Abstract
M.Ed.
Due to the rapid advancement of technology, change has accelerated all aspects of our lives
over the past years and is likely to continue to do so. Although change has helped form a
more efficient society, it has simultaneously also created very complex social and economic
problems, leading to an inevitable need for educational programmes aimed at facilitating
people's understanding of and adjustment to such change. This is particularly so in the world
of business and industry. Companies such as Siemens, a German multinational electrical and
electronic engineering company that specialise in the field of technological advancement are
particularly exposed to such changes and consequently need to provide their employees with
programmes to equip them in dealing with change. In an attempt to equip their employees with dealing with change and prepare for the future,
Siemens have developed various training and development plans, linked to internal and
external training schemes, to ensure that all staff have the skills to meet future requirements
and are able to meet the demands of the next millennium.
This research focused on one of these training schemes, namely the Siemens Management
Programme (SMP). This programme is geared primarily towards senior managers who
manage large divisions, and Business and Corporate Unit Directors in order to develop
concepts and skills necessary to manage people and business. The aim of this study was to
gain an in-depth understanding of how the participants experienced the SMP.
Qualitative research methods namely, participant observation and interviewing were used as
the means of data collection and the constant comparative method of data analysis was used to
reveal the experiences of the participants of the SMP. The most prominent finding emerging from the study was that all of the participants enjoyed
the networking that took place among colleagues and felt that the insight they have gained
into other business areas is most valuable. At the same time, however, a considerable number
of participants expressed anger and/or disappointment at not having had the opportunity to
contribute to the course and having their needs met by means of a needs-assessment. Many
participants expressed their disappointment in the quality of the lecturers. They felt as though they were treated like undergraduate students, and that lectures were often boring and
examples not applicable. Furthermore, participants felt it was a serious strain to carry out
responsibilities at work while simultaneously actively participating in the course, and
contributing to the extent that was necessary. Despite the problems, however, for most,
except one or two the course was nevertheless a positive experience. The study has shown that Siemens have made much progress in developing systems and
programmes to achieve what they have stated in their mission statement, namely:
Through training we will develop the potential of our people to ensure their
continued growth as individuals and their ongoing contributions of excellence in
their areas of work
At the same time however, there is still much to be done, particularly within the framework of
the teaching-learning transaction. Although this may not be entirely in Siemens' hands,
having an understanding of the process of programme planning and the characteristics of adult
learners, may contribute towards further decision making for future programmes.