Interplay of human resource management, teamwork and performance in a school setting

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Institutional Multidisciplinary Research and Development Journal IMRaD Journal ----------------------------------------------------Institutional Multidisciplinary Research and Development Vol. (IMRaD) 2 JuneJournal 2019 ISSN 2619-7820 IMRaD Journal, a peer-reviewed and refereed journal aimed to circulate institutional and scholarly articles, faculty and student researches, and other scientific works.

Interplay of Human Resource Management, Teamwork and Performance in a School Setting David Cababaro Bueno

http://orcid.org/0000-0003-0072-0326 Dean, Graduate School for Professional Advancement and Continuing Education (G-SPACE) Columban College, Inc. Olongapo City, Philippines =================================================================================================== Abstract- The main objective of this study was to assess the relationship between human resource practices; teamwork and faculty performance. It utilized the descriptive survey method of research. The study targeted all faculty members from a teacher education program. The researcher used structured selfadministered questionnaire covering all the variables on a five point Likert scale ranging from strongly agree (5) to strongly disagree (1). The faculty performance was measured basing on overall grades and results of the superior evaluation. There was 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. 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 at all times. The performance of faculty members ranged from very satisfactory to excellent despite their many assigned tasks and activities to perform. Thus, there was high correlation between human resource practices; teamwork and faculty performance.

Keywords: Education, human resource management, teamwork, performance, descriptive correlational design ----------------------------------------------------------------------------------

INTRODUCTION Human resources in higher education are vital as the basic element of improving the quality of higher education.

Such quality is considered a significant factor for social, scientific, technological, economic, political development of nations (Raed, Abu & Zhang, 2016). There are a number of factors that contribute towards the success of an organization. These factors include capital, equipment, and manpower and so on. Of all these factors, the human factor is the most significant one, since it is the people that use all other resources (Tadesse, 2011). Without the productive efforts of workers, the material resources of an

institution would be of no use. Thus, according to Agarwala (2003), HR planning must ensure the recruitment, selection and placement of talented and committed teachers and staff in schools. Besides, training and development should be continuous, comprehensive and result-oriented. The appraisal system should also align individual performance expectations with goals of schools.

Moreover, human resources along with material, financial and time resources should efficiently be utilized if schools want to attain their goals effectively. Consequently, the efficiency of any organization could be realized through proper use of skills and talents of its existing human resources. In school systems, teachers are very crucial in achieving school objectives. Because the strength of an educational system is, for the most part, determined by the quality of its teachers (Allui & Sahni, 2016).

Improving teacher quality is at the forefront of concern among educators and policy makers (Heneman, 2003) and it must be emphasized that HRM practices in educational sector will surely affect teachers’ performance through HRM outcomes to increase the excellence of teachers (Waseem, Farooghi, & Afshan, 2013) because the human resource management practices are effective for employee turnover reducing. And the analysis of the scientific literature retrieved from academic databases the human resource management practices, mentioned close connection with employee turnover, and were detected and described its effect on employee turnover (Ozolinaozola, 2014).

Moreover, the effective implementation of HRM practices in any organizations is a key source of competitive advantage and has been shown to have a positive relationship with performance and productivity (Osman, Ho, & Galang, 2011). Such practices are also correlated to employee relations and communication that allow employees to know about the organization’s espoused values and HRM practices, giving them a channel to voice their complains and grievances, hence closing the gap and minimizing any conflict that might occur in the workplace (Allui & Sahni, 2016; Khalil, Ch, & Ilyas, 2017; Mikhaylov, Julia, & Eldar, 2014).

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ISSN 2619-7820 DOI: 10.13140/RG.2.2.32922.70083 1

----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal Furthermore, substantial research on the HR practices, teamwork and performance relationship has demonstrated that HR practices are related to a number of teamwork aspects and organizational performance (Quartey & Bekoe, 2013), and there is increased focus on HR practices as the levers through which organizations might build the human capital through teamwork and achieve the desired organizational and teacher performance (Brussel, 2016). This is also because the ultimate academic performance is achieved when teachers work as a team (Kuchar, Tokar, & BlaĹĄkovĂĄ, 2015).

These concepts further acknowledge that teachers in schools with higher levels of collaboration are more likely to trust each other (Atherton, 2018). 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(Chew & Chan, 2011).

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 and the significance of the chosen field of research is to elucidating the putting into practice of the procedures and how they help the successful improvement of academic quality in Higher Educational Institutions (Singh, 2017). According to Abubakar, Chauhan, & Kura (2014), 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, and the result of their study also showed that both organizational trust and perceived human resource practices were significantly and negatively related to turnover intentions.

