The assessment of the Skills Development Training Programmes on the performance of educators : the case study of two selected schools in King Williams Town

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The Assessment of the of Skills Development Training Programmes

on the Performance of Educators: The Case Study of Two Selected

Schools in King Williams Town

By

Litha Ncukana

Research Submitted in fulfillment of the Requirements for the Degree of

MA (Public Administration) Research

In the Faculty of Arts

at the Nelson Mandela Metropolitan University

Supervisor: Dr. S Maclean

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DECLARATION

I LithaNcukana declare that the study “An assessment of the Effectiveness of Skills Development Training Programmes on Performance of Educators: A case Study of Two selected Schools in King Williams Town” is my own work and that all the sources I have used or quoted have been acknowledged by means of references.

__________________________ LITHA NCUKANA

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ABSTRACT

The primary objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to the case study of two selected schools in King Williams Town, Eastern Cape Province. This study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the Public Service requires employees with requisite competency. There is a need for continuous improvement of capacity and skills development in the Public Service with the purpose of ensuring that employees who are recruited and retained in the Public Service have the requisite skills to perform their responsibilities. It is within such postulation that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested.

Two selected schools in King Williams Town district participated in the study and the detailed analysis of the findings imply that some of the on-the-job skills development training programmes that are used in the Eastern Cape Department of Education include coaching, counseling, job rotation, job enrichment, project work , mentoring, use of assistantship and committees or quality circles. Some interview participants construe that the strategies or measures that can be used to improve the implementation of skills development programmes for educators in the Eastern Cape Department of Education include commitment from school authorities, remunerate the learners, adopting support policies, possible promotion after training and investing more resources.

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DEDICATION

This study is dedicated to my parents and my entire family for their support and encouragement, my late uncle, Lulamile Ncukana for his motivation and wisdom while he was still with us and to my daughter, Ondela.

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ACKNOWLEDGEMENTS

In concluding my study, I would like to extend my sincere appreciation and acknowledgements to the following individuals for their contribution that saw this work possible:

 Dr. S. Maclean, my supervisor for his interest in working with me, his inspiring guidance and encouragement in making this study meaningful.

 Dr. W. Manona, my first supervisor for his motivation and inspiration while he was still with the Nelson Mandela Metropolitan University.

 Mr. L. Mpongwana, my supervisor at work, again for his support and expertise to this study, his academic experience has been fruitful in every respect.

 My parents and my entire family once more, for their constant support, love, encouragement and their prayers to ensure my success.

 My fellow students, ZukiswaRoboji and NokuzolaTsoko for their constant support, encouragement and motivation during the trying and challenging times

 My special thanks to the Almighty God for being my source of strength and wisdom. Without His loving grace, this study would have been impossible for me to carry out.

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REFERENCE LIST ... 79

Appendix A: Interview Questionnaire ... 83

Appendix B: Permission to conduct research ... 98

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LIST OF FIGURES

Figure 4.1: Key issues that are considered during the design and implementation of skills

development programmes for the Educators in the Eastern Cape Province ... 43

Figure 4.2: The kinds of on-the-job training programmes that are used in the skills development

training programmes for the educators in the Eastern Cape Province ... 66

Figure 4.3: The kinds of off-the-job training programmes that are used in the skills development training programmes for the educators in the Eastern Cape Province ... 47

Figure 4.4: The effects of skills development training programmes on the performance of the educators ... 49

Figure 4.5: the effects of skills development training programmes on the performance of the educators ... 51

Figure 4.6: Factors limiting the effective implementations of skills development programmes.. 54

Figure 4.7: Training specific measures ... 56

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CHAPTER 1

INTRODUCTION AND MOTIVATION OF THE STUDY

1.1

INTRODUCTION

The primary research objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to a case study of two selected schools in the Eastern Cape Province. It is anticipated that such an assessment will result into prescribing appropriate measures which can be used to improve the effectiveness of skills development training programmes in the Eastern Cape Province. The study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the public service requires employees with requisite competency. However, to accomplish this result, employees in the public service need to possess the essential skills and expertise to competently execute their functions and duties. There is a need for continuous improvement of capacity and skills development in the public service with the purpose of ensuring that employees who are recruited and retained in the public service have the requisite skills to perform their responsibilities. It is within such postulations that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested. The study springs from the fact that studies conducted by authors such as Sergeant and Hannum (2009:3); Barnes and Verwey (2008:2);DoE (2005:95) reveal that despite implementation of skills development training programmes, the performance of most educators and schools still remain significantly poor. Although Sargent and Hannum (2009:3) Barnes and Verwey (2008:2);Doe

(2005:95) link the challenges to poor learners’ commitments, poor funding and lack of facilities, this study believes that the challenges are positively related to the strategies and kinds of skills development training programmes which are presently being used. It is therefore, on that basis that this study is being conducted, so that appropriate review and suggestions of strategies for skills development training programmes can be postulated. Although, the entire research process will be guided by this overriding objective, this research provides the outline of key processes and techniques which will be used in the main study. The key issues outlined include research context, background information, research problem statement, research objectives and questions. The paper

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also provides outlines of the significance of the study, literature review, research design and methodology, chapter organization and a sample questionnaire.

1.2

RESEARCH CONTEXT: BACKGROUND INFORMATION

According to the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (2011–2025), addressing teachers’ development needs is fundamental to improving the quality of teaching and learning in South Africa. In line with such initiatives, Barnes and Verwey (2008:16) stated that teachers’ development needs are currently being addressed through a range of mechanisms, including the IQMS and programmes for continuing professional development. Barnes and Verwey (2008:16) construe that skills’ development training of public educators falls within one of the visions, missions and objectives that the National Skills Development Strategy III (NSDS III)(2011) strives to achieve. The NSDIII (2011) outlines that one of its visions is to achieve a skilled and capable workforce that shares in, and contributes to, the benefits and opportunities of economic expansion and an inclusive growth path, thereby resulting in achieving a mission which involves striving to increase access to high quality and relevant education and training and skills development opportunities, including workplace learning and experience, to enable effective participation in the economy and society by all South Africans and reduce inequalities. Nzimande (2011) and the NSD III (2011) further prescribe that the key driving force of this strategy is improving the effectiveness and efficiency of the skills development system.

