Performance Appraisal Management System Comparison Between Public and Private Sector University of Pakista1

Performance Appraisal Management System

Comparison between Public and Private Sector

University of Pakistan.

Introduction:

Every organization has three types of resources physical, human & financial resources. A

university plays an important role in building responsible citizen.it plays an important role of

providing quality education. Universities are providing higher education to trained its student

and as well as helpful in development of personality. This all can be possible if teachers of

university help to develop personality of student and transfer quality education to their

students. This all can happen if teachers are motivated. Motivation is helpful for long term

success of any organization.

There are different theories of motivation like Maslow’s hierarchy of need theory, Herzberg’s

motivation hygiene theory and Adam’s Equity theory. These theories provide fundamental

basis of motivation that help describing the motivation of employees in a systematic way and

in understanding the contemporary theories of motivation like goal setting theory,

reinforcement theory and expectancy theory etc.

Maslow’s (1943) need-based theory of motivation is the most commonly known theory of

motivation according to which there are five fundamental needs of a person i.e.,

physiological, security, affiliation, esteem, and self-actualization.

Herzberg (1959) has divided the motivational factors in terms of job satisfaction. He pointed

out that factors giving job satisfaction are called motivators and factors that give job

dissatisfaction called hygiene factors. The factors in field of education that are hygienic are

salary, senior’s role, work load. If these factors are supportive then there will be high

performance level.

These all can be determined by performance management system. Every organization

conducts performance appraisal to find the performance of their employees. It is necessary

for effective management and evaluation of staff.

Performance management system is simply the weightage of employee’s working and its

income. Performance management depends upon the outcome. If the performance of

employee is satisfied then there is rise in salary and if outcome is not satisfactory then there is

cut in salary or dismissal from job. Performance appraisal system is also used to identify the

gaps and training needs if required. It improves the organization performance.it also increase

the employee’s behaviour and motivation on work. There are formal an informal many ways

of appraisal management systems. Formal ways include annual six-month, quarterly or

monthly informal ways include on job observation, feedback, interviews and discussions.

There are different benefits of performance appraisal management system that are following.

I. It helps to clarify the aims and objectives of organization.

II. It helps to increase motivation level of employees.

III. It is also helpful to identify the training needs of employees.

IV. Helpful to identify personal strengths

V. Helpful for teambuilding.

VI. Helpful for making relationship between senior and junior employees

VII. Helpful to resolve the confusion and misunderstandings.

VIII. Helpful for employee growth and development

IX. Helpful for increase the profitability of any organization.

X. Helpful to end-user satisfaction increase.

There are different types of performance appraisal system we-either it is traditional or 360

degree it would be helpful only if conducts in a proper way and honestly. Following are

different types of performance appraisal.

I. Annual appraisal system

II. On job observation

III. One to one meeting

IV. Job tests

V. Surveys

VI. Behaviour assessments

Literature Review:

In short, performance appraisal is the only tangible metric by which an institution can check

and manage the performance of its diverse employees. In order to increase the credibility of

performance appraisal system there should be participation and ownership by the employees.

In addition, 360-degree appraisal, adequate training, procedural justice, goal-setting and

performance Feedback are the most important factor in determining the success of appraisal

system in any institution. (Ambreen Anjum, 2011)

For every organization (small or big) there are some objectives, goals or missions to

accomplish. These goals can be achieved by better planning, implementing strategies and

smart management of human recourse. One of the important concerns however, is

measurement whether people are doing their work at right time in right manner. The process

leads towards the area performance management. (Aslam, 2010)

The top management in the civil service should consider that fairness perceptions among the

two groups of employees exist and supervisory employees have more favourable reaction to

performance appraisal system then non-supervisory employees. So in order to increase

fairness perceptions among non-supervisory employees their procedural, distributive and

interpersonal and information justice perceptions should be increased. In this regard non-

supervisory employees should be given more training and knowledge regarding the system,

so that their familiarity with the system should be increased. Moreover, the high ups should

also ensure that the system is working to supports those purposes for which it is established in

the civil service. In addition, ideas and needs of non-supervisory employees should be

considered in the system development i.e. more participation in the system development.

