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Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
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Sharif, Mymoena. "A framework for e-skills policy-making in South Africa." Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.
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<p>The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and living, which includes building of new capacities for the entire nation. These capacities are inter alia inevitably associated with the use of ICT and are often referred to as e-skills. These skills broadly described as the ability to develop and use ICT to adequately participate in an environment increasingly dominated by access to electronically enabled information and a well-developed ability to synthesise this into effective and relevant knowledge. <br><font size="3">In order to address a considerable deficiency in e-skills (estimated shortage of 70000 e-skilled people), the South African government through the Department of Communication has established the e-Skills Institute (e-SI) with the mandate to concentrate on the development of adequate skills to allow its citizens to improve their capacities to use all forms of ICT at work, in their education, in their personal lives and in their governance. In this regard, the e-SI is also responsible for creating appropriate policies which should be linked to other relevant national (e.g. Medium Term Strategic Framework (MTSF), 2009 &ndash<br>2014) and international (e.g. UN Millennium Development Goals - MDGs) developmental strategies. However, while participating in the development of the current national e-skills policy (the National e-Skills Plan of Action &ndash<br>NeSPA</font><font size="1">1</font><font size="3">), the author realised that there were not readily available guidelines or frameworks that could advise policy development in this area. It seems that much space in the policy development is left to the policy-makers own values, experience, expertise, judgement, the influence of lobbyists and pressure groups, pragmatism, or based on the resources available, than on evidence. Thus, this study set the following objectives:</font><font size="3">
<p>ï· To understand the theoretical and contextual background of policy-making<br></p>
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<p>ï· To explore existing policy-making frameworks that might be relevant to e-skills policy-making<br></p>
<p>ï· To identify and classify e-skills related elements obtained from pertinent literature<br></p>
<p>ï· To verify these policy-making elements by interviewing experienced policy-makers in the fields of ICT and e-skills<br></p>
<p>ï· To suggest a framework for e-skills policy-making in the South African developmental context<br>and</p>
<p>ï· To explain the use of the elements within the proposed e-skills policy-making framework.</p>
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<p>These objectives were achieved by reviewing the pertinent literature, which led to the construction of the conceptual model for e-skills policy-making in South Africa. This model consists of eight elements: (i) Context-related awareness, (ii) Collaborative e-skills ecology, (iii) Excellence education for all, (iv) Futures of ICT capabilities and knowledge infrastructure, (v) Research and development, (vi) Cost and affordability, (vii) E-inclusion and (viii) Monitoring and evaluation. This model was subsequently empirically tested using the Interpretive hermeneutic research approach by interviewing a number of policy-makers in the fields of e-skills or broader field of ICT policy-making. The empirical findings confirmed validity of the above e-skills policy-making elements but also elicited two new elements: (ix) Integration and systemic approach and (x) Aggregation. Consequently, these elements were assembled together into a framework for e-skills policy-making in South Africa. In order to make the proposed e-skills policy-making framework operational, the next step of this study was to relate this framework to the policy-making processes. This was done by positioning elements of e-skills policy-making framework within the EU "<br>Policy making 3.0"<br>process model. The main contribution of this study is seen in the fact that it brings a novel e-skills policy-making framework particularly design for the South African context but keeping in mind that it can possibly be used in other similar developing countries. Theoretically, this study has added to the academic understanding of significance of certain concepts for e-skills policy-making derived from the pertinent literature but <br>also those identified empirically by this research. Now this study can be used for a practical implementation and also as a base for further academic research. This study also has some limitations mainly seen through a fairly small research sample caused by absence or unavailability of experienced policy-makers. However, it is believed that this limitation did not limit validity of results and the practical and academic contribution of this study.</p>
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Toor, Saba K. "A pedagogical framework for enhancing skills of references and citations." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.
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References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccuracies in ranking articles and journals, thus hindering the growth of knowledge. Based on the importance of this global issue this research was initiated. The first objective of our research was to determine root causes for the presence of mistakes and inadequacies in references and citations within the academic arena. We chose the academic arena because they are the training grounds for education and scientific research. Furthermore, through this research we sought a unique practical solution for this issue. In order to conduct a thorough and comprehensive investigation into the above mentioned problems, and to achieve the aim of proposing a suitable solution, we divided our research work into three main phases. First phase was the investigative phase. During this phase a thorough literature review was conducted. As a result of this review, research questions were formed. Both quantitative and qualitative methods were adopted to investigate the causes of erroneous references and citations. Triangulation research methodology was used to get reliable and comprehensive information. Data received through these methods were analyzed and core issues such as inadequate feedback and training in referencing task were highlighted. In the second phase, termed as solution phase, a pedagogical framework was proposed to resolve issues that were reported during the investigative phase. A conceptual framework was built on the principles of Learning theories and spaced repetition theory. To evaluate this framework experiments were conducted. This was done in the third and final phase of the research which was termed as evaluation phase. Two types of experiments were conducted, first type was in a traditional classroom environment and the second type of experiment was with students who chose to work independently (without tutors). Data were collected and analyzed from these experiments using both quantitative methods and qualitative methods and were analyzed. This research provides insight into causes of errors within referencing tasks of students in higher education. It Indicates that reform in the pedagogy for teaching this skill is needed. Furthermore a unique pedagogy is presented. Results from experiments have indicated that through the proposed operational model improvements of referencing skills have been seen.
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Itomitsu, Masayuki. "Developing Japanese skills test : theoretical framework for a standardized proficiency test." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.
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Blomberg, Madeleine. "Biggest Skills Needs & Gaps : Case Study of Sandvik Coromant & Microsoft." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300053.
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In our increasingly digital age, the pace of digital transformation requires continuous learning. Microsoft CEO Satya Nadella put it simply when wanting Microsoft to transition from a culture of "know-it-all" to a culture of "learn-it-all". The most valuable commodity for leaders to do is to set an example for lifelong learning and to find opportunities to encourage others to do the same, allowing each employee to take responsibility for skilling up [18]. This study identifies prioritized skills and assesses what skills gaps exist from these. A maturity framework is developed to measure the level of skills within three dimensions “Technical and Digital skills”, “People and organization skills” and “Strategy skills” and is composed of 30 attributes (Table 1). This study uses Sandvik Coromant as a use case for assessing skill gaps and Microsoft as a use case for how to fulfil the gaps. This study contributes to the manufacturing sector by identifying prioritized skills, empirically establishing a maturity framework and providing an evaluation of Sandvik Cormorant’s current skills gap including how to fulfil these skills gaps by programs, tools or initiatives.<br>I vår alltmer digitala värld kräver takten i digital transformation kontinuerligt lärande. Microsofts vd Satya Nadella uttrycker att Microsoft ska övergå från en kultur av "veta allt" till en kultur av "lära sig allt". Den mest värdefulla tillgången för ledare är att föregå med gott exempel för livslångt lärande och hitta möjligheter att uppmuntra andra att göra detsamma, så att varje anställd kan ta ansvar för kompetensutveckling [18]. Denna studie identifierar prioriterade kompetenser och bedömer vilka kompetensgap som existerar i dessa. Ett mognadsramverk utvecklas för att mäta kompetensnivån inom tre dimensioner ”Tekniska och digitala färdigheter”, ”Människor och organisationsfärdigheter” och “Strategifärdigheter” och består av 30 attribut (tabell 1). Denna studie använder Sandvik Coromant som ett användningsfall för att bedöma kompetensgap och Microsoft som ett användningsfall för hur man ska kunna uppfylla gapen. Denna studie bidrar till tillverkningssektorn genom att identifiera prioriterade färdigheter, empiriskt upprätta ett mognadsramverk och ge en utvärdering av Sandvik Cormorants nuvarande kompetensgap inklusive hur man kan uppfylla dessa kompetensgap genom program, verktyg eller initiativ.
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Hoque, Mohammed Ehsan. "Computers to help with conversations : affective framework to enhance human nonverbal skills." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91845.
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Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 179-199).<br>Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior can have detrimental consequences in personal as well as in professional life. Many people desire help, but due to limited resources, logistics, and social stigma, they are unable to get the training that they require. Therefore, there is a need for developing automated interventions to enhance human nonverbal behaviors that are standardized, objective, repeatable, low-cost, and can be deployed outside of the clinic. In this thesis, I design and validate a computational framework designed to enhance human nonverbal behavior. As part of the framework, I developed My Automated Conversation coacH (MACH)-a novel system that provides ubiquitous access to social skills training. The system includes a virtual agent that reads facial expressions, speech, and prosody, and responds with verbal and nonverbal behaviors in real-time. As part of explorations on nonverbal behavior sensing, I present results on understanding the underlying meaning behind smiles elicited under frustration, delight or politeness. I demonstrate that it is useful to model the dynamic properties of smiles that evolve through time and that while a smile may occur in positive and in negative situations, its underlying temporal structures may help to disambiguate the underlying state, in some cases, better than humans. I demonstrate how the new insights and developed technology from this thesis became part of a real-time system that is able to provide visual feedback to the participants on their nonverbal behavior. In particular, the system is able to provide summary feedback on smile tracks, pauses, speaking rate, fillers and intonation. It is also able to provide focused feedback on volume modulation and enunciation, head gestures, and smiles for the entire interaction. Users are able to practice as many times as they wish and compare their data across sessions. I validate the MACH framework in the context of job interviews with 90 MIT undergraduate students. The findings indicate that MIT students using MACH are perceived as stronger candidates compared to the students in the control group. The results were reported based on the judgments of the independent MIT career counselors and Mechanical Turkers', who did not participate in the study, and were blind to the study conditions. Findings from this thesis could motivate further interaction possibilities of helping people with public speaking, social-communicative difficulties, language learning, dating and more..<br>by Mohammed Ehsan Hoque.<br>Ph. D.
