report-evaluation of the hot dog cafe coffee stop cadet programme

NYDA/RAE: Outline for NYDA Evaluation Reports/Rev00 Date: 17-11-2009 of 150


FINAL EVALUATION OF THE HOT DOG CAFÉ – COFFEE STOP SHOP CADET PROGRAMME

Commissioned and conducted by:

Monitoring and Evaluation Unit Research and Policy Division

National Youth Development Agency 11 Broadwalk Avenue

Halfway House Midrand

Email: [email protected] Website: www.nyda.gov.za

08600 YOUTH (96884)

National Youth Development Fund, March 2012

Date: MARCH 2012 Disclaimer Views expressed by the evaluator are not necessarily that of NYDA and the findings and recommendations of the evaluation are with some limitations and they can not therefore be generalized to all NYDA projects. The NYDA is not liable for the any views expressed or misprint in the evaluation report.


TABLE OF CONTENTS ACKNOWLEDGEMENTS.................................................................. 6

ACRONYMS ..................................................................................... 7

EXECUTIVE SUMMARY ................................................................... 8

1. INTRODUCTION ....................................................................... 15

2. PURPOSE AND OBJECTIVES OF THE EVALUATION ............ 17

3. EVALUATION METHODOLOGY .............................................. 18

4. LIMITATIONS............................................................................ 19

5. OUTCOME OF DOCUMENT REVIEW ..................................... 20

5.1. PROJECT CONCEPTUALISATION .......................................... 20

5.2. PROJECT CONTRACTING ....................................................... 23

5.3. QUARTERLY REPORTING ....................................................... 26

5.3.1. Quarter 1 ......................................................................................... 26

5.3.2. Quarter 2 ......................................................................................... 28

5.3.3. Quarter 3 ......................................................................................... 40

5.3.4. Quarter 4 ......................................................................................... 41

5.3.5. Quarter 5 ......................................................................................... 42

5.3.6. Quarter 6 ......................................................................................... 43

6. OUTCOME OF THE INTERVIEWS ........................................... 48

6.1. Outcome of interviews with NYDA Project Manager .................. 48

6.2. Outcome of interview with key informants at Hot Dog Café....... 50

6.3. Outcome of interview with participants that dropped from the Cadet Programme .................................................................................. 58

6.1. Outcome of interview with participants that successfully completed the Cadet Programme .......................................................... 69

7. KEY FINDINGS ....................................................................... 109

8. KEY DISCUSSION POINTS.................................................... 111

9. LESSONS LEARNED ............................................................. 112

10. CONCLUSIONS.................................................................... 113

11. RECOMMENDATIONS ......................................................... 114

12. ANNEXURES ....................................................................... 115

12.1. Annexure 1 – Questionnaire for NYDA Project Manager ........ 115

12.2. Annexure 2 – Questionnaire for key informants at Hot Dog Café 124

12.3. Annexure 3 – Questionnaire for Participants ........................... 140


LIST OF FIGURES Figure 1 Depiction of relationships in establishing the Coffee Stop Franchise .... 51

Figure 1 Names of stores where the participants were earmarked to be placed or allocated-dropped out participants ...................................................................... 60

Figure 2 How participants got to know about the Cadet Programme-dropped out participants ......................................................................................................... 61

Figure 3 Highest qualification of the participants at the start of the programme-dropped out participants ..................................................................................... 62

Figure 4 Occupational status of the participants before joining the programme-dropped out participants ..................................................................................... 63

Figure 5 Assessment whether participation in the programme had impact on the lives of the dropped out participants ................................................................... 64

Figure 6 Occupational status of participants at the time of conducting the evaluation-dropped out participants .................................................................... 66

Figure 7 Assessment of whether those employed are in the food retail industry-dropped out participants ..................................................................................... 67

Figure 8 Assessment whether employment was due to participation in the Cadet Programme-dropped out participants .................................................................. 68

Figure 1 Names of stores where the participants were earmarked to be placed or allocated ............................................................................................................. 71

Figure 2 How participants got to know about the Cadet Programme .................. 72

Figure 3 Highest qualification of the participants at the start of the programme . 73

Figure 4 Occupational status of the participants before joining the programme . 74

Figure 5 Adequacy of time allocated for theoretical training ............................... 84

Figure 6 Ease of understanding materials used for training ................................ 85

Figure 7 Usefulness of the training material in relation to the operations of the Coffee Stop Store ............................................................................................... 86

Figure 8 Pitching of theoretical training at the level of the participants ............... 87

Figure 9 Knowledge levels of the facilitators ....................................................... 88

Figure 10 Level of interaction between the facilitator and learners ..................... 89

Figure 11 Confirmation of allocation of an in-store manager .............................. 90

Figure 12 Relationship with in-store manager ..................................................... 91

Figure 13 Skills of the mentor ............................................................................. 92

Figure 14 Relationship between mentor and learners......................................... 93

Figure 15 Satisfaction level with selection of Coffee Stop Store owners ............. 95

Figure 16 Visibility of the NYDA in the Coffee Stop Cadet Programme .............. 96

Figure 17 Level of preparation of training by HDC for employment .................... 97

Figure 18 Level of preparation of HDC training for further studies ...................... 98

Figure 19 Assessment whether participation in the programme had impact on the lives of the participants ....................................................................................... 99

Figure 20 Occupational status of participants at the time of conducting the evaluation ......................................................................................................... 104

Figure 21 Participants still employed in Coffee Stop Stores ............................. 105

Figure 22 Participants appointed as Coffee Stop Store owner ......................... 106

Figure 23 Indication of the profitability levels of the Coffee Stop Stores ........... 107


LIST OF TABLES Table 1 Schedule of reports ................................................................................ 24

Table 2 Schedule of reports to be submitted by Hot Dog Cafe ........................... 25

Table 3 Summary of all stores that participated in the Coffee Stop Cadet Programme ......................................................................................................... 57

Table 1 Gender breakdown of dropped out participants ..................................... 59

Table 2 Race of the respondents-dropped out participants ................................ 59

Table 3 Disability status of the respondents-dropped out participants ................ 59

Table 4 Confirmation of participation in the Cadet Programme-dropped out participants ......................................................................................................... 59

Table 1 Gender breakdown of successful participants ........................................ 69

Table 2 Race of the respondents ........................................................................ 70

Table 3 Disability status of the respondents ....................................................... 70

Table 4 Confirmation of participation in the Cadet Programme .......................... 70

Table 5 Level of completion of the Cadet Programme ........................................ 74

Table 6 Pass rate of the Cadet Programme ........................................................ 75

Table 7 Before and after comparison of knowledge levels-Life Skills module ..... 75

Table 8 Before and after comparison of knowledge levels-Personal finance module ................................................................................................................ 76

Table 9Before and after comparison of knowledge levels-Personal hygiene module ................................................................................................................ 76

Table 10 Before and after comparison of knowledge levels-Food hygiene module ............................................................................................................................ 76

Table 11 Before and after comparison of knowledge levels-Customer service expectations module ........................................................................................... 77

Table 12 Before and after comparison of knowledge levels-Cash control module ............................................................................................................................ 77

Table 13 Before and after comparison of knowledge levels-Safety and security module ................................................................................................................ 78

Table 14 Before and after comparison of knowledge levels-Stock control and ordering module .................................................................................................. 78

Table 15 Before and after comparison of knowledge levels-Daily procedures module ................................................................................................................ 78

Table 16 Before and after comparison of knowledge levels-Standard of operations module .............................................................................................. 79

Table 17 Before and after comparison of knowledge levels-Pilot back office module ................................................................................................................ 79

Table 18 Before and after comparison of knowledge levels-Equipment module . 80

Table 19 Before and after comparison of knowledge levels-Pilot invoicing module ............................................................................................................................ 80

Table 20 Before and after comparison of knowledge levels-Product module ..... 80

Table 21 List of modules that gave participants a challenge ............................... 81

Table 22 Confirmation of receiving training certificate from HDC ....................... 89

Table 23 Role of the NYDA in the Coffee Stop Cadet Programme ..................... 96


ACKNOWLEDGEMENTS The evaluators would like to thank Ms Delaine Galloway who supplied all the project documentation and records in possession of the NYDA. These records enable the evaluators to have a representative picture of what transpired in the project and also assisted to identify the gaps in the evaluation. We are also thankful to the staff at Hot Dog Café. Ms Liza Pietersen (Financial Manager) provided all the documentation regarding the operations of the Coffee Stop Stores and legal records towards providing the loan to the young person and establishing the legal entity under which the stores were located. Mr Derek Smith (Managing Director) and Ms Tonie van den Heever (Head Operations: Coffee Stop Brand) shared extensive knowledge and experiences regarding the cadet programme, and the transformation that they have witnessed with young people moving from being disempowered, employers to becoming managers and shareholders. We are forever grateful to the cadets who agreed to be interviewed telephonically. During the evaluation, we learnt of the passing of Nomathemba Thembi and we would like to pass our heartfelt condolences to her family and relatives.


ACRONYMS BDS Business Development Service BDSVP Business Development Service Voucher Programme BEE Black Economic Empowerment BOSS Business Opportunity Support Service CIPC Companies and Intellectual Property Commission CV Curriculum Vitae GDP Gross Domestic Product GPA Gross Profit Analysis ECDC Eastern Cape Development Corporation EDP Entrepreneurship Development Programme EF Enterprise Finance FASA Franchise Association of South Africa FoH Front of House FSDC Free State Development Corporation HDC Hot Dog Café IDC Independent Development Corporation JOBS Job Opportunities Seekers Database LAB Learning Ability Battery LIMDEV Limpopo Economic Development Enterprise M&E Monitoring and Evaluation MEGA Mpumalanga Economic Growth Agency NAMAC National Coordinating Office for Manufacturing NEF National Empowerment Fund NWDC North West Development Corporation NYS National Youth Service OD Organisational Development PBO Pilot Back Office POS Point Of Sales SD&T Skills Development & Transfer SEDA Small Enterprise Development Agency SLA Service Level Agreement SOP Standards Of Operations SPO Service Provider Organisation THETA Tourism & Hospitality Sectoral Education and Training Authority UYF Umsobomvu Youth Fund VAT Value Added Tax WEGRO Western Cape Investment and Trade Promotion Agency YAC Youth Advisory Centre


EXECUTIVE SUMMARY Introduction Hot Dog Cafe (Pty) Ltd, a franchisor accredited by the Franchise Association of South Africa, partnered with Umsobomvu Youth Fund (now operating as National Youth Development Agency). The partnership came as a result of Massmart’s intentions to achieve Black Economic Empowerment goals. Builders’ Warehouse were targeted to host the Coffee Stop Stores wherein the ownership will be given to young people to manage and operate them. HDC was always going to be providing business and guidance as this was a Franchise setup. The roll-out for the ten stores was intended to take place in the following provinces: •••• Gauteng, •••• Free State, •••• Eastern Cape, •••• Mpumalanga, •••• Limpopo, and •••• Kwa-Zulu Natal The cadets were recruited using advertising on media as well as using the NYDA JOBS database. The cadets were requested to attend a briefing to obtain deeper understanding about what the programme is about and to see whether they would the opportunity would be suitable for them. Once the participants were convinced that they needed to be in the programme, they underwent face-to-face interviews. Those that went through the interviews had to undergo the LAB tests to assess their numeracy and literacy skills. The Coffee Stop Cadet Programme involved an eight months training programme of which the cadets were accommodated for 6-8 weeks in Tshwane and undergone classroom and practical training. As part of the training the cadets were hosted by a Coffee Stop store for practical exposure to the operations of the business. Thereafter, the cadets moved permanently into the Coffee Stop for six months to learn all the operational and management skills required. In addition to the training on the operations of the Coffee Stop store, the agreement was also in place for NYDA to provide 51% equity funding for the best cadet to own and manage the store. All the cadets were given equal opportunity to prove themselves towards becoming owners of the Coffee Stop store. The selection towards being selected as owner of Coffee Stop store required the cadets to present on a selected topic, and thus their presentability was, communication skills and non-verbal skills were assessed. The cost of one Coffee Stop store in 2008 was R800,000 and therefore NYDA made R408,000 towards the acquisition. HDC would actually receive the funds and use them


towards building of the Coffee Stop Store. A company is setup by HDC and the Coffee Stop store is placed under it as an asset as well as the other cadets who did not receive ownership of the store as workers. NYDA hold 19% of the shares and the young person holds the remaining 32% until such time that the capital is paid back in full to NYDA. HDC provided all the mentoring and in-store coaching until the young people are able to operate on their own and then the normal obligations of the franchise agreement kicks in. Purpose and objectives of the evaluation The evaluation is intended to provide a mid-term assessment of the extent to which the project has reached its objectives. The objectives of the evaluation are underpinned by the following points:

•••• To determine if the project deliverables have been met. •••• To establish the factors that are necessary for a successful mentoring in

youth business operation. •••• To assess efficiency of implementing the project. •••• To determine the gaps in the implementation and how they can be

circumvented. •••• To lift elements of the project that can inform the organisational approach

towards entrepreneurship development as a long-term exercise. Evaluation methodology A multi-pronged approach was followed that included review and scrutiny of programme document and records, face-to-face interviews with key informants and telephonic interviews with the participants. The documents that were reviewed include quarterly reports, concept documents, mentoring schedule, attendance registers, performance results, shareholders agreements between HDC-Young Person and NYDA, loan agreements between HDC and NYDA, Financial reports of Coffee Stop Shops, Certificates of incorporation, CM29 Certificates from CIPC and other relevant records. The interviews were conducted through self administered questionnaires facilitated on a face-to-face approach, interview guides for the NYDA Project Manager, and the key informants based at Coffee Stop. Key findings This is most probably one of the best projects that represented internal integration as much as possible. Right from the beginning, it was evident that the other divisions were involved in the conceptualization and planning of the project. While the project was led by the Entrepreneurship Development Programme that


was based within Skills Development-National Youth Service division at the time, the other programmes such as Business Development Services and Enterprise Finance had a significant role to play also during the implementation. It is an indication that the level of buy-in was achieved with much ease. The interest rate charged by NYDA is about 2 percent above the financial development institutions and as such it is not seen to be friendly to the young entrepreneurs and business practitioners in general. The Coffee Stops stores that could not be included in the cadet programme include the following: Polokwane, Bloemfontein and Durban. The integration plans between NYDA and HDC was not in place and therefore the training could not be covered by NYDA. However, it is reported that the NYDA provided the equity funding for those stores. The four stores that received the full cadet programme training and provision of equity for the store owners are Centurion, Port Elizabeth, Northgate and Kempton Park. As such there were full quarterly narrative reports for the duration of the contract period. The Training Manager was also playing the role of Mentor to the newly appointed store owners. She spent about 2 days per store engaging with the new cadets to ensure that they are settled and fully applying their skills to run the stores efficiently. She also had to compile the quarterly report which took about one week to compile. The in-store coaches were appointed during the project and as such had a bit of a challenge with operating the stores efficiently. It was also noted that the loss of an in-store coach led to reduced momentum in the business as the newly appointed in-store coaches had to exude the same motivation and buy-in to make the business a success. As at February 2010, there was a total of 95 participants that had took part in the cadet programme for the four stores that obtained full support. It was indicated that 1 cadet had failed, 29 dropped out, 18 were still in the training and 47 had completed successfully. It was also found out that one of the cadets that completed successfully had passed on while the project was being evaluated. There were high levels of employment even amongst the participants that dropped out. The participants with higher level of qualifications, i.e. degree/diploma reported increased chances of being employed. There were also equal chances of becoming employed elsewhere – there was no direct link found between employment of those that dropped out and the training provided by HDC, however the exposure made the participants to become hungrier and their levels of motivation and determination increased. The challenges experienced by


those that dropped out were related to non-availability of funds for travel, need for closer accommodation and the salary levels were deemed too low. Over 70% of the cadets that completed the programme were employed. Over 95% of those that completed the programme reported that the programme had an impact in their lives. There was a negligible difference in terms of whether the HDC training prepares participants for employment or for further education and training. The participants felt that the visibility of NYDA was fair in the programme and therefore needs to take full advantage of the possible credits. The training was seen to be relevant to the operations of the Coffee Stop stores and it was also indicated to be easy to understand. There was a near split with regards to adequacy of the time allocated for training. Modules that involved mathematical calculations gave participants a challenge. Placement of advert on printed media was effective as the overwhelming majority knew about the programme from there. The cadets had to grow and transform during the project from taking instructions and being employees to be managers and shareholders in the business. They had to start to think about profitability of the business even when discussing possible salary increases. Massive growth was noted in the cadets as they learned how to be responsible, understanding what is right and wrong, differentiating what is acceptable and not acceptable, utilisation of finance, using computers, operating a complex business based on a new business model. They had to build a lot of endurance and energy required to work and service customers in a store and also understand the importance of time management, cash flow management and saving cash at the bank. Key discussion points This project brought together almost all the relevant programmes within NYDA together in an integrated manner. The project was certainly thoroughly conceptualised with the aim of truly empowering young people. This is the kind of empowerment projects that are needed in this country. The positive points about this project are that it has a solid product to offer and the exit opportunities are very clear. Young people were not just trained in generic stuff and left hanging without any exit opportunities. Young people were presented with the chance of being owners of a Coffee Stop Store by proving themselves to be worth the opportunity, with the same exposure, training and support and thereby promoting the benefits of hard work and transparency. This is the kind of Private-Public-Partnership that is needed to get the young people in this country to contribute meaningfully towards growing the economy of the country. Even if the young people are not employed by Coffee Stop Stores, they received solid training that will make them to be


employable in the retail industry which is massive in South Africa. The kind of support rendered in a Franchise setup increases the chances of success of the store owners. Lessons learned The selection of participants in the Coffee Stop Cadet Programme needs to be strengthened such that the adverts are extended wider to attract the best candidates to even bolter the chances of success of the project. The in-store coaches need to be increased and to be engaged right at the beginning of the project to ensure that there is a stronger relationship between the cadets and the store management. The frequency of conducting mentoring visits can also be bolstered to be at least twice per month especially at the launch of the store. The mentors selected for the stores, are people with knowledge about the franchise and therefore it does require that each store should have its own dedicated mentor. It is also clear that the interest charged by NYDA as compared to other Development Finance Institutions is not competitive and thus can be seen to be not user friendly towards new entrepreneurs. Gearing 100% of the business is not always advisable because any mishaps in the income streams can result in too much pressure on the financial situation of the operation. Young people are regularly let down by their greed and fraudulent behaviour. They therefore become their worst enemies by not considering all the options and thinking clearly about the consequences of the actions that they are doing. As far as the quality of applicants was concerned, the JOBS database needed to provide more relevant participants, with details corrected, interest established, prepared for the interview including a formatted and updated CV. These are some of the finer but critical steps that make the difference between earning an income or contributing towards unemployment statistics. The opening of stores will always be difficult to track unless superior communication is in place. A couple of stores could not receive training for the Cadet training even though the equity was provided by NYDA, i.e. Nelspruit, The Glen, Polokwane and Zambesi. It means that the alignment of plans between Builders Warehouse and NYDA was not in place. The lead times for different institutions are not always the same and this need to be established and negotiated prior to commencement of the project. The reporting from the side of NYDA is seen to be too laborious and options of using ICT systems should be explored to make things easier and establish proactive reporting. It also has to be mentioned that the HDC team also needed additional resources as the Training Manager was also doing the mentoring for the newly operational stores with who were guided by newly appointed in-store coaches. These are certainly areas of improvement in the future in projects of this nature.


