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International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 4 Issue 1, December 2019
@ IJTSRD | Unique Paper ID – IJTSRD29527
Performance Appraisal
Anglo-Saxon Higher Education Institutions
Department of Educational Foundations
ABSTRACT
Performance appraisal is one of the areas of human resources in
educational administration which brings about school effectiveness. When
school activities are well apprised and results communicated, corrections
will be effected leading to school effectiveness. Thus, this article is intended
at exploring Performance Appraisal of Human Resources in Anglo
Higher Education Institutions in Cameroon. The implication is that
performance appraisal of human resources can impact school effectiveness.
data was collected from primary sources through the administration of
interview to ten administrators and questionnaires to lecturers using the
five point Likert scale format and close ended questionnaires to 375
lecturers. Two data analysis approaches wer
qualitative and quantitative method. In all, despite these lapses with
performance appraisal observed, all the lecturers 331(100%) agreed that
the basic purpose of performance appraisal is to facilitate orderly
determination of an employee’s worth to the organization of which he is a
part and the first step in the process of performance appraisal is the setting
up of the standards which will be used as the base to compare the actual
performance of the employees. It was then
research on performance appraisal in the Anglo
in Cameroon studies should focus on leadership and the management of
staff performance in institutions of higher learning. The research would
focus on the style of leadership in an institution and how it influences the
implementation of performance appraisal. Literature indicates that
leadership provides vision and builds staff confidence to enable them to
achieved targets. Leaders decide on appraisal policy, pu
implementation procedures.
KEYWORDS: Performance, Appraisal, Human Resources, Anglo
Education Institutions, Cameroon
INRODUCTION
Higher Education (HE) sector is one area of the public
sector where the introduction of performance appraisal
instruments faces certain dilemmas. Even though human
resources are the most valuable asset of Higher Education
Institutions (HEIs), the accounting and administration of
personnel predominates over managing approach. That
could be mostly explained by the organizational
particularity of HEIs, that is, flatter structure, more
collegial than hierarchical management, weaker control
and regulation mechanisms. In HEIs, employees usually
possess more self-discipline, freedom of action, decision
making, stand to professional standards and code of ethics
and their status derives basically from their personal
competence, knowledge and excellence (Simmons, Iles
2001). A number of researches, especially within HE
sector (ex. Simmons, 2002) state that
hierarchic; control-pointed that performance appraisal
“unwarranted, unworkable and unacceptable in
knowledge based organizations”. Simmons, Iles
note that common principles of flexibility, procedural
justice, staff commitment and self-reflection should be
applied while developing an equitable and robust
performance appraisal system at HEI as well as
recognition and consideration of stakehold
International Journal of Trend in Scientific Research and Development (IJTSRD)
2019 Available Online: www.ijtsrd.com
29527 | Volume – 4 | Issue – 1 | November-
Performance Appraisal of Human Resources
Higher Education Institutions in Cameroon
Nforbi Shalotte Lem
f Educational Foundations, Administration, University of Buea, Buea
Performance appraisal is one of the areas of human resources in
educational administration which brings about school effectiveness. When
school activities are well apprised and results communicated, corrections
effectiveness. Thus, this article is intended
at exploring Performance Appraisal of Human Resources in Anglo-Saxon
Higher Education Institutions in Cameroon. The implication is that
performance appraisal of human resources can impact school effectiveness.
data was collected from primary sources through the administration of
interview to ten administrators and questionnaires to lecturers using the
five point Likert scale format and close ended questionnaires to 375
lecturers. Two data analysis approaches were used for the study that is the
qualitative and quantitative method. In all, despite these lapses with
performance appraisal observed, all the lecturers 331(100%) agreed that
the basic purpose of performance appraisal is to facilitate orderly
n of an employee’s worth to the organization of which he is a
part and the first step in the process of performance appraisal is the setting
up of the standards which will be used as the base to compare the actual
performance of the employees. It was then recommended that future
research on performance appraisal in the Anglo-Saxon Higher Institutions
in Cameroon studies should focus on leadership and the management of
staff performance in institutions of higher learning. The research would
e of leadership in an institution and how it influences the
implementation of performance appraisal. Literature indicates that
leadership provides vision and builds staff confidence to enable them to
achieved targets. Leaders decide on appraisal policy, purpose and
Performance, Appraisal, Human Resources, Anglo-Saxon, Higher
How to cite this paper
Lem "Performance Appraisal of Human
Resources in Anglo
Education Institutions in Cameroon"
Published in
International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN: 2456
6470, Volume
Issue-1, Decemb
2019, pp.414
https://www.ijtsrd.com/papers/ijtsrd2
9593.pdf
Copyright © 2019 by author(s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an Open Access article
distributed under
the terms of the
Creative Commons
Attribution License (CC BY 4.0)
(http://creativecom
by/4.0)
Higher Education (HE) sector is one area of the public
sector where the introduction of performance appraisal
instruments faces certain dilemmas. Even though human
resources are the most valuable asset of Higher Education
g and administration of
personnel predominates over managing approach. That
could be mostly explained by the organizational
particularity of HEIs, that is, flatter structure, more
collegial than hierarchical management, weaker control
isms. In HEIs, employees usually
discipline, freedom of action, decision-
making, stand to professional standards and code of ethics
and their status derives basically from their personal
competence, knowledge and excellence (Simmons, Iles,
A number of researches, especially within HE
Simmons, 2002) state that application of
pointed that performance appraisal is
“unwarranted, unworkable and unacceptable in
Simmons, Iles (2000)
that common principles of flexibility, procedural
reflection should be
applied while developing an equitable and robust
performance appraisal system at HEI as well as
recognition and consideration of stakeholders’ interests
and developmental approach are crucial.
This article raises problem questions: what kind or
performance appraisal is prevailing in Cameroon HEIs?
What problems does it generate? What would be the most
appropriate performance appraisal sys
HEIs to motivate and empower administrators’ and staff to
do their best and continuously enhance teaching, learning,
research, study quality and accordingly, influence the
successful development of HEI?
