Dr. David Cababaro Bueno -Human resource management, teamwork and faculty performance

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Human Resource Management, Teamwork and Faculty Performance Among Teacher Education Institutions Dr. Teresita R. Ocean Dr. David Cababaro Bueno ==============================================

Abstract - The main objective of this study is to assess the relationship between human resource practices; teamwork and faculty performance among Public Teacher Education Institutions (PTEIs).

This study utilized the descriptive-survey design of research and documentary analysis. The researchers used structured self-administered questionnaire covering all the variables on a five point Likert scale ranging from strongly agree (5) to strongly disagree (1). The data pertaining to the average performance of the identified faculty was directly provided by the Human Resource Department of the school. The data gathered were tabulated, analyzed and interpreted by means of descriptive statistical measures.

There is very impressive human resource practices on recruitment/selection and placement; training and development; reward, benefits and allowances/ compensation; performance appraisal; personnel administration; labor relations; and general human resource practices and teamwork among faculty members in the School A. Open/ fair recruitment and selection process and performance appraisal procedures, defined job descriptions, support for faculty training and development, defined rewards and benefits, open communication/ dialogue, training needs analysis, and teamwork were not evident among Schools B and C at all times. The performance of faculty members is impressively demonstrated ranging from very satisfactory to excellent despite their many assigned tasks and activities to perform.

There is a high correlation between human resource practices; teamwork and faculty performance. A proposed action plan is endorsed to further enhance and improve human resource practices and teamwork as well as performance of faculty among PTEIs. Keywords- Human resource management, teamwork, performance, teacher education institutions, descriptive-survey design, documentary analysis

INTRODUCTION The development of specialized studies has impacted the vast field of Education in adding different directions to its areas and domains.

In this respect, Human Resource Development and Management (HRDM) has offered a whole range of options for capacity building and training of teachers as its main focus is on integrated and holistic, conscious and proactive approach to changing work related knowledge and behavior. The global approach and practices towards education, establish definite links with the essential area for policy framework which generates a wholesome program.

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In the developing countries, the importance of education has grown with the realization that economically low and socially deprived classes can enter the mainstream through academic achievements.

With the ever growing rate of population, these countries offer fertile areas of experimentation and research.

The importance of human capital as a resource that can potentially provide competitive advantage has become more important (Odden, 2001).

Odden (2001) further noted that human resource management (HRM) has a big impact on teamwork and consequently affects organizational performance, which has emerged as the central question in the personnel/HRM field.

However, there is increased focus on HR practices as the levers through which organizations might build the human capital through teamwork and achieve the desired organization and teacher performance (Odden, 2002). According to Council Education report (2008), ultimate academic performance is achieved when teachers work as a team.

Kawempe’s report (2007) emphasized the role of teamwork in the overall students’ academic performance. Substantial research on the HR practices teamwork-performance relationship has demonstrated that HR practices are related to a number of teamwork aspects and organizational performance (Ulrich, Wayne Brockbank, Jonson, Sandholtz, & younger, 2008).

According to Council Education Report (2007), human resource issues have become central to every policy initiative in the education sector with the critical issues in education performance invariably focusing on student achievements, and education quality.

Furthermore, the report states that because of lack of human resource policies in most schools, the administration has not signaled any clear message that teacher jobs are secure as teachers are frequently fired without substantial reasons.

For example, some teachers filed lawsuits in the Court against unlawful termination of their jobs. This has created a climate of lack of confidence among teachers where commitment of the schools’ workforce is not cultivated. Consequently, there is increasing tension among teachers in schools where head teachers and class teachers are mistrusting each other. The growing tension between teachers and school administrations in the schools may probably have far reaching repercussions on the performance of schools and may produce undesirable results for school stakeholders. Human resource practices play a great role in team building and organizational performance when well managed (Ulrich et al., 2008). Also according to some studies, ultimate academic performance is achieved when teachers work as a team.

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There is a need therefore, for schools to develop human resource departments, and teamwork if academic performance is to be achieved.

Human resource practices are divided into various categories. These include people focused human resource practices, work oriented human resource practices, performance focused practices and information based practices (Ulrich et al., 2008). According to Ulrich et al. (2008), many human resource practices deal with the flow of people within an organization. For example, recruitment, staffing, orientation, training, development, retention, outsourcing and other programs related to the movement of people within an organization (Ulrich et al., 2008).