The present study verified the interplay of human resource management practices, teamwork in the organization and faculty performance. It concentrated on practices on recruitment/selection and placement, training and development, reward, benefits and allowances/ compensation, performance appraisal, and personnel administration. Thus, these practices were examined in relation to teamwork and faculty performance.

METHODOLOGY This study used the descriptive-correlational design of research. Bueno (2016) specified that the descriptive method is used to gather information about present existing condition. Further, he defined the descriptive method as something more and beyond than just data gathering. The true meaning of the data collected should be reported from the point of view of the objectives and

the basic assumptions of the study. Facts obtained maybe accurate expressions of central tendency or deviations or correlation, but the report is not research unless discussion of data is carried out up to the level of adequate interpretation (Bueno, 2019). The researcher used the structured self-administered 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.

The faculty performance was measured based on overall results of the superior’s evaluation. The data gathered were tabulated, analyzed and interpreted by means of descriptive statistical measures.

RESULTS and DISCUSSION Human Resource Management Practices, Teamwork and Performance. The recruitment/ selection and placement practices revealed a strong level of agreement. This means 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.

Table 1 Descriptive data on HRMP, teamwork and performance Descriptive Factors Recruitment/Selection and Placement Training and Development Reward, Benefits and Allowances/ Compensation Performance Appraisal Personnel Administration Teamwork Performance

WX 4.32 3.23 3.21

DR SA MA MA

4.21 3.52 3.56 4.19

SA A A VS

It can be said that an organizations that do not have human resource department face more difficulties in both selection of employees and providing the continuity of newly selected employees in the organization, as compared to organizations that have human resource department (Petrescu & Simmons, 2008). Moreover, an organizations that received support

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ISSN 2619-7820 DOI: 10.13140/RG.2.2.32922.70083 2

----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal from outside sources for their selection and recruitment process are more likely to recruit employees from foreign countries as compared to ones that do not have such consultancy(Fenwick, 2003; Leat & El-kot, 2007; Mutiso & Kilika, 2017; Petrescu & Simmons, 2008; Siewchen & Seow-voon, 2016; Tzafrir, 2003).

The training and development practices revealed an overall mean of 3.23. Thus, there are modest practices on providing 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.

Being job-oriented, and tenured faculty, the attitudes and expectations of employees towards the training programs, organizational support, and source adequacy are among the factors that positively affected the performance of the employees (Atherton, 2018; Batt & Valcour, 2001; Kuchar et al., 2015; Sherwyn & Pamela, 2014; Hashmi, 2014). Finally, attitudes and expectations of employees towards the training programs, organizational support, source adequacy, supervisor’s support, the effectiveness of trainer and the factors used to accelerate learning are among the factors that have positive effect on attitudes towards the job(Fenwick, 2003; Leat & El-kot, 2007; Mutiso & Kilika, 2017; Petrescu & Simmons, 2008; Siew-chen & Seow-voon, 2016; Tzafrir, 2003).

The reward, benefits and allowances/ compensation practices were judiciously practiced in school. The faculty members are given salary on time, and given transport, medical allowance, and death / funeral assistance. They receive sick and maternity leaves, study leave given to those for further training, given over time allowances, offered salary loans, and school fees/ study benefits, etc. Thus, it is important to determine appropriate the pay level for each job. There should be collection of relevant information about jobs by conducting job analysis in order to determine job and position descriptions and job standards in relation to meri-based system and pay, as well as evaluation of jobs in order to obtain internal equity in terms of pay within the organization (Leat & El-kot, 2007; Mutiso & Kilika, 2017).

The performance appraisal practices revealed a strong level of agreement among participants. According to the faculty members, 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. This implies effective performance management. Performance management became a strategic approach to increasing the effectiveness and efficiency of organizations by improving the performance of the employees and by developing the capabilities of teams and individual contributors(Arthur, 2015).

The personnel administration practices got a computed mean level of agreement of 3.52. This means that faculty members reasonably agree that their school has administrative structures in place and functioning well, their welfare are well addressed, and they are motivated by administration upon good performance of their students. Moreover, there are disciplinary committees in place to ensure discipline of the faculty, there are also rules and regulations to guide faculty members in the school; teaching workloads 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. The findings imply that administrative structure requires consistency in job titles and functions across the organization and that people's roles will be clarified.

This further implies that 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. The new structure clarifies that it should be administration and other staff who look after these types of support responsibilities (Fenwick, 2003; Leat & El-kot, 2007; Mutiso & Kilika, 2017). The structure also enables school heads and faculty members to shift more attention from administration to educational leadership in their schools, and enhance support for school administrative councils. 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 (Petrescu & Simmons, 2008; Siew-chen & Seow-voon, 2016; Tzafrir, 2003).

