Anahtar Kelimeler
Nasıl Atıf Yapılır
Özet
The study examines employees' attitudes towards the training and development programmes offered by the public service based on Gender and Job title. The study followed a quantitative approach, and a self-developed and self-administered research instrument was used for data collection. The sample consisted of 286 employees in skilled, semi-skilled, and managerial positions within the Mpumalanga government complex. The Mann-Whitney U test was used to analyse employees' attitudes based on Gender, and Kruskal Wallis gathered employees' attitudes based on Job titles. The instrument was validated using Cronbach alpha and yielded an alpha coefficient of (α).853, which Exploratory and Confirmatory factor analysis further validated. The study results revealed differences in employees' attitudes based on Gender on the ease of training and quality of training programmes dimensions. Furthermore, differences were revealed based on the Job title on the quality of training, facilitation of training, and career and personal development dimensions. The study concludes that the public service needs to address the skills gap and shortage within its service. The study recommends that employers, especially the public sector, consider introducing tailor-made training and developmental programmes for individual employees, and training materials should be designed to address the specific needs of individuals or groups of employees with similar needs.
Referanslar
Ahmad, I., & Manzoor, S. R. (2017). Effect of Teamwork, Employee Empowerment and Training on Employee Performance. International Journal of Academic Research in Business and Social Sciences, 7(11), 380-394.
Akinboade, O. A., Kinfack, E. C., & Mokwena, M. P. (2012). An analysis of citizen satisfaction with public service delivery in the Sedibeng district municipality of South Africa, International Journal of Social Economics, 39(3), 182-199. https://doi.org/10.1108/03068291211199350
Akoojee, S., Gewer, A., & McGrath, S. (2005). South Africa: Skills development as a tool for social and economic development. Vocational education and training in Southern Africa. In S. Akoojee, A. Gewer & S. McGrath (Eds.), A Comparative Study. HSRC Press.
Almeida-Santos, F. & Mumford, K. (2004). Employee Training and Wage Compression in Britain, IZA Discussion Papers, No. 1197, Institute for the Study of Labor (IZA), Bonn.
Alipour, M., Salehi, M., & Shahnavaz, A. (2009). A study of on-the-job training effectiveness: Empirical Evidence of Iran. International Journal of Business and Management, 4(11), 63-68.
Anderson, T. W., & Darling, D. A. (1954). A test of goodness of fit. Journal of the American statistical association, 49(268), 765-769.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63-105.
Bausch, S., Michel, A., & Sonntag, K. (2014). How gender influences the effect of age on self‐efficacy and training success. International Journal of Training and Development, 18(3), 171-187.
Brown, K. G., & Sitzmann, T. (2011). Training and employee development for improved performance. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol. 2. Selecting and developing members for the organization (pp. 469–503). American Psychological Association. https://doi.org/10.1037/12170-016
Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human resource development review, 6(3), 263-296.
Cheng, E. W., & Ho, D. C. (2001). The influence of job and career attitudes on learning motivation and transfer. Career development international, 6(1), 20-28.
Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational research methods, 11(2), 296-325.
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41(2), 745-783.
Cianni, M., & Romberger, B. (1995). Perceived racial, ethnic, and gender differences in access to developmental experiences. Group & Organization Management, 20(4), 440-459.
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of applied psychology, 85(5), 678.
Department of Public Service and Administration. (n.d). WPPSTE. Republic of South Africa. Department of Public Service and Administration.
Department of Higher Education and Training. (2023). Identification of Skills Gaps in South Africa. A Popular Research Report. https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evaluation%20Coordination/Popular%20Identification%20Skills%20Gap%20in%20South%20Africa%202023.pdf
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Edgar, F., & Geare, A. (2004). Employee demographics in human resource management research. Research and Practice in Human Resource Management, 12(1), 61-91.
Elovainio, M., Kivimäki, M., Steen, N., & Kalliomäki-Levanto, T. (2000). Organizational and individual factors affecting mental health and job satisfaction: a multilevel analysis of job control and personality. Journal of occupational health psychology, 5(2), 269.
Farr, J. L., & Middlebrooks, C. L. (1990). Enhancing motivation to participate in professional development. In S. L. Willis & S. S. Dubin (Eds.), Maintaining professional competence: Approaches to career enhancement vitality, and success throughout a work life (pp. 195–213). Jossey-Bass/Wiley.
Feinberg, L. B., & Halperin, S. (1978). Affective and cognitive correlates of course performance in introductory statistics. The Journal of Experimental Education, 46(4), 11-18.
Gegenfurtner, A. (2020). Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training. Human Resource Development International, 23(3), 309-320.
Giangreco A., Sebastiano A., Peccei R. (2009). Trainees’ reactions to training: An analysis of the factors affecting overall satisfaction with training. The International Journal of Human Resource Management, 20, 96-111.
Goldstein, I. L., & Ford, J.K. (2002). Training in Organizations: Need Assessment, Development, and Evaluation (4th ed.). Wadsworth.
