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Training and Development in the Public Sector: A Case Study of a Provincial Department in KwaZulu-Natal

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Training and development (T&D) of employees is the cornerstone of human capital development. Organisations and the South African government invest large sums of money and expend a great deal of effort in trying to solve the skills deficit. Unfortunately, such T&D seems to fail to close the skills gap. Drawing on Dessler's four-stage model of systematic training and development this paper explores the implementation of T&D in a KwaZulu-Natal (KZN) provincial government department with a view to establishing critical factors which determine its success or failure. Using a mixed-method approach, four in-depth interviews and 34 survey questionnaires with 38 purposively selected participants from that particular department, this paper reveals that in theory, T&D does follow a systematic model, but that in fact the imposition of this model is superficial. There is an overreliance on performance management as a tool for needs analysis, the provided training is not aligned with employees' needs, and the evaluation of T&D is not systematic and thorough. In some cases, the budget requirements constrain the provision of T&D. These findings have profound implications for public sector human resources managers and policymakers who should ensure proper implementation of T&D and who should also make use of needs analyses and tools for designing training programmes.
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Training and Development in the Public Sector: A Case
Study of a Provincial Department in KwaZulu-Natal
Nolufefe Mohlomi1
5
and Sybert Mutereko2
6
Abstract
Training and development (T&D) of employees is the cornerstone of human
capital development. Organisations and the South African government invest
large sums of money and expend a great deal of effort in trying to solve the
skills deficit. Unfortunately, such T&D seems to fail to close the skills gap.
Drawing on Dessler’s four-stage model of systematic training and
development this paper explores the implementation of T&D in a KwaZulu-
Natal (KZN) provincial government department with a view to establishing
critical factors which determine its success or failure. Using a mixed-method
approach, four in-depth interviews and 34 survey questionnaires with 38
purposively selected participants from that particular department, this paper
reveals that in theory, T&D does follow a systematic model, but that in fact
the imposition of this model is superficial. There is an overreliance on
performance management as a tool for needs analysis, the provided training
is not aligned with employees’ needs, and the evaluation of T&D is not
systematic and thorough. In some cases, the budget requirements constrain
the provision of T&D. These findings have profound implications for public
sector human resources managers and policymakers who should ensure proper
implementation of T&D and who should also make use of needs analyses and
tools for designing training programmes.
Introduction
Amongst other things, the South African Vision 2030
depends on the capacity of its human resources to respond to
the ever-changing needs of the citizens. The Republic of
South Africa (2012) envisages state institutions which are
1 University of KwaZulu-Natal, College of Law and Management Studies
2 University of KwaZulu-Natal, College of Law and Management Studies
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adequately provided with skilled and committed personnel.
The need for training and development in the workplace is
both theoretical and pragmatic and finds expression in
legislation such as the Skills Development Act, No. 57 of
1998, and the Skills Development Levies Act, No. 9 of 1999,
which provides a regulatory framework for skills
development in the workplace. In the public sector, each
department is expected to provide training for its employees.
Unfortunately, when such T&D is provided, it is often
unsystematic and lacking in most of the attributes which
define its effective delivery. In many instances, T&D is
poorly funded and given little time (Owusu-Acheaw, 2017)
which makes it ineffective. Consequently, the challenge of
skills shortage and mismatching persists to the detriment of
service delivery. This leads to the problem of poor
performance due to lack of competencies required for public
servants’ jobs. In the end, the goals of the National
Development Plan will remain a pipedream, given the current
poorly implemented policies and programmes.
Although studies on T&D can be traced back to the early
twentieth century (Bell et al., 2017), recently researchers
have shown an increased interest in how such training is
associated with performance. For instance, Reichard and
Schröter’s (2018) investigation into the education and
training of Public Administration and Management in Europe
shows that it has become more academic and open without
the traditional “internal” public service inclination.
Consequently, graduates from such programmes lack
occupation-specific skill sets required for positions in the
public sector a gap which T&D should fill. In a doctoral
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thesis, Tsotetsi (2018) examines how T&D is used to
capacitate teachers in the South African education system.
Unfortunately, besides being conducted in a European
context, most of these studies are descriptive in nature and
therefore do not provide insights necessary for decision-
making in the South African public-sector context. Little is
known about how T&D is conducted in the South African
public sector and it is not clear what factors contribute to its
successful implementation. Insights into the implementation
of T&D in the South African public sector should provide
profound understandings which are needed for decision-
making.