Conclusions The cadet programme resulted in significant positive impact on the lives of the participants. The training was not only relevant for the participants who worked at Coffee Stop stores but also for working throughout the food retail industry. The stores were provided support to ensure that they operate efficiently as part of the franchise model. The support ensured that even if the loan payments are not achieved, but the interest must be paid. The hand-holding proved to be critical in the successful operation of the stores. HDC did not only give cadets opportunities in the Coffee Stop stores, but one deserving cadet received opportunity to manage the Hot Dog Café in Strubensvalley, and two other cadets received the opportunity to operate Hot Dog Café Cart Franchises in Port Elizabeth. The commitment from HDC looked very real to truly empower the participants. Recommendations The following recommendations can be made to improve implementation in the future: •••• The interest rate charged by NYDA on loans issued should be similar to those

offered by Development Finance Institutions to contribute significantly to the role of true “development”.

•••• The model of providing 51% shareholding is truly enabling for the young people to gain ownership of out of reach franchise businesses. The NYDA should continue to keep the shareholding of 19% and conduct after-care site visits to check how young people are doing in their businesses.

•••• The selection of the participants should involve a broader but targeted approach to ensure that the best talent is attracted to access the business opportunities.

•••• The focus on entrepreneurial flair when selecting participants in a programme of this nature is critical to make sure that the best young people are selected to maximise the return on investment and levels of sustainability.

•••• The advertising of these kinds of programmes should ensure that it captures the true essence of what is expected from the participants to increase the opportunities of finding suitable candidates right from the onset.

•••• The recruitment needs to cater for about 30% drop out rate to ensure stability in the operations of the business and reduce the levels of re-training.

•••• The JOBS database should ensure that the beneficiary details are updated prior to sharing with external partners. They should go on to explain in full to the young people about the opportunity, confirm their interest, prepare them for the interview and update their CV’s.

•••• The NYDA should continue its relationship with HDC as it has a strong backing, well established brand, and well prepared facilities within which the Coffee Stop stores can be located.


•••• NYDA should strengthen lobbying for development finance institutions to fund franchise opportunities for young people from institutions such as NEF, SEDA, IDC, Ithala, MEGA, ECDC, FSDC, NWDC, LIMDEV, WESGRO, etc. in order to leverage the limited resources.


1. INTRODUCTION Hot Dog Cafe (Pty) Ltd, a franchisor accredited by the Franchise Association of South Africa, partnered with Umsobomvu Youth Fund (now operating as National Youth Development Agency). The partnership came as a result of Massmart’s intentions to achieve Black Economic Empowerment goals. Builders’ Warehouse were targeted to host the Coffee Stop Stores wherein the ownership will be given to young people to manage and operate them. HDC was always going to be providing business and guidance as this was a Franchise setup. The roll-out for the ten stores was intended to take place in the following provinces: •••• Gauteng, •••• Free State, •••• Eastern Cape, •••• Mpumalanga, •••• Limpopo, and •••• Kwa-Zulu Natal The cadets were recruited using advertising on media as well as using the NYDA JOBS database. The cadets were requested to attend a briefing to obtain deeper understanding about what the programme is about and to see whether they would the opportunity would be suitable for them. Once the participants were convinced that they needed to be in the programme, they underwent face-to-face interviews. Those that went through the interviews had to undergo the LAB tests to assess their numeracy and literacy skills. The Coffee Stop Cadet Programme involved an eight months training programme of which the cadets were accommodated for 6-8 weeks in Tshwane and undergone classroom and practical training. As part of the training the cadets were hosted by a Coffee Stop store for practical exposure to the operations of the business. Thereafter, the cadets moved permanently into the Coffee Stop for six months to learn all the operational and management skills required. In addition to the training on the operations of the Coffee Stop store, the agreement was also in place for NYDA to provide 51% equity funding for the best cadet to own and manage the store. All the cadets were given equal opportunity to prove themselves towards becoming owners of the Coffee Stop store. The selection towards being selected as owner of Coffee Stop store required the cadets to present on a selected topic, and thus their presentability was, communication skills and non-verbal skills were assessed. The cost of one Coffee Stop store in 2008 was R800,000 and therefore NYDA made R408,000 towards the acquisition. HDC would actually receive the funds and use them towards building of the Coffee Stop Store. A company is setup by HDC and the Coffee Stop store is placed under it as an asset as well as the other cadets who


did not receive ownership of the store as workers. NYDA hold 19% of the shares and the young person holds the remaining 32% until such time that the capital is paid back in full to NYDA. HDC provided all the mentoring and in-store coaching until the young people are able to operate on their own and then the normal obligations of the franchise agreement kicks in.


2. PURPOSE AND OBJECTIVES OF THE EVALUATION The evaluation is intended to provide a mid-term assessment of the extent to which the project has reached its objectives. The objectives of the evaluation are underpinned by the following points:

•••• To determine if the project deliverables have been met. •••• To establish the factors that are necessary for a successful mentoring in

youth business operation. •••• To assess efficiency of implementing the project. •••• To determine the gaps in the implementation and how they can be

circumvented. •••• To lift elements of the project that can inform the organisational approach

towards entrepreneurship development as a long-term exercise.


3. EVALUATION METHODOLOGY A multi-pronged approach was followed that included review and scrutiny of programme document and records, face-to-face interviews with key informants and telephonic interviews with the participants. The documents that were reviewed include quarterly reports, concept documents, mentoring schedule, attendance registers, performance results, shareholders agreements between HDC-Young Person and NYDA, loan agreements between HDC and NYDA, Financial reports of Coffee Stop Shops, Certificates of incorporation, CM29 Certificates from CIPC and other relevant records. The interviews were conducted through self administered questionnaires facilitated on a face-to-face approach, interview guides for the NYDA Project Manager, and the key informants based at Coffee Stop.


4. LIMITATIONS The Senior Investment Officer at the NYDA could not be interviewed as he had already left the organisation. The Training Manager at HDC who also played the role of Mentor could not be interviewed as she had left the employment of HDC. The In-Store Coaches also could not be interviewed as they had left the employment of HDC. The participants without telephonic contact details were excluded from the survey conducted by the NYDA Call Centre and that reduced the possible number of respondents.


5. OUTCOME OF DOCUMENT REVIEW

5.1. PROJECT CONCEPTUALISATION

The concept document indicates that it was jointly developed by Mr Kris Chetty (who played the role of Project Manager) and Ms Delaine Galloway (who played the role of Project Support) which is encouraging already to see that integration was taking place right at the beginning of the project. The proposed project was introduced to the Agency by the BOSS team at the Tshwane YAC through discussions with Mr Derek Smith (Managing Director of Hot Dog Café (Pty) Ltd). Hot Dog Café is a franchisor accredited with Franchise Association of South Africa and is already a partner to the Agency in a joint venture with Massmart wherein 19 Hot Dog Cart franchises and 1 E-Diner franchise have been sold to youth. It was therefore deemed appropriate to broaden the scope of the existing joint venture without the need to create a parallel structure. The document proposed that Umsobomvu Youth Fund (henceforth known as National Youth Development Agency) to participate in the Coffee Stop Cadet Programme in order to develop 150 young people in management and operational training to prepare them for employment and possible ownership of the Coffee Stop. The roll-out for the ten stores was intended to take place in groups of 15 in the following provinces: •••• Gauteng, •••• Free State, •••• Eastern Cape, •••• Mpumalanga, •••• Limpopo, and •••• Kwa-Zulu Natal Some of the lessons learned from implementation at Nelspruit and The Glen Shopping Centre: It is pointed out that selection of participants would involved more people for the interviewing process so as to allow for a broader view about the participants. The document points out that most of the cadets have very little self confidence when they enter the programme and they do not believe that they are capable of learning theoretical information. It further indicates that this is one of the biggest challenges facing that would face the training. The approach was therefore to spend a lot of time building self-confidence and self belief through the services of an instructor who focuses on teaching learners on how for example to remain calm.


Other areas of training that offered challenges to the learners related to numeracy and it is indicated that numeracy is introduced at an early stage and repeated daily until all the cadets know and can apply the formulas. The small numbers of students per training session are seen to be allowing for greater one-on-one exchange. Furthermore, another challenge is getting cadets to bear responsibility for themselves and to manage time effectively such as: not wearing full and correct uniform, not getting their timesheets in on time all, of which are not tolerated after the first offence. Most of the cadets are intimidated by classroom training and as such the trainer has to draw the cadets into the process of learning by “forcing” participation from them in such a way that the cadets aspire to be noticed through participation. Extra time has been allocated to play teambuilding games, working on articulation, selection of word choices and confidence building games. With regard to practical, in-store training, it is pointed out that the cadets in the first store training were moved directly from the training at Head Quarters to the store for the next six months training in contrast to the second group who as part of their classroom training were placed in a store for a week. This resulted in the cadets being better able to ‘jump in” and perform their respective functions as a result of being given an opportunity to spend time in an already operational store. It is further reported that cadets gave very positive feedback on how this experience dispelled fears of not knowing what to expect on entering their provided store. The proposed training was therefore going to include a week of practical training in-store exposure in preparation for the six months of full time on the job training. It would be useful, if the evaluators can receive a report outlining the contents of such assessments (based on the experience of implementation in Nelspruit and The Glen) so that it can be critically interrogated. It is also the view of the evaluators that it is important to align the training contents with the applicants and do proper formative assessments so that the efforts required are not too heavy and therefore do not lead to slow progress. The duration was planned to be eight months of which cadets would spend and be accommodated for 6-8 weeks in Tshwane to undergo classroom and practical training. As part of the training they are to be hosted by a store for practical exposure to the operations of a store. Thereafter, they should move into the Coffee Stop for six months to learn all the operational and management skills required. These are the specific objectives and results of the project:

• 150 young people trained in the day to day activities of a Coffee shop business.

• 150 Young people introduced to business skills and management.


• 10 Trainee Managers identified.

• Mentorship of 150 young people.

• Aftercare of the store. It was also planned that the learners would be hosted by a store for practical exposure to the operations of a store. It is further indicated that, the best performing cadet would be awarded the franchise and a loan to purchase 51% of the store at the end of the training period. Even though, only one owner was going to be selected for each identified site, the focus of the training was to give all the cadets exposure to being trained and mentored as an owner. The remaining cadets who successfully complete the course were targeted to be employed by the Coffee Stop, and it was also intended to give them preference for ownership of other franchise opportunities through Hot Dog Café. The cadets were also going to receive individual mentoring by the Hot Dog Café training department during the six months of on-the-job training. The learners were going to receive their management certificate from Hot Dog Café at the end of the programme. It was also expected that, after implementing the programme, specific improvements would be recognised as a structured, hands-on support is provided to franchisees in the following ways: •••• More franchises will be new franchises which create, instead of retain, new

jobs; •••• Franchises will be more affordable; •••• Failure rate of franchises will reduce as gearing improves; •••• More youth in the age category around 25 years old will be involved in

franchising; and •••• More franchises will be established in Limpopo, Mpumalanga and Free State. The project was deemed to have a good resonance with the Agency’s different programmes because it involved selection of black youth from the JOBS database in order to undergo life skills, technical skills and business training so as to access franchise opportunities at Massmart stores. The Enterprise Finance unit was to facilitate pre and post business support as well as provide finance to the successful franchisees to start their own franchises. In the view of the evaluators, it is discouraging that the initial joint venture agreement between Massmart and NYDA was not formally evaluated to glean lessons in order to document the recommendations and to apply them as part of continuous improvement efforts.


5.2. PROJECT CONTRACTING

A service level agreement was entered into between Umsobomvu Youth Fund (from henceforth known as National Youth Development Agency) and Hot Dog Café (Pty) Ltd which had a duration from 1st August 2008 to 31st January 2010. According to the SLA, the project was going to benefit 105 historically disadvantaged, unemployed people between the ages of 18 to 35 years old, who wished to earn a living and it targeted: •••• Those who do not have marketable skills or educational qualifications

necessary to gain access to further training opportunities in the economy, and •••• Unemployed graduates. Their selection and training was essentially organised into 3 groups of 30, 30 and 45 which gave a total of 105 beneficiaries. The training was planned such that the recruitment and training for the different sites would be arranged as follows: •••• Northgate and Centurion •••• Kempton Park and Port Elizabeth •••• Bloemfontein, Polokwane, and Durban. As such, the sites were based in Gauteng, Kwa-Zulu Natal, Limpopo, Free State and Eastern Cape. In the end, seven participants stood the chance of being selected Coffee Stop business owners. The objectives articulated in the SLA were as follows:

•••• Provide classroom theory and technical skills training to beneficiaries on the management of Coffee Stops.

•••• Provide on the job training to beneficiaries on the day to day activities of running of running a Coffee Stop business.

•••• Provide mentorship to the beneficiaries. •••• Identify 7 Trainee Managers for ownership of the Coffee Stops. •••• Provide after-care to the 7 Coffee Stop owners.

The payment of instalments was mainly based on the following submissions:

•••• A quarterly expenditure report of the amount which was disbursed to undertake activities in the preceding quarter of the month,

•••• A quarterly narrative progress report on activities undertaken of the preceding quarter or month.

•••• A quarterly beneficiary progress report on a predetermined template. •••• A general ledger, bank statement, cash book or trial balance in support of

the quarterly or monthly expenditure for the period being reported. •••• A completed notice of drawdown. •••• A tax invoice quoting the amount due to Hot Dog Café.

The Agency was also expected to reconcile the amount disbursed to Hot Dog Café with the actual expenses incurred. In the case where the expenses incurred by Hot Dog Café exceeded the amount disbursed by the Agency, then Hot Dog


Café was expected to carry those costs from their own separate funds. If the expenses incurred by Hot Dog Café were less than the amount disbursed by NYDA for the preceding period, the Agency was expected to reduce the amount due to Hot Dog Café for the upcoming period by the amounts equivalent to the unspent amounts. The reduction of funds to the Service Provider before completion of the project can hamper smooth progress of the project. There may be a situation where the activities are postponed to the next quarter and therefore it would not make sense for the funds to be withdrawn. This has to be taken in that context and therefore it should always be noted that it is better for the funds to be recovered at the end of the project. The most important thing is to communicate about the changes experienced during the implementation of the project, have good accounting standards, good reporting and reduce the level of administration experienced. Annexure A of the SLA contained all the outcomes and deliverables. It was planned that a total of 7 stores would be opened around which the project would be based. The deliverables revolved around establishment of a Coffee Stop shop and the major activities include the following:

•••• Recruitment, Assessment and selection. •••• Classroom theory training. •••• In-house technical training. •••• On-the-job practical training. •••• Selection of business owners. •••• Provision of equity funding. •••• Employment of trained cadets. •••• Provision of after-care for franchisees.

In addition, there were two activities that dealt with conducting of a mid-term as well as a final evaluation. According to Annexure E of the SLA, the total amount that was supposed to be disbursed to Hot Dog Café (Pty) Ltd was R2,050,600.00 because it excluded internal disbursement cost items of project evaluation and project review which accounted for R190,000.00. The correct amount of R2,050,600.00 that are due to Hot Dog Café are specified on page 4 of the SLA. The schedule of reports and payments can be broken down as per the table below. Table 1 Schedule of reports Milestone Description Amount No report, on signing of contract

Upfront payment for Quarter 1 and Quarter 2 due on 23 October 2008

R720,600.00


Quarterly Report 1 and 2 Payment based on the reporting activities of Quarter 1 and Quarter 2

R790,387.00

Quarterly Report 3 Payment based on the reporting activities of Quarter 3

R328,185.70

Quarter Report 4 50% outstanding payment based on the reporting of activities of Quarter 4

R201,428.00

Quarterly Report 5 and 6 Payment based on the reporting of activities for Quarter 5 and Quarter 6

R200,000.00

TOTAL R2,240,600.70 Table 2 Schedule of reports to be submitted by Hot Dog Cafe

The total funds that are due to be paid out is R2, 240,600.70 which means that the internal disbursements have also been included which is a mistake. It should also be pointed out that the amount in Annexure F does not add up to the total amounts as the cents are simply ignored. It is incorrect to indicate that the amounts are all tied to the quarterly reports. Trying to consolidate the budget template (Annexure E) with Schedule of reports (Annexure F) is confusing and therefore is suggested that the quarterly budget template should be amended accordingly by including a column for upfront payment/contract signing fee. The schedule of reports is translated as indicating that quarter 1 and quarter 2 reports will be jointly submitted as Annexure A is silent on these outputs. The submission of quarterly reports should be outlined in Annexure A and Annexure F should separate quarterly report 1 and 2 in the future. As such, quarterly report 1 should be indicated on its own with no payment against it because its funds would have been made during signing of contract. The recipient of the funds should also be indicated. The disbursement of project evaluation and project review funds should be stipulated separately against the correct deliverables. The project disbursement receipt form (Annexure H) then accurately stipulates that the total amount due to Hot Dog Café will be R2, 050,600.00. An expenditure report template is attached as Annexure I with space for populating different cost items within the categories of administration, capital expenditure items, programme/project activities, Human Resources/Salaries and OD Training/Capacity building. During each quarter, the following items needed to be specified for each cost category: budget, expenditure and unpaid invoices. The cost categories are not consistent with those specified in Annexure E, which are


only administration and programme/project activities. The expenditure report template must be adapted for the type of project and not just to send a generic template. A progress report template (Annexure J) is also attached and it was made for GDP, which means that the indicators have not been adapted to the Coffee Stop Cadet Programme. These indicators need to be well thought through so that it makes it easy for Hot Dog Café to report appropriately. Annexure K (budget reallocation template) need to be as comprehensive as possible on the different cost categories because funds may be transferred from the two indicated in the budget to new cost categories.

5.3. QUARTERLY REPORTING

5.3.1. Quarter 1 During first quarter, it was reported that two groups of cadets were being trained and both Coffee Stop Stores (i.e. Centurion and Northgate) were opened on 23rd October 2008. When the report was submitted, the cadets were involved in on-the-job training. The learners had not attended life skills workshop and it was hoped that it would take place during late November 2008 or early in 2009. Pass rate achieved an average of 70% and all cadets that did not achieve 80% were to be given an opportunity to rewrite in December 2008. It was reported that all candidates that were selected to do classroom training were accommodated at a lodge near the Hot Dog Café training facilities and were provided with three meals a day as well as transport to and from the accommodation. Requests were made before intake of cadets for NYDA to assist with identifying suitable candidates. In the end, 13 candidates were submitted for Northgate and 9 for Centurion. It was therefore seen to be critical to place external adverts to attract additional suitable candidates. The selection process for cadets in Centurion included the following steps: •••• 120 applications were received from 18-22 September 2008. •••• 30 applications that were from the wrong area or did not send in all of the

required information were rejected. •••• 90 participants were invited to presentation – 22nd September 2008. •••• 53 participants participated in the presentation. •••• 38 participated in interviews. •••• 24 invited for the learning ability battery. •••• 22 participants wrote the learning ability battery (instead of reported 20).


•••• 15 participants were selected into the cadet programme which represented 12.5% of the applications received.

