FACTORS AFFECTING PERFORMANCE MANAGEMENT IN

EDUCATIONAL INSTITUTIONS IN KENYA: A CASE STUDY OF

TEACHERS SERVICE COMMISSION.

BY
VIOLET AKOTH OYOKO

17/04295

SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE FINAL YEAR RESEARCH
PROPOSAL OF THE BACHELOR OF COMMERCE DEGREE
KCA UNIVERSITY

DECEMBER 2020
 DECLARATION
This research proposal is my original work and has not been presented to any other
examination body. No part of this research proposal should be reproduced without my
consent or that of KCA University

Declaration by the student

Name Sign Date

17/04295

Declaration by the supervisor

This research has been submitted with my approval as The KCA University
Supervisor.

Name Sign Date

Mrs. Millicent Wachiuri

For and on behalf of KCA University

Name Sign Date

School of Business and Public Mnagement

ii
 DEDICATION
I dedicate this research proposal to God who has given me good health and all the
people who are supporting me and will continue supporting me during the
compilation of this research. To my parents Mr. and Mrs. Oyoko and my husband
Joseph who through their tireless efforts are making sure that I have the finances
necessary for the completion of this research proposal and with their limited resources
I find success in my education.

iii
 ACKNOWLEGEMENT
All Glory to Jesus for the provision of power of mind that I am succeeding in my
endeavours. To my supervisor Mrs Millicent Wachiuri for his patience and guidance
on this proposal, all the lecturers for their tireless efforts in shaping my knowledge in
Human Resource Management and practice of the same.

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 TABLE OF CONTENT

DECLARATION......................................................................................................... ii

DEDICATION............................................................................................................ iii

ACKNOWLEDGEMENT........................................................................................ IV

TABLE OF CONTENT.............................................................................................. v

ABSTRACT........…................................................................................................... vii

APPENDICES……. ................................................................................................ viii

DEFINITION OF TERMS....................................................................................... Ix

ABSTRACT................................................................................................................ X

CHAPTER ONE ......................................................................................................... 1

INTRODUCTION....................................................................................................... 1

1.1 Background of the Study ........................................................................................ 1

1.2 Statement of the Problem ....................................................................................... 2

1.3 Objectives of the Study .......................................................................................... 3

1.4 Research Questions ................................................................................................ 3

1.5 significance of the Study ........................................................................................ 4

1.6 Scope of the Study ..................................................................................................5

CHAPTER TWO......................................................................................................... 6

LITERATURE REVIEW............................................................................................6

2.1 Introduction..............................................................................................................6

2.2theoretical Review.....................................................................................................7

2.3 empirical Review.....................................................................................................9

2. 4 Conceptual Framework ........................................................................................23

CHAPTER THREE.................................................................................................. 25

RESEARCH METHODOLOGY ............................................................................ 25

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3.1 Introduction........................................................................................................... 25

3.2 Research Design.................................................................................................... 25

3.3 Target Population.................................................................................................. 25

3.4 Samples Design..................................................................................................... 26

3.5 Instrumentations ....................................................................................................27

3.6 Data Collection procedure .................................................................................... 27

3.7 Data Analysis Methods......................................................................................... 28

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 ABSTRACT
The general objective of the study is to assess factors affecting performance
management in educational institutions operating in Kenya. The specific objectives
will be; to determine the effects of level of training, technology, management style
and resistance to change on performance management in educational institutions
operating in Kenya. This study seeks to benefit scholars and researchers as it will
expand their knowledge on employee performance and other related areas. The study
will be conducted between the month of November and December 2020.

The study will use descriptive research design, where the study will target280
employees in the Teachers Service Commission of which 90 respondents from the
total number of employees will be divided into strata. Stratified random sampling
technique will be used to sample the population. From each stratum the researcher
will draw 50% respondents to form the sample size of 45 respondents from which the
data will be collected using questionnaires. The data will be presented in graphs and
charts. After analysis the researcher will present summary of findings, conclusions
and recommendations.

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 APPENDICES
Appendix 1. Questionnaire
Appendix 2. Work plan

viii
 OPERATIONAL DEFINATION OF TERMS
Training Refers to employee training in order to acquire relevant
skills so as to efficiently and effectively perform their
tasks to the highest standards possible. It can either be
pre-service training or in-service training.

Technology Refer to techno-know how. In this operational sense,

technology changes at a high frequency thereby leading
to high rate of obsoleteness. The information that is
learnt and useful today may be short lived due to
Invention of better ideas and knowledge of doing
things.

Management Style Refer to methodology, strategies that a given institution,

administration uses to ensure that its goals and
objectives are made by the use of their employees

Resistance to Change is the nature of institutions, individuals or bodies to

remain rigid when a certain change arises and would
concentrate operating in the original route. It is a
conservative nature if not well addressed can hinder
success or development and performance.

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 CHAPTER ONE
INTRODUCTION OF THE STUDY

1.0 Introduction

This chapter seeks to introduce the background of the study, statement of the problem, objectives
of the study, research hypothesis, significance of the study and the scope of the study.

1.1 Background of the Study

There have been many literature in the past about performance management. Elain D. Pulakos
(2009:3) defines performance management “as the “Achillies’ Heels” of human capital
management and it is the most difficult human resource system to implement in organizations.”
In his book Armstrong (2009:55) defines performance management as “a process for establishing
shared understanding about what is to be achieved and an approach to managing and developing
people that improves individuals, team and organizational performance”. Performance
management is therefore a very important tool that helps achieve an institution’s success. It will
enable institutions to review the performance of its employees.

Performance is not new in the world of work. It began in the early 1900s with the performance
appraisal in informal ways by WD Scott as early as World War 1. Although it is the earliest
documented performance appraisal system, it was not widely recognized concept and it was not
until mid-century that more formal appraisal systems were implemented by businesses. By the
mid1950s, formal performance appraisal systems were developed by companies and mostly they
used personality-based systems for measuring performance. Towards the end of 1950s however,
restlessness at these systems began mushrooming as there were no elements of self-appraisal and
the personality base systems did very little in terms of performance monitoring –rather, it
monitored the persons inherited personality, instead.

By the 1960s there was tireless efforts and focus on self-appraisal and most performance
appraisal systems were geared more towards what an individual might be able to achieve in the
future as opposed to the individuals personality disposition at the time of assessment. The focus
was on setting goals, measuring objectives and putting measures in achieving them. During the
1970s, there was a lot of criticism about how appraisals were being conducted, and several cases

1
were taken to court. Many of this was down to how subjective and opinion based most appraisal
systems were, and so as the 1970s progressed, companies started including a lot of
psychometrics and rating scales.