In other words, the NSDS III (2011) states that the strategy represents an explicit commitment to encouraging the linking of skills development to career paths, career development and promoting sustainable employment and in-work progression. According to the NSDS III (2011), other missions involve seeking to encourage and actively support the integration of workplace training with theoretical learning, and to facilitate the journey individuals make from school, college or university, or even from periods of unemployment, to sustained employment and in-work progression. In order to achieve this vision, mission and objectives, the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (2011–2025) emphasize that teacher development should simultaneously satisfy individual teachers’ professional aspirations, improve the quality of learner achievement, address the needs of schools

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and contribute to the development of the entire education system. It also added that teacher development activities should be of high quality, relevant and accessible to all, and should provide opportunities for participants to demonstrate what they have learned, should lead to improved competence in professional practice in education, including improved knowledge, skills and dispositions for teaching. Nonetheless, the governments have made efforts to address the need for improvement of skills and capacity development of employees through various interventions. Throughout the past decade, the Public Service Commission the course of its investigation and research conducted has established that although enabling legislation and mechanisms are in place, in most instances there is deficient basic service delivery in the public service. The poor skills and incapability of some employees in the public service have been identified as some of the contributory factors for poor service delivery which need to be addressed to turn the situation around. In an attempt to address that, the government has promulgated human resource development specific laws and policies which serve as the foundation for improving skills and competence of employees in the public service. Given the importance of skills and capacity development, the Constitution of the Republic of South Africa, specifically Section 195 (1) (h) and (i) sets the foundation of the regulatory framework which enables mechanisms for development of skills of employees in the public service.

This provision is amplified in amongst others the Skills Development Act, 1998, the Public Service Act and the National Skills Development Strategy (NSDS). As a result of the provisions of the Skills Development Act, 1998, the Public Sector Education and Training Authority (PSETA) was established as one of the key government institutions mandated with the implementation of programme functions of training and skills development for employees in the public service. This intervention is a continued effort by the government to develop skills and capacity in order to enhance performance and service delivery in the public service. It is more than a decade since the Skills Development Act, 1998 was promulgated and the PSC has under taken a study to determine if the PSETA is fulfilling its role on the development of skills of employees in the South African Public Service. The findings of the PSC’s previous researches to establish the effectiveness and the extent, to which the human resources development initiatives are being implemented, have continuously shown inadequacy on the side of the Department of Education and other role-players.

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Furthermore, the PSETA which was established to facilitate the implementation of the National Skills Development Strategy (NSDS) and to ensure that skills in the public service are given special and focused attention has never been formally assessed. The study has thus been under -taken with a view to determine the PSETA’s contribution towards skills development and career progression prospects in the public service as it was set out to do in the enabling legislation. The Public Service Commission (PSC) is proud to now release its report on the assessment of the PSETA’s contribution towards the development of skills and career progression prospects in the public service. Furthermore, the PSC wishes to acknowledge the German Technical Agency’s (GTZ) assistance for funding the study for this report and officials of the departments that participated in this assessment. However, despite the implementation of such a framework, effective performance of educators is still marred with poor education quality, lack of funds for implementing relevant programmes, poor commitment and interests of teachers. The details of the problems are explained in the next section.

1.3

RESEARCH PROBLEM STATEMENT

Despite the implementation of a number of skills development training frameworks, strategies and models, a number of challenges still mar successful skills development of educators in the Eastern Cape Department of Education. One of these challenges is echoed in the fact that a number of schools still continue to perform quite badly. Although learners’ commitments and dedication can be blamed, the source of the problem can be attributed to a lack of educators’ skills to stimulate learners’ interests and commitments towards education so as to make achieving of better results possible. Such results also imply that the quality of the provided education is to a certain extent questionable, thus also suggesting the quality of the kinds of skills development training programmes that public educators undergo. Empirical evidence e.g Duffy (2003: 92) further noted that despite undergoing skills development training programmes, a significant number of public educators still fail to demonstrate competence and ability to conduct educational programmes more effectively. This is demonstrated in the fact that despite poor teaching skills, most educators cannot effectively develop course outlines or lesson plans. In other words, there is a challenge of commitment, motivation and ability to transfer skills learnt during skills development training programmes to the educators. All these suggest the extent to which review of ongoing skills development training programmes is important for ensuring that the skills learnt are effectively

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transformed into efforts that result in improving performance of educators. It is against that backdrop that this study is being conducted along the research objectives and questions outlined in the following sections.

1.4

RESEARCH OBJECTIVES

This study is underpinned by the following primary and secondary research objectives;

1.4.1 Primary research objective

The primary research objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to a case study of two selected schools in the Eastern Cape Province. It is anticipated that such an assessment will result into prescribing appropriate measures which can be used to improve the effectiveness of skills development training programmes in the Eastern Cape Province.

1.4.2 Secondary research objectives

In order to achieve the above indicated primary research objective, the study will also be guided by the secondary research objectives which are to:

 Evaluate processes and methods which are used in accomplishing skills development training programmes in the Eastern Cape Province.

 Assess effects of skills development training programmes on the performance of educators in the Eastern Cape Province.

 Examine key success factors determining successful skills development training programmes in the Eastern Cape Province.

 Determine strategies and models which are used for evaluating, monitoring and improving skills development training programmes in the Eastern Cape Province.

1.5

RESEARCH QUESTIONS

While deriving from the above outlined primary and secondary research objectives, the study also evaluates research questions encompassing;

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 How effective are the processes and methods which are used in accomplishing skills development training programmes in the Eastern Cape Province?

 To what extent have skills development training programmes impacted on improving performance of educators in the Eastern Cape Province?

 Which key success factors are considered as essential for determining successful skills development training programmes in the Eastern Cape Province?

