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THE EFFECTIVENESS OF EMPLOYMENT SYSTEM AND ITS IMPACTON ACADEMIC STAFF PERFORMANCE IN KYAMBOGOUNIVERSITYBYJOSEPH RWOTHUMIO2004 / HD04 / 0748UA DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THEREQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTEROF SCIENCE IN HUMAN RESOURCE MANAGEMENT INEDUCATION OF MAKERERE UNIVERSITYFEBRUARY 2010

DECLARATIONI, JOSEPH RWOTHUMIO, do hereby declare that this is my own original work, andhas not been submitted in part or wholly for a degree award in any university.Signed: ------------------------------------------JOSEPH RWOTHUMIO2004/HD04/0748ii

APPROVALThis is to certify that this Dissertation has been submitted for the examination with myapproval as the University supervisor.Signed: ----------------------------------------------------------PROFESSOR J. C. S. MUSAAZIDate: -------------------------------------------------------------iii

DEDICATIONI dedicate this work to my late parents Ucamringa Nehemia and Yokabet Jowilo; Dearwife Harriet Berocan and our children Pretty Anirwoth, Jabim Philliam, Jamic Joshuaand Giramia Helen Divine whose constant love and prayers carried me throughout thecourse.iv

ACKNOWLEDGEMENTBearing in mind that it is impossible for a dissertation to be accomplished single -handedly, I wish to acknowledge and sincerely appreciate the tireless efforts andguidance of my supervisor, Professor J.C.S Musaazi who took me through by readingevery bit of the report and gave me constructive pieces of advice and encouragement.Simultaneously, I wish to thank all the lecturers in the MSc. Human ResourceManagement programme for the encouragement and academic support during thewriting of this Dissertation.I am also grateful to the Management and Academic Staff of Kyambogo Universitywhere the study was carried out for allowing me access the staff and for the cooperationrendered to me in responding to the questionnaire.Many thanks go to my fellow post graduate students for their spiritual and socialsupport during consultations with one another and their moral support throughout thecourse at Makerere University. I also wish to extend my thanks to Ms. Atimango Bettywho diligently type set all this work.Last but very important, I would like to thank mydear wife, Harriet Berocan for her love, prayer and patience during the period ofcarrying out this research.v

TABLE OF CONTENTSDECLARATION ............................................................................................................................ iiAPPROVAL ................................................................................................................................... iiiDEDICATION ............................................................................................................................... ivACKNOWLEDGEMENT ............................................................................................................. vTABLE OF CONTENTS ............................................................................................................... viLIST OF TABLES .......................................................................................................................... ixABSTRACT .................................................................................................................................... xiCHAPTER ONE ..............................................................................................................................1INTRODUCTION ...........................................................................................................................11.0 INTRODUCTION .................................................................................................................11.1 BACKGROUND TO THE STUDY ...................................................................................11.2 PROBLEM STATEMENT ..................................................................................................51.3 PURPOSE OF THE STUDY ...............................................................................................61.4 OBJECTIVES OF THE STUDY..........................................................................................61.5 RESEARCH QUESTIONS .................................................................................................71.6 SCOPE OF THE STUDY ....................................................................................................71.7 SIGNIFICANCE OF THE STUDY ....................................................................................8REVIEW OF RELATED LITERATURE .....................................................................................102.0 INTRODUCTION .............................................................................................................102.1 THEORETICAL REVIEW................................................................................................102.2 THE CONCEPTUAL FRAMEWORK FOR THE STUDY ...........................................122.3 RECRUITMENT PROCESSES AND SELECTION PROCEDURES OF ACADEMICSTAFF IN UNIVERSITIES...........................................................................................................132.4 INDUCTION OF ACADEMIC STAFF IN UNIVERSITIES ........................................172.5 FACILITATION AND ACADEMIC STAFF PERFORMANCE.................................202.6 ACADEMIC STAFF APPRAISAL AND PERFORMANCE .......................................21vi

2.7 RELATIONSHIP BETWEEN RECRUITMENT AND SELECTION, INDUCTION,FACILITATION, APPRAISAL AND ACADEMIC STAFF PERFORMANCE ....................232.8 SUMMARY .......................................................................................................................25CHAPTER THREE........................................................................................................................26METHODOLOGY ........................................................................................................................263.0 INTRODUCTION .............................................................................................................263.1 RESEARCH DESIGN .......................................................................................................263.2 STUDY POPULATION ....................................................................................................263.3 SAMPLE SIZE AND SELECTION .................................................................................273.4 INSTRUMENTS FOR DATA COLLECTION ...............................................................283.5 VALIDITY AND RELIABILITY OF INSTRUMENTS .................................................293.6 STUDY PROCEDURE ......................................................................................................313.7 DATA ANALYSIS ............................................................................................................313.8 LIMITATIONS ..................................................................................................................32CHAPTER FOUR..........................................................................................................................33DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS ...............334.0 INTRODUCTION .............................................................................................................334.1 PRESENTATION OF RESULTS .....................................................................................34CHAPTER FIVE ............................................................................................................................58DISCUSSION, CONCLUSION AND RECOMMENDATIONS ............................................585.1 DISCUSSION OF RESULTS ............................................................................................585.2 CONCLUSION..................................................................................................................615.3 RECOMMENDATIONS ..................................................................................................625.4 AREAS OF FURTHER RESEARCH ...............................................................................64REFERENCES................................................................................................................................65APPENDIX 1 .................................................................................................................................68INTRODUCTORY LETTER ........................................................................................................68APPENDIX 2 .................................................................................................................................69QUESTIONNAIRE FOR KYAMBOGO UNIVERSITY ACADEMIC STAFF .......................69vii

APPENDIX 3 .................................................................................................................................75INTERVIEW SCHEDULE FOR UNIVERSITY SECRETARY.................................................75APPENDIX 4 .................................................................................................................................76KREJCIE AND MORGAN TABLE.............................................................................................76viii

LIST OF TABLESTABLE 1:TABLE 2:TABLE 3:Population of respondents……………… …………………………………27Summary of respondents …………………………………………..............28Computation of content validity index of thequestionnaire …………………………………………………………………30TABLE 4:TABLE 5:Qualifications for academic staff in Universities………………………….37Percentages of responses by lecturers on recruitment and selectionsystems………………………………………………………………………..39TABLE 6:TABLE 7:Percentages of responses by lecturers on induction programme……….41Cross tabulation on responses by faculties on whether inductionis carried out in Kyambogo university…………………………………….42TABLE 8: Showing percentages of responses by lecturers in regard to areasof induction ……………………………………………………………………..43TABLE 9 : Percentages of responses by lecturers on facilitation of academic staff…. 44TABLE 10: Cross tabulation on responses about facilitation offered and level ofacademic staff performance……………………………………………………45TABLE 11: Percentages of responses by lecturers on appraisal process used todetermine academic staff performance……………………………………….47TABLE 12: Cross tabulation on responses in relation to appraisal and academicstaff performance………………………………………………………………...48TABLE 13: Percentages of responses by lecturers on academic staff performance……49TABLE 14: Cross tabulation on gender and academic staff performance………………49ix

TABLE 15: Cross tabulation on terms of employment and academic staffperformance………………………………………………………………………50TABLE 16: Cross tabulation on age and academic staff performance…………………...51TABLE 17: Showing percentages of responses on why lecturers believed thatacademic staff performance was satisfactory………………………………..52TABLE 18: Showing percentages of lecturers who disagreed……………………………53TABLE 19: Showing percentages of responses on suggestions to improve onemployment practice to enhance performance among academic staff………53TABLE 20: Showing percentages of responses on other factors affecting academicStaff percentage…………………………………………………………………..55TABLE 21: Percentages of responses on extraneous variables…………………………...57x

ABSTRACTThe study was set to examine perceptions of academic staff about employmentsystem and its impact on academic staff performance at Kyambogo University.The objectives of the study were to: examine the recruitment processes andselection procedures of academic staff in Kyambogo University, examine theinduction programme in Kyambogo University for academic staff, explore howfacilitation at Kyambogo influences academic staff performance and explore theappraisal system used at the university and how it impacts on staff performance.A case study and cross sectional survey designs were used in the study. A sampleof 150 academic staff was randomly selected from three faculties of Education,Arts and Social Sciences and Special Needs Education. The University Secretarywas also interviewed. The data was collected through questionnaire foracademic staff and interview guide for the University secretary. The data wasanalyzed by use of tables and percentages to answer key research questions.The major findings of the study were:- the University employs both internal andexternal modes of recruitment of academic staff, the University recruitment andselection procedure are guided by the standards set by the National Council forHigher Education, most of the academic staff felt that the recruitment process isnot satisfactorily done, most academic staff felt that selection is not objectivelyxi

done in the University, formal induction of academic staff is practically lacking inthe University except in some few departments; most academic staff felt thatfacilitation given to them when working greatly determines their level ofperformance; most of the academic staff reported that appraisal is lacking in theUniversity and this has affected the academic staff performance negatively andthat academic staff performance is faced by many challenges..Conclusively, the researcher was convinced that the employment system used inKyambogo University has to a greater extent no positive influence on academicstaff performance as confirmed by the findings in the report. To that effect, theresearcher put forwardrecommendations namely; the University shouldencourage and promote equal opportunity to joining academic staff byadvertising in the national and international media, the University managementshould consider establishing performance evaluation and appraisal system, acomprehensive induction policy for both old and new staff be developed toenhance performance, adequate provision of facilitation be offered to staff,lecture room policy be initiated to address overload and communication gap inthe University.xii

