Documente Academic
Documente Profesional
Documente Cultură
MBA
2017
TITLE PAGE
An Evaluation of the Impact of Training and Development on Organisational
Performance: A Case Study of the Department of Economic Development in
the Gauteng Province
By
2017
i
DECLARATION
I, Dickson Scotch Mdhlalose, do hereby declare that this dissertation is the result of
my investigation and research and that this has not been submitted in part or full for
any degree or for any other degree to any other University.
ii
ACKNOWLEDGEMENTS
The successful completion of this dissertation would not have been possible without
the support, motivation, and cooperation from numerous individuals who helped me in
different ways from the beginning to the end.
I would like to thank Dr Rory Dunn for his contributions to this study. My appreciation
also goes to my research coordinator Mr Thulani Sineke for his invaluable support.
iii
ABSTRACT
The main problem identified in this study is that there is a lack of knowledge of the
impact of training and development on organisational performance within the Gauteng
Provincial Department of Economic Development. In South Africa, public-sector
organisations do not evaluate the impact of training and development programmes
and/or they repeatedly evaluate training inadequately. This study argues that the
impact of training and development in the public-sector organisations lacks evaluation.
This study used a descriptive quantitative research design. A survey enabled the
collection of primary data (structured questionnaire). Data analysis employed
descriptive statistics and inferential statistics. The sample included 131 employees.
This study used a simple random sampling technique to select each population
element.
The main findings of the study are that training has a positive impact on the
performance of the employees in the department. The department provides training
programmes that are not relevant to the tasks of employees. Training evaluation is the
most ignored step in the training process and the department do not know how to
evaluate training. The department does not have a tool to measure the impact of
training and development. The study therefore recommends that the department
should implement training and development programmes strategically. It should
provide continuous training programmes and should adopt Kirkpatrick’s model for
evaluating training. It should provide its employees with feedback. Employees must
receive training in areas relevant to their tasks.
iv
TABLE OF CONTENTS
v
2.4.2 Effect of training on a learning organisation ................................................... 10
2.5 Training evaluation ......................................................................................... 11
2.5.1 Importance of training evaluation ................................................................... 12
2.5.2 Training evaluation tool .................................................................................. 12
2.5.3 Using return-on-investment to calculate training ............................................ 13
2.6 Human resource development trends in South Africa’s public-sector ............ 14
2.6.1 Human resource development challenges in the public-sector ...................... 14
2.6.2 Administration of human resource development ............................................ 15
2.7 Relationship between employees’ performance and organisational
performance ............................................................................................................. 16
2.7.1 The importance of employee’s performance in an organisation ..................... 17
2.7.2 The importance of training on employees and organisation performance ...... 18
2.8 Conclusion...................................................................................................... 19
CHAPTER THREE: RESEARCH METHODOLOGY ............................................... 20
3.1 Introduction..................................................................................................... 20
3.2 Research design ............................................................................................ 20
3.3 Research philosophy ...................................................................................... 21
3.3.1 Quantitative research methodology ................................................................ 21
3.3.2 Qualitative research methodology .................................................................. 22
3.3.3 Rationale for the selection of quantitative research approach ........................ 22
3.3.4 Positivist paradigm (Quantitative research) .................................................... 22
3.3.5 Phenomenological paradigm (Qualitative research) ....................................... 23
3.3.6 Reasons for choosing a positivist paradigm ................................................... 23
3.4 Research strategies........................................................................................ 23
3.4.1 Positivist research strategies .......................................................................... 23
3.4.2 Phenomenological research strategies .......................................................... 24
3.4.3 Reasons for choosing positivist research strategy ......................................... 24
3.5 Target population ........................................................................................... 24
3.5.1 Sample size .................................................................................................... 25
3.5.2 Sampling ........................................................................................................ 25
3.5.2.1 Probability sampling ................................................................................. 26
3.5.2.2 Non-probability sampling ......................................................................... 26
3.5.2.3 Rationale for selecting probability sampling ............................................. 27
3.6 Research instrument ...................................................................................... 27
vi
3.6.1 Questionnaire construction ............................................................................. 27
3.6.2 Interviews ....................................................................................................... 29
3.7 Pilot study ....................................................................................................... 29
3.8 Administration of questionnaires .................................................................... 31
3.8.1 Collection of questionnaires ........................................................................... 31
3.8.2 Storage and security of data and questionnaires ........................................... 32
3.9 Data analysis .................................................................................................. 32
3.10 Validity and reliability ...................................................................................... 33
3.10.1 Validity ..................................................................................................... 33
3.10.2 Reliability ................................................................................................. 34
3.11 Limitations of the study ................................................................................... 35
3.12 Elimination of bias .......................................................................................... 36
3.13 Ethical considerations..................................................................................... 36
3.13.1 Ensuring participants have given informed consent ................................. 37
3.13.2 Ensuring no harm comes to participants .................................................. 37
3.13.3 Ensuring confidentiality and anonymity .................................................... 37
3.13.4 Ensuring that permission is obtained ....................................................... 38
3.14 Conclusion...................................................................................................... 38
CHAPTER FOUR: RESULTS, DISCUSSION AND INTERPRETATION OF
FINDINGS ................................................................................................................ 39
4.1 Introduction..................................................................................................... 39
4.2 Normality ........................................................................................................ 39
4.3 Research instrument ...................................................................................... 39
4.3.1 Response rate ................................................................................................ 39
4.3.2 Reliability ........................................................................................................ 40
4.4 Analysis of demographics characteristics of respondents .............................. 41
4.5 Testing for statistical significance relationships and differences..................... 45
4.6 Analysis of questions related per research question ...................................... 47
4.7 Pearson correlations....................................................................................... 70
4.8 Conclusion...................................................................................................... 73
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS ........................... 74
5.1 Introduction..................................................................................................... 74
5.2 Findings from the study .................................................................................. 74
5.2.1 Findings from the Literature Review ............................................................... 74
vii
5.2.1.1 Impact of training and development in attaining organisational
performance ............................................................................................................. 74
5.2.1.2 Prevailing training and development trends and programmes within the
organisation.............................................................................................................. 75
5.2.1.3 Determine the extent to which the evaluation of training occurs in the
organisation.............................................................................................................. 76
5.2.1.4 Relationship between employee performance and organisation
performance ............................................................................................................. 76
5.2.2 Findings from the Primary Research .............................................................. 77
5.2.2.1 What is the impact of training and development on attaining organisational
performance? ........................................................................................................... 77
5.2.2.2 What are the prevailing training and development trends and programmes
within the organisation?............................................................................................ 77
5.2.2.3 What is the extent of the evaluation of training occurrence in the
organisation? ............................................................................................................ 78
5.2.2.4 What is the relationship between employee performance and
organisational performance? .................................................................................... 78
5.3 Conclusions .................................................................................................... 79
5.4 Recommendations ......................................................................................... 80
5.4.1 Recommendation One: Implementation of T&D programmes ........................ 80
5.4.2 Recommendation Two: Continuous training programmes .............................. 80
5.4.3 Recommendation Three: Training evaluation tool .......................................... 81
5.4.4 Recommendation Four: Stakeholder engagement in training and development
programmes ............................................................................................................. 81
5.4.5 Recommendation Five: Enhancements of training and development ............. 81
5.5 Further research ............................................................................................. 82
5.6 Conclusion...................................................................................................... 82
BIBLIOGRAPHY ...................................................................................................... 83
APPENDICES ........................................................................................................ 100
Appendix A: Letter of Permission to Conduct Study ............................................... 100
Appendix B: Covering letter .................................................................................... 101
Appendix C: Survey Questionnaire ........................................................................ 102
Appendix D: Crosstabs:.......................................................................................... 108
Appendix E: Letter of Language quality.................................................................. 110
viii
LIST OF TABLES
ix
Table 4.20: My manager and/or human resources unit show full willingness to help me
to apply what I have learned in training ...................................................................... 58
Table 4.21: The organisation has set up a committee that assesses and evaluates
training needs ................................................................................................................. 59
Table 4.22: Training programmes are evaluated throughout their duration ................ 60
Table 4.23: The organisation has good evaluation criteria for evaluating training .... 61
Table 4.24: The organisation utilises a tool to measure the impact of training and
development ................................................................................................................... 62
Table 4.25: I am satisfied with the performance management and development system
tool used for measuring our level of performance after training ............................. 63
Table 4.26: The organisation interprets evaluation of results and gives feedback ..... 64
Table 4.27: Employee training and development programmes are linked to the
strategies of the organisation ....................................................................................... 65
Table 4.28: Training and development stabilises the organisation ............................... 66
Table 4.29: The organisation has put in place detailed development programmes
aimed at improving employee performance .............................................................. 67
Table 4.30: Training acquired has improved my performance ...................................... 68
Table 4.31: Training and development of employees has improved the department’s
performance .................................................................................................................... 69
Table 4.32: Pearson correlation A ...................................................................................... 70
Table 4.33: Pearson correlation B ...................................................................................... 70
Table 4.34: Pearson correlation C ...................................................................................... 71
Table 4.35: Pearson correlation D ...................................................................................... 71
Table 4.36: Pearson correlation E ...................................................................................... 72
Table 4.37: Pearson correlation F ...................................................................................... 72
x
LIST OF FIGURES
xi
LIST OF ACRONYMS
xii
CHAPTER ONE: INTRODUCTION
1.1 Introduction
This chapter outlines an overview of empirical frameworks. This includes the research
context to T&D and the research problem statement. This chapter further presents the
aim of the study, objectives of the study, research questions, and significance of the
study.
Since the beginning of democracy in 1994, the South African government has initiated
different constitutional and legislative frameworks to make it possible for public-sector
organisations to enhance their delivery of public goods and services (Mafini & Pooe,
2013:2). Regardless of these initiatives and solutions government takes, until today
poor performance is still a challenge to deal with in the public-sector (Carrim, 2009;
Nilsson, 2010; Van der Heijden & Mlandi, 2005).
Kum et al. (2014:72) are of the opinion that the South African public-sectors are
encountering a period where there is a decrease in service delivery, which is a value
proposition. This is because of restricted financing for human capital advancement and
a mass migration of accessible skills, which has increased the severe skills deficiency
in all sectors. Additionally, Nilsson (2010) state that it is hard for South African public-
sector organisations to overcome the problem of poor performance in most of its
departments. Numerous researchers argue that the framework and administration of
T&D has not advanced in parallel to the new business needs.
1
that in an organisation, the basis for development of evaluating the potential employee
for an advancement is the employees’ present duties. An employee will get a promotion
until he/she reaches his/her highest levels of competence, possibly to the new position
were the employee becomes incompetent and novice. However, training can still be a
part of any attempts at succession planning, and for such reasons employee attitude
is critical.
This study will bring new scientific knowledge to the impact of T&D on organisational
performance within the Gauteng Provincial Department of Economic Development. It
will further present a model of how to evaluate training and development. The study
also seeks to identify T&D trends and clarify the relationship between the
performances of employees and organisational performance. Elnaga and Imran
(2013:138) mention that as training uplifts the production of employees; most
governmental departments do not consider the significance of training. When the
economy decelerates or revenues deteriorate, many of these organisations reduce
their training financial budget. Consequently, Elnaga and Imran (2013:138) further
argue that this will lead to task turnover, which will result in higher costs of hiring new
employees and lessen organisational lucrativeness.
Green (2016:339) state that provincial governments in South Africa are encountering
various challenges besides having to render effective services. Correspondingly,
Gaffor and Cloete (2010) further emphasise that currently, requests for efficient and
operative delivery of services in South Africa has augmented. Training unaided is not
sufficient to amplify organisational performance to a superior level, as employees and
organisations may not implement properly the information gathered from training.
As illustrated in Figure 1.1, doing no training creates a gap between where the
organisation is and where it should be. Organisations may use gap analysis to
establish where the gaps exist.
2
Figure 1.1: Gap analysis
The aim of this study is to evaluate the impact of training and development on
organisational performance within the Provincial Department of Economic
Development in the Gauteng Province.
3
1.6 Research questions
Given the context provided in the preceding section the significance of this study is to
contribute to the existing body of knowledge related to the impact of T&D on
organisational performance.
The study will help to address problems regarding employee performance and improve
the understanding of Human Resource Development (HRD) practices, which in turn
will help organisations to evaluate T&D programmes that are articulated. The research
will highlight the significance of aligning T&D programmes with organisational goals
and strategies. It will also benefit the employees and the Gauteng Provincial
Department of Economic Development as an organisation including other departments
within the province and other departments in surrounding provinces.
Finally, it will serve as a reference for further researchers who may have an interest in
this research area.
4
1.8.1 Chapter One: Introduction
Chapter one outlines an overview of empirical frameworks that are the research
context to T&D in this research, followed by the research problem statement. This
chapter further presents the aim of the study, objectives of the study, research
questions, and significance of the study.
Chapter three presents the type of methodology the study employed. It begins with the
description of research design, research philosophy, research strategy, target
population, the research instrument, pilot study, administration of questionnaires, data
analysis, validity and reliability, limitations of the study, elimination of bias, and ethical
considerations.
Chapter four presents data analysis of results gathered from participants through a
questionnaire. It uses descriptive and inferential statistics to present findings of the
study. Lastly, this chapter will interpret and discuss the research findings based on the
collected data.
Chapter five discusses the analysis of data presented in chapter four in relation to the
objectives of the study. This chapter will make presentation and conclusions of the
research findings analysed and discussed in chapter four. This chapter will make
recommendations based on the findings of the study. Lastly, the dissertation includes
a list of references and appendices.
5
1.9 Conclusion
This chapter covered the background to the research problem, which encompasses
South African public-sector poor service delivery. It also discussed the problem
statement, followed by the aim of the study, objectives of the study, research questions
and the significance of the study. The evaluation of training programmes within the
public-sector augments the significance of this study.