Though the study was conducted in the District Dera Ismail Khan, but still it could be used to

improve performance appraisal system’s fairness perceptions of civil servants working

throughout the country, as the same PAS is in practice for all the civil servants. So the

management in the civil service can increase fairness perceptions in non-supervisory

employees which ultimately increase the effectiveness of the system. (Malik Ikramullah

(Corresponding Author), 2011)

Management should have to adapt in order to enhance the quality of this system and its

impact on teachers’ performance. Recognition, feedback, participation in performance

planning and performance review meetings can be the factors of enhanced performance and

should always be considered, while developing a good performance appraisal system for

teachers in higher education institutes. (Muhammad Imran Rasheed, 2011). Role of head of

department is very crucial in evaluating teacher’s performance developing their capabilities

and receiving good results. Therefore management should be well trained for conducting

performance appraisal system.

Performance appraisal system is the only tangible metric way by which an organization can

know the level of performance of its diverse employees. Although most employees are aware

of the type of performance appraisal system used in the private universities, such systems are

not based on any serious formal purpose for which they were designed. The effectiveness of

performance appraisal systems in the private universities are only based on training to the

employees involved in the rating/appraising process and are multi- rating systems.

Conclusively, because the performance appraisal systems used in private universities are not

effective and that they exist just as a matter of formalities, the private universities cannot

measure employees’ performance hence making it difficult to achieve the intended Human

Resource Management objectives. (Nyaoga, 2010)

The performance appraisal has been an issue of major concern with its long lasting impacts

on the employees’ job performance, which in turn, leads to the organizational performance.

This interpretation justifies the strategic role of the performance appraisal and also provides a

strong reason to why companies must focus on the effective execution of performance

appraisals. In Pakistan, there is limited number of private sector organizations who are able to

effectively execute the performance appraisal systems. Those who use this system are

confined to the traditional approach of performance appraisal. Research reveals that

employees become aware of their performance after passing through the mechanism of

performance appraisal. The condition for such positive outcomes is that the performance

appraisal system must be effective. The market competition has injected a culture of

competing against each other among employees. Especially, in target oriented jobs like sales

and marketing where in an effort to achieve the targets, people ignore the human factor. The

organizations should focus on the principle of ‘justice’ and ‘fairness’ while designing and

implementing performance management programmes for employees by ensuring that only

‘good performers’ are rewarded. The management of the companies must also consider the

fact that there must be criterion validity rather than inconsistencies which limit the

employee’s ability to work for the organization with full zeal and zest. The developmental

plans must be communicated to the employees to ensure proper coordination as doing this

will reduce the ‘irritations’ employees feel when their performance is appraised in regular

intervals. This also entails that proper communication of the performance management

systems must be there so that employees better able to understand the importance of

performance management systems. (Shahbaz, Vol.1, No.1 (June, 2011))

The public sector universities need to change the typical confidential reporting system. The

time period for evaluation should be reduced from one year to six months and results should

be communicated to teachers so that they can improve their performance. The evaluation

system should be devised in such a manner that it is linked with promotion and compensation

so that teachers consider it important. (Khurram Shahzad, Vol. 4 No.2 March 2008)

Before the 1970s, financial appraisal was almost the whole content of performance appraisal

of firms. It is easy to understand that in the early stage of development of modern industry,

the firms were simpler and profits-focused. Thus various financial performance indicators

were used in measuring their performance. During this period, the keystone of research on

performance measurement was to develop financial indicators, as people paid most attention

on profit, return on investment and productivity and so on. Moreover the evolution of

appraisal methods was based on the financial indicators. The companies were purely profit-

orientated, and owners or managers emphasize maximizing profit as a sole objective for

operation. Thus financial indicators are the most obvious ones for performance appraisal of

firms. (Tong Xue, Volume3, Number6, July 2011)

The second phrase approximately began as the middle and late of 1970s until the end of 20

Century. At this stage, people started to examine more performance dimensions such as

customer satisfaction, strategy and learning and innovation capability and so on. Non-

financial indicators started to be seen in performance appraisal system of firms. These

measurements were used to reflect effectiveness of operation, the overall situation of firms,

and the trend of firms in the future. (Tong Xue, Volume3, Number6, July 2011)

The reasons for not properly training managers to conduct effective appraisals do not hold

water in our ever-changing work environment. If performance is important to an organisation,

so is the appraisal of that performance. If appraisal is important, then managers must be led to

develop the skills presented in this paper that are critical for effective appraisal. Without

these critical competencies, the organisational appraisal process cannot achieve its desired

objectives. No matter how well designed a performance appraisal system is, its effectiveness

is largely determined by the understanding, commitment and skills of the managers who must

actually implement the system. (Kumar, No. 4, 2005)