 Which strategies and models are used for evaluating, monitoring and improving skills development training programmes in the Eastern Cape Province?

1.6

IMPORTANCE AND SIGNIFICANCE OF THE STUDY

Empirical findings by Duffy (2003: 92) reveal that despite increasing investments on skills development training programmes in the Eastern Cape Department of Education, the performance of educators is still characterized by poor learners’ performance, poor infrastructure management, poorly motivated teachers and challenges cutting across the entire quality of provided education. Although, other studies attribute such challenges to factors encompassing; lack of learners’ interests, poor remuneration of teachers and governmental performance, and this study links such failures to ineffective accomplishment of the provided skills development training programmes. On that basis, the importance of this study is anchored on the fact that by linking challenges marring educators’ performance to ineffective skills development training programmes, the study provides an opportunity for the entire processes, methods and systems of skills development training programmes in the Eastern Cape Department of Education to be effectively evaluated. It is anticipated that the effective evaluations of skills development training programmes will enable the Eastern Cape Department of Education to identify and understand variables that are significantly limiting its successful accomplishment of skills development training programmes. The identification and understanding of such variables will not only determine the kinds of key success factors that must be considered, but also better measures and strategies which can be used to improve skills development training programmes in the Eastern Cape Department of Education. Through this, the study will be demonstrating its importance by solving difficulties associated with effective conceptual application of skills development training programmes in the Eastern Cape Province.

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1.7

DEFINITION OF TERMS

For the purpose of this research, the following terms would be explained;

 National skills Development Strategy: Overarching strategic guide for skills development and provides direction to sector skills planning and implementation in the SETAs. Also provides a framework for the skills Development levy utilization of these institutions as well as the NSF and se out the linkage with responsibility of other education and training stakeholders, (National Skills Development Framework).

 Sector education and training authority: Plays an important role in gathering statistics and other relevant information on labour market skills and training provision. Their close contact with industry places them in a good position to document and communicate recent and emerging trends.

 Human Resource Development South Africa: Promotes justice and social cohesion through improved equity in the provision and outcomes of education and skills development.  Human Resource Strategy: An improvement in South Africa’s Human Development Index

and Country’s Human Development Index rankings.

 Sectoral Skills Plan: Focus on the sector economic and labour market analysis and projections which frame the SETA.

 Further Education and Training: Public further Education and training as well as Universities and Universities of Technology should have the capacity to deliver skills for the new economy.

 Medium Term Strategic Frame Work: Strengthen the skills and human resource base.  Department of Higher Education and Training: Plays a custodian role.

 National Skills Authority: This is an advisory role.

 National Skills Development Framework: facilitates, monitor and coordinates Skills Development activities within the Department of education.

 Education, Training and Development Practice: Sector Education: These Institutions employ people and the Department of Education’s head quarters and provincial offices employ a further10% of all the employees in the sector.

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1.8

OVERVIEW AND CHAPTER ORGANISATION

The research process will be accomplished according to the following five chapters:

Chapter 1: Introduction: This chapter examines general introductory remarks about the trends, challenges, effects and strategies so far undertaken for improving skills development training programmes in the Eastern Cape Province. Besides providing highlights of how the study fits into the overall picture of studies conducted on skills development training programmes in the Eastern Cape Province, it also provides an overview of the research context; background information, research problem statement, research objectives and questions. Other details examined include the significance of the study and chapter organization.

Chapter 2: Literature review: The discussions in this chapter are guided by the issues outlined in the research objective and questions. On that basis, the chapter evaluates relevant theories and literature on processes, methods, effects, key success factors and strategies or measures for improving the organizational skills development training programmes.

Chapter 3: Research design and methodology: This chapter elucidates on the research design and methodology which is used in the research process. The chapter examines the distinction between qualitative research and quantitative research designs, and indicates that the study uses qualitative research techniques. Later sections in the chapter examine the target population and sampling process, data collection method, interview processes data analysis, validity and reliability, ethical considerations and conclusions.

Chapter 4: Findings and discussions: The primary findings of this study are presented and discussed in this chapter. The process is guided and accomplished according not only to issues which are contained in the research objectives and questions, but also sections which are aligned to the sections that are contained in the questionnaires. These sections are: Section A: Processes and methods which are used in accomplishing skills development training programmes in the Eastern Cape Province; Section B: The effects of skills development training programmes on the performance of educators in the Eastern Cape Province; Section C: Key success factors determining successful skills development training programmes in the Eastern Cape Province, and Section D: Strategies and models which are used for evaluating, monitoring and improving skills development training programmes in the Eastern Cape Province.

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Chapter 5: Conclusions and recommendations: The general conclusions and recommendations of the study will be discussed in this chapter. Mainly, there will be two sections, one dealing with the conclusions and the other examining the recommendations. Under the conclusions, the findings of the secondary and primary research will be summarized according to sections which are aligned to the research objectives and questions. The recommendations will be drawn depending on what the findings of the study will reveal.

1.9

CONCLUSION

Generally, the discussions in this chapter reveal that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested. It is also noted that the study springs from the fact that studies conducted by authors such as Sargent and Hannum (2009:3); Barnes and Verwey (2008:2);DoE (2005:95) reveal that despite implementation of skills development training programmes, the performance of most educators and schools still remain significantly poor. Although Sargent and Hannum (2009:3); Barnes and Verwey (2008:2);DoE (2005:95) link the challenges to poor learners’ commitments, poor funding and lack of facilities, the chapter notes that this study believes that the challenges are positively related to the strategies and kinds of skills development training programmes which are presently being used. The chapter also outlines the problem leading to the study, research objectives, research questions, significance of the study and overview and chapter organization. The next chapter examines relevant theories and literature grounding the study.

