The Effectiveness of Performance Management System to theJob
Satisfaction of the Employees of CKS College
Presented toThe Faculty of Graduate StudiesChiang Kai Shek
College
In Partial Fulfillment Of the requirements of the Degree of
Masters In Business Administrations
ByJeccer Cusi
Introduction
Any institution in the world needs performance management in
providing quality service. There are various experts in the 21st
century defined the concept of performance management. Bonn, 2010
stressed that it is the process of measuring performance with
respect to the use of a financial institution's resources -
especially its capital so that employees can meet organizational
goals in an efficient and effective manner. Without proper
assessment of the use of capital resources, bank employees will be
motivated to take large bets that may not be in the best interests
of the bank's shareholders.Likewise, it is a continuous process of
identifying, measuring and developing the performance of
individuals and aligning performance with the strategic goals of
the organization (Aguinis, 2009). In the same manner, performance
management was first introduced by Michael Beer as an innovative
appraisal and development system. It was intended to be an
improvement on the traditional performance appraisal system that
was generally seen as subjective and plagued by rater problems
(Beer and Rush, 1976).Thus, performance management is the heart of
any "people management processes" in organization. Organizations
exist to perform. If properly designed and implemented it can
change the course of growth and pace of impact of organizations. If
people do not perform organizations don't survive. It enables a
business or any institutionin sustaining profitability &
performance by linking the staff/employee's pay to competency and
contribution. It provides opportunities for concerted personal
development and career growth and brings all the employees under a
single strategic umbrella.Angelita Becom and David Insler (2011),
believes that the organizations that get most impact from
performance management are those that use it as a tool to
differentiate performance, create a foundation for coaching and
drive business results. To improve its performance process, an
organization must analyze not only the design of its program, but
also the key drivers of a successful system, leadership champions,
differentiated individual outcomes driver by calibration and
business critical goal alignment, all of which support performance
conservations for effective coaching. On the other hand, Armstrong
& Baron (1998), performance management is the strategic &
integrated approach to delivering sustained success to
organizations by improving the performance of the people who work
in them and by developing the capability of the teams and
individuals contributors. This findings also supports the view of
Akata (2003) who considers performance management as a systematic
and holistic process of work planning, monitoring and measurements
aimed at continuously improving the teams and individual employee's
contributions to achievement of organizational goals. Idemobi &
Onyeizugbe (2011), the performance management is a comprehensive
approach to planning and sustaining improvements in the performance
of staff/employees so as to meet the standards. The absence of
performance management system will contribute to the high rate of
business failures in the company. However, in the education
setting, therewere only limited studies done most specifically in
Filipino-Chinese Higher Education institution. Perhaps, it is high
time to study the of performance management system of the CKS
College (FBAS) and its effect to the job satisfactory of the staffs
of the largest Filipino-Chinese education institution of the
country in helping other schools in their performance management
program.
Background
The relationship of Filipino and Chinese can be traced back even
before the Spaniard colonized the Philippines. Agoncillo (1990)
stressed that the Philippines had some commercial relations to
China. The trade relations had started in the ninth century when
some Arab traders who were barred from Central China coast found an
alternative route starting from Malacca and passing through Borneo,
the Philippines, and Taiwan.During the Spanish Colonization, the
Chinese remained traders and later on became owner of businesses up
to the present. But in terms of their education most of them
studied in educational institutions established by the Spaniards
and the Americans. It was only in the year 1899 that the first
Chinese school was established a year after the American occupation
started, succeeding the 333 years of Spanish rule. The
Anglo-Chinese Academy (Philippine Tiong Se Academy) was built in
the compound of the Chinese Consul General, Tan Kang. A significant
number of Chinese schools that exist up to this date can trace the
date of their establishment to the American occupation period. In
the book published by Kaisa para sa Kaunlaran, a total 58 Chinese
schools were established between 1899 and 1935.The proliferation of
Chinese schools in the Philippines was due to the fact that the new
colonial regime allowed the existing Chinese immigrants to bring in
their families. The reform movement going on in China at that time
by revolutionaries such as Kang Yu-wei and Liang Chi-chao also
contributed to the rapid increase in the number of Chinese schools
(Hsiao, 1998). The Chinese schools were responses to the Chinese
migrants need to have children educated about China and the Chinese
language, but the ones putting up the schools had different
interests. The American Episcopalians, for example, put up St.
Stephens High School in 1917 (Tan, 2009).However, the 1973
Constitution prohibited the ownership and operation of alien
schools. The Presidential Decree 176 ordered the phasing out of all
alien schools within four years. The status of Chinese schools was
changed to former Chinese schools. The time devoted to Chinese
curriculum, which used to be 160 hours for grade one and two and
reached up to 200 hours per day for senior high school classes, was
reduced to 120 minutes per day, devoted only to the teaching of
Chinese language arts. Filipinization of these Chinese schools
included ownership and administration. Also, a maximum ratio of
alien students was specified at one-third. On the other hand, the
naturalization process was liberalized in 1974, the Chinese schools
had no problems meeting these requirements (Palanca, 2004).
