RESEARCH ARTICLE

Performance Appraisal: Perceptions of Public Sector Employees’ in Ghana

Performance appraisal has become the method currently used in managing employees’ performance in organizations. Nevertheless, in recent times, most practitioners have attributed the success or failure of the performance appraisal process implementation to the general perceptions of employees’. This study investigates public sector employees’ general perceptions of the performance appraisal outcomes and conduct issues. A quantitative research strategy using a structured mailed questionnaires were used to track the perceptions of about 150 teaching and non-teaching staff in a tertiary institution in Ghana. The findings of the research showed that public sector employees’ in Ghana had negative perceptions of the performance appraisal due to lack of written feedback, rewards and no involvement of employees’ in setting clearly defined targets. The outcomes have managerial implication for involving employees’ in target setting, provision of rewards and written feedback after performance review. The limitation of this research is that, due to limited financial resource, it was conducted in only one institution and the use of questionnaires to collate information from employees rather than a combination of both questionnaires and interviews that might have yielded more in-depth information on employees’ perceptions of the performance appraisal.

Keywords: performance appraisal; perceptions; Public Sector Employees’, Ghana.

1. Introduction to Performance Appraisal

The performance appraisal is currently regarded as a management tool used in identifying both the development plans and performance of employees. It is gradually becoming one of the human resources practices that are gaining the interest of most academics and human resources practitioners. Several studies found that the success of the performance appraisal process depends on employees’ perceptions and attitudes (Erdogan et al, 2001; Cardy and Dobbins, 1994; Lawler, 1994; Carroll and Schneier, 1982). The work of Dailey and Kirk, 1992 and Rainey, 1991 also confirmed that poor perceptions by employees’ of performance appraisals are liable to have a negative impact on their attitudes towards work, resulting in turn ‘in a high-attrition rate’. Other researchers also found that the involvement of employees’ in the carrying out of the performance appraisal process increases their commitment towards their job responsibilities in the organization. However, despite these findings, the results of such practices vary across organizations due to individual differences. There are likely to be differences due in part to the variation of leadership styles in different organizations.

Such differences may affect the failure or success of performance appraisal procedures (Smither, 1988 and Taylor et al, 1995); there are ample studies and publications on this

subject matter in both western and non-western cultures. For instance, studies conducted in the western cultures such as the United Kingdom and the United States, have emphasised the importance of employees’ perceptions of the fairness of the performance appraisal system (Swiercz et al, 1993; Erdogan et al, 2001; Taylor et al, 1995; and Greenberg, 1986). Such research has explored the impact of perceptions of the procedural, interactional and distributional justice of the performance appraisal. Other research has been conducted in the African Countries (for example: Nigeria, Kenya, Eritea, and Ghana) on general human resources practices (Anakwe, 2002; Kamoche, 2004; and Abdulai, 2000).

However, few of these studies have explored the reactions of employees to human resources management and performance (Ghebregiorgis and Karsten, 2007). There has until now been less exploration of the performance management process and the appraisal, in non-western cultures in particular. This research hopes to lessen the gap by focusing on the public sector (in particular the educational Setting) in Ghana.

Research Objectives

To examine the perceived purpose of the performance appraisal from the employees’ perspectives at the University of Education, Winneba in Ghana.

To evaluate issues relating to the conduct of performance appraisal process in the University of Education, Winneba, from the point of view of these employees.

To investigate the advantages and disadvantages of the performance appraisal to employees’ at the University of Education, Winneba in Ghana.

2. Literature Review

2.1. Overview of Performance Appraisal

A performance appraisal is a means of evaluating the performance of employees which includes the provision of constructive feedback to enhance better performance standards (Randel, 1994). This process involves an employee and a line manager, usually termed as appraisee and appraiser respectively. An appraiser is a person responsible for assessing the employee’s performance whereas the term appraisee refers to the person whose performance is being assessed. The main purpose of the performance appraisal is to identify the training and development needs, assess performance of employees in order to augment organisational effectiveness (Schuler and Huber, 2000). Before the performance appraisal review, both the appraiser and appraisee meet to establish clearly defined targets to evaluate the performance. These targets relate to an employee’s skills, competencies, job responsibilities, and the organisation’s objectives (Redman and Wilkinson, 2009). Afterwards, an employee’s performance is assessed based on the targets set, and this is usually accompanied by feedback to ensure improved performance and possibly a reward. In addition, developmental training may be provided to performers to maintain or improve their performance standards. Development plans relating to performance appraisal are imperative, because they help organisations to attain competitive advantages (Randel, 1994).

