CHAPTER TWO: LITERATURE REVIEW
2.8 Concluding Remarks
What has been highlighted also stresses that the importance of the use of a systems thinking perspective is that it highlights the possibility of seeing the process in an holistic and integral space wherein different factors are interrelated and interdependent. Bodhanya (2009:128) states that “phenomena are not independent of the context in which they occur”. In this, the perspectives of stakeholders are taken into account as they take part in the process. The perspectives of the stakeholders are vital, as events seen in systems can be manifested symptoms and not the cause of system failure or success. There may be underlying factors, which influence the events that can be observed and are contributing to the current status quo. Any actions based on the events, which do not seek the contribution from stakeholders as a collective, may result in the process being reactive instead of proactive.
The systems thinking perspective allows for a more proactive response as it prioritises the understanding of the underlying factors or root causes having considered all of them as a whole system (Batra et al. 2010:5). Such an understanding is of importance to systems thinking, as the approach values knowledge about the dynamism of the system and the mental models held by different stakeholders in the process. Furthermore, the recognition of dynamism and wholeness within various factors results in a better understanding of the system itself. This is important considering that the process of formulating the MIDP is complex and consists of a number of aspects that are interrelated.
about the process. Also included were some authors who referred to the process as more like programming and how its formalisation as a deliberate and structured process might limit its dynamisms and emergent nature.
Four, review of the concepts of learning and of learning within organisations was undertaken. The point of this was to determine the relationship between learning and strategic planning as well as how the process of strategic planning brings about learning.
This advances a clear understanding that strategic planning is an interactive process, which is key in learning, that platforms are created to enable stakeholders to engage, and that through such engagements stakeholders learn and that the organisation is therefore a process for learning. This shows that through a strategy process participants learn, unlearn and possible relearn about the objectives, goals or purpose of the organisation, understand what direction the organisation intends to follow, and the value of undertaking such a direction in light of the current situation and possible future circumstances.
Five y, learning includes better understanding and how important to follow a holistic view, which is imperative in strategic planning of municipal/local government.
Finally, in the literature it is emphasised how important it is to involve stakeholders by creating platforms/structures to engage them and, further, how their involvement can be beneficial to the strategy process.
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This research reflects on how the MIDP process allows stakeholders in the local government system to share and learn while articulating their demands of local government.
It ascertains what platforms are used or created for stakeholders to share and learn about their demands while embarking on a process to create a developmental strategic plan. It also reflects on how the content of the MIDP, as a strategic development plan, is reflective of the sharing, learning and articulation of the demands of stakeholders. In order to undertake the above, a decision was made to follow a theoretical–qualitative research paradigm and a case study methodology.
The theoretical-qualitative research paradigm has been followed as a means of developing and testing accounts that present the process of developing the MIDP as one of learning. The approach allows for the construction of an empirical reality to gain insight and knowledge into how the MIDP process facilitates learning. It also allowed for the identification and analysis of the platforms created or used to facilitate learning during the IDP process, and for ascertaining and/or determining how these platforms are appropriate or adequate to achieving that facilitation.
The qualitative case study research method followed in this research helped in structuring and in ensuring that the research questions were answered. The research methodology also helped in specifying how the researcher got to know what he knows by determining how he knows it. This has a bearing on justifying the knowledge claims, which is why the choice of research design and methodology was determined from a combination of factors, which are mentioned in this chapter.
Literature and document reviews and interviews were used in the data collection process as tools or research instruments to gather knowledge and understanding of the MIDP process.
The theoretical views stated in the secondary data - literature and documents reviews - were considered with the primary data: empirical evidence collected through interviews with key stakeholders. It is stated by Flick (2002:164) that “the form and design of [the data gathering tool needs] to be crosschecked with method ...and with the theoretical background of one’s own study”.
The inductive data analysis was decided upon since the plan was to analyse and interpret data as it was being collected. Deciding on the inductive approach was in keeping with the ultimate aim of the research, illustrated and stated by Gray (2014:17-18), as being the accumulation or gathering of facts and data on which hypothesis or theory can be built, thus establishing meanings, which allows moving from specifics to generalizations. In relation to this research, this supports a theory or inferences being developed from observed empirical reality.
The use of inductive data analysis, as an interpretative analytical approach in this research, was to gain an understanding of how key participants in the MIDP process interpret and understand the process as a learning process. The interpretations and understanding of key participants were then used to formulate and present meaning within the process. The intended meaning, justified with empirical data, is essential because interpretation is an important part of any analysis of qualitative materials.
The research design, research method and data analysis approach are presented in this chapter, starting with the research paradigm as research design.