Section 2: Performance management statements
4.2 SECTION 1: UNIVARIATE ANALYSIS & BIOGRAPHGICAL DETAILS OF THE RESPONDENTS
This section presents the biographical details of the sample. The purpose is to indicate the demographics of the respondents in terms of gender and age.
Univariate analysis is when one variable is involved in the study (Welman &
Kruger, 1999). It is used to present the data of the sample and interpret the findings accordingly.
4.1.1 Sample description
A total of 73 questionnaires were issued to the academics of TSA. All 73 questionnaires were completed. This constitutes a response rate of 100%.
Prior to the main research, the questionnaires were administered to five employees as a pilot study. The purpose was to establish the average time taken to complete the questionnaires and to evaluate the respondent's understanding of the statements. The result of the pilot study was that no shortcomings were encountered and that there was therefore no need to amend the questionnaire. A sample of the questionnaire used appears in annexure A. The responses by the participants are outlined according to the biographical details, as indicated in the figures below.
100%
80%
60%
40%
20%
0%
Male Female
Figure 4.1: Gender composition of respondents
Of the questionnaires returned, 41 (56%) were from female respondents and 32 (44%) were from male respondents.
Figure 4.2: Age distribution
40.00 30.00 20.00 10.00 0.00
<25 25-29 30-34 35-44 45-54 55+
The above figure gives the age of the respondents, which ranged from 25 to 55 years. Provision was also made for respondents who were 55 years and older.
Twelve respondents (16.44%) fell into this latter category. The majority of the respondents were in the age group 25-44 years. The overall age of the respondents ranged as follows: 27 (36.99%) were 25-29, 12 (16.44%) were 30-34, 19 (26.03%) were 35-44,3(4.11%) were 45-54 and 12 (16.44%) were 55+ years.
4.1.2 Discussion of the sample
Of the questionnaires returned, 56% were from female respondents and 44% were from male respondents. The age of the respondents ranged from 25 - 55 years, with provision having been made for respondents over 55 years of age.
4.2 Perceptions of PMS
The questionnaires were coded individually and the data was entered into the statistical package for social science (SPSS) in order to obtain frequencies of responses. The frequencies for the given statements are presented in table 4.1 below. This section presents the statements relating to performance management systems at Technikon SA The purpose of this section is to present the overall responses without making comparisons.
Table 4.1: PMS Statements
STATEMENT DISAGREE UNSURE AGREE
% % %
The organisation has clearly defined business goals 20.5 9.6 69.9 Employees believe in the organisation's goals, purpose and 54.8 15.1 30.1 strategy
Each unit or team has a compelling vision of how they add 60.3 4.1 35.6 value to the whole organisation, and clear plans for doing
so
Employees have full and up-to-date descriptions of their 60.3 9.6 30.1
roles ,
Employees engage actively in all stages of the PM process 45.2 19.2 35.6 as it relates to them
Managers engage actively with their staff/employees in 60.3 9.6 30.1 planning, aligning, monitoring, sharing feedback on and
appraising their performance
Managers ensure that expectations of their staff/employees 60.3 15.1 24.7 are challenging and equitable; taking due account of roles,
abilities and opportunities
Managers ensure that their subordinates ensure equitable 60.3 4.1 35.6 standards of expectation and assessment in and across
their areas
Employees and their managers are prompted and reminded 30.1 19.2 50.7 about task/output objective setting to ensure that it happens
in a timely manner
Managers work with staff/employees to define and/or sign- 54.8 9.6 35.6 off their task/output objectives; aiming for agreement and
'buy-in' whenever possible
Employees' objectives have clear, measurable and precise 54.8 15.1 30.1 criteria for determining whether or not they have been
achieved
Employees' objectives in their team add up to at least the 54.8 9.6 35.6 expectations of the team as a whole
Employees' objectives adequately reflect the expectations 50.7 19.2 30.1 of those with whom they work
Employees' objectives adequately reflect matrix reporting 45.2 19.2 35.6 relationships
It is possible to trace all employees' contributions to higher 64.4 15.1 20.5 level organisational goals
Employees have ready access to the latest objectives of 69.9 20.5 9.6 colleagues, superiors and the teams to which they
contribute
Employees know which competencies they need to 30.1 5.5 64.4 capitalise on and which they need to acquire or develop
further
Employees are aware of the range of development options 39.7 20.5 39.7 and resources available to them
Employees are positively committed to clear, focused, 60.3 4.1 35.6 appropriate and practical individual development plans
Managers and their staff/employees regularly discuss and 69.9 24.7 5.5 share responsibility for personal development planning
Employees use their objectives to guide work priorities on a 54.8 15.1 30.1 day-by-day basis
Employees discuss performance openly and in a timely 54.8 9.6 35.6 manner with those they serve and with their own managers
Employees make adequate on-going notes of 54.8 5.5 39.7
achievements, behaviour etc to form evidence to support later assessments
Shortfalls and highlights in performance are detected and 64.8 9.6 24.7 promptly discussed/acted upon
Employees are trained to take notice of and work with 54.5 5.5 39.7 feedback of all types
There are mechanisms for employees to request/provide 64.4 15.1 20.5 systematic and structured feedback from/to one another
Managers provide their staff/employees with prompt, 64.4 20.5 15.1 specific and evidenced performance feedback
Employees are recognised and valued for providing 65.8 9.6 24.7 constructive feedback and openly receiving it
Managers regularly provide coaching to their reports to help 71.2 8.3 20.5 them to develop their knowledge and skills
Performance reviews are constructive and focus on future 56.2 8.2 35.6 improvement, not past failures or blame - mistakes are
used as leaming opportunities
Knowledge, experience and understanding are freely 49.3 11 39.7 shared among team members and between teams and
departments
Multiple informed perspectives are sought as input to 57.5 22 20.5 assessments
Managers make regular assessments of staff/employees' 72.6 12.3 15.1 achievements, competency and development; and discuss
these with them
Overall assessments are made by combining more detailed 64.4 20.5 15.1 and specific assessments; to increase objectivity, validity
and reliability
Managers regularty make use of assessment data to deploy 72.6 12.3 15.1 staff/employees to the most appropriate tasks and roles
The link between performance and recognition&rewards is 84.9 9.6 5.5 clear to all employees
Poor performance and inappropriate behaviour are not 65.8 13.7 20.5 tolerated
Employees feel valued 75.3 15.1 9.6
Individual and team performance are appropriately 65.8 19.2 15 recognised and rewarded