CHAPTER ONEINTRODUCTION1.0 INTRODUCTIONThere has been persistent accusations and unrest in Kyambogo University sinceits inception as a result of merging the former Institute of Teacher EducationKyambogo, Uganda Polytechnic Kyambogo and Uganda National Institute ofSpecial Needs Education. This has beenattributed to weak and poorappointment procedures and processes meant to integrate staff into universityservice. It has brought immense unrest inform of strikes, court injunctions andallegations which have greatly undermined productivity and effectiveperformance among staff hence prompting the researcher to undertake the studyonthe employment system in Kyambogo University and academic staffperformance.1.1 BACKGROUND TO THE STUDYThe effectiveness of a university essentially depends on the quality and efficiencyof its academic staff. It is important that all academic staff use their expertise incontributing to research, consultancy and professional practice development aswell as achieving excellence in teaching and service to the community. The1

academic staff in Kyambogo University however seem to be falling short of theseresearch, consultancy and professional practices.A few studies have been carried out on the performance of academic staff inUgandan universities. In 2005, Atimango carried out a research on employmentsystem and its impact on non-academic staff performance of KyambogoUniversity and found out that the employees perceived employment system usedin Kyambogo University as ineffective and to a greater extent this had affectednon-academic staff performance. However, there has been no study carried outon academic staff performance of Kyambogo University and yet the level ofacademic staff performance seem to be generally unsatisfactory as reflected inpoor time management , delay in marking and returning of marked scripts andlack of publication; hence prompting the researcher to carry out this study.Several theories have been advanced about employment system and humanresource management. The first major classical organization theory about humanresource management was propounded by Fombrun, Tichy and Devana (1984).The classical theorists spelt out various elements of Human ResourceManagement namely: selection, appraisal and development (human) ofpersonnel policy. They asserted that these elements had the potential to directbehaviour towards specific performance goals if they were properly aligned withone another. The systems theory as in Stoner (2005) also view the organization as2

a unified, purposeful system composed of interrelated parts. Systems theoryasserts that the activity of any segment of an organization affects in varyingdegrees the activity of every other segments. Every organization has a sub-systemthat make up the whole of the organization system. One of these sub-systems isthe Human Resource Department dealing with employment issues and handlesthe human resource activities in order for the organization to achieve its set goalsand objectives. Incase the human resource activities are not properly meshedespecially recruitment and selection, induction, facilitation and appraisal ofacademic staff performance, then this can end up affecting performance of thewhole system in the University. In case of the university academic staff, theirperformance can be affected also by other departments, namely: the library,finance department, academic registrar to mention but a few.Employment system centers on how four aspects of employment are managed,namely:- job classification and job definition, deployment, security and wagerules (Osterman, 1987). Employment system is also an examination of how anorganization undertakes human resource activities in a congruent manner. Theseactivities include: recruitment, selection, hiring or appointments, assignment,deployment and transfers, training and development, promotion, retention,termination of employment and reasonable accommodation of the special needsof persons in the designated groups (Lynn, 1996). In this study, employment3

system meant the carrying out recruitment and selection, induction, facilitationgiven and appraisal of academic staff performance.Academic staff performance is the degree of attendance – presence on campus,teaching, level of research and professional behaviour by qualified staff directlyinvolved in the education process such as teaching staff and researchers withlecturing duties (Eurydice, 2001). In this study, academic staff performance wasmeasured by meeting deadlines in marking and return of scripts, number ofpublications in recognized journals, number of researches carried out, timemanagement during lectures and number of consultancies.Kyambogo University is one of the newly created public universities in Uganda.It was established in 2001 by an act of Parliament. The other public universitiesinclude Makerere, Mbarara, Gulu and Busitema. Kyambogo University wasestablished by the Universities and Other Tertiary Institutions Instrument of2003, by the merger of the Institute of Teacher Education Kyambogo (ITEK),Uganda Polytechnic Kyambogo (UPK) and Uganda National Institute of SpecialNeeds Education (UNISE).It focuses on being a centre of academic andprofessional excellence and believes in the philosophy that knowledge is asimportant as skills basing on its MOTTO “Knowledge and skills for service” andthe VISION “to be a centre for academic and professional excellence.” The4

University has a population of 1050 employees, comprising of 350 academic and700 non-academic employees (Kyambogo University, 2005).There has been a lot of complaints about academic staff performance inKyambogo University by students and the public. These views, for instance, wasvoiced by the guild representative in the Faculty of Education board meetingabout delay in marking and returning course work scripts to students and highrate of absenteeism (Faculty of Education Minutes, 2006) and students petition toParliament (2006).The academic staff performance has been generally poor and this has beenmanifested in the form of staff absenteeism, low morale, and poor delivery oflectures among others (Students Guild, 2006). This poor performance has beenlinked to the employment system of the University; hence providing the need foran investigation into the effectiveness of employment system and its impact onacademic staff performance.1.2 PROBLEM STATEMENTUniversities are expected to be staffed with competent academic staff whose keyresult areas should be in the field of effective teaching, research, publications andcommunity service. However, in Kyambogo University the students and public5

have expressed their dissatisfaction concerning poor academic staff performanceas reflected in deteriorating work standards, delay in marking and return ofscripts, poor time management and rising state of staff absenteeism (KyambogoUniversity, 2006). If this state of affairs continues to prevail, then it is most likelythat the University will fail to achieve its vision and the students might becomerowdy and hostile. This can cause the public to lose trust and confidence in theUniversity. This poor academic staff performance however seems to be linked tothe employment system of Kyambogo University. The study specifically focusedon investigating the following elements:- recruitment and selection procedure ofacademic staff, induction programme for academic staff, facilitation offeredduring work and academic staff performance and appraisal system of academicstaff1.3 PURPOSE OF THE STUDYThe purpose of the study was to investigate the perceived effect of employmentsystem on the academic staff performance at Kyambogo University.1.4 OBJECTIVES OF THE STUDYThe study was meant to:-1. Examine the recruitment processes and selection procedures of academicstaff in Kyambogo University.6

2. Examine induction programme for academic staff in KyambogoUniversity.3. Explore how facilitation at Kyambogo University influences academic staffperformance.4. Explore the appraisal process used to determine academic staffperformance.1.5 RESEARCH QUESTIONSThe research questions for the study were as follows:1. What is the nature of recruitment processes and selection procedures ofacademic staff in Kyambogo University?2. What type of induction programmes are offered to academic staff inKyambogo University?3. What is the effect of facilitation given during work on academic staffperformance?4. What is the effect of appraisal on academic staff performance?1.6 SCOPE OF THE STUDYThe study was carried out in Kyambogo University which is in Nakawa Division,seven kilometers from Kampala city center off Kampala-Jinja road. The followingfaculties were studied; Arts and Social Sciences, Education and Special Needs7

Education and Rehabilitation, Office of the University Secretary. The studyinvestigated employment system and academic staff performance. The specificelements included; recruitment system and selection procedures, inductionprogrammes, type of facilitation given to academic staff and the nature ofappraisal used for academic staff in Kyambogo University. The design used wasthe cross sectional survey and sampled lecturers and the university secretary.1.7 SIGNIFICANCE OF THE STUDYIt was anticipated that the research would be beneficial to:Kyambogo University Management will assess the strengths and weakness ofemployment system of academic staff in order to improve on the existing practiceof employment. Such as employment relationships, resourcing, employment andhuman resource administration.The University Council will be able to establish the general trend of academicstaff performance to enable them formulate relevant employment policies inorder to improve on the general level of academic staff performance in theUniversity. Some of this policies may include the over all policy of theorganization, employment policies, involvement and participation policy, newtechnology and employee relations policy.8

University appointing authority will be able to explain the trends of academicstaff performance and their possible causes. This will help the young Universityand its academic staff to be more productive and vibrant in order to enhanceacademic staff performance.The government of Uganda will use the findings to initiate further investigationinto other factors like staff development and motivation that might be affectingacademic staff performance in the public universities.9

CHAPTER TWOREVIEW OF RELATED LITERATURE2.0 INTRODUCTIONThis chapter considered the theories relevant to the study and brought intoperspective the related literature of other authors and researchers in the field ofrecruitment and selection, induction, facilitation and appraisal system and theireffect on academic staff performance. A conceptual frame work has also beenpresented therein.2.1 THEORETICAL REVIEWFombrun, Tichy and Devanna (1984) made a major advance of classicalorganization theory about human resource management. Their theory spelt outkey elements of employment system which included selection, appraisal,development (including training) and rewards which greatly determines the levelof academic staff performance. However (Stoner etal, 2004) remarked that priorto selection, there is job analysis and advertisement. Cole (1993) argued thatselection is the process of getting the best of the competitors to ensure that thebest candidate(s) are employed. This process is accomplished by an interviewwhich is a controlled conversation between applicant for a job and the employer(Maicibi 2003). After recruitment and selection of the best person for the job,10

induction is the next major human resource activity. The nature of facilitation andappraisal system used are all crucial to the performance of academic staff ifproperly aligned with one another.Systems theory as in Stoner (2005) also view the organization as a unified,purposeful system composed of interrelated parts. A system has many parts thatall interact extensively with one another. Often small systems can be part oflarger systems. The activity and effectiveness of any segment of an organizationaffects in varying degrees the activity of every other segments. All organizationshave sub-systems that make up the whole of the organization system. One ofthese sub-systems is Human Resource Department dealing with employmentissues and therefore handles the human resource activities namely:- recruitmentand selection, induction, facilitation and appraisal of staff performance. All theseactivities must be in congruence in order for the organization to achieve its goalsand objectives.These theories are relevant and applicable to the study as it highlights the criticalprocesses in the employment system namely:- recruitment and selection,induction, facilitation and appraisal. The researcher therefore investigated on therecruitment and selection system, induction programmes, type of facilitationoffered and appraisal system used for academic staff and their effect onperformance in Kyambogo University.11

