Training management: a multi-disciplinary approach to human resources development in southern Africa
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2001
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIII, 476 S. graph. Darst. |
| ISBN: | 0195719212 |
Internformat
MARC
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| 245 | 1 | 0 | |a Training management |b a multi-disciplinary approach to human resources development in southern Africa |c P. S. van Dyk ... |
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| 650 | 7 | |a Personeelsopleiding |2 gtt | |
| 650 | 4 | |a Manpower policy |z South Africa | |
| 650 | 4 | |a Occupational training |z South Africa | |
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Datensatz im Suchindex
| _version_ | 1804128163069952000 |
|---|---|
| adam_text | Abridged Table of Contents
1 A macro perspective on strategic training policy options 3
2 Overview of relevant training legislation 34
3 Funding and certification of training 49
4 A micro perspective on strategic training management in an
organisational context 72
5 The strategic approach to human resources development 105
6 Learning and learning organisations 120
7 Training A theoretical foundation 146
8 Introduction to instructional design for training 159
9 The definition phase of training design 174
10 The development phase of training 206
11 The presentation and evaluation phase of training design 282
12 Evaluating the efficiency and effectiveness of training
development programmes 313
13 Affirmative action and employment equity training and
development 355
14 Guidelines for training and development in employment
relations 396
15 Entrepreneur ship development 419
16 Training as an intervention at national level in alleviating
unemployment 447
Index 467
Contents
1 A macro perspective on strategic training policy options 3
1.1 Introduction 4
1.2 Macro economic context 5
1.2.1 New world economy 5
1.2.2 The changing working environment 6
1.2.3 Productivity and flexibility 7
1.2.4 Investment in training 7
1.2.5 Economic and social policies 8
1.2.6 State intervention 8
1.3 A national perspective 9
1.3.1 The broad political, social, and economic scene 9
1.3.2 Growth vs. development strategies 9
1.3.3 Human resources development 9
1.3.4 Tertiary education 11
1.3.5 Science and engineering 12
1.3.6 School education 12
1.3.7 The labour market 14
1.3.7.1 Supply of labour l4
1.3.7.2 Demand for labour l4
1.3.7.3 Level of literacy education of the labour force 14
1.3.8 Vocational education and training 15
1.4 The role of governments in training 15
1.4.1 Why and when should governments intervene in the
training market? 15
1.4.2 The role of state departments as executive agencies of
education and training 17
1.5 National level human resources planning, training,
and development 19
1.5.1 An integrated model for managing education, training,
and development at a national level 20
1.5.1.1 The need for an integrated model 20
1.5.1.2 Definition of terminology 21
CONTENTS Vii
1.5.1.3 A proposed strategic model for national education,
training, and development 22
1.6 Possible training policy options for South Africa 24
1.7 Summary 31
2 Overview of relevant training legislation 34
2.1 Introduction 35
2.2 The background to the current training legislation 35
2.3 Skills Development Act 36
2.3.1 Rationale for the Skills Development Act 36
2.3.2 Object of the Skills Development Act 37
2.3.3 Main elements of the Skills Development Act 37
2.3.3.1 National Skills Authority (NSA) 37
2.3.3.2 Sector Education and Training Authorities (SETAs) 37
2.3.3.3 Learnerships 39
2.3.3.4 Skills programmes 39
2.3.3.5 Institutions in Department of Labour 40
2.3.3.6 Financing skills development 40
2.4 Skills Development Levies Act 41
2.4.1 Rationale for the Skills Development Levies Act 41
2.4.2 Object of the Act 41
2.4.3 Main elements of Skills Development Levies Act 42
2.5 South African Qualifications Authority Act 44
2.5.1 Rationale for the South African Qualifications Authority Act 44
2.5.2 Main elements of the Act 44
2.5.2.1 Section 1: Definitions 44
