1. Department of Industrial Psychology  Faculty of Economic and Management Sciences The development and empirical validation of a partial competency model of affirmative development trainer-instructor performance

2. Learning Potential and The importance of the trainer- instructor Learning performance determined by person & situational characteristics Trainer-instructor the most important single experience in any learning process Effective Student + Effective trainer + effective programme elements = success Trainer-instructors can contribute significantly to the development, efficacy and future performance of affirmative action employees, the utility of training initiatives and ultimately to organisational performance.

3. Trainer-Instructor competency model Learning Potential competency model Job competency model Three sequentially linked competency models

4. The Research Objectives The overall objective: to develop a partial trainer-instructor performance competency model depicting the network of core competencies affecting the training outcome latent variables 1)Identifying the competencies that trainer-instructors have to display to perform successfully in their jobs; 2)Identifying the training outcome latent variables that are affected by the competencies that trainer-instructors have to display to perform successfully in their jobs as measured by the outcomes they are expected to achieve; 3)Identifying how these competencies and outcome latent variables are causally related; and 4)Testing the fit of proposed structural model and the significance of the hypothesised paths in the proposed structural model

5. Learning motivation η 6 Meta- cognitive knowledge η 7 Academic self- efficacy η 1 Accurate role perception η 13 Clarifying learning conceptions & requirements  11 Enhancing student self-efficacy  1 Learning performanc e during evaluation η 17 Structure in the learning material η 16 Facilitating clarity and understandi ng  10 Conscienti ousness η 9 Transfer of learning η 14 Abstract reasoning capacity  8 Informatio n processing capacity  9 Learning goal orientation η 4 Classroom goal structure η 5 Academic self- leadership η 8 Psychologi cal safety and fairness  4 Individuali sed considerati on  3 Providing autonomy support  6 Stimulating involveme nt & interest  5 Time cognitively engaged η 12 Learning climate η 2 Inspiring professiona l vision η 3 Promoting a mastery climate  7 Providing inspiration al motivation  2 Automisati on η 15 Meta- cognitive regulation η 11 The complete hypothesised model

6. Learning motivation η 6 Academic self- efficacy η 1 Enhancing student self- efficacy  1 Mastery goal orientation η 4 Mastery goal structure η 5 Psychologi- cal safety & fairness  4 Individual- ised consideratio n  3 Providing autonomy support  6 Stimulating involvement and interest  5 Learning climate η 2 Inspiring professional vision η 3 Promoting a mastery climate  7 Providing inspirationa l motivation  2 γ 11 γ 31 γ 24 γ 23 γ 25 γ 26 γ 67 β 61 β 41 β 63 β 64 ζ1ζ1 ζ5ζ5 ζ6ζ6 ζ3ζ3 ζ4ζ4 ζ2ζ2 β 62 The reduced hypothesised model to be tested

7. Research design Ex post facto correlational research design Sample Nonprobability convenience sample FET College in Western Cape n= 563 44% Black; 54% Coloured; 1,2% White;,8% Other Teaching-learning Questionnaire 13 scales, 176 items Research design and Sample

8. Item Analysis: Item analysis (Classical Measurement Theory & Item Response Theory) Exploratory Factor Analysis To confirm unidimensionality of scales Confirmatory Factory Analysis Fitting the measurement model Fitting of structural model Data Analysis

9. The research results

10. Practical Implications Learning Potential is subject to the influence of a trainer-instructor By displaying these competencies trainer-instructors can significantly impact (directly and indirectly) the competency potential of students Recruitment and selection process of trainer-instructors Using current model for selection Future models Form the foundation of training and development activities of trainer-instructors

11. Performance management of trainer-instructor performance Structuring the appraisal instrument around the identified competencies Implication for university lecturer evaluations? Include competency evaluations, and the corresponding student competency potential latent variables into the mid-term and final module evaluations. Create and structure content, activities and situations specifically with the aim of enhancing the more malleable student competency potential latent variables that are subject to their influence Competency models can be applied to facilitate the accomplishment of organisational objectives (role of the line manager?) Practical Implications