Management College of Southern Africa

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

Dickson Scotch Mdhlalose

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

Dickson Scotch Mdhlalose

Dissertation submitted in partial fulfilment

of the requirements for the degree of
Masters of Business Administration in the

Department of Business Studies

Management College of Southern Africa (MANCOSA)

Supervisor: John Masson

2017

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 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.

D.S Mdhlalose Date

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 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.

First of all, I would like to express my sincere gratitude to my supervisor Mr John

Masson for his diligent paternal and professional assistance and unreserved effort in
guiding me throughout the research and dedication of his precious time in reading and
correcting this research.

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.

I would also like to thank Gauteng Provincial Department of Economic Development,

heads of departments/units, colleagues, and all the respondents for taking part in this
research.

Finally, I would like to express my sincere thanks to my senior colleague Dr Ngwako

Sefoko for patience, invaluable contributions, and guidance without which I could not
have completed this study.

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 ABSTRACT

In contemporary studies, most organisations consider employee training and

development as the foundation for gaining a sustainable competitive advantage.
Contrarily, the influence of training and development on organisational performance in
the South African public-sector remains fundamentally unexamined. This study is thus
concerned with an evaluation of the impact of training and development on
organisational performance using a case study of the Provincial Department of
Economic Development in the Gauteng Province.

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.

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 TABLE OF CONTENTS

TITLE PAGE ............................................................................................................... i

DECLARATION ......................................................................................................... ii
ACKNOWLEDGEMENTS ......................................................................................... iii
ABSTRACT .............................................................................................................. iv
TABLE OF CONTENTS ............................................................................................. v
LIST OF TABLES ..................................................................................................... ix
LIST OF FIGURES.................................................................................................... xi
LIST OF ACRONYMS.............................................................................................. xii
CHAPTER ONE: INTRODUCTION............................................................................ 1
1.1 Introduction....................................................................................................... 1
1.2 Background to the study ................................................................................... 1
1.3 Problem statement ........................................................................................... 2
1.4 Aim of the study ................................................................................................ 3
1.5 Objectives of the study ..................................................................................... 3
1.6 Research questions .......................................................................................... 4
1.7 Significance of the study................................................................................... 4
1.8 Format of the study .......................................................................................... 4
1.8.1 Chapter One: Introduction ................................................................................ 5
1.8.2 Chapter Two: Literature Review ....................................................................... 5
1.8.3 Chapter Three: Research Methodology............................................................ 5
1.8.4 Chapter Four: Results, Discussion and Interpretation of Findings .................... 5
1.8.5 Chapter Five: Conclusions and Recommendations .......................................... 5
1.9 Conclusion........................................................................................................ 6
CHAPTER TWO: LITERATURE REVIEW ................................................................. 7
2.1 Introduction....................................................................................................... 7
2.2 Importance of Human Resource Development ................................................. 7
2.3 Key words defined ............................................................................................ 7
2.3.1 Training ............................................................................................................ 8
2.3.2 Development .................................................................................................... 8
2.3.3 Organisational performance ............................................................................. 8
2.4 Impact of training and development on organisational performance ................ 8
2.4.1 Role of training on organisational performance ................................................ 9

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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

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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

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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

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 LIST OF TABLES

Table 2.1: Levels of post-instructional evaluation ............................................................ 13

Table 2.2: Challenges facing HRD in the public-sector .................................................. 15
Table 3.1: Questionnaire reliability ..................................................................................... 30
Table 4.1: Response rate..................................................................................................... 40
Table 4.2: Overall reliability ................................................................................................. 40
Table 4.3: Respondents’ age group ................................................................................... 41
Table 4.4: Respondents gender ......................................................................................... 42
Table 4.5: Respondents total years of experience .......................................................... 42
Table 4.6: Respondents years of experience in current position .................................. 43
Table 4.7: Respondents highest qualification ................................................................... 44
Table 4.8: Respondents’ current position .......................................................................... 45
Table 4.9: My performance had increased after completing training programme ...... 47
Table 4.10: Training enables me to improve my skills knowledge ................................ 48
Table 4.11: Training enables me to improve my capability ............................................ 49
Table 4.12: The training I have received helped me to enhance quality of
product/service ............................................................................................................... 50
Table 4.13: There are many opportunities for career development after completing
training programmes...................................................................................................... 51
Table 4.14: Training and development has an impact on the overall performance of
staff within the department ........................................................................................... 52
Table 4.15: The organisation conducts extensive training programmes for its
employees in all aspects of quality ............................................................................. 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 .............................. 54
Table 4.17: I have regularly participated in training and development programmes
within the organisation .................................................................................................. 55
Table 4.18: Employees who have regularly participated in training and development
programmes within the organisation perform better................................................. 56
Table 4.19: My organisation has a training and development strategy aligned with the
organisation’s business strategy ................................................................................. 57

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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

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 LIST OF FIGURES

Figure 1.1: Gap Analysis ............................................................................................ 3

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 LIST OF ACRONYMS

ASSA Actuarial Society of South Africa

DPSA Department of Public Service and Administration
HRD Human Resource Development
HRD-Strategy Human Resource Development-Strategy
IBM International Business Machines
PALAMA Public Administration Leadership and Management
Academy
PDP Performance Development Plan
PMDS Performance Management and Development System
PSC Public Service Commission
PSETA Public Services Education and Training Authority
ROI Return-On-Investment
SPSS Statistical Package for the Social Sciences
T&D Training and Development
WSP Workplace Skills Plan

xii
 CHAPTER ONE: INTRODUCTION

1.1 Introduction

In contemporary studies, most of the organisations consider employee Training and

Development (T&D) as the foundation for gaining a sustainable competitive advantage.
Conversely, the influence of T&D on organisational performance in the South African
public-sector remains fundamentally unexamined. This study therefore strives to
evaluate the impact of T&D on organisational performance within the Gauteng
Provincial Department of Economic Development.

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.

1.2 Background to 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.

In the contemporary business environment, “lifetime employability” replaces “lifetime

employment”. Many employees’ careers stall or even stop at a lower level, a
phenomenon known as, “career plateauing”. This is the Peter Principle, which states

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.

1.3 Problem statement

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.

There is no assurance that training results in improved organisational performance.

The main problem identified in this study is that there is a lack of knowledge of the
impact of T&D on organisational performance within the Gauteng Provincial
Department of Economic Development. It is hence imperative to investigate the impact
of T&D on employees’ performance and on organisation performance.