2.5.2.2 Section 2: Objectives of the NQF 44
2.5.2.3 Section 3: Establishment of SAQA 45
2.5.2.4 Section 4: Constitution of SAQA 45
2.5.2.5 Section 5: Functions of SAQA 45
2.5.2.6 Sections 6 to 14 46
2.5.2.7 Section 15 46
2.6 Summary 47
3 Funding and certification of training 49
3.1 Introduction 50
3.2 Funding of training 51
3.2.1 Who is responsible? 51
3.2.2 Cost and benefit of training 52
3.2.2.1 Economic policies and incentives for skills development 52
3.2.2.2 Individuals, enterprises, and government 52
3.2.2.3 Regulation and certification of training 54
viii CONTENTS
3.2.3 Sources and application of training funds 54
3.2.3.1 Government 54
3.2.3.2 Enterprises 54
3.2.3.3 Individuals 55
3.2.3.4 Donors 55
3.2.3.5 Mix of funding sources and the application of funds 55
3.2.4 Alternatives for generating training funds 56
3.2A.I General taxation 56
3.2.4.2 Levies on payroll or turnover 56
3.2.4.3 Private expenditure 57
3.2.5 Diversifying finance 57
3.2.6 Funding mechanisms in South Africa 5 8
3.2.6.1 Background 58
3.2.6.2 Levy grant scheme 61
3.2.6.3 Sector Education and Training Authorities 62
3.2.7 Concluding remarks 62
3.3 Certification of training 63
3.3.1 A qualification structure 63
3.3.2 Certification in South Africa 64
3.3.2.1 National Qualifications Framework 4
3.3.2.2 Development and implementation of the NQF 66
3.3.2.3 Compliance and quality assurance 68
3.3.2.4 NQF Qualifications 68
3.4 Summary 69
4 A micro perspective on strategic training
management in an organisational context 72
4.1 Introduction
4.2 Integrating strategic business planning with strategic
human resources and strategic human resources
development: the view of Rothwell and Kazanas (1994) 73
4.2.1 General 73
4.2.2 Strategic business planning 73
4.2.3 Strategic human resource development 77
4.2.4 Concluding remarks 79
4.3 The systems approach to the management of training
and development 79
4.3.1 General 79
4.3.2 A systems model for managing training and development 79
4.4 The authors view of strategic training and development 83
4.4.1 Introduction 83
4.4.2 The need for a training and development philosophy 83
CONTENTS ix
4.4.3 Training and development policy 85
4.5 The integration of training and development into the
corporate structure 87
4.5.1 Introduction 87
4.5.2 Training and development strategy 88
4.5.3 Training and development within the total concept of
strategic human resources management 89
4.5.3.1 Strategic human resources management 89
4.5.3.2 Strategic human resources management in South
African organisations 91
4.5.4 How does the management of strategic training and
development fit in with strategic human resources
management and the overall business strategy? 92
4.5.4.1 General 92
4.5.4.2 A model for the development of a training and
development strategy 92
4.5.4.3 Concluding remarks 93
4.5.5 The organisational location of the human resources
development function 93
4.5.5.1 Introduction 93
4.5.5.2 Location 93
4.5.5.3 Human resources management and human resources
development as staff functions of an organisation 98
4.6 The HRD budget: A survival decision 100
4.6.1 General 100
4.6.2 Items to be included in the budget 101
4.6.2.1 General 101
4.6.2.2 Training and development cost items 101
4.7 Summary 102
5 The strategic approach to human resources
development 105
5.1 Introduction 106
5.2 A strategic human resources development management
model 106
5.3 Managing for the success of SHRD 106
5.3.1 General 106
5.3.2 Purpose 106
5.3.3 Assess the present HRD situation 108
5.3.4 Environmental scanning 109
5.3.5 Choosing organisational strategy for human resources
development 112
X CONTENTS
5.3.6 Steps in implementing organisational strategy for HRD 114
5.3.6.1 Establishing operational objectives for HRD 114
5.3.6.2 Creating, reviewing, and revising HRD policies 114
5.3.6.3 Examining leadership 115
5.3.6.4 Reviewing structure 115
5.3.6.5 Reviewing reward systems 116
5.3.6.6 Budgeting for necessary resources 116
5.3.6.7 Communicating about strategy 117
5.3.6.8 Developing functional strategies for HRD 117
5.4 Summary 118
