Proposed basic workplace skills plan for small and micro building contractors
- Authors: Penfold, Jacqueline Ann
- Date: 2006
- Subjects: Contractors -- Training of -- South Africa , Career development -- South Africa , Organizational learning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8598 , http://hdl.handle.net/10948/413 , Contractors -- Training of -- South Africa , Career development -- South Africa , Organizational learning -- South Africa
- Description: The objective of this research was to establish a means to assist, and ultimately encourage, small and micro building contractors to develop and submit a Workplace Skills Plan (WSP) that both qualifies for levy grant recovery and provides strategic value to the organisation. Targeted contractors are those who do not have the know-how necessary to develop such a WSP. Thus the need for a basic approach or model that will, through its simplicity and ease of application, assist and encourage such contractors nonetheless to undertake the process. Achieving this objective required a detailed examination of relevant literature and legislation, to identify the basic or minimum requirements for developing a strategic WSP and for meeting grant recovery regulations respectively. Newly released grant recovery regulations were examined to identify the implications thereof, and to establish the minimum legislative requirements, for the WSPs of small and micro contractors. Existing relevant general training and training needs assessment models were examined to identify the requirements for developing a strategic WSP. To establish the minimum strategic requirements it was necessary to firstly identify all the requirements proposed by the different models for identifying and meeting the training needs of an organisation, and thereafter reach a decision regarding which could be considered as minimum requirements. The decision rule for selection as a minimum strategic requirement was inclusion in all the surveyed models. To enable a less subjective analysis than relying solely on the opinion of the researcher, a content analysis was selected as the research technique, as the steps of a typical content analysis include a number of measures to increase objectivity. The legislative and strategic requirements identified by the study were converted into a series of simple sequential action steps to formulate a practical model that would guide the targeted contractors through the process of developing a value-adding WSP.
- Full Text:
- Date Issued: 2006
- Authors: Penfold, Jacqueline Ann
- Date: 2006
- Subjects: Contractors -- Training of -- South Africa , Career development -- South Africa , Organizational learning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8598 , http://hdl.handle.net/10948/413 , Contractors -- Training of -- South Africa , Career development -- South Africa , Organizational learning -- South Africa
- Description: The objective of this research was to establish a means to assist, and ultimately encourage, small and micro building contractors to develop and submit a Workplace Skills Plan (WSP) that both qualifies for levy grant recovery and provides strategic value to the organisation. Targeted contractors are those who do not have the know-how necessary to develop such a WSP. Thus the need for a basic approach or model that will, through its simplicity and ease of application, assist and encourage such contractors nonetheless to undertake the process. Achieving this objective required a detailed examination of relevant literature and legislation, to identify the basic or minimum requirements for developing a strategic WSP and for meeting grant recovery regulations respectively. Newly released grant recovery regulations were examined to identify the implications thereof, and to establish the minimum legislative requirements, for the WSPs of small and micro contractors. Existing relevant general training and training needs assessment models were examined to identify the requirements for developing a strategic WSP. To establish the minimum strategic requirements it was necessary to firstly identify all the requirements proposed by the different models for identifying and meeting the training needs of an organisation, and thereafter reach a decision regarding which could be considered as minimum requirements. The decision rule for selection as a minimum strategic requirement was inclusion in all the surveyed models. To enable a less subjective analysis than relying solely on the opinion of the researcher, a content analysis was selected as the research technique, as the steps of a typical content analysis include a number of measures to increase objectivity. The legislative and strategic requirements identified by the study were converted into a series of simple sequential action steps to formulate a practical model that would guide the targeted contractors through the process of developing a value-adding WSP.