A part of human resource management is performance appraisal to improve corporate

performance, all the while harming the targeted individuals and even undermining the

commitment and energy of the survivors. Developing clear, realistic performance standards

can also reduce communication problems in performance appraisal feedback among

managers, supervisors, and employees. (Mostafa Jafari, Volume 7, Number 3 (2009))

Performance appraisal and performance management are different. Performance management

is the creation of an entire system (a setting, a work environment, a culture) bringing together

all of the essential factors so all of the people are enabled to work in an aligned and

coordinated manner to the best of their abilities. Performance appraisal is much more limited.

It is a process to assess how individual employees are performing and how they can improve

their job performance and contribute to overall organizational performance. (Grubb, Vol. 1,

No. 1, Summer 2007)

Managing performance is, therefore, a holistic process that should be advocated effectively

and implemented as a part of managing teachers to enhance learning in the school. If leaders

in education have the courage to do this and customise best practices in the world for local

conditions they could well be providing a model of lifelong learning for teachers and in that

way sustain improvement in the delivery of the organisational goal of education systems.

(Tom Bisschoff, The advocacy of an appraisal system for teachers: a case study, vol.29,Aug.

2009)

Through the appraisal process as practised in Botswana secondary schools, teachers can gain

increased knowledge and skills, which ultimately enhance their performance in their daily

duties in the schools. Most importantly, the appraisal process plays a crucial role in moulding

the disposition of the teachers positively towards the teaching profession. Many teachers do

not understand the purposes or practices of the current teacher appraisal process due to lack

of orientation and training. This constitutes an important and urgent avenue for in-service

teacher training. The current teacher appraisal system as practised in Botswana secondary

schools is acceptable, but managerial and training aspects should be improved. The teacher

appraisal system should be periodically reviewed to keep it in line with changes that may

have taken place in the education system. (Pedzani Monyatsi, V o l 2 6,2006)

Key performance areas are the most important factor for evaluating the employee’s

performance. So, there should be role clarity in the organization. Performance should be

linked with reward and it should be given to employees timely. (Geeta Kumari, Vol. 1, No. 5,

December 2010)

The effective implementation of performance management system is the key to success for

organizations looking for achieving the organization goals. The traditional approaches like

performance appraisal create many hindrances and instead of playing an effective role in the

organization develop a cold war between the employer and employees. Developing and

managing a performance management system is not an easy task. There should be consensus

among employees when goals are developed. Goals are such that which should be easily sub

divided into different organization. (Faisal Tehscene Shah, November 14, 2009)

A better performance appraisal system integrated with better HR practices will enhance

performance appraisal satisfaction and also increase employee job satisfaction and reduce

turnover intentions to bring effectiveness in the organizations. Effective performance

appraisal systems stand to create a vision of success and a climate in which performers want

to give their best and strive for continuous improvement. (Adnan Ahmed, Vol. 5, No. 10;

October 2010)

Brief introduction of universities of Pakistan:

There are 139 universities in Pakistan & most of the universities are started after year 2000.

Out of 139 universities 74 universities are in public sector and rest 65 universities are from

private sector.in year 2008-09 total enrolment in universities are 803507. Out of 803507

enrolments 339704 number of enrolments in distance learning program, 348434 in public

sector and 115369 in private sector. There are 37428 faculty members in universities

according to HEC. Out of 37428 faculty members 17802 faculty members for distance

learning education, 13446 for public sector and 6180 for private sector universities. The

universities of Pakistan are offering education mainly from graduation to doctorate level

which includes following levels. Graduation, Master, MPhil, PhD. There are 18 public sector

universities in Punjab province and 20 private sector universities.