6 Learning and learning organisations 120
6.1 Introduction 121
6.2 The learning organisation 121
6.3 The systems linked organisation 125
6.3.1 The learning subsystem: Building dynamic learning
throughout the organisation 126
6.3.1.1 Levels of learning I26
6.3.1.2 Types of learning 127
6.3.1.3 Learning skills/disciplines 132
6.3.2 The organisation subsystem: Organisation transformation
for learning excellence 134
6.3.2.1 Vision I34
6.3.2.2 Culture 135
6.3.2.3 Strategy 136
6.3.2.4 Structure 136
6.3.3 The people subsystem: Empowering and enabling people 137
6.3.3.1 Leaders 137
6.3.3.2 Employees 139
6.3.4 The knowledge subsystem 139
6.3.4.1 Knowledge acquisition 140
6.3.4.2 Knowledge creation 140
6.3.5 The technology subsystems 141
6.4 Leadership development 141
6.5 Summary 143
7 Training A theoretical foundation 146
7.1 Introduction 147
7.2 Clarification of concepts 147
7.2.1 The concept of education 147
7.2.2 The concept of training l47
7.2.3 The concept of development 148
CONTENTS XI
7.2.4 The concept of Instructional technology or Educational
technology 149
7.2.5 The concept of teaching or instruction 149
7.2.6 The concept of Outcomes Based Education and Training 150
7.3 The principles of training 150
7.4 The principles of teaching 151
7.4.1 Totality principle 151
7.4.2 Individualisation principle 151
7.4.3 Motivation principle 152
7.4.4 Perceptual principle 152
7.4.5 Objectives principle 153
7.4.6 Activity principle 153
7.4.7 Psychological principle 154
7.4.8 Socialisation principle 154
7.4.9 Development principle 154
7.4.10 Communication principle 155
7.4.11 Science principle 155
7.4.12 Control principle 156
7.4.13 Planning principle 156
7.5 Summary 156
8 Introduction to instructional design for training 159
8.1 Introduction 160
8.2 The systems approach to training 160
8.2.1 Basic systems theory 160
8.2.2 Origin of the systems approach 160
8.2.3 The systems approach and general stages of
instructional design 161
8.3 The use of models in designing training and human
resources development programmes 162
8.4 Models for designing training programmes and curricula 162
8.4.1 Main elements of models 162
8.4.2 The Dick and Carey systems approach model for
designing instruction 163
8.4.3 The High IMPACT Training Model 164
8.4.4 Nadler s critical events model 167
8.4.5 The Training Model of Camp, Blanchard and Huszco 167
8.4.6 The model of Gustafson andTillman 167
8.5 The outcomes based curriculum design model 169
8.6 Major tasks in training design 170
8.7 Summary 171
Xii CONTENTS
9 The definition phase of training design 174
9.1 Introduction 175
9.2 Conducting a situational analysis 175
9.2.1 Awareness of problem 17 5
9.2.2 Selecting a solution 176
9.2.3 Analysis of constraints 176
9.2.4 Other considerations 177
9.2.5 Analysis of the learner group 177
9.3 Establishing training needs 178
9.3.1 Introduction 178
9.3.2 Definitions 179
9.3.3 Levels of needs 180
9.3.4 Types of needs assessment 180
9.3.5 Strategy and process for establishing needs 181
9.3.6 Needs assessment models 181
9.3.6.1 Human performance model of Mager and Pipe 181
9.3.6.2 The needs assessment model of Michalak and Yager 184
9.3.7 Methods of needs assessment 185
9.3.7.1 Attitude survey and questionnaire study I85
9.3.7.2 Individual interviews 187
9.3.7.3 Advisory committees 188
9.3.7.4 Analysing plans and forecasts lo
9.3.7.5 Job description and analysis 188
9.3.7.6 Management requests 188
9.3.7.7 Group techniques for assessment of training needs 189
9.3.7.8 Other techniques 190
9.3.8 Criteria for selecting a needs assessment method 190
9.3.9 Conducting the needs assessment 191
9.4 Job analysis for training purposes 191
9.4.1 Introduction 191
9.4.2 Job description and analysis 191
9.4.2.1 The structure of work 191
9.4.2.2 Guidelines for job analysis 192
9.4.2.3 Techniques for determining what the job entails I93
9.4.3 Task analysis 194
9.4.3.1 Nature and aims of task analysis 194
9.4.3.2 Required information and pro forma 194
9.4.3.3 Task flow charting 195
9.4.3.4 Behaviour pyramids 198
9.4.4 Concluding remarks 199
9.5 Identifying learner needs 199
9.5.1 Introduction 199