Furthermore, according to the MetLife survey, the most frequent types of collaboration among teachers and school leaders are: teachers meeting in teams to learn how to help their students achieve at higher levels; school leaders sharing responsibility with teachers to achieve school goals; and beginning teachers working with more experienced teachers. The activity reported less frequently was teachers observing one another in the classroom and providing feedback. Schools that are collaborative, meanwhile, seem to have better morale than other schools. The concept further acknowledges that teachers in schools with higher levels of collaboration are more likely to trust each other. Teachers in such schools are also more likely to say that they and their colleagues share responsibility for the achievement of all students and are more likely to be satisfied with their careers.

Thus, teamwork is one of the HR practices that ensure teacher performance if well managed. According to various studies, ultimate teacher performance is achieved when teachers work as a team. According to Warner et al., (2006), managing teacher performance requires understanding the impact of team dimensions since most human resource practices facilitate team work.

What is critical is modeling dynamic teamwork as human-agent collaborative processes of managing performance (Warner et al., 2006).

Ulrich (2008) acknowledged that for the human resource practices to be effective, people need to work as teams to make the production process faster.

In some observations and reports, it is emphasized that the role of teamwork in the overall performance of teachers is fundamental. In managing teacher performance, it is worth understanding the impact of team dimensions since most human resource practices ensure team work (Warner et al., 2006).

With the foregoing concepts and perspectives, the researchers are very optimistic to establish the relationship of human resource practices, teamwork

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and faculty performance among higher educational institutions in the Province of Bataan.

OBJECTIVES OF THE STUDY The main objective of this study is to assess the relationship between human resource practices; teamwork and faculty performance among Public Teacher Education Institutions (PTEIs) in the Province of Bataan. Specifically, it aims to: (1) determine the human resource practices among PTEIs; (2) describe the teamwork among faculty members; (3) analyze the level of faculty performance as perceived by the department heads; (4) infer the relationships between human resource practices, teamwork and faculty performance; and (5) propose an action plan.

METHODOLOGY This study utilized the descriptive-survey design and documentary analysis. The study targeted all faculty members of the teacher education programs taken from three PTEIs. Another group of respondents was the immediate department head/ dean of the faculty members to provide data relative to the performance of the faculty. The researchers used structured selfadministered questionnaire covering all the variables on a five point Likert scale ranging from strongly agree (5) to strongly disagree (1) that has been developed and adapted from various authorities in the field of Human Resource management. Human resource practices were measured using an instrument developed by PILA model (Munene, 2008). Teamwork was measured using an instrument developed by Omuse (2008). Faculty performance was measured based on overall grades and results of the department head/ superior evaluation using an instrument developed by the respective school. The respondents were clearly informed of the duration of the study as well as confidentiality of information obtained and anonymity of their identity. The data gathered were tabulated, analyzed and interpreted using Mean and Pearson Product Moment Correlation.

RESULTS AND DISCUSSION 1. Human Resource Practices among PTEIs In terms of recruitment, selection and placement practices, school A has the highest level of agreement as to the practices identified with an overall

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mean of 4.53 (Strongly Agree). This means that recruitment is open and fair; job descriptions/roles are in place for every responsibility position; appointment letters are given to all teachers/ employees; a pay structure related to the job is in place; there is low labor turnover due to good conditions of work; interviews are conducted before recruitment; selection of employees is based on qualification only; job vacancies are advertised; have an induction programs for all new staff; there is a regular updated organizational chart; and there is regular and fair/open performance appraisal system for assessing staff.

Moreover, Schools B and C are descriptively the same as to their assessments.