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Qi, Yini. "A sensor-based physical tool adaptation framework for facilitating motor skills learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120389.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 45-46).<br>Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical learning aids to provide support. However, currently these learning aids only come in predefined levels. For instance, training wheels on a bike are either mounted or taken off. This jump from an easy task to a much harder one makes the transition difficult in learning the skill. In this thesis, we address this challenge by adapting the physical tool according to the learner's progress. For instance, while learning to ride a bike, we monitor learners' balancing skills and as they improve, we gradually lift the training wheels to reduce support and increase the difficulty. Thus, this approach enables a step-by-step transition from an easy to hard level that, like existing adaptive learning systems for math and language skills, is personalized for each individual learner. To illustrate this idea, we built an end-to-end system that allows designers to setup adaptable tools that physically change when a learner's skill level increases. This system uses sensors integrated with the tools to measure progress; parametric 3D modeling to adapt the tool; and either actuation or re-fabrication to deploy the physical change.<br>by Yini Qi.<br>M. Eng.
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Awe, Ezekiel Mofoluwaso. "A framework for training and development of construction craft skills in Nigeria." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.
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The Nigerian construction sector presently accounts for about 1.4% of the nation's GDP, even though its contribution to total GDP seems to have remained, extremely low; the sector is yet to realise its full potential. The sector is expanding strongly with a growth of 10% per year and is supported by multiple real estate projects and by the modernisation and development of infrastructures which offer new opportunities for the construction sector. The nation's approach to the training and development of construction related craftspeople, however, has been general rather than specific; and the various reforms on technical, vocational education and training (TVET) have not succeeded in tackling the perennial craft skills shortage crisis in the sector. This research project focused on formulating and validating a framework for achieving effectiveness and sustainability in the training and development of construction craft in the Nigerian construction sector, with emphasis on addressing the factors militating against securing and sustaining the interest of the youth population in acquiring construction related crafts skills. In order to collect a robust data to adequately address the goal of the study, secondary data were collected through an in-depth review of related literature. Quantitative data were elicited through a questionnaire survey while the gathering of qualitative data adopted the semistructured interview and document analysis approaches. This mixed-method approach generated data that formed the basis for the development of a unique and novel best practice framework for the training and development of construction related crafts people in the Nigerian construction industry. The framework, which was validated by experienced industry-based professionals and academics; was adjudged capable of ensuring effectiveness and enhancing sustainability in craft skills training and development in the nation's construction sector. The study concluded that in order to achieve sustainability and effectiveness, crafts skills training and development in the nation's construction sector must be accorded a specific attention. The establishment of a regulatory organ vested with the responsibilities for implementing and regulating skills training and development in the construction sector is imperative. Apart from facilitating career progression of crafts people and adequately addressing the factors inhibiting the interest of prospective trainees; effective guidance and counselling systems must be provided for the purpose of sensitizing the youths and other potential trainees on the importance and economic prospects inherent in pursuing construction related craft careers. The Construction Craft Skills Training and Development (CCSTD) Framework is a major contribution to knowledge in this area. It is recommended for adoption by the government, construction sector, professional bodies, training providers and other related stakeholders; as a guide on skills training and development matters in the Nigerian construction sector.
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Patel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.
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This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.
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van, den Berg Carolina Lucia. "A framework to teach digital innovation skills to South African Information Systems students." University of the Western Cape, 2017. http://hdl.handle.net/11394/6041.
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Philosophiae Doctor - PhD (Information Systems)<br>The diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform
business and society. The overall purpose of Information Systems (IS) education is to equip students to use
technology to improve business, the environment and society, and digital innovation lies at the heart of this
transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be
taught to identify the value of technology advances to meet an unmet organisational or societal need. IS
students ought to play a leading role as the innovators of the future. Their teaching and learning environment
needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current
horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be
adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a
framework to teach digital business innovation to South African students in Information Systems (IS).<br>43220
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Ross, Donna E. "A framework for teaching problem-solving skills in environmental studies at the junior level." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/10283.
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The purpose of the study was to evaluate a method of instruction that promotes problem solving skills. Critics of current educational practices say that present methods of instruction are not preparing students for the requirements of the work force. While skilled in textbook procedures, student graduates lack the expertise to solve the ill-defined problems they experience and will continue to experience in a changing economic world. Experts today say that the competitive world centres around problem solving, requiring innovative thinking and technological expertise. Skills needed to solve problems are taught in schools but in isolated "chunks" rather than being co-ordinated or integrated in an explicit problem solving approach. The implicit assumption is that students will use these skills in a problem solving context when needed. The question to be answered is, whether students would be more effective problem solvers if they were taught problem solving skills explicitly and systematically in a teaching environment which focusses on problem solving, rather than in a teaching environment which focusses on content. In a content oriented environment, the assumption is made that students will learn problem solving skills implicitly and use these skills when needed. An adaptation of the framework of Induction proposed by cognitive scientists Holland, Holyoak, Nisbett and Thagard in their text Induction: Processes of Inference, Learning and Discovery (1986), was chosen as a theoretical base for the research. The model was chosen as it identifies three main components of problem solving: collecting information, analysing information and forming conclusions. These components were combined with the three types of knowledge also cited by cognitive scientists; declarative knowledge, knowing what; procedural knowledge, knowing how and conditional knowledge, knowing when and where. The three types of knowledge were used to structure the questions for the data collection which consisted of four interviews over a six month period, daily learning logs and four observations in each classroom. Sixty-four junior grade students from grades 4, 5 and 6 participated in the study. Each grade was taught the same two lesson segments, the first segment was developed for a content oriented environment and the second for a problem solving oriented environment. The objective was to identify student problem solving skills generated by the two teaching environments: one based on the Holland et al. (1986) framework of Induction in which skills, collecting information, analysing information and forming conclusions are integrated and coordinated in an explicit problem solving approach; the other, in which the same skills are developed in isolation with a focus on content. Results showed a shift in knowledge patterns from the content environment to the problem solving environment. After being taught in the problem solving environment, student explanations to declarative and procedural knowledge questions were better structured. In addition, there was a significant increase in their application or conditional knowledge to real life situations. Also, after a four month period, there was little decline in student recall of knowledge from the problem solving environment. In fact, retention increased for some students. The results show that the Holland et al. (1986) framework of Induction can be adapted to produce a simplified, systematic approach for curriculum design. The framework demonstrates that it can integrate the diversity and fragmentation of skills being recommended in curriculum guidelines and resource books.
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Ahmad, Tajuddin Azza Jauhar. "A Malaysian professional communication skills in English framework for English for occupational purposes courses." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28747/.
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Malaysian employers have considerable reservations when it comes to graduates’ employability skills, particularly their flawed English language competence. Given the challenges faced by higher education institutions in Malaysia to match employers’ requirements, there is a need to initiate holistic and comprehensive research on the curriculum practices of current English for Occupational Purposes (EOP) courses. This study sought to better comprehend employers’ perspectives, expectations and practices in dealing with the English language demands of the workplace environment. The requirements demanded by Malaysian employers will determine the key definition of professional communication skills for successful workplace functions. The aim of this study was twofold. Firstly, it intended to define Professional Communication Skills (PCS) by looking at the needs and requirements of Malaysian stakeholders, namely employers, the government and academia. This component explores the requirements, suggestions as well as common practices in relation to English language communication carried out at the workplace in the public and private sectors in Malaysia as voiced by the stakeholders. These valuable facts will help to fulfil the fundamental objective of this study, which is to determine the key definition of professional communication skills identified by Malaysian stakeholders for successful workplace functions. A clearly defined Professional Communication Skills Framework in English is aimed for at the end of this study. Secondly, it also aims to produce an informed, impartial and highly valid PCS framework for English by having the stakeholders thoroughly involved in creating meaning and amending the components within the framework during the validation stage of the study. Additionally, in order to make sure that the framework is not only valid but also achievable, a few experts in the field of teaching English in higher education have looked through the framework thoroughly. This qualitative study sits within the interpretivist paradigm, where data were primarily drawn from in-depth interviews with 24 respondents in the following subgroups: 1) human resource managers from key multi-national industries (10 respondents); 2) government executives who recruit entry-level employees for public sector (4 respondents) and; 3) EOP instructors and HE liaison officers for industrial training (10 respondents). The data were subjected to rigorous deductive and iterative analysis in which soft systems methodology (SSM) was applied. To assure the rigour, integrity and legitimacy of the research process and its worth, trustworthiness criteria were applied all the way through the study. Key findings of the study centre on the complexities of graduates’ English language workplace literacies, where it was discovered that the balance of breadth and depth of communicative competence should be embedded throughout the system of education, as early as in pre-primary education. Contrary to expectations, the findings illustrate that graduates’ personal attributes were rated more important than communicating fluently in the English language. Stakeholders compellingly proposed that these attributes should be stressed during the teaching and learning process in HE institutions and observable measures should be designed to assess the graduates’ personal attributes that are desired by stakeholders. The findings also stress the dire need to put emphasis on fluency over accuracy in the HE curriculum. This study has yielded findings that make an original contribution to both the theory and practice of English language literacies since it adds to the broader view of workplace literacies by unveiling the requirements for English language used in a professional setting situated in a Malaysian context. This study has provided conclusive evidence by documenting Malaysian stakeholders’ requirements regarding the workplace literacies of graduates, scrutinising the findings and developing a practical PCS framework for English, using a Communication Competence Model (Morealle, Spitzberg and Barge, 2007) as its point of departure. These outcomes are especially beneficial for informing policy makers’ agendas in producing competent graduates for the future local and global workforce.
