To see the other types of publications on this topic, follow the link: Employees – Training of – Namibia.
Dissertations / Theses on the topic 'Employees – Training of – Namibia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Employees – Training of – Namibia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Naris, Sylvia Ndeshee. "The effectiveness of human resources code :staff development and training at a Namibian polytechnic." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1745.
Full textAbstract:
Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2009<br>Policies adopted by tertiary educational institutions play a key role in determining the
future of an institution. When they are applied and monitored effectively, most of these
policies bear positive results for the institution. However, where there is no clear
monitoring system, it is a foregone conclusion that policies will not bring about desired
results. Therefore, assessing the PoN policy and practices are imperative. The HR Code
is a policy document of the PoN.
The main objective of the study was to establish effectiveness of the HR Code: SDT.
The research study established motivating factors for drafting the HR Code: SDT, and
analysed its weaknesses in order to trace whether staff development is linked to strategic
goals of the PoN. The researcher has also made an earnest attempt to find out reasons
why staff members resign after attending development programmes, which would assist
the institution to retain their staff, as it prepares itself to become a university of
technology that requires more and better qualified staff.
The enquiry adopted a case study approach because it dealt with a specific institution in
Namibia. A triangulation method was utilised to solicit information from academics,
administrative and support staff, by conducting semi-structured interviews with top
management, HoD’s, sectional heads and ex-staff members. A closed-ended
questionnaire was distributed to staff members. Institutional documents were also
reviewed to corroborate empirical data that was collected. Research revealed that the
aim of drafting the HR Code: SDT was to improve qualification levels of Namibian staff
members and to improve work performances of staff members. However, research
proved conclusively that there were no measurable objectives that were established to
evaluate and monitor that the objective was achieved; there were also no staff
development plans linked to strategic goals of the institution; staff members’ work
performance was not assessed after training; and there were no retention strategies in
place.
It is evident from the research findings that the desired results of the HR Code: SDT will
not be achieved and, therefore, recommendations are proposed that the PoN effectively
communicates objectives of the HR Code to staff members; develop a comprehensive
and complimentary staff development policy; a staff development plan; an innovative
retention strategy; and appoint a staff development officer to monitor and ensure that
desired goals are achieved as means to save the institution from an unnecessary waste of
financial, material and human resources.
2
Amuenje, Florentia. "The impact of diversity training on employee attitudes and behaviour with regard to diversity in work organisations: an analysis of a diversity-training programme in a Namibian work organisation." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1002433.
Full textAbstract:
Diversity training programmes are formal efforts to prepare the workforce to work with individuals from different cultural backgrounds and to improve organisational effectiveness. Although many studies have described diversity training programmes in the workplace, only a few have been evaluated to assess their effectiveness and impact on job outcomes. This thesis describes a study that assessed the impact of a diversity management-training programme on employee attitudes and behaviour towards diversity in a manufacturing company in Namibia. Kirkpatrick’s (1959) four-level model, which examines the trainees’ reactions to the training, the learning acquired, the behaviour change and improvement in organisational results, was used to measure the impact of the training programme. Data was collected through pre-and post-assessment semi-structured individual interviews and a focus group was conducted two months after the training. Data analysis indicates that the first two levels of the evaluation model showed an impact. The participants had positive reactions towards the course and said that they had learnt from the course. The data also showed that the training did not have any impact on the behaviour of the participants and on organisational outcomes. The research also revealed that lack of improved productivity and organisational results might have been influenced by unrealistic expectations, past political conditions, job insecurity and unemployment and the training context. Some recommendations for both the diversity training programme administrators as well as the management of the company are made.
3
Naanda, Raimo Ndapewa. "The integration of identified employability skills into the Namibian vocational education and training curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5357.
Full textAbstract:
Bibliography<br>Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Since the advent of the 21st century the world has been experiencing rapid changes in
knowledge, technology and information. These changes pose challenges to the
providers of education and training in general and vocational education and training in
particular. The impact of technological advancement and the nature of organisational
changes in the workplace demand skills of an increasingly higher level – particularly
skills in the areas of information technology, problem solving and communication. The
problem identified in this study was that graduates from vocational training centres
(VTCs) in Namibia did not have appropriate employability skills needed at the
workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered
important by employers at the workplace and to determine how such skills could be
integrated into the vocational education and training curriculum in Namibia. A literature
review conducted revealed that employers require workers with the following key, core
or employability skills: communication, information technology, working with numbers,
working with others, problem solving and improving one’s own learning and
performance.
The population for this study was 493 employers providing on-the-job training or
employing vocational training centre graduates. A total of 244 out of the 493
employers responded. The population of the study represented the following
occupational sectors: auto trades, building construction trades, metalwork trades and
electrical engineering trades.