Drawing on Dessler’s (2006) four-stage model of
systematic training and development this paper explores the
implementation of T&D in a KZN provincial government
department with a view to establishing critical factors which
determine its success. Following this introduction, the
remainder of the paper is divided into five sections. Section 2
examines the literature on T&D in order to establish its
theoretical and practical position. The third Section outlines
the research approach used to obtain the data for this study
before the findings are presented and discussed in the fourth
and fifth sections. Finally, the last section draws conclusions
and posits recommendations based on the study’s findings.
Literature Review
The need for training and development in South Africa
Certain imperatives in the post-apartheid era have given rise
to the need for T&D in the public sector. Most scholars tend
to agree that amongst such imperatives are skills shortage, the
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need for competitiveness, the need to redress the racial
inequalities through employment equity and the need to
combat the effects of HIV/AIDS morbidity and mortality
(Swanepoel et al., 2014; Erasmus et al., 2013). For instance,
Swanepoel et al.’s (2014:510) study reveals that the South
African public sector is faced with a number of challenges,
including a lack of skills. These authors argue that “this
aspect is one of the critical challenges and has to be addressed
by providing training to bridge the gap”, as this may pose a
risk to economic development and employment. Similarly, a
2011 study by Nel et al. confirms the critical role played by
T&D in solving the challenge of a skills shortage. This is not
a new discovery as the need for T&D had already been
instantiated in various items of South African legislation,
such as The Skills Development Act, No. 97 of 1998.
Although the act sought to provide a legal framework for the
T&D of employees (Swanepoel et al., 2014), its
implementation at the organisational level appears to be
problematic.
T&D have been identified as the fulcrum of racial
transformation in the public sector. T&D has the capacity to
close the capacity gaps between different racial groups which
are the residual effects of the apartheid education system.
Empirical evidence by Erasmus et al. (2013:274), suggests
that “skills development in South Africa as the matter to also
address issues of diversity as the country has got a mixture of
all races coming from abroad”. Like Erasmus et al. (2013),
Swanepoel et al. (2014:508) also note that disparities in skills
require training to be provided for all races, with a particular
emphasis on the previously disadvantaged.
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While grappling with the issues of skills shortage and the
need for competitiveness and transformation, the HIV/AIDS
pandemic has resulted in a severe challenge with mortality
and morbidity amongst available skilled workers. This
challenge is felt more in South Africa than in other places due
to its prevalence rate of 18.9% amongst the general
population (Avert, 2018). Recent empirical evidence suggests
that HIV/AIDS-related illnesses result in absenteeism and
eventually in the death of workers, resulting in an increased
skills shortage (Baranov & Kohler, 2018). In such cases,
T&D plays a critical role in attempting to ensure the
sustainability of public sector organisations.
Taken together, these factors make T&D an extremely
important activity, both from the national and the
organisational perspectives. What makes the South African
case unique is its apartheid history and the huge burden of
HIV/AIDS. This makes T&D an imperative. Such training
should, moreover, be systematic otherwise its envisaged
benefits will never be realised.
Dessler’s four-stage training and development model
In 2006, Dessler suggested a four-stage T&D model,
according to which efficient and effective T&D should
consist of four stages, namely: training needs identification;
instructional design; training implementation; and training
evaluation. This model was later popularised by Kalaiselvan
et al. (2011), Erasmus et al. (2013) and Swanepoel, et al.
(2014). In the first stage, Dessler argues that human resource
practitioners should establish the needs for training. He points
out that this step deals with the identification of training needs
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to improve productivity and suggests that the organisation
should assess the potential skills required and develop
training objectives accordingly. Consistent with Dessler’s
argument, both Kalaiselvan et al. (2011) and Swanepoel et al.
(2014) agree that this should be the first step which should be
conducted across the organisation’s functions to ensure
linkage with the organisation’s goals and targets for skills to
be achieved. Beyond the organisational level, training needs
identification can also be done at job and task, and individual
levels. (Swanepoel et al., 2014; Dessler, 2006). On the one
hand, Dessler argues that at the job and task stage, a task
analysis should be undertaken of the job of an individual to
ascertain the skills needed by an employee to match the duties
of that job. On the other hand, at the individual level, the
objective is to design training to suit an individual worker
rather than to cater for the requirements for executing a
specific task. Once the need to improve the competency of
employees is realised, a decision should be taken to provide
a training program (Swanepoel et al., 2014:579). Although it
is often trivialised, the needs analysis stage is arguably the
most important stage upon which all the other stages are built.
