Effect of Management Styles on employees performance

EFFECTS OF MANAGEMENT STYLES ON EMPLOYEES PERFORMANCE

ACASE STUDY OF NORWEGIAN PEOPLE’S AID

YEI VOCATIONAL TRAINING CENTRE

SOUTH SUDAN

BY

DANIEL LODINYA STEPHEN

BABA/11/WSU/J1206

A RESEARCH DISSERTATION SUBMITED TO THE FACULTY OF BUSINESS

ADMINISTRATION AND MANAGEMENT STUDIES AS PARTIAL

REQUIREMENT FOR THE AWARD OF BACHELOR

DEGREE IN BUSINESS ADMINISTRATION

OF ST. LAWRENCE UNIVERSITY

- KAMPALA (UGANDA)

JULY - 2014

i

DECLARATIONS

I, Daniel Lodinya Stephen, do hereby declare that the content of this research dissertation paper is

my own work, and is to the best of my knowledge, where other forms of literature have been used;

it has been expressly stated and acknowledged and has never been submitted to any other

university or institution of higher learning for any award of degree.

Daniel Lodinya Stephen

Reg: BABA/11/WSU/J1206

Signature………………………….

Date……………………………….

ii

APPROVAL

This is to acknowledge that this work entitled; Effects of Management Styles on Employees

performance. A Case Study of Norwegian People’s Aids, Yei Vocational Training Centre- South

Sudan Program has been done under my research and is now ready for submission to the Faculty

of Business and management studies at St. Lawrence University – Kampala (Uganda).

Supervisor

Ms. Nakimuli Leticia

Dean of Business and Management studies

St. Lawrence University- Kampala (Uganda)

Signature: _____________________________

Date: ______________________________

iii

DEDICATION

I dedicated this work to Almighty God, and to my beloved brother Mr. ISAAC ALORO STEPHEN

for your usual support throughout my Bachelor Degree education struggle which made me break

a record of centuries in our clan and your contribution has not gone unnoticed and thank you may

almighty reward you abundantly, to my Tire less & LOVELY Dad Dickson Wongo and Mam

Jenity Anite for the support and advices you gave me throughout the period I was doing this

Bachelor Degree program.

To my cherished beloved and dedicated fiancé Suzan Poni and my Brothers wives Sadia Margret,

Jane Johnson you all took over to guarantee me advices that gave the dream for my high academic

achievements which will become real. You are a gem. I Love You All

Lastly I also dedicate this work to my late grandfather Wilson Modi and Grandmother Hellen

Konga who emphasis education as a priority to their grandchildren as the key for the future and

May soul rest on eternal peace.

Your dreams has come true thank you.

iv

ACKNOWLEDGMENT

Indeed God has been faithful to me. I offer my first and foremost thanks to God for his abundant

blessings throughout my Degree study program.

My profound gratitude goes to my able and determined supervisors, Ms. Nakimuli Leticia for her

immense contributions, comments, suggestions, monitoring and kindness shown to me. God bless

you. Your support was great and can’t go unnoticed.

I acknowledge with sincere thanks the advice and support offered to me throughout this study by

especially my Beloved Brother Mr. Isaac Aloro Stephen for your tireless contribution, Mr. 1st

Lefternal John Lodiong Stephen , Moses Kenyi Stephen, Amos Bida, Lomude Laki, Paul Banga

and Benard Lomude, Father Dickson Wongo, 2nd lefternal Father Stephen Taban, Aunt Suzan

Yabu, Reida Rejoice, grandfather Mr. Isaack Labusa, Moses Logulomo, mother Jenity Anite,

Cicilia Kadi, Mary Akiyo and Sisters Betty Akujo, Esther Aleko, Florence Talata, Eva Araba,

Sarah Sadia and Martha Ropani who have all laid the solid foundation of my education and their

tireless effort and unquenchable love and support throughout my career.

Especial gratitude and thanks goes to Mr. Otim Joseph for his trust on me since I started my first

job with him and allowing me to pursue my Bachelor Degree. Alex Moro thanks you so much for

spending our campus life together and be blessed too.

Finally, I wish to express my sincere thanks to all my family members, relatives and friends

especially those whose names I have not mentioned and those who helped me in one way or the

other through editing and additions; I say may God bless you all.

v

TABLE OF CONTENTS

DECLARATIONS ................................................................................................................................... i

APPROVAL ........................................................................................................................................... ii

DEDICATION ....................................................................................................................................... iii

ACKNOWLEDGMENT ........................................................................................................................ iv

LIST OF TABLES ............................................................................................................................... viii

LIST OF FIGURES ................................................................................................................................. x

ABSTRACT ........................................................................................................................................... xi

CHAPTER ONE ..................................................................................................................................... 1

1.0 INTRODUCTION ............................................................................................................................. 1

1.1 BACKGROUND TO THE PROBLEM ............................................................................................. 1

1.2. STATEMENT OF THE PROBLEM. ................................................................................................ 3

1.3. OBJECTIVES OF THE STUDY....................................................................................................... 3

1.4. RESEARCH QUESTION OF THE STUDY ..................................................................................... 3

1.5. SCOPE OF THE STUDY ................................................................................................................. 4

1.6. SIGNIFICANCE OF THE STUDY .................................................................................................. 4

1.7. CONCEPTUAL FRAMEWORK ...................................................................................................... 5

Domineering ........................................................................................................................................... 5

Independent ............................................................................................................................................. 5

Decisive .................................................................................................................................................. 5

Critical 5

Social Set up ........................................................................................................................................... 5

1.8. DEFINITION OF KEY CONCEPTS ................................................................................................ 6

CHAPTER TWO .................................................................................................................................... 7

LITERATURE REVIEW ........................................................................................................................ 7

2.0 INTRODUCTION ............................................................................................................................. 7

2.1.0. MANAGEMENT STYLES ........................................................................................................... 8

2.1.1. PARTICIPATORY MANAGEMENT STYLE............................................................................... 8

2.1.2. DEMOCRATIC MANAGEMENT STYLE. ................................................................................ 10

2.1.3. AUTOCRATIC MANAGEMENT STYLE .................................................................................. 11

2.2.0. EMPLOYEE PERFORMANCE .................................................................................................. 11

2.2.1. DEFINITION .............................................................................................................................. 11

2.2.2. IMPROVING PRODUCTIVITY ................................................................................................. 12

file:///G:/Final-HRM%20Daniel%20Lodinya..docx%23_Toc392575760





vi

2.2.3.0. QUICK DECISION MAKING PROCESS ................................................................................ 15

2.2.3.1. BUSINESS DECISION-MAKING ........................................................................................... 15

2.2.3.2. TEAM DECISION-MAKING METHODS ............................................................................... 15

2.2.3.3. METHOD 1: DECISION WITHOUT GROUP DISCUSSION .................................................. 16

2.2.3.4. METHOD 2: DECISION BY EXPERTS .................................................................................. 16

2.2.3.5. METHOD 3: DECISION BY AVERAGING INDIVIDUALS’ OPINION ................................ 16

2.2.3.6. METHOD 4: DECISION MADE BY AUTHORITY ................................................................ 16

2.2.3.7. METHOD 5: DECISION MADE BY MINORITY .................................................................... 17

2.2.3.8. METHOD 6: DECISION MADE BY MAJORITY ................................................................... 17

2.2.3.9. METHOD 7: DECISION MADE BY CONSENSUS ................................................................ 17

2.2.4. EFFECTIVE TEAMWORK ........................................................................................................ 17

2.2.5.0. JOB SATISFACTION .............................................................................................................. 19

2.2.5.2. MEASUREMENTS OF JOB SATISFACTION ........................................................................ 20

2.2.6. INNOVATION AND CREATIVITY ........................................................................................... 21

2.3. ORGANIZATION POLICY ........................................................................................................... 22

CHAPTER THREE ............................................................................................................................... 25

METHODOLODY ................................................................................................................................ 25

3.0 INTRODUCTION ........................................................................................................................... 25

3.1 RESEARCH DESIGN ..................................................................................................................... 25

3.2.AREA OF POPULATION OF THE STUDY ................................................................................... 25

3.3. POPULATION OF THE STUDY ................................................................................................... 26

3.4. SAMPLE SELECTION AND SIZE ................................................................................................ 26

TABLE1. SAMPLING APPROACH..................................................................................................... 27

3.5.0 DATA COLLECTION TOOLS /INSTRUMENTS ....................................................................... 27

3.5.1. DATA SOURCES ....................................................................................................................... 28