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Sappington, Ryan Troy. "Unpacking the Coach-Athlete Relationship: The Role of Athlete Coping Skills Within a Framework of Self-Determination." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325149.
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Kinesiology<br>M.S.<br>Over the last 40 years, the field of sport psychology has generated a growing body of literature on the coach-athlete relationship, driven by the recognition that the quality of this dyad can play an important role in an athlete's experiences in sport. Despite strong evidence suggesting that Self-Determination Theory (SDT) accurately reflects processes within this relationship, which promote or undermine intrinsic motivation, there is room to deepen contemporary understandings of coach-athlete dyads by assessing the role of athlete individual differences within this theory. Sixty-seven male athletes (ages 12-18) and 3 male coaches participated in the current study, which set out to cultivate a more nuanced understanding of coach-athlete relationships in a high-level youth athletic academy. Questionnaires measuring preferences for, and perceptions of, coaching behavior, psychological coping skills, psychological needs satisfaction, motivation, and burnout were administered at the beginning and end of the fall season. Results gleaned from correlations, multiple regressions and mediational analyses variably supported the study's main hypotheses. Processes consistent with SDT were evident, as a dimension of perceived coaching behavior predicted needs satisfaction, which in turn, predicted levels of motivation and burnout. Finally, and most importantly, results showed that athletes' psychological coping skills predicted their perceptions of coaching behavior, and outcomes related to needs satisfaction, motivation, and burnout. The current paper also discusses implications of these findings for research and applied practice in sport psychology, and provides recommendations for future avenues of study.<br>Temple University--Theses
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Mahasneh, Jaser Khalaf. "A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81455.
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Recently, in the United States and worldwide, the excellence of soft skills competencies among entry-level employees has become a priority task of education. Construction employers are encountering a significant gap between the soft skills possessed by the entry level construction graduates and those needed by construction employers, thereby becoming a major challenge for both industry and academia. This research proposed a soft skills instructional curriculum that aims to increase cultivation of soft skills among construction students by exploring the soft skills needed in the construction industry and improving the soft skills educational tools in construction schools. Moreover, the research will answer broad questions such as: Which soft skills matter the most? What is the magnitude of the soft skills gap? And, how do students get help to cultivate soft skills?
A stakeholders-driven exploratory embedded mixed-design research approach was adopted utilizing Design for Six Sigma (DFSS) framework. The DFSS framework is comprised of five phases: Define, Measure, Analyze, Design, and Verify. Therefore, the research defined and organized the construction related soft skills into 12 clusters. The 12 clusters were used to benchmark the soft skills clusters performance among construction graduates using a survey instrument. Simultaneously, the research identified 40 instructional strategies and then defined the relationships between each soft skills cluster and the 40 instructional strategies using structured interviews with experts from academia. The survey data was used to measure the gap in each skill cluster using Gap Score Method and prioritize them into four sets: Critical Clusters, Ideal Clusters, Lowest Priority Clusters, and Least Clusters. Then, the research implemented four Quality Function Deployment matrices using the data acquired from the survey, structured interviews, and the analysis. The four matrices were used to develop a soft skills instructional curriculum comprised of four instructional models in which each soft skills clusters set was matched with the effective instructional strategies. Finally, the research added the values of Gap Score and the value of Sigma Level for each cluster to the proposed curriculum to be used as indicators to measure the future changes in the industry's soft skills need. The proposed curriculum was shared with four experts from academia and they verified the results.
It is expected that the research results will pave the road for launching any future soft skills initiatives in construction education. They revealed significant evidence of the existence of soft skills gaps among construction graduates and proposed an effective soft skills instructional curriculum. It is expected that through utilizing this curriculum, the teaching activities of construction will improve and broaden the soft skills taught in the classrooms to correlate with those needed in the marketplace. Consequently, this will help bridge the gaps between construction graduates and their employers and ultimately facilitate the recruitment of construction graduates.<br>Ph. D.
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Coster, Elizabeth. "Operation Houndstooth Gifted learners develop social and moral reasoning skills within a social capital framework." Thesis, University of Canterbury. College of Education, 2013. http://hdl.handle.net/10092/8927.
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Acceptance of emotional intelligence as a form of giftedness has been a very gradual process particularly when placed alongside more widely recognised forms of academic giftedness. This piece of research examines the incorporation of the gifted learning model Operation Houndstooth within the setting of a primary school environmental programme in order to meet the learning needs of a group emotionally gifted students. The project was initiated after observing the capacity of the New Zealand Enviro Schools programme as a learning vehicle to allow this group of gifted learners the opportunity to participate in a problem solving process within the Operation Houndstooth model. Houndstooth itself derives from the Enrichment Triad Model for learning and is the work of the American educational psychologist Joseph Renzulli. The Houndstooth model has been designed to extend the co-cognitive skills of each gifted learner.
The programme itself was conducted within a primary school environment in which the researcher was employed as a teacher and the participants were members of the senior classes. The research was carried out as a qualitative study with a single-case study placed alongside action research. The completion of the project saw the emergence of a group of students who had developed their confidence as efficient communicators and capable problem solvers. The study argues for the development of gifted programmes that recognise emotional giftedness within the New Zealand primary school setting which incorporates Renzulli’s Houndstooth as a delivery model.
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Chadha, Deesha. "Considering a teaching framework to support the development of transferable skills in engineering undergraduate students." Thesis, University of Surrey, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417509.
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Burke, Veronica. "Development of conflict handling skills via outdoor management development : a framework for optimising the process." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23283.
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This thesis proposes a learning systems-based model for the optimum development and transfer of conflict handling skills <i>via</i> Outdoor Management Development (OMD) programmes. Despite a rapid increase in provision for OMD, there is a lack of empirical evidence to support the efficacy of the learning process and transfer to the workplace. Existing research focuses primarily upon the outcomes of courses, rather then the means by which these outcomes may accrue. Accordingly, focusing on this context, the literature on cognitive skill acquisition was used to construct a new framework for analysing the mechanisms of skills learning and transfer. Using the skills of conflict handling as an example, the role of knowledge in skill acquisition was linked to the issue of learning transfer to propose a way in which different methodologies may influence learning outcomes. However, whilst the initial aim was to empirically test this framework, a cursory consideration showed that a large number of factors had to be empirically confirmed before this could be accomplished. Thus in order to assess the applicability of the framework to management development provision, a mixed methods design involving both qualitative and quantitative and inductive and deductive approaches was utilised within the overall research strategy. The earlier stages of the fieldwork focused upon the nature of the conflict handling process and the characteristics of conflict in business contexts. This research provided a basis for investigations into the process of conflict regulation and the knowledge base underlying skills application. The final phase of the fieldwork focused upon the development of conflict handling skills, including perceived provision for conflict handling in OMD. Methods used were content analysis, in-depth semi-structured interviews and a questionnaire survey. A total of five studies were completed.
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Bujak, Keith R. "A framework of passive-active-constructive study techniques: a divergence between assigned and reported behaviors." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37125.
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An educational framework proposed by Chi (2009) aims to link overt study activities with outcomes via the underlying cognitive processes experienced by learners. Activities are classified along a continuum of passive, active, and constructive . Overt activities--¬such as reading, highlighting, and self-explaining--are grouped according to the hypothesized cognitive processes they engage. The framework posits that constructive activities yield the best learning, passive yield the poorest, and active is somewhere in between. Although these hypotheses are not supported by this experiment, there is evidence to suggest that college students employ study techniques that go beyond what they are asked to do. Also, the content of the text to be studied is potentially an important factor for determining the type of studying learners do regardless of what they are asked to do. In sum, although the framework is supported by many other studies, there might be additional variables that need to be considered when implementing this framework.
