CONCEPTUALISATION OF TRAINING WITHIN THE DISCIPLINE OF PUBLIC ADMINISTRATION

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INTRODUCTION

The key component in a public sector organisation operating in the knowledge based economy of the 21st century is its workforce and not the equipment or technology it has at its disposal. Organisations need knowledgeable and skilled employees as the economy is led by service industries and changing technology. In such an environment, good customer relations, speed, innovation and cross-functionality are important, which place pressure on organisations to make sure their employees communicate effectively, possess the required technological skills and effectively access and apply knowledge, solve problems, synthesise information, adapt to fast-moving work environments and work in teams (Coetzee 2007:4). Blanchard and Thacker (2010:4) are of the opinion that training provides the skills and knowledge that are necessary to ensure that employees not only perform their work more effectively but are also prepared for any changes that may take place in the future.

LITERATURE REVIEW

Primary and secondary literature covering the topics relating to municipal staff, service delivery, training and the CoT were reviewed. Internet searches for relevant material were undertaken and an analysis of the material indicated that there was a dearth of literature on the topic of training municipal frontline staff in South Africa. For this reason, this research combined the information available in the literature with the views of the CoT’s municipal frontline staff and their supervisors. This enabled the researcher to give meaningful inputs aimed at improving the training programmes for municipal frontline staff at the CoT. The literature review conducted assisted in contextualising the problem statement.

MOTIVATION FOR THE RESEARCH

The CoT, in its five-year programme, lists five strategic objectives, two of which are relevant to this study: to apply the Batho Pele principles through accessible, caring and accountable services, and to build organisational capacity and increase transformation to implement the municipality’s mandate (City of Tshwane 2015).

LIMITATIONS OF THE STUDY

A limitation of the study was that there was not sufficient literature available on the training of municipal frontline staff in South Africa. However, to supplement the information obtained from the literature review, the study investigated the role, functions and training of frontline staff in various environments. Two different questionnaires were administered to ascertain the views of municipal frontline staff as well as their supervisors on what should be included in a skills and development  training framework for municipal frontline staff at the CoT. The data obtained from the questionnaires were analysed and used to augment the information obtained from the literature review conducted.