Universities/DAI’s chartered by the Government of Pakistan

S. No University/DAI NameMain

Campus Location

Website Address

1 Air University, Islamabad Islamabad www.au.edu.pk

2 Allama Iqbal Open University, Islamabad (AIOU) Islamabad www.aiou.edu.pk

3 Bahria University, Islamabad Islamabad www.bci.edu.pk

4 COMSATS Institute of Information Technology, Islamabad Islamabad www.ciit.edu.pk

5 Dawood College of Engineering & Technology, Karachi Karachi www.dcet.edu.pk

6Federal Urdu University of Arts, Sciences & Technology, Islamabad

Islamabad www.fuuast.edu.pk

7 Institute of Space Technology, Islamabad (IST) Islamabad www.ist.edu.pk

8 International Islamic University, Islamabad Islamabad www.iiu.edu.pk

9 Karakurum International University, Gilgit, Gilgit Baltistan Gilgit www.kiu.edu.pk

10 National College of Arts, Lahore (NCA) Lahore www.nca.edu.pk

11 National Defense University, Islamabad (NDU) Islamabad www.ndu.edu.pk

12 National Textile University, Faisalabad Faisalabad www.ntu.edu.pk

13National University of Modern Languages, Islamabad (NUML)

Islamabad www.numl.edu.pk

14National University of Sciences & Technology, Rawalpindi (NUST)

Islamabad www.nust.edu.pk

15Pakistan Institute of Development Economics (PIDE), Islamabad

Islamabad www.pide.org.pk

16Pakistan Institute of Engineering & Applied Sciences, Islamabad (PIEAS)

Islamabad www.pieas.edu.pk

17 Pakistan Institute of Fashion and Design, Lahore Lahore www.pifd.edu.pk

18 Pakistan Military Academy,  Abbottabad (PMA) Abbottabad Not Available

19 Pakistan Naval Academy, Karachi Karachi www.paknavy.gov.pk

20 Quaid-i-Azam University, Islamabad Islamabad www.qau.edu.pk

21 Virtual University of Pakistan, Lahore Lahore www.vu.edu.pk

(Pakistan, 2011)Universities/DAI’s chartered by Government of the Punjab

S. No University/DAI NameMain

Campus Location

Website Address

1 Bahauddin Zakariya University, MultanMultan

www.bzu.edu.pk

2 Fatima Jinnah Women University, RawalpindiRawalpindi

www.fjwu.edu.pk

3 Government College University, FaisalabadFaisalabad

www.gcuf.edu.pk

4 Government College University, LahoreLahore

www.gcu.edu.pk

5 Islamia University, BahawalpurBahawalpur

www.iub.edu.pk

6 King Edward Medical University, LahoreLahore

www.kemc.edu

7 Kinnaird College for Women, LahoreLahore

www.kinnaird.edu.pk

8 Lahore College for Women University, LahoreLahore

www.lcwu.edu.pk

9 University of Agriculture, FaisalabadFaisalabad

www.uaf.edu.pk

10 University of Arid Agriculture, RawalpindiRawalpindi

www.uaar.edu.pk

11 University of Education, LahoreLahore

www.ue.edu.pk

12 University of Engineering & Technology, LahoreLahore

www.uet.edu.pk

13 University of Engineering & Technology, TaxilaTaxila

www.uettaxila.edu.pk

14 University of Gujrat, GujratGujrat

www.uog.edu.pk

15 University of Health Sciences, LahoreLahore

www.uhs.edu.pk

16 University of Sargodha, SargodhaSargodha

www.uos.edu.pk

17 University of the Punjab, LahoreLahore

www.pu.edu.pk

18 University of Veterinary & Animal Sciences, LahoreLahore

www.uvas.edu.pk

Universities/DAI’s chartered by Government of Sindh

S. No University/DAI NameMain

Campus Location

Website Address

1 DOW University of Health Sciences, KarachiKarachi

www.duhs.edu.pk

2 Institute of Business Administration, KarachiKarachi

www.iba.edu.pk

3Liaquat University of Medical and Health Sciences, Jamshoro Sindh. Jamshoro

www.lumhs.edu.pk

4 Mehran University of Engineering & Technology, JamshoroJamshoro

www.muet.edu.pk

5 NED University of Engineering & Technology, KarachiKarachi

www.neduet.edu.pk

6Peoples University of Medical and Health Sciences for Women, Nawabshah (Shaheed Benazirabad) Nawabshah

www.pumhs.edu.pk

7Quaid-e-Awam University of Engineering, Sciences & Technology, Nawabshah Nawabshah