2.2 THE CONCEPTUAL FRAMEWORK FOR THE STUDYFig. 1: A conceptual framework of the effectiveness of employment system andits impact on academic staff performanceIndependent variable: Employment systemRecruitment and Selection,• Job description• Person specification• Advertisement• Short list• Interview• Qualifications• Personal abilitiesDependent variable :Academicstaff performance• Publications• Research output• Time management• Meeting deadlinesInduction• Touring premises• Meeting with senior staff,colleagues.• Terms and conditions ofserviceFacilitation• Office space• Library• RefreshmentInternet connectivityAppraisal• Duration• Feedback• ModelExtraneous variables• Refresher courses• Rewards• Experience• Attitude• EnvironmentAs modified by the researcher from the systems approach to recruitment and selectionmodel (Corbridge M. & Pilbeams, S. (1998). Employment resourcing Clays Ltd. GreatBritain).12

The framework presents how employment system affects academic staffperformance in the study. Employment system is the independent variable andacademic staff performance is the dependent variable.2.3 RECRUITMENT PROCESSES AND SELECTION PROCEDURES OFACADEMIC STAFF IN UNIVERSITIESAswathapa (2001) defines recruitment as the process of finding and attractingcapable applicants for employment. The process begins when new recruits aresought and ends when their applications are submitted. Normally the result is apool of applicants from which new employees are selected. MelbourneUniversity (2006) states that it is their policy to recruit academic staff of thehighest calibre through an open and fair processes. Where as according to theUniversity of Queensland (2004), the recruitment process for academic staff issimplified without necessarily compromising the University’s principles of nondiscriminationand appointment on the basis of merit. However, Watson (1994)argues that if recruitment process generates insufficient applicants or too manyunsuitable ones, it will prove expensive to make appointment decisions.Watson (1994) asserted that recruitment is the first stage in the process of fillingup a vacancy in an organization.The process involves examining the13

equirements for filling the existing vacancy, job and person specification;consideration of the sources of suitable candidates, drafting job advertisementsand selecting the media suitable to carry them; assessing appropriate salary levelsfor new employees and arranging for interviews. Corbridge and Pilbeam (1998)believes that good recruitment and selection is vital because well thought out,agreed and communicated procedures and practices can significantly contributeto high employee performance.UNESCO (1994) documents that in most African Universities the process ofrecruitment is not rational and ends up frustrating many candidates. It is vital tonote that the line managers play a key role in the decisions since they know theirdepartmental requirements and once recruitment has been made themanagement of academic staff is usually devolved to deans and heads ofacademic department (Eurydice 2008). However, according to the AdhocCommittee on staff integration into Kyambogo University all UPK, ITEK andUNISE staff who were deemed to have been transferred or engaged to KyambogoUniversity under section 74 of the Universities and other Tertiary Institutions Act2001 and Section 5(2e) and 6(2) of the Universities and other Tertiary InstitutionsAct as amended 2003, should be absorbed into the University. This in turn hasaffected the quality of output in the University. Since all the staff were absorbedas they were without thorough screening.14

Eurydice (2008), further states that recruitment of academic staff is based first andforemost on public advertisement in all European countries. In Belgium, Swedenand German, public advertisements are posted at national level. However inFinland procedures vary not only according to categories of staff but alsoaccording to the type of institution. The recruitment of a professor is thereforesubject to more extensive regulations.Queensland University (2007), details that the stages of recruitment and selectionprocesses must conform with the provisions of various Acts of Parliament: - sexdiscrimination, racial discrimination, equal opportunity for women in the workplace, disability discrimination, age discrimination, Australian work placerelations and anti-discrimination. Whereas in the University of Melbourne (2008)the principles underpinning the recruitment process are:- fairness, credibility,equal opportunity, merit and optimizing career prospects for currently employedstaff. Kyambogo University Council at its special meeting on 17 th March 2005agreed that the first priority in the appointments in the new University structureshould be given to staff on the ground and positions which will not have beenfilled by staff on the ground will be advertised in the national and internationalmedia.Council minutes of Melbourne (2004) and University of Queensland (2004)documents that good human resources management and equal opportunity15

considerations demand that vacant positions are advertised both internally andexternally. External advertisements are put in newspapers, publications andplacement determined by concerned department in consultation with humanresource department where as internal advertisements are put on the Universitiesweb addresses and weekly e-mail staff news.Aswathapa (2001), describes selection as the process of differentiating betweenapplicants to identify and hire those with a greater likelihood of success in a job.Maicibi (2003) states that selection is a selling operation as the initial recruitment.This view was also shared by Robbins (1990) who described selection as theprocess of choosing the best out of the many qualified job applicants.MUK Council Minutes (2006) approved new appointment policy which entailsthat academic staff be appointed and promoted based on performance thatdemonstrates merit in teaching and related activities which include studentsupervision, research, scholarship and creative activity, administration, serviceand leadership in the University and professional practice including service tothe community.Cole (1993) outlined the key stages in the selection process which include:-getting through application forms or curriculum vitae, drawing up a short list ofcandidates, inviting the candidates for interview, conducting interviews, makinga decision about choice of candidates, making the offer and confirming it, writing16

to successful and unsuccessful candidates. Maicibi (2003) commented that thereare many methods of selection which include:- interview, in-basket exercises,questionnaire, collecting information about the applicant supplied by refereesand certification authorities. However according to Melbourne University (2006),selection items include:- applications, written references, position description andselection criteria, policies on equal opportunity, departmental workforce plan,matrix-grids for short-listing applicants and interview forms.According to KYUASA memorandum to the Adhoc Committee of Council 2006;realistic and fair guidelines for integration of academic staff into the Universityshould consider among others; qualification, experience of serving staff,responsibility, service to the community, publications/exhibitions and level ofskills. They also argued that new and separate terms and conditions of servicefor academic staff highlighting promotional structures and staff developmentwhere all stakeholders are actively involved in drafting should be worked outtaking into account the reality of Kyambogo University inorder to have aproductive academic staff force.2.4 INDUCTION OF ACADEMIC STAFF IN UNIVERSITIESSkeats (1991) defines induction as any and all arrangements made to familiarizethe new employee with the organization safety rules, general conditions of17

employment and the work of the department in which they are employed.Effective induction programmes create a favourable impression of theorganization and its work. This helps to form a good relationship between thenew employee and supervisor, co-worker which help the new employee adjustbetter to reduce absenteeism and turn over (Aswathapa 2001). UNESCO (1994)observes that orientation and induction of new academic staff is crucial. This canbe done by seminars, information handbooks, teaching methods courses and ongoingmentor programmes. In the University of Queensland (2004), all academicstaff must complete an induction programme at the time of their firstappointment.According to Kluwer (1990), inspite of the considerable interest in the inductionof new members of staff into the teaching profession little interest has beenshown in researching on the induction of new staff into higher institutions.However in Australia, the induction of new academic staff in universities wasrecognized as an important issue by the Australian Vice Chancellors committee(AVCC, 1981) and again in the second tier settlement for Academic staff inHigher Educational Institutions as appended to White Paper on higher education(Dawkins, 1988).18

Koontz and Weihrich (1988) observed that induction involves the introduction ofnew employees to the enterprise, its functions, tasks and people. The purpose of agood induction process is three fold:To enable the new employee understand the job requirements andorganization rules and procedures as quickly as possible, therefore making auseful contribution as quickly as possible.To ensure that the new employee is not troubled by an anxious mental statewhich will affect speed of learning, depth of involvements, general comfort.To establish from the start an attitude towards the organization which willdevelop trust and loyalty towards the new employees, supervisors and theorganization as a whole.A formal induction programme need not be expensive and certainly the benefitsto be gained from a systematic process far out weigh the costs of recruiting newstaff if large numbers of people leave at the time of the so called ‘Induction crisis’(Stoner etal, 2005).Organizations which do invest time and effort in induction, experience threebroad perspectives on the nature and purpose of the process: administrativeexercise, in which the sole purpose is to impart information about the job, theprocedures and the organisation. Fowler (1990:50-52), Skeats (1991:66-71) andReid & Barrington (1994:335-336) consider the following as a necessary elementin the induction package; terms of employment, security, health and safety19

egulations, wages and benefits, company rules and policies, employeedevelopment opportunities, information about the organisation and jobperformance issues.2.5 FACILITATION AND ACADEMIC STAFF PERFORMANCEAccording to University of Queensland (2007), all academic staff are to beprovided with access to office accommodation that includes desk and storagefacilities, computer facilities with appropriate soft ware, identification card andlibrary access. Further more the organizational unit may identify limits to use ofphotocopier, printery, internet and telephone. UNESCO (2004), notes thatpresent working conditions of University staff in Africa have been subject of anumber of studies depicting poor physical facilities which have affected academicstaff performance.Wisconsin University (1997), spells out that academic staff can use some of theadministration facilities and services as they carry out the functions of theUniversity of Wisconsin. Institute of Education London (2006), states thatacademic staff are provided with all the basic facilities namely office space,allowances for extra load, internet services and any other facility which isdeemed to enhance their performance.20

