Thesis (MBA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Within a highly regulated industry such as banking, learning takes place not only to
better equip staff to deal with problems which may cross their paths, but to enable
them to develop and grow into new roles within the bank.
In addition to the regulation in the industry, there is also legislation goveming the
learning providers within the industry. These learning providers have to abide by
multiple rules and regulations set out by the Skills Development Act and the Banking
Sector Training Authority, which grants accredited training-provider status to in-house
learning departments of the various banks. With all the reports and returns that now
have to be submitted to the Department of Labour, and the Skills Development levy
that is paid to the South African Revenue Service, businesses are turning their
attention to the amount of money actually being spent on training, and are starting to
ask pertinent questions about the impact of learning.
To answer these questions, the learning strategies that organisations adopt in order
to become learning organisations need to be scrutinised and analysed, before
moving on to how the measurement of retum on investment in learning can be
determined and integrated into the balanced scorecard measurement for learning
and growth.
In the course of this study, the issues mentioned above will be discussed from a
generic, theoretical point of view, before applying them specifically to the case of First
National Bank. / AFRIKAANSE OPSOMMING: In 'n hoogs gereguleerde bedryf soos die bankwese, vind leer nie net plaas om
personeel beter toe te rus om probleme te hanteer wat oor hulle pad kan kom nie,
maar ook om personeel nuwe rolle binne die bank te laat ontwikkel en aanneem.
Bo en behalwe die regulasies van die bedryf, is daar ook wetgewing ingevolge
waarvan verskaffers van opleiding binne die bedryf moet optree. Hierdie
opleidingsverskaffers moet aan verskeie reels en regulasies valdoen soos neergele
deur die Wet op Vaardigheids-ontwikkeling en die sektorale onderwys- en
opleidingsowerheid vir die bankwese (BANKS ETA), wat geakkrediteerde
opleidingsverskafferstatus aan interne opleidingsdepartemente van die verskillende
banke toestaan. Met al die verslae en opgawes wat deesdae aan die Departement
van Arbeid verskaf moet word sowel as die vaardigheidsontwikkelingsheffing wat aan
die Suid-Afrikaanse Inkomstediens betaal moet word, word ondernemings al hoe
meer bewus van die hoeveelheid geld wat hulle aan opleiding bestee, en begin vra
hulle al hoe meer tersaaklike vrae oor die impak van opleiding.
Om hierdie vrae te beantwoord, moet 'n mens die leerstrategiee wat organisasies
aanvaar ten einde leerorganisasies te word, onder die loep neem en ontleed. Hierna
kan die aandag verskuif na die wyse waarop die meting van opbrengs op belegging
in opleiding bereken en geintegreer kan word by die gebalanseerde-telkaartmeting
van leer en groei.
In hierdie studie word bogenoemde sake uit 'n generiese, teoretiese hoek bespreek
voordat dit meer bepaald op Eerste Nasionale Bank toegepas word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/21999 |
| Date | 03 1900 |
| Creators | Myburgh-Leendertz, Ilse |
| Contributors | Sonn, Julian, Stellenbosch University. Faculty of Economic and Management Sciences. Graduate School of Business. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 42 p. : ill. |
| Rights | Stellenbosch University |
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