CONTENTS xiii
9.5.2 Individual needs 199
9.5.3 Data gathering 200
9.5.3.1 Basis of data 200
9.5.3.2 Sources of data 200
9.5.3.3 Methods of collecting data 201
9.5.4 Formula for determining the training needs 202
9.5.5 Analysis of needs 202
9.5.6 Feedback 202
9.5.7 Summary 203
10 The development phase of training 206
10.1 Introduction 207
10.2 Determining performance goals 207
10.3 Writing learning objectives 208
10.3.1 Introduction 208
10.3.2 Difference between goals and objectives 209
10.3.3 Basic rules for writing objectives 209
10.3.4 Classification of objectives 211
10.3.4.1 Cognitive objectives 212
10.3.4.2 Affective objectives 212
10.3.4.3 Psychomotor objectives 213
10.3.5 Appropriate verbs for describing various human capabilities 213
10.3.6 Concluding remarks 214
10.4 Learning outcomes 214
10.4.1 Introduction 214
10.4.2 What is an outcome? 215
10.4.3 Requirements of outcomes 215
10.4.4 Types of outcomes 216
10.4.4.1 Critical outcomes 216
10.4.4.2 Specific outcomes 216
10.5 Developing criterion tests and performance measures 218
10.5.1 Introduction 218
10.5.2 Characteristics of criterion tests and performance measures 218
10.5.3 Types of criterion tests 219
10.5.3.1 Pre test 219
10.5.3.2 Post test 220
10.5.4 Designing tests 220
10.5.4.1 The essay type test 220
10.5.4.2 The objective type test 220
10.5.4.3 Practical performance tests 225
10.6 Developing evaluation and assessment measures 227
10.6.1 Concept of evaluation 227
Xiv CONTENTS
10.6.2 Concept of assessment 228
10.6.3 Purposes of evaluation 228
10.6.4 Purposes of assessment 228
10.6.5 Types of evaluation 229
10.6.5.1 Formative evaluation zzy
10.6.5.2 Summative evaluation 231
10.6.6 Evaluation design and process 231
10.6.7 Instruments for evaluation and performance measurement 234
10.6.8 Assessment of outcomes based learning 235
10.6.8.1 Continuous assessment 236
10.6.8.2 Types of assessment in outcomes based learning 236
10.6.9 Concluding remarks 236
10.7 Determining content 237
10.7.1 Introduction 237
| 10.7.2 The concept content 237
10.7.3 Factors to consider in determining content 237
10.7.4 Sources of content 238
10.7.5 Types of content 238
10.7.6 Steps in the selection of content
10.7.7 The outcomes based approach for determining content 241
10.8 Sequencing content
10.8.1 Introduction 243
10.8.2 Benefits of sequencing 243,
10.8.3 Approaches to sequencing 243
10.8.4 Guidelines for sequencing 244
10.8.5 Levels of sequencing 245
10.8.6 The advance organiser 245
10.8.7 Concluding remarks 245
10.9 Selecting instructional strategies and media 246
10.9.1 Introduction 246
10.9.2 Clarification of concept 246
10.9.3 Factors in the selection of instructional strategies 247
10.9.4 Types of instructional strategy 249
10.9.4.1 The lecture 249
10.9.4.2 The conference 25°
10.9.4.3 Case studies 25°
10.9.4.4 The syndicate method 251
10.9.4.5 Role playing 251
10.9.4.6 The in basket exercise 252
10.9.4.7 Management games 253
10.9.4.8 Computer based training (CBT) 254
10.9.4.9 Demonstration 255
CONTENTS XV
10.9.4.10 The lesson demonstration 255
10.9.4.11 Competency based training programmes 256
10.9.4.12 Tutoring 257
10.9.4.13 Mentoring 257
10.9.4.14 Simulation 259
10.9.4.15 Expert systems 259
10.9.4.16 Structured on the job training (OJT) 259
10.9.4.17 Embedded training 260
10.9.4.18 Off the job training 261
10.9.4.19 Correspondence Courses ,261
10.9.4.20 Self directed learning 262
10.9.4.21 Job aids 262
10.9.5 Guidelines for the selection of instructional strategies 263
10.9.6 Concluding remarks 264
10.10 Instructional media selection 264
10.10.1 Introduction 264
10.10.2 Factors in media selection 264
10.10.3 Guidelines for media selection 266
10.10.4 Concluding remarks 267
10.11 Developing the training programme and obtaining
instructional resources 268
10.11.1 Introduction 268
10.11.2 The make or buy decision 268
10.11.2.1 The buy decision 268
10.11.2.2 The make decision 270
10.11.3 Developing lesson plans and models 273
10.11.3.1 Steps in lesson planning 273
10.11.3.2 Learning modules 275
10.11.4 Teams as designers 276
10.11.5 Obtaining instructional resources 276
