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This paper focuses on developing an integrative view of leadership and organisational learning in the context of dynamic and non‐linear organisational complexity. The outcome of this development is a new conceptualisation termed “learnership”. The concept and process of “learnership” is seen as an evolving meld of leadership and learning where responsibility for learning and for leading is progressively diffused from a few central individuals to a critical mass of organisational members, all of whom become mutually embedded in the learning process, leading where needed, following where needed, but always with a sensitive eye on the complex texture of the learning environment they inhabit. The usefulness of the concept of “learnership” for organisations is discussed and some diagnostic trigger questions for sensing readiness and capability for “learnership” diffusion are presented.

The purpose of this paper is to investigate the lessons that could be learnt from the first year of implementing the Wholesale and Retail Sector Education and Training Authority’s Rural Development Programme.

This exploratory, qualitative study involved unemployed people from a rural location in Mpumalanga Province, South Africa. A focus group and in-depth interviews were held with the current learners, the programme manager, the skills training providers, and the royal custodian of the locality.

While highlighting the factors that enhance success as well as those that impede development, the study found that the learnership contributed significantly to social transformation through rural entrepreneurship. It empowers disadvantaged women and youths to gain access and skills which, if the recommended measures to sustain the programme are implemented, could enable them to grow bigger businesses.

Since this was an exploratory, qualitative study, the limitations of a small, convenience sample need to be overcome by a larger, quantitative study, and a more complete collection of accurate secondary data.

Despite the obvious limitations, this study has contributed to the literature on both rural entrepreneurship and transformation in South Africa. Both are under-researched topics, despite transformation being a socio-political imperative and entrepreneurship, especially in rural areas, being a key to overcoming South Africa’s high unemployment rate.

The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload.

This research utilised a mixed method approach. Quantitative and qualitative data was gathered. Pragmatism was the research paradigm. Two structured Likert scale questionnaires were used. Semi-structured interviews were conducted with purposefully selected in-service educators from schools.

The participants in this study indicated that the increase in their administrative workload impacted negatively on their well-being, they were overwhelmed by the amount of documentation they had to compile, they indicated that assessment was difficult, that they did not have time to constantly adapt to changes, that they had limited opportunities for professional development. Educators said they suffered from anxiety, had high stress levels, were moody, physically and emotionally exhausted and considered to leave the profession.

The implementation of an internship model could impact positively on educators’ administrative workload. It could lead to a decrease in educators’ administrative workload; lower stress levels and increased learner performance. Student educators will have opportunities to experience how a school operates, get feedback on their teaching skills, learn to discipline learners, attend meetings and serve as part of an educational team.

In the light of the findings of this research it seems that the implementation of an internship model would provide opportunities to expose student educators to a real-life work experience and opportunities to work together with experienced educators acting as mentors.

Whereas the Minister of Labour (hereafter in this Order referred to as “the Minister”) has received from the Retail Bespoke Tail‐oring Wages Council (England and Wales) (hereafter in this Order referred to as “the Wages Council”) the wages regulation proposals set out in the Schedule hereto;

This chapter maps out and provides a rapid assessment of, the successes and shortcomings of key national interventions on youth employment in South Africa. It focuses on programmes intended for young people aged 15–34 years of age, considering the specific needs of 15–24 year olds as compared 25–34 year olds and the particular needs of young women, youth with different educational qualifications, youth from the rural areas, youth with disabilities as well as youth from varied socio-economic backgrounds and social issues. The conceptual framework underpinning this chapter informs the way in which the data has been categorised and analysed. The framework is underpinned by a core assumption, that, while unemployment is a national challenge in South Africa, there are particular challenges that specifically affect youth. This requires a youth employment strategy that addresses the needs of different cohorts of young people and specifically addresses the myriad of ways in which young people transition into the labour market. The chapter further proposes that we need to understand that enabling successful Labour Market Transitions necessitate a strategy that can overcome ‘failures’ with respect to both supply and demand as well as ‘failures’ of alignment between supply and demand.

The purpose of this paper is to identify the determinants of internal audit workplace learning success for developing early career internal audit professionals in South Africa.

A qualitative research design was used to collect data through focus group discussions and semi-structured interviews from 65 internal audit stakeholders including internal audit employers’ early career; internal auditors’ workplace learning assessors; and presenters and members of the education and training committee of the professional body in South Africa on their experiences of the determinants of workplace learning success for internal auditors.

In line with workplace learning theories, it was found that there are five determinants of internal audit workplace success: the learning environment, management support, the early career internal auditors’ commitment (attitude and motivation to learn) and a relevant, structured and effective formal workplace learning programme.