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.

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Figure 1.1: Gap analysis

Source: Fincham and Rhodes (2012:102)

1.4 Aim of the study

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.

1.5 Objectives of the study

The research objectives of this study are to:

 Determine the impact of training and development in attaining organisational

performance at Gauteng Provincial Department of Economic Development.
 Identify the prevailing training and development trends and programmes within
Gauteng Provincial Department of Economic Development.
 Determine the extent to which the evaluation of training occurs in the
organisation.
 Understand the relationship between employee performance and organisation
performance.
 Make recommendations on how to align and implement training and
development strategically and address the evaluation of training at the
Gauteng Provincial Department of Economic Development.

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1.6 Research questions

The research questions align to the objectives of this study, namely:

 What is the impact of training and development in attaining organisational

performance at Gauteng Provincial Department of Economic Development?
 Which are the prevailing training and development trends and programmes
within the Gauteng Provincial Department of Economic Development?
 What is the extent of the evaluation of training occurrence in the organisation?
 What is the relationship between employee performance and organisational
performance?
 What recommendations can be made to align and implement training and
development strategically and address evaluation of training at the Gauteng
Provincial Department of Economic Development?

1.7 Significance of the study

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.

1.8 Format of the study

This section gives a draft of each chapter of the dissertation.

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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.

1.8.2 Chapter Two: Literature Review

Chapter two presents an all-inclusive understanding about HRD, specifically training

and development. It presents an overview of HRD, definition of T&D and organisational
performance. This reveals challenges, benefits, empirical evidence, and theories
relating to the subject of the study.

1.8.3 Chapter Three: Research Methodology

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.

1.8.4 Chapter Four: Results, Discussion and Interpretation of Findings

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.

1.8.5 Chapter Five: Conclusions and Recommendations

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.

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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.

The following chapter focuses on a literature review. It furthermore discusses ideas

from leading scholars and related arguments and current data.

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 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.

2.2 Importance of Human Resource Development

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).

Human Resource Development is defined as structured knowledge that organisations

offer in a certain period that results in improved performance, personal growth, and
enrichment of subordinates’ employability, to gratify the present and upcoming
organisation needs (Coetzee et al., 2009:399). It plays a vital role in the organisation
performance through assisting the organisation to unite its employees in order to
accomplish the strategic aims and objectives of the organisation (Ugoji & Mordi,
2014:14). Thus, HRD, T&D is important as it advances the performance of employees
through learning.

2.3 Key words defined

This section provides the definition of the key words of this study, namely: training,
development and organisational performance.

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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

The concept of ‘Development’, as defined by Grobler et al. (2011:340), is the task of

executives for stabilising and advancing of employees’ capabilities in their careers by
enhancing their awareness, talents, and aptitudes as well as other characteristics. In
contrast, Mulang (2015:191) state that “development” focuses on expanding senior
manager’s theoretical abilities, decision-making skills and extending social
relationships. This study adopts the definition of Grobler et al. (2011:340) since it is in
line with the theoretical concept of this study.

2.3.3 Organisational performance

Ogbu and Idowu (2017:65) define the term ‘organisational performance’, as a

magnitude of the outcomes attained in contrast to the goals of the organisation. While,
Ratna et al. (2014:1) state that the phrase ‘organisational performance’ comprises the
substantive turnout or outcomes of the organisation as compared to its intended
objectives, its help of the employees, and its attempts to understand and improve
performance. This study adopts Ratna et al. (2014:1) definition because it includes the
production capacity performance affected by and reliant on Training and Development.

2.4 Impact of training and development on organisational performance

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).

2.4.1 Role of training on organisational performance

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.

A study by Tetteh et al. (2017) found that off-the-job training, technology-based

learning and coaching and mentoring have a slight significant impact on expanding
inventions in strategies and products and for such reasons have a slight impact on
refining employee’s performance. The important findings from the study analysis is that
job rotation as a method for training does not have a significant impact on reducing
employee turnover, increasing employee job satisfaction and as well the moral of
employees. Based on these results, the researchers further argue that the addition of
flexibility and efficiency, supporting higher innovation strategies and products does not
have a significant impact in advancing employee’s performance.

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.

2.5 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.

2.5.1 Importance of training evaluation

Arguably, evaluation of training is the utmost misleading stage in training practice. In

the public-sector organisations face numerous obstacles and as such, the unwieldy
governmental assembly, and structures worsen the training evaluation stage
(Rajasekar & Khan, 2013:45). Public-sector organisations are complex and this has
created various issues that impede measuring of ROI in the public-sector. Kirkpatrick
and Kirkpatrick (2006:17) provide the following three fundamental reasons why
organisations must evaluate training:

 Validate the contributions of training to the organisation’s objectives and goals;

 Choose whether to prolong or terminate a training programme; and
 Attain figures on how to improve subsequent training programmes.

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.

2.5.2 Training evaluation tool

In South Africa, public-sector organisations do not know how to evaluate training; in

addition, the public-sector organisations do not have a tool to measure the impact of
training and development (Public Service Commission (PSC), 2011:20). In the public-
sector the examinations of skills development initiatives reveal that in the last two

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.

2.5.3 Using return-on-investment to calculate 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).

Table 2.1: Levels of post-instructional evaluation

Level Type Measurement

1 Reaction Measures participant satisfaction with the programme and
captures planned actions
2 Learning Measures skills, knowledge, and/or attitudes changes
3 Behaviours Measures changes in on-the-job behaviour
4 Results Measures changes in business impact variable
5 Return-on- Measures the utility of the programme and cost for the
investment programme

Source: Erasmus, Leodolff, Mda & Nel (2009:219)

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.

2.6 Human resource development trends in South Africa’s public-sector

It has become a challenge for South African public-sector organisations to attain

strategic objectives as assigned by the codes they set (PSC, 2014). Coetzee et al.
(2009:4) assert that the oversupply of unskilled labour and a deficiency of skilled labour
dominates the labour market in South Africa. The population expansion surpasses the
creation of jobs. The loss of tasks in the formal sector as the country’s economy
transitions from labour-intensive to capital-intensive processes that need highly skilled
human resources exacerbates this condition.

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).