3.5.2. RESEARCH INSTRUMENTS .................................................................................................... 28

3.6. QUALITY CONTROL ................................................................................................................... 28

3.7. PROCEDURES FOR DATA COLLECTION ................................................................................. 29

3.8. DATA ANALYSIS AND PROCESSING ....................................................................................... 29

3.9. ANTICIPATED STUDY LIMITATION......................................................................................... 29

3.10. SOLUTION TO THE STUDY LIMITATION .............................................................................. 30

CHAPTER FOUR ................................................................................................................................. 31

DATA PRESENTATION ANALYSIS AND DISCUSSION OF RESULTS .......................................... 31

vii

4.0 BACKGROUND OF ANALYSIS ................................................................................................... 31

4.1. The demographic and socio-economic characteristics of respondents .............................................. 31

4.2 MANAGEMENT STYLES ............................................................................................................. 36

4.3. EMPLOYEE PERFORMANCE. .................................................................................................... 53

4.4. RELATIONSHIP BETWEEN MANAGEMENT STYLES AND EMPLOYEE PERFORMANCE . 57

CHAPTER FIVE ................................................................................................................................... 63

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ...................................... 63

5.0 INTRODUCTION ........................................................................................................................... 63

5.1 FINDINGS ...................................................................................................................................... 63

5.2 CONCLUSIONS. ............................................................................................................................ 64

5.3 RECOMMENDATIONS ................................................................................................................. 65

APPENDIX I ........................................................................................................................................ 66

REFERENCES...................................................................................................................................... 66

APPENDIX II ....................................................................................................................................... 68

QUESTIONAIRE.................................................................................................................................. 68

APPENDIX III ...................................................................................................................................... 73

Map of South Sudan showing Yei Town used in the Case Study ............................................................ 73

viii

LIST OF TABLES

TABLE1. SAMPLING APPROACH ……………………………………………….27

4.1.1. Respondents on Department …………………………………………………..32

4.1.2. Job position in NPA-YVTC …………………………………………………..32

4.1.3. Sex of respondents ……………………………………………………………33

4.1.4. Manager of subordinates ……………………………………………………...33

4.1.5. Length of Work …………………………………………….…………………34

4.1.6. Respondents on Educational level …………………………………………….35

4.2.1. My manager values all the ideas and skills I bring to him. …………………...36

4.2.2. People in my team are good at celebrating our successes. ……………………37

4.2.3. My manager generally understands the problems I face in my job. …………..38

4.2.4. My manager shows a genuine interest in me as a person. …………………….39

4.2.5. Satisfaction of freedom at work ……………………………………………….40

4.2.6. The decision-making process involves fewer people………………………… 41

4.2.7. My Company acts with integrity in its internal dealings with employees. ……42

4.2.8. We are encouraged to come up with innovative solutions. …………………...43

4.2.9. Company’s Management acts on the issues/opportunities identified in

Employee value surveys. …………………………………………….…………….....44

4.2.10. People in my team are resolving issues more quickly. ………………………45

4.2.11. My manager is considerate of my life outside work. ………………………...46

4.2.12. I have stretching objectives agreed with my manager. ………………………47

ix

4.2.13. My manager trusts my judgment within my job. …………………………….48

4.2.14. My manager inspires me to give my best. …………………………………...49

4.2.15. My manager gives me regular feedback on my performance. ………………50

4.2.16. Collaboration between your team and other teams in the business? ………...51

4.2.17. People in my team are focused on delivering results………………………....52

4.3.1. Do you have an annual set of performance standards? ………………….….….53

4.3.2. Do you receive regular job performance feedback? ………………………..….54

4.3.3. Do you think there is fairness in the way your performance is assessed? ….….55

4.3.4. Do you have opportunities to advance in your line of function? ……….……..56

Computation of correlation coefficient ………………………………………..……..58

Computation of correlation coefficient ………………………………….….………..60

Computation of correlation coefficient ………………………………………………62

x

LIST OF FIGURES

Figure 4.4.1. Decision Making Process and employee Performance ……………………57

Figure 4.4.2. Team Collaboration and Employees Performance ………………………...59

Figure 4.4.3. Valuing Ideas and Performance ……………………………………………61

xi

ABSTRACT

The study aimed to investigate the effects of management styles on employee performance.

Specifically, the study identified the management styles exhibited by managers in Norwegian

People’s Aid, Yei Vocational Training Centre in South Sudan in enhancing employee performance

and specific management style that affected the performance of the employees.

The study was conducted considering the effect of three major management styles, namely,

participatory style, Democratic style and Autocratic style on the performance of employees. The

data for this study was obtained by administering questionnaires to personnel in Norwegian

People’s Aid, Yei Vocational Training Centre in South Sudan. The data received from the

respondents was analysed with the help of statistical excel software. To test for the assumption,

Pearson Coefficient correlation analysis was conducted to examine whether the theory was

accepted or rejected. It was observed that strong correlation existed between Autocratic

management style exhibited by Managers in Norwegian People’s Aid, Yei Vocational Training

and employee performance.

The autocratic management style had significant positive effect on performance and hence

productivity. It meant that the managers were very particular about getting results and only

motivated employees to give their best in order to increase productivity. Participatory and

democratic styles were very insignificant and a few negative correlations suggested a decrease in

performance by employees, probably due to management acting with strict internal rules to achieve

results. It was recommended to have a balanced management style to equally reflect much interest

in people to enhance employee performance for a competitive advantage.

1

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND TO THE PROBLEM

Management is one of the oldest professions in the world. A quick reflection revealed that nothing

can be accomplished without planning, coordination, and implementation, all of which are

functions of management. Management can be as basic as managing a household and as complex

as managing a fortune 500 corporation. Whether it is the management of a household or a

corporation, the end result is to achieve some mode of effectiveness and efficiency. The desire to

achieve this bottom line is so powerful that earliest forms of management and its practices meant

the difference between life and death in some cases (George, 1968).

Many management styles have been proposed in the last fifty years, which are claimed to have

influenced the overall effectiveness of the organizations where they have been employed. In the

competitive world both with technological changes within the business environment, it is vital that

organizations survive in a dynamic environment (Maritz, 1995; Bass 1997)

The foundation of management styles and practices can be presented by looking at the different

management styles: Participatory Management, Democratic Management, Autocratic

Management and many other published styles of management. Beginning in the mid 1950's and

continuing even today, much has been written about participatory management. It became an

acceptable practice following the published work on theory Y and theory Z management style. It

is defined as managers sharing their power and influence by regularly asking employees for input

while maintaining at a minimum a veto over their ideas. This represents a significant increase in

empowerment from traditional Management style whose philosophy is to simply figure out what

should be done and to tell people to do it (Brown et al. 1994).

On the other hand, employee performance is an important building block of an organization and

must be annualized by organizations. Since every organization cannot progress by depending on

one or two individual efforts, it is collective effort of all members of the organization. Performance

is a major multi - dimensional construct aimed to achieve results and has strong links to strategic

goals of an organization (Mwita, 2000).

2

There is variety of hybrid management styles operating in Africa, some highly adaptive to the

operating environment and successful, some are mal – adaptive with some country difference.

According to Mazrui (2007), Africa for the new millennium demands exceptional management

styles. The emergence of a new style of management is critical not only for global Africans, but

for a world confronting globalization. It is recognized that management styles, especially in Africa

is difficult. There are many challenges, particularly of political, culture, poverty illiteracy and

disunity, yet African have come together in Mombasa (and earlier in Gaborone) maximize and

affirm the potential for positive management on our continent (Rotberg,2004).

In South Sudan, no empirical research has been carried out about the dominate management style.

However, studies carried out in other African countries seem to have some relevance on South

Sudanese because of common environment. Some Authors notably Kiggunu (1988) and Chondry

(1986), who have done some empirical study on management styles in southern Africa, have

concluded that dominance style of management is authoritarian, personalized, inflexible,

insensitive and conservative. There is evidence in South Sudan to prove that, South Sudan

manager’s exhibits similar styles. They seem to lean towards the authoritarian style of management

because of our colonial experience and socio – cultural structure. The private organizations in

South Sudan plays important role in the country’s development, such as providing employment.

They are performing very well, but surprisingly, little effort has been devoted in exploring these

private organizations. According to Adei (2001), for South Sudan to move forward, there should

be in place effective management styles that are critical for improving performance and

productivity in the private organizations.

