The importance of learning agility as a component of sustained business success
- Authors: Hennig, Mark Robert
- Date: 2021-04
- Subjects: Success in business -- South Africa , Management -- South Africa , Experiential learning
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51523 , vital:43295
- Description: The purpose of this treatise is to determine if learning agility is an important component for business success. With the arrival of new technology, change and information explosion the rate of uncertainty is increasing. Leaders are challenged to present continuous change and need to be able to adapt and develop their competencies to remain relevant. The VUCA world increased the complexity of the environment and provide volatility, uncertainty, complexity and are ambiguous. A significant amount of research has been done to define learning agility. The three drivers of learning agility are change, information explosion and rapid response during a crisis. The concept of learning agility can be defined as the readiness and ability to learn from experience and to utilise the learning competency to perform successfully under new environments. The seven-model framework was developed to assess how leaders cope under change. The three leadership competencies are intellectual intelligence, managerial intelligence, and emotional intelligence. Studies shows that emotional intelligence will be an important competency a leader can have and together with learning agility, will provide success to any organisation. The researcher believes that an individual who is not learning agile will not succeed in the new fast-changing environment. The term learning agile is rather a new concept and the influence it has on the organisation is complex. For leaders to succeed, their mindset needs to be adaptable and willing to change. Training and learning from experience will assist the leader to move forward and be an agile leader. A key success factor for organisations is to identify and recruit learning agile individuals to drive competitiveness and enhance relevance in the market. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Hennig, Mark Robert
- Date: 2021-04
- Subjects: Success in business -- South Africa , Management -- South Africa , Experiential learning
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51523 , vital:43295
- Description: The purpose of this treatise is to determine if learning agility is an important component for business success. With the arrival of new technology, change and information explosion the rate of uncertainty is increasing. Leaders are challenged to present continuous change and need to be able to adapt and develop their competencies to remain relevant. The VUCA world increased the complexity of the environment and provide volatility, uncertainty, complexity and are ambiguous. A significant amount of research has been done to define learning agility. The three drivers of learning agility are change, information explosion and rapid response during a crisis. The concept of learning agility can be defined as the readiness and ability to learn from experience and to utilise the learning competency to perform successfully under new environments. The seven-model framework was developed to assess how leaders cope under change. The three leadership competencies are intellectual intelligence, managerial intelligence, and emotional intelligence. Studies shows that emotional intelligence will be an important competency a leader can have and together with learning agility, will provide success to any organisation. The researcher believes that an individual who is not learning agile will not succeed in the new fast-changing environment. The term learning agile is rather a new concept and the influence it has on the organisation is complex. For leaders to succeed, their mindset needs to be adaptable and willing to change. Training and learning from experience will assist the leader to move forward and be an agile leader. A key success factor for organisations is to identify and recruit learning agile individuals to drive competitiveness and enhance relevance in the market. , Thesis (MBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
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- Date Issued: 2021-04
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Tourism students' perceptions of their experiential learning experiences based on the place four-component model
- Authors: Jonas, Lynn Cindy
- Date: 2014
- Subjects: Experiential learning , College placement services , Education, Cooperative
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9581 , http://hdl.handle.net/10948/d1020621
- Description: The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.
- Full Text:
- Date Issued: 2014
- Authors: Jonas, Lynn Cindy
- Date: 2014
- Subjects: Experiential learning , College placement services , Education, Cooperative
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9581 , http://hdl.handle.net/10948/d1020621
- Description: The purpose of this study was to determine tourism students’ perceptions of their Experiential Learning (EL) experiences based on the Predicting Learner Advancement through Cooperative Education (PLACE) four-component model. The research objectives were to ascertain Experiential Learning’s impact on the four components namely Personal Development, Career Development, Work-skills Development and Academic Development. This study fits within the pragmatic paradigm and utilised an explanatory mixed methods research design which requires quantitative data to be collected first with follow-up qualitative data. The data collection instrument for the quantitative data was the PLACE model, which was in the form of a survey questionnaire and the data generating strategy for the qualitative data was individual interviews. The findings of the data were heavily skewed toward the positive end of the spectrum with students viewing the impact of EL on the four components as favourable. Interviews were conducted with participants whose results showed deviations from the norm and had particularly negative experiences. Academic Development had extremely low Cronbach Alphas, which points to poor reliability. This phenomenon was also further explored during the interviews with participants making suggestions for factors to be considered. Recommendations were made to the three stakeholders of EL namely students, employers and academic coordinators in order to ensure improved Experiential Learning programmes and maximised student benefit.
- Full Text:
- Date Issued: 2014
A mentoring strategy for learnerships
- Authors: Hansen, Janine
- Date: 2013
- Subjects: Mentoring in business , Experiential learning , Soft skills
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9389 , http://hdl.handle.net/10948/d1019892
- Description: Mentoring is a powerful developmental tool that can be utilised in organisations to enable learnerships to learn various skills – hard and soft – that will enable them to become more equipped for the workplace. The hard skills refer to technical competencies, e.g. computer literacy, and soft skills refer to competencies such as interpersonal skills, communication skills, work etiquette, etc. Mentoring is no quick fix to filling all the gaps within a learnership, but it can add significant value to have a formal mentoring strategy within organisations to transfer much needed skills and competencies. The literature on mentoring provides many examples of possible strategies, and in this research project, the competencies of both mentor and mentee were highlighted, together with the advantages, disadvantages, myths and challenges in formal mentoring strategies. The process of developing a mentoring strategy is not complex, but requires support and involvement from various stakeholders to ensure the sustained success of a mentoring strategy. The different models of mentoring strategies in the literature review provided a framework for the researcher to develop a mentoring strategy that was tested through the completion of questionnaires sent to organisations that employ learnerships. The research study rated the responses of the respondents on the suggested model and various steps to be followed in the process. The research study concluded with a formal mentoring strategy or model that can be used within organisations that employ learnerships.
- Full Text:
- Date Issued: 2013
- Authors: Hansen, Janine
- Date: 2013
- Subjects: Mentoring in business , Experiential learning , Soft skills
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9389 , http://hdl.handle.net/10948/d1019892
- Description: Mentoring is a powerful developmental tool that can be utilised in organisations to enable learnerships to learn various skills – hard and soft – that will enable them to become more equipped for the workplace. The hard skills refer to technical competencies, e.g. computer literacy, and soft skills refer to competencies such as interpersonal skills, communication skills, work etiquette, etc. Mentoring is no quick fix to filling all the gaps within a learnership, but it can add significant value to have a formal mentoring strategy within organisations to transfer much needed skills and competencies. The literature on mentoring provides many examples of possible strategies, and in this research project, the competencies of both mentor and mentee were highlighted, together with the advantages, disadvantages, myths and challenges in formal mentoring strategies. The process of developing a mentoring strategy is not complex, but requires support and involvement from various stakeholders to ensure the sustained success of a mentoring strategy. The different models of mentoring strategies in the literature review provided a framework for the researcher to develop a mentoring strategy that was tested through the completion of questionnaires sent to organisations that employ learnerships. The research study rated the responses of the respondents on the suggested model and various steps to be followed in the process. The research study concluded with a formal mentoring strategy or model that can be used within organisations that employ learnerships.
- Full Text:
- Date Issued: 2013
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