This chapter presents the main findings of the research. The chapter is divided into three sections. The first section reports on the characteristics of the sample in order to give a better understanding of the respondents from whom the data were collected. The second section presents the study’s descriptive statistics. The third section presents the SPSS findings of the main study including Pearson product-moment correlation and regression analysis.
Demographic data of subjects
Three hundred (300) questionnaires were distributed among the public sector employees of the government of Swaziland. A total of two hundred and fifty-six (256) questionnaires were gathered, thus, indicating a response rate of 85.3%.
The characteristics of the respondents are presented in Table 4.1. Items under the demographic variable include gender, age, marital status, position, years of experience, number of subordinates and educational level. Regarding the categorical demographic variables, a majority of the respondents were female with percentage of 55.5%, in contrast to the male respondents whose percentage was 44.5%. In terms of marital status, 53.5% were married employees while the remaining 46.5% were single. A higher percentage of respondents were subordinates 53.9% and the supervisor respondents accounted for 46.1%.
Regarding their education level, a majority of the respondents possess a bachelor’s degree (47.7%), other respondents hold a master’s degree (23.4%), some have a three year college diploma (14.8%) and others possess a high school leaving certificate (14.1%).
In addition, continuous demographic variables were collected such as age, years of experience and number of subordinates. The average age for the selected employees was 38 years old with a range from 25 to 58 years. The years of experience ranged from 1-26 years with an average of 10.4 years worked in the public sector. The number of subordinates was from 0-26 employees with an average of 2.56 subordinates per supervisor.
38 Table 4.1
Sample Characteristics Based on Demographic Variables (n=256)
Variable Frequencies Percentage
Sex Female 142 55.5
Male 114 44.5
Age 25-58 Average 38
Marital Status Single 119 46.5
Married 137 53.5
Position Subordinate 138 53.9
Supervisor 118 46.1
Years of experience 1-26 Average 10.4
Number of subordinates 0-26 2.56
Educational level High school certificate 36 14.1
Diploma 38 14.8
Bachelor’s degree 122 47.7
Master’s degree 60 23.4
Descriptive statistics
The following section provides a summary of the responses to the questions relating to the variables under research. It provides each construct’s mean and standard deviation which reveals how well the mean represents the data. All variables were measured on a six point Likert scale. Participants were asked to indicate their agreement to the statements with anchors ranging from “strongly disagree” (1) to “strongly agree” (6). The average response for each variable is greater than the midpoint (3) of the Likert. This indicates that the respondents show some level of agreement since their answers range between midpoint and somewhat and agree.
Supervisors and subordinates’ perceptions of SHRD activities
The responses discussed here related to how both supervisors and subordinates perceive the SHRD activities undertaken by their departments. The highest rating variable as shown by the mean score was on the items about systematic training. The responses to the items about systematic training showed a greater agreement with an overall mean slightly above midpoint (4.08). Three items rated about the midpoint; ST12 “My age qualifies me to
39
be considered for further training.” (4.93), ST10“My department has access to sponsored training.” (4.38) and ST8“My department has a Strategic plan.”(4.12).The ratings imply that more public sector employees are still within the trainable age and would like to be considered for further training, especially with the access to sponsored training. Furthermore, these ratings suggest that the respondents perceive their departments to be having good practices on issues of training.
The next highest level of agreement was observed for items presented on the quality strategy which showed an overall mean of 4.04. Four items on this variable were also rated above the midpoint. QS30“I am aware of the knowledge, skills and abilities that I need to enhance my performance.” (4.95), QS27“My qualifications are NOT relevant to my current position.”(4.76),QS26“My department is staffed with appropriately qualified employees.”
(4.35) andQS28 “My department relies on the quality of employees to drive performance.”
(4.26). The observations from these scores is that public sector employees are aware of the importance of having qualifications that are in line with the positions they hold. However, the item on employees’ qualifications not being relevant to their positions was also rated above the midpoint. The implication is that while employees acknowledge and are aware of the importance of having appropriate qualifications, the current positions the employees occupy are not necessarily relevant to their qualifications. Human resource practitioners are challenged to ensure that each department is staffed with appropriately qualified employees for all positions in the public sector.
On the other hand, accountability and ownership showed a lower overall mean of 3.80.
