1 
 

EFFECTIVENESS OF EMPLOYEE DEVELOPMENT OF MANAGERS AT A 

METROPOLITAN MUNICIPALITY 

by 

KEHILWE SEIPATI ABIGAIL TSHABALALA 

 

Submitted in the fulfilment of requirements for the degree 

Master of Business Administration  

in the  

UFS Business School 

Faculty of Economic and Management Sciences 

 

at the 

 UNIVERSITY OF THE FREE STATE 

 

Promotor: Dr Masonette Du Toit 

October 2023 

Bloemfontein 

  



2 
 

DECLARATION 

 

I, Kehilwe Seipati Abigail Tshabalala (student number: 2002154488), declare that the 

thesis that I herewith submit for the Master’s Degree in Business Administration at the 

University of the Free State, is my independent work, and that I have not previously 

submitted it for a qualification at another Institution of Higher Education. 

I, Kehilwe Seipati Abigail Tshabalala, hereby declare that I am aware that the copyright 

is vested in the University of the Free State. 

 

Date: October 2023 

 

  



3 
 

ACKNOWLEDGEMENT 

First, I would like to thank our heavenly Father for giving me the strength, courage, 

and wisdom to complete this study research.  

To my husband Qabang and children Nomadlozi and Mvula, thank you for bearing 

with me during this difficult time and for understanding and helping me in this journey 

(while I deserted you). 

To my mother, Sannah Direko, for encouraging me to study further. 

To my supervisor, Dr. Masonette, for your unwavering support and guidance in 

completing this research. 

To my relatives, friends, participants, colleagues, and study mates, none of this would 

have been completed without your immense contributions and advice. 

 

 

 

  



4 
 

ABSTRACT 

The research study aims to evaluate the effectiveness of manager development in the 

metropolitan municipality. Effective management is critical for the sustainable 

development and success of the municipality to deliver basic services to the 

community. There are different challenges and changes that the municipality is faced 

with that require managers to be agile and adaptable to ensure that the municipality 

remains sustainable in the long term. These challenges and changes require the 

municipality to invest in its managers' professional growth and development to 

enhance managerial skills, knowledge, and competencies to enable managers to 

address complex issues in the municipality effectively.  

This research study intends to investigate the benefits of manager's development, 

discuss the applicable developmental strategies at a Metro Municipality, assess the 

effectiveness of manager's development, and assess the challenges impacting the 

development of managers at a Metro Municipality. 

The researcher used a qualitative research method for data collection and analysis. 

The study used a semi-structured interview design. The data was collected using ten 

open-ended interview questions to assess the effectiveness of the manager’s 

development and obtain more insights about the topic.   

The findings from this study contribute to the existing literature on managers’ 

development in municipalities and assist management in developing and 

implementing more effective development strategies and programmes tailored to the 

specific needs and challenges faced by managers. The recommendation of the study 

is expected to contribute to the growth and development of managers in the 

municipality, ultimately leading to more effective administration, improved overall 

performance and efficiency of municipalities, and service delivery for the community. 

 

 

Key Words: manager’s development, municipality, performance management, 

development strategies. 



5 
 

Contents 

DECLARATION .......................................................................................................... 2 

Chapter 1 INTRODUCTION TO THE STUDY AND CHAPTER OUTLINE ............... 12 

1.1 Introduction ................................................................................................. 12 

1.1.1 Background globally ................................................................................. 13 

1.1.2 Background nationally .............................................................................. 14 

1.1.3 A Metropolitan Municipality ...................................................................... 15 

1.2 Problem statement ...................................................................................... 16 

1.2.1 Effects/ Consequences ............................................................................ 16 

1.2.2 Research questions ................................................................................. 16 

1.3 Primary research objective .......................................................................... 17 

1.4. Secondary research objectives .................................................................. 17 

1.5 Research methodology ............................................................................... 17 

1.5.1 Introduction .............................................................................................. 17 

1.5.2 Research design: Qualitative research design ......................................... 17 

1.5.3 Research paradigm .................................................................................. 18 

1.5.4 Sampling population: 108 managers at a metro municipality ................... 18 

1.5.5 Sample size: 20 managers ....................................................................... 18 

1.5.6 Sample strategy ....................................................................................... 19 

1.5.7 Sample method ........................................................................................ 19 

1.5.8 Data collection method: Interviews ........................................................... 19 

1.5.9 Ethical considerations .............................................................................. 20 

1.5.9.1 Permission ............................................................................................ 20 

1.5.9.2 Informed consent .................................................................................. 20 

1.5.9.3 Voluntary participation ........................................................................... 20 

1.5.9.4 Confidentiality and anonymity ............................................................... 21 

1.5.9.5 No harm ................................................................................................ 21 

1.6 Demarcation of the study ............................................................................ 21 

1.7 Chapter layout ............................................................................................. 21 

1.8 Conclusion .................................................................................................. 22 

Chapter 2 LITERATURE REVIEW ........................................................................... 23 

2.1 Introduction ................................................................................................. 23 

2.2 Definition of manager’s development .......................................................... 23 



6 
 

2.3 Legislation ................................................................................................... 24 

2.4 Historical development ................................................................................ 24 

2.5 Manager’s development strategies in the municipality ................................ 26 

2.5.1. Developmental activities.......................................................................... 26 

2.5.1.2 Developmental assessments ................................................................ 28 

2.6 Evaluation of the effectiveness of managers’ development ........................ 30 

2.6.1 Evaluation of managers’ performance using the return-on-investment 

method .............................................................................................................. 30 

2.6.2 Evaluation of managers’ performance using Kirkpatrick’s model ............. 31 

2.7 Benefits of ongoing manager’s development in organisations .................... 33 

2.8 Advantages of employee development ....................................................... 33 

2.9 Disadvantages of employee development .................................................. 34 

2.10 Performance management system in a metropolitan municipality ............ 35 

2.11 Skills development of managers in a metropolitan municipality ................ 36 

2.12 Conclusion ................................................................................................ 37 

Chapter 3 RESEARCH METHODOLOGY ............................................................... 38 

3.1 Introduction ................................................................................................. 38 

3.2 Research design: Qualitative research design ............................................ 38 

3.2.1 Research paradigm .................................................................................. 39 

3.2.2 Population: 108 Managers ....................................................................... 40 

3.3 Sampling ..................................................................................................... 40 

3.3.1 Sample size: 20 Managers ....................................................................... 40 

3.3.2 Sample strategy ....................................................................................... 41 

3.4 Data collection method ................................................................................ 42 

3.4.1 Data analysis ............................................................................................ 42 

3.5 Ethical considerations ................................................................................. 43 

3.5.1 Permission ............................................................................................... 43 

3.5.2 Informed consent ..................................................................................... 43 

3.5.3 Voluntary participation .............................................................................. 44 

3.5.4 Confidentiality and anonymity .................................................................. 44 

3.5.5 No harm ................................................................................................... 44 

3.6 Conclusion .................................................................................................. 45 

Chapter 4 DATA INTERPRETATION AND ANALYSIS ............................................ 46 

4.1 Introduction ................................................................................................. 46 



7 
 

4.2 Analysis of biographical data....................................................................... 46 

4.2.1 Interview response rate ............................................................................ 46 

4.2.2 Number of years employed as a manager ............................................... 47 

4.3 Interview approach ...................................................................................... 48 

4.4 Analysis of data from interview questions ................................................... 48 

4.5 Common themes identified.......................................................................... 67 

4.6 Summary of findings ................................................................................... 69 

4.7 Conclusion .................................................................................................. 70 

Chapter 5 CONCLUSIONS AND RECOMMENDATIONS ........................................ 71 

5.1 Introduction ................................................................................................. 71 

5.2 Summary of the research study .................................................................. 71 

5.3 Addressing the research problem ............................................................... 72 

5.4 Addressing the research questions ............................................................. 72 

5.5 Addressing the secondary objectives of the study ...................................... 74 

5.6 The main findings ........................................................................................ 76 

5.7 Recommendations of the study ................................................................... 77 

5.8 Limitations of the study ............................................................................... 80 

5.9 Further study ............................................................................................... 80 

5.10.Conclusions ............................................................................................... 81 

Bibliography ............................................................................................................. 82 

 

 

  



8 
 

List of figures 

Figure 2.1: Kirkpatrick’s model ................................................................................. 32 

Figure 4.1: Number of years as a manager .............................................................. 47 

Figure 4.2: Benefits to the manager ......................................................................... 49 

Figure 4.3: Benefits to the municipality ..................................................................... 50 

Figure 4.4: Benefits to the community ...................................................................... 50 

Figure 4.5: Preferred development methods by participants .................................... 61 

Figure 4.6: Current disadvantages facing the development of managers ................ 66 

Figure 4.7: Common themes identified in the study ................................................. 68 

 

 

  



9 
 

List of tables 

 

Table 4.1: Why are development strategies not effective in the municipality? ......... 56 

 

  



10 
 

List of appendices 

 

Appendix A: Data Collection Instrument 

Appendix B: Approval from the Acting City Manager to perform research study 

Appendix C: Approval from the General Human Research Ethics Committee 

(GHREC)  



11 
 

List of abbreviations 

 

Skills Development Act - SDA 

Personal Development plan - PDP 

Local Labour Forum – LLF 

Protection of Personal Information Act - POPI Act 

Continuous Professional Development - CPD   



12 
 

Chapter 1 INTRODUCTION TO THE STUDY AND CHAPTER 

OUTLINE 

 

1.1 Introduction    

Employee development entails refining employees' present skills and competencies 

and developing other traits to sustain the organisation’s goals (Valamis, 2021). An 

organisation’s Human Resource development policies and procedures provide 

employees with the necessary context that encourages employee development linked 

with the organisation's objectives. These are included in the organisation's annual 

budget.   