The next 20 years saw an increase in companies focusing on the employee motivation and
engagement which led to more holistic approach to performance management and appraisal.
Companies began measuring brand new metrics as part of their appraisal process, such as self-
awareness, communication, teamwork, conflict reduction, and the ability to handle emotions
many of these are still very relevant in perforce review today. In the recent years, performance
management has evolved even further, with many companies pulling down the traditional
hierarchy in favor of more equal working environments. This has led to an increase in
performance management system that seek multiple feedback sources when assessing an
employee’s performance.

1.2 Statement of the Problem

Performance is the true litmus test for survival of organizations in the market place. High
performing employees contribute excellent performance, giving companies or organizations they
work for a competitive advantage and their extra efforts brings a great difference between
excellent organizations from merely good ones. It is agreed that in any organization, educational
institutions operating in Kenya are no exceptions, for the best performance to take place, these
institutions should have an effective and fundamental performance management system.
Fundamentally, a performance management system is composed of process and people elements.
The process elements include items such as job description, rating criteria, the time period of
performance appraisal discussion and reward, and recognition system. The key component of the
people element is the manager. Who drives the system by setting expectations, communicating
plans, encouraging development and giving and receiving feedback. It is therefore essential for
such a system to be under proper management for effective performance of the staff and other
important stakeholders in the educational institutions in Kenya.

However, the performance management in educational institutions in Kenya faces many

challenges. This is best seen from the wide variation in the staff, support-staff and other

2
professionals in the field of education performance persistence despite huge investments and
efforts in the installation of various performance management systems which deemed fit to
troubleshoot the problems of poor performance among the TSC employees. Among other factors
are poor training of teachers, changing technology which results into high rates of obsoleteness
of knowledge, poor management styles which focus on the task at the expense of people factor,
poor human resource policies, resistance to change in the education sector, and high level of
corruption. It would therefore be very important for all the education stakeholders to ensure that
educational institutions in Kenya adopt performance management systems that would lead to
high performance, high quality products, reduction in costs on wasted performance and give
more attention to the employee welfare. The system should be flexible and strong to withstand
and or solve most of the challenges that are yet to be discussed in this paper.

1.3 Research Objectives

General Objectives

The study will be conducted to identify and discuss the main factors that affect the effectiveness
of performance management in educational institutions operating in Kenya.

Specific Objectives

i.) To determine whether management style affects performance management in educational

institutions operating in Kenya.
ii.) To determine extend to which training affects performance management in educational
institutions operating in Kenya.
iii.)To establish the effects of resistance to change on performance management in educational
institutions in Kenya.
iv.) To highlight the effects of technology on performance management in educational
institutions in Kenya.
1.4 Research Questions
i.) To what extend does management style affect performance management in educational
institutions operating in Kenya.

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 ii.) To what level do training affect performance management in educational institutions in
Kenya
iii.) To what extent does resistance to change among educational Institutions affect
performance management?
iv.) To what extent does technology affect performance management performance
management in educational Institutions?
1.5 Significance of the Study

1.5.1Teachers Service Commission

The study will be to enlighten the management of TSC in identifying the causes of reluctance in
performance of employees and as a result try and introduce measures to reduce or eliminate
factors that affect performance so as to improve productivity. The management will benefit from
the study and use the result to review the performance system and come up with solutions to
performance problems. By doing this TSC will be able to be effective.

1.5.2 Employers

Performance appraisal and management concept is very important to human resource field.
Knowing that this function of human resource management can be easily affected by its
surrounding factors, this study will give maximum understanding on the characteristics of
effective performance management. The literature review increase the concern of individuals to
expand knowledge on performance management function and process furthermore, and
individual can have self -awareness on performance management and appraisal practice.

1.5.3 Other Researchers

The study of factors affecting performance management effectiveness will unearth the
components of performance management. In fact, it is significance for researchers to gain
extensive knowledge and data on factors that caused performance management pitfalls.

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1.6 Scope of the Study

The study will focus on understanding the factors that affect performance management in
educational institutions operating in Kenya and using Teachers Service Commission
Headquarters as case study which is located in Upper Hill Nairobi Kilimanjaro road. The study
will target a population of 90 at TSC including top managers. The study will be conducted
during the months of September to November 2020.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The literature review gives an insight and background into various methods used by organization
in improving performance systems. The review shall help identify, locate and evaluate
information from a variety of publications to enrich and support the study. It will also help the
researcher where there exists a knowledge gap which this study aims to fulfil.

2.2 theoretical literature review

2.2.1 Expectancy Theory

Performance management is very key in the organization since it measures the performance of
the entire organization/ firms to ensure that goals are met in an effective manner (lebas 1995).
Expectancy theory is an essential theory that underlines the concept of performance management
(Flitcher & Williams 1996; Steers et al. 2004). This theory was proposed by Victor Vroom in
1965. According to him, individuals behave in a specific manner because they get motivated by
the desirable outcome of such behavior. Performance of individuals should always be aligned
with the expectation of the organizations regarding achievement of identified goals in future
( Salaman et al 2005). The motivation that influences individuals to behave in a particular
manner over other forms of behavior is their expectancy.

Expectancy is determined by individual belief that performance of a specific type of behavior

will certainly help an individual in attaining desired performance goals. Thus, this property helps
individuals in determining if they have the skills and knowledge required for accomplishing a
work accurately.

This theory is applied practically in almost all the organisations with the main focus on
monitoring employee performance Eisenberger et al. 1990. Organizational Processes such as
recruitment and selection entails implementation of expectancy theory. This theory is also used
to analyze the outcome of the organization training and assessment of the employee performance

6
as per organizational goals (Hillman & Dalziel 2003; Noe 1986; Rynes et al 1980). This theory
also helps in determining the motivators that influence people to join an organization based on
needs, goals and past experience. Furthermore, in case of assessment of the performance of the
organization, this theory works towards interpreting the specific behavior that the employees
exhibit based on their individual expectancy calculations.

Expectancy theory is advantageous because it helps in identifying self-interested individual in an

organization who are willing to perform at their best. Expectancy theory also centres upon
expectations of people and perceptions of the organization about their corresponding
organizational behavior. It therefore helps the organization in making individual employees
aware about organizational behavior and consequent expectations from the organization

2.2.2 Goal setting theory

Goal setting refers to goals being set for the future for subsequent performance of an individual
or organisations. The pioneer of goal setting theory Edwin Locke states that when individuals or
organisations set more difficult goals, then they perform better. On the other hand, if the set
goals are easy then the performance of an individual or organisation decreases (Locke & Latham
2006). This theory by Locke was developed inductively after studying the psychology of
organisations and industries over the years. It is based on 400 laboratory and diverse field
studies. When a person or organisation is committed to achieving goals and do not suffer from
any conflicting goals. Then, the achievement of the goal is positive.

