This would enhance the achievement of the goals and objectives of the company's skills development and recruitment plan. It is submitted in partial fulfillment of the conditions for the M.Sc.
1.1 INTRODUCTION
- BACKGROUND AND THE PURPOSE OF THE STUDY
- METHOD OF APPROACH
- THE AIM OF THE STUDY
- HYPOTHESIS
- NULL HYPOTHESES
- ASSUMPTIONS It is assumed that
- DELIMITATION OF THE STUDY
- THE IMPORTANCE OF THE STUDY
The study seeks to place more emphasis on the implementation of the EEA and the SDA. The study aims to investigate the nature of the relationship between learning potential as assessed by the supervisors at Denny and measured by the TRAM-2.
LITERATURE REVIEW
LEARNING POTENTIAL A THEORETICAL PERSPECTIVE
Knowledge and skills (the 'enablers') and processing speed and processing capacity (the 'mediators'). The enablers are therefore expected to play a crucial role in the transfer necessary for the development of the later emerging skills. Performing the pre- and post-test items is part of the learning experience when assessing learning potential.
ASSESSMENT
For the purposes of this study, the applicable assessment methods are (a) cognitive assessment, including a test of general reasoning ability, speed and accuracy, level of mental processing, memory and comprehension, learning potential and language assessment. b) Personality assessment that includes work ethic and motivation. These assessment methods are used in the learning potential assessment that forms the basis of this study and will be discussed below.
FAIR ASSESSMENT
In addition to the conventional approach to standardization, one must also establish standards that apply to the specific company; to each of the different departments in the same company; for each job type in the company - and to weigh a specific designated group where and when necessary. In Bellis (2000), reliability describes that each time a particular assessment is made, it must assess, test for, and judge the evidence for the same outcome. The concept of reliability is about the ability of the assessment method to produce the same results when used repeatedly over time, regardless of who is assessed and when.
For a test to be reliable, the design of the assessment must incorporate some degree of standardization in the way it is administered. This means that the assessor must, as far as possible, expose the candidates to the same conditions in the assessment context. According to De Vos and Fouche' (1998), content validity is about the representativeness or sampling adequacy of the content, such as item or items in an instrument.
Saunders (2000) identified four main issues affecting fairness in the assessment process, namely language differences; previous educational opportunities; the performance criteria applied to the evaluation decision and the participation of all stakeholders in the design of the evaluation process - transparency. Jansen (1980) refers to bias as systematic errors in the predictive validity of an individual's test scores, where these errors are the result of the individual's group membership.
ASSESSMENT OF LEARNING POTENTIAL (ALP)
Boeyens (1989) identified practical problems that threatened the utility of learning potential research. The tests were designed for low achievers and did not meet the goals of investigating whether learning potential is independent of socioeconomic status or current problem-solving abilities. The problem of mediation bias is always present whenever there is a one-on-one testing situation where the examiner is assessing the learning potential of an individual testee.
A testee's learning potential is the amount by which the individual's performance improves as a result of instruction. Conventional aptitude tests are generally not reliable enough and do not produce large enough difference scores to be used as instruments for determining learning potential. There is still a need to develop a learning potential assessment technique that will overcome the problems inherent in clinical assessment methods.
Boeyens (1989) argues that a psychometric instrument of satisfactory learning potential should accurately measure the amount by which test subjects' performance improves after the intervention. It is imperative that the different assessment of learning potential does not reflect measurement errors.
CONCLUSION
This chapter describes the empirical methods used to answer the study's research questions. These are followed by a description of the use of the sample in the study's measurements, the methods and procedures used in data capture, editing and analysis.
PRESENTATION OF HYPOTHESIS
DESCRIPTION OF THE SAMPLE
THE INSTRUMENT OF MEASUREMENT
The advantages of a structured questionnaire are that the assessor provides relevant information for the purpose of the enquiry. Instead of evaluating individuals' past skill acquisitions, as most conventional aptitude tests do, this new approach aims to assess the person's ability to learn in the future. It provides the candidates with new cognitively challenging material to learn in the test situation and assesses the degree of learning that takes place.