www.quest.edu.pk

8 Shah Abdul Latif University, KhairpurKhairpur

www.salu.edu.pk

9Shahaeed Mohtarma Benazir Bhutto Medical University, Larkana Larkana

www.smbbmu.edu.pk

10 Sindh Agriculture University, TandojamTandojam

www.sau.edu.pk

11 Sukkur Institute of Business Administration, SukkurSukkur

www.iba-suk.edu.pk

12 University of Karachi, KarachiKarachi

www.uok.edu.pk

13 University of Sindh, JamshoroJamshoro

www.usindh.edu.pk

Universities/DAI’s chartered by Government of Khyber Pakhtoonkhwa

S. No University/DAI NameMain

Campus Location

Website Address

1 Abdul Wali Khan University, Mardan Mardan www.awkum.edu.pk

2 Frontier Women University, Peshawar Peshawar www.fwu.edu.pk

3 Gomal University, D.I. Khan D.I.Khan www.gu.edu.pk/

4 Hazara University, Dodhial, Mansehra Manshera www.hu.edu.pk/

5 Institute of Management Science, Peshawar (IMS) Peshawar www.imsciences.edu.pk

6 Islamia College University, Peshawar Peshawar www.icp.edu.pk

7 Khyber Medical University, Peshawar Peshawar www.kmu.edu.pk

8 Kohat University of Science and Technology, Kohat Kohat www.kust.edu.pk

9 Khyber Pakhtunkhwa Agricultural University, Peshawar Peshawar www.aup.edu.pk

10 NWFP University of Engineering. & Technology, Peshawar Peshawar www.nwfpuetp.edu.pk

11 Shaheed Benazir Bhutto University, Sheringal, Dir Dir www.sbbu.edu.pk

12 University of Malakand, Chakdara, Dir, Malakand Malakand www.uom.edu.pk

13 University of Peshawar, Peshawar Peshawar www.upesh.edu.pk

14 University of Science & Technology, Bannu Bannu www.ustb.edu.pk

15 University of Swat, Swat Swat www.swatuniversity.edu.pk

Universities/DAI’s chartered by Government of Balochistan

S. No University/DAI NameMain

Campus Location

Website Address

1Balochistan University of Engineering & Technology, Khuzdar Khuzdar

buetk.edu.pk

2Balochistan University of Information Technology & Management Sciences, Quetta Quetta

www.buitms.edu.pk

3Lasbela University of Agriculture, Water and Marine Sciences Lasbela

www.luawms.edu.pk

4 Sardar Bahadur Khan Women University, Quetta Quetta www.sbkwu.edu.pk

5 University of Balochistan, Quetta Quetta www.uob.edu.pk

Universities/DAI’s chartered by Government of Azad Jammu & Kashmir

S. No University/DAI NameMain

Campus Location

Website Address

1 Mirpur University of Science and Technology (MUST), AJ&K Mirpur www.must.edu.pk

2University of Azad Jammu & Kashmir, Muzaffarabad, Azad Kashmir, Muzaffarabad Muzaffarabad

