Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Learnership programs are implemented in different industries as development
interventions to contribute to the skills development and, after successful completion,
ultimately contribute toward the alleviation of poverty. Insight into the factors that
influence learnership performance will provide direction in terms of optimising
learnership performance.
The purpose of the research study was to create an understanding of the factors that
influence learnership performance, with a focus on intention as a key variable. The
literature review culminated in the development of the partial model of learnership
performance (PMLP). Due to the complexity of the model and the sample size of 95
learners, the decision was made to split the model and to test it as two separate
models. The first focused on antecedents of learnership performance including age,
gender, previous work experience, previous learning experience, intention and
environmental constraints. The second included the variables underlying intention
namely behavioural beliefs, normative beliefs, control beliefs, attitudes, subjective
norms and perceived behavioural control.
A questionnaire was developed for the specific purpose of the study. A mixed method
methodology (including both qualitative and quantitative data gathering methods) were
employed that included individual interviews, a pilot study of the questionnaire and the
administration of the final questionnaire. Data was subjected to various statistical
analysis including descriptive statistics and correlation analysis. Mediating relationships
were calculated by means of the Sobel test.
Previous learning experience as well as intention correlated positively with learnership
performance. Although the sample included more male participants, women achieved
higher levels of learnership performance. Significant relationships were found between
intention and the hypothesised direct variables including attitudes, subjective norms and
perceived behavioural control. Behavioural beliefs and normative beliefs showed significant indirect relationship to intention. It was expected that environmental
constraints would have a negative moderating impact on the relationship between
intention and learnership performance; however the research results did not corroborate
this hypothesis. The relationship between intention and learnership performance was
strong in cases where learners experience challenging environmental factors, whereas
no significant relationship between intention and learnership performance was found in
the absence of environmental constraints.
Recommendations were made regarding an intervention to enhance learners’
intentions. Two approaches were recommended to optimise learnership performance,
namely journaling activities and interactive workshops. These approaches aim to guide
learners through the identification of obstacles that could inhibit their success in the
learnership program. By consciously choosing to overcome these obstacles, learners
develop an internal sense of empowerment which will enable them to take a step
towards breaking the cycle of poverty. / AFRIKAANSE OPSOMMING: Leerlingskap programme word in verskillende industrieë geïmplementeer en vorm deel
van ontwikkelingsintervensies wat bydra tot vaardigheidsontwikkeling, en met die
voltooing van leerlingskappe, ten einde armoede te bestry. Insig aangaande die faktore
wat leerlingskapprestasie beinvloed sal daarom as ‘n basis dien vir die optimalisering
van leerlingskapprestasie.
Die doel van die navorsingstudie was om insig te bekom rakende die faktore
onderliggend aan leerlingskapprestasie, met ‘n fokus op intensie as ‘n kritieke
veranderlike in hierdie opsig. Die literatuur oorsig het gelei tot die ontwikkeling van die
gedeeltelike model van leerlingskapprestasie-voorspelling. As gevolg van die
steekproef van 95 leerders is die besluit geneem om die model van
leerlingskapprestasie-voorspelling in twee modelle te verdeel. Die een model het
faktore onderliggend aan leerlingskapprestasie ingesluit terwyl die ander model faktore
ingesluit het wat betrekking het tot die intensie om in ‘n leerlingskap te presteer.
‘n Vraelys was ontwikkel vir die spesifieke doeleindes van die studie. ‘n Kombinasie
van byde kwalitatiewe en kwantitatiewe data insamelingstegnieke is toegepas wat
individuele onderhoude, ‘n loodsstudie - en ‘n finale studie van die vraelys ingesluit het.
Verskeie data analise metodes is toegepas naamlik betroubaarheids analise,
beskrywende statistiese analise en korrelasie analise. Bemiddelende verhoudings is
met behulp van die Sobel toets verwerk.
Vorige leerervaring sowel as intensie het positiewe korrelasies getoon in terme van
leerlingskapprestasie. Alhoewel die steekproef meer mans as vroue ingesluit het, het
vroue beter leerlingskapprestasie as mans getoon. Beduidende verhoudings is
opgemerk tussen intensie in die drie veronderstelde direkte veranderlikes naamlik
houdings, subjektiewe norme en waarneembare gedragsbeheer. Gedragsoortuigings
sowel as normatiewe oortuigings het albei beduidende indirekte verhoudings getoon in
terme van intensie. Die veronderstelling was dat omgewingsbeperkings ‘n negatiewe impak sou hê op die verhouding tussen intensie en leerlingskapprestasie, maar die
navorsing resultate het ‘n interessante bevinding getoon. Die korrelasie tussen intensie
en leerlingskapprestasie was sterk in gevalle waar leerlinge uitdagende omgewings
faktore beleef, terwyl geen beduidende verhouding tussen intensie en
leerlingskapprestasie waarneembaar was in die afwesigheid van omgewingsbeperkings
nie.
Voorstelle is gemaak met betrekking tot ‘n intervensie wat poog om leerders se intensie
te verhoog. Twee benaderings naamlik joernaal oefeninge en interaktiewe
werkswinkels is voorgestel. Die doel van hierdie benaderings is om aan leerlinge
leiding te gee met die identifisering van uitdagings wat moontlik hul sukses in die
leerlingskap program kan inhibeer. Met die doelbewuste besluit om hierdie uitdagings
te oorkom ontwikkel leerders interne bemagtiging wat hul in staat sal stel om die eerste
tree te neem om die armoede siklus te oorkom.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/85603 |
| Date | 12 1900 |
| Creators | Beukes, Liezel |
| Contributors | Du Preez, Ronel, Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 128 p. : ill. |
| Rights | Stellenbosch University |
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