They revealed that appointment letters were given to all teachers/ employees; and interviews were conducted before recruitment with a descriptive rating of “Strongly Agree”. The rests of the indicators are rated “Agree” by these two schools. Thus, the overall means are3.73 and 3.71 for School B and School C, respectively. Recruitment is a process of seeking and attracting a pool of people in order to select qualified candidates for vacant positions within the organization (Byars & Rue, 1991). During recruitment process, organizations may use both internal and external sources to fill vacant positions. Internal recruiting is looking for candidates among employees already working in the organization. It involves techniques like job posting. In this method, notices about vacant positions are posted in central locations throughout the organization and employees are given a time to apply these positions. Another method used in internal recruiting is to seek recommendations from present employees regarding friends who might fill vacancies. External recruiting, on the other hand, seeks for candidates from outside the organization. The methods of external recruiting can be listed as follows; media advertisements, campus recruiting, working with employment agencies or executive search firms, using computer databases (Ivancevich, 1992). Organizations are better to use realistic job previews in order to improve the effectiveness of recruitment process. Realistic job preview is a way to provide complete information including positive and negative things about the organization to the job applicant (Ivancevich, 1992). After recruiting qualified applicants, the selection process begins. “Selection is the process of choosing from a pool of applicants the individual or individuals who best fit the selecting criteria for a position” (Harvey & Browin, 1996). Generally, in the organizations selection process begins with the completion of the application form by the applicant. The second step is preliminary screening interview in which minimum qualifications of applicants are screened and a brief personal interview is conducted to form general impression of the applicants, and obtain key information about them.

The third step is to make employment tests such as cognitive or psychomotor

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ability tests, knowledge and skill tests, emotional intelligence tests, integrity tests, personality tests, vocational interest tests, and performance simulations.

The validity studies of these tests demonstrate that integrity tests have an operational validity of .41 (Ones, Viswesvaran, & Schmidt, 1993). Moreover, the validity of cognitive ability tests to predict performance is around .51 (Schmidt & Hunter, 1998). As a fourth step, employment interviews are conducted. These interviews can be in different formats; structured, unstructured, or semistructured. In the structured interview, the interviewee received a set of questions that have been prepared in advance by the interviewer and the interviewer leads the course of the interview. However, in unstructured interviews, the candidates control the flow of the conversation.

In relation to training and development practices, school A has the highest level of agreement to “Strongly Agree” based on the overall mean of 4.57. Thus, there are opportunities for further career development for faculty through formal training; training needs assessment is carried out every year in relation to school goals and employee competence gaps; a training budget is put in place; faculty members are consulted to give feedback on implementing training programs in school; a training evaluation is done every year; faculty members are given support in further training endeavors; individual career development plans are placed to achieve school goals; and any individual who goes for further training is given support. However, the same indicators of training and development practices are generally rated “Moderately Agree” among Schools B and C with an overall means of 3.21 and 3.14, respectively.

The only distinct indicator is on-job learning is encouraged for teachers by the administrators. Induction and orientation programs are planned introduction of employees to the organization, work unit, their job, and co-workers. It should be conducted in two separate levels; general orientation and departmental or job orientation. There are many purposes of the orientation process. Among them are reducing the anxiety of new employee, reducing employee turnover, saving time of supervisors or co-workers, developing realistic job expectations, developing positive attitudes toward organization, and improving job satisfaction (Ivancevich, 1992). In orientation process HR department cooperates with new employee’s manager or department head. HR department initiates and coordinates general company orientation and departmental and job orientation, trains line managers in procedures for conducting department and job orientation, conducts general company orientation and follows up the initial orientation with the new employee. The line managers, on the other hand, are responsible for conducting job and departmental orientation. After a comprehensive orientation, new employees

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may not be able to perform satisfactorily, so they have to be trained in the duties they are expected to do. Training is a learning process that involves the acquisition of skills, knowledge, concepts or attitudes to increase employee performance (Byars & Rue, 1991). Before training programs are developed, the needs of both employees and organization are assessed in order to determine what objectives should be sought. Prior to needs assessment phase organizational support is provided. Salas and Cannon-Bowers (2001) stated that the need assessment involves the analysis of job and task. The job/task analysis determines the work functions to be performed on the job, the conditions of the job, and knowledge, skill, ability and other requirements (KSAO’s) needed to perform those tasks. Moreover, needs assessment phase involves organizational analysis that determines training climate, identifies goals of the organization, and external and legal constraints (Salas & CannonBowers, 2001).

As to the reward, benefits and allowances/ compensation practices , school A has an overall mean of 4.70 (Strongly Agree), while Schools B and C got 2.82 (Moderately Agree) and 2.94 (Moderately Agree), respectively. In School A, faculty members are given salary on time; get housing allowances; are given transport; get medical allowance; are given death/ funeral assistance; are provided meals at school; get sick and maternity leaves; study leave given to those for further training; given over time allowances; are offered soft salary loans; and school fees/ study benefits given. Faculty members from Schools B and C disagree on the following items: Faculty members get housing allowances; faculty members are provided meals at school; study leave given to those for further training; and school fees/ study benefits given. Compensation management can be defined as the system of rewards, which an employee receives in return for organizational performance (Harvey & Bowin, 1996).