10.11.6 Concluding remarks 277
10.12 Summary 277
11 The presentation and evaluation phase of
training design 282
11.1 Introduction 283
11.2 Presenting training 283
11.2.1 Introduction 283
11.2.2 Creating a learning environment 284
11.2.2.1 Notifying learners of the training 284
11.2.2.2 Availability of facilities and instructional media 285
11.2.2.3 Selecting a training facility 285
Xvi CONTENTS
11.2.3 Learner analysis 286
11.2.4 Presenting training 286
11.2.4.1 Hints for presenting instruction 286
11.2.4.2 Presentation format 287
11.2.4.3 The presentation of lectures 287
11.2.4.4 Alternative methods to lecturing 291
11.2.4.5 Experiential learning methods 292
11.2.4.6 Encouraging participation during the presentation 295
11.2.4.7 Evaluation and feedback 295
11.2.5 Concluding remarks 296
11.3 Administering criterion measures ZVD
11.3.1 Introduction 296
11.3.2 Considerations in testing 296
11.3.3 The administration of tests 297
11.3.4 Scoring the test 298
11.4 Evaluating the training programme and system 298
11.4.1 Levels of evaluation 299
11.4.1.1 Level 1: Evaluating learner reactions 299
11.4.1.2 Level 2: Evaluating learning by the learner 301
11.4.1.3 Level 3: Evaluating behaviour change on the job 303
11.4.1.4 Level 4: Evaluating the business results of training 305
11.4.1.5 General 3°6
11.4.2 Validating training materials 307
11.5 The role of the training practitioner 308
11.5.1 Introduction 308
11.5.2 Recognised roles of the training practitioner 308
11.6 Summary 309
12 Evaluating the efficiency and effectiveness of
training development programmes 313
12.1 Introduction 313
12.2 Different perspectives on the evaluation of training and
development programmes 314
12.2.1 General 314
12.2.2 The views of Kearsley and Compton 314
12.2.2.1 The resource requirements model 314
12.2.2.2 Life cycle models 3l5
12.2.2.3 Benefits models 320
12.2.2.4 Productivity models 324
12.2.3 The view ofBakken and Bernstein 330
12.2.3.1 General 330
12.2.3.2 Needs of the decision makers 331
CONTENTS XVii
12.2.3.3 Training objectives and outcomes 332
12.2.3.4 Measuring outcomes (results) 334
12.2.3.5 Evaluating impact 335
12.2.3.6 Diagnosing training failures 336
12.2 A The view of Van DerWalt with regard to the
performance matrix 338
12.2.4.1 General 338
12.2.5 The performance matrix 339
12.2.5.1 Description of the performance matrix 339
12.2.5.2 Characteristics of a performance matrix 340
12.2.6 Compiling the performance matrix 342
12.2.6.1 Phase 1: The identification of key performance
criteria (KPC) 342
12.2.6.2 Phase 2: Determining performance levels 343
12.2.6.3 Phase 3: Determine the relative weight of each KPC 344
12.2.6.4 Phase 4:The calculation of the costs and benefits
of training 344
12.3 A practical application of the performance matrix 348
12.3.1 Stage 1: The identification of key performance criteria
for a furniture machinist 348
12.3.2 Stage 2: Test performance criteria 349
12.3.3 Determine the primary performance levels (5,10,
and 0) as well as the intermediate performance levels 349
12.3.4 Stage 4: Determine weights for each KPC 350
12.3.5 Stage 5: Determine the potential benefit of an
improvement in performance 350
12.3.5.1 The rand value of production changes 351
12.3.5.2 The rand value of machine use 352
12.4 Summary 353
13 Affirmative action and employment equity
training and development 355
13.1 Introduction 356
13.1.1 Defining concepts 356
13.2 Over arching legislative perspectives on affirmative
action and employment equity 359
13.2.1 The international labour organisation (ILO) 359
13.2.2 The Constitution of South Africa 360
13.3 The Employment Equity Act No. 55 of 1998 361
13.3.1 General 361
13.3.2 Aims of the Act 362
13.3.3 Definition of terms in the Act 363
xviii contents
13.3.4 Chapter 2 of Act Prohibition of unfair discrimination 365
13.3.5 Chapter 3 of the Act affirmative action 366
13.3.5.1 Non discrimination audit 367
13.3.5.2 Various considerations that apply in developing
numerical goals 368
13.3.5.3 Development and establishment of an employment
equity plan 369