In this view, the study will establish the management styles that are exhibited at Norwegian

People’s Aid – Yei Vocational Training Centre and find how these management styles are linked

to performance of its employees. Although many factors may influence the performance of an

organization, there can be little doubts that the quality of Managers available to it will be one of

the most critical determinates of ultimate success

3

1.2. STATEMENT OF THE PROBLEM.

We often think of a manager or leader is expected to exhibit a right behavior towards employees

or subordinates. Yet it is realized that in most organizations in Republic of South Sudan, work are

task-focused and routine, with no flexibility, and yet decisions and policies are imposed on

subordinates. In such organizations where the management perceives employees as mere hands to

get job done, employees would pretend to do well due to the standards and measure being assigned

to them.

For employees to accomplish their work, managers must encourage individuals who reports to

them, co-workers, and supervisors or customers. Because of this for effective and efficient

organisations management, the human factor must be critically looked out from the employee

performance. Norwegian People’s Aid, Yei Vocational Training Centre has a set of management

standards expected to be lived by its managers with the view to improve performance. The problem

for this study was to establish the management styles that are exhibited at Norwegian People’s

Aid, Yei Vocational Training Centre, and to know how it was effecting the performance of

employees.

1.3. OBJECTIVES OF THE STUDY.

The main objective of this study was to investigate the effect of management styles on employee

performance specifically, the study sought:

1. To identify the specific management styles exhibited by managers in Norwegian People’s

Aid - Yei Vocational Training Centre.

2. To determine the composition of employee performance in Norwegian People’s Aid - Yei

Vocational Training Centre

3. To Establish the Relationship between management styles and employee performance.

1.4. RESEARCH QUESTION OF THE STUDY

The following are the main questions the research was based on

1. What are the specific management styles exhibited by managers in Norwegian People’s

Aid - Yei Vocational Training Centre?

2. What is the composition of employee performance in Norwegian People’s Aid - Yei

Vocational Training Centre?

4

3. What is the Relationship between management styles and employee performance?

1.5. SCOPE OF THE STUDY

The study was carried out in Norwegian People’s Aids, Yei Vocational Training Centre - South

Sudan Program. The study examined the effects of management styles on employee’s

performance. The study applied both qualitative and quantitative research approaches where 25

study respondents will be selected.

1.6. SIGNIFICANCE OF THE STUDY

The importance of this research dissertation is carried out as a requirement for my partial

fulfillment for the award of Bachelor degree in Business Administration –Human Resource

management at St. Lawrence University- Kampala (Uganda) faculty of Business and management

studies.

This study will examine the different management styles in relation to employee performance so

as to give an over view on the general performance of individuals in a firm. The outcome will

demonstrate and identify the different effects management styles have on overall employee

performance as opposed to managerial, interpersonal or what is referred to as interactive

knowledge for arrangement on management of Norwegian People’s Aid – Yei Vocational Training

Centre as well as to find out the ways on how to improve organizational productivity by adjusting

or adopting different styles of management.

Again management style, such as encouraging other employees to work on difficult tasks would

motivate the staff to come out with his best, because the employee would feel that the manager is

helping in his or her career development

On the other hand, a manager may adopt a democratic style when interacting with employees and

this may affect the productivity of the organisation and this will not help the employee to perform

effectively.

The study would be significant to future academic scholars and researchers since it will add more

literature on the topic effects of management styles on employees’ performance.

5

1.7. CONCEPTUAL FRAMEWORK

EFFECTS OF MANAGEMENT STYLES ON EMPLOYEES PERFORMANCE:

Independent Variables Dependent Variables

Management Style Employees Performances

INTERVENING VARIABLES

Source: Researcher Daniel Lodinya Stephen (2014)

Participatory Management style

- Ethical dimension

- Proper channel of

communication

- Empowers employees

- Recognition of human dignity

Democratic management styles

- Group decision

- Creativity and innovation

- Team work

Autocratic Management style

- Domineering

- Independent

- Decisive

- Critical

Organization policy

Social Set up

- Improving productivity

- Quick decision making

- Effective team work

- Job satisfaction

- Innovation and creativity

6

1.8. DEFINITION OF KEY CONCEPTS

Management styles: these are managerial styles of management that managers use to attained and

achieve the organizational goal and objectives through planning, organizing, leading and

controlling the activities of the organization.

Employee performance: according to Millcorvich and Bondream (1997), employee performance

refers to as the degree to which employees accomplish work requirements

7

CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter deals with the review of the study and literature of various researchers pertaining to

the topic. A review of the Management styles literature reveals an evolving series of management

styles notable participatory style, democratic management style, autocratic management style.

Each of these offers some insights onto the qualities of successful management in an organization,

but there has been a shift focus from the characteristics and behaviors of the individual to

recognition of the importance of responding to the situations and contexts and mangers role in

relation to the followers. These reviews continuous with management styles and competency

frameworks. These present a range of management framework currently being used in

organizations. They define the qualities required of people in management positions and help

inform the manager’s development processes.

The purpose of reviewing the literature on management is to have a better understanding of a

management style as a concept, to examine different management styles and to see their

effectiveness and how each style affects the relationship among the employees in the organization.

The interpretation of various management styles suggests that single management style is adequate

to run an organization effectively, rather the combination of styles is effective if used appropriately

as situations demands. More importantly, high performance should be the aim of any organization

in any country globally. Even though, there are other factors which influence management styles,

the manager’s is to some extent be instrumental in enhancing the goal and objectives of the

organization. In order to access the effects of management styles on employee performance, which

is the focus of this study, it is logical to examine various management styles.

Every manager in every organization performs certain roles/tasks for the smooth running of the

organization and improvement of the organizational performance. The manner the managers

performs these roles and directs the affairs of the organization is referred to as his/ her management

style. Management style therefore is the way a manager leads. Some managers are more interested

8

in the work while others pay more attention to the relationship with subordinates than the job.

Whether a manager emphasizes the tasks or human relations is usually considered central

management style. Managers are formulating aims and objectives of establishing structures,

managing and motivating personnel and providing management (Daresh, 2000). However Nathan

(1996) asserts that providing managerial skills is a very essential component of a manager’s role.

The management style that manager’s choose to perform in the above mentioned roles will

determine whether they will accomplish the task at hand and long term organizational goals or not.

And whether they will be able to achieve and maintain positive relationship with staff (Mazzarella

and Smith, 1989).

2.1.0. MANAGEMENT STYLES

2.1.1. PARTICIPATORY MANAGEMENT STYLE.

As noted in the brief overview of the development of management thoughts, the behavioral school

has most directly influenced the development of the concepts of participatory management. The

field of organizational behavior most impacted the practice of participatory management principles

and skills. Beginning in the mid 1950's and continuing even today, much has been written about

participatory management. It became an acceptable practice following the published work on

theory Y and theory Z management style. It is defined as managers sharing their power and

influence by regularly asking employees for input while maintaining at a minimum a veto over

their ideas. This represents a significant increase in empowerment from traditional Management

style whose philosophy is to simply figure out what should be done and to tell people to do it

(Brown et al. 1994).

While few researchers have sometimes viewed it as a confusing theory or even foolish, new-wave

types of management practice, most agree that participatory management is a viable management

style in today's global competition. It is inclusive and efficient. In fact it is popular today than ever.

A study done by the New York Stock exchange office of Economic research in 1995, survey by

Hewitt Associates in Lincolnshire Illinois to be exact asked corporations with 500 or more

employees which of the many efforts they have undertaken to improve productivity have had the

9

most impact. Of those surveyed 32% mentioned employees involvement, two-thirds of the 1,811

employers nationwide reported using some form of employee involvement to conduct work

according to recent surveys by Hewitt Associates in Lincolnshire Illinois (Badawy, M.K. 94).

Using Meta Analytic techniques, Chris Doucouliuagos, an industrial relations researcher,

synthesized the results of 43 published studies to investigate the effects on productivity of various

forms of worker participation: Workers participation in decision-making; profit sharing; worker's

ownership; etc. not surprisingly, he found out that all of these factors were positively associated

with productivity, quality, and employees morale and satisfaction (Doucouliuagos, 1995).

SUCCESS STORIES OF PARTICIPATORY MANAGEMENT

Considerable change is underway in many of America's workplaces, driven in part by international

and domestic competition, technology, and workforce development. These external forces are

interacting with a growing recognition that achieving a high productivity / high wage economy

requires changing traditional methods of labor, management relations and the organization of work

in a way that may fully develop and utilize the skills, knowledge, and motivation, of the workforce,

and share the gains produced. Data from recent focus-group interviews carried out by the Princeton

Survey Research Center report those hourly workers, professional and technical employees, and

supervisors consistently stated that among the things they value most in a job are varieties, freedom

to decide how to do their work without closed supervision. They also reported that they value

information and communication regarding things that affect their work and their firm, and

evidence that their employers seek value and act on their suggestions for improvement at their

workplace (Challenge, 1995). Thus, since the 1980's there has been a substantial expansion in the

number and variety of employee-participation efforts and workplace committees in both

establishments governed by collective-bargaining agreements and those without union

representation. These arrangements take a wide variety of forms such as: Quality Circle, employee

participation teams, etc. (Challenge 95).

