EFFECTIVENESS OF PERFORMANCE APPRAISAL SYSTEMS: A STUDY OF

KNUST

BY
SUALIHU, BINTU (Commonwealth Executive Masters in Business Administration)

Department of Human Resources and Organizational Development

A Thesis submitted to the Department of Managerial Science of the Kwame Nkrumah

University of Science and Technology in Partial fulfillment of the requirements for the
degree of

MASTER OF BUSINESS ADMINISTRATION (Human Resource Option)

School of Business, KNUST

College of Art and Social Sciences

November, 2014

i
 DECLARATION
I hereby declare that this submission is my own work towards the Master of Business
Administration Degree (Human Resource Management Option) and that, to the best of
my knowledge, it contains no material previously published by another person nor
material which has been accepted for the award of any other degree of the University,
except where due acknowledgement has been made in the text.

Sualihu, Bintu ……………… ……………..

Signature Date
(PG 1196913)

Mr. J.K. Turkson ……………… ………………

(SUPERVISOR) Signature Date

Mr. J.K. Turkson ……………… ………………

(Head of Department) Signature Date

ii
 ABSTRACT

The need for effective performance appraisal in institutions has been emphasized in

recent times. This study therefore investigated the effectiveness of performance appraisal

systems in KNUST. The study was descriptive using both primary and secondary data.

Data were collected with the help of questionnaires and analysed with the help of the

Statistical Package for the Social Sciences. The study found out that the institution has in

place an appraisal system, and this was largely acknowledged by all categories of

respondents: junior and senior members. The study noted that there are key performance

criteria that have been developed and clearly identified in the appraisal system. Findings

showed that to a large extent the criteria have been developed in consultation with

workers and appraisers. Further, respondents indicated general understanding and support

from the various stakeholders on the institution’s appraisal system. The study found out

that most employees show cooperation in the appraisal process. Again, most staff believe

that feedback reflects their performance. Further, most staff believe the appraisal system

is relevant and do not consider the appraisal process a waste of time. It was noted that the

process has helped in identifying systematic factors that are barriers to effective

performance. Key challenges identified included low feedback rate and lack of adequate

resources, among other challenges. The study recommended the need to ensure that

fairness is maintained in the appraisal process so that the necessary trust and cooperation

will be forthcoming from staff. Further, there is the need to ensure regular feedback.

Failure to do this could affect staff interest in the process, as much as possible feedback

should be given to staff on their performance.

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 ACKNOWLEDGEMENT

I would like to thank the Almighty God, who gave me the commitment, the strength and

patience to pass through thick and thin to complete this thesis. I would also like to

express my profound gratitude to my supervisor, Mr. J.K. Turkson for supervising my

work and the entire role he played towards the improvement of this dissertation. I would

also like to express my appreciation to all the staff of KNUST both academic and non-

academic staff who contributed directly or indirectly to this dissertation and provided the

required materials and support for the realization of this thesis.

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 DEDICATION
I would like to dedicate this research work to the Lord Almighty who has protected,

guided and sustained my life in making it possible for me to reach this height on the

academic ladder. Secondly, to my parents, Alhaji Sualihu Umar and Hajia Mariatu

Tahiru, my husband, Mr. Mohammed Ishaque and to my lovely son Shehu Abdul-Wadud

Wumpini, my brothers and sisters and my friend Kojo Siam. I am grateful for their

support, sacrifices and prayers.

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 TABLE OF CONTENT

Declaration ii
Abstract iii
Acknowledgement iv
Dedication v
Table of Content vi
List of Tables ix
List of figures x
List of Abbreviations xi

CHAPTER ONE: INTRODUCTION 1

1.1 Background of Study 1
1.2 Statement of the Problem 4
1.3 Objectives of Study 5
1.3.1 General Objectives 5
1.3.2 Specific Objectives 5
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Scope of the Study 6
1.7 Overview of research methodology 6
1.8 Limitations of the Study 6
1.9 Organization of the study 7

CHAPTER TWO: LITERATURE REVIEW 8

2.1 Introduction 8
2.1 The Concept of Performance appraisal 8
2.2 Objectives of Performance Appraisal 11
2.3 Effectiveness of Performance appraisal 15
2.4 Challenges of Performance Appraisal 16
2.5 Employees’ Perception of Appraisal Systems 17

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2.6 Limiting the Effects of Supervisory Bias 22
2.7 Performance Appraisal Techniques 23

2.7.1 Past-Oriented Techniques 23

2.8 Developing Employee Performance Appraisal Plans (EPAP) 28
2.9 Conceptual Framework 30

CHAPTER THREE: METHODOLOGY AND ORGANIZATIONAL

PROFILE 32
3.0 Introduction 32
3.1 Research Design 32
3.2 Sources of Data 32
3.2.1 Primary Data 33
3.3 Population 33
3.4 Sampling Technique 33
3.5 Data Collection Instruments 34
3.5.1 Questionnaire 34
3.5.2 Interview Guide 35
3.6 Data Analysis Technique 35
3.10 Organisational Profile 35

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND

DISCUSSIONS OF FINDINGS 40
4.1 Introduction 40
4.2 Demographic Classification of Respondents 40
4.2.1 Gender of Respondents 40
4.2.2 Age of Respondents 41
4.2.3 Number of Years Spent with KNUST 42
4.3 Appraisal Systems and Procedures At KNUST 43
4.4 Appraisal Process 46
4.5 Employees’ Perception of Performance Appraisal at KNUST 49
Appraisal at KNUST 50

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4.6 Challenges of Performance Appraisal At KNUST 52
4.7 Effectiveness of Appraisal System At KNUST 55

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 58
5.1 Introduction 58
5.2 Summary of Findings 58
5.3 Conclusions 60
5.4 Recommendations 61

viii
List of Tables
Table 3.1 Population and Sample Size 33
Table 4.2.2.1 Age of Respondents 41

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List of Figures
Figure 2.1 Conceptual Framework 30
Figure 4.2.1 Gender of Respondents 40
Figure 4.2.3 Number of Years Respondents have Spent with KNUST 42
Figure 4.2.4 Findings on Appraisal Systems and Procedures at KNUST 43
Figure 4.2.5 Findings on the Appraisal Process at KNUST 47
Figure 4.2.6 Findings Employees’ Perception of Performance
Figure 4.2.7 Challenges of Performance Appraisal at KNUST 53
Figure 4.2.8 Effectiveness of Appraisal System at KNUST 55

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 List of Abbreviations

PA- Performance Appraisal

KNUST – Kwame Nkrumah University of Science and Technology

SPA- Staff Performance Appraisal

BARS - Behaviorally Anchored Rating Scales

MBO – Management by Objective

EPAP- Developing Employee Performance Appraisal Plans

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 CHAPTER ONE

INTRODUCTION

1.1 Background of Study

The subject of performance appraisal appears a major subject of controversy in

management circles. According to Kurt (2004), while business leaders see the need for

appraisal systems, they are frequently disappointed in them because of various challenges

that derail its objectives. One of the responsibilities of management is to ensure that an

organization functions effectively and efficiently. In order to achieve these goals,

managers must be able to determine and assess performance levels of both an

organization and its individual employees (Kurt, 2004).

Performance appraisal has been described as a management tool designed to encourage

communications in the office, improve the quality of work produced, and promote

individual accountability. This is the concept underpinning the legal requirement that all

agencies evaluate employee performance (Derven, 1990). Winston and Creamer (1997)

define performance appraisal as an organizational system comprising deliberate processes

for determining staff accomplishments, through rating, to improve staff effectiveness.

Modern organisations depend upon measurement and analysis of performance.

Measurements must derive from the organisation’s strategy and provide critical data and

information about key processes, outputs and results. The said data and analysis support a

variety of organisational purposes, such as planning, reviewing organisational

1
performance, improving processes, and comparing organisational performance with ‘best

practices’ benchmarks (Averson, 1998).

Within the context of formal performance appraisal requirements, rating has been used to

mean evaluating employee performance against the elements and standards in an

employee's performance appraisal plan and assigning a rating of record. It is extremely

important that workers have the proper knowledge, skills, and attitudes to perform well in

their jobs. Knowledge, skills, and attitudes are the internal competencies that workers

bring with them to the job or that they must learn through training.

Irrespective of what the organization’s intentions are when conducting performance

appraisal, it produces a feedback that can either be positive or negative to both the

management and the employees. Managing employee performance is an integral part of

the work that all managers and officials perform in any institution. It is as important as

managing financial resources and program outcomes because employee performance or

the lack thereof, has a profound effect on both the financial and program components of

any organization (Kurt, 2004).

In many organizations appraisals are used to help determine reward outcome by

identifying employees who should get the majority of available merit such as pay

increases, bonuses and promotions. For the same reason, appraisal results are used to

identify poorer performers who any require some form of counseling or in extreme cases

demotions, decrease in pay or dismissal (Chadbourne 1994).

2
Again, uses for performance appraisal have included equal employment opportunity

considerations, promotions, transfer and salary increases. Primarily, performance

appraisal has been considered an overall system for controlling an organization. It has

also been called an audit function of an organization regarding the performance of

individuals, groups and entire divisions (Awosanya and Ademola, 2008).

International research reveals that appropriate appraisal schemes have the potential to

improve effective management of educational institutions, the quality of education

provided for students, as well as satisfying legitimate demands for accountability

(Chadbourne, 1994). Consequently, in most learning environments, there have been

attempts globally to identify human resource policies necessary to inculcate and reinforce

the continuous learning climate by examining various manpower variables such as

training development and performance appraisal. Performance appraisal is widely

accredited to contribute to the superior performance outcomes of many organizations

(Averson, 1998). Such organizations or institutions are frequently lauded as high

performance work systems, learning or flexible organizations with mutual or high

commitment models (Applebaum and Butt, 1994).

In KNUST, performance appraisal is a periodic ‘ritual’, the level of importance and

seriousness attached to it however not known to the researcher at this point. This study

thus aims to establish the effectiveness or otherwise of performance appraisal systems in

the university.