2.2 Performance Appraisal and Performance Management

Currently, the use of performance appraisal is a popular means of managing employee performance. This may be due to the quest to gain a competitive advantage through organizational effectiveness and hence, the need for employees’ participation and involvement in decision making in order to ensure improved performance standards (Storey and Sission, 1993; Connock, 1991). However, practitioners debate about the use of the performance appraisal as a strategy for managing human resources in the organization. Some experts argued that as the performance appraisal system is part of performance management, it may not be the best tool to achieve both the needs of the employees’ and the organisation (CIPD Factsheet, 2010 and Varma et al, 2008). Armstrong (2006) differentiates between the conduct of performance appraisal and performance management.

‘’Performance appraisal can be defined as the formal assessment and rating of individuals by their managers at, usually, an annual review meeting. In contrast performance management is a continuous and much wider, more comprehensive and more natural process of management that clarifies mutual expectations, emphasises the support role of managers who are expected to act as coaches rather than judges and focuses on the future (p. 9)’.

Armstrong and Murlis (1994) referred to the performance appraisal system as ‘a dishonest and annual ritual’ (cited in Armstrong, 2006, p. 9-10)’. However, the frequent use of the performance appraisal by some organisations may be due to ‘convenience’s sake’, For instance, a performance appraisal may be conducted annually, whereas performance management may involve a continual process. It may be comparatively cheaper in terms of the resources required to manage the process in non-western cultures like Ghana. Nevertheless, performance management may not be applicable in the public sector of Ghana. The reason is that, top management experience busy schedules and might not be able to integrate performance management process with their own duties due to the large number of employees. Advocates of performance management claim that the linking of individual performance with the organisational goals may be of enormous benefit to the organisation (Torrington et al, 2002). Nevertheless, studies conducted by other researchers showed that managers found it difficult to implement the process, particularly with the linking of individual and organisational goals (Hendry et al, 1997; Bevan and Thompson, 1992).

Torrington et al (2002) proposed a systematic approach to the conduct performance management in an organisation. This included planning performance, supporting performance, and an ongoing review. Firstly, they stress that the planning performance stage may require all parties, the top level management and employees to establish clearly defined targets incorporating the needs of both the organisation and employees’. Also, supporting performance may necessitate managers encouraging employees’ to transfer the knowledge and skills gained elsewhere to the working environment and engaging in coaching and mentoring. The ongoing performance review ideally involves both the appraiser and appraisee in assessing performance standards with the use of the performance appraisal and subsequently relating these to reward, promotion, and training (Marchington and Wilkinson, 1997b). It allows for both managers and employees to provide suggestions on how to improve future performance.

However, in the real world employment situations, particularly in varying cultures, it might be difficult for public sectors management to implement this systematic approach requiring very detailed planning by managers. For instance, in the public sector of Ghana, top management tend to be given a routine task for several years, rather than varied tasks and it may be quite difficult for them to adapt.

2.3. Purpose of Performance Appraisal

The current literature states that the performance appraisal provides a possible means by which the organisation can perform varied tasks. There are arguments among commentators relating to the multipurpose uses of the performance appraisal in recent times. For instance, Fletcher (1999) outlines some of the functions of the performance appraisal within the organisation; these include: being a motivator for employees through promotions and salary increments, career development, identifying training and development areas, guidance and counselling. Redman and Wilkinson (2009) debate that the different uses of the performance appraisal help managers to perform their duties effectively since it involves the use of a single system for carrying out numerous activities in the organisation. Nonetheless, some other commentators are against such multiple uses of the performance appraisal.

Firstly, this is because the process is demanding (Boudreaux, 1994) and tends to focus on the organisational targets rather than employees’ personal development (Fletcher 1999). Grint (1993) also emphasises that performance appraisals have failed to perform all their functions although Harris et al (1995) report that few studies have been conducted in this area. In addition, only few researchers have conducted in-depth research on this topic (IIgen et al, 1993). Recent studies (Schuler and Huber, 2000, p. 283) found twenty uses of the performance appraisal by various organisations in the western cultures. These uses were coded into four main groups: between-person evaluation, within-person development, systems maintenance and documentation Table 2.1 in appendix 5 shows the list of these uses. Although performance appraisal is used to perform varied tasks, most organisations use the system to provide feedback to employees and for salary administration with the reinforcing of the authority structure and identifying organisational needs for further uses. Nonetheless, this research was conducted in the western cultures and may vary across cultures like Ghana.