The group average age was calculated to be 25 years old. The oldest was 19 and the youngest was 34. The group average ranking was 90.56%. There were a few surprises as to why some of those who got higher scores on the LAB were not selected such as: Masabata Bakopane and Sophy Kabini who scored 90% and 94% respectively. There were 5 participants that scored lower than both of them and selected include the following: Charlotte Baloyi (78%), Maluleka Renoldah (86%), Nosipho Mazibuko (86%), Doreen Ndlovu(83%), and Lesley Ngubane(87%). The selection process for cadets in Northgate included the following steps: •••• 94 applications were received. •••• 39 applications were rejected because the people were from the wrong area,

or did not send in all of the required information. •••• 55 participants were invited to presentation. •••• 18 candidates participated in the presentation. •••• 18 participants were interviewed. •••• 15 participants were invited for the LAB. •••• 17 participants wrote the LAB (instead of reported 14). •••• 12 participants were selected into the project which represented 12.7% of the

applications received. In order to cater for the shortfall, it was reported that 2 candidates had joined the project and were to complete the LAB tests with the next group planned to start on 25th September and another cadet was to be recruited simultaneously with the next cadet programme and would complete the theoretical training with that group. The average age of the candidates in Northgate was slightly higher than Centurion at 27 years old. The group ranking on the performance was considerably lower than Centurion at 83.44%. The only surprise came in with non-selection of Siyabonga Zungu who attained a ranking of 96% (unless if he had dropped out after writing the test). It is said that 30 participants have successfully completed their classroom training while the counting of those that completed the LAB tests are 27. The opening of the stores posed a challenge for the Coffee Stop staff but management provided adequate support to both stores and the cadets handled the pressure of the opening very successfully. Hot Dog Café had to adjust the opening schedule for their stores to the dates that were dictated by Builders Warehouse who are partners to NYDA. There were some delays and Hot Dog Café managed to work around those issues. All candidates do a life skills section in their theoretical training where they cover topics such as:


•••• Time management, •••• Culture, •••• Beliefs, •••• Ethics, •••• Communication, and •••• Managing people’s characters. Every cadet is given the responsibility of ensuring the cleaning up and locking of the training room daily as well as come cadets being selected to help those who are behind with the work. As part of entrenching a positive culture, all cadets are encouraged to identify their own solutions to problems they may encounter. Typical challenges included the drop out of a few cadets from the programme once they are placed in store. It is becoming evident that even with much effort that goes into preparing the cadets for the challenges of working within the store, for a small number of them the reality is more than they can handle. It is seen that once they are expected to commit to the daily operations of the store, it seems a small number may not be suited to the programme leading to a undertaking that in the future a natural attrition of between 2-3 cadets should be expected and appropriately catered for. The process of bringing people into a work environment will need better integration in the future such that different personalities can be tolerated. It was noted that once a few cadets battle to manage conflict situations, they choose to drop instead. It is suggested that additional mentoring should be conducted early on during the in-store training to help the cadets with adjusting. The evaluators also feel that an open communications channel will also help wherein candidates can express their feelings with the knowledge that it will not be used against them in any way whatsoever.

5.3.2. Quarter 2 The period of reporting covered by this report is from November 2008 to January 2009 and indicated that the actual number of participants was 47. During this time of the project, it was reported that a total of R720 600.00 had been received out of the planned R2,240,600.00. It was reported that three of the cadet programmes (i.e. Northgate, Centurion and Port Elizabeth) were underway and the cadets were in-store for on-the-job training. It was reported that all the cadets were also being mentored twice monthly with continuous on the job coaching from the store manager. All the cadets were also being mentored twice monthly with continuous on-the-job coaching from the store managers. The project staff had not attended the Life Skills workshop at the time of submitting the report and the training manager was booked to attend the course from 2-5 March 2009.


Classroom training was completed for the 17 Port Elizabeth cadets and they were accommodated, fed and transported for a month in Pretoria while they were in class during November 2008. The participants went into the store on 24th November to prepare for the opening and receive in-house training. The store was successfully opened on 1st December 2008 and the cadets and manager handled the opening very well. NYDA provided a total of 25 CV’s for possible candidates to be selected into the project and 3 were selected for training. A number of participants had dropped from the project indicating that the training programme is not suited for them and it was already reported that they have been replaced and classroom training was going to be arranged in January 2009. The selection process for cadets in Port Elizabeth took place from 8-24 October 2008 and included the following steps: •••• 167 applications were received. •••• The number of rejected applications was not specified. •••• 94 participants were invited to the presentation. •••• 60 participants participated in the presentation. •••• 50 candidates participated in the interviews. •••• 25 participants invited to conduct the LAB test. •••• 20 participants wrote the LAB test. •••• 17 participants were selected into the project. As a result, the selected participants represented 10.2% of the total applications received. Once the applications were received, the applications were sorted based on the residence area of the applicants and proximity to the stores, and/or if not all information was not sent. On counting those that wrote the LAB test, it was discovered that 21 participants wrote instead of 20 as reported earlier. The first mentoring report was produced during December 2008. It was indicated that the cadets were excited to be back home and were ready for their first month of trade as well as beginning the practical side of training. A considerable number of cadets dropped out from the project as they found alternative employment early in December one or two realised that they were going to have difficulties with transportation. To cater for the low turnout of cadets, casuals were employed and they were also targeted for full-time recruitment as cadets in January 2009. It is pointed out that the remaining cadets managed to settle in nicely. The mentoring report for Port Elizabeth during December 2008 can be summarised as follows: •••• Customers have been very complimentary of service provided especially by

Kim who was requested to be stationed at the HDC site. This proves some level of flexibility between the management and staff and shows that requests are addressed accordingly if submitted on time and within reasonable requirements. The store did have its own share of lack of stock due to


problems with suppliers as was also indicated by Faith that they experienced the problem of ordering and receiving stock from The Coffee Stop and this was eventually addressed as a routine that works was also found. Request for open communication especially with the Manager was made in order to boost the morale and build the team from Kim, Denver, Nandie and Busie.

•••• Aspects of cadets requesting for more responsibilities such as Thembi as she felt that she could handle more work and she also wanted to see the workload being equally distributed. On the other hand Denver demonstrated dedication as he also put in extra time where needed. One other person who was indicated to be doing very well was Astley and had a positive attitude about volunteering for new duties, he did well as the coffee station and his stock takes were most often accurate.

•••• Nolu raised the issue of taking too long to close the store at the end of the day as they often go home late but it was also realised that the situation would improve once they have a better routine. Thasko experienced a few problems between the front of house and the kitchen and he acknowledged that there would be some hiccups as they try to understand and work with each other and he was willing to resolve the challenges within themselves.

•••• Ricky was noted to be making a lot of mistakes due to lack of concentration and otherwise the feeling that the Manager was not adequately listening to the cadets was discussed and resolved. This indicates a high level of tolerance and openness as was shown by Emile who asked questions when not understanding. The Manager did note that Faith needed to be provided with encouragement and motivation.

•••• Nandie took some time to adjust to the work environment as she took over the coordinating in the kitchen from Emile and had done a good job. A few problems regarding her attitude required to be changed as the other cadets indicated that she was ‘bossy’.

A follow-up progress report was provided indicating that the mentoring at Port Elizabeth store in session for 2 months at the time of submitting the quarterly report. It is reported that it was a bit difficult for the cadets to settle into their routine and subsequently the daily operations of the stores were improving. The cadets had a better understanding of how the stores were supposed to function and they were managing to settle into the work environment. All casuals that were employed in December have been accepted onto the cadet training programme. The mentoring report for Port Elizabeth during January 2009 can be summarised as follows: •••• Three cadets left the programme and include: Busie and Nandie who obtained

a permanent employment, Denver who left due to internal conflict with other cadets.

•••• Further progress narration was provided for the reported thirteen cadets. •••• In general all cadets were reported to be showing dedication and enthusiasm

for the training programme.


•••• There were identified cadets that had started to take leadership responsibility specifically Nolu, Emile, and Astley.

•••• Some cadets were unable to handle tensions with their managers including Kim, Elme and Thembi. In the case of Thembi, she had to adapt to the management style of the Manager, similarly with Kim who has put effort to try and understand the working methods of the Manager, and Elme has accepted the importance of respect between colleagues.

•••• Other cadets such as Ricky were pointed out to be easily influenced by other members of his team and he was advised not to get involved in internal politics, tensions were noted with Wendy as she battled to settle into the work environment due to tensions that were subsequently solved between people at Hot Dog Café sections and The Coffee Stop.

•••• New cadets included Nolu, Thasko, Ricky, Elme, Wendy, Diana, Bulelwa and Diana. They are indicated as new cadets based on the fact that their names could not be found in the LAB test results.

The cadets at the Northgate site were reported to be doing well and adapted well to being on the programme as at November 2008. Most of the cadets were indicated to have grown a lot as individuals and taking on a lot more responsibilities. An incident was noted where a cadet was caught stealing for the second time and as a result was requested to leave the programme. The highlights from the mentoring report for Northgate during November 2008 can be summarised as follows: •••• During the period of mentoring, Vanessa was off sick while Kopano was asked

to leave as he was caught stealing. •••• Zanele was deployed at the Front of House (completed section: Front of

House) during submission of the mentoring report. Her problems are associated with being late and she was reported to be trying to find a solution as she knows it is very disruptive to the others. She was advised to find a way of balancing work and home life.

•••• Maggie who was deployed at Front of House (Completed: Coffee Station & Kitchen Salads) at the time of submitting the report suggested additional marketing as the store was quite and was going to engage her manager about trying some of them. She has also discovered that she can be too short tempered and her manager has agreed to find solutions for controlling her emotions.

•••• Angelina was busy with Front of House (completed section: Kitchen) as the time of submitting the report. Angelina is enjoying Front of House and coping well with customers. She sometimes has challenges with balancing her life and her family have been very supportive. She has been commended for informing her manager when she was late. She was realised that her manager can be strict sometimes and learnt how to handle different types of people and deal with them.

•••• Dumisani is enjoying management training and can complete the spreadsheets, do a Day End as well as stock taking, do discounts as well as


lead a staff meeting. He has learnt a lot about himself such as working under pressure, and how to work with different people. He is working on his leadership abilities on communication and listening skills between himself and the other cadets. He has completed Front of House and Management.

•••• Daphne is doing very well on Front of House (completed section: Kitchen) and struggles sometime for the early shift but always make arrangements. Her family is supportive to her in terms of balancing her life as she gets home tired and has to study, do house chores nonetheless feels confident of overcoming with support from her family.

•••• Thandeka is still learning the coffee station and she is starting to enjoy it. She has identified transport challenges and acknowledged that she would need to make alternative arrangements if she is serious about being a business owner.

•••• Hope is deployed in the Kitchen and did well on management as she can now complete gross profit calculations, do the stock take and can manage people. She did well when leading some of the staff meetings and is commended for making a good cappuccino. As coordinator for the kitchen, she finds that other cadets do listen to her and acknowledged that leadership requires respect and discipline from both herself and others.

•••• Tebogo has just at the Coffee Station (completed section: Kitchen) and it is all still new to her. She has no challenges with punctuality and also manages to maintain a balance of her life. She is excited to do Front of House as she wants to know every aspect of running the business.

•••• Akhona was deployed at Front of House and found out that being coordinator was hard for her but it went well. She has learnt that she needs to be strong in this environment and not to take everything to heart.

•••• Nkosinathi is coping well in the Kitchen (completed section: Coffee Station) and is managing in aspects. He feels that he has grown a lot on the programme and is now able to take care of himself, be more responsible and disciplined.

•••• Phakamisa has been moved to Front of House (completed section: Kitchen) and is beginning to relax a bit as he is building confidence. He is looking forward to begin the management section during December. He appreciates the assistance and guidance that he gets from the manager especially when he taking initiative.

•••• Bongani is enjoying Front of House and he has completed the Kitchen section. The manager is still taking him by the hand were required. He has learnt that he can be a patient person and it is important not to let anger cloud his judgement as this will also bring harmony to the work environment.

•••• Nosipho found the kitchen work interesting but she still loves Front of House (which she just completed). She finds it hot in the kitchen and has been advised to drink lots of water and make sure that she eats breakfast every morning to stop herself feeling dizzy. She did have some problems about punctuality which she subsequently solved. Her family is very supportive about what she is doing and she has even started to cook at home which she never used to do before. Her short temperedness due to her being impatient and


moody has resulted in some problems with colleagues which have been reduced as she is learning to control it.

It was further reported that cadets at the Northgate site have been doing their in-store for 4 months and have settled into the work environment very well during January 2009. A few cadets had resigned and only 9 cadets were left completing the programme. The recognised the importance of time management and executing duties responsibly as they are fewer than the intended level and as such they have to carry a bigger work load if someone is absent. The competition is increasing as only two months is left before selection of the trainee store managers. The highlights from the mentoring report for Northgate during January 2009 can be summarised as follows: •••• Daphne and Nosipho did not continue with the programme. Daphne left

without any notice could not be reached and it was pointed out that Nosipho left due to family problems.

•••• Angelina was doing management training at the time of submitting the report and reported to have managed with administration and analysis of figures required.

•••• Dumisani was reported to have completed all the sections and filling the possible gaps as well as helping other cadets. He has already been left in charge of the store on a few occasions and has managed well with a need to improve his leadership skills as he is sometime lenient when placed in a management role.

•••• Thandeka was seen to be progressing well on the programme and was moved from Front of House where she battled and moved to the kitchen where she grew in confidence. She was later then moved back to Front of House where she then did much better. She feels capable of running her own small business but needs to be more patient and respect other co-workers.

•••• Hope was working mostly in the kitchen at the time of submitting the report and she was reported to have completed all sections. She also made time to help the other cadets. She found it easy to learn how to do admin of the business and she managed to understand the theory after putting extra time on aspects such as Gross Profit Analysis.

•••• Tebogo has shown progress and reduced shyness as she manages to interact with her colleagues. The theory was hard for her but she put a lot of effort into it and gave it her best effort.

•••• Nkosinathi has done well on the management training and understands what is expected of him. He was excited to learn how the theoretical training related to the workplace. He has demonstrated ability to be a good team leader and is confident of running his own business.

•••• Phakamisa is doing well on management although he feels that he would not be able to run a small business as yet because he still needs to learn the administration aspect. He want to complete his driver’s license as it will give him an advantage in the future.


•••• Bongani has done well on the programme however he feels that although he will be able to run a small business, for the moment he would prefer to manage in the kitchen or assist with training other cadets.

•••• Vanessa has shown a lot of initiative and leadership as well as being loyal to the programme. She is reported to have completed all her sections and helping other cadets. She has coped well when left to manage the business on her own with the only problem being to balance her work and personal life and would need to make the necessary arrangements to cater for this aspect.

During December 2008, it was reported that the cadets have settled in well, and although it was busy over the festive season they all managed very well. There were a few cadets who dropped out due to other commitments and not managing to settle into The Coffee Stop, but those that remained were doing well. The highlights for the Centurion mentoring report during December 2008 can be summarised as follows: •••• Doreen had left the programme and she was offered employment elsewhere. •••• Alice is doing very well and has shown to be a very hard worker as well being

committed. She has completed the coffee station section where she made the best cappuccinos in the store and currently she is deployed at Front of House where she finds it very interesting.

•••• Lizzie is adapting to working in the kitchen very well and has completed Front of House section. She is on management training at the moment but is not very enthusiastic and feels that she would rather be an employee than a business owner. She has promised to be more attentive and obtain the full benefits of what is being taught.

•••• Peggy has completed the Kitchen section of the training and is currently enjoying working on the Front of House section. She finds is more enjoyable to be in the Front of House section rather than the Kitchen due to a lot of pressure.

•••• Lesley is very committed and dedicated person; he gives his best and tries very hard. He has moved from the Kitchen to the Coffee Station and his colleagues are assisting him to make a good cup of coffee.

•••• Molebogeng is still learning a lot and has experienced some problem with her colleagues as they felt that she wasn’t working hard enough and wanted to resolve the issue on her own.

•••• Thabiso had problems with punctuality and absenteeism but it is noted that he is a hard worker and very dedicated when he is at work. He believes that he is the best griller in the store and he is looking forward to the Coffee Station.

•••• Charlotte enjoys Front of House although she does miss working in the Coffee Station which she just completed. She provides assistance by teaching others in the Coffee Station when needed. She is working harder to solve her transport problems so that she can be at work in time.

•••• Edwin experienced some problems with his health which led to low punctuality and high absenteeism. He was duly advised to go and see his doctor to obtain medical help so that he can focus on his training.


•••• Lloyd is enjoying Front of House and working with different people and he is also on management training as he has proven to be a very fast learner and dedicated trainee. It took him a few weeks for him to get into the administration part of the business but he understands it now.

•••• Lydia joined the programme after the other cadets but is doing very well and trying very hard. She is currently in the kitchen but does try to help out in the other sections so that she can learn. She will officially join the theoretical training at Head Office during January 2009. She doesn’t feel ready for management yet but knows that she wants to own restaurant one day and she notes that it is important to learn more about small business administration and handling staff.

•••• Renoldah has done well in the Kitchen and the product that she produces is always of a good standard. She has faced a few problems with punctuality but is getting better at managing her time. She has been encouraged to participate more and show enthusiasm as she hasn’t learnt much on management training.

It is further reported that the cadets at the Centurion site have been in the store for 3 months at the time of submitting the mentoring report and they were reported to be settling down nicely. Due to the resignation of the store manager, the cadets were unsettled a bit and took them time to adjust. The new manageress has completed a previous cadet programme and has numerous years of experience working in The Coffee Stop at The Glen in Johannesburg and the Training Manager felt that she will a lot of value to the cadets and their training. Additional cadets were recruited to replace some of the cadets that left at the end of January and they attended theoretical training (which they found beneficial and enjoyed very much) at the Hot Dog Café Head Office. Here are the highlights of the mentoring session conducted for Centurion during January 2009: •••• Alice showed concern of the store manager who slowed down everyone

rotating sections and learning. Assurance was given that within a week the new manager would rearrange the sectional rotation roster and everyone would be back on track by early February.

•••• Lizzie is still enjoying working in the kitchen and is very conscientious. It does appear sometimes that she is only interested in being an employee and she has not shown much growth in terms of management and leadership. Her work is always of a high standard and aside from a misunderstanding with the manager with regards to taking days off she has done well.

•••• Peggy has proven herself to be a reliable trainee, very loyal and always adheres to the rules in store. Her customers like her very much and she is working very hard to be a very good waitress. It was suggested to Peggy that she find the quality within her that will distinguish her from her colleagues and maker stand out. She has completed the Kitchen section and currently placed at Front of House.


•••• Lesley has done very well since moving to Front of House and the customers like him very much. He gets on well with the customers and has had no problems or complaints. He did have a few family problems which caused absenteeism but he says he has managed to resolve these problems and it will not come up again.

•••• Molebogeng is still doing very well on the training programme and has proven herself to be a very reliable person and proven to learn quickly and is a good leader. She has managed very well both in the kitchen and front of house. She has had some problems with her colleagues but she says that she is learning to work around the problem and they don’t seem to be able to resolve them. She is willing to spend a little bit more time on management until she is confident. She felt unsettled with the arrival of the new manageress but agreed to let her settle and give her the necessary support.

•••• Thabiso is enjoying being at The Coffee Station, as he enjoys having more interaction with the customers. He also always puts in additional effort and is conscientious. He still experiences challenges with attendance and even after discussions with his manager about this problem and his mentor has also assisted but still has not managed to sort out the issue. It is pointed that the behaviour will count against him in the final selections.

•••• Charlotte has coped well with the work environment and is enjoying Front of House although she does miss working in The Coffee Station (which she just completed) and teaches others when needed. She is having problems with her transport as she is not always punctual but she will work harder on getting to work on time.

•••• Edwin tries hard but is slow and does take long to learn a new section. He says that they do argue with the other cadets, but in general they manage to resolve their problems. He had some problems with the manager not teaching them enough and expecting them to know everything when they had just been transferred. A solution was on the cards as the issue was discussed with the Manager.

•••• Lloyd has excelled himself on the training programme. He has put in a lot of extra effort and has proven himself to be a very good leader as well as team player. He has completed the management and Front of House training where he did very well and since moving into the Kitchen he is managing to everything required of him in the kitchen. He was encouraged to try and help to motivate his colleagues and get them excited about the programme again.

•••• Lydia has completed the training at the Kitchen section and settled well at the Coffee Station. She has proven herself to be a fast learner and takes pride in her work. She joined the theoretical training at the end of January and did exceptionally well there. She pointed out that she does feel like sometimes the new cadets are treated differently nonetheless she is still happy to have joined the programme.

