5.4 DATA ANALYSIS AND INTERPRETATIONS
5.4.5 Section Analysis
5.4.5.1 Section B: Determination of the training needs
This section deals with the theme: Determination of the Training Needs. The study aimed to determine whether the determination of the training needs can be related to the impact (outcomes) of training. Significance of determining the training needs additionally, that are aligned to the strategic plan of the organisation had been highlighted by the study in Chapter Two in support through the Opperman and Meyer (2008: 183) Integrating Training Needs, Assessment and Evaluation theory and model. The authors stated that training should be informed by, inter alia, extensive research, strategic plan, annual performance plan, workplace skills plan and other organisational dossier analysis. Training needs determination phase is among the critical factors of T&D systems that need to be monitored carefully for the training to be impactful. Through the quantitative and qualitative data analysis, the PDP was considered the main TND tool used and valid by the departments. It was also understood by the study to be linked to the EPMDS as part of the linked strategic plan of every provincial department.
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The study presents the Section B responses on the Determination of Training Needs from the survey as Table 5.9 and Figure 5.4.
Strongly
Disagree Disagree Uncertain Agree Strongly Agree Chi
Square
Section B Count Row
N % Count Row
N % Count Row
N % Count Row
N % Count Row N %
p- value Trainee requested the
training programme B1 4 7.5% 11 20.8% 6 11.3% 24 45.3% 8 15.1% 0.000
Trainee researched the
training programme B2 4 8.2% 17 34.7% 9 18.4% 17 34.7% 2 4.1% 0.000
Training programme was requested on
trainee’s behalf B3 7 14.3% 9 18.4% 2 4.1% 27 55.1% 4 8.2% 0.000
Trainee and immediate supervisor requested the training programme using the Personal Development Plan in the Employee Performance Management and Development System
B4 7 13.2% 8 15.1% 7 13.2% 23 43.4% 8 15.1% 0.001
Trainee and immediate supervisor used other methods beyond PDPs and EPMDS to determine the training needs
B5 7 13.2% 10 18.9% 12 22.6% 18 34.0% 6 11.3% 0.072
Aware of the department’s needs identification system
B6 2 4.2% 5 10.4% 8 16.7% 27 56.3% 6 12.5% 0.000
Satisfied with the departments training needs identification system
B7 5 9.6% 7 13.5% 4 7.7% 32 61.5% 4 7.7% 0.000
Aware of the PPSTA training needs identification process
B8 7 14.3% 8 16.3% 16 32.7% 18 36.7% 0 0.0% 0.056
Attended my department meeting where the PPSTA training need identification process was explained
B9 12 22.6% 21 39.6% 6 11.3% 13 24.5% 1 1.9% 0.000
Satisfied with the PPSTA needs identification process
B10 3 5.9% 3 5.9% 25 49.0% 19 37.3% 1 2.0% 0.000
Table 5.9: Summary of the respondents’ scoring patterns in Section B Source: Outcome of Fieldwork, (2018)
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Figure 5.4: Summary of the respondents’ scoring patterns in Section B Source: Outcome of Fieldwork, (2018)
The study observed the following patterns: some statements show (significantly) higher levels of agreement, while other levels of agreement are lower (but still greater than levels of disagreement). In the statement B1, the sum of 60.4% of trainees agreed (45.3 % agreed and 15.1 strongly agreed) to have requested the training programmes, trainees at 34.7% agreed and 4.1% strongly agreed to have researched training prior to attending it, as presented in statement B2. In statement B3, the total of sixty three percent (63%) of the respondents agreed and strongly agreed that the training was requested on their behalf. Statement B4 revealed 58% of the trainees that agreed that the T&D programmes were requested through the PDPs and EPMDS. The study noted statement B5 of 45.3% trained that agreed to utilise beyond PDP and EPMDS.
Statement B6 found respondents at 68.8% awareness of their departments’ TNI system, and B7 was at 69.2% in terms of the trainees’ satisfaction with their provincial departments TNI system.
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Statement B8 showed 36.7% of respondents that were aware of the PPSTA’s TNI process. In statement B 9, the figure was at 62.2 % of trainees that disagreed to have attended a meeting in their departments on PPSTA TNI system. Statement B10 recorded 60.4 % of uncertainty, disagreement and strong disagreement on the trainees being satisfied with the PPSTA TNI system.