To add on that, goal setting will help in developing an action plan designed to guide people and
organisations. Consequently, this helps in making it a major component of personal development
and management literature. Furthermore, many researchers point out that there is a positive
correlation between goal setting and improved business and organisational results. This is
because goal setting theory encompasses all aspects of building organisations with efficiency
(Locke & Latham 2006; Spaulding & Simon 1994; Koppes 2014).

According to Locke, there are five basic principles that allow goal setting to perform better.
These include clarity, challenge, commitment, feedback, and task complexity (Locke & Latham
2006). Goal setting is often used by individuals for their personal goals and in groups at

7
workplaces and social gatherings. Goal setting can be applied in all place where effective results
are desired through effective goal setting (Locke & Latham 2013).

Hence, in order to apply goal setting in a day to day work, a ‘commitment analysis’ should be
undertaken to draw up objectives and goals. It allows continuous improvement in objectives and
performance standards (Moynihan 2008). Commitment analysis helps in determining the
continuous pursuance of objectives and goals set to improve productivity (Krausert 2009).

Taking various analysts (Spaulding & Simon 1994; Donovan & Williams 2003; Wosnitza et al.
2009) on goal setting into perspective, the steps towards achieving goals include:

1. Choice which helps to narrow down the goals and directs goal efforts to more relevant
activities. Various factors such as self-efficacy, past performance and social influences
affect the choice of goals. Therefore, it is important to consider goal choice.

2. Efforts make goals to be achieved with more intensity and positive working. Efforts
allow goal commitment to be expected to impact performance directly and indirectly.
Also, efforts are detrimental in affecting personal goals and self-efficacy for individuals
combined (Wosnitza et al. 2009).

3. Persistence allows becoming more intense in pursuing goals and improving

performance. Persistence includes efforts expended over the process of achieving goals.
Individuals who are persistent often see obstacles in their goals as a

4. Cognition helps to develop and change behaviour to achieve goals. In an effective goal

setting method, an intrinsic motivation towards goal attainment is important. High
achieving goals are seen as being intrinsically and cognitively inclined (Spaulding &
Simon 1994).

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2.3 Review of empirical Literature

2.2.1 Training
Level of education according to Leach (2012) is what a person has already attained. Level of
education could also be given as number of years or credit hours towards the next degree. The
vast majority of employers want to know how much education one has completed. If an
employer only wants to know the highest degree one has attained, they generally ask just that.
Before proceeding any further, it will be useful to understand ‘what we mean when we refer to
‘training’ and ‘development’ and if they are the same thing as ‘education’, but in a work context.
According to Cole (2002), Education is taken to mean any long-term learning activity aimed at
preparing individuals for a variety of roles in society: as citizens, workers and members of family
groups. The focus of ‘education’ is primarily on the individual and his or her needs, and secondly
on the community as a whole, that is, on society’s needs. Examples of individual needs are the
need to be literate, the need to be prepared for some occupation and the need to make the most of
one’s personal gifts and talents. Society’s needs can include the most of respect for law and
order, the need for a variety of talents to sustain economic activities and the need to protect itself
from external aggression.

Training was understood as any learning activity which is directed towards the acquisition of
specific knowledge and skills for the purposes of an occupation. The focus of training is the job
or task. Examples of training needs are: the need to have efficiency and safety in the operation of
particular machines or equipment; the need for an effective sales force; and the need for
competent management in the organization. Cole (2002)
Development is seen as any learning activity which is directed towards future needs rather than
present needs, and which is concerned more with career growth than immediate performance.
The focus of development tends to be primarily on an organization’s future manpower
requirements, and secondly on the growth needs of individuals in the workplace. Examples of
development needs might be, the need managers to be able to utilize the facilities offered by
micro-computers in the operation of the business, the need for replacing senior staff with
potential candidates from within the organization and the need for preparing employees to accept
change.

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Education in its general sense is a form of learning in which knowledge, skills and habits of a
group of people are transferred from one generation to the next through teaching, training,
research or simply through auto didacticism. Generally, it occurs through any experience that has
a formative effect on the way one thinks, feels or acts. Leach (2012). According to (Business
Dictionary.com) the wealth of knowledge acquired by an individual after studying particular
subject matters or experiencing life lessons that provide an understanding of something.
Education requires instruction of some sort from an individual or composed literature. The most
common forms of education result from years of schooling that incorporate studies of a variety
of subjects.

According to Nixon (2005), whether organizations are weathering an economic downturn,

cutting costs and employees or in the midst of a time of growth and prosperity with an extremely
tight labor market, a major component of success is having the best people in the places. To
create the best workforce it takes employee with the right knowledge, skills and abilities, yet
training to expand skills is not always provided by employers. Once employees have the
knowledge, skills and abilities, an organization also needs to get the right people in the right
positions through effective hiring and career development of employees. Training is vital to the
organization success as it keeps organizations competitive and provides a multitude of benefits.
Return on investment is the key phrase that organizations are interested in when they budget the
billions of dollars spent on training each year.

The American Society for Training and Development (ASTD) recently conducted their annual
industry report which showed that organizations spend over $126 billion each year on training
and development of employees Paradise (2007). The average direct expenditure per employee
among all respondents rose to $ 1040 as reported in the 2006 state of the Industry Report from
ASTD (2007). With so much money, there has been a vast amount of research conducted to
pinpoint the effects of training Bartel (2000), though most studies focus on the individual level
effects and rather few empirical studies address the organization level impact Moore (2007).

Organizations easily make the assumption that training is a cost and does not truly generate
revenue. Often this is the issue because it is more difficult to make a direct connection to the

10
bottom line. Links are often indirect and filled with intangible benefits making them difficult to
quantify for the bottom line. This leads to training department to be among to be cut when hard
times affect the organization’s bottom line Cruz (2004).Training departments are constantly
asked to improve while continued investments are worthwhile given the expenses involved
Schroeder (1992). The more studies that make the link from training to organizational level
impact the easier it will be for organizations to continue to invest in employee training. Recently
more research has been conducted in order to measure the effect of training provided by
employers using organizational level data Holzer (1993).

