University of Twente Student Theses

Login

Process model for the learnership programme in Rustenburg

Topper, H. and Spenkelink, R. (2007) Process model for the learnership programme in Rustenburg.

[img] PDF
1MB
Abstract:This report describes the research to a process model for the learnership programme in Rustenburg, South Africa. The reason for the research is formed trough the problems of the learnership to attain the programme’s main objective of delivering leaner contracting companies. The problem is two-folded: - delays in the project provision - lack of structure in the mentoring services The provision of projects is necessary for the learners’ practical experience in labour-intensive construction and for the mentor to give them the on-site support. A good mentoring schedule helps the mentor to give the best possible support. Out of this problem analysis the object of the research is formulated: “Developing a process model from initiation to project completion to improve the quality of the learner contractors at the end of the Labour Intensive Construction Learnership Programme in Rustenburg by a) analysing the provision of the projects and by, b) analysing the process and the content of the mentoring services” The research is executed at the mentoring company of the programme, LITEworks. The relevant data for the research is gathered by the method of participating observation. Through LITEworks the researchers have formed part of the learnership programme in Rustenburg bipartitely; as a mentor and as members of the management of this programme. Two different models are developed: a linear phasing model for the provision of the projects and a mentoring model based on project management and experiential learning theory. Together they form a process model from initiation to project completion. This process model can contribute to improve the quality of the learners at the end of the learnership programme in Rustenburg. The linear phasing model seems to be the most suitable method to use for the provision of learnership projects, because of the low level of complexity and uncertainty of learnership projects. The model is based on the linear phasing model for conventional construction projects and is adapted to labour-intensive construction projects. The implementation of this model is recommended because the current model of the RLM is too much focussed on conventional projects. The analysis of the current mentoring services with the experiential learning theory shows that the focus of the learnership needs to be changed. The process needs to be a process of learning instead of a process to execute projects. The conclusion of the analysis to the content of mentoring is that the content needs to be extended and to be described in more detail. These time aspects can contribute to mentor in an efficient and effective manner. The implementation of the process model requires a change in whole organization. It is primarily a mindset change. DPW has the responsibility to reorganize the learnership into process of learning and the RLM should be consciousness that labour-intensive construction projects have implications on many aspects and can’t be handled in the same way as conventional construction projects.
Item Type:Essay (Bachelor)
Faculty:ET: Engineering Technology
Subject:56 civil engineering
Programme:Civil Engineering BSc (56952)
Link to this item:http://purl.utwente.nl/essays/68646
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page