DECLARATION OF ORIGINALITY
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
CHAPTER 1 GENERAL INTRODUCTION AND BACKGROUND
1.1 INTRODUCTION
1.2 LITERATURE REVIEW
1.3 MOTIVATION FOR THE RESEARCH
1.4 LIMITATIONS OF THE STUDY
1.5 PROBLEM STATEMENT
1.6 RESEARCH OBJECTIVES
1.7 RESEARCH METHODOLOGY
1.7.1 Research approach
1.7.2 Data collection techniques
1.7.3 Data analysis techniques
1.7.4 Target population and sampling method
1.7.5 Ethical considerations
1.8 CLARIFICATION OF CONCEPTS AND TERMS
1.8.1 Public Administration and public administration
1.8.2 Local government
1.8.3 Public human resource management
1.8.4 Training
1.8.5 Municipal frontline staff
1.9 OVERVIEW OF CHAPTERS
1.10 CONCLUSION
CHAPTER 2 CONCEPTUALISATION OF TRAINING WITHIN THE DISCIPLINE OF PUBLIC ADMINISTRATION
2.1 INTRODUCTION
2.2 DEFINING PUBLIC ADMINISTRATION
2.3 THE GENESIS OF PUBLIC ADMINISTRATION
2.4 THE EVOLUTION OF THE DISCIPLINE OF PUBLIC ADMINISTRATION
2.5 THE CONTRIBUTION OF DIFFERENT DISCIPLINES TO PUBLIC ADMINISTRATION
2.6 THE SIX GENERIC ADMINISTRATIVE FUNCTIONS OF PUBLIC ADMINISTRATION
2.6.1 Policy-making
2.6.2 Organising
2.6.3 Financing
2.6.4 Human resource management
2.6.5 Work procedures
2.6.6 Control
2.7 THE HUMAN RESOURCE MANAGEMENT FUNCTION WITHIN PUBLIC ADMINISTRATION
2.7.1 Human resource planning
2.7.2 Job analysis
2.7.3 Recruitment, selection and placement
2.7.4 Retention
2.7.5 Termination of services
2.8 THE STATUTORY AND REGULATORY FRAMEWORK FOR TRAINING IN SOUTH AFRICA
2.8.1 White Paper on the Transformation of the Public Service
2.8.2 South African Qualifications Authority Act
2.8.3 White Paper on Education and Training.
2.8.4 Constitution of the Republic of South Africa
2.8.5 White Paper on Transforming Public Service Delivery
2.8.6 White Paper on Public Service Training and Education
2.8.7 Skills Development Act
2.8.8 Skills Development Levies Act
2.8.9 Local Government: Municipal Systems Act
2.8.10 Human Resource Development Strategy for the Public Service
2.8.11 National Qualifications Framework Act
2.9 THE BODIES INVOLVED IN MUNICIPAL TRAINING IN SOUTH AFRICA
2.9.1 The National School of Government
2.9.2 Local Government Sector Education and Training Authority
2.9.3 South African Local Government Association
2.9.4 Institute for Local Government Management of South Africa
2.10 CONCLUSION
CHAPTER 3 A THEORETICAL EXPOSITION OF THE LITERATURE ON TRAINING
3.1 INTRODUCTION
3.2 CONCEPTUALISATION OF TRAINING WITHIN THE CONTEXT
OF THE ADULT LEARNING THEORY
3.3 THE IMPORTANCE OF TRAINING WITHIN AN
ORGANISATION
3.4 THE REASONS FOR AND BENEFITS OF TRAINING
3.5 TRAINING WITHIN THE SOUTH AFRICAN PUBLIC SERVICE
3.6 THE ROLE OF THE TRAINER AND THE TRAINEE
3.7 TYPES OF TRAINING STRATEGIES
3.7.1 On-the-job training
3.7.2 Mentoring
3.7.3 In-house seminars
3.7.4 Simulation and role-playing
3.7.5 Web-based learning or e-learning
3.7.6 Formal education
3.7.7 Operations and procedure manuals
3.7.8 Classroom training
3.7.9 Audio-visual training
3.7.10 Blended learning
3.8 CATEGORIES OF TRAINING
3.8.1 Compliance training
3.8.2 Knowledge training
3.8.3 Skills training
3.8.4 Behavioural training
3.9 TRAINING MODELS
3.9.1 Nadler’s model
3.9.2 The training model of Camp, Blanchard and Huszczo
3.9.3 High-impact training model
3.9.4 The classical systematic training cycle.
3.9.5 The training process model
3.10 INTERNATIONAL PERSPECTIVES TO DETERMINE BEST PRACTICE
3.11 CONCLUSION
CHAPTER 4 THE CASE OF FRONTLINE STAFF AT THE CITY OF TSHWANE METROPOLITAN MUNICIPALITY
4.1 INTRODUCTION
4.2 LEGISLATIVE FRAMEWORK FOR LOCAL GOVERNMENT IN SOUTH AFRICA
4.3 AN OVERVIEW OF THE STRUCTURE OF THE CITY OF TSHWANE METROPOLITAN MUNICIPALITY
4.4 STREET-LEVEL BUREAUCRATS
4.5 THE ROLE OF MUNICIPAL FRONTLINE STAFF AT THE CITY OF TSHWANE METROPOLITAN MUNICIPALITY
4.5.1 Competencies required by municipal frontline staff
4.5.2 Job description of municipal frontline staff
4.6 AN OUTLINE OF THE TRAINING PROGRAMMES OFFERED AT THE CITY OF TSHWANE METROPOLITAN MUNICIPALITY FOR MUNICIPAL FRONTLINE STAFF
