CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â BACKGROUND TO THE STUDY
A performance assessment is a review of an employee’s work performance over a period of time. It’s the equivalent of a report card on an employee’s performance during the previous year, as determined by their management. Anyone who has worked in many departments or companies can relate to the reality that not all performance evaluation methods are created equal (Chen, 2007). Many companies can benefit from the various systems and procedures. Unfortunately, some are done so badly that they are not only meant to fail, but also to provide both the boss and the employee a bad experience. The process by which each worker’s performance and productivity are measured in order to identify his or her contribution to the organization’s effort towards the attainment of the defined goals and objectives has also been referred to as performance appraisal (Lee, 2009). The process for measuring and evaluating a worker’s performance varies from one company to the next. However, the ultimate goal is to assess each employee’s contribution to the attainment of corporate goals. Within a company, performance evaluations are also conducted for the purposes of promotion and transfer to new work assignments and positions (Eldman, 2009). According to Yee (2009), the Performance Appraisal System (PAS) takes into account all of the components and aspects of performance, with special attention paid to how each component contributes to the desired performance outcome at the organizational, departmental, team, and individual levels throughout the process of achieving the organization’s mission and goals. Performance assessment methods are a contentious topic due to the fact that few employees would not prefer to know exactly what their management thinks of their work. In small businesses with few workers, the manager-employee relationship is so intimate that employees are typically aware of what their employer thinks of them. However, in huge organizations, the level of engagement is so low that many employees find it impossible to forecast what their bosses think of them and how their performance review will turn out (Donli, 2008). In today’s corporate climate, with fierce rivalry among enterprises and an economic slump, many companies utilize performance assessment to reduce the size of their staff, retaining only the most productive employees (Bana, 2009). Downsizing the workforce aids a firm in lowering its overall labor costs and bolstering its profit margins. To put it another way, if performance assessment is correctly implemented, it may help a company organize and grow its people resources (Dipboye, 2001). The primary purpose of performance management is to improve performance in order to achieve the organization’s objectives and goals. (2009, Shitindi) Performance evaluation systems, which are an integral aspect of performance management, are always a top priority for any company managing its human resources. The performance assessment system has an influence on other human resource systems as well as organizational strategy at the organizational level. 2011 (Rasheed). It is critical at educational institutions to conduct teacher performance appraisals and offer feedback on their work in order to improve educational quality. URT (University of Rochester, 2012). Performance Appraisal System, according to Longenecker (1992), is an excellent instrument for human resource management and performance improvement, and if correctly developed and executed, may benefit both people and the business. Harris (1988) conducted research that show the relevance of evaluation feedback in improving organizational performance; if the system is ineffective, resources are squandered, which may have a detrimental influence on society and the nation as a whole.
1.2Â Â Â Â STATEMENT OF THE PROBLEM
There were numerous inconsistencies in teacher-based evaluations (teacher performance management); most teachers did not see their fellow teachers as critical evaluators, but rather as “soft” friends; however, individual teachers were also unfair to themselves because they did not invest in evaluating themselves and showing tangible evidence of personal growth (Stobbe, 2003). Such difficulties resulted in several discrepancies, including bad student performance and poor instructor performance. These issues were thought to be linked to poor class management, poor teamwork, and diminished teacher motivation, all of which had an impact on teaching quality (Emerson, 1995). Because the present appraisal system was put in place to inspire teachers, yet their performance was declining, it was considered that the problem was the gap between real appraisal and effective teacher performance. This meant that the assessment process and its outcomes did not appear to inspire increased teacher performance (Nkozi 2005). As a result, the assessment process tended to foster a lack of excitement, demotivation, and poor performance among teachers.