With a global economy, organizations have to complete on a much larger scale, and it requires
even more to succeed at that level. Striving for best in class status in regards to knowledge, skills
and abilities of employees is no longer an option, but rather an imperative. Training activities
have been shown to impact the gap between current knowledge needed to best-in-class status in a
positive manner for both individuals and teams. But even with such evidence making its way to
the business leaders, there is still disconnect between training and a return to the organization. In
a 2004 survey, 51% of all respondents reported their employers do not provide training to
increase their skills. In a different survey only 32% of employees reported receiving training
from their employers to enhance job performance Nixon (2005).

Some companies at the top are aware that there is a strong need for learning to be a core
component and shaping themselves as “learning organizations.” Previously, “when manual skills
were predominant, learning was mostly a o-ne-time event, occurring during the first weeks and
months of one’s job. Today, with cerebral skills predominant, learning must be continuous,” A
few state governments have seen the value in training and offered incentives to businesses that
choose to advance employee skills. For, example, Missouri statutes allow tax credits for
organizations to help cover the expenses accumulated for the training of their employees Nixon
(2005).

Research has shown that there are numerous benefits of training on organizations. Training has
been identified as resulting in a competitive advantage in the business world and should not be
an afterthought. The relationship with organizational performance and productivity provide the

11
most compelling claim to support the costs. A mete-analysis, from 1152 effect sizes in 165
sources, found training affects organizational performance and promotion. Specifically
effectiveness and productivity were positively impacted, through outcomes that relate directly to
performance, such as cost reduction and improved quality and production, or indirectly, as in
decreased employee turnover and improved reputation of the organization Meyer (1991).

It is important to take into account the fact that meta-analytic reviews produce results that are
more reliable and should be considered more important than individual studies. Compared
against no-training or pre-training states, results showed training had a positive effect overall on
behaviors related to the job or performance. This shows that training is positively related to an
organization’s effectiveness and profitability. “training is a necessary component in US
companies’ efforts to improve quality , meet the challenges of global competition, use new
technologies in producing products and services and capitalize on the strength of a diverse
workforce” Neo.( 2002).And not only has training shown to improve organizational
performance, but the lack of it has been considered a barrier to performance. A study of 60 high-
performance manufacturing organizations with 150 to 3000 employees identified barriers to
workforce productivity. The number one barrier was pay, not surprisingly. But the second was
lack of workforce training and on-going development Satisfied (1998).

Along with increased organizational performance, outcomes of training have been documented
to lead to improvement in job performance and other development, such as attainment of new
skills that are positive precursors to job performance. Numerous studies have shown a significant
relationship between providing training to employees and increased productivity. Merrett
(2006).There are several types of evidence showing associations between training and
performance, both directly and indirectly. One study showed direct improvement in objective
performance measures that continued over a 12- month period. Results from a study including 78
Spanish firms conducted by Ubeda (2005) suggested training programs focused on human capital
development were directly related to employee, customer and owner/shareholder satisfaction as
well as increased sales per employee.

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A study by Guerrero and Didier(2004) surveying 1530 human resource directors employed by
large organizations able to link directly to the bottom line reviewing training practices against
financial information for their companies. Results from the study showed that 4.6% of the
variance in financial performance was explained by training .As the business of the United States
moves from manufacturing products to providing service, training becomes a particularly vital
element for success. If a business demands technical expertise and high-performance from its
employees to match the expectations of the clients, then training becomes a necessity. Several
studies have assessed the increased wages and hours worked for improved performance and
return on training investment. Although it could be a reward for tenure, in the absence of actual
productivity data, raises in pay over time can represent growth and good performance from the
employee. Significant, positive effects on both wages and hours worked have been found when
employees received company training.

The Lengermann’s study (1996) conducted that the payoff was about an 8% increase in wages if
the training was provided outside the organization. It was found that increases for women
specifically reach 18.1%. A component of the research done something to take note of was that a
minority of respondents, 22%, actually received the valuable training. This further supports the
point that an organization receives such an impact from training yet it was only provided to a
small population. For the company to profit after investing in training and paying higher wages,
the increase in productivity would need to surpass the cost of the combination of the two. Studies
have supported this by showing the productivity effects of training significantly outweigh costs
of the higher wages. Actually, the impact of training on improved productivity proved several
times larger than its effect on wages. On-site training increases productivity and in the first three
months has a positive and significant effect on wage growth.

The improvement in job performance stems from training’s ability to directly impact skill
building arguing that training may bring about changes in employee skills through “a change in
trainees’ knowledge structures or mental models. Specifically, mentally rehearsing tasks allowed
trainees to increase declarative knowledge and task performance, each measured10 days after the
training is completed,” The study produced the largest individual and team effects for declarative
knowledge( the what) and procedural knowledge(the how) resulting from comparisons of the

13
training and no training or pre-test groups. For example, trained teams, compared to untrained
teams, had superior planning and task coordination, collaborative problem solving and
communication. Results also showed individuals demonstrated higher self-efficacy.

Another extremely valuable benefit of training is committed employee. A focus on training and
other skill-building opportunities as well as increased employee-management communication.
Can help secure employee satisfaction and commitment in advance of competitive offers.
Several studies have found that participation in training is significantly and positively related to
commitment. Meyer and Herscovitch (2001) argue that commitment include ‘behavioral terms’
that describes what action a commitment implies. Specifically these term can take the form of
focal and discretionary behavior. A focal behavior is the behavior to which an individual is
bound by his or her commitment. In contrast discretionary behaviors are optional in the sense
that employees have some flexibility in defining the behavioral terms of their commitment.

Whether in recession with the possibility of the best talent leaving to work at other organizations,
or in a tight labor market where it becomes increasingly difficult to find individuals possessing
the necessary skills to perform the jobs, it is becoming more important to invest in human
capital. Human capital is commonly defined as the combination of knowledge, skills and
attitudes important to job performance within a workforce at an organization. Employees which
are committed and high-performing drive and sustain successful organizations. Training leads to
employees’ ability to gain commitment and identify career goals, subsequently reach those
career goals, and ultimately create opportunity to follow new career paths “Companies that see
little reason for investing time and money toward employee development do not understand that
good people practices produce good business results,” and it is top companies that recognize this
relationship and use it as a tool to increase their bottom line not subtract from it. Martel (2003).

When companies invest in their employees, they get more in return. This study examined the
mutual-investment model, which applies the social-exchange theory to the business world. The
theory suggests employers will see more effort on the part of employees when they show a
deeper investment in the relationship. The employee may then offer to take on additional
responsibilities not officially part of their job duties. This often referred to as organizational

14
citizenship behavior (OCB). A common definition of OCB is behavior that is outside of the job
role held by the employee and not directly recognized or rewarded by the organization but that
benefits the effectiveness of the organization in a general manner. An example of such behavior
includes; Working overtime, helping co-workers with work, and performing other tasks outside
their job Chen & Chiu (2009).

