CHAPTER ONE
1.0
INTRODUCTION
1.1
BACKGROUNDOFTHESTUDY
Organizations have been described by Kast and Roseizzweig (1981) as being composed of certain key components are:
a)
People
b)
Strategies and tactics, which together constitute the plans and politics of the organisation;
c)
Technology or hardware of production processes within the organization;
d)
The environment to which an organization’s goods and services a re supplied,
seared and from where it is resources are sourced
e)
The structure of roles and relationships as described by the organization charts, job descriptions and administrative administrative procedures; and
f)
The culture values and beliefs, which altogether, make an organization distinct from another. Etzioni (1964) adopts a much more simplified approach in describing organisation. In his view, organisations are human groupings (or group of people) deliberately constructed and reconstructed to seek specific goals.
It can be inferred form these definitions that organisations are composed of people, who work together to achieve clearly stated goals people, with an Organization describe the human input that is injected into the production process in terms of skills, attitudes and knowledge. Goals on the other hand are the purposes and desired -1-
conditions that an organization seeks as a distinct entity. Goals include the mission, purpose, objectives and philosophy expressed by the organization. The extent to which people within an organization achieve stated goals describes their performance (or job performance). Again, job performance has been described by stoner (1982) as being dependent on the ability of the employee (or person within the organisation), his role perception and his level of motivation. However, of these, motivation has been described at one time or the other as having the most profound effect on the employee's level of job performance motivation, in simple terms, is defined as a practice of encouraging an employee to achieve higher performance levels by introducing incentives, which may be financial or non-financial. The practice of promotion is one of such schemes or incentives undertaken by organisations to motivate its employees promotion describes the move of an employee to a job within the organisation, which has greater importance and usually, higher pay. As an organisation, the teaching service commission ((TESCOM)) Zonal office, Lafia Local Education District serves as the setting for this study. Established on the 26th of May 1989, the main function of the commission is to oversee the affairs of both teaching and non-teaching staff of all secondary school with Lafia local government area. At present, the commission’ s administrative function spans 21 schools, all of which have a total population of 1, 417 teaching staff and 244 non-teaching staff. 1.2 STATEMENT OF THE PROBLEM
The problem statement is an expression of those problems, which have created the need for the conduct of a particular research activity. The problem statement of this study, and to which it hopes to find dependable -2-
conditions that an organization seeks as a distinct entity. Goals include the mission, purpose, objectives and philosophy expressed by the organization. The extent to which people within an organization achieve stated goals describes their performance (or job performance). Again, job performance has been described by stoner (1982) as being dependent on the ability of the employee (or person within the organisation), his role perception and his level of motivation. However, of these, motivation has been described at one time or the other as having the most profound effect on the employee's level of job performance motivation, in simple terms, is defined as a practice of encouraging an employee to achieve higher performance levels by introducing incentives, which may be financial or non-financial. The practice of promotion is one of such schemes or incentives undertaken by organisations to motivate its employees promotion describes the move of an employee to a job within the organisation, which has greater importance and usually, higher pay. As an organisation, the teaching service commission ((TESCOM)) Zonal office, Lafia Local Education District serves as the setting for this study. Established on the 26th of May 1989, the main function of the commission is to oversee the affairs of both teaching and non-teaching staff of all secondary school with Lafia local government area. At present, the commission’ s administrative function spans 21 schools, all of which have a total population of 1, 417 teaching staff and 244 non-teaching staff. 1.2 STATEMENT OF THE PROBLEM
The problem statement is an expression of those problems, which have created the need for the conduct of a particular research activity. The problem statement of this study, and to which it hopes to find dependable -2-
solutions arises from the fact that the practice of promotion Ills been described as being very popular, yet very controversial, especially within the public Service. Thus, there arises the need to measure in empirical terms, the level of impact that such a practice, as it exists in (TESCOM) Lafia Office has on the job performance, of its Employees. Specifically, the study hope to find dependable answers to the following research questions:
a) What is the nature of promotion within (TESCOM) Lafia b) What is the nature of job performance within (TESCOM) Lafia c) What is the level of impact of promotion on job performance of employees of (TESCOM) Lafia? 1.3 PURPOSE OF THE STUDY
The aim of the study is to determine in empirical terms, the effects of promotion on job performance with the Teachers Service Commission. ((TESCOM)), Lafia Office. Its objectives are:
1. To determine the nature of promotion; 2. To determine the nature of job performance; 3. To determine the impact of promotion on job performance 4. To recommend where necessary on how promotion may have a more positive effect on job performance within the teaching service commission (TESCOM) Lafia Office. Office. -3-
1.4 STATEMENT OF HYPOTHESES
A hypothesis is a tentative or conjectural statement, which expresses the relationship between variables of an event. It serves as a guide in the collection and analysis of data. This study's hypotheses are:
a) There
exists
a
positive
relationship
between
promotion
and
job
performance. performance.
