The purpose of this study was to determine a model to integrate managerial and non-managerial expectations, regarding performance appraisals, in an organisation-specific performance appraisal system’s design. The sample consisted of 178 respondents that completed a newly developed questionnaire, aimed at obtaining the respondents input in the performance appraisal system’s design. The results of the managerial group were compared to the non-managerial group. Some significant differences were obtained regarding the design of the performance appraisal system. The results and implications are discussed. / Dissertation (MCom)--University of Pretoria, 2009. / Human Resource Management / unrestricted

Submitted in fulfilment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, South Africa, 2013. / Integrated Quality Management System (IQMS) is an appraisal system of the KwaZulu-Natal Department of Education. The appraisal system intended to develop educators on an on-going basis. The primary aim of this investigation was to establish the effect that IQMS has on educator efficacy. As an introduction to the study, the requirements for educator efficacy were reviewed. In so doing, the various characteristics for effective teaching-learning situation and of an “ideal” educator were highlighted. The didactical behaviour of successful educators was also in focus. The requirements for educator efficacy and the effects of IQMS on educator efficacy were investigated using a literature and empirical study. The study revealed that IQMS has a positive effect on educator performances. For the purposes of the empirical investigation, a structured questionnaire was used. Four hundred and six (406) questionnaires were completed by educators from the primary and secondary schools from the Pinetown District in the Ethekwini Region of KZN and these questionnaires were analysed. The data was processed and interpreted using descriptive and inferential statistics. / University of Zululand

The Developmental Appraisal System (DAS) replaces an autocratic, judgemental and summative system which did not take into account the differing contextual factors that affect an educator's work. Often an inspector would arrive unannounced, observe a lesson, judge the educator and leave without offering any feedback. There was also very little understanding that ongoing professional development should be a part of all educators' lives. As a result educators feared and mistrusted the evaluation process. When this form of control was rejected, very little replaced it in the form of making sure that quality teaching and learning was taking place in the classroom. The post - apartheid government has put into place a number of policies and strategies to ensure that quality education takes place in our schools. One of the most important has been the developmental appraisal system. This system allows the educator to identify his own development needs through a democratic and formative process together with the participation of education managers, peers and experts. It is one of the tools that, if supported by the establishment of structure and systems, can have a major impact on our present education system. This case study is a qualitative study of the attitudes of the management members of Clairwood Secondary School towards the Developmental Appraisal System. The study aims to capture to some extent the views, feelings, attitudes and perceptions of the school's management towards DAS. The interviews with members of management has provided me with direct evidence of management's attitudes towards DAS. The overall impression gained from the study was that all members of management were favourably disposed towards DAS. DAS was found to be a good system and that it would definitely have a positive impact on whole school development. DAS allowed educators to talk about, review and reflect on their work, and to receive helpful and supportive advice and guidance. The DAS approach is developmental and it is important at the planning stage to build in time for reflection and for developing strategies for improvement. / Thesis (M.Ed.) - University of Durban-Westville, 2002.

.. , The assessment of an individual is an attempt to estimate the value of, or the quality of, that specific individual. (Concise Oxford Dictionary, 1983 : 52) In recent years, the focus of teacher assessment has broadened to incorporate consideration both of the assessment of potential and the assessment for professional development. The underlying focus of this project is to explore the possibilities and potentiality of Systematic Staff Appraisal, to meet the need for a process of teacher assessment, which will be formative in its intention, empowering and developmental, and which might be implementable in the South African and KwaZulu-Natal context. It is believed that this new system will help to develop the skills of the educator and identify more accurately the individual development needs of the teacher. The system is intended to increase the overall effectiveness of the individual and to move away from the subjective judgements and threats to teacher autonomy. It is a system designed to guide, support, encourage and extend good teacher practice and professional competency. The project is a consideration of some of the purposes, processes and principles involved in Systematic Staff Appraisal, and to focus on the potentiality for the implementation of this system in contributing to the enhancement of teacher quality and school effectiveness. / Thesis (M.Ed.) - University of Natal, 1995.

This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.