Unfortunately, training programmes are often provided
without any systematic training needs analysis being
performed.
The second stage is the instructional design. At this
stage, Dessler (2006) recommends that trainers should
compile the syllabus, activities or exercises, including
material in preparation for implementation of the T&D
programme. Depending on the needs identified in the first
stage, Dessler says that trainers determine the outcomes, and
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the kind and nature of training to be provided. In essence,
during this stage, the approach, design, content, and methods
are established. This could take the form of on-the-job
training, apprenticeship training, coaching, junior boards and
job rotation. In most organisations, the instructional design is
the domain of the Human Resources Development
Department. However, due to capacity constraints, this task
is often outsourced to some provincial public-sector
organisation.
In Dessler’s model, the third stage is the application of
designed training to the identified target population or
recipients. He suggests that training can be implemented in
various ways, including on-the-job training, job rotation,
coaching and mentoring. On-the-job training can be
conducted continuously to address the shortage of skills
needed. Dessler adds that the implementation of the training
programme is one of the fundamental phases wherein the
devised training strategies should be actioned. Ideally, in this
stage, all the roles of employees and employers should be
clearly defined. As with the first two stages, this stage is
sometimes outsourced to relevant registered Sector Education
Training Authorities (SETAs).
The last stage in Dessler’s (2006) model is the evaluation
phase. Although this is a very important phase, it is often
neglected. Dessler argues that after all the three stages have
been properly completed, practitioners should engage in
systematic evaluation to determine the extent to which the
purpose and outcomes set in the planning phase were
achieved. While Swanepoel et al. (2014:595) agree with
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Dessler’s model with regard to evaluation, their articulation
of this phase is more detailed and prescriptive. They provide
different levels and ways in which training can be evaluated.
Some of the ways they forward include, but are not limited
to, customer satisfaction, productivity and employee
perceptions regarding the effectiveness of training. If done
well, this stage can also form a critical component of the
needs analysis phase. To this end, Dessler’s model of T&D
should be viewed as being cyclical rather than linear. Because
of its characterisation of T&D as being linear, Dessler’s
model has been criticised for being too simplistic. However,
because of its clarity, this model has been used in many T&D
programme designs and implementations.
In spite of its stated weaknesses, this paper draws on
Dessler’s (2006) four-stage model of T&D to argue that its
careful application in the chosen KZN provincial government
department could yield positive results. Dessler’s emphasis
on needs analysis is especially useful for this paper as it
allows one to think through the training needs which are
identified for this department. With this in mind, the four-
stage model of T&D’s conceptualisation of training is
generative for grasping how some training programmes do or
do not achieve their intended outcomes. It is here also that
Dessler’s attention to the evaluation of training is of value
since evaluation is a critical component in the T&D cycle.
Research Design and Methodology
A mixed method approach was employed to solicit the views
of employees in the chosen department. The mixed method
was deemed relevant for this study because it draws on the
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positivist and interpretivist traditions. The mixed method
approach harnesses the strength of both qualitative and
quantitative approaches while compensating for their
weaknesses. Drawing on Creswell’s (2009)
recommendations, a concurrent mixed method design was
employed in which the qualitative and quantitative
approaches were concurrently applied.
Participants
Consistent with the pragmatic paradigm which underpins the
mixed method approach, data were collected through
interviews, questionnaires and documents. For this study, a
total of forty participants from the department were
purposefully recruited. These included 11 from Levels 1-5
(unskilled and skilled), 11 from Levels 6-8 (highly skilled
production), 11 from Levels 9-12 (highly skilled
supervision), and 5 from Levels 13-16 (senior management).
The majority of these participants had less than 10 years’
experience in the department. Only two respondents had
worked for the department for over thirty years. Their age
groups seem to have been evenly distributed with 15% of
them in the 25-30 age group, while 28.9% were between 46
and 55 years of age. Regarding their educational
qualifications, half of the participants (50%) had either a
diploma or a bachelor’s degree, and 21% had matric (Grade
12) as their highest qualification. These statistics are
important when drawing inferences from participants’
perceptions of T&D in the department. For confidentiality in
this paper, participants were given code names, such as
Respondent 1 (R1) or Respondent 2 (R2).