b) Employee's level of satisfaction with promotion procedures and practice increases with job statues. 1.5 SIGNIFCANCE OF THE STUDY
This study is considered by important and timely based on the following reasons. First, there has been found to be a very sparse number of literatures, which addresses in detail the practice of promotion and its effects on performance, especially in the public Service. It is therefore, hoped that this study would serve as a very important material to scholars and researchers. Secondly, administrators, especially with the public service stand to benefit immensely from the findings of this study. Such findings would provide empirical information on how public servants perceive the perceive the practices of promotion and the extent to which it has influenced their job performance. Ultimately, this material, it is hoped would serve as an excellent resource material, that would help in putting in place more effective promotion procedures within the public service. service . 1.6 SCOPE OF THE STUDY -4-
The scope of a research activity describes the areas within which the researcher restricts himself to in the conduct of his study. This study shall be restricted to just two variables, which are job performance and promotion no other variable shall be considered. Again, only a sample of employees within the study setting shall be investigated. However, their responses shall be inferred for the whole population. 1.7 LIMITATIONS OF THE STUDY
Limitations are constraints which impose themselves on the researcher and which are beyond his control. The following are envisaged limitations of the study:
1) Time constraints 2) Financial constraints 3) Attitude of respondents towards the researcher 1.8 DEFINITION OF TERMS
The following terms shall feature prominently in this work. As such their operational definitions are stated below. a) Employee:
This refers to the human input applied by an organization in its production process. b) Goals:
These are those targets, objectives, or purposes, which an organization seeks to achieve. -5-
c) Job Performance
This describes the extent to which an employee has been able to achieve those targets or goals associated with his job. d) Motivation
This is the practice of encouraging an employee to achieve higher job performance. It is done by introducing incentives to the employee, which in turn helps him to satisfy his motives for doing a job. e) Organization
This defines a group of employees (or people) who work together towards the accomplishment of stated goals or objectives. f) Promotion
The practice of motivating employees by elevating them to higher positions within the organization.
-6-
REFERENCES
1)Etzioni, A (1964); Modern Organizations: Prentice Hall, New Jersey 2)Graham, H.T (1981); Human Resources Management machonald & Evans; Plyamouth.
3)Kast F.E. and Rosenzweig, J. ,)1981); Organization and Management; Mcgraw -Hill; Tokyo
4)Stoner, J.A.F. (1982); Management Prentice -Hall; New Jersey
-7-
CHAPTER TWO 2.0 REVIEW OF LITERATURE
The material in the chapter shall provide a theoretical framework for subsequent investigation to be conducted on the subject matter of this research activity. It addresses such issues as the concept of job performance, the concept of motivation, the meaning and nature of promotion and its impact on job performance. 2.1 1 THE CONCEPT OF JOB PERFORMANCE
Performance is often defined as the end result of the application of effort. It refers to how much successful role achievement is accomplished. Graham (1981) defines the appraisal of job performance as being the judgment of a superior at work based on other considerations than productivity alone. This implies that job performance is a very broad concept, which transcends productivity and production. Olawuyi (1997) in his view describes performance as an output - expectation concept. As such, it asks, “To what extent has the employed achieved the responsibilities assigned to him?" Other authors have tried to explain the concept of job performance in terms of factors, which cause. it to exist, for instance, according to Stoner (1982), an employee's performance level is influenced by factors such as motivation, the employee's abilities and his or her understanding of what behaviours are necessary to achieve high performance or role perception. Kast and Rosenzweig (1981), in their opinion say that job performances is a function of only two factors; these are motivation and employee ability. Dawson (1996) provides a very contemporary view of factors, which are necessary for job performance: while she agrees that motivation and -8-
ability are factors responsible for performance, she goes ahead to add a third factor, namely, technical and social context. She defined this factor as follows: “A collection of contextual characteristics, which affect the way the job, is defined and resourced within the organization. This includes not only the provision of tools, equipment and physical facilities to enable jobs to be satisfactorily undertaken but also the social dimension of job design".
Figure 2.1 below illustrates these relationships Motivation INDIVIDUAL Ability JOB PERFORMANCE
Technical/Social Context
Fig. 2.1 Relationship between job performance and motivation, ability and technical/social context. Source: Dawson, S. Analysing organization, Macmillan, U.K., 1996, P. 18 2.2 DETERMINATION OF JOB PERFORMANCE STANARDS
The determination of performance standards involves specifying the quantity -9-
and quality of work, which should be attained by the holder of a certain job. Graham (1981) notes that the first step in setting performance standards for a job is the analysis of that job. Job analysis is described as a process by which a description of a job is compiled. It involves examining a job in order to identify its component parts and the circumstances under which it is performed common methods used in job analysis include the following:
1. Direct observation of the job being undertaken. 2. Interview with the jobholder. 3. A study of materials of work. 4. Previous work-study records and reports. 5. Work diaries and questionnaires. 2.3 THE APPRAISAL OF JOB PERFORMANCE
Job performance appraisal can be defined as the judgement of an employee's performance appraisal may both formal and informal. Informal appraisal occurs anytime feed back on work performance is given almost immediately and in most cases, verbally. Formal appraisal on the other hand involves an interviewer and results are usually written up in what is known as a performance appraisal form. 2.4 THE CONCEPT OF MOTIVATION
From the various arguments presented so far, it can be observed that motivation is perceived by all the authors as being a very significant factor capable of - 10 -
influencing job performance. Graham (1981) defines motivation as that which makes people behave as they do. Stoner (1982) defines it as that which causes channels and sustains people's behaviour and Harding (1989) presents what is regarded as a very profound definition. In her opinion, "motivation is about getting the best out of people'. It is concerned with what causes an individual to act". She further states that motivation is not something which can be learnt or handed out, but something, which comes from within an individual and expresses itself in what might be termed as a commitment to something or another. 2.4.1
CHARACTERISTICS OF MOTIVATION
In an attempt to explain how and why motivation occurs, Tyson and York (1982) provide the basic features of motivation as follows:
a.