•••• Renoldah is enjoying working Front of House and enjoys the interaction with the customers. She has managed to adapt well since moving from the Kitchen and is making an effort to do her best.


•••• Rolda is new to the programme and has only been in the store for 3 weeks. At the time of submitting the mentoring report, he was at the Coffee Station where he is doing well, and is able to make a good cappuccino with the need still to learn the bar stock take. He attended the theoretical training at the end of January and did very well and he also indicated that it helped him to understand the store better as well.

•••• Emmanuel is also new to the programme and his colleagues have helped him and have been teaching him where necessary and he is happy to be on the programme. He did well during the theoretical training and is keen to learn all the different sections to understand the business better.

•••• Betty has also just recently joined the programme but is doing exceptionally well. She has adapted quickly and is a fast learner. She gets on well with her colleagues, although she is new, she finds that they do try and get her to take sides in their disagreements and she is doing well by not getting involved with this and rather concentrating on performing her job well.

The LAB test covers three components as follows: •••• Non-verbal •••• Language skills •••• Numeracy skills The non-verbal component deals with the following aspects: •••• Testing hand-eye co-ordination, •••• Short term memory, •••• Long-term memory, •••• Visual perception (i.e. distinguish between similarities and differences), •••• Visual insight (i.e. recognition of an object in different positions), •••• Visual quantitative perception (i.e. ability to count and understand quantities

and proportions) and •••• Seeing the whole picture. A mark of between 65% and 100% indicates an above average learning potential, a mark of between 35% and 64% indicates an average learning potential and a mark of between 0% and 34% indicates a below average learning ability. The language skills component can be summarised as follows: •••• The component deal with a word recognition test. There are two sections to

the test. The first one is English and the second one is Home language of the candidate. Both languages have five sets of questions, which work through the high school grades (i.e. grade 8-12).

The grade seen on the scoring sheet indicates the school grade at which the candidate’s ability lies. The numeracy skills component can be summarised as follows:


•••• The test has five sets of questions, which work through the high school grades (i.e. grade 8-12).

The grade seen on the scoring sheet indicates the school grade at which the candidate’s ability lies. The cadets are trained on specifics of The Coffee Stop outlet concepts, general business skills and personal skills. The subjects that are covered in the theoretical training include the following: •••• Uniform (This section covers why staff wears uniform and the elements of The

Coffee Stop uniform and how it should be worn.) •••• Life Skills (The section cover communication, different cultures, ethics, etc.

managing people’s characters and time management.) •••• Personal finance (Aspects covered under this section include pay slips,

individual tax, bank accounts and budgeting.) •••• Personal hygiene (This section cover bacteria, personal hygiene, use of

tobacco products, contagious diseases, protective clothing and personal hygiene facilities.)

•••• Cash control (Aspects covered under this section include counting and recording takings from POS, dealing with variances and securing the takings.)

•••• Business variance (The section cover VAT in a small business, cost of sales, gross profits and selling price, income statement, breakages and shrinkages.

•••• Food hygiene (This section cover food hygiene, causes of food spoilage, temperature control, safe food handling practices, pest control, disposing of rubbish and waste.)

•••• Customer service expectations (Aspects covered are customer and the business, basic consumer rights, customer expectations, confidentiality, customer care skills, improving sales and customer complaints.)

•••• Safety and security (The section cover safety in the workplace, hazardous materials, common workplace injuries, first aid in the workplace, what to do after an injury on duty, responding to emergency situations and crime in the workplace.)

•••• Stock control and ordering (Aspects cover the supply chain, the stock flow process, determining stock on hand and ordering stocks, receiving stock, storing stock and issuing stock.)

•••• Daily procedures (The section cover procedures that happen on a daily basis in The Coffee Stop outlets.)

•••• Standard of operations (This section explains the standard of operations describes its importance, elaborates on how it is used, and further explains all the components of each of the Coffee Stop standard of operations.)

•••• Pilot back office (Aspects covered include all of the operating functions and reports for the back office section of the Coffee Stop point of sale system.)

•••• Equipment (The section cover all of the equipment used in The Coffee Stop operations, including how to start the equipment, setting the temperatures that each piece of equipment should run at, operating procedures, shutting down of the equipment, maintenance and cleaning of the equipment.)


•••• Pilot invoicing (Aspects covered include explanation of all the operating functions for the invoicing section of The Coffee Stop point of sale system.)

•••• Product (Aspects covered include specifications, storage, shelf life, dating of the stock items for The Coffee Stop and the instructions for cooking, preparing, assembling and presentation of The Coffee Stop final product.)

Northgate and Centurion stores were reported to be running smoothly and all the cadets had settled nicely. Additional cadets were recruited to fill the gaps left by those who resigned and they were being rotated between all sections within the store and undergoing management training in groups of 3 or 4 alternatively. The major challenge that was faced during the December 2009 period was a high level of absenteeism. The message was clear to them that no one was allowed additional time off in December as it is the busiest time for the stores nonetheless there were cadets who did not arrive for work without prior arrangement. It is also pointed out that all the cadets have been mentored and understand the pressure that they placed on their colleagues and the irresponsibility of their behaviour. It was reported that the training programme at Northgate store was scheduled for completion at the end of March 2009 and the elected franchisee was planned to begin probation on 1st April 2009. Presentation topics were going to be handed out on the 2nd March and were to be presented to management on 23rd March 2009, after which the top selected cadets would undergo psychometric testing and leading to final selection. Hot Dog Café had not received any confirmed dates from Builders Warehouse with regard to opening of the next few stores and arrangements for the next training programme could not be made with only an estimation that Kempton Park Builders Warehouse could open in July 2009 leading to training to begin in June 2009. The training for Kempton Park was therefore not commenced at the same time with the one in Port Elizabeth. Hot Dog Café adjust the opening schedules for their stores according to the dates dictated upon by Builders Warehouse. The evaluators feel that a much stronger communication and commitment is required from Builders Warehouse side to ensure that Hot Dog Café is involved and aware about progress being made with regard to building new stores in order to inform NYDA appropriately and readjust the plans accordingly. The information in this regard was scanty as contained in the quarterly reports. During this quarter, 48 youth have been enrolled and only one terminated. 41% are male while 59% are female and the project should be commended for targeting young women. All cadets are trained on life skills and encouraged to identify their own solutions to problems that they encounter.


In terms of case management, files are opened for each learner containing for each learner undergoing training and then a box is used to file all relevant information such as: CV’s received, filled in application forms, and unsuccessful candidates. It is not clear from the side of the evaluators whether the service provider had a proper understanding of case management. In the views of the evaluators, case management should encompass identifying a set of indicators that would be checked during implementation of the project, tracking the performance of the participants through the training intervention, implementing remedial solutions and assessing their effectiveness, and assess what difference has happened to the lives of the participants. It was reported that two additional cadets in Port Elizabeth would be offered Hot Dog café cart franchises. Three cadets were reported to have left the project in order to accept formal employment opportunities while 2 cadets were reported to have started their own businesses. With regard accreditation of Hot Dog Café, it was indicated that Phase A was completed and Phase B was due by the end of January 2009. It was further indicated that all relevant training staff had completed the necessary training courses or were enrolled for future courses. A variance of R205 800 was reported due to the fact that the store in Kempton Park was not built and opened in time.

5.3.3. Quarter 3 The period of reporting covered February 2009 to April 2009 and it was indicated that there were 47 participants in the Cadet Programme. There was conflicting information further down the report as it indicated that 45 cadets have successfully completed their classroom training. It was reported that the Cadet Programme at Northgate has been completed and Vanessa Cedras has been chosen as the Franchisee for the Coffee Stop store in Northgate and undergoing 3 months probation intended to end on 30 June 2009. If everything runs smoothly, she will sign her franchise agreement and get her loan for the purchase of her shares in the Coffee Stop in Northgate. Another Cadet, Dumisani Nhlapo from Northgate has also taken over the Hot Dog Café in Strubensvalley and will also be on a 3 month probation period until 30 June 2009, whereafter he will sign his franchise agreement with Hot Dog Café. The Cadets in Centurion have all finished their on-the-job training and will spend the month of March recapping and preparing for their final presentations and selection of the franchisee. The decision was going to be made during the first week of May, and the new Franchisee will take over at the beginning of May 2009.


The Cadets at Port Elizabeth have been lagging a bit behind with their Management training so it has been decided that it would be better to postpone the handover for another month. The Cadets will then end the training in June and the new Franchisee will take over at the beginning of July 2009. Builders Warehouse cannot confirm the opening of the new stores as yet but have indicated that Kempton Park will be due to open in November 2009 and no other stores have been confirmed to date. Hot Dog Café staff has attended the Life Skills workshop. Tanya Forster (Training Manager) and Festus Ncube (Training Assistant) have attended the workshop and are in the process of completing their portfolios. With regard to accreditation, it can be reported that an organisation has been chosen to assist Hot Dog Café with becoming an accredited training provider. Phase B will be submitted in March 2009. all relevant training staff have completed the necessary training courses or are enrolled for future courses. Hot Dog Café is awaiting notification from THETA confirming their site visit. It was reported that a detailed budget with all relevant and necessary documents were submitted during March 2009 for a further draw down.

5.3.4. Quarter 4 The period of reporting started from May 2009 to July 2009 and it was indicated that there were 47 participants in the Cadet Programme. Further in the report the number was indicated to be 45 which were presenting a conflicting picture. The following participants (i.e. Vanessa Cedras, Dumisani Nhlapo, Molebogeng Rakale) were reported to be completing their probationary period after which their franchise agreements will be signed. Vanessa Cedras was still undergoing intense mentoring to equip her to manage both The Coffee Stop and Hot Dog Café and it was hoped that she would be ready to be appointed as Franchisee on 1st August 2009. Dumisani Nhlapo from Northgate is doing very well at Hot Dog Café in Strubensvalley and will be ready to sign his franchise agreement on 1st July 2009. Molebogeng Rakale was chosen as the winner and offered The Coffee Stop in Centurion and will complete her probation on 1st August 2009. Another finalist in Centurion (i.e. Loyd Matare) was given the management position at The Coffee Stop in Zambezi and should be successful at running this business as he would be offered a Franchisee opportunity. Astley Booysen has begun his probationary period for the Port Elizabeth store and will sign his franchise agreement on 1st October 2009 if everything is successful. 2 additional Cadets were chosen in Port Elizabeth to become Franchisees at two of the Hot Dog Café cart sites located in Port Elizabeth. They


had begun their probationary period and should everything be successful they will be appointed as Franchisees on 1st October 2009. Both the Training Manager and Training Assistant have attended Life Skills training and are in the process of completing their portfolios. Builders Warehouse has confirmed that the Kempton Park store will be opening on the 12th November 2009. The cadet selection and training for this store will therefore begin in September 2009. It was also confirmed that Vanderbijlpark and Bloemfontein will be opening in early 2010. All documentation for The Coffee Stop Franchisees has been finalised and Disclosure Documents were handed out. Franchise agreements will be signed by all relevant Franchisees by 10th August 2009. In terms of accreditation of Hot Dog Café, it was pointed out that final amendments were being made to the training materials as per the THETA requirements and then it was hoped that a site visit would be conducted. It was reported that all relevant staff have completed the necessary training courses or are enrolled for future courses. The Hot Dog Café have received the 1st and 2nd Quarters payment. After submitting a draw down in March 2009, it was confirmed that an amount of R534 585.69.

5.3.5. Quarter 5 The report covered the period from August 2009 to September 2009 and it was pointed out that 60 youth were participating in the project. It was also contradicting that under participant statistical summary it was indicated that the number of youth enrolled was 48. The same table presents reporting based on statistics “since the start of the cycle” and it indicates 53 youth enrolled in the Cadet Programme. The age breakdown adds up to 53 participants. It is not clear at some point in the participant statistical summary as to what the indicators on: provincial location, nodal area, district municipality, age cohorts and urban/rural should be based on “this quarter” or “since start of cycle”. It also became confusing later in the section about “successes this quarter” when it was indicated that 45 cadets have successfully completed their classroom training. It would be better for the quarterly reports to be accompanied by beneficiary details and progress that they are making in the Cadet Programme. It was reported that the following participants have all completed their probationary period and signed their franchise agreements with The Coffee Stop and Hot Dog Café and are setting in well:

— Vanessa Cedras

— Dumisani Nhlapo

— Molebogeng Rakale


It is pointed out that Astley Booysen had begun his probationary period for the Port Elizabeth store but is not performing adequately. It was therefore decided after intense mentoring to extend his probation by another month until end of October 2009 to evaluate whether he is improving. The finalist in the Centurion store was given a management position at The Coffee Stop in Zambesi but he has since left the Cadet Programme after being caught stealing. Another candidate was chosen to manage The Coffee Stop in Zambesi and she was planned to be on probation for a period of 3 months until the end of December 2009. A decision would be made whether to offer her or not to offer her the franchise opportunity at the end of the probation period. With regard to exit opportunities, it was reported that since start of the programme, 3 cadets have left for formal employment and that 2 cadets have started their own businesses. It was reported that 21 participants who did not obtain the franchise opportunities were offered work within The Hot Dog Café or Coffee Stop. This number would exclude the new Kempton Park store where training had just started. Later on in the document it indicated that 19 non-franchisees have been offered full time employment. In terms of accreditation of the organisation, it was pointed out that Phase B had been submitted in March 2009 and a site visit was being awaited. The final amendments were handed to THETA and approved and Hot Dog Café was awaiting a date for the site visit. The Builders Warehouse in Kempton Park was reported to be almost complete and the cadet training had begun at the time of submitting the quarterly report. An advert was placed in The Star newspaper and interviews were held on the 21st September 2009. Final selections were made on the 26th and the classroom began on the 28th September 2009. It was also confirmed by Builders Warehouse that the Durban shop would be opening in 2010. Identified Hot Dog Café staff has attended the Life Skills Workshop. It was indicated that the 1st and 2nd drawdown’s were honoured and in total an amount of R1 255 185.69 was received from NYDA. A review had been done on the monies spent to date and it emerged that a total of R818 978.55 was used leaving a positive variance of R436 207.14. it was also indicated that no further funds would be required until further notice from Builders Warehouse about new store openings.

5.3.6. Quarter 6 The period of reporting covered the period from November 2009 to January 2010 and it was indicated that there were 60 participants in the Cadet Programme. It


was further pointed out that there were 45 cadets who completed the training from which the 6 business owners would be selected from. Under participant statistical summary, it was indicated that there were 48 youth enrolled under the column labelled “this quarter” while 53 were reported under the column labelled “since start of cycle”. The other statistics remained the same as for the previous quarter. It was indicated that Astley Booysen had signed his franchise agreement was running his store adequately and feeling a lot more confident with himself. His store turnovers were improving steadily and he was doing well. The initial three franchisees, i.e. Vanessa Cedras, Dumisani Nhlapo and Molebogeng Rakale have signed all their franchise agreements and were reported to be settling in well. The other identified franchisee, i.e. Betty Mafiafeela was reported to be settling well in her management role at The Coffee Stop in Zambesi and she had experienced some challenges that she eventually managed to overcome with new staff and was managing better. It was noted that she needed to improve with regard to following standards and procedures. It was reported that the Kempton Park store is open and trading and the cadets had done their theoretical training and were in the store. The new franchisee was scheduled to be chosen on 1 May 2010. Builders Warehouse confirmed that the Durban shop would be opening in August 2010. Here is a summary of the training provided to cadets at the Kempton Park store during December 2009:

— Lerato Maotwe was busy with Kitchen Coordinator and found it very difficult initially to manage the cadets in the kitchen and found that absenteeism affected how she managed the kitchen. She is said to be dedicated, loyal person who is willing to learn more and her manager has been very impressed with her performance.

— Patrick Mphuti was busy with HDC and had completed Kitchen module. He was reported to have lost his enthusiasm for the training programme as he had not been at training for a number of days in December. He was provided with mentorship on the issue and went absent again before Christmas and could not be contacted.

— Thuthuka Mkhwanazi was busy with Coffee Station and had completed Front of House and HDC. He has shown great enthusiasm and is a hard worker who learns quickly and always willing to learn. He was one of the cadets chosen to go to Zambesi store to help out and performed very well.

— Nkosinathi Gqanabisa was busy with Management and Coffee Station and completed the Kitchen module where he was outstanding. He has learnt quickly on how to handle the pressure and is reported to be eager to learn all aspects of managing the business and is very motivated. He is also one of the cadets that was deployed at the Zambesi store and ran the kitchen and his manager is very impressed with his performance.


— Julia Nhlapo was busy with FOH and completed the Kitchen module. She has grown in confidence and has gotten much better and is now able to confidently interact with customers. She has been very loyal and dedicated to the programme.

— Zwelomusa Shangwe was busy with FOH and Management while he completed Coffee Station. He is reported to be very conscientious learner and keen to learn new things. He has learnt the store operations very quickly and gets on very well with all his colleagues. He is also one of the learners that helped out at the Zambesi store where he also trained staff in his section with great patience and care.

— Jacob Montja was busy with FOH and Management while he had completed the Coffee Station. He had experienced a few conflicts with other cadets but has since managed to resolve the issues with his colleagues and was reportedly working on his interpersonal skills. Nonetheless his manager was reported to be very impressed with his performance.

— Phindile Ngcobo was busy with HDC while she had completed FOH and Management. She settled well and understood the management and finance side of things very well. She felt that she was learning a lot and was glad that she joined the programme. Her manager is very impressed with her work standards.

— Dinah Mabena was busy with FOH and Management and had not completed any module. She is very enthusiastic and very good with customers. Her front of house skills are good and created a good name for herself within the store as she also get on well with her colleagues and always willing to help whenever she can.

— Wilsie Maloto was busy with Kitchen and had not completed any module. She started later than the original cadets but has managed to fit into the training and was learning quickly. She still had to build confidence but was glad that she has joined the programme.

— Sarah Sekgobela was busy with Kitchen and had completed HDC. She had been a bit slow in grasping her responsibilities and it took her a bit longer to understand what was expected of her. This has been a bit frustrating for all involved but was slowly learning and becoming more confident.

— Nandi Tshabalala was busy with Kitchen and had not completed any module. She started the training after everyone else but was doing well. She was reported to be doing her best to learn everything in the Kitchen so that she could move to the next section and her manager was happy with her progress.

— Thato Papa was busy with Kitchen and was reported to have completed HDC. Thato has absconded from the programme.

— Mpho Ratswana was asked to leave the programme as he was found to have been fraudulent in his daily cash up.

The cadets have all completed their theoretical training and were reported to have performed very well. Once they were deployed in the store, they helped out to set up the store and the official opening took place in November 2009. It is


outlined that it was the busiest opening of all Coffee Stop stores to date and the cadets performed very well under the circumstances and reporting to have settled into the store routine and growing daily. On the 26th December, it is reported that there was an illegal strike at one of the branches and some of the Kempton Park cadets were selected to go and help to run the store until the matter was resolved. They were deployed at the store for 2 weeks and helped to train the new employees. It is outlined that the 3 cadets that were chosen, performed their duties admirably and they learnt a lot from the entire experience. Here are the highlights of the training provided to the cadets in Kempton Park during February 2010:

— Lerato Maotwe was busy with Front of House training and was excited to start the management training in March 2010.

— Thuthuka Mkhwanazi was busy with the Kitchen and management training. It was reported that she had shown great enthusiasm and is a hard worker.

— Nkosinathi Gqanabisa was reported to be doing very well in all areas within the business. He is indicated to be very enthusiastic and motivated and always looking for more challenges.

— Julia Nhlapo was busy with two sections, i.e. front of house and HDC. She was reported to have grown a lot since the start of the programme and demonstrates a lot of confidence.