The design of the TRAM-2 is based on a review of the literature on learning potential that has been peer-reviewed and published in a scientific journal. No special skills are required in the testing room other than a basic level of literacy. Conceptual Reasoning - the ability to think abstractly and discover fundamental commonalities while ignoring superficial differences.
In the revised edition of Tram 2 (1998), Ackerman (1998) expresses the automation process as a learning curve. Memory and Comprehension - It is an assessment of the extent to which the subject masters and internalizes the new material presented in both phases of Sym-Tran.
GUIDELINES FOR EVALUATING ASSESSMENT INSTRUMENTS
Speed - The speed score reflects the rate at which the test taker is likely to work doing one. Speed scores not only illuminate the rate at which information is processed, but also provide an indication of individuals' ability to acquire new competencies. People must have the ability to interpret, apply and comment on the content of the report sensibly and effectively.
It is crucial that the assessment package includes training that should cover all critical assessment issues. This is the preparation and planning of the evaluation process; technical assessment skills; dealing with practical issues of assessment; evaluation ethics; note-taking in assessment; how to provide feedback on assessment results, the relationship with candidates and some practical issues that underlie a fair assessment process. Check who is marking and generating reports if you are purchasing an assessment package from a consultant.
He or she must have an understanding of current topics such as cultural bias and assessment in connection with the EEA and NQF. Integrity honesty and transparency must be shown in the way the market for assessment method and in.
PROCEDURE
All raw data from the test were collected and scored by a qualified psychologist who then entered the test score information into a computer. The computer will then generate a report for the company/client as well as the report of the tested if he/she needs it and will understand it. Confidential feedback sessions of results will be conducted by the human resources manager of the company with testes.
Where training and language skills are lacking, subjects will be encouraged to improve their basic skills. Testees are encouraged to think about their future career if they want to progress to better positions within the company. The department heads of all employees surveyed were asked to complete a questionnaire (see Appendix 1 and the summary of the results).
CONCLUSION
4.1PRESENTATION AND EVALUATION OF RESULTS
The data indicates that 56% of female respondents had an educational level of grade 10 and above. Most of these were 30 years or older. is shown between age and education. More respondents were rated average and above average because the work is fairly routine and it does not place or impose a heavier intellectual task on them.
The result shows that the work is simple and that the routine nature of the work does not make intellectual demands on the respondents. While the employees understand and can comprehend their task, but their work is not intellectually demanding. It should also be noted that small differences between scores are not significant and that decimal points are irrelevant.
Only one person is outstanding, and five people received average scores, with the rest either poor, quite limited, or below average. Once the correlation was done, it was graded on a 6-point scale of poor, fairly limited, below average, average, above average, and excellent.
ASSESSMENT
CONCLUSION
In general, the results of the Tram 2 results do not show a normal distribution and, if plotted, would be skewed to the left. The original purpose of this study was to investigate the nature of the relationship between learning potential as assessed by the supervisors at Denny and measured by the TRAM-2. The study also indicated that there was no normal distribution curve in relation to the results measured by TRAM -2.
While almost half of the employees have less than the tenth level of education, most of them have more than the tenth level of education. This is due to the simple and repetitive nature of the work performed by the respondents. The evaluation of the employees by the supervisors showed that the supervisors rated all respondents with an average and above-average rating.
However, one must question their understanding of the questionnaire and the concept of learning potential when assessing the respondents. This is because the work effort does not stimulate the employees' potential and intellect.
GENERAL CONCLUSION
Employees with less than seventh grade or no education at all are encouraged to learn through Adult Basic Education and training programs facilitated at Denny's. While job rotation of employees would minimize the routines of the jobs they perform at Denny's to some extent, the challenge would be a high level of flexibility at Denny's. In line with skills development and equality objectives, employees with grades eleven and twelve should be prepared or trained for job advancement through career development.
The challenge would be how to manage the created expectations, which may take a long time to fulfill, and to maintain them when you have to wait for a natural decline in jobs to move forward.
Age, Education and Gender
Questions 1 to 7 tables
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I GLOBAL