While the organizations design their compensation systems, they have some objectives. First, they try to acquire qualified personnel and retain present employees. Next, the organizations aim to ensure internal and external equity of wages that employees earn. The third objective is to reward desired behaviors of employees like good performance and loyalty. The other objective of a rational compensation program is to control costs of obtaining and retaining the organization’s workforce. Finally, compensation management programs consider legal constraints and provide compliance with all government regulations related with employee compensation (Mathis & Jackson, 1991). In compensation management, it is important to determine appropriate pay level for each job. This is acquired through several phases. The first phase is to collect information about jobs by conducting job analysis in

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order to determine job and position descriptions and job standards. The second phase is the evaluation of jobs in order to obtain internal equity in terms of pay within the organization. There are different methods to designate the relative worth of jobs, such as job ranking, job grading, factor comparison, and point system (Hollenbeck & Wright, 1996). The next phase aims to ensure external equity in terms of pay systems by conducting wage and salary surveys.

These surveys find out what other employers in the same sector are paying for specific jobs. There are many sources for this survey information in North America. Among these sources are government’s department of labor, employer, and professional associations and surveys conducted by HR departments of the firms (Hollenbeck & Wright, 1996). The last phase is pricing jobs. The job evaluation worth and labor market worth are matched in pricing jobs. In addition to structuring of most efficient compensation program, the organizations should communicate how these programs are formed and obtain employee participation (Hollenback & Wright, 1996).

Human resource professionals also design and install incentive pay systems.

Incentives are pay systems that reward employees for their efforts beyond normal performance expectations. In order to pay incentives, organizations measure employee performance at three levels; individual level, group level, and organizational level. Individual level incentives are merit pay, skill-based pay, competency-based pay, piece rate pay, standard hour systems, employee suggestion systems and commissions (Heneman & Gresham, 1998). Merit pay is provided to employees for their individual behavioral contributions to organization.

The performance appraisal practices are revealed. According to the faculty members from School A, performance appraisal is conducted in the school; every faculty participates in the appraisal exercise; activities and outcomes are planned by both the appraiser and appraise; the school provides supervision support during appraisal to all faculty members; the appraiser calls for feedback meeting with appraise; appraisal ratings are appropriate to all staffs and without bias; all appraises accept changes made by the administrator after appraisal; and all stakeholders are involved in performance appraisal were rated “Strongly Agree”. The indicators, however, were rated “Moderately Agree” to ‘Agree” by the faculty members from Schools B and C. Items such as “activities and outcomes are planned by both the appraiser and appraise; and the school provides supervision support during appraisal to all faculty members” were rated “Moderately Agree”. The overall computed means are 4.71; 3.48; and 3.49 fro Schools A; B; and C, respectively. Performance management is a strategic approach to increasing the effectiveness of

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organizations by improving the performance of the employees and by developing the capabilities of teams and individual contributors (Baron & Armstrong, 1998). Borman and Motowidlo (1993) conceptualized job performance as comprising task performance and contextual performance.

They suggested that task performance relates to the proficiency, with which employees perform core technical activities that are important for their jobs, whereas contextual performance is defined as extra task proficiency that contributes more to the organizational, social, and psychological environment to help achieving organizational goals. Contextual factors include aspects like persisting with enthusiasm and extra effort, volunteering to carry out duties not formally part of one’s job, and endorsing and supporting organizational objectives (Borman & Motowidlo 1993). Performance appraisal is the process that determines how an employee is performing on the job and communicates that information to the employee back. Performance appraisal systems provide data for other HRM activities such as promotion, layoffs, firing, and merit pay increases. Performance appraisal information can also provide input for training and development needs of employees. Additionally, it provides input for the validation of selection procedures and human resource planning (Riggio, 2003). Finally, Cleveland, Murphy and Williams (1989) stated that the results of performance appraisal are used to give feedback to employees about their performance and to develop employee’s performance. The performance of the employees is evaluated by their supervisors, peers or outside sources like customers and employees themselves. Muchinsky (1999) stated that there are different methods for performance appraisal. These methods are classified in three groups.

