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
employees 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 employees skills, competencies, job responsibilities, and the
organisations objectives (Redman and Wilkinson, 2009). Afterwards, an employees
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 conveniences 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 employees
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 Ghanas 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 employees 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 selfcompletion 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 respondents 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
Source: Question 4

1.9
n = 103

5.2 Personal Profile of Respondents

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

Male
Female
Missing Values
Source: Question 1

Frequency

Percent

65

61.9

38

36.2

1.9
n = 103

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

Age group

Frequency

Percent

25 - 29

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

2.9

Missing Value

1.0

Source: 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

5.7

Missing value

Source: Question 3

3.8
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

1.0

Missing value

Source: Question 4

1.9
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
Source: Question 5

2.9
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 3539 (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 Ghanas 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)

Education

22

34

35

Social Science

17

24

29

Basic Education

14

18

Social Studies

11

20

20

22.9%

56.2%

91.4%

81 (77.1%)

46 (43.8%)

9 (8.6%)

Psychology &

Total (%)

Missing values

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