Challenges experienced by the learning and development department in a large financial institution when adopting and implementing e-learning and how these challenges were overcome.
- Authors: Nkuna, Jane Sebolai
- Date: 2008-10-27T06:32:42Z
- Subjects: Computer-assisted instruction , training of employees , financial institutions
- Type: Thesis
- Identifier: uj:13107 , http://hdl.handle.net/10210/1307
- Description: 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
- Full Text:
- Authors: Nkuna, Jane Sebolai
- Date: 2008-10-27T06:32:42Z
- Subjects: Computer-assisted instruction , training of employees , financial institutions
- Type: Thesis
- Identifier: uj:13107 , http://hdl.handle.net/10210/1307
- Description: 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
- Full Text:
An investigation into the positive and negative perceptions of e-learners in Afrox.
- Authors: Graham, Francis Gradwel
- Date: 2008-04-22T06:17:04Z
- Subjects: competency based education , training of employees , computer-assisted instruction , internet in education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/368427 , uj:8491 , http://hdl.handle.net/10210/264
- Description: Globalisation has taken root at all economic levels and has forced organisations to skill their employees in order for them to compete on unprecedented levels. Companies can no longer afford to see themselves in operation outside of the global village. Those that have not yet been absorbed into the global economy are moving faster than ever before towards the information age, focusing on people as the greatest competitive edge. Survival in a global economy is not only dependent on how quickly an organisation is able to respond to the changing economic environment but also on the ability of the business to learn. The concepts of a network organisation and a learning organisation have redefined how suppliers, employees and customers interact and how learning in organisations takes place. Traditional learning processes are no longer adequate for meeting the demand for faster just-intime learning. The benefits of anytime, anywhere access to learning and information offered by the Internet and the World Wide Web are fundamentally changing the way many companies operate and interact. In the field of mass education the Internet is changing instruction, research, and administration. The prospects of e-learning have far-reaching implications for business organisations by virtue of the enabling technologies that are removing distance and fostering collaborative on-demand learning. The business case for investing in e-learning is evident in the myriad new products, services, and providers that are entering the e-learning domain. Curriculum and content development through software learning environments, teleconferencing, and integrated learning delivery systems have a fundamental impact on the growth of the e-learning industry. Companies are not the only entities affected by the new economy. Governments across the world have become increasingly involved at a macro-economic level in fostering skills development as a means of competing in the global arena. South Africa has approximately 5 million economically active citizens, compared to the UK with 15 million and the USA with 25 ii million. In response to the skills shortage, South Africa has proposed a Human Resources Development (HRD) strategy, entrenched in an outcomes-based learning methodology and enacted through various pieces of legislation, including the South African Qualifications Authority (SAQA) Act 61 of 1995. The national HRD strategy, by virtue of this legislative element, has been cascaded to organisational level to ensure the requisite skills development across all sectors of the economy. Organisational training and development strategies are influenced by the national outcomesbased- learning methodology. The development of skilled individuals through interventions such as workplace skills programme and learnerships must conform to SAQA requirements in terms of unit standards, assessment, quality assurance, the National Qualification Framework, and registration as a training provider. African Oxygen Limited (Afrox) is one such South African Company that must conform to such legislation in developing its employees. Afrox is in the business of gases, welding products and healthcare. The Company was established in 1927 and listed on the Johannesburg Stock Exchange (now referred to as JSE Securities Exchange) in 1964. It has a market capitalisation of over R5,5 billion and 343 million shares in issue. The group comprises of two focused listed companies: gases and welding, and healthcare. Afrox is South Africa’s 17th largest employer with over 16 000 employees in both lines of business. The company is part of the BOC group plc affording it the status of a global company. The BOC Group has operations in 50 countries on five continents and owns 55% of the shares of Afrox. Afrox can rely on its parent company to provide the latest in technology, research and development and other leading global business practices. A historical feature in Afrox (and the BOC Group) has been the regional basis on which the company was organised and structured, with some employees operating in fairly remotes sites. The geographical composition and proximity of the customers and markets, as well as transportation constraints has influenced the establishment of three regional centres from which to distribute product and service customers. The challenge in Afrox is to refine how learning systems that involve the use of technology take place. All employees in Afrox have a competency profile on the e-learning systems of the organisation. However, in recent focus group sessions perceptions of e-learning have been found to vary among e-learners. The study is therefore concerned with investigating the iii perceptions of e-learners in order to position the company to capitalise on the advantages that elearning offers the business world. A literature review of key aspects of e-learning systems will be presented relative to the learning systems within Afrox. An empirical exercise involving a telephonic survey is offered, based on a stratified sample of respondents in Afrox to determine their perceptions of key aspects of elearning. , Ms. H. Jacobs