4.6.1 Training programmes for municipal frontline staff
4.7 CONCLUSION
CHAPTER 5 THE ANALYSIS AND INTERPRETATION OF EMPIRICAL DATA
5.1 INTRODUCTION
5.2 A DESCRIPTION OF THE EMPIRICAL APPROACH OF THIS STUDY
5.3 RESEARCH RESULTS: CUSTOMER CARE CONSULTANTS
5.3.1 Description of the questionnaire
5.3.2 Biographical profile of the respondents
5.3.3 Presentation of the findings based on thematic analysis
5.3.4 Presentation of the findings based on the cluster analysis.
5.4 RESEARCH RESULTS: SENIOR CUSTOMER CARE CONSULTANTS
5.4.1 Description of the questionnaire
5.4.2 Biographical profile of the respondents
5.4.3 Presentation of the findings for Section 1: Training Programmes
5.4.4 Presentation of the findings for Section 2: Components of Training
5.5 RESULTS RELATING TO THE RESEARCH OBJECTIVES
5.5.1 Objective 1: To contextualise training within the discipline of Public Administration
5.5.2 Objective 2: To determine the statutory and regulatory framework for training in South Africa
5.5.3 Objective 3: To explore the literature and the theory regarding training programmes for municipal officials
5.5.4 Objective 4: To analyse the current situation of training programmes of municipal frontline staff at the CoT
5.5.5 Objective 5: To examine the role and functions of municipal frontline staff at the CoT
5.5.6 Objective 6: To determine what the views of municipal frontline staff and supervisors of municipal frontline staff are on what should be included in a training programme for municipal frontline staff at the CoT
5.5.7 Objective 7: To provide a skills and development training framework for municipal frontline staff at the CoT
5.6 DISCUSSION OF FINDINGS
5.6.1 Finding 1: Citizens’ dissatisfaction with service delivery by the CoT
5.6.2 Finding 2: Shortage of skilled customer care consultants
5.6.3 Finding 3: Improvement in customer care consultants’ attendance of training programmes
5.6.4 Finding 4: Training programmes to be attended by the customer care consultants
5.6.5 Finding 5: The skills, competencies and knowledge required to
be an effective customer care consultant
5.6.6 Finding 6: Encouragement of continuous learning
5.6.7 Finding 7: Motivation of customer care consultants
5.6.8 Finding 8: Lack of available resources
5.6.9 Finding 9: Taking into account the suggestions made by customer care consultants
5.6.10 Finding 10: Negative working relationship between customer
care consultants and senior customer care consultants
5.6.11 Finding 11: Incentives to customer care consultants
5.7 A SKILLS AND DEVELOPMENT TRAINING FRAMEWORK FOR MUNICIPAL FRONTLINE STAFF
5.8 IMPLEMENTATION OF THE SKILLS AND DEVELOPMENT TRAINING FRAMEWORK FOR MUNICIPAL FRONTLINE
STAFF AT THE CITY OF TSHWANE
5.9 CONCLUSION
CHAPTER 6 SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.1 INTRODUCTION
6.2 SUMMARY OF THE PRECEDING CHAPTERS
6.3 COMMENDATIONS IN RECOGNITION OF THE COT’S CONTRIBUTION
6.4 RECOMMENDATIONS RELATING TO TRAINING
6.4.1 Recommendation: Customer care consultants should attend all the required training programmes.
6.4.2 Recommendation: Regular attendance of training is imperative
6.4.3 Recommendation: Continuous learning opportunities should be provided to customer care consultants
6.4.4 Recommendation: More time should be provided for different training programmes
6.4.5 Recommendation: A training model is suggested for implementation by the CoT
6.4.6 Recommendation: Suggested content of a training programme for customer care consultants
6.4.7 Recommendation: Strategies to implement the training received by customer care consultants
6.4.8 Recommendation: Evaluation strategies used by senior customer care consultants
6.4.9 Recommendation: Training and retraining of the trainers
6.4.10 Recommendation: Implementation of the adult learning theory in training programmes
6.4.11 Recommendation: Recognition of attendance of training programmes
6.5 CONSIDERATIONS FOR FURTHER RESEARCH
6.6 CONCLUSION
LIST OF REFERENCES

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