talent can be enhanced through a co-operative education strategy. The study has attempted to distil the core principles of a phenomenological research design within the greater context of qualitative research. Perspectives of the research subjects are presented as thick descriptions. The literature review indicates the need for the growing of talent in South Africa, against the backdrop of international talent struggles. It points out the need for collaboration between Higher Education and enterprises in growing talent. The study distils the core properties of co-operative education, contextualised within the dysfunctionality of Higher Education in South Africa and the development of Higher Education internationally. / Dr. W.J Schurink

The South African Government launched a skills development initiative in February 2001 to be led by leaders of twenty five Sector Education Training Authorities (SETAs). This study identifies a strategy and the transformational leadership competencies to be included in the strategy to develop the SETA leaders. / Dr. A. Lategan

The skills shortage is one of the problems that existed in South Africa as a result of its historic political situation. South Africa was characterized by a white dominant government in an economy which was marked by exclusions of various people of race and gender. In the working environment, the situation reflected job reservation for white males, limited career opportunities for white females with repercussions of isolation, sanctions and global deprivation. The 1994 elections brought a change in leadership and a democratic government had as its primary mission skills development for all. On a macro level, South Africa was marginalized from global participation and on a micro level, many people were not able to enter the workforce because of a lack of skills let alone be active in the economy. The South African government’s resultant Human Resources Development – (HRDS) and National Skills Development Strategy (NSDS) were driven by supportive legislation namely the Skills Development Act No 97 of 1998, Employment Equity Act No 55 of 1998, Skills Development Levies Act of 1999 and the South African Qualifications Authority Act No 58 of 1995. These strategies and legislative measures intended to address the skills shortages through the implementation of learnerships as a national qualification. Following from the high level strategy were the initial over-ambitious targets for people to become qualified learners. The result was a push-through effect of individuals who were not necessarily suited to a particular learnership nor were they able to function on the required standard. Low level evaluations were used to ‘certify’ potential learners in terms of their numeracy and literacy levels only. This provided an opportunity to evaluate the suitability of learners on the New Venture Creation Learnership in terms of their entrepreneurial functionality and leadership qualities. After evaluating a number of models (Carland Entrepreneurial Index, the Bar-on Emotional Intelligence test and the Myers-Briggs Type Indicator), the Functional ii Intelligence Assessment Tool (FIAT) scientific model was selected because of its holistic approach of the individual and his/her functionality within an environment. The Functional Intelligence Assessment Tool identified and substantiated the suitability or non-suitability of the respondents in terms of entrepreneurial requirements. An additional questionnaire was administered to evaluate leadership qualities which are an essential component of the entrepreneur. The first of three research goals were attained when the respondents who were in the process of completing the New Venture Creation Learnership were successfully assessed in terms of entrepreneurial functionality. The outcome of this research concluded that only three (3) out of nineteen (19) candidates were found to be suitable for the entrepreneurial environment while two of the three had leadership qualities. The analysis of one candidate was such that no accurate analysis in terms of leadership qualities could be obtained. In terms of Functional Tendency, eight (8) candidates showed extrovert tendencies, six (6) showed introvert tendencies while five (5) candidates rendered results that did not give a clear indication of the individual’s functionality. Nine (9) individuals intentionally tried to manipulate their results but were identified through their inconsistent results while candidate 1 manipulated her results unintentionally; Five (5) individuals tried to disguise their results by giving extreme scores thereby hoping to impress with their choice of answers (impression management) while two (2) individuals were in denial about their situation having scored unrealistic results. Two (2) individuals had serious problems with their emotional functioning to the extent that they should consult a professional person (professional intervention). Twelve (12) individuals revealed inconsistent results while the remainder of candidates shows some or an insignificant degree of inconsistency in their results. Only three (3) individuals should be re-assessed due to the extent of their inconsistency. iii The second research goal to give comprehensive feedback to the Services Seta and respondents regarding the outcome of the Functional Intelligence Assessment Tool assessments will only be attained after this thesis but it sets the base for follow-up of the respondents’ progress and to conduct future research. The third research goal is also more medium - to long term - to apply this tool to potential learners and – employees in addition to the initial research performed. This goal will also only be attained after negotiations with SETAs and continuous populating of a central database with the FIAT’s assessments. The holistic approach to assessing the functionality of an individual gives the person a vast number of areas known as super constructs (self perception and emotional functioning; relationships and corporate functioning, personal – and organizational value comparison) that will either highlight a serious situation or spell out how the individual will react and interact in certain situations. Small business is said to drive the economy of a country. It is therefore critical that the entrepreneurs in a country are identified early (through a scientific instrument such as FIAT) and skilled appropriately (through learnerships or other educational routes). It is equally important that individuals that are not entrepreneurs be found their rightful vocation and then everyone can contribute effectively to the economic activity. / Prof. J.J.D. Havenga

Thesis (M.S.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains xi, 75,6 p. Includes abstract. Includes bibliographical references (p. 71-72).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1985.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1985. / Also available in print.