- Full Text:
- Authors: Graham, Francis Gradwel
- Date: 2008-04-22T06:17:04Z
- Subjects: competency based education , training of employees , computer-assisted instruction , internet in education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/368427 , uj:8491 , http://hdl.handle.net/10210/264
- Description: Globalisation has taken root at all economic levels and has forced organisations to skill their employees in order for them to compete on unprecedented levels. Companies can no longer afford to see themselves in operation outside of the global village. Those that have not yet been absorbed into the global economy are moving faster than ever before towards the information age, focusing on people as the greatest competitive edge. Survival in a global economy is not only dependent on how quickly an organisation is able to respond to the changing economic environment but also on the ability of the business to learn. The concepts of a network organisation and a learning organisation have redefined how suppliers, employees and customers interact and how learning in organisations takes place. Traditional learning processes are no longer adequate for meeting the demand for faster just-intime learning. The benefits of anytime, anywhere access to learning and information offered by the Internet and the World Wide Web are fundamentally changing the way many companies operate and interact. In the field of mass education the Internet is changing instruction, research, and administration. The prospects of e-learning have far-reaching implications for business organisations by virtue of the enabling technologies that are removing distance and fostering collaborative on-demand learning. The business case for investing in e-learning is evident in the myriad new products, services, and providers that are entering the e-learning domain. Curriculum and content development through software learning environments, teleconferencing, and integrated learning delivery systems have a fundamental impact on the growth of the e-learning industry. Companies are not the only entities affected by the new economy. Governments across the world have become increasingly involved at a macro-economic level in fostering skills development as a means of competing in the global arena. South Africa has approximately 5 million economically active citizens, compared to the UK with 15 million and the USA with 25 ii million. In response to the skills shortage, South Africa has proposed a Human Resources Development (HRD) strategy, entrenched in an outcomes-based learning methodology and enacted through various pieces of legislation, including the South African Qualifications Authority (SAQA) Act 61 of 1995. The national HRD strategy, by virtue of this legislative element, has been cascaded to organisational level to ensure the requisite skills development across all sectors of the economy. Organisational training and development strategies are influenced by the national outcomesbased- learning methodology. The development of skilled individuals through interventions such as workplace skills programme and learnerships must conform to SAQA requirements in terms of unit standards, assessment, quality assurance, the National Qualification Framework, and registration as a training provider. African Oxygen Limited (Afrox) is one such South African Company that must conform to such legislation in developing its employees. Afrox is in the business of gases, welding products and healthcare. The Company was established in 1927 and listed on the Johannesburg Stock Exchange (now referred to as JSE Securities Exchange) in 1964. It has a market capitalisation of over R5,5 billion and 343 million shares in issue. The group comprises of two focused listed companies: gases and welding, and healthcare. Afrox is South Africa’s 17th largest employer with over 16 000 employees in both lines of business. The company is part of the BOC group plc affording it the status of a global company. The BOC Group has operations in 50 countries on five continents and owns 55% of the shares of Afrox. Afrox can rely on its parent company to provide the latest in technology, research and development and other leading global business practices. A historical feature in Afrox (and the BOC Group) has been the regional basis on which the company was organised and structured, with some employees operating in fairly remotes sites. The geographical composition and proximity of the customers and markets, as well as transportation constraints has influenced the establishment of three regional centres from which to distribute product and service customers. The challenge in Afrox is to refine how learning systems that involve the use of technology take place. All employees in Afrox have a competency profile on the e-learning systems of the organisation. However, in recent focus group sessions perceptions of e-learning have been found to vary among e-learners. The study is therefore concerned with investigating the iii perceptions of e-learners in order to position the company to capitalise on the advantages that elearning offers the business world. A literature review of key aspects of e-learning systems will be presented relative to the learning systems within Afrox. An empirical exercise involving a telephonic survey is offered, based on a stratified sample of respondents in Afrox to determine their perceptions of key aspects of elearning. , Ms. H. Jacobs
- Full Text:
Entrepreneurial functionality of new venture creation learners.
- Authors: Buys, Philna
- Date: 2008-04-22T06:16:50Z
- Subjects: experiential learning , training of employees , leadership , new business enterprises , entrepreneurship
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/372814 , uj:8469 , http://hdl.handle.net/10210/262
- Description: 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
- Full Text:
- Authors: Buys, Philna
- Date: 2008-04-22T06:16:50Z
- Subjects: experiential learning , training of employees , leadership , new business enterprises , entrepreneurship
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/372814 , uj:8469 , http://hdl.handle.net/10210/262
- Description: 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
- Full Text:
The learning culture in a retail bank branch network.
- Authors: Godbeer, Craig
- Date: 2008-04-22T06:16:17Z
- Subjects: organizational learning , organizational change , training of employees , Standard Bank Limited , banks and banking
- Type: Thesis
- Identifier: uj:8415 , http://hdl.handle.net/10210/257
- Description: Organisations are changing rapidly due to the multitude of environmental factors and pressures with which they are faced. In order for them to remain current and competitive they need to constantly learning and adapting to these changes. Having learning entrenched into the culture of the organisation would ensure that it is always ready for change and that it is also able to move toward the state of a learning organisation. The Standard Bank of South Africa’s Retail Bank branch network was perceived as not having an adequate learning culture, as displayed by an apparent lack of focus and responsibility being taken for learning by employees. A literature review was conducted to better understand a number of fundamental concepts such as learning, culture and organisational learning, as well as the nature and meaning of what a learning culture is. The literature review was also used to identify key elements within organisations, which could be considered vital for the creation of a successful learning culture. It was these elements against which the SBSA Retail Bank branch network was to be measured against, during the course of an empirical study, to determine the nature and extent of their existing learning culture. The empirical study made use of a quantitative descriptive research design, due to the large numbers of SBSA employees involved, who were widely dispersed across the country. Two electronic questionnaires were placed on the SBSA Intranet site for one week, to cater for both managerial and non-managerial responses, and a response rate of 95% was achieved for both groups. The research data was given to Statkon, (Rand Afrikaans University’s statistical consultation department) for analysis. The results of this survey indicated that the Branch network do in fact have an established learning culture, however this needed to be further developed and improved to ensure a greater alignment to the elements identified in the literature review. Incorporating the recommendations that are proposed will assist this development and improvement of the existing learning culture further, as will by taking note of the learning culture strategy and implementation suggestions put forward. Further investigation will still be required for some of the learning culture aspects, to better understand their nature and situation, as well as their possible impact. Suggestions are also identified for possible further research, some of which relate to researching the finer relationships and trends within the SBSA Retail Bank branch network, such as demographic factors and the development of a comprehensive learning culture strategy. All of this is necessary to ensure the creating and sustaining of a learning culture that will support and facilitate the development of a learning organisation. , Hannelize Jacobs
- Full Text:
- Authors: Godbeer, Craig
- Date: 2008-04-22T06:16:17Z
- Subjects: organizational learning , organizational change , training of employees , Standard Bank Limited , banks and banking
- Type: Thesis
- Identifier: uj:8415 , http://hdl.handle.net/10210/257
- Description: Organisations are changing rapidly due to the multitude of environmental factors and pressures with which they are faced. In order for them to remain current and competitive they need to constantly learning and adapting to these changes. Having learning entrenched into the culture of the organisation would ensure that it is always ready for change and that it is also able to move toward the state of a learning organisation. The Standard Bank of South Africa’s Retail Bank branch network was perceived as not having an adequate learning culture, as displayed by an apparent lack of focus and responsibility being taken for learning by employees. A literature review was conducted to better understand a number of fundamental concepts such as learning, culture and organisational learning, as well as the nature and meaning of what a learning culture is. The literature review was also used to identify key elements within organisations, which could be considered vital for the creation of a successful learning culture. It was these elements against which the SBSA Retail Bank branch network was to be measured against, during the course of an empirical study, to determine the nature and extent of their existing learning culture. The empirical study made use of a quantitative descriptive research design, due to the large numbers of SBSA employees involved, who were widely dispersed across the country. Two electronic questionnaires were placed on the SBSA Intranet site for one week, to cater for both managerial and non-managerial responses, and a response rate of 95% was achieved for both groups. The research data was given to Statkon, (Rand Afrikaans University’s statistical consultation department) for analysis. The results of this survey indicated that the Branch network do in fact have an established learning culture, however this needed to be further developed and improved to ensure a greater alignment to the elements identified in the literature review. Incorporating the recommendations that are proposed will assist this development and improvement of the existing learning culture further, as will by taking note of the learning culture strategy and implementation suggestions put forward. Further investigation will still be required for some of the learning culture aspects, to better understand their nature and situation, as well as their possible impact. Suggestions are also identified for possible further research, some of which relate to researching the finer relationships and trends within the SBSA Retail Bank branch network, such as demographic factors and the development of a comprehensive learning culture strategy. All of this is necessary to ensure the creating and sustaining of a learning culture that will support and facilitate the development of a learning organisation. , Hannelize Jacobs
- Full Text:
Identifying a national leadership skills training and development strategy for leaders within sector education training authorities (SETAs).
- Authors: Prinsloo, Florus
- Date: 2007-12-06T05:51:13Z
- Subjects: training of employees , executive ability , SETA , Sector Education and Training Authority , leadership
- Type: Thesis
- Identifier: uj:13939 , http://hdl.handle.net/10210/142
- Description: 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
- Full Text:
- Authors: Prinsloo, Florus
- Date: 2007-12-06T05:51:13Z
- Subjects: training of employees , executive ability , SETA , Sector Education and Training Authority , leadership
- Type: Thesis
- Identifier: uj:13939 , http://hdl.handle.net/10210/142
- Description: 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
- Full Text:
The contribution of co-operative education in growing talent.
- Authors: Groenewald, Thomas
- Date: 2007-10-23T08:59:27Z
- Subjects: training of employees , experiential learning , cooperative education
- Type: Thesis
- Identifier: uj:6323 , http://hdl.handle.net/10210/106
- Description: 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
- Full Text:
- Authors: Groenewald, Thomas
- Date: 2007-10-23T08:59:27Z
- Subjects: training of employees , experiential learning , cooperative education
- Type: Thesis
- Identifier: uj:6323 , http://hdl.handle.net/10210/106
- Description: 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
- Full Text:
Individual facilitation: a personal and professional leadership perspective.
- Authors: Du Toit, Christina Susanna
- Date: 2007-10-22T10:59:27Z
- Subjects: mentoring in business , counseling of employees , training of employees , personal coaching , leadership
- Type: Thesis
- Identifier: uj:10792 , http://hdl.handle.net/10210/102
- Description: The hypothesis of this research was that Personal and Professional Leadership Individual Facilitation (PPLIF) could help people with problems or who are in difficult situations to deal with the problems they are experiencing. The main aim and objective of this research was to describe the nature and importance of PPLIF and suggest the possible contribution, it could make as a new concept in the Personal and Professional Leadership (PPL) field. The qualitative research methodology used in the research includes general, hermeneutic and descriptive strategies. The research methods used include a word and concept analysis, a literature study, and problem defining and critical analysis in order to clarify concepts central to the research. Case studies were also made to clarify the application of PPLIF to the problems experienced by participants from diverse backgrounds. PPLIF can be defined as a holistic leadership guide that helps an individual to grow in order to achieve his full potential. PPLIF is a facilitative approach. It presents a radical new method for addressing an individual's problems by obtaining information, developing new perspectives and therefore resolving problems that are deep-rooted in a person. PPLIF aims at a positive outcome and works with the here and now to change the future for the better. PPLIF is a structured conversation that is more facilitative than prescriptive and involves the support and encouragement of the client. PPLIF does not “solve” but tries to help to review options or choices. It uses informal facilitation to keep the client focused on the objectives of the session to clarify misunderstandings and support the person to solve problems themselves by achieving their goals. PPLIF consist of four stages: connecting, understanding, deciding and executing. These stages are designed and developed to increase personal, xiii interpersonal and professional growth strategies, which could lead to progressively higher forms of responsible independence and effective decision making. PPLIF aims to align the client with his/her goals. The PPLIF practitioner systematically develops the skills and leadership abilities of the client and helps the client realise where he wants to go. A PPLIF practitioner surveys the problem or situation by asking questions. The PPLIF practitioner tries to equip clients with the tools, knowledge and opportunities they need to develop themselves and to become successful. PPLIF’s clients are encouraged to take responsibility for their own learning outcomes. PPLIF focuses on personal development and mastery, and could guide and support a client in situations where, for example, they have to cope with change, set goals, develop action plans, progress in careers, enhance self-esteem and restore a holistic life balance. PPLIF could thus enable people to gain greater control over their lives, which in turn will create a sense of meaning. The research concludes by indicating that PPLIF can make a valuable contribution to supporting people with problems in their lives. , Prof. DPJ Smith
- Full Text:
- Authors: Du Toit, Christina Susanna
- Date: 2007-10-22T10:59:27Z
- Subjects: mentoring in business , counseling of employees , training of employees , personal coaching , leadership
- Type: Thesis
- Identifier: uj:10792 , http://hdl.handle.net/10210/102
- Description: The hypothesis of this research was that Personal and Professional Leadership Individual Facilitation (PPLIF) could help people with problems or who are in difficult situations to deal with the problems they are experiencing. The main aim and objective of this research was to describe the nature and importance of PPLIF and suggest the possible contribution, it could make as a new concept in the Personal and Professional Leadership (PPL) field. The qualitative research methodology used in the research includes general, hermeneutic and descriptive strategies. The research methods used include a word and concept analysis, a literature study, and problem defining and critical analysis in order to clarify concepts central to the research. Case studies were also made to clarify the application of PPLIF to the problems experienced by participants from diverse backgrounds. PPLIF can be defined as a holistic leadership guide that helps an individual to grow in order to achieve his full potential. PPLIF is a facilitative approach. It presents a radical new method for addressing an individual's problems by obtaining information, developing new perspectives and therefore resolving problems that are deep-rooted in a person. PPLIF aims at a positive outcome and works with the here and now to change the future for the better. PPLIF is a structured conversation that is more facilitative than prescriptive and involves the support and encouragement of the client. PPLIF does not “solve” but tries to help to review options or choices. It uses informal facilitation to keep the client focused on the objectives of the session to clarify misunderstandings and support the person to solve problems themselves by achieving their goals. PPLIF consist of four stages: connecting, understanding, deciding and executing. These stages are designed and developed to increase personal, xiii interpersonal and professional growth strategies, which could lead to progressively higher forms of responsible independence and effective decision making. PPLIF aims to align the client with his/her goals. The PPLIF practitioner systematically develops the skills and leadership abilities of the client and helps the client realise where he wants to go. A PPLIF practitioner surveys the problem or situation by asking questions. The PPLIF practitioner tries to equip clients with the tools, knowledge and opportunities they need to develop themselves and to become successful. PPLIF’s clients are encouraged to take responsibility for their own learning outcomes. PPLIF focuses on personal development and mastery, and could guide and support a client in situations where, for example, they have to cope with change, set goals, develop action plans, progress in careers, enhance self-esteem and restore a holistic life balance. PPLIF could thus enable people to gain greater control over their lives, which in turn will create a sense of meaning. The research concludes by indicating that PPLIF can make a valuable contribution to supporting people with problems in their lives. , Prof. DPJ Smith
- Full Text:
- «
- ‹
- 1
- ›
- »