Of particular interest was the following statement’s mean rating which fell below the midpoint; AO 19“My current salary encourages me to perform at my best.”(2.88).The rating indicates a lower level of agreement which implies that the employees’ perceptions regarding their salaries are not satisfactory, thus, cannot enhance their performance.The employees perceive their salaries to be lower than their value worth and wish to earn more in order to be motivated to perform well.
Communication is another variable whose mean rating was low, (3.80).Although the mean rating was slightly above the midpoint including individual item ratings, the implication suggests that the employees do not perceive their departments to be doing well in practices that encourage effective communication that would in turn enhance the employees’
performance. See Table4.2 below.
40 Table 4.2
Strategic Human Resource Development by Likert Scale, Mean and Standard Deviation
Variable Items Mean Standard Deviation
Communication MCOM 3.80 .86
COM - 1 3.55 1.41
COM - 2 3.46 1.45
COM – 3 3.34 1.46
COM – 4 4.32 1.67
COM – 5 4.45 1.48
COM – 6 3.48 1.59
COM - 7 4.00 1.70
Systematic Training MST 4.08 1.01
ST – 8 4.12 1.54
ST – 9 3.53 1.83
ST – 10 4.38 1.67
ST – 11 3.83 1.71
ST – 12 4.93 1.54
ST – 13 3.66 1.72
Accountability & Ownership MAO 3.63 .84
AO – 14 3.76 1.42
AO – 15 4.23 1.60
AO - 16 3.71 1.36
AO – 17 3.17 1.60
AO – 18 4.02 1.42
AO - 19 2.88 1.83
Culture Building MCB 3.95 .75
CB – 20 3.41 1.40
(continued)
41 Table 4.2 (continued)
CB - 21 3.71 1.49
CB – 22 3.52 1.37
CB – 23 4.99 1.49
CB – 24 3.23 1.51
CB - 25 4.82 1.16
Quality Strategy MQS 4.04 .71
QS – 26 4.35 1.58
QS – 27 4.76 1.55
QS – 28 4.26 1.59
QS – 29 3.77 1.68
QS – 30 4.95 1.22
QS – 31 2.16 1.39
Performance Management MPS 3.84 .78
MP – 32 3.57 1.76
MP – 33 3.01 1.54
MP – 34 4.14 1.31
MP – 35 3.20 1.40
MP – 36 4.46 1.26
MP – 37 4.64 1.45
Differences between the perceptions of female and male employees
A significance level of .05 was set a priori to test the difference between the SHRD variables, perceived barriers and performance against the demographic variables. The first demographic variable to be tested using the Independent samples t-test was the sex variable (see Table 4.4 below). Differences were observed between the perceptions held by females and males on the quality strategy.
42 Table 4.3
Independent Samples Test for Sex (n=256)
Variable t-test
COMMUNICATION -.53
SYSTEMATIC TRAINING -.11 ACCOUNTABILITY & OWNERSHIP .66
CULTURE BUILDING -.38
QUALITY STRATEGY 2.14*
PERFORMANCE MANAGEMENT .29 Note: 1 = female and 2 = male, *p<.05
Differences between the perceptions of married and single employees
When comparing the perceptions for marital status on the different SHRD activities, two differences were observed between the single and married employees. The differences were noted on the quality strategy and a slightly higher; double star significance level for perceived barriers. Table 4.5 below shows the Independent samples t-test for marital status.
Table 4.4
Independent Samples Test for Marital Status, where 1=single, 2=married (n=256)
Variable t-test
COMMUNICATION -.12
SYSTEMATIC TRAINING .02
ACCOUNTABILITY & OWNERSHIP -.12
CULTURE BUILDING .97
QUALITY STRATEGY 2.25*
PERFORMANCE MANAGEMENT -.85
PERCEIVED BARRIERS -2.48**
PERFORMANCE .12
*P < .05
43
Differences between perceptions of supervisors and subordinates
Furthermore, for the position demographic variable (see Table 4.6 below), supervisors and subordinates had significant differences on performance management.