Some of the major corporation who are reaping the benefits of participatory management are GE,

IBM, Allied Signal, Super Sack, just to name a few. GE Fanuc Automation North America Inc.

for example, has been transforming itself into a team- based organization since the late 1980s. In

1994, it posted its best results ever (Barrier, 1995). During an interview with Brad Eisenbarth, a

10

production manager at Super Sack manufacturing plant in Savoy Texas, for a study on the impact

of participatory management on productivity and employee morale, he responded by saying " Here,

it is a family feeling where things are a lot opened particularly, with regard to passing on and

sharing information." That sentiment was shared by Brian Suchsland, an industrial engineer also

at Super Sack who said “Here you have the enthusiasm and attitude you need for a successful

business" (Verespej, A.1995).

2.1.2. DEMOCRATIC MANAGEMENT STYLE.

Democratic management style is exhibited where the focus of power is more towards the group as

a whole, and where there is greater interaction within the group (Mullins, 2002); the manager

shares the management functions with members of the group where he or she takes part as a team

member. The manager would characteristically lay the problem before the subordinates and invite

discussion. In this respect the manager’s role is to be a conference leader rather than that of

decision taker. The manager allows the decision to emerge out of the process of the group

discussion, instead of imposing it on the group as a boss. This management style is appropriate

only in instances where the nature of the responsibility associated with the decision is such that

group members are willing to share with their manager, or alternatively the manager is willing to

accept responsibility for decisions, which he or she has not made personally.

The point of focus is sharing: the manager shares decision-making with the subordinates. Even

though he or she invites contributions from the subordinates before making a decision, he or she

retains the final authority to make decisions (consultative). The manager may also seek discussion

and agreement with teachers over an issue before a decision is taken (consensus). He or she may

allow the subordinates to take a vote on an issue before a decision is taken (democratic). He or she

coaches subordinates and negotiates their demands (Dubrin 1998).

This management style is viewed as an important aspect of empowerment, team work and

collaboration. It has been observed that an organization is more effective when those who will be

affected by the organization’s decisions are fully involved in the decision-making process. It is

believed that subordinates share a sense of responsibility for the organization when they are

11

allowed to participate actively in decision-making (Prerez, Milstein, Wood and Jacquez 1999).

Good as it is, the concern expressed by Dubrin (1998) is that the participative style of management

wastes time due to endless meetings and may lead to confusion and lack of direction. By

implication, it is not appropriate for use in times of crisis when the situation demands on-the-spot

decision. Seeking advice from an uninformed or incompetent group of subordinates may lead to

disaster. However, Goleman et al. (2002) posit that a democratic manager’s keeps staff morale

high and therefore positive climate prevails in the organization. There are significant similarities

between this style and Likert‟s systems III and IV of management styles.

2.1.3. AUTOCRATIC MANAGEMENT STYLE

In autocratic management, the manager retains most authority for himself and makes decision with

the mind that subordinates will implement it. He is not bothered about attitudes of the subordinates

toward a decision; he is rather concerned about getting the task done. He tells the staff what to do

and how to do it asserts himself and serves as an example for the subordinates. This style is viewed

as task-oriented (Dubrin, 1998). This style is similar to Likert‟s I and II management styles.

With the authoritarian style, the focus of power is more with the manager, and all interactions

within the group also move towards the manager. According to Mullins (2002), the manager solely

exercises decision-making and authority for determining policy, procedures for achieving goals,

work tasks and relationships, and control of rewards or punishments. However, this style would

be most appropriate in emergency situations, and would normally be considered justified by the

group, that is, where the general climate of the group is supportive and mature.

2.2.0. EMPLOYEE PERFORMANCE

2.2.1. DEFINITION

Employee performance is a term typical to the Human Resource field where employee

performance can refer to the ability of employees to achieve organizational goals more effectively

and efficiently. It involves all aspects which directly or indirectly affect and relate to the work of

the employees. For performance to be effective, employers should recognize the regiment desires

12

and needs of the employees. According to Koontz, H. (1988) Ways in which employee

performance can be increased include; proper incentive systems which may be financial or

nonfinancial. This should be after identifying the needs and desires of employees that can be

satisfied hence increased performance

Maxwell (2008) defines performance as an analysis of an employee's work habits undertaken at a

fixed point in time to determine the degree to which stated objectives and expectations have been

reached.

Sarin (2009), defines performance as standards for employee behavior at work. This criteria contains

much more than how an employee does the work. Employees are rated on how well they do their

jobs compared with a set of standards determined by the employer. There is no simple definition

of Employee Performance. As discussed, there are multiple facets to performance and they must

be clearly defined in fairness to the employee and the company. Whenever starting a new job, be

certain to ask all of them who, what, when, where and why's.

2.2.2. IMPROVING PRODUCTIVITY

During the last two decades, productivity research and applications have not been given adequate

importance when trying to attain excellence in the management of manufacturing enterprises

(Murugesh, Devadasan and Natarajan, 1997, pp. 310-320). Grunberg+ (2003, pp. 89-93) has

identified such an initiation to improve the manufacturing productivity on the start of industrial

era. With this origination, the demand of the customers has been long-drawn-out unlimitedly

creating more and more challenges over the manufacturing industry in an increasing competitive

environment. It has made the manufacturers eager to open up their windows toward new

productivity improvement strategies enhancing their performance to successfully meet with the

challenges. Most of the manufacturing industries are currently encountering a necessity to respond

to rapidly changing customer needs, desires and tastes (Singh and Singh, 2009, pp. 51-72). They

have experienced an unprecedented degree of change in the past, involving drastic changes in

management approaches, product and process technologies, customer expectations, supplier

attitudes as well as competitive behaviour (Ahuja, Kamba and Choudhary, 2006).

13

The performance and competitiveness of manufacturing companies is dependent on the reliability

and productivity of their production facilities (Coetzee, 1997; Madu, 2000; Fleischer, Weismann

and Niggeschmidt, 2006).Productivity of an organization expresses to which extent it extracts the

output from the given input. Inputs can be labour skills, technology and innovations etc. In order

to achieve world-class performance, more and more companies are undertaking efforts to improve

quality and productivity and reduce costs (Swanson, 2001). The improved productivity provides a

strengthen basis for improving real income and economic wellbeing by improving the quality and

quantity of the output. It motivates the employees to work for longer while giving means to the

managers to ascertain, plan, control and improve efficiency at different levels of organization. In

this scenario, the productivity improvement strategies such as Total Productive Maintenance

(TPM), Kaizan, 5 S, Lean and Six Sigma are coming into the play in the industry. An aggressive

strategy like TPM focuses on actually improving the function and design of the production

equipment (Swanson, 2001).Implementing of such maintenance strategies further require a better

level of training and sufficient amount of resources to provide a higher level of performance in the

plant and equipment.

The old models of productivity improvement strategies do not longer perform because of the

technological advancements and competitive environment of the business world. In order to

achieve the competitiveness and other goals of an organization, it is very important to the workers

to be in line with the forthcoming trends and techniques of the business world. The highly dynamic

and rapidly changing environment has made the industry well aware of the global competition

leading to a higher demand (Miyake and Enkawa, 1999, pp. 243-269).To meet the challenges

posed by the contemporary competitive environment, the manufacturing organizations must infuse

quality and performance improvement initiatives in all aspects of their operations to improve their

competitiveness (Daya and Duffuaa, 1995, pp. 20-26).

Outcome of the past researches has become an evident emphasizing the importance of having a

good understanding of the changes that manufacturing industry should have on implementation of

new production technologies (Nemetz and Fry, 1988, pp. 627-638).Further Dean and Snell (1991,

14

pp. 776-804) have found that there is a positive effect of new production technologies for the

success of an organization.

In response to this matter concerned, in facilitating the organizations and in achieving the set goals,

many of them are implementing new productivity improvement strategies for gaining sustainable

competitive advantages and enhanced performance so that the failure of new implementations are

apparent instead of keeping up their sustainability in the industrial context.