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Pokpas, Carlynn. "Towards a framework for the development of e-skills for digital inclusion in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4216.
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Magister Commercii (Information Management) - MCom(IM)<br>Digital inclusion, through the development of appropriate e-skills, is widely recognised as an essential means of capitalising on the opportunities presented by the information age for social and economic advancement. However, South Africa has not yet clarified its policy of digital inclusion. It has only just begun to tackle the challenge of developing an e-skilled society. As yet there is not an enabling e-skills framework and national implementation strategies are still at an early stage. The conceptual framework for the delivery of e-skills for digital inclusion specifically in the Western Cape of South Africa, which was developed as part of this study, could therefore make a substantial contribution to local research. Certain areas surveyed in this study have been overlooked, underestimated or have yet to be explored by local researchers, while existing research on related areas is generally fragmented and studied in isolation, despite the high interrelationship between the various areas. The conceptual framework that has been compiled offers a coherent holistic perspective, and depicts the logical flow from digital exclusion to inclusion in the Western Cape context. It identifies: (i) the groups most in need of focused inclusion efforts; (ii) significant barriers to inclusion; (iii) specific e-skill clusters for digital inclusion; (iv) guidelines for delivering these e-skills; and (v) the objectives of digital inclusion that the Western Cape should strive to attain. Each of these research areas has been investigated in the context of an on-going provincial e-skills for digital inclusion initiative, focused on training (largely marginalised) community e-centre employees. The qualitative research used semi-structured interviews with ten recently trained individuals, as well as three programme facilitators. Overall, digital inclusion in the Western Cape is conceived as a gradual process, initially concerned with achieving relatively basic objectives such as enabling citizens to access information and increasing the use of ICT in the province. It is envisioned that these short-term outcomes will eventually translate into longer-term advantages for individuals as well as the larger society. Having the appropriate knowledge and attitudes is as important for digital inclusion as having skills. Therefore the term ‘digital competence’ is preferable to ‘e-skills’. The competence areas include combinations of technical and cognitive abilities, the latter being more relevant to the broader inclusion impacts, yet more challenging to instil. These findings, which have been combined with strongly learner-centred guidelines, are presented in the conceptual ‘Digital Competence for Digital Inclusion’ framework. It is hoped that curriculum developers will give serious consideration to this framework and the recommendations contained in this study. It could form a useful basis for the development of digital inclusion throughout the country and e-skills related academic research.
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Trevithick, Pamela. "Integrating theory and practice in social work : the development of a knowledge and skills practice framework." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559709.
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This commentary describes my intellectual project which has been to make a substantial and original contribution that promotes the integration of theory and practice in social work and within this task, to identify the specific knowledge and skills needed to engage with the social work task. The methodological approach adopted is focused on theory development and involved examining existing conceptualisations of knowledge and skills, defining key skills and interventions and identifying the theory base that underpinned their use within practice contexts. This work has led to the development of a Practice Framework that integrates knowledge and skills in ways that inform analysis, synthesis, assessment, decision making and action. Section I gives an account of the methodological approach that I have used in my research and writing. Section 11 looks at the policy context in which social work is located and analyses the coverage of theory and practice, or knowledge and skills, in key government policy documents, focusing particularly on children's services. Section III examines the field of social work education and training, with particular reference to the introduction of the new degree in social work. Section IV focuses more specifically on my contribution to theory development in relation to the conceptualisation of key terms in social work, with particular reference to their application in practice. Section V builds on this work and looks at the Know/edge and Skills Practice Framework I have developed and how knowledge and skills are integrated within this Framework. A sixth section compares my Framework with other relevant classifications and a final section of this commentary - Section VII - summarises the substantial and original contribution I have made in the area of theory development. This is evident in the Practice Framework I have developed, which links theory and practice - and integrates knowledge, skills and interventions - in ways that make this framework relevant in a range of practice contexts.
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Pretorius, Leana. "A Methodological framework for observation drawing : empowering middle childhood Visual Arts learners with visual literacy skills." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52959.
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Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced which led to extensive research being conducted into the natural patterns of development and self-expression. Realistic drawing was perceived as rigid and as stifling creativity (Holt, 1979). Drawing forms the basic skill for the subject Visual Arts, yet middle childhood learners often lack the skill to draw realistically. This defined the research questions for this inquiry: How do observation drawing techniques, as an intervention, affect the drawing competence of middle childhood learners? How can the findings of the afore-mentioned question serve to inform a methodological framework for observation drawing? Edwards (1982) cognitive shift model which hypothesises that drawing performance can be enhanced by inhibiting left brain involvement in the task was used as the conceptual framework for this study.
This study was qualitative in nature and placed within arts-based research design, which involves the use of visuals as data. To stimulate the study, Piaget s cognitive development theory was used as theoretical framework. The framework was grounded in constructivism and valued student learning.
The study took place in a South African classroom. Participants in this study were 13 middle childhood learners who believed that they had no talent for art. The participants completed a pre-intervention questionnaire involving two unmediated drawings which were evaluated according to the theory of drawing development stages, hypothesised by Sully in 1885. Observation drawing techniques were administered as intervention during five studio drawing sessions. The main findings justified Edwards claim that nearly anyone can learn to draw using these techniques. Comparing the before and after drawings, the results suggested that observation drawing techniques facilitated learning to draw as all the participants improved noticeably. The findings informed a drawing methodology which serves the need for direct instruction in drawing and perceptual skills to empower Visual Arts learners with artistic and visual literacy.<br>Dissertation (MEd)--University of Pretoria, 2015.<br>Science, Mathematics and Technology Education<br>MEd
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Penxa, Vuyelwa Toni. "The implementation of the statutory framework for skills development a case study of the private security sub-sector /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09262009-094655.
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Dean, Steven. "Development of conceptual framework and methodology for enhancing long term coping skills to improve psychological and physiological well-being." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.655720.
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A wealth of information exists on self-regulatory processes that have the potential to generate a population shift in health and well-being, but there are many barriers to progress. This thesis addresses three. The first is a lack of transparency and coherence in terminology surrounding 'stress' and 'well-being'. This was addressed using a taxonomy based on self-regulatory theory to provide a platform for clearer differentiation and enhancement of psychological coping mechanisms. The second is the difficulty illuminating a public deluged with contradictory information. This was addressed by demonstrating a means of generating publicly available, validated instruments of change, through more open, transparent and collaborative research. The third barrier is that information provision alone is not enough to induce sustainable behaviour change. This was addressed by systematically exploring ways of optimising intervention adherence, impact and adaptive habit formation. The research programme consisted of three experimental studies. Study 1 piloted a means of adding depth and ingenuity to efforts to achieve personal daily goals, using an adaptation of Pennebaker's experimental writing paradigm, underpinned by social cognitive theory. Framework analysis of interviews with participants led to the development of a web-based version of the intervention, incorporating elements from dual-processing theory. Study 2 investigated effects of this intervention on self-report measures of psychological well-being in a group of 33 university administrators, assessed at baseline and four follow-up time points over twelve months. Sustained improvements were significant for goal progress, self-efficacy, perceived stress, negative affect, and symptoms of anxiety and depression. Study 3 tested the intervention using a randomised controlled trial involving 101 local government administrators. The results for self-report measures further supported and extended the findings of Study 2, whilst additional cortisol assessment proved inconclusive. Overall, the findings demonstrate a viable means of extending self-regulatory knowledge central to the pursuit of psychological and physiological well-being.
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McCullagh, Marie. "A framework for designing and evaluating ESP materials for English and communication skills in the doctor-patient interview." Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/a-framework-for-designing-and-evaluating-esp-materials-for-english-and-communication-skills-in-the-doctorpatient-interview(7bfe05c7-77dc-4356-99b8-f36e2d27ab68).html.
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Effective medical consultations make an important contribution to positive outcomes for patients. For the large number of international doctors working in English speaking countries, deficits in language and communication skills can be a barrier to this effectiveness. This reflective report evaluates the effectiveness of 'Good practice' (McCullagh and Wright, 2008), a course book and related components, in addressing those deficits. The book filled a gap in the English for Medical Purposes literature, by providing learning materials with a clear focus on communicating in the doctor patient interview. Existing tools for evaluation which these materials can make to improving doctors' skills and knowledge.
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Du, Bruyn Karien. "Framework for an advanced research information literacy (ARIL) programme for postgraduate researchers in engineering." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/59362.
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The need for an advanced research information literacy (ARIL) framework was motivated by challenges faced by several stakeholders at academic institutions to support postgraduate researchers in an academic context (e.g. supervisors, academic departments, academic libraries). This applies to the full postgraduate research trajectory stretching from master’s level to well-established researchers. Research must meet with institutional requirements, international standards and the expectations of industry and praxis. Information literacy skills are essential for successful conduct and reporting of research, as well as the dissemination of research results.