13.4 Strategic and policy level applications for organisations 372
13.4.1 Gender affirmation 374
13.4.2 Race and ethnic affirmation 377
13.5 Organisational re engineering of human resources
utilisation 378
13.5.1 Overcoming resistance to change 380
13.6 Diversity and diversity management for effective
training and development 382
13.7 Training and development programme principles for
employment equity 384
13.8 Programme for the implementation of affirmative action 387
13.8.1 Pitfalls to be avoided 389
13.9 Summary 392
14 Guidelines for training and development in
employment relations 396
14.1 Introduction 397
14.2 The importance of training in employment relations
in South Africa 397
14.2.1 Definition of the concept 397
14.2.2 The importance of training in employment relations for
various groups 398
14.3 Legal provisions and guidelines for training in
employment relations
14.4 Subject matter employment relations training should cover 402
14.4.1 Spheres of knowledge 402
14.4.2 Areas of skills 404
14.4.3 Training items for employees 405
14.4.4 Training items for an introductory course for supervisors
and middle management 406
14.4.5 Training items for an advanced course for supervisors and
middle management 408
14.4.6 Training items for senior managers 410
14.5 The ideal requirements for employment relations trainers 413
14.5.1 Selection of trainers 415
CONTENTS Xix
14.5.2 Essential facts about the South African background
with which trainers should be familiar 415
14.6 Summary 416
IS Entrepreneurship development 419
15.1 Introduction 420
15.2 Definition of entrepreneurship 421
15.3 Skills needed for entrepreneurship 422
15.3.1 Personal (feeling based) skills 422
15.3.2 Judgemental (knowledge based) skills 422
15.3.3 Mechanical (movement based) skills 422
15.4 Characteristics of successful entrepreneurship 423
15.4.1 Mental toughness 423
15.4.2 Application 423
15.4.3 Self confidence 423
15.4.4 Reasonable risk 424
15.4.5 Flexibility 424
15.4.6 Entrepreneurial creativity 424
15.4.7 A sense of long term goals 424
15.4.8 Problem solving 425
15.4.9 Desire for profit 425
15.4.10 Enthusiasm 425
15.5 Some problems in being an entrepreneur 425
15.6 Motives for becoming an entrepreneur 426
15.6.1 Need for achievement 426
15.6.2 Independence 426
15.6.3 Creativity 427
15.6.3.1 Elements to creative thinking 428
15.6.3.2 Blocks to creativity 428
15.6.3.3 Checklist to evaluate your own creativity 428
15.7 Operating a successful entrepreneurial venture 429
15.7.1 Own limitations 429
15.7.2 Accurate and up to date records 430
15.7.3 Effective decision making 430
15.7.4 Personal drawings from business account 430
15.7.5 Personal health 430
15.7.6 Self control 430
15.7.7 Business failures 431
15.7.8 Cash flow 431
15.7.9 Planning 431
15.7.10 Delegating responsibility 431
15.7.11 Other considerations 432
XX CONTENTS
15.8 Fields of competence for operating an entrepreneurial
venture 432
15.8.1 Personal factors 432
15.8.2 Financial aspects 433
15.8.3 Selling 433
15.8.4 Staffing 433
15.8.5 Credit to customers 434
15.8.6 Advertising 434
15.8.7 Pricing 434
15.8.8 Protecting your entrepreneurial venture 434
15.8.9 Record keeping 434
15.8.10 Legal aspects 435
15.8.11 Equipment and supplies 435
15.8.12 Services and goods 435
15.8.13 Partnership 435
15.8.14 Customers 436
15.8.15 Premises 436
15.9 Entrepreneurial uniqueness 43°
15.10 Case study: potential entrepreneur or not? 43
15.10.1 Checklist: locus of control (feelings on control) 43
15.10.2 Checklist: feelings on independence 43°
15.10.3 Checklist: need for achievement 438
15.10.4 Checklist: willingness to take risks 43
15.10.5 Assessment for self evaluation 439
15.11 Case study: entrepreneur versus intrapreneur 440
15.11.1 Assessment for self evaluation 445
16 Training as an intervention at national level in
alleviating unemployment 447
16.1 Introduction 448
16.2 Supply and demand 448
16.3 Different sources of unemployment 449
16.3.1 Frictional unemployment 449
16.3.2 Seasonal unemployment 450
16.3.3 Cyclical unemployment 450
16.3.4 Structural unemployment 450
16.4 Unemployment in South Africa 451
