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dc.contributor.advisor Schlebusch, G.J.
dc.contributor.author Kgati, Edward. Mokoakoa.
dc.contributor.other Central University of Technology, Free State. The Department of Post Graduate Studies: Education
dc.date.accessioned 2015-03-25T06:46:38Z
dc.date.available 2015-03-25T06:46:38Z
dc.date.issued 2013
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/11462/251
dc.description Thesis (PhD. (Education )) - Central University of Technology, Free State, 2013 en_US
dc.description.abstract Human Resource Development is receiving increased attention as organizations seek performance gains from their workforces during challenging economic times, as well as a measure of compliance with the Skills Development Levies Acts (1998 & 1999) and the subsequent National Skills Development Strategy (NSDS). Organisations are facing increasing pressure to demonstrate how well they perform and to provide plans for their future improvement. The Free State Department of Basic Education (FSDoBE) is one public sector organisation which has embarked on aligning its human resource development strategies with the current developments as they present themselves in the labour market and as per NSDS requirements. In this research study, the construct of an integrated human resource development plan is challenged mainly along two lines: how office-based educators’ training needs assist to determine the model of an integrated HRD plan; and how the impact of the developed integrated HRD plan will assist with the heightened job performance of office-based educators. The effectiveness of job performance by office-based educators will consequently serve as a route to improved learner results in schools. The delivery of quality education and training is one of the most important endeavours for the restoration of the culture of teaching and learning. The human resource development of office-based educators is therefore seen as an essential part for promoting the delivery of education and improving learners’ performance in schools. An essential part of developing an integrated HRD plan for office-based educators is typically with performance management process, which is the tool the FSDoBE has to use to meet its overall goals, and is directly dependent upon the ability of office-based educators to perform effectively in the management and delivery of services to schools. In order to successfully develop an integrated HRD plan, the literature overview on human resource development and performance management was presented. xvii Human resource development plans have been studied and implemented in various organizations, but not adequately explored in the FSDoBE to surface possible specific performance challenges. This study addresses this performance gaps by introducing an integrated HRD plan from the perspectives of various job ranks of office-based educators. It identifies gaps in the perceptions of office-based educators concerning performance management as conducted through the appraisal tool for office-based educators, the Performance Management and Development system (PMDS), and identifies steps in the development of an integrated HRD plan, concluding with lessons for practice. The data gathered through the literature study, questionnaires and interviews assisted the researcher to analyse and interpret the data and come up with the findings and conclude on the model of an integrated HRD plan for office-based educators. The questionnaires were administered to 60 office-based educators across their ranks (SESs, DCESs and CESs) and all 60 questionnaires were returned. The questionnaires and interviews were administered in the three education districts. The interviews were conducted to supplement the questionnaire data in order to gather rich responses from the participants. The data from corresponding questionnaire questions and interview questions was grouped together to correspond with the key research questions so as to provide the rich data as required by the research study. The key findings were that office-based educators have the desire to play a significant role in their job performance and that they need empowerment, resources and leadership to guide them in their daily duties. The analysis and interpretation of the data gathered further assisted the researcher to develop an integrated HRD plan as presented in Table 7.1 and as stated by the title of this research. The evidence of the narrative incidents with office-based educators suggest that the development of an integrated HRD plan will provide a useful research tool for those wishing to study the design and use of HRD plans in the future, as it gives a xviii holistic overview to be taken in the process and makes the development of an integrated plan a feasible task for the researcher. According to the model of the proposed integrated HRD plan, it requires a new way of thinking and interacting amongst district sections, and it should be regarded as a step forward to improved office-based educators’ development and subsequent influence on school-based educators’ knowledge and skills, and for improved learner performance in the schools. en_US
dc.format.extent 2 103 361 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Welkom: Central University of Technology, Free State
dc.subject Central University of Technology, Free State - Dissertations en_US
dc.subject School administrators en_US
dc.subject Manpower policy en_US
dc.subject Teachers - Rating of en_US
dc.subject Dissertations, academic - South Africa - Welkom en_US
dc.type Thesis en_US
dc.rights.holder Central University of Technology, Free State

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