Internal audit employers, early career internal auditors, workplace learning assessors and presenters as well as the Institute of Internal Auditors globally and in South Africa can use the results of this study as a benchmark for their internal audit workplace learning practices.

This paper provides insight into the determinants of workplace learning success for internal auditors and contributes to the limited body of knowledge in auditing on developing professional competence in the workplace.

The purpose of this paper is to examine how the eThekwini Municipal Academy (EMA) conducts training needs assessments for vocational skills training for unemployed and disadvantaged youths, KwaZulu-Natal province. By examining the process of training needs assessment (TNA), the focus was on determining how it might influence the success in employment outcomes of the graduates.

The researcher used mixed research methods of qualitative and quantitative approaches. The quantitative research method was a survey questionnaire. The survey questionnaire helped produce a detailed description of respondents' opinions and experiences. The qualitative method in the form of semi-structured interviews helped to present the data from the perspective of the training managers on the process of TNA and opportunities in accessing employment for the graduates. Purposive sampling was used to select 24 training centre managers and 512 trainees. The quantitative data were analysed using SPSS software, and data from interviews were analysed using thematic analysis.

The findings revealed that the most important aspect of the TNA process was that the EMA managers selected and design a training course after consulting and engaging the stakeholders who were also prospective employers to identify needs and job availability within the companies or government departments. The author concludes that the process of TNA involving all stakeholders helped to provide vocational training programmes, which were demand-driven. The process also might promote the best and most promising practices enhancing the transition from skills acquisition to skills utilisation in the labour market.

The results of the study have shown the three main factors that affect the TNA process, which are an individual or person analysis, consulting key stakeholders and labour market assessment. It is hoped that the results of the study can be used by training practitioners for better understanding of factors that can contribute to the effectiveness of vocational skills training for unemployed youth.

The paper is unique because it contributes to the knowledge by explaining the link between the effectiveness of vocational skills training and a proper TNA for unemployed youth. It also provides knowledge on key factors in conducting the TNA process by involving all stakeholders. Existing TNA research focuses on competency-based need analysis for employees of companies, organisations and institutions. Therefore, this paper is significant because it helps to understand the role of TNA in enhancing the effectiveness of vocational skills training for unemployed and disadvantaged youths.

This paper aims to evaluate leadership diffusion in a federal agency within the context of organizational learning and culture change.

Using an innovative 360 degree survey assessment method, the impact of the United States Geological Survey (USGS) Leadership Program (LP) was examined. A series of statistical tests was performed to analyze the role of familiarity and exposure in predicting leadership behavior and to compare the level of leadership behavior among co‐workers based on exposure to the LP.

The findings indicate that familiarity is a critical predictor of behavior change across all co‐worker subgroups. Increased exposure to the LP results in stronger, more consistent predictive models. Finally, co‐workers with higher exposure to the LP have increased levels of leadership behavior.

The results in the study suggest that, in order to promote leadership and organizational learning, familiarity with leadership skills is essential. Furthermore, the greater the familiarity with leadership through at‐work interaction, the more likely co‐workers are to learn and apply leadership techniques.

The study is especially unique and valuable due to the advanced 360 degree assessment which acts as a tool to measure the diffusion of leadership principles from LP participants to co‐workers, while also analyzing the role of participant interaction with co‐workers following their participation in a leadership class.

The purpose of this research is to investigate the process of development and implementation of strategies to promote diversity and inclusion of persons with disabilities in the workplace within Netcare (the largest private hospital group) in South Africa.

A single case study methodology is used to document best practices developed at Netcare for the integration of persons with disabilities in the workplace.

The case study demonstrates that integrating people with disabilities in the workplace is a complex process that requires bringing together disability theory/model and organizational change models. Disability integration within Netcare is an ongoing process with positive gains and gaps that can be leveraged to improve the process. Nonetheless, significant improvements in the number of persons with disability integrated at work as well as a good retention rate in the skills development program have been realized.

The documentation of practice based initiatives such as those developed by Netcare is useful for future cross-organizational and cross-context comparative studies. This will ultimately redirect policy and research agendas from the deficit analysis approach towards a more positive inquiry based upon practical and workable solutions.

The treatment of disability as a silo identity does not provide full appreciation of the multiple intersecting identities that interlock to position some persons with disabilities in positions of privilege and marginalization simultaneously.

This chapter reveals the importance of situating disability mainstreaming within a broader organizational transformation strategy. Legislating social and organizational transformation issues is necessary but insufficient to produce the desired social change. This research highlights the value of inculcating transformative leadership culture and building leadership accountability to realize the desired social and organizational change.