However, these functions might be too demanding to help performance appraisal produce better results in non-western cultures like Ghana. For example, Schuler and Huber (2000) comment that, theory and practice of the multiple uses of the performance appraisal might difficult for public organisations due to the large number of employees and scarce resources due to intense competition. Although public sectors are likely to be endowed with more resources due to economies of scale, nonetheless, according to the theory of resource dependence, the resource of the organisation depends on the certain or uncertain conditions of the environment in which it operates (Pfeffer and Salancik, 1978).

Nevertheless, due to the uncertain environment faced by organisations in the contemporary era, due to factors such as globalisation and high competition, it might be difficult to implement all uses of the performance appraisal due to limited resources.

2.4. Performance Appraisal Method Issues

2.4.1. Standard Performance Appraisal

This method involves the appraiser (usually a line manager) and the appraisee (the employee) meeting to review performance based on measurements for evaluation, feedback and relating to training and development, potential transfers and promotions. It may be used to enhance cooperation and communication between appraisee and appraiser. This procedure is likely to be employed in mostly This is likely to be used by the public sector in non-western cultures where authoritarian management styles may exist.

Literature highlights debates associated with the standard appraisal. This form of appraisal assumes that the appraiser is an appropriate person to evaluate the appraisee with insights into the employee including skills, abilities and knowledge (Torrington et al, 2002). However, this may differ in practice. For instance, in the public sector in Ghana, due to bureaucratic management style, the appraisee and appraiser may not often come into contact. Thus, the appraiser may not have much detailed information on the employee which may affect the fairness and objectivity of the results.

Secondly, according to theory, the standard appraisal may be associated with the ‘crony effect’. For example, (Khatri and Tsang, 2003; Khatri et al, 2006) found examples of crony effects in the western cultures. Khatri and Tsang (2003) comment that nepotism may exist across cultures which may affect the performance and behaviours of employees. Few studies in non-western cultures have been focused on this area (Arthur et al, 1995).Therefore, based on the views of employees in the public sector in Ghana, the current study aims to secure information on these issues.

2.4.2. 360-degree Performance Appraisal

Researchers have made an attempt to define 360-degree appraisal. Hoffman (1995) defines performance appraisal as ‘an approach that gathers behavioural observations from many layers within the organisations and includes self assessment’ (p. 82). While this definition includes the line manager, subordinates and a peer review, as well as self-appraisal by the employee, it excludes the customers who are also part of the organisational stakeholders (Handy, 1999).

The 360-degree appraisal involves the process of evaluating the performance of employees’ by the line manager, customers, subordinates and a peer review, as well as self-appraisal by the employee. This process is followed by the compilation of outcomes by the appraiser, and constructive feedback that is provided to the appraisee. Afterwards, outstanding performers are rewarded, and developmental training given to help maintain their performance. Poor performers meanwhile are also given training to improve their performance, to help enable the organisation to achieve its objectives.

The literature emphasises the opposing views that exist between practitioners concerning the effects of involving several parties in appraisal, especially the involvement of an employee’s peers (Tornow, 1993). Some experts believe that ‘in recent times’, the 360-degree feedback has become more useful than standard appraisal to the organisation. For instance, Edwards and Edwen (1996) note that ‘No organisational action has done more for motivating employee behaviour change than feedback from credible work associates’ (p. 4). Also, feedback from peers may be more objective and accurate ‘unlike the straight forward appraisal’. However, Nilsen and Campbell (1993) are against this notion. Nevertheless, few studies have been conducted on this subject.

Opponents claim that there are some limitations associated with this technique. Practitioners also argue that 360-degree feedback undermine the credibility of line managers in the

organisation. Moreover, in practice its objectivity is likely to be distorted when it is subjected to ‘organisational politics’. Recent research in western culture (on nearly 70% of United Parcel Service employees) embraced feedback from subordinates and peers (Hogetts et al, 1999). Other studies on this area and their subject matter include; (McCharty and Garavan, 2001, Towers and Perrin, 1998).

Employees’ with standard performance appraisal experiences in hierarchical institutions, as in the case of Ghana, might be uncomfortable with 360-degree feedback (McCharty and Garavan, 2001). Arthur et al (1995) comment that this system may not be successful in public sectors areas in Ghana due to its bureaucratic management structure. Furthermore, because of its organisational culture, top-level management in Ghana’s public sector may not accept change to using 360-degree feedback.