However comparing those successes of implementations it is well experienced that the

implementation of a new productivity improvement strategy is very difficult and in most cases

they are failed (Swanson, 1999, pp. 849-869). As well, one may concluded that the implementation

of new performance measurement system can have few problems (Business Intelligence, 20000).

But more literature reviews make evidence of their success such as in Kaplan and Norton (2000)

and Mobile case. Further Bourne et al. (2002) have reviewed that the growing literature is now

well addressing the difficulties of implementation and it is claimed by some that 70 percent of

performance measurement initiatives fail as McCunn (1998). Also though Bitton (1990), Dixon et

al. (1991), Kaplan and Norton (1993), Neely et al. (1996), Bitici et al. (1998) and Krause and

Mertins (1999) have explained different management processes for the design of performance

measurement, there has been less researches carried out for the success and failure of performance

measurement initiatives. These have further motivated the researchers to do research related to this

area.

The organizations adopt new procedures to resolve old problems when the actual tools do not work

(Nuslund, 2008, pp. 269-287). It will create unsuccessful results of the applied productivity

improvement techniques. Competitive pressures in the global manufacturing environment are

forcing manufacturing organizations to re-engineer in order to become more competitive in the

marketplace. Toward that end, management of these organizations is paying closer attention to the

changing nature of manufacturing performance, and the systems, processes and measures used in

its evaluation.

15

2.2.3.0. QUICK DECISION MAKING PROCESS

In this section, there will be a review of the existing decision making methods. The section will

explain the details of each decision making methods. In order to cope with the current research,

the existing literature is used by researcher to know how different management styles will effects

on employee’s performance in an organization.

2.2.3.1. BUSINESS DECISION-MAKING

First, figuring out the objectives behind the decision, which means decision makers, must know

their goals first to get the green light to be involved in the decision process. Next, the collecting of

information available data will take a place, and will be followed by analyzing these information

and data. Bowett (2009) has suggested two elements to support the collecting and analyzing steps;

he recommends that we need to look for very relevant and updated data so the decision will be

built based on up-to-date information. He suggests a method for the analyzing process, ‘A very

large spread-sheet can be used to hold all the known information about, say, pricing and the effects

of pricing on profits’ (Bowett, 2009). Now, it comes to the most important step which is making a

decision based on the collected information. He has defined the secondary steps of making a

decision as several possible solutions, but to be analyzed and evaluated to choose the best solution.

Therefore the decision will be needed to be discussed among the team or the organization by

communication. Here is the connection between decision making and management has been

related by knowledge sharing method. Implementation of the taken decision and evaluating it will

be the last two steps of the process.

2.2.3.2.TEAM DECISION-MAKING METHODS

Johnson et al (1993) have proposed several team decision making methods. They are some positive

and some negative methods as well. Actually there is decision made based on individuality, but

managers sometimes make a mistake by ignoring members’ contribution which may reflect the

effort. A brief of each of the methods suggested by Johnson et al (1993) will be explained as below.

16

2.2.3.3. METHOD 1: DECISION WITHOUT GROUP DISCUSSION

The decision built by the manager! That is the first method of group decision making. Basically,

the group members are not involved in the decision at all since there is no discussion. It is similar

like the command factor in Command, Consult, Vote and Consensus suggested that command

technique is used method. Team members will not be aware of the resulted decision, plus it shows

how there is no group interaction and commitment which is not supportive for knowledge

management environment (Johnson et al, 1993).

2.2.3.4.METHOD 2: DECISION BY EXPERTS

Experts will be the main function in this method, because some of the decisions will require some

area of expertise. That’s why the manager’s still needs to let the experts look into the issue and

make the decision as well. But members may not understand the reasons behind the decision

established by those experts, plus there is no group interaction as well since the focus was on the

experts (Johnson et al, 1993).

2.2.3.5. METHOD 3: DECISION BY AVERAGING INDIVIDUALS’ OPINION

The managers will still have the final decision, but he will be asking opinions and ideas from the

group members. This method grabs all the members into discussing their points of views, but not

yet to be considered group interaction process. It may rise conflicting hence some of the members’

ideas will be just noticed and considered (Johnson et al, 1993).

2.2.3.6. METHOD 4: DECISION MADE BY AUTHORITY

The team manager will be consulting all the members’ opinions and ideas. But at the end, the

manager will be the only one who has the authority to establish the decision based on the member’s

inputs. This method is very common nowadays among organizations, but actually it all depends

on the organization nature as mentioned earlier. Some of the members will feel invaluable since

their opinions weren’t taken into action (Johnson et al, 1993).

17

2.2.3.7.METHOD 5: DECISION MADE BY MINORITY

‘Minorities of the team, two or more members who constitute less than 50% of the team, make the

team’s decision’ (Johnson et al, 1993: 120-140). This is a very rare method used in the executive

and temporary committees.

2.2.3.8.METHOD 6: DECISION MADE BY MAJORITY

This method is exactly the opposite of the minority method. The majority voting will be considered

here to compromise the issue. But the issue is that always ignore the minority opinions and there

is no full group interaction. Because the decision will be considered successfully as long as more

than fifty percent of the team agrees (Johnson et al, 1993).

2.2.3.9.METHOD 7: DECISION MADE BY CONSENSUS

It is better to call this method ‘Collective Decision’, because it ensures the acceptance by all the

members. In result, it will load the commitment factor into the members’ willingness. It is very

time consuming since the leader will try his/her strategy to get the acceptance from all the members

(Johnson et al, 1993).

2.2.4. EFFECTIVE TEAMWORK

Teamwork is defined by Scarnati (2001, p. 5) “as a cooperative process that allows ordinary people

to achieve extraordinary results”. Harris & Harris (1996) also explain that a team has a common

goal or purpose where team members can develop effective, mutual relationships to achieve team

goals. Teamwork replies upon individuals working together in a cooperative environment to

achieve common team goals through sharing knowledge and skills. The literature consistently

highlights that one of the essential elements of a team is its focus toward a common goal and a

clear purpose (Fisher, Hunter, & Macrosson, 1997; Johnson & Johnson, 1995, 1999; Parker, 1990;

Harris & Harris, 1996). Teams are an integral part of many organizations and should be

incorporated as part of the delivery of tertiary units. Successful teamwork relies upon synergism

existing between all team members creating an environment where they are all willing to contribute

and participate in order to promote and nurture a positive, effective team environment. Team

18

members must be flexible enough to adapt to cooperative working environments where goals are

achieved through collaboration and social interdependence rather than individualized, competitive

goals (Luca & Tarricone, 2001).

Research has provided a number of attributes required for successful teamwork. Many of these

attributes have been consistently identified in the literature. Table 1 provides a summary of

literature on the successful attributes needed for effective teamwork as follows:

• Commitment to team success and shared goals - team members are committed to the success

of the team and their shared goals for the project. Successful teams are motivated, engaged and

aim to achieve at the highest level;

• Interdependence - team members need to create an environment where together they can

contribute far more than as individuals. A positive interdependent team environment brings out

the best in each person enabling the team to achieve their goals at a far superior level (Johnson &

Johnson, 1995, 1999). Individuals promote and encourage their fellow team members to achieve,

contribute, and learn;

• Interpersonal Skills includes the ability to discuss issues openly with team members, be

honest, trustworthy, and supportive and show respect and commitment to the team and to its

individuals. Fostering a caring work environment is important including the ability to work

effectively with other team members;

• Open Communication and positive feedback - actively listening to the concerns and needs of

team members and valuing their contribution and expressing this helps to create an effective work

environment. Team members should be willing to give and receive constructive criticism and

provide authentic feedback;

• Appropriate team composition is essential in the creation of a successful team. Team members

need to be fully aware of their specific team role and understand what is expected of them in terms

of their contribution to the team and the project; and

• Commitment to team processes, leadership & accountability - team members need to be

accountable for their contribution to the team and the project. They need to be aware of team

processes, best practice and new ideas. Effective leadership is essential for team success including

shared decision-making and problem solving.

19

2.2.5.0. JOB SATISFACTION

Job satisfaction is a multifaceted construct with a variety of definitions and related concepts, which

has been studied in a variety of disciplines for many years to now. Many theories and articles of

interest to managers, social psychologist, and scholars, focus on job satisfaction because most

people spend their life-time for work, and understanding of the factors that increase satisfaction is

important to improve the well-being of individuals in this facet of the living (Gruneberg, 1997).

Below is some information related to job satisfaction.