Data for the study were collected through reviewing the literature on employability
skills, a survey questionnaire to employers and face-to-face interviews conducted with
selected employers during the research. The following questions were explored in the
questionnaire and structured interviews: i) Which employability skills are important at
the workplace? ii) Who is responsible for developing employability skills? iii) If it is the
responsibility of vocational training centres to foster employability skills, at which
educational level should employability skills education be introduced? iv) How should
the acquisition of employability skills be promoted? v) How should employability skills
be assessed? The study found that employers in Namibia considered employability skills such as
teamwork, time management, a positive attitude, problem solving, planning, and
coping with multiple tasks as the most important skills they required from vocational
training centre graduates. Employers further indicated that employability skills could
be developed at family/home settings as well as at school and vocational training
centres and suggested that employability skills education be introduced from level 1
during the first year of training. It was also found that portfolios, observation and
practical assessment were credible approaches for assessing employability skills and
that this should be done in real-life contexts.
Based on the conclusions arrived at in the study, it is recommended that a policy
framework for employability skills be developed and implemented in the Namibian
vocational education and training system. Specific recommendations are made
regarding the following aspects: the type of employability skills; whose responsibility it
is to develop these skills; at which level of training the development of employability
skills should be implemented; how they could best be learned and how the learning of
employability skills could be assessed.<br>AFRIKAANSE OPSOMMING: Die snelle veranderinge op die gebied van kennis, tegnologie en inligting sedert die
begin van die 21ste eeu bied groot uitdagings aan die verskaffers van onderwys en
opleiding in die algemeen en beroepsonderwys en -opleiding in die besonder. Die
uitwerking van tegnologiese vordering en die aard van organisatoriese veranderinge in
die werkplek vereis groter hoërorde-vaardighede as vantevore – veral vaardighede op
die gebied van inligtingstegnologie, probleemoplossing en kommunikasie. Die
probleem wat in hierdie studie aan bod gekom het, was dat gegradueerdes van
beroepsopleidingsentrums in Namibië nie oor voldoende indiensneembaarheidsvaardighede
wat in die werkplek benodig word, beskik nie, soos aangedui deur
Namibiese werknemers.
Die doel van hierdie navorsing was om die soorte indiensneembaarheidsvaardighede
wat werkgewers by indiensneming van personeel as belangrik beskou te identifiseer,
en om vas te stel hoe sodanige vaardighede in die kurrikulum vir beroepsonderwys en
.. opleiding in Namibië geïntegreer kan word. Literatuuroorsig het getoon dat
werknemers benodig word met die volgende belangrike, kern- of indiensneembaarheidsvaardighede:
kommunikasie, inligtingstegnologie, syfervaardigheid,
samewerking met ander persone, probleemoplossing en die verbetering van eie leer
en prestasie.
Die navorsingspopulasie vir hierdie studie het uit 493 werkgewers bestaan wat
indiensopleiding verskaf of wat persone in diens het wat reeds hul beroepsopleiding
voltooi het. Tweehonderd-vier-en-veertig werkgewers het uiteindelik aan die
vraelysondersoek deelgeneem. Die motor-, konstruksie- en metaalwerkbedryf, asook
die elektriese-ingenieurswesesektor, is in die navorsingspopulasie verteenwoordig.
Data is ingesamel deur literatuuroorsig te doen oor
indiensneembaarheidsvaardighede, en deur vraelyste en persoonlike onderhoude. Die
volgende vrae is in die vraelys en tydens gestruktureerde onderhoude gestel: i) Watter
indiensneembaarheidsvaardighede is in die werkplek belangrik? ii) Wie is
verantwoordelik vir die ontwikkeling van indiensneembaarheids-vaardighede?
iii) Indien dit die verantwoordelikheid is van beroepsopleidingsentra om
indiensneembaarheids-vaardighede te bevorder, op watter opvoedkundige vlak behoort opleiding met betrekking tot indiensneembaarheidsvaardighede ingestel te
word? iv) Hoe behoort die aanleer van indiensneembaarheidsvaardighede bevorder te
word? v) Hoe behoort indiensneembaarheidsvaardighede geassesseer te word?
Daar is bevind dat werkgewers in Namibië indiensneembaarheidsvaardighede soos
spanwerk, tydbestuur, positiewe houding, probleemoplossing, beplanning en die
hantering van veelvuldige take as die belangrikste vaardighede beskou wat hulle van
potensiële opgeleide werknemers verwag. Werkgewers het aangedui dat
indiensneembaarheidsvaardighede in die huis, in skole en deur beroepsopleidingsentrums
ontwikkel kan word. Hulle het voorgestel dat opleiding in
indiensneembaarheidsvaardighede in die eerste jaar van opleiding by die
beroepsopleidingsentrums vanaf vlak 1 aangebied behoort te word. Verdere
bevinding was dat die assessering van kwekelinge se portefeuljes, waarneming en
praktiese assessering geloofwaardige benadering tot die assessering van
indiensneembaarheidsvaardighede is en dat dit binne die konteks van die werklike
lewe gedoen behoort te word.
Daar word op grond van die bevindinge onder meer aanbeveel dat beleidsraamwerk
vir die ontwikkeling van indiensneembaarheidsvaardighede in die Namibiese
beroepsonderwys en .. opleidingstelsel ontwikkel en geïmplementeer word. Spesifieke
aanbevelings word gemaak ten opsigte van die tipes indiensneembaarheidsvaardighede,
wie se verantwoordelikheid dit is om hierdie vaardighede te ontwikkel, op
watter opleidingsvlak die indiensnemingsvaardighede geïmplementeer behoort te
word, hoe dit ten beste aangeleer kan word, en hoe die leerproses met betrekking tot
indiensneembaarheidsvaardighede geassesseer kan word.