Motivation represents an unsatisfied need, which creates a state of tension or disequilibrum, causing the individual to move in a goal directed pattern towards restoring a state of equilibrium, by satisfying the need .
b.
The satisfaction of a need may stimulate a desire to satisfy further needs (e.g. the more an individual has, the more he wants). This further validates that human wants are insatiable.
c.
The failure to satisfy needs lead to a reduction or a redirection of the motivational force toward other goals seen as more attainable.
d.
The motivational force (what makes a person behave in a certain manner) has two basic elements. These are direction intensity and duration.
There are two common sources of human needs: - 11 -
i.
Inherited, i.e. All humans share primary physiological needs that
must be satisfied for survival. ii.
Environmental, i.e. Through the main socializing influences in their lives,
people acquire attitudes, values and expectation, which lead to learned needs such as status, fame, wealth, power etc. 2.4.2
CLASSIFICATION OF MOTIVATION THEORIES
A theory is a general explanation of consistent relationship that exists between variable of an event, phenomenon or situation. Motivation theories are therefore by extension, explanation of how and why motivation exists. Dawson (1996) informs that motivation theory has developed in two ways, namely; one that focuses on the content and the other which content theories of motivation, furthermore, they emphasize the importance of needs as an influence on motivation. Theories within this group are said to be concerned with higher human needs for creativity and self - fulfillment which are in sharp contrast to managerial assumptions about the dominance of economic motives. The main theories that fall under this category are:
a.
Abraham Maslow's hierarchy of needs;
b.
Elton Mayo's theory of social needs;
c.
Herzberg Two factor theory;
d.
Diclelland's power Affiliation - Achievement model; and
e.
Douglas McGregor's theory X and Theory Y.
Process theories on the other hand are more concerned with the dynamics of motivation. These theories concentrate on identifying the factors processes that are important in determining the behaviours which an individual will choose to - 12 -
follow in order to obtain desired goals. In other words, they emphasize the "how" of motivation. They have also being said to emphasize individual expectancy and individual differences as a function of motivation and of the contingencies of different situations. Theories under this category among others include the following:
2.4.3
i.
Lewin's field theory
ii.
Vroom Valiancy - Expectancy theory
iii.
Porter and Lawler's model
iv.
Schein's Theory of complex man.
FORMS OF MOTIVATION
Harding (1987) admits that the number of factors, which are believed to motivate individuals, is extensive. She also adds that these factors are best referred to as satisfiers. These satisfiers she explains may be either intrinsic or extrinsic. Intrinsic satisfiers are those, which come from within the individual, and are related to the job itself and the satisfaction, which an employee gets from the job or elements of the job situation. She states that intrinsic factors are difficult to categorize because much depends on the nature of the job. Extrinsic factors on the other hand, are more readily identifiable and include the following: pay working conditions, status, job security, relationships with follow workers, promotion prospects and fringe benefits. 2.5
PROMOTION AS A MOTIVATOR - 13 -
Graham (1981) defines a promotion as the move of an employee to a job within the company, which has a greater importance and usually higher pay. He also adds that frequently, the job has higher status and carries improved fringe benefits and more privileges. According to Graham, the purpose of promotion apart from motivating employee is to ensure a better utilization of his skills and knowledge within the organization. However, if the explanation of Adamolekun (1983) as argued that motivation and utilization is considered, then it can be argued that ultimately, promotion accomplishes the singular purpose of motivating employees. This is so because according to him, in many instances, the activities that fall under employee utilization (such as recruitment selection and promotion) constitute some kind of pre - requisite for the activities that fall under motivation. As such, an employee who is properly or adequately utilized ends up becoming properly or adequately utilized ends up becoming properly or adequately motivated. 2.5.1
PRINCIPLES OF PROMOTION
Again, Graham (1981) argues that normally, "employees would derive satisfaction from a company policy of promotion from within but badly handled promotions can cause dissatisfaction". He stressed that it is important that the practice or promotion conforms to the following principles expressed below: i.
The criteria for promotion must be fair. It should also incorporate variables such as ability, relevant experience and length of service.
ii.
The method of promotion must be perceived by other employees as being fair.
iii.
The selection of employees for promotion must be based on appraisal by - 14 -
present and past managers. iv.