Relative to the personnel administration practices, School A has the highest computed mean level of agreement which is 4.77 as compared to Schools B and C with 3.56 and 3.52, respectively. This means that faculty members from School A “Strongly Agree” that their school has administrative structures in place and functioning well; faculty member’s welfare are well addressed; faculty members are motivated by administration upon good performance of their students; there are disciplinary committees in place to ensure discipline of the faculty; there are rules and regulations to guide faculty members in the school; teaching work loads are appropriate to all faculty members; coaching and mentoring are provided to faculty members; and faculty member records are up to date the all the necessary. However, faculty members from Schools B and C moderately agree that faculty member’s welfare are addressed; and motivated by administration upon good performance of their students. Faculty members, and personnel working to

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provide students with a quality education will get stronger support from school heads with a well-defined administrative structure. The regulations that define the structure were important to help all students succeed and enjoy a strong future. The administrative structure means there is consistency in job titles and functions across the boards and that people's roles will be clarified. For example, staff at the school administration who are there to support teachers in the classroom can do so without the distraction of also being responsible for non-educational matters like purchasing or maintaining computer equipment.

Thus, policies regarding faculty discipline, workloads, compensation, coaching and mentoring as well as other important documents are to be put in order and regularly reviewed by all the concerned stakeholders.

As to labor relations practices, School A got the highest computed mean of 4.72 as compared to Schools B and C with 3.49 and 3.50, respectively.

Faculty members from School A strongly agree that the school allows formation of faculty association/ Union; faculty members are members of association/ Union; faculty members have freedom to join association/ Union; faculty association/ union is functioning freely without interference; faculty members bargain with administration for improvement of working condition; faculty members have benefit schemes in school and contribute towards it; school administration accepts changes proposed by teachers; there are rules and regulations to guide faculty members; and there are grievance resolution procedures in the school to be followed by aggrieved faculty. However, the faculty members from Schools B and C simply agree on the indicators mentioned. According to some teachers, Unions are effective forces that influence organizational practices, legislation, and political thought. In some organizations, human resource departments are not involved in labor relations because higher management handle these issues. In other organizations, on the other hand, human resource departments are completely in charge of labor relations. Human resource departments that are involved in labor relation process are mainly responsible from dealing with organizing attempts at the school level to monitoring climate for unionization and union relationships, helping in negotiating labor agreements and providing detailed knowledge of labor legislation as may be necessary (Mathis & Jackson, 1991). Collective bargaining is one of the major processes within labour relations. The process takes place between managers and union representatives to reach an agreement on employee wages and benefits, work rules, and the resolution of disputes and violation of union contracts (Harvey & Bowin, 1996). For the human resource department knowledge of collective bargaining is important. It is necessary in compensation and benefits because wages and benefits are typically open to

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negotiation. Grievance management is another important process of labor relations. The essential responsibilities of human resource department in grievance management are assisting in designing the grievance procedure, monitoring trends in grievance rates for the organization, assisting preparation of grievance cases for arbitration and finally, having responsibility for setting grievances (Mathis & Jackson, 1991).

The general human resource practices among PTEIs are presented. As revealed, School A got the highest computed mean of 4.79 as compared to Schools B and C with computed means of 3.65 and 3.62, respectively. It only means that all the indicators mentioned are true to School A. Thus, they have human resource manual/policy with school goals and developed in line with school stakeholders; faculty members are employed according to qualification not social differences; have practices that turn school goals into achievements; an employer values position that lays out what is expected from faculty; all staff are qualified for their respective jobs; human resource departments/ functions involve school employees in the design of human resource practices; and the human resource departments/functions measure the impact of human resource practices. Moreover, faculty members from Schools B and C are also very optimistic that their school has human resource manual containing policies with school goals which are developed with stakeholders. Thus, HR policies continue to provide guidelines for improving education delivery in every school. Policies define the philosophies and values of an educational system and how its human resources should be treated. Education is a system of instilling knowledge, ideas, attitudes, values, and skills into the lives of people of a nation to make them functional both now and in the future.

Forojalla (1993) noted that capital and natural resources are passive factors of production, human beings are the active agents who accumulate capital, exploit natural resources, build social, economic and political organizations and carry forward national development agenda. Clearly speaking a school which is unable to develop the knowledge and skills of its people and to utilize them effectively in the national economy will be unable to develop anything else.