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1.2 Statement of the Problem

Performance appraisal provides a good opportunity to formally recognize employees’

achievements and contributions to the organization, and to ensure that a clear link is

established and maintained between performance and reward. Thus one of the key

objectives of performance appraisal is to reward performance and address weaknesses. In

other words, it provides valuable feedback and instruction to employees and gives

managers and supervisors a useful framework from which to assess the employees’

staff’s performances.

In KNUST, preliminary investigations show a periodic appraisal of employee

performance. The use or otherwise of appraisal results cannot be established at this point,

however, concerns among some employees presents performance appraisal as mere

formalities. A cursory observation also reveals a lack of consistency in the provision of

feedback to employees. To a large extent, these are bottlenecks that defeat the purpose of

performance appraisal and justifies the assertion by Kurt (2004) that some business

managers are often disappointed in performance appraisal systems because the desired

outcomes are hardly realized.

In times when employees in most public institutions have been accused of high level of

inefficiencies in the discharge of their duties by the general public, effective appraisal

systems have become more essential. This study thus seeks to examine the effectiveness

of appraisal systems in KNUST.

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1.3 Objectives of Study

The objectives are divided into general and specific objectives.

1.3.1 General Objectives

The general objective of the study is to assess the effectiveness of the Staff Performance

Appraisal (SPA) system in KNUST.

1.3.2 Specific Objectives

The specific objectives include:

a) To assess employees’ perception of the appraisal system at KNUST.

b) To examine the objectives of performance appraisal at KNUST.

c) To assess the effectiveness of performance appraisal at KNUST.

d) To identify the challenges of performance appraisal at KNUST

1.4 Research Questions

The following research questions formed the basis upon which the study was conducted:

a) What is employees’ perception of appraisal system at KNUST?

b) What are the objectives of performance appraisal at KNUST?

c) How effective is performance appraisal at KNUST?

d) What are the challenges of performance appraisal at KNUST?

1.5 Significance of the Study

This study would bring to light employees understanding and appreciation of the

5
performance appraisal system and the relevance of an objective, systematic and effective

performance appraisal. Also, it would contribute to knowledge and literature because it

would focus on how performance appraisal can be more effective which would enable

management to develop a broader understanding of human resource management

process. Further, it would provide information for human resource practitioners on how

rules and regulations regarding performance appraisal work in universities and develop

the necessary programmes to address weaknesses and reward performance.

1.6 Scope of the Study

This study focuses on performance appraisal as human resource activity in KNUST. The

study will include all six colleges of the university. Accordingly, respondents will be

selected form all these colleges.

1.7 Overview of research methodology

The methodology of the study comprises the research design, population of the study,

sampling procedures and data collection and analysis procedures. Data for the study

comprises two main sources - secondary and primary sources. The primary data was

obtained from responses elicited through the use of questionnaire from respondents

which include staff of all the selected colleges. Data was analysed with the help of the

SPSS.

1.8 Limitations of the Study

The researcher encountered the following problems in undertaking this study:

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 i. The time frame given to complete the study did not allow an in-depth

investigation into the study.

ii. The problem of inadequate funds limited the extent to which the

researcher was able to move around to collect data.

iii. The trustworthiness of some respondents may lead to inaccurate

conclusion if false information was provided. Some respondents were

scared to give information.

1.9 Organization of the study

The study comprises five chapters. Chapter one discusses the background, problem

statement, scope, significance, and objectives for undertaking this research project.

Chapter Two looks at existing literature related to the study to gain an understanding of

the research topic. Chapter Three presents the research methodology that the researcher

used to undertake the study. Chapter Four comprises the findings and discussions of the

findings to the study. Chapter five summarize the findings of the study and also make

recommendations that would contribute to solving the problem raised, as well as a

recommendation for further study.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents the theoretical framework and models that are relevant and suitable

for the current study; and which will be applied and used to analyze collected data and

information.

2.1 The Concept of Performance appraisal

Performance is an outcome, or result of an individual’s actions. An individual’s

performance therefore becomes a function of ability and motivation (Ainsworth et al.,

2002). Performance Assessment (also performance appraisal, evaluation, measurement)

becomes a continual review of the job related task accomplishments or failures of the

individuals within the organization. A major consideration in performance improvement

involves the creation and use of performance measures or indicators; which are

measurable characteristics of products, services, processes, and operations the company

uses to track and improve performance.

Shelley (1999) describes performance appraisal as the process of obtaining, analyzing

and recording information about the relative worth of an employee. The focus of the

performance appraisal is measuring and improving the actual performance of the

employee and also the future potential of the employee. Its aim is to measure what an

employee does. Shelley again considers PA as a systematic way of reviewing and

assessing the performance of an employee during a given period of time and planning for

his future. It is a powerful tool to calibrate, refine and reward the performance of the
8
employee. By focusing the attention on performance, performance appraisal goes to the

heart of HR management and reflects the management's interest in the progress of the

employees.

Moats (1999) corroborate Shelley’s (1999) position and further add that performance

appraisal is a process by which organizations evaluate employee performance based on

preset standards. Moats describes the main purpose of appraisals as helping managers

effectively staff companies and use human resources, and, ultimately, improving

productivity. According to Moats when conducted properly, appraisals serve the purpose

Shelley describes by: (1) showing employees how to improve their performance, (2)

setting goals for employees, and (3) helping managers to assess subordinates'

effectiveness and take actions related to hiring, promotions, demotions, training,

compensation, job design, transfers, and terminations.

The above expositions given by Moats and Shelley collectively establish performance

appraisal as a clear and concise, regular and unbiased system of rating an employee's

performance in her current position, which can also be used to determine how far the

employee can go in career development. The benchmarks of such an appraisal, according

to Moats, are usually the job description in tandem with stated company objectives, and

often includes rewards and incentives.

An organization engages a person for the purpose of employing his skills to achieve

certain goals and objectives. Every so often, the employer needs to take stock and

9
determine the value of each employee, his potential, and what his future in the company

is likely to be. In the researcher’s opinion this is accomplished through the practice of

performance appraisal.

Moats (1999) explains that in the early part of the twentieth century performance

appraisals were used in larger organizations mostly for administrative purposes, such as

making promotions and determining salaries and bonuses. Since the 1960s, however,

companies and researchers have increasingly stressed the use of employee evaluations for

motivational and organizational planning purposes. Indeed, for many companies

performance appraisal has become an important tool for maximizing the effectiveness of

all aspects of the organization, from staffing and development to production and

customer service (Moats, 1999).

As Moats puts it, that shift of focus was accompanied during the 1970s, 1980s, and 1990s

by a number of changes in the design and use of appraisals. Those changes reflected new

research and attitudes about organizational behavior and theory. Traditional appraisal

systems were often closed, meaning that individuals were not allowed to see their own

reports. Since the mid-1900s, most companies have rejected closed evaluations in favor

of open appraisals that allow workers to benefit from criticism and praise.

Moats asserts further that another change in appraisal techniques since the mid-1900s has

been a move toward greater employee participation. This includes self-analysis,

employee input into evaluations, feedback, and goal setting by workers. Appraisal

10
systems have also become more results-oriented, which means that appraisals are more

focused on a process of establishing benchmarks, setting individual objectives, measuring

performance, and then judging success based on the goals, standards, and

accomplishments.

Likewise, appraisals have become more multifaceted, incorporating a wide range of

different criteria and approaches to ensure an effective assessment process and to help

determine the reasons behind employees' performance (Bodil, 1997).

Again, Moats State that performance appraisals and standards have also reflected a move

toward decentralization. In other words, the responsibility for managing the entire

appraisal process has moved closer to the employees who are being evaluated; whereas

past performance reviews were often developed and administered by centralized human

resources departments or upper-level managers, appraisals in the 1990s were much more

likely to be conducted by line managers directly above the appraisee.

2.2 Objectives of Performance Appraisal

The objectives of the appraisal scheme should be determined before the system is

designed in detail. The objectives will to a large extent dictate the methods and

performance criteria for appraisal so they should be discussed with employees, managers

and trade unions to obtain their views and commitment (Fletcher, 1994). The main

objectives of an appraisal system are usually to review performance, potential and

identify training and career planning needs. In addition the appraisal system may be used

11
to determine whether employees should receive an element of financial reward for their

performance (Derven, 1990).

Performance reviews give managers and employees opportunities to discuss how

employees (1) are progressing and to see what sort of improvements can be made or help

given to build on their strengths and enable them to perform more effectively (Grote,

2002). Review of potential and development needs predicts the level and type of work

that employees will be capable of doing in the future and how they can be best developed

for the sake of their own career and to maximise their contribution to the organisation.

Reward reviews - determine the 'rewards' that employees will get for their past work. The

reward review is usually a separate process from the appraisal system but the review is

often assisted by information provided by the performance appraisal (Einstein, 1989).

Wesley (2004) also identifies some objectives of performance appraisal s indicated

below: 1) To review the performance of the employees over a given period of time. 2) To

judge the gap between the actual and the desired performance. 3) To help the

management in exercising organizational control. 4) Helps to strengthen the relationship

and communication between superior – subordinates and management – employees. 5)

To diagnose the strengths and weaknesses of the individuals so as to identify the training

and development needs of the future. 6) To provide feedback to the employees regarding

their past performance. 7) Provide information to assist in the other personal decisions in

the organization. 8) Provide clarity of the expectations and responsibilities of the

functions to be performed by the employees. 9) To judge the effectiveness of the other

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human resource functions of the organization such as recruitment, selection, training and

development. 10) and last but not least to reduce the grievances of the employees.

Competent appraisal of individual performance in an organization or company serves to

improve the overall effectiveness of the entity. McGregor in Moats (1999) describes the

three main functional areas of performance appraisal systems as: administrative,

informative, and motivational. According to Addison-Wesley (2001), appraisals serve an

administrative role by facilitating an orderly means of determining salary increases and

other rewards, and by delegating authority and responsibility to the most capable

individuals. Again, Moats says the informative function is fulfilled when the appraisal

system supplies data to managers and appraisees about individual strengths and

weaknesses. Bodil finally describes the motivational role to entail creating a learning

experience that motivates workers to improve their performance. When effectively used,

performance appraisals will be seen to be playing a major role in helping employees and

managers establish goals for the period before the next appraisal (Addison-Wesley,

2001).