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CHAPTER 2

LITERATURE REVIEW

2.1

INTRODUCTION

The discussions in this chapter are guided by the issues outlined in the research objective and questions. On that basis, the chapter evaluates relevant theories and literatures on processes, methods, effects, key success factors and strategies or measures for improving the organisational skills development training programmes. Specifically, the chapter reveals that training and development practices are the organisation’s intentional efforts to improve current and future performance by helping employees acquire skills, knowledge, and attitudes required of a competitive workforce. However, the findings of the studies conducted by Elbadri (2001:79); Goldstein and Ford (2002:149);Gurstein (2003:82);Korpi and Mertens (2004:103) indicate that the effectiveness of the skills development training programme is not only determined by the application of this five steps’ framework, but also by the extent to which the application of a combination of different types of training programmes and methods is integrated in the five steps’ framework. Nonetheless, authors such as Abbas and Yaqoob (2009:270); Blanchard and Thacker, 2003:133); Desimone, Werner and Harris (2002:198)argue that there is a nexus between the skills development training programmes and productivity, general improving performance, improved service quality, reactionary to changes in business environment, and enhancement of a country’s economic growth and development. In terms of the limitations, Bryans and Smith (2000:228); Coetzee (2005:1); Hestek , Roos and Middlewood (2005) highlight that lack of employees’ commitment, internal work motivation, poor investments into training programmes are the factors limiting the effectiveness of training programmes in modern public sector organizations. Nonetheless, Boulmetis and Dutwin (2005:67);Bryans and Smith (2000:228); Thorne and Machray (2000:233); Bhattacharrya (2006:199) agree that measures for improving the effectiveness of skills development training programmes include: designing appropriate training programmes, the adoption of appropriate training policies, the application of training benchmarks metrics, and the use of Kirkpatrick (1959)’s Training Evaluation Model.

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2.2

THE NOTION OF TRAINING AND SKILLS DEVELOPMENT IN

MODERN PUBLIC SECTOR ORGANISATIONS

Rao (2006:179) posits that training and development practices are the organisation’s intentional efforts to improve current and future performance by helping employees acquire skills, knowledge, and attitudes required of a competitive workforce. Noe, Hollenbeck, Gerhart, and Wright (2003:267) argue that development and training may be defined as the planned organisational effort directed towards facilitating employees’ learning of job related competencies encompassing knowledge, skills or behaviour that are crucial for successful job performance. Noe et al.’s (2003:267) views are consonant with the postulations of authors such as Battacharrya (2006:196);and Armstrong (2010:365) that training connotes a planned process aimed at modifying employees’ attitudes, knowledge, skills and behaviour through learning experience in order to render achieving improving employees’ performance in an activity or range of activities possible. Armstrong (2010:365) argues that achieving improvement in employees’ performance subsequently impacts on improving generalorganisational performance. Battacharrya (2006:196) further concurs with Armstrong (2010:365) that training is essentially concerned with short term performance regarding the job or tasks at hand. Despite sharing similar views with Battacharrya (2006:196);Armstrong (2010:365); Conway (2002:78) reveal that examples of training programmes may include initiatives undertaken to improve employees’ skills on use of a new piece of equipment or new computer application or to improve letter writing or report writing. Conway (2002:78) adds that training may also be linked to development plans, for either the individual and/or the organization in which case it may be applied to assist with career growth and building of skills which may or may not be immediately required, but essential for achieving improving future performance.

On the other hand, Mello (2002:272); Noeet al. (2003:267) distinguishes training from development, and state that training involves the process of employees acquiring skills and knowledge that they can use immediately, while employee development involves the process learning, equipping employees with relevant knowledge and skills, shaping behaviours and attitudes which are essential for achieving future improving employee and general organisational performance. Mello (200:272) points out that many organinisations use the term “learning” rather than “training” to emphasize the point that the activities engaged in as part of the development

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process are broad-based and involve much more than straight forward acquisition of manual technical skills. Learning as, Desimone, Werner, and Harris, (2002:198) construe involves ongoing development and continuously adding to employees skills and knowledge to meet the challenges the organization faces from its external environment. Nonetheless, Battacharrya (2006:196) reiterates that training may be defined as the systematic tailor-made programme to suit the needs of the particular organization for developing certain attitudes, actions, skills and abilities in employees irrespective of their functional levels. On that basis, he argues that training therefore serves purposes encompassing increasing the performance level of an employee, developing employees to excellently perform at the position of higher responsibility, and constantly developing manpower to meet current as well as future needs of the organization. Through that Battacharrya (2006:196) notes that training also helps ensure effective utilization of human resources. However, Elbadri (2001:79); Rylait and Lohan (1997:252), Donovan, Hannigan and Crowe (2001:228); B. Erasmus and Van Dyk (2001:40) agree that the effectiveness of training programmes is defined by the factors discussed in the next section.

2. 3

PROCESSES,

METHODS

AND

TYPES

OF

TRAINING

PROGRAMMES IN PUBLIC SECTOR ORGANISATIONS

Goldstein and Ford (2002:149); Gurstein (2003:82); Korpi and Mertens (2004:103) argue that the effectiveness of skills development training programmes is measured by the extent to which certain prescribed framework is used and the application of a balanced combination of different types of training programmes and methods.

2.3.1 A framework for skills development and training in the public sector

The American Society for Training and Development (2009) argues that there are five main steps for accomplishing training and development in the public sector. These five steps are:

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2 3.1.1 Step 1: Understand the organization’s or unit’s key strategies, goals, and performance metrics

In order to accomplish this, the American Society for Training and Development (2009) reveal that the managers who are in charge of training must analyses the connection between performance goals and employee capability. It suggested that the kinds of questions that can be used in this analysis include:

 What factors in the economy, culture, or market most influence your organization?  What are the organization’s key strategies and goals?

 What are the performance metrics for key strategies and goals?

 What capabilities must employees at all levels have to be able to meet the performance metrics?

 How is the organization’s business and leadership model communicated throughout the organization?

 What behaviors or values play key roles in how work is performed?

 How are the demographics of the organization’s workforce changing, and what impact will they have on knowledge, skills, and behaviors?

 What is the state of the supply chain of talent for the business or industry, given specific strategies?