2.5. Advantages and Disadvantages of Performance Appraisal:

The literature comments on the advantages and disadvantages of the performance appraisal in the organisation. Latham (2003) states that clearly defined targets help the appraisee to have a better understanding of their job responsibilities, leading to an increase in job satisfaction and organisational commitment. However, past researchers (Wood et al, 1987) emphasised that the appraisee may improve on performance depending on the challenges associated with the goals set by the appraiser. According to theory, goal setting and feedback have a positive impact on performance standards in the organisation (Locke and Latham, 1990; Deci and Rayan, 1991).

However, in practice this might differ across cultures due to individual differences. For instance, Fletcher (1999) confirmed that about 90% of the few studies conducted on this subject showed that, the tougher the goals, the greater the performance standards in the organisation. Other researchers found a positive relationship between clearly defined targets and employees’ performance standards (Earley, 1990; Fletcher, 2001, Pettijohn et al, 2001a; Bartol, 1999).

Nonetheless, this may differ in non-western cultures. In practice, targets set for the appraisee (employee) may be unrealistic, unachievable, and improperly time-bound. This might demotivate the appraisee due to their inability to achieve the targets set by the appraiser. In the case of western cultures and Northern European, individuals may be monochronic due to focusing on one target at a time, unlike the Central and South America, where employees may be polychronic (Hall, 1959). However, in the case of Ghana, employees may have polychronic behaviours. This might influence their progress towards their duties and might be demotivating. However, this may differ among public sector employees in non-western cultures like Ghana.

According to the theory of memory and learning, individuals are likely to be more organised if their duties are broken into pieces (schemas). Fletcher (1993) suggests that the goals set for the employees should be realistic.

Feedback provided after a performance appraisal review may also serve as a form of motivator to the appraisee. This actually helps employees to improve on their standards if they seem to have performed badly. According to the theory of self-perception, employees are always eager to know the results of their performance and make comparisons with their colleagues (Festinger, 1954). For example, Milknovich and Wigdor (1991) established that providing feedback enables employees to meet standards in the organisation, and may also improve an employee’s job satisfaction.

However, critics strongly argue that it is not always the case in practice (Blau, 1999 and Roberts, 1998). Masterson et al (2000) also comment that good performers may be motivated to maintain their standards in the social world; for instance, the work of Fugate et al (2008) found that negative feedback negatively influences the performance standards of employees. However, Wright (2004) and Keeping and Levy (2000) suggest that to obtain much information on this area, employees’ views should be considered.

Hence, the focus of this studies on public sector employees in Ghana which might help to gain much information on the advantages and disadvantages for employees in non-western cultures. Moreover, Fletcher (1999) emphasises the effects of the outcomes of the performance appraisal for different areas of employees’ responsibility. These may involve negative impacts on the employees’ emotions, performance, and self esteem. Hence, the importance of this research in focusing on employees’ views, which helped the researcher to acquire knowledge on the uses of the performance appraisal in non-western cultures such as Ghana. Randell et al (1984) suggest that to overcome these conflicting issues, the performance appraisal process should be based on three categories, namely: reward, performance and potential assessment. Also, much attention should be focused on the performance review, which is likely to improve the out-put levels of the organisation.

3. Methodology

This study adopted the quantitative Case study method. This was more suitable because it helped the researcher analyse employees’ views and perceptions of performance appraisal at the University of Education, Winneba and to find credible answers to the research questions that relate to performance appraisal The target population for this study constituted both academics and non-teaching staff of the four departments at the University. The total population at the University of Education, Winneba in Ghana is 1448 employees. This includes 352 Senior members (teaching staff), 85 Administrators, whereas the Junior Staff(Non- teaching Staff is 1006. This study used a sample size of 150 based on simple random sampling. This form of probability sampling design was used to ensure that the total population has a chance a to be part of the sampling procedure (Saunders et al, 2003). With this technique, both teaching and non-teaching staff in the four departments at the University had and advantage to partake in the study. The sample consisted of 100 academics and 50 non- teaching staff from Sociology, Education, Social Sciences, Social Studies and Basic Education Departments.