Another angle of Training Needs Extrapolation (TNE) within the TND discourse was introduced by the PPSTA management in the interview. The term referred to the extrapolation of TND data from the Workplace Skills Plans (WSPs), Annual Training Reports (ATRs) and consultation with the department. This process (TNE) culminated into the provision of training programmes using the data sourced from these processes.
Statements B8, B9 and B10 reflect the low percentages of awareness, participation and satisfaction in the PPSTA TND system. This can be understood by the research as low level of awareness of the PPSTA needs TNI system. It can be stated that through the interviews conducted, the PPSTA trainers and management as well as the SDFs, HRD management in provincial departments were aware of the PPSTA TND process. The trainees and the immediate supervisors were not aware of the PPSTA TND process.
The study noted the links between the analysis presented above and the factor analysis loading discussion made earlier that highlighted three statements that formed sub-themes or underlying factors that were named, as follows: HTPTND, LTPTND and NTPTND. Data presented in Section B located about 45% of trainees within the HTPTND sub-theme, and 60% to the NTPTND sub-theme. Majority of respondents at above 63% fell within the LTPTND underlying factor where there was limited participation in the whole TND process and the training programme was requested on the trainee behalf. The study found links between observable factor with unobservable weightings and factors discussed earlier. There were commonalities in the linking the statements and the study called it a sub-theme. The Determination of training Needs theme, as well as the HTPTND, LTPTND and NTPTND sub- themes, afforded the study to conclude that there is the existence of provincial department’s policies, processes and systems of identifying the training needs but that it is restricted to the NTPTND.
The Chi-square test was done to determine whether the scoring patterns per statement were significantly different per option a. The null hypothesis claimed that similar numbers of
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respondents scored across each option for each statement (one statement at a time). The alternate stated that there is a significant difference between the levels of agreement and disagreement. The results were reflected on the Table 5.9 highlighted in yellow. The highlighted sig. values (p-values) are less than 0.05 (the level of significance); this implied that the distributions were not similar. Differences between the way respondents scored (agree, uncertain, disagree) were significant. The Chi-square test was conducted in other themes to follow in the study and similar results were found, where the null hypothesis was rejected and they were shaded in yellow for consistence purposes.
Sentiments presented by the statistical analysis findings on the Determination of Training Needs construct were echoed by the qualitative facet of the research, as five interviewees (1 SDF, 1HRD manager, 1 Immediate Supervisor and 2 Trainees) agreed that the TND process was effective and valid. All participants who found the TND process to be valid did not consider any TND techniques beyond PDP and the EPMDS, which made these interviewees to fall within the LTPTND and NTPTND sub-theme in the statistical analyses. The study interpreted these findings as there was not enough evidence to indicate that majority of trainees were in use of the TND processes beyond the EPMDS and PDPs. The finding placed the trainee within the LTPTND and NTPTND underlying factor. It was noted that a small number of participants agreed to have used beyond the PDP and EPMDS in the TND process, which were found to be within HTPTD sub-theme. This meant a low number of trainees were using beyond the PDP and EPMDS in the TND process.
One Immediate Supervisor did answered the question on the validity of the TND process by linking the validity of the EPMDS and PDPs within the Public Service Act prescription. The findings related the response of the Immediate Supervisor to the matter of department concerned with complying and not wanting to ‘go the extra mile’. In this case, it would warrant further research beyond the PDPs and EPMDS processes before the training needs are determined.
Six respondents (2 PPSTA trainers, 1 PPSTA manager, 1 trainee, 1 SDF and 1 Immediate Supervisor) did not agree that the TND process was valid. They raised the need of going beyond the PDP and EPMDS in the TND process as the reason for their response. The research located these respondents as aspiring to highly participate and go beyond PDPs and EPMDS. It has been determined earlier in the statistical analysis that these respondents belong in the HTPTND sub-theme.
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Generally in the provincial departments, the TND process is mainly driven by the PDPs within the EPMDS, and at times, the training programmes were requested on the trainee’s behalf. As a result of not being exposed or not aware of the PPSTA TND process, the trainees do not have full knowledge when they choose the training programmes or when filling out their PDPs.
There is a small portion within departments that was found to have gone beyond the EPMDS and PDPs.
These findings answered the first research question raised throughout the study on: How valid is the process used by PPSTA and provincial departments to determine training needs? The study conceded that there is a valid system that existed in the PPSTA and provincial departments for TND process but it is largely implemented at NTPTND and LTPTND. There are a few instances where there was evidence of ‘pockets’ of excellence where departments did go beyond the norm (PDP and EPMDS), which can be aligned to HTPTND process.