What constitutes basic information literacy skills is well captured (although frequently revised) in standards of information literacy applied to various contexts, including the academic and workplace context. However, what constitutes ARIL remains a subject of research. This study therefore explored the concept from the subject literature before suggesting an ARIL framework that guided a case study with researchers on several levels of postgraduate research at a South African academic institution. Based on empirical findings, the conceptually inspired (based on a definition) ARIL framework was then reconsidered to recommend an ARIL framework for practical implementation that can also guide further research. Engineering researchers were selected for the empirical component as a group of researchers who need to meet the requirements of academic scholarship as well as industry.
The study was guided by the following research question:
How can an advanced research information literacy (ARIL) framework inform the development of programmes supporting the scholarly research process of engineers in a South African higher education environment?
Six sub-research questions addressed various components of the research question:
1. What are the characteristics of introductory and advanced research information literacy programmes as reported in subject literature?
2. What are the documented information needs, information behaviour and information-related experiences of engineering researchers in academic institutions, as well as from industry?
3. What are the current self-reported ARIL skills of South African postgraduate engineering researchers?
4. How do information literacy skills, knowledge, and practices of engineers differ between master’s, doctoral, post-doctoral, established and expert researcher levels?
5. How can an ARIL framework assist to determine which skills need to be developed at various levels of the engineering research process?
6. Which guidelines and interventions are required to support the implementation of a comprehensive research information literacy framework for engineers?
A mixed methods approach to a single case study was applied. Seven engineering departments from a South African institution with a leading faculty in engineering participated in the study. Data collection occurred between September and December 2015. A semi-structured, self-administered web-based questionnaire collected mostly quantitative data from 68 participants. Individual and focus group interviews collected mostly qualitative data. Twelve individual interviews were conducted, as well as three focus group interviews with 19 participants. A short, structured questionnaire collected demographic data from the interview and focus group participants. All participants gave written/electronically recorded informed consent for participation, as well as for the recording of interviews. Invitations were distributed to all master’s and doctoral students as well as staff in the department, through the department’s offices. Descriptive statistical analysis was applied to the quantitative data and thematic analysis to the qualitative data.
Data collection was guided by typical phases in the full research lifecycle, including conceptualising a research topic, obtaining research funding, discovery of information, management and organisation of information, data collection/generation and analysis, data curation, creation of information formats, management of intellectual property rights, dissemination of findings and measurement of impact in a field of study. The thesis reports on findings for each. Three key themes are conspicuous:
• Commitment to a culture of quality in postgraduate engineering research
• Progression from dependent to independent and expert researchers
• Preparation and positioning for impact in a specific field of study.
The findings and recommendations from this study describe practices that could inform both theoretical and practical issues relevant to ARIL support for engineering researchers on all levels from master’s study to expert research.
Keywords:
Advanced research information literacy; Case study; Engineers; Engineering research; Information literacy skills; Postgraduate research; Research capacity building.<br>Thesis (DPhil)--University of Pretoria, 2017.<br>Information Science<br>DPhil<br>Unrestricted
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Karstens, Anne Christiane. "Towards an epistemological framework for a life orientation programme based on spirituality / Anne Christiane Karstens." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4359.
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Olsson, Martin. "Assessing oral skills : A study comparing the Swedish and Norwegian English syllabi with the Common European Framework of Reference." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57078.
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This is a comparative study of the Swedish and Norwegian syllabi for English for the minimum courses required in order to be allowed to apply for university courses in both countries. The study focuses on the assessment of oral production and what guidelines teachers and students are provided with in order to know what is to be assessed. As a reference point while comparing, the Common European Framework of Reference has been used as a framework for this study. The comparison has been done solely in a text-oriented manner, comparing both of the syllabi with the reference document. In the conclusion, the results drawn from this comparison will be put against each other in order to see any differences between the two syllabi and the ways in which they have interpreted the reference document. The conclusion was that both of the syllabi were largely inspired by the reference document and so turned out to be very similar in many aspects within oral proficiency assessment, as well as there were some aspects where they were quite different. The most obvious of these were the aspect of descriptors of different grade levels which was an aspect where all three documents differed in some manner, the Norwegian syllabus being the document that was least alike the two other documents.
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Roberts, Amelia. "Embedding thinking skills in professional practice : can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006482/.
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This study sought to understand the processes by which teachers utilise Thinking Skills Continuing Professional Development (CPD) opportunities. A case study in an independent school in London, the research was split into two parts: one-to-one CPD with the researcher, focused on integrating Thinking Skills strategies into the classroom, then small group CPD, part of an Assessment for Learning school initiative. This was included as part of the Thinking Skills approach due to some important overlaps in pedagogical stance. The main data was collected as Field Diary, semi-structured interviews and recordings of the dialogue in one-to-one CPD sessions and small groups. Following a Grounded Theory perspective, themes emerged initially that were linked to a Social Dynamic approach to understanding the organisational influences which impact utilisation of CPD. However, as the study progressed, it emerged that this approach had limited use as a specific analytical tool. A stronger theme emerging was the concept of a Meta-Activity (engaging in the CPD) as well as an Object-Activity (integrating the CPD into the classroom). This was formalised into a framework utilising Vygotsky's Triangle of Mediation, doubled to represent both the Meta-Activity and the Object- Activity. The Meta-Activity Framework explains the process of teacher interaction with the presented opportunity and the way in which dialogue subsequently evolves to characterise the emerging paradigm. The Meta-Activity framework offers an understanding of boundary brokering of the new paradigm, identifying the specific point at which failure or success in embedding Thinking Skills in professional practice occurs. The extent to which teachers engage in the Meta-Activity process forms patterns characterised as Activity Engagement, Activity Refusal and Activity Sabotage. Of particular interest is that teachers who appear to obstruct engagement with the Meta- Activity tend to have unresolved problems in implementing CPD, stemming from systemic priorities and social dynamics of the school.
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Vijay, Venkatesh Chennam. "A Knowledge Based Educational (KBEd) framework for enhancing practical skills in engineering distance learners through an augmented reality environment." Thesis, Birmingham City University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705053.
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The technology advancement has changed distance learning teaching and learning approaches, for example, virtual laboratories are increasingly used to deliver engineering courses. These advancements enhance the distance learners practical experience of engineering courses. While most of these efforts emphasise the importance of the technology, few have sought to understand the techniques for capturing, modelling and automating the on-campus laboratory tutors’ knowledge. The lack of automation of tutors’ knowledge has also affected the practical learning outcomes of engineering distance learners. Hence, there is a need to explore further on how to integrate the tutor's knowledge, which is necessary for imparting and assessing practical skills through current technological advances in distance learning. One approach to address this concern is through the use of Knowledge Based Engineering (KBE) principles. These KBE principles facilitate the utilisation of standardised methods for capturing, modelling and embedding experts’ knowledge into engineering design applications for the automation of product design. Hence, utilising such principles could facilitate, automating engineering laboratory tutors’ knowledge for teaching and assessing practical skills. However, there is limited research in the application of KBE principles in the educational domain. Therefore, this research explores the use of KBE principles to automate instructional design in engineering distance learning technologies. As a result, a Knowledge Based Educational (KBEd) framework that facilitates the capturing, modelling and automating on-campus tutors’ knowledge and introduces it to distance learning and teaching approaches. This study used a four-stage experimental approach, which involved rapid prototyping method to design and develop the proposed KBEd framework to a functional prototype. The developed prototype was further refined through internal and external expert group using face validity methods such as questionnaire, observation and discussion. The refined prototype was then evaluated through welding task use-case. The use cases were assessed by first year engineering undergraduate students with no prior experience of welding from Birmingham City University. The participants were randomly separated into two groups (N = 46). One group learned and practised basic welding in the proposed KBEd system, while the other learned and practised in the conventional on-campus environment. A concurrent validity assessment was used in determining the usefulness of the proposed system in learning hands-on practical engineering skills through proposed KBEd system. The results of the evaluation indicate that students who trained with the proposed KBEd system successfully gained the practical skills equivalent to those in the real laboratory environment. Although there was little performance variation between the two groups, it was rooted in the limitations of the system’s hardware. The learning outcomes achieved also demonstrated the successful application of KBE principles in capturing, modelling and transforming the knowledge from the real tutor to the AI tutor for automating the teaching and assessing of the practical skills for distance learners. Further the data analysis has shown the potential of KBEd to be extendable to other taught distance-learning courses involving practical skills.
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Thekiso, Thabo Abel. "Management performance measurement of business educated managers in the North West and Vaal triangle areas / Thekiso T.A." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7613.
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The age of industrialisation in the nineteenth century and the subsequent emergence of
large corporations called for new approaches to the way in which organisations are
managed. Business today operates in a world of constant change. Technology and
society are changing more rapidly than ever before. The workplace has become
increasingly diverse, as pressure is mounting for the previously disadvantaged and
women to ascend the echelons of organisations. Concern for the environment has forced
companies to think about how their actions affect the quality of the air, land, and water.