 

Careful deliberation is needed as the development of managers differs in terms of 

generation gaps, age, skills, and knowledge. Employee development leads to 

promotion to higher positions in an organisation, a higher job level, increased salary, 

higher-level responsibilities and tasks, job satisfaction, and increased staff morale 

(Valamis, 2021).   

 

The development provides managers with opportunities and inspires them to acquire 

new or innovative skills and knowledge to support them and lead to a more operative 

and resourceful workplace (Warnich, 2019). A developmental plan should be 

developed and monitored continuously throughout the manager’s career. 

Development should occur regularly to improve their performance, subsequently 

becoming an organisational leader. It is paramount to reserve and improve managers’ 

job capabilities (Warnich, 2019). 

 

South Africa is a developing country, and organisations must improve functional, 

operational, and human resources components. Organisations strive for continuous 

improvement; therefore, training and developing their employees' skills and expertise 

has become a priority. In municipalities, employee demotivation and poor performance 

result from a lack of training and development. Municipalities should, therefore, have 

control measures in place to assess the impact of training and development 

programmes on employee performance (Luthuli et al., 2019). 



13 
 

1.1.1 Background globally 

A total of 91% of people born between 1977 and 1997 are anticipated to remain in the 

same job for not longer than three years. Four out of ten managers globally are 

disconnected from their current positions. The disconnection stems from 

unsatisfactory pay, poor organisation management, and a stressful working 

environment. One of the primary reasons causing the disconnection is the lack of 

career development and opportunities within the municipality (Meister, 2012). 

 

The training and development of managers have become a dynamic instrument in 

organisational evolution and sustainable development as the organisation's vision, 

mission, and strategic objectives should be met with the assistance of skilled and 

developed managers in the workforce. The reason is that the business environment is 

changing every day, and technology sets a new standard for job delivery and 

operational productivity. An organisation wanting to improve customer satisfaction and 

remain relevant in its industry must constantly pursue training and retraining of its 

workforce to stay abreast of technology progression and its mode of getting work done 

in organisations (Adejare et al., 2020).  

 

This study will show the importance and relevance of on-the-job training that the 

organisation has been adopting to scale down employee inefficiency and enhance 

managers' performance standards to compete with competitors in the market. 

Organisations need to create an enabling work environment for managers who seek 

to improve employees’ skills and capabilities through training and development to 

augment employee career growth, directly and indirectly enhancing the organisation’s 

performance, service delivery, and profit margin. In order to resolve inefficiency among 

staff in public institutions, the solution is to integrate practical training into employee 

career management and implement the employee performance assessment process 

in private organisations (Adejare et al., 2020). 

 

For the organisation to deliver services effectively and efficiently to customers, 

talented employees must perform daily tasks and assist management in achieving 

strategic objectives. Career development should be prioritised for employees to be 

efficient in their functions and careers. Organisations should, therefore, provide career 

development opportunities to their employees by conducting internal training 



14 
 

programmes to enhance their job experience, enabling self-career management 

through talent appraisals, and enabling work changes through internal transfers and 

promotions (Ali, 2020). 

 

1.1.2 Background nationally 

Education is the most powerful weapon to change the world (Nelson Mandela, 1994).  

The process of changing the world does not mean that all the organisation’s 

employees should be developed and improved all at once, but the process must start 

with a few managers within a specific department to encourage change; they will 

inspire and encourage other managers, creating a snowball effect within the 

municipality (Warnich, 2019). 

 

Manager’s development encompasses advancing to the next level and not just 

receiving an endorsement for the following position. The development includes 

obtaining and transferring skills and knowledge a manager requires to perform a task 

in an organisation (Ross, 2018). 

 

The fundamental objective of the Skills Development Act (SDA) (Act 96 of 1998) is to 

change and grow the skills or human resources of the South African labour force and 

to increase the value of the life of employees, their projections of work and labour 

agility for the public service employer in the national and provincial spheres of 

government. SDA also seeks to inspire organisations to utilise the workplace as a 

vibrant learning atmosphere and afford employees to obtain new and innovative skills. 

This is the chance to acquire new and creative skills relevant to managers’ 

development in a municipality (Skills Development Act, 1998).  

 

Studies show that training and development significantly impact the commitment of 

employees in the organisation. Training and development opportunities are associated 

with increased productivity and performance as employees become more competent 

and efficient in their roles and responsibilities. The development also plays a crucial 

role in talent retention, creating a sense of loyalty and commitment to the team and 

the organisation. Employees are more likely to stay in an organisation that offers 



15 
 

opportunities for their development and advancement, reducing turnover rates (Nkosi, 

2015). 

 

Employees' lifelong learning and development and how organisations support their 

continual development are critical in today's dynamic business environment, which is 

more global and competitive than ever. Many organisations implement personal 

development plans (PDPs) to support and promote employees' learning and 

development. Having PDPs helps employees stay focused and motivated in obtaining 

personal goals, providing direction, and improving focus and effectiveness. It also 

increases confidence to explore where to make improvements and development in the 

workplace, which may increase job satisfaction and career advancement (Beausaert 

et al., 2013). 

 

1.1.3 A Metropolitan Municipality 

A metropolitan municipality in South Africa was used to conduct this research study. 

 

Primary services offered to the community include solid waste removal, sanitation, 

sewerage, and water services. A metropolitan municipality has the following 

directorates: Office of the City Manager, Corporate Services, Planning, Finance, 

Social Services, Rural and Economic Development, Human Settlement, Engineering, 

Waste and Fleet Management, and Electricity. 

 

The total number of employees is 5 740, including 108 managers. The total figure 

includes heads of departments, general managers and managers, and lower-level 

employees. Employees are the municipality's most significant resources and assets; 

human capital should have energy, skills, and competencies to deliver quality services 

to its communities daily (Mangaung Metropolitan Municipality, 2021).   

 

Based on the Annual Performance Report of a metropolitan municipality for the 

2019/2020 financial year, initial and crucial encounters around an integrated process 

of skills development within the city have been nonexistent of an inclusive, complete, 

and integrated framework for human capital development that will assist and provide 



16 
 

guidance and join in development and training requirements in the organisation’s 

revolution (Mangaung Metropolitan Municipality, 2020a). 

 

The Council adopted the skills development policy on 17 November 2017. During the 

2019/2020 financial year, the policy was sent for reconsideration and adoption by 

Council; however, it was returned to management for further review, amendment, and 

deliberations with the Local Labour Forum (LLF) and has not yet been approved by 

Council (Skills Development Policy, 2017). 

 

One of the managers at a metropolitan municipality stated that managers who remain 

in one position for more than 20 years are doing the same tasks repeatedly, as nothing 

motivates them. Another manager added that it is all about receiving their salary at the 

end of the month, given the unrest and labour strikes in the municipality and nepotism 

when appointing new employees. Mamokhere (2020) also found that internally, in the 

organisation, people have more than 20 years of experience without new skills and 

development. 

 

1.2 Problem statement 

Managers' lack of performance to meet the municipality's strategic objectives due to 

ineffective manager development will negatively impact the service delivery to 

communities, leading to unrest and protests by communities. 

 

1.2.1 Effects/ Consequences 

Lack of managers’ development will cause the following in the municipality: Workplace 

productivity will be negatively affected, employees will be disconnected from their 

current jobs, strategic objectives will not be met, and service delivery of the 

municipality will be negatively impacted.  

 

1.2.2 Research questions 

• What are the benefits of managers’ development? 

• What are the available development strategies for a metro municipality? 

• How effective is development in a metro municipality? 



17 
 

• What are the challenges relating to development at a metro municipality? 

 

1.3 Primary research objective 

To investigate the effectiveness of the development of managers at a metro 

municipality. 

 

1.4. Secondary research objectives 

• To investigate the benefits of a manager’s development. 

• To discuss the applicable developmental strategies at a metro municipality.  

• To assess the effectiveness of a manager’s development at a metro municipality. 

• To assess challenges relating to the development of managers in the municipality. 

 

1.5 Research methodology 

1.5.1 Introduction  

 

This section is divided into five sub-sections. It starts by introducing the research 

design, providing definitions and highlighting the importance of the design method. 

This is followed by presenting the research paradigm applicable to the research study. 

The sample population and the sample size are also discussed. Furthermore, the 

sample strategy, method, and validity and reliability are explained. The reasons for 

selecting a data collection method and the objectives are motivated. Lastly, the ethical 

considerations that relate directly to this research study's values and integrity are 

presented. 

1.5.2 Research design: Qualitative research design 

The qualitative research design was used in the study as it is designed to support 

researchers in understanding what people say and do and the communal and cultural 

contexts in which they live. The main advantage of qualitative research is that it permits 

a researcher to see and understand the context within which conclusions and actions 

occur and explain why someone acted the way they did. Therefore, context is 

understood by speaking to people to obtain a clear understanding of a phenomenon 

in its entirety; for example, the police are able to resolve a crime by talking to witnesses 

and suspects and are thus not constrained to only use quantitative data (Myers, 

2019)? 