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Instrumentation
Our first data collection instrument was an interview guide
which was designed to elicit the participants’ views on the
implementation of T&D in line with Dessler’s four-stage
model. Using a digital audio recording device, all interviews
were audio recorded while major points were also recorded
in writing in a notebook. Using the same themes that guided
the interview guides, a questionnaire was designed to solicit
the employees’ insights into how T&D was implemented
within the department. The first theme sought to gain the
participants’ insights into the needs identification phase of the
implementation of T&D in their department. The second
theme in the questionnaire sought to understand the planning
and implementation of T&D, while the last sought
participants’ views on its evaluation. We used a five-step
Likert scale as a measuring tool to ascertain the degree of
agreement between the statements which were presented to
participants and their own perceptions. The respondents had
to choose from a list of options relating to different aspects of
T&D in their department. The options included: 1=strongly
disagree; 2=disagree; 3=somewhat agree; 4=agree; and
5=strongly agree. The Cronbach’s Alpha coefficient of
reliability was 0.78. The questionnaire also contained open-
ended questions where respondents could add any
independent views regarding the implementation of T&D.
Data collection procedures
Permission to conduct the study was sought from the
department, which was granted. Following such permission,
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interviews and surveys were undertaken concurrently. All 34
of the questionnaires were hand-delivered to purposefully
selected participants within the department. The response rate
was 100%. This was done concurrently with four in-depth-
interviews which sought to understand how the T&D was
implemented in the department using Dessler’s four stages as
guidelines. A week before these interviews telephonic
appointments with the selected participants were made. The
interviews were slightly time-consuming, as each lasted from
45 minutes to one hour. These interviews were insightful in
capturing non-verbal responses and body language from the
participants and were audio recorded.
Data analysis
Again, quantitative and qualitative data were analysed
concurrently. Using descriptive statistics, data gathered from
the questionnaire were analysed and presented in tables and
graphs. The SPSS Windows Version 21 was used to capture,
analyse and produce crosstabs and graphs in order to
understand inferences drawn from the data. For data from the
interviews, thematic content analysis was used. Prior to this,
data from in-depth-interviews were transcribed verbatim and
then analysed through pattern-matching logic, which
“compares an empirically-based pattern with a predicted one”
(Yin, 2015:116) using Dessler’s model as the theoretical lens.
The main purpose was to illuminate nuances of the data by
identifying both the manifest and the latent themes and
patterns emerging from them. This was done repeatedly, and
each identified unit was labelled with a code. This was aided
by the use of the Nvivo 11 software.
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Findings
Identification of training needs in the KZN Department
of Arts and Culture
The first question sought to understand the implementation of
the first phase of T&D, the needs analysis, within the
department. The documentary analysis revealed that this is an
important phase of T&D. However, the study wished to
determine if this was undertaken within the Department.
Respondents were asked to express their views on whether or
not training needs analyses are conducted in their department.
Figure 1 shows the findings or views of the participants
regarding the identification and organisation of training needs
of employees.
Figure 1: Training needs assessment is conducted
0%
16%
34% 34%
16%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Strongly
agree
Disagree Somewhat
agree
Agree Strongly
agree
Percentage of respondents
A training needs assessment is conducted
Strongly
disagree
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Figure 1 shows that 50% of the participants either agreed or
strongly agreed that a training needs assessment is conducted.
There is also a substantial proportion of participants (34%)
who somewhat agreed that training needs are conducted.
Although 16 percent of the participants disagreed, there is
sufficient evidence that the participants generally agree that a
training needs assessment is conducted within the
department. These perceptions are barely distinguishable
from what emerged in the interviews as shown in these
quotations:
Training needs are identified in our department but the
provision of a training programme is provided only
occasionally (R1).
I think that the PDP [Personal Development Plan]…is
the one which is used by the department to organise the
training needs (assessment). My understanding with
regards to identifying training needs in the department
(is that) I believe that there is the section under HR
complement, which is supposed to be identifying skills,
the skills development (R2).