4
Pearl, Rebecca. "Training evaluation in the technical training department at Company A." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002pearlr.pdf.
Full text
5
Shikongo, Johanna Nelago. "Staff attraction and retention : a model for a Namibian state-owned enterprise." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1739.
Full textAbstract:
Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011<br>In order for any organisation to achieve its goals, a committed workforce is essential. It has, however, become a great challenge for organisations to attract and retain employees as the power of success has shifted from organisations to employees. The organisation that is committed to attraction and retention of staff is likely to gain a competitive advantage, as staff members are satisfied and give optimum production levels. The purpose of the study was to determine and investigate factors that affect attraction and retention of staff at NIP in order to suggest possible interventions that could be employed to attract and retain staff in future. In order to obtain desired results, the researcher used a mixed-method approach. Questionnaires were distributed to all non-management NIP employees and semi-structured interviews were conducted with four (4) purposively selected NIP managers. Statistical analysis was used to analyse data, which was obtained by means of questionnaires, and content analysis was used for data that was obtained by means of semi-structured interviews. The study revealed that NIP staff members are dissatisfied with the company policies and practices, as the company does not always pay effective attention to them. Some of them indicated that they only worked as a means of survival; because of passion for their jobs; to save lives; and owing to the scarcity of jobs, since the industry is small.
It is, therefore, necessary to pay attention to factors that this study has produced as obstacles in the way of NIP to employ an effective recruitment and retention strategy for its employees.
6
Galindo, Shannon M. "A revised on-the-job training system at Johnson Matthey Electronics benefits of training materials for on-the-job training /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999galindo.pdf.
Full text
7
Hambuda, Fillemon Nangolo. "Job satisfaction and job performance during the implementation of a performance management system : the case of a Namibian municipality." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2661.
Full textAbstract:
Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2017.<br>The primary objective of the current study was to conduct a survey on the job satisfaction of line managers in the City of Windhoek (CoW) Municipality. The identifying of such variables could empower the CoW Municipality to develop programmes and policies that are designed to improve their job satisfaction levels.
The literature review confirmed the impact of motivation on the job satisfaction of employees, and, in turn, its impact on employee productivity, and, ultimately, on organisational performance. The level of job satisfaction experienced by an individual describes how content he or she is with his or her job. The purpose of this study was to measure the job satisfaction facets (supervision, relationship with co-workers, present pay notch, nature of work, and opportunities for promotion) among line managers in the CoW, and how such facets affected their overall job satisfaction.
The non-probability sampling technique was adopted to collect data from 102 respondents from nine different departments by means of a structured questionnaire, resulting in a response rate of (N = 76), 75%. The study was, however, limited to the line managers in the CoW Municipality. Following on which the Cronbach’s alpha coefficient was used to determine the internal consistency or average correlation of items in the survey instrument. The Spearman’s rank correlation coefficient (Spearman’s rho) analysis was used to analyse the data with the aid of the Statistical Package for the Social Sciences (SPSS), version 16. In addition, the independent-samples t-test and the analysis of variance (ANOVA) were employed to empirically test the relationships between the employees’ job satisfaction and their gender and age.
The findings showed a significant linear relationship between the existing levels of job satisfaction and job performance. Furthermore, the findings suggested that the employees were significantly satisfied with certain aspects of their jobs (the nature of the work, and their salary, supervision and co-workers), but not with the one aspect of their job (opportunity for promotion). They were, however, significantly satisfied with their jobs in general, with there being no significant difference between the male and female employees’ levels of job satisfaction. The analysis showed that promotion has a modest and positive effect on job satisfaction. The study concluded that the line managers were, in general, satisfied with their jobs. Thus, the results cannot be generalised to other departments and Local Authorities. The study needs to be replicated in other departments and Local Authorities, using the same method.
8
Beckman, Michelle. "Training needs assessment for warehouse employees." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007beckmanm.pdf.
Full text
9
McCarthy, Melissa J. "Linking training to business goals through the use of a training impact map." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mccarthym.pdf.
Full text
10
Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.
Full textAbstract:
This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
11
Mostert, Johan André. "The perceptions that mentors and in-service teachers in the basic education teacher diploma have of the nature and role of the mentoring system." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003578.
Full textAbstract:
This contextual analysis is concerned with the study of the Basic Education Teacher's Diploma In-service Curriculum. It is based on the following assumptions: firstly, that the BETD (Inset and Preset) represents the Namibian Educational Reform in the realm of Teacher Education. Secondly, it is assumed that the BETD as a vehicle for reform in Teacher Education should yield teachers who are capable of change and development. Based on the above-mentioned assumptions, this analysis examines this Teacher Education course/programme against some criteria pertinent to its philosophy. A critical analysis of its curriculum in terms of some core subjects, as well as its practical implementation, will form the basis of this scrutiny. Secondary to the above, this analysis also intends to reflect this sociohistoric and economic context in which the BETD has been designed. An underlying motive in this analysis is to study the dynamics between the philosophy, which represents the heart and intention of the Namibian educational reform on the one hand and implementation which in turn delivers the end product or final outcome of the course on the other hand. This analysis should also fit into the current debate between conservatives who claim that the BETD lacks content and is therefore inferior, and those who claim that the course adequately prepares teachers for the needs of Basic Education.