18 
 

Qualitative research was used as it focuses on analysing subjective meaning and 

events by collecting non-standardised data texts rather than numbers and statistics. 

Qualitative research produces detailed descriptions of participants' emotions, 

opinions, and experiences and interprets the meaning of their actions. It incorporates 

a wider range of perspectives, and the researcher can obtain different voices and 

meanings. Different methods can be used to collect data, and the researcher interacts 

directly with participants to elicit their feelings, perceptions, and opinions (Rahman, 

2016). 

 

1.5.3 Research paradigm  

The research was based on the interpretivist paradigm, focusing on understanding the 

individual and their view of the world around them. This paradigm indicates that reality 

is socially constructed. This approach attempts to understand and interpret what the 

participant says regarding the subject matter. An attempt is made to try and 

understand the viewpoint of the subject being observed rather than the researcher’s 

perception (Kivunja & Kuyini, 2017).  

 

1.5.4 Sampling population: 108 managers at a metro municipality 

Employees at a metro municipality are categorised on different levels: Heads of 

departments (Top Management), general managers (middle management), managers 

(junior management), and lower-level employees. There are 5 740 employees 

currently at a metro municipality as of 31 June 2021 and 108 managers (MMM staff 

establishment, 2021).  

 

1.5.5 Sample size: 20 managers 

Managers working within different directorates (e.g., Office of the City Manager, 

Corporate Services, Planning, Finance, Social Services, Rural and Economic 

Development, Human Settlement, Engineering, Fleet, and Waste Management) were 

selected for the research study. They work directly with lower-level staff, who, in turn, 

work directly with the communities within the metro municipality. 

  



19 
 

1.5.6 Sample strategy 

Non-probability sampling was used in this study. Non-probability sampling is when a 

researcher selects a sample from a population using a subjective method; it is 

unknown which manager will be chosen. It is a quick and easy method of collecting 

data (Bryman, 2018). 

 

1.5.7 Sample method 

Quota sampling was used based on the following reasons: 

• Quota sampling is easier to manage. 

• It can be used for exploratory work and to generate new theoretical ideas. 

• The researcher is free to choose a representative sample.  

• It is more affordable to use quota sampling. 

• Primary data collection can be done in a shorter time (Dudovskiy, 2022). 

 

1.5.8 Data collection method: Interviews 

Semi-structured interviews are the most effective data collection method when the 

researcher aims to (1) collect qualitative, open-ended data, (2) explore participants’ 

thoughts, beliefs, and feelings about a particular topic, and (3) delve deeply into 

personal and sensitive issues. Interviews can be used for positivist, critical or 

interpretive qualitative research, allowing the researcher to gather rich participant data. 

The primary role of the interviewer is to prompt, listen and direct the interviewee, 

preferably interviewing in the participant’s language rather than imposing their own 

(Myers, 2019).  

 

Interviews were used as a data collection tool because it is a faster and more 

interactive form of data collection than a survey. In an interview, the researcher asks 

questions directly to the participant face-to-face, telephonically, via Microsoft Teams, 

or using Zoom. Interviews offer a more personalised exchange of data than surveys, 

and the researcher can probe and ask additional open-ended questions for increased 

clarification from the participant to obtain more information. Interviews also provide a 

deeper insight and understanding into the research topic (Jain, 2021). 

 



20 
 

1.5.9 Ethical considerations 

This research received full ethical adherence. Ethics in research defines guidelines for 

conducting professional research. It also instructs and regulates researchers to follow 

a stringent code of ethics when performing research. In order to protect the dignity and 

rights of participants, ethical considerations and guidelines must be followed in all the 

stages of the research study. The research method cannot be completed without 

consideration of ethical issues. Ethical considerations assist the researcher in 

completing the research study promptly and efficiently (Hasan et al., 2021). 

 

1.5.9.1 Permission  

Permission was obtained from a metro municipality to conduct the research study. 

Information about participants was only used once permission had been granted to 

continue with the research study. Researchers are bound to ethical rules, and no 

participant should be coerced into participating in a study. Thus, all participants must 

receive the necessary information about the research to decide whether they want to 

participate in the study or not. Participants can refuse to participate in a study without 

penalty (University of Connecticut, 2019). 

 

1.5.9.2 Informed consent  

After being informed of the benefits of participating in the study, participants received 

important information about the research. Voluntary informed permission means that 

participants involved in the research study should have a lawful ability to give consent; 

they should be able to exercise free power of choice without any element of force (e.g., 

deceit, fraud, duress, or overreaching) and should also have adequate knowledge and 

understanding of the essential subject matter involved to enable them to make an 

informed and rational decision. Before interviews occur, a reasonable agreement must 

be reached with all participants (Clark-Kazak, 2017). 

 

1.5.9.3 Voluntary participation  

Voluntary participation refers to a human research subject executing their free will to 

decide whether to partake in any research activity. They should not be forced into 

being involved in any way. All the research participants should voluntarily and officially 



21 
 

consent to participate in the research study after being well-informed of the risks and 

benefits of their participation. Research participants can refuse to participate without 

penalty if they wish to withdraw during any research stage (Bryman, 2018). 

Participants can exercise their free will in deciding to participate in the study and 

withdraw and change their minds during ongoing research.  

 

1.5.9.4 Confidentiality and anonymity  

Ethical issues related to conducting research ethically by protecting the respondents 

and ensuring the non-disclosure of information and anonymity of the participants were 

implemented. Participants’ information has been kept safe to uphold the promise of 

privacy. The names of participants were not mentioned in the study to protect their 

anonymity. Reasonable precautions were taken to protect the confidentiality rights of 

participants. Data collected must be treated as confidential information (University of 

Connecticut, 2019). 

 

1.5.9.5 No harm 

Participants were not exposed to psychological, physical, or working environment 

harm at any stage of this research study. The risk of potential harm was reduced by 

asking questions that were not harmful to participants. Harm to participants also 

relates to development, anxiety, stress, and self-esteem, including harm to prospects 

and employment in a metro municipality (Bryman, 2018).  

 

1.6 Demarcation of the study 

The study encompassed the effectiveness of employee development of managers in 

a metropolitan municipality; it was conducted in Bloemfontein. The study focused on 

the field of human resource management. 

 

1.7 Chapter layout 

The chapters in this dissertation will be presented as follows: 

Chapter 1: This chapter concentrated on the rationale for selecting the topic to 

formulate the problem statement. 



22 
 

Chapter 2: Literature review: This chapter presents the conceptual and theoretical 

frameworks of policy guidelines related to the chosen topic to gain comprehensive 

knowledge and extensive understanding to enable the researcher to link the problem 

statement directly to the research instrument. 

Chapter 3: Research methodology: This chapter discusses the study approach and 

applicable methods used. 

Chapter 4: Data analysis and interpretation: This chapter outlines the data analysis 

procedures that led to specific findings relating to the research topic. 

Chapter 5: Conclusion and recommendations: This chapter presents 

recommendations regarding the development of managers of a metropolitan 

municipality. 

 

1.8 Conclusion 

This research aimed to investigate the effectiveness of employee development of 

managers in a metropolitan municipality. The research focused on the effective 

development of managers in the metropolitan municipality to improve skills and 

knowledge to meet the municipality's strategic objectives. Managers (employees) are 

the most valuable assets of an organisation. They are the connection between 

leadership and the general workers who directly provide essential services for the 

community. The research aimed to identify all the possible benefits and assess 

challenges relating to managers’ development in the municipality.  

  



23 
 

Chapter 2 LITERATURE REVIEW 

 

2.1 Introduction 

This section outlines a literature review of national and international managers’ 

development.  The chapter presents the definition of manager development, followed 

by legislation and historical development. Although many theories regarding manager 

development have been proposed, only three will be reviewed. The advantages and 

disadvantages of manager development in organisations will also be discussed. 

 

2.2 Definition of manager’s development 

Development is a long-term change effort to extend a person’s competencies and 

skills through experience. It provides a new perception of themselves, their jobs, 

profession, and organisation. Development pays attention to productivity and indicates 

being better at something or becoming more progressive. It entails developing 

employees and preparing them for better and bigger things in the organisation, from 

being a manager to developing to being a leader (Warnich et al., 2018).  

Professional development will only be successful and yield positive results with 

effective monitoring, evaluation, and review procedures. Staff development should be 

a continuous dialogue within organisations (Blandford, 2003).  

Monitoring is a critical factor during the planning process, as monitoring ensures that 

the organisation’s objectives are achieved with available resources. Monitoring should 

also be done regularly when agreed-upon goals are clear and practical. Evaluation is 

a collaborative process of monitoring and verifying whether objectives are met within 

the planned and agreed-upon timeframe (Blandford, 2003). 

Manager’s development is the same as development in general. It is described as a 

process where managers at different levels learn and improve their skills, knowledge, 

abilities, and capabilities to enhance their performance and the organisation. A 

manager’s attitude and actions significantly influence how effectively their team 

members conduct their work and how individually satisfied they are. Developing 

managers is key to an organisation’s general health and success.  