2.2.2 Technology
The rapid growth in Information Communication and Technology (ICT) have brought
remarkable changes in in the twenty-first century as well as affected the demands of modern
societies. Technology is becoming increasingly important in our daily lives and in our
educational systems. Therefore there is growing demand for educational institutions to teach the
skills and knowledge the students for this century. Realizing the effects of ICT on the workplace
and everyday life, todays educational institutions try to restructure their educational curricula and
classroom facilities in order to bridge the existing technology gap. This restructuring process
needs effective adoption of technology into the existing environments in order to provide
learners with of specific subject area, to promote meaningful learning and enhance professional
productivity (Tomei, 2005).

Global investments in ICT to improve teaching and learning have been initiated by many
governments. For example United Kingdom, the government spending on educational ICT in
2008-09 in UKwas $2.5 bn (Nut, 2010), in United States, the expenditure on K-12 schools and
higher educational institutions was $6 billion and $4.7 billion respectively in 2009, (Nut, 2010)
and in New Zealand, the government spends over $410 million every year on schools ICT
infrastructure (Johnson, Calvert and Raggert, 2009). Despite all these investment on ICT
infrastructure, equipment and professional development to improve education in many countries,
Gulbahar, (2007) claimed that huge educational investments have produced little evidence of
ICT adoption and use in teaching and learning especially, developing countries in Africa, Kenya
inclusive. Several surveys have been carried out to investigate factors that are related to the use
of computer technology in teaching and learning processes by teachers (Baek, Jung and Kim,
2008; Norton, McRobbie, & Cooper, 2000)

15
Before reviewing these factors, it is important to understand the concepts of adoption and
integration. Rangaswamy & Gupta, (2000) describes adoption as the decisions that they consider
taking up an innovation. Similarly, Rogers (2003) defines adoption as the decision of an
individual to make use of innovation as the best course of action available. He argues that,
adoption process starts with initial hearing about an innovation to a final adoption. Earle (2002)
linked ICT integration with the concept of wholeness, when all elements of the system are
connected together to become a whole. For instance, the two important elements of teaching and
learning which are content and pedagogy must be joined when technology is used in a lesson. In
other way if students are offered series of websites or ICT tools (e.g. CD ROMs, multimedia,
etc.) then the teacher is not integrating ICT into teaching since he/she is not tackling the
pedagogical issues, similarly, Williams (2003) described ICT integration as the means of using
any ICT tools (Internet, e-learning technologies, CD ROMs etc.) to assist teaching and learning.

Several factors influencing the adoption and integration of ICT in teaching have been identified
by researchers. Balanskat, Blamire and Kefalla (2007) identified the factors as: teacher level,
school level and system level. Teachers’ integration of ICT in teaching is influenced by the
organizational factors, attitudes towards technology and other factors (Chen, 2008). Neyland
(2011), factors such as institutional support as well as micro factors such as the teachers
capability influencing the use of online learning in high schools in Sydney. According to Schiller
(2003), these factors can be seen as: personal factors such as educational level, age, gender,
educational experience, experience with the computer for educational purpose, attitudes towards
technology can influence technology adoption. The attitudes of teachers towards technology
greatly influence their adoption and integration of computers into teaching.

According to Russell& Bradley (1997), anxiety, lack of confidence and competence and fear
often implies ICT takes a back seat to conventional learning mechanisms. This, as a matter of
fact affects the level of performance of teachers and other educational stakeholders who are not
computer literate. Other factors are institutional factors. According to Van Natta and Fordham
(2004) teachers time committed to teaching and amount of technology training are reliable
factors of technology use in classroom. Thy asserted that teacher trainers and administrators
should not only “provide extensive training on educational technology, but should also facilitate

16
a contribution to teaching improvement”. For exemplary performance of teachers, the institution
should provide for professional technological development in order for them be up to date with
the relevant technology in use, make technological tools available and accessible, provide
technical support, and give leadership support.

In addition, other factors are technologically related or simply technological characteristics. The
characteristics or salient features influence the diffusion processes of an innovation and impacts
the innovation adoption. Evidence suggests that innovation attributes: relative advantage,
compatibility, complexity and observability as perceived by individuals influence the rate of
adoption and hence performance. The rise of technologies as evidence has complicated its
adoption and integration in many educational institutions; Kenyan educational institutions are no
exception. The effective integration of technology into classroom practices poses a challenge to
teachers than connecting computers to a network. These greatly affect their level of performance
especially in this twenty- first century.

2.2.3 Management Style

Leadership seems to be the most operational tool influencing people so that they strive willingly
and enthusiastically towards the accomplishment of goals. Leaders design motivation systems
not only to encourage employees to perform in the most effective way but also to perform in the
most effective way but also to draw potential candidates. The key to creating a conducive
atmosphere in the school is an answer to the question “what really enhance teachers’
performance. According to many writers the concept of management style and teachers
performances are viewed in the contexts of their perspectives and philosophy. However in this
paper am going to look at management style in teachers performance. Every leader in every
organization performs certain roles/tasks for the smooth running of the organization and
improvement of organizational performance. Ezeuwa (2005) sees it as the act of influencing
people so that they strive willingly and enthusiastically towards the accomplishment of goals.

Similarly, Ukeje (1999) observes that leadership means influencing people to work willingly
with zeal towards achievement of corporate goals. A manager cannot work alone, he must have
people to influence, direct, carry along, sensitize and mobilize towards achieve the

17
organizational goal. The manner in which a leader performs these roles and directs the affairs of
the organization is referred to as management style. Managers express leadership in many roles,
these, among others, are: formulating aims and objectives, establishing structures, managing and
motivating personnel, and providing leadership (Daresh 2002). However, Nathan (1996) asserts
providing leadership is a very essential component of a leader’s role. The leadership style choose
to perform the above mentioned roles will determine whether they will accomplish the task at
hand and long term organizational goals or not

2.2.4 Management styles

Democratic Management Style
This refers to a situation where there is equal work among leaders and followers. According to
Goldman (2002), democratic organization typically have the following six characteristics:
policies and decisions are determined by of people where management and employees are well
represented, technical and job performance measures are discussed so they are understood by all,
leaders provide advice to members in regards to implementing tasks, members’ are free to
choose with whom thy would be willing to work with, the group determines the distribution of
tasks and leaders try to be objective in giving praise and criticism. Here everyone’s opinion,
views, ideas count. Goldman (2002) states that, leaders using a democratic style of leadership
build consensus through participation.