Likewise, Dulan (1991) stated that Chinese in the Philippines have
established their own system of elementary and secondary schools.
Classes in the morning covered the usual Filipino curriculum and
were taught by Filipino teachers. In the afternoon, classes taught
by Chinese teachers offered instruction in Chinese language and
literature. According to Palanca (2004) at present, the total
number of Chinese schools is 142, serving 92,760 students. All of
these schools are privately owned. Except for a few provincial
schools, almost all of these schools offer both primary and
secondary levels of instruction. The ethnic Chinese population has
never been precisely determined, but is said to be less than two
percent of the countrys population.However, there were only five
Filipino-Chinese educational institutions that offer complete
education from basic to tertiary today namely, Chiang Kai Shek
College and Philippine Cultural College in Manila, Grace Christian
College in Quezon City, Bohol Wisdom School in Tagbilaran City, and
Cebu Eastern College in Cebu City. Palanca (2004) stressed that the
students of these Filipino-Chinese colleges are mostly ethnic
Chinese who find the location convenient (Chiang Kai Shek College
and Philippine Cultural College). The other reason for attending
this school is the socialization aspect. Some conservative parents
send their children there so that they do not end up marrying
Filipinos. On the other hand, there are some students of
Filipino-Chinese colleges who are mostly indigenous Filipinos like
the Cebu Chinese Eastern College which courses offered are not
Chinese-related because some shifted to offer mostly popular
courses such as commerce and computer science which are taught in
English. Likewise, the high school graduates from the college or
other Chinese schools prefer to attend the more prestigious and
mainstream universities run by the state or sectarian groups. The
lower tuition rate at this college made it affordable to indigenous
Filipinos who cannot meet the financial requirement of the
sectarian or other proprietary schools.The of performance
management system of the CKS College (FBAS) and its effect to the
job satisfactory of the staffin the largest Filipino-Chinese
education institution of the country is a topic needing to be
studied because most of the business tycoon of the country were
Filipino-Chinese and received their education and trainings from
Filipino-Chinese schools. The progress of their alumni made some of
these institutions to expand and level up. The first to offer
complete education from college to graduate school education was
Chiang Kai Shek which was also the alma mater of most successful
Filipino-Chinese business tycoons. And the rest had followed from
the trend imposed by the largest Filipino-Chinese school and some
are now looking forward to the possibility of putting up a college
department. This study will be helpful for other schools because it
will enumerate the best features and practices in terms of
performance management program.
Theoretical Framework(Rogers and Wright, 1998)A major challenge
for Strategic Human Resource Management research in the next decade
will be to establish a clear, coherent and consistent construct for
organizational performance. This paper describes the variety of
measures used in current empirical research linking human resource
management and organizational performance. Implications for future
research are discussed amidst the challenges of construct
definition, divergent stakeholder criteria and the temporal
dynamics of performance. The concept of performance information
markets that addresses these challenges is proposed as a framework
for the application of multi-dimensional weighted performance
measurement systems.On the one hand, (Salaman et al, 2005)
Goal-setting theory had been proposed by Edwin Locke in the year
1968. This theory suggests that the individual goals established by
an employee play an important role in motivating him for superior
performance. This is because the employees keep following their
goals. If these goals are not achieved, they either improve their
performance or modify the goals and make them more realistic. In
case the performance improves it will result in achievement of the
performance management system aims.On the other hand, (Salaman et
al, 2005) Expectancy theory had been proposed by Victor Vroom in
1964. This theory is based on the hypothesis that individuals
adjust their behavior in the organization on the basis of
anticipated satisfaction of valued goals set by them. The
individuals modify their behavior in such a way which is most
likely to lead them to attain these goals. This theory underlies
the concept of performance management as it is believed that
performance is influenced by the expectations concerning future
events.
Conceptual Framework
PROCESSINPUTOUTPUT
Rewarding Performance- PersonalDevelopment- Link to pay-
ResultsPerformanceManaging & ReviewingPerformance- Assess
againstObjectives- Feedback- Coaching- Document reviewsDeveloping
& PlanningPerformance-Outlining developmentPlans- Setting
Objectives- Getting Commitment
(Zhang Ying Ying 2012)
Scope and limitation of the studyThe scope of the study is
limited to the non-teaching staffs of Chiang Kai Shek College Narra
Campus. Respondents is limited to 15-30 non-teaching staffs and
results would represent the Narra Campus as a whole.
Statement of the problemThe proposed study aims to answer the
following research question:How can Performance management be
enhanced in such a manner that it iseffective and satisfactory to
the staff of CKS College (FBAS)?The following research
sub-questions will be addressed to resolve the researchquestions:1.
How is CKS College (FBAS) using the performance management
system?2. What are the problems and potential in performance
management?3. How is performance management implemented?4. What are
the strengths or weakness of a performance management system?5.
What is the effect of the current performance management system to
the job satisfaction of the staff in terms of years of service?