According to McNamara (2000) Performance Appraisal can be done with following

objectives in mind:

a) To maintain records in order to determine compensation packages, wage

structure, salaries raises, etc.

b) To identify the strengths and weaknesses of employees to place right men on right

job.

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 c) To maintain and assess the potential present in a person for further growth and

development.

d) To provide a feedback to employees regarding their performance and related

status.

e) It serves as a basis for influencing working habits of the employees.

f) To review and retain the promotional and other training programmes.

Wesley (2004) also identifies some objectives of performance appraisal s indicated

below:

a) To review the performance of the employees over a given period of time.

b) To judge the gap between the actual and the desired performance.

c) To help the management in exercising organizational control.

d) Helps to strengthen the relationship and communication between superior –

subordinates and management – employees.

e) To diagnose the strengths and weaknesses of the individuals so as to identify the

training and development needs of the future.

f) To provide feedback to the employees regarding their past performance.

g) Provide information to assist in the other personal decisions in the organization.

h) Provide clarity of the expectations and responsibilities of the functions to be

performed by the employees.

i) To judge the effectiveness of the other human resource functions of the

organization such as recruitment, selection, training and development.

j) To reduce the grievances of the employees.

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2.3 Effectiveness of Performance appraisal

The effectiveness of a system is defined as an external standard “of how well the system

is meeting the demands of the various groups and organizations that are concerned with

its activities” (Pfeffer and Salancik 1978) which approximately is a construct “for doing

the right things” or having validity of outcome (Hines et al. 2000).

Effectiveness is by definition a qualitative measure set by evaluator. Möller and Törrönen

(2003) argue that effectiveness “refers to the system’s ability to invent and produce

solutions that provide more value to stakeholders of the institution”.

Moats (1999) points out that most effective systems of appraising performance are: (1)

pragmatic, (2) relevant, and (3) uniform. Bodil (1997) describes pragmatism as important

because it helps to ensure that the system will be easily understood by employees and

effectively put into action by managers. Moats further stresses that appraisal structures

that are complex or impractical tend to result in confusion, frustration, and nonuse.

Commenting further, Moats says that systems that are not specifically relevant to the job

may result in wasted time and resources. Undeniably, most successful appraisal programs

identify and evaluate only the critical behaviors that contribute to job success. Systems

that miss those behaviors are often invalid, inaccurate, and result in discrimination based

on nonrelated factors (Bodil 1997).

Moats stresses again that the uniformity of the appraisal structure is vital because it

ensures that all employees are evaluated on a standardized scale. Appraisals that are not

15
uniform are less effective because the criteria for success or failure become arbitrary and

meaningless. Furthermore, uniformity allows a company to systematically compare the

appraisals of different employees with each other. Moats contends that companies must

address four decisions when structuring their appraisal systems: (1) What should be

assessed? (2) Who should make the appraisal?; (3) Which procedure(s) should be

utilized?; and (4) How will the results be communicated? In determining what to

evaluate, designers of an appraisal system usually consider not only results, but also the

behaviors that lead to the results (Bodil, 1997)

According to Shelley (1999) the actions and results that are measured will depend on a

variety of factors specific to the company and industry. Most importantly, criteria should

be selected that will encourage the achievement of comprehensive corporate objectives.

This, Moats says, is accomplished by determining the exact role of each job in

accomplishing company goals, and which behaviors and results are critical for success in

each position. Furthermore, different criteria for success should be weighted to reflect

their importance.

2.4 Challenges of Performance Appraisal

There are chances of opposition for valuation due to fear. If the evaluation system is

poor, it will not give adequate effect. Rater’s problems like leniency or harshness error,

central tendency error, personal bias error, contrast error are also affecting the

performance appraisal of an employee (Rasch 2004).

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Each employee should evaluate by his supervisor and to discuss each other to set

objectives for upcoming evaluation. This discussion should cover the review of overall

progress, problems encountered, performance improvement possibilities, long term career

goals, specific action plan about job description and responsibilities, employee

development interest and needs, to concentrate specific areas of development, to review

performance objectives and performance standard, ongoing feedback and periodic

discussions

Performance appraisals are important for staff motivation, attitude and behavior

development, communicating organizational aims, and fostering positive relationships

between management and staff. Performance appraisals provide a formal, recorded,

regular review of an individual's performance, and a plan for future development. In

short, performance and job appraisals are vital for managing the performance of people

and organizations.

2.5 Employees’ Perception of Appraisal Systems

Most employees have mixed feelings with performance appraisal systems. Whilst some

believe it carry some biases and largely fails to meet its objectives, others find it a means

to justify their performance (Rasch 2004). According to Rasch (2004), managers commit

mistakes while evaluating employees and their performance. Some of these biases are

perceived by employees as ways of unfairly interpreting their performances.

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Biases and judgment errors of various kinds may spoil the performance appraisal process.

Bias, according to Shelley (1999), refers to inaccurate distortion of a measurement.

Moats points out that, even when a performance evaluation program is structured

appropriately, its effectiveness can be diluted by the improper use of subjective, as

opposed to objective, measures.

Objective measures are easily incorporated into an appraisal because they are quantifiable

and verifiable. In contrast, subjective measures are those that cannot be quantified and are

largely dependent on the opinion of an observer. Subjective measures have the potential

to dilute the quality of worker evaluations because they may be influenced by bias, or

distortion as a result of emotion (Moats 1999). To overcome the effects of prejudice,

many organizations must train appraisers to avoid biases. McNamara (2000) identifies

eight common forms of biases discussed below:

First Impression (primacy effect)

This bias, according to McNamara occurs when raters form an overall impression about

the ratee on the basis of some particular characteristics of the ratee identified by them.

The identified qualities and features may not provide adequate base for appraisal.

Halo Effect

In his words, Moats says the term "halo" stems from the distortion that the appraisee, like

an angel with a halo over its head, can do no wrong. This type of bias, however, also

applies to foes of the rater, and may not job-related. The effect is particularly pronounced

18
when the appraisee is an enemy or very good friend of the evaluator. McNamara adds

that the individual’s performance is completely appraised on the basis of a perceived

positive quality, feature or trait. In other words this is the tendency to rate a man

uniformly high or low in other traits if he is extra-ordinarily high or low in one particular

trait. If a worker has few absences, his supervisor might give him a high rating in all

other areas of work.

Horn Effect

McNamara describes this bias as the situation where the individual’s performance is

completely appraised on the basis of a negative quality or feature perceived. This results

in an overall lower rating than may be warranted.

Excessive Stiffness or Lenience

Depending upon the raters own standards, values and physical and mental makeup at the

time of appraisal, ratees may be rated very strictly or leniently (Moats 1999) According

to Kurt (2004) some of the managers are likely to take the line of least resistance and rate

people high, whereas others, by nature, believe in the tyranny of exact assessment,

considering more particularly the drawbacks of the individual and thus making the

assessment excessively severe.

The leniency error can render a system ineffective. If everyone is to be rated high, the

system has not done anything to differentiate among the employees. Moats Points out

that, leniency and strictness bias results when the appraiser tends to view the performance

19
of all of his employees as either good and favorable or bad and unfavorable. Although

these distortions are often the result of vague performance standards, they may also be

the consequence of the evaluator's attitudes.

Central Tendency

McNamara says this bias occurs where appraisers rate all employees as average

performers. That is, it is an attitude to rate people as neither high nor low and follow the

middle path. According to Moats, the error of central tendency occurs when appraisers

are hesitant to grade employees as effective or ineffective. They pacify their

indecisiveness by rating all workers near the center of the performance scale, thus

avoiding extremes that could cause conflict or require an explanation.

Personal Biases

Shelley says the way a supervisor feels about each of the individuals working under him -

whether he likes or dislikes them - has a tremendous effect on the rating of their

performances. Personal Bias can stem from various sources as a result of information

obtained from colleagues, considerations of faith and thinking, social and family

background and so on. Likewise, Moats judges that personal prejudice results from a

rater's dislike for a group or class of people. When that dislike carries over into the

appraisal of an individual, an inaccurate review of performance is the outcome.

Spillover Effect

McNamara in describing this bias says that the present performance is evaluated much on

20
the basis of past performance. “The person who was a good performer in distant past is

assured to be okay at present also” (McNamara 2000)

Recency Effect

In the case of this bias, rating is influenced by the most recent behaviour ignoring the

commonly demonstrated behaviours during the entire appraisal period. The recency

effect is a corollary of the natural tendency for raters to judge an employee's performance

based largely on his most recent actions rather than taking into account long-term

patterns ( McNamara 2000 ).

As indicated, Moats Corroborates McNamar’s position on the nature of these biases, and

further identifies a ninth bias which McNamara failed to indicate. Moats calls this the

cross-cultural bias, which he describes as the consequence of an evaluator's expectations

about human behavior. Those expectations often clash with the behavior of appraisees

who have different beliefs or cultural values.

Gabris & Mitchell (2000) have reported a disruptive bias in performance appraisal known

as the Matthew Effect. It is named after the Matthew of biblical fame who wrote, "To

him who has shall be given, and he shall have abundance: but from him who does not

have, even that which he has shall be taken away." According to Gabris & Mitchell, in

performance appraisal the Matthew Effect is said to occur where employees tend to keep

receiving the same appraisal results, year in and year out. That is, their appraisal results

tend to become self-fulfilling: if they have done well, they will continue to do well; if

21
they have done poorly, they will continue to do poorly. The Matthew Effect suggests that

no matter how hard an employee strives, their past appraisal records will prejudice their

future attempts to improve (Gabris & Mitchell 2000).

In addition to bias, Moats (1999) contends that flaws in the execution of an appraisal

program can be destructive. Moats cites the example of managers downgrading their

employees because high performance reviews would outstrip the department's budget for

bonuses; or, some managers using performance appraisals to achieve personal or

departmental political goals, thus distorting assessments.