www.ajku.edu.pk

PRIVATE SECTOR UNIVERSITIES/DEGREE AWARDING INSTITUTES

Universities/DAI’s chartered by the Government of Pakistan

S. No University/DAI Name Main Website Address

Campus Location

1 Aga Khan University, Karachi Karachi www.aku.edu

2 Foundation University, Islamabad Islamabad www.fui.edu.pk

3 Lahore University of Management Sciences (LUMS), Lahore Lahore www.lums.edu.pk

4National University of Computer and Emerging Sciences, Islamabad

Islamabad www.nu.edu.pk

5 Riphah International University, Islamabad Islamabad www.riphah.edu.pk

Universities/DAI’s chartered by Government of the Punjab

S. No University/DAI NameMain

Campus Location

Website Address

1 Beaconhouse National University, Lahore Lahore www.bnu.edu.pk

2 Forman Christian College, Lahore (university status) Lahore www.fccollege.edu.pk

3 Global Institute, Lahore Lahore www.global.edu.pk4 Hajvery University, Lahore Lahore www.hajvery.edu.pk

5 HITEC University, Taxila Taxila www.hitecuni.edu.pk

6 Imperial College of Business Studies, Lahore Lahore www.imperial.edu.pk

7 Institute of Management Sciences, Lahore Lahore www.pakaims.edu.pk

8 Institute of Southern Punjab, Multan Multan www.usp.edu.pk

9 Lahore Leads University, Lahore Lahore www.leads.edu.pk

10 Lahore School of Economics, Lahore Lahore www.lahoreschoolofeconomics.edu.pk

11 Minhaj University, Lahore Lahore www.mul.edu.pk

12National College of Business Administration & Economics, Lahore

Lahore www.ncbae.edu.pk

13 The GIFT University, Gujranwala Gujranwala www.gift.edu.pk

14 The Superior College, Lahore Lahore www.superior.edu.pk

15 The University of Faisalabad, Faisalabad Faisalabad www.tuf.edu.pk

16 University of Central Punjab, Lahore Lahore www.ucp.edu.pk

17 University of Lahore, Lahore Lahore www.ulhr.edu.pk

18 University of Management & Technology, Lahore Lahore www.umt.edu.pk

19 University of South Asia, Lahore Lahore www.usa.edu.pk

20 University of Wah, Wah Wah www.uw.edu.pk

Universities/DAI’s chartered by Government of Sindh

S. No University/DAI NameMain

Campus Location

Website Address

1 Baqai Medical University, Karachi Karachi www.baqai.edu.pk

2Commeces Institute of Business & Emerging Sciences, Karachi

Karachiwww.commecsinstitute.edu.pk

3 Dadabhoy Institute of Higher Education,Karachi Karachi www.dadabhoy.edu.pk

4 Greenwich University, Karachi Karachi www.greenwichuniversity.edu.pk

5 Hamdard University, Karachi Karachi www.hamdard.edu.pk

6 Indus Institute of Higher Education, Karachi Karachi www.indus.edu.pk

7 Indus Valley School of Art and Architecture, Karachi Karachi www.indusvalley.edu.pk

8 Institute of Business Management, Karachi Karachi www.iobm.edu.pk

9 Institute of Business and Technology, Karachi Karachi www.biztek.edu.pk

10 Iqra University, Karachi Karachi www.iqra.edu.pk

11 Isra University, Hyderabad Hyderabad www.isra.edu.pk

12 Jinnah University for Women, Karachi Karachi www.juw.edu.pk

13 Karachi Institute of Economics & Technology, Karachi Karachi www.pafkiet.edu.pk

14 KASB Institute of Technology, Karachi Karachi www.kasbit.edu.pk

15 Muhammad Ali Jinnah University, Karachi Karachi www.jinnah.edu

16 Newport Institute of Communications & Economics, Karachi Karachi www.newports.edu.pk

17Preston Institute of Management, Science and Technology, Karachi

Karachi pimsat-khi.edu.pk

18 Preston University, Karachi Karachi www.preston.edu.pk

19Shaheed Zulfikar Ali Bhutto Institute of Sc. & Technology (SZABIST), Karachi

Karachi www.szabist.edu.pk

20 Sir Syed University of Engg. & Technology, Karachi Karachi www.ssuet.edu.pk

21 Sindh Institute of Medical Sciences, Karachi Karachi www.siut.org

22 Textile Institute of Pakistan, Karachi Karachi www.tip.edu.pk

23 Zia-ud-Din University, Karachi Karachi www.zu.edu.pk

Universities/DAI’s chartered by Government of Khyber Pakhtoonkhwa

S. No University/DAI NameMain

Campus Location

Website Address

1 Abasyn University, Peshawar Peshawar www.abasyn.edu.pk

2CECOS University of Information Technology and Emerging Sciences, Peshawar

Peshawar www.cecos.edu.pk

3City University of Science and Information Technology, Peshawar

Peshawar www.cityuniversity.edu.pk

4 Gandhara University, Peshawar Peshawar www.gandhara.edu.pk

5Ghulam Ishaq Khan Institute of Engineering Sciences & Technology, Topi

Topi www.giki.edu.pk

6 Iqra National University, Peshawar Peshawar www.iqrapsh.edu.pk

7 Northern University, Nowshera Nowshera www.northern.edu.pk

8 Preston University, Kohat Kohat www.preston.edu.pk

9Qurtaba University of Science and Information Technology, D.I. Khan

D.I.Khan www.qurtuba.edu.pk

10Sarhad University of Science and Information Technology, Peshawar

Peshawar www.suit.edu.pk

Universities/DAI’s chartered by Government of Balochistan

S. No University/DAI NameMain

Campus Location

Website Address

1 Al-Hamd Islamic University, Quetta Quetta http://www.aiu.edu.pk

Universities/DAI’s chartered by Government of Azad Jammu & Kashmir

S. No University/DAI NameMain

Campus Location

Website Address

1Al-Khair University, Bhimber, AJ&K (Admissions allowed only at main campus, Bhimber, AJ&K w.e.f 17.10.2011)

Bhimber www.alkhair.edu.pk

2 Mohi-ud-Din Islamic University, AJK Nerain Sharif http://www.miu.edu.pk/

Universities banned for enrollment

S. No Universities NameMain

Campus Location

Website Address Status

1 University of East, Hyderabad Hyderabad http://www.uoe.edu.pk/

New Admission closed w.e.f01.01.2011.HEC will only recognize the degrees awarded to students already enrolled prior to 1st January, 2011.