One of the principal actors of education is the teacher. To this effect, the role of the teacher is crucial, especially the basic school teacher who handles pupils at their formative years. Forojalla (1993) observed that the level of satisfaction and morale of the teaching force cannot be ignored since it enables the provision of a better service to the students. Hence to be able to create and sustain a quality education system requires the services of an equally competent and committed teaching force. In the view of Wright and Noe (1996), human resource management (HRM) consists of the management of activities related

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to investing in human resources, such as recruiting employees, assessing their performance, providing training and development, and determining the appropriate level and type of compensation. These activities require policies and programs, to make them function properly. In their view, managing human resource is critical to the success of today’s organizations, because they meet the criteria for being a source of sustainable competitive advantage. To manage human capital effectively managers must understand the ways people behave within organizations and to formulate appropriate policies to guide those behaviors (Armstrong, 2007). Pearce and Robinson (2003), also regard policies as directives designed to guide the thinking, decisions and actions of managers and their subordinates in implementing a firm’s strategy. There is no doubt that policies increase managerial effectiveness and harmony at workplace as such policies standardize many routine decisions and clarify the discretion in implementing these decisions.

2. Teamwork among PTEIs School A gained the highest computed mean of 4.67 as compared to Schools B and C. Obviously, there is often leadership, everyone wants to be involved, and they take too fast to complete assignments. Faculty members actively participate in the group. Arguments are too uncommon.

Communication is coordinated. Moreover, there are often no conflicting ideas among the members on how to proceed when given a task. In a similar manner, they are active to contribute in the decision making process. Most of the teachers want to handle tasks in a group with consultation for procedures, and give time for everyone to internalize the subject matter. It means also there is always consensus on how to proceed with a given task. The faculty members’ observations from School A are almost similar with those faculty members from Schools B and C as evidenced by the descriptive ratings of the computed means as “Agree”. Thus, strategies to enhance teamwork are among the schools. The importance of teamwork was articulated in the findings that faculty members seem to be aware of both the benefits and pitfalls of teamwork, although the majority of them appeared to prefer a team approach rather than working solo”. Freschi also argues that teamwork is essential and requires team members to be responsible and ethical, “remembering that the child’s success comes first”. Finally, Morgan and Ashbaker (2001) advise that “effective collaboration and teamwork require [teachers and teacher assistants] to establish a new culture of their work environment, one that they negotiate and agree to have in common”. According to some faculty members when interviewed, teamwork is seen “as a cooperative process that allows ordinary

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people to achieve extraordinary results�. This is supported by Harris & Harris (1996) when he explains that a team has a common goal or purpose where team members can develop effective, mutual relationships to achieve team goals. Teamwork replies upon individuals working together in a cooperative environment to achieve common team goals through sharing knowledge and skills. The literature consistently highlights that one of the essential elements of a team is its focus toward a common goal and a clear purpose (Johnson & Johnson, 1999). In addition,teams are an integral part of many organizations and should be incorporated as part of the delivery of tertiary units. Successful teamwork relies upon synergism existing between all team members, creating an environment where they are all willing to contribute and participate in order to promote and nurture a positive, effective team environment. Team members must be flexible enough to adapt to cooperative working environments where goals are achieved through collaboration and social interdependence rather than individualized, competitive goals (Luca & Tarricone, 2001). This research has provided a number of attributes required for successful teamwork. Many of these attributes have been consistently identified in the literature. The successful attributes needed for effective teamwork are as follows: 1. commitment to team success and shared goals - team members are committed to the success of the team and their shared goals for the project. Successful teams are motivated, engaged and aim to achieve at the highest level; 2. interdependence - team members need to create an environment where together they can contribute far more than as individuals.