Background of the study
Armstrong (2006) defines performance appraisal as a
“formal evaluation process, when a review of performance
over a period takes place, covering achievements, progress
and problems as the basis for a revised performance
agreement and personal development plan are lik
occur”. Currently performance appraisals usually
comprise: 1) explicit feedback on various aspects of job
performance; 2) identification of employee’s strengths and
weaknesses in comparison to the requirements for current
position; 3) the agreement
attained by the employee during the next evaluation
period; and 4) preparation of personal development plans,
International Journal of Trend in Scientific Research and Development (IJTSRD)
e-ISSN: 2456 – 6470
-December 2019 Page 414
f Human Resources in
n Cameroon
Buea, Buea, Cameroon
How to cite this paper: Nforbi Shalotte
Lem "Performance Appraisal of Human
Resources in Anglo-Saxon Higher
Education Institutions in Cameroon"
Published in
International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN: 2456-
6470, Volume-4 |
1, December
2019, pp.414-418, URL:
https://www.ijtsrd.com/papers/ijtsrd2
Copyright © 2019 by author(s) and
International Journal of Trend in
Scientific Research and Development
Journal. This is an Open Access article
distributed under
the terms of the
Creative Commons
Attribution License (CC BY 4.0)
http://creativecommons.org/licenses/
and developmental approach are crucial.
This article raises problem questions: what kind or
performance appraisal is prevailing in Cameroon HEIs?
What problems does it generate? What would be the most
appropriate performance appraisal system for Cameroon
HEIs to motivate and empower administrators’ and staff to
do their best and continuously enhance teaching, learning,
research, study quality and accordingly, influence the
successful development of HEI?
2006) defines performance appraisal as a
“formal evaluation process, when a review of performance
over a period takes place, covering achievements, progress
and problems as the basis for a revised performance
agreement and personal development plan are likely to
occur”. Currently performance appraisals usually
comprise: 1) explicit feedback on various aspects of job
performance; 2) identification of employee’s strengths and
weaknesses in comparison to the requirements for current
position; 3) the agreement on concrete objectives to be
attained by the employee during the next evaluation
period; and 4) preparation of personal development plans,
IJTSRD29593
International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 415
a statement of each employee‘s career goals, decisions on
merit pays.
Also, according to Seta et al. (2000), initially performance
appraisals were quite brief, consisting mainly of a few
comments from a supervisor to his subordinate to the
extent that he or she was doing a “good job“ or, conversely,
a “bungle job”. However, afterwards performance
appraisals have become widely viewed not simply as a
means of informing employees on where do they stand,
but also as a valuable tool for helping them develop in
ways beneficial both themselves and the company.
Besides, Fisher et al. (2005) define the following principal
purposes of appraisal: employee development
(identification of training needs and preparation of
personal development plans), administrative decisions
(merit, pay, career, etc.), organizational development
(personnel planning, prevention of conflicts,
implementation of motivation system, etc.) and
documentation (conformity to official regulations,
certification of accordance to formal requirements, etc.).
Actually, the above mentioned purposes of performance
appraisal in practice usually overlap and thereinafter two
key opposite approaches are referred to. These are, as
Haslam et al (1993) define managerialist (aimed at
control, primarily concerned with assessment of
performance outcomes, and linked to promotion and merit
pay awards) and developmental (intended for the
purposes of staff development, explicitly stated and
backed up with adequate resources and effective
procedures designed to ensure that identified training
needs are met). The almost crucial step in developing a
performance appraisal system is to determine which
aspects of performance to evaluate. According to Fisher et
al. (2005) the most frequently used appraisal criteria are
traits, behaviors, and performance outcomes.
Türk (2008), stresses that performance appraisal has a
pivot role in reforming the educational system and
increasing productivity of academic staff, as well as raising
the overall quality of HEI. According to Allen (2003)
“performance appraisal is one of the most valuable
instruments in the manager’s toolbox. A careful appraisal
process can help improve an employee's performance for
an entire year. More broadly, an effective evaluation
process is part of the strategic first-rate people
management that helps organizations to succeed.”
Statement of the Problem
It is the governments concern to ensure that Higher
Institutions are accountable, relevance, efficient and
effective. The governments demand for accountability
implies that there is an expected return on investment. It
is expected that Higher Education Institutions should
achieve their missions of teaching, research and
community service efficiently to justify the high
investment. The academic staff performance is crucial for
the achievement of goals in higher learning institutions.
This implies that academic staff performance has to be
monitored to highlight factors that may lead to
ineffectiveness. The study therefore sought out to examine
performance appraisal of Human Resources in Anglo-
Saxon Higher Institutions in Cameroon
Research Questions
1. To find out the purpose and underlying principles of
performance appraisal of Human Resources in Anglo-
Saxon Higher Institutions in Cameroon?
2. To examine the policies, plans and procedures in the
implementation of performance appraisal of Human
Resources in Anglo-Saxon Higher Institutions in
Cameroon?
3. To find out recommendations that can be made to the
existing performance appraisal systems of Human
Resources used in Anglo-Saxon Higher Institutions in
Cameroon to make the system a suitable mechanism
for institutional efficiency?
Research Questions
1. What are the purposes and underlying principles of
performance appraisal of Human Resources in Anglo-
Saxon Higher Institutions in Cameroon?
2. What are the policies, plans and procedures in the
implementation of performance appraisal of Human
Resources in Anglo-Saxon Higher Institutions in
Cameroon?
3. What recommendations can be made to the existing
appraisal system of Human Resources used in Anglo-
Saxon Higher Institutions in Cameroon to make the
system a suitable mechanism for institutional
efficiency?
Methodology
Since the study sought out to examine performance
appraisal of Human Resources in Anglo-Saxon Higher
Institutions in Cameroon, a survey research design was
employ. To estimate the sample size for lectures, the
formula stated below by (Amin, 2005) was used.
ܼܰଶ
ܲ(1 − ܲ)
݀ଶ(ܰ − 1) + ܼଶܲ(1 − ܲ)
Where:
N= Total number respondents that constituted the
accessible population of the study.
Z= Z value corresponding to the confidence level=95%,
giving a Zα/2 =level of significance = 1.96.
d= absolute precision=5%.
P= expected proportion in the population was 40% for
optimal sample size.