12
Muir, Kate Rosemary. "Forest Industry Employees: training, safety and retention." Thesis, University of Canterbury. School of Forestry, 2014. http://hdl.handle.net/10092/10461.
Full textAbstract:
Forestry employees are the most valuable asset to forest operations. An analysis was completed to determine employee training status, how safe employees feel within their roles and identify major reasons of dissatisfaction.
Through the development of job descriptions and person specifications, it was possible to identify the job requirements along with the personal attributes and qualifications required by employers, to ensure employees were capable of undertaking their role.
There is an identifiable gap within the level of formal education among employees. Over half (55%) of the employees have lower qualifications than those required to have undertaken further forestry on-job training.
A majority of employees’, particularly those in machine operator roles feel safe in their forestry operational roles. A small proportion of employees in breaker out, thin to waste and pruning roles feel unsafe. All employees surveyed except loader operators, felt only moderately safe in their role.
The difficult environment associated with forestry was determined to be the major reason for dissatisfaction (52%) among employees, along pay and length of day. Paradoxically, the environment was also a major reason for satisfaction among those surveyed. By identifying the major reasons of dissatisfaction among forestry employees it is possible to improve job satisfaction and employee retention.
Training forestry employees needs to be from a more practical aspect. This will lead to increase the number of employees that are trained for the roles they are undertaking, by ensuring they are equipped with adequate knowledge, and have the skill to work safely and to a high quality standard.
13
Atiyeh, Stacey A. "Training Direct Care Employees in Active Engagement." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423396.
Full textAbstract:
Psychology<br>Ed.M.<br>Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.<br>Temple University--Theses
14
Mannigel, Tara L. "High performance companies and high performance training." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mannigel.pdf.
Full text
15
Nfila, Cecilia. "Training needs analysis for Bachibanga Company in Botswana." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005nfilac.pdf.
Full text
16
Mwala, Maria Elizabeth. "Former BETD graduate's understanding and implementation of reflective practice in the Rundu region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003429.
Full textAbstract:
The research, investigating how a selected group of former BETD graduates understand and implement the theory of reflective practice, is a qualitative case study carried out in the Kavango region of Namibia. The study was shaped by one of the major policy emphases in Namibia’s post independence teacher education reform process - that of developing reflective teachers who actively participate in curriculum planning and take educational decisions based on their own judgment. A basic assumption underlying the study is that effective educational practice is dependent on practitioners thinking about what they are doing and acting on their reflections to improve practice. The study found that a fundamental problem preventing these teachers from implementing reflective practice in accordance with the Namibian educational reform process, is that the participating teachers neither understand the exact meaning of reflective practice nor do they have a common or shared view of the concept, in spite of their common qualifications. A key contributing factor to their problems with implementing reflective practice is the lack of a deep understanding of the reform epistemology and pedagogy revealed by the three former BETD graduates selected for the research. These are the teachers referred to in the first paragraph: The first teacher is Helena, a teacher at Duduva primary school, the second teacher is Kalishe, also teaching at the same school as Helena and the third teacher is Darius at Ntja Junior secondary school. The qualitative approach employed for the study served to illuminate and highlight specific issues related to the implementation of reflective practice that will be of considerable value for the researcher in her capacity as a teacher educator. These included among others: • The teacher’s need for an understanding of the key principles on which reflection is based and how to translate these into practice. • The need for teachers to have a clear understanding of the role that learners play in the reflective process. • The need to revisit the Basic Education Teacher Diploma (BETD) education programme, because for teachers to reflect they need a sound subject knowledge on which to base their judgments. These aspects, as well as the identification of the factors in the school system that contribute to the failure of reflective practice, provide a foundation for finding real solutions to the problems identified.
17
Mushaandja, Johannes. "Investigating in-service professional development of secondary school principals in Namibia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8215_1184583969.
Full textAbstract:
<p>The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.</p>
18
Gehler, Judy King. "An analysis of online training for seasonal employees." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006gehlerj.pdf.
Full text
19
Lombardo, Cynthia A. "Training managers' perceptions of incentives and disincentives affecting their use of cost-benefit analysis of training /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623832.
Full text
20
Hoepner, Terri Jo. "Marketing training and development activities in Chippewa Valley businesses." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hoepnert.pdf.
Full text
21
Cohen, Cynthia. "Educational administration in Namibia : the colonial and immediate post-independence periods." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316756.
Full text
22
Orser, Nancy A. "An on-the-job training system at Alias PCB Technologies." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001orsern.pdf.
Full text
23
Haufiku, Desderius. "Prevalence and Factors Associated with Obesity Amongst Employees of Open-Cast Diamond Mine in Namibia." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8086_1269380148.
Full text
24
Leong, Yua-yan Susanna. "Investment in people : training strategy of the Environmental Protection Department /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762187.