(Pakistan, 2011)

Objectives of study:

1. The basic aim of this study is to compare the public and private sector university

performance management system and to improve the human resource practices in

higher educational institutes of Pakistan.

2. To investigate the difference of teacher’s job satisfaction in both sectors.

3. To investigate the difference of method used in both sectors such as formal or

informal appraisal system.

4. To investigate the different factors upon which performance appraisal system made.to

find difference about out how much changes takes affect after performance appraisal

system.

5. To find the difference about fair used of performance appraisal system.

6. To find the difference about how much performance appraisal system helpful in both

sector in employee career development as a teacher.

Research methodology:

The data for this study is collected by public and private sector universities. The data is

collected by questionnaire from faculty members of both sectors. Qualitative approach is

used to know the employee’s perception about performance appraisal system. This study is

based on sample of 11 questionnaires five from each sector. The data is collected from G.C

University Faisalabad that is Public Sector University and 6 questionnaires are collected and

from University of Central Punjab Faisalabad campus that is representative of private sector

from their 5 questionnaire are collected.

Data analysis & research findings:

Usage of formal and informal practices: According to this research 80% of respondents of

private sector said that formal appraisal performance system is used in their institute and this

feedback is given by head of institute, other faculty members and external individuals such as

government regulatory authority like higher education department. Whereas in public sector

institute 83% respondents says that they received feedback from head of institute more than

once in each month, from other teachers monthly and 67% respondents said that from

external body they got feedback once per year.

Important aspects of performance appraisal system or feedback: According to private

sector teachers 100% respondents said that student test score, parent’s feedback, knowledge

and understanding with teacher’s main subject, knowledge and understanding of instructional

practices, teaching students with special learning needs, student’s discipline and behaviour &

extra-curricular activities with students have high importance in performance appraisal

system.

100% respondents said that student’s feedback, working well with head of institute and

colleagues, classroom management and 80% respondents said that teaching in multi-cultural

setting have moderate importance in performance appraisal feedback.

On the other hand in public sector universities 84% respondents said that students test scores,

work with head of institute and colleagues 67% respondents said that innovative teaching

practices and understanding of main subject & knowledge 50% said that relation with

students & knowledge and understanding of instructional practices in main subjects &

teaching students with special learning needs are considered high importance aspects of

performance appraisal feedback.

83% respondents said that other student learning outcomes, 100% respondents said that

professional development undertaken, 50% said that classroom management, student

discipline and behaviour & extracurricular activities with students are with moderate

importance aspects of performance appraisal feedback.

Effects of performance management appraisal feedback : In public sector university data

67% respondents said that there is no change in salary, financial bonus or other rewards.80%

respondents said there is moderate change in opportunities for professional development

activities & change in the like hood of career advancement.67% respondents said that

moderate change in role in school development initiatives.50% respondents said that large

change in public recognition from head of institute and colleagues 67% said that large change

in work responsibilities that make job more attractive.

In private sector institute 100% respondents said there is moderate change in salary, change

in the like hood of career development, public recognition from head of institute or

colleagues & role in school development initiatives.100% of respondents said that there is

large change in financial bonus or other rewards, opportunities for professional development

activities and change in work responsibilities that makes job more attractive.

Effect of employee behaviour concerning the performance appraisal/ feedback: In

private sector 100% respondents said that there is large change in knowledge and

understanding of their main subjects and training plan to improve their teaching.100% of

respondents said that there is moderate change in class room management practices,

instructional practices in main subject, teaching students with special learning needs,

handling of student discipline and behaviour, teaching student in multicultural setting and

emphasis place on student test scores in their teaching.

In Public Sector University 50% respondents said that there is large change in knowledge and

understanding in main subject & handling of students discipline and behaviour 67% said that

there is large change in knowledge and understanding of instructional practices in main

subject and development and training plan to improve teachings.67% respondent said that

there is moderate change in classroom management practices and teaching of students with

special learning needs.50% respondents said that there is moderate change in knowledge and

understanding of their main subject and emphasis place upon improving students test scores.