There are many ways or systems that we consider when
we identify training needs. One of them, which is
common, is PMDS [Performance Management
Development Systems]; within PMDS there is PDP
which is normally filled [in] by the supervisor who
supervised it (R3).
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What can be inferred from these interviews is that T&D
is closely linked to performance management. These quotes
indicate that training-needs assessments are conducted in the
department, but not as a standalone activity. The weaknesses
which are identified by employees in the performance
management cycles feed into T&D as personal development
plans. However, it seems as if performance management is
the only way that a training needs analysis is done. If this
assertion is accurate, it means that all the other training needs
methods discussed earlier are not employed. Taken together,
most respondents agreed that a training needs assessment is
conducted, although a few respondents were not sure, and the
minority disagreed. Therefore, it is clear that employees in
the department in question have an understanding of what
training needs are, and they have for the most part confirmed
that training needs assessments are conducted.
When asked if training needs analysis was an important
aspect of T&D, most participants (89%) agreed that it was so.
This shows that there is almost unanimous agreement that a
training needs assessment should be performed in the
department. The respondents who either disagreed or who
were only somewhat in agreement were negligible. This
finding reveals that a training needs analysis is important for
this department. This observation was also confirmed in data
that were obtained through documentary analysis,
particularly from performance management records. Such a
need also finds expression in the Workplace Skills Plan for
the organisation.
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Provision of training and development
Often, personal development plans as well as work skills
plans are developed but rarely implemented. This study
sought to gain some insight into the implementation of
training programmes. Participants were asked if they received
training in the different areas of their jobs and tasks, and
Figure 2 shows their perceptions.
Figure 2 Training is organised for me
Figure 2 reveals that 29% of respondents somewhat
agreed that training is organised, while 39% disagreed. Only
31% of the respondents either agreed or disagreed that they
receive training organised by the department. However, it is
clear that respondents’ perceptions regarding this matter
18% 21%
29%
18%
13%
0%
5%
10%
15%
20%
25%
30%
35%
Strongly
disagree
Disagree Somewhat
agree
Agree Strongly
agree
Percentage of respondents
Training is organised for me
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seem to have been evenly distributed across all categories of
the graph. This may seem to be an anomaly, considering that
they all work for the same provincial department. The
variation in years of experience and educational
qualifications could be responsible for this diversity of
opinions. It is, however apparent that a conclusion cannot be
drawn regarding the provision of training based on the
findings from the questionnaire data. Interview data provided
deeper explanations for perceptions as shown by the
respondents cited below:
I get training[s] provided [for them] once in a while if
[I’m] lucky enough (R1).
It has been years not getting training allocated and [the]
last [time I] got the training relevant to his [my] work
was in 2011. At the moment I would say they haven’t
been provided. I have been requesting one and the same
training for the past four years, and I haven’t attended
any (R2).
But over the year I think it has been proven to be
impossible to train everyone within a year because
people have different training needs. And some other
needs are prioritised over others (R3).
These statements show that training-needs assessments
are conducted in the department but there is a lack of training
programmes being organised for employees. This means that
adequate training is not organised for all employees within
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the department. The interviews conducted further confirmed
that training needs assessments are conducted, but that the
provision of training programmes is rare.
A deeper analysis to determine the alignment of the
training provided and identified training needs revealed that
the majority of respondents (61%) disagreed that the training
they received was in line with what they requested. Therefore,
this may suggest that that the respondents were not given all
the training that they expected, considering that only 16% of
participants agreed that they received all training requested.
This position was further substantiated by the interviews as
shown in these statements:
Training programmes are sometimes randomly
provided, and mostly [they] are the training programmes
that have not been requested on the personal
development plan (R2).
But over the year I think it has been proven to be
impossible to train everyone within a year because
people have different training needs. Some other needs
are prioritised over others, but at least siba nento ethic
at’ [we have something at] (R3).
Not really, at least we get a list of training then you go
off. I don’t think I have seen that for a while (R4).
In summary, the above statements definitely reveal that
employees do not receive all the training identified in the
needs analysis.
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The training programme provided is in line with my
duties
Ideally, for T&D to be effective it must align with the job
tasks of employees. This study sought to understand if the
T&D programmes within the department were in keeping
with employees’ job tasks. Respondents were asked if the
training they received was relevant to their duties. Figure 3
shows the respondents’ positions regarding this matter within
the department.