Uganda’s National Council For Higher Education (2005), outlines the keyeducation facilities for Universities namely: access to relevant up-to-date text andother books as well as articles in journals, access to computer networks and theinternet, access to power point projectors, slide projectors, overhead projectors,video, video cameras, flip charts, television sets to mention but a few access tosports and recreation facilities and student exchange programmes.However according to KYUASA meeting of 2006, it was observed that theUniversity lacks key facilities for academic staff especially office space, medicalfacilities, connectivity to internet and adequate funding for research. This endsup affecting the quality of academic staff performance in the University.University of New South Wales (2008), stipulates some of the facilities availablefor academic staff. These include borrowing rights in the University library andthe use of other library services, annual parking permit at a fee equivalent touniversity rate and being able to join university organizations whosemembership is open to staff subject to meeting membership requirements.2.6 ACADEMIC STAFF APPRAISAL AND PERFORMANCERandell (1994:221) defines appraisal as the process whereby current performancein a job is observed and discussed for the purpose of adding value to that level of21

performance. Wisconsin University (1997), stipulates that the performance ofeach academic staff will be evaluated annually to encourage improvedperformance through recognition, support and motivation, stimulate interest inemployee growth and development opportunities, provide documentation forpersonnel actions and respond to increased demands for accountability.Birmingham University (1988), reflects that all academic staff are required tocomplete an Academic Portfolio of Achievement covering teaching andsupervision, research, creative work, service and engagement. This would formthe basis for annual reviews with the academic supervisor. Meanwhile accordingto Lancaster University, 2001 a typical appraisal system would entail quality ofresearch, teaching quality, administration, quality and range of external contacts,contribution to the team and department, accuracy of work carried out,timeliness of the work and number of face to face contact. It further spelt out themodels to be adopted which included:- line or one to one feedback, peer feedbackand 360 degree feedback. Much as it is a good practice to appraise and evaluatestaff performance this aspect seem to be lacking in Kyambogo University henceexposing the measure of performance into a dilemma.McBeath (1990), argues that appraisal has become an emotive word because itspoorly done but goes on to list the key aims of appraisal which include:- makingreward decisions, improving performance, motivating staff, succession planning22

and identifying potential, promoting manager-subordinate dialoque and formalassessment of unsatisfactory performance. University staff appraisal is expectedto be approved by legitimate body, initiate procedures for selection andappointment of appraisers, define appraisal processes and introduce appealprocedures.2.7 RELATIONSHIP BETWEEN RECRUITMENT AND SELECTION,INDUCTION, FACILITATION, APPRAISAL AND ACADEMIC STAFFPERFORMANCERecruitment and selection are crucial in employment system. Recruitment is theprocess of identifying and attracting prospective employees to apply for jobswhere as selection is concerned with picking the right candidates(s) from a poolof applicants.Recruitment is positive in its approach as it seeks to attract many candidates aspossible while selection is negative in its implication as it seeks to eliminateunqualified applicants in order to identify the right candidate. After recruitmentand selection of the best person for the job, induction is the next major humanresource activity which acclimatizes new employees into the organization set upso that results can be produced. Maicibi (2003:37) explains that socialization of anew employee through induction is important as it helps in the acquisition of23

work skills and abilities, adoption of appropriate role behaviors and adjustmentto the organizational climate. This according to the terms and conditions of services (2003) of Kyambogo University is not well detailed and consequently affectsnegatively the productivity of staff who take time to settle down in their newtasks and roles.Facilitation of academic staff is equally important to aid them as they performtheir roles and functions in the University. Appraisal is the measure of how wellemployees are working according to the set goals and standards. As noted by thestudents and lecturers there is no tangible document on appraisal of academicstaff indicating a gap in the existing employment processes in the University.Cole (2002) observes that staff recruitment and selection, induction, facilitationand appraisal have become key human resource activities for organizations. Poorrecruitment and selection can lead to unsatisfactory performance at later stages inthe employment relationship. It should be clear however that employmentpolicies and practices at this stage should provide the right kind of staff who arecapable of meeting and have indeed exceeding performance targets.24

2.8 SUMMARYIn the face of rapid change within the higher education sector, the success of anyUniversity will depend on its ability to recruit, retain and develop high qualitystaff at all levels and across all functions. This can be achieved by beingknowledgeable about wider issues concerning recruitment and selection,induction, facilitation and appraisal decisions such as legislation and goodpractice. Universities are expected to have in place procedures for employmentsystem to provide for transparency, non-discrimination, clear performancerequirements in order to ensure that there is satisfactory level of academic staffperformance.25

CHAPTER THREEMETHODOLOGY3.0 INTRODUCTIONThis chapter describes the research design of the study, population, sample sizeselected, instruments and the data analysis procedure employed in the study.3.1 RESEARCH DESIGNThe case study design was used since only one University was involved in thestudy. Case study helps researchers to understand complex issues and providesdetailed perspective analysis of a limited number of events (Amin, 2004). Surveywas also used because samples were selected from various faculties.3.2 STUDY POPULATIONThe parent population included all the 350 academic staff of KyambogoUniversity since all of them are involved in the teaching and research relatedactivities which are components of academic staff performance and theUniversity Secretary who is the custodian of employment practice as summarizedin Table 1.26

Table 1: Population of respondents by facultyFacultyEducationScienceArts and Social SciencesEngineeringSpecial Needs Education and RehabilitationVocational StudiesNumber of lecturers686671643645Total 350Source: Kyambogo University Prospectus, 20053.3 SAMPLE SIZE AND SELECTIONThe sample for the study was taken from the faculties of Education, Arts andSocial Sciences, Special Needs and Rehabilitation by use of stratification of thefaculties. The respondents were randomly selected since all the academic staffare involved in the teaching-learning process and the University Secretary waspurposively selected.27

Table 2: Summary of respondentsRespondentsNumberUniversity Secretary01Academic staff :FacultiesEducationArts and Social SciencesSpecial Needs and Rehabilitation595932Total 151The sample was determined in accordance to the table designed by Krejcie andMorgan (1970) as cited by Amin (2005). It is used in determining sample sizes forresearch activities from a given population (Appendix 4).This samplerepresented 42.8% of the academic staff in Kyambogo University.This was farbeyond the 10% which according to Amin (2005) is ideal for a survey study.3.4 INSTRUMENTS FOR DATA COLLECTIONThe following instruments were used in data collection:Questionnaire – A closed-ended questionnaire on likert-scale (Strongly agree,Agree, Not sure, Disagree, Strongly disagree), constructed by the researcher wasused to collect data from the selected respondents. However few open questionswere used to explore into depth the respondents perception. The questionnaire28

had the following sections; Background information, recruitment and selectionprocedures, induction system, facilitation and appraisal (independent variables),academic staff performance (dependent variable), extraneous variables.Questionnaires are more relevant in collecting data from a relatively large samplethrough written responses.Interview guide – Oral interview schedule was employed to the UniversitySecretary during working hours. It generated data in a number of areas on theelements understudy (Appendix 3).Documents – Adhoc committee report on staff integration into KyambogoUniversity was accessed and read.3.5 VALIDITY AND RELIABILITY OF INSTRUMENTSValidity refers to whether the instrument is appropriate for what it is meant tomeasure. Reliability is the dependability of an instrument under similarcircumstances to produce similar results as observed by (Amin, 2005). Theresearcher pre-tested the instruments to determine the content validity of items.It was done to assess the clarity and relevance of instructions. This helped indetermining the suitability of the method to collect data and the adequacy of thequestionnaires. It also helped to bring out some of the problems the researcher29

had not anticipated. The validity of the instrument was determined using thecontent validity index (CVI) through expert judgment by two raters. Thisincluded the supervisor who is a Professor in Management and a seasonedresearch Lecturer.CVI = n/N; where n is the number of items which was declared relevant; N is thetotal number of items in the instrument.Table 3: Computing the content validity index (CVI) of the questionnaireExperts response 1 or 2 very 3 or 4 very Totalto item levels invalid/invalid valid/valid1 or 2 05 - 053 or 4 - 25 25Total 05 25 30CVI= 25 30× 100 = 83%Adjustments were then made to improve on clarity and comprehensiveness forcollecting the relevant information until the supervisor approved the instrument.This was beyond the 70% which according to Amin (2005) is adequate enough inresearch.30

3.6 STUDY PROCEDUREThe researcher obtained an introductory letter from the Dean, School ofEducation – Makerere University to introduce him to respondents. Thequestionnaire was administered with in a period of three weeks. Each facultyhad a co-ordinator to ease the distribution and collection of instruments from theacademic staff. Data collection took place in August, 2006 and analysis of datawas done in October 2006.3.7 DATA ANALYSISAt the end of data collection, all the completed questionnaires were thoroughlyedited and organized for processing by the researcher. The researcher coded theresponses especially those on likert-scale from 1-5:1. Strongly agree, 2. Agree, 3. Not sure, 4. Disagree and5. Strongly disagree. The researcher used the statistical package for socialScientist (SPSS) to analyse the data.The questionnaire items were turned into frequencies and analysed using tablesand percentages. Basically the appropriate responses were condensed into three:-Strongly agree and agree into Agree, Not sure and Disagree and stronglydisagree into Disagree.31