Competition is more fierce than ever, because companies from all over the world now try
to sell their products and services to the same customers. All these changes not only
require of those who manage these organisations to be in procession of relevant
professional skills, but it also require of them to be competent in conducting their business
of managing.
The aim of the study was to construct a conceptual framework to measure the identified
skills for management competence. The study builds a conceptual framework using
identified skills and also presents the interrelationships between the skills. The primary
theoretical background and concepts about skills for managerial competence for this
study, range from the historical perspective of MBA education as it is the cutting edge of
business education to management models identified from the literature.
The extensive review of the literature and three different management models and the
key common managerial competencies led to the development of an initial model based
on the literature wherein the required skills for managerial competence were identified as
self awareness skills (SA), self directed career planning skills (SP), general interactive
skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and
managing change skills (MC).
The empirical study which followed was conducted among a sample of 395 business
administration students from the three campuses of the North West University business
school in Mafikeng and the Potchefstroom Business School. The empirical study based
on the seven skills for managerial competence yielded results that measured the strength
of each managerial skill and the interrelationship among different skills.
The results were analysed by the process of factor analysis and it was clear from the
analysis that there are a number of unreliable factors which led to a number of questions
having to be discarded. As a result the original model had to be restructured to develop
an alternative managerial skill model.
After the initial model was restructured, the results wherein thirteen factors loaded heavily
on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that
loaded heavy and had to be restructured again in order to make sense of the data. Once
a further restructuring was done the results were that factor 1 had three sub factors that
loaded heavy on the factor which led to the conclusion that the alternative managerial skill
model comprised thirteen factors wherein factor 1 had three sub factors.
The value of the study lies in the fact that managerial models identified in the literature
are orthodox in nature, and they do not progress further to explore skills for managerial
competence. Given the orthodox nature of models identified in the literature, this study
purports to suggest a framework that could be adapted to measure skills for management
competence. This study further contributes to the discipline of organisational leadership
and management, particularly with regard to practices regarding leader and manager
development within the context of a dynamic, changing organisational environment.<br>Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.
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Mkhize, Peter L'Hlonono 1975. "Reconceptualising an e-Learning framework for South African public sector training / Peter L. Mkhize." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9788.
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The emerging knowledge economy necessitates rapid skills development, to ensure that organisations sustain a competitive edge. Rapid skills acquisition would enable organisations, whether public or private sector, to take advantage of new emerging opportunities and improve performance by ensuring that their employees are well equipped with relevant skills. The South African labour market has, however, been engulfed by both a skills shortage and a brain drain, which has worsened performance in the public sector – as is evident from the widespread public protests. In this study, the researcher conducted an explorative investigation to gain an in-depth understanding of factors that could influence e-Learning diffusion as an innovative way of facilitating rapid skills acquisition.
In order to conduct this investigation, the researcher employed qualitative techniques in the form of a case study, using grounded theory analysis techniques. Grounded theory analysis results enabled the researcher to formulate propositions. Furthermore, these propositions were used to formulate important factors and questionnaire items that were used to test proposed findings, using a survey research design.
Findings revealed that the public sector, as with society at large, is adopting sociallyorientated computing practices, to open up social platform integration into the employee learning experience. Findings reveal that social platform integration would be fruitful, if the entire instructional design was based on social constructivist, epistemological principles, with the appropriate social technology.<br>Thesis(PhD (Computer Science))--North-West University, Potchefstroom Campus, 2013.
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Tuckwood, Debbie Ann. "QCF qualifications as a catalyst for learning and performance : an investigation into the link between vocational qualifications and skills." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11009.
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During the 2000s, the former UK Government introduced the Qualification and Credit Framework (QCF) in an attempt to increase the relevance of qualifications and the qualification level of the UK labour force (HMSO 2006). However views about the value of the QCF and qualifications generally are contested. Through longitudinal case study research, the thesis finds a vocational purpose for qualifications that supports a culture of continuous improvement. This results in models that contribute to thinking about vocational learning and the role of qualifications, and provide a conceptional bridge between paradigms of workplace learning and concepts of organisational excellence. The thesis explores common understanding of learning and skills to explain issues relating to National Vocational Qualifications (NVQs) and the QCF. In particular the thesis identifies significant implementation problems for the QCF due to differing ontological and epistemological understanding of the meaning of skills and their measurement, and requirements for different delivery and assessment models. In addition, the study identifies that rapidly changing organisational arrangements and regulation hinder the establishment of a more diverse and inclusive QCF. The thesis concludes that the QCF best fits Hager’s (2002) concept of learning that encompasses learning of many different kinds. Also the QCF is valuable as a flexible framework that establishes a degree of order in complex, rapidly changing learning environments. However the qualifications require broadly specified assessment criteria, and links to external communities of practice and associated learning packages.
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Parisi, Diletta. "Non-farm Entrepreneurial Activities and the role of Non-cognitive Skills in Agriculture. Theoretical framework and Empirical Evidence from Ethiopia." Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/368599.
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The dissertation is articulated in three empirical applications which focus on the economic development of Ethiopian smallholders either on and off-farm from 2012 to 2016. The complete title of the thesis is “Non-farm Entrepreneurial Activities and the Role of Non-cognitive Skills in Agriculture. Theoretical Framework and Empirical Evidence from Ethiopia†. In fact, one of the earliest and most central insights of the literature on economic development is that development entails structural change. The countries that manage to pull out of poverty and get richer are those that are able to diversify away from agriculture and other traditional products. As labor and other resources move from agriculture into modern economic activities, overall productivity rises and incomes expand. However, the enhancing technologies developed by modern economic sectors may be reinvested on farm increasing the agricultural productivity too. The production on the farm side is analyzed in the first two papers of the thesis, while the third one focuses on the non-farm sector.
The first two papers share the same data set which is a cross-section survey collected in two rural regions in Ethiopia during the crop year 2012. It was financed by the Food and Agriculture Organization (FAO), with the collaboration of the CEIS of the University of Torvergata and implemented by the University of Addis Ababa. The survey collected also non-cognitive skills of the 501 households in the survey using two well-known psychometric tests: the Big Five Inventory test and the Emotion Regulation questionnaire. These traits were used for the empirical estimation of the agricultural production function and the agricultural input equations in order to see how these traits affect productive and allocative efficiency in rural Ethiopia. Results show a statistical relevance of personality traits in affecting both production and input choice/application. Furthermore, when non-cognitive skills variables are explicated in the models is possible to confirm the “recursive structure†between output and inputs usage proposed by Zellner et al (1966). Namely, the use of the OLS technique for the production function estimation is (weakly) validated thanks to the explication personality traits variables in the model generally omitted in the neoclassical model specifications.
The third paper analyses whether the economic activities off-farm in Ethiopia are the results of push or pull factors. We wanted to assess if households were attracted in these activities because of the remunerative opportunities or if they were pushed due to ex ante coping mechanisms. For the empirical application, we rely on longitudinal panel data “Living Standard Measurement Study- Integrated Survey on Agriculture†collected by World Bank (WB). We use the three rounds available (2011/2012, 2013/2014, and 2015/2016) to track households overtime. Furthermore, the empirical strategy relies on different kind of econometric techniques: cluster analysis, multivariate regressions and Heckman correction models. Then, we focused on the impact of household’s non-farm engagement on households’ wellbeing (consumption and agricultural input expenditure). Results show that push factors are the main drivers of households’ participation in the non-farm sector, and without further investments in infrastructure and education these activities are not likely to be the engine for further economic development in Ethiopia.
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Parisi, Diletta. "Non-farm Entrepreneurial Activities and the role of Non-cognitive Skills in Agriculture. Theoretical framework and Empirical Evidence from Ethiopia." Doctoral thesis, University of Trento, 2018. http://eprints-phd.biblio.unitn.it/2906/1/thesis_DParisi_-_revised_clg3_(1).pdf.
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The dissertation is articulated in three empirical applications which focus on the economic development of Ethiopian smallholders either on and off-farm from 2012 to 2016. The complete title of the thesis is “Non-farm Entrepreneurial Activities and the Role of Non-cognitive Skills in Agriculture. Theoretical Framework and Empirical Evidence from Ethiopia”. In fact, one of the earliest and most central insights of the literature on economic development is that development entails structural change. The countries that manage to pull out of poverty and get richer are those that are able to diversify away from agriculture and other traditional products. As labor and other resources move from agriculture into modern economic activities, overall productivity rises and incomes expand. However, the enhancing technologies developed by modern economic sectors may be reinvested on farm increasing the agricultural productivity too. The production on the farm side is analyzed in the first two papers of the thesis, while the third one focuses on the non-farm sector.