2.6.1 Human resource development challenges in the public-sector

Public employee’s performance, including the capability of departments to supply

efficient service are both imperative to the government agenda for transformation and
development. Mayfield and Mayfield (2002), as cited by Mafini and Pooe (2013:1) note
that environment in which South African organisations operate is characterised by
international forces such as globalisation, absence of critical skills, challenging
stakeholders, diverse labour force, and technological innovations. Table 2.2 depicts
the key challenges facing HRD in the South African public-sector.

14
Table 2.2: Challenges facing HRD in the public-sector

CHALLENGES FACING HRD IN THE PUBLIC-SECTOR

Ensuring effective service delivery Coordinating missions and goals

Keeping effective managers and people Establishing effective management

with scarce skills information system

Coping with limited resources Complex organisational structures

Effective financial practices Establishing effective interfaces between

systems

Integration of career and life goals Impact of HIV/AIDS

Meaningful advancement of women and Performance management in the Public

the disabled in the Public Service Service

Source: Du Toit Goussard (2008:102)

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).

2.6.2 Administration of human resource development

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).

Line managers in public-sector organisations do not understand the Performance

Management and Development System (PMDS) (Coetzee et al., 2007:81; Moullin,
2016:442; Nel et al., 2008:505). Thus, line managers do not discuss Personal
Development Plans (PDP’s) with employees and do not see T&D of employees as
important, and think that T&D is the responsibility of the HRD unit (HRD for the Public
Service, 2015:11). Thus, significance and precedence within the organisation given to
HRD inventiveness normally ranks low. This is because various senior managers
allegedly obstruct the resourcefulness of HRD, and particularly managers do not
consider their HRD accountabilities seriously. Furthermore, Swanepoel et al.
(2013:316) are of the view that in the public-sector, it has become a challenge to
address the development needs of employees individually because of the size of the
public service.

The quality of Workplace Skills Plan (WSP) information continues to be of a low

standard, and many departments still cannot comply with the requirements of a Work
Skills Plan (PSETA, 2014:47). Such WSP’s created through the collection of PDPs of
employees are in line with the individually diagnosed training needs and not an
appropriate skills examination (PSC, 2011:15). Workplace Skills Plan carry inaccurate
skills and T&D needs that are required to accomplish the goals of public-sector
organisations (PSC, 2011:14; PSETA, 2014:37). The skills and knowledge employees
possess have an impact on performance of the organisation; therefore, it is imperative
to understand the relationship between employees and organisation performance.

2.7 Relationship between employees’ performance and organisational

performance

There are discrepancies between perceptions of employee performance and

organisational performance. For example, Quartey (2012) and Sohail et al. (2014)
viewed organisational functioning in terms of employee performance. However,
Almatrooshi et al. (2016) and Ubeda-Garcia et al. (2013) completely perceived

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.

2.7.1 The importance of employee’s performance in an organisation

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.

A study by Shaheen et al. (2013:496) uncovered a positive correlation between

organisational performance and training of employees; employee performance and
employee performance training; and organisational performance and employee
performance. The author’s standpoint is an opposed one, with authors and scholars
alike disputing their claim and argument. Ramya (2016:697) argue that training results
in increased profitability while nurturing constructive approaches with regard to profit
co-ordination. Long et al. (2016:478) in support of Ramya (2016:697) argue further that
the more organisations offer T&D programmes the more sales and productivity
increase leading to a higher future value of the organisation.

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.

2.7.2 The importance of training on employees and organisation performance

Shaheen et al. (2013:497) propose that once employee’s performance is of a high

standard, eventually it will have a positive impact on the performance of the
organisation. In support of Shaheen et al. (2013:497), Ongori and Nzonzo (2011:187)
further argue that the development and influence of organisational performance
predominantly relies on the advancement of persons as single employees, teams and
as part of the broader organisation. Research by PSC (2014) revealed that 94% of the
respondents confirmed that there is a relationship between the skills development and
goals and objectives of the departments. This confirms that there is a significant
relationship between employees’ performance and the department performance.

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.

3.2 Research design

Research design has received a variety of definitions; Blumberg et al. (2008:195)

define a research design as a blueprint, and a framework of investigation to enable
responses to research questions. A research design articulates the framework of the
research problem and the strategy utilised to collect empirical data in relation to the
problem. Various types of research designs exist namely:

 Exploratory research: gathers background information on the topic to clarify

the problem being investigated (Cooper & Schindler, 2008:704).
 Descriptive research: defines characteristics of a topic by collecting problems
through data collection. The researcher does not have any control over the
variables. The study publicises who, what, when, where, or how much (Cooper
& Schindler, 2008:702).
 Causal-comparative research: attempts to discover a cause-effect connection
between two or more groups (Salkind, 2010:124).
 Correlational research: measures two or more variables to acquire scores for
each entity, this help to identify patterns that exist between the variables
(Gravetter & Forzano, 2012:228).
 Explanatory research: identifies the cause and effect between two or more
variables or events, and it distinguishes causal bonds between variables
(Babbie & Mouton, 2010).

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).

3.3 Research philosophy

Saunders et al. (2009:110) claim that quantitative (Positivist) and qualitative

(Phenomenological) are the two research methods.

3.3.1 Quantitative research methodology

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.

Repko (2012:129) stated that in qualitative research, it is difficult to validate data

numerically such as traditional gestures and individual postures. In addition, Leedy and
Ormrod (2014:98) emphasise that qualitative research asks open-ended questions,
therefore, this turns out to be a challenge in determining which methods to practice.
Qualitative studies customarily document observations in detail with videotapes to
capture the manner in which groups respond. Data collected over these videos enables
researchers conclude a picture of how these groups use their time.

3.3.3 Rationale for the selection of quantitative research approach

This study used a quantitative method to understand research participant’s perceptions

about the impact of T&D on organisational performance within Gauteng Provincial
Department of Economic Development. The use of a positivist approach enabled the
researcher to maintain objectivity as the researcher was independent of the data.
Saunders et al. (2009:113) state that the focal point of positivism is determination of
causality and law-like simplifications, which allow the researcher to focus on facts
through collecting existing theory to test a hypothesis. Ngwenya (2010) state that data
in quantitative study is highly structured as it examines the status quo and therefore
preserves impartiality.

3.3.4 Positivist paradigm (Quantitative research)

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)

Phenomenology is the manner in which humans create an understanding of their

surroundings. This paradigm is concerned with creating meanings and reaching
conclusions about those occurrences. This type of paradigm is subjective in nature and
contains high validity (Saunders et al., 2009:116).