3.8 LIMITATIONSFunding constraints made the researcher to sample three faculties out of the sixcurrent faculties.Some of the respondents were too sensitive about the questionnaire forcing theresearcher to convince the respondents and produce many more copies of thequestionnaire to be filled .They were also assured that the questionnaires wouldbe anonymously treated without making respondents write their names.32

CHAPTER FOURDATA PRESENTATION, ANALYSIS AND INTERPRETATION OFRESULTS4.0 INTRODUCTIONThis chapter presents empirical findings presented in reference to the studyobjectives. Four objectives were generated to guide the study:-1. To examine the recruitment processes and selection procedures ofacademic staff in Kyambogo University.2. To examine induction programme in Kyambogo University for academicstaff.3. To explore how facilitation at Kyambogo influence academic staffperformance.4. To explore appraisal process used to determine academic staffperformance.From the study objectives four research questions were formulated. These were:-1. What are the recruitment processes and selection procedures of academicstaff in Kyambogo University?2. What type of induction programmes are offered to academic staff inKyambogo University?33

3. What is the effect of facilitation given during work on academic staffperformance?4. What is the effect of appraisal on academic staff performance?4.1 PRESENTATION OF RESULTSThe findings were obtained from primary sources of data. The primary data wascollected from the academic staff selected from three faculties of Education, Artsand Social Sciences and Special Needs Education. The results are presentedobjective by objective. The findings are qualitatively and quantitativelypresented. These were both from the interview schedule with the Universitysecretary and academic staff responses on the questionnaires. They provided abulk of responses, to this aspect. For the academic staff responses they werereduced to three scales of agree, disagree and not sure.4.1.1. Objective1: To examine the recruitment processes and selection procedures ofacademic staff in Kyambogo University .The first objective that guided the study sought to examine the recruitmentprocesses and selection procedures of academic staff in Kyambogo University.The objective had three parts: Modes of recruitment, Selection procedures andguidelines, academic staff perception about recruitment and selection systems.34

The findings of the interview schedule with the University Secretary are asbelow:-The findings indicated that the University basically employs two modes ofrecruitment, namely:a) Internal recruitmentb) External recruitmentInternal recruitment is primarily directed to those who are already within theUniversity especially the students and to some extent those in other departmentsor units who would like to transfer to other units or departments. Theadvertisement is usually by notice board memos.In some cases, theappointments board empowers a unit/department or management to identifypotential candidates and recommend for consideration. The finding notes thatthis method is characterized by sectarian tendencies and leaves out the mostprobable candidates.External recruitment is performed by the central unit (University Secretary).Various forms or channels of media are used which include both local andnational newspapers, electronic as well as public notice boards, the radio andtelevision. This model tends to capture a wide range of applicants with highlyrequired skills and experience. The study also noted that quite a number ofpossible up country candidates have limited access to information opportunities,if external mode is used, therefore many miss the opportunity.35

In selection of applicants, a rigorous procedure is used.This procedure includes:Each applicant must submit 15 copies of applications and testimonials enough foreach member of the Appointments Board.A sub-committee of the Appointments Board short lists the applicants into threecategories:Category A: Comprises of those applicants who have fulfilled therequirements of the advertisement such as age, qualification andexperience.Category B: Comprises of those applicants who have the qualification butwith inadequate experience andCategory C: Comprises of those applicants who do not possess therequirements and are usually ignored.The findings further note that for those applicants in category A and B, asummary sheet is sent to their prospective heads of departments for advice.Those who are deemed suitable by the department are then invited for oralinterview by the appointments board. The interview panel must have a technicalperson to guide the board in the proper direction. The successful applicants arederived from the summary of scores by all the members of the panel. The36

findings also noted that the appointments board can offer jobs on contract andprobation.Generally, the study established that the University is guided by standards set bythe National Council for Higher Education, section 119 of the Universities andother Tertiary Institutions Act, states that “No University or tertiary institutionshall employ any person for the purpose of teaching students, whosequalifications do not conform to the standards set by National Council for HigherEducation (NCHE) regulations.” The University therefore is guided by thoseregulations as reflected in table 4.Table 4: Qualifications for academic staff in UniversitiesPosition Entry qualification Condition for promotionTutorial1 st degree Honours, First Masters degree with a B+Fellow/Teachingor Upper Second division. performance or aboveLower is acceptable in academically good.Assistantspecial circumstances.Assistant Lecturer Masters degree and above Masters degree publishedpapers since last promotion.Lecturer Masters B+ and above PhD and minimum threeyears experience since lastpromotion. Three publishedpapers and one good bookwith ISSBN number.37

Senior Lecturer PhD degree Three years since lastpromotion. Atleast sixpublished papers some inreferred journals, originalityof research findings.Associate Professor PhD degree Three years since lastpromotion. Published 10papers since last promotionsome in referred journal,originality of findings,administrative ability,competence and experienceto supervise postgraduatestudents and other membersof staff.ProfessorPhD degree Ability toshoulder administrativeduties and guide andmembers of staff.Competence to supervisepost graduate students.The lecturers were asked to respond on various issues of recruitment processes andselection system as in table 5.Table 5: Percentages of responses by lecturers on recruitment processes and selectionsystemItems Agree Not Disagree Totalsure8. Academic staff job vacancy is advertised 46.6 9.0 44.4 100%38

9. Advertisement is designed attractively 24.3 8.1 67.6 100%10. Appropriate media is used. 35.1 8.1 56.8 100%11. Job description is clearly spelt out 34.2 6.3 59.5 100%12. Job specification is thoroughly prepared 32.4 9.9 57.7 100%13. Number of staff per course is directly related totheir level of performance14. Recruitment of academic staff is satisfactorilydone15. Academic staff are interviewed before joiningservice.16. Only staff who meet selection criteria areappointed27.9 5.4 66.7 100%16.2 8.1 75.7 100%35.1 6.3 58.6 100%38.7 14.4 46.9 100%17. Selection is objectively done 35.1 12.6 52.3 100%18 Selection process describes skills, qualifications 45 11.7 43.3 100%Results in table 5 show that generally, most academic staff have tended toindicate that recruitment and selection practices at Kyambogo University are notsatisfactory. A large percentage of them (75.7%) feel that recruitment exercise isnot satisfactorily done while 67.6% feel that the advertisement design is notattractive and 66.7% feel that recruitment of the academic staff per course is notdirectly related to their level of performance. In addition, many staff membersfeel that job description is not clearly spelt out (59.5%),academic staff are notinterviewed before joining the service (58.6%) and job specification is notthoroughly prepared (57.7%).Less than half of the staff reported that academicstaff vacancy is not advertised (44.4%) only staff who meet selection criteria areappointed (46.9%),and that selection process does not describe skills,qualifications and personal abilities (43.3%).These low level of satisfaction39

among academic staff about recruitment and selection practices at the universitycould be attributed to the inaccessibility of appropriate media of advertisement.Sometimes, radios and televisions are used but there are many channels.There are also many newspapers which may not be accessed by everybody.Some members are from far away places from Kampala and may access thepapers late. Therefore, most members find the advertisement relativelyinaccessible and would therefore hold negative opinion about other relatedpractices of advertisement.4.1.2: Objective II: To examine the induction programme in Kyambogo University forAcademic staffThe second objective of this study sought to examine the induction programme inKyambogo University for academic staff. The University Secretary was asked ifthe academic staffs are inducted before assumption of service. The findingsindicate that induction of academic staff takes place at two levels. The first level isthe University Secretary’s office which is supposed to induct the new employeeson issues about the University terms and conditions of service. The second levelis the Head of Department who is expected to introduce the new employee to thedepartmental culture, pedagogy, welfare issues and facilities available howeverthe University Secretary observed that sometimes there is general lack ofcoordination between the heads of department and the office of the university40

secretary. On the effectiveness of the induction programmes it was reported thatsometimes its done in a rush or not done at all due to some technical problemswhich the University has been experiencing since the merger.The respondents were asked on various aspects of induction programme. Theirresponses are summarized in table 6.Table 6: Percentages of responses by lecturers on induction programmeItem Agree NotsureDisagreeTotal19.Academic staff undergo induction14.46.379.3100%20.Induction is beneficial to staffperformance74.81.823.4100%As in Table 6, 79.3% of academic staff disagreed that academic staff undergoinduction upon being employed and yet 74.8% agreed that indeed induction isbeneficial to academic staff as it has an effect on their performance. This responseby academic staff is an indication of what actually happens in the universitygenerally induction of academic staff is non-existent in the university and yet it isvery crucial in enhancing academic staff performance. A cross tabulation wasdone on the responses by faculties whether induction is carried out. Theresponses are in table 7.41

Table 7: Cross tabulation on responses by faculties on whether induction iscarried out in Kyambogo University.ResponsesFacultiesAgreedDisagreedNotsureTotalN %N %N %N= %Education 13 50 10 38.5 3 11.5 26 100%Arts & social19 44.2 18 41.9 6 13.9 43 100%sciencesSpecial&needs20 52.3 14 36.9 5 12.8 39 100%rehabilitationFindings summarized in Table 7 show that generally more academic staffmembers from two faculties tended to agree that induction is carried out at theuniversity . In the faculty of education, 11.5% are not sure if induction is carriedout in the university while 38.5% completely disagreed. In the faculty of Arts andSocial sciences, 41.9% disagreed and 13.9% not sure. The same pattern is also truein Special Needs faculty with 36.9% disagreeing and 12.8% not sure. All thesefindings to some extent could be an indication of laxity, lack of seriousness andplanning to induct newly recruited staff into the system. This may affect theireffectiveness in performance. On the other hand the large number of staffagreeing may be an indication that they do know that induction is carried out.42