Thus, 231 out of a total of 375 lecturers were targeted
from University of Buea and 144 from the University of
Bamenda making a total of 375 lecturers. Lastly, for
administrators, it was 5 each from both institutions
making a total of 10 administrators’. A questionnaire was
used for lecturers and an interview guide for
administrators. Two data analysis approaches were used
for the study that is the qualitative and quantitative
method. Data collected via interview guide were analysed
qualitatively. Here, key concepts/themes, groundings and
quotations were used. These refer to the key words that
emerged from participants’ direct statements. On the
other hand, groundings represent the number of times
that a particular concept or theme emerged from the
participant’s direct statements with some of the
statements used as sampled quotations. The
questionnaires were analysed quantitatively. Through
this, a pre-designed EpiData Version 3.1 (EpiData
International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 416
Association, Odense Denmark, 2008) database which has
an in-built consistency and validation checks was used to
enter. Before the quantitative data were entered using the
pre-designed EpiData Version 3.1, the demographic
information and the test items were coded with numbers.
The questionnaires of individual respondents were also
assigned with serial numbers. The reason for the coding of
the test items was to ensure easy traceability of the
participants’ individual responses per test items if need
arises. The data were then exported to SPSS version 21.0
(IBM Inc., 2012) for further consistency check, data
validation, to identify invalid codes and eventually
cleaning of the data in areas where some inconsistency
and invalid codes were observed.
After the data had been thoroughly check, the descriptive
statistical tools (frequency count, percentages and
multiple responses set) and inferential statistics
(Spearman’s Rho test) were used in analyzing the
quantitative data. The normality assumption test was
computed using advanced statistical tests such as Shapiro-
Wilk test and the Komogorov test of significance as seen
on the table of test of normality below. To know if a data is
normally distributed the P-value will be greater than 0.05
which was not the case as seen on the normality test table
with all P-values less than 0.05. This therefore justify the
reason while the Spearman rho test was used in testing
the hypotheses of the study. Checking for normality
assumption was very important to avoid faulty
generalization like committing the type 1 or type 2 errors
during the verification of the research hypotheses. Finally,
findings were presented using frequency distribution
tables, and charts with all inferential statistics presented
at 95% level of confidence interval with alpha set at 0.05
levels accepting 5% margin of error.
Presentation of Findings
This section was principally concerned with the
presentation of findings from 331 lecturers and 10
administrators.
To what extent does performance appraisal affect students’ internal efficiency in Anglo-Saxon Universities in
Cameroon?
Table1: Lecturers’ appreciation of performance appraisal
Test items
Stretched Collapsed
Strongly
agree
Agree Disagree
Strongly
disagree
Agree Disagree
Performance appraisal is often done in my
department.
137
(41.4%)
72
(21.8%)
122
(36.9%)
0
(0.0%)
209
(63.1%)
122
(36.9%)
The basic purpose of performance
appraisal is to facilitate orderly
determination of an employee’s worth to
the organization of which he is a part.
155
(46.8%)
176
(53.2%)
0
(0.0%)
0
(0.0%)
331
(100%)
0
(0.0%)
Performance appraisal has been
discredited because often it has been used
as a top-down and mainly bureaucratic
system.
229
(69.2%)
102
(30.8%)
0
(0.0%)
0
(0.0%)
331
(100%)
0
(0.0%)
Performance Appraisal in universities
needs to appraise the performance of
everyone.
141
(42.6%)
190
(57.4%)
0
(0.0%)
0
(0.0%)
331
(100%)
0
(0.0%)
In my department, teaching and learning
is evaluated regularly.
141
(42.6%)
75
(22.7%)
56
(16.9%)
59
(17.8%)
216
(65.3%)
115
(34.7%)
After performance appraisal, the results
are communicated and discussed with the
employees on a one-to-one basis.
166
(50.2%)
92
(27.8%)
73
(22.1%)
0
(0.0%)
258
(77.9%)
73
(22.1%)
Performance evaluations typically look at
the achievements of members of staff but
the type of activities that are taken into
consideration vary between institutions
and countries.
162
(48.9%)
162
(48.9%)
7
(2.1%)
0
(0.0%)
324
(97.9%)
7
(2.1%)
The first step in the process of
performance appraisal is the setting up of
the standards which will be used as the
base to compare the actual performance of
the employees.
233
(70.4%)
98
(29.6%)
0
(0.0%)
0
(0.0%)
331
(100%)
0
(0.0%)
Multiple response set
1145
(43.2%)
865
(32.7%)
477
(18.1%)
161
(6.1%)
2010
(75.9%)
638
(24.1%)
n=331
In aggregate, findings showed that although 75.9% of the lecturers agreed that performance appraisal is done in their
institution and they equally positively appreciated it, 24.1% of the lecturers did not. For instance, all the lecturers
331(100%) agreed that performance appraisal has been discredited because often it has been used as a top-down and
mainly bureaucratic system. Also, although 209(63.1%) of the lecturers agreed that performance appraisal is done in their
department, 122(36.9%) of the lecturers disagreed. Also, although 258(77.9%) of the lecturers agreed that after
performance appraisal, the results are communicated and discussed with the employees on a one-to-one basis,
International Journal of Trend in Scientific Research and Development (IJTSRD)
@ IJTSRD | Unique Paper ID – IJTSRD29527
73(22.1%) of the lecturers disagreed with 115(34.7%) of the lecturers equ
their department is regularly evaluated.
Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of
performance appraisal is to facilitate orderly
part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the
base to compare the actual performance of the employees.
Figure1: Lecturers’ satisfaction with performance appraisal
Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with
performance appraisal, meanwhile 221(66.8%) of the lect
Administrators’ own perception of performance appraisal
First, all the administrators interviewed said “
“twice a year” while others said “in each semester
Table2: The various ways the competencies of lecturers are evaluated
Themes
Students’ performance
Effective use of time
Collaboration with other staff
From the table above, findings showed that students’
performance, lecturers’ effective use of time and their
collaboration with other staff were the only three ways
that the competencies of lecturers are evaluated as
depicted in the findings of this study.
Also, considering how performance appraisal is important,
findings showed that some of the administrators said, it
helps them to check whether they are meeting up to
standard, to correct the weaknesses of workers, to equally
know the success rate of lecturers and checking for the
attainment of goals of the institutions.