24 
 

2.3 Legislation 

The objective of the Skills Development Act, 97 of 1998, as per Section (1)(c), is to 

reassure employers to (i) use the workplace as a dynamic learning atmosphere, (ii) 

ensure that employees (i.e., managers, excluding an independent contractor, who 

works for the municipality and is entitled to receive any remuneration) obtain new 

skills, (iii) afford prospects for new participants into the labour market to be able to 

extend work experience.  

The Levy Grant Scheme, constituted through the Skills Development Levies Act 1999, 

was developed to assist the skills development initiatives in the country. The Act 

orders an obligatory levy scheme to pay for education, training, and development in 

industries within numerous sectors, including municipalities in South Africa. The 

intention is to develop the knowledge and capabilities of managers and subsequently 

intensify the amount of skilled labour in South Africa to ensure efficiency and 

employability. 

The Act aims to boost a structured and planned method of learning and education to 

increase employment projections for job seekers. Partaking entirely in the scheme 

permits organisations to gain the benefits of more capable and more productive 

employees (Skills Development Levies Act, 1999). 

The Department of Public Service and Administration (Republic of South Africa, 

2006:13) encourages the following procedures for institutions in retaining staff:  

• Empower workforces through skills and training development to meet the 

required job standards;  

• Offer prospects for the organisation and employees;  

• Reward performance appropriately;  

• Create adequate prospects for growth and development;  

• Development in institutions (Van Der Westhuizen, 2016).  

 

2.4 Historical development 

Piper (1994) explored staff development units to understand why organisations tend 

to be concerned with training and learning improvement at the level of the individual 



25 
 

academic status (matric diploma or degree), known as ‘Model A.’ Piper added that this 

will change to 'Model B' as organisations become more aware of the need to support 

organisational policy and transformation development. It will thus become more 

management- and policy-positioned, assisting employees relatively more than a 

barely 'educational' strategic objective in the organisations. 

Based on the evolution of South Africa’s skills development strategies, the country’s 

skills development system and its performance have been shaped by history and the 

labour market, described by unequal capital investment in high-skill White enclaves 

with minimal African labour skills (S. McGrath & Badroodien, 2006). 

This has led to the development of a practical strategy for training to be reformed by 

the Congress of South African Trade Unions (Cosatu) in association with the National 

Union of Metalworkers (Numsa), which laid out the critical elements of the policy to be 

debated, shaping the South African skills development to the present stage (S. 

McGrath & Badroodien, 2006). 

In a multigenerational workforce, learning and development need to become more 

diverse. Millennials are working with very experienced employees who may require a 

different management style regarding how they are supervised and what is offered in 

terms of career development and individual growth opportunities.   

Older employees may face challenges in the development process, which need to be 

considered when designing practical learning and development interventions in an 

organisation. Behavioural considerations should also be considered, such as levels of 

staff motivation, attitudes toward learning development, and maintaining employees’ 

health and well-being (Mulvie, 2021). 

Employees want the possibility to advance in their careers, and opportunity is the main 

reason why most employees are engaged. Along with improved engagement, career 

development initiatives result in more productive employees who grow their skills and 

knowledge, improving the organisation. An organisation that lacks career development 

programmes may lose talented employees. Most organisations implement succession 

planning, a process of developing and recognising future leaders who can take on 



26 
 

management positions of other employees when they leave the organisation due to 

death, retirement, and resignation (Shaito, 2019).  

 

2.5 Manager’s development strategies in the municipality 

The Learning Framework for Local Government (2012) was developed to assist 

employees and managers in municipalities in addressing development and learning in 

the workplace. The Learning Framework attempts to frame personal development 

planning (PDP) as the functioning development of municipality staff. 

Management of a municipality should be dedicated to (a) the constant training and 

development of its staff to accomplish its organisational mission, vision, and strategic 

objectives, allowing its employees to implement its Integrated Development Plan; (b) 

managing training and development and adhere to policies and legislation, and (c) 

develop qualified employees for higher positions at all levels. Attention should be 

focused on people whose promotion will endorse employment equity and address 

critical skills shortages (Learning Framework for Local Government, 2012).  

South Africa is a developing country, and organisations constantly strive to improve 

their operational, functional, and human resource components. Organisations strive 

for constant progress; therefore, training and developing their employees' skills and 

expertise have become a priority. Training and development are critical in every 

organisation and should be a top priority. Employee demotivation results from a lack 

of training and development, including increased employee turnover within the 

municipality. It is vital to properly align the goals of training and development 

programmes with the needs of employees to better equip and encourage them to carry 

out their responsibilities. Municipalities must implement internal control measures to 

assess the impact and value of training and development programmes on employee 

performance (Luthuli et al., 2019). 

2.5.1. Developmental activities 

Organisations can utilise different developmental activities to effectively assess 

managers' skills and development. The development activities can be used together 

with formal programmes for evaluating managers’ effectiveness, which will assist in 



27 
 

identifying challenges and weaknesses and appropriate remedial actions developed 

to improve managers’ performance and ultimately achieve strategic objectives. Six 

developmental activities will be described, namely, 360-degree feedback, 

developmental assessments, developmental assignments, mentoring programmes, 

coaching, and personal growth programmes (Yukl & Gardner, 2020). 

 

2.5.1.1 360-degree feedback 

The 360-degree feedback activity assesses and highlights managers' strengths and 

development areas. Managers receive feedback regarding their skills and knowledge 

from questionnaires completed by their team members, other managers on the same 

level (peers), customers, and superiors. Different organisations use customised 

questionnaires based on a specific organisation (Mulvie, 2021).  

 

When participants receive sufficient data regarding the questionnaire (including the 

purpose of the questionnaires indicating that the assessment is not for performance 

appraisals, confidentiality and anonymity are assured), feedback will likely be more 

accurate for developmental purposes. Self-rating by managers with higher or below 

ratings compared to others will indicate a possible developmental need. Therefore, a 

developmental plan will address the professional and personal development areas. 

Quantitative feedback regarding managers’ behaviour could complement participants’ 

recommendations in terms of changes and possible improvements in a manager’s 

behaviour.  

The 360-degree feedback activity will effectively: 

• increase self-awareness of managers’ behaviour,  

• team effectiveness,  

• improve performance and  

• improve human capital and sustainability   

• create a harmonious working environment, and  

• increase managers’ sense of accountability in organisations (Yukl & Gardner, 

2020).   

 



28 
 

2.5.1.2 Developmental assessments 

Managerial traits, knowledge, and skills are measured and assessed with interviews, 

personality tests, and exercises (writing and speaking assessments). Data and results 

from these methods are then integrated and utilised to comprehensively evaluate 

participants’ management potential and abilities. Development assessment uses more 

intensive processes, procedures, and measures to increase self-awareness than 360-

degree feedback to identify strengths and weaknesses and assess a manager’s 

development needs. 

 

Data is collected from the employees with whom the manager interacts regularly. 

Information about a manager’s interests, values, motives, traits, behaviour, skills, and 

background is collected and assessed. Development assessments can improve 

managers’ performance; however, results are difficult to interpret because other 

developmental activities such as training, coaching, and developmental assignments 

are also included in this activity (Yukl & Gardner, 2020). 

 

Research indicated that negative and positive development feedback through 

development assessment increases a manager’s self-effectiveness; the ability to 

improve on their assessed development needs and skills and anticipated improved 

behaviour is linked to organisational promotions. Self-efficacy relates to feedback-

seeking behaviour (Dimotakis et al., 2017). 

 

2.5.1.3 Developmental assignments 

Developmental assignments can be performed together with ordinary job 

responsibilities and day-to-day tasks. They can be used as an activity to develop 

managerial skills in organisations. Developmental training for managers can include 

budget preparation for the next financial year of the department, analysing and 

comparing the current financial year, forecasting increase and decrease movements, 

and considering challenges and potential risks. Other developmental assignments are 

performed outside the organisation, and individuals must take leave. Managers with a 

robust learning and development desire will likely participate in developmental 

opportunities. Developmental assignments should match the manager’s 



29 
 

developmental plan, including developmental needs, career development, and 

learning orientation (Yukl & Gardner, 2020). 

 

2.5.1.4 Mentoring   

A mentor is someone in a higher position who shares their skills, knowledge, and 

experience to help others develop and grow. Mentors enable learning and 

development and advice and assist in reducing stress during challenging workplace 

situations. The mentoring process is non-evaluative, and the mentoring relationship is 

based on mutual trust and respect, confidentiality, and sensitivity between the mentor 

and the protégé. General managers or heads of departments can mentor managers 

in the municipality as a development programme (Yukl & Gardner, 2020).  

Mentorship is recognised as one of the primary developmental resources in any 

organisation as it benefits the individual ‘s career development and social and 

emotional well-being. Mentoring can be either formal or informal. Research suggests 

that informal mentoring is more successful than formal mentoring as the participation 

is voluntary, and the protégé can be proactive and select their mentors (Noe et al., 

2002).    

Mentoring functions include career and psychosocial support. The benefits of 

mentoring include the following:  

• Enables career development; 

• Increased job satisfaction; 

• Well-being of a protégé; 

• More outstanding organisational commitment (Chun et al., 2012).  