The respondents in question 21 were asked to briefly list down areas on whichthey were inducted. Their responses were as in Table 8.Table 8: Showing percentages of responses by lecturers in regard to areas ofinduction.Responses Frequency PercentageCurriculum issues 7 6.5Assessment/evaluation 4 3.7Members of staff 7 6.5Administrative set up 3 2.8Conducting lectures 6 5.6Terms of service 5 4.6None 76 70.3Total 108 100%As seen in the table 8, most of the respondents (70.3%) were not given anyinduction at all. A mere (6.5%) of academic staff reported that they were inductedon curriculum issues, introduced to members of staff. Terms of service (4.6%),assessment/evaluation (3.7%) and administrative set up (2.8%). The departmentshowever seem to be more active than the University secretary’s office. The factthat some staff are able to identify areas in which there was induction, it meansthere is induction practice in the university.43

4.1.3: Objective III: To explore how facilitation at Kyambogo University influenceacademic staff performanceThe third objective was meant to explore how facilitation at KyambogoUniversity influence academic staff performance. The University Secretary wasasked to state the facilities available in the University. It was found out that theUniversity provides office space to the departments, internet facilities, library andany other facilitation which the management might find necessary in enhancingacademic staff performance.The respondents were asked to give their responses on facilitation of academicstaff. Their responses are in Table 9.Table 9: Percentages of responses by lecturers on facilitation of academic staffItem Agree Not Disagree Totalsure22 Availability of facilities namely; 90 1.8 8.1 100%office space, library, internet andrefreshment determine level ofperformance23 Staff are provided with office space 71 0 29 100%24 Staff are provided with refreshment 45 11 44 100%44

A big proportion of staff reported that they received facilitation in the form ofavailability of facilities (90.1%) such as office space, library, internet. A very smallproportion disagreed (8.1%) and were not sure (1.8%).Most staff agreed that thereis facilitation in the form of office space while 29% disagreed. Almost equalnumber of staff agreed (45%) and (44%) disagreed that staff are provided withrefreshment. Once again, these findings clearly demonstrate that the universityattempts to provide facilities to its staff but may be inadequate. With respect tooffice, it appears those who disagree probably need personal offices which arenot easily available. With regard to refreshments, the staff members not probablyaware of the role and boundary of the university to provide refreshments.A cross tabulation was done in relation to facilitation offered and academic staffperformance. The responses are as in Table 10.Table 10.Cross tabulation on responses about facilitation offered and levelof academic staff performance.Level of facilitationHigh performanceModerateLowperformanceN %performanceN %N %Satisfactory 5 6.1 3 25 1 6.25Not satisfactory 56 68.3 5 41.7 11 68.75Not sure 21 25.6 4 33.3 4 25Total N=82 100% N=12 100% N=16 100%45

Table 10 presents findings about the relationship between facilitation and academicstaff performance. Generally few staff believed that satisfactory facilitation leads tohigh performance (6.1%). Quite a big number of staff clearly point out that poorfacilitation can lead to high and low performance (68.3%) and (68.75). A modestnumber of staff remain unsure about the relationship between facilitation andperformance .This kind of revelation indicates that facilitation is broad and notdirectly meaningful. So what one may call facilitation others may not see it so. It ishighly personal and subjective. This finding also suggests that motivation toperform is intrinsically more powerful than the extrinsic aspects.4.1.4: Objective IV: To explore the appraisal process used to determine academic staffperformanceThe fourth objective was meant to explore the appraisal process used todetermine academic staff performance. The University Secretary reported that itis the academic registrar to carry out appraisal of academic staff in liaison withthe respective departments and University Secretary’s office. However becauseof the turbulence in Kyambogo University nothing has been done yet. Therespondents were also asked on the appraisal process used to determineacademic staff performance.46

Table 11: Percentages of responses by lecturers on appraisal process ofacademic staff performanceItem Agree NotsureDisagreeTotal23. Appraisal is effectively done 0 0.9 99.1 100%24. I get feedback from appraisal 0 10 90 100%25. Appraisal is carried out annually 0 0 100 100%Table 11: The academic staff were asked to state whether appraisal is effectivelydone in KyambogoUniversity,100% disagreed that appraisal is doneannually,99.1% disagreed that appraisal is effectively done reflecting that there isno appraisal,90% disagreed that that they get feedback from appraisal. Most ofthe respondents disagreed that appraisal is effectively done in the university andpossibly this has affected performance negatively. A cross tabulation was inrelation to appraisal and academic staff performance.47

Table 12. Cross tabulation on responses in relation to appraisal and academicstaff performance.Appraisal system High performance ModerateLow performanceperformanceGood 0 (00%) 2 (15.4%) 0 (00%)Poor 76 (90.5%) 9 (69.2%) 12 (100%)Not sure 8 (9.5%) 2 (15.4%) 0 (00%)Total N=84 (100%) N=13 (100%) N=12 (100%)Table 12, the majority of staff members believe that even if the appraisal systemis poor, performance of staff can be high (90.5%). No member of staff believesthat performance of staff can be high with a good appraisal system. Similarlynone believes that good appraisal causes low performance. This finding indicatethat while in principle, appraisal system is important in an organization, staffmembers do not meaningfully see its role in academic performance. This mightimply that for academic staff performance to be weak or strong, there are otherfactors such as incentives (motivation), equipments, training background andexperience. Respondents were also asked to give their opinions on aspects ofacademic staff performance.The respondents were also asked to give their opinion on aspects of academicstaff performance. The responses are summarized in Table 13.48

Table 13: Percentages of responses by lecturers on academic staff performance.Item Agree NotsureDisagreeTotal28.Recruitment impacts on performance7310.816.2100%29.Selection impacts on performance85.65.409100%30.Induction determines performance level5417.128.9100%31.Standard of performance is satisfactory45.916.237.9100%As evident in Table 13, 85.6% of the respondents agreed that selection impacts onperformance, 73% agreed that recruitment indeed impacts on performance, 54%agreed that induction determines the level of performance while 45.9% agreedthat standard of academic staff performance is satisfactory in KyambogoUniversity. A cross tabulation was done on gender and academic staffperformance. The results are in Table 14.Table 14.Cross tabulation on gender and academic staff performanceGenderHighModerateLowTotalperformanceperformanceperformanceMale 58 (80.6%) 7 (9.7%) 7 (9.7%) 72 100%Female 25 (69.4%) 5 (13.9%) 6 (16.7%) 36 100%The results in Table 14, shows that males (80.6%) believed that the level ofacademic staff performance is high compared to female (69.4%) and only 9.7% of49

the male perceived academic staff performance as being low while 16.7% offemales considered academic staff performance as being low. This findings clearlydemonstrates that basic differences that exist between males and females. Whatmost males prefer may not be preferably to females and vice-versa. A crosstabulation was also done on terms of employment and academic staff performanceas in table15.Table15. Cross tabulation on terms of employment and academic staffperformance.TermsHighModerateLowTotalperformanceperformanceperformancePermanent 38 (76%) 3 (6%) 9 (18%) N=50 (100%)Probation 6 (100%) 0 (0%) 0 (0%) N=6 (100%)Temporary 12 (75%) 2 (12.5%) 2 (12.5%) N=16 (100%)Contract 26 (68.4%) 7 (18.4%) 5 (13.2%) N=38 (100%)As inTable 15, respondents who were on probation (100%) believed that theacademic staff performance is high; permanent (76%), temporary (75%) and thoseon contract (68.4%). However (18%) of staff who are on permanent believed thatacademic staff performance is low followed by contract (13.25) and temporary(12.5%). A cross tabulation was done in relation to age and academic staffperformance. The results are in table 16.50

Table 16. Cross tabulation on age and academic staff performanceAge High performance ModerateLow performanceperformance21-30 14 (70%) 3 (15%) 3 (15%)31-40 42 (84%) 5 (10%) 3 (6%)40+ 26 (68.4%) 5 (13.2%) 7 (18.4%)In the Table 16, most of the respondents who were in the age bracket 31-40 (84%)believed that academic staff performance is satisfactory; 21-30 (70%) believedlikewise and 41+ (68.4%). However (18.4%) of those in the age bracket of 40+reported non-satisfactory performance, (15%) of 21-30 years and 31-40 (6%).The respondents were asked to state why they thought so. However from theresponses in 31(i) some agreed while others disagreed. The responses of thosewho agreed believed that as in Table 17.51

Table17. Showing percentages of responses on why respondents believed thatacademic staff performance was satisfactory.Responses Number PercentageAcademic staff possesses16 47.1basic qualification.Kyambogo graduates are14 41.2highly marketable.Students performance is3 8.8high.System is running1 2.9normally.Total 34 100%As in the Table17, most of the respondents (47.1%) believed that KyambogoUniversity academic staff possess basic qualifications required to teach in auniversity, (41.2%) noted that students graduating from the university are highlymarketable, (8.8%) believed that students performance is high and (2.9%) notedthat the system is running normally. Those who disagreed there responses aresummarized in table 1852