2.2.5.1. CONCEPTS OF JOB SATISFACTION

In a literature review, Lu, While, and Barriball (2005) mentioned the traditional model of job

satisfaction focuses on all the feelings about job of an individual. However, what makes a job

satisfying or dissatisfying does not depend only on the nature of the job, but also on the

expectations that individuals have of what their job should provide.

Maslow (1954 cited in Huber, 2006) arranged human needs along a five level hierarchy from

physiological needs, safety and security, belonging, esteem to self-actualization. In Maslow’s

pyramid, needs at the lower levels must be fulfilled before those rise to a higher level. According

to Maslow’s theory, some researchers have approached on job satisfaction from the perspective of

need fulfillment (Regis & Porto, 2006; Worf, 1970). Job satisfaction as a match between what

individuals perceive they need and what rewards they perceive they receive from their jobs (Huber,

2006). However, overtime, Maslow’s theory has diminished in value. In the current trend, the

approach of job satisfaction focuses on cognitive process rather than on basic needs in the studies

(Huber, 2006; Spector, 1997).

Another approach as proposed by Herzberg (Herzberg et al., 1959; cited in Huber, 2006) is based

on the Maslow’s theory. Herzberg and colleagues built Herzberg’s motivation-hygiene theory of

job satisfaction. Theory proposed that there are two different categories of needs, which are

intrinsic (motivators) and extrinsic (hygiene) factors. Theory postulates that job satisfaction and/or

is dissatisfaction is the function of two need systems. Intrinsic factors are related to the job itself.

Intrinsic factors seem to influence positively on job satisfaction. The motivators include

advancement, growth and development, responsibility for work, challenging, recognition, and

advancement. In other words, extrinsic factors are closely related to the environment and condition

of the work. The hygiene relate to job dissatisfaction including supervision, company policy and

20

administration, working condition and interpersonal relation (Lephalala, Ehlers, & Oosthuizen,

2008; Shimizu et al., 2005). This theory has dominated in the study of job satisfaction, and become

a basic for development of job satisfaction assessment (Lu et al., 2005).

In summary, some previous theories have proposed many factors contributed to job satisfaction

such as the Maslow’s hierarchy of needs and the set of Herzberg’s motivation-hygiene theory. This

study is going to measure job satisfaction in two categories, including motivator and hygiene

factors, which are related to Herzberg’s theory.

2.2.5.2. MEASUREMENTS OF JOB SATISFACTION

Measuring job satisfaction is difficult, for it is abstract personal cognition that only exists in the

mind of individual. However, most researchers select a more objective and in-depth survey

instrument (Spector, 1997). Spector suggested using an existing job satisfaction scale for the

following advantages: 1) It has been reported to exhibit acceptable levels of reliability, 2) It has

been used a sufficient number of times to provide norm, 3) It has been used in research to provide

good evidence for construct validity, and4) Using known scales saves the considerable cost and

time necessary to develop a scale.

Many instruments were developed to measure the level of job satisfaction. Originally Index of

Work satisfaction (IWS) was develop in the 1972s (Stamp, 1997 cited in Norbu, 2010). It is a scale

to measure the relative importance of various components of job satisfaction. It contained six

components: 1) professional status,2) task requirements, 3) pay, 4) interaction, 5) organizational

policies, and 6) autonomy. This scale was developed based on the combination of Maslow’s theory

and Herzberg’s theory. It consisted of 48 items and ranged on a 7-point Likert scale. Previous

studies have reported the Cronbach coefficient alpha in the range of .82-.91 for the overall scale.

Originally the McCloskey/Muller Satisfaction Scale (MMSS) was developed in the 1974s

(McCloskey & Muller, 1990). This scale measures workers job satisfaction from 8 subscales: 1)

extrinsic rewards, 2) scheduling, 3) the balance of family and work, 4) co-worker, 5) interaction

opportunities, 6) professional opportunities, 7) praise and recognition, and 8) control

responsibility. This scale was developed based on theories of Maslow and Burn. It consisted of 31

items and ranged on a 5-point Likert scale. Previous studies have reported the Cronbach coefficient

21

alpha of .89 for the overall scale and validity of .556. This scale is well established instrument for

measuring job satisfaction (Arab, Pourreza, Akbari, Ramesh, & Aghlmand, 2007; Duong, 2003).

The Job Satisfaction Survey (JSS) was developed in 1985s (Spector, 1985).

This scale assesses employee attitudes about the job and aspects of job from 9 separate facets of

the job satisfaction: 1) pay and pay raises, 2) promotional opportunities, 3) fringe benefits, 4)

contingent reward, 5) supervision, 6) coworker, 7) nature of work, 8) communication within the

organization, and 9) operating procedures. The scale was summated rating scale format which is

the most popular for job satisfaction scales. It consisted of 36 items and ranged on a 6-point Likert

scale from 1-dissagree strongly to 6-agree strongly. It has some of the items written in negatives

direction. These items have to be reversing scored before summing up the score. Spector reported

coefficient alphas ranging .60-.91 for the overall measure Spector, 1997). The higher mean score

is the higher level of job satisfaction. Level of job satisfaction is low when the mean score is less

than 3.00, moderate when the mean score is 3.00-4.00, high when the mean score is greater than

4.00 (Spector, 2007).

Although, the Job Satisfaction Survey was developed to measure of employees’ job satisfaction to

human service, public, etc. However, JSS along with 9 facets was provided overall picture about

job satisfaction. Job Satisfaction Survey measured using both the positive and the negative ways.

Hence, Job Satisfaction Survey tool was selected in this study.

2.2.6. INNOVATION AND CREATIVITY

Creativity and innovation are considered to be overlapping constructs between two stages of the creative

process; both are necessary for successful enterprise (Martins & Terblanche, 2003). Creativity can be

defined as “the production of novel and useful ideas” (Amabile et al., 1996, p. 1155), while innovation

refers to the implementation or “transformation of a new idea into a new product or service, or an

improvement in organization or process” (Heye, 2006, p. 253).

By definition, creativity and innovation involve the creation of something new that “... is central to the

entrepreneurial process” (Barringer & Ireland, 2006, p. 15). Creativity and innovation are considered to be

inseparable from entrepreneurship, which is in turn manifested in the act of starting up and running an

22

enterprise. Pretorius, Millard and Kruger (2005) maintain that “creativity is clearly part and parcel of the

entrepreneurial skills required to successfully start a venture” (p. 56). Entrepreneurs and their start-ups are

considered to be “important agents of innovation” (Bosma & Harding, 2007, p. 16), not simply in terms of

the products and services they provide, but also in terms of the technologies and process that they utilize

(Bosma & Harding; Watson et al., 1998). Entrepreneurs could be argued to be, by their very nature, the

essence of creativity and innovation.

Entrepreneurs implement creative ideas to introduce innovative products or services, or to deliver products

or services in a new, more efficient, and hence innovative way. Innovation in New Product Development

could include upgrading an existing product or developing a totally new concept to create an original and

innovative product (Larsen & Lewis, 2007). This is also true for services and processes, thus innovation is

recognized in the literature as ranging from the incremental to the radical. There is broad agreement that

innovation should be present in all aspects of an organization and that it should be a mindset or a way of

life (Abraham & Knight, 2001; Kuczmarski, 1996). Innovation should permeate through the various

elements of the organization’s business model in order to make it harder to be copied by competitors (Loewe

& Dominiquini, 2006). Therefore, innovation is not only measured by the new products or services offered

by an enterprise but also by new and more efficient ways of developing, producing or delivering products

or services.

It is argued that creativity is not required solely in the domain of certain sectors or departments, or only in

the development of new products or services, but is needed at every level of every type of organization.

Creativity is seen as going beyond new products, new services and new and improved processes (Cook,

1998; Heye, 2006). Therefore if one can “better organize *one’s+ day or write a report in a new or more

effective way, then this is every bit a creative act” (Gurteen, 1998, p. 7).

2.3. ORGANIZATION POLICY

Understanding of how and why organization policy is put into effect is implementation theory

(Schofield and sausman 2004). Implementation models till date have not dealt with the ambiguity,

messiness and complexity of implementation. Implementation implies processes and ability to

convert policy into action by operationalizing the strategy in form of programs. Operationalization

of policy is not addressed in implementation literature. Policy designers cannot anticipate the

operational consequences of policy. (Schofield 2004).

23

The impact of how a program is intending to achieve its policy objectives depends upon the

receptivity of the local environment to its means and its mix of incentives and constraints.

