The development and empirical evaluation of a partial competency model of trainer-instructor performance

Van der Westhuizen, Lindie (2015-04)

Thesis (MCom)--Stellenbosch University, 2015.


ENGLISH ABSTRACT: South Africa is faced with social and economic problems, including unemployment and inequality. The nature and extent of these problems are much higher than they should be given the country’s level of resources. These social and economic challenges are not only due to global economic trends, but also due to distortions in the economy and society that occurred under Apartheid. South Africa attempts to compete with other countries on the basis of an under-developed socio-economic infrastructure resulting from historical factors. These socio-economic problems caused by the country’s under-developed human capital have a significant impact on organisations. Skills development, or more specifically, affirmative action skills development, presents one solution by which South Africa can combat and address the challenges it is currently facing. Affirmative action skills development involves providing individuals from the designated groups with access to skills development and educational opportunities in order to equip them with the currently deficit skills, knowledge, and abilities. Human Resource Management, as an organisational function, is largely responsible for human capital development. The Industrial Psychology fraternity as custodian of the Human Resource function, therefore has a responsibility to assist organisations in identifying individuals who would gain maximum benefit from such affirmative action skills development opportunities. In response to this, several studies have been conducted to address the factors that determine whether or not an individual would be successful if entered into an affirmative action skills development programme (De Goede, 2007; Burger, 2013; Van Heerden, 2013). These learning potential competency models have made significant progress in determining the cognitive and non-cognitive factors – malleable and non-malleable - required by individuals to benefit from such opportunities. An additional challenge for the HR function is to furthermore design, develop and implement interventions aimed at optimising the success of those individuals admitted to affirmative development programmes. This primary purpose of this study was to determine the role of the trainer-instructor in enhancing the malleable learning competency potential and situational latent variables that were shown to influence learning performance in previous learning potential structural models (De Goede, 2007; Burger, 2013; Van Heerden, 2013). Various trainer-instructor competencies and situational variables were included in the model to determine how these malleable learning competency potential latent variables identified by earlier studies (as determinants of learning performance) could be enhanced. Three student learning competency potential variables, two situational variables, and nine trainer-instructor competencies were added to the learning potential model in order to develop the trainer-instructor competency model. Due to the size of the model, the model was reduced to allow for empirical testing. The reduced trainer-instructor structural model initially showed reasonable fit but the close fit hypothesis was nonetheless rejected. Three model revisions were undertaken in which a total of eleven paths were supported, three additional paths were added and three hypotheses were found to be insignificant. The final revised model showed good fit and the close fit hypothesis was rejected. Practical implications are discussed and suggestions for future research are made by indicating how the model can be further elaborated.

AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar

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