Figure 3 The training programme is in line with my duties
Unfortunately, the findings did not yield conclusive
answers to this question. As shown in Figure 3, participants’
perceptions seem have been evenly distributed in most
11%
24%
16%
24% 26%
0%
5%
10%
15%
20%
25%
30%
Strongly
disagree
Disagree Somewhat
agree
Agree Strongly
agree
Percentage of respondents
The training programme is in line with my duties
124
categories, albeit more inclined to the affirmative. A majority
(50%) of respondents agreed that the training programme
provided in the department was relevant to their duties. Of
this 50%, 26% strongly agreed. However, 16% were not sure
and 35% disagreed, and of that group, 11% strongly
disagreed. The respondents generally agreed that the training
programmes provided are in line with their duties. This is
supported by findings from the interviews as shown by R1
and R4:
I think it is mostly the government’s…new laws, late
laws. The last one was about the basic conditions of
employment, safety and security issues and the things
like legislation…On access [to] information (R4).
Sometimes I get training; however, I do get it per
request. In most training, out of my training needs for
yes, a training is not provided in line with my duties
(R1).
R4’s responses seem to reflect that generic training is
offered to all workers regardless of their job descriptions.
However, R1’s response seems to represent the views of the
50% of respondents who were either unsure or did not think
the training they received aligned with their job profiles.
Some respondents could not comment because they had never
been provided with a training programme. Taken altogether,
this finding is not conclusive, but a significant proportion of
participants who disagreed seemed to suggest the need for
proper alignment. Nevertheless, the proportion of people who
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agreed is also equally significant. A large proportion of
respondents (42%) who reported that they do not receive
training for the sake of it implied that their training was
purposefully designed for their jobs. Interview data further
suggested that for an unknown reason some respondents did
not receive the training they needed in time as R2 shows here:
I have been requesting training for the past four years,
and I haven’t attended any. Huh, I would say I have only
attended one which was for the system that we are using
whenever we are paying. That is… [06:24] those are a
system that is used within finance, Pes…that I attended
(R2).
It runs a while whenever requesting for training, they do
not get allocated as per request in a timeframe (R1).
What is clear in R2’s response is that training which is
provided is job specific but not as requested in the PDP.
Although such training may not have been requested,
management may see a need and prescribe it for their
employees. As R1 explains, training is not always based on
requests made by employees in the PDP.
Evaluation of the training and development programme
The last phase of T&D is an evaluation. This stage evaluates
all the components of T&D, not just its outcomes.
Unfortunately, human resources development practitioners
often neglect this phase. Respondents were asked if their
126
T&D programmes were systematically evaluated within their
department. Figure 4 shows their responses.
Figure 4. The training and development programme is
evaluated
Figure 4 shows that the majority of the respondents
(50%) somewhat agreed and 24% agreed that the
implementation of the training programme is evaluated by the
department. Of the 26% who disagreed, a small percentage
(5%) strongly disagreed. A small percentage (24%) agreed
that the T&D was evaluated. These figures seem to show that
T&D was not necessarily evaluated within the department.
5%
21%
50%
24%
0%
0%
10%
20%
30%
40%
50%
60%
Strongly
disagree
Disagree Somewhat
agree
Agree Strongly
agree
Percentage of respondents
Evaluation of the training and development
programme
127
The 50% of respondents who seem to be unsure about the
evaluation, and the views of those who disagreed, seem to
find expression in the data obtained from the interviews as
shown here:
I have never heard of that evaluation process being
conducted in order to assist with the improvement of the
training system procedures in the department (R1).
I wouldn’t say an evaluation of the training takes place,
as I haven’t attended any training. Personal training was
offered by OTP from the Office of the Premier. But
evaluation was not done, so nothing was done by the
department to evaluate the system. When becoming part
of the office, I had to get used to working with the
system. So there was no assistance through skills
development training, and maybe follow-up training as
well (R2).
Taken together, these findings seem to show that no
proper evaluation of the T&D programme is carried out.
However, caution must be exercised when making such
inferences as the evaluation of training is done at different
levels, of which asking trainees is only one. It could be other
methods of evaluation, which do not involve the participation
of trainees, are used in the department. Such a view would
explain the 24% of respondents who agreed that T&D
programmes in the department are evaluated. To obtain some
insight into this, participants who agreed were asked if they
were personally involved in the evaluation of their training.