2.6 Limiting the Effects of Supervisory Bias

McNamara suggests reasonable steps which can be taken to limit the effects of

supervisory bias.

a) Awareness Training: Supervisors need to be informed of the types of subtle bias

that can interfere with their performance as appraisers. They need to understand

that the ingroup/outgroup bias, for instance, reduces the morale and motivation of

their subordinates.

b) Developing Poor Performers: Incentives, financial or non-financial, may be

offered to encourage supervisors to make special efforts to help poor performers

improve. Supervisory appraisals, for example, might stress the importance of

working with poor performers to upgrade their performance. The possibilities are

extensive.

22
 c) Counselling, Transfer, Termination: There is always the possibility that an

employee who receives poor appraisal results is in fact a chronic poor performer.

No employer is obliged to tolerate poor performance forever. Consistently poor

appraisal results will indicate a need for counseling, transfer or termination. The

exact remedy will depend on the circumstances.

2.7 Performance Appraisal Techniques

As Moats (1999) points out, different performance appraisal techniques can be classified

as either past-oriented or future-oriented.

2.7.1 Past-Oriented Techniques

According to Moats, past-oriented techniques assess behavior that has already occurred.

They focus on providing feedback to employees about their actions, feedback that is used

to achieve greater success in the future. Moats presents techniques under this form as

discussed below:

Rating Scales and Checklists: According to Moats, some of the traditional forms of

performance appraisals such as rating scales and checklists remain popular despite their

inherent flaws. They entail an assessor providing a subjective assessment of an

individual's performance based on a scale effectively ranging from good to bad or on a

checklist of characteristics. Typically, basic criteria such as dependability, attitude, and

attendance are listed.

23
The obvious advantage of these techniques is that they are inexpensive and easy to

administer. Primary disadvantages include the fact that they are: highly susceptible to all

forms of bias; often neglect key job-related information and include unnecessary data;

provide limited opportunities for effective feedback; and fail to set standards for future

success. Furthermore, subjective techniques such as rating scales are vulnerable to legal

attack.

Behaviorally Anchored Rating Scales (BARS)

According to Moats a fairer approach to performance appraisal is behaviorally anchored

rating scales (BARSs), which are designed to identify job-related activities and

responsibilities and to describe the more effective and less effective behaviors that lead to

success in specific jobs. The rater observes a worker and then records his or her behavior

on a BARS. The system is similar to checklist methods in that statements are essentially

checked off as true or false. Moats points out however that, BARS differ in that they use

combinations of job-related statements that allow the assessor to differentiate between

behavior, performance, and results.

Forced-Choice Appraisals

Forced-choice appraisals consist of a list of paired (or larger groups of) statements.

According to Moats the statements in each pair may both be negative or positive, or one

could be positive and the other negative. The evaluator is forced to choose one statement

from each pair that most closely describes the individual He contends that Forced-choice

24
appraisals are typically easy to understand and inexpensive to administer, but they lack

job relatedness and provide little opportunity for constructive feedback.

Critical Incident Evaluation Techniques

Critical incident evaluation techniques require the assessor to record statements that

describe good and bad job-related behavior (critical incidents) exhibited by the employee.

According to Moats, the statements are grouped by categories such as cooperation,

timeliness, and attitude. An advantage of this system is that it can be used very

successfully to give feedback to employees. Furthermore, it is less susceptible to some

forms of bias. On the other hand, critical incident assessments are difficult because they

require ongoing, close observation and because they do not lend themselves to

standardization and are time consuming (Kurt 2004).

Field Review Appraisal Techniques: Field review appraisal techniques entail the use of

human resource professionals to assist managers in conducting appraisals. Moats says

that the specialist asks the manager and sometime coworkers’ questions about an

employee's performance, records the answers, prepares an evaluation, and sends it to the

manager to review and discuss with the employee. This type of system improves

reliability and standardization because a personnel professional is doing the assessment.

For the same reason, it is less susceptible to bias or to legal problems. But field reviews

are generally expensive and impractical for most firms, and are typically utilized only in

special instances—to counteract charges of bias, for example ( McNamara 2000).

25
Future-Oriented Techniques

In contrast, Moats says that future-oriented appraisal techniques emphasize future

performance by assessing employees' potential for achievement and by setting targets for

both short- and long-term performance. He discusses these forms of techniques as

presented below:

Management by Objectives (MBO) Approach

Moats describes this technique as usually goal oriented. In MBO, managers and

employees work together to set goals with the intent of helping employees to achieve

continuous improvement through an ongoing process of goal setting, feedback, and

correction. As a result of their input, employees are much more likely to be motivated to

accomplish the goals and to be responsive to criticism that arises from subsequent

objective measurements of performance (McNamara 2000).

Assessment center evaluation

Moats refers to this as a more complex assessment method that is usually applied to

managerial or executive prospects. It is a system of determining future potential based on

multiple evaluations and raters. Typically, a group meets at a training facility or

evaluation site. They are evaluated individually through a battery of interviews, tests, and

exercises. In addition, they are evaluated within a group setting during decision-making

exercises, team projects, and group discussions. Psychologists and managers work

together to evaluate the employees' future management potential and to identify strengths

and weaknesses (Bodil 1997).

26
Psychological tests

Psychological tests are a much less intricate method of determining future potential.

Moats says they normally consist of interviews with the employee and his supervisors

and coworkers, as well as different types of tests and evaluations of intellectual,

emotional, and work-related characteristics. The psychologist puts his or her findings and

conclusions in a report that may or may not be shared with the employee.

Self-Appraisal

Another appraisal technique included in the future-oriented category is self-appraisal,

which entails employees making evaluations of their own performance. According to

Moats although self-assessment techniques may also be coordinated with past-oriented

evaluations, they are particularly useful in helping employees to set personal goals and

identify areas of behaviors that need improvement. The advantage of such appraisals,

which may be relatively informal, is that they provide an excellent forum for input and

feedback by superiors. In addition, they allow supervisors to find out what employees

expect from themselves and from the organization or department (Bodil 1997).

In addition, Bodil suggests that evaluators often combine various future- and past-

oriented techniques, forming hybrid approaches to performance appraisal. According to

Kurt (2004) using several different techniques enables managers to measure both

behavior and results and to set goals for employees to improve their performance and to

increase their motivation. For example, an evaluator might use both the BARSs and

MBO techniques to reap the benefits of both and compensate for the drawbacks of each.

27
Chopek (2003) from a different angle discusses the following four methods in order to

provide examples of current methods in use and to illustrate the varying complexity of

available methods.

The Balanced Scorecard

Chopek defines this as a process that focuses on clarity and is useful in evaluating both

internal processes and external results. The balanced scorecard focuses on four key

perspectives in which individual assessments take place and are then combined to provide

an overall assessment. These perspectives are learning and growth, business process,

customer, and financial (bsc.org).

2.8 Developing Employee Performance Appraisal Plans (EPAP)

According to Wesley (2003), regulatory requirements for planning an employee’s

performance include first establishing the elements and standards in their EPAP. An

EPAP outlines the specific elements and standards that the employee is expected to

accomplish during the rating cycle. Wesley points out that performance elements and

standards should be measurable, understandable, verifiable, equitable, and achievable. In

addition, EPAPs should be flexible so that they can be adjusted for changing program

objectives and work requirements.

Elements

According to Wesley elements established in appraisal plans should all be considered

critical. Through these elements, employees are held accountable as individuals for work

28
assignments and responsibilities of their position. A critical element is an assignment or

responsibility of such importance that unsatisfactory performance in that element alone

would result in a determination that the employee’s overall performance is unsatisfactory.

Standards

The performance standards, according to Wesley (2003) are expressions of the

performance threshold(s), requirement(s), or expectation(s) that must be met for each

element at a particular level of performance. Kurt (2004) says they must be focused on

results and include credible measures such as:

Quality

This addresses how well the employee or work unit is expected to perform the work

and/or the accuracy or effectiveness of the final product. It refers to accuracy,

appearance, usefulness, or effectiveness. Measures can include error rates (such as the

number or percentage of errors allowable per unit of work) and customer satisfaction

rates (determined through a customer survey/feedback).

Quantity

This addresses how much work the employee or work unit is expected to produce.

Measures are expressed as a number of products or services expected, or as a general

result to achieve.

29
Timeliness

This addresses how quickly, when, or by what date the employee or work unit is expected

to produce the work.

Cost-Effectiveness

This addresses savings or cost control. These should address cost-effectiveness on

specific resource levels (money, personnel, or time) that can generally be documented

and measured. Cost-effectiveness measures may include such aspects of performance as

maintaining or reducing unit costs, reducing the time it takes to produce or provide a

product or service, or reducing waste (Wesley 2003).

2.9 Conceptual Framework

The conceptual framework of the study is presented in the Figure 2.1 below.

Process of performance Setting performance Communicating standard

appraisal standard set to employees

Comparing performance
Measuring performance with standard

Discussing results & taking

action

Impact on employee
performance

Figure 2.1 Conceptual Framework

30
Each of these individual components help to achieve the desired effect on the employee.

As elaborated by Fletcher (1994), the objectives of the appraisal scheme should be

determined before the system is designed in detail. The objectives will to a large extent

dictate the methods and performance criteria for appraisal so they should be discussed

with employees, managers and trade unions to obtain their views and commitment.

Performance appraisal follows a systematic process to ensure that results are achieved.

Having established the process of carrying out the appraisal, there is the need to set the

performance standard and communicate these standard set to employees. At scheduled

intervals employee performance is measured and compared to the set standard. To

achieve the desired impact on the performance of employees, results are analysed and the

necessary action taken to address weaknesses.

Weaknesses in any of the components affect the attainment of the desired results. For

example, failure to set the right performance standards that are aligned to the

organizational objectives will have a negative effect on the performance expected of the

employee. Again, without taking the necessary action after measuring performance the

same weaknesses will continue to exist.

31
 CHAPTER THREE

METHODOLOGY AND ORGANIZATIONAL PROFILE

3.0 Introduction

In this chapter the methodology of research is presented. The areas captured in this

chapter are the research design, sources of data, population of the study, the sample size

used for the study, the sample techniques used in selecting the respondents, the data

collection tools and the data analysis techniques.

