An evaluation of the efficiency and effectiveness of competency based training programmes : the case of the Department of Social Welfare and Population Development
The statement of the problem therefore provided a foundation within which the purpose and the objectives of the study as well as the hypothesis were explained. Therefore the purpose of the study cannot be overemphasized against the concerns raised by the top-management of the department on the lack of the return on investment The study also outlined the research methods and techniques used. The nature of the study warranted the use of questionnaires which were distributed to the sample population of employees in social security. Face to face interviews were conducted as well to elicit information from the unit of analysis. The five-point lickert scale was used to measure the relationship between the transference of skills from the learning environment into a real working environment. The nature of the study enabled the use of tables and exposed itself to the probability sampling frames. When analyzing data, the researcher took the responsibility of going through all the information presented in a form of questionnaires by the recipients of framing. Frequencies and percentages accompanied by a chi-square were used to analyze data. The researcher then presented analyzed and discussed research findings. In drawing conclusions, the study highlighted a number of weaknesses and strengths associated with training, pre-training procedures as well as the formative and summative evaluation processes. To eradicate these problems, recommendations were made, for example, trainees should be involved from the word go when the determination of training needs takes place. There should be a direct involvement of supervisors and managers in all training cycles for example in training needs determination up to the level of training evaluation where the impact of training is determined. BATHO PELE should be in the center of all training processes. The presenters of training need to be scrutinized to determine their alignment with the South African Qualification Authority Act of 1995.
Competency-based education., Occupational training., Training programmes, Competency based training programmes
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