128
A significant proportion of the respondents (40%) either
agreed or strongly agreed that they were personally involved,
24% somewhat agreed, while 37% either disagreed or
strongly disagreed that they were personally involved in the
evaluation of their T&D programmes. The responses of those
who agreed is reflected in this quote from the interviews:
In the form, there is a page where you have to say
whether the training was effective or not. It is required
of people to be honest about these things (R4).
A further analysis shows that 40% of the respondents
agreed that they evaluate the training programme, of which
3% strongly agreed. A total of 24% of respondents somewhat
agreed. Of the 37% who disagreed, very few (8%) of the
respondents strongly disagreed. The responses showed that
there was sufficient evidence that employees evaluate T&D
within the department. The statements, in general, indicated
that staff members of the department evaluate T&D. The
respondents commented that, after the training sessions, they
are normally given a questionnaire to rate or evaluate the
success of the training and the performance of the facilitator.
Discussion
This paper demonstrated the importance of a systematic
approach to T&D. Using Dessler’s (2006) four-stage model
of T&D, the study sought to explore how T&D programmes
are implemented in a provincial department in KZN. The
study established that T&D seems to follow a systematic
framework which is consistent with Dessler’s proposed four
129
phases. Regarding the training needs analysis, this study
established that the department conducts a needs analysis.
However, this needs analysis is embedded in their
performance management through developmental appraisals,
which are later recorded in the personal development plan.
This finding is barely distinguishable from the finding of
Holloway et al.’s (2018) study which argues that a training
needs analysis should be undertaken as a critical pillar of the
evidence-based development of T&D programmes.
However, Holloway et al. argue that such training needs
analysis should be comprehensive and systematic, drawing
upon training needs analysis tools such as the Hicks-
Hennessey questionnaires. This would mark a complete
departure from the department’s over-reliance on
performance evaluation as a primary means of implementing
a needs analysis. This study established that a considerable
number of participants seem to be unaware of the other levels
of training needs analysis such as those which Swanepoel et
al. (2014) envisage. These are organisational level, job task
level, and individual level. Participants seemed to view
training needs analysis as limited to the individual level.
Regarding the provision of T&D to employees, this
study discovered that most employees receive training at least
once a year. Despite the employees reporting that they
received training, a number of them complained that it is not
aligned with either their job profiles or their training needs,
as reflected in the PDP. This finding is contrary to Galport
and Azzam’s (2017) proposition that insights from training
needs analysis should underpin the development and
provision of training. This finding has profound implications
130
for human resources development managers who should
ensure that employee training is always designed to solve
identified competency deficits. While empirical studies
increasingly recognise the value of training evaluation (Perini
et al., 2017; Fregonese et al., 2018) this study did not find any
indication of a systematic evaluation of T&D programmes
within the department. This could be a result of a dearth of
skills in practitioners involved in T&D, or of a limited budget.
Although Dessler’s (2006) four-stage model’s easily
grasped concepts have an intuitive appeal, the actual T&D in
this department and elsewhere is far from being linear. This
study has shown that T&D activities cannot easily be
compartmentalised into distinct stages with a definite
beginning and end. Rather, they are iterative processes with
overlapping stages which work in more like a cycle which is
consistent with the employee performance cycle.
Conclusion
The main focus of this paper was not on the evaluation of the
effectiveness of T&D in the department under investigation.
Important as that might be, this paper sought to analyse the
implementation of T&D in a provincial government
department in KZN using Dessler’s model as a theoretical
foundation. Although this is not a perfect fit for the kind of
T&D occurring within this department, it was clear that
Dessler’s characterisation of T&D does illuminate the
processes which take place. The study established that
training needs analysis, planning, implementation and
evaluation are done in this department. However, due to
reasons which could not be established by this study, the
131
stages are not strictly adhered to and sometimes the training
that is provided does not respond to the identified needs.
Furthermore, the training is not systematically evaluated. The
upshot of this is that the T&D provided may result in a waste
of money and effort. This implies that human resources
development practitioners should use both training needs
analysis and evaluation at the end of a T&D programme as
decision-making tools when designing such programmes.
Although the sample for this study was small, the findings did
provide the necessary tools and an initial step for asking more
precise questions regarding T&D for the public sector, and
within the private sector in South Africa and beyond.