3.1 Research Design

The research design is a framework for conducting business research (Malhotra, 2007).

Thus it is the basic plan for conducting the data collection and analysis phase. The

researcher used the descriptive research design in undertaking this study. According to

Polit and Hungler (1995) descriptive survey is about describing, observing and

documenting aspects of a situation as it is naturally. A descriptive study is one in which

information is collected without changing the environment (i.e., nothing is manipulated).

Sometimes these are referred to as “correlational” or “observational” studies.

Descriptive data are usually collected through questionnaires, interviews or observations.

The justification for using the descriptive research design is that although the descriptive

research does not fit neatly into the definition of either quantitative or qualitative research

methodologies, it however has the ability to utilize elements of both within the same

study. Again, it is appropriate for answering the ‘what’ and ‘why’ kind of research

questions posed in the chapter one.

32
3.2 Sources of Data

The researcher collected data from primary sources. The primary data was collected

through the use of questionnaires that will be administered by the researcher to staff of

institution being used for the study.

3.2.1 Primary Data

Primary data constitute original data collected from original sources. The respondents of

the current study constitute the original sources from where the data were collected. It is

primary because the data has not been used before.

3.3 Population

Bryman et al (2003), describe a study population as the whole group that the research

focuses on. The population for this study consists of staff of all the selected colleges of

the Kwame Nkrumah University of Science and Technology. As indicated in Table 3.1

below, the total population for the entire number of colleges involved was 1,723.

3.4 Sampling Technique

A total of 120 respondents were used for the study. This was selected based on the

proposition from Bartlet et al (2001) that “if the population is within the region of 1679, a

sample of 118 is ideal. Given the slightly higher figure of 1,723 constituting the total

population, the researcher made it 120 to aid an even distribution for the six colleges.

These were selected from all the six colleges of the University. Simple random sampling

was employed to select the respondents in this study.

33
 In statistics, a simple random sample is a subset of individuals (a sample) chosen from a

larger set (a population). Each individual is chosen randomly and entirely by chance,

such that each individual has the same probability of being chosen at any stage during the

sampling process, and each subset of the population has the same probability of being

chosen for the sample as any other subset of the population. Thus the sample to be

selected would be chosen at random from the various colleges. A breakdown of the

sample size is presented in table 3.1 below

Table 3.1 Population and Sample Size

College Population Sample size

Architecture and Planning 150 20
Arts and Social Sciences 361 20
Engineering 290 20
Health Sciences 360 20
Science 235 20
Agriculture and Natural Resources 327 20
Total 1,723 120
Source: Field data (2014)

3.5 Data Collection Instruments

The researcher used questionnaire and interview as the tools for obtaining the necessary

information for the research. The questionnaire was made up of open-ended and closed-

ended items. It wase self-constructed.

3.5.1 Questionnaire

The questionnaire was largely closed-ended. This Questionnaire was chosen as an

34
instrument to allow the respondents the opportunity to answer the questions at their

convenience and in the comfort of their offices. The research instrument was validated

by giving some copies to colleague students and the researcher’s supervisor to read and

correct ambiguous statements, wrong spellings and construction.

3.5.2 Interview Guide

The interview guide was also adopted in this study. The aim for using the interview guide

was to enable the researcher gather other information that could not be captured with the

questionnaire.

3.6 Data Analysis Technique

Primary data generated by the study were edited and tested for consistency and reliability.

The data were examined, categorized, tabulated and coded to address the research

objectives and the research questions. The data was then edited and tallied in frequency

table. The values corresponding to frequencies were then converted into percentages to

facilitate comparison between pie charts and histogram. This was facilitated with the

Statistical Package for the Social Science (SPSS).

3.10 Organisational Profile

The Kwame Nkrumah University of Science and Technology succeeded the Kumasi

College of Technology, which was established by a Government Ordinance on 6th

October 1951. It opened officially on 22nd January 1952, with 200 Teacher Training

students transferred from the Achimota College to form the nucleus of the new college.

From then until its accession to a University status in 1961, it grew rapidly and
35
underwent some major transformations. In October 1952, the School of Engineering and

the Department of Commerce were established and the first students were admitted. From

1952 to 1955, the School of Engineering prepared students for professional qualifications

only. In 1955, the School embarked on courses leading to the Bachelor of Engineering

External Degree Examinations of University of London.

Other departments followed. A Pharmacy Department was established in January 1953,

with the transfer of the former School of Pharmacy from Korle Bu Hospital, Accra, to the

College. The Department ran a two-year comprehensive course in Pharmacy leading to

the award of the Pharmacy Board certificate. A department of Agriculture was opened in

the same year to provide a number of ad hoc courses of varying duration, from a few

terms to three years, for what is now the Ministry of Food and Agriculture.

A Department of General Studies was also instituted to prepare students for the Higher

School Certificate Examinations in both Science and Arts subjects and to give

instructions in such subjects as were requested by the other departments. In 1957, the

School of Architecture, Town Planning and Building was inaugurated and its first

students were admitted in January 1958, for professional courses in Architecture, Town

Planning and Building. In 1961, the Faculty of Science was established to offer degree

and preliminary (Sixth Form) courses. It was later changed to Faculty of Applied Science

in 1965 and in November 1966, it was reconstituted as the Faculty of Science to teach

specialised courses in Biochemistry, Biology, Chemistry, Chemical Technology,

Mathematics and Physics.

36
As the College expanded, it was decided to make the Kumasi College of Technology a

pure science and technology institution. In pursuit of this policy, the Teacher Training

College, with the exception of the Art School, was transferred in January 1958 to the

Winneba Training College and in 1959 the Commerce Department was transferred to

Achimota College to form the nucleus of the present University of Ghana Business

School, Legon (University Web site).

Accession to University Status

In December 1960, the Government of Ghana appointed a University Commission to

advise it “on the future development of University Education in Ghana, in connection

with the proposal to transform the University College of Ghana and the Kumasi College

of Technology into an independent University of Ghana.” Following the report of the

Commission, which came out early in 1961, the Government decided to establish two

independent Universities, one in Kumasi and the other at Legon near Accra. The Kumasi

College of Technology was thus transformed into a full-fledged university – Kwame

Nkrumah University of Science and Technology –by an Act of Parliament on 22nd

August, 1961.

The Kwame Nkrumah University of Science and Technology was officially inaugurated

on Wednesday, 29th November 1961. This name was changed during the revolution of

24th February 1966 to the University of Science and Technology, Kumasi. The

University has since March 2000 reverted to its original name.

37
The University of Mines and Technology, Tarkwa, which started off as the School of

Mines and later the Western University College, was part of Kwame Nkrumah University

of Science and Technology until attaining the status of a full university in October 2004

(University Web site).

Strategic Mandate, Vision, Mission & Core Values

Strategic Mandate

The Act of establishing the University defines its mandate, which essentially is to provide

higher education, undertake research, disseminate knowledge and foster relationships

with the outside persons and bodies. The strategic mandate of the University is derived

from Science and Technology in its name.

Vision

The University’s vision is to be globally recognised as the Premier Centre of excellence

in Africa for teaching in Science and Technology for development; producing high

calibre graduates with knowledge and expertise to support the industrial and socio-

economic development of Ghana and Africa.

Mission

The vision of the university is to provide an environment for teaching, research and

entrepreneurship training in Science and Technology for the industrial and socio-

economic development of Ghana, Africa and other nations. KNUST also offers service to

38
community, is opened to all the people of Ghana and positioned to attract scholars,

industrialists and entrepreneurs from Africa and other international communities.

Core Values

The university’s core values include the following:

1. Leadership in Innovation and Technology

2. Culture of Excellence

3. Diversity and Equal Opportunity for All

4. Integrity and Stewardship of Resources

The University currently has a student capacity of nearly 50,000 comprising

undergraduate and postgraduate students from all over the world, especially, from the

African continent, offering courses ranging from Art, Business, Law, Science and

Technology.

The KNUST presents an environment for teaching, research and entrepreneurship

training in science and technology for the industrial and socio-economic development of

Ghana and the whole of the African continent and offers service to the community. The

main university campus, which is about seven square miles in area, is located about eight

miles (13 km) to the east of Kumasi, the Ashanti Regional capital

(source: www.knust.edu.gh).

39
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSIONS OF FINDINGS

4.1 Introduction

Chapter four contains a presentation and discussion of the research findings. Findings are

analysed for the various objectives set. The analysis is done in the context of other

empirical studies reviewed in the literature.

4.2 Demographic Classification of Respondents

The demographic characteristics of respondents are discussed under gender, age and

years of work. This was analysed to ascertain the demographic characteristics of the

respondents used for the current study. The various findings relative to the respondents’

demographic characteristics are presented and discussed with the aid of tables and

diagrams shown below:

4.2.1 Gender of Respondents

gender of respondents

47.50%
52.50% male
female

Figure 4.2.1 Gender of Respondents

Source: Field data (2014)

40
Findings relative to the gender of respondents are presented in figure 4.2.1 below and

discussed. The figure indicates the number of respondents captured in the research work

with respect to their gender or sex. The table show that out of the 120 respondents

involved in the research work, 63 (52.5%) were males whiles the remaining 57 (47.5%) if

the total population were females. The results most likely suggest that the institution has

more male employees than females.

4.2.2 Age of Respondents

The age of respondents is also depicted in the table below. The table 4.2.2.1 below gives

the frequency distribution of respondents with respect to age.

Table 4.2.2.1 Age of Respondents

Age Frequency Percent (%)

21-30 11 9.1
31-40 54 45.0
41-50 42 35.0
51 and above 13 10.8
Total 120 100
Source: Field data (2014)

The results from the table reveals that eleve11 (9.1%) were within the age group 21-30

and 13 (10.8%) were 51 years and above. The results further indicates that, 54 (45%) of

the total number of respondents being the majority were within the age group 31-40 years

whilst 42 (35.0%) was recorded for respondents in the 41-50 age range.

41
Considering the dominant age groups of 31-40 and 41-50, the research infers from this

that most of the staff of KNUST are likely to be aged between 30 and 50 years. It is noted

here that this age group represents the most productive working force in any economy.