Also, based on the demerit with performance appraisal,
“favouritism” was the only demerit highlighted by the
administrators interviewed for the study.
Lastly, as far as difficult aspects of performance appraisal
were concerned, findings showed that measuring the
actual performance of staff and setting realistic
performance standards were the two difficult aspects
captured in the findings of this study.
Recommendations
The following recommendations are based on the research
questions:
0
50
100
Percentage
I am adequately satisfied with the way
performance appraisal is being done in my
International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com
29527 | Volume – 4 | Issue – 1 | November-
73(22.1%) of the lecturers disagreed with 115(34.7%) of the lecturers equally disagreed that teaching and learning in
Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of
performance appraisal is to facilitate orderly determination of an employee’s worth to the organization of which he is a
part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the
base to compare the actual performance of the employees.
Figure1: Lecturers’ satisfaction with performance appraisal
Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with
performance appraisal, meanwhile 221(66.8%) of the lecturers were satisfied.
Administrators’ own perception of performance appraisal
First, all the administrators interviewed said “performance appraisal of staff is conducted”
in each semester”.
le2: The various ways the competencies of lecturers are evaluated
Frequency Quotations
7
“Through students’ performance in their course
examinations”. “Students performance”.
1 “How the lecturers use their time”
1 “How they collaborate with other staff”.
From the table above, findings showed that students’
performance, lecturers’ effective use of time and their
collaboration with other staff were the only three ways
that the competencies of lecturers are evaluated as
Also, considering how performance appraisal is important,
findings showed that some of the administrators said, it
helps them to check whether they are meeting up to
standard, to correct the weaknesses of workers, to equally
turers and checking for the
Also, based on the demerit with performance appraisal,
” was the only demerit highlighted by the
Lastly, as far as difficult aspects of performance appraisal
were concerned, findings showed that measuring the
actual performance of staff and setting realistic
performance standards were the two difficult aspects
The following recommendations are based on the research
Recommendations on policy and purpose of
performance appraisal
The recommendations were discussed as follows based on
the responses of participants in the research.
Staff is aware of the two essential roles of
performance management (judgment and
development), but favour appraisal that places
emphasis on development, since it empowers them
with skills and competencies to achieve institutional
activities. Therefore, an
emphasise staff development, not only in the plans but
also during its implementation.
The performance appraisal policy should indicate
what is to be evaluated, the criteria and the methods
to be used in the assessment of performa
Performance appraisal system should be open,
continuous, participative and developmental. It should
emphasise research and adopt labour practices.
Recommendations on procedure of performance
appraisal
The following recommendations are made on the
findings with regard to the procedure of performance
appraisal.
Agree Disagree
66.8
33.2
I am adequately satisfied with the way
performance appraisal is being done in my
department.
www.ijtsrd.com eISSN: 2456-6470
-December 2019 Page 417
ally disagreed that teaching and learning in
Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of
determination of an employee’s worth to the organization of which he is a
part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the
Figure1: Lecturers’ satisfaction with performance appraisal
Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with
performance appraisal of staff is conducted” whereby some of them said
le2: The various ways the competencies of lecturers are evaluated
“Through students’ performance in their course
“Students performance”.
their time”
“How they collaborate with other staff”.
Recommendations on policy and purpose of
The recommendations were discussed as follows based on
the responses of participants in the research.
Staff is aware of the two essential roles of
performance management (judgment and
development), but favour appraisal that places
emphasis on development, since it empowers them
with skills and competencies to achieve institutional
activities. Therefore, an appraisal policy has to
emphasise staff development, not only in the plans but
also during its implementation.
The performance appraisal policy should indicate
what is to be evaluated, the criteria and the methods
to be used in the assessment of performance.
Performance appraisal system should be open,
continuous, participative and developmental. It should
emphasise research and adopt labour practices.
Recommendations on procedure of performance
The following recommendations are made on the basis of
findings with regard to the procedure of performance
International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 418
Policies, procedure and measures used for collecting
evidence on performance should clearly be stipulated.
Job descriptions should be reviewed and aligned with
the institutional mission and goals.
Subordinates should set standards and indicators of
performance with their supervisors. Agreed goals will
ease the process of appraisal and the final rating.
The appraiser and appraisee should hold preliminary
meetings before the formal appraisal meeting to agree
on documents that should be available during the
meeting and set dates for the meeting.
Provide prompt feedback and written communication
on the results of appraisal.
Performance-related pay should be implemented due
to its motivational effects on staff performance.
However, other forms of motivation like praise and
acknowledgement for good performance are also
important.
Appraisers/supervisors are to be consistent in their
ratings to motivate staff, as one of the purposes of
appraisal is to motivate staff to perform.
Grievance procedure should be written and
communicated to all staff.
Recommendations for future research in performance
appraisal
It was then recommended that future research on
performance appraisal in the Anglo-Saxon Higher
Institutions in Cameroon studies should focus on
leadership and the management of staff performance in
institutions of higher learning. The research would focus
on the style of leadership in an institution and how it
influences the implementation of performance appraisal.
Literature indicates that leadership provides vision and
builds staff confidence to enable them to achieved targets.
Leaders decide on appraisal policy, purpose and
implementation procedures.
Conclusion
On the whole, Anglo-Saxon Universities approved of the
need for effective and efficient performance appraisal of
human resources in their institutions. It can therefore be
concluded that performance appraisal has a great role to
play as school management is concern to bring about
educational effectiveness in Anglo-Saxon Universities in
Cameroon. So good performance procedures should be
instituted and results communicated to the subordinates
or appraisees so that Universities can easily attain their
goals.
References
[1] Allen, P.L. (2003), Performance Appraisals with More
Gain, Less Pain. Harvard Management
Communication Letter, Vol. 6, No. 3.
[2] Armstrong, M. A handbook of human resource
management practice, 10th ed. London: Kogan page,
2006.
[3] Fisher, C., Schoenfeldt, L. and Shaw, J. (2005). Human
Resource Management, 6th ed. Boston: South-
Western College. ISBN 978-0618527861.