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... As a result, the respondents' productivity in their institutions would steadily decline. Workforce development, according to Mohlomi and Mutereko (2019), is the same as using relevant needs analyses to design training programs, securing training with sound policy, and carefully carrying out training policies. Despite the previously mentioned expected process, excessive dependence on performance management as a means of needs analysis results in an incorrect alignment of workers' needs with training, which in turn leads to an unsystematic and flawed evaluation of training and development (Mohlomi & Mutereko, 2019). ...
... Workforce development, according to Mohlomi and Mutereko (2019), is the same as using relevant needs analyses to design training programs, securing training with sound policy, and carefully carrying out training policies. Despite the previously mentioned expected process, excessive dependence on performance management as a means of needs analysis results in an incorrect alignment of workers' needs with training, which in turn leads to an unsystematic and flawed evaluation of training and development (Mohlomi & Mutereko, 2019). ...
... Additionally, at the KwaZulu-Natal Provincial Department, Mohlomi and Mutereko (2019) surveyed training and development in the public sector. The research employed a mixed-methods design. ...
Article
Full-text available
In Nigeria, not much is known about workforce development and job satisfaction. Especially considering the situation of support staff in a few chosen universities in Lagos State, Nigeria. Support staff in tertiary institutions in Lagos State, Nigeria, have been experiencing constant anxiety due to the situation's protracted duration. As a result, there are few reports on strategies for dealing with outdated skills. The motivation behind this investigation is the need to reverse the trend and close the gap. 4800 support workers made up the study population, which used a survey research design. By using Krecjie and Morgan's (1970) Table, the study was able to obtain a sample size of 357 participants, which is the same number as the number of participants who answered the questionnaires that were given. The study's data analysis was accomplished with SPSS Version 26. Analysis results showed that support workers' job satisfaction in a few chosen institutions in Lagos State, Nigeria, is not significantly impacted by workforce development. The study concludes that among support staff in particular institutions in Lagos State, Nigeria, workforce development leads to job satisfaction. According to the study, university administrations should revise their current policies to allay any concerns about competency.
... The challenges of skills shortages and mismatching persists in the public sector to the detriment of service delivery. This leads to the problem of poor performance due to lack of competencies required for public sector jobs (Mohlomi and Mutereko, 2019). ...
... According to Mohlomi and Mutereko (2019), little is known about how training and development within the South African public sector takes place and the factors that contribute to its successful implementation is also unclear. Dessler (2006) Human Resources should also assess the potential skills required and develop training objectives accordingly. ...
... The majority of these participants had less than ten years' experience in the department. The study evaluated the implementation of training and development within the department (Mohlomi and Mutereko, 2019). During this case study, participants were asked if training needs analysis was conducted in their department. ...
Book
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Chapter
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Conference Paper
The recent advancements of manufacturing towards the Industry 4.0 paradigm should be supported by the effective training of industrial workers in order to align their skills to the new requirements of companies. Therefore, the evaluation of the training is becoming in this context increasingly important, given also the possibility of exploiting a huge amount of data from the shop floor about the workers’ activities. These data – indeed – can be properly collected and analysed so as to provide real-time indications about the workers’ performances and an evolving classification of their skills. In order to pursue this objective, a solution can be represented by the integration of semantic technologies with training evaluation models. For this reason, the paper aims at presenting a Training Data Evaluation Tool (TDET), which is based on the integration of a Training Evaluation Ontology (TEO) with a Training Analytics Model (TAM) for the definition of the skill levels of the workers. The main components and features of the TDET are provided in order to show its suitability towards the collection of data from the shop floor and their subsequent elaboration in summary indicators to be used by the management of the company. Finally, the implications and next steps of the research are discussed.
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The systematic identification of evaluator competency training needs is crucial for the development of evaluators and the establishment of evaluation as a profession. Insight into essential competencies could help align training programs with field-specific needs, therefore clarifying expectations between evaluators, educators, and employers. This investigation of practicing evaluators’ perceptions of competencies addresses the critical need for a competency training gap analysis. Results from an online survey of 403 respondents and a follow-up focus group indicate that the professional practice and systematic inquiry competencies are seen as most important for conducting successful evaluations. Evaluators identified need for additional training in the interpersonal competence and reflective practice competency domains. Trends identified can support the development and modification of programs designed to offer training, education, and professional development to evaluators.