Measuring employee performance through a values-driven performance management strategy for a higher education institution.

Abstract

Globally, Higher Education Institutions (HEIs) are facing the challenges of increased competition, exacerbated by the aftermath of the recent and devastating COVID -19 pandemic. The pandemic has changed the way in which one teaches and learns, essential in a changing time, but which happened at a quicker pace than anticipated. During the pandemic, massive modifications to student and employee mindsets and skill sets were forced upon these groups in order for universities to remain sustainable and for students to graduate seamlessly. These trends necessitated the re-assessment of strategic plans for continuity and relevance, with all areas of service and value offering being revamped. To obtain the key research questions, this study used primary and secondary sources and employed a qualitative methodology. The study was carried out at a public higher education institution in the KwaZulu-Natal province of South Africa. A total of 15 (Fifteen) personnel from the academic and administration support staff were selected as the research sample. The main purpose was to learn more about personal values when measuring performance against strategy execution. The foremost aim of this dissertation was set to identify the hurdles in implementing the Balanced Scorecard Model when measuring behavioural outcomes within a values-based Performance Management System (PMS). This study questions the role personal values play in strategy execution as well as provides a unique viewpoint on the implementation of PMS at a HEI. Further investigation explored whether the values of the organisation should be incorporated within a PMS. A 360-degree assessment was reviewed as a further evaluation of employee behaviour. Commonly included within a PMS, the 360-degree assessments provide vital information on employee behaviour in relation to their peers, subordinates, and external stakeholders. Literature on Performance Management (PM) and strategy formulation at HEIs was critically analysed, including Kaplan and Norton's Balanced Scorecard (BSC) method, which was carefully reviewed and supported by a qualitative study. The study was steered by semi-structured interview sessions with Executives, Heads of Departments (HODs) and employees from the teaching and learning sector to examine the thoughts and impressions that they have on a values-based PMS. Furthermore, although the BSC method may form a sound basis for the alignment of individual Key Performance Indicators (KPI), this however is limited to certain perspectives such as financial aspects and the customer, and may not address the organisational culture. Throughout the study, the gaps in implementation of a values-based PMS were highlighted. With the changes in the workplace, a combination of remote working and physical "at work" workspaces, measuring performance in accordance with a values-based philosophy has become more complicated. The findings in this research tended to indicate that although there may be challenges in implementing a values-based PMS, the implementation of such a system could result in an improvement in the performance of both the institution and individuals if it were incorporated and aligned to a strategic management process. Achieving the required improvement in a culture shift may be aided by the development of effective incentive and recognition interventions, as well as the branding of the institution's values and principle approaches. The qualitative data attained in this study was analysed using content analysis, specifically, thematic analysis to identify themes and sub-themes.