Issues and problems of performance appraisal systems for university general staff: a study in a U.S. university

Abstract

Both benefits and problems appear to be associated with performance appraisal systems, but the research literature includes relatively few workplace‐based studies which explore the reasons for the difficulties surrounding it. This lack of work‐place information is particularly true of performance appraisal for university general staff. This paper aims to fill this gap, at least partly, through an investigation of the effectiveness of a performance appraisal system for general staff in an American university. Staff in the University of California Office of the President, the central administration of a very large multi‐campus American university, were surveyed for their views on five major areas that are thought to be influenced positively by an effective performance appraisal system. These areas are summarised under the headings: communication and feedback, work objectives, job duties, communication with supervisors, and effectiveness of communication, training and rewards. The survey also sought information about staff views on performance appraisal in general, and also about what special issues performance appraisal presents for supervisors. Results of the study supported many of the hypotheses of the research literature about how to install an effective appraisal system, including the need for continuing training, support from the top of the organisation, clear objectives for the system, and an appropriate match between the type of appraisal system and its uses. There were few differences in perceptions about these matters between staff and their supervisors. The type of work done in higher educational institutions, however, as well as aspects of those organisations’ cultures, gave rise to special problems for their performance appraisal systems, so that the system's benefits appeared limited in the eyes of many of its users. The problems included difficulties in coming to grips with the organisation's goals, and hence in setting performance standards, and enforcing the requirement that everyone in the organisation be appraised. The attempt to link the performance appraisal system with merit pay increases also appeared problematic given the vulnerable nature of higher education funding, the variability of the task environment and a collegial culture which extends to general staff as well as academics.