6
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
The previous chapter delineated the foundation of this study. This chapter presents
various data to provide an all-inclusive understanding about HRD specifically training
and development. This study presents an overview of HRD, definition of T&D and
organisational performance. This leads to challenges, benefits, empirical evidence,
and theories relating to the subject of the study.
The public service relies on the expertise, standard, competence and performance of
its employees for it to offer effectual service delivery. The majority of public-sector
employees are not qualified and lack the necessary skills to carry out their tasks
effectively (Department of Public Service and Administration (DPSA), 2013; Public
Service Sector Education and Training Authority (PSETA), 2014).
This section provides the definition of the key words of this study, namely: training,
development and organisational performance.
7
2.3.1 Training
Meyer et al. (2016:7) define “training” as a method that encompasses the transmission
of particular expertise to a subordinate in order for them to carry out a particular task.
However, Haldar and Sarkar (2012:286) state that “training” is the process of affecting
change in an individual’s behaviour, often applied to the acquisition of limited operating
task-related skills. This study uses the definition provided by Meyer et al. (2016:7)
because it aligns with the purpose of this study.
2.3.2 Development
Scholars and practitioners alike in recent years have increasingly recognised the
impact of T&D on organisational performance. Ongori and Nzonzo (2011:187)
emphasise that T&D guarantees that the organisation has operative employees to
encounter the challenges of its vigorous market. The process of T&D embraces a wide
assortment of knowledge activities, and enhances an organisation strategy, thus
converting it into a learning organisation (Niazi, 2011:45).
8
Jain and Moreno (2015:15) emphasise that in a learning organisation, employees
recurrently expand their capabilities in order to achieve the outcomes demanded.
Various scholars such as Moullin (2016) and Meyer et al. (2016) have worked on T&D
globally and nationally, however, there is a vast gap in the literature on the evaluation
of the impact of T&D on organisational performance in South African public-sector
organisations.
In these entities, the concept of T&D is not new, and contemporary T&D matters and
organisational performance have attracted various scholars (Gaffor & Cloete, 2010;
Green, 2016; Mafini & Pooe, 2013; Mpofu & Hlatwayo, 2015; Nkosi, 2015;
Tshilongamulenzhe, 2012). The failure of an organisation to accomplish its objectives
with current capabilities results in skills gap, and HRD is thus a solution to those
identified skills gaps (Memon, 2014:28).
Tahir et al. (2014:88) state that the main essentials of HRD are to seal the vulnerable
talent openings, as this will give an organisation an opportunity to infiltrate the
marketplace. An organisation thus cannot reach its desired performance until its
employees are able to obtain and implement the skill and knowledge that is required
of them (Olaniyan & Ojo, 2008:327). However, Asad and Mahfod (2015:700)
emphasise that the main role of training is to overcome the vulnerability of employees
and to develop their performance; training have an impact on the development of the
organisation as a whole through growing employee’s performance.
Relating to the impact of training, Nel et al. (2008:446) argue that training conveys the
performance demands required to achieve the objectives of the organisation. It is,
therefore an integral tool for managers to utilise to cultivate the effectiveness of the
organisation's employees. The aim of training within the public-sector is to address the
training needs of an employee, a team and the organisation (DPSA, 2006:12).
Among the different roles that the human resource function performs in managing
human capital, Omolo (2015:28) argues that the role of T&D is a major challenge. In
performing the role of T&D with the strategic orientation of the organisation, HRD
contributes to the service, quality, and productivity objectives of the organisation. The
subsequent section questions and discusses empirical findings on the impact of T&D
on organisational performance.
9
2.4.2 Effect of training on a learning organisation
Numerous researchers argue that even though organisations conduct training, this
may not equip its employees with the essential knowledge, skills, and attitudes that the
organisation needs to convey its strategic objectives.
Anlesinya et al. (2015) would argue that T&D does not continuously result in enhanced
performance. The scholarly work of Anlesinya et al. (2015) shows that there is a
significant negative correlation between development and organisational performance.
Thus, employees’ development has a significant negative impact on organisational
performance (Anlesinya et al., 2015). Many other leading scholars support this view,
while others offer a different view.
Research by Mpofu and Hlatywayo (2015) revealed that quality T&D programmes are
imperative for better employee performance within the organisation. The same study
established that the standard of employee T&D programmes within the municipality
was high (confirmed by 53.33% of the employees). The findings of the study also
disclosed that quality T&D programmes and highly qualified facilitators result in quality
employee T&D that enhances employee performance and improves service delivery.
Amare (2014) revealed that the sector bureaus have T&D programmes; however, they
were incapable of appraising training needs, setting performance objectives,
investigating support for internal and external T&D, arranging training strategies, and
formulating schedules and modules for training also including T&D efforts. The study
also found that employees did not receive feedback after training evaluation to improve
performance. In support of Amare’s (2014) findings, Imran and Tanveer (2015:25)
argue that an organisation may succeed in applying a training programme even though
10
it fails to include all steps in a T&D process. Thus, the organisation will not acquire the
full benefit of training that has a long-lasting effect on both employee performance and
the organisation as a whole.
Even though numerous scholars tend to agree that training does have a positive impact
on the performance of employees, Long et al. (2016:476) argued that many of these
scholarly works depend on small sample size surveys. In addition, the preceding
researchers have seldom linked their studies to training initiatives costs. In support of
Long et al. (2016), Tharenou et al. (2007) further argue that empirical studies on the
impact of training on organisational performance were conducted through the
utilisation of self-data and indistinct causative links back to the training activities.
In most of government departments, the alignment of T&D is not strategic and exposes
most of the employees to training in areas different from their tasks (PSETA, 2016:37).
While Coetzee et al. (2009:301) are of the view that if there is a strong connection
between training and the strategies of the department, the way to advance training
impact is through performance, service delivery, and approaches within the
organisation. Asad and Mahfod (2015:702) emphasise that at the end of the training
programme, organisation responsibility is to ensure that training programmes
undertaken reach organisational goals through training evaluation.
The most imperative step within the training system is the evaluation of training, yet it
is the most ignored step. Rajasekar and Khan (2013:45) state that in order for
organisations to implement the Return-On-Investment (ROI) in human capital, they
need to consider the evaluation of training.
Many organisations do not evaluate their training undertakings and those who do,
repeatedly evaluate training inadequately (Meyer et al., 2007:4; Swanepoel et al.,
2014:595). Moreover, Niazi (2011:45) claim inadequate significance given to
evaluation of training in comparison to planning and implementation. Additionally,
Swanepoel et al. (2014:595) state that the reasons for this is a general assumption that
training will eventually have a positive result.
11
Pineda (2010:674) mentions that evaluation of training consists of collecting the
complete training programme assessment about its social and financial standpoints, to
calculate cost versus benefit to aid the decision-making process and enable training
advancement. Moreover, Shek and Chak (2012:2) give a distinct argument by stating
that training is essential before an organisation will know if training is beneficial to the
trainees consistent monitoring and evaluation of training is crucial for human resource
practice. However, Rao and Kishan (2012:31) argue that organisations report training
in terms of the money spent on training, while neglecting the value and impact of
training or the manner in which it reduces threats and strengthens obedience.
In general, the evaluation of T&D has become a problem that organisations encounter
daily. A major contributing factor to this problem is that trainers do not possess the
necessary skills to evaluate training and development. Sachdeva (2014:219) argues
that employees’ attendance of training programmes will not automatically result in a
positive outcome, as other training programmes can have a negative impact. Thus,
this has raised a question about the significance of evaluating training programmes.
12
decades a considerable portion of the public service employees has attended various
training programmes with use of government funds for such training.
However, based on the studies reviewed, the ROI has normally been low concerning
the impact of T&D on public service performance (DPSA, 2013; PSC, 2011; PSETA,
2014). Similarly, Huluman (2011) dispute that in the public-sector private providers
present most of the training programmes as short-term programmes. These have not
uplifted employee’s skills including where the specific outcomes of the training are
congruent with the required skills of the employee’s task. Table 2.1 illustrate Kirkpatrick
model for evaluating training.
Erasmus et al. (2009:220) point out that using the ROI to evaluate the training
programmes allows HRD practitioners to supply senior management with proof
regarding the financial outcomes obtained from investing in training. Meyer et al.
(2007:4) claim that organisations disregard the measurement of T&D exertions, thus,
the evaluation of training programmes is becoming more significant ever than before.
Accordingly, government organisations that are anxious about HRD must continuously
retrospect, and observe alterations regarding the T&D needs of employees (Habib,
2012).
13
Rao and Kishan (2012:31) argue that it is not feasible to measure the whole impact of
T&D; therefore, organisations can measure T&D through assessing similarity among
the objectives and outcomes of training. However, certain organisations proceed to
measure Return-On-Investment. This study adopts Kirkpatrick’s model for calculating
ROI as every level in the Kirkpatrick model is crucial, as it has an influence on the next
level (Karim et al., 2012:144). Furthermore, Meyer (2017) state that in an economical
commercial environment, the impact of global trends and improvements will
continuously change the role of HRD’s purpose.
The public service encounters challenges in training and transforming its employees
in a way that not only benefits government in its mission to offer efficient service
delivery, but also will endow employees greatly (Human Resource Development-
Strategy (HRD-Strategy) for the Public Service, (2002) as cited by Du Toit Goussard
(2008). In the public service, HRD is weak in such a way that it is incomplete and
isolated (Human Resource Development (HRD) for the Public Service, 2015:48).
14
Table 2.2: Challenges facing HRD in the public-sector
Yee et al. (2008) suggest that due to these forces, public organisations need to come
up with a strategy to advance performance. The HRD-Strategy implementation intends
to reinforce a complete approach to human capital T&D within the public service
(Coetzee et al., 2009:301). Furthermore, Van der Westhuizen et al. (2013:317) assert
that most public-sector organisations have training mechanisms that are responsible
for organising training interventions. In order for HRD-Strategy in the public-sector to
accomplish its objectives, the government instigated a policy framework that will
observe HRD-Strategy (PSC, 2011).
Meyer et al. (2007:5) mention that the administration of HRD trends in South Africa is
through various training legislation and national HRD needs. According to Telela
(2004), T&D remains a big challenge to most organisations in South Africa. Because
of this reason, South African organisations anticipate an appropriate skills
development. In addition, Rasool and Botha (2011) argue that regardless of education
and training policy adjustments in South Africa, the country continues to experience
skills shortages. The cause of this is that the execution of policies is poor and this
15
results in fruitless expenditure (Actuarial Society of South Africa (ASSA), 2008; Ellis,
2008). In support of the above argument, in developing countries, most training
programmes have miscarried in accomplishing the projected outcomes because of
their incapability to project a training programme with explicit intentions (Al-Nuseirat &
Biygautane, 2014:2).
16
performance as an organisational functioning. The primary aim of any organisation is
to enhance its performance, but this is impossible to achieve without productive
training of employees (Oladimeji & Olanrewaju, 2016:110; Ramya, 2016:697).
Oladimeji and Olanrewaju, (2016:110) state that this demonstrates the significance of
the relationship between training, employees’ performance and organisational
performance. Divyaranjani and Rajasekar (2013:53) emphasise that human resource
capital plays a significant role in the growth and performance of the organisation,
because the survival of the organisation relies more on the performance of its
workforce. However, Mozael, (2015:40) argues that there is a robust correlation
between employee performance and organisational performance, while improved
employee performance results in better overall organisational performance. For such
reasons, employee performance becomes a task of organisational performance.
Shaheen et al. (2013:496) state that employee performance mediates the correlation
between organisational performance and training of employees. Even though T&D
affiliates positively with organisational performance, empirical evidence is required to
support the link between the two variables. Mellrath et al. (2012) are of the opinion that
the skills employees possess have a positive effect on the performance of employees.
Coetzee et al. (2013:19) argue that training cannot be the answer to all low standard
performance, but a coherent T&D programme can lessen such challenges. In support
of the above argument, Nwokeiwu (2013:294) state that there has been overemphasis
on the impact of T&D on performance in the past. The scholarly work of Nwokeiwu
(2013) found that training could only enhance both the performance of the employee
17
as well as the organisation to an average extent. The findings of this study are in
disagreement with precedent studies, which found that the impact of T&D was either
excessively high or low.
The study found that 66% of the respondents agreed that the training they attended at
the Public Administration Leadership and Management Academy (PALAMA) was in
line with their Performance Development Plans. This means that the initiation of
training was to address particular development needs as illustrated by the performance
reviews and agreed by the supervisor or responsible line manager. The remaining 34%
of respondents indicated that training they have attended was not in line with their
PDPs, but they attended the training because they were selected by their supervisors
or line managers, as it was considered to be aligned to the objectives of the
department. The study also found that 87% of the respondents confirmed that training
provided by PALAMA is relevant to their daily activities and responsibilities.
When employees become aware that the organisation invests in them by developing
them through the provision of T&D, in return employees exert more effort to attain the
goals of the organisation by demonstrating quality performance on the task (Hameed
& Waheed, 2011:224; Oladimeji & Olanrewaju, 2016:109). Similarly, Khan et al.
(2011:67) argue that T&D benefits employees, but the main beneficiary is the
organisation, because it is the end user itself.
18
Training and Development are indispensable strategic tools for effective employees
and organisation performance. However, Tahir et al. (2014:88) state that closing the
skills gap is a critical area in HRD for organisations to penetrate the market
continuously. Therefore, Khan et al. (2011:63) provide a distinct argument that training
be given to employees of the organisation to improve organisational performance as
well as the performance of the employees.