Table 4.5
Independent Samples Test for Position, where 1=subordinate, 2=supervisor (n=254)
Variable t-test
COMMUNICATION .60
SYSTEMATIC TRAINING .61
ACCOUNTABILITY & OWNERSHIP .81
CULTURE BUILDING 1.39
QUALITY STRATEGY .68
PERFORMANCE MANAGEMENT 1.94*
PERCEIVED BARRIERS -1.38
PERFORMANCE .43
*P < .05
Differences on the perceptions of employees with different educational levels
The last test to be done was the analysis of variance (ANOVA) test that was conducted to test the education variable. The purpose of ANOVA, according to Bocas (2013), is to ascertain the importance of observed differences in terms of significance levels. It was observed that within the four groups of educational levels of the employees, different perceptions existed on systematic training, performance management, and perceived enhanced performance. A further post hoc test was done to determine which educational levels had different perceptions on the three, above mentioned SHRD activities.
Howell (2010); Stevens (1999), noted that post hoc tests were useful in circumstances whereby the initial test had yielded significant differences and, thus, specific details were required on which means differed from each other. The Scheffe test was selected as the most appropriate since it was the oldest, yet widely used test in making multiple comparisons.
44
The results of the Scheffe test indicate that a majority of bachelor’s degree holders had different perceptions on systematic training compared to high school leaving certificate holders. Furthermore, a majority of bachelor’s degree holders held differing perceptions from master’s degree holders on perceptions about performance management. Lastly, more employees possessing a high school leaving certificate had differing perceptions from those who possess master’s degrees on enhanced performance. The Table below shows the ANOVA and Scheffe tests for the educational level demographic variable.
Table 4.6
45 Table 4.6 (continued)
Performance Management
BG 6.36 4 2.12 3.60* 3>4
WG 148.53 252 .59
TOTAL 154.89 256
Perceived Barriers
BG .58 4 . 19 .73
WG 66.62 252 .26
TOTAL 67.20 256
Performance BG 20.54 4 6.85 4.03* 1>4
WG 428.39 252 1.70
TOTAL 448.94 256
*P < .05, Note: BG = between groups WG = within groups, with 1= high school leaving certificate, 2= three-year college diploma, 3= bachelor’s degree and 4 = master’s degree
Perceived Barriers and Enhanced Performance
The last of the research questions was related to the perceived barriers that prevent public sector employees from enhancing their performance. The overall mean rating for the employees’ perceptions of barriers to enhanced performance implied that the employees did not consider the barriers as having a relationship with enhanced performance. The mean score on the perceived barriers to enhanced performance was slightly above the midpoint, (3.70).
Three items had scores well above the midpoint. PB42 “My educational level does not enable me to perform well.”(4.66), PB43 “Sharing work experience with older employees has a positive impact on my performance.” (4.43) and PB41“The age of employees in my department is not an influencing factor to exceptional performance.” (4.32) Attention is drawn to note that item PB42 was a negative statement, thus, the results were reverse coded before analysis.
The observation from the scores on perceived barriers is that most employees only perceive their educational level to be a barrier against enhancing their performance. Indeed in
46
the previous discussion regarding the scores on systematic training, the discussion highlighted that most employees wished to be considered for further training.
Regarding enhanced performance, an overview of the ratings on performance indicates that the respondents perceived themselves to be performing well as shown by the overall mean score of 4.14 on the six point Likert scale. The score is slightly above the midpoint, thus, reflecting a higher level of agreement with the statement PM 34 “I am able to meet my performance expectations.” The Table below shows the mean and standard deviation for perceived barriers and enhanced performance variables.
Table 4.7
Perceived Barriers and Performance by Likert Scale, Mean and Standard Deviation
Variable Items Mean Standard Deviation
Perceived Barriers MPB 3.70 .51
PB – 38 3.25 1.37
PB – 39 2.82 1.50
PB – 40 3.98 1.35
PB - 41 4.32 1.33
PB – 42 4.66 1.39
PB – 43 4.43 1.39
PB – 44 2.78 1.49
PB – 45 3.34 1.61
Performance MPERF 4.14 1.33
Correlation Analysis
The Pearson product-moment correlation coefficient was used to examine the relationships between the independent variables and dependent variable in the study.
According to Moore et al. (2011) ; Moore (2013), correlations are only used to measure linear relationships, the direction and strength of relationships between variables. In addition, the values of r that fall close to 0 show a very weak linear relationship, while those that move away from 0 toward either -1 or 1 indicate a stronger linear relationship.