Full text
25
Snowden, Harold. "Blended learning in a corporate training environment." [Denver, Colo.] : Regis University, 2009. http://165.236.235.140/lib/HSnowden2009.pdf.
Full text
26
Schuurman, Labeeqah. "An evaluation of tourism training : a conceptual analysis." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1585.
Full textAbstract:
Thesis (MTech (Tourism and Hospitality Management))--Cape Technikon, Cape Town, 2004<br>The research is aimed at achieving a conceptual analysis of tourism training. Training initiatives in the Western Cape province are frequently mentioned by way of example, while the respective roles of tertiary institutions, the future Cape Peninsula University of Technology and the Sector Education and Training Authority for the Tourism, Hospitality and Sport Education and Training Authority (THETA) are extensively explored in the research. An investigation is undertaken to determine the gaps between the output of the tourism education and training system and the real demand of tourism employers. The research report will delineate the issues that need to be covered in the research study to determine the gaps between the output of the tourism education and training system and the real demand of tourism employers. A pilot study, commissioned by the World Tourism Organisation (WTO), reveal gaps in tourism training worldwide, especially in the occupational category of front-line workers. In this category, the most common gaps relate to interpersonal communication skills, languages, computing and elementary knowledge of business techniques. The conclusions of the pilot study are noted and explained by pointing out the need to incorporate the changes in education regarding learnerships, skills programmes and work-based qualifications, as set out by the Tourism, Hospitality and Sport Education and Training Authority (THETA) for the tourism industry. The research proceed to highlight the role of other major stakeholders, for example, that of the Department of Environmental Affairs and Tourism (DEAT) with the view that tourism must be understood in a global, national and provincial context.
27
Krantz, Michelle. "Diversity-Awareness Training Experiences of School of Education Employees." NSUWorks, 2012. http://nsuworks.nova.edu/fse_etd/51.
Full textAbstract:
This qualitative case study was designed to investigate employee involvement in a voluntary diversity-training program. There is limited research on what motivated employees to be involved in the diversity workshops. The data collected from the study may give workshop facilitators information on ways to enhance the modules of future workshops in order to reach out to those who have not attended and to sustain the participation of those who do.
The researcher interviewed workshop participants to examine their experiences with the voluntary, diversity-training workshops provided by the School of Education. The interview examined the reasons why employees were motivated to become involved in the workshops, employee expectations of the workshops, and participants’ overall experiences with the workshops. The researcher also observed and noted the participants’ body language and facial expressions during the interview to determine their ease with the questioning strategies and to interpret whether to probe them for additional responses. The agenda and flyer was shown to the participants to see how those documents influenced their decision to participate in the workshops. Additionally, to provide a description of the sample, the participants completed a demographic questionnaire.
The study took place at a university in the southeastern region of the United States. Data collection included interviews and documents. Interpretation analysis was used to identify themes.
An analysis of the data revealed the importance that curiosity, a sense of belonging, peer interaction and a desire to learn has on an individual’s motivation to become involved in a voluntary, diversity-awareness workshop.
28
Adriansen, David J. "Workplace Violence Prevention Training: An Analysis of Employees' Attitudes." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4798/.
Full textAbstract:
The purpose of this study was to determine employees' attitudes and perceptions toward the effectiveness of workplace violence prevention training within a U.S. Government service agency with 50 offices located in Minnesota and Wisconsin. Chapter 1 presents an overview of the phenomenon of workplace violence, the movement toward prevention programs and policies and the implementation of prescreening processes during hiring and violence prevention training. Chapter 2 contains a thorough review of pertinent literature related to violence prevention training and the impact of occupational violence on organizations. This topic was worthy of research in an effort to make a significant contribution to training literature involving organizational effectiveness due to the limited amount of research literature covering the area of corporate violence prevention training and its effect on modifying attitudes and behaviors of its customers. The primary methodology involved the assessment of 1000 employees concerning their attitudes and perceptions toward the effectiveness of workplace violence prevention training. The research population were administered a 62 item online assessment with responses being measured, assessed, and compared. Significant differences were found calling for the rejection of the three study hypotheses. Chapter 4 described the findings of the population surveyed and recommendations were identified in Chapter 5.
29
Hughes, Christine A. "A survey of training in Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458833.
Full textAbstract:
The research involves a survey of training within lame organizations (business and industry) in Indiana. The survey attempted to identify any relationship between the size of the organization and the type of employee trained, the skills employees are taught and the training techniques. Also, the primary area of business was compared to the types of employees trained, the skills taught and the types of training techniques used to determine if a relationship exists. The research involved only those organizations which employed five hundred or more people in the state of Indiana.The organizations which were surveyed include: manufacturing, transportation, public utilities, retail, finance, insurance, real estate, and service organizations. There are approximately three hundred businesses which fit into these specifications according to the latest census. Results of this showed small amounts of training occurring in Indiana. The results were so scattered among the primary area of business that they were not feasible for use. Only manufacturing and service organizations had enough returns for significant data. Using only these two would have been swaying the results. The primary area of business comparisons are available in Appendix C. On the other hand, the size comparisons did provide high enough in three of the five categories to provide worthwhile data. Chi square statistics allow for a amount of categories to be dropped if they are insignificant. The organizations which replied that they employed between five hundred and five thousand were analyzed. Within these categories, the larger the organization, the larger the percentage of training, concerning the types of employees, the skills taught and the techniques used. There did appear, through these results, that there is a relationship between the size of the organization and the training occurring in that organization.