Structured questionnaires were most suitable for assessing the perceptions of public sector employees’ of the performance appraisal. They were easy to answer and less time consuming: employees might have very tight schedules during working periods. In addition, it provided a quick track for delivering questionnaires. The results of a pilot survey showed that the questionnaires were clear (the pilot survey included 15 employees’ at the University of Education, Winneba in Ghana). This enabled the researcher to test clarity of the questions to ensure validity and reliability of the data collected. The self-completion emailed questionnaire was suitable for this study because this method is considered to be less bias due to the absence of the researcher during the research process (Sudman and Bradman, 1982). Besides, they are easy to answer and less time consuming and it provided a quick track for delivering questionnaires. However, it is recognized that the response rate for self- completion questionnaires tends to be low, and often as low as 25% to 33%. To compensate for the possible low response rate, it was anticipated that the total sample will need to bring a

response rate of at least 75 to 100 questionnaires. This was necessary for the application of statistical testing. The researcher sent weekly reminders to potential respondents. Closed questionnaires were judged to be more suitable for this study. According to deVaus (2002), closed ended questions provide a number of alternative answers for which respondents are instructed to choose. Closed-ended questions were important for this study because they were easy to complete and less time consuming for public sector employees at the University of Education, Winneba who might have very tight schedules. However, this study provided a section on the questionnaires to allow employees to interpret their own views relating to the performance appraisal. This study used the 4-four point scale to assess the views and perceptions of public sector employees’. This was to force a positive or negative response.

4. Analysis of data: SPSS Software

The data collected for this study was analysed using the SPSS software. This made it easier to analyse the data collected. For this study, the researcher chose independent variable names (e.g. sex, age, work, staff) not exceeding eight characters as indicated by SPSS software relating to the questionnaire. The various questions were used as variable labels, whereas each variable relating to the questionnaire was given separate code to represent missing values. De Vaus (2002) provides possible reasons for the researcher to take into account the missing data when analysing quantitative data:

The data were not required from the respondent, perhaps because of a skip generated by a filter question in a survey.

The respondent refused to answer the question (a non-response)

The respondent did not know the answer or did not have an opinion. Sometimes this is treated as implying an answer; on other occasions it is treated as missing data

The respondent may have missed a question by mistake, or the respondent’s answer may be unclear. (cited in Saunders et al, 2003. 334)

4.1. Coding and Data Entry

In addition, different numerical codes were given to the various responses in the questionnaire. Numeric codes were used to record the data into the SPSS because it is time consuming and it lowers the chances of the researcher to making errors (Saunders et al, 2003). Moreover, the researcher categorised the clustered group of responses (by respondents based on their own ideas) into different group variables based on the responses provided by employees. Afterwards, data collected on the perceptions and views were entered into the SPSS data view, which was followed by the checking of errors by the researcher. This was done to prevent errors during the data analysis.

4.1 Methodology used in previous related research

The previous research on the employees’ fairness perceptions relating to performance appraisal in the western culture focused on the use of the qualitative case study (Narcisse and Harcourt, 2008). This approach focused on how employees understand the procedural, interactional, and distributional justice of the performance appraisal based on their experiences. Also, a study conducted on employees’ perceived fairness of the performance appraisal process relating to procedural, interactional, and distributional justice focused on the use of both focus group interviews and surveys (Swiercz et al, 1993). Furthermore, the literature review on human resources practices such as training and development, performance appraisal, recruitment, and selection in Africa used surveys (Anakwe, 2002; Azolukwam and Perkins, 2009). However, Kamoche (1997) adopted a qualitative method (interview focused on semi-structured questionnaires). The above brief review on the methodology used in both western and non-western cultures shows that the qualitative approach research tools such as the focus group and face-to-face interview were used to establish information relating to the employees’ fairness perceptions of the procedural, interactional and distributional of the of performance appraisals. However, the present research focused on the quantitative case study and the deductive approach to quantify perceptions and views of public sector relating to the performance appraisal in the case of Ghana.