Directive Style
This is a style similar to task oriented style. The principal or head-teacher using this style
provides teachers with specific guidelines, rules and regulations with regard to planning,
organizing and performing activities. This style is deemed appropriate when the subordinates’
ability is low and or the task to be performed is complex. Job satisfaction is increased when the
leader gives more directives (Hoy and Miskel, 2001).

Supportive Style
This is a style which is more relationship oriented. It requires a leader to be approachable and
friendly. He/she displays concern for the well-being and personal needs of the subordinates. He
or she creates an emotionally supportive climate. This style is effective when the subordinate

18
lack confidence, work on dissatisfying or stressful tasks and when job does not provide
satisfaction (Hoy & Miskel, 2001).

Participative Style.
The manager who employs this style consults with subordinates for ideas and takes their ideas
seriously when making decisions. This style is effective when the subordinate are well motivated
and competent (Lussier & Achua, 2001)This refers to a system that gives full empowerment to
the manager with minimal participation from the followers. Yukl (1994) found that autocratic
leaders tend to have the following characteristic: they do not consult members of the
organization in the decision making process, the leader set all policies, the leader predetermines
the method of work, leaders determine duties of followers and the leader specifies the technical
and performance evaluation standards. It permits quick decision making.

Laissez-Faire Leadership Style

This is a style in which the manager is hand off and allows group members to make decision.
With this style freedoms are fully determined by group goals, techniques and working methods.
Leaders rarely intervene. It is described by Hackman and John (2009) as the most effective style
especially when the subordinates are mature and highly motivated. The naked truth is that
Kenyan educational institutions are run and managed by a mixture of these management styles
depending on the principle or head of the institution and the kind of employees he manages. That
explains why some educational institutions perform better than others.
2.2.6 Resistance to Change
One of the most baffling problems which a business can face is employee resistance to change.
Such resistance can take many forms such as persistent reduction in, increase in the number of
quits and request for transfer, chronic quarrels, sullen hostility, wildcat or slowdown strikes, and
of course the expression of a lot of pseudo logical reasons why the change will not work. Even
the more petty forms of resistance to change can be troublesome. In this dynamic world, change
in workplace is a crucial topic, because change is seen primarily as an adaptive response by the
system, acting as a whole or through subsystems with specific function, to maintain itself in
balance with shifting environments (Gupta, 2012)

19
All too often, when the executive encounter resistance to change, they ‘explain’ by quoting the
cliché that ‘people will resist change’ and never look further. Yet change must continually occur
in the industries. This applies with particular force to the all-important ‘little’ changes that
constantly take place _ changes in work method, in routine office procedures, in location of
machines or in desk, in personnel assignments and job titles. None of these changes makes the
headlines, but in total they account for much of our increase in productivity. They are not the
spectacular ones in a lifetime technological revolutions that involve mass layoffs or the
obsolescence of traditional skills, but they are still vital to business progress.

As evidenced in many studies resistance to change can affect performance and performance
management in organizations by lowering the employees morale since when staffers resist a
change taking place at work, they may feel less optimistic and hopeful about their professional
future with the company. This is particularly so if there is lack of communication regarding the
change; lessened efficiency, when employees spend time focusing on the resisting the change,
they become less focused on doing their daily tasks. This leads to reduced level of efficiency and
output among staff which can affect the company’s bottom line; disruptive work environments-
employees resisting change can cause commotions, with outbursts, regarding the changes or
combative attitude with management staff (Lynda Moultry Belcher, 2015).

Within the education sector, Olsen (2002) argues that school administrators have succeeded in
coping with changing environments but they have done so in ways influenced by existing
administrative arrangements: formal organizational structures have been stable while practices
have changed. With such changes, the administrative role of the principal has evolved from a
practicing teacher, with added technical and administrative duties, to the full time manager and
developer of human, financial and physical resources (Mulford, 2003).Kenyan educational
institutions have been going through numerous changes ranging from practices to policies
governing the whole educational system. In the current issue of term extension has been
welcomed by mixed reactions.

The effects of such reactions leave a lot to be desired. For instance, it is through the air that
some teachers are involved in inciting students to torch their dormitories and school properties as
a counter reaction of the newly passed policy. Another change that still rages fire in schools is
the removal of corporal punishment and caning generally. It is seen to be giving the students

20
power over the teacher, and they can do any wrong thing without fear of punishment. All these
affect teachers’ performance as indiscipline cases rise to worrying heights. This happens
because, the teacher constantly works under high pressure of demands of good results but they
cannot push the student to work hard. When the students perform poorly, the parents themselves
mobilize against the management of the school to haul them out. This confirms that resistance to
change can negatively influence the performance of TSC employees within the educational
institutions in Kenya and worldwide.

2.3 Critical Literature Review and Gaps to be filled.

This study seeks to establish the factors that affect performance management. Well trained
workforce is an asset to the organization and the management can be sure of gaining a high
competitive advantage in the market. When recruiting, managers indicate the level of education
or grades that the applicants should have. This means that level of education is important for
promotion and should be considered therefore, institutions should put an emphasis on training its
employee. Working conditions if not conducive, they affect employees ‘productivity. Therefore,
schools must provide conducive working environment that will motivate teachers, for improved
productivity and better performance that will lead to fairness and equality hence removing
corrupt tendencies that may demotivate other employees. Note: working conditions include
employment terms which must be fairly decided upon, by taking employee suggestion seriously.

Performance on the other hand is used to determine if an employee deserves to be promoted thus
one ought to work hard and meet the set target so as to be promoted. The educational institutions,
also has a duty to motivate its employees so as to improve their performance. Employee
performance appraisal is a carried out within a practical context, which is essentially the day-to-
day business of the enterprise. Appraisal may be used to assess a person’s suitability for
promotion for HR Policies, they are vital because they guide the management on how to manage
people. They give directions on how employees should be treated so as to meet the
organizational set goals. They also guide the management on how to promote employees. It is
also important for employees in educational sector understand that change is inevitable.

21
 The administrators therefore should communicate issues concerning change and sensitize
teachers and other stakeholder in the educational system so that the change is well
conceptualized and strategies for adopting the change discussed and put to use. In so doing, the
school administrators should utilize participative and democratic styles of management in order
to in-cooperate the ideas, views, suggestions and thoughts on the issues pertinent to performance
and performance management. Technology is a factor that must also be taken care of. The
teachers and educational instructors should be provided with the required training on the relevant
technological issue pertinent to learning. They should be in the frontline and well updated with
the computer skills, methodology and pedagogical issues. The fear, lack of confidence and
inadequacy in computer literacy that most Kenyan teachers face should be corrected
systematically.