16.5 Efforts by the authorities to reduce unemployment 456
16.6 Training and labour market policies 459
16.6.1 Training and employment 459
16.6.2 Training interventions within the context of labour
market policies 460
CONTENTS Xxi
16.6.2.1 Pre employment training for school leavers 461
16.6.2.2 Further vocational education and training for workers 462
16.6.2.3 Training for the unemployed 463
16.7 The training scheme for unemployed persons 463
16.7.1 Introduction 463
16.8 Summary 464
Index 467
|
| any_adam_object | 1 |
| building | Verbundindex |
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| dewey-full | 658.3124040968 |
| dewey-hundreds | 600 - Technology (Applied sciences) |
| dewey-ones | 658 - General management |
| dewey-raw | 658.3124040968 |
| dewey-search | 658.3124040968 |
| dewey-sort | 3658.3124040968 |
| dewey-tens | 650 - Management and auxiliary services |
| discipline | Wirtschaftswissenschaften |
| edition | 3. ed. |
| format | Book |
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| id | DE-604.BV013383302 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T18:44:52Z |
| institution | BVB |
| isbn | 0195719212 |
| language | English |
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| physical | XXIII, 476 S. graph. Darst. |
| publishDate | 2001 |
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| spelling | Training management a multi-disciplinary approach to human resources development in southern Africa P. S. van Dyk ... 3. ed. Oxford [u.a.] Oxford Univ. Press 2001 XXIII, 476 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Personeelsopleiding gtt Manpower policy South Africa Occupational training South Africa Personnel management South Africa Personalentwicklung (DE-588)4121465-1 gnd rswk-swf Humanvermögen (DE-588)4240300-5 gnd rswk-swf Südafrika (Staat) Südafrika (DE-588)4078012-0 gnd rswk-swf Südafrika (DE-588)4078012-0 g Humanvermögen (DE-588)4240300-5 s Personalentwicklung (DE-588)4121465-1 s DE-604 Dyk, Piet S. van Sonstige oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009128865&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Training management a multi-disciplinary approach to human resources development in southern Africa Personeelsopleiding gtt Manpower policy South Africa Occupational training South Africa Personnel management South Africa Personalentwicklung (DE-588)4121465-1 gnd Humanvermögen (DE-588)4240300-5 gnd |
| subject_GND | (DE-588)4121465-1 (DE-588)4240300-5 (DE-588)4078012-0 |
| title | Training management a multi-disciplinary approach to human resources development in southern Africa |
| title_auth | Training management a multi-disciplinary approach to human resources development in southern Africa |
| title_exact_search | Training management a multi-disciplinary approach to human resources development in southern Africa |
| title_full | Training management a multi-disciplinary approach to human resources development in southern Africa P. S. van Dyk ... |
| title_fullStr | Training management a multi-disciplinary approach to human resources development in southern Africa P. S. van Dyk ... |
| title_full_unstemmed | Training management a multi-disciplinary approach to human resources development in southern Africa P. S. van Dyk ... |
| title_short | Training management |
| title_sort | training management a multi disciplinary approach to human resources development in southern africa |
| title_sub | a multi-disciplinary approach to human resources development in southern Africa |
| topic | Personeelsopleiding gtt Manpower policy South Africa Occupational training South Africa Personnel management South Africa Personalentwicklung (DE-588)4121465-1 gnd Humanvermögen (DE-588)4240300-5 gnd |
| topic_facet | Personeelsopleiding Manpower policy South Africa Occupational training South Africa Personnel management South Africa Personalentwicklung Humanvermögen Südafrika (Staat) Südafrika |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009128865&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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