 

2.5.1.5 Coaching 

Coaching refers to the job approach whereby a superior (a coach) can guide and teach 

an employee one-on-one, with the coach playing the role of a teacher and a helper of 

an employee. The coach achieves developmental objectives by setting goals and 

providing regular feedback and guidance. The coaching of managers into a general 

manager’s position can assist in the following development areas:  

• Provide solutions to challenges;  



30 
 

• Participate in the decision-making process; 

• Be cooperative; 

• Assist in building manager’s confidence; 

• Allows the manager to take risks; 

• Allows the managers to make mistakes through learning;  

• Increase manager’s commitment; 

• Improves manager’s performance; 

• Increase manager’s engagement; 

• Increase the speed of learning and development; and 

• Inspires creative thinking and innovation (Warnich et al., 2018).  

Coaching is a promising leadership development approach and has grown popular as 

an intervention. Leadership development can be seen as an integration strategy that 

helps employees understand how to relate to others, coordinate their efforts, and build 

commitments. Coaching influences subordinates by increasing psychological 

empowerment, building trust, and decreasing turnover intention in the organisation 

(Ladegard & Gjerde, 2014). 

2.6 Evaluation of the effectiveness of managers’ development 

This section evaluates the effectiveness of managers’ development. This section 

includes evaluating managers’ performance by assessing return on investment and 

managers’ performance using Kirkpatrick’s model, including the benefits and 

advantages of managers’ development in organisations. Performance management 

and skills development processes of a metropolitan municipality are also analysed. 

2.6.1 Evaluation of managers’ performance using the return-on-investment method 

Return on investment (ROI) is measuring the cost incurred and comparing it to the 

benefits and the impact of training and development of managers against the 

profitability it provides to the organisation. Return on investment assesses human 

resource development activities regarding changes and improvement of managers’ 

on-the-job performance. The return-on-investment formula for development is 

calculated as follows: the programme development benefits minus the cost of 

intervention divided by the development cost incurred (Lancaster, 2020).  



31 
 

2.6.2 Evaluation of managers’ performance using Kirkpatrick’s model 

The Kirkpatrick model can assess and evaluate the results of training and 

development programmes for both formal and informal training methods. This 

traditional method has been used for over half a century to assess learning 

development in an organisation. The Kirkpatrick model enables a measurement plan 

to define strategic goals, measure results, and identify areas of significant impact in 

the organisation. The Kirkpatrick model has four levels: reactions, learning, behaviour, 

and results (Mulvie, 2021).   

2.6.2.1 Level 1: Reactions  

Level 1 involves the first thought managers have for the learning and development 

activity and the judgement of their experience after attending the learning and 

development programme training. It also assesses whether the programme is 

favourable and relevant to their current jobs. This level helps to understand how 

managers are engaged and invested in their development process (Lancaster, 2020). 

2.6.2.2 Level 2: Learning 

Level 2 measures what managers have learned from the training and whether they 

have obtained the intended skills and knowledge. This level helps identify and 

understand the manager's skills and knowledge acquired in the subject matter. The 

method used for evaluation at this level is a written examination or interview after 

attending the training (Lancaster, 2020). 

2.6.2.3 Level 3: Behaviour 

Level 3 is the most crucial step in the model that measures whether the learning and 

the level of training effectiveness impact managers. This level also identifies gaps in 

the training and development programme and assesses behavioural changes and 

whether skills learned are used in the workplace (Mulvie, 2021). 

 

2.6.2.4 Level 4: Results 

Level 4 aims to measure direct results compared to the organisation's desired strategic 

objectives, such as improved manager's performance, increased profits, high 

employee retention, and increased sales for the organisation. This level requires 

resources and time to effectively measure and implement (Mulvie, 2021).  



32 
 

Figure 1 illustrates the Kirkpatrick model that evaluates the training and development 

results for both formal and informal organisational programmes. 

 

Figure 2.1: Kirkpatrick’s model 

 

 
        
       
       
       
       
       
       
       
       
       
       
       
       
   

 

   
  

 

    
       
       

 

 

 

 

 

 

Source:  Boland et al. (2020) 

 

Kirkpatrick’s four-level training evaluation model has been used since its inception and 

publication in 1959, and the model continues to be valuable and appropriate in 

different organisations. It is adaptable to various training and development 

environments and performs well in training evaluation. The model is inexpensive and 

easy to use. It assists organisations in knowing how effective the training and 

development programme was and how to improve future learning objectives 

(Alsalamah & Callinan, 2022). 

 

LEVEL: 4 RESULTS 

What organisational benefits resulted from the 

training? 

LEVEL: 2 LEARNING 

To what extent did participants improve knowledge, 

skills, and attitudes after attending the training?  

LEVEL: 1 REACTIONS 

How did participants feel about the training 

programme?  

LEVEL: 3 BEHAVIOUR 

To what extent did participants change their 

behaviour in the workplace after attending the 

training? 



33 
 

2.7 Benefits of ongoing manager’s development in organisations 

The benefits of ongoing employee development in organisations are as follows:  

• Resist stagnation: Employees discover new perspectives and become more 

innovative. 

• Discovering new capacities: Employees can discover new talents and skills that 

can benefit the team and the organisation through development.  

• Preserve engagement: Engaged employees assist the organisations in 

reaching their strategic objectives timely.  

• Gaining a competitive edge: Ongoing employee development ensures that the 

organisation is on the same level as others in the same industry and remains 

competitive.   

• Increase productivity and satisfaction: Employees will feel valued and 

supported. 

• Increase knowledge of the entire team and encourage knowledge-sharing. 

• Development opportunities to make the organisation more appealing. 

• Cause an increase in productivity and job satisfaction in a workplace and retain 

and attract talent. The organisation must show that it invests in its workforce to 

attract job seekers (Half, 2017).   

 

2.8 Advantages of employee development 

The advantages of having an effective manager development programme in the 

municipality include the following: 

• Deals with endless skills deficiencies within organisations.  

• Encourages equity and diversity and creates a culture of learning.  

• Adjusting to changing business structures.  

• Increase manager’s productivity. 

• Managers who receive training and development opportunities are more 

productive and engaged (Staff Reporter, 2021). 

Organisations capitalising on their employees' development, training, and education 

are positively rewarded with improved performance and productivity (Coetzee, 2013). 



34 
 

Training and development positively impact organisational performance. Development 

is one of the most critical factors in the workplace because development increases the 

efficiency and effectiveness of both the employee and the organisation. Development 

enhances the capabilities and increases the skills and competencies of employees. 

Trained and developed employees perform better than untrained employees in the 

organisation; therefore, management must invest in the training and development of 

employees to achieve the organisation's strategic goals(Khan et al., 2011). 

After measuring the impact of management training programmes, studies have shown 

that providing enhanced quality training programmes for the managerial workforce 

significantly increases employee satisfaction and consequently reduces organisational 

staff turnover(Choi & Dickson, 2009). 

A well-designed training programme will improve the operation of a municipality by 

ensuring that employees have the knowledge and skills required to meet the demands 

of their current and future positions. Training may also help the municipality attract and 

retain employees in an increasingly competitive employment market. As a result, it is 

critical to understand the nature of training in government organisations (Jacobson et 

al., 2002). 

2.9 Disadvantages of employee development 

There are some disadvantages to development: environmental pressures are not 

always evident due to insufficient facts and information; employees may be resistant 

to change; specific supervisory capability is not continuously offered to initiate the 

process; the process is time-consuming and very costly; and difficulty of staff 

development discouraging those involved; and sometimes it is problematic to link staff 

development to strategic plans and objectives of the organisation with national, 

regional, and municipal budgets as well as the political environment (Van der 

Westhuizen, 2016). 

Training and development positively impact the employee and the organisation; 

however, organisations do not measure the impact and value of training and 

development on return on investment. Training and development evaluation is 

required to determine whether the individual benefited from it, whether they could pass 

on their newly gained knowledge to team members, and whether the organisation's 



35 
 

money was spent correctly. Human resource development efforts and strategies often 

fail to achieve the intended purposes and goals due to the following: 

• Insufficient rewards for changed behaviour;  

• Insufficient financial and management support for training and development; 

• Training and development programmes not evaluated and verified; and 

• Measuring the improvement in performance resulting from training and 

development (Jasson & Govender, 2017). 

Evaluation of training and development programmes has specific objectives to meet 

in the organisation, including whether the programme has achieved the goals and 

objectives regarding the cost incurred and benefits achieved. Evaluation results 

showed that training and development programmes were below the standard, learning 

and behaviour at the organisational level require improvement, training and 

development needs and design need to be fully optimised, and proper allocation of 

funds and management commitment should improve (Farjad, 2012). 

2.10 Performance management system in a metropolitan municipality 

The purpose of the performance management system in the municipality is to provide 

a framework for monitoring, evaluating, and improving the overall performance of the 

municipality and the employees’ performance to ensure transparency and 

accountability. Having effective performance management systems in the municipality 

will ensure the following: 

• Improved service delivery to the community by ensuring that the right 

resources are used effectively and efficiently; 

• Evaluation of employee performance to identify strengths, weaknesses, and 

areas that require improvement and development; 

• Translating and aligning individual goals with the organisational goals; and 

• Facilitating and ensuring that the set targets are met within a specific 

timeframe (Munzhedzi, 2011). 