2.8 Conclusion
This chapter provided literature relevant to the study. The literature review found the
following: The impact of T&D on the performance of employees as well as the
organisation and it identified the extent of the evaluation of training occurrence in the
organisation. The literature review found concurrence amongst various researchers
that training does have a positive impact only if the organisation appraises training
needs, sets performance objectives, investigates support for internal and external
T&D, arranges training strategies, formulates schedules and modules for training and
provides employees with feedback after training evaluation to improve performance.
This study establishes that most employees in the public-sector are not qualified and
lack the required skills to carry their tasks efficiently. In public-sector organisations,
there is no strategic alignment between T&D and the department’s objectives, and
there is no tool to measure the training undertaken. As a result, public-sector
organisations in South Africa continue to perform poorly and spend additional money
on training without knowing its effects on the performance of employees and the
organisation. The literature reviews found that organisations provide training to
improve organisational performance through empowering employees. The following
chapter focuses on the current study research methodology.
19
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
The previous chapter reviewed the literature on T&D theoretical frameworks and
models and empirical evidence. This chapter presents the type of methodology that
this study employed. It begins with the description of research design, research
philosophy, research strategies, target population, research instrument, pilot study,
administration of questionnaires, data analysis, validity and reliability, limitations of the
study, elimination of bias, and ethical considerations.
20
This study is descriptive in nature and collected primary data within the realm of a
descriptive survey (Babbie, 2007:92-94). Correspondingly, Cooper and Schindler
(2008:702) state that descriptive research endeavours to define a topic by defining
people, problems, or events by collecting data and representing it in frequencies.
Saunders et al. (2016:155) emphasise that quantitative research normally relates with
positivism, the approach selected for this study. The main point of this study was to
utilise available data to experiment with theory, thus the study used a deductive
approach. A structured questionnaire collected numerical data, and quantitative
analysis of data employed a variety of numerical and graphical methods.
This research employed descriptive research, because this allowed the researcher to
be objective as possible (Leedy & Ormrod, 2014:183). It collected data describing the
qualities of persons, events, or situations (Sekaran & Bougie, 2013:97). The study
described the impact of T&D on organisational performance in the literature review.
Furthermore, through descriptive statistics, the researcher could describe and make
numerical comparisons between variables (Saunders et al., 2009:444).
Quantitative research develops statistics with large samples and techniques such as
scale survey. It utilises questionnaires or structured interview techniques (Dawson,
2010:15). However, Leedy and Ormrod, (2014:97) mention that quantitative research
measures single or multiple variables of interest. Under quantitative methodology, the
researcher creates data through using statistics to make interpretations through
calculating and gauging “possessions” or “substances”.
In addition, Cooper and Schindler (2008) state that in quantitative research closed-
ended questions are utilised and it is easy to select a method to practice. This study
bases its result on a large sample size that represents the population. Correspondingly,
Leedy and Ormrod (2010:182) state that quantitative research does not implicate
species exactly but reviews non-living substances; therefore, quantitative observation
studies tend to have a pre-specified prominence.
21
3.3.2 Qualitative research methodology
Denzin and Lincoln (2005), as cited by Saunders et al. (2012:163) argue that qualitative
researchers draw conclusions about the independent and generally constructed
implications of the aspect that is studied; therefore, qualitative research affiliates with
the interpretive philosophy. This research involves features or merits that could not
exclusively be summarised as numerical values.
Leedy and Ormrod (2015:388) state that positivism is a logical philosophy through
which scientists can impartially discover complete evidence concerning the cause-and-
effect connections within the corporate world. By using positivism to create a research
strategy to collect data, the researcher is able to utilise prevailing theory to generate
hypotheses. Verification and confirmation of these hypotheses can then take place
(Saunders et al., 2009:113). Supplementary theory expansion then occurs which can
also be verified by further research.
22
3.3.5 Phenomenological paradigm (Qualitative research)
The positivist research design considered was the survey. A survey research is an
evaluation of responses to structured questions (Respondents can be employees,
individuals or any cluster that responded to a survey) (Walter, 2013:122). According to
Leedy and Ormrod (2015:159), the investigator presents a sequence of questions to
23
participants. The researcher then summarizes the participant’s responses in frequency
counts, percentages, or even more numerical categories and then makes
interpretations regarding a certain population from the sample response.
This study used a survey strategy for the following reasons (Fox & Bayat, 2007:87;
Walter, 2013:122-123):
Population consist of the entire gathering of altogether the component of study (Fox &
Bayat, 2007:30). The target population for this study was all the 250 employees
working at the Gauteng Provincial Department of Economic Development in 2017
located in Johannesburg in the Gauteng Province in South Africa.
24
This research project intended to interview 131 employees. These employees
comprised of management and administrative employees. The researcher took an
independent sample for each unit within the department to ensure equal
representation.
𝑁
𝑛=
1 + 𝑁(𝑒)2
Where:
Therefore:
𝑁 250
𝑛= = 𝑛 = = 131
1 + 𝑁(𝑒)2 1 + 250(0.06)2
3.5.2 Sampling
The aim of sampling in quantitative research is to make inferences about the population
in which the researcher has chosen the sample. In contrast, qualitative research
acquires deep understanding about a condition/occasion/incident and/or to know
various features of a person based on the hypothesis that the person is representative
of a population (Kumar, 2011:192). According to Leedy and Ormrod (2010:205),
sampling designs depend on the situation.
25
Similarly, Kumar (2011:193) state that sampling therefore is the procedure of choosing
a limited sample from a larger population. Two main sampling methods exist namely;
probability sampling and non-probability sampling (Walliman, 2011:185). Under these
two methods eight sampling methods exist which a social scientist can use for data
sampling of the group, as this will give results related to the group.
Saunders et al. (2012:678) state that probability sampling exists when every object
from the populace has an equal chance of selection. Probability sampling contains the
following techniques (Leedy & Ormrod, 2010:205):
Non-probability sampling means that the researcher cannot forecast the possibility that
every participant of the population will be included in the sample (Leedy & Ormrod,
2010:211). Non-probability sampling contains the following techniques (Welman &
Kruger, 2001:61):
26
Snowball sampling: the researcher only selects members important to the
population, and these members will then identify other members such as
colleagues in the same population so that they can also be part of the sample
(Neuman, 2012:91).
This study used a simple, probability, random sampling technique to draw out each
population element. Welman and Kruger (2001:47) state that probability sampling
incorporates any member of the population in the sample equally. Probability sampling
authorises the researcher to identify the degree to which the sample results deviate
from the standards of the population. The researcher will thus be able to measure the
sampling error (Welman & Kruger, 2001:47). The study used simple random sampling
because there is equal chance of selecting participants as stated by Welman and
Kruger (2001:47).
Van Zyl (2014:156) mention that data collection is critical phase for the implementation
of a research project. This study collected primary data from participants, which
consisted of management and non-management employees. It collected secondary
data from T&D journals, books, dictionaries, organisation reports, government
publications and theses.
This study used a survey as its research strategy. A questionnaire is the most widely
utilised instrument to conduct survey research (Davies, 2007:82). By using a
questionnaire, the researcher can simplify communication. Babbie (2011:515) defines
a questionnaire as a manuscript that entails questions as well as other types of items
planned to interrogate data suitable for investigation.
Fox and Bayat (2007:88) state that there are two states of affairs appropriate for the
application of a questionnaire: The respondents complete the schedules themselves
or the interviewer points out the questions and then writes down responses.
27
Questionnaire use in this study enabled its dissemination to a large number of persons,
as well as those at distant places. This saved the researcher’s time, travel expenses
and long distance telephone calls (Leedy & Ormrod, 2015:160).
However, Leedy and Ormrod (2015:160), further state that a questionnaire allows
participants to respond to questions anonymously. Thus, there is some guarantee that
the researcher will not use their responses against them at a later stage. This leads
participants to be honest when answering the questions particularly when responding
to delicate or contentious subjects. Questionnaires are easy to evaluate, utilizing
computer software packages. They are familiar to most people and minimise bias (Fox
& Bayat, 2007:88).
Respondents’ age
Respondents’ gender
Respondents’ years of experience in general
Respondents’ years of experience on current position
Respondents’ highest qualification
Respondent position
28
The structured questionnaire contained 23 questions with each section divided into
four categories, and made use of only close-ended questions.
Questionnaire categories
3.6.2 Interviews
29
The respondents completed the questionnaire and provided comments and/or
suggestions about the questionnaire, questions, context, and layout. For example, the
participants requested the researcher to change the following:
Reliability Statistics
Cronbach's N of Items
Alpha
.823 21
The scale is reliable because Cronbach’s alpha is > 0.7 (α = 0.823, N = 21).
The respondents that participated in the pilot study did not participate again in the main
sample.
30
3.8 Administration of questionnaires
The method was cost-effective and timesaving for the researcher and respondents as
the researcher was available to explain, collect completed questionnaires and make a
follow up on respondents that did not submit their questionnaires. The questionnaires
went straight from the researcher to the respondents, which eliminated bias and
protected respondent’s anonymity and privacy. The researcher followed up with
respondents via emails, which helped to yield the highest response rate. To guarantee
the study ethical considerations, the researcher did not delegate the distribution of the
questionnaires.
This study used only primary data collected directly from first-hand experience
(Nassazi, 2013:37). The study used a single primary source of data, which was a
questionnaire. The researcher designed and administered a structured questionnaire
(See Appendix C, Section A - E) containing 23 questions. The questionnaire main
objective was to investigate the evaluation of the impact of T&D on organisational
performance within the Gauteng Provincial Department of Economic Development.
The researcher collected all the completed questionnaires from the respondent’s
workstations. The questionnaires contained short and clear closed-ended questions,
which enabled respondents to answer the questionnaire completely not taking more
than 15 minutes. The questionnaire contained a cover letter (See Appendix B). This
cover letter had the following objectives:
The researcher approached the respondents early in the morning before they started
working (before 08:00), after/during break, lunch and meetings and after 16:00 when
they knock off from their workstations.
31
Some of respondents completed the questionnaire immediately, other respondents
requested to meet during their free time. Some requested that the researcher leave
the questionnaire with them so they could have enough time to respond at their
convenience, and the researcher could collect the questionnaire as soon as it was
completed.
Two statistical methods exist under the quantitative method (Leedy & Ormrod,
2010:260):
Descriptive statistics allows the researcher to define the features of scores that
have been collected, such as the average score on a single variable or the
amount by which a single score differs from the other (Van Zyl, 2014:161).
Inferential statistics assist in decision making in regard to how the information
collected relates to the hypothesis and how it can be generalised (Van Zyl,
2014:161).
The questionnaire applied a 5-point Likert Scale, broadly used in survey research. The
Likert-Scale is as follows: 1 = Strongly Agree 2 =Agree 3 = Neutral 4 = Disagree 5 =
Strongly Disagree.
32
Data examination was via quantitative numerical descriptive techniques namely;
frequency tables, percentages, standard deviations and means through use of the
International Business Machines (IBM) Statistical Package for the Social Sciences
(SPSS) 24 computer software. The researcher drew, discussed and interpreted
significant conclusions, recommendations and the implications of the findings (See
Chapter Four & Five).
The stratagem of this study endorsed accuracy (validity) and consistency (reliability) of
the study.
3.10.1 Validity
Gravetter and Forzano, (2012:107) state that validity is the first criterion used to
analyse a measurement procedure; validity refers to the extent to which a measuring
instrument measures what it intends to measure. The results of validity can be either
internal or external. Internal validity: refers to the investigation of the accurateness of
the outcomes attained (Nassazi, 2013:38). External validity: refers to the evaluation of
the findings about whether they can be generalizable (Ghauri & Grӧnhaug, 2005:65).
Content validity refers to the degree to which the content of a tool measures
what it intends to measure. The pilot study distributed a questionnaire to ten
participants with knowledge of the study and the selected participants had
significant inputs regarding the questions.
Face validity refers to the degree to which a test measures its intended
variable. A research expert in the field assessed the face validity and made
changes until the questionnaire measured the traits of interest.
Construct validity refers to the degree to which a tool measures a
representative sample that cannot be viewed openly but it is presumed to
occur due to the behaviour of people. Variations of face validity are:
o Convergent validity tests how related constructs are indeed related.
o Discriminant validity tests constructs that must not have a relationship.
33
The researcher asked the respondent’s concepts relating to the effect of T&D
on organisational performance within Gauteng Provincial Department of
Economic Development. The response from the pilot study helped to
determine whether the questionnaire was appropriate for the purpose of the
study and the theory. This ensured the balance between the elements of the
study through the restructuring of the questionnaire.
3.10.2 Reliability
Reliability is the second standard for appraising the status of a measurement tool.
Reliability refers to the statement that if a test, model or measurement is consistent, it
provides similar outcomes at different periods (Fox & Bayat, 2007:145). Researchers
regulate the reliability of measurement instruments using the following methods (Leedy
& Ormrod, 2015:117):
Parallel forms reliability refers to the degree to which two descriptions of the
same tool present similar outcomes. This measurement tool of reliability does
not apply to this study; therefore, the researcher did not use it.
Test-retest reliability refers to the degree to which an individual tool presents
similar outcomes for the common people in various circumstances. To ensure
test-retest reliability, the researcher distributed the questionnaire on the same
day within the same demographics but at different times and compared data
for the different days of administration of the questionnaire.
Inter-rater reliability refers to the degree to which two or more persons
evaluating similar objects obtain similar results. The measure was continuous,
and the respondents rated the overall impact of T&D on organisational
performance on a 1-to-5 Likert scale. The researcher allowed the respondents
34
to provide independent ratings on equal interval scales. The correlation
between the ratings ensured the reliability or consistency amongst the ratings.
Internal consistency reliability refers to the degree to which the objects of a
tool present the same results. The same interviewer collected data and this
resulted in consistency issues. The data collection instrument addressed the
issues, as the researcher utilised a similar collection methodology (survey
questionnaire). A pilot test before the major research reviewed and improved
data collection processes. Use of Cronbach’s Alpha coefficient (α) measured
internal consistency.