2.3.1.2 Step 2: Identify competencies that map to strategies and performance metrics

In this step, the American Society for Training and Development (2009) suggests that public sector managers must; identify the business functions that are most critical to achieving the strategies, and work with leaders of core business functions, determine which skills and competencies their employees need to be able to meet key goals and be effective at implementing key strategies. It added that the managers must also identify current needs as well as those for the next one to three years, map current and future competencies to current and future strategies and goals, and prioritize

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capabilities, skills, and competencies in order of their relevance to desired performance so as to assess which ones that the organization have to grow in order to be effective.

2.3.1.3 Step 3: Assess the skills gap

The American Society for Training and Development (2009) further explains that in this step, public managers can use performance consulting tools such as the Gilbert’s performance grid or Brinkerhoff’s impact mapping and processes to identify organisational and individual factors that influence performance. The American Society for Training and Development (2009) added that public sector managers must also identify the root cause of skills gaps, taking care to distinguish gaps in skills or knowledge from factors in the organization’s environment that also affect performance. In addition, it suggests that public sector managers must use analytical tools, such as impact mapping, to identify performance behaviors required to meet specific goals, and conduct a capability audit to determine where gaps exist in employees’ knowledge, skill, or behavior.

2.3.1.4 Step 4: Set goals and prioritize the path to filling gaps

According to the American Society for Training and Development (2009), the effective accomplishment of Step 4 requires establishing the baseline measures of employees’ current skills, setting goals for closing gaps between existing skill sets and those needed to support the current and future goals of the organization, and determining which paths to take to fill particular gaps like outsourcing, hiring, training and development, coaching and mentoring, retention strategies, apprenticeships, job rotation and sharing, and social learning with Web 2.0 tools, etc. The American Society for Training and Development (2009) also added that the training managers must determine how results in filling skills gaps will be measured, and create an internal communication plan to educate and involve managers and employees in programs to close skills gaps.

2.3.1.5 Step 5: Implementation of solutions

At this point, the American Society for Training and Development (2009) construe that all the key leaders in the organization will have already been roped in, and thus the next move is to prioritize solutions. It notes that this can be effected by ensuring that the process is led by the organization’s

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learning function; create an organization-wide plan to address skills gaps. It may also require the engaging of the organization’s senior leadership in supporting the plan, cascading goals through the organization, and participating as teachers. For identified knowledge or skill gaps, the American Society for Training and Development (2009) reveal that the organization must create learning opportunities using appropriate delivery options. Create individual learning plans and paths for employees. Have systems in place to measure and document skills and competencies before, during, and after training and development. Link all learning and development goals to the organization’s skill needs and priorities. Leverage technology, including Web 2.0 tools, to facilitate knowledge sharing, skill development, and informal learning.

2.3.1.6 Step 6: Monitor and measure results and communicate the impact

According to the American Society for Training and Development (2009), the final step involves monitoring and measuring employees’ progress on learning plans against individual and organisational goals. The organization can also use assessment tools to measure progress before and after learning and development takes place, measure gains in learning’s efficiency and effectiveness and employees’ speed to competence, and link results of skill development initiatives back to organisational strategies and goals. The American Society for Training and Development (2009) added that the next initiative requires testing for senior leaders’ awareness of progress toward results in closing skills gaps, identifying a successful stakeholder work with that person to communicate the results, communicating progress and results regularly to all stakeholders.

However, the findings of the studies conducted by Elbadri (2001:79); Goldstein and Ford (2002:149);Gurstein (2003:82);Korpi and Mertens (2004:103) indicate that the effectiveness of the skills development training programme is not only determined by the application of this five steps framework, but also by the extent to which the application of a combination of different types of training programmes and methods is integrated in the five steps framework.

2.3.2 The application of a combination of relevant training methods

Elbadri (2001:79) argue that the effectiveness of training programmes is defined by the extent to which a combination of relevant training methods are used in the organisation’s training and development processes. Elbadri (2001:79) posits that training can either be formal or informal or

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both. Elbadri (2001:79) notes that whereas formal training refers to where training needs are identified for certain individuals so that recommendations for training can be made, informal training on the other hand concerns situations where training is done without following prescribed procedures, like for instance an informal employee’s consultation on how a task can best be accomplished. Despite concurring with Elbadri (2001:79), Goldstein and Ford (2002:149) also reveal that the effectiveness of training is determined by the use of a combination of individual and group training programmes. According to Goldstein and Ford (2002:149), individual development or training is best accomplished through coaching and counseling. Although counseling is the progress of advising and encouraging on how to best accomplish the assigned tasks, Goldstein and Ford (2002:149) stated that coaching deals with the process of setting tasks, monitoring performance, reviewing and learning from performance. In support of Goldstein and Ford (2002:149), Gurstein (2003:82);Korpi and Mertens (2004:103) reveal that in group training, the process is generally controlled by a professional teacher or trainer, and invariably takes place off the job. According to Gurstein (2003:82);Korpi and Mertens (2004:103)the methods for group training include; discussions, syndicate work, project work, case history methods, role playing, mentoring, assistantship, and committees or quality circles.Besides these forms of on-the-job training, Moller, Benscoter, and Rohrer-Murphy (2000:95); Nel, Gerber, Van Dyk, Haasbroek, Schultz, Sono, and Werner (2001:439) noted that a training programme can also be off-the-job. Moller et al. (2000:95) refers to where the training and skills development processes are conducted out of the normal procedures of tasks performance. Moller et al. (2000:95) argue that the effectiveness of off-the-job training programmes is measured by the use of a combination of methods encompassing short courses, case studies, in-tray exercises, management games, role playing; longer education based courses, conferences, seminars and workshops, programmed instructions, and outdoor/outward bound programmes. In addition Bhattacharrya (2006:197) suggests that a training programme can also be best designed basing on the functional level and occupational categories of employees.

Nonetheless, Armstrong (2000:10) echoes, Afaq and Khan’s (2005:5) assertion that any organization that uses its skills development programmes more effectively must certainly experience improving performance.