3.3.6 Reasons for choosing a positivist paradigm

This study took the positivist approach, as it permits researchers to experiment

with cause-and-effect relationships (Sekaran & Bougie, 2013:29). Positivist
research is unbiased so data collected allows the researcher to be objective.
Quantitative research offers data useful for scientific assumptions. This method
requires minimum alterations thus making the study more precise about
experiments. It adheres to explicit instructions utilising objective scientific and
mathematical tools.

3.4 Research strategies

Saunders et al. (2009:110) mention that Positivist and Phenomenological Research

Strategies are the two core research strategies in research and can be utilised either
distinctly or together.

3.4.1 Positivist research strategies

Positivist Research links primarily with quasi-experimental design, experimental

design and survey research strategies. Experimental research can however generate
false conditions that do not constantly characterise actual circumstances because of
uncontrolled variables that may provide misleading information (Leedy & Ormrod,
2015:222). This study did not use quasi-experimental design because of the absence
of causative task in tests group’s results in non-equivalent test groups that constrain
generalisation to the greater population. As a result, statistical analyses might not be
significant because of the absence of randomisation and pressures on internal validity.

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.

3.4.2 Phenomenological research strategies

The phenomenological research strategy contains various research strategies such as

action research, case study research, ethnography, grounded theory and narrative
(Fox & Bayat, 2007:69). This study did not apply these strategies.

3.4.3 Reasons for choosing positivist research strategy

This study used a survey strategy for the following reasons (Fox & Bayat, 2007:87;
Walter, 2013:122-123):

 A survey research can examine an extensive collection of subjects from

different viewpoints;
 The researcher can utilise a series of procedures that simplify data collection
speed such dispatching mail or email questionnaires. For telephone or face-
to-face surveys, numerous interviewers can be employed to synchronously
gather information;
 A well-made random sample survey can provide dependable and compelling
data regarding a large population from a moderately minor sample;
 The survey data enable associations between variables to be classified by
means of arithmetical examination methods, which allows a variety of strong
conclusions;
 Different researchers other than the primary researcher can evaluate
information created from a survey through secondary data analysis. It can offer
novel or formerly overlooked insights based on the topic;
 Questions are considered to be unbiased, and the costs of surveys are low.

3.5 Target population

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.

3.5.1 Sample size

A sample is a selected number of opinions from a population (Walliman, 2011:185).

Yamane’s (1967) formula enabled collection of the sample:

𝑁
𝑛=
1 + 𝑁(𝑒)2
Where:

n= the sample size

N= the study population
e= the level of precision
1= designates the probability of the event occurring

Therefore:

𝑁 250
𝑛= = 𝑛 = = 131
1 + 𝑁(𝑒)2 1 + 250(0.06)2

The study thus gathered questionnaire data from 131 respondents.

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.

3.5.2.1 Probability sampling

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):

 Simple random sampling: the sample is selected based on simple random

selection (Neuman, 2012:94);
 Stratified random sampling: the population is made up of numerous
subpopulations known as strata (Welman & Kruger, 2001:55);
 Systematic sampling: consists of the selection of clusters according to a
programmed system (Neuman, 2012:97);
 Cluster sampling: the researcher randomly samples from stratified pre-existent
groups (Welman & Kruger, 2001:60).

3.5.2.2 Non-probability sampling

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):

 Accidental or incidental sampling: only considers readily available participants

(unit analysis) (Leedy & Ormrod, 2010:212);
 Purposive sampling: sample selection is for a particular purpose. Researchers
may select a sampling approach which was used for previous research
(Neuman, 2012:90);
 Quota sampling: selects participants in the same proportions as occur in the
population (Welman & Kruger, 2001:63);

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).

3.5.2.3 Rationale for selecting probability sampling

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).

3.6 Research instrument

Leedy and Ormrod (2015:26) define research instrument as a tool/plan that a
researcher utilises to gather, control or understand information.

3.6.1 Questionnaire construction

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).

In this study, a structured questionnaire with closed-ended questions was used in a

form of a Likert Scale ranging from 1 to 5-point scale (strongly agree to strongly
disagree) to collect the required data. The questionnaire used consisted of two parts
which were Section A Demographic Information and Section B - F Questions see
Appendix B and C.

Section A: Demographic Information

Demographic Information comprises the following sub-sections

 Respondents’ age
 Respondents’ gender
 Respondents’ years of experience in general
 Respondents’ years of experience on current position
 Respondents’ highest qualification
 Respondent position

Section B: Impact of T&D on organisational performance.

Section C: Prevailing training and development trends and programmes in the

organisation

Section D: Evaluation of training and development occurrence in the organisation.

Section E: Relationship between employee and organisation performance.

Section F: Recommendations by participants

28
The structured questionnaire contained 23 questions with each section divided into
four categories, and made use of only close-ended questions.

Questionnaire categories

 Impact of training and development on organisational performance (contains

6 questions)
 Prevailing training and development trends and programmes in the
organisation (contains 6 questions)
 Evaluation of training and development occurrence in the organisation
(contains 6 questions)
 Relationship between employee performance and organisation performance
(contains 5 questions)
 Recommendations by participants (3 recommendations)

3.6.2 Interviews

An interview is a consultation where data is acquired (as by a researcher) from a

participant (Babbie & Mouton, 2011:289). The researcher used fixed-response
interviews (through a structured questionnaire) were face-to-face interviews were
carried. A face-to-face survey was employed in this study because of the following
reasons (Doyle, 2017:1; Saunders et al., 2009:322):

 Interviewer can assist participants to comprehend the questions;

 Follow a consistent pattern by not deviating;
 Consents researchers a great level of regulator of data collection course.

3.7 Pilot study

Leedy and Ormrod (2010:141) a pilot study is a pre-study of a survey on a minor

quantity that a researcher conduct in advance to the actual research to test the
reliability of the study. Fox and Bayat (2007:102) state that pilot study helps to detect
complications and accurate extents of misperception, as this improve the reliability of
a study. The researcher selected ten participants (managers & administrators) within
the organisation that had attended numerous T&D programmes within the department,
for the pilot study to detect questionnaire problems that comprised the wording and
layout.

