Evaluation of the Vocational Training System in Qatar’s Public Sector Hamad Al-Kaabi In Partial fulfilment of the requirements for the Doctor of Degree of Philosophy Cardiff Metropolitan University February 2020 Abstract The concept of policing a state has had to undergo a change of mindset due to the global nature of today’s world. There was anecdotal evidence that the training was outdated and did not take into account the cross-cultural differences that exist in Qatar. This study investigates this hypothesis and evaluates the quality of training at the Police Training Institute in Qatar After conducting an exhaustive literature review covering cross cultural differences, systems thinking and different delivery methods a methodological evaluation of public sector training was conducted using the Soft Systems Methodology of Professor Peter Checkland. The key findings to come out of the SSM Analysis were: the police training did not meet the participants’ expectations, course content failed to provide trainees with new skills, the delivery of the courses lacks interaction and courses were not useful or challenging. A conceptual model was developed that dealt with: new content cultural differences and; new delivery methods A new course was designed, delivered, tested and evaluated. This was a course on Systems Thinking. Also, an App was designed for mobile phones which enabled the course to be delivered in a more modern manner which used the concept of social media. The final analysis showed that the Systems Thinking ideas were well received and more courses need to be designed at all levels. It suggested that there is a future for mobile technology in training and it encouraged organizations to experiment with this form of delivery. Recommendations were made for future training at the Police Training Institute and these were well received by the Ministry of Interior of Qatar. It also suggests that the PTI is an ideal candidate for a learning organization, which would help it to understand what is happening in the outside environment and produce creative solutions using the knowledge and skills of all within the organization Acknowledgement I would like to extend my gratitude to all my colleagues at the Ministry of Interior and The Prime Minister & Minister of Interior Sheikh Abdulla Bin Naser Al Thani who encouraged and supported me to do this thesis. Particular thanks are due to Professor Moscardini for his supervision, insight and dedication over a long period of time. My warmest appreciation to Professor Mohamed Loutfi, Vice-chancellor of Cardiff Metropolitan University for his care and advice. My special thanks are also due to all participants for their patience, understanding and generous love during work on interviews. Finally, I would like to dedicate this work to my beloved parents and home country Qatar. Hamad Al Kaabi CONTENTS CHAPTER ONE. INTRODUCTION ........................................................................................ 1 1.1 Background to the Research ............................................................................................ 1 1.2 Need for This Study ......................................................................................................... 4 1.3 Context of the work ......................................................................................................... 5 1.4 Plan of the Thesis ............................................................................................................ 7 CHAPTER TWO. LITERATURE REVIEW ........................................................................... 8 2.1 Training ........................................................................................................................... 8 2.1.1 Course Content ....................................................................................................... 11 2.1.2 Characteristics of Effective Course Content .......................................................... 12 2.2 Cultural Differences ...................................................................................................... 14 2.2.1 Theoretical Frameworks Relevant to ‘Cultural Differences’ ................................. 14 2.2.1.1 Hofstede’s (1980, 2001) Cross-Cultural Dimension Framework ........................ 14 2.2.1.2 Schwartz’ (1992) Seven Dimensions of Culture ................................................. 14 2.2.1.3 Trompenaars’ (1994) Dimensions of Culture ...................................................... 15 2.2.2 Studies That Focus on Cultural Differences Relevant to Learning & Training ..... 17 2.2.2.1 Impacts of Cultural Differences on Group Activities .......................................... 17 2.2.2.2 Impacts of Cultural Differences in Deductive Reasoning ................................... 17 2.2.2.3 Cultural Differences in Learning and Achievement Motivation ......................... 17 2.2.2.4 Knowledge Transfer ............................................................................................ 19 2.3 The SSM Concept .......................................................................................................... 21 2.3.1 Purpose of SSM ...................................................................................................... 23 2.3.2 The SSM Paradigm ................................................................................................. 25 2.3.3 The Seven Stages .................................................................................................... 26 2.3.3.1 Stage 1: Finding Out About the Problem Situation ............................................. 27 2.3.3.2 Stage 2: Problem Expression Expressed ............................................................. 27 2.3.3.3 Stage 3: Problem-Oriented Root Definitions ....................................................... 28 2.3.3.4 Stage 4: Creation of Conceptual Models ............................................................. 28 2.3.3.5 Stage 5: Comparison between the Conceptual Model and the Real World ......... 28 2.3.3.6 Stage 6: Identification of Desirable Changes ...................................................... 29 2.3.3.7 Stage 7: Taking Action to Bring About Improvement ........................................ 29 2.3.4 Strengths and Weaknesses of SSM ........................................................................ 29 2.3.5 SSM Applications in Learning Environments ........................................................ 30 2.3.5.1 Teaching and Learning at Undergraduate Education .......................................... 30 2.3.5.2 Designing an Education Programme ................................................................... 31 2.3.5.3 Module Development .......................................................................................... 32 2.3.5.4 Managed Learning ............................................................................................... 32 2.4 Systems Thinking and the Learning Organization ........................................................ 34 2.4.1 The Concept of Systems Thinking ......................................................................... 34 2.4.1.1. Working Definitions of Systems Thinking ......................................................... 34 2.4.2. The Concept of Systems Dynamics (SD) .............................................................. 37 2.4.2.1 Applications of SD .............................................................................................. 38 2.5 New methods of Delivery of Training Courses ............................................................. 41 2.5.1 The Role of ICT in Learning and Vocational Training .......................................... 41 2.5.2 Use of mobile Apps in Teaching ............................................................................ 43 2.5.2.1 The Population and Technology Environment MENA (Middle East and North Africa) Region. ................................................................................................................ 43 2.5.2.2 Mobile and General Technology Usage in the Middle East .............................. 44 2.5.2.3 Social Networks ................................................................................................... 44 2.5.2.4 Choosing a Device for Training Delivery ........................................................... 45 2.5.2.5 2014 Technology Trends ..................................................................................... 47 2.6 Developments in Training Technologies and Approach ............................................... 48 2.7 New approaches ............................................................................................................. 49 2.8 Conclusions from Literature Review ............................................................................. 51 CHAPTER THREE. RESEARCH METHODOLOGY .......................................................... 54 3.1 Introduction ................................................................................................................... 54 3.2 Research Philosophy ...................................................................................................... 54 3.3 Research Design - Use of a Pluralistic Approach .......................................................... 56 3.3.1 SSM with Case Study and Action Research ........................................................... 56 3.3.2 Qualitative and Quantitative Research Strategies .................................................