3. Faculty Performance among PTEIs Out of the 30 faculty members from School A, there are 11 who got a rating of excellent; and 19 who a rating of very satisfactory. Moreover, out of the 10 faculty from School B, four got a rating of excellent and six got very satisfactory performance, while three from School C got excellent rating and seven got a very satisfactory rating. This only means that despite their many assigned activities and tasks to perform, they can still manage to work effectively and efficiently. In every organization, there are some objectives, goals or missions to accomplish. These goals can be achieved by better planning, implementing strategies and smart management of human resource, the faculty members. One of the important concerns, however, is the measurement that whether faculty members are doing their work at the right time in the right manner. This process leads to the area performance management. Every school requires maintaining performance of its employees in order to get their best. Similarly, in university administration, higher

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management consistently searches different ways of evaluation and development for their faculty members. This evaluation process provides the basis for promotion, tenure and remuneration of faculty members. The concept like “Teachers are born and not made” or “Teacher is only effective if he can deliver lecture” are no longer exist. Today teacher is involved in so many activities like planning updating courses, developmental learning environment, facilitating discussion, creating an interactive environment where students can suggest solutions, preparation of tests, assignment setting, providing feedback and proper counseling of students. Today university teacher is not only responsible for giving his students with proper insight of the subject, but also responsible to make his overall personality and vision in order to make him successful professional and a human being. Such varied and widespread responsibilities, demands a systematic evaluation system for university teachers, but keeping in mind its trivial nature, this evaluation system should be fully supported by the administration and the students so that faculty members cannot overlook or disregard it at any stage. Evaluation of faculty members is not as much new. It always existed in any form like evaluation of teacher research publications or casual observation by the students. Students surface teacher’s abilities in class and his grip on the subject. They appraise him in every lecture at every single phase because they are his keen observer for the whole lecture nearly every day. But more systematic evaluation system lets the teacher know about his weak and strong points as they are painted by his students and peers. The literature (Stronge, 2006) illustrates various types of evaluation methods like an evaluation by higher ups, students, peers, but combination of these methods generally used in different parts of the world to identify the performance gap and to provide opportunities to prevail over these gaps in university teaching faculties (Sheikh, 2007). By and large, faculty members encourage performance evaluation if it results in more satisfaction, improvement and rewards for effective teaching in a larger context and also if it ultimately leads to further insight to university priorities regarding teaching environment and towards better learning atmosphere for students who are the major stakeholders in this system (Reddy, 2006). The obvious and principal purpose of performance evaluation is to guide an instructor to improve his teaching capability in order to deliver his best. As Seldin (1980) asserts that as no one is perfect in this world, everyone needs to improve at every stage of life. He further emphasized that as students need guidance and advice for their error correction, similarly faculty members need more accurate and honest data for their self improvement in weak areas. A positive improvement in teaching faculty can take place only when they will have large measures of their

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performance evaluated on kind of facts came out from evaluation results. Any faculty performance evaluation system will not work unless teachers are not been transmitted by the specific instructional elements which have to be improved.

4. Relationship Between Human Resource Practices, Teamwork and Faculty Performance among PTEIs The correlations between human resource practices; teamwork and faculty performance among PTEIs are shown in Table 11. Collectively, human resources practices are highly correlated with faculty performances from Schools A (rxy = 0.83); School B (rxy =0.84); and School C (rxy =0.76).

Moreover, teamwork is also proven to be highly correlated to performance as evidenced by the computed values of rxy =0.81(School A); rxy =0.85 (School B); and rxy =0.77 (School C). Thus, the null hypothesis was rejected. This means that human resource management practices and teamwork are significantly related with faculty performance. This further means that good human resource practices and teamwork among faculty members yields positive and high performance results. Results have revealed that there is a significant relationship between human resource practices; teamwork and faculty performance. This therefore implies that schools should ensure that human resource functions are handled well if teamwork is to be enhanced. It is likely that human resource practices among PTEIs help to encourage teachers to work in teams to the extent that they develop a calculative similarity recognizing that the goals and objectives cannot be reached without a collective effort, thereby developing the desire to work in teams. Human resource practices encourage team cohesiveness where less energy is required to maintain intra-team relationships. These findings are in line with the earlier findings of the Corporate Leadership Council (2004) and McBrain (2007) who confirmed the relationship that exists between human resource practices and teamwork. Accordingly, human resource practices make the team members emotionally attracted to one another and build a sense of team identity or togetherness. Statistical results as revealed in the correlation have shown that there is a significant relationship between human resource practices and faculty performance. For instance, these findings confirmed the earlier findings by Tomlinson (2000) that performance-based pay as a human resource practice increases teacher motivation by adequately rewarding productivity gains. This perspective links the attitude of teachers to student outcomes in a sense that the motivation and skill application of the teacher can be determined by salaries paid to them. These findings are in accordance with the findings of

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MetLife survey report (2007) that was based on a national survey of public school teachers. The report revealed that most teachers believed that creating school environments that allow teachers to work together would have a “major impact� on improving the chances for teacher performance, thereby supporting the argument that teamwork leads to teacher performance in schools.