— Zwelomusa Shangwe was busy with the kitchen section. He was indicated as a very conscientious learner and always keen to learn new things. It is also reported that he learnt the store operations quickly and enjoys analysing the store figures and finding out how the business runs behind the scenes.

— Jacob Montja was busy with the kitchen and management section of the training. It is indicated that he felt that the programme has helped him a lot to understand how a business runs. It is further reported that he felt ready to run his own business and was looking forward to his future.

— Phindile Ngcobo was busy with the coffee station. It is reported that she settled very well on the programme and understood the management and finance side of the business very well.

— Dinah Mabena was busy with the management and HDC section of the training. It is indicated that she is enthusiastic and good with customers and learning a lot doing management.

— Wilsie Moloto was busy with FOH section of the training. It is indicated that she started later than the original cadets but managed to fit in nicely and was learning quickly.

— Nandi Tshabalala was busy with coffee station and completed the kitchen section as she started after everyone else but it is indicated that she was doing well.

The status with regard to exit opportunities had not changed from the previous quarter, and so is the same for accreditation, summary of quarterly budgets, and successes in the quarter.


The sixth quarter report also provided a list of beneficiaries using the form supplied by the M&E unit and another list used by The Hot Dog Café. A total of 95 youth were reported who had been enrolled in the Cadet Programme. The statistics of participants can be summarised as follows:

— 1 youth had failed.

— 29 had dropped out of the programme.

— 18 were still engaged in the training.

— 47 Completed successfully and were still in the programme.


6. OUTCOME OF THE INTERVIEWS

6.1. Outcome of interviews with NYDA Project Manager

The NYDA Project Manager, i.e. Miss Delaine Galloway was interviewed to share her experiences about implementing the project. She indicated that she was responsible for the overall development and approval of the proposal. She was liaising with all the relevant stakeholders to get buy and input, and determining financial and non financial resources to support implementation of the project. When asked by the buy in of the different divisions, she indicated that the buy was based on the fact that the project provided an opportunity for young or little no skill, to receive an opportunity to eventually own a franchise business that was associated with a fair successful brand. The actual opportunity was very clear and precise while in the process other young people had the opportunity to learn the franchise environment and be employed. Recruitment: indicated that there were very few learners drawn from the JOBS database the fault of the partner as there were attempts to do, but at times information was slow in coming through. In cases where JOBS database participants attended the recruitment sessions, some opted to be part the project, whilst others were not necessarily drawn to the opportunity. The process was fairly efficient, considering that there was extensive amount of time spent on the development of the proposal. With regards to challenges, there were some participants complaints regarding in- store dynamics, such as a relationships with the store coach. Participants left during course of the project. It was not always possible to attend in which a store manager was being officially chosen, however the project partner always ensured that it was transparent. There was an agreement to use the JOBS database from which to source the candidates. The recruitment and assessment tools were shared with NYDA for inputs. An invitation was extended for the actual assessments and recruitment. Learners completed a one-on-one interview assessment. Classroom theoretical and technical skills training: She further indicated that she was not sure why the baseline study was not conducted at the beginning of the project. The interaction between NYDA and Hot Dog Café was fair as she further explained that NYDA was always kept abreast of the progress of the project and Hot Dog Café always ensure that invitations to certain activities were received in good time, however it was not always possible for the project manager to participate due to pressing projects. Interestingly the overall assessment of the success rate of the implementation was adequate, although the project of this nature needed dedicated resource which is far more hands-on. When asked about the successes that were achieved, she mentioned that the


fact that some of the chosen owners are still operational and it allowed young people to be employed. On the job training: with regards to the job training, she indicated that interaction between NYDA and Hot Dog Café was adequate as it allowed the young people to voice their challenges and there was at least monthly reporting to NYDA. NYDA also made sites visits and did one-on-one interviews with participants. Although there were some areas that require improvements, she suggested that site visits were to be conducted once a month, as young people enjoyed the one-on-one sessions with the NYDA. Mentorship: the programme was designed in such a manner that the mentorship component was delivered by Hot Dog Café itself, simply because the technical skills component was the key success of the project. Hot Dog Café mentors. Hot Dog Café mentors knew the environment and its peculiarities were also accessible to the participants they were required to do so. During this stage, NYDA and Hot Dog Café still met on daily basis to review the progress and challenges. The mentorship was not adequate. Selection of store owners: The NYDA was keen to ensure that the chosen owner indeed met the requirements of being a business owner and they were hungry for the opportunity to run and own the business. NYDA and Hot Dog Café had the monthly meetings during this stage. Information related to process leading up choosing the owner was shared on regular basis. The information shared was adequate as it was shared for NYDA’s input prior to the actual final choosing of the owner. She indicated that NNYDA needed more visibility. Provision of aftercare to the store owners: When asked about the process undertaken when providing 51% ownership of the selected store owners, she said that at that point the lead programme, i.e. Enterprise Finance was supposed to monitor the loans over a period of time. Unfortunately she was unable to provide with the information regarding the store profitability. It is interesting to note that NYDA provided with the training follow up and support. In terms of support she indicated that they should be regular interval of the project team meeting to review the loan status and any further needs of the participants. She further said the selected participants deserved to be part of the project. Areas that were achieved successfully: are as follows

• Coaching • Mentoring • Selection of owners

After mentioning or listing areas that were achieved, she indicated that the after care was the most important area that needs to be improved.


6.2. Outcome of interview with key informants at Hot Dog Café

An interview was held with Managing Director of Hot Dog Café-Mr Derek Smith and Head of Operations for the Coffee Stop Brand-Ms Tonie van den Heever on 17th February 2012. Ms Liza Pietersen-Financial Manager for Hot Dog Café explained the financial commitment between the NYDA and HDC as well as provided access to records such as financial statements for the stores, contractual agreements, shareholding documents and CIPC documents. When asked about how HDC was involved in the conceptualisation of the project, it was pointed out that NYDA became interested in the project when SEDA could not provide funds for the project. NYDA requested for a cost sharing approach as a result to make sure that young people do not lose the opportunity of owning a franchise. It was also reported that SEDA had a long relationship with HDC as they had previously provided training and salaries for a period of 6 months. HDC is in partnership with Massmart through its subsidiary, i.e. Builders Warehouse to assist it with its black economic empowerment strategic plan. Therefore, Builders Warehouse agreed to provide space in its outlets for hosting the Coffee Stop Stores. The plans for building outlets are communicated to HDC and during its building, HDC requests NYDA to disburse the funds that are equivalent to 51% shareholding in a Coffee Stop Store. At the time of the project in 2008, the total cost of a Coffee Stop was R800, 000. Therefore the amounts transferred was R408, 000 (including VAT=R465, 120). The amounts were used in the actual building of the Coffee Stop Store within Builders Warehouse including installing fittings, furniture, decorations, equipment (utensils, machinery), safes, and transactional infrastructure (ICT communications and point of sales equipment). Once the store is completed, participants are moved in to start operations and one of the best cadets will be selected to become the store owner. That individual must enter into a Shareholder Agreement with Hot Dog Café and NYDA. The young person will hold 32% of shares, while HDC holds 49% and NYDA holds 19%. The 19% of NYDA is transferred onto the young person once the loan has been paid in full back to the NYDA and therefore the young person ends up owning 51% of shares in the business. In the end, if the young person wishes to become independent, he/she can be able to raise an equivalent of the funds to the 49% shares held by HDC. The following diagram captures the whole arrangement.


Figure 1 Depiction of relationships in establishing the Coffee Stop Franchise Once the shareholders agreement has been entered into, a legal entity is established to handle the affairs of the Coffee Stop Store. Normally, HDC uses shelved companies-(Pty) Ltd and hence the dates of registration are old. The young person is listed as the director as contained in the CM29 forms from CIPC. As such, the Coffee Stop Store is transferred as an asset under the company. In order to verify the existence of stores and establish whether indeed the stores were owned by young people, the following documents were reviewed:

• Certificates of incorporation

• Shareholders agreements

• Loan agreements

• CM29 Certificates from CIPC

• Franchise Agreements

• Financial reports They pointed out that improvements with regard to conceptualisation would be related to increasing the level of education of the applicants as well as their discipline. They are also working closely with the Private Colleges who have indicated that they can provide qualified young people who can be given opportunities. The MD added that: “The level of education will increase the trainability of the participants. This will result in greater degree of success as the participants have to deal with sophisticated operations”. The basic literacy and numeracy will have to be at a higher level. It was felt that things went smooth considering that the young people were involved in a new brand, new concept

Holding Company

Hot Dog Café [49%]

NYDA [19%]

Young Person-Selected Store

Owner [32%]

Coffee Stop Shop-transferred as an

asset

Employees-contracted to the company


and new franchise. It was reported that to have 1 person doing training in a store did not work due to personal problems experienced between the participants and the in-store trainer. It was also noted that the in-store trainers were thrown in the deep end and as such had to gain experience and respect. Particular success was related to amazing growth in the participants. It was also observed that there was tremendous personal growth experienced by the young people. The Head of Operations at Coffee Stop said that: “The personal finance module influenced their life. Learners seen opportunities as a result of exposure and it opened their minds to additional opportunities”. The MD added that: “For those young people who competed for obtaining ownership of the stores and did not win, they became even more determined and aimed higher even if it meant they had to retire from Coffee Stop because they had tasted what it can be like to become a manager of a franchise store”. It was pointed out that the intended nine stores could not be achieved as the finance was delayed from NYDA and it was not possible to reimburse for the completed stores. There was also no funding for the Durban Coffee Stop Store and HDC then approached National Empowerment Fund, Public Investment Commission and Masisizane Women’s’ Fund to continue with the Cadet Programme. With regard to aligning training with the opening of stores, it was pointed out that Builders Warehouse provided a 3 months notice to HDC which was felt that it was adequate. HDC adjusted the opening of stores to the plans provided by Builders Warehouse, if the stores opened a bit later then HDC would have holding costs in the form of salaries which they factored into the cashflows. The relationship between HDC and Builders Warehouse could be improved in the changing of In-Store Builders Warehouse Managers as this resulted in a slack, so it needed additional motivation to arouse their buy-in and to get them excited about the Coffee Stop Stores. In terms of recruitment, it was pointed out that NYDA set the criteria with regards to level of education, age, and nationality. HDC focused more on the reason participating in a franchise, identified the traits necessary to be successful in a franchise and emphasised presentability of the participants. It was indicated that there was limited number of responses from the NYDA JOBS Database. The information of young people was not updated and needs to be looked at critically. The MD also pointed out that there must be a way of categorising the information such that for example, those with a particular qualification can be identified. He further added that: “Given a lead time of 1 month to source young people, it needed quicker turnaround times”. The evaluators feel strongly that, the JOBS database should have first called the young people to check the correctness of the details, assess their interest, update their CV’s and prepare them for the interview. In addition to using the


JOBS database, HDC advertised in the press and also approached the independent tertiary bodies that have a filtering mechanism for sifting through thousands of records. The HDC team essentially reviewed all the applications internally to assess whether they qualified and identifying those who qualify until the final selection. It was pointed out that the recruitment process was not efficient. HDC received on average about 90-120 applications which indicate that they could not communicate widely enough. They however felt that the quality was somehow good. They also pointed out that there are innovative mechanisms for informing young people about opportunities to increase the response rate. It was also reported that the applications were turned down when the instructions for the applications were not followed such as: providing the required documentation, and not having a decent CV in place. Basically, it boiled down to submitting very poor applications. The huge difference between those who applied and those who attended presentations was huge and these were listed as some of the possible reasons:

• People phoning and applying on behalf of others.

• Not having transport money to come and attend the presentation.

• Applicants not being honest to indicate that they are not interested dung the telephonic conversation.

It was reported that indeed if the criteria was made to be stringent in order to ensure that young people can actually deal with the complicated operations, it would have been difficult to have the adequate numbers to participate in the Cadet Programme. HDC did the selection, interviewing on presentability, communication skills as well as conducting the LAB tests (which included level of literacy, level of numeracy as well as non-verbal skills). In all the cases, the NYDA Project Manager was invited to the interviews of learners in the Cadet Programme. The difference between number of young people who wrote LAB tests during quarter-1 changing from 17 participants in the first attempt and then reducing to 14 in the second attempt was indicated to being caused by re-inviting people to write LAB tests as participants dropped out in the first week. The Head of Operations at Coffee Stop indicated that: “People jump ship at the beginning when realising what the course is about”. It was also noted that in other places such as during quarter-2 that the LAB test print indicated 21 while the narrative quarterly report was misrepresented by indicating 20 people who wrote the LAB test. In cases where some candidates that obtained higher scores in the LAB tests were not selected, it is pointed out that it was due to the fact that the LAB test scores were juxtaposed with other criteria such as personality and communication skills. Some of the reasons as to why candidates supplied by the


NYDA JOBS database could not be taken is due to non-pitching of the young people. In cases of replacing people who had dropped out, it was indicated that a two week period was set aside for the training and it was done by the in-store managers. The in-store managers conducted the rotation of cadets and rosters were created for that purpose. It is pointed out that the mentoring would have picked up the gaps in terms of development. With regard to conducting a baseline study, it was indicated that a ‘zero skills base’ of the participants is assumed. Basically the principle applied is that, the operations are held back by the weakest link. The formative tests conducted at the beginning of the programme are based on the LAB tests. Some of the reasons for dropping out are said to be due to health problems, family problems, and participants resigning without notifying anybody. The training was operated based on lean number of staff as the opening of the Coffee Stop Stores was staggered and therefore there were 2 Operations Trainers and 1 qualified Facilitator. HDC had to hire Store Managers to provide the training as well as running of the store. The young people were trained at the head office of HDC in Lyttelton and then placed at one of the functional stores. The formative assessments included conducting practical evaluations as well as verbal interactions. Each cadet produced a portfolio for the work that they had done. It was indicated that cadets actually received more than one week exposure at the Coffee Stop Stores as they would have been placed at a functional store to glean more experience. The areas that require improvements is to have more facilitators. The MD added that: “We were restricted by cost and had to do with what we had”. The successes included the fact that young people learned transferable skills. The MD pointed out that: “The food retail industry is big and as such it becomes easy to change the product and still be able to get a job.” He further added that the cadets gained skills in computing, financial management, banking and running a medium sized operation. Ms van den Heever indicated that HDC engaged CATHSETA who must come for a site visit which is the last step of the process. She indicated that HDC is currently provisionally accredited for the training. With regard to Case Management, it was pointed out that each cadet has a file containing all their records and they are kept in the store where the young people are working. It was reported that coaching by the in-store managers was a learning curve for them. Ms van den Heever added that: “It was not easy to take managers and turn them into trainers. It was also a continual mentoring process with the in-store managers”. HDC now has two full time in-store managers. There were no in-store managers at the start of the project and as such there was a struggle with achieving balance. The Head of Operations said that: “Since the organisation is not huge, it could face a challenge if critical resources are lost”.


It was estimated that about 29% of the cadets who completed the training successfully, were still in the Coffee Stop Stores. The MD pointed out that: “While dropping out can also be seen in a negative light, it can also be noted that the cadets who were exposed as store managers moved on quickly to other stores and aspired to become better”. There was also the instance in Northgate for one of the cadets who were given an opportunity to run the Hot Dog Café store in Strubensvalley. One participant was an in-store trainer has now become a franchisee. The MD stressed that: “Few of the cadets would be in the corporate world, but approximately 80% of those who dropped would still be in the food retail industry”. He also added that some of the participants would just give up from participating in the Cadet Programme and there were those who were dismissed for misbehaviour. The in-store exposure assisted to prepare the cadets through solidifying what they have learnt. Ms van den Heever pointed out some of the challenges faced by cadets during on the on-the-job training to being related to the fact that the interface between training and practical was shifting fast, tremendous levels of energy required as the running of the store is tiring, it is an intense operation and therefore demanding physically. She further added that: “Time management was also challenging as the cadets had to get used to getting to work on time. There isn’t always transport reaching to all the areas where the stores are located”. The successes listed during the on-the-job training phase of the programme through gaining self confidence, ability to demonstrate leadership qualities, increased self-knowledge and gaining technical skills. It is also reported that the cadets gain tremendously about work ethics and knowing what is right or wrong and what is acceptable as well as what is not acceptable. The mentorship was provided by Ms Tanya Forster (former Training Manager-who has since resigned from HDC). It was reported that she conducted the official mentorship twice a month. The sessions would take between 10 to 30 minutes (this depended on the issues that were being faced by the cadets). She would be based in the store for about 2 days to see how the operators were behaving. The drop out at this stage was manageable and it was felt that the enrolment have to be increased to reach a particular target. It was also noted that replacement of cadets who dropped out can be replaced no later than a particular period of operations. The mentors were selected from people who were experienced in coaching and mentoring as well as experienced in the HDC franchise. An open, one-on-one relationship existed between the mentor and the cadets. The cadets had access to the mentor through her cellphone. The Head of Operations for Coffee Stop was the backup in all cases. It was also reported that cadets approached Head Office for any assistance that they required. The aspects that led to success in mentoring included continual communication such that cadets could not feel alone. It was also noted that friction would happen


like in any work environment and the cadets had to be able to know how to handle these situations. The cadets were exposed into all the areas of the franchise operations in order to make everybody equal. They also had to establish a cleaning regime for the store and they also cooked their own food which is being provided for free by HDC. The areas that require improvement include increasing the coaching and conducting the formal mentoring once a month. It was reported that there were no particular requirements that NYDA was looking for at selecting the store owners except for the usual criteria used at recruitment. The interaction at the stage of selecting a store owner was between Ms Forster and Ms Galloway through formal reporting that was taking place. The NYDA Project Manager was invited to the interviews and selection process. HDC was assessing how well the cadet understood the topic, provision of handouts and presentation skills amongst others. The amount of interaction between NYDA and HDC was felt that it could be simplified by reducing the amount of paperwork. It was indicated that the reporting took 1 week in a month. The area that requires improvement is therefore related to simplifying the reporting. The MD also pointed out that: “Not every store owner was successful. They had to ask the questions that would identify the best guy to run the store in a continual operation that demands a lot of stamina”. The cadets who received HDC Cart Franchises were chosen from the 2 runner ups to the selected store owner in Port Elizabeth. It was reported that 1 cart was still operational while the other was closed down during the 3 months probation period as it was not viable. It was reported that even though the funds for providing loans to store owners were no longer available at NYDA, HDC was happy and showered the approach used by NYDA to provide funding to the store owners with praises. When asked about how the Coffee Stop Stores are doing, it was indicated that the performance reflects those of all stores in the retail food industry which would have a mixture of 20% doing badly, 60% fairing average, and 20% doing excellently. The MD also added that gearing 100% of the funds required to run a business is not desirable as there is always pressure on the profits if anything goes wrong. It was indeed reported that there was no store defaulting on the loan, those that were behind schedule was paying the interest. The kind of support required by store owners includes weekly communications, doing administration for them and conducting in-store mentoring twice a month. It was further pointed out that: “The store owners require more support as it takes them longer to get up on their feet”. It was also highlighted that the shops are still functional and employ between 7 to 8 people on a permanent basis. In the provision of after-care to the store owners,


the successes included the fact that the young cadets had to do a mental adjustment since they were now in charge. They needed support to exercise their authority in the stores and dealing with staff about issues of coming late. They obtained telephonic support and trained to stick to the routine. These are the peculiar issues that apply to the cadet programme, otherwise the overall issues would apply across the food retail sector, and therefore the key informants from HDC felt that indeed success was achieved. They also believed that the participants worked hard and deserved to be in the programme and gaining access to the opportunities. The following table provides a summary of the status of each of the Coffee Stop store that received training and equity funding from the NYDA: Name of Coffee Stop Shop

Province

Name of Company Registered

Registration number of company

Name of Young Person

DOB of young person

Date of operation of store

Coffee Stop Centurion

GP Proxicorp (Pty)Ltd

2008/020942/07

Molebogeng Rakale

1985-01-11

August 2009

Coffee Stop Port Elizabeth

EC Dyaspect (Pty)Ltd

2008/021536/07

Astley Booysen

1988-02-10

December 2009

Coffee Stop Kempton Park

GP Nanolus (Pty)Ltd

2008/017916/07

Zwelomusa Shongwe

1976-01-06

August 2010

Coffee Stop Northgate

GP Origspec (Pty)Ltd

2008/017438/07

Vanessa Cedras

1979-09-21

November 2009

Coffee Stop Durban

KZN Deon July 2011

Table 3 Summary of all stores that participated in the Coffee Stop Cadet Programme At the time of conducting the evaluation, the details of the Coffee Stop in Durban could not be established as the franchise agreements had been forwarded to NYDA for signatures. HDC indicated that, the store owner in Kempton Park was selected while he was still qualifying as a youth and the signing on the side of NYDA was taking too long. The young person was also owning a Mini Diner


which was financed for R116,280. The following Coffee Stop stores were not part of the Cadet Training as Hot Dog Café trained without funding from NYDA:

• Nelspruit

• The Glen The training had to go ahead in those areas and it was contribution and commitment from HDC in terms of making sure that the Cadet Programme goes ahead. It is noted that, the NYDA did provide on-lending funds for the selected owners. The store in Bloemfontein and Polokwane did not take place as was indicated in the contractual agreement. The plans with regard to opening of stores changed and were influenced by many external factors such as approval of building plans, provision of utilities by the different municipalities.