Only Section 56 managers (heads of departments) who report directly to the City 

Manager are required to enter into performance agreements as needed in terms of 

Section 57 (1) (b) of the Municipal Systems Act. The performance agreements should 

be concluded at the beginning of each financial year and include individual 



36 
 

development plans. The agreement aims to measure and monitor performance 

against the municipality’s set targeted outputs and assess whether the employee has 

achieved performance expectations applicable to the position (RSA, 2000). 

The Integrated Development Plan sets out the municipality's wide range of strategic 

objectives for all the directorates for the financial year. Targets and key performance 

indicators of the municipality are then tailor-made and linked to the development plans 

of heads of departments that are monitored and reviewed regularly (Mangaung 

Metropolitan Municipality, 2020).  

 

2.11 Skills development of managers in a metropolitan municipality 

A metropolitan municipality has a Skills Development Policy adopted by Council on 17 

November 2017. Objectives of the policy include:  

• Acknowledging the benefits of training and education for employee 

development for personal growth as well as the municipality’s growth;   

• Providing guidelines for the implementation of development strategies; 

• Promoting and implementing strategic objectives in the Integrated 

Development Plan; 

• Supporting the career development and retention of managers in the 

municipality; 

• Adhering to the Skills Development Levies Act of 99 (Skills Development 

Policy, 2017). 

The policy highlights the manager’s responsibility, namely, to ensure personal 

development. The municipality must invest in developing employees that will yield a 

favourable return on investment. The municipality must invest in managers' current 

and future growth and create a learning culture. The development opportunities of 

managers must be aligned with the needs and objectives of the organisation as 

stipulated in the Integrated Development Plan.  

The Skills Development Policy provides different development methods. However, it 

is not limited to bursaries, learning programmes, short training courses, mentoring, 

coaching, continuous professional development (CPD), recognition of prior learning, 

and job shadowing (Skills Development Policy, 2017). 

 



37 
 

2.12 Conclusion 

Many benefits can be derived from a manager’s development, from an individual’s 

well-being to team effectiveness and achieving the municipality's goals. The policies 

guide municipality employees on what processes to follow; however, the municipality 

should encourage and implement available developmental activities and evaluate 

progress regularly. The performance management system should apply to managers 

that will increase the adequate development opportunities of managers and enhance 

performance, resulting in minimal community unrest in the city regarding essential 

service delivery. This highlighted the importance of effective manager development 

and the available strategies to implement in the municipality. Data presented indicated 

the significant benefits of a manager’s development, increasing the value of the 

organisation’s human capital and ensuring a high return on investment. 

 

  



38 
 

Chapter 3 RESEARCH METHODOLOGY 

 

3.1 Introduction 

This chapter encompasses an introduction to the research design, providing 

definitions thereof and highlighting the importance of the design method. The chapter 

also presents the sampling used in this research study. Furthermore, the sample 

population and the sample size are discussed, including the sampling strategy, 

method, and the study’s validity and reliability. The researcher provides reasons for 

selecting the data collection method and the objectives thereof, concluding with the 

ethical considerations employed that relate directly to the values and the integrity of 

this research study. 

 

3.2 Research design: Qualitative research design  

This study used a qualitative research design, obtaining data through open-ended and 

conversational communication with participants. Qualitative research allows for an in-

depth understanding of participants’ motivations and feelings. The results of the 

qualitative research are more descriptive (understanding gained through words) and 

assist the researcher in reaching appropriate conclusions. Features of qualitative 

research include the appropriateness of methods and theories, participants’ 

perspectives, reflexivity of the researcher, and available methods and approaches that 

can be used (Flick, 2018).  

Furthermore, qualitative data analysis is essential in producing high-quality research 

results. The results are expressive, and interpretations can be drawn and inferences 

made from the data obtained. Qualitative data collection is non-numeric, allows for 

detailed insight into the subject matter, and assists in examining decisions (Green et 

al., 2007). 

Reliable qualitative research has the following characteristics: 

• Self-reflexivity: The researcher can show how personal characteristics were 

considered and how data were collected and analysed. 

• Transparency: The researcher can articulate and describe how data were 

gathered and analysed in a way that others can examine and study. 



39 
 

• Evidence-based: The researcher can demonstrate connections between data 

from research questions, objectives, data analysis, and conclusions reached.  

• Qualitative research describes a situation, event, phenomenon or problem. 

• Credibility and trustworthiness: The researcher can show the thoughtful and 

purposeful manner in which credibility and trustworthiness techniques during 

engagements, such as interviews, were incorporated (Aurini et al., 2016). 

Experiences, attitudes, and actions might be difficult to capture using a quantitative 

method. In contrast, a qualitative method allows participants to explain how, why, or 

what they were thinking, experiencing, and feeling at a specific time or during an event 

of interest. One of the strengths of qualitative research is its ability to describe human 

behaviour, processes, and patterns. Reporting on qualitative research entails 

providing setting details, descriptions, and quotes from participants (Tenny et al., 

2022). 

Qualitative research was used as it is characterised by flexibility, openness, and 

responsivity to the context of the research study. Qualitative research has three core 

ideas: self-reflexivity, context, and thick description. Self-reflexivity relates to 

participants’ opinions, experiences, connections, and interpretations. Context relates 

to putting oneself in a scene and trying to make sense of it and, with intention, 

inspecting and noting small cues to decide how to behave and make sense of the 

context about the bigger picture. The thick description relates to how researchers 

submerge themselves in a culture, investigate the conditions in that scene, and then 

correlate it with the available literature. Meaning cannot be detached from this thick 

contextual description (Tracy, 2019). 

3.2.1 Research paradigm  

Qualitative research includes the collection of non-numerical data through 

observational methods. The interpretivist paradigm relies on a discussion between the 

researchers and participants to negotiate, collaborate, and develop a clear 

understanding of reality, acknowledging the context at a specific time and refraining 

from generalising. Interpretivist approaches include observations and interviews. The 

critical realist paradigm suggests that any understanding of reality is imperfect, and a 

critical examination is necessary to develop the best possible understanding of reality 

(Green et al., 2007).  



40 
 

The interpretivist paradigm has the following features: 

• Admitting that the social world cannot be understood from the observation of 

an individual. 

• Accepting that there are multiple realities.  

• Reality is socially constructed.  

• Admitting that there is expected interconnectedness between the researcher 

and the research participants.  

• Admitting that context is essential to know and be known.  

• There is a need to understand the individual.  

• Effects are mutually interdependent.  

• These factors must be considered to understand the bigger picture (Kivunja & 

Kuyini, 2017). 

 

3.2.2 Population: 108 Managers 

Employees at a metro municipality can be categorised into the following levels: Heads 

of departments (Top Management), general managers (middle management), 

managers (junior management), and lower-level employees. There are 5 740 

employees currently at a metro municipality as of 31 June 2021 and 108 managers 

(MMM staff establishment, 2021).  

3.3 Sampling  

3.3.1 Sample size: 20 Managers 

Managers working within different directorates (Office of the City Manager, Corporate 

Services, Planning, Finance, Social Services, Rural and Economic Development, 

Human Settlement, Engineering, Fleet, and Waste Management) were selected for 

this research project. They work directly with lower-level staff, who, in turn, work 

directly with the communities within the Metro (Mangaung Metropolitan Municipality, 

2021). 

When designing a research study, it is critical to justify the sample size, explaining 

how the collected data is expected to produce valuable information based on the 

researcher’s goals while also considering the type of research to be conducted and 



41 
 

the available resources and time constraints influencing the collection of data and 

completion of the research study (Lakens, 2022). 

Data saturation refers to when additional data collected does not result in any new 

emerging theories. When participants repeatedly provide the same comments during 

interviews, data saturation has been reached, and further data collection and/or 

analysis is unnecessary. In this study, the researcher decided to discontinue further 

data collection and analysis if data saturation was reached before interviewing all 20 

managers (Saunders et al., 2018). 

3.3.2 Sample strategy 

The non-probability sample strategy was used in this research study, using a random 

selection method where some participants were more likely to be selected than others. 

Quota sampling was also used as the aim was to select a sample that reflects a 

population in terms of the comparative proportions of managers in different 

directorates. The sample selection was based on the researcher’s judgement and was 

not randomly carried out. The categories and number of managers selected were 

sorted according to quotas (specific groups). The researcher decided which manager 

fits those categories. The number of participants interviewed in each quota reflected 

the population and only managers that fit the quota were interviewed. The advantages 

of using quota sampling include the following: 

• it represents the entire population,  

• it saves time, and  

• it is convenient and easier to perform than other sampling methods (Bryman. 

Alan et al., 2018).      

A sample of managers was selected from the staff establishment of each directorate 

in the municipality. Managers' contact details and office numbers were obtained from 

the address book. The personal information of managers has been safeguarded and 

kept confidential based on the conditions of Section 19 of POPIA (Protection of 

Personal Information Act, 2013).  

 



42 
 

3.4 Data collection method 

The qualitative research interview is a meaningful, practical, and highly applied data-

collection tool that allows the researcher to discover unknown areas and appropriately 

address the research questions. Qualitative interviews allow researchers to explore, 

in a comprehensive manner, matters exclusive to the participants' experiences, 

allowing different perspectives on how various phenomena of interest are perceived 

and experienced. The connection between participants and researchers is visible, and 

the importance is based on investigating human phenomena. Interviews have 

habitually been a data-collection method linked with qualitative research. Qualitative 

interviews may be used with open or structured questions. Semi-structured interviews 

are more interactive, gathering information from the participant’s perspective and 

providing reliable and comparable data. A semi-structured interview guide may include 

only one or more predetermined questions, allowing the interviewer to explore issues 

raised by the participant (C. McGrath et al., 2019). 