Simon and Goes (2013:1) define limitation of the study as substances and incidences
that emerge within a study that the researcher cannot control.
35
3.12 Elimination of bias
Krishna et al. (2010:2320) define bias as a formula of methodological error that could
have an impact on the study being conducted and mislead the capacity progression.
Reporting the percentages of the employees that have and have not
participated (those that agreed but refused interviews and/or those who did
not return the questionnaires).
The researcher avoided bias by being frank about the potential for bias that
might come from participants and non-participants.
By equating, the reply of the research questions that were returned rapidly with
the responses that were returned late.
Self-administered questionnaires were utilised to eliminate investigator bias.
By inspecting the questionnaire for matters that might be subject to a person’s
level of interest in the topic, level of education or other factors.
The interviewer used a structured questionnaire; this eliminated bias because
respondents answered the questions in their own time with no pressure to
answer.
Drawing conclusions about only the values inside the range of observed data.
By not overgeneralising the conclusions of the study to the entire general
population or departments.
The use of a simple random sampling method sought to eliminate bias.
The study refrained from using ethnic labels, gender words, stereotypical
language and making any assumptions about certain age groups.
Ethics is the inquisition of the ‘correct conduct’ and it represents the question of how
to carry a research in an ethical and accountable manner (Blumberg et al., 2008:154).
36
3.13.1 Ensuring participants have given informed consent
The informed consent means informing research respondents about the nature of the
study (Ndlovu, 2013:47).
The researcher was honest with participants about the nature of the study.
Participants were aware of their right to withdraw from this study.
The researcher correctly informed prospective interviewees about the
research aim and method and the nature of the study conducted.
This study considered the sensitive issues, and respondents signed a verbal
and informed consent form prior to conducting interviews.
The time it took to complete the questionnaire.
That their participation was voluntarily, and a guarantee given against the
sharing of their anonymous responses.
The researcher exercised caution about personal issues such as gender
issues, age and years of experience.
Participants have the intellectual capacity and psychological maturity
necessary to understand their involvement in the study.
Confidentiality is when the researcher assures that persons involved in the research
will know no identification of data and anonymity refers to the participants of the
research being anonymous during the research (Fox & Bayat, 2007:148).
The study protected all its respondents’ identities; respondents did not identify
themselves.
Participants did not receive information gained from another participant.
The researcher treated all individual responses as anonymous and
confidential.
37
3.13.4 Ensuring that permission is obtained
3.14 Conclusion
38
CHAPTER FOUR: RESULTS, DISCUSSION AND INTERPRETATION OF
FINDINGS
4.1 Introduction
The previous chapter presented the research methodology adopted by this study. This
chapter presents discussions and analysis of the feedback gathered from participants
through the questionnaire. According to Saunders et al. (2016:714), data are facts,
judgements and figures collected and documented for references or analysis.
This chapter first discusses normality, the research instrument, demographic details
and thereafter the analysis of data and the results. The researcher used the IBM SPSS
24 to conduct the analysis. This applied descriptive statistics such as frequencies. It
measured, median, skewness and kurtosis and inferential statistics. Factor analysis
was performed which determined correlations between variables. The analysis applied
the non-parametric Kruskal-Wallis K-sample and Mann-Whitney U tests.
4.2 Normality
The Kolmogorov-Smirnov and Shapiro-Wilk tests are significant at p< .0001. This value
is less than p<.001 and means that the data were not normally distributed. Non-
parametric tests helped answer research questions.
39
Table 4.1: Response rate
As depicted in Table 4.1, this research achieved the target sample. Baruch and Holtom
(2008) emphasise that for academic purposes roughly a 35% to 40% response rate is
acceptable. This study obtained a representative of 100% response rate. As previously
noted Long et al. (2016:476) criticised the use of small samples and the lack of linkage
of such studies with training initiative costs. While the assertion is a strong one, it fails
due to a lack of objectivity, furthermore there is no evidence suggesting the
ineffectiveness of small sample research.
4.3.2 Reliability
The research instrument contained 23 items using a Likert interval scale measurement.
Cronbach’s Alpha was utilised to assess the reliability of each question relating to the
research question.
As depicted in Table 4.2, the instrument is reliable because Cronbach’s Alpha is > 0.7
(α = 0.935, n = 23). Saunders et al. (2016:714) state that values of 0.70 or higher
indicate that the questionnaire measures similar components. Thus, the value of 0.70
above is acceptable.
40
4.4 Analysis of demographics characteristics of respondents
In this section, demographic data collected from respondents is analysed through the
utilisation of frequencies and percentages. The following tables present the
characteristics of respondents including their age group, gender, total years of
experience, total years of experience in their current position, highest qualification and
current position.
Table 4.3 summarises the respondents age group: 20.6% of respondents were
between the ages of 20-29 years, 40.5% between 30-39 years, 27.5% between 40-49
years, 9.2% between 50-59 years and 2.3% over the age of 60 and more (n = 131).
The median falls in the age group 30-39 with a skewness of 0.516, and a kurtosis of -
0.082. This indicates a right skewed distribution, most of the values are concentrated
on left of the mean, and with extreme values to the right, and the kurtosis is platykurtic,
flatter than a normal distribution with a wider peak. The majority of respondents
(40.5%) were in the 30–39-year age group, showing that most of employees are
experienced and matured.
41
Table 4.4: Respondents gender
Table 4.4, is a frequency table of respondent’s gender and it illustrates that 39.7% of
the respondents were males and 60.3% females (n = 131). This shows that there is
employment equity challenge in the department were females are more than males.
Table 4.5, is a frequency table showing respondents total years of experience and it
shows that 26.0% of the respondents have 0-5 years of total years of experience,
29.0% between 6-10 years, 19.8% between 11-15 years, and 25.2% have more than
16 years of total experience (n = 131). The median is 6-10 years, with a skewness of
0.128, and a kurtosis of -1.371. This shows a right skewed distribution, most of the
values are concentrated on left of the mean, with extreme values to the right and
kurtosis is platykurtic distribution, flatter than a normal distribution with a wider peak.
Majority of the respondents (29.0%) have 6 -10 years of total years of experience,
which shows that they have sufficient experience and a productive mind-set.
42
Table 4.6: Respondents years of experience in current position
This shows a right skewed distribution, most of the values are concentrated on left of
the mean, with extreme values to the right and the kurtosis is platykurtic distribution,
flatter than a normal distribution with a wider peak. A majority of respondents (56.5%)
have 0-5 years of experience on their current position. This shows that more training
is required for these employees to be experts on their current positions and it shows
that most of employees are familiar with the organisational culture and know what the
organisation expects from them.
43
Table 4.7: Respondents highest qualification
44
Table 4.8: Respondents’ current position
Robson and McCartan (2016) state that a question normally researchers ask in an
analysis is ‘How does a variable relate to another variable?’ A researcher answers this
type of a question in a statistical analysis through testing the relationship between
variables happening by chance alone (Brown & Saunders, 2008).
This section presents the statistical significance of the comparison of collected data
with what the theory anticipated to occur as stated by Saunders et al. (2009:449). Thus,
this study applied non-parametric tests that is Kruskal-Wallis and Mann-Whitney U
tests.
45
Kruskal-Wallis/Crosstabs
Mann-Whitney
46
4.6 Analysis of questions related per research question
This section presented descriptive and inferential statistics in the form of frequency
tables and percentages to demonstrate the respondent’s feedback. The respondent’s
feedback for the variables of this study were measured on a five point Likert scale
ranging from 1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree and 5 = strongly
disagree. This study aimed at evaluating the impact of T&D on organisational
performance. In this section four items (research questions) related to this variable are
presented based on the findings from the respondent’s feedback.
Table 4.9 summarises the responses from participants. Results show that 16.0% of
the respondents strongly agreed that their performance had increased after completing
the training programme, 71.0% just agreed, 3.1% remained neutral, 8.4% disagreed
while 1.5% strongly disagreed (n = 131). The median is 2.00, skewness is 1.497, and
kurtosis of 2.895. This shows a right skewed distribution, most values are concentrated
on left of the mean, with extreme values to the right and platykurtic distribution, flatter
than a normal distribution with a wider peak. This shows that most respondents
47
(16.0%) strongly agreed and (71.0%) agreed that their performance had increased
after completing training programme. Nudy (2015:89) supports this research finding by
stating that training is an imperative component for enhanced performance since it
improves the level of employees and organisational proficiencies.
Table 4.10 shows that 34.4% of the respondents strongly agreed that training enables
them to improve their skills knowledge, 62.6% agreed, and 3.1% disagreed (n = 131).
The median is 2.00, skewness is 1.056, and kurtosis of 3.377. This shows a right
skewed distribution, most values are concentrated on left of the mean, with extreme
values to the right and leptokurtic distribution, sharper than a normal distribution, with
values concentrated around the mean and thicker tails.
This indicates that most respondents (34.4%) strongly agreed and (62.6%) agreed that
training enables them to improve their skills knowledge. This finding is in line with Nudy
(2015:86) who mentions that training put into practise empowers organisations to
enhance and obtain skills and knowledge that it needs for developmental purposes.
48
Table 4.11: Training enables me to improve my capability
Table 4.11 shows that 31.3% of respondents strongly agreed that training enables
them to improve their capability, 61.1% agreed, and 7.6% disagreed (n = 131). The
median is 2.00, skewness of 1.301 and kurtosis of 2. 311. This shows a right skewed
distribution, most values are concentrated on left of the mean, with extreme values to
the right and platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution, and the values
are wider spread around them. This indicates that most of the respondents (31.3%)
strongly agreed and (61.1%) agreed that training enables them to improve their
capability. Alshuwairekh (2016:21) strongly argues that training improves and makes
employees more resourceful and this supports organisational efficiency.
49
Table 4.12: The training I have received helped me to enhance quality of
product/service
As depicted in Table 4.12, 23.7% of the respondents strongly agreed that the training
they have received helped them to enhance quality of product/service, 63.4% of the
respondents agreed, 3.1% neutral, and 9.9% disagreed (n = 131). The median is 2.00,
skewness of 1.127 and kurtosis of 1.344. This indicates a right skewed distribution;
most values are concentrated on left of the mean, with extreme values to the right and
platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution, and the values
are wider spread around them. This means that many respondents (23.7%) strongly
agreed and (63.4%) agreed that the training they have received has helped them to
enhance quality of product/service. This research finding agrees with Mozael (2015) in
that training advances the capability and excellence of employees towards their work-
affiliated responsibilities.
50
Table 4.13: There are many opportunities for career development after
completing training programmes
As depicted in Table 4.13, the question evaluated whether there are many
opportunities for career development after employees complete a training programme.
Results showed that, 26.0% of the respondents strongly agreed, 33.6% agreed, 3.1%
were neutral, 34.4% disagreed and 3.1% strongly disagreed (n = 131). The median is
2.00, skewness of 0.231 and kurtosis of -1.461. This indicates a right skewed
distribution most values are concentrated on left of the mean, with extreme values to
the right and platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution, and the values
are wider spread around them. This means that most of employees strongly agreed
(26.0%), and (33.6%) agreed that there are many opportunities for career development
after completing training programmes. Rahman et al. (2013:472) argue that
employee’s participation in a training programme does not give an assurance that
training will result in better performance. For such a reason numerous employees find
themselves in the same position after completing various training programmes.
51
Table 4.14: Training and development has an impact on the overall
performance of staff within the department
As illustrated in Table 4.14, 22.9% of the respondents strongly agreed that T&D has
an impact on the overall performance of staff within the department, 53.4% agreed,
7.6% were neutral, and 16.0% disagreed (n = 131). The median is 2.00, skewness of
0.761 and kurtosis of -0.274, this shows a right skewed distribution most values are
concentrated on left of the mean, with extreme values to the right and platykurtic
distribution flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution, and the values
are wider spread around them. This indicates that many respondents (22.9%) strongly
agreed and (53.4%) agreed that T&D has an impact on the overall performance of staff
within the department. In support of this finding and according to Erasmus et al. (2009),
training enables employees to construct healthier decisions and resolve problems
efficiently and this result in high productivity.
52
Research Question 2- Prevailing training and development trends and
programmes in the organisation
This study sought to discover prevailing T&D trends and programmes in the
organisation. To conduct widespread research on this area, the researcher offered six
items correlated with this variable for respondents to provide their opinions. This
ensured understanding of T&D trends and programmes within the organisation.
Table 4.15: The organisation conducts extensive training programmes for its
employees in all aspects of quality
Table 4.15 shows that 11.5% of the respondents strongly agreed that the organisation
conducts extensive training programmes for its employees in all aspects of quality,
48.9% agreed, 4.6% neutral, 30.5% disagreed and 4.6% strongly disagreed (n = 131).
The median is 2.00, skewness of 0.383 and kurtosis of -1.155, this shows a right
skewed distribution, most values are concentrated on left of the mean, with extreme
values to the right and platykurtic distribution, flatter than a normal distribution with a
wider peak.
The probability for extreme values is less than a normal distribution, and the values
are wider spread around them. This means that most of the respondents (11.5%)
strongly agreed and (48.9%) agreed that the organisation conducts extensive training
programmes for its employees in all aspects of quality. However, Diab and Ajlouni
(2015) argued that the training which learning organisations provides tends to differ
due to technological changes, the type of product/service provided, and the skills,
knowledge and experience employees possess.
53
Table 4.16: Training programmes are designed based on the requirements of
either the task or the employee deficiency of their ability on the task
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This indicates that a majority of employees (16.0%)
strongly agreed and (48.1%) agreed to basing design of training programmes on the
requirements of either the task or the employee deficiency of their ability on the task.