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:

 Gauteng Economic Development was changed to Gauteng Provincial

Department of Economic Development;
 Numbering in the Likert Scale was removed and only strongly agree to strongly
disagree appeared in the questionnaire;
 In regards to the position respondents held, the researcher changed the actual
job of an employee to either manager or administration.

Simple random sampling of these employees was because of their availability.

Saunders et al. (2016:714) state that Cronbach’s Alpha reliability coefficients of 0.70
or higher means that the questionnaire items measure similar components. Thus, the
value of 0.70 above is acceptable. See table 3.1 for results of the questionnaire
reliability.

Table 3.1: Questionnaire reliability

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 statistician recommended modification of the questions on the questionnaire and

their alignment to the objectives of the study. The statistician advised that the
researcher divide the following research question in to two questions:

 Training enables me to improve my skills knowledge and capability

o Training enables me to improve my skills knowledge
o Training enables me to improves my capability

The respondents that participated in the pilot study did not participate again in the main
sample.

30
3.8 Administration of questionnaires

The researcher hand-delivered 131 questionnaires to the respondents with clear

guidelines on how to complete the questionnaire. The researcher used face-to-face
interviews with employees. Requests sent to the respondents asked them to send
back the completed questionnaires in five days. The researcher collected the
completed questionnaires from the respondent’s offices.

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.

3.8.1 Collection of 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:

 To provide respondents with brief information about this study.

 To encourage and guide respondents to participate in this study.

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.

3.8.2 Storage and security of data and questionnaires

Respondents emailed their electronically completed questionnaires directly to the

researcher, allowing recording and assembling of them, and a comparison made with
those initially issued. The researcher kept the completed questionnaires safe in their
home and with the only access to those particular questionnaires.

3.9 Data analysis

According to Walter (2013:61), data analysis is the progression of evaluating the

substantiation manufactured from the research. Quantitative data analysis uses
statistical techniques, percentages, means, and standard deviations.

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.

Employees working at the Gauteng Provincial Department of Economic Development

received the questionnaires. After collecting the primary data, the processing of the
data was carried through identifying inconsistencies; inaccuracy and illegibility of the
raw data to generate an even and simple analysis. Manual editing, data entry and
consistency checking was conducted to prevent errors.

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).

3.10 Validity and reliability

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).

Researchers have developed various methods for assessing the validity of

measurement, and they are as follows (Edmonds & Kennedy, 2017:240):

 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.

 Criterion-related validity conducts the test scores in relation to an exterior

standard. This can be prepared through the following variants:
o Concurrent validity measures a new test in relation to other measures of
established validity.
o Divergent validity measures how well a test forecasts future conduct or
abilities.

The Criterion-related validity measurement tool of validity does not apply in

this study; therefore, the researcher did not use it.

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.

3.11 Limitations of the study

Simon and Goes (2013:1) define limitation of the study as substances and incidences
that emerge within a study that the researcher cannot control.

The study encountered the following limitations:

 The study was limited to a single department (Gauteng Provincial Department

of Economic Development) it was not easy to make inferences about the
processes and challenges of T&D in other public departments.
 The respondents’ unwillingness to respond honestly was constraining in this
study and this could result in distorted information.
 The researcher could not reach targeted respondents who had left the
organisation by the time the study was undertaken.
 Most of the current books and journals related to the study are limited and not
for free, thus limiting the researcher to the accessible and affordable material.
 Budgeting constraints were a major limiting resource.
 The limited literature on the impact of T&D on organisational performance in
the public-sector.
 This study was limited to 131 respondents, which comprised employees at
various levels.

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.

The study eliminated bias by:

 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.

3.13 Ethical considerations

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).

The following guidelines protected the rights of the respondents:

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.

3.13.2 Ensuring no harm comes to participants

Participants harm refers to a situation where researcher is not placing participants to

any psychological/physical harm (Leedy & Ormrod, 2015:120).

Participation in the research harmed no one.

3.13.3 Ensuring confidentiality and anonymity

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

Permitting of ethics endorsement is a “permission” to start engaging with the

participants (Laurie & Jensen, 2016:53).

 The Human Capital Management: Chief Director of the Gauteng Provincial

Department of Economic Development granted permission for the study. The
attached approval letter is in Appendix A.
 The researcher released publications of the findings of this study after their
presentation to all relevant patrons.
 The researcher only used information obtained from the department for this
research and adhered to the departmental security protocols when entering
the premises of Gauteng Provincial Department of Economic Development.

3.14 Conclusion

This chapter introduced a research methodology used to evaluate T&D impact on

organisational performance. The chapter covered the research designs and research
approaches the researcher adopted. It also included the 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. The following chapter shall present the statement
of results of all the four T&D dimensions and concludes with a discussion and
interpretation of such results.

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.

4.3 Research instrument

4.3.1 Response rate

The investigator distributed 131 questionnaires. Respondents returned them all.

39
Table 4.1: Response rate

Total population 250

Sample available for research n = 131
Total responses 131
Non-Responses 0
Usable responses 131
Unusable responses 0
Usable response rate 100%

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.

Table 4.2: Overall reliability

Overall Reliability Statistics

Cronbach's Alpha N of Items
0.935 23
Instrument is reliable, Cronbach’s Alpha is > 0.7 (α = 0.935, N = 23)

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: Respondents’ age group

Age group Frequency Percent Valid Cumulative

Percent Percent
Valid 20-29 27 20.6 20.6 20.6
30-39 53 40.5 40.5 61.1
40-49 36 27.5 27.5 88.5
50-59 12 9.2 9.2 97.7
60 years and 3 2.3 2.3 100.0
more
Total 131 100.0 100.0

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

Respondents gender Frequency Percent Valid Cumulative

Percent Percent
Valid Male 52 39.7 39.7 39.7
Female 79 60.3 60.3 100.0
Total 131 100.0 100.0

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: Respondents total years of experience

Years of experience Frequency Percent Valid Cumulative

Percent Percent
Valid 0-5 34 26.0 26.0 26.0
6-10 38 29.0 29.0 55.0
11-15 26 19.8 19.8 74.8
16+ 33 25.2 25.2 100.0
Total 131 100.0 100.0

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

Experience in current position Frequency Percent Valid Cumulative

Percent Percent
Valid 0-5 74 56.5 56.5 56.5
6-10 39 29.8 29.8 86.3
11-15 15 11.5 11.5 97.7
16+ 3 2.3 2.3 100.0
Total 131 100.0 100.0

Table 4.6, is a frequency table depicting respondent’s years of experience in their

current position. It shows that 56.5% of the respondents have 0-5 years of experience
in their current position, 29.8% between 6-10 years, 11.5% between 11-15 years, and
2.3% have more than 16 years on the current position (n = 131). The median is 1.00,
with a skewness of 1.146, and a kurtosis of 0.565.