Table 18. Showing percentages of responses by lecturers who disagreedResponses Number PercentageResearch/Publicationlackingis20 25Inadequate facilities 43 53.8Job description not clear 17 21.2Total 80 100%From Table 18, the highest reason was inadequacy of facilities in the university(53.8%), research/publication is lacking in the university (25%) and jobdescription not clear (21.2%). Most of the respondents indicated that generallyfacilities are inadequate and lacking in the university since possibly it is still ayoung and fairly new university. The respondents were asked to give suggestionsin question 31(11) to improve on the effectiveness of employment practice so thatacademic staff performance can be enhanced. The responses are summarized inTable19.Table 19: showing responses on suggestions to improve on employmentsystem to enhance performance among academic staff.ResponseNumber PercentageInduction be carried out 12 12.5More motivational strategies be used. 5 5.2Provision of learning /teaching facilities 10 10.4Appointment board be constituted by various stake holders 2 2.1Appraisal be done regularly 4 4.253

Actual role of staff be defined 5 5.2Staff development be reinforced 4 4.2Communication be streamlined 3 3.1Interview process be transparent 3 3.1Advertise all jobs 4 4.2Proper job analysis be carried out 4 4.2Recruit using an agency 6 6.3Employ on merit 5 5.2Appointment be by public media and relevant 6 6.3Clear promotional ladder be created 5 5.2Careful selection be done 5 5.2Opportunities for research be provided 2 2.1Improve on remuneration to be attractive 8 8.4Open competition be encouraged 3 3.1Total 96 100%From Table 19, most of the respondents suggested that induction be carried out12.5%, provision of teaching/learning facilities 10.4%, improve on remunerationto be attractive 8.4%, recruitment be done through an agency and appointmentbe by public and relevant media 6.3%, careful selection be done; clearpromotional ladder, employment be on merit, actual role of staff be defined,motivational strategies be used (5.2%)and least suggestion was thatappointment board be constituted by various stakeholders, opportunity forresearch be provided (2.1%).54

The respondents were also asked to state other factors affecting academic staffperformance. The responses are summarized in table20.Table20. Showing responses on other factors affecting academic staffperformance.ResponseNumber PercentageInadequate facilities 6 9.2Demotivated staff 9 13.7Poor remuneration 10 7.6Poor rapport 8 6.1Lack of refresher courses 6 4.6Ineffective management 4 3.1Lack of staff development 5 3.8Welfare is poor 8 6.1Unstable work environment 5 3.8Lack of induction 8 6.1Low morale 10 7.6High enrolment 5 3.8Lack of regular promotion 3 2.3Poor employment terms 4 3.1Poverty 10 7.6Inappropriate reward system 8 6.1Too much teaching load. 7 5.3Total 131 100%As evident in Table20, the respondents identified demotivated staff (13.7%),inadequate facilities (9.2%), low morale, poor remuneration, poverty at (7.6%),lack of induction, poor rapport, and inappropriate reward system (6.1%), toomuch teaching load (5.3%), lack of refresher courses and the least factor was lackof regular promotion (2.3%). This finding was echoed by the vice-chancellor inhis communication on the 6 th graduation ceremony about having demotivated,55

demoralized staff and lack of adequate facilities in the cherished KyambogoUniversity.The University Secretary was asked to state the factors impacting on academicstaff performance. It was reported that good performance was exhibited byyoung staff while mature and old staff are static, they take too long to enroll forfurther studies, they do not conduct research, overload due to greed for money.However the University Secretary noted that in general the factors impacting onacademic staff are:- high level of aspirations harboured by staff when joiningservice, establishment of new courses and programmes in order to cope up withmarket demands yet staff lack strong academic backgrounds to teach suchcourses, lack of facilities such as e-learning, internet, computers, office space, lackof adequate research knowledge and practice, low income for academic staff dueto low salary and incentives, heavy teaching loads which do not allow them to doother constructive thinking and innovations and lack of formal inductionprogrammes and policy for new academic staff.The University Secretary was asked to give recommendations for improving onthe employment system so that academic staff performance can be enhanced.The following were listed:- staff should aspire to read higher and be able to enrollfor further courses, more funding for staff development programmes be initiated,timely payment of salaries and allowances to academic staff be emphasized and56

publications of academic staff in itself should be a motivating factor for academicstaff.Table 21: Percentages of response on extraneous variablesItem Agree Not sure Disagree Total32.Refresher courses improve on performance98.201.8100%33.Rewards improve on performance95.40.93.7100%The responses in Table 21, indicate that 98.2% of academic staff agreed thatrefresher courses improves on performance and 95.4% agreed that rewards canimprove on performance. The academic staff acknowledged that indeed refreshercourses and rewards do greatly improve on performance if properlyadministered.57

CHAPTER FIVEDISCUSSION, CONCLUSION AND RECOMMENDATIONS5.1 DISCUSSION OF RESULTSThis study was meant to explore the effectiveness of employment system and itsimpact on academic staff performance in Kyambogo University. The discussionof results is presented objective by objective.Objective 1: To examine the recruitment processes and selection procedures ofacademic staff in Kyambogo University.The findings on recruitment processes and selection procedures reveal that theyare indeed quite rigorously done. However as seen in Table 5, most of theacademic staff (75.7%) disagreed that recruitment of academic staff issatisfactorily done and 52.3% perceived selection procedure as not beingobjectively done. This finding agrees with Watson (1994) who argued that ifrecruitment process generated insufficient applicants or too many unsuitableones, it will prove expensive to make appointment decisions which in turn affectsthe employee level of performance. This contrasts with UNESCO (1994) whichargue that in most African Universities the process of recruitment is not rationaland ends up frustrating many potential candidates. The finding also confirms58

Aswathapa (2001) who articulated that well-planned recruitment efforts results inhigh quality applicants whereas haphazard and piece-meal efforts result inmediocre candidates who will not be able to perform to the expected standard ofthe organization. In addition to the poor recruitment process this generatesinadequate number of qualified applicants which can prove costly in severalways namely; it complicates the selection process and might even result inlowering of selection standards which automatically lowers the quality of staffperformance in organizations. The finding also concurs with Corbridge andPilbeam (1998) who observed that good recruitment and selection is vital becausewell thought out, agreed and communicated procedures and practices cansignificantly contribute to high employee performance.Objective 2: To examine the induction programme in Kyambogo Universityfor academic staffThe results in Table 6, indicated that most academic staff do not undergoinduction 79.3% and therefore induction were not familiar to academic staff. Thisfinding reinforces Maicibi (2003) who argues that the time “wasted” in inductinga new member of academic staff is actually the best time gained. Skeats (1991)supports this view by noting that the purpose of induction programme is tofamiliarize the new employee with the organization safety, rules, terms andconditions of service in a bid to help new employees be aware of the generalstandards of performance required of an individual. However Kluwer (1990)59

observed that inspite of the considerable interest in induction of new staff into theteaching profession little interest had been shown till in (1981) when theAustralian Vice Chancellors Committee AVCC recognized it and in 1988 it wasappended to the White paper on higher education.Objective 3: To explore how facilitation at Kyambogo University influencesacademic staff performance.As noted in Table 9, 90.1% of the respondents agreed that availability of facilitiesdetermine to a greater extent the level of academic staff performance. UNESCO(2004) notes that present working conditions of university staff in Africa is stillwanting depicting poor physical facilities and this has affected academic staffperformance negatively. However in the Universities of New South Wales (2008)and Wisconsin(1997) academic staff are provided with plenty of facilitationnamely:- office space, allowances for extra load, internet services, library services,parking permits all these are done to enhance academic staff performance.In Table10 according to the cross tabulation conducted most of the academic staffreported that much as the level of facilitation is low but the level of academicstaff performance is high. This is an indicator that the staff has been performingeven without adequate facilities. Sometimes availability of facilities is not aguarantee that work will be done.60

Discussion of results:In Table 11, 99.1% of the academic staff disagreed that appraisal is effectivelydone in Kyambogo University. This contradicts what happens in otherUniversities for instance Wisconsin University (1997) clearly states that theperformance of each academic staff will be evaluated annually to encourageimproved performance through recognition, support and motivation, stimulatinginterest in employee growth and development opportunities, providedocumentation for personnel actions and respond to increased demands foraccountability. Birmingham University (1988) reveals that all academic staff areexpected to fill academic portfolios annually which is lacking in KyambogoUniversity.In Table 12,the cross tabulation reveal that much as appraisal system is poor butacademic staff performance is high reflecting that the lecturers were workingfreely without undue stress hence allowing them to work normally5.2 CONCLUSIONFrom the data collected and analysed it revealed that the employment system atKyambogo University does not have an effective influence on academic staffperformance.61

From the discussion it can be concluded that recruitment of academic staff isunsatisfactorily done and selection system is fairly effective. Induction ofacademic staff is barely done in Kyambogo University. Most staff agreed thatavailability of facilities determine level of academic staff performance. All theacademic staff disagreed that appraisal is carried out in Kyambogo University.The major findings of the study included: the university employs both internaland external modes of recruitment for academic staff, the University recruitmentand selection procedures are guided by the standards set by the National Councilfor Higher Education, Most academic staff felt that the recruitment processes isnot satisfactorily done in Kyambogo University, Most staff felt that selection isnot objectively done in the University, formal induction of academic staff ispractically lacking in the University except in some few departments, mostacademic staff felt that facilitation given to academic staff greatly determinestheir level of performance, all the academic staff reported that appraisal is lackingin the University and this has affected the academic staff performance negativelyand academic staff performance is faced by many challenges.5.3 RECOMMENDATIONSBased on the findings of this study the recommendations put forward will be ofgreat significance to Kyambogo University Management in the following ways:-62