The correlation matrix suggests that there is a strong negative relationship between the age of employees and communication. The implication presented by the nature and
47
magnitude of the relationship suggests that the older the employee, the less they perceive the practices on communication to be useful in enhancing performance. The age variable also has a strong negative correlation with accountability and ownership. In the same manner, the older employees do not perceive accountability and ownership to be an important factor in enhancing performance. Moreover, age also has a strong negative correlation with culture building. Likewise, the implication suggests that the perceptions of older employees toward culture building indicate a non-existent relationship with enhanced performance. Lastly, age has a weak positive relationship with perceived barriers to enhanced performance. The implication is that older employees perceive the barriers to be of influence toward enhanced performance.
The years of experience that the employees had served in the public sector shows two strong negative correlations with communication and accountability and ownership. The relationship suggests that older employees, by tenure in the public sector, do not perceive communication activities in their departments to be of good practise in enhancing performance. Furthermore, the more experienced employees in the public sector have negative perceptions toward enhanced performance.
The SHRD communication domain had a strong negative relationship with accountability and ownership. The implication of the relationship between the two domains is that the practices of communication do not have a relationship with increased accountability and ownership thus cannot be used to enhance performance. Communication also had a strong positive relationship with perceived barriers to enhanced performance. The relationship between the two domains suggests that an effective communication strategy would help to eliminate the perceived barriers, hence, improving employee performance.
The last relationship observed was between systematic training and enhanced performance. The correlation indicates a strong negative relationship which suggests that more systematic training activities need to be implemented in order to realize the perceived enhanced performance. Table 4.8 below shows the correlation matrix for the SHRD activities and demographic variables.
48 Table 4.8
Correlations Among Variables
1 2 3 4 5 6 7 8 9 10 11
1 1
2 .78 1
3 .36 .325 1
4 -.03 -.014 -.123 1
5 -.21 -.224 -.073 .350 1
6 -.01 -.062 -.012 .498 .359 1
7 -.03 -.100 -.097 .514 .380 .489 1
8 -.12 -.115 -.118 .288 .355 .311 .448 1
9 -.15 -.104 -.175 .578 .325 .503 .514 .447 1
10 .05 .052 .010 .316 .133 .352 .347 .253 .398 1
11 -.08 -.030 -.143 .187 -.013 .247 .143 .343 .458 .203 1 Note: 1 = Age, 2 = Years of experience, 3 = Number of subordinates, 4 = Communication, 5
= Strategic training, 6 = Accountability and ownership, 7 = Culture building, 8 = Quality strategy, 9 = Performance management, 10 = Perceived barriers, 11 = Performance.
A regression analysis was further to test which of the SHRD domains could help to predict the enhanced performance. The results showed that four SHRD activities, systematic training, culture building, quality strategy and performance management; contribute to the prediction of the perceived enhanced performance score. The SHRD domains that have significant coefficients of determination can be used to predict up to 30% of the enhanced performance score. The remaining 70% are not significant, thus cannot be used in the model to predict the enhanced performance score. However, among the four SHRD domains that have been observed to have significant coefficients of determination, systematic training and culture building were noted to be negatively related as shown in their beta. The Pearson product-moment correlation coefficient (r) is shown in the Tables below.
49 Table 4.9
Coefficient Correlation, Model Summary
Model R R Square
Adjusted R
Square Std. Error of the Estimate
1 .551a .303 .284 1.120774938
a. Predictors: (Constant), MPB, MST, MQS, MCOM, MAO, MCB, MPM
Table 4.10
Coefficients for SHRD Variables
Model
Unstandardized Coefficients
Standardized Coefficients
t
B Std. Error Beta
1 (Constant) .97 .60 1.61
Communication -.09 .11 -.06 -.85
Systematic
Training -.29 .08 -.22 -3.60***
Accountability
&Ownership .17 .11 .11 1.65
Culture Building -.28 .12 -.16 -2.28*
Quality Strategy .49 .12 .26 4.15***
Performance
Management .79 .13 .47 6.33***
Perceived Barriers .04 .15 .02 .27
Dependent Variable: Performance
*p < .05, **p < .01, ***p < .001
50
51