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2.4

EFFECTS

OF

SKILLS

DEVELOPMENT

TRAINING

PROGRAMMES ON EMPLOYEES’ PERFORMANCE

Authors such as Abbas and Yaqoob (2009:270); Blanchard and Thacker (2003:133); Desimone, Werner and Harris (2002:198)argue that there is a nexus between the skills development training programmes and productivity, general improving performance, improved service quality, reactionary to changes in business environment and enhancement of a country’s economic growth and development

2.4.1 Productivity and general improving performance

According to Afaq and Khan (2005:5), training has a direct relationship with improving general employees’ and organisational performance. Afaq and Khan (2005:5) anchor their arguments on the fact that training is a formal and systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience. Armstrong (2000;10) echoes Afaq and Khan’s (2005:5) assertions that through training programmes, employees are able to gain competence and creativity that enhance productivity and general improving performance. Meanwhile, Ginsberg (1997: 1) notes that more costly but effective training programmes can save the organisational substantial amount of money. Training therefore, as Swanson (2005) reiterates has acquired a strategic value in the modern organisational context since service quality depends on employee customer care effectiveness. On the other hand, Conway (2002:7) believes that employee training directly enhances firm performance by raising the general levels of skills, as employees become more highly motivated and highly skilled, their tasks performance improves and organisational effectiveness is directly enhanced. However Gee and Nystroom (1999:212) argued that employee training has a mediated rather than a direct effect upon firm performance. Gee and Nystroom (1999:212) construe that employee training is more effective when used in conjunction with other management practices and that compatible sets of practices are more effective raising performance than any individual practice.

In other words, research reveals that training has been recognized as one of the strategies that modern managers can use to attain a firm’s general superior performance (Blanchard and Thacker, 2003:133). Desimone, Werner and Harris (2002:198) noted it is revealed by the advocates of training that through training, firms are able to equip their employees with the essential skills and

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enhance the general organisational performance. This is because the essential skills acquired from training programmes enable employees to be more creative and devise cost minimization strategies, improve efficiency and effectiveness, and turn the previously sluggish performance into a superior one (Afaq and Khan, 2005:5). However, achieving such positive results from training programmes are unlikely to accrue unless appropriate processes are followed, and there is positive management attitude that training must turnaround the general organization’s performance (Armstrong, 2000:10). In a number of instances, managers have been discovered to implement training programmes just merely as a formality, without any serious commitment and dedication from both the management and the staff (Afaq and Khan, 2005:5). Afaq and Khan (2005:5) interpret that such an approach may significantly undermine the value of training as a performance improvement measure.

2.4.2 Improved service quality

Also related to the above is the fact that employee training impacts quite positively on the organisational service quality. According to Cooney et al. (2007:2) adoption of quality management practices has long been associated with an increase in provision of employee training. Firms pursuing a quality strategy have found it necessary to invest in human capital enhancing activities such as training in order to enhance quality performance improvements, productivity and customer satisfaction. Employees therefore require training in order to manage the enhancement of their work role following the delegation of responsibilities for quality. They also require some training in non-technical skills to be able to participate in quality improvement activities. The employees need to broaden their skills in order to effectively respond flexibly to changing customer and market requirements. Training for quality management requires the development of specific skill sets that support quality management practices. Such training is important, not only to ensure the successful adoption of quality practices, but also to ensure the achievement of broader quality missions of improved firm competitiveness. The success of the quality strategies adopted by the firm and effectiveness of the quality management system employed within the firm, are dependent upon the supply of appropriately skilled labour. This can only be achieved through training programmes development.

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2.4.3 Reactionary to changes in business environment

Undertaking employee training has been established by ABE (2008:235) to help organizations react to the volatile changes in the company’s modern business environment. ABE (2008:235) states that the modern business environment is characterized with rapid and ongoing changes. This comes from both internal and external forces. The internal forces are constituted of new products and services, new ways of doing things, new people and equipment in carrying out processes, and financial pressures such as budgetary constraints. The external forces are constituted of political changes which include legislations, changes brought about by the economic cycles, social and demographic changes creating new demands on the organization, especially as customers become better informed and more demanding. Other forces include changes in the external technological environment. Proactive organizations therefore adopt a positive approach to such challenges by seeking to incorporate training and development in the strategic plan. It must also chart not only where the organization is going in the medium to long term, but should also have constituent plans for each part of the organization including human resources. It is in that regard that Bhattacharrya (2006:197) noted that training helps organizations undertake the following:

 Update knowledge: technological advancement, business environment changes and new management philosophies have now made it imperative for organizations to renew and update the knowledge and skills of the employees so that they do not become redundant for obvious functional incompetence. The first and foremost need for manpower training therefore is to renew and update knowledge and skills of employees to sustain their effective performance and so also to develop them for future managerial positions.

 Avoid obsolescence: economic liberalization are necessitating organisational restructuring, which inter alia calls for training employees irrespective of their functional level, for their redeployment in restructured, jobs. Therefore, the second important need for training is to avert functional obsolescence.

 Improve performance: continuous training being required to renew and update knowledge and skills of employees, makes them functionally effective. The third need is therefore to make employees effective in their performance through continuous training.

 Developing human skills: apart from emphasizing on technical and conceptual skills, new training programmes also emphasize on developing human skills of employees. Such

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human skills are necessary for effective inter-personal relations and sustaining a healthy work environment. This need for training therefore cannot be altogether ignored.

 Imparting trade specific skills: in industrial employment, the convention is to recruit workers and employees through compulsory apprenticeship training. Such apprenticeship training enables an organization to impart industry and trade specific skills to workers. This also therefore is an important need for manpower training.

 Stabilizing work force: globally the importance of training is now increasingly felt for stabilizing workforce to withstand the technological change and for making the organization dynamic in this changed process. Management theorists now unanimously agree that it is the responsibility of the organization to train and develop their manpower as a continuous process.