2.4 Summary
In summary it is noted that many researchers have been active on the issue of performance
management, highlighting theories, principles and key issues thereby providing a lot of literature
material on this topic. It is a very important topic that touches on employee’s performance,
organizational performance and methods and strategies use in the whole process. Proper
performance management of an organization or institution gives such institution a competitive
advantage over other institutions in this highly competitive market today.

Research has shown that there are numerous in an organization. Training has been identified as
resulting in competitive advantage in the business world and should not be an afterthought.
Furthermore, many studies have evidenced that resistance to change can affect performance and
performance management in organizations by lowering employees since when staff members
resist change taking place at work, they may feel less optimistic and this will affect their
professional future with the company. Therefore there should be proper communication
regarding changes in an organization.

2.5 Conceptual Framework

The theoretical framework of this study is going to be a consideration of the following factors:
training, technology, management style and resistance to change as shown in figure 2.1.

22
Figure 2.1 Conceptual Framework

Training

Technology
Performance
Management in
educational
Management style
institutions

Resistance to change

Source: (Author 2020)

The conceptual framework shown in figure1of this study is adapted from Kleiner and Rankin
(1993), where 5 factors mentioned are affecting performance management:

2.5.1 Training

The primary purpose of organization training will be to provide skills and knowledge necessary
to employees in order for them to execute their functions and tasks to the level required which
would put the organization ahead of its competitors. In essence, highly trained employees can
help achieve high quality products and services in a shorter time period. The purpose of training

23
will be to develop the abilities of the individual and to satisfy the current and future needs of the
organization.

2.5.2 Technology

Technology refers to a collection of techniques, skills, methods, and processes used in the
production of goods and services or in the accomplishment of objectives such as scientific
investigation. Indeed we live in a world in which technology is highly dynamic. Whenever
organizations make decision, they must put into consideration the technology in use and how it
would change in order to provide knowledge, skills, methods, techniques that would not become
obsolete at a faster rate. When these aspects of technology changes faster, it would render
employees helpless in executing their activities as expected. Hence, affecting the performance of
these employees, this is reflected in the organization’s performance.

2.5.3 Management Style

Management styles are characteristic ways or approaches of making decisions and relating to
subordinates. Management styles can be categorized into two main styles: autocratic and
permissive. Management styles are also divided into the main categories of autocratic,
paternalistic and democratic styles. The way management relates to its subordinates defines the
level of performance of an organization. It ‘can either hinder or promote employee motivation
hence performance. The manner in which a manager approaches his employees is important. A
good manager should therefore define employees and position managers to own that
responsibility. Micro managing employees greatly hinder their performance and managers
should therefore empower their employees.

2.5.4 Resistance to Change

Resistance to change is the opposition offered by a person or something about the coming up of a
new thing such as an idea. The adoption of new ideas and techniques do not occur naturally but
result from hard work, trial and error. More often these ideas or techniques meet a lot of
resistance from the employees, management, stakeholders etc. the natural resistance to change
occurs due to many reasons: when the reason for the change is not clear, when the proposed
users are not consulted, when the change threatens to modify the establishment of patterns of

24
working relationships between people, when the benefits and rewards of the change are not seen
as adequate and when the change threatens jobs, power or status in the organization.

CHAPTRR THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
Research design and methodology deals with enhancing the methodological aspects of research
and to increase the diversity of research approaches being used by the researcher to answer
important questions in the field. This chapter describes the research methods and procedures that
shall be used by the researcher to carry out the study. It will also show the target population,
sample design, data collection instruments and data analysis methods.

3.2 Research Design

This is the manner in which data is collected and transformed into information. Cooper (2007)
defines research as the plan and structure of investigation so conceived as to obtain answers to
research questions. The study will be descriptive in nature and will seek to explain the
relationship amongst the independent variables. I shall use descriptive design in collecting data
from the respondents. This will be preferred because it will be concerned with answering
questions such as who, how, what, which, when and how much. Cooper and Scheindler (2001) a
descriptive study is carefully designed to ensure complete description of the situation making
sure that there will be minimum bias in the collection of data and to reduce errors in interpreting
the data collected. The study will mean to provide factors affecting performance management in
educational institutions in Kenya.

3.3 Target Population

25
Mugenda and Mugenda(1999) describes target population as a complete set of individual cases
object with some common characteristics to which researchers want to generalize the results of
the study. The population that I will use in the study will be target population of 90 employees
from the Human Resource Department. This composition will be tabulated as follows;

26
Table 3.1 Target population
Category Target Population Percentages
Top Manager 2 2
Middle Managers 4 4
Line managers 84 94
Total 90 100
Source; Author (2020)

3.4 Sample Design

The researcher will use stratified random sampling technique to select the respondents.
According to Mugenda and Mugenda (1999), in stratified random sampling, subjects are selected
in such a way that the existing sub-groups in the population are more or less reproduced in the
sample. Kerlinger (1973) observed that sample drawn randomly is unbiased in a way that no
number of populations has any chance of being selected more than the other. From each stratum,
50% respondents will be selected and used to gather the required information. The sample is to
be tabulated as follows:

Table 3.2 Sample Size

Category Target Sample Size Percentages
Population (50%)
HR manager 2 1 2
Line Managers 4 2 4
Support Staff 84 42 94
Total 90 45 100
Source: Author (2020)

3.5 Instrumentation
To ensure validity of the research instrument to be used in collecting data, I will ensure that the
questionnaires will be thoroughly checked for validity and assessed the relevance of the
questions and content of the study. Reliability according to Mugenda and Mugenda (2003) is the
degree to which a research instrument can yield consistent results after repeated trials. Reliability
of the questionnaire will be tested through a pilot study in which the questionnaires will be re-

27
tested to a sample group similar to the actual sample. This is finding out any deficiencies in the
questionnaire and rectifying them before the actual questionnaires will be issued out.

3. 6 Data Collection Procedure

The research will use questionnaires to collect data. According to Foddy (1994), a questionnaire
is a research instrument consisting of a series of questions and other prompts for the purpose of
gathering information from respondents. Questionnaires are commonly used to obtain important
information about the population. Each item in the questionnaire will be developed to address a
specific objective, research question or hypothesis of the nature of the information required, and
so that it may not leave out important information required in the study. The respondents will be
given an opportunity to think more about the requirements in the questionnaire. The questions
will have both structured (close-ended) and open-ended (unstructured) questions.