The researcher developed the data collection instrument for this specific research.  

The questions included in the data collection instrument were developed using the 

literature review, the research questions, the problem statement and the research 

objectives (Kalkbrenner, 2021). 

The interview duration was approximately 60 minutes, including the introduction, 

signing of the Informed Consent Form, and the actual interview questions. Participants 

were informed about the duration of the interview in the invitation to participate and 

during the introduction to the interview. 

3.4.1 Data analysis 

The data were analysed after data collection. Data analysis is a process of 

summarising collected data. The process involves interpreting data collected using 

logical and analytical reasoning to determine the themes, patterns, trends, and 

relationships. The aims of data analysis differ: 1) It can be to describe a phenomenon; 

2) It can be to identify conditions on which differences are based; 3) It can be to 

develop a theory of the phenomenon under study from the analysis of empirical 

material (Flick, 2018).  



43 
 

Data analysis is the process of describing and connecting phenomena to the 

researcher's concepts. It entails comparing various scenarios based on their 

similarities or differences and developing a hypothesis of the topic under investigation 

based on empirical data analysis. The researcher must explain and interpret the data 

in terms of meaning rather than numbers (Palić et al., 2016). 

3.5 Ethical considerations 

This research received full ethical adherence.  

3.5.1 Permission  

Permission was obtained from a metro municipality to conduct the research study. 

Information about participants was only used once permission had been granted to 

continue with the research study. Researchers are bound to ethical rules; no 

participant should be misled into participating in a study. All participants received the 

necessary information about the research to decide to participate in the study. 

Participants may refuse to participate in the survey without penalty (University of 

Connecticut, 2019). The research meets the requirements of General Human 

Research Ethics Committee, refer to Appendix C for ethical clearance number: UFS-

HSD2022/1335/23  

 

 

3.5.2 Informed consent  

After being informed of the benefits of participating in the study, participants received 

information about the details of the study. Voluntary informed permission means that 

participants involved in the research study should have a lawful ability to give consent; 

they should be able to exercise free power of choice without any element of force, 

such as deceit, fraud, duress, or overreaching; and should also have adequate 

knowledge and understanding of the essential subject matter involved to enable them 

to make an informed and rational decision. Before interviews occur, a reasonable 

agreement must be reached with all participants (Clark-Kazak, 2017). 

 

Informed consent is critical to research and demonstrates respect for personal 

autonomy. Involved persons must be competent to give consent. Consent should be 



44 
 

given by involved persons freely and voluntarily. Participants can withdraw from the 

research at any time (Connelly, 2014). 

 

3.5.3 Voluntary participation  

Voluntary participation refers to a human research subject executing their free will to 

decide whether to partake in a research activity. They should not be forced into taking 

part. All the research participants should voluntarily and officially consent to participate 

in the research study after being well-informed of the risks and benefits of their 

participation. Research participants may refuse to participate without penalty if they 

wish to withdraw during any research stage (Bryman, 2018). Participants can exercise 

their free will in deciding to participate in the study and withdraw and change their 

minds during ongoing research.  

 

3.5.4 Confidentiality and anonymity  

Ethically conducted research involves protecting the respondents and ensuring the 

non-disclosure of information and anonymity of the participants are implemented. 

Participants’ information must always be kept safe to uphold the promise of privacy. 

The names of participants must not be mentioned in the study to protect their 

anonymity. Reasonable precautions must be taken to protect the confidentiality rights 

of participants. Data collected must always be confidential (University of Connecticut, 

2019). 

 

The confidentiality of study participants is a fundamental element of research ethics. 

The researcher has a responsibility to ensure that participant confidentiality is 

maintained. The information was kept private and not disclosed outside the research 

context or to unauthorised individuals. The researcher is responsible for protecting 

participants from harm that may result from breaches of confidentiality (Morse & 

Coulehan, 2015). 

 

3.5.5 No harm 

Participants were not exposed to psychological, physical, or working environment 

harm at any stage of the research. The risk of potential harm was reduced by asking 



45 
 

questions that were not harmful to participants. Harm to participants also relates to 

development, anxiety, stress, and self-esteem (Bryman, 2018).  

 

3.6 Conclusion 

A sample of managers was interviewed to obtain insight into the effectiveness of 

manager development in a metropolitan municipality through the use of the qualitative 

research method. The appropriate research method was carefully considered and 

aligned with the research context and the nature of the research questions used. This 

chapter discussed and addressed key concepts, including sample size, strategy, and 

the data collection method. Management granted permission to conduct the study in 

the municipality, and adherence to the risk of no harm, confidentiality, and anonymity 

were adhered to and considered throughout the study. 

  



46 
 

Chapter 4 DATA INTERPRETATION AND ANALYSIS 

 

4.1 Introduction 

The previous chapter focused on the study's research methodology, research design 

approach, and data-gathering methods. This chapter presents, interprets and 

analyses findings collected from twelve managers regarding the effectiveness of 

manager development at a metropolitan municipality. The information was collected 

from participants asking ten semi-structured open-ended questions (see Appendix A: 

Data Collection Instrument). Interviews with participants were conducted face-to-face 

or online via Microsoft Teams. 

 

4.2 Analysis of biographical data 

This section briefly discusses the biographical data of participants gathered during the 

interview process regarding the effectiveness of manager development in the 

metropolitan municipality. The purpose of this section was to document the number of 

years the participant was employed as a manager to identify if the participants 

attended any development training since working as a manager and assess the 

effectiveness of the manager’s development in the municipality. 

 

4.2.1 Interview response rate 

The researcher selected a sample of 20 managers to participate in the research 

process. Six managers were not interested in participating in the study. Fourteen (14) 

managers were willing to participate. The researcher interviewed 12 participants, and 

as data saturation was reached, no further interviews were conducted as no other data 

collection was deemed necessary for the study. The sample discussed thus includes 

the twelve (12) interviewed participants.  

 

 



47 
 

4.2.2 Number of years employed as a manager 

Figure 4.1 illustrates the years participants were employed as a manager in the 

municipality.   

 
Figure 4.1: Number of years as a manager 

 

Figure 4.1 shows that most participants (83%) have been employed as a manager in 

the municipality for more than eleven years, and two (17%) have spent less than ten 

years as a manager there.  

 

Participants who were interviewed work at different directorates in the municipality. 

Most participants have more than eleven years of experience as a manager. The 

effectiveness of the manager’s development was assessed based on the development 

programmes that managers have attended since being appointed as managers in the 

municipality. The municipality being placed under the National Treasury's 

administration has negatively impacted managers' development.  

 

 

 

Less than ten 
years
17%

More than eleven 
years
83%

Number of years as a manager

Less than ten years

More than eleven years



48 
 

4.3 Interview approach 

 

Participants were invited to participate in the study by emailing invitations to them. 

Consent letters, interview questions (see Appendix A), and approval from the Acting 

City Manager (see Appendix B: Approval to perform the study) were also distributed 

to participants. The researcher conducted 12 interviews. Based on participants' 

preferences, three interviews were conducted online via Microsoft Teams and nine 

face-to-face. The average duration of all the interviews was between 30 and 45 

minutes. The researcher used semi-structured interviews. This enabled the researcher 

to ask follow-up questions on particular themes or topics that emerged to obtain a 

deeper understanding of the participants’ perspectives and viewpoints regarding the 

topic under study. The researcher found patterns among participants and linked 

similarities in the raw data from each interview. The researcher collected data by 

taking notes and recording the online discussions. Notes of the answers to each 

question were used to analyse the findings. 

 

4.4 Analysis of data from interview questions 

Analysing the data gathered was essential to effectively complete this study, test the 

study's objectives, identify themes, and respond to the research questions.  

The researcher used thematic analysis to identify and gather data from the interviews, 

exploring the topics in the interview transcripts and coding the data using Microsoft 

Word. The commonalities found assist the researcher in understanding the themes in 

the data by connecting them (Boyatzis, 1998). The researcher thoroughly analysed 

the data before searching for recurring themes in the interviews. The researcher 

discovered more insights and concepts about the patterns and trends in managers' 

development in the municipality by using thematic analysis. 

 

Data collected from participants was interpreted in a descriptive form. In this section, 

an in-depth analysis of the ten interview questions will be performed, with specific 

reference to each question and the responses from participants. Common themes 

identified will be discussed per interview question throughout the study.   

 



49 
 

In order to protect participants’ confidentiality, none of their names will be mentioned, 

and they will be referred to as Participant One, Participant Two, Participant Three, 

Participant Four, and so forth. 

 

4.4.1 What are the benefits of managers’ development in the municipality? 

All the participants (100%) indicated that a manager's development benefits the 

employee, the municipality, and the community members. 

Figure 4.2 illustrates the benefits of development to the manager. 

 

Figure 4.2: Benefits to the manager 

 

Figure 4.2 shows that effective development will effectively increase innovation, skills, 

knowledge, and job satisfaction for managers in the municipality.   

 

Figure 4.3 illustrates the benefits of development to the municipality. 