6.3. Outcome of interview with participants that dropped from the Cadet Programme

During February 2010, it was reported that 29 participants had dropped from the Cadet Programme. One of those who dropped out was due to fraudulent credit card transaction. One other cadet was pointed out to have dropped out due to failing the training. It is understood that the number of drop-outs could have increased due to the lag between the evaluation and the completion of the programme. It is also noted that 18 other cadets were still involved in training at the time when the final quarterly report was received, i.e. February 2010 and could have also dropped out before completing. At the time of conducting the evaluation, a total of drop-outs were established to be 37. A total of 28 participants were selected for the telephonic interviews as they had the telephonic details. In the end, 13 of them responded to the calls by the NYDA Call Centre which represents about 35% of the total population. The other participants could not be interviewed due to the following reasons:

• Wrong number

• Cellphone off

• Call cancelled

• Number not working

• No answer

• Request to call later

• Unanswered


The analysis below is based on the respondents from the 13 participants. Gender Frequency Percent

Male 7 53.8

Female 3 23.1

Missing 3 23.1

Total 13 100.0

Table 4 Gender breakdown of dropped out participants

Three respondents did not indicate their gender, while 7 said that they were males and 3 were females. Race Frequency Percent

Black 12 92.3

Missing 1 7.7

Total 13 100.0

Table 5 Race of the respondents-dropped out participants

All the respondents indicated that they were black when asked to indicate their race. One participant chose not to answer the question. Disability status Frequency Percent

No 11 84.6

Yes 1 7.7

Missing 1 7.7

Total 13 100.0

Table 6 Disability status of the respondents-dropped out participants

Only one of the respondents pointed out that he was disabled. All of the remaining participants said that they were not disabled. One participant chose not to answer the question. Confirm participation Frequency Percent

Yes 12 92.3

Missing 1 7.7

Total 13 100.0

Table 7 Confirmation of participation in the Cadet Programme-dropped out participants


When asked to indicate whether they participated in the Cadet Programme, it emerged for sure that these were people that had once been selected into the programme. Only one participant chose not to answer the question.

Figure 2 Names of stores where the participants were earmarked to be placed or allocated-dropped

out participants

When asked to indicate the name of the store which the participants where allocated, it emerged that 5 were allocated to Northgate, 4 were allocated to Port Elizabeth and 3 were allocated to Kempton Park. One respondent did not indicate the name of the store to which they were allocated or earmarked for placement.


Figure 3 How participants got to know about the Cadet Programme-dropped out participants

The participants pointed out that they knew about the programme mainly through the advert in the printed media. This concurs absolutely with the report on the quarterly reports that HDC saw it relevant to advertise on The Star newspaper to spread the message about the opportunities. The approach yielded the expected results in terms of how people got to know about the opportunities. Two other respondents indicated other sources but they could not specify which sources were these. One respondent said that he/she knew through the employment agency.


Figure 4 Highest qualification of the participants at the start of the programme-dropped out

participants

The respondents indicated that their highest qualification at the start of the programme was a National Senior Certificate represented by 7 respondents while 4 respondents said that they had either a Degree/Diploma qualification.


Figure 5 Occupational status of the participants before joining the programme-dropped out

participants

The feedback from the respondents indicated that the majority represented by 4 participants were unemployed, followed by 4 participants who were either in full time or part time employment, 3 were involved in full time further studies, and one participant was volunteering.

In terms of level of dropping out, the overwhelming majority seem to be dropping out between 1 and 3 months. Clearly these the guys that would walk into the programme, receive the orientation and immediately see that it was not what they want to do in life. There were two other cases, one participant dropped out after 6 months and the other dropped right at the end of the programme. When asking the respondents what were the reasons for their drop out, the following picture emerged. Two said that they got jobs that they wanted and studied for. The lack of money specifically for transportation was also indicated as a reason for the drop out. The following statements provide a summary of some of the issues:


“It was not what I expected of the programme” “I was not happy with the store manager”

Figure 6 Assessment whether participation in the programme had impact on the lives of the dropped

out participants

When the participants where asked to indicate whether the participation in the Cadet Programme had any impact on their lives, the majority represented by 7 respondents replied positively and only 3 said that the participation did not have impact on their lives. This goes to show that irrespective of the circumstances, there is always impact being made. The difference is in the choice that people make and hence the winning mentality or losing mentality. Differentiating between and extracting good out of short lived opportunity takes a positive mentality on its own. Those that indicated positive impact said the following: “It helped me to start a business” “It showed me how to run a business” “It provided me with an exposure to opportunities” “It introduced me to the hospitality industry”


“I want to open a cooking business”

When asked to describe the negative impact that the programme had on their

lives, the participants pointed out that there wasn’t much negative, just that they

felt that the salary was too low and it did not enable them to travel too far from

where the stores are located. They also indicated that the inability to provide

alternative closer accommodation made matters worse. Two individuals were a

bit harsher and they had this to say:

“The programme was not interesting. It was focusing on the individual”

“I was sent home by my manager if I was reporting late for work”

“The programme was a waste of time”

The particular participant, who said that it was a waste of time to participate in

the programme, was studying full time before joining the programme and it was a

mismatch with what he/she was expecting.

The challenges that were faced by participants really revolved around lower

salary, limited transportation to reach the sites where Coffee Stop Stores are

located. They also therefore perceived accommodation to being a problem as

they started to find ways of dealing with late coming. The essence of the

feedback is summarised by the following comments:

“Coming late because of transportation”

“Long hours of working”

“Money issues was the big problem”

When asked to indicate whether the challenges were resolved, the participants

were not convincing in their answers. One participant said that: “The


accommodation was resolved after a long time”. Another participant said that:

“Some of the money issues were resolved”. The last participant pointed out that

the challenges were not resolved and hence he/she dropped out of the

programme.

Some of the suggestions for improving include the following:

“Appoint Manager who can work with people, who does not send people home

when they are late”

“Focus on the people who have matric and who are unemployed”

“Provide accommodation, transport and food. Increase the salary.

Figure 7 Occupational status of participants at the time of conducting the evaluation-dropped out

participants


The participants said that they were engaged in fulltime employment as

represented by 6 respondents, one was in part-time employment and two said

that they were unemployed. It also emerged that indeed those with a

degree/diploma had increased chances of obtaining a job.

Figure 8 Assessment of whether those employed are in the food retail industry-dropped out

participants

The respondents who were employed said that they still remained in the food retail industry as pointed out by 4 participants while the other 3 said that they were no longer in the food retail industry.


Figure 9 Assessment whether employment was due to participation in the Cadet Programme-dropped out participants When asking those who are employed, to indicate whether the employment was due to participation in the Cadet programme or not, it emerged that two respondents believed that indeed it was influenced by the Cadet programme while the majority represented by 5 respondents said that their employment was not influenced by the Cadet Programme. It was not necessarily the intention of the Cadet Programme to influence participants to become employed however it is a positive unintended outcome that every participant would also like to get when they exit the programme, i.e. to receive additional motivation to remain in the job market. What is becoming clear from this analysis of the participants who dropped out from the Cadet programme, is that the participants still come out of the programme much more hungrier as can be seen with the increased level of employment. The exposure somehow gives the participants the hunger to want to achieve more even though they do not directly credit it to the programme. What is being noticed is that the change shakes the participants to want to become better. There were none of the participants were not studying further and so the evaluators could not ask the questions about whether they are studying towards


qualifications aligned to the food retail industry and whether their study choices are influenced in any way by the participation in the Cadet Programme.

6.1. Outcome of interview with participants that successfully completed the Cadet Programme

During February 2010, it was reported that 18 participants were still in training and 47 had already completed the cadet programme successfully. At the time of conducting the evaluation, it was established that the total number of participants that completed successfully was 40. A total of 36 participants were selected for the telephonic interviews as they had the telephonic details. In the end, 22 of them responded to the calls by the NYDA Call Centre which represents about 55% of the total population. The other participants could not be interviewed due to the following reasons:

• Voice mail

• Number not available

• Incorrect user

• Incorrect number

• Number not available on the network

The analysis that follows below, is based on the respondents from the 22 participants.

Gender Frequency Percent

Male 9 40.9

Female 13 59.1

Total 22 100.0 Table 8 Gender breakdown of successful participants

The majority of the respondents were females represented by 59.1% and the males were represented by the remaining 40.9%. The proportions were still moving in line with the recruitment plans of having 54% being females and 46% being males as articulated in the project concept document.

Race Frequency Percent

Black 21 95.5

Coloured 1 4.5

Total 22 100.0


When asked to indicate their race, the black Africans were the overwhelming majority represented by 21 respondents while only one participant was coloured. Table 9 Race of the respondents

Disability Frequency Percent

No 22 100.0

Total 22 100.0 Table 10 Disability status of the respondents

The feedback in terms of disability status was that there were none of the participants who were disabled and this was in line with the concept document.

Confirmation of

participation Frequency Percent

No 3 13.6

Yes 19 86.4

Total 22 100.0

Table 11 Confirmation of participation in the Cadet Programme

When asked to confirm their participation in the Coffee Stop Cadet Programme, it was surprising to note that 3 participants indicated that they did not. They went on to respond to all the other subsequent questions which went on to prove that it is highly likely that they did not understand the question being asked. The rest of the participants agreed that they participated in the programme.


Figure 10 Names of stores where the participants were earmarked to be placed or allocated

In terms of store allocation, the majority of the respondents were based in Kempton Park represented by 9 respondents, followed by Centurion with 6 respondents, and the last two stores were Northgate and Port Elizabeth with 4 and 3 respondents respectively. It can be picked from the trend that the older stores posed a problem with obtaining respondents as over time the cell phone numbers are changed.


Figure 11 How participants got to know about the Cadet Programme

When asked to indicate how they knew about the project, it emerged that the overwhelming majority of the participants represented by 16 participants said that they seen the advert on the printed media. This was in contrast to what was planned in the concept document with the intention to use the NYDA JOBS database. It is clear that the inability to find suitable candidates using the database was quickly changed to use printed media. Indeed it proved to be an effective channel. In addition, the respondents said that they knew about the programme through being told by a friend, an employee of Coffee Stop, an in-store advert, an employment agency as well as a local councillor.


Figure 12 Highest qualification of the participants at the start of the programme

In terms of level of highest completed qualification, the overwhelming majority of the respondents had a matric certificates represented by 13 participants and then followed by those who had a degree/diploma represented by 7 participants and there were two respondents who had reached Grade 11.


Figure 13 Occupational status of the participants before joining the programme

It is noted that the programme attracted participants who were in different occupational status. The concept document indicated that there would not be a hard-and-fast rule to focus on those with matric certificate but it was pointed out in the concept that it is equally better to have participants who demonstrate entrepreneurial flair. The majority of the participants represented by 14 respondents were unemployed at the start of the programme, three were employed part time, two were in full time employment, another two respondents were studying part time and lastly one was studying full time.

Cadet programme completed Frequency Percent

Yes 21 95.5

Missing 1 4.5

Total 22 100.0

Table 12 Level of completion of the Cadet Programme


When asked to indicate whether they completed the cadet programme, it emerged that almost all indicated that they completed the training represented by 21 respondents. One of the respondents did not indicate whether they completed the training or not. It could be assessed that indeed the participant did complete the training. This is the general challenge seen with conducting telephonic interviews as the answer could have not been captured by the Call Centre Agent or the respondent could choose not to answer.

Pass rate Frequency Percent

Passed 21 95.5

Failed 1 4.5

Total 22 100.0

All but one of the participants said that they managed to pass the Cadet Programme. Table 13 Pass rate of the Cadet Programme

Life skills (after)

Total Solid Extensive

Life skills

(before)

None 6 3 9

Basic 8 3 11

Solid 0 1 1

Extensive 0 1 1

Total 14 8 22

Table 14 Before and after comparison of knowledge levels-Life Skills module

When contrasting the level of knowledge of cadets on the life skills module at the

beginning and end of the programme, it emerged that the weighted average on

level of knowledge moved from 1.72 (which is between none and basic) to a

weighted average of 3.36 (which is between solid and extensive). The range is

1.64.

Personal finance (after)

Total Basic Solid Extensive

Personal finance

(before)

None 2 8 3 13

Basic 0 3 4 7

Solid 0 0 2 2

Total 2 11 9 22


Table 15 Before and after comparison of knowledge levels-Personal finance module

When contrasting the level of knowledge of cadets on the personal finance

module at the beginning and end of the programme, it emerged that the weighted

average on level of knowledge moved from 1.5 (which is right in the middle of

none and basic) to a weighted average of 3.32 (which is between solid and

extensive). The range is 1.82.

Personal hygiene (after)


Personal hygiene

(before)

None 3 1 4

Basic 7 5 12

Solid 1 2 3

Extensive 0 3 3

Total 11 11 22

Table 16Before and after comparison of knowledge levels-Personal hygiene module

When contrasting the level of knowledge of cadets on the personal hygiene


average on level of knowledge moved from 2.22 (which is between basic and

solid) to a weighted average of 3.5 (which is exactly between solid and

extensive). The range is 1.27.

Food hygiene (after)


Food hygiene

(before)

None 4 3 7

Basic 5 5 10

Solid 0 3 3

Extensive 0 2 2

Total 9 13 22

Table 17 Before and after comparison of knowledge levels-Food hygiene module


When contrasting the level of knowledge of cadets on the food hygiene module

at the beginning and end of the programme, it emerged that the weighted

average on the level of knowledge moved from 2 (which is equal to basic) to a


1.59.

Customer service expectations

(after) Total

Solid Extensive

Customer service

expectations (before)

None 5 8 13

Basic 2 0 2

Solid 2 1 3

Extensive 0 4 4

Total 9 13 22

Table 18 Before and after comparison of knowledge levels-Customer service expectations module

When contrasting the level of knowledge of cadets on the customer service expectations module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.91 (which is between none and basic) to a weighted average of 3.59 (which is between solid and extensive). The range is 1.68.

Cash control (after)


Cash control

(before)

None 5 6 11

Basic 4 6 10

Solid 0 1 1

Total 9 13 22

Table 19 Before and after comparison of knowledge levels-Cash control module

When contrasting the level of knowledge of cadets on the cash control module at

the beginning and end of the programme, it emerged that the weighted average

on the level of knowledge moved from 2.05 (which is between basic and solid) to

a weighted average of 3.59 (which is between solid and extensive). The range is

2.05.


Safety and security (after)

Total None Solid Extensive

Safety and security

(before)

None 0 8 3 11

Basic 1 4 4 9

Extensive 0 0 2 2

Total 1 12 9 22

Table 20 Before and after comparison of knowledge levels-Safety and security module

When contrasting the level of knowledge of cadets on the safety and security module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.68 (which is between none and basic) to a weighted average of 3.32 (which is between solid and extensive). The range is 1.64.

Stock control and ordering (after)


Stock control and

ordering (before)

None 1 7 9 17

Basic 0 1 3 4

Solid 0 0 1 1

Total 1 8 13 22

Table 21 Before and after comparison of knowledge levels-Stock control and ordering module

When contrasting the level of knowledge of cadets on the stock control and ordering module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.27 (which is between none and basic) to a weighted average of 3.55 (which is between solid and extensive). The range is 2.27.

Daily procedures (after)


Daily procedures

(before)

None 10 6 16

Basic 2 4 6

Total 12 10 22

Table 22 Before and after comparison of knowledge levels-Daily procedures module


When contrasting the level of knowledge of cadets on the daily procedures


average on the level of knowledge moved from 1.27 (which is between none and

basic) to a weighted average of 3.45 (which is between solid and extensive). The

range is 2.18.

Standard of operations (after)

Total none basic solid extensive

Standard of operations

(before)

none 1 1 9 6 17

basic 1 0 2 0 3

solid 0 0 1 1 2

Total 2 1 12 7 22

Table 23 Before and after comparison of knowledge levels-Standard of operations module

When contrasting the level of knowledge of cadets on the standard of operations module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.32 (which is between none and basic) to a weighted average of 3.09 (which is between solid and extensive). The range is 1.77.

Pilot back office (after)

Total None Basic Solid Extensive

Pilot back office

(before)

None 2 1 10 6 19

Basic 0 1 1 1 3

Total 2 2 11 7 22

Table 24 Before and after comparison of knowledge levels-Pilot back office module

When contrasting the level of knowledge of cadets on the pilot back office module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.14 (which is between none and basic) to a weighted average of 3.05 (which is between solid and extensive). The range is 1.91.

Equipment (after)


Equipment

(before)

None 0 11 6 17

Basic 1 0 3 4

Solid 0 0 1 1


Equipment (after)


Equipment

(before)

None 0 11 6 17

Basic 1 0 3 4

Solid 0 0 1 1

Total 1 11 10 22

Table 25 Before and after comparison of knowledge levels-Equipment module

When contrasting the level of knowledge of cadets on the equipment module at

the beginning and end of the programme, it emerged that the weighted average

on the level of knowledge moved from 1.27 (which is between none and basic) to

a weighted average of 3.41 (which is between solid and extensive). The range is

2.14.

Pilot invoicing (after)

Total None Solid Extensive

Pilot invoicing

(before)

None 3 14 3 20

Basic 0 1 1 2

Total 3 15 4 22

Table 26 Before and after comparison of knowledge levels-Pilot invoicing module

When contrasting the level of knowledge of cadets on the pilot invoicing module at the beginning and end of the programme, it emerged that the weighted average on the level of knowledge moved from 1.09 (which is between none and basic) to a weighted average of 2.91 (which is between basic and solid). The range is 1.82.

Product (after)

Total basic solid extensive

Product

(before)

none 0 9 4 13

basic 1 2 3 6

solid 0 0 2 2

extensive 0 0 1 1

Total 1 11 10 22

Table 27 Before and after comparison of knowledge levels-Product module


When contrasting the level of knowledge of cadets on the product module at the

beginning and end of the programme, it emerged that the weighted average on

the level of knowledge moved from 1.59 (which is between none and basic) to a


1.82.

