A micro-level outcomes evaluation of a skills capacity intervention within the South African public service: Towards an impact evaluation

Abstract

Orientation: Interest in measuring the impact of skills development interventions has increased in recent years. Research purpose: This article reports on an outcomes evaluation under the ambit of an impact assessment with reference to a research methodology workshop. Motivation of the study: A paucity of studies could be found measuring the workshop outcomes, especially within the public service as it pertains to training interventions. Research approach/design and method: A pretest–post-test research design was implemented. A paired-sample t-test was used to measure the knowledge increase while controlling for the influence of previous training by means of an analysis of variance and multiple regression analysis. Main findings: Results indicated that the increase in research methodology knowledge was statistically significant. Previous training influenced the model only by 0.8%, which was not statistically significant. Practical/managerial implications: It is recommended that the suggested framework and methodology be utilised in future research as well as in monitoring and evaluation endeavours covering various training interventions. Contribution/value add: The study provides evidence of the impact generated by a training intervention, within the South African Public Service. Thus, addressing a research gap in the corpus of knowledge.

Investigating the Youth Sports Development Pathway Within a South African Context

“…Bartlett’s test of sphericity was statistically significant (X2 = 7963.469; DF = 2278; p = 0.000 ∗∗ ), indicative of sufficient correlation between variables to substantiate exploratory factor analysis. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy returned a value of 0.892, providing evidence that the sample size was acceptable ( Jonck et al, 2018 ). As factor analysis can be influenced by outliers, normality tests with plots were performed to determine whether the 5% trimmed mean values differ from the mean values ( Pallant, 2011 ).…”

A quasi-experimental evaluation of a skills capacity workshop in the South African public service

“…Quasi-experimental designs have been used extensively to determine the effectiveness of training interventions (see, e.g., Brutus & Donia 2010;Fjuk & Kvale 2018;Shannonhouse et al 2017). Elaborating on the stated designs, the fundamental assumption of an impact assessment is that an intervention has defined outcomes (Jonck et al 2018). White and Sabarwal (2014) noted that quasi-experimental research designs test causality in which the workshop is viewed as an 'intervention' evaluated to ascertain the efficacy thereof, measured by a predetermined measuring instrument.…”

“…The aim of the research under study was to evaluate the impact of a research methodology skills development intervention on the knowledge of participants. For the sake of clarity, an impact evaluation in accordance with Rogers (2012) as cited in Jonck, De Coning and Radikonyana (2018:2) can be defined as any evaluation that systematically and empirically investigates the impact produced by an intervention. Moreover, Rogers (2014) emphasised the importance of the aforementioned evaluation which is to provide empirical evidence about the change (if any) that can be attributed to the intervention and could be undertaken on a capacitybuilding workshop.…”

“…The first-mentioned learning goal concentrated on the fundamentals of research, distinguishing between information-seeking and empirical research. In order to address the first learning goal, that is, to provide a theoretically and conceptually thorough underpinning, three research methodologies, namely, quantitative, qualitative and mixed methods, were underscored before attention was focused exclusively on qualitative research (Jonck et al 2018) addressing the second learning goal. The second day commenced with a summary of the previous day learning, with specific reference to what constitutes research and the various methodologies.…”

“…Furthermore, teaching aids utilised included PowerPoint presentations, flip charts and electronic devices. The mode of delivery encompassed traditional lecturing, class discussions and practical exercises on a resource compact disk (CD) distributed to participants along with the learning guide (Jonck et al 2018).…”