The University should encourage and promote equal opportunity to joiningacademic staff by advertising in the national and international media namely:-newspapers, web pages and journals which reaches beyond the University.The university management in promoting good academic staff performanceshould consider establishing performance evaluation and appraisal throughinterview and use of questionnaires filled by students, heads of department anddeans of faculties and timely feedback of outcomes to staff.The University should develop a comprehensive policy on induction for both oldand new staff to help enhance their performance. This task should be entrustedmore to academic departments. It should tackle key issues on: pedagogy, termsand conditions of service and the expectations of an academic staff.The University should offer adequate facilitation to academic staff throughprovision of office space, connectivity to internet, funding for research inorder tostimulate and enhance their performance as they work to fulfill the Universityvision.The university management should initiate lecture room policy addressingoverload, communication gap and provision of more welfare services foracademic staff in the university. It should include: optimum number of students63

per lecture room, minimum and maximum number of lecture hours per week forboth full time members of academic staff and part-timers, provision forrefreshments and transport loan schemes.5.4 AREAS OF FURTHER RESEARCHBased on the results and findings of this study it is hereby suggested that thefollowing areas could be considered for further research; research should beconducted on other elements of employment practice namely: staff developmentand rewards system and their resultant influence on academic staff performancein Kyambogo University.64

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Eurydice (2001) Teaching staff. European glossary on education ,vol 3.Netherlands.Eurydice (2008), Higher education governance in Europe. Policies, structures,funding academic staff.Faculty of education minutes (2006)Fombrun, C., Tichy, N. & Devanna, M. (1984). Strategic human resourcemanagement. New York. WileyFowler, A. (1990). A good start: effective employee induction. London, IPM.Fraser, J.M. (1966). Employment interviewing. London, McDonald and Evans.Hunt, J.W. (1992). Managing people at work. MacGraw Hill, New York andLondon.Integration into Kyambogo University Service, 1996.Koontz & Weihrich (1988). Management. 9 th Edition. New York.MacGraw Hill Book Company.Kluwer (1999), Academic publishers,Netherlands.Kyambogo University Terms and Conditions of Service, 2005.Kyambogo university students guild petition to the Parliament of Uganda (2006).Kyambogo University Prospectus (2005).Lancaster (2001),Designing methods of staff appraisal .higher educationdevelopment centre.Lewis, C. (1985). Employee selection. London, Hutchinson.Lynn, B. (1996), The employment equity manualMaicibi, R. (2003). Pertinent issues in employees management. MP.K. Graphics(U) Ltd.Makerere University (2006),Council minutes on academic staff promotion.Maund, L. (2001). An introduction to human resource management theory andpractice. Scot print, Great BritainMelbourne University (2006),Personnel policy and recruitment manual.Melbourne University (2008), Enterprise agreement.66

Mullins, L.J. (2002). Management and organizational behavior. 6 th Edition.London Pitman Publishing House.Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitudemeasurement. Printer, London.Pearn, M. & Kandola, R. (1993). Job analysis. London, IPM.Plumbley, P. (1991). Recruitment and selection. London, IPM.Queensland University (2004), Handbook of university policies & procedures.Brisbane, Australia.Reid, M. & Barrington, H. (1994). Training interventions: managing employeedevelopment. 4 th edition. London, IPD.Robbins (1990), Organisation theory. 3 rd edition, USA.Schuler & Huber (1995). Personnel and human resource management. 6 thedition. New York.Skeats, J. (1991). Successful induction: how to get the most from your newemployees. London, Kogan Page.Smith, M. & Robertson, I. (1993). The theory and practice of systematic personnelselection. Basingstoke, Macmillan.Stoner, J. , Freeman, E. , & Gilbert Jr., D. (2005), Management. 6 th edition,Prentice-Hall. India.UNESCO (1994), Higher education management in Africa.Watson, T. (1994). Recruitment and selection. In K. Sisson (Ed), (PersonnelManagement: A comprehensive guide to theory and practice in Britain) Oxford,Blackwell.Wisconsin University (1998), Academic staff performance appraisal.Wisconsin university,(1997). System administration; Academic staff personnelpolicies and procedures, Routledge.Wood, R. & Albanese, M. (1995) (Can we speak of a high commitment management onthe shop floor 2. Journal of Management Studies.)67

APPENDIX 1INTRODUCTORY LETTER68

APPENDIX 2QUESTIONNAIRE FOR KYAMBOGO UNIVERSITY ACADEMIC STAFFDear Respondent,This questionnaire has been designed to collect data on the study investigating “Theeffectiveness of employment system and its impact on academic staff performance inKyambogo University. “ The researcher is pursuing a Master of Science in HumanResource Management in Education of Makerere University.The data sought is needed for research purpose only and will be treated with utmostconfidentiality and anonymity.The researcher will be grateful for all your endeavours in responding to this task.Instruction:Tick (v) the appropriate choice that represents your view or fill in the space provided.Background1. Department:…………………………………………………………………….2. Faculty: (a) Education (b) Arts and Social Sciences(c) Special Needs and Rehabilitation (d) Others (specify)………………....……………………………………………………………………………………3.(i) Gender: (a) Male (b) Female(ii) Status (a) Single (b) Married (c) Widow (d) Divorced(e) Others (specify……..)5. Number of years served in Kyambogo University[a] less than 1 year [b] 1 – 2 years [c] 2-4 years[d] 4 years and above6. Age bracket[a] 21 – 30 years [b] 31 – 40 years [c] 41 – 50 years and above7. Terms of employment69

[a] Permanent [b] Probation [c] Temporary [d] Contract[e] Other (Specify)…………………….Independent variables [employment system]A. RECRUITMENT AND SELECTION SYSTEMS8. Academic staff job vacancy is normally advertised in Kyambogo University[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree9. Advertisement for academic staff in Kyambogo University is designed veryattractively[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree10. The media used for making academic staff advertisement is very appropriate.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree11. Job description is clearly spelt out for academic staff which improves on theirperformance.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree12. Person specification for academic staff is thoroughly prepared.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree13. The number of academic staff and their distribution per course is directly relatedto their level of performance.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree14. Recruitment of academic staff has been satisfactorily done in KyambogoUniversity.70

[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree15. In Kyambogo University academic staff are normally interviewed before joiningservice.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree16. Only academic staff who meet the selection criteria are appointed[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree17. Selection procedure is done objectively by matching job description and personspecification against what is offered.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree18. Selection process in Kyambogo University describes qualifications, skills,knowledge and personal abilities of academic staff.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagreeB: INDUCTION PROGRAMME19. Academic staff do undergo induction upon being appointed into service.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree20. The induction process is very beneficial to academic staff since it determines theirlevel of performance.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree21. Briefly list down the areas on which you were inducted.71

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………C : FACILI TATION OF ACADEMIC STAFF22 .Availability of facilities namely office space ,library ,internet and refreshment inKyambogo University determines the level of academic staff performance.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree23. Academic staff are provided with office space.a) strongly agree b) agree c) not sure d) disagree e) stronglydisagree.24. Academic staff are provided with refreshments.a) strongly agree b) agree c) not sure d) disagree e) stronglydisagree.D: APPRAISAL OF ACADEMIC STAFF25.Appraisal is effectively done in Kyambogo Universitya) Strongly agree b) agree c) not sure d) disagree e) stronglydisagree26. I get feedback from appraisal conducteda) strongly agree b) agree c) not sure d) disagree e) strongly disagree.27. Appraisal is carried out annuallya) strongly agree b) agree c) not sure d) disagree e) strongly disagree.DEPENDENT VARIABLE [ACADEMIC STAFF PERFORMANCE]28. Recruitment system in Kyambogo University greatly impacts on the academicstaff performance.72

[[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree29. The selection system used in Kyambogo University has an effect onacademic staff performance.[[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree30. The induction system used in Kyambogo University largely determinesthe performance level of academic staff.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree31. The standard of academic staff performance is satisfactory.[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree(i) Why do think it is so?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………(ii) Give suggestions to improve on the effectiveness of employment systemso that academic staff performance can be enhanced?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………EXTRANEOUS VARIABLES32. Refresher courses greatly improve on academic staff performance[[a] strongly agree [b] agree [c] not sure (d) disagree[e] strongly disagree33. Rewards when properly used improves on academic staff performance.[a] strongly agree [b] agree [c] not sure (d) disagree73

[e] strongly disagree34. What do you think could be the factors that greatly impact on the level ofacademic staff performance in Kyambogo University (if any)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Thank you very much.74

APPENDIX 3INTERVIEW SCHEDULE FOR UNIVERSITY SECRETARY1. How do you rate the academic staff performance in Kyambogo University.2. How does recruitment system in Kyambogo University impact on academic staffperformance.3. In what way(s) does the university declare vacant post for academic staff?4. What is the procedure used in selecting academic staff?5. Is there any relationship between selection system and academic staffperformance?6. Are the academic staff inducted before assumption of service? If yes, specify theareas of induction7. How effective has induction system of academic staff been in KyambogoUniversity.8. What type of facilities do you give academic staff?9. How often is appraisal carried out for academic staff?10. Who is responsible?11. What are the other factors that impact on academic staff performance?12. Give recommendations to improve on the employment system so that academicstaff performance can be enhanced?ENDThank you very much75

APPENDIX 4KREJCIE AND MORGAN TABLE76