30
Khama, Bollen Simataa. "An evaluation of the recruitment and selection of educators: the case of Zambezi Region Education Directorate, Namibia." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/17967.
Full textAbstract:
This study evaluated the recruitment and selection of educators in the Zambezi Education Directorate of Namibia. Its objectives were: (1) to investigate ways and means of facilitating the implementation of the Public Service Act (Act no. 13 of 1995) with regard to the recruitment and selection of educators in the Zambezi Education District of Namibia; (2) to assess the role played by environmental and contextual factors in the performance of officials responsible for recruitment and selection of educators in the Zambezi Education District of Namibia; and (3) to find out if there was a relationship between the high turnover of educators and the processes of recruitment and selection of educators during the period of the investigation. A qualitative research methodology was used to conduct the study. A sample of 21 participants was selected for the study. It was comprised of six officials from the division human resources management - responsible for receiving information about teachers needed in schools from the circuit offices and advertising vacant posts; six officials from division of professional services - responsible for ensuring that educators who are recruited possess the prescribed teaching qualifications and competences; two officials in management cadre - responsible for administrative and financial decisions on recruitment and selection of educators and ensuring that posts have been budgeted for before they are filled. Seven participants who were former employees of the Zambezi Education Directorate also formed part of the sample. The researcher used interviews to gather data from participants. He also consulted relevant official documents such as the Public Servant Staff Rules (PSSR), circulars and policies issued by the Office of the Prime Minister (OPM) the Public Service Act, (Act No. 13 of 1995) and the Education Act, (Act No. 11of 2000). The study found, among others, that some participants who were involved in the recruitment and selection processes were not aware of the relevant Recruitment and Selection Policy. The environment and the context in which the recruitment and selection policy was implemented created loopholes for inefficiency and ineffectiveness. Furthermore, the study found that there was a relationship between the turnover of educators and the processes of recruitment and selection of educators. Hence the study recommends various ways and means of improving the recruitment and selection process in the Zambezi Education Directorate.
31
Swarts, Patricia Sophy. "The transformation of teacher education in Namibia : the development of reflective practice." Thesis, Oxford Brookes University, 1998. https://radar.brookes.ac.uk/radar/items/011054d9-f7d4-4e56-962f-5d887fffcdc3/1/.
Full textAbstract:
After obtaining independence from South Africa in 1990, the Namibian government saw education as central to nation building and the development of society. Transformation of the education system thus had to influence and contribute to societal reform aimed at equalising the society. The goals, demands and expectations of basic education after independence precluded a mere reorganisation of preindependence teacher education programmes. An entirely new programme had to be developed to take the lead in the transformation and to meet the demands of the postindependence education system. The Namibian teachers were seen to be both the agents and implementers of change. The design of the programme rested on the premise that deliberate policy interventions had to be made to enable teachers to take on these roles. A basic assumption underlying the study is that educational practice cannot be undertaken without practitioners thinking about what they are doing. The study thus attempted to sustain the assumption of the theory-practice relationship in exploring and interpreting the research questions: What education and training do student teachers receive through the BETD programme? In what context is this education and training obtained? How do student teachers conceptualise learning and teaching as a result of the reform? What model of reflective practice To what extent has is relevant for the Namibian system? the teacher education policy been understood and implemented? To obtain answers to these questions data was collected through questionnaires, interviews, participant observation and document analysis. The study puts forward a model for policy formation which could contribute to the successful implementation of policy. It also extrapolates pre-conditions for the development of reflective practice in any setting. The major findings of the study indicate a shift in attitudes to a more critical, transformative and learner-centred system at least in the way stakeholders talk and think about learning and teaching.
32
Finch, Sheri A. "Training needs assessment for an operation in a juice processing plant." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001finchs.pdf.
Full text
33
Vanterpool, Maureen Olivia. "Concerns of training managers about the competency standards prescribed by the American Society for Training and Development /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216806.
Full text
34
Shihako, Mathilde. "Research portfolio." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003612.