[4] Seta, C. E., Paulus, P. B. and Baron, R. A. (2000).
Effective human relations: a guide to people at work.
4th ed. Pearson Education.
[5] Simmons, J. (2002). An expert witness perspective on
performance appraisal in universities and colleges.
Employee relations, Vol. 24, No. 1, pp. 86-100. MCB
University Press.
[6] Simmons, J. A., Iles, P. (2001). Performance appraisal
in knowledge based organisations: implications for
management education, International Journal for
Management Education, 2, 1, pp. 3-18. ISSN 1472-
8117.
[7] Türk, K. (2008). Performance appraisal and the
compensation of academic staff in the University of
Tartu. Baltic Journal of Management, Vol. 3, No. 1, pp.
40-54. Emerald Group Publishing.

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Performance Appraisal of Human Resources in Anglo-Saxon Higher Education Institutions in Cameroon

  • 1. International Journal of Trend in Scientific Research and Development (IJTSRD) Volume 4 Issue 1, December 2019 @ IJTSRD | Unique Paper ID – IJTSRD29527 Performance Appraisal Anglo-Saxon Higher Education Institutions Department of Educational Foundations ABSTRACT Performance appraisal is one of the areas of human resources in educational administration which brings about school effectiveness. When school activities are well apprised and results communicated, corrections will be effected leading to school effectiveness. Thus, this article is intended at exploring Performance Appraisal of Human Resources in Anglo Higher Education Institutions in Cameroon. The implication is that performance appraisal of human resources can impact school effectiveness. data was collected from primary sources through the administration of interview to ten administrators and questionnaires to lecturers using the five point Likert scale format and close ended questionnaires to 375 lecturers. Two data analysis approaches wer qualitative and quantitative method. In all, despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of performance appraisal is to facilitate orderly determination of an employee’s worth to the organization of which he is a part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the base to compare the actual performance of the employees. It was then research on performance appraisal in the Anglo in Cameroon studies should focus on leadership and the management of staff performance in institutions of higher learning. The research would focus on the style of leadership in an institution and how it influences the implementation of performance appraisal. Literature indicates that leadership provides vision and builds staff confidence to enable them to achieved targets. Leaders decide on appraisal policy, pu implementation procedures. KEYWORDS: Performance, Appraisal, Human Resources, Anglo Education Institutions, Cameroon INRODUCTION Higher Education (HE) sector is one area of the public sector where the introduction of performance appraisal instruments faces certain dilemmas. Even though human resources are the most valuable asset of Higher Education Institutions (HEIs), the accounting and administration of personnel predominates over managing approach. That could be mostly explained by the organizational particularity of HEIs, that is, flatter structure, more collegial than hierarchical management, weaker control and regulation mechanisms. In HEIs, employees usually possess more self-discipline, freedom of action, decision making, stand to professional standards and code of ethics and their status derives basically from their personal competence, knowledge and excellence (Simmons, Iles 2001). A number of researches, especially within HE sector (ex. Simmons, 2002) state that hierarchic; control-pointed that performance appraisal “unwarranted, unworkable and unacceptable in knowledge based organizations”. Simmons, Iles note that common principles of flexibility, procedural justice, staff commitment and self-reflection should be applied while developing an equitable and robust performance appraisal system at HEI as well as recognition and consideration of stakehold International Journal of Trend in Scientific Research and Development (IJTSRD) 2019 Available Online: www.ijtsrd.com 29527 | Volume – 4 | Issue – 1 | November- Performance Appraisal of Human Resources Higher Education Institutions in Cameroon Nforbi Shalotte Lem f Educational Foundations, Administration, University of Buea, Buea Performance appraisal is one of the areas of human resources in educational administration which brings about school effectiveness. When school activities are well apprised and results communicated, corrections effectiveness. Thus, this article is intended at exploring Performance Appraisal of Human Resources in Anglo-Saxon Higher Education Institutions in Cameroon. The implication is that performance appraisal of human resources can impact school effectiveness. data was collected from primary sources through the administration of interview to ten administrators and questionnaires to lecturers using the five point Likert scale format and close ended questionnaires to 375 lecturers. Two data analysis approaches were used for the study that is the qualitative and quantitative method. In all, despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of performance appraisal is to facilitate orderly n of an employee’s worth to the organization of which he is a part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the base to compare the actual performance of the employees. It was then recommended that future research on performance appraisal in the Anglo-Saxon Higher Institutions in Cameroon studies should focus on leadership and the management of staff performance in institutions of higher learning. The research would e of leadership in an institution and how it influences the implementation of performance appraisal. Literature indicates that leadership provides vision and builds staff confidence to enable them to achieved targets. Leaders decide on appraisal policy, purpose and Performance, Appraisal, Human Resources, Anglo-Saxon, Higher How to cite this paper Lem "Performance Appraisal of Human Resources in Anglo Education Institutions in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456 6470, Volume Issue-1, Decemb 2019, pp.414 https://www.ijtsrd.com/papers/ijtsrd2 9593.pdf Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecom by/4.0) Higher Education (HE) sector is one area of the public sector where the introduction of performance appraisal instruments faces certain dilemmas. Even though human resources are the most valuable asset of Higher Education g and administration of personnel predominates over managing approach. That could be mostly explained by the organizational particularity of HEIs, that is, flatter structure, more collegial than hierarchical management, weaker control isms. In HEIs, employees usually discipline, freedom of action, decision- making, stand to professional standards and code of ethics and their status derives basically from their personal competence, knowledge and excellence (Simmons, Iles, A number of researches, especially within HE Simmons, 2002) state that application of pointed that performance appraisal is “unwarranted, unworkable and unacceptable in Simmons, Iles (2000) that common principles of flexibility, procedural reflection should be applied while developing an equitable and robust performance appraisal system at HEI as well as recognition and consideration of stakeholders’ interests and developmental approach are crucial. This article raises problem questions: what kind or performance appraisal is prevailing in Cameroon HEIs? What problems does it generate? What would be the most appropriate performance appraisal sys HEIs to motivate and empower