The practical application of an entrepreneurial performance training model in South Africa

Abstract

Purpose This paper sets out to apply practically the constructs of the entrepreneurial performance training model to three different training interventions, known as the business start‐up, basic entrepreneurship, and advanced entrepreneurship programmes. Furthermore, the paper aims to measure the business performance indicators and skills transfer that took place after the training interventions. Design/methodology/approach Quantitative research was conducted, using three validated research questionnaires. The research design consists of a pre‐test, post‐test and post‐post test (ten weeks after the training interventions took place). Factor analysis was done, descriptive statistics arising from opinions and expressions are presented and statistical tests such as the Chi‐square test and ANOVA provide inferential statistics. Findings The business performance indicators improved for all three training groups after they attended the training interventions. Furthermore, it was proved that skills transfer took place after the respondents attended the training interventions. Research limitations/implications The training groups can be measured again after 18 months of three years to really determine the impact of the training interventions. The results of the three training programmes can be compared to see whether the basic entrepreneurship groups gained more skills and their business performance indicators increased more than the business start‐up or advanced entrepreneurship programmes. Practical implications The outcomes and implications of this research paper emphasise that it is imperative to design training programmes based on training models that have been tested. This paper highlights some aspects of how constructs used within the training models can be tested. Originality/value The entrepreneurial performance‐training model was practically applied and provides a set of expectations for other entrepreneurship models as well as presenting a benchmark against which programme performance can be measured. A unique teaching methodology is portrayed that contributes to the overall effectiveness of the training model.

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