These findings disagree with PSC (2011) statement that PDPs are in line with
individually diagnosed training needs, and not on appropriate skills examination. This
leads to the organisation providing training not strategically aligned to its goals.
54
Table 4.17: I have regularly participated in training and development
programmes within the organisation
As shown in Table 4.17, 13.7% of the respondents strongly agreed that they have
regularly participated in T&D programmes within the organisation, 58.0% agreed, 4.6%
were neutral, 22.1% disagreed and 1.5% strongly disagreed (n = 131). The median is
2.00, skewness is 0.735 with a kurtosis of -0.512, and this shows a right skewed
distribution most values are concentrated on left of the mean, with extreme values to
the right and platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This shows that most of the respondents (13.7%) strongly
agreed and (58.0%) agreed that they have regularly participated in T&D programmes
within the organisation. Correspondingly, Jehanzeb and Bashir (2013:250) emphasise
that organisations will remain competitive and gain profit from the market they operate
in if they provide regular T&D programmes for their employees. In this regard,
employees are regularly participating in training programmes, which is good for the
organisation.
55
Table 4.18: Employees who have regularly participated in training and
development programmes within the organisation perform better
As illustrated in Table 4.18, 9.9% of the respondents strongly agreed that employees
who have regularly participated in T&D programmes within the organisation perform
better, 56.5% agreed, 5.3% neutral, 27.5% disagree, and 0.8% strongly disagreed (n
= 131). The median is 2.00, skewness is 0.536 and kurtosis of -1.002, shows right
skewed distribution most values are concentrated on left of the mean, with extreme
values to the right and platykurtic distribution, flatter than a normal distribution with a
wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This shows that most of the respondents (9.9%) strongly
agreed and (56.5%) agreed that employees that have regularly participated in T&D
programmes within the organisation perform better. To confirm this, research by Asfaw
et al. (2015) found that T&D activities that employees have taken part in equip them
with new skills and knowledge resulting in better employee performance.
56
Table 4.19: My organisation has a training and development strategy aligned
with the organisation’s business strategy
Table 4.19 shows that 19.1% of the respondents strongly agreed that the organisation
has a T&D strategy aligned with the organisation’s business strategy, 40.5% agreed,
6.9% were neutral, 27.5% disagreed and 6.1% strongly disagreed (n = 131). The
median is 2.00, skewness is 0.364 and kurtosis of -1.150, this show shows right
skewed distribution most values are concentrated on left of the mean, with extreme
values to the right and platykurtic distribution, flatter than a normal distribution with a
wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This indicates that a majority of respondents (19.1%)
strongly agreed and (40.5%) agreed that their organisation has a T&D strategy aligned
with the organisation’s business strategy. Notably, Noe et al. (2015) emphasise that
changing strategies frequently requires modifications in types and levels of skills.
Accordingly, the attainment of skills affiliated to strategy is an indispensable
component for strategy application.
57
Table 4.20: My manager and/or human resources unit show full willingness to
help me to apply what I have learned in training
As depicted in Table 4.20, 11.5% of the respondents strongly agreed that their
manager and/or human resources unit shows full willingness to help them to apply
what they have learned in training, 37.4% agreed, 5.3% were neutral, 37.4% disagreed
and 8.4% strongly disagreed (n = 131). The median is 3.00, skewness is 0.020 and
kurtosis of -1.358, this show right skewed distribution most values are concentrated on
left of the mean, with extreme values to the right and platykurtic distribution, flatter than
a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This shows that a majority of the respondents strongly
agreed (11.5%), and agreed (37.4%) that their manager and/or human resources unit
show full willingness to help them to apply what they have learned in training. In support
of this finding Siugzdiniene (2008:33) state that the responsibility of line managers for
performing HRD functions is increasing, however Sikora and Ferris (2014:273) argue
that great human resources practices impact on performance of employees is minimal
if line managers cannot select or apply them.
58
Research Question 3 – Evaluation of training and development occurs in the
organisation
This study also aimed at examining the occurrence of the evaluation of T&D within the
organisation. The researcher presented six items interconnected to this variable for
respondents to provide their thoughts. This helped to cover all relevant aspects of
training evaluation from the respondent’s viewpoint. These responses are as follows:
Table 4.21: The organisation has set up a committee that assesses and
evaluates training needs
Table 4.21 shows that 9.2% of respondents strongly agreed that the organisation has
set up a committee that assesses and evaluates training needs, 50.4% agreed, 6.1%
were neutral, 26.0% disagreed, and 8.4% strongly disagreed (n = 131). The median is
2.00, skewness is 0.490 and kurtosis of -1.032, this indicate a right skewed distribution
most values are concentrated on left of the mean, with extreme values to the right and
platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This indicates that most of the respondents (9.2%) strongly
agreed and (50.4%) agreed that the organisation has set up a committee that assesses
and evaluates training needs. In support of this finding, Olumuyiwa et al. (2012) state
that it is imperative to evaluate training to measure its efficiency in creating planned
specified learning outcomes and to specify necessary modifications and
developments.
59
Table 4.22: Training programmes are evaluated throughout their duration
Table 4.22 shows that whether training programmes are evaluated throughout their
duration, 5.3% of the respondents strongly agreed, 38.9% agreed, 1.5% were neutral,
46.6% disagreed and 7.6% strongly disagreed (n = 131). The median is 4.00,
skewness is -0.153 and -1.424, this indicates left skewed distribution, most of values
are concentrated on the right of the mean, with extreme values to the left and
platykurtic distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This shows that most of the respondents (46.6%) disagreed
and (7.6%) strongly disagreed with the existence of training programmes evaluation
throughout their duration. For the organisation to know the effectiveness of the training
programme, it must conduct training evaluation on a regular basis, since trainees are
a transitory group (Divyaranjani & Rajasekar, 2013:6; Devi & Shaik, 2012:727).
60
Table 4.23: The organisation has good evaluation criteria for evaluating
training
Table 4.23 shows that 3.8% of the respondents strongly agreed that the organisation
has good evaluation criteria for evaluating training, 28.2% agreed, 59.5% disagreed
and 8.4% strongly disagreed (n = 131). The median is 4.00, skewness is -0.649 and
kurtosis of -0.919, this indicates a left skewed distribution, most of values are
concentrated on the right of the mean, with extreme values to the left and platykurtic
distribution, flatter than a normal distribution with a wider peak. The probability for
extreme values is less than a normal distribution and the values are wider spread
around them.
The majority of respondents (59.5%) disagreed and (8.4%) strongly disagreed that the
organisation has good evaluation criteria for evaluating training. In support of the above
finding, Phillips and Phillips (2007:14) argued that public-sector organisations services
are complex and intangible; therefore, it is becoming a challenge for such
organisations to measure ROI effectively and to have a complete criterion for training
evaluation.
61
Table 4.24: The organisation utilises a tool to measure the impact of training
and development
Table 4.24 shows that 3.8% of respondents strongly agreed that the organisation
utilises a tool to measure the impact of T&D, 28.2% agreed, 3.1% were neutral, 55.0%
disagreed and 9.9% strongly disagreed (n = 131). The median is 4.00, skewness is -
0.549 and kurtosis of -0.982, this shows a left skewed distribution, most of values are
concentrated on the right of the mean, with extreme values to the left and platykurtic
distribution, flatter than a normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. Most of the respondents (55.0%) disagreed and (9.9%)
strongly disagreed that the organisation utilises a tool to measure the impact of training
and development. This finding is congruent with the PSC (2011) report that in South
Africa; public-sector organisations do not have a tool to measure the impact of training
and development. As the department does not have a tool to measure the impact of
T&D, Nel et al. (2011) cannot accept the achievement of T&D without proper
assessment.
62
Table 4.25: I am satisfied with the performance management and development
system tool used for measuring our level of performance after training
As illustrated in Table 4.25, 7.6% of the respondents strongly agreed that they were
satisfied with the PMDS tool used for measuring level of performance after training,
33.6% agreed, 6.1% were neutral, 41.2% disagreed and 11.5% strongly disagreed (n
= 131). The median is 4.00, skewness is -0.169 and kurtosis of -1.297, this shows a
left skewed distribution, most of values are concentrated on the right of the mean, with
extreme values to the left and platykurtic distribution, flatter than a normal distribution
with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. Many of the respondents (41.2%) disagreed and (11.5%)
strongly disagreed that they are satisfied with the PMDS tool used for measuring level
of performance after training. This finding concurs with PSC (2011) that South African
public-sector organisations do not know how to evaluate training programmes offered
to employees and as a result, T&D becomes ineffective.
63
Table 4.26: The organisation interprets evaluation of results and gives
feedback
Table 4.26, shows that 6.9% of the respondents strongly agreed that the organisation
interprets evaluation of results and gives feedback, 29.0% agreed, 4.6% were neutral,
48.1% disagreed and 11.5% strongly disagreed (n = 131). The median is 4.00,
skewness is -0.400 and kurtosis is -1.137, this indicates a left skewed distribution, most
of values are concentrated on the right of the mean, with extreme values to the left and
platykurtic distribution, flatter than a normal distribution with a wider peak. The
probability for extreme values is less than a normal distribution and the values are
wider spread around them.
Of the respondents, (48.1%) disagreed and (11.5%) strongly disagreed that the
organisation interprets evaluation of results and gives feedback. In support of this
finding Topno (2012:19) mention, that various scholars argued that training evaluation
does not succeed because of poor planning, absence of objectivity, evaluation of
faults, inappropriate interpretation and incorrect results. Correspondingly, Ugbomhe et
al. (2016) argued that organisations should provide employees with regular training
feedback for them to experience higher production levels.
64
Research Question 4: Association between employee and organisation
performance
This study also sought to inspect the relationship between employee and organisation
performance. To achieve this, the researcher offered five items related to this variable
for respondents to provide their sentiments. This helped to understand the importance
and correlation between three variables (training, employee and the organisation).
Observe the following responses:
Table 4.27: Employee training and development programmes are linked to the
strategies of the organisation
Table 4.27 shows that 13.0% of the respondents strongly agree that employee T&D
programmes are linked to the strategies of the organisation, 44.3% agreed, 4.6% were
neutral, 34.4% disagreed, and 3.8% strongly disagreed (n = 131). The median is 2.00,
skewness is 0.224 and kurtosis of -1.313, this show a right skewed distribution, most
values are concentrated on left of the mean, with extreme values to the right and
platykurtic distribution, flatter than a normal distribution with a wider peak. The
probability for extreme values is less than a normal distribution and the values are
wider spread around them.
The majority of the respondents (13.0%) strongly agreed and (44.3%) agreed to the
link between employee T&D programmes and the strategies of the organisation. This
shows that majority of the employees are satisfied with the strategic link to T&D within
the organisation. This finding agrees with ul Islam and Javed (2015) whose study found
strategic alignment of training provided in a telecommunication company.
65
Table 4.28: Training and development stabilises the organisation
Table 4.28 shows that 9.2% of the respondents strongly agreed that T&D stabilise the
organisation, 64.9% agreed, 8.4% were neutral, 15.3% disagreed and 2.3% strongly
disagreed (n = 131). The median is 2.00, skewness of 0.224 and kurtosis of 0.505, this
show a right skewed distribution, most values are concentrated on left of the mean,
with extreme values to the right and platykurtic distribution, flatter than a normal
distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This shows that many respondents (9.2%) strongly agreed
and (64.9%) agreed that T&D stabilises the organisation. In support of this finding Nel
et al. (2011) state, that training advances the skills and knowledge of employees in all
levels of the organisation. Correspondingly, Kum et al. (2014:78) emphasise that
training employees well is core to productivity and realisation of an organisation.
66
Table 4.29: The organisation has put in place detailed development
programmes aimed at improving employee performance
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. Many respondents (13.7%) strongly agreed and (55.0%)
agreed that the organisation has put in place detailed development programmes aimed
at improving employee performance. In support of the finding Ombayo et al. (2014)
argue that the skills and knowledge employees hold may be outdated due to external
changes and demands. Similarly, Olaniyan and Ojo (2008) further emphasised that not
creating training programmes aimed at developing employee’s results in incompetence
problems. Based on the finding the department is a learning organisation as a result
will perform better.
67
Table 4.30: Training acquired has improved my performance
Table 4.30 shows whether training acquired has improved performance, 18.3% of the
respondents strongly agreed, 64.9% agreed, 1.5% were neutral, 12.2% disagreed and
3.1% strongly disagreed (n = 131). The median is 2.00, skewness of 1.299 and kurtosis
of 1.328, this show a right skewed distribution, most values are concentrated on left of
the mean, with extreme values to the right and platykurtic distribution, flatter than a
normal distribution with a wider peak.
The probability for extreme values is less than a normal distribution and the values are
wider spread around them. This show that many respondents (18.3%) strongly agreed
and (64.9%) agreed that training acquired has improved their performance. This finding
supports the study of Jagero et al. (2012) where research found that employees who
have participated in training programmes were better equipped and could perform
various tasks better.
68
Table 4.31: Training and development of employees has improved the
department’s performance
Table 4.31 shows that 13.7% of the respondents strongly agreed that T&D of
employees has improved the department’s performance, 58.0% agreed, 4.6% were
neutral, 18.3% disagreed and 5.3% strongly disagreed (n = 131). The median is 2.00,
skewness of 0.883 and kurtosis of -0.206, this show a right skewed distribution, most
values are concentrated on left of the mean, with extreme values to the right and
platykurtic distribution, flatter than a normal distribution with a wider peak. The
probability for extreme values is less than a normal distribution and the values are
wider spread around them.
This shows that many respondents agreed that training acquired has improved
performance. This implies that many respondents (13.7%) strongly agreed and
(58.0%) agreed that T&D of employees has improved the department’s performance.