administrators’ and staff to do their best and continuously enhance teaching, learning, research, study quality and accordingly, influence the successful development of HEI? Background of the study Armstrong (2006) defines performance appraisal as a “formal evaluation process, when a review of performance over a period takes place, covering achievements, progress and problems as the basis for a revised performance agreement and personal development plan are lik occur”. Currently performance appraisals usually comprise: 1) explicit feedback on various aspects of job performance; 2) identification of employee’s strengths and weaknesses in comparison to the requirements for current position; 3) the agreement attained by the employee during the next evaluation period; and 4) preparation of personal development plans, International Journal of Trend in Scientific Research and Development (IJTSRD) e-ISSN: 2456 – 6470 -December 2019 Page 414 f Human Resources in n Cameroon Buea, Buea, Cameroon How to cite this paper: Nforbi Shalotte Lem "Performance Appraisal of Human Resources in Anglo-Saxon Higher Education Institutions in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456- 6470, Volume-4 | 1, December 2019, pp.414-418, URL: https://www.ijtsrd.com/papers/ijtsrd2 Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) http://creativecommons.org/licenses/ and developmental approach are crucial. This article raises problem questions: what kind or performance appraisal is prevailing in Cameroon HEIs? What problems does it generate? What would be the most appropriate performance appraisal system for Cameroon HEIs to motivate and empower administrators’ and staff to do their best and continuously enhance teaching, learning, research, study quality and accordingly, influence the successful development of HEI? 2006) defines performance appraisal as a “formal evaluation process, when a review of performance over a period takes place, covering achievements, progress and problems as the basis for a revised performance agreement and personal development plan are likely to occur”. Currently performance appraisals usually comprise: 1) explicit feedback on various aspects of job performance; 2) identification of employee’s strengths and weaknesses in comparison to the requirements for current position; 3) the agreement on concrete objectives to be attained by the employee during the next evaluation period; and 4) preparation of personal development plans, IJTSRD29593
  • 2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 415 a statement of each employee‘s career goals, decisions on merit pays. Also, according to Seta et al. (2000), initially performance appraisals were quite brief, consisting mainly of a few comments from a supervisor to his subordinate to the extent that he or she was doing a “good job“ or, conversely, a “bungle job”. However, afterwards performance appraisals have become widely viewed not simply as a means of informing employees on where do they stand, but also as a valuable tool for helping them develop in ways beneficial both themselves and the company. Besides, Fisher et al. (2005) define the following principal purposes of appraisal: employee development (identification of training needs and preparation of personal development plans), administrative decisions (merit, pay, career, etc.), organizational development (personnel planning, prevention of conflicts, implementation of motivation system, etc.) and documentation (conformity to official regulations, certification of accordance to formal requirements, etc.). Actually, the above mentioned purposes of performance appraisal in practice usually overlap and thereinafter two key opposite approaches are referred to. These are, as Haslam et al (1993) define managerialist (aimed at control, primarily concerned with assessment of performance outcomes, and linked to promotion and merit pay awards) and developmental (intended for the purposes of staff development, explicitly stated and backed up with adequate resources and effective procedures designed to ensure that identified training needs are met). The almost crucial step in developing a performance appraisal system is to determine which aspects of performance to evaluate. According to Fisher et al. (2005) the most frequently used appraisal criteria are traits, behaviors, and performance outcomes. Türk (2008), stresses that performance appraisal has a pivot role in reforming the educational system and increasing productivity of academic staff, as well as raising the overall quality of HEI. According to Allen (2003) “performance appraisal is one of the most valuable instruments in the manager’s toolbox. A careful appraisal process can help improve an employee's performance for an entire year. More broadly, an effective evaluation process is part of the strategic first-rate people management that helps organizations to succeed.” Statement of the Problem It is the governments concern to ensure that Higher Institutions are accountable, relevance, efficient and effective. The governments demand for accountability implies that there is an expected return on investment. It is expected that Higher Education Institutions should achieve their missions of teaching, research and community service efficiently to justify the high investment. The academic staff performance is crucial for the achievement of goals in higher learning institutions. This implies that academic staff performance has to be monitored to highlight factors that may lead to ineffectiveness. The study therefore sought out to examine performance appraisal of Human Resources in Anglo- Saxon Higher Institutions in Cameroon Research Questions 1. To find out the purpose and underlying principles of performance appraisal of Human Resources in Anglo- Saxon Higher Institutions in Cameroon? 2. To examine the policies, plans and procedures in the implementation of performance appraisal of Human Resources in Anglo-Saxon Higher Institutions in Cameroon? 3. To find out recommendations that can be made to the existing performance appraisal systems of Human Resources used in Anglo-Saxon Higher Institutions in Cameroon to make the system a suitable mechanism for institutional efficiency? Research Questions 1. What are the purposes and underlying principles of performance appraisal of Human Resources in Anglo- Saxon Higher Institutions in Cameroon? 2. What are the policies, plans and procedures in the implementation of performance appraisal of Human Resources in Anglo-Saxon Higher Institutions in Cameroon? 3. What recommendations can be made to the existing appraisal system of Human Resources used in Anglo- Saxon Higher Institutions in Cameroon to make the system a suitable mechanism for institutional efficiency? Methodology Since the study sought out to examine performance appraisal of Human Resources in Anglo-Saxon Higher Institutions in Cameroon, a survey research design was employ. To estimate the sample size for lectures, the formula stated below by (Amin, 2005) was used. ܼܰଶ ܲ(1 − ܲ) ݀ଶ(ܰ − 1) + ܼଶܲ(1 − ܲ) Where: N= Total number respondents that constituted the accessible population of the study. Z= Z value corresponding to the confidence level=95%, giving a Zα/2 =level of significance = 1.96. d= absolute precision=5%. P= expected proportion in the population was 40% for optimal sample size. Thus, 231 out of a total of 375 lecturers were targeted from University of Buea and 144 from the University of Bamenda making a total of 375 lecturers. Lastly, for administrators, it was 5 each from both institutions making a total of 10 administrators’. A questionnaire was used for lecturers and an interview guide for administrators. Two data analysis approaches were used for the study that is the qualitative and quantitative method. Data collected via interview guide were analysed qualitatively. Here, key concepts/themes, groundings and quotations were used. These refer to the key words that emerged from participants’ direct statements. On the other hand, groundings represent the number of times that a particular concept or theme emerged from the participant’s direct statements with some of the statements used as sampled quotations. The questionnaires were analysed quantitatively. Through this, a pre-designed EpiData Version 3.1 (EpiData