2.4.4 Enhances a country’s economic growth and development

Abbas and Yaqoob (2009:270) reveal that skills development and training of a country’s human resources impacts on improving economic growth and development. Abbas and Yaqoob (2009:270) reveal that the objective of skill development is to create a workforce empowered with the necessary and continuously upgraded skills, knowledge and internationally recognized qualifications to gain access to decent employment and ensure India’s competitiveness in the dynamic global market. According to Abbas and Yaqoob (2009:270), it aims at increasing the productivity and employability of workforce (wage and self-employed) both in the organized and the unorganized sectors. It seeks increased participation of youth, women, disabled and other disadvantaged sections and to synergize efforts of various sectors and reform the present system with the enhanced capability to adapt to changing technologies and labour market demands. Abbas and Yaqoob’s (2009: 270) views are consistent with the International Labour Organization’s (ILO) assertion that skills development is of key importance in stimulating a sustainable development process and can make a contribution in facilitating the transition from an informal to formal economy. It is also essential to address the opportunities and challenges to meet new demands of changing economies and new technologies in the context of globalization. Abbas and Yaqoob (2009:270) added that skills development can help build a “virtuous circle” in which the quality and relevance of education and training for women and men fuels the innovation, investment,

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technological change, enterprise development, economic diversification and competitiveness that economies need to accelerate the creation of more jobs.

According to Abbas and Yaqoob (2009:270), the objective of skills development is to create a workforce empowered with the necessary and continuously upgraded skills, knowledge and internationally recognized qualifications to gain access to decent employment and ensure India’s competitiveness in the dynamic global market. According to Abbas and Yaqoob (2009:270), it aims at increasing the productivity and employability of workforce (wage and self-employed) both in the organized and the unorganized sectors. It seeks increased participation of youth, women, disabled and other disadvantaged sections and to synergize efforts of various sectors and reform the present system with the enhanced capability to adapt to changing technologies and labour market demands. Abbas and Yaqoob’s (2009:270) views are consistent with the International Labour Organization’s (ILO) assertion that skill development is of key importance in stimulating a sustainable development process and can make a contribution in facilitating the transition from an informal to formal economy. It is also essential to address the opportunities and challenges to meet new demands of changing economies and new technologies in the context of globalization. Abbas and Yaqoob (2009:270) add that skills development can help build a “virtuous circle” in which the quality and relevance of education and training for women and men fuels the innovation, investment, technological change, enterprise development, economic diversification and competitiveness that economies need to accelerate the creation of more jobs.

On another angle, Anderson (2008) holds that investing in human resources through undertaking training is one of the means through which firms can gain a competitive advantage in modern competitive business environments. Anderson’s (2008) perceptions are echoed in Rosemary and Kessels’ (2004) assertion that the concept has extended to blur the distinctions between private and public enterprises, thereby indicating that even though an institution is a public one, improving employees performance through training is an essential practice, as it enables distinguishing itself from other public institutions possible. Despite pointing out that the benefit of such a process is reflected in an enhanced political and public image, Abbas and Yaqoob (2009:270) also noted that employee training is becoming increasingly an important concept in modern business environment, because it helps increase human capability which subsequently leads to improved competitive advantage. Yukl (2002:68) indicated that training programmes can be used to develop

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managerial skills at current jobs which can be used to develop new projects or begin new projects serving as department representative on cross functional teams. Nonetheless, Bhattacharrya (2006:197) summed it that training helps organizations update knowledge, avoid obsolescence, improve performance, develop human skills, impart trade specific skills and stabilize work force. Despite the positive impacts associated with employee training and development, Abbas and Yaqoob (2009:270), noted that organisational endeavours have usually been thwarted by factors discussed in the next section.

2.5

FACTORS LIMITING THE EFFECTIVENESS OF TRAINING

PROGRAMMES IN MODERN PUBLIC SECTOR ORGANIZATIONS

Bryans and Smith (2000:228);Coetzee (2005:1);Hestek , Roos and Middlewood (2005) highlight that lack of employees’ commitment, internal work motivation, poor investments into training programmes are the factors limiting the effectiveness of training programmes in modern public sector organizations.

2.5.1 Lack of Employees’ Commitment

According to Coetzee (2005:1), lack of employees’ commitment has usually affected organisational ability to undertake effective training, as in most cases employees have attended training merely as a means of fulfilling organisational requirements when on the part of the employees there are no real needs for learning and acquiring new skills. On that basis, Coetzee (2005:1) notes that training turns to be more of a source of resource wastage rather than an investment. He points out that some of the factors explaining low employee commitment towards training include; personal problems, low morale, job dissatisfaction and low motivation. In support of Coetzee (2005:1), Hestek , Roos and Middlewood (2005) highlight that billions of dollars are spent each year on training in an effort to increase productivity, so that businesses can stay competitive in the face of fierce global competition and a rapidly changing environment. However, Hestek et al. (2005) noted that such efforts have been hindered by lack of the motivation to transfer. Thorne and Machray (2000:233) perceive that positive transfer of training is the application of know-how, skills and attitudes gained in a training context to the trainees’ job, and motivation to transfer is defined as the intended effort towards utilizing knowledge and skills learned in a training

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atmosphere to the real world work situation. Tobias and Fletcher (2000:46) stress that individual attitudes are attitudes that the trainee brings to the training programme, and are attitudes that are not directly related to the training programmes, but are expected to influence both motivation to learn and motivation to transfer. According to Tobias and Fletcher (2000:46), individuals who have a strong desire to learn new things are construed to enjoy the learning process. Lawler and Vroom (1998:12) in their theories of motivation hypothesized that behaviour is directed towards pleasure and away from pain. On that basis, Tobias and Fletcher (2000:46) believe that it would follow that individuals who enjoy learning new things would be more motivated to attend and participate in training and to practice what they have learnt.

