Performance management of the academic staffs in Ugandan public and private universities
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
An evaluation of performance management development system alignment with organizational objectives: case study of the Department of Tourism.
- Authors: Mkhavele, Enes Katekani
- Date: 2021-07
- Subjects: Performance--Management , Organizational effectiveness , Employees--Rating of
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21455 , vital:48645
- Description: The aim and objectives of this study are to assess the public sectors’ performance management development framework’s role in fulfilling organizational and employees’ performance objectives within Department of Tourism, to identify areas of disconnect between the Department of Tourism’s strategic objectives and employee performance, to determine whether the current employee rewards system enhances organizational commitment and promotes organizational effectiveness. Lastly, the study seeks to make a recommendation on how the Department of Tourism can align its employee’s performance management systems with the organizational performance planning process. , Thesis (PhD) (Public Administration) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-07
- Authors: Mkhavele, Enes Katekani
- Date: 2021-07
- Subjects: Performance--Management , Organizational effectiveness , Employees--Rating of
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21455 , vital:48645
- Description: The aim and objectives of this study are to assess the public sectors’ performance management development framework’s role in fulfilling organizational and employees’ performance objectives within Department of Tourism, to identify areas of disconnect between the Department of Tourism’s strategic objectives and employee performance, to determine whether the current employee rewards system enhances organizational commitment and promotes organizational effectiveness. Lastly, the study seeks to make a recommendation on how the Department of Tourism can align its employee’s performance management systems with the organizational performance planning process. , Thesis (PhD) (Public Administration) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-07
Perceptions of employees towards the performance management and development system: department of social development: Eastern Cape
- Authors: Magugwana, Sive
- Date: 2021-04
- Subjects: Performance--Management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52908 , vital:44324
- Description: The Performance Management and Development System (PMDS) is a human resource management (HRM) strategy utilised for enhancing employees’ performance. The strategy has gained momentum over recent years in the public sector. Much interest in the contemporary world is centred on optimising the performance of both the individual and organisations. As a result, many organisations are introducing and strengthening their PMDS implementation. Effective implementation and evaluation of employees’ performance and continuous development is an essential element for any organisation’s survival and growth. Thus, it is the obligation of any organisation to ensure that its employees are highly motivated to perform so as to obtain organisational goals and objectives. This study explored the perceptions of employees regarding the PMDS in the Department of Social Development in the Eastern Cape (ECDSD), and was underpinned by Herzberg’s (2005) Two-factor Theory, which focusses on the feelings of employees towards their working environments. The study adopted a qualitative research approach with the use of both primary (interviews) and secondary data collection methods in order to gather data that would answer the research questions. Results from the data collection and analysis revealed that the employees within the ECDSD are knowledgeable about the PMDS and that the majority of participants perceive the strategy as appropriate for enhancing employee performance. This study also found that employees currently face a myriad of challenges regarding PMDS implementation within the Department that include a lack of feedback, a lack of transparency, insufficient training, and a lack of fairness. Training, strengthening communication, providing feedback on performance, and a migration away from financial rewards were identified as strategies that could enhance the proper implementation of the PMDS that best serves the interests of employees. The study recommends that the ECDSD work closely with its Department of Public Service and Administration (DPSA) in order to constantly monitor and evaluate PMDS implementation. The study also recommends that the Department conduct regular supervisor training sessions regarding the PMDS as well as awareness programmes about the PMDS for both its employees and its managers. , Thesis (MPA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Magugwana, Sive
- Date: 2021-04
- Subjects: Performance--Management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/52908 , vital:44324
- Description: The Performance Management and Development System (PMDS) is a human resource management (HRM) strategy utilised for enhancing employees’ performance. The strategy has gained momentum over recent years in the public sector. Much interest in the contemporary world is centred on optimising the performance of both the individual and organisations. As a result, many organisations are introducing and strengthening their PMDS implementation. Effective implementation and evaluation of employees’ performance and continuous development is an essential element for any organisation’s survival and growth. Thus, it is the obligation of any organisation to ensure that its employees are highly motivated to perform so as to obtain organisational goals and objectives. This study explored the perceptions of employees regarding the PMDS in the Department of Social Development in the Eastern Cape (ECDSD), and was underpinned by Herzberg’s (2005) Two-factor Theory, which focusses on the feelings of employees towards their working environments. The study adopted a qualitative research approach with the use of both primary (interviews) and secondary data collection methods in order to gather data that would answer the research questions. Results from the data collection and analysis revealed that the employees within the ECDSD are knowledgeable about the PMDS and that the majority of participants perceive the strategy as appropriate for enhancing employee performance. This study also found that employees currently face a myriad of challenges regarding PMDS implementation within the Department that include a lack of feedback, a lack of transparency, insufficient training, and a lack of fairness. Training, strengthening communication, providing feedback on performance, and a migration away from financial rewards were identified as strategies that could enhance the proper implementation of the PMDS that best serves the interests of employees. The study recommends that the ECDSD work closely with its Department of Public Service and Administration (DPSA) in order to constantly monitor and evaluate PMDS implementation. The study also recommends that the Department conduct regular supervisor training sessions regarding the PMDS as well as awareness programmes about the PMDS for both its employees and its managers. , Thesis (MPA) -- Faculty of Humanities, 2021
- Full Text:
- Date Issued: 2021-04
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