  • 3. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 416 Association, Odense Denmark, 2008) database which has an in-built consistency and validation checks was used to enter. Before the quantitative data were entered using the pre-designed EpiData Version 3.1, the demographic information and the test items were coded with numbers. The questionnaires of individual respondents were also assigned with serial numbers. The reason for the coding of the test items was to ensure easy traceability of the participants’ individual responses per test items if need arises. The data were then exported to SPSS version 21.0 (IBM Inc., 2012) for further consistency check, data validation, to identify invalid codes and eventually cleaning of the data in areas where some inconsistency and invalid codes were observed. After the data had been thoroughly check, the descriptive statistical tools (frequency count, percentages and multiple responses set) and inferential statistics (Spearman’s Rho test) were used in analyzing the quantitative data. The normality assumption test was computed using advanced statistical tests such as Shapiro- Wilk test and the Komogorov test of significance as seen on the table of test of normality below. To know if a data is normally distributed the P-value will be greater than 0.05 which was not the case as seen on the normality test table with all P-values less than 0.05. This therefore justify the reason while the Spearman rho test was used in testing the hypotheses of the study. Checking for normality assumption was very important to avoid faulty generalization like committing the type 1 or type 2 errors during the verification of the research hypotheses. Finally, findings were presented using frequency distribution tables, and charts with all inferential statistics presented at 95% level of confidence interval with alpha set at 0.05 levels accepting 5% margin of error. Presentation of Findings This section was principally concerned with the presentation of findings from 331 lecturers and 10 administrators. To what extent does performance appraisal affect students’ internal efficiency in Anglo-Saxon Universities in Cameroon? Table1: Lecturers’ appreciation of performance appraisal Test items Stretched Collapsed Strongly agree Agree Disagree Strongly disagree Agree Disagree Performance appraisal is often done in my department. 137 (41.4%) 72 (21.8%) 122 (36.9%) 0 (0.0%) 209 (63.1%) 122 (36.9%) The basic purpose of performance appraisal is to facilitate orderly determination of an employee’s worth to the organization of which he is a part. 155 (46.8%) 176 (53.2%) 0 (0.0%) 0 (0.0%) 331 (100%) 0 (0.0%) Performance appraisal has been discredited because often it has been used as a top-down and mainly bureaucratic system. 229 (69.2%) 102 (30.8%) 0 (0.0%) 0 (0.0%) 331 (100%) 0 (0.0%) Performance Appraisal in universities needs to appraise the performance of everyone. 141 (42.6%) 190 (57.4%) 0 (0.0%) 0 (0.0%) 331 (100%) 0 (0.0%) In my department, teaching and learning is evaluated regularly. 141 (42.6%) 75 (22.7%) 56 (16.9%) 59 (17.8%) 216 (65.3%) 115 (34.7%) After performance appraisal, the results are communicated and discussed with the employees on a one-to-one basis. 166 (50.2%) 92 (27.8%) 73 (22.1%) 0 (0.0%) 258 (77.9%) 73 (22.1%) Performance evaluations typically look at the achievements of members of staff but the type of activities that are taken into consideration vary between institutions and countries. 162 (48.9%) 162 (48.9%) 7 (2.1%) 0 (0.0%) 324 (97.9%) 7 (2.1%) The first step in the process of performance appraisal is the setting up of the standards which will be used as the base to compare the actual performance of the employees. 233 (70.4%) 98 (29.6%) 0 (0.0%) 0 (0.0%) 331 (100%) 0 (0.0%) Multiple response set 1145 (43.2%) 865 (32.7%) 477 (18.1%) 161 (6.1%) 2010 (75.9%) 638 (24.1%) n=331 In aggregate, findings showed that although 75.9% of the lecturers agreed that performance appraisal is done in their institution and they equally positively appreciated it, 24.1% of the lecturers did not. For instance, all the lecturers 331(100%) agreed that performance appraisal has been discredited because often it has been used as a top-down and mainly bureaucratic system. Also, although 209(63.1%) of the lecturers agreed that performance appraisal is done in their department, 122(36.9%) of the lecturers disagreed. Also, although 258(77.9%) of the lecturers agreed that after performance appraisal, the results are communicated and discussed with the employees on a one-to-one basis,
  • 4. International Journal of Trend in Scientific Research and Development (IJTSRD) @ IJTSRD | Unique Paper ID – IJTSRD29527 73(22.1%) of the lecturers disagreed with 115(34.7%) of the lecturers equ their department is regularly evaluated. Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of performance appraisal is to facilitate orderly part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the base to compare the actual performance of the employees. Figure1: Lecturers’ satisfaction with performance appraisal Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with performance appraisal, meanwhile 221(66.8%) of the lect Administrators’ own perception of performance appraisal First, all the administrators interviewed said “ “twice a year” while others said “in each semester Table2: The various ways the competencies of lecturers are evaluated Themes Students’ performance Effective use of time Collaboration with other staff From the table above, findings showed that students’ performance, lecturers’ effective use of time and their collaboration with other staff were the only three ways that the competencies of lecturers are evaluated as depicted in the findings of this study. Also, considering how performance appraisal is important, findings showed that some of the administrators said, it helps them to check whether they are meeting up to standard, to correct the weaknesses of workers, to equally know the success rate of lecturers and checking for the attainment of goals of the institutions. Also, based on the demerit with performance appraisal, “favouritism” was the only demerit highlighted by the administrators interviewed for the study. Lastly, as far as difficult aspects of performance appraisal were concerned, findings showed that measuring the actual performance of staff and setting realistic performance standards were the two difficult aspects captured in the findings of this study. Recommendations The following recommendations are based on the research questions: 0 50 100 Percentage I am adequately satisfied with the way performance appraisal is being done in my International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com 29527 | Volume – 4 | Issue – 1 | November- 73(22.1%) of the lecturers disagreed with 115(34.7%) of the lecturers equally disagreed that teaching and learning in Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of performance appraisal is to facilitate orderly determination of an employee’s worth to the organization of which he is a part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the base to compare the actual performance of the employees. Figure1: Lecturers’ satisfaction with performance appraisal Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with performance appraisal, meanwhile 221(66.8%) of the lecturers were satisfied. Administrators’ own perception of performance appraisal First, all the administrators interviewed said “performance appraisal of staff is conducted” in each semester”. le2: The various ways the competencies of lecturers are evaluated Frequency Quotations 7 “Through students’ performance in their course examinations”. “Students performance”. 