Programs are applied unevenly across units because each local unit can react differently to the mix

of constraints and incentives depending upon the munificence and management of the local

context. (Sinclair 2001). The implementation of a policy through a series of programs is influenced

by the role played by various stake holders and interest groups (Ryan 1996) and therefore

management of these groups is one of the factors key to successful implementation (Pearson-

nelson 2005). Apart from the interest groups, the characteristics of the program/ policy which

involve the amount of change being introduced and the number and variety of components in the

program influence the degree of complexity and dynamism to be managed in the local context.

This can be managed by formal organizational mechanisms such as participation (stoker 1989),

managing the role of local implementers (Ryan 1996); use of policy feedback loop and learning

(schofield 2004) resulting in policy content being adapted to initiatives more suited to local context

called backward mapping (dyer 1999); increased coordination and cooperation both within

organization and across independent units involved in the implementation process(Ryan 1996 ;

Butler 2003; Vangen And Huxam 2003; Fenger And Klok 2001) facilitated by increased formal

and informal communication(Terpstra and havinga 2001). All these mechanisms can be influenced

by use of incentives (Brinkerhoff 1999) and power (Zahardias and Morgan2005).

It is recognised that implementing organizational policies involves a much larger number of

agencies and actors, many of which would be outside the formal hierarchical control of the lead

implementing unit and thus inter organizational coordination is a distinguishing feature

(Brinkerhoff 1999). This involves both stake holders, interested parties and other units involved

in the implementation process and the management of an order and coordination among these is

called governance( Brinkerhoff 1999) and thus involves formal and informal networks(Grantham

2001; Maeier and O’toole jr 2001). Under such conditions, where inter organizational coordination

predominates, by facilitating local independence (Lloyd et al 1999) managers may be thrust into

management roles which are a key ingredient for successful implementation (Pearson-Nelson

2005; Lloyd Et Al 1999; O’toole Jr And Maier 1999, Vangen And Huxam 2003). Management

roles promote managerial initiative taking (Pearson-nelson 2005) and facilitate management of

networks. Policy implementation is a nonlinear process (O’toole jr and Maier 1999).

24

The construct “Structure of the implementation organization” has been identified by researchers

of policy implementation. An implementation structure is the entity used by implementers to

achieve the program objectives. Using this as a unit of analysis facilitates evaluation of programs

(hjern and porter 1982). The identification of the implementation organization is necessary to

facilitate incorporation of all factors influencing policy implementation (Sinclair 2001).

The main drawback of the empirical research in policy implementation field has been that they

have not concentrated on the processes involved in implementation (Mcnulty 2003; De Leon

1999), and have only attempted to either enumerate variables involved or indicate the significance

of them.

PROBLEMS ASSOCIATED WITH THE RESEARCH IN THIS FIELD

Little is known about the policy implementation because (van horn and van meter 1974)

1. of a naïve assumption that once policy is made , implementation will occur because

implementation is simple

2. growth of planning, programming budgeting systems led to neglect of implementation(

look at growth of strategic planning in the sixties)

3. Difficulty of the task has discouraged study—because of serious boundary problems,

variables are difficult to measure, and require attention to multiple actions over an extended

period of time.

4. Studies are hampered by lack of a theoretical perspective especially a theoretical frame

work within which policy implementation can be examined

Literature on implementation theory shows substantial pluralism but little accumulation of

knowledge about the process and is fragmented and dispersed (Sinclair 2001; Deleon 1999;

Schofield and Sausman 2004). Plentiful theories, large number of variables, little consensus and

accumulated theory, improper and imprecise definition of concepts and constructs and scarce

validated findings reduce the utility of implementation research and its application to practice (o

toole 2004; Lester et al 1986). There has been predominant concentration on policy formation

variables (> 90% of articles focus on formation variables (Sinclair 2001).

The interest of researchers in policy implementation research has waxed and waned with time (o

toole jr 2000) and have been obsessed with study of failures (Deleon 1999)

25

CHAPTER THREE

METHODOLODY

3.0 INTRODUCTION

This chapter describes the research methodology to be used in the study. The research setting,

population and sampling to be used will be presented. The instruments for the data collection are

described in detail. Finally, this chapter highlights the ethical considerations that needed to be

taken into account.

3.1 RESEARCH DESIGN

The study applied a descriptive research design. A descriptive design is best suited for this study

because enabled the researcher to investigate into the causal relationship of social phenomena. The

research design enabled the researcher to examine the effect of the management styles used by

managers and how it affects employee performance in Norwegian People’s Aid – Yei Vocational

Training Centre South Sudan Program. Both quantitative and qualitative research approaches were

applied in data collection.

3.2. AREA OF POPULATION OF THE STUDY

Norwegian People’s Aids, South Sudan Program is an international organization was founded in

1987, which have many projects and have been funded by Norwegian people’s Aids, one which is

Norwegian People’s Aids- Yei Vocational Training Centre to serve as the case study. Norwegian

People’s Aids – Yei Vocational Training Centre is located in Yei River County – South Sudan

with the following objectives. To support both women and men who were drop out of school to be

trained with vocational skills in various courses that includes Building Construction, Carpentry

and Joinery and Tailoring Tie and dye. The training offered to the trainees was on zero cost with

aim of making the women and men self-reliance.

26

3.3. POPULATION OF THE STUDY

Norwegian People’s Aids has many projects and Norwegian People’s Aids – Yei Vocational

Training Centre is one of the projects which is funded by Norwegian people’s Aids and it has a

population of 45 employees. The study population included senior management officers, ICT

training section tutors, building construction section tutors, Carpentry and Joinery section Tutors,

Tailoring Tie and Dye section Tutors and Adult Literacy section teachers.

3.4. SAMPLE SELECTION AND SIZE

The study applied systematic and sampling random technique to select 25 staff members at

Norwegian People’s Aids – Yei Vocational Training Centre. The technique involved the researcher

by selecting at random from the given category of the population. Everyone in the population had

a chance to be selected. Purposive sampling was applied to key informants who included the

operation of the employee’s performance.

27

TABLE1. SAMPLING APPROACH

Sampling

approach

Sampling

technique

Data collection Sample frame Data Analysis

Quantitative Systematic

random

sampling

Questionnaires

1. 5 senior officers

2. 20 junior staff

members

- Coding

- Editing

- Tabulating

Total 25 respondents

Qualitative Purposive

sampling

Semi-

structured

interviews

1. 2 senior officers

2. 1 staff carpentry

& joinery unit

3. 1 staff ICT unit

4. 2 staff tailoring

tie and dye unit

5. 2 staff building

construction

unit

6. 2 staff Adult

Literacy Unit

- Finalizing themes

and concepts

- Final analysis

during and after

data collection

Total 10 respondents

3.5.0 DATA COLLECTION TOOLS /INSTRUMENTS

To measure the outcome of the above-mentioned topic which is effect of management styles on

employee’s performance, a questionnaire as a primary source was designed. Questionnaires and

interviews based on how the management styles experienced by the managers affects employee

performance. Therefore, the questionnaire consisted of set of questions which contained lists of

items which described the specific kind of management styles, but does not ask respondents to

judge which management style is desirable or undesirable. The questionnaires also served to

ensure consistency of questions respondents had to answer and accuracy of response to the

questions asked.

28

3.5.1. DATA SOURCES

Both primary and secondary data were collected for the study. The primary data included

information collected from the study respondents by the use of questionnaires and interview guide.

Secondary data was obtained by reviewing the literature on management styles book, business and

management journals and the internet sources. The main research instruments were:

3.5.2. RESEARCH INSTRUMENTS

a) QUESTIONARIES’

These involved the research structuring questions relating to the study objectives and

administering them to the respondents. The questionnaires were sectioned as demographic data of

respondents, the level of management styles is being practiced, employees performance in relation

to Norwegian people’s Aid – Yei Vocational Training Centre. The questionnaires method is

advantageous because it is convenient for the researcher to administer many questionnaires at once

and be collected later thus saving time.

b) INTERVIEWS

The interview guide was designed with semi – structured questions to guide the researcher while

conducting face to face interviews with the key respondents. The interview method provides for

an in depth investigation on the study problem because the researcher has one – on interaction with

respondent.

c) OBSERVATION.

This involves observation of the different management styles that were employed at the place of

work for the study. I personally having ever worked with the case study organisation for some

time, happen to have observe how management conducts its work in the organisation amongst the

employees that cannot be explained during interview.