The structured or close-ended questions are the questions with a list of all possible alternatives
from which respondents select the answer that best describes their situation. They are easier to
analyze since they are in an immediate form, and are economical to use in terms of time and
finance. Unstructured or open-ended questions are questions which give the respondent complete
freedom of response. These free responses permit an individual to respond in his/her own words.
They permit a greater depth of response. They are simpler to formulate mainly because the
researcher does not have to labor to come up with appropriate response categories. The
questionnaires will be self-administered by the researcher by hand delivering it to the institutions
under study and collecting them after a few days. The advantage is that I will personally
introduce the study to the respondents and clarify any doubts or questions that might arise.

3.7 Data Analysis Techniques

The data to be collected will be both qualitative and quantitative in nature. This will be checked
for errors that may be established to be corrected. The information will be coded and analyzed
using descriptive statistics and through use of percentages. The data will be presented in tables
and figures.

28
 REFERENCES
Agarwal, A. (2011). Models and theories of performance management system. [online] Project
Guru. Available at: https://www.projectguru.in/models-and-theories-of-performance-
management-system/ [Accessed 29 Nov. 2020].
Armstrong, D.M. (2006).Human Resource Management Practice 10t Edition Hein

29
 Heinemann.
Armstrong, D.M. (2007) .Human Resource Management Practice 11th Edition
Heinemann.
Brown, L.D. (2003).Exploration in Management, Heinemann
Bartel, T.J. (2007) .Handbook of salary and Wage System, 2nd Edition Gower
Business Dictionary.com.
Cooper, D and Shchindler, P (2013) business research methods. Bosten USA
McGraw Hill Higher Education.
Cole, G.A. (2002). Management Theory and Practice, 5th Edition DP Publications.
Cole, G.A. (1990), personel and Human Resource Management, 5th Edition, Book
Ltd. London.
Dessler Gary. (2002), Human Resource Management, 8th Edition, Prentice Hall Inc,
New York, USA (2003). Human Resource Management, 10th Edition,

Gupta, T (19966), Reward Management, 5th Edition, Prentice Hall, Delh

Holzer (1993), Evaluation and Control of Training, McGraw-Hill, Boston, USA
Isoksen L. (2007). Employee Behaviour 3rd Edition Prentice Hall Publishers, Boston
Kenneth (2001 , A handbook of Industrial Relations Practice, Kogan Page, USA
Kodaz et al (2002). Human Resource Management
Kroth, M., 2007. Maslow—move aside! A heuristical motivation model for leaders in career
and technical education. Journal of Industrial Teacher Education, 44(2)
Available at: http://scholar.lib.vt.edu/ejournals/JITE/v44n2/kroth.html.
Locke, E.A. & Latham, G.P., 2013. New Developments in Goal Setting and
Task Performance, New York: Routledge.
Locke, E.A. & Latham, G.P., 2006. New Directions in Goal-Setting Theory. Current Directions
in Psychological Science, 15(5), pp.265–268.

Leach (2002), Human Resource Management, 9th Edition, McGraw Hill, Boston,
USA
Martel (2003), Improving Business Results, McGraw Hill, Boston, USA
Meshach M. R. Stock (2002).Strategic Management 4th Edition McGraw-

30
 Hill Companies San Marino, India
Meyer (2001), Handbook of Human Resource, Pitman Publishing, London
Mugenda O. and Mugenda A. (1999).Research Methods, qualitative and quantitative
Approaches. Nairobi Kenya ACTS Press.
Nixon, R.M, (2005), Training and Development, MacDonald
Noe, et.al (2002), Human Resource Management, Gaining a Competitive Advantage Second
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Ochaz (2007), Organizational Psychology, 3rd Edition, Prentice Hall, New Mexico
Rao, M. (1996).Research Methods 2nd Edition Essentials of Human Resource
Management. Himalaya Publishing House, Delhi

Appendix 1: QUESTIONNAIRE
Dear respondents this questionnaire aims to collect information related to the factors affecting
performance management in Kenyan educational institutions. The information you will give will
be treated with utmost confidentiality and will not affect your job in any way as it will be for
academic purposes only.

31
 Please fill the questions according to the instructions given. Tick (√) and cross (×) where
necessary.

SECTION A: GENERAL INFORMATION

Note: Please tick the one that applies to your case
1. Gender: Male
Female

2. Age: 20-25
30-35
35-40
40 and Above

3. Highest Level of Education:

Primary Secondary

University College

4. Which level of employment do you serve?

Top level Management at TSC
Offices and college tutors

Secondary school teacher

primary school teacher

5. How long have you been working at Teachers Service Commission (TSC)?
Below 2years 2-4 years 5-7 years
8-10 years 11 years and above

SECTION B: LEVEL OF EDUCATION AND TRAINING

6. Does the level of education affect performance management?

32
 Yes
No

Explain……………………………………………………………………………………………
………………………………………………………………
………………………………………………………………………………..
7. To what extent has employee’s level of education and training affect performance management?
To a very great extent
To a great extent
To a high extent
To a low extent
Not at all
Explain…………………………………………………………………………
...........................................................................................................................
..........................................................................................................................

SECTION C: MANAGEMENT STYLE

8. Do affect management style affect performance management?
Yes
No
Explain……………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………..
9. How would you rate the effects performance management?
To a very extent
To a great extent
To a high extent
To a low extent
To a very low extent
Explain…………………………………………………………………..
………………………………………………………………………….

33
 SECTION D: TECHNOLOGY
10. Do you think technology affect performance management?
Yes
No
Explain……………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………..
11 How would you rate the effects of technology on performance management?

To a very great extent

To a great extent
To a high extent
To a low extent
None at all
Explain…………………………………………………………………………
………………………………………………………………………………..
No
13. To what extent does technology affect performance management?
To a very great extent
To a great extent
To high extent
To low extent
To very low extent

SECTION E: RESISTANCE TO CHANGE

14. Does resistance to change affect performance management?
Yes
No
15. To what extent does resistance to change affect performance management?
To a very great extent

34
To a great extent
To high extent
To a low extent
To a very low extent

Thank you for your cooperation and God Bless You

APPENDIX II: WORK PLAN 2020

TIME ACTIVITY
October 2020 Problem identification development of objectives
November 2020 Proposal literature collection and proposal development
November 2020 PROPOSAL DEFENCE
November 2020 Data collection and report writing
December 2020 FINAL DEFENCE

35
January 2021 Project submission

36