Whether it is Forbes, The Globe & Mail, The Wall Street Journal or Harvard Business Review, one can¡¦t help but notice that most accounts of business mergers are about what went wrong! In fact, over 70% of all mergers and acquisitions fail to achieve original financial expectations. That is a traumatic statistic. Additionally, although the merging entities give a great deal of importance to financial matters and the outcomes, HR issues are the most ignored ones. To be ironical, many studies have shown that most of the mergers fail to bring out the desired outcomes due to ¡§people-related¡¨ issue. The uncertainty brought out by poorly managed HR issues in mergers and acquisitions have been the major reason for these failures. The human resource issues in the mergers and acquisitions (M&A) can be classified in two phases the pre-merger phase and the post merger phase. Some literature provides ample evidence of difference in between the human resource activities in the two stages: the pre-acquisition and post acquisition period. However, we will focus on post acquisition period. The post acquisition period involves an assessment of the cultural and organizational differences, which will include the organizational cultures, role of leaders in the organization, and the management styles. The usual impacts, such as high turnover rate, decrease in the morale, motivation, and even lead to M&A failures. The other issues in the M&A activity are the changes in the HR policies, downsizing, layoffs, stress on the workers, and information system issues. As a result, human resource system issues in M&A activity are occupying a crucial position, indeed, human resource planning, compensation designs, performance appraisal system, employee development and employee relations should be given in the priority. Beside, the M&A activity also causes changes in their well defined career paths and future opportunities in the organization. Some employees also have to be relocated or assigned new jobs. Accordingly, HR will place employees in a completely different situation with new job profiles and work teams or design the job rotation programs. This may pose a tremendous impact on the performance of the employees. Therefore, HR may also need to develop a variety of training system and communication system to rebuild self-esteem of each employee. Those programs will enhance employees to obtain ability and create their potentials. Finally, the compensation structure among the organizations may also have a unavoidable difference, for example, one of firms may have performance based pay while other may have higher component of fixed pay; Hence the differences in compensation structure and performance appraisal systems also need to be re-evaluated so as to bring equity in the human resource systems and to treat employees at the equal level. Simultaneously, the employee relations issues will gain more importance in the acquisitions of Taiwan¡¦s industries. The power equation between management and unions is bound to change with the acquisition. The acquiring management also needs to keep track of number of unions in the workplace and equations between HR department and unions. Hence, developing a harmony relationship should be put in the first place. To sum up, this will require study of management-union equation, employee contracts, political linkages of the unions, compensation related clauses, number of union and dynamics between the unions. To sun up, once company accomplish those conditions, it will elevate the successful rate of M&A.

Teacher evaluation is a management tool for all educational organizations as it is used to research information on teacher performance. Information on teacher performance is important in the decision making process regarding employment of teachers, confirmation of appointment, and identifying potential for promotion and staff development. Over the years teachers have raised serious reservations about teacher evaluation procedures in South Arica. In the apartheid days teacher evaluation was summative and contentious. It was marked by unannounced visits by inspectors to observe teachers' lessons. No feedback would be offered after they left. This system was not very well received by educators and teacher unions. Teacher lobby groups, belonging mainly to S.A.D.T.U rejected this system and demanded that it be removed. This case study is a qualitative study of the perceptions of educators in the ex Model C schools in the Queensburgh area, these schools were previously under The House of Assembly and only admitted white children. The study aims to capture to some extent the feelings, views, attitudes and perceptions of the educators towards DAS. The interviews with these educators have provided me with direct evidence of teachers' perceptions towards DAS. DAS was introduced in 1998 and it replaced an autocratic, judgmental and summative system. This system allowed the educator to identify his own developmental needs, through a democratic and formative process with the participation of education managers, peers and experts. This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in developing strategies. The overall impression gained from the study was that most educators were favorably disposed towards DAS. DAS was found to be a good system and that it would definitely have a positive impact on the professional development and growth of the teacher. However, some educators had reservations about this new system of evaluation. They felt that it was too time consuming and the system allowed for abuse. The policy gave educators the opportunity to review their work output, their strengths and weaknesses, but most of all DAS allowed for helpful and supportive advice and guidance This is a developmental approach and it is important at the planning stage to build in time for reflection and improvement in development strategies for educators to identify their own developmental needs, through a democratic and formative process, together with the participation of education managers, peers and experts. If implemented correctly DAS can make a positive impact on our present education system. / Thesis (M.Ed.) - University of Durban-Westville, 2003.