4.2.3 Number of Years Spent with KNUST

Number of Years Spent

15.00%

6-10 years

85.00% more than 10 years

Figure 4.2.3 Number of Years Respondents have Spent with KNUST

Source: Field data (2014)

The study also looked at the number of years respondents had been with the institution.

Findings to this also depicted on the table below The figure 4.2.3 generally gives

frequency of respondents with respect to the number of years they have spent in KNUST.

From the figure it is obvious none of the respondents had spent 5 years and below with

the institution.

As seen on the table, frequency recorded for that category 0 whilst 18 (15.0%) on the

other hand said they had been with KNUST for 6-10 years. The remaining 102 (85%)

chose “more than 10 years” as the number of years they have been with KNUST. The
42
results suggest that the institution has lower attrition rate, considering that about 85% of

the respondents had stayed with the institution for over 10 years.

4.3 Appraisal Systems and Procedures At KNUST

This section examines the appraisal system and procedures at KNUST. This constituted

one of the key objectives of the study. Generally, there was a convergence in the response

from the junior staff, senior staff and senior members. Figure 4.2.4 below depicts the

findings as revealed.

strongly disagree
120% disagree
not sure
agree
strongly agree
100% 3%
5% 5% 8%
10%
21.00% 7%
24%
80%

35%
60%
60% 70%
65%
45%

40% 79%

40%

20%
35%
25% 28% 25%
10%
0%
existence of an use of key appraisal is adequate up-to-date workers part of
appraisal peformance supported by all resources performance criteria
system criteria stakeholders development

Figure 4.2.4 Findings on Appraisal Systems and Procedures At KNUST

Source: Field Data (2014)

43
From figure 4.2.4 we find 3 items presented with respect to findings on the appraisal

system at the Kwame Nkrumah University of Science and technology: whether an

appraisal system at KNUST, whether key performance criteria are used in the appraisal

process, and whether appraisal is supported by all stakeholders.

As indicated by figure 4.2.4, there is more than enough evidence to suggest that the

institution has an appraisal system. This was established based on the finding that about

79% strongly agreed to the statement that sought to find out whether there is an appraisal

system in the institution. This position was also clearly corroborated in the interview with

persons within the various colleges.

The remaining 21% also agreed, suggesting that all the respondents generally agreed to

this position. The indication is that the appraisal system is well known to all the staff of

the institution, including both senior and junior members. The interviewees were clear on

this point and made the assertion that adequate mechanisms exist to ensure that staff

have knowledge of the process because of their involvement.

Figure 4.2.4also reveals that there are key performance criteria used in the process of

appraising workers. This position was arrived at based on the fact that about 114 (95%)

of the respondents general held this view. A breakdown of the response suggests that

about 30 (25%) strongly agreed whilst 84 (70%) also agreed with only 6 (5%) indicating

lack of adequate knowledge of the issue. This is described by Addison-Wesley (2001) as

44
one of the important elements of an effective appraisal system. The interviewees

identified these criteria and gave credence to this finding.

Finally, we also find from figure 4.2.4 that the appraisal process is supported by all

stakeholders. As captured by the figure, 34 (28%) strongly agreed to this whilst 54 (45%)

also agreed to the same position, suggesting that about 88 (73%) generally agreed with

the remaining 33 (27%) either disagreeing or indicating that they could not confirm that

same position. It suggests that both workers and management show cooperation in

appraisal exercises. Most of the key personnel interviewed emphasized this position.

They were however quick to add that management and staff interests have sometimes

varied.

Figure 4.2.4 above also provides further findings on the appraisal system at the Kwame

Nkrumah University of Science and Technology. From the figure it is seen that about

90% generally believe that adequate resources are made available for the appraisal

process. The breakdown shows that whilst 31 (25%) strongly agreed to this position, 78

(65%) agreed with the remaining 12 (10%) indicating that they were not sure. It shows

that there were no dissenting opinions. The finding suggests that on the average the

process of appraisal in the institution gets the required resources to facilitate the process

effectively.

Again, Figure 4.2.4 also reveals that generally, performance criteria used in the institution

reflects what is up-to-date. This was obtained from responses which show about 114

45
(95%) of the respondents generally agreeing. The breakdown of the responses shows that

35% strongly agreed with 65% also agreeing. The remaining 6 (5%) could not confirm or

deny the position whilst none dissented. Interviewees shared this opinion; they further

suggested that there are some benchmarks that serve as a source for updating criteria.

Wesley (2004) provides in his study that up-to-date performance criteria will seek to

enhance the productivity of the worker in line with modern trend. The institution

therefore would have to keep up the standard of ensuring the use of up-to-date

performance criteria.

Interviewees largely suggested that workers are usually involved in the development of

criteria used in the appraisal process. However, figure 4.2.4 provides a mixed response of

whether workers are part of the development of criteria used in the appraisal process. As

can be seen on the figure, about 60 (50%) generally believe that workers are involved in

the development of the criteria whilst the other 60 (50%) could either not confirm this or

generally disagreed. The breakdown revealed that 12 (10%) strongly agreed whilst 48

(40%) agreed. On the other side, about 35% were not sure whilst 8 (7%) and 9 (8%)

disagreed and strongly disagreed respectively.

The split position is the basis for indicating a mixed finding. It suggests that about 60

(50%) of the respondents were generally not convinced that employees are sufficiently

involved in the development of performance criteria. Kurt (2004) raises the need for

workers to be part of the criteria development. According to him, this will raise the level

46
of confidence and in the system whilst getting employees to fully own the process

through explicit enthusiasm.

4.4 Appraisal Process

This section examines the performance appraisal process in KNUST. The examination

was to be able to identify components of the performance appraisal process in the

institution and how this helped or affected the appraisal process. Findings with respect to

the specific areas investigated are indicated in figures 4.2.5 below.

120%

100% 0% 0% 0% 0%
6% 7% 6% 7%
8% 8%
80% 35% 35%

60% 69.00% 69% strongly disagree

65% 65%
disagree

40% not sure

65% 65% agree

20% strongly agree

25% 20% 25% 20%
0%
adequate appraisal feedback appraisal workers are appraidal
preparation interview provided to process is fair encouraged process is
constructive workers dto participate regularly
reviewed

Figure 4.2.5 Findings on the Appraisal Process at KNUST

Source: Field Data (2014)

47
A key finding depicted on the figure below is the fact that adequate preparation goes into

the appraisal process. In other words the necessary measures and mechanisms are

activated to ensure the appraisal process is successfully implemented. This was also

indicated by persons in key positions interviewed. From figure 4.2.5 below 113 (94%) of

the respondents generally agreed. A breakdown revealed that 25% strongly agreed whilst

82 (69%) agreed with the remaining 7 (6%) not being able to confirm or deny and none

dissenting. Kurt (2004) emphasizes the need for adequate preparation to be undertaken

before beginning an appraisal process. According to Gabris & Mitchell (2000) this will

help achieve the stated objectives.

Again, we find form figure 4.2.5 that all the respondents generally agreed that the

appraisal interview is constructive. This was established form the breakdown which

showed that about 78 (65%) strongly agreed to this position whilst the remaining 42

(35%) also agreed to the same position. None dissented, suggesting that most employees

perceive the appraisal process in the institution to be constructive. . According to Kurt

92004) a constructive appraisal process creates the environment to effectively identify

employee weaknesses and constitute the appropriate training to address those

weaknesses.

Finally, from figure 4.2.5 it is also established that a significant level of feedback is

provided to workers at the various levels, both senior and junior. The feedback may not

100% considering that about 18 (15%) either could not confirm that position or generally

dissented. The breakdown specifically shows the following: 24 (20%) strongly agreed, 78

48
(65%) agreed, 7 (8%) were not sure whilst 6 (7%) disagreed. Feedback is considered by

McNamara (2000) as an important way of ensuring that workers know their weaknesses

so that it will be the basis for addressing those weaknesses.

Further investigation of the appraisal process showed that most respondents see the

appraisal process being fair. The breakdown revealed the following: 30 (25%) strongly

agreed to the position that the appraisal process is fair, 69% agreed to the same position

whilst the remaining 7 (6%) could not confirm that position. None dissented as shown on

the figure. Chopek (2003) believes that a fair appraisal process will boost worker’s

confidence and make them consider seriously feedback from the appraisal process.

Staff through questionnaire and interview also gave the indication that workers are

encouraged to participate in the appraisal process. This is important given that staff

participation is significant in ensuring the effectiveness of the appraisal process. The

breakdown revealed the following: 78 (65%) strongly agreed to the position, 42 (35%)

agreed to the same position with none dissenting (see figure 4.4.2 above).

Figure 4.2.5 finally reveals that the appraisal process is reviewed to address weaknesses

on regular basis. The figure reveals that 24 (20%) strongly agreed to this position, 78

(65%) agreed to it 8 could not confirm this position whilst the remaining 7 generally

dissented. There is the need to address weaknesses that come up so that the ultimate aim

of an appraisal is achieved.

49
4.5 Employees’ Perception of Performance Appraisal At KNUST

This section also examines the perception of respondents on the appraisal system at

KNUST. Findings are depicted on the figure 4.2.6 below.

1.2

1
5%
10%
15%
20%
25%
35%
0.8 30%

0.6 5%
70%
75% 34%
60%
0.4 75% 35%

5%
0.2
5%
26% 25%
5% 15% 15%
0 5% 5%
employees do employees do employees appraisal does some workers process not
not cooperate not have see it as time not reflect in aare followed
confidence in wasting meployee victimised strongly disagree
the results development disagree
not sure
agree
strongly agree

Figure 4.2.6 Findings Employees’ Perception of Performance Appraisal at KNUST

Source: Field Data (2014)

Figure 4.2.6 reveals varied response on what constitutes the perception of respondents on

appraisal process at the Kwame Nkrumah University of Science and Technology. The

50
analysis captures the perception of both senior members and junior members. From the

figure most staff indicating a strong cooperation from staff on the appraisal process. In

response to the statement “Employees do not show cooperation in the appraisal process”

the following was observed: 6 (5%) could not confirm this position, 68 (75%) disagreed

whilst the remaining 24 (20%) strongly disagreed. It suggests that generally about 114

(95%) disagreed, thus confirming the assertion above.