The wage or salary offered to the promoted employee must be what the job deserves rather than what the management thinks he or she will accept.
v.
Unsuccessful candidates must be sympathetically treated.
vi.
There must be no discriminations.
2.6 PROMOTION METHODS
Two major by which an organization may promote its employees are said to exist. These methods are often discussed below. 2.6.1
INTERNAL ADVERTISEMENT
Promotion by this requires that employees are told by notices and circulars that a post is vacant and they are then invited to apply. Some or all of the candidate are interviewed and one finally selected. Grahan (1981) argues that this method is comparatively expensive and time consuming even though he admits that it is particularly suitable to a large orgarnisation in which management cannot be expected to have personal knowledge of possible candidate. The internal advertisement method s noted for not relying on accurate employee record and being open rather than secret. It is also said to appear fairer to the candidate than the management decision method. 2.6.2
MANAGEMENT DECISION
Promotion by this method ensures that employees are selected for promotion on the basis of information already know to the management the advantage of - 15 -
this method lies in its quick inexpensive nature as such, it is regarded as being very suitable for a small company or for jobs for which .the field of possible candidates is small and well know. However, in large organization, it may cause discontent because the decision is arrives at in secret and possible candidates do not have the opportunity to state their qualifications for the post. Graham (1981) argues here that their method depends on its success on complete and up -to-date employee records which can be used to identify all possible candidates for any job. 2.7 PROMOTION PRACTICE IN THE PUBLIC SERVICE
The public Service is said to include the service, (that is, ministries and extra ministerial departments) statutory corporations or parastatals, the judiciary, the legislature, education institution financed wholly or principally by the federal or state government, local government services, Nigeria Police Force, the Nigeria Armed Forces and other organizations in which the Federal or State government own controlling shares or interest. The major instrument that guides the practice of personnel management in general and promotion in particular, within the public Service is the civil service Reforms Decree No 43 of 1988, which was later, revised by the Abacha government in 1997. The provisions of the civil service Reforms places greater emphasis on performance as a criterion for promotion. This implies that the issue of seniority, which weighed high in the past, has been reduced drastically. Furthermore, Federal Character was not regarded as a criterion for promotion within the public Service. - 16 -
An outline of promotion as stipulated by the reforms is stated as follows:
CRITERIA
WEIGHT
1. Performance as assessed annually
50%
2. Interview
30%
3. Additional qualification
15%
4. Seniority
5%
TOTAL
100%
It is even stipulated that where the interview or examination is not relevant, the weight allotted to either one of them is to be added to performance as assessed annually. Again, the assessment of an employee's performance is conducted through a mechanism known as the Annual Performance Evaluation Report (APER). The items normally appraised in the report are foresight, judgement, expression on paper, oral expression, numerical ability (where relevant), relationship with colleagues, relationship with the public acceptance of responsibilities, reliability under pressure, drive and determination, professional/ technical knowledge, output of work, quail of work, punctuality and penetration and so on. The various Personnel Management Boards (PMB) are also held responsible by the Reforms for the promotion of officers in the different grade levels, for instance, PMB (JSCHQ) is responsible for the promotion of officers in grade level - 17 -
01 to 06 at the state level or area office. PMB (SSC), that is personnel management board level 14 and above in either headquarters or state level. 2.8 RELATIONSHIP BETWEEN JOB PERFORMANCE AND PROMOTION
It has already been established in the review of literature that job performance is dependent on motivation, in addition to some other factors already discussed. It has also been established that promotion can be regarded as a motivator; from these, therefore, it can be argued that promotion is capable of enhancing job performance, thus, there can be said to be positive relationship between promotion and job performance. However, it should be noted that this relationship is rather derived or implied, since none of the authors reviewed state clearly or explicitly, the relationship between promotion and job performance. What is stated clearly in the reviewed literature is the positive relationship that exists between motivation and job performance. Dawson (1996) tries to state how the process theories of motivation can be applied in explaining the relationship between promotion and job performance. She argues that when an individual who has a strong need for financial security and social status is given a task to do and promised promotion, he would expend effort in doing the work to the extent that he beliefs:
1.
Good performance in his job will be noted and will lead to promotion.
2.
Promotion will satisfy his needs for financial security and social status.
- 18 -
REFERENCES
1.
Adamolekun, L. (1983): Public Administration in Nigeria and Comparative Perspective. Longman, New York
2.
Dawson, S. (1996) Analyzing organizations. Macmillan, London.
3.
Graham, H.T. (1981), Human Resources Management: Macdonald and Evans; Plymouth
4.
Harding, H. (1987) Management Appreciation, Pitman, London Kast, F. and Rosenzweig,J. (1981), Organisation and management. McGraw- Hill; Tokyo.
5.
Olawuyi, G. (1997), Elements of Public Administration, Jedidiah Publishers, Abeokuta.
6.
Stoner, J.A. (1982), Management, Prentice -New Jersey.
