Pub Date : 2022-08-01DOI: 10.47588/jngs.2022.20.01.a3
J. Venter, A. Golighty, N. Petersen
In our current knowledge- and information-driven society, it is of the utmost importance that school learners develop self-directed learning (SDL) abilities. This paper explores the implementation of case studies to promote the SDL abilities of Grade 10 Life Sciences learners. In this quasi-experimental study, a quantitative research design was used. The research was conducted at three schools in the Tshwane South District in Gauteng. Two of the schools formed part of the experimental group and the third school was part of the control group. Both the experimental and control groups completed a standardised SDL Instrument before and after a six-week period. During the intervention, case studies were implemented in the Grade 10 Life Sciences curriculum of the experimental group. The Life Sciences teachers in the control group continued using traditional teaching methods. The results indicated that the implementation of case studies developed the SDL abilities of Life Sciences learners in the experimental group in contrast to the control group. Although the experimental group’s SDL abilities improved after the implementation of case studies in general, it is important to note that the “learning motivation” as well as the “planning and implementation” improved more than the “selfmonitoring” and “interpersonal communication” SDL domains.
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Pub Date : 2013-05-08DOI: 10.4102/SAJHRM.V11I1.502
C. D. Jager, Anton Muller, G. Roodt
A specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified. This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation. The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.
{"title":"Developing creative and innovative thinking and problem-solving skills","authors":"C. D. Jager, Anton Muller, G. Roodt","doi":"10.4102/SAJHRM.V11I1.502","DOIUrl":"https://doi.org/10.4102/SAJHRM.V11I1.502","url":null,"abstract":"A specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified.\u0000This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation.\u0000The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.","PeriodicalId":42075,"journal":{"name":"Journal for New Generation Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2013-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/SAJHRM.V11I1.502","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70344201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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