This finding supports the research findings of Tetteh et al. (2017) in that appropriate
T&D programmes of employees has a positive impact on the performance of
employees and organisation performance.
69
4.7 Pearson correlations
This section presents the Pearson correlations between the research variables.
Correlations
E2 Training and development stabilise
the organisation
B2 Training enables Pearson Correlation .419**
me to improve my Sig. (2-tailed) 0.000
skills knowledge N 131
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.32 shows that there is a significant, moderate, positive correlation between
training enabling them to improve their skills knowledge, and training and development
stabilising the organisation (r = 0.419, N = 131, p < 0.001).
Correlations
E2 Training and development stabilise
the organisation
B3 Training enables Pearson Correlation .468**
me to improves my Sig. (2-tailed) 0.000
capability N 131
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.33 shows that there is a significant, moderate, positive correlation between
training enabling them to improve their capability, and training and development
stabilising the organisation (r = 0.468, N = 131, p < 0.001).
70
Table 4.34: Pearson correlation C
Correlations
D3 The organisation have a good
evaluation criteria for evaluating
training
E3 The Pearson Correlation .512**
organisation has Sig. (2-tailed) 0.000
put in place detailed N 131
development
programmes aimed
at improving
employee
performance
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.34 shows that there is a significant, moderate, positive correlation between the
organisation putting in place detailed development programmes aimed at improving
employee performance, and the organisation having good evaluation criteria for
evaluating training (r = 0.512, N = 131, p < 0.001).
Correlations
B6 Training and Development has an
impact on the overall performance of
staff within the department
E4 Training Pearson Correlation .472**
acquired has Sig. (2-tailed) 0.000
improved my N 131
performance
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.35 shows that there is a significant, moderate, positive correlation between
training acquired improving employee’s performance, and training and development
having an impact on the overall performance of staff within the department (r = 0.472,
N = 131, p < 0.001).
71
Table 4.36: Pearson correlation E
Correlations
E5 Training and development of
employees has improved the
department’s performance
B4 The training I Pearson Correlation .464**
have received Sig. (2-tailed) 0.000
helped me to N 131
enhance quality of
product/service
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.36 shows that there is a significant, moderate, positive correlation between the
training they have received helping them to enhance quality of product/service, and
training and development of employees improving the department’s performance (r =
0.464, N = 131, p < 0.001).
Correlations
D1 The organisation has set up a
committee that assesses and
evaluates training needs
C1 The Pearson Correlation .442**
organisation Sig. (2-tailed) 0.000
conducts extensive N 131
training
programmes for its
employees in all
aspects of quality
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4.37 shows that there is a significant, moderate, positive correlation between the
organisation conducting extensive training programmes for its employees in all aspects
of quality and the organisation setting up a committee that assesses and evaluates
training needs (r = 0.442, N = 131, p < 0.001).
72
4.8 Conclusion
This chapter presented and discussed the results of the questionnaire. This chapter
analysed, interpreted and discussed responses for the following objectives: The impact
of T&D on organisational performance; prevailing T&D trends and programmes within
the organisation; the extent to which the evaluation of training occurs in the
organisation; and the relationship between employee performance and organisation
performance. The following chapter shall provide a conclusion of this study; it shall also
make recommendations.
73
CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
The previous chapter presented the statement of results, discussion and interpretation
of findings. This chapter discusses the analysis of data presented in Chapter Four in
relation to the objectives of the study. A brief presentation is made of the research
findings that have been analysed and discussed in the previous chapter. Based on the
findings the study makes possible recommendations and implications to improve the
impact of T&D on organisational performance in the Gauteng Provincial Department of
Economic Development.
The aim of this study was to evaluate the impact of T&D on organisational performance
in the Gauteng Provincial Department of Economic Development. See the findings of
this study discussed hereunder.
The following section presents the secondary data from different authors with different
journals, articles and textbooks as presented in Chapter Two.
The literature review reveals those scholars such as Mellrath et al. (2012); Nwokeiwu
(2013:294); Sachdeva (2014:219); Shaheen et al. (2013:496) and Swanepoel et al.
(2014:595) argued that the impact of T&D on organisational performance could be
either positive or negative. The findings of this study agrees with the above argument,
as it was found from the primary research that certain employees benefited from the
training programmes provided within the organisation, whereas other employees were
negatively affected by such trainings. The strategic role and importance of T&D is
therefore emphasised for the organisation; HRD contributes to the service, quality, and
productivity objectives of the organisation. This study agrees with the above statement
74
in that the training that employees receive has helped them to enhance the quality of
products/services within the organisation.
Meyer et al. (2016:2) argued that organisations that have HRD in the plan as their
business strategy are performing better than their rivals who do not have an HRD-
Strategy. Thus, HRD, T&D is important, as it advances the performance of employees
through learning new skills, knowledge and capabilities. A study by Nkosi (2015), found
that a strong positive relationship exists between training and the enhancement of
employee performance. This has an overall impact on organisational performance. The
literature review revealed that in most of the government departments, the alignment
of T&D is not strategic and exposes most of the employees to training in areas different
from their tasks (PSETA, 2016:37). Thus, opportunities for career development after
completing a training programme decline.
The literature review revealed that in the last two decades a considerable portion of
public service employees have attended various training programmes. However,
based on the studies, the impact of T&D has produced a low ROI in terms of public
service performance (DPSA; 2013; PSC, 2011; PSETA, 2014). Huluman (2011)
indicates that many employees attend T&D programmes regularly; however, these
programmes have not uplifted employees’ skills including where the specific outcomes
of the training are congruent with the required skills of the employee’s task.
This study similarly found results indicating that participants in training do not
necessarily perform better. In support of this research finding, Coetzee et al. (2013:19)
argued that training could not be an answer to all low standard performance. Such
reasons showed that training alone does not affect the performance of employees.
The literature provided the following reasons that contribute to the above issue. In most
of the government departments, the alignment T&D is not strategic, resulting in
exposure of most of the employees to training in areas different from their tasks
(PSETA, 2016:37). The findings of this study disagree with the above argument, as
results showed alignment between T&D strategy within the department and the
business strategy of the organisation.
75
Line managers in the public-sector departments do not understand Performance
Management and Development System (Coetzee et al., 2007:81; Moullin, 2016:442;
Nel et al., 2008:505). They do not discuss PDPs with employees and do not see T&D
of employees as important (HRD for the Public Service, 2015:11). In support of this
argument, this study also found that many respondents disagreed that their managers
support them in applying what they have learned from training.
The literature review revealed that training evaluation is the most imperative step within
the training system, yet the step of training evaluation is the most ignored (Niazi,
2011:45). Many organisations do not evaluate their training undertakings and those
who do repeatedly evaluate training inadequately (Meyer et al., 2007:4; Swanepoel et
al., 2014:595). In South Africa, the public-sector, departments do not know how to
evaluate training. The public service departments do not have a tool to measure the
impact of training and development (PSC, 2011:20).
The literature reviews further revealed that most of the trainers in public-sector
organisations do not have the necessary skills on how to evaluate training and
development (DPSA, 2013; Moullin, 2016:442; PSC, 2011). This finding is congruent
to the primary finding of this study. Training programmes in the public-sector are not
evaluated throughout their duration as departments do not have a good evaluation
criterion. As a result, the organisation does not interpret the evaluation of results and
does not provide feedback to the trainees.
From the literature review, Shaheen et al. (2013:496) revealed that there is a positive
correlation between organisational performance and training of employees; employee
performance and employee performance training; and organisational performance and
employee performance. The success of every organisation lies with its workforce. For
example, Niazi (2011:46) emphasises that the contemporary relationship between
employee and organisation has gone through a transformation.
76
However, Mozael, (2015:40) argued that there is a robust correlation between
employee and organisational performance, for example improved employee
performance results in better overall organisational performance. As a result,
employee performance becomes a task of organisational performance. This study
confirms that it has become the responsibility of the organisation to train its employees,
as this study found that T&D programmes stabilise the organisation. Training
programmes in the public-sector does not improve the performance of employees as
a results government departments continue to perform poorly.
The following section presents the findings from the primary research.
This study found that employee’ performance increases after completing a training
programme. This study found that training enables employees to improve their skills
knowledge and capability so that they can perform their tasks more efficiently. This
study also revealed that the training employees have received has helped them to
improve quality of products/services they provide. The study revealed that attending a
training programme exposes employees to much career development. The study
further found that T&D has a positive impact on the overall performance of the
workforce within the department. This confirms that there is a significant relationship
between employees’ performance and the department performance.
5.2.2.2 What are the prevailing training and development trends and
programmes within the organisation?
This study found that the majority of the respondents agreed that the organisation
conducts extensive training programmes for its employees in all aspects of quality.
This study found that the requirements of either the task or the employee deficiency of
their ability on the task determines training programmes design. This study found that
employees have regularly participated in T&D programmes within the organisation.
This proves that the department is a learning organisation. This study also found that
a majority of employees that have regularly participated in T&D programmes in the
organisation perform better.
77
This study found that there is an inadequate alignment of T&D strategy in the
organisation with the organisation business strategy. This study also found that there
is a high number of managers and human resources showing full willingness to help
employees apply what they have learned in training programmes.
This study found that the organisation has set up a committee that assesses and
evaluates training. This study found a lack of evaluation of training programmes
throughout their duration. This study found that the organisation does not have a good
evaluation criterion for evaluating training. From this research finding, this study
confirms that the department and other public-sector organisations will continue to
suffer the results of poor performance.
This study found that the organisation does not have a tool that it utilises to measure
the impact of T&D programmes. As a result, employees were not satisfied with the
PMDS tools used for measuring their level of performance after attending a training
programme. Thus, this leads to the organisation not interpreting the evaluation of
results and feedback.
This study found that a majority of the respondents agreed that a link exists between
the training programmes the organisation provides and the strategies of the
organisation. In the current situation, this study confirms that this department and other
public-sector organisations continue to perform poorly, and this is because of not
linking T&D programmes with the department’s goals.
This study found that T&D programmes stabilise the organisation. This study also
revealed that the organisation has put in place detailed development programmes
aimed at improving the performance of employees. This study revealed that the
training employees have acquired during the training sessions has improved the
employees’ performance. As a result, T&D of employees has improved the
department’s performance.
78
5.3 Conclusions
This study succeeded in gathering data that answered the aim and objectives of this
study. The primary research aim recognized the influence of T&D on organisational
performance within the Gauteng Provincial Department of Economic Development.
The findings were:
Research Objective 1: The first research objective was to determine the impact
of T&D in attaining organisational performance. The findings showed that after
completing training programme employee’s performance increases. This study
further found that T&D has a positive impact on the overall performance of the
workforce within the department.
Research Objective 2: The second research objective was to identify the
prevailing T&D trends and programmes within the organisation. The findings of
this study showed that the organisation conducts extensive training
programmes for its employees in all aspects of quality. This study also found
that employees that have regularly participated in T&D programmes in the
organisations perform better. This study found that T&D strategy of the
department is aligned with the organisation’s business strategy.
Research Objective 3: The third research objective was to determine the
extent to which the evaluation of training occurs in the organisation. This study
found that the department has set up a committee that assesses and evaluates
training. This study also identified a dearth of evaluation of T&D programmes
throughout their duration. This study also determined that the organisation does
not have a tool that it utilises to measure the impact of T&D programmes.
Research Objective 4: The fourth research objective was to understand the
relationship between employee performance and organisation performance.
Results found that the training programmes the organisation provides link to the
strategies of the organisation. This study revealed that T&D programmes
stabilise the organisation and that the department has put in place detailed T&D
programmes aimed at improving the performance of employees. This study
found that T&D of employees has improved the department’s performance.
79
Research Objective 5: Finally, the fifth research objective aimed to make
recommendations on alignment and implementation of T&D strategically,
providing continuous T&D programme, how to address training evaluation at
Gauteng Provincial Department of Economic Development. See this discussed
under recommendations hereunder.
5.4 Recommendations
A comprehensive review of the applicable literature and findings from the primary
research as well a thorough critical rationalism creates a foundation for
recommendations made below.
Based on the findings of this research, the researcher recommend that the department
should implement T&D programmes strategically through appraising training needs,
setting performance objectives, investigating support for internal and external T&D,
arranging training strategies, and formulating schedules and modules for training, also
including T&D efforts. Line managers should implement an intensive method of T&D
and participate in creating policy conclusions for training in line with the human
resource department. This will help the organisation augment its performance, as
there will be a linkage between training provided to employees with business strategy
of the department.
Based on the research findings, the department should provide continuous T&D
programmes that are core and train its current employees and new employees to
acquire new knowledge and skills, to ensure great levels of output and to keep up with
the demand for effective service delivery. The department should oversee the
implementation of the HRD-Strategy. When applying T&D programme, the department
should follow all the steps in the T&D process for it to benefit positively and fully from
a training programme.
80
5.4.3 Recommendation Three: Training evaluation tool
Based on these research findings, the department must adopt Kirkpatrick’s model for
evaluating training and should provide its employees with feedback. The HRD unit
should ensure that trainers possess all necessary skills to evaluate T&D programmes,
as this will help in evaluating training undertaken effectively. Proper evaluation of T&D
programmes must take place throughout their duration. After evaluating T&D
programme, the department should sit with the participant employees and interpret
results, and provide feedback on the T&D programmes, as this will allow the success
or failure of a particular T&D programme.
This study recommends exposure of employees to T&D in areas relevant to their tasks.
The HRD unit should ensure that line managers do understand PMDS, discuss PDPs
with employees, consider the T&D of employees important, and that T&D is their
responsibility. Line managers should be more involved in the T&D process. This will
assist the strategic alignment of T&D with the department business strategy and will
be resourceful to the trainees as there would be sufficient support from seniors.