- 19 -
CHAPTER THREE 3.0
RESEARCH DESIGN METHOLOGY
In the previous chapter, a theoretical framework was established to guide subsequent investigations to be conducted in the course of this research activity. This chapter provides a sequential procedure by which investigations shall be conducted. 3.1
STUDY DESIGN
According to Asika (1991), a research activity could be a survey, an experiment or historical. However, the survey approach was adopted for this study. Survey research involves the study of major variables of an event or phenomenon without in any, manipulating or controlling such variables. The main variables that would serve as subjects of study would be promotion (independent variable). The study was also cross-sectional. This implies that observations were made and date collected at a particular point in time as such, all results obtained from this study reflected the point in time at which the study was conducted. 3.2
THE STUDY SETTING
The teaching service commission zonal office located at the Lafia local government secretariat served as the setting for the study. The structure of this organisation is shown in figure 3.1
- 20 -
Fig 3.1 Organisation chart of teaching service Commission Zonal Office Lafia.
DIRECTION OF EDUCATION
HEAD OF SECTION Personnel
HEAD OF SECTION
HEAD OF SECTION
(Monitoring & Investigation)
(Accounts)
Registry Information & Statistics
Field Officers Account officers
Training, Staff welfare
As at the time of enquiry, the saff strength of the organization stood at 45. The breakdown of this is an follows: Director of Education (i); senior education officers (18); assistant education officer (i); typists (3); senior finance officers (2); senior finance assistants (3); assistant finance officers (3); senior clerk/personnel assistant (i); junior personnel assistant 94); cleaners/office assistants (4); Gardener (i); and Guards (6). 3.3
STUDY SAMPLE AND SAMPLING TECHNIQUES
A sample is described as a part or portion of a total target population from the study population of 45 officers, a sample size of 20 was considered. This size represents slightly over 440/0 and is thus considered as adequate: The sampling technique adopted in creating the sample was quota-sampling technique. In quota sampling, a sample is created by dividing the target - 21 -
population into groups or categories, after which a quota representing the maximum number of elements to be selected from each of the groups into the sample is assigned. The quota sampling techniques was applied as follows category of population.
a)
Senior officers (Grade level 12 & above)
6
b)
Intermediate officers (Grade level 07-10)
6
c)
Junior officers (Grade level 01-06)
8
Total 3.4
20
DATA COLLECTION INSTRUMENTS
Data sourced by this study were of two types primary and secondary. Primary data was sourced a sing the self-administered questionnaire as the main instrument. The study's secondary data was derived from sources, which include official records, staff manuals, bulletins, and brochures: These data have already been sourced and documented by the organisation. 3.5
METHOD OF DATA ANALYSIS
The analysis of data involves the manipulation or processing of crude or raw data into a form that is most useful to the end use. Data analysis methods fall into two categories; descriptive analysis, which involves the ordering of data using tables, charts, diagrams and certain measures such as those of central tendency and dispersion and inferential analysis, which is used to interpret results obtained from descriptive analysis, and which facilitates the process of decision - 22 -
making. The study adopted descriptive methods of analysis as the main technique of data analysis. Inferential techniques were however applied only where absolutely necessary.
- 23 -
REFERENCES
1.Asika, N (1991), Research methodology in the Behavoural Sciences: Longman; Lagos.
- 24 -
CHAPTER FOUR 4.0
DATA ANALYSIS AND PRESENTATION
In the course of this study, investigations and observations were conducted within the study setting (Teaching service commission Lafia Office) to source relevant primary data. The theoretical framework, earlier established in a previous chapter and the study's hypotheses served as guides~ tf1roughout the conduct of investigation. A total of 20 respondents were sampled in the course of investigations, while the self-administered questionnaire was applied in obtaining responses from the sampled respondents. 4.1
PERSONAL CHARACTERISTICS OF RESPONDENTS
The study's respondents can be said to possess varying personal and job characteristics. These varying features are presented in tables 1,2,3 and
Length of service
No of respondents
% Distribution of Respondents
Less than 5 years
7
35
5-9 years
6
30
10-14 years
4
20
15-19 years
2
10
20years and above
1
5
20
100
Total
SOURCE: Fled survey, December 2006 Table 1 shows that most (350/0) of sampled respondents have worked for less - 25 -
than 5 years with the organization. This proportion is followed closely by respondents with between 5 and 9 years of working experience (300/0). The least proportion of respondents are those who have spent 20 years and above with the organisation. They make up just 50/0 of the sample population. TABLE 2: Job Status of Respondents
Job Status Senior Staff
No 3
of
%Distribution of Respondents 15
Intermediate Staff
8
40
Junior Staff
9
45
Total
20
100
SOURCE: Field survey, December 2006 Majority (45%) of sampled respondents are within the junior staff cadre of the organisation. That is, they are within grad levels 01-06. Intermediate staffers, who fall within grade levels 07 to 10, make up 40% of the sample population, while senior members of staff grade levels 12 and above make up just 150/0 of the sample size. TABLE 3: Departments Distribution of Respondents
Department
No of Respondents