List of Modules that gave participants a challenge

Frequency

Personal finance 3

Cash control 3

Food hygiene 4

Customer satisfaction 2

Safety and security 1

Stock control and ordering 3

Standard of operations 3

Pilot back office 3

Pilot invoicing 1

Table 28 List of modules that gave participants a challenge

The respondents indicated that specific modules gave them a challenge was very

minimal. The highest number of responses was received for food hygiene

module. The majority of modules that received 3 responses each include: pilot

back office, standard of operations, stock control and ordering, personal finance

and cash control. It is not most of them had to do with mathematical calculations.

The other modules that received either 1 or 2 include: customer satisfaction,

safety and security, and pilot invoicing.

When participants were asked about the reasons why the listed modules gave

them a challenge they indicated that they were struggling with various things

such as:


Cash control – The participants indicated that cash control and pilot invoicing

whereby they had to balance the calculations was a challenge. In their own

words they said:

“Cash control and pilot invoicing – balancing the calculations was a challenge”

“Cash control and calculations were a challenge”

“Could not understand cash control, computer, personal finance and ended up

with lower marks”

“Cash control and dealing with finance was a challenge”

“Cash control and failing to balance the balance sheet and turnovers”

The participants also indicated that they had a challenge with weigh conversion,

hygiene as they sometimes forgot to what their hands when serving clients. The

participants also complained about not having enough time to practice what they

were taught on the pilot back course. In their own words they stated:

“We did not get a chance to get training on pilot back office”

“We did not have enough time to go through the pilot back training”.

The participants also showed a struggle with accounting and dealing with

numbers. They indicated that since they were dealing with controlling finances for

the first time they struggled to understand the course. Some of them stated that:


“Lacked basic accounting”

“I always have a problem when dealing with personal finance and cash”

“Due to lack of mathematical skills I struggled with accounting and dealing with

numbers. Had a problem with being consistent with customer service”

“Budgeting and cash control was a challenge as I had never done them before”

“Still have a challenge to use the GP calculator”

Some participants indicated that safety and security was a challenge for them.

The also indicated that they struggled with stock control as there was wastage

that affected their stock. Sometimes they did not know what to do with the

unused stock and it ended up perishing in the storage.


Figure 14 Adequacy of time allocated for theoretical training

In terms of adequacy of time for providing the theoretical split, it was a near equal

split between those that agreed that the time was adequate represented by 10

respondents and those that did not agree represented by 12 respondents.


Figure 15 Ease of understanding materials used for training

When the participants were asked to indicate the ease of understanding the

training material, it emerged that it received positive reviews as 7 respondents

said that it was excellent, 11 said it was very good, and 4 felt that it was

satisfactory.


Figure 16 Usefulness of the training material in relation to the operations of the Coffee Stop Store

In terms of usefulness of the training material, they either agreed or fully agreed

that indeed it was useful in relation to the operations of the Coffee stop stores.

This was indeed an extremely positive feedback.


Figure 17 Pitching of theoretical training at the level of the participants

The pitching of the training was positive overall as indicated by 17 who agreed

and 3 that fully agreed with the statement. There was however some

disagreement from 3 respondents. This may mean that there is a need to align

the assessment with the training provided.


Figure 18 Knowledge levels of the facilitators

With regard to the knowledge levels of the facilitators, it emerged that it was

overall very positive as indicated by 6 respondents and 12 respondents who said

it excellent and very good respectively. In addition 3 respondents said that the

knowledge of the facilitators was satisfactory.


Figure 19 Level of interaction between the facilitator and learners

The level of interactions between the facilitator and learners also received overall

positive feedback as indicates by 3 and 11 respondents who rated it excellent

and very good respectively. Some improvements are required as the remaining 7

respondents said that it was satisfactory.

Received certificate Frequency Percent

Yes 20 90.9

No 1 4.5

Missing 1 4.5

Total 22 100.0

Table 29 Confirmation of receiving training certificate from HDC

A high proportion of participants represented by 20 respondents said that they

received a management certificate from HDC after attending and completing the

Cadet Programme. One participant based at the Northgate Coffee Stop store


said that she did not receive her certificate. Another participant chose not to

respond to the question.

Figure 20 Confirmation of allocation of an in-store manager

There were four participants that indicated that they did not receive in-store managers. These four were based at Centurion, Port Elizabeth and two were based at Kempton Park. It could only be assessed that these were the participants joined the programme later and they did not follow the process. The rest of the respondents said that indeed they received in-store managers.


Figure 21 Relationship with in-store manager

Those that indicated that they were allocated an in-store manager, pointed out

that it was overall positive as indicated by 5 and 9 respondents who rated the

relationship to be excellent and very good respectively. Areas of improvement

came from two respondents who said that their relationship with the in-store

manager was either satisfactory or poor and they were based at Kempton Park

and Centurion respectively.


Figure 22 Skills of the mentor

The participants felt that the skills of the mentor were largely very good as

represented by 17 respondents with another 2 respondents indicating that it was

excellent. Areas of improvement came from one respondent in Port Elizabeth

and Centurion respectively.


Figure 23 Relationship between mentor and learners

When asked to indicate the relationship that existed between the mentor and the

cadets, more areas of improvement were highlighted but in the main the

feedback still remained positive as indicated by 12 respondents who said that it

was very good and 4 who said that it was excellent. The respondent who said

that the relationship was poor was based at Centurion store. The respondents

who said that the relation were based at Kempton Park-represented by 2

respondents, and while Port Elizabeth and Centurion represented by one

respondent each.


In terms of whether the requirements for selecting a Coffee Stop owner was

explained, it emerged that an overwhelming majority responded positively and

the remaining 2 said that they did not get the explanation. The two were based at

Port Elizabeth and Centurion stores. The only explanation that can be made by

the evaluators is that the respondents joined the cadet programme late.


Figure 24 Satisfaction level with selection of Coffee Stop Store owners

An overwhelming majority of the respondents represented by 15 cadets who said

that they are satisfied and 3 who pointed out that they are highly satisfied.

Feedback of dissatisfaction and highly dissatisfaction appeared in Centurion and

Northgate.

Role of the NYDA in the Coffee Stop Cadet Programme Frequency

Funding for franchise fees for selected store owner

8

Project management 3

Funding for training 12

Other(please specify) 1


Table 30 Role of the NYDA in the Coffee Stop Cadet Programme

In terms of the role of the NYDA in the project, the majority represented by 12

knew it to be to fund the training, another 8 said that they knew it to be to provide

the funds for the franchisees, while 3 said that it was project management. One

participant replied and indicated that she does not know what the NYDA’s role

was. These are relatively easy questions that NYDA can create awareness about

what the organisation does but it could not be capitalised upon.

Figure 25 Visibility of the NYDA in the Coffee Stop Cadet Programme

The feedback from the participants represented by 3 and 5 respondents said that

the visibility of the NYDA in the programme was excellent and good respectively.

It emerged comprehensively that the visibility needed improvement as pointed


out by 8 and 3 respondents who rated the NYDA visibility to be fair and poor

respectively.

Figure 26 Level of preparation of training by HDC for employment

An overwhelming majority represented by 12 and 7 respondents agreed and fully

agreed respectively with the statement to indicate whether the HDC prepared

cadets for employment. I was noted that one of the participants who said that she

disagreed with the statement was also unemployed at the time of conducting the

evaluation.


Figure 27 Level of preparation of HDC training for further studies

A negligible decrease was noted between the preparation of HDC training for

employment as compared to preparation for further studies. Five and thirteen

respondents agreed fully and agreed with the statement respectively. Two

respondents said that they disagreed with the statement and both of them had a

Grade 12 certificate.


Figure 28 Assessment whether participation in the programme had impact on the lives of the

participants

An impressive 19 of the cadets said that the participation in the programme

resulted in some impact in their lives. Only one cadet said that there was not

impact as a result of participation in the programme.

When participants were asked of the positive impact that the project had on them

they indicated that the project helped them to understand the working

environment and improved their skills of working with people. They mentioned

that they can now manage their finances very well and are now business

orientated. They feel more confident to run their own businesses and feel they

can do well in their jobs.

The project also helped participants to be group players and to participate and

give inputs in group work. They stated that they gained a lot of experience and


that has helped to boost their confidence. In their excitement one of the

participants stated that:

“I have gained good personality, discovered new things about myself because of

the interactions I had in the work environment”

Some participants stated that the project helped them to manage a store and to

treat a customer well. Due to the project some participants indicated that they are

now employed. One also mentioned that:

“I managed to get a management position in a restaurant”

They also stressed that the confidence that the project gave them on business

management was so big that they feel confident to manage staff. They indicated

that the skills they gained changed the way they saw things in business.

When asked about the negative impact that the project had on them and some

participants indicated that they have experience but are unemployed. Others

complained that due to the intensiveness of the project they do not have enough

time to spend with their families. Some indicated that there was a lot of pressure

towards the end of the project.

When asked about the challenges they experienced in the programme the

participants highlighted things such as:

• Relationship problems

• Competition

• Participants being shy

• Discipline

• Not given a chance to be manager

• Time frame


On relationship problems the participants indicated that they had bad

relationships with the manager and the manager was also in good terms with the

group. Some participants cited competition in the programme as a challenge and

they stated that:

“Competition was a challenge, did not trust each other as learners”

“Competition was a challenge”

Other participants indicated that there were conflicts amongst colleagues and the

manager. The participants had problems with dealing with each other as some

were very shy during the training. Some struggled with working with clients and

the manager. One participant stated that the project was exhausting and at some

point he/she got fired.

The participants stated that discipline was a challenge as at some point they

were struggling with time keeping and commitment. Others felt the procedures

were unfair as one participant stated that:

“Never given a chance to be a manager”

Some felt the training was not challenging enough.

The participants also showed discomfort with the time frame for the project. They

felt that time allocated was not enough and they suggested that it should be

reconsidered in the future.

When asked if the challenges were resolved the participants indicated that most

of the challenges were resolved. One participant stated that the project helped

her to learn from others. Some participants mentioned that communication

helped to resolve their challenges and in their own words they said:


“Sat down as a group and talked about the problems and also apologised

amongst ourselves”

“I sat, talked and thought things through”

“I spoke to the manger”

“Yes, through communication”

Some participants stated that to resolve the time problem the management had

to be considerate in their time management approach. The also indicated that

they tried to calm down the mood in the project to be on a positive nest. Other

participants stated that swapping roles as manager helped to restore peace in

the project.

Even though most of the participants were adamant that their challenges were

resolved there were those who indicated that theirs were not; as they said:

“Challenges were not resolved”

“I had no life as a mother socially, got depression through exhaustion, put all

focus on the project”

“We complained but H/O said there was nothing they can do”

When asked on how the challenges can be prevented in the future the

participants stated that they had to be assertive and disciplined. They also

indicated that it would be better if people who are hired live closer to the store to

avoid time management issues.

Fairness was also cited as an important measure in preventing future problems

as the participants stated:


“Fairness approach”

“Need to be fair to everyone”

The participants also indicated that they need to learn from those who have work

experience and participants need to be encouraged to get along. Sharing of

information is also vital, team work and communication were mentioned as

critical measures to avoiding problems in the future.

Other participants stated that young people need to learn to make things happen

for themselves and be go getter, they should be go getters. Participants should

try to understand each other and try to work together as a team. Some

participants suggested that the NYDA should conduct constant and regular

monitoring of the project to prevent the challenges before they arise.

There were participants who indicated that the challenges cannot be prevented.

Their feedback is summarised by the following comments:

“Cannot be prevented”

“It would be difficult because we are different and it is not easy to judge a

person”.

“Not resolved, I got fired”


Figure 29 Occupational status of participants at the time of conducting the evaluation

When asking the cadets what their occupational status was at the time of

conducting the evaluation, it emerged that the majority represented by 13

respondents are employed on a full time basis. An additional 3 respondents were

employed on a part time basis. Four cadets were unemployed and one was

studying part time. This is one of the projects implemented by NYDA that is really

impactful.


Figure 30 Participants still employed in Coffee Stop Stores

Of the sixteen participants that are employed, twelve of them are still employed

at Coffee Stop stores. The evaluators could not establish wholly whether the four

participants are still employed in the food and retail industry because of the lack

of response.


Participants appointed as Coffee Stop Store owner

Figure 31 Participants appointed as Coffee Stop Store owner

Six of the 22 participants that were interviewed indicated that they were appointed as store owners.


Figure 32 Indication of the profitability levels of the Coffee Stop Stores

When asking the store owners about the profitability levels of the Coffee Stop

stores, one could not share with us as she/he had left the employment of HDC,

one said that the store was not profitable and the remaining four store owners

said that their stores were profitable.

On the key requirement for becoming successful in running a coffee stop store,

the participants pointed out a variety of suggestions summarised by the following

points:

• One has to be good in what they do and should have passion.

• Communication and respect to staff is important.

• Do something special for customers and even go an extra mile for them.

• Employ more staff and keep them happy.

• Know how to manage staff.

• Be focused, determined and confident.

• Have passion for hard work.

• Intensive marketing.


• People have to be more involved e.g. the funders (NYDA) and other

stakeholders should conduct regular monitoring and evaluation of the

project.

• Provide quality services.

• Bring into the project people from disadvantaged background.

• Provide more time to go through the materials given to the participants.

• Allow participants to work normal hours to reduce stress.


7. KEY FINDINGS This is most probably one of the best projects that represented internal integration as much as possible. Right from the beginning, it was evident that the other divisions were involved in the conceptualization and planning of the project. While the project was led by the Entrepreneurship Development Programme that was based within Skills Development-National Youth Service division at the time, the other programmes such as Business Development Services and Enterprise Finance had a significant role to play also during the implementation. It is an indication that the level of buy-in was achieved with much ease. The interest rate charged by NYDA is about 2 percent above the financial development institutions and as such it is not seen to be friendly to the young entrepreneurs and business practitioners in general. The Coffee Stops stores that could not be included in the cadet programme include the following: Polokwane, Bloemfontein and Durban. The integration plans between NYDA and HDC was not in place and therefore the training could not be covered by NYDA. However, it is reported that the NYDA provided the equity funding for those stores. The four stores that received the full cadet programme training and provision of equity for the store owners are Centurion, Port Elizabeth, Northgate and Kempton Park. As such there were full quarterly narrative reports for the duration of the contract period. The Training Manager was also playing the role of Mentor to the newly appointed store owners. She spent about 2 days per store engaging with the new cadets to ensure that they are settled and fully applying their skills to run the stores efficiently. She also had to compile the quarterly report which took about one week to compile. The in-store coaches were appointed during the project and as such had a bit of a challenge with operating the stores efficiently. It was also noted that the loss of an in-store coach led to reduced momentum in the business as the newly appointed in-store coaches had to exude the same motivation and buy-in to make the business a success. As at February 2010, there was a total of 95 participants that had took part in the cadet programme for the four stores that obtained full support. It was indicated that 1 cadet had failed, 29 dropped out, 18 were still in the training and 47 had completed successfully. It was also found out that one of the cadets that completed successfully had passed on while the project was being evaluated.


There were high levels of employment even amongst the participants that dropped out. The participants with higher level of qualifications, i.e. degree/diploma reported increased chances of being employed. There were also equal chances of becoming employed elsewhere – there was no direct link found between employment of those that dropped out and the training provided by HDC, however the exposure made the participants to become hungrier and their levels of motivation and determination increased. The challenges experienced by those that dropped out were related to non-availability of funds for travel, need for closer accommodation and the salary levels were deemed too low. Over 70% of the cadets that completed the programme were employed. Over 95% of those that completed the programme reported that the programme had an impact in their lives. There was a negligible difference in terms of whether the HDC training prepares participants for employment or for further education and training. The participants felt that the visibility of NYDA was fair in the programme and therefore needs to take full advantage of the possible credits. The training was seen to be relevant to the operations of the Coffee Stop stores and it was also indicated to be easy to understand. There was a near split with regards to adequacy of the time allocated for training. Modules that involved mathematical calculations gave participants a challenge. Placement of advert on printed media was effective as the overwhelming majority knew about the programme from there. The cadets had to grow and transform during the project from taking instructions and being employees to be managers and shareholders in the business. They had to start to think about profitability of the business even when discussing possible salary increases. Massive growth was noted in the cadets as they learned how to be responsible, understanding what is right and wrong, differentiating what is acceptable and not acceptable, utilisation of finance, using computers, operating a complex business based on a new business model. They had to build a lot of endurance and energy required to work and service customers in a store and also understand the importance of time management, cash flow management and saving cash at the bank.


8. KEY DISCUSSION POINTS This project brought together almost all the relevant programmes within NYDA together in an integrated manner. The project was certainly thoroughly conceptualised with the aim of truly empowering young people. This is the kind of empowerment projects that are needed in this country. The positive points about this project are that it has a solid product to offer and the exit opportunities are very clear. Young people were not just trained in generic stuff and left hanging without any exit opportunities. Young people were presented with the chance of being owners of a Coffee Stop Store by proving themselves to be worth the opportunity, with the same exposure, training and support and thereby promoting the benefits of hard work and transparency. This is the kind of Private-Public-Partnership that is needed to get the young people in this country to contribute meaningfully towards growing the economy of the country. Even if the young people are not employed by Coffee Stop Stores, they received solid training that will make them to be employable in the retail industry which is massive in South Africa. The kind of support rendered in a Franchise setup increases the chances of success of the store owners.


9. LESSONS LEARNED The selection of participants in the Coffee Stop Cadet Programme needs to be strengthened such that the adverts are extended wider to attract the best candidates to even bolter the chances of success of the project. The in-store coaches need to be increased and to be engaged right at the beginning of the project to ensure that there is a stronger relationship between the cadets and the store management. The frequency of conducting mentoring visits can also be bolstered to be at least twice per month especially at the launch of the store. The mentors selected for the stores, are people with knowledge about the franchise and therefore it does require that each store should have its own dedicated mentor. It is also clear that the interest charged by NYDA as compared to other Development Finance Institutions is not competitive and thus can be seen to be not user friendly towards new entrepreneurs. Gearing 100% of the business is not always advisable because any mishaps in the income streams can result in too much pressure on the financial situation of the operation. Young people are regularly let down by their greed and fraudulent behaviour. They therefore become their worst enemies by not considering all the options and thinking clearly about the consequences of the actions that they are doing. As far as the quality of applicants was concerned, the JOBS database needed to provide more relevant participants, with details corrected, interest established, prepared for the interview including a formatted and updated CV. These are some of the finer but critical steps that make the difference between earning an income or contributing towards unemployment statistics. The opening of stores will always be difficult to track unless superior communication is in place. A couple of stores could not receive training for the Cadet training even though the equity was provided by NYDA, i.e. Nelspruit, The Glen, Polokwane and Zambesi. It means that the alignment of plans between Builders Warehouse and NYDA was not in place. The lead times for different institutions are not always the same and this need to be established and negotiated prior to commencement of the project. The reporting from the side of NYDA is seen to be too laborious and options of using ICT systems should be explored to make things easier and establish proactive reporting. It also has to be mentioned that the HDC team also needed additional resources as the Training Manager was also doing the mentoring for the newly operational stores with who were guided by newly appointed in-store coaches. These are certainly areas of improvement in the future in projects of this nature.


10. CONCLUSIONS The cadet programme resulted in significant positive impact on the lives of the participants. The training was not only relevant for the participants who worked at Coffee Stop stores but also for working throughout the food retail industry. The stores were provided support to ensure that they operate efficiently as part of the franchise model. The support ensured that even if the loan payments are not achieved, but the interest must be paid. The hand-holding proved to be critical in the successful operation of the stores. HDC did not only give cadets opportunities in the Coffee Stop stores, but one deserving cadet received opportunity to manage the Hot Dog Café in Strubensvalley, and two other cadets received the opportunity to operate Hot Dog Café Cart Franchises in Port Elizabeth. The commitment from HDC looked very real to truly empower the young participants.