Full textAbstract:
This portfolio discusses various important aspects that affect teacher education. The portfolio has become an important tool for assessment in education. The research component of the masters' course that I attended is reflected in this portfolio. To complete this course several aspects were covered. The educational reform process in the Namibian context requires the use of appropriate resources, an environment conducive to learning, active involvement of the learners and teachers who should have a better understanding of the system adopted. Teacher educators are seen as important in transforming Namibian education in the sense of breaking the cycle of authoritarianism and inequities that existed in schooling prior to independence in 1990, and that still continue to exist in many Namibian schools today. Much effort has been devoted to creating conditions in colleges of education, where future teachers experience the same kind of teaching and learning that is envisioned for schools in the country. To accomplish this a great deal of effort has been devoted to the professional development of teacher educators. This masters' course was initiated to address the shortcomings of teacher education in Namibia. The preparation of teacher educators to be willing and able to prepare teachers in a manner that is consistent with national educational goals has been a neglected element of educational reform in Third World countries (Taylor and Peacock, 1997). Nahas Angula defines teachers as critical agents in creating the reform in relation to several broad principals: access, equity, quality, and democracy. As Ebbutt and Elliot (1998) point out, these principles are defined in very broad terms and provide the opportunity for teachers, teacher educators, and administrators to translate the ideals in particular contexts through practical reflection and deliberation. The Namibian reforms are underpinned by democratic ideals, the intention being to develop broad participation in defining and developing the reform tenets in specific contexts. In Namibia it has been recognized that qualitative changes in classroom practice will only occur when teachers understand them and accept them as their own. It is also recognized that because many teachers have been educated under the authoritarian system of the past, conceptual changes are needed in the minds of the teachers for the reforms to be successful. These include a shift from the belief of teachers as civil servants who are merely to "deliver" a curriculum dictated from above, to one of teachers as reflective professionals who play important roles in interpreting and defining the reforms and in giving meaning to such values as learner-centered and democratic education, continuous assessment, and critical inquiry (Swarts 1998). In the case of Namibia, we have a situation where there is an attempt to fundamentally transform an authoritarian education system that emphasized repetition and rote learning of received knowledge to one where learners are active participants in the learning process and where the curriculum is relevant to and respectful of different cultural traditions and communities. The learner-centered philosophy that guides post-independence educational reforms in Namibia calls for breaking down the authoritarian teacher-student relationships of the past. It encourages teachers to begin instruction by gaining an understanding of their learners' existing knowledge, skills, and understandings and to actively involve them in the learning process toward the goal of preparing citizens for a democratic society. The background above will help the readers to understand the sections covered in this portfolio. In the first part, the portfolio looks at a case study that analyses pre- and post-independence teacher education in Namibia. This study focuses on the Rundu College of Education and investigates the implementation of the Basic Education Teacher Diploma (BETD) Broad Curriculum in relation to the History syllabus. This paper presents information on what led to post-independence teacher education reforms in Namibia and why the reform was necessary. The BETD Broad Curriculum advocates the principles underpinning teacher education reforms in Namibia. The analysis looks at whether the History syllabus applies the principles of teacher education reform in relation to practice in the classroom. This paper addresses the historical background of a History curriculum, which shows the importance of a contextual understanding of the theoretical framework. The second paper looks at the theories underpinning the pre- and post-independence curriculum and the reform process in Namibia, how each theory views knowledge and why a decision was taken to apply them. The third paper is a literature review that links the epistemological ideals of reform to the classroom situation. This paper provides the basis for a small-scale empirical research. The research proposal included in the portfolio emerged from the earlier studies and identifies a key area for investigation within the domain of my particular area of teaching. The identified research problem investigated is presented in the final paper of the portfolio. These research findings can be applied to different situations in different schools. The portfolio is completed by the presentation of a short reflection of the role of the portfolio in this masters' course.
35
Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.
Full textAbstract:
Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
36
Banks, Tamara D. "Turnover and training /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17735.pdf.
Full text
37
Iyambo, David Kandiwapa. "Interrogating teacher leadership development through a formative intervention: a case study in a rural Secondary School in northern Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61547.
Full textAbstract:
The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top-down’ system and autocratic leadership style which remains powerful within the current school practice. Against this backdrop, this study interrogated how teacher leadership can be developed in a rural Secondary School in northern Namibia. The underlying cultural-historical conditions that promoted or constrained teacher leadership development were surfaced. Opportunities for changes in leadership practices through a formative intervention were developed. Cultural Historical Activity Theory (CHAT) was utilised as a theoretical and analytical framework in this study together with Grant’s Model of Teacher Leadership (2006; 2008; 2010). Five level-one teachers, two school management members and a school board chairperson were selected as research participants by means of a purposive sampling method. Furthermore, the study used document analysis, semi-structured interviews, questionnaires and change laboratory workshops as main tools for data generation. The findings revealed that participants understood the concept of teacher leadership differently and that teachers in the case study school were leading in all four zones of teacher leadership model (Grant, 2006; 2008; 2012) although their roles differed. However, the study also found that teacher leadership development was mostly intensified by managerial structures. It appeared from the findings of this study that conditions such as the role of the school management team (SMT) members in promoting teacher leadership development, a supportive organisational culture, and provision of learning support amongst staff members through the attendance of workshops emerged as factors promoting the development of teachers as leaders. The study also revealed that there were many cultural and historical tensions that constrained the practice of teacher leadership development in school. Thus, the study argues that limited leadership training and an inherent ‘top-down’ hierarchical style of leadership was the main underlying systemic causes that constrained teachers to be developed as leaders. Through the change laboratory workshops, the findings suggested that there was a need for continuous professional development initiatives and leadership training, as alternative way for the realisation of teacher leadership development. Finally, a recommendation that leadership aspects should be constituted in pre-and in-service professional development training as an ongoing practice is made.