% Distribution of Respondents
Personnel
9
45
Investigation
7
35
Accounts
4
20
Monitoring &
SOURCE field survey, December 2006 Table 3 shows that most (45%) of sampled respondents work within the - 26 -
personnel department. This number is followed closely by respondents who work within the monitoring and investigations department (350/0). The least number of sampled respondents (20%) hail from the Accounts department. TABLE 4: Educational Background of Respondents
Educational Background
No of Respondents
% Distribution of Respondents
O' level certificate
4
20
National Diploma
3
15
Higher National Diploma
7
35
Bachelors Degree
5
25
Masters Degree
1
5
Total
20
100
SOURCE: Field survey, December 2006 Again, most (350/0) of respondents sampled are holders of the Higher National Diploma Certificate 25% of sampled respondents are Bachelors Degree and only 5% is a master degree holder. It can thus be concluded that there exist an appreciable level of graduates within the organisation since 65% of the sampled respondents are graduates. 4.2
NATURE OF PROMOTION AND JOB PERFORMANCE IN TEACHING SERVICE COMMISSION ((TESCOM))
Section B of the questionnaire dealt exclusively with respondents' perception of the nature of promotion practice within (TESCOM) and their level of job performance question 5 of the questionnaire wanted to know how many times they had been when last respondents were promoted, while question 7 sought to determine which methods were applied in effecting their promotion. - 27 -
The analysis of these questions and the results are presented in tables 5,6, and 7 respectively. TABLE 5: Frequency of promotion of respondents
Frequency Nil
No of Respondents %Distribution of Respondents 3 15
Once
5
25
Twice
4
20
Three times
5
25
4-6 times
2
10
More than 6 times
1
5
Total
20 100 SOURCE: Field survey, December 2006. Table 5 reveals that two categories of respondents that, is those who have been promoted just once and those who have been promoted above three times, each make up 250/0 of the sample population. Respondents who have been promoted twice up 20% of same population the least population of respondent (500/0) is composed of only one respondent who has been promoted more than 6 time. TABLE 6: Last time respondents were promoted
Last time 1 year ago 2 year ago
No of Respondents 1 2
%Distribution of Respondents 5.88 11.76
3 year ago
4
23.53
4 year ago
7
41.18
More than 4yrs ago
3
17.65
17
100
Total
- 28 -
SOURCE: Field survey, December 2006. Table 6 presents very interesting results first, it should be noted that 17 respondents were allowed to respond to his question, since the other 3 had earlier clamed not to have been promoted since joining the organisation. As such the sample size for this question would be 17 and not 20. Majority of respondents (14.18%) claim to have been promoted 4 years ago. only 5.88% of sampled populations were promoted last just one year ago. TABLE 7: Method Applied in promoting respondents
Method No of Respondents Internal Advertisements Managerial Decision Civil Reforms
%Distribution of Respondents -
17
100
17
100
Guidelines Total
Table 7 confirms that the civil service reforms guideline is the only means by which officers are promoted within the public Service, and that the teaching service commission Lafia Office is no exception in a nutshell, the civil service reforms require that promotion of officers should be based on annual performance compiled over a period of 3 years performance at the promotion interview, additional job - related qualifications obtained and seniority subsequently, respondents were encouraged to assess the administration of promotion (question 8) and to provide information on their last performance rating (question 9). In responding to question 8, respondents were told to consider certain criteria such as equity, fairness transparency and speed of - 29 -
processing applications. The responses to and analysis of these responses are presented in table 8 and 9 respectively. TABLE 8 Respondents' Assessment of the Administration promotion
Assessment Outstanding Very Highly Effective
No of Respondents %Distribution of Respondents 1 5
Highly effective
3
15
Fairly effective
12
60
Not effective Total
4 20
20 100
SOURCE: Field survey, December 2006 Majority (600/0) of sampled respondents assess the administration of promotion within (TESCOM) as being fairly effective. Again only 1 respondent (50/0) regard the administration of promotion as being highly effective. TABLE 9: Performance Rating of Respondents
Rating Outstanding Very Highly
No of Respondents %Distribution of Respondents 1 5 10 50
Highly
8
40
Average
1
5
Below Average Total
20
100
SOURCE: Field survey, December 2006 Exactly half (50/0) of respondents sampled claim to be very high performers. - 30 -
40% of them claim to be high performers, while 50/0 of them claim to be outstanding and average performers respectively. 4.3
IMPACT OF PROMOTION ON RESPONDENTS' JOB PERFORMANCE
The last section of the questionnaire about the impact the practice of promotion had on respondents level of job performance. Question 10 sought to determine the impact of promotion on job performance and question 11 asked respondent to determine what forms of motivation were capable of enhancing job performance. TABLE 10: Impact of promotion on respondents' job performance
Level of Impact Outstanding Very important
No of Respondents %Distribution of Respondents 3 15 11 55
Fairly important
4
10
Not important
-
-
20
20 100
Important Total
SOURCE: Field survey, December 2006 A dominant majority (550/0) of respondents claim that promotion has had a very important impact on their level of job performance the least number of respondents (10%) think it has been fairly important. No respondent regards promotion as not being important in enhancing job performance.