11. RECOMMENDATIONS The following recommendations can be made to improve implementation in the future: •••• The interest rate charged by NYDA on loans issued should be similar to those

offered by Development Finance Institutions to contribute significantly to the role of true “development”.

•••• The model of providing 51% shareholding is truly enabling for the young people to gain ownership of out of reach franchise businesses. The NYDA should continue to keep the shareholding of 19% and conduct after-care site visits to check how young people are doing in their businesses.

•••• The selection of the participants should involve a broader but targeted approach to ensure that the best talent is attracted to access the business opportunities.

•••• The focus on entrepreneurial flair when selecting participants in a programme of this nature is critical to make sure that the best young people are selected to maximise the return on investment and levels of sustainability.

•••• The advertising of these kinds of programmes should ensure that it captures the true essence of what is expected from the participants to increase the opportunities of finding suitable candidates right from the onset.

•••• The recruitment needs to cater for about 30% drop out rate to ensure stability in the operations of the business and reduce the levels of re-training.

•••• The JOBS database should ensure that the beneficiary details are updated prior to sharing with external partners. They should go on to explain in full to the young people about the opportunity, confirm their interest, prepare them for the interview and update their CV’s.

•••• The NYDA should continue its relationship with HDC as it has a strong backing, well established brand, and well prepared facilities within which the Coffee Stop stores can be located.

•••• NYDA should strengthen lobbying for development finance institutions to fund franchise opportunities for young people from institutions such as NEF, SEDA, IDC, Ithala, MEGA, ECDC, FSDC, NWDC, LIMDEV, WESGRO, etc. in order to leverage the limited resources.


12. ANNEXURES

12.1. Annexure 1 – Questionnaire for NYDA Project Manager

QUESTIONNAIRE FOR NYDA

My name is_________________________ and I work for NYDA’s Monitoring and Evaluation Unit which has been requested by the Business Development Services Division to conduct the Final evaluation of the Coffee Stop Cadet Programme implemented by Hot Dog Cafe. Your responses will be treated in the strictest confidence and will be used solely for the purposes of evaluating the impact of the project. Your assistance will be greatly appreciated.

1. DEMOGRAPHIC DETAILS

1.1. Name and Surname

1.2. Division

1.3. Current position

1.4. Role in the Coffee Stop Cadet Programme 2. FORMULATION OF THE PROJECT

2.1. How were you involved in conceptualisation of the project?


2.2. What increased the buy-in of the different divisions in this particular project?

3. RECRUITMENT

3.1. The learners were expected to drawn from the JOBS Database, how many were actually obtained from there? PROBE: What was the success rate and the reasons associated with it?

3.2. How efficient was the process? Elaborate in full.

3.3. What were the challenges?

3.4. What was our role in selecting the learners? PROBE: How was it ensured that the learners were capable of succeeding in the programme? What are the lessons that can be drawn from this experience?


4. CLASSROOM THEORETICAL AND TECHNICAL SKILLS TRAINING

4.1. Why was a baseline study not conducted at the beginning of the project?

4.2. What was the interaction between NYDA and Hot Dog Café during this

stage?

4.3. Was it adequate? PROBE: Motivate your answer.

4.4. What are the areas that require improvements?


4.5. What successes were achieved that you would like to bring to the attention of the evaluators?

5. ON THE JOB TRAINING

5.1. What was the interaction between NYDA and Hot Dog Café during this stage?





6. MENTORSHIP

6.1. How was VIA involved during this stage?

6.2. What was the interaction between NYDA and Hot Dog Café during this stage?





7. SELECTION OF STORE OWNERS

7.1. Are there any particular requirements that NYDA was looking for in selecting store owners?


stage?





8. PROVISION OF AFTERCARE TO THE STORE OWNERS

8.1. What process was followed when providing 51% ownership to the selected store owners?

8.2. How are the stores doing? PROBE: What is their turnover? What is their profitability level? What is their cash-flow situation?

8.3. How are they keeping with paying back the loans to NYDA?

8.4. What kind of support are you providing to the store owners? PROBE: What are the expectations?


8.5. How can the support be improved?

8.6. What successes were achieved that you would like to bring to the

attention of the evaluators?

9. FEEDBACK

9.1. Do you think that the selected participants deserve to be in the project? PROBE: Please motivate your answer.

9.2. Overall, what are the areas that were achieved successfully?


9.3. Overall, what are the areas that require improvement?


12.2. Annexure 2 – Questionnaire for key informants at Hot Dog Café

My name is_________________________ and I work for NYDA’s Monitoring and Evaluation Unit which has been requested by the Business Development Services Division to conduct the Final evaluation of the Coffee Stop Cadet Programme implemented by Hot Dog Cafe. Your

responses will be treated in the strictest confidence and will be used solely for the purposes of evaluating the impact of the project. Your assistance will be greatly appreciated. 1. DEMOGRAPHIC DETAILS

1.1. Name and Surname

1.2. Division

1.3. Current position in Hot Dog Café

1.4. Role in the Coffee Stop Cadet Programme

2. FORMULATION OF THE PROJECT

2.1. How were you involved in conceptualisation of the project?

2.2. What can be improved in the future with regard to conceptualisation?


2.3. What were the successes that you would like to bring to the attention of the evaluators?

2.4. What influenced reducing the stores from the initial 9 to only seven?

2.5. How was it ensured that training of cadets is aligned to building of the stores? PROBE: Quarter 1 report indicate that Hot Dog Café had to adjust their schedules to fit in with that of Builders Warehouse and you managed to work around the delays, please elaborate in full.

2.6. Looking back in retrospective, in what way could the relationship and communication between Hot Dog Café and Builders Warehouse have been improved? PROBE: How did you handle the uncertainties? What progress information did you receive with regard to building on the stores? Was it always easy to know what is going to happen? When did you know that the stores were going to be built or delayed?


3. RECRUITMENT

3.1. What criteria were you using to select possible candidates?

3.2. Quarter 1 report indicates that there were 13 CV’s submitted for possible candidates in Northgate and 9 CV’s submitted for possible candidates in Centurion from the NYDA JOBS database, what was the reason given for the poor response.

3.3. What channels were used to attract potential candidates to attract additional candidates?

3.4. What resources were made available to sort the applications to see whether they qualify for being accepted into the project, sending invitations for presentations, conducting presentations, conducting interviews, and facilitating the LAB tests?


3.5. How efficient was the recruitment process? PROBE: Please elaborate in full.

3.6. A huge number of applicants are turned down if they did not submit all the information required, what information is this that would disqualify applications?

3.7. There seems to be a huge difference between the number of young people invited to the presentation and those that actually attend it, what are some of the reasons that are leading to this discrepancy?

3.8. What were the challenges?


3.9. What was your role in selecting the learners? PROBE: How was it ensured that the learners were capable of succeeding in the programme? What are the lessons that can be drawn from this experience?

3.10. Quarter 1 report indicates that the LAB test was initially written by

17 participants and then another printout indicates that it was only 14 people, can you please explain the differences.

3.11. Quarter 2 reports indicates that 20 participants wrote the LAB test and based on the printout from the system, 21 participants are indicated, what is the correct number?

3.12. There were some candidates that obtained higher scores in the LAB tests and yet were not selected, please indicate the reasons for that.


3.13. Quarter 2 report indicates that out of 25 CV’s supplied by NYDA, only 3 were found to be appropriate, what are the core reasons that candidates could not make it into the programme?

3.14. Quarter 2 report indicates that cadets had dropped out in PE and

they were going to be replaced and provided classroom training, how long was the training for? PROBE: Who conducted the training?

3.15. How did you manage to train new cadets recruited to replace those who resigned in Centurion and Northgate? PROBE: Who’s responsibility was it to rotate the new cadets into the different sections to receive practical exposure?

4. CLASSROOM THEORETICAL AND TECHNICAL SKILLS TRAINING

4.1. Why was a baseline study not conducted at the beginning of the project?


4.2. Are there any formative assessments conducted prior to commencing with the training?

4.3. How many learners were recruited?

4.4. How many completed the training successfully?

4.5. How many dropped out? PROBE: What are the reasons? How can they be avoided in the future?


4.6. What modules were the learners trained on? PROBE: Which modules gave a challenge? What were the reasons? How can these be avoided in the future?

4.7. How many facilitators were allocated for training? PROBE: What is their experience? What is their educational level?

4.8. Number of other people involved within Hot Dog Café on the cadet programme? PROBE: What role do they play?

4.9. What kind of formative assessments were conducted? PROBE Who conducted them? What was the process followed? Did the learners produce a portfolio of evidence?


4.10. What are some of the lessons from providing one week in-store exposure to learners?


4.12. What successes were achieved that you would like to bring to the

attention of the evaluators?

4.13. Quarter 1 report indicates that the Hot Dog Café had chosen an organisation to assist with accreditation of the training programme, what progress has been made up to so far? PROBE: Can you share some records and files? What did Phase A and Phase B entail?

4.14. What is your understanding of Case management? PROBE: How much time was made available for this activity? What resources were used in this regard?


5. ON THE JOB TRAINING

5.1. It is clear that coaching for the participants was made by the in-store managers, how was it ensured that the managers have been prepared to play their role appropriately? PROBE: How did the in-store managers create time for coaching?

5.2. How many cadets completed this stage successfully?

5.3. How many dropped out? PROBE: What were the reasons? How can they be prevented in the future?

5.4. How did the one week in-store exposure assist to prepare the learners?

5.5. What challenges were faced by cadets?



6. MENTORSHIP

6.1. Quarter 2 report indicates that mentoring was provided to participants twice monthly, how long were the sessions? PROBE: How did you decide on the frequency of the mentoring sessions?

6.2. How many completed this stage successfully?

6.3. How many dropped out? PROBE: What were the reasons? How can they be prevented in the future?


6.4. How were the mentors selected? PROBE: What is their experience and educational qualifications?

6.5. What kind of arrangement and relationship existed between the mentor and the cadets?

6.6. What are the aspects that led to success in this case?




7. SELECTION OF STORE OWNERS

7.1. Were there any particular requirements that NYDA was looking for in selecting store owners?


stage?





7.6. During quarter 2, it was reported that 2 cadets in Port Elizabeth would be offered Hot Dog Café cart franchises, what motivated this? PROBE: How was selection conducted? How did the cadets raise the required funds? What arrangements were put in place?

8. PROVISION OF AFTERCARE TO THE STORE OWNERS

8.1. Are you satisfied with the approach followed by NYDA is providing the loans to store owners to enable them to buy 51% of the Coffee Stop stores?

8.2. How are the stores doing? PROBE: What is their turnover? What is their profitability level? What is their cash-flow situation?


8.3. What kind of support are you providing to the store owners? PROBE: What are the expectations?

8.4. How can the support be improved?


9. FEEDBACK

9.1. Do you think that the selected participants deserve to be in the project? PROBE: Please motivate your answer.

9.2. Overall, what are the areas that were achieved successfully?


9.3. Overall, what are the areas that require improvement?

THANKS A LOT FOR TAKING THE TIME AND COMPLETING THE

QUESTIONNAIRE!!


12.3. Annexure 3 – Questionnaire for Participants Questionnaire for Participants in the Coffee Stop Cadet Programme-Dropped Out My name is_________________________ and I am calling you from the NYDA Call Centre. The reason for my call is that NYDA’s Monitoring and Evaluation Unit been requested by the Economic Development Division to conduct the Final evaluation of the Coffee Stop Cadet Programme facilitated by Hot Dog Café. The aim of the evaluation is to establish whether it achieved its objectives, assess its impact of the project on the participants, establish lessons learnt, and provide concrete recommendations on how to improve implementation of projects of this nature in the future. Your responses will be treated in the strictest confidence and will be used solely for the purposes of evaluating the impact of the project. Your assistance will be greatly appreciated. Today’s date: _______/_________/2012

Name and Surname of

Interviewee:

Gender: Male Female

Race: Black White Coloured Indian Other

Disabled No Yes

1. Did you participate in the Coffee Stop Cadet Programme? [Select Only one answer]

Yes No

2. What is the name of store that was allocated or earmarked for you to be to be based at? [Select only one answer]

Northgate

Centurion

Port Elizabeth

Kempton Park

Durban

Other

Please specify other:_____________________________________________

3. How did you know about the project? [Select only one answer]

Local Councillor

Advert on printed media

Poster in public places

Employment Agency


In-store Advert

Coffee Stop Employee

Friend

Email

Radio/TV

SMS

Other


4. What was your highest qualification when you joined Coffee Stop Cadet Programme?

[Select only one answer] Post graduate Degree/Diploma National Senior Certificate Grade 11 Grade 10 or lower

5. What were you doing before joining the Coffee Stop Cadet Programme? [You may choose more than one answer] Unemployed Volunteering Part time employment Full time employment Studying-Part time Studying-Full time

6. At what level did you drop out of the Coffee Stop Programme? [Expand in full]

7. What are some of the reasons that made you to drop out?


8. Has the participation in the project led to any impact in your life? [Select only one answer] Yes No

9. If it was positive impact, please describe in full.

10. If it was negative impact, please describe in full.

11. What kind of challenges did you experience while participating in the Coffee Stop Cadet

Programme?

12. Were the challenges resolved? If so, how were they resolved?

13. How can the challenges be prevented in the future? Please expand in full.

14. What are you currently doing? [You may select more than one answer]


Employed full-time Employed part-time Unemployed Studying part-time Studying full-time

Volunteering

15. If you are you are employed, are you still Food Retail Industry? [Select only one answer]

Yes No

16. If you are employed in the Food Retail Industry, where you influenced by participation in

the Coffee Stop Cadet Programme? [Select only one answer]

Yes No

17. If you are studying, is it a qualification related to the Food Retail Industry?

Yes No

18. If you are studying for a qualification related to the Food Retail Industry, where you

influenced by participation in the Coffee Stop Cadet Programme? [Select only one answer]

Yes No

Thank you for taking part in the interview and sharing your experience with us!


Questionnaire for Participants in the Coffee Stop Cadet Programme-Completed Participation My name is_________________________ and I am calling you from the NYDA Call Centre. The reason for my call is that NYDA’s Monitoring and Evaluation Unit been requested by the Economic Development Division to conduct the Final evaluation of the Coffee Stop Cadet Programme facilitated by Hot Dog Café. The aim of the evaluation is to establish whether it achieved its objectives, assess its impact of the project on the participants, establish lessons learnt, and provide concrete recommendations on how to improve implementation of projects of this nature in the future. Your responses will be treated in the strictest confidence and will be used solely for the purposes of evaluating the impact of the project. Your assistance will be greatly appreciated. Today’s date:_______/___________/2012

Name and Surname of

Interviewee:

Gender: Male Female

Race: Black White Coloured Indian Other

Disabled No Yes

19. Did you participate in the Coffee Stop Cadet Programme? [Select only one answer]

Yes No

20. What is the name of store that was allocated or earmarked for you to be to be based at? [Select only one answer]

Northgate

Centurion

Port Elizabeth

Kempton Park

Durban

Other


21. How did you know about the project? [Select only one answer]

Advert on printed media

Poster in public places

Employment Agency

In-store Advert

Coffee Stop Employee

Friend

Email


Radio/TV

SMS

Local Councillor

Other


22. What was your highest qualification when you joined Coffee Stop Cadet Programme?

[Select only one answer] Post graduate Degree/Diploma National Senior Certificate Grade 11 Grade 10 or lower

23. What were you doing before joining the Coffee Stop Cadet Programme? [You may choose more than one answer] Unemployed Volunteering Part time employment Full time employment Studying-Part time Studying-Full time

24. Did you complete the training offered by the Hot Dog Café? [Select only one answer]

Yes No

25. Did you pass or fail? [Select only one answer]

Passed Failed

26. What are your knowledge levels before and after participating in the training? [Write the

number to indicate level as follows: 1=none, 2=Basic, 3=Solid, and 4 =Extensive]

Before After

LIFE SKILLS

PERSONAL FINANCE

PERSONAL HYGIENE

CASH CONTROL


FOOD HYGIENE

CUSTOMER SERVICE EXPECTATIONS

SAFETY AND SECURITY

STOCK CONTROL AND ORDERING

DAILY PROCEDURES

STANDARD OF OPERATIONS

PILOT BACK OFFICE

EQUIPMENT

PILOT INVOICING

PRODUCT

27. Which of the modules above gave you challenges? [You can select more than 1 answer]

LIFE SKILLS

PERSONAL FINANCE

PERSONAL HYGIENE

CASH CONTROL

FOOD HYGIENE

CUSTOMER SERVICE EXPECTATIONS

SAFETY AND SECURITY

STOCK CONTROL AND ORDERING

DAILY PROCEDURES

STANDARD OF OPERATIONS

PILOT BACK OFFICE

EQUIPMENT

PILOT INVOICING

PRODUCT

28. What were some of the reasons why the selected modules gave you challenges? [Please

explain in full]

29. Do you feel that the time was adequate for theoretical training? [Select only one answer]

Yes No

30. How would you rate the materials used for training? PROBE: Were they easy to

understand? [Select only one answer]

Poor Satisfactory Very Good Excellent


31. Was the material useful in relation to the operations in a Coffee Stop Store? [Select only

one answer]

Fully disagree Disagree Agree Fully Agree

32. Did you cope with the theoretical training content, was the training pitched at your level?

[Select only one answer]

Fully disagree Disagree Agree Fully Agree

33. How would you rate your facilitator in terms of knowledge? [Select only one answer]


34. How would you rate the engagement between the facilitator and learners, i.e. was it

interactive? [Select only one answer]


35. Have you received your management certificate from Hot Dog Café? [Select only one

answer]

Yes No

36. Were you allocated an in-store Manager? [Select only one answer]

Yes No

37. What was your relationship with the in-store manager? [Select only one answer]


38. How would you rate your mentor of skills? [Select only one answer]


39. How would you rate the mentor in terms of relating to the learners? [Select only one

answer]



40. Were the requirements for selecting store managers explained to you? [Select only one

answer]

Yes No

41. What is your satisfaction level with selection of store owners? [Select only one answer]

Highly dissatisfied Dissatisfied Satisfied Highly satisfied

42. What do you think was the role of the NYDA in the project? [You may choose more than

one answer] Funding for franchise fees for the selected store owner Project management Funding for training Other (Please specify):_____________________________________________

43. How would you rate visibility of the NYDA in the project? [Select only one answer]

Poor Fair Good Excellent

44. Do you believe that the training provided by HDC prepared you better for employment?

[Select only one answer]

Disagree fully

Disagree Agree Agree fully

45. Do you believe that the training provided by HDC prepared you better for further

education and training? [Select only one answer]

Disagree fully

Disagree Agree Agree fully

46. Has the participation in the project led to any impact in your life? [Select only one answer]

Yes No

47. If it was positive impact, please describe.


48. If it was negative impact, please describe.

49. What kind of challenges did you experience while participating in the Coffee Stop Cadet

Programme? Please explain in full.

50. Were the challenges resolved? If so, how were they resolved?

51. How can the challenges be prevented in the future?

52. What are you currently doing?

Employed full-time Employed part-time Unemployed Studying part-time Studying full-time

Volunteering

53. If you are you are employed, are you still based at the Coffee Stop?


Yes No

54. If you are not employed at Coffee Stop, are you still employed in the Food Retail

Industry?

Yes No

55. Where you appointed as a Coffee Stop Store Owner?

Yes No

56. If you have been selected as Store Owner, is your store profitable?

Yes No No longer part of Coffee Stop

57. What in your view, is key requirements to become successful in running a Coffee Stop? Thank you for taking part in the interview and sharing your experience with u