programmes of training, but 51.1 percent are neutral which specified that not all employees are gratified with the training programmes”. From these findings it can be concluded that more training should be offered to employees since they feel that they are not equipped to perform their jobs.
In respect to statement 13, the data indicates that most respondent’s skills have been developed. The data indicated that 6.7 per cent strongly agreed, 30.2 per cent disagreed, 31 per cent remained neutral, with 20.1 per cent disagreeing, and 12 per cent strongly disagreeing.
The feedback of the respondents to statement 14 reveals that 7.8 per cent strongly agree, 29.6 agree, and 31.6 per cent are neutral, 27.9 per cent disagree, and 3.1 per cent strongly disagree. The data indicates that a large number of people agreed with the statement that programmes have developed their confidence and capacity as an employee.
4.5.2 Interpretation of findings
The conclusion drawn from the results indicates that there is an existence of skills development and training programmes at the South African National parks. It can be concluded that training and development is of paramount importance at Sanparks but if people are given the incorrect training in respect skills development, it will not equip them and prepare them for advancement within their occupational levels and jobs. This will prevent the organisation from increasing its productivity.
According to the Skills Development Act (97 of 1998) section (26L), “a culture of productivity in the workplace should be promoted and the relevant productivity competencies should be developed”. It can be deduced that the existence of skills development and training in Sanparks will lead to improved quality of employed labour, it will lower labour turnover, it will increase employee commitment, and it will increase abilities, flexibility, and improved standing as an employer to the employees (Wilton, 2011).
4.6 PRESENTATION OF DATA AND ANALYSIS OF SECTION D OF THE
The objective of this scale was to measure the sample’s response as to whether there is monitoring and the evaluation of skills development in the organisation. The scale had five items measured by a
“five-point Likert scale going from strongly disagree (1) to strongly agree (5)”. Results of descriptive analysis of the scale are shown in Table 4.6.
Table 4.6 Effectiveness of the monitoring and evaluation of programmes
Strongly
Agree Agree Neutral Disagree Strongly Disagree Total
In my
organisation monitoring of skills
development is part of our planning process
S15
Count 164 143 49 2 0 358
Row N % 45.8% 39.9% 13.7% 0.6% 0.0% 100.0%
In my
organisation evaluation of skills
development is part of our planning process
S16
Count 160 150 48 0 0 358
Row N % 44.7% 41.9% 13.4% 0.0% 0.0% 100.0%
Evaluation methods for each skills
development and training programmes are effectively done
S17
Count 37 195 107 19 0 358
Row N % 10.3% 54.5% 29.9% 5.3% 0.0% 100.0%
Post training appraisals are conducted at Sanpark
S18
Count 29 178 123 28 0 358
Row N % 8.1% 49.7% 34.4% 7.8% 0.0% 100.0%
The programmes are sufficiently promoted and adequately communicated
S19
Count 72 168 99 19 0 358
Row N % 20.1% 46.9% 27.7% 5.3% 0.0% 100.0%
Source: Field Data, 2018
Figure 4.7 Effectiveness of the monitoring and evaluation of programmes
Source: Field Data, 2018
In Statement 15 the responses of the participating respondents indicated that 45 per cent of the respondents strongly agreed that in Sanparks, monitoring of skills development is part of the planning process. In Statement 16, 44 per cent of the respondents strongly agreed, 39 per cent agreed, 13 per cent remained neutral, and 0.6 per cent disagreed with the statement that evaluation of skills development is part of the planning process. In Statement 17, 41 per cent agreed, 13 per cent remained neutral, and no one disagreed. From the replies “it can be deduced that most of the respondents agree with the statement that monitoring and evaluation in Sanparks is part of the planning process”. Thus, there was a sign that there were respondents who were in disagreement with the statement.
10.3 per cent of the respondents indicated that evaluation is done after each training programme, 54.5 per cent agreed, 29.9 per cent were neutral, and 5.3 per cent disagreed, so it can be deduced from the responses that evaluation of each training programme is done effectively.
45,8 44,7
10,3
8,1
20,1
39,9 41,9
54,5
49,7
46,9
13,7 13,4
29,9
34,4
27,7
0,6 0,0
5,3
7,8
5,3
0,0 10,0 20,0 30,0 40,0 50,0 60,0
Question 15 Question 16 Question 17 Question 18 Question 19
Percent
Strongly Agree Agree Neutral Disagree Strongly Disagree
In Statement 18, Table 4.10 indicates that 8.1 per cent strongly agreed with the statement that post training appraisals are conducted at Sanparks, 49.7 per cent agreed, 34.4 per cent were neutral, and 7.8 per cent disagreed. According to Morgan and Wine (2018) “post training appraisal is important, and it should be done within the months after each and every training”. By doing “post training allows trainees to put into practice what they have learned during training” (Morgan and Wine, 2018).
In Statement 19, a majority of respondents further indicated that training programmes are sufficiently promoted and adequately communicated, 20.1 per cent strongly agreed, 46.9 per cent agreed, 27.7 per cent were neutral, and 5.3 per cent disagreed.
4.6.2 Interpretation of findings
From the findings it can be concluded that Sanparks has developed standard operating procedures,which can be utilised as measuring instruments for the skills programmes. This denotes that that monitoring and evaluation are part of the planning process. It can further “be deduced from the answers that evaluation of each programme of training is effectively done”. The overall “results with regard to the effectiveness of monitoring and evaluation of programmes concluded that evaluation methods for each skills development and training programmes are effectively done”
(Morgan and Wine, 2018) .
4.7 PRESENTATION OF DATA AND ANALYSIS OF SECTION E OF THE