An evaluation of the Myers-Briggs type indicator and the self-directed search as validated by a career typology workshop.
- Authors: Deller, Karen
- Date: 2012-08-08
- Subjects: Myers-Briggs Type Indicator. , Vocational guidance-Research-South Africa. , Career development-Research-South Africa. , Career education-Research-South Africa.
- Type: Thesis
- Identifier: uj:8940 , http://hdl.handle.net/10210/5413
- Description: M.A. , School leavers are faced with the need to study further in an attempt to increase their chances of finding employment. However, school leavers are rarely equipped with all of the necessary skills, information and self-knowledge necessary to make the "right" career decision and study-path choice. The cost of tertiary education is high, and a school leaver who makes an unsuitable study-path selection could be trapped in an unsuitable career for life or drop out of the tertiary education sector due to boredom or failure. This further decreases their chance of finding employment. It is against this background that this study was conducted. In an attempt to assist potential students applying to the largest private education provider in South Africa with their choice of study-path, a career-counselling workshop was offered which included psychometric testing. Essentially this study had two main objectives. The first was to validate the suitability of the Myers-Briggs Type Indicator and the Self-Directed Search as careercounselling tools in a South African tertiary environment. The second objective was to quantitatively assess the suitability of the career guidance workshop designed to assist school leavers to make the most suitable choice of a field of study, subjects and a career. The results of the Myers-Briggs Type Indicator and the Self-Directed Search were compared using straightforward Pearson's product-moment correlations and an interbattery correlation. The results indicated the need to continue to use both of the instruments simultaneously, as they appeared to be measuring different underlying constructs. In addition, each instruments was able to supplement the information provided by the other, which allowed the career counsellor to give the students additional information to assist them with their studies and their lives. The research around the career-counselling workshop involved the use of the developmental research design methodology. which stipulated the appropriate methodological procedures to follow. The workshop was developed utilising an understanding of career-counselling theories and practices, as well as an understanding of the various Myers-Briggs types and Holland types (as determined understanding of the various Myers-Briggs types and Holland types (as determined by the Self-Directed Search) that would attend the workshops. The workshop was, therefore, designed to appeal to a wide audience, and to give as many different "types" of students the experience which they required to make an informed and realistic course, subject and career choice. The success of the workshop was evaluated by means of a questionnaire completed by the students, a comparison of the failure rates of students who attended the workshop and those who did not attend it, and an analysis of the pass/fail statistics between those who attended the workshop and those who did not. The findings of this study indicated that the workshop was well received by the students and that it had sufficient internal and face validity for use with this group of school leavers. The research group was a convenience sample that consisted of 73 students who had applied to the largest South African private education provider. These students were from four major campuses in South Africa, they had very different academic and cultural backgrounds and they were interested in different academic fields of study. The one similarity was that all of the courses offered by this private education provider are business-orientated, and only students who were interested in business studies would apply. This study established the validity of the Myers-Briggs Type Indicator and the Self- Directed Search in a career-counselling context. The validity of the careercounselling workshop was also established. As this research group cannot be said to be representative of the general population, it is not possible to generalise these findings beyond this group. However, as the results do match those found in other similar international studies, it could be deduced that if this study were repeated with a representative sample the results would be replicated.
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Towards the design of a workplace RPL implementation model for the South African insurance sector
- Authors: Deller, Karen
- Date: 2008-05-13T08:01:20Z
- Subjects: Organisational learning , Financial services industry , Investment advisors
- Type: Thesis
- Identifier: uj:6577 , http://hdl.handle.net/10210/360
- Description: Recognition of Prior Learning (RPL) is an internationally accepted process of assessing non-formal learning with the intention of matching it to academic credits. This allows the candidate to earn either a full or partial qualification based on knowledge and/or skills acquired outside of the formal classroom. The South African insurance sector was faced with legislation requiring all financial advisers to earn academic credits before they could continue in the industry. The sector believed that the RPL process would suit their circumstances because most financial advisers had many years of workplace experience and had mostly attended many internal, but often unaccredited, product training programmes. However, there was no RPL implementation model to guide a workplace implementation of this nature as most RPL models followed the practices set by formal higher education providers and there was no consideration of the many variables that have an impact in the workplace. This research set out to design a logic model to guide the implementation of workplace RPL in the insurance sector. The data was collected during the evaluation of an RPL implementation programme that had good results but which used the more individualistically inspired RPL approach of formal education. The data was analysed using grounded theory data analysis techniques (Strauss & Corbin, 1998 and Glaser & Strauss, 1967) and the result was the identification of 18 broad categories. Further analysis reduced these to five categories, i.e. reaction to the circumstances requiring the RPL, personal mastery, team support, changing perceptions towards the RPL process, and perceived outcome of the RPL process. These categories were researched by looking at the most influential traditional and workplace learning theorists, as well as the most influential RPL theorists. Finally, a secondary data analysis was conducted on 18 workplace RPL case studies described by Dyson and Keating (2005). The results of this research were formulated into a logic model to guide RPL implementation in the insurance sector. Using this logic model as a guide, further recommendations were made to guide workplace RPL implementation in the future. , Prof. W.J. Coetsee Dr. L. Beekman
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