Intention and Learnership Performance in the Agricultural Sector of - - PowerPoint PPT Presentation

B Y L I E Z E L B E U K E S S U P E R V I S O R : P R O F E S S O R R O N E L D U P R E E Z

An Investigation into the Antecedents of Intention and Learnership Performance in the Agricultural Sector of South Africa

CONTENT

• Research purpose and methodology
• Partial model of learnership performance
• Implications of research outcomes

RESEARCH PURPOSE & METHODOLOGY

Purpose of the study

• Investigate factors that inhibit learnership performance
• Individuals from previously disadvantaged environments

Three-phased approach to data gathering

• Phase 1: Individual interviews (11 x participants).
• Phase 2: Pilot questionnaire (42 x participants).
• Phase 3: Amended questionnaire (103 x participants).

Measuring instruments (Questionnaires)

Strongly Disagree (No! Not at all) Disagree (No) Don’t Agree or Disagree (Not Yes or No) Agree (Yes) Strongly Agree (Yes! Definitely)

PARTIAL MODEL OF LEARNERSHIP PERFORMANCE

H6 H13

Behaviour (Learnership performance) Age Gender Previous learning experience Previous work experience Environmental constraints

H9 H12 H10 H8

Intention (to achieve high levels of learnership performance) Control beliefs Behavioural

beliefs

Attitudes Subjective norms Perceived behavioural control Normative beliefs

IMPLICATIONS OF RESEARCH OUTCOMES

Selection of learners to participate in learnerships

• Age – equal opportunity
• New and experienced staff – equal
• pportunity
• Learners with less academic/learning

background – provide additional support An intervention aimed to develop and enhance intention

• The action research model of

Cummings and Worley, 2009) Problem identification Consultation with behavioural science expert Data gathering and preliminary diagnosis Feedback to key client or group Joint diagnosis of problem Joint action planning Action Data gathering after action

IMPLICATIONS OF RESEARCH OUTCOMES

Diagnosis of problem (Phase 5)

• Create an understanding of one’s own behavioural beliefs,

attitudes, normative beliefs, subjective norms and perceived behavioural control.

• Discuss ways of using this information to benefit learnership

performance.

• Write a self-report, listing strengths and obstacles.

Action planning (Phase 6)

• Develop a list of target behaviours and activities that will assist to
• vercome obstacles and maintain strengths.
• Update self-report.

Action (Phase 7)

• Maintain and improve the target behaviours and activities.
• Limited focus on weaknesses (requires more energy to change).
• Optional approaches: journaling and workshops.

Data gathering after action (Phase 8)

• Refer back to the self-report (Phase 6) and track development.

Feedback (Repetition of Phase 4)

• Provide feedback on their experience reflection, action planning

and implementation in relation to learnership performance.

THANK YOU

“ TH E R O O TS O F S US TA I N A B L E D E VE L O P M E N T L I E , TO A G R E A T D E G R E E , I N TH E C A P A C I TY O F P E O P L E TO O VE R C O M E TH E I R P S Y C H O L O G I C A L , S O C I A L , A N D C O N TE X T UA L B A R R I E R S , TO VI E W TH E WO R L D TH R O UG H A N E W L E N S , A S A G E N TS (R A TH E R TH A N P A S S I VE R E C I P I E N TS ) O F C H A N G E ”

( P I C K & S I R K I N , 2 0 1 0 , P . 5 ) .