Increase job satisfaction

Increase skills and knowledge

Increase innovation

4 5 6 7

Theme 1: Benefits to the manager



50 
 

 

Figure 4.3: Benefits to the municipality 

 

From Figure 4.3, it is evident that development will increase productivity and ensure 

that the strategic goals of the municipality are effectively achieved.  Absenteeism of 

managers will also be reduced in the municipality. 

 

Figure 4.4 illustrates the benefits of development to the community. 

 

Figure 4.4: Benefits to the community 

Reach strategic goals

Increase productivity

Reduce absenteeism

Long-term sustainability

0 1 2 3 4 5 6 7 8 9 10

Theme 2: Benefits to the municipality

Reduce community unrest

Improve customer service/care

0 1 2 3 4 5

Theme 3: Benefits to the community



51 
 

 

Figure 4.4 shows that development will also positively impact the community by 

improving customer service/care and reducing community unrest. 

 

The researcher identified three themes regarding the benefits of a manager's 

development: benefits to the manager (employee), benefits to the municipality 

(employer), and benefits to the community (customers). Based on the participants’ 

responses, the municipality must invest in developing the organisation's most valuable 

assets, managers, to deliver essential services to the communities, reduce community 

unrest, and keep managers engaged and motivated. Training and development can 

make managers aware of their strengths and developmental needs. Participants 

indicated that developed and highly motivated employees have a long-term, positive 

impact on the municipality's sustainability. 

Participants also indicated that the benefits of developed managers include increased 

innovation, increased skills and knowledge, increased productivity, reduced 

absenteeism, improved job satisfaction, and performing their tasks and responsibilities 

more effectively and efficiently to ensure that the strategic goals of the municipality are 

met. Training and development can also increase the quality and quantity of services 

provided to the communities. 

 

The participants responded to the benefits of managers’ development in the 

municipality as follows: 

  

• Theme 1: Benefits to the manager (employee) 

Participant One: "Managers will have increased job satisfaction, be more capacitated 

and competent, and will be able to transfer skills and knowledge to other employees 

in the Directorate." 

 

Participant Twelve: “Having a skilled and developed manager in the municipality will 

ensure that the employee has high staff morale, leading to low absenteeism and staff 



52 
 

turnover. Managers will remain motivated and consistently perform their 

responsibilities more effectively and efficiently.” 

 

Participant Eight:" Development increases self-esteem and performance of an 

employee. A self-motivated manager will always perform their duties with due 

diligence and careful consideration, strive for growth, and motivate and influence other 

team members."  

 

• Theme 2: Benefits to the municipality (employer) 

Participant Three: "Development of managers ensures that the municipality has 

enough capacity and continues to grow and adapt to changing circumstances and 

times. The complex environment of local government requires that managers should 

at least be on par with broader developments whether it be legislation, technology and 

innovation, new trends emerging among communities, as well as innovative ways of 

problem-solving and service delivery." 

 

Participant Two: "The benefits of the development of managers are significant in the 

municipality as it goes a long way in ensuring that the municipality achieves its 

strategic objectives as set out in the Integrated Development Plan (IDP)." 

 

Participant Eleven: "The municipality will have more competent managers with 

relevant and up-to-date knowledge and increased creativity.”  

 

Participant Six: "Having developed and skilled managers assist the individual to make 

a meaningful contribution towards organisational strategic goals and objectives." 

 

• Theme 3: Benefits to the community (customer) 

Participant Nine: "Employee development guide and assist employees in being better 

equipped with different skills and knowledge to perform their tasks effectively and 

provide the required services to the community. Skills development also improves 



53 
 

customer satisfaction and customer care to ensure that competent employees resolve 

queries and complaints on time.”  

 

Participant Four: “In my opinion, the municipality essentially gives employees 

opportunities to improve their skills to create effective managers. Investing in creating 

effective managers ultimately helps the municipality achieve its strategic objectives 

and to effectively deliver the basic services that the community deserves.” 

 

Participant Ten: “Development will assist managers to solve customer queries and 

complaints faster and with a shorter turnaround time and subsequently improve 

customer satisfaction." 

 

 

4.4.2 Why are you participating in managers’ development? 

Only two (17%) of the twelve participants have participated in the programmes offered 

for managers’ development within the respective directorate. The two participants 

have been a manager in the municipality for more than 11 years. Participants indicated 

they wanted to increase their knowledge regarding the latest developments and 

updated regulations from the National Treasury and the implementation and 

adherence to municipal standards, policies, and procedures to perform their tasks 

effectively. 

 

The remaining ten managers (83%) have not participated in any programme since 

they were appointed as managers. They were not invited and informed of development 

programmes in the municipality. Two participants have been employed as a manager 

for less than ten years, and eight have been employed as a manager for more than 11 

years. Due to financial maladministration in the municipality, training and development 

have suffered and have not been taken seriously. As highlighted by the participants, 

more focus was placed on providing essential services to customers and paying 

outstanding service providers. 

 



54 
 

Participants who have not attended development programmes highlighted that they 

are willing to participate in programmes that will assist and increase their skills and 

knowledge and improve performance to become more agile and well-informed in the 

workplace and to execute their duties and responsibilities more effectively. From the 

participants’ responses regarding reasons for participating in managers’ development, 

three themes were identified: reasons for participating, not participating, and wanting 

to participate in a manager’s development programme. The participants responded as 

follows: 

 

• Theme 1: Reasons for participating 

Participant One: "I have attended conferences, summits, and a colloquium that 

provided information-sharing sessions between municipalities and the National 

Treasury Department that assisted me and improved my knowledge to perform certain 

tasks, and I saw it as developing me as a manager." 

 

Participant Nine: "I have attended training about the disciplinary process and how to 

take disciplinary action as well as maintaining discipline in the municipality that was 

focused more on human resources management.” 

 

• Theme 2: Reasons for not participating 

Participant Five: "There have not been any programmes to develop managers in 

years; as a result, one cannot participate in any." 

 

Participant Six: "Due to financial constraints and the municipality being placed under 

the administration of the National Treasury Department, there have been no 

development programmes for managers." 

 

Participant Ten: “I have not been informed or invited to any manager development 

programme in the municipality.” 

 



55 
 

• Theme 3: Reasons for wanting to participate 

Participant Two: “I would participate in any programme for managers’ development as 

it would enhance my knowledge and equip me to execute my duties and 

responsibilities effectively.” 

 

Participant Seven: "Should I be informed about any development initiative within the 

municipality, I will participate to enhance my knowledge and skills to perform my duties 

effectively. Development will also increase and improve my performance in the 

workplace.” 

 

Participant Eleven: "I would like to enhance my skills and knowledge to perform my 

duties more effectively and become more agile and relevant.” 

 

4.4.3 What is your evaluation of the manager’s development programmes that 

you have attended? 

Only two out of twelve (17%) participants have participated in a development 

programme for manager development. The remaining participants (83%; 10/12) have 

not participated in any development sessions of the municipality since they were 

appointed as managers. 

 

A participant who attended a manager's development programme indicated that it was 

informative and broadened their knowledge, ways of thinking, and performing tasks 

more efficiently in the municipality. The programmes attended were of good quality 

and standards; however, only some of the topics and issues covered could be applied 

to the metropolitan municipality because it has been placed under administration and 

has unstable leadership (heads of departments) constantly in acting positions.  

The other participant indicated that the development programme was aimed at the 

human resource's disciplinary process and implementation thereof in the municipality. 

The participant stated that the programme was adequate; however, management 

should focus more on improving employees' personal, technical, leadership, and soft 

skills to perform daily tasks efficiently. 



56 
 

The participants responded to the interview question about evaluating managers’ 

development programmes as follows: 

 

Participant One: “The programmes I attended were very informative sessions; 

however, the working environment is not enabling the implementation of what was 

learned and discussed as they were not aligned with our metropolitan municipality's 

budget and financial allocations." 

 

Participant Nine: "I feel the municipality should focus more on improving soft skills and 

motivating managers to perform better in the organisation. Disciplinary actions are not 

something that a manager can perform regularly; however, technical skills like digital 

transformation knowledge are currently a prerequisite in the fourth industrial 

revolution.” 

 

4.4.4 How effective are the development strategies currently in place in the 

municipality? 

All the participants indicated that development strategies in the municipality require 

improvement because it is ineffective as these strategies are not effectively 

communicated to all employees through emails and information awareness 

campaigns such as workshops. The municipality does not have formally structured 

and scheduled development training and programmes within different directorates. 

Participants indicated that directorates lack allocated funds and budgets for 

development programmes and training. Managers are not groomed to improve their 

skills and knowledge to move to a higher position; therefore, they remain stagnant in 

one position until retirement. 



Table 4.1: Why are development strategies not effective in the municipality? 

 

 

Participant 

Identified themes 

No knowledge of 
any development 

Managers are 
stagnant and not 

Not formally 
structured 



57 
 

programmes for 
managers 

groomed for higher 
positions 

and 
scheduled 

One    

Two    

Three    

Four    

Five    

Six    

Seven    

Eight    

Nine    

Ten    

Eleven    

Twelve    

 

The participants responded to the interview question about the effectiveness of 

development strategies as follows: 

 

• Theme 1: No knowledge of any development programmes for managers 

Participant Five: “I am unaware of any existing development strategies within the 

municipality.” 

 



58 
 

Participant Two: “The development strategies are currently ineffective as managers 

are not appraised, and there’s no performan