5. Implications of the Findings Based on the findings drawn from this study, a number of measures could be put in place to ensure that best human resource management practices are adopted to improve upon faculty performance management among PTEIs. Thus, orientation services may be conducted for all newly posted faculty to enable them adapt easily to the new environment and settle down quickly to perform effectively in the teaching service. During orientation issues relating to job description, in- service training, and training and development must be discussed. Before assumption of duty, the contents of the job description must be discussed with all faculty members to enable them understand their scope of operations, this could serve as the benchmark for performance assessment in the future. All faculty members maybe be afforded the opportunity to attend in-service training at least once a year. They must be told how often in-service training programs will be organized and the officer responsible. In-service training boost teachers’ confidence level and also enable them gain new knowledge and skills needed for improving performance. In the interest of retention of qualified teachers, teachers must be given a remuneration package comparable to other public sector workers. Faculty members normally compare their compensation package with other sectors and if in their perspective the others are treated better they make attempts to leave the teaching profession. Since, a motivated faculty is an invaluable asset to the service; salaries, allowances, accommodation, teaching and learning aids, conducive working environment and other incentive packages given to teachers should be improved to retain their services. Dissatisfaction will facilitate the exit of teachers in other areas which will have a telling effect on the ability of the GES to achieve its strategic goals. Review of existing policies and programs to make them more effective. There is the need for the other two schools to critically asses the existing policies regarding training and development and general working environment. Again, there is the need to focus on distance learning programs, and teachers who opt for this should enjoy sponsorship. This will ensure that teachers do not vacate the classroom for further studies. The review process must be consultative involving the

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broad mass of stakeholders in the education sector. The areas to be reviewed must be communicated in writing to all the stakeholders requesting them to consult their members and to present proposals regarding the review. This will enhance the acceptability of the revised policies by all stakeholders. Personnel management as the task of creating and maintaining an environment in which people can accomplish goals efficiently and effectively should be given priority among schools. This means that faculty members and other individuals have certain expectations of the school and these are usually articulated in HR manuals. On the other hand, the staffs also have their own expectations in term of fulfillment of their needs within the school. Human resource management program, therefore, will be meaningful to the content, if it establishes a healthy personnel organization that is, creating a healthy corporate body in the establishment so that the organizational objectives as well as personal needs are satisfactorily realized. Hence, the observance of good human resource practices as a set of programs, functions and activities designed to maximize both personal and organizational goals must be in place.

From the above analysis, human resource is said to be organization of human efforts to achieve organizational goals. Thus, an action plan is hereby proposed to further improve the human resource management practices and teamwork among faculty members which eventually yield better performance.

CONCLUSIONS AND RECOMMENDATIONS Human resource practices on recruitment/selection and placement; training and development; reward, benefits and allowances/ compensation; performance appraisal; personnel administration; labor relations; and general human resource practices and teamwork among faculty members in School A are very impressive. Open/ fair recruitment and selection process and performance appraisal procedures, defined job descriptions, support for faculty training and development, defined rewards and benefits, open communication/ dialogue, training needs analysis, and teamwork were not evident among Schools B and C at all times. The performance of faculty members was impressively demonstrated ranging from very satisfactory to excellent despite their many assigned tasks and activities to perform. There was a high correlation between human resource practices; teamwork and faculty performance. A proposed action plan was endorsed to further enhance and improve human resource practices and teamwork as well as performance of faculty among PTEIs.

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School A should maintain the impressive human resource practices relative to recruitment/selection and placement; training and development; reward, benefits and allowances/ compensation; performance appraisal; personnel administration; labor relations; and general human resource practices and teamwork. The administration of PTEIs for Schools B and C should always practice open/ fair recruitment and selection process and performance appraisal procedures, defined job descriptions, support for faculty training and development, defined rewards and benefits, open communication/ dialogue, training needs analysis, and teamwork. The faculty members should maintain their above satisfactory performance for the benefit of their students and quality education among PTEIs. The administration of PTEIs should always consider the various factors of human resource management and teamwork in their planning for the welfare of the faculty members. The proposed action plan should be utilized in the strategic management planning sessions of the administration.

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