- Full Text:
- Date Issued: 2006
The career development of South African Grade 11 adolescents a career systems and discursive perspective
- Authors: Kuit, Wim
- Date: 2006
- Subjects: Career development -- South Africa , Teenagers -- Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9937 , http://hdl.handle.net/10948/462 , http://hdl.handle.net/10948/d1011929 , Career development -- South Africa , Teenagers -- Vocational guidance -- South Africa
- Description: Career psychology in South Africa has traditionally been constituted by the vocabularies, assessment methods, counselling practices and research objectives of the modernist-positivist paradigm. This paradigm has produced a rich but disparate and fragmented range of career theories, research perspectives and career education practices that have been limited in their consideration and integration of the broad range of contextual factors that influence the career development of South African adolescents in unique ways. This limitation has had, and still has, the potential of promoting prescriptive and disqualifying constructions of career development for South African youth. A search for alternatives to traditional modernist-positivist understandings of career has led, however, to a further fragmentation of the career field into what can broadly be termed qualitative and quantitative approaches. This twofold fragmentation, as well as the dynamic complexity of the world of work in the twenty-first century, has inspired this study’s investigation of an integrating framework that employs a wide range of career theoretical perspectives in the service of constructing experience-near accounts of the complex and fluid interrelationship between individual career makers and their specific social, environmental and societal contexts. The present study has therefore employed the Systems Theory Framework (STF) in investigating and co-constructing representations of the career development of a group of South African adolescents in a way that acknowledges their unique systems of career influence and discursive contexts. The research adopted an exploratory-descriptive design in collaborating with the participants in this investigation. In the first phase of the study a sample of 70 grade 11 male and female adolescents from middle socioeconomic status environments were invited to complete the My Systems of Career Influences (MSCI) workbook in re-presenting systemic constructions of their career development. Tesch’s model of qualitative content analysis and frequency counts has been used to re-present that process to you in this text. In the second phase of the study the researcher collaborated with one participant in a systemic narrative career counselling process. During this process an account of the participant’s career narrative was co-constructed in conversations guided by a poststructural narrative approach to career counselling and the MSCI’s structuring of the participant’s complex systems of influence. The co-constructed account was critically examined according to Parker’s approach to discourse analysis. The second phase investigated how the counselling and research processes had positioned the participant in relation to her influential systems and their privileged discourses of career development. The study is particularly pertinent to a growing need for the development of respectful, critical and non-discriminatory career assessment, career research and career counselling collaborations between professionals and career makers navigating the unique and diverse South African context.
- Full Text:
- Date Issued: 2006
- Authors: Kuit, Wim
- Date: 2006
- Subjects: Career development -- South Africa , Teenagers -- Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9937 , http://hdl.handle.net/10948/462 , http://hdl.handle.net/10948/d1011929 , Career development -- South Africa , Teenagers -- Vocational guidance -- South Africa
- Description: Career psychology in South Africa has traditionally been constituted by the vocabularies, assessment methods, counselling practices and research objectives of the modernist-positivist paradigm. This paradigm has produced a rich but disparate and fragmented range of career theories, research perspectives and career education practices that have been limited in their consideration and integration of the broad range of contextual factors that influence the career development of South African adolescents in unique ways. This limitation has had, and still has, the potential of promoting prescriptive and disqualifying constructions of career development for South African youth. A search for alternatives to traditional modernist-positivist understandings of career has led, however, to a further fragmentation of the career field into what can broadly be termed qualitative and quantitative approaches. This twofold fragmentation, as well as the dynamic complexity of the world of work in the twenty-first century, has inspired this study’s investigation of an integrating framework that employs a wide range of career theoretical perspectives in the service of constructing experience-near accounts of the complex and fluid interrelationship between individual career makers and their specific social, environmental and societal contexts. The present study has therefore employed the Systems Theory Framework (STF) in investigating and co-constructing representations of the career development of a group of South African adolescents in a way that acknowledges their unique systems of career influence and discursive contexts. The research adopted an exploratory-descriptive design in collaborating with the participants in this investigation. In the first phase of the study a sample of 70 grade 11 male and female adolescents from middle socioeconomic status environments were invited to complete the My Systems of Career Influences (MSCI) workbook in re-presenting systemic constructions of their career development. Tesch’s model of qualitative content analysis and frequency counts has been used to re-present that process to you in this text. In the second phase of the study the researcher collaborated with one participant in a systemic narrative career counselling process. During this process an account of the participant’s career narrative was co-constructed in conversations guided by a poststructural narrative approach to career counselling and the MSCI’s structuring of the participant’s complex systems of influence. The co-constructed account was critically examined according to Parker’s approach to discourse analysis. The second phase investigated how the counselling and research processes had positioned the participant in relation to her influential systems and their privileged discourses of career development. The study is particularly pertinent to a growing need for the development of respectful, critical and non-discriminatory career assessment, career research and career counselling collaborations between professionals and career makers navigating the unique and diverse South African context.
- Full Text:
- Date Issued: 2006
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