Human resources are the most important assets of any health system. In recent years it has been increasingly recognised that improving the performance of health personnel should be at the core of any sustainable solution to health system performance. However, it is widely acknowledged that health systems are not producing the desired output of health interventions due to factors such as insufficient skilled and experienced health personnel, demotivated health personnel, lack of management skills, poor working conditions and environment, and inadequate remuneration. This study explores the factors that affect performance of nurses in Namibia with the aim of providing a management framework for improving the performance of professional nurses. The study followed a quantitative research approach using an explorative descriptive design. A survey method using questionnaires was applied. The reaction to the study was positive as a response rate of 75.8% was obtained. Data analysis included identifying and comparing existence or absence of factors using the SSPS package. The target population included all professional nurses in Oshana, Otjozondjupa and Khomas regions. Baseline results revealed various factors which affect performance. The study revealed that hospitals currently have deficiencies in human resource management aspects such as recognition of employees who perform well, working conditions, implementation of performance appraisal systems, feedback on performance outcomes and management skills. These aspects are strongly associated with level of performance of health personnel. Based on the results, a management framework was proposed. The framework consists of activities for enhancing the nursing profession; strengthening knowledge and expertise, including management skills; improving performance; and generating knowledge through research. / Health Studies / D. Litt. et Phil.(Health Studies)

Human resources are the most important assets of any health system. In recent years it has been increasingly recognised that improving the performance of health personnel should be at the core of any sustainable solution to health system performance. However, it is widely acknowledged that health systems are not producing the desired output of health interventions due to factors such as insufficient skilled and experienced health personnel, demotivated health personnel, lack of management skills, poor working conditions and environment, and inadequate remuneration. This study explores the factors that affect performance of nurses in Namibia with the aim of providing a management framework for improving the performance of professional nurses. The study followed a quantitative research approach using an explorative descriptive design. A survey method using questionnaires was applied. The reaction to the study was positive as a response rate of 75.8% was obtained. Data analysis included identifying and comparing existence or absence of factors using the SSPS package. The target population included all professional nurses in Oshana, Otjozondjupa and Khomas regions. Baseline results revealed various factors which affect performance. The study revealed that hospitals currently have deficiencies in human resource management aspects such as recognition of employees who perform well, working conditions, implementation of performance appraisal systems, feedback on performance outcomes and management skills. These aspects are strongly associated with level of performance of health personnel. Based on the results, a management framework was proposed. The framework consists of activities for enhancing the nursing profession; strengthening knowledge and expertise, including management skills; improving performance; and generating knowledge through research. / Health Studies / D. Litt. et Phil.(Health Studies)

The purpose of this study was to investigate educator perceptions of the implementation of Integrated Quality Management Systems (IQMS) in Further Education and Training (FET) Colleges in South Africa. Quality in education is presently put more firmly on the agenda not withstanding the fact that a vast range of literature is available to support the process of improving the quality in education. The department of education has made many attempts to introduce an effective appraisal system in support of quality education only to find that the previous appraisal systems were rejected by the educator force for the mere fact that it was perceived as a form of inspection and supervision rather than for development purposes. This study also focuses on a review of the integrated quality management system (IQMS), of its purpose, guidelines and its subsequent implementation in FET colleges in South Africa in 2004. The primary focus of the discussion is on the processes, the methods, the guiding principles and the pitfalls of the implementation of quality management systems in educational organizations To guide this discussion literature reviews on quality, quality education, quality management and quality management systems were undertaken. The empirical study entailed gleaning information from a structured questionnaire which was distributed to a sample group of lecturers at Sedibeng College for FET in the Gauteng Province. The questions were structured in a manner to gain information about the understanding of the operational principles of quality management, the aims and guiding principles of IQMS, the importance of quality control and the external relationships of the college. The major finding emanating from this study was that there was a need for intensive training in IQMS, thus a management's strategy for ensuring that IQMS is effectively implemented was proposed. The overall recommendation arising from this study includes ensuring that management designs a quality manual to guide the process of quality assurance. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2010.