- 31 -
TABLE 11: Respondents' perception of job performance enhancing factors
Factors Promotion Prospects
Response Rate (%) 75
Rank 3rd
Financial Incentives
95
1st
Training
35
5th
Recognition of efforts
80
2nd
Friendly workplace atmosphere
50
4th
Nature of job
20
6th
Total
20
100
SOURCE: Field survey , December 2006 Table 11 reveals that financial incentives ranks 1 st with a response rate of 950/0 this means that 19 out of 20 sampled respondents perceive it as capable of enhancing job performance recognition of respondents' efforts at work is ranked 2nd, while promotion prospects is ranked 3rd with a response rate of 15% training and nature of job being undertaken by respondents are both regarded as last motivating factors. 4.4
CONSIDERATION OF HYPOTHESES
Earlier in the introductory chapter, two sets of hypotheses were formulating to serve as a guide in the conduct of investigations. Each of these hypotheses is
stated in their null and alternative forms. Hypothesis 1:
These exists a positive relationship between promotion and job performance. Ho: There is No relationship between promotion and job performance
- 32 -
Hi: Promotion tends to enhance job performance
In testing this hypothesis, the correlation method of analysis was applied. Correlation analysis tests the degree of association between identified variables X and Y. In this case, variable X served as the number of time respondents have been promoted (as obtained from questions), and variable Y served as the performance level of respondents (from question 9) and ranked as follows: Outstanding
-
5 points
Very High
-
4 points
High Average
-
3 points 2points
Furthermore, the student test was used to determine whether the relationship between two variables is significant enough to reject the null hypothesis. The correlation coefficient® is given as: n∑xy – (∑x) (∑y)2 r= Cn∑x2 = (∑x)2 (n∑y2 – (∑y)2 Where n = 20 r=
20 x 175y – (45) (70)
(20 x 165 – (45)2 (20 x 258 - (70) 2) r=
3500 - 3150 - 33 -
(3500 - 2025) (5160 - 4900) r=
350 (1275) (260)
r=
350
=
+ 340
331500 r=
375.76
0.61
This shows that there is a positive, but fairly strong relationship between the variables. This means that an in number of promotions per employee would increase his job performance. See working table. Working Table x 0
Y 1
XY 0
X2 0
Y2 1
0
3
0
0
9
0
3
0
0
9
1
3
3
1
9
1
3
3
1
9
1
4
4
1
16
1
3
3
1
9
1
3
3
1
9
2
4
8
4
16
2
4
8
4
16
2
3
6
4
9
2
3
6
4
9
- 34 -
3
4
15
9
25
3
4
12
9
16
3
4
12
9
16
3
4
12
9
16
3
4
12
9
16
5
4
20
25
16
5
4
20
25
16
7 45
4 70
28 175
49 165
16 258
Using the student "t" test
To = r
n – 2 1 – 2
Where to = obtain value for a To = 0.61 x
20 – 2 1 – (0.61)2
To = 0.61 x
18 1 – 0.372
To = 0.61 x
18 0.628 - 35 -
To = 0.61 x 5.35 To = 3.27
But the critical value of + (+ ) at 18 degrees of freedom and at ∞ = 0.05 level of ∞
significance is 1.734 Thus (t ∞
) = 1. 734
Therefore, to > + DC Decision since to > + ∞ reject Ho (null hypothesis) and accept Hi (alternative hypothesis) Thus, promotion enhances job performance at 0.05 level of signification. Hypothesis 2 Employees' level of satisfaction with promotion procedures and practice increases with job status. Ho: There is no relationship between employees' level of satisfaction with
promotion administration and job status. Hi: Employees' level of satisfaction with promotion administration tends to
increase as job status increases. Cross table was used to test this hypothesis TABLE 12 Relationship between respondents' job status assessment of
promotion administration
- 36 -
Assessment
Job status
outstanding
very High
High Fair
Not effective
Total
Senior staff
0
1
2
0
0
3
Intermediate
0
0
1
6
1
8
Junior staff
0
0
0
6
3
9
Total
-
1
3
12
4
20
Staff
Table 12 shows that the only respondent who assesses the respondents of promotion is a senior number of staff. Again 670/0 of respondents who assess the administration of promotion as being high are also senior members of staff this confirms that respondents of higher job status assess the administration of promotion higher than their junior counterparts. This also shows that the alternative hypothesis is accepted that as job status increases, respondents level of satisfaction with the administration of promotion also increases.
- 37 -
REFERENCES
1. Asika N (1991); Research Methodology in the Behavioural Sciences; Longman, Lagos
2. Olawuyi, G (1997); Elements of Public Administration Jedidiah Publishers, Abeokuta
- 38 -
CHAPTER FIVE 5.0
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
In the last chapter of this work various forms of analyses were undertaken to process responses offered by employees of the Teaching service commission Lafia Office in the course of investigations. In this chapter, the findings obtained from these analyses shall be summarized furthermore, conclusions shall be deduced based on such finding, while salient recommendations shall be made. 5.1
SUMMARY OF FINDINGS
A total of 20 employees of the teaching service commission ((TESCOM)) served as respondents during the study. Most of these employees had spent less that 5 years within the organization, holders of the Higher National Diploma and within the junior cadre of the organization. It was found by the study that most employees had been promoted either once or three times since joining the organization. Again, the last time most employees were promoted was 4 years ago promotion within administration of promotion is conducted in line with the civil service Reforms guidelines. I, the level of job performance within the organization is very high promotion has had a significant, positive impact on employees' level of job performance such an impact can also be described as very important to employee's job performance level.