5. Findings and Discussions

Table 5.1: Respondents in the University of Education, Winneba

Frequency Percent

Teaching staff 74 72.4

Non-teaching staff 29 25.7

Missing value 2 1.9Source: Question 4 n = 103

5.2 Personal Profile of Respondents

Table 5.2: Gender of employees in the University of Education, Winneba

Frequency Percent

Male65 61.9

Female38 36.2

Missing Values 21.9

Source: Question 1 n = 103

Table 5.3: Age groups in the University of Education, Winneba

Age group Frequency Percent

25 - 29 6 5.7

30 - 34 11 10.5

35 - 39 17 16.2

40 - 44 16 15.2

45 - 49 29 27.6

50 - 54 12 11.4

55 - 59 10 9.5

60 & over 3 2.9

Missing Value 1 1.0Source: Question 2 n = 104

Table 5.4: Length of Service in the University of Education, Winneba

Number of Years Frequency Percent

1 - 5 41 39.0

6 - 10 41 39.0

11 - 15 13 12.4

16 - 19 6 5.7

Missing value 4 3.8Source: Question 3 n = 101

Table 5.5: Categories of employees in the University of Education, Winneba

Staff Frequency Percent

Lecturer 74 70.5

Secretary 17 16.2

Administrator 11 10.5

Messenger 1 1.0

Missing value 2 1.9Source: Question 4 n = 103

Table 5.6: Departments of the University of Education, Winneba

Department Frequency Percent

Psychology & Education 35 33.3

Social Science 29 27.6

Basic Education 18 17.1

Social Studies 20 19.0

Missing value 3 2.9Source: Question 5 n = 102

5.1. Personal Profile of Respondents in the University of Education, Winneba in Ghana

Table 5.1 shows that the total number of respondents for this study. The total responses received for this study was 105 out of the 150 questionnaires that were distributed to public sector employees in the University Of Education, Winneba. This amounted to a 70% of response rate. This may be considered to be relatively positive response rate for mailed questionnaires. The total number of respondents, who were teaching staff (72.4%), is more than the non-teaching staff (25.7%).

The results in Table 5.2 shows that majority of respondents were males, at 65 (61.9%), compared to female respondents at 38 (36.2%). The reason may be that there are more male than female employees in the four departments (psychology and education, basic education, social science and social studies) that were chosen for this study. Nonetheless, two respondents 2 (1.9%) did not disclose their gender, although this may be because the respondents missed the question unknowingly (de Vaus, 2002).

The largest age group of public sector employees’ in the University of Education, Winneba who participated in this study as shown in Table 5.3 was those between the ages of 45-49 (27.6%), followed by 35–39 (16.2%), with only 3 people (2.9%) being 60 years or over: these employees may be working on contract in the University of Education, since the retiring age is believed to be 60 years.

The average length of service of most public sectors employees in the University of Education, Winneba as evidently shown in Table 5.4 falls between 1-5 (39%) and 6-10 (39%), with only a few of employees working for 11-15 years (12.4%). However, none of the employees had worked 20 years or over. It appears that, this is because employees prefer to explore different career avenues, due to their wish to develop their own career paths, and might not stay in a single organisation for a long time. For instance, this may be due to limited opportunities available in Ghana’s public sector fields. Table 5.5 clearly shows that the majority of respondents, 74 (or 70.5%) were lecturers or teaching staff, whereas the others were mainly secretarial and administrative staff, at 31 (27.7%).

The majority of the respondents for this study were from the departments of psychology & education, at 35 (33.3%), with social science 29 at (27.6%) as summarised in Table 5.6. This is because these are the larger departments in terms of the number of employees compared to Social Studies and Basic Education.

5.2: Employees’ Perceived outcomes of the Performance Appraisal

Table 4.8: Outcomes of performances appraisal on departmental basis

Department Pay Increment Promotion Training & development Total (n)

Psychology &

Education 8 22 34 35

Social Science 8 17 24 29

Basic Education 5 9 14 18

Social Studies 3 11 20 20

Total (%) 22.9% 56.2% 91.4%

-

Missing values81 (77.1%) 46 (43.8%) 9 (8.6%)

-

Source: Question 2 n = 24 n = 59 n = 96

This analysis was based on comparing the perceptions of employees’ on the outcomes of the the performance appraisal on a departmental basis. From the above analysis, 34 out of 35 respondents from the psychology department expected training and development outcomes and only 8 expected a pay increment. According to Fletcher (1999), the organisation uses performance appraisal for diverse tasks; these include career development planning, rewards (e.g., pay increments and promotions), training and development. In addition, it is believed an organisation may attain competitive advantage with an emphasis on the future performance of employees through training and development (Randell, 1994). Based on the views of employees in the various departments, the expected outcomes of the performance appraisal in the University of Education, Winneba are; pay increments, promotion, training and development. However, the respondents placed most emphasis on training and development. This may be because employees’ undergo training and development after the performance appraisal review to augment organisational effectiveness.

5.3: Employees perceptions of the conduct of the Performance Appraisal

5.3.1 Emplo