The first two papers share the same data set which is a cross-section survey collected in two rural regions in Ethiopia during the crop year 2012. It was financed by the Food and Agriculture Organization (FAO), with the collaboration of the CEIS of the University of Torvergata and implemented by the University of Addis Ababa. The survey collected also non-cognitive skills of the 501 households in the survey using two well-known psychometric tests: the Big Five Inventory test and the Emotion Regulation questionnaire. These traits were used for the empirical estimation of the agricultural production function and the agricultural input equations in order to see how these traits affect productive and allocative efficiency in rural Ethiopia. Results show a statistical relevance of personality traits in affecting both production and input choice/application. Furthermore, when non-cognitive skills variables are explicated in the models is possible to confirm the “recursive structure” between output and inputs usage proposed by Zellner et al (1966). Namely, the use of the OLS technique for the production function estimation is (weakly) validated thanks to the explication personality traits variables in the model generally omitted in the neoclassical model specifications.
The third paper analyses whether the economic activities off-farm in Ethiopia are the results of push or pull factors. We wanted to assess if households were attracted in these activities because of the remunerative opportunities or if they were pushed due to ex ante coping mechanisms. For the empirical application, we rely on longitudinal panel data “Living Standard Measurement Study- Integrated Survey on Agriculture” collected by World Bank (WB). We use the three rounds available (2011/2012, 2013/2014, and 2015/2016) to track households overtime. Furthermore, the empirical strategy relies on different kind of econometric techniques: cluster analysis, multivariate regressions and Heckman correction models. Then, we focused on the impact of household’s non-farm engagement on households’ wellbeing (consumption and agricultural input expenditure). Results show that push factors are the main drivers of households’ participation in the non-farm sector, and without further investments in infrastructure and education these activities are not likely to be the engine for further economic development in Ethiopia.
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Wood, R. E. "The knitter's tale : a practice-led approach to framework knitting through a contemporary exploration of traditional practices, patterns, skills and stories." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/190/.
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This thesis presents the findings of the practice-led investigation which documented the processes of learning the skills of framework knitting, using traditional techniques to establish creative dialogues between Academic, Industrial and Heritage institutions. The investigation was conducted using active researcher participation to determine the contribution that personal experience can make to ‘experiential knowing’. This research was supported by a Collaborative Doctoral Award from the Arts and Humanities Research Council (AHRC) which set the parameters of the inquiry to include creative interaction with locations where framework knitting still takes place. The study supported the preservation of technical skill by establishing a new way to value expert craft knowledge which was used to inspire contemporary creative practice. Through a process of creative learning and reflection, this study used naturalistic observations to identify evidence of creative decision-making and technical skill, which was further supported by the analysis of knitted artefacts and previously unseen workman’s notebooks which were used to identify pattern inspirations, stitch counts and construction methods. Semi-structured interviews were conducted with existing hand frame practitioners, to record their personal experiences of framework knitting. The shortage of knowledgeable experts was a significant limitation to this investigation and therefore the interview testimonies were a vital contribution of primary evidence of practitioner knowledge which enabled creative narratives to develop. The narratives explored themes of Inspiration, Exploration, Communication and Implementation, as well as Creative application. As the first study of its kind to investigate framework knitting beyond a historical or industrial context, this thesis contributes to a new field of creative knowledge which uses practitioner interaction and personal reflection to inform creative practice on the hand frame. This thesis highlights a contemporary direction for future practice-led inquiry using traditional craft skills and practices as a method of inspiring creative investigation.
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Olayinka, Raymond Afolarin. "A knowledge management framework for reducing the cost of poor quality on construction projects." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/619040.
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Knowledge management (KM) implementation strategies on construction projects can reap benefits such as improved performance and continuous improvement yet many projects are characterised by inefficiencies, repetition of mistakes and lack of lessons learnt. Poor skills, design changes, errors and omissions contribute to the internal failure cost element of the Cost of Poor Quality (COPQ) while the resultant effect of client dissatisfaction contributes to the external failure cost. COPQ is prevalent regardless of project type and has been found to be over 10% of total project cost in certain cases. While the need to reduce COPQ is definite, it is uncertain what impact KM has in its reduction. The aims of the research therefore are twofold (i) to investigate the impact of KM in reducing COPQ on construction projects (ii) to develop a KM framework for reducing COPQ on construction projects. A mixed method approach was adopted for the research with an exploratory sequential research design utilising both qualitative and quantitative inquiries to address the research aims. Semi-structured interviews and questionnaire survey were selected as the method for qualitative and quantitative data collection respectively. The interviews were conducted with 25 industry experts involved in KM strategies for large construction organisations across UK to obtain data, based on their experiences and expertise on projects, which were then analysed using content analysis. The output from the analysis yielded variables and working hypotheses which were tested through the questionnaire survey. Further data were obtained from 114 survey respondents who have iii been mostly involved in KM initiatives for large construction organisations across UK. The data was analysed using descriptive statistics. From the interpretation of the entire qualitative and quantitative data, it was found that KM can be complex and difficult to manage within organisations and on projects. Although KM was perceived to have positive impact in reducing COPQ, organisations did not, and could not quantify COPQ neither could they measure the extent of the impact of KM on COPQ. Causal links were found between COPQ elements i.e. errors and omissions, design changes and poor skills, contrary to the theoretical suggestion of being mutually exclusive. It was found that KM currently has not been optimised to reduce COPQ due to a number of barriers. Optimising KM to reduce COPQ therefore involves overcoming the barriers as follows: develop performance metrics to assess the impact of KM on COPQ on projects; appoint knowledge champions to facilitate KM activities to reduce COPQ; adopt a positive organisational culture towards KM; allocate adequate time and budget for KM activities on projects; select procurement strategies that support and facilitate KM. A KM framework for reducing COPQ on construction projects was developed as an output of the research and evaluated by industry practitioners. It can be concluded that the optimisation of KM can significantly reduce COPQ. A key recommendation for industry practitioners therefore is to adopt a holistic approach to quantifying COPQ and assessing the impact of KM in reducing COPQ such as the one presented in this research. The research contributes to the body of knowledge in the area of cost reduction, quality improvements and knowledge management on projects.
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De, Guio Anne-Lyse. "Caring for families with complex needs during the perinatal period: Knowledge, skills and attributes of nurses practising within a primary health care framework." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16352.
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New evidence on the importance of the early years on a child’s life trajectory led to sweeping reforms in maternal and child care and in strategic responses to prevent child maltreatment. Child Family Health (CFH) nurses, who play a pivotal role in the implementation of those reforms must be adequately prepared for broad new challenges set by their expanding roles. The mixed method research was designed to explore the knowledge, skills and attributes of nurses who care for families with complex needs during the perinatal period. The investigation was conducted from three perspectives: an international expert panel; vulnerable mothers cared for by CFH nurses; and CFH nurses who delivered early interventions to families. Results were triangulated. The research findings showed that CFH nurses assumed various roles ranging from universal home visiting and psychosocial screening to more advanced roles in the care of vulnerable families. Mental health competencies, combined with the ability to practise within a public health framework, were identified as essential to achieve families ‘optimal health outcomes. A robust understanding of socio-ecological theory, a commitment to principles of prevention and early intervention, strengths-based approaches and collaborative practice were put forward as core competencies of contemporary CFH nurses.
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Breitfeller, Kristen M. "Making Objects to Make Meaning: A Theoretical Framework for Understanding The Embodied Nature of the Artmaking Experience." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269534117.
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Alshwiah, Abeer Aidh. "The effect of applying Laurillard's Conversational Framework (LCF) on the development of writing skills : perceptions and engagement of students in a Middle East context." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39880.
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This study investigates and evaluates the effectiveness of Laurillard’s Conversational Framework (LCF) in developing the writing component of foreign language learners’ (FLLs’) communicative competence in a blended learning (BL) context, as compared to a face-to-face (F2F) context. The FLLs in this study comprised three intact classes from a foundation course at a Saudi university. The three skills addressed consisted of the use of the past tense to describe past events and form wh-questions, as part of grammatical competence, and writing a letter of complaint, as part of sociolinguistic competence. To evaluate the effectiveness of LCF, a mixed-methods approach was used. The quasi-experimental design was applied by measuring learners’ development in the three aforementioned skills. The corresponding test results were then compared with those of a control group. Moreover, the benefits of LCF were examined by gathering the learners’ perceptions of the intervention and analysing their engagement with the teacher, peers, tasks and language. The study revealed that LCF was more effective in the BL than in the F2F context, in terms of developing the learners’ skill in forming wh-questions. However, both contexts almost equally developed the learners’ skills in using the past tense and writing a letter of complaint. Moreover, interviews with volunteers from the two experimental groups, observing their engagement, and analysing their conversations revealed positive perceptions amongst learners with an intermediate level of English language proficiency. On the other hand, two different factors affected their perceptions of the intervention: language proficiency and the willingness of peers to collaborate. Another factor affecting perceptions of BL was a lack of familiarity with the technology applied. It is therefore recommended to overcome this barrier and thus encourage the use of BL, given its effectiveness for the development of more writing skills in the present study, in comparison to an F2F approach.
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Bruce, Dallas. "Improving science teaching through the use of video reflection and a PCK-based teaching framework." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2300.