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

Highest qualification Frequency Percent Valid Cumulative

Percent Percent
Valid Below Matric 1 0.8 0.8 0.8
Matric 5 3.8 3.8 4.6
Certificate 14 10.7 10.7 15.3
Diploma 34 26.0 26.0 41.2
Undergraduate 36 27.5 27.5 68.7
Degree
Honours 28 21.4 21.4 90.1
Masters 12 9.2 9.2 99.2
Doctorate 1 0.8 0.8 100.0
Total 131 100.0 100.0

As shown in Table 4.7, is a frequency table depicting the respondent’s highest

qualification. The table shows that 0.8% of the respondents have a below matric
qualification, 3.8% have a matric, 10.7% have certificate, 26.0% have a diploma,
27.5% have an undergraduate degree, 21.4% have an honours degree, 9.2% have a
master’s degree, and 0.8% have a doctorate degree their highest qualification (n =
131). Amare (2014:43) argue that employee’s education level is critical for them to
make important decisions and in undertaking their responsibilities. The majority of the
respondents (27.5%) have an undergraduate degree, and the department should
encourage its employees to further their studies by enrolling for postgraduate degrees
to increase their knowledge and job performance.

44
Table 4.8: Respondents’ current position

Respondents current Frequency Percent Valid Cumulative

position Percent Percent
Valid Manager 50 38.2 38.2 38.2
Non- 81 61.8 61.8 100.0
manager/administration
Total 131 100.0 100.0

As shown in Table 4.8, is a frequency table-depicting respondent’s current position and

it shows that 38.2% of the respondents have management positions and 61.8% of the
respondents have non-manager/administration positions (n = 131). The majority of the
respondents (61.8%) hold non-manager/administration position and require more
training to develop them for future managerial or senior position.

4.5 Testing for statistical significance relationships and differences

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.

 Kruskal-Wallis test is the nonparametric test equal to one-way ANOVA, and an

extension of the Mann-Whitney U test to compare two or more independent
groups (Leedy & Ormrod, 2015:259). This test compares three or more sets of
scores from different groups.

 Mann-Whitney U test is a nonparametric test that compare differences between

two independent groups once the dependent variable is ordinal or continuous,
but not normally distributed (Saunders et al., 2009:594). U represents Mann-
Whitney U test.

45
Kruskal-Wallis/Crosstabs

There is a significant difference in respondent’s highest qualification, and the

organisation having good evaluation criteria for evaluating training (H (7) = 14.845, p
= 0.038).
The difference lies between:

Certificate and Diploma (χ² (1) = 6.860, p = 0.009)

Diploma and Undergraduate Degree (χ² (1) = 4.941, p = 0.026)
Diploma and Honours (χ² (1) = 4.278, p = 0.039)
Diploma and Masters (χ² (1) = 6.531, p = 0.011)

If we look at the Crosstabs, see Appendix D (Crosstab A)

There is a significant difference in respondent’s highest qualification, and the

organisation utilising a tool to measure the impact of training and development (H (7)
= 18.934, p = 0.008)

The difference lies between:

Certificate and Diploma (χ² (1) = 4.631, p = 0.031)

Diploma and Undergraduate Degree (χ² (1) = 10.884, p = 0.001)
Diploma and Honours (χ² (1) = 11.146, p = 0.001)
Diploma and Masters (χ² (1) = 5.783, p = 0.016)

If we look at the Crosstabs, see Appendix D (Crosstab B)

Mann-Whitney

There is a significant difference in respondent’s gender, and training acquired

improving their performance (U = 1686.000, p = 0.041)

If we look at the Crosstabs, see Appendix D (Crosstab C):

There is a significant difference in respondents Position Discipline/Unit, and training

and development of employees has improved the department’s performance (U =
1559.000, p = 0.013)

If we look at the Crosstabs, see Appendix D (Crosstab D):

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.

Research Question 1 - Impact of training and development on organisational

performance

This study aimed at investigating the impact of T&D on organisational performance. To

conduct wide-ranging research on this area, the researcher offered six items related
to this variable for respondents to provide their opinions. This ensured investigation of
all main aspects of the impact of T&D and made precise findings from the responses.
The analysis presents responses as follows:

Table 4.9: My performance had increased after completing training programme

My performance had increased after completing training programme

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 21 16.0 16.0 16.0
2 Agree 93 71.0 71.0 87.0
3 Neutral 4 3.1 3.1 90.1
4 Disagree 11 8.4 8.4 98.5
5 Strongly Disagree 2 1.5 1.5 100.0
Total 131 100.0 100.0

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: Training enables me to improve my skills knowledge

Training enables me to improve my skills knowledge

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 45 34.4 34.4 34.4
2 Agree 82 62.6 62.6 96.9
4 Disagree 4 3.1 3.1 100.0
Total 131 100.0 100.0

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

Training enables me to improves my capability

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 41 31.3 31.3 31.3
2 Agree 80 61.1 61.1 92.4
4 Disagree 10 7.6 7.6 100.0
Total 131 100.0 100.0

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

The training I have received helped me to enhance quality of product/service

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 31 23.7 23.7 23.7
2 Agree 83 63.4 63.4 87.0
3 Neutral 4 3.1 3.1 90.1
4 Disagree 13 9.9 9.9 100.0
Total 131 100.0 100.0

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

There are many opportunities for career development after completing

training programmes

Frequency Percent Valid Cumulative

Percent Percent
Valid 1 Strongly Agree 34 26.0 26.0 26.0
2 Agree 44 33.6 33.6 59.5
3 Neutral 4 3.1 3.1 62.6
4 Disagree 45 34.4 34.4 96.9
5 Strongly Disagree 4 3.1 3.1 100.0
Total 131 100.0 100.0

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

Training and Development has an impact on the overall performance of staff

within the department
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 30 22.9 22.9 22.9
2 Agree 70 53.4 53.4 76.3
3 Neutral 10 7.6 7.6 84.0
4 Disagree 21 16.0 16.0 100.0
Total 131 100.0 100.0