In connection with the statement “Employees do not believe that feedback reflects their

performance” 6 (5%) agreed, 6 (5%) could not confirm this position, 90 (75%) disagreed

whilst 18 (15%) strongly disagreed. The position is that about 108 (90%) generally

disagreed to this statement. The conclusion therefore is that both senior and junior

members of the institution believe that employees generally cooperate in an appraisal

process. For an institution like KNUST cooperation for such an activity is important to be

able to address inherent challenges in their performance.

Again, figure 4.2.6 shows that majority of the staff consider the exercise as very

significant and do not see it as constituting time wasting. This was established through

responses which reveal that about 96 (80%) generally share this position with the

remaining dissenting or not being able to confirm that position. The 24 (20%) who

dissented or did not share this position suggests that some staff in the minority see the

exercise as constituting a waste of time. Most of the respondents in this category may be

in the category that do not access feedback from previous appraisals and consequently do

not value the importance of the appraisal.

51
Figure 4.2.6 above depicts further findings on what was found in the study as constituting

the perception of staff on performance appraisal in the university. A key observation is

that majority of the respondents link appraisal to employee development. As a result, in

response to the statement “appraisal does not reflect in employee development” about

69% generally agreed to this position. However, the figure also shows about 31%

dissenting, suggesting that about 37 (31%) of staff are unable to associate performance

appraisal with employee development.

Again on figure 4.2.6, we find that there is generally the position that workers are not

victimized through appraisal process. Regarding this position, a total of 102 (85%)

response was recorded (see figure 4.2.6 above). The breakdown shows that only 18

(15%) could not confirm this position whilst none dissented. Workers having this

perception show the level of objectivity of the performance appraisal at the Kwame

Nkrumah University of Science and Technology. Objectivity in appraisal is described by

Chopek (2003) as a guarantee of its likely effectiveness.

4.6 Challenges of Performance Appraisal At KNUST

The study also attempted to identify the challenges facing the institution’s performance

appraisal system and process. Informations in respect of this objective was gathered using

both questionnaires and interviews. Figure 4.2.7 below reveals the challenges as

perceived by the respondents comprising both junior and senior members of the Kwame

Nkrumah University of Science and Technology. From the figure we find a number of

challenges confirmed by respondents.

52
 strongly disagree
120% disagree
not sure
agree
strongly agree
100% 0%
10% 10%
20%
25% 25%
80% 15%
10% 50%
10%
50%
60% 30%

40%

40% 65% 6% 45%

30% 10%

29%
20%
30% 30%
20% 20%
10% 10%
0% 0.00%
lack of ineffective expensive lack of low feedback results are not
resources supervision effective rate acted upon
cordination

Figure 4.2.7 Challenges of Performance Appraisal At KNUST

Source: Field Data (2014)

In the first place it is seen that one of the challenges is the general lack of resources to see

to an effective implementation of an appraisal process. Most of the persons interviewed

corroborated this view. We find from figure 4.2.7 that lack of resources did not constitute

a challenge to the institutions’ appraisal process. As shown in the figure about 108 (90%)

generally shared this opinion. However, 12 (10%) dissented, suggesting that they held a

different opinion.

53
Again, we find that a slight majority of the respondents did not consider “ineffective

supervision as a challenge to performance appraisal in the institution. This was

established based on the fact about 56 (55%) generally shared this position. The

remaining had 46 (39%) dissenting whilst about 7 (6%) could not confirm or deny it as a

challenge. The percentage that dissented is quite significant, suggesting the need for

attention to be provided to this area.

A key challenge seen on figure 4.2.7 is the fact that appraisal is expensive. This is

confirmed on the figure by about 84 (70%) of the respondents who generally agreed to

this position. The breakdown revealed the following: 36 (30%) strongly agreed, 48 (40%)

agreed, 12 (10%) were not sure whilst the remaining 24 (20%) generally dissented (see

figure above). Cost is potentially a challenge in any activity undertaken that requires

funding; however considering that performance appraisal has a relationship with

productivity there is the need that the necessary funding is secured to effectively carry out

such an important activity.

On figure 4.2.7 we find that low feedback rate is another challenge that staff see with the

appraisal system in the university. In response to this challenge 78 (65%) of the

respondents generally agreed to this position. A breakdown revealed the following: 24

(20%) strongly agreed, 45% agreed, 10% could not confirm or disagree with this position

whilst the remaining 30 (25%) generally disagreed. It shows that slightly more than 2/3

of staff of the institution believe that there is low feedback rate in the performance

appraisal process. According to Wesley (2003), feedback is as important as the

54
conducting the appraisal. Without feedback most workers will lose confidence in the

system since they will not be able to identify it with their development.

4.7 Effectiveness of Appraisal System At KNUST

An assessment was also done to ascertain the effectiveness of the appraisal process at

KNUST. Figures 4.2.8 below depict findings relative to the effectiveness of the

performance appraisal system in the university.

120%

100%
6% 10% 10% 10%
13%
20%

80% 20% 22% 20%

34%

28% 4% 4%
49% 10%
60%
5%

22% 46% 46%

40% 31% 38%

20% 20.00% 38%

24% 20% 20% 20%
10%
0%
helped in helped in aided the aided needs improved ocntributed to
professional identifying devlopment of assessment productivity harmony
development barriers to reward systems among workers
performance strongly disagree
disagree
not sure
agree

Figure 4.2.8 Effectiveness of Appraisal System at KNUST

Source: Field Data (2014)

55
From figure 4.2.8 it is seen that most staff are unable to identify performance appraisal

with their professional development. As shown in the figure below about 57 (48%)

shared this position whilst about 26 (22%) were not sure, suggesting that they could not

emphatically relate performance appraisal to their professional development.

Most however admitted that the process is able to help identify barriers to performance

which when addressed properly helps boost general productivity. This position was

shared by about 66 (55%) of the respondents. On the other hand about 54 (45%) either

dissented or could not confirm or disagree with this assertion. The important finding here

is that most staff se the process as being significant in identify barriers to performance.

Finally, figure 4.2.8 also provides indication that performance appraisal has aided the

development of reward system and therefore has contributed to an improved reward

system in the institution. This position is consistent with findings in the study of

Awosanya and Ademola (2008) It stresses the importance of the performance appraisal

activity to both organisation and the individual.

On figure 4.2.8 above, we further identify some of the effects of performance appraisal in

the university. From the figure we find that as many as 104 (87%) indicated that the

performance appraisal process has helped in the needs assessment process which is an

important activity in developing training programmes for staff. About 70 (58%) also

associated performance appraisal to improved productivity whilst about 66% believe it

has contributed significantly to harmony among workers of the university.

56
It shows that performance appraisal has been effective in the university and has

contributed significantly to improved productivity and harmony among workers whilst

also helping to identify performance barriers to be addressed and aiding the development

of reward systems. According to Chadbourne (1994) institutions stand to derive these

benefits and more if they effectively undertake performance appraisal and act decisively

upon the results of the appraisal.

57
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter covers the summary, conclusions and recommendations resulting from the

discussions on the data gathered from the respondents of the study.

5.2 Summary of Findings

Demographic Characteristics of Respondents

The study revealed that about 52.5% of the respondents were male. It was therefore

concluded that, the likelihood of a staff being a male is higher than the probability of

being a female. Again, with respect to their age, it was found that majority of them were

aged between 30 and 50 years. Regarding the number of years they had spent with the

institution, about 62% ha d spent 10 years and above as staff of KNUST.

Appraisal Systems and Procedures At KNUST

The study found that the institution has in place an appraisal system, and this was largely

acknowledged by all categories of respondents: junior and senior members. The study

noted that there are key performance criteria that have been developed and clearly

identified in the appraisal system. Findings showed that to a large extent the criteria have

been developed in consultation with workers and appraisers. Further, respondents

indicated general understanding and support from the various stakeholders on the

institution’s appraisal system. Findings also revealed that largely, the necessary resources

are available to implement an effective performance appraisal system in the institution.

58
Most respondents were very positive on whether the performance criteria have been

extracted from an up-to-date job description.

Appraisal Process

The study revealed that there are sufficient preparation by the manager/supervisor and

workers before the appraisal process is undertaken. Again, majority of the respondents

indicated that the appraisal process is conducted fairly. Majority of the respondents

further acknowledged that the appraisal interview is designed to be constructive. There

was evidence to the effect that workers are encouraged to participate in discussions. It

was also found that feedback to workers is usually not provided as reported by

respondents. There was also evidence to suggest that there is regular review of progress

towards goals.

Employees’ Perception of Performance Appraisal at KNUST

The study found that most employees show cooperation in the appraisal process. Again,

most staff believe that feedback reflects their performance. Further, most staff believe the

appraisal system is relevant and do not consider the appraisal process a waste of time.

Most employees indicated that they can relate the appraisal process to their personal

development. The assertion that appraisal process is only used as a tool for victimizing

some workers was not shared by respondents. This suggested that the process is

conducted fairly and with the right intentions of rewarding performance and addressing

weaknesses.

59
Challenges of Performance Appraisal At KNUST

Key challenges identified included the following: it is time consuming and requires a lot

of resources to undertake regular appraisal processes.

Effectiveness of Appraisal System At KNUST

The study found that the appraisal system has helped developed staff professionally.

Again, it was noted that the process has helped in identifying systematic factors that are

barriers to effective performance. The evidence also suggested that the appraisal system

to a large extent is able to validate the administrative decisions of the institution whilst

also aiding the determination of orgamisational training and development needs of both

junior and senior staff.

5.3 Conclusions

The study has examined the appraisal system and practice of Kwame Nkrumah

University of Science and Technology (KNUST) using respondents who were both junior

and senior members from all the colleges of the university. Several findings were made

and adequately discussed. Key among the findings was that the institution has in place an

appraisal system with key performance criteria that have been developed and clearly

identified. Effectively it came out that the process has helped in identifying systematic

factors that are barriers to effective performance.