38
Tronnier, Julia K. "Development of a valid level one evaluation instrument for ABC Company's Lean Training Program." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009tronnierj.pdf.
Full text
39
Nasima, Gideon Emmanuel. "An investigation of the experiences and perceptions of teachers with regards to staff development in a Namibian secondary school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003532.
Full textAbstract:
Staff development (SD) is regarded as an important process, both for the professional growth of teachers and the organizational development of schools. The literature on SD uses the concepts of ‘SD’, ‘professional development’ and ‘in-service training of teachers’ interchangeably. The purpose of this study is to investigate the teachers’ experiences and perceptions of SD practices in a Namibian secondary school. This qualitative case study was carried out at the school where I am teaching. Two methods were used to collect the data, namely a blend of semi-structured and unstructured interviews with three teachers and one focus group interview with five teachers. The analysis of the data collected was carried using the method suggested by Taylor and Bogdan (1998) which includes discovery, coding and discounting. These concepts are discussed in Chapter Three. The main finding of this research regards SD at the school as mainly in line with the traditional view. The study also made three other unusual findings that differ from the traditional view of SD held at the school. First, the principal’s role as a human resource manager of SD; second the pastoral role of a principal in SD and third the role of teachers’ unions in SD. All these findings are important for SD practices in schools and for further research because little is known in the current literature on SD. Finally, this study proposes further research to develop an organizational development (OD) cycle of problem solving to help create an internal policy on SD, which is currently nonexistent at the school.
40
Trecartin, Leslie J. "An evaluation of manufacturing training programs on line H2 at Company ABC." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998trecartinl.pdf.
Full text
41
Johnson, Edsel J. "Exploration of training needs assessment methodologies employed by ISO 9000 registered organizations." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999johnsone.pdf.
Full text
42
Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.
Full textAbstract:
This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
43
Avenstrup, R. "'No change without pain' : transforming education in Namibia after independence; the secondary level." Thesis, Oxford Brookes University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325439.
Full text
44
Cheung, Kam-hing. "Quality training : an expert system application /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18380499.
Full text
45
West, Lindsey Straka. "The Impact of Training on the Frequency of Internal Promotions of Employees and Managers." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30526/.
Full textAbstract:
In this study, the relationship between formal training opportunities and internal promotions in organizations was examined in order to support the value of organizations investing in employees through training opportunities, as training is often seen as an expense to be cut in difficult times. Differences between general and specific training topics on the impact of frequency of promotion in an organization were addressed, as well as assessing differences between employees and managers. Training allows for a more capable workforce and pool of employees to pull from when an organization needs to hire. Hiring from within can save time, money, and allow for a proven person-organization fit that hiring from the external workforce cannot provide. The archival data used in the study were from the National Organizations Survey, 1996-1997 which included organizations of all sizes and forms. The analyses produced mixed support for the hypotheses. Significant relationships were found between hours of formal training and frequency of promotions of employees, and between importance of training in promotions and frequency of promotions for managers. Multiple regressions revealed that the hypothesis predicting that increased hours of training focused on general skills would positively contribute to promotion rates was not supported for either employees or managers. Exploratory analyses were also conducted to further investigate training and promotion practices. Significant contributions to hours and importance of training in promotion were discovered for certain types of skills training for both the employee and manager groups. Comparison between the employee and manager groups across variables found significant differences in certain skill type training. Practical implications of the findings and future study considerations are discussed.
46
Delfeld, Lauri A. "A Comparison of Training Needs in the Public and Private Sectors." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278159/.
Full textAbstract:
The training needs of managers in the public and private sectors were investigated and compared. Future trends in training that are foreseen by these managers were also researched. Forty-four public sector managers and 34 private sector managers completed a questionnaire covering such topics as: current training needs, current training efficiency, and future trends in training. Topics covered included an overview of the problem, identification and explanation of current trends in topical literature, results of the research, and conclusions drawn from the findings. The results indicated a small difference in current training needs of the two sectors. Recommendations for future studies included a larger sample population and a follow-up study of the private sector managers.
47
Kapalu, Henry. "The role of school-based studies in developing reflective practice at a Namibian College of Education." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003635.
Full textAbstract:
This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.
48
Horner, Melissa A. (Melissa Amy). "Training Evaluation: Measuring the Benefits of Training with Levels of Behavioral Change." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500263/.
Full textAbstract:
Employee training is designed to help ensure successful achievement of business goals. Training's expense encourages the investigation of behavioral changes. The present study evaluated behavioral changes that occurred as a result of a Business Process training course. A performance rating measure was designed to assess the behaviors addressed in the course. A group of 52 people took the training. Performance was measured using a pretest, and then posttest three months later. A control group of 52 people also responded to the performance measure twice, without training. A second control group of 52 took a posttest only. MANOVA results showed a significant difference between change scores at the .001 level, indicating that the training did change behavior. The control group posttest scores differed somewhat between the two control groups, indicating a possible pretest effect.
49
Udjombala, Josia S. "An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004447.
Full textAbstract:
The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
50
Young, Jodi. "Banking Transactions and Controls Training for Deutsche Bank Operations Employees." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1662.pdf.
Full text