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

The organisation conducts extensive training programmes for its employees

in all aspects of quality
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 15 11.5 11.5 11.5
2 Agree 64 48.9 48.9 60.3
3 Neutral 6 4.6 4.6 64.9
4 Disagree 40 30.5 30.5 95.4
5 Strongly Disagree 6 4.6 4.6 100.0
Total 131 100.0 100.0

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

Training programmes are designed based on the requirements of either the

task or the employee deficiency of their ability on the task
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 21 16.0 16.0 16.0
2 Agree 63 48.1 48.1 64.1
3 Neutral 3 2.3 2.3 66.4
4 Disagree 39 29.8 29.8 96.2
5 Strongly Disagree 5 3.8 3.8 100.0
Total 131 100.0 100.0

Table 4.16 depicts perceptions of training programmes design on the requirements of

either the task or the employee ability deficiency on the task. Results show that 16.0%
of the respondents strongly agreed, 48.1% agreed, 2.3% were neutral, 29.8%
disagreed and 3.8% strongly disagreed (n = 131). The median is 2.00, skewness of
0.432 and kurtosis of -1.137, 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 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

I have regularly participated in training and development programmes within

the organisation
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 18 13.7 13.7 13.7
2 Agree 76 58.0 58.0 71.8
3 Neutral 6 4.6 4.6 76.3
4 Disagree 29 22.1 22.1 98.5
5 Strongly Disagree 2 1.5 1.5 100.0
Total 131 100.0 100.0

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

Employees who have regularly participated in training and development

programmes within the organisation perform better
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 13 9.9 9.9 9.9
2 Agree 74 56.5 56.5 66.4
3 Neutral 7 5.3 5.3 71.8
4 Disagree 36 27.5 27.5 99.2
5 Strongly Disagree 1 0.8 0.8 100.0
Total 131 100.0 100.0

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

My organisation has a training and development strategy aligned with the

organisation’s business strategy
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 25 19.1 19.1 19.1
2 Agree 53 40.5 40.5 59.5
3 Neutral 9 6.9 6.9 66.4
4 Disagree 36 27.5 27.5 93.9
5 Strongly Disagree 8 6.1 6.1 100.0
Total 131 100.0 100.0

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

My manager and/or human resources unit show full willingness to help me to

apply what I have learned in training
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 15 11.5 11.5 11.5
2 Agree 49 37.4 37.4 48.9
3 Neutral 7 5.3 5.3 54.2
4 Disagree 49 37.4 37.4 91.6
5 Strongly Disagree 11 8.4 8.4 100.0
Total 131 100.0 100.0

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

The organisation has set up a committee that assesses and evaluates

training needs
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 12 9.2 9.2 9.2
2 Agree 66 50.4 50.4 59.5
3 Neutral 8 6.1 6.1 65.6
4 Disagree 34 26.0 26.0 91.6
5 Strongly Disagree 11 8.4 8.4 100.0
Total 131 100.0 100.0

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

Training programmes are evaluated throughout their duration

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 7 5.3 5.3 5.3
2 Agree 51 38.9 38.9 44.3
3 Neutral 2 1.5 1.5 45.8
4 Disagree 61 46.6 46.6 92.4
5 Strongly Disagree 10 7.6 7.6 100.0
Total 131 100.0 100.0

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

The organisation has good evaluation criteria for evaluating training

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 5 3.8 3.8 3.8
2 Agree 37 28.2 28.2 32.1
4 Disagree 78 59.5 59.5 91.6
5 Strongly Disagree 11 8.4 8.4 100.0
Total 131 100.0 100.0

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

The organisation utilises a tool to measure the impact of training and

development
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 5 3.8 3.8 3.8
2 Agree 37 28.2 28.2 32.1
3 Neutral 4 3.1 3.1 35.1
4 Disagree 72 55.0 55.0 90.1
5 Strongly Disagree 13 9.9 9.9 100.0
Total 131 100.0 100.0

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

I am satisfied with the performance management and development system

tool used for measuring our level of performance after training
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 10 7.6 7.6 7.6
2 Agree 44 33.6 33.6 41.2
3 Neutral 8 6.1 6.1 47.3
4 Disagree 54 41.2 41.2 88.5
5 Strongly Disagree 15 11.5 11.5 100.0
Total 131 100.0 100.0

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

The organisation interprets evaluation of results and gives feedback

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 9 6.9 6.9 6.9
2 Agree 38 29.0 29.0 35.9
3 Neutral 6 4.6 4.6 40.5
4 Disagree 63 48.1 48.1 88.5
5 Strongly Disagree 15 11.5 11.5 100.0
Total 131 100.0 100.0

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

Employee training and development programmes are linked to the strategies

of the organisation
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 17 13.0 13.0 13.0
2 Agree 58 44.3 44.3 57.3
3 Neutral 6 4.6 4.6 61.8
4 Disagree 45 34.4 34.4 96.2
5 Strongly Disagree 5 3.8 3.8 100.0
Total 131 100.0 100.0

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

Training and development stabilise the organisation

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 12 9.2 9.2 9.2
2 Agree 85 64.9 64.9 74.0
3 Neutral 11 8.4 8.4 82.4
4 Disagree 20 15.3 15.3 97.7
5 Strongly Disagree 3 2.3 2.3 100.0
Total 131 100.0 100.0

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 organisation has put in place detailed development programmes aimed

at improving employee performance
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 18 13.7 13.7 13.7
2 Agree 72 55.0 55.0 68.7
3 Neutral 5 3.8 3.8 72.5
4 Disagree 32 24.4 24.4 96.9
5 Strongly Disagree 4 3.1 3.1 100.0
Total 131 100.0 100.0

As depicted in Table 4.29, in regard to the organisation putting in place detailed

development programmes aimed at improving employee performance, 13.7% of the
respondents strongly agreed, 55.0% agreed, 3.8% were neutral, 24.4% disagreed, and
3.1% strongly disagreed (n = 131). The median is 2.00, skewness of 0.651 and -0.729,
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. 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

Training acquired has improved my performance

Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 24 18.3 18.3 18.3
2 Agree 85 64.9 64.9 83.2
3 Neutral 2 1.5 1.5 84.7
4 Disagree 16 12.2 12.2 96.9
5 Strongly Disagree 4 3.1 3.1 100.0
Total 131 100.0 100.0

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

Training and development of employees has improved the department’s

performance
Frequency Percent Valid Cumulative
Percent Percent
Valid 1 Strongly Agree 18 13.7 13.7 13.7
2 Agree 76 58.0 58.0 71.8
3 Neutral 6 4.6 4.6 76.3
4 Disagree 24 18.3 18.3 94.7
5 Strongly Disagree 7 5.3 5.3 100.0
Total 131 100.0 100.0

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.