This study recommend that the department should recognise skills and knowledge
learned from training. It should allow employees to apply newly learned skills and
knowledge through career development such as job rotation and, promotion and
provide newly trained employees with challenging tasks with more responsibilities. The
department can achieve positive results from T&D programme provided there is a
purposeful and continuous strengthening. Trainees applying newly learned skills will
prevent more errors at work being done and will lead trainees to be expertise.
81
5.5 Further research
This study proposes that further studies could apply a qualitative method or both the
qualitative and quantitative method to determine the impact of T&D on organisational
performance. Through a qualitative method, the researcher will be able to gather data
using in-depth interviews, which will provide more data than questionnaires. A
comparative study of both public and private sector organisations can investigate the
impact of T&D on organisational performance. A study can determine the impact of
T&D in the performance of senior managers.
5.6 Conclusion
This study evaluated the impact of T&D on organisational performance within the
Gauteng Provincial Department of Economic Development. Public-sector departments
such as Gauteng Provincial Department of Economic Development are not fulfilling the
needs of employees in terms of T&D, as a result, this widens the gaps between the
employee’s current and future required skills and knowledge. Thus, this study was
limited to the Gauteng Provincial Department of Economic Development. The
researcher recommends further studies for other public-sector departments. Training
and development are not the only variables that affect organisational performance.
Further studies could include other variables such as employee satisfaction, employee
motivation, employee engagement and employee commitment.
82
BIBLIOGRAPHY
Anlesinya, A., Bukari, Z. & Eshun, P. 2015. The Effect of Employee Development
on Performance of Public-sector Organisations in Ghana: Evidence from Controller
and Accountant General’s Department, Accra. International Journal of Management
and Commerce Innovations, 2(2):283-290. [Online]. Available from:
https://www.researchgate.net/pdf [Date of Access: 05 August 2017].
Asad, M. & Mahfod, J. 2015. Training and Development and its Impact on the
Employee’s Performance. A Study of Agility Company-Kingdom of Bahrain.
International Review of Management and Business Research, 4(3):700-712,
September. [Online]. Available from: https://www.irmbrjournal.com [Date of Access:
05 August 2017].
83
Asfaw, A.M., Argaw, M.D. & Bayissa, L. 2015. The impact of Training and
Development on Employee Performance and Effectiveness: A Case Study of District
Five Administration Office, Bole Sub-City, Addis Ababa, Ethiopia. Journal of Human
Resource and Sustainability Studies, 3:188-202, December. [Online]. Available from:
http://dx.doi.org/10.4236/jhrss.2015.34025 [Date of Access: 05 May 2017].
Babbie, E. 2007. The Practice of Social Research. 11th ed. Belmont: Wadsworth.
Babbie, E. 2011. Introduction to Social Research. 5th ed. CA. California: Cengage
Learning.
Babbie, E. & Mouton, J. 2010. The Practice of Social Research. 10th ed. Cape Town:
Oxford University Press.
Babbie, E & Mouton, J. 2011. The Practice of Social Research, Oxford University
Press: Cape Town.
Baruch, Y. & Holtom, B. C. 2008. Survey Response Rate Levels and Trends in
Organizational Research. Human Relations, 61(8), 1139-1160.
Blumberg, B., Cooper, D.R. & Schindler, P.M. 2008. Business Research Methods.
2nd ed. NY. New York: McGraw-Hill Education.
Brown, B.R. & Saunders, M. 2008. Dealing with statistics: What You Need to Know.
Maidenhead: McGraw-Hill Open University Press.
84
Coetzee, M., Botha, J.A. & Truman, K., eds. 2007. Practising Education, Training
and Development in South African Organisations. Cape Town: Juta & Company Ltd.
Coetzee, M., Botha, J.A., Kiley, J. & Truman, K., eds. 2009. Practising Education,
Training and Development in South African Organisations. Cape Town: Juta &
Company Ltd.
Coetzee, M., Botha, J.A., Kiley, J., Truman, K. & Tshilongamulenzhe, M.C., eds.
2013. Practising Training and Development in South African Organisations. 2 nd ed.
Cape Town: Juta and Company Ltd.
Cooper, D.R. & Schindler, P.S. 2008. Business Research Methods. 10th ed. NY.
New York: McGraw-Hill/Irwin.
Devi, R.V. & Shaik, N. 2012. Evaluating Training & Development Effectiveness – A
Measurement Model. Asian Journal of Management Research, 2(1):722-735.
[Online]. Available from: http://citeseerx.ist.psu.edu [Date of Access: 02 February
2017].
85
Diab, M. & Ajlouni, M.T. 2015. The influence of Training on Employee’s
Performance, Organisational Commitment, and Quality of Medical Services at
Jordanian Private Hospitals. International Journal of Business and Management,
10(2):117-127, January. [Online]. Available from:
http://dx.doi.org/10.5539/ijbm.v10n2p117 [Date of Access: 05 December 2017].
Ellis, S. 2008. South Africa and International Migration: The Role of Skilled Labour.
In A. WaKabwe-Segatti and L. Landau., Eds. Migration in Post-Apartheid South
Africa: Challenges and Questions to Policy-Makers. Paris: Agence Française de
Développement.
Erasmus, B.J., Leodolff, P.V.Z., Mda, T.V. & Nel, P.S. 2009. Management Training
and Development in South Africa. 5th ed. Cape Town: Oxford University Press
Southern Africa.
86
Fox, W. & Bayat, M.S. 2007. A Guide to: Managing Research. Cape Town: Juta &
Co Ltd.
Gravetter, F.J. & Forzano, L.B. 2012. Research Methods for the Behavioural
Sciences. 4th ed. Wadsworth: Cengage Learning.
Grobler, P.A. Warnich, S., Carrell, M.A., Elbert, W.F. & Hatfield, R.D. 2011. Human
Resource Management in South Africa. 4th ed. South Africa: Cenage Learning
EMEA.
Haldar, U.K. & Sarkar, J. 2012. Human Resource Management. New Delhi: Oxford
University Press.
Hameed, A. & Waheed. 2011. Employee Development and its Effect on Employee
Performance: A Conceptual Framework. International Journal of Business and Social
Science, 2(13):224-229, July. [Online]. Available from: http://www.ijbssnet.com [Date
of Access: 15 February 2017].
87
Human Resource Development (HRD) for the Public Service. 2015. Strategic
Framework Vision 2015. [Online]. Available from: http://unpan1.un.org [Date of
Access: 29 January 2017].
Jagero, N., Komba, H.V. & Mlingi, M.N. 2012. Relationship between on the Job
Training and Employee’s Performance in Courier Companies in Dar es Salaam,
Tanzania. International Journal of Humanities and Social Science, 2(22):114-120,
November. [Online]. Available from: http://www.ijhssnet.com [Date of Access: 18
February 2017].
Jehanzeb, K. & Bashir, N.A. 2013. Training and Development Programme and its
Benefits to Employee and Organisation: A Conceptual Study. European Journal of
Business and Management, 5(2):243-252. [Online]. Available from: www.iiste.org
[Date of Access: 05 February 2017].
Karim, M.J., Huda, K.Z. & Khan, R.S. 2012. Significance of Training and Post
Training Evaluation for Employee Effectiveness: An Empirical Study on Sainsbury’s
Supermarket Ltd, UK. International Journal of Business and Management, 7(18):141-
148, September. [Online]. Available from: http://www.ccsenet.org [Date of Access: 12
February 2017].
Khan, R.A.G., Khan, F.A. & Khan, M.A. 2011. Impact of Training and Development
on Organisational Performance. Global Journal of Management and Business
Research, 11(7):63-68, July. [Online]. Available from: https://globaljournals.org [Date
of Access: 05 April 2017].
Kirkpatrick, D.L. & Kirkpatrick, J.D. 2006. Evaluating Training Programs: The Four
Levels. 3rd ed. CA. San Francisco: Berrett-Koehler Publishers, Inc.
88
Krishna, R., Maithreyi, R. & Surapaneni, R.M. 2010. Research Bias: A review for
medical students. Journal of clinical and diagnostic research (4):2320-2324, April.
[Online]. Available from: http://citeseerx.ist.psu.edu [Date of Access: 05 April 2017].
Kum, F.D., Cowden, R. & Karodia, A.M. 2014. The Impact of Training and
Development on Employee Performance: A Case Study of ESCON Consulting.
Singaporean Journal of Business Economics, and Management studies, 3(3):72-105.
[Online]. Available from: http://singaporeanjbem.com [Date of Access: 18 February
2017].
Laurie, C. & Jensen, E.A. 2016. Doing Real Research: A Practical Guide to Social
Research. London: SAGE Publications Inc.
Leedy, P.D. & Ormrod, J.E. 2010. Practical Research: Planning and Design. 9th ed.
MA. Boston: Pearson Education International.
Leedy, P.D. & Ormrod, J.E. 2014. Practical Research: Planning and Design. 10 th
ed. Edinburgh Gate: Pearson Education.
Leedy, P.D. & Ormrod, J.E. 2015. Practical Research: Planning and design. 11th ed.
Edinburgh Gate: Pearson Education.
Long, C.S., Kowang, T.O., Chin, T.A. & Hee, O.C. 2016. Improving Organisational
Performance through Training Function: A Review. International Business
Management, 10(4):475-478. [Online]. Available from: http://docsdrive.com [Date of
Access: 26 February 2017].
Mafini, C. & Pooe, D.R.I. 2013. The Relationship between Employee Satisfaction
and Organisational Performance: Evidence from a South African government
department. South African Journal of Industrial Psychology/South Africa, 39(1):1-9,
July. [Online]. Available from: http://www.mcser.org [Date of Access: 8 February
2017].
89
Memon, K.R. 2014. Strategic Role of HRD in Employee Skill Development: An
Employer Perspective. Journal of Human Resource Management, 2(1): 27 – 32.
[Online]. Available from: http://www.sciencepublishinggroup.com [Date of Access: 06
March 2017].
Mellrath, L., Lyons, A. & Munck, R. 2012. Higher Education and Civic Engagement:
Comparative Perspectives. NY. New York: Palgrave Macmillan.
Meyer, M., Bushney, M., Katz, M., Knoke, G., Lategan, A., Ludike, J., Meyer, M., Nel,
B., Schenk, H., Smith, S., Van Niekerk, J. & Wolfson, R., eds. 2007. Managing
Human Resource Development: An outcome based approach. 3rd ed. Durban:
LexisNexis.
Meyer, M., Bushney, M., Katz, M., Knoke, G., Ludike, J., Meyer, M., Nel, B., Schenk,
H., Smith, S. & Wolfson, R., eds. 2016. Managing Human Resource Development:
A Strategic Learning Approach. 5th ed. Durban: Lexis Nexis.
Meyer, M., Bushney, M., Katz, M., Knoke, G., Lategan, A., Ludike, J., Meyer, M., Nel,
B., Schenk, H., Niekerk, J. & Wolfson, R., eds. 2016. Managing Human Resource
Development: An Outcome Based Approach. 3th ed. Durban: Lexis Nexis (Pty) Ltd.
Moullin, M. 2016. Improving and Evaluating performance with the Public Sector
Scorecard. International Journal of Productivity and Performance Management,
66(4):442-446, September. [Online]. Available from: www.emeraldinsight.com/1741-
0401.htm [Date of Access: 09 February 2017].
Mpofu, M. & Hlatwayo, C.K. 2015. Training and Development As A Tool For
Improving Basic Service Delivery; The Case Of A Selected Municipality. Journal of
Economics, Finance and Administrative Science, 20:133-136. [Online]. Available
from: www.elsevier.es/jefas [Date of Access: 16 February 2017].
90
Mulang, A. 2015. The Importance of Training for Human Resource Development in
Organisation. Journal of Public Administration and Goerance, 5(1):190-197. [Online].
Available from: http://www.macrothink.org [Date of Access: 12 April 2017].
Nel, P.S. Werner, A., Haasbroek, G.D., Poisat, P., Sono, T. & Schultz, H.B. 2008.
Human Resources Management. 7th ed. Cape Town: Oxford University Press
Southern Africa (Pty) Ltd.
Nel, P.S., Werner, A., Poisat, P., Sono, T., Du Plessis, A. & Ngalo, O. 2011. Human
Resources Management. 8th ed. Cape Town: Oxford University Press Southern
Africa.
Niazi, A.S. 2011. Training and Development Strategy and Its Role in Organisational
Performance. Journal of Public Administration and Governance, 1(2):42-56, August.
[Online]. Available from: 10.5296/jpag.v1i2.862 [Date of Access: 14 March 2017].
91
Noe, R.A., Hollenbeck, J.R., Gerhart, B. & Wright, P.M. 2015. Human Resource
Management: Gaining a Competitive Advantage. 9th ed. New York: McGraw-Hill.
Ogbu, O.J. & Idowu, O.J. 2017. Impact of Employee Training on Organisational
Performance. A Study of Selected Insurance Firms in Abuja-Nigeria. European
Journal of Business and Management, 9(14):64-72. [Online]. Available from:
https://www.iiste.org. [Date of Access: 18 February 2017].
Oladimeji, M.A. & Olanrewaju, T.L. 2016. Empirical Evaluation of Effect of Training
& Staff Development on Organisation Performance of Islamic Financial Institutions in
Nigeria. Business and Management Research Journal, 6(10):109-117, October.
[Online]. Available from: http://resjournals.com [Date of Access: 25 February 2017].
Olaniyan, D.A. & Ojo, L.B. 2008. Staff Training and Development: A Vital Tool for
Organisational Effectiveness. European Journal of Scientific Research, 24(3):326-
331. [Online]. Available from: http://www.eurojournals.com [Date of Access: 16
February 2017].