Teamwork gained a mean value of 3.56, which is “agree�. Obviously, there is often leadership, everyone wants to be involved, and they take too fast to complete assignments. Faculty members actively participate in

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ISSN 2619-7820 DOI: 10.13140/RG.2.2.32922.70083 3

----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal 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 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 Mutiso & Kilika, 2017; Petrescu & Simmons, 2008; Siewchen & Seow-voon, 2016; Tzafrir, 2003). Thus, strategies to enhance teamwork are among 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”. Teamwork is essential and requires team members to be responsible and ethical, “remembering that the child’s success comes first”. Finally, effective collaboration and teamwork require to establish a new culture for their work environment, one that they negotiate and agree to have in common (Leat & El-kot, 2007; Mutiso & Kilika, 2017).. According to some faculty members when interviewed, teamwork is seen “as a cooperative process that allows ordinary people to achieve extraordinary results”.

The faculty performance rating of very satisfactory is revealed. This only means despite their many assigned activities and tasks to perform, they can still management to work effectively and efficiently. For 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 concern however, is the measurement that whether faculty members are doing their work at right time in 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 management consistently searches different ways of evaluation and development for their faculty members (Fenwick, 2003; Leat & El-kot, 2007; Mutiso & Kilika, 2017; Petrescu & Simmons, 2008; Siew-chen & Seow-voon, 2016; Tzafrir, 2003). Such evaluation process provides basis for promotion, tenure and remuneration of faculty members.

Interplay of Human Resource Management, Teamwork and Performance. Collectively, human resources practices are highly correlated with faculty performance (rxy = 0.85). Moreover, teamwork is also

proven to be highly correlated to performance as evidenced by the computed values of rxy =0.88. Thus, the null hypothesis was rejected. This means that human resource management practices and teamwork are significantly related with faculty performance. This further implies that good human resource practices and teamwork among faculty members yield positive and high performance results.

Table 2 Interplay of Human Resource Practices, Teamwork and Performance Factors Rxy Interpretation Values Human Resource High Correlation and Faculty rxy = 0.85 Performance Teamwork and High Correlation Faculty rxy =0.88 Performance

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 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 consonance with Fenwick (2003); Leat & El-kot (2007); Mutiso & Kilika (2017); Petrescu & Simmons (2008); Siew-chen & Seow-voon (2016); and Tzafrir (2003), who affirmed the relationship that exists between human resource practices and teamwork and performance. 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. Moreover, 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(Nilsson, 2011). These findings revealed that most teachers believed that creating school

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ISSN 2619-7820 DOI: 10.13140/RG.2.2.32922.70083 4

----------------------------------------------------Institutional Multidisciplinary Research and Development (IMRaD) Journal 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.

CONCLUSIONS AND RECOMMENDATIONS A number of measures could be put in place to ensure that best human resource management practices are adopted to improve upon faculty performance. 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.

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 bench mark for performance assessment in the future. The 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 improve performance. In the interest of retention of qualified teachers, teachers must be given a remuneration package comparable with 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 to 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 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 acceptability of the revised policies by all stakeholders. Modern personnel management should involve itself more in the active design and reconstruction of individual jobs and larger organizational system so as to optimize employee wellbeing and organizational effectiveness. Besides, personnel management is concerned with obtaining, organizing and motivating the human resource required by the school. This will help the school to meet its legal obligations and its social responsibilities towards its employees with regard to the conditions of work and quality of life provided for them. Emphasizing the importance of personnel administration in schools, personnel management as a process of getting qualified personnel to provide instructional services necessary for the achievement of the goal of the school system should be looked upon by the higher management. This implies that the goal of any school system is to provide the society with manpower needed for development, and to enhance the quality of the conditions of their products. Looking at it on the basis of its functionality, personnel management is the implementation of human resource function by and within the school. This means it is the act of carrying out personnel functions- human resource planning, staffing and appraisal, training and development, salary and wages administration, benefits and service administration, health and safety policies and labor relations. On a similar note, personnel management as recruitment, selection, maintenance, development, utilization, and accommodation of human resources by organization are to be in order. From the above analysis, human resource is said to be organization of human efforts to achieve organizational goals. The school administration may always consider the various factors of human resource management and teamwork in their planning for the welfare of the faculty members. Thus, a strategic human resource management planning may be conducted to further improve the organizational practices and teamwork among faculty members which eventually yield better performance.

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