5.2
RECOMMENDATIONS - 39 -
Based on the findings of the study and its conclusion the following recommendations are offered:
a) Inspite of the positive relationship, which exists between promotion and job performance within the organization, the administration of promotion only received an average rating or assessment from employees. This implies that more work, needs to be done by management on the critical aspects of promotion administration. According to Graham (1981), these aspects include ensuring that promotion is based on ability, relevant experience and length of service.
b) The 3 - yearly compilation of the annual performance evaluation report (APER) for each employee should be reviewed. This procedure give the impression that officers are not eligible for promotion until after 3years, despites their level of performance. It also makes it difficult to correct the various shortcomings of officers within a reasonable period of 1 year.
c) Promotion should be administered together with other forms of motivation, and backed by sound managerial and leadership practices within the organisation. The study has identified other factors such as financial incentives and recognition of efforts, which employees believe have a more profound impact on performance than promotion. This then implies that while promotion is capable of enhancing an employee's job performance, when applied in isolation, it may not yield the desired results.
- 40 -
5.3
CONCLUSIONS
Emerging from the findings previously summarized the fo llowing conclusions can be deduced.
a)
The practice of Promotion within the teaching service commission ((TESCOM)) can be -described as being fairly effective. Also, the administration of promotion is conducted in line with the Civil Service Reforms guidelines.
b)
The level of job performance within the organization is very high.
c)
Promotion has had a significant, positive impact on employees' level of job performance. Such an impact can also be described as very important to employees' job performance level.
- 41 -
REFERENCES
1. Graham, H.T (1981); Human Resources Management Macdonald and Evans, Plymouth
- 42 -
BIBLOGRAPHY
1)
Adamolekun, L (1983); public Administration: A Nigerian and Comparative perspective; Longman, New York.
2)
Asika, N (1991), Resarch methodology in the Behavoural Sciences; Longman; Lagos.
3)
Dawson,s (1996); Analysing organisation, machillan, London
4)
Etzioni, A (1964); Modern Organizations; Prentice Hall, New Jersey
5)
Graham, H.T (1981); Human Resources Management machonald & Evans; plymouth.
6)
Harding, H (1987); management appreciation pitman, London
7)
Kast
F.E. and Rosenzweig, J. (1981); Organization and Management;
Mcgraw -Hill; Tokyo
8)
Olawuyi G. (1997); Elements of Public Administration Jedidiah Publishers, Abeokuta
9)
Stoner, J.A.F. (1982); Management prentice -Hall; New Jersey.
- 43 -
APPENDIX 1 QUESTIONNAIRE
Please indicate responses to the following questions by ticking where appropriate. SECTION A: PERSONAL DATA
1. For how many years have you worked with the Teaching Service Commission? a)
Less than 5 years
b)
5 - 14 years
c)
10 - 14 years
d)
15 - 19 years
e)
20 years and above
2. What is your job status with the organisation a)
Senior staff (Grade level 12 & above
(
)
b)
Intermediate staff (Grade level 07 - 10)
(
)
c)
Junior staff (Grade level 01 - 06)
(
)
3. What department do you work in a)
Personnel
(
)
b)
Monitoring & Investigation
(
)
c)
Accounts
(
)
- - 44 - -
4. Please indicate your highest educational qualification a)
O' Level Certificate
(
)
b)
National Diploma or equivalent
(
)
c)
Higher National Diploma or equivalent
(
)
d)
Bachelors Degree
(
)
e)
Masters Degree
(
)
SECTION B: NATURE OF PROMOTION AND JOB PERFORMANCE
5. How many times have you been promoted since joining the Teaching service commission.
a)
More than 6 times
(
)
b)
Nil
(
)
c)
Once
(
)
d)
Twice
(
)
e)
Three times
(
)
f)
4 - 6 times
(
)
6. If your answer to (5) above is not now, when last were you promoted? a)
1 year ago
b)
2 years ago
c)
3 years ago
d)
4 years ago
e)
More than 4 years ago
- - 45 - -
f)
Others (please specify)
7. What method was applied in effecting you last promotion. a)
Internal Advertisement
(
)
b)
Managerial Decision
(
)
c)
Civil Service reforms guidelines
(
)
d)
Others (please specify)
8. How would you assess the administration of promotion within the Teaching service commission?
a)
Outstanding
(
)
b)
Very Highly Effective
(
)
c)
Highly effective
(
)
d)
Fairly effective
(
)
e)
Not effective
(
)
9. What was the nature of you last job performance rating? a)
Outstanding
(
)
b)
Very High
(
)
c)
High
(
)
d)
Average
(
)
e)
Below Average
(
)
- - 46 - -