Olumuyiwa, O.S., Adelaja, A.S. & Chukwuemeka, O.E. 2012. Training and
Development, a Vital Tool for Organisational Effectiveness. (A Case Study of Sterling
Bank Nigeria Plc). International Organisation Scientific Research Journal of Business
and Management, 6(2):48-57, December. [Online]. Available from:
http://www.iosrjournals.org [Date of Access: 16 February 2017].
92
Ombayo, J.A., Egessa, R. & Shiamwama, S. 2014. The Relationship between
Career Training and Employee Productivity in Sugar Firms in Kakamega County,
Kenya. International Journal of Business, Humanities and Technology, 4(2):71-81,
March. [Online]. Available from: http://www.ijbhtnet.com [Date of Access: 16
February 2017].
Phillips, J.J. & Phillips, P.P. 2007. Using ROI to Demonstrate HR Value in the
Public-sector: A Review of Best Practices. [Online]. Available from:
https://www.insources.com.au [Date of Access: 15 May 2017].
Public Service Sector Education and Training Authority (PSETA). 2014. Annual
Report, 2015/16. Pretoria: PSETA. [Online]. Available from: http://www.pseta.org.za
[Date of Access: 23 February 2017].
93
Public Service Sector Education and Training Authority (PSETA). 2016. Annual
Report, 2017/18. Pretoria: PSETA. [Online]. Available from: http://www.pseta.org.za
[Date of Access: 23 February 2017].
Rahman, A.A., Ng, I.S., Sambassivan, M. & Wong, F. 2013. Training and
Organisational Effectiveness: Moderating Role of Knowledge Management Process.
European Journal of Training and Development, 37, 472-488. [Online]. Available
from: http://dx.doi.org/10.1108/03090591311327295 [Date of Access: 20 February
2017].
Rao, D.V. & Kishan, K. 2012. Understanding ‘Training and Development’ in Public-
sector Undertakings. European Journal of Commerce and Management Research,
1(1):31-35, December. [Online]. Available from: http://www.ejcmr.org/ [Date of
Access: 16 February 2017].
Rajasekar, J. & Khan, S.A. 2013. Training and Development Function in Omani
Public-sector Organisations: A Critical Evaluation. Journal of Applied Business and
Economics, 14(2):37-52. [Online]. Available from: http://t.www.na-businesspress.com
[Date of Access: 15 February 2017].
Rasool, F. & Botha, C.J. 2011. The Nature, Extent and Effect of Skills Shortages on
Skills Migration in South Africa. SA Journal of Human Resource Management, 9(1):1-
12. [Online]. Available from: http://www.sajhrm.co.za [Date of Access: 09 February
2017].
94
Ratna, R., Khana, K., Jogishwar, N., Khattar, R. & Agarwal, R. 2014. Impact of
Learning Organisation on Organisational Performance in Consulting Industry.
International Journal on Global Business Management and Research, 2(2):1-11,
March. [Online]. Available from: https://journals.indexcopernicus.com [Date of
Access: 11 February 2017].
Repko, A.F. 2012. Interdisciplinary Research: Process and Theory. New Delhi:
SAGE Publications India.
Robson, C. & McCartan, K. 2016. Real World Research. 4th ed. Oxford: Blackwell.
Saunders, M., Lewis, P. & Thornhill, A. 2009. Research Methods for Business
Students. 5th ed. Edinburgh Gate: Pearson Custom Publishing.
Saunders, M., Lewis, P. & Thornhill, A. 2012. Research Methods for Business
Students. 6th ed. Edinburgh Gate: Pearson Custom Publishing.
Saunders, M., Lewis, P. & Thornhill. 2016. Research Methods for Business
Students. 7th ed. Edinburg Gate: Pearson Education Limited.
Shaheen, A., Naqvi, S.M.H. & Khan, M.A. 2013. Employees Training and
Organisational Performance: Mediation by Employees Performance. Interdisciplinary
Journal of Contemporary Research in Business, 5(4):490-503, August. [Online].
Available from: http://journal-archieves35.webs.com [Date of Access: 19 February
2017].
95
Shakeel, S. & Lodhi, S. 2015. Impact of Training and Development on Employee
Performance: A Case of Banking Sector of Pakistan. Journal of Resources
Development and Management, 14:22-29. [Online]. Available from: www.iiste.org
[Date of Access: 19 February 2017].
Shek, D.T.L. & Chak, Y.L.Y. 2012. Evaluation of the Training Program of the Project
P.A.T.H.S.: Findings Based on the Perspective of the Participants from Different
Cohorts. The Scientific World Journal. 1(1):1-10, September. [Online]. Available from:
https://www.hindawi.com [Date of Access: 15 February 2017].
Sikora, D.M. & Ferris, G.R. 2014. Strategic Human Resource Practice
Implementation: The Critical Role of Line Management. Human Resource
Management Review, 271-281. [Online]. Available from:
www.elsevier.com/locate/humres [Date of Access: 11 November 2017].
Simon, M.K. & Goes, J. 2013. Scope, Limitations, and Delimitations. Dissertation
and Scholarly. Seattle, WA: Dissertation Success LLC.
Sohail, M., Ahmad, N., Iqbal, N., Haider, Z. & Hamad, N. 2014. Impact of Training
and Development on the Employee Performance: A Case Study from Different
Banking Sectors of North Punjab. Arabian Journal of Business and Management
Review, 2(4): 19-23. [Online]. Available from: https://www.omicsonline.org [Date of
Access: 25 February 2017].
Swanepoel, B., Erasmus, B., Van Wyk, M., Schenk, H., Van Der Westhuizen, E. &
Wessels, J., eds. 2013. South African Human Resource Management for the
Public-sector. 2nd ed. Cape Town: Juta & Company Ltd.
Swanepoel, B.J., Erasmus, B.J., Schenk, H.W. & Tshilongamulenzhe, M.C., eds.
2014. South African Human Resource Management: Theory and Practice. 5 th ed.
Cape Town: Juta and Company Ltd.
96
Tahir, N., Yousafzai, I.K., Jan, S. & Hashim, M. 2014. The impact of training and
Development on Employees Performance and Productivity: A case study of United
Bank Limited Peshawar City, KPK, Pakistan. International Journal of Academic
Research in Business and Social Sciences, 4(4):86-98. [Online]. Available from:
http://dx.doi.org/10.6007/IJARBSS/v4-i4/756 [Date of Access: 17 February 2017].
Tetteh, S., Sheng, W.C., Yong, L.D., Narch, O.C. & Sackitey, O.E. 2017. The
Impact of Training and Development on Employee Performance (A Case Study of
Millicom Ghana Limited-TIGO). International Journal of Information Research and
Review, 4(1):3482-3487, January. [Online]. Available from: http://www.ijirr.com [Date
of Access: 30 March 2017].
Tharenou, P., Saks, A.M. & Moore, C. 2007. A Review and Critique of Research on
Training and Organisational-Level Outcomes. Human Resources Management.
Review 17:251-273.
97
Ubeda-Garcia, M., Marco-Lajara, B., Sabater-Sempere, V. & Garcia-Lillo, F. 2013.
Does Training Influence Organisational Performance? Analysis of the Spanish Hotel
Sector. European Journal of Training and Development, 37(4): 380 – 413, February.
[Online]. Available from: https://www.emaraldinsight.com. [Date of Access: 12
February 2017].
Ugbomhe, U.O., Nosakhare, O.G. & Egwu, E.U. 2016. Impact of Training and
Development on Employee Performance in Selected Banks in Edo North Senatorial
District, Nigeria. Indian Journal of Commerce and Management Studies, 7(3):48-55,
September. [Online]. Available from: https://www.scholarshub.net [Date of Access:
12 April 2017].
Ugoji, C. & Mordi, C. 2014. Training evaluation: A Case of Employee Training and
Development within the Service Industries in Nigeria. Journal of Research in
International Business and Management, 4(1):13-20, March. [Online]. Available from:
http://www.interesjournals.org/JRIBM [Date of Access: 03 March 2017].
ul Islam, M.Z. & Javed, A.B. 2015. Impact of Training and Development on
Organizational Performance: Empirical Study on Telecommunication Sector of
Pakistan. Journal of Resources Development and Management, 6(1)26-31. [Online].
Available from: www.iiste.org [Date of Access: 03 March 2017].
Van der Heijden, T. & Mlandi, M. 2005. Organisational Success and Failure in the
Public-sector. Journal of Public Administration, 6(4):20-22. [Online]. Available from:
https://journals.co.za [Date of Access: 12 March 2017].
Van der Westhuizen, E., Wessels, J., Swanepoel, B., Erasmus, B., Van Wyk, M. &
Schenk, H., eds. 2013. South African Human Resource Management: for the
Public-sector. 2nd ed. Cape Town: Juta & Company Ltd.
Van Zyl, L.E. 2014. Research Methodology for the Economic and Management
Sciences. Based on Salkind. 8th ed. Cape Town: Pearson Education Limited.
Walliman, N. 2011. Your Research Project: Designing and planning your work. 3rd
ed. London: SAGE Publications.
Walter, M., eds. 2013. Social Research Methods. 3rd ed. Australia: Oxford University
Press.
98
Welman, J.C. & Kruger, S.J. 2001. Research Methodology. 2nd ed. Cape Town:
Oxford University Press Southern Africa.
Yamane, T. 1967. Statistics, an Introductory Analysis. 2 nd ed. NY. New York: Harper
and Row.
Yee, R.W.Y., Yeung, A.C.L. & Cheng, T.C.E. 2008. The Impact of Employee
Satisfaction on Quality and Profitability in High-Contact Service Industries. Journal of
Operations Management, 26(5):651–668. [Online]. Available from:
http://www.business.uzh.ch [Date of Access: 11 March 2017].
99
APPENDICES
100
Appendix B: Covering letter
Dear Respondents
I would like to express my deepest appreciation for your generous time, honest and
prompt responses.
Objective
This questionnaire gathers data about the impact of training and development on
organisational performance in the Gauteng Provincial Department of Economic
Development. This information constitutes the primary data in my MBA study at
Mancosa Graduate School of Business.
The aim of this study is to examine the impact of training and development on
organisational performance within Gauteng Provincial Department of Economic
Development, and to elicit the opinion of the employees about the training and
development programmes provided by the department.
The data you provide would be of great value for the success of this research. I confirm
to you that all the data has academic purposes and is analysed anonymously through
the authorisation of the university. No harm will accrue to respondents because of the
information you provide.
General Instructions
In all cases where answer options are available please cross (X) or tick (√) in
the box provided
For scale typed questions please cross (X) or tick (√) your preferred level of
agreement
101
Appendix C: Survey Questionnaire
Survey Questionnaire
This research survey forms part of research project on the evaluation of the impact of
training and development on organisational performance within the Gauteng Provincial
Department of Economic Development.
Questionnaire instructions:
Please complete ALL questions as best you can. The survey should not take
you more than 15 minutes. There are no right or wrong answers.
Base your answers on your personal experience.
Read instructions carefully.
Demographic information is used for statistical purposes.
All individual responses are anonymous and will be treated as confidential.
20-29
30-39
40-49
50-59
Male
Female
102
How many years of experience do you have?
0-5
6-10
11-15
16+
0-5
6-10
11-15
16+
Below Matric
Matric
Certificate
Diploma
Undergraduate Degree
Honours
Masters
Doctorate
103
Discipline/Unit: Gauteng Department Economic Development
Manager
Non-manager/administration
104
Section C: Prevailing training and development trends and programmes in the
organisation
105
Section D: Evaluation of T&D occurs in the organisation
106
Section E: Relationship between employee and organisation performance
If you had to make three key recommendations, what would they be?
Recommendation 1:
…………………………………………………………………………………………………
Recommendation 2:
………………………………………………………………………………………………….
Recommendation 3:
………………………………………………………………………………………………….
107
Appendix D: Crosstabs:
Kruskal-Wallis/Crosstabs
Crosstab A
High_Qual What is your highest qualification? * D3 The organisation have a good evaluation criteria for
evaluating training Crosstabulation
Count
D3 The organisation have a good evaluation
criteria for evaluating training
1 Strongly 5 Strongly
Agree 2 Agree 4 Disagree disagree Total
High_Qual What is your 1 Below Matric 0 1 0 0 1
highest qualification? 2 Matric 0 1 3 1 5
3 Certificate 0 2 11 1 14
4 Diploma 0 18 16 0 34
5 Undergraduate 2 8 22 4 36
Degree
6 Honours 3 4 18 3 28
7 Masters 0 2 8 2 12
8 Doctorate 0 1 0 0 1
Total 5 37 78 11 131
Crosstab B
High_Qual What is your highest qualification? * D4 The organisation utilises a tool to measure the impact of
training and development Crosstabulation
Count
D4 The organisation utilises a tool to measure the
impact of training and development
1
Strongly 4 5 Strongly
Agree 2 Agree 3 Neutral Disagree disagree Total
High_Qual What is your 1 Below Matric 0 1 0 0 0 1
highest qualification? 2 Matric 0 1 1 2 1 5
3 Certificate 0 4 0 9 1 14
4 Diploma 4 14 3 13 0 34
5 Undergraduate 0 9 0 23 4 36
Degree
6 Honours 1 5 0 17 5 28
7 Masters 0 3 0 7 2 12
8 Doctorate 0 0 0 1 0 1
Total 5 37 4 72 13 131
108
Mann-Whitney/Crosstabs
Crosstab C
Gender What is your gender? * E4 Training acquired has improved my performance Crosstabulation
Count
1 2 3 4 5 Strongly
Strongly Agree Neutral Disagree disagree
Agree
Total 24 85 2 16 4 131
Crosstab D
109
Appendix E: Letter of Language quality
N R Barnes,
20 Ridge Royal,
South Rand Road,
Linmeyer.
neilbarn@telkomsa.net
011-352609/0715036939
110