2.5.2 Internal work motivation

According to Tobias and Fletcher (2000:46), internal work motivation has been found to be significantly related to supervisory ratings of job effectiveness. Tobias and Fletcher (2000:46) state that it suggests that if internally motivated individuals are higher performers on the job, then they may view training as a means of improving their performance and therefore be more motivated to learn and use training. Despite motivation to transfer, Seyler, et al. (1998:5) state that situational variables influence motivation to learn under a set of specific circumstances. In other words, Seyler, et al. (1998:5) perceive that organisational climate which constitutes of supervisors’ support, supervisor functions, peer support, situational constraints or aids of the actual job setting in which training will be utilized, is the trainees’ perception of the environmental favourability and what he/she expects to encounter in the work setting that influence motivation to transfer. They added that prior knowledge of the transfer climate into which trainees would return could influence their motivation to learn as well as their motivation to use the training and thus their transfer behaviours. Yet Swanson (2005:21) points out that one of the other factors hindering realization of effective training in organizations is poor investments into training programmes.

2.5.3 Poor investments into training programmes

Swanson (2005:21) construes that poor investment in training is preventing organizations from reaping maximum benefits from their training programmes. Swanson (2005:21) bases his arguments on the fact that in most cases, organizations were established to consider training as

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expenditure rather an investment which must be avoided. Though towing Swanson (2005:21) lines of thought, Cooper and Lybrand (1985) noted that some of the assumptions preventing successful training and skills development in modern organizations include the assumption that only well-off organizations can afford training, assumption that education, training and development is the responsibility of the human resources department, and the assumption that any training is relevant. Yet Bryans and Smith (2000:228) argue that effective training programmes equip organization’s employees with skills to effectively and efficiently perform their tasks. Training also contributes to personal and career development, improved job satisfaction, morale and motivation. Despite such usefulness associated with training, in most organizations training is still perceived as expenditure rather than an investment (Boulmetis, & Dutwin, 2005:67; & Bryans & Smith, 2000:228). The consequence of such perceptions has been training programmes which are poorly designed and therefore do not help the organization address issues which training had been intended to do so. In other organizations employee training has been neglected completely. In order to outwit these challenges, Boulmetis and Dutwin (2005:67); Bryans and Smith (2000:228) reveal that organizations must apply the measures that are discussed in the next section.

2.6

MEASURES

FOR

IMPROVING

TRAINING

AND

SKILLS

DEVELOPMENT PROGRAMMES IN MODERN PUBLIC SECTOR

ORGANIZATIONS

Boulmetis and Dutwin (2005:67);Bryans and Smith (2000:228); Thorne and Machray (2000:233);Bhattacharrya (2006:199) agree that measures for improving the effectiveness of skills development training programmes included signing appropriate training programmes, the adoption of appropriate training policies, the application of training benchmarks metrics, and the use of Kirkpatrick (1959)’s training evaluation model.

2.6.1 Design appropriate training programmes

Thorne and Machray (2000:233);Bhattacharrya (2006:199) believe that failure to design appropriate training programmes is one of the reasons explaining failures of training programmes in most modern organizations. Bhattacharrya (2006:199) posits that the effectiveness of a training programme is defined by identification of training needs, assessing individual needs, assessing

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corporate needs, assessing knowledge, skills and behaviours, and designing the training programmes. Thorne and Machray (2000:233) and Bhattacharrya (2006:199) noted that there is need for effective identification of training needs because training can be expensive and a faulty analysis of what is required can result in a significant waste of the organization’s resources.An accurate training analysis enables limited training budgets to be directed towards activities which will achieve optimum benefits for the organization, accurate information about training needs is essential to the specification of learning objectives and the design of appropriate training programmes, and the organization’s training plan should be based upon assessment of training needs and their prioritization. Thorne and Machray (2000:233) and Bhattacharrya (2006:199) reveal that the two approaches to assessing training needs constitute of assessing the needs of the individuals and the needs of the organization. Coetzee (2005:1) noted that the differences in the individual employee needs are influenced by differences in aptitude or previous experience.

They added that these differences need to be identified if resources are not to be wasted on a scatter gun approach training programmes based solely on generalization about the whole work force or particular occupational groups. Coetzee (2005:1) suggests that assessment of individual needs can be accomplished through performance appraisals and survey questionnaires. Tobias and Fletcher (2000:46) stress that in both the initial analysis and in subsequent training plans, it is important to distinguish between immediate training needs within the employee’s current job and longer term development needs. According to Tobias and Fletcher (2000:46), employees’ suggestion schemes about their own training often focus on the latter, citing courses and wider experience which might assist them in gaining a promotion or general professional qualifications. They noted that supervisor’s views about their staff usually concentrate on training to improve current job performance. An effective training analysis takes both types of needs into account and produces a training plan which strikes an acceptable balance. As Abbas and Yaqoob (2009:270) noted, assessing corporate needs is concerned with training and development designed to meet organisational objectives at section, department and who

The assessment of the Skills Development Training Programmes on the performance of educators : the case study of two selected schools in King Williams Town

The Assessment of the of Skills Development Training Programmes

DECLARATION

__________________________ LITHA NCUKANA

ABSTRACT

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

1.2 Research context: background information ... 2

organisations ... 11

2.4 Effects of skills development training programmes on employees’ performance ... 17

2.6 Measures for improving training and skills development programmes in modern public sector organizations ... 24

3.4 Data collection method ... 34

4.2 Conclusion ... 58

5.4 Recommendations ... 74

5.5 Conclusion ... 77

REFERENCE LIST ... 79

CHAPTER 1

RESEARCH CONTEXT: BACKGROUND INFORMATION

RESEARCH PROBLEM STATEMENT

1.4.1 Primary research objective

RESEARCH QUESTIONS

IMPORTANCE AND SIGNIFICANCE OF THE STUDY

OVERVIEW AND CHAPTER ORGANISATION

CONCLUSION

INTRODUCTION

PROCESSES,

2.3.1 A framework for skills development and training in the public sector

2.3.2 The application of a combination of relevant training methods

EFFECTS

2.4.1 Productivity and general improving performance

2.4.3 Reactionary to changes in business environment

2.4.4 Enhances a country’s economic growth and development

FACTORS LIMITING THE EFFECTIVENESS OF TRAINING

2.5.1 Lack of Employees’ Commitment

2.5.3 Poor investments into training programmes

MEASURES

2.6.1 Design appropriate training programmes