1 “How the lecturers use their time” 1 “How they collaborate with other staff”. From the table above, findings showed that students’ performance, lecturers’ effective use of time and their collaboration with other staff were the only three ways that the competencies of lecturers are evaluated as Also, considering how performance appraisal is important, findings showed that some of the administrators said, it helps them to check whether they are meeting up to standard, to correct the weaknesses of workers, to equally turers and checking for the Also, based on the demerit with performance appraisal, ” was the only demerit highlighted by the Lastly, as far as difficult aspects of performance appraisal were concerned, findings showed that measuring the actual performance of staff and setting realistic performance standards were the two difficult aspects The following recommendations are based on the research Recommendations on policy and purpose of performance appraisal The recommendations were discussed as follows based on the responses of participants in the research. Staff is aware of the two essential roles of performance management (judgment and development), but favour appraisal that places emphasis on development, since it empowers them with skills and competencies to achieve institutional activities. Therefore, an emphasise staff development, not only in the plans but also during its implementation. The performance appraisal policy should indicate what is to be evaluated, the criteria and the methods to be used in the assessment of performa Performance appraisal system should be open, continuous, participative and developmental. It should emphasise research and adopt labour practices. Recommendations on procedure of performance appraisal The following recommendations are made on the findings with regard to the procedure of performance appraisal. Agree Disagree 66.8 33.2 I am adequately satisfied with the way performance appraisal is being done in my department. www.ijtsrd.com eISSN: 2456-6470 -December 2019 Page 417 ally disagreed that teaching and learning in Despite these lapses with performance appraisal observed, all the lecturers 331(100%) agreed that the basic purpose of determination of an employee’s worth to the organization of which he is a part and the first step in the process of performance appraisal is the setting up of the standards which will be used as the Figure1: Lecturers’ satisfaction with performance appraisal Findings from figure 1 showed that among the 331 lecturers sampled 110(33.2%) of them were dissatisfied with performance appraisal of staff is conducted” whereby some of them said le2: The various ways the competencies of lecturers are evaluated “Through students’ performance in their course “Students performance”. their time” “How they collaborate with other staff”. Recommendations on policy and purpose of The recommendations were discussed as follows based on the responses of participants in the research. Staff is aware of the two essential roles of performance management (judgment and development), but favour appraisal that places emphasis on development, since it empowers them with skills and competencies to achieve institutional activities. Therefore, an appraisal policy has to emphasise staff development, not only in the plans but also during its implementation. The performance appraisal policy should indicate what is to be evaluated, the criteria and the methods to be used in the assessment of performance. Performance appraisal system should be open, continuous, participative and developmental. It should emphasise research and adopt labour practices. Recommendations on procedure of performance The following recommendations are made on the basis of findings with regard to the procedure of performance
  • 5. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470 @ IJTSRD | Unique Paper ID – IJTSRD29527 | Volume – 4 | Issue – 1 | November-December 2019 Page 418 Policies, procedure and measures used for collecting evidence on performance should clearly be stipulated. Job descriptions should be reviewed and aligned with the institutional mission and goals. Subordinates should set standards and indicators of performance with their supervisors. Agreed goals will ease the process of appraisal and the final rating. The appraiser and appraisee should hold preliminary meetings before the formal appraisal meeting to agree on documents that should be available during the meeting and set dates for the meeting. Provide prompt feedback and written communication on the results of appraisal. Performance-related pay should be implemented due to its motivational effects on staff performance. However, other forms of motivation like praise and acknowledgement for good performance are also important. Appraisers/supervisors are to be consistent in their ratings to motivate staff, as one of the purposes of appraisal is to motivate staff to perform. Grievance procedure should be written and communicated to all staff. Recommendations for future research in performance appraisal It was then recommended that future research on performance appraisal in the Anglo-Saxon Higher Institutions in Cameroon studies should focus on leadership and the management of staff performance in institutions of higher learning. The research would focus on the style of leadership in an institution and how it influences the implementation of performance appraisal. Literature indicates that leadership provides vision and builds staff confidence to enable them to achieved targets. Leaders decide on appraisal policy, purpose and implementation procedures. Conclusion On the whole, Anglo-Saxon Universities approved of the need for effective and efficient performance appraisal of human resources in their institutions. It can therefore be concluded that performance appraisal has a great role to play as school management is concern to bring about educational effectiveness in Anglo-Saxon Universities in Cameroon. So good performance procedures should be instituted and results communicated to the subordinates or appraisees so that Universities can easily attain their goals. References [1] Allen, P.L. (2003), Performance Appraisals with More Gain, Less Pain. Harvard Management Communication Letter, Vol. 6, No. 3. [2] Armstrong, M. A handbook of human resource management practice, 10th ed. London: Kogan page, 2006. [3] Fisher, C., Schoenfeldt, L. and Shaw, J. (2005). Human Resource Management, 6th ed. Boston: South- Western College. ISBN 978-0618527861. [4] Seta, C. E., Paulus, P. B. and Baron, R. A. (2000). Effective human relations: a guide to people at work. 4th ed. Pearson Education. [5] Simmons, J. (2002). An expert witness perspective on performance appraisal in universities and colleges. Employee relations, Vol. 24, No. 1, pp. 86-100. MCB University Press. [6] Simmons, J. A., Iles, P. (2001). Performance appraisal in knowledge based organisations: implications for management education, International Journal for Management Education, 2, 1, pp. 3-18. ISSN 1472- 8117. [7] Türk, K. (2008). Performance appraisal and the compensation of academic staff in the University of Tartu. Baltic Journal of Management, Vol. 3, No. 1, pp. 40-54. Emerald Group Publishing.