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Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, participatory action research (PAR) approach supported the use of self-tracking video in the classroom for the purpose of individual teacher reflection. The teachers then collaborated in a video club professional learning community (PLC) to collectively reflect on effective teaching skills and knowledge. The study concluded that experienced Science teachers found the use of video-supported reflection and participation in a supportive PLC positive and beneficial. It aided their self-reflection and goal-setting and was perceived as enhancing other PD programs that the teachers were engaged in. Participants also felt that the shared experience consolidated collegial relationships and discussion and led to positive feelings. The study provided further insights about elements of effective teaching building on earlier PCK research.
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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.
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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.
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Wehmeyer, Carsten. "Arbeit und Ausbildung von IT-Fachkräften im europäischen Vergleich : neue Ansätze arbeitsprozessorientierter Qualifikations- und Curriculumforschung als Analyse- und Gestaltungsgrundlage für ein generisches "ICT skills and qualifications framework" /." Hamburg : Kovač, 2007. http://swbplus.bsz-bw.de/bsz274616211cov.htm.
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Ozdemir, Esra. "An Investigation On The Relationship Between Empathy-related Constructs Of English Instructors At Atilim University Preparatory School Within The Framework Of Peace Education." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611420/index.pdf.
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This study aimed to examine the relationship between empathy-related constructs of English instructors at Atilim University Preparatory School and certain demographic features such as age, gender, educational background, and experience. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were developed by the researchers. The scale consists of "<br>Interpersonel Reactivity Index (IRI)"<br>. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 90 English instructors working at Atilim University Preparatory School. The results of the interviews were analyzed tghrough content analysis. The result of the study revealed that there is a relationship between perspective-taking and empathic concern tendencies of English instructors and their age and experience.
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Steyn, A. A. (Adriana Aletta). "A conceptual framework for guiding SMEs in the application of IT from a South African point of view." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27987.
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Companies cannot keep up with the change occurring in the ICT arena. As a result of companies being chased by an untamed animal namely IT evolution, they fear that they cannot run, as running feels like floating in air. This ICT evolution has become a fearful sight for Small Medium Enterprises (SMEs). This research project acknowledges this fear and provides a conceptual framework whereby SMEs can familiarise themselves when engaging in ICT investments from a South African point of view. The data collected in this qualitative study is based on ten different SMEs as well as one larger company, to try and obtain a benchmark which SMEs can strive towards. The outcome of this research project allows SMEs to be less fearful when deciding on ICT and seeing how ICT can benefit these organisations. Copyright<br>Dissertation (MCom)--University of Pretoria, 2010.<br>Informatics<br>unrestricted
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Pugh, Eamonn Victor. "The role of emotional knowledge in learning to teach : a framework for student teachers and their mentors on school placements." Thesis, University of Cumbria, 2017. http://insight.cumbria.ac.uk/id/eprint/3729/.
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Emotional aspects of teaching impact on classroom relationships, as well as on teacher burnout and resilience. The research reported here contributes towards understanding emotional knowledge in initial teacher education. Using particularly Boyatzis and Goleman’s ideas of emotional competence, a four-quadrant framework was constructed, showing emotional knowledge as categories of self- and social awareness and self- and relationship management. This framework was tested in an inquiry to support student teachers during their work-based learning in classrooms. The research aimed to find the meanings attached to emotional knowledge by these student teachers and their school placement mentors. One hundred and nineteen student teachers following a primary postgraduate programme provided an opportunity sample of participants. After introduction to the framework, eighty-four completed an online survey, self-reporting both their emotional knowledge and their confidence in making those self-reports. Eleven agreed to provide written reflections during school placements, to participate in a focus group and be interviewed. Their mentors supplemented this with interviews and their written end-of-placement reports on the student teachers. In a mainly qualitative and interpretivist approach using thematic analysis, responses were coded using ATLAS.ti software and triangulated across data sets. This built a picture of how emotional knowledge was understood. The research found that student teachers used emotional knowledge in managing behaviour and building trusting and respectful relationships with mentors and pupils while participants experienced it as a developmental part of reflective practice. The findings were used alongside the ideas of dealing with emotions by transforming teacher knowledge and Zembylas’ concept of emotional ecologies, thereby developing a new theoretical framework for emotional knowledge. The main recommendation - that teacher educators prepare student teachers to explicitly recognise emotions and use emotional knowledge – has relevance to any work that involves dealing with emotions. The thesis also points towards empirical research into the re-theorised model.
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Trinh, Thuy Duong. "Approche par compétence dans la formation des enseignants de français langue étrangère : le cas du Vietnam." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF039.
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Cette thèse a pour objet d’étudier la (les) compétence(s) d’enseignants de FLE lors de la formation initiale dans le contexte vietnamien, lequel, en pleine rénovation, exige la conception et la construction de nouveaux dispositifs de formation de qualité. Elle débute par une analyse de l’état des lieux de la formation actuelle des enseignants au Vietnam qui permet de repérer des éléments pertinents pouvant inspirer la conception d’un référentiel de compétences pour les futurs enseignants. Pour ce faire, il est fait appel aux notions de compétence disciplinaires contenues dans le CECRL (version 2001), de compétences professionnelles de l’enseignant et de l’enseignant compétent dans le contexte déterminé. Plus particulièrement, deux enquêtes par questionnaire auprès des enseignants et des étudiants-futurs enseignants, des entretiens avec des enseignants formateurs et des observations de classe ont effectués comme méthode de constitution des données. L’analyse des résultats confirme d’une part la problématique relative aux lacunes de la formation et d’autre part les domaines de compétences à développer pour une formation initiale d’un enseignant de FLE au contexte vietnamien. La construction d’un référentiel de compétences accompagné des standards et indicateurs est le fruit de la recherche dont la perspective immédiate est de pouvoir mettre en oeuvre des formations appuyées sur la (les) compétence(s) de l’enseignant<br>This dissertation aims to investigate teacher’s competences in the face of various contextual changes in the Vietnamese tertiary education which require new perspectives and approaches in curriculum development. These competences are analyzed in the Common European Framework of Reference (CEFR, 2001) on teachers’ professional competences and competent teachers. Data were collected from distributing survey questionnaires to in-service and pre-service teachers, interviews with university instructors. Data analysis reveals limitations in the current curriculum and helps to identify areas of competences that teachers of French in Vietnam need to develop. The research results consist of a competence framework with detailed descriptions for competence-based teacher training programs to be implemented
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Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.
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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.
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Prinsloo, Nigel. "Recognition of prior learning practices within the public further education and training college sector." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3434_1332491121.
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<p>Recognition of Prior Learning (RPL) is the process of recognizing and crediting a person for his/her knowledge and experience however attained and promoting that person along a development pathway. In South Africa RPL has been promoted for social justice purposes related to access and redress. However these intentions have been lost within current educational discourses despite being rooted in several policies. Recently the role of vocational education has received increased prominence as a means to provide skills development. However there is often a disjuncture between policy formulation and implementation and this has given rise to this study of how RPL policy has been implemented within public Further Education and Training (FET) colleges. This paper investigates the RPL policies and practices in two public FET colleges and analyses how these employ social justice intentions of access and redress. The study reveals that there are similar conceptions of RPL amongst lecturers but varying RPL practices in these colleges.</p>
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De, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.
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Master Education - Med<br>Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.<br>South Africa
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Grove, Wouter Johannes. "Competencies for successful use of social online simulation games within organisational leadership development." University of the Western Cape, 2014. http://hdl.handle.net/11394/8217.
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Magister Commercii - MCom<br>The humble Pong arcade game at the corner store ignited a fundamental culture shift in the 1970s and it is increasingly gaining momentum. A generation of gamers is already permeating organisations. The socio-cultural phenomenon of digital gaming has become pervasive. The intersection point of the three trends, Ubiquitous Computing, Ubiquitous Gaming and Social Networking, is the focus point of this study. It is at this intersection point that both social online gaming and cutting-edge leadership competencies co-exist and have the potential to
flourish when implemented with caution and circumspection. Leadership is frequently touted as an almost mystical holy grail in modern
business. Leadership :pevelopment is therefore often recognised as a critical pivot for business success. If business leaders can successfully utilise game-based learning to maximise their return on investment in Leadership Development initiatives, this may not only increase business metrics, but also enable business leaders to leave a lasting legacy by sculpting new generations of leaders who are ready and able to face the future. Social Online Simulation Gaming (SOSG) as a learning design and learning technology can prove particularly valuable as a leadership and skills development tool within the "digimodem" world. Current literature, however, does not provide a clearly focused framework for the implementation of ICT supported game-based Leadership Development technologies within the information economy. Current literature fails to integrate and take into account aspects critical to the successful utilisation of SOSG, such as the principles of "Flow Design", the often "Puppet Master" role and the interrelatedness, even interdependence, of the required utilisation competencies There is currently not a clear and specific framework for evaluating the Information and Communication Technology (ICT) competencies, knowledge,
skills and attitudes required to successfully use Socia1 ·bnline Simulation Games software within the context of Organisational Leaden;hip Development. This study aimed to create and refine a framework for evaluating the ICT competencies required to successfully implement SOSG as Leadership Development tool.