Exploration of the perceptions of academic staff on performance appraisals in some selected private universities in Lusaka district, Zambia.
type: CreativeWork
description: This research study explored the perceptions of academic staff on performance appraisals in selected private universities in Lusaka District. The study explored types of performance appraisal systems used in selected private universities in Lusaka District, examined the use of data derived from appraisals and assessed academic staff perceptions on appraisals. Utilizing a qualitative approach grounded in an interpretivist philosophy, this study employed a descriptive research design. The research involved the distribution of online open-ended questionnaires to collect responses from a total sample size of thirty academic staff from five private universities. The findings revealed the prevalence of participatory performance appraisals as a widespread practice. However, the study uncovered varying perceptions among academic staff, with many perceiving appraisals as pointless due to the disconnection from tangible rewards, while others reported improvements in their performance such as teaching methods and time management. Disparities in the provision of feedback were also highlighted, with some receiving comprehensive feedback and others receiving none. Moreover, a notable skepticism appeared on the alignment of appraisal results with actual job performance. Interestingly, the qualification of the supervisor did not jeopardize the perception of academic staff on the Performance appraisal process. In view of these findings, the study recommends that there is need for private universities to establish clear and standardized performance appraisal processes, offer biannual training sessions focused on enhancing academic staff understanding of the appraisal process, utilize the 360-degree feedback appraisal system to provide a comprehensive view of performance and mitigate bias, provide regular and comprehensive feedback. In addition, the study recommends private universities should offer training focused on enhancing academic staff understanding of the appraisal process, u…
abstract: This research study explored the perceptions of academic staff on performance appraisals in selected private universities in Lusaka District. The study explored types of performance appraisal systems used in selected private universities in Lusaka District, examined the use of data derived from appraisals and assessed academic staff perceptions on appraisals. Utilizing a qualitative approach grounded in an interpretivist philosophy, this study employed a descriptive research design. The research involved the distribution of online open-ended questionnaires to collect responses from a total sample size of thirty academic staff from five private universities. The findings revealed the prevalence of participatory performance appraisals as a widespread practice. However, the study uncovered varying perceptions among academic staff, with many perceiving appraisals as pointless due to the disconnection from tangible rewards, while others reported improvements in their performance such as teaching methods and time management. Disparities in the provision of feedback were also highlighted, with some receiving comprehensive feedback and others receiving none. Moreover, a notable skepticism appeared on the alignment of appraisal results with actual job performance. Interestingly, the qualification of the supervisor did not jeopardize the perception of academic staff on the Performance appraisal process. In view of these findings, the study recommends that there is need for private universities to establish clear and standardized performance appraisal processes, offer biannual training sessions focused on enhancing academic staff understanding of the appraisal process, utilize the 360-degree feedback appraisal system to provide a comprehensive view of performance and mitigate bias, provide regular and comprehensive feedback. In addition, the study recommends private universities should offer training focused on enhancing academic staff understanding of the appraisal process, u…
author: Kabwe, Nsama
language: en
date published: 2024
date modified: 2026-07-27T22:05:50Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia