In the quest to navigate through the contextual narrative, problem statement, research questions, research objectives and the hypothesis, the study is structured in the following chapters, outlined below.
1.7.1 Chapter One: Synopsis of the Study
The overview of the study was highlighted in this chapter. It gave an opportunity for the trajectory of the research to be outlined. The chapter covered the following key aspects: study background, problem statement, research methods and paradigms, findings as well as the limitations.
1.7.2 Chapter Two: Theorising Monitoring and Evaluation within the Public Administration paradigm
The chapter focused on discussing Public Administration as a discipline and as a practice, and the extent at which the discipline and the practice linked to the concept of Monitoring and Evaluation (M&E) and good governance. A discussion on the conceptual framework and legislative mandates was tabled as the pillars of the study.
1.7.3 Chapter Three: Significance of Monitoring and Evaluation of Training and Development Interventions
Chapter Three discussed theories and models that significantly support M&E in training and development interventions. The M&E models and theories were discussed to highlight M&E significance and to provide the theoretical framework that the study was based on, namely, Monitoring and Evaluation theory from the Department of Planning, Monitoring and Evaluation (DPME) Policy Framework for the Government-wide M&E System of 2007, Integrating Training Needs Analysis, Assessment and Evaluations by Opperman and Meyer of 2008.
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This chapter outlines how the study chose the pragmatism paradigm based on the research methodology. The research stated the logic behind triangulation of quantitative and qualitative of the data in the analysis. The chapter explained how the data collated from qualitative and quantitative approach was to be analysed, and used as a basis to inform research findings and recommendations.
The study chose simple random probability sampling technique as compared to other sampling techniques. The rationale of the utilisation of the Statistical Package for the Social Sciences (SPSS) version 25.0 to analyse quantitative data was provided by the study with enough data for analysis, inferential deductions and generalisation. Data collection tools included the qualitative research technique with interviews and the quantitative technique with questionnaires.
1.7.5 Chapter Five: Statement of Findings and Discussion of the Data
Chapter Five presented the implementation of the plan that was outlined in Chapter Four. The study began with a narrative by stating the logic that prompted the pragmatism paradigm. It linked the pragmatism paradigm to choice of the study to utilise the quantitative and qualitative techniques, as well as the triangulation technique.
In the quantitative technique, the research explained the testing of the reliability measurement on the questionnaire tool using the Cronbach’s Alpha Value statistical technique. Results (reliability coefficient score) were found to be within or beyond 0.70, which is considered an
“acceptable” reliability measurement. Factor Analysis loadings were found to be suitable for analytical purposes informed by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) score that was beyond 0.05 on all dimensions. Bartlett's Test of Sphericity sig.value was to be below 0.05, which is an acceptable score for hypothesis testing and for checking whether the correlation matrix has the identity matrix. Fundamentally, the data collated met the criteria for statistical analysis.
It can be noted, that the statistical loadings of the other categories’ (Immediate Supervisor, HRD management, PPSTA management and Trainer) samples were too small. The study chose to triangulate the data with the qualitative analysis. The Department of Arts and Culture trainee respondents chose not to participate in the study. Their non-participation did not affect the study due to the high response rate from the other six provincial departments that were part of
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the sample. The study utilised secondary data obtained from the study conducted by Mohlomi (2016) titled: An Investigation of the Implementation of the Training and Development programme in the Department of Arts and Culture, Head Office, KZN as part of the triangulation technique. This exercise assisted the study to understand the Arts and Culture training and development context.
In the main, the study found that training and development programmes had positive outcomes to the trainee with the impact of training (outcomes) being less in the higher echelons (directorate, branch and departmental level) of the department. The finding was viewed by the study as the area to be deliberated on by the provincial departments and PPSTA. The findings were not aligned with the Strategic Framework for HRD Vision 2015 from the DPSA and Integrating Training Needs Analysis, Assessment and Evaluation by Opperman and Meyer (2008) called for strategic positioning of HRD in the departments. The finding was found to be paramount by the research as it proved the availability of systems, processes and policies that guided monitoring and evaluation of training and development programmes. The availability of systems, processes and policies culminated in and enabled the study to determine the outcomes of training. The finding from the analysis proved the hypothesis that stated:
Embedded M&E policies and systems in training and development programmes culminates in the efficacy of evaluating the outcome of training programmes to be correct.
The study made other significant findings that were discussed in detail in Chapter Five. These findings allowed the study to derive at the conclusion and recommendations as found in Chapter Six.
1.7.6 Chapter Six: Conclusion and Recommendations
The chapter began by highlighting significance of the study towards the response to the impact assessment gaps in the HRD and Education domain as highlighted by the Executive Committee (EXCO) in the EXCO Lekgotla held in February 2018. Subsequently, the research objectives were discussed to gauge if they were met, followed by the narrative on how they were met as presented by the research. The research questions and the directions for anticipated future research was articulated as the concluding remarks.
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