Competent appraisal of individual performance in an organization or company serves to

improve the overall effectiveness of the entity. McGregor in Moats (1999) describes the

60
three main functional areas of performance appraisal systems as: administrative,

informative, and motivational. According to Addison-Wesley (2001), appraisals serve an

administrative role by facilitating an orderly means of determining salary increases and

other rewards, and by delegating authority and responsibility to the most capable

individuals. Again, Moats says the informative function is fulfilled when the appraisal

system supplies data to managers and appraisees about individual strengths and

weaknesses.

It must also be emphasized that the uniformity of the appraisal structure is vital because it

ensures that all employees are evaluated on a standardized scale. Appraisals that are not

uniform are less effective because the criteria for success or failure become arbitrary and

meaningless. Furthermore, uniformity allows a company to systematically compare the

appraisals of different employees with each other.

The general conclusion therefore is that organisations should seriously consider methods

and systems that would help them administer their appraisal process effectively so that

the stated objectives will achievable and subsequently translate into the organisation’s

performance.

5.4 Recommendations

Based on Findings and discussions the following are recommended:

61
1. The need to ensure that Performance Criteria is up to date

There is the need to ensure that performance criteria have been extracted from an

up-to-date job description. This was identified in the case of KNUST consistent

with what has been suggested in the literature and need to be encouraged.

2. Need To Ensure Fairness In The Appraisal Process

The study observed although they were in the minority, some respondents

doubted the fairness of the appraisal process in the university. To totally erase this

impression, since it has the potential of affecting confidence in the system, there

is the need to ensure that fairness is maintained in the appraisal process so that the

necessary trust and cooperation will be forthcoming from staff.

3. The Need To Ensure Regular Feedback.

The study also identified feedback rate to be very low. This affects some of the

objectives of instituting an appraisal system. Therefore, there is the need to ensure

regular feedback. Failure to do this could affect staff interest in the process, as

much as possible feedback should be given to staff on their performance.

4. The need to ensure effective supervision

Finally, one of the challenges that usually confront the implementation of an

appraisal is the fact that some supervisors do not display the right attitude to help

the process. Although this was not found with KNUST, there is the need for

62
supervisors to enhance the process by exhibiting the right attitude. This will go a

long way to create the right enthusiasm among staff.

63
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68
 Appendix 1

KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY,

KUMASI

QUESTIONNAIRE FOR SENIOR STAFF

TOPIC: EFFECTIVENESS OF PERFORMANCE APPRAISAL SYSTEM: A CASE

STUDY OF KNUST

Introduction: This questionnaire is part of a study examining the effectiveness of

performance appraisal system at KNUST. Kindly indicate your preference among
alternative answers for each question by ticking in the appropriate box. Where alternative
answers are not provided, fill in the gaps provided. Thank you for your contribution.

51. Background Information

Gender Tick
Male
Female

Age tick
21-30
31-40
41-50
51 and above

Level of education Tick

HND
Professional Certificate
First Degree
Second Degree
PhD
Others

How long have been working with KNUST? tick

1 year and below
2-4 years
5-7 years

69
8-10 years
More than 10 years
b. Appraisal systems and procedures at KNUST

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

statements about Performance Appraisal System at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
KNUST has got an appraisal system in place.
Key performance criteria (i.e., competencies, behaviours, results /
outcomes) have been clearly identified in the appraisal system
The criteria have been developed in consultation with workers and
appraisers.
There is understanding and support from key stakeholders (e.g. workers,
supervisors).
The necessary resources are available to implement an effective
performance appraisal system.
The performance criteria have been extracted from an up-to-date job
description.
The assessment tools are structured, with clear explanations about the
criteria to be assessed, and performance standards

c. Appraisal Process

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

statements about Performance Appraisal Process at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Sufficient preparation is undertaken by the Heads / supervisors and workers
before the appraisal process
The appraisal process is fair
The appraisal interview designed to be a constructive, two-way discussion
of performance and goal setting
The workers are encouraged to participate in appraisal discussions

70
Workers are provided with regular feedback
Feedback provided is constructive
Progress towards goals are reviewed at regular intervals
Does the appraisal process presents opportunity for feedback

d. Employees’ perception of performance appraisal at KNUST

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

statements constitute your perception of Performance Appraisal Process at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Employees do not show cooperation in the appraisal process.
Employees do not believe that feedback reflects their performance.
Employees consider the appraisal process a waste of time.
Employees cannot relate the appraisal process to their personal
development.
Employees believe the appraisal process is only used as a tool for
victimizing some workers.

e. Challenges of performance appraisal at KNUST

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

as challenges of Performance Appraisal at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
The needed resources are unavailable to carry out an effective appraisal.
Supervisors do not display the right attitude to help the process.
The cost of financing the process is a challenge.
Some workers are victimized through the appraisal process.
Performance goals do not consider pertinent environmental factors.

71
Results are not acted upon.
f. Effectiveness of appraisal systems at KNUST

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

statements regarding the effectiveness of Performance Appraisal at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Helps in professional development (identifying strengths and weaknesses in
performance, implementing strategies for improvement)
Helps in identifying systemic factors that are barriers to effective
performance.
Aids the development of reward systems.
validates administrative decisions, eg compensation, promotion, placement,
etc.
Aids the determination of organisational training and development needs.

Any other comments

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

72
 Appendix 2

KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY,

KUMASI

QUESTIONNAIRE FOR JUNIOR STAFF

TOPIC: EFFECTIVENESS OF PERFORMANCE APPRAISAL SYSTEM: A CASE

STUDY OF KNUST

Introduction: This questionnaire is part of a study examining the effectiveness of

performance appraisal system at KNUST. Kindly indicate your preference among
alternative answers for each question by ticking in the appropriate box. Where alternative
answers are not provided, fill in the gaps provided. Thank you for your contribution.

51. Background Information

Gender Tick
Male
Female

Age tick
21-30
31-40
41-50
51 and above

Level of education Tick

HND
Professional Certificate
First Degree
Second Degree
PhD
Others

How long have been working with KNUST? tick

1 year and below
2-4 years
5-7 years

73
8-10 years
More than 10 years
b. Appraisal systems and procedures at KNUST

On a scale of 1 to 5, indicate the extent to which you agree or disagree with the following

statements about Performance Appraisal System at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
KNUST has got an appraisal system in place.
Key performance criteria (i.e., competencies, behaviours, results /
outcomes) have been clearly identified in the appraisal system
The criteria have been developed in consultation with workers and
appraisers.
There is understanding and support from key stakeholders (e.g. workers,
supervisors).
The necessary resources are available to implement an effective
performance appraisal system.
The performance criteria have been extracted from an up-to-date job
description.
The assessment tools are structured, with clear explanations about the
criteria to be assessed, and performance standards

c. Appraisal Process

On a scale of 1 to 5, indicate the extent to which you agree with the following statements

about Performance Appraisal Process at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Sufficient preparation is undertaken by the Heads / supervisors and workers
before the appraisal process
The appraisal process is fair
The appraisal interview designed to be a constructive, two-way discussion
of performance and goal setting
The workers are encouraged to participate in appraisal discussions

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Workers are provided with regular feedback
Feedback provided is constructive
Progress towards goals are reviewed at regular intervals
Does the appraisal process presents opportunity for feedback

d. Employees’ perception of performance appraisal at KNUST

On a scale of 1 to 5, indicate the extent to which you agree with the following statements

constitute your perception of Performance Appraisal Process at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Employees do not show cooperation in the appraisal process.
Employees do not believe that feedback reflects their performance.
Employees consider the appraisal process a waste of time.
Employees cannot relate the appraisal process to their personal
development.
Employees believe the appraisal process is only used as a tool for
victimizing some workers.

e. Challenges of performance appraisal at KNUST

On a scale of 1 to 5, indicate the extent to which you agree with the following as

challenges of Performance Appraisal at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
The needed resources are unavailable to carry out an effective appraisal.
Supervisors do not display the right attitude to help the process.
The cost of financing the process is a challenge.
Some workers are victimized through the appraisal process.
Performance goals do not consider pertinent environmental factors.

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Results are not acted upon.
f. Effectiveness of appraisal systems at KNUST

On a scale of 1 to 5, indicate the extent to which you agree with the following statements

regarding the effectiveness of Performance Appraisal at KNUST

(Key: 5-Strongly Agree 4-Agree 3-Not Sure 3-Disagree 1-Strongly Disagree)

Statements 5 4 3 2 1
Helps in professional development (identifying strengths and weaknesses in
performance, implementing strategies for improvement)
Helps in identifying systemic factors that are barriers to effective
performance.
Aids the development of reward systems.
validates administrative decisions, eg compensation, promotion, placement,
etc.
Aids the determination of organisational training and development needs.

Any other comments

………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

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 Appendix 3

KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY,

KUMASI

INTERVIEW GUIDE

TOPIC: EFFECTIVENESS OF PERFORMANCE APPRAISAL SYSTEM: A CASE

STUDY OF KNUST

Introduction: This study is examining the effectiveness of performance appraisal system

at KNUST. Respondents are assured that this just an academic exercise and that every

information will be treated as confidential. Thank you for assisting.

1. Background Information

Position……………………………………

College…………………………………….

2. Nature of Performance Appraisal

Has the college got a performance appraisal system (Yes/No)……………………………

What are the key performance criteria in the appraisal

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How were these criteria developed?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

What are the assessment tools used?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

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Who is in charge of the appraisal process?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

3. Objectives of the Appraisal System

What are the objectives for instituting the appraisal system?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How were these objectives arrived at?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

Were these objectives set with the involvement of staff?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

4. Effectiveness of Appraisal System

Are the objectives for instituting the appraisal system being met? (Yes/No)…………..

How has performance appraisal contributed to productivity?

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………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How has it affected employee professional development?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How has it affected employee motivation?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

5. Challenges of Appraisal System

What are the challenges facing the effective implementation of the appraisal system?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How did these challenges evolve?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How are the challenges affecting the implementation of performance appraisal?

………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

How are these challenges being addressed?

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………………………………………………………………………………………………
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