Table 4.32: Pearson correlation A

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).

Table 4.33: Pearson correlation B

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).

Table 4.35: Pearson correlation D

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).

Table 4.37: Pearson correlation F

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.

5.2 Findings from the study

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.

5.2.1 Findings from the Literature Review

The following section presents the secondary data from different authors with different
journals, articles and textbooks as presented in Chapter Two.

5.2.1.1 Impact of training and development in attaining organisational

performance

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.

5.2.1.2 Prevailing training and development trends and programmes within

the organisation

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.

5.2.1.3 Determine the extent to which the evaluation of training occurs in

the organisation

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.

5.2.1.4 Relationship between employee performance and organisation

performance

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.

5.2.2 Findings from the Primary Research

The following section presents the findings from the primary research.

5.2.2.1 What is the impact of training and development on attaining

organisational performance?

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.

5.2.2.3 What is the extent of the evaluation of training occurrence in the

organisation?

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.

5.2.2.4 What is the relationship between employee performance and

organisational performance?

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:

The study aimed to establish the following objectives:

 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.

5.4.1 Recommendation One: Implementation of T&D programmes

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.

5.4.2 Recommendation Two: Continuous training programmes

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.

5.4.4 Recommendation Four: Stakeholder engagement in training and

development programmes

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.

5.4.5 Recommendation Five: Enhancements of training and development

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
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 APPENDICES

Appendix A: Letter of Permission to Conduct Study

100
Appendix B: Covering letter

Survey covering letter

Management College of Southern Africa (MANCOSA)

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

 No need of writing your name

 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

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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.

Section A: Demographic Information

Please make a cross (X) or tick (√) in the applicable box.

What is your age?

20-29

30-39

40-49

50-59

60 years and more

What is your gender?

Male

Female

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How many years of experience do you have?

0-5

6-10

11-15

16+

How many years of experience do you have in your current position?

0-5

6-10

11-15

16+

What is your highest qualification?

Below Matric

Matric

Certificate

Diploma

Undergraduate Degree

Honours

Masters

Doctorate

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Discipline/Unit: Gauteng Department Economic Development

Manager

Non-manager/administration

Section B: Impact of T&D on organisational performance.

No Item Strongly Agree Neutral Disagree Strongly

Agree disagree

1. My performance had increased after

completing training programme

2. Training enables me to improve my

skills knowledge

3. Training enables me to improves my

capability

4. The training I have received helped

me to enhance quality of
product/service

5. There are many opportunities for

career development after completing
training programmes

6. Training and Development has an

impact on the overall performance of
staff within the department

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Section C: Prevailing training and development trends and programmes in the
organisation

No Item Strongly Agree Neutral Disagree Strongly

Agree disagree

1. The organisation conducts extensive

training programmes for its
employees in all aspects of quality

2. Training programmes are designed

based on the requirements of either
the task or the employee deficiency
of their ability on the task

3. I have regularly participated in

training and development
programmes within the organisation

4. Employees who have regularly

participated in training and
development programmes within the
organisation perform better

5. My organisation has a Training and

Development strategy aligned with
the organisations business strategy

6. My manager and/or human

resources unit show full willingness
to help me to apply what I have
learned in training

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Section D: Evaluation of T&D occurs in the organisation

No Item Strongly Agree Neutral Disagree Strongly

Agree disagree

1. The organisation has set up a

committee that assesses and
evaluates training needs

2. Training programmes are evaluated

throughout their duration

3. The organisation have a good

evaluation criteria for evaluating
training

4. The organisation utilises a tool to

measure the impact of training and
development

5. I am satisfied with the Performance

Management and Development
System tool used for measuring our
level of performance after training

6. The organisation interprets

evaluation of results and feedbacks

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Section E: Relationship between employee and organisation performance

No Item Strongly Agree Neutral Disagree Strongly

Agree disagree

1. Employee training and

development programmes are
linked to the strategies of the
organisation.

2. Training and development stabilise

the organisation.

3. The organisation has put in place

detailed development programmes
aimed at improving employee
performance.

4. Training acquired has improved my

performance

5. Training and development of

employees has improved the
departments performance

Section F: Recommendations by Participants.

If you had to make three key recommendations, what would they be?

Recommendation 1:

…………………………………………………………………………………………………

Recommendation 2:

………………………………………………………………………………………………….

Recommendation 3:

………………………………………………………………………………………………….

Thank you for your time and co-operation.

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 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

E4 Training acquired has improved my performance Total

1 2 3 4 5 Strongly
Strongly Agree Neutral Disagree disagree
Agree

Gender What is 1 Male 5 36 1 8 2 52

your gender?
2 Female 19 49 1 8 2 79

Total 24 85 2 16 4 131

Crosstab D

Position Discipline/Unit: Gauteng Department Economic Development * E5 Training and development of

employees has improved the departments performance Crosstabulation
Count
E5 Training and development of employees has
improved the departments performance
1
Strongly 2 3 4 5 Strongly
Agree Agree Neutral Disagree disagree Total
Position 1 Manager 6 23 1 16 4 50
Discipline/Unit: 2 Non- 12 53 5 8 3 81
Gauteng manager/administration
Department
Economic
Development
Total 18 76 6 24 7 131

109
Appendix E: Letter of Language quality

N R Barnes,
20 Ridge Royal,
South Rand Road,
Linmeyer.
neilbarn@telkomsa.net
011-352609/0715036939

To whom it may concern,

This is to certify that I have language edited the dissertation of Dickson Scotch
Mdhlalose, ‘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’. The dissertation is submitted in partial
fulfilment for the Masters of Business Administration in the Department of Business
Studies, Management College of Southern Africa. The document is suitable for
submission provided that the changes are maintained which I have made.
N R Barnes

Member Professional Editors Guild,

PhD Psychology (Unisa, 1990)

110