Govender, V. (2010). Promoting a Culture of Employee Engagement for Effective Service Delivery in the South African Public Service. Administratio Publica, 18(2), 166-184.
Gutterman, A. (2023). Training and Development. https://www.researchgate.net/publication/373482205_Training_and_Development
Henze, N., & Zirkler, B. (1990). A class of invariant consistent tests for multivariate normality. Communications in statistics-Theory and Methods, 19(10), 3595-3617.
Horwitz, F. M., Browning, V., Jain, H., & Steenkamp, A. J. (2002). Human resource practices and discrimination in South Africa: overcoming the apartheid legacy. International Journal of Human Resource Management, 13(7), 1105-1118.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Israel, G. D. (1992). Determining sample size. Fact Sheet PEOD-6. University of Florida.
Jones, S., St. Peter, C., & Ruckle, MM. (2020). Reporting of demographic variables in the Journal of Applied Behaviour Analysis. Journal of applied behaviour analysis, 53.
Karim, M. M., Choudhury, M. M., & Latif, W. B. (2019). The impact of training and development on employees’ performance: an analysis of quantitative data. Noble International Journal of Business and Management Research, 3(2), 25-33.
Keep, E. (2005). Skills, Training and the Quest for the Holy Grail of Influence and Status, in Bach, S (ed.). Managing Human Resources (4th ed.). Oxford, Blackwell (pp. 211–236).
Kirton, G., & Greene, A. M. (2015). The dynamics of managing diversity: A critical approach. Routledge.
Kumar, H., & Raghavendran, S. (2013). Not by money alone: the emotional wallet and talent management. Journal of Business Strategy, 34(3), 16-23.
Letseka, M. (2004). Understanding Skills Development in South Africa. The Development Education Journal. 11, 19-20.
McConnachie, C., Skelton, A., & McConnachie, C. (2017). The Constitution and the right to a basic education. Basic Education Rights Handbook: Education Rights in South Africa (pp. 13-35). https://section27.org.za/basic-education-rights/Basic Education Handbook-Chapter 1.pdf
McLean, R.S., Antony, J & Dahlgaard, J.J. (2017). Failure of continuous improvement initiatives in manufacturing environments: A systematic review of the evidence. Total Quality Management & Business Excellence, 28(3/4), 219–237.
Mkhonza, M., & Letsoalo, A. (2017). Understanding the Skills Gaps in the Public Service Sector. https://pseta.org.za/wp-content/uploads/2018/05/Understanding-the-Skills-Gaps-in-the-Public-Service-Sector.pdf
Mor Barak, M. E., Cherin, D. A., & Berkman, S. (1998). Organizational and personal dimensions in diversity climate: Ethnic and gender differences in employee perceptions. The Journal of Applied Behavioral Science, 34(1), 82-104.
Noe, R., Hollenbeck, J., Gerhart, B., & Wright, P. (2006). Human Resources Management: Gaining a Competitive Advantage, Tenth Global Edition. New York, USA. McGraw-Hill Education.
OECD. (2017). Getting Skills Right: South Africa, Getting Skills Right. OECD Publishing. https://doi.org/10.1787/9789264278745-en
PSETA (2018). Investment Trends in Post-School Education and Training (PSETA) in South Africa. www.pseta.org.za
Public Service Sector Education and Training Authority (PSETA). 2024. Final Sector Skills Plan Update for 2023-2024. https://pseta.org.za/wp-content/uploads/2020/07/PSETA-Sector-Skills-Plan-Update-2023-2024.pdf
Purcell, J. (1999). Best Practice and Best Fit: Chimera or Cul-de-Sac?. Human Resource Management Journal, 5(1), 72–90.
Rykleif, Y., & Tengeh, R. K. (2022). The importance of training and development for government officials in South Africa. International Journal of Research in Business and Social Science (2147-4478), 11(6), 642-656.
Shields, M. & Wheatley-Price, S. (1999). Ethnic Difference in the Incidence and Determinants of Employer-funded Training in Britain. Scottish Journal of Political Economy, 46(5), 523–551.
Tannenbaum S. I., Mathieu J. E., Salas E., Cannon-Bowers J. A. (1991). Meeting trainees’ expectations: The influence of training fulfillment on the development of commitment, self-efficacy, and motivation. Journal of Applied Psychology, 76, 759-769.
Truitt, D. L. (2011). The effect of training and development on employee attitude as it relates to training and work proficiency. Sage Open, 1(3), 2158244011433338.
Webster, J., & Martocchio, J. J. (1995). The differential effects of software training previews on training outcomes. Journal of Management, 21(4), 757-787.
Westwood, F. (2004). Maximising Our Resources. In Accelerated Best Practice: Implementing Success in Professional Firms (pp. 93-117). Palgrave Macmillan.
Willis, S. L., & Dubin, S. S. (1990). Maintaining professional competence: Approaches to career enhancement vitality, and success throughout a work life. Jossey-Bass/Wiley.
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.
Telif Hakkı (c) 2025 Christiana KAPPO-ABIDEMI , Rucresia VENACIO, Akhabue OKHAREDIA