3.6. QUALITY CONTROL

Prior to data collection, the instruments used were pre- tested to check whether they were fit for

data collection? To ensure that the items on the instruments were valid, the researcher sought an

expert opinion from the supervisor. Validity tests were aimed at ensuring that there were no

inconsistencies in structure of items on the instrument. Reliability tested has been performed by

29

the use of Cronbach Alpha’s reliability coefficient. The reliability coefficient has to be higher than

(60) for instrument to fit for data collection.

3.7. PROCEDURES FOR DATA COLLECTION

The researcher obtained an introductory letter from St. Lawrence University – Kampala (Uganda).

The letter was taken and presented to the Principal of Norwegian People’s Aid – Yei Vocational

Training Centre South Sudan Program. A letter of consent was received and the researcher

proceeded to identify the prospective respondents, appointments for the data collection. Prior to

data collection, ethical issues as respondent’s confidentiality were explained. Prospective

respondents were also briefed about the purpose of the study.

3.8. DATA ANALYSIS AND PROCESSING

Quantitative data has been analyzed by coding all responses according to the study themes.

Respondent’s socio – economic variables such as age, employment and education status will be

tabulated, frequencies obtained and graphically represented on pie- charts or column graphs. This

was made possible by the use of Microsoft excel 2010 program.

Quantitative data was analyzed during and after collection. Prior to data collection the major

themes were identified and during data collection responses coded on each data theme. The

relationship between the studies variables were measured by Pearson correlation coefficient.

3.9. ANTICIPATED STUDY LIMITATION.

In conducting the research, the research was faced with a number of methodologies and practical

impediments as highlighted below:

1. Securing key research appointment for the interview was hard: this is due to employees at

Norwegian People’s Aid – Yei vocational training centers are very busy throughout with

an aim of completing and impacting practical knowledge to the trainees.

2. Respondents were unwilling to avail the researcher with the required information due to

negative attitudes, suspiciousness and speculations. Some respondents had a negative

attitude for the study thinking that it put their jobs at risk if they reveal any unnecessary

information.

3. The time allocated for conducting the research wasn’t enough for the researcher to cover

the area of study in full since given his other academic obligations.

30

4. The researcher encountered financial constraints since the study involved costs such as

typing, printing and telephone call.

3.10. SOLUTION TO THE STUDY LIMITATION

1. To solve the problem of securing appointments, the researchers tried to highlight the

significance of the study to organization and enable respondents know that the study

required little time sacrifice of their time.

2. In order to deal with the limitation of unwillingness to provide data, the researcher ensured

that the study respondents understood that confidentiality was part of the ethical concerns.

3. Time management to solve the problem of limited time allocated for the study enabled the

researcher meets his other academic obligations.

4. To address the limitation of financial constraints, the researcher tried to save some money

for the study because it was part of the requirement for the award of his degree.

31

CHAPTER FOUR

DATA PRESENTATION ANALYSIS AND DISCUSSION OF RESULTS

4.0 BACKGROUND OF ANALYSIS

This chapter is devoted to the analysis of data gathered from the research. In all, Twenty five

questionnaires were distributed to respondents in the sample population. The total number of

questionnaires received sound was twenty five as the total given out, and these were considered

for the study. The respondents were from various functions or departments of Norwegian People’s

Aids, Yei Vocational Training Centre (Management, ICT department, Construction Department,

Carpentry Department, Tailoring Tie and Dye department and lastly Adult literacy department) at

the organization. The study is aimed to find the influence of Management style on employee

performance.

A sample of the questionnaire in the form given to respondents is found in appendix 1. Each

question in the questionnaire has the two optional answers: Yes and No

The various questions were categorized into Participatory Management style, democratic

management style and Autocratic management style, depending on the direction of the question as

found in appendix 2.

The data received from the respondents was analysed with the help of statistical excel spreadsheet

software program. To test for the hypothesis, Pearson Coefficient correlation analysis was

conducted to examine whether the hypothesis was accepted or rejected. The Management styles

(as the independent variables) impacts individually on employee performance (as the dependent

variable). That is the Management styles on employee performance. The findings are also linked

to appropriate and related literature.

4.1. The demographic and socio-economic characteristics of respondents

Characteristics of respondents are outlined as managers of subordinates, location of site, sex, level

of Education, primary function of respondents and, work experience

32

4.1.1. Respondents on Department

Department Frequency (f) Percentage (%)

Management 5 20

ICT 3 12

Construction 5 20

Carpentry & Joinery 3 12

Tailoring Tie and Dye 3 12

Adult Literacy 6 24

Total 25 100

Source: Field Survey 2014

Table 4.1.1 Describe the department where the respondents work. 5 of 20% of the respondents

were in the management department, 3 of the 12% of the respondents were under ICT department,

5 of the 20% of the respondents were under Construction department, 3 of the 12% were under

Carpentry & Joinery Department, 6 of the 24% respondents were from adult literacy Unit making

a total percentage of 100%.

4.1.2. Job position in NPA-YVTC

Department Frequency (f) Percentage (%)

Management 5 20

Head of department 5 20

Tutors 15 60

Total 25 100


Table 4.1.2. Describe the position of the respondents. 5 of the total 20% respondents had their job

position in management department, 5 of the total 20% respondents are head of departments and

15% of the 60% respondents are all tutors with a responsibility of providing service and teaching.

33

4.1.3. Sex of respondents

Gender Frequency (f) Percentage (%)

Male 20 80

Female 5 20

Total 25 100


Table 4.1.3. Also describes sex of respondents. 20 of the total representing 80% were males and

5 representing 20% were females. This does not mean that the survey was targeted at males but

that the activities of Norwegian People’s Aid, Yei Vocational Training Centre (which constitutes

90% of the workforce) is labour intensive, requiring mainly technical and engineering skills, areas

mainly dominated by males in South Sudan. The females are mainly in the Human resource,

finance and Marketing functions.

4.1.4. Manager of subordinates

Managers Frequency (f) Percentages (%)

Yes 10 40

No 15 60

Total 25 100


Table 4.1.4. Shows that 10 in number of the respondents were managers of subordinates (also

reporting to higher managers) representing 40% of the total, while 15 representing 60% are not

managing subordinates. In other words, the total respondents were made up of 10 management

staff and 15 subordinates. These 10 managers must have had some training or experience in

management and gained some insight into how it feels to be managed and what it takes to exact

results. This may impact their responses either way, depending on what question is being

answered. On the other hand, majority, who are not managing, have the tendency to blame

management for everything not going their way.

34

4.1.5. Length of Work

Length of Work Frequency (f) Percentage (%)

Less than 1 year 0 0

1 year to less than 3 years 3 12



Total 25 100


Table 4.1.5. Also provides the distribution of length of service. Most of the respondents, 15 in

number and constituting 60%, have worked in Norwegian People’s Aid, Yei Vocational Training

Centre for 3 – 5 years. 7 respondents, representing 28%, have worked for 5 – 10 years. 3 in number

of them, representing 14% have work for 1 – 3 years and 0 numbers of respondents, constituting

0 % have worked for barely a year. In all 22 respondents indicated a service period of 5 or more

years, representing 88%. From the survey, majority of staff have over 5 years of work experience.

Staffs are thus, expected to have worked long enough to understand and inculcate the business

culture and values and hence, know the focus of the management.

35

4.1.6. Respondents on Educational level

Under this section the researcher intended to know respondents level of education.

Education Qualification Frequency (f) Percentage (%)

Secondary and polytechnic 17 68

Diploma 5 20

Degree 3 12

Total 25 100


Table 4.1.6. Describe the education level of respondents. Most of the sample population of 17

representing 68% were respondents with polytechnic and secondary education, 5 representing 20%

were respondents with Diploma and 3 representing 12% holding Degree with managerial roles.

This means that the personnel in Norwegian People’s Aid, Yei Vocational Training Centre have a

good level of educational background to enable them appreciate and have a good understanding of

the questionnaire and also the objectives and goals of the business. Depending on the

organisational culture, they are in a position to make their thoughts known to management on

issues affecting them and the business. From the survey it was observed that the company employs

a good number of polytechnic graduates due to the technical knowledge and skills required in the

production or operations outfit, which is also the largest.

36

4.2 MANAGEMENT STYLES

4.2.1. My manager values all the ideas and skills I bring to him.

Value of Ideas Frequency (f) Percentage (%)

Yes 16 64

No 9 36

Total 25 100


Table 4.2.1. Describe how the management of Norwegian People’s Aid, Yei Vocational Training

Centre values ideas and skills contributed by their employees. 16 in number representing 64% of

respondents said yes that their managers value all the ideas and skills they bring to them while 9

in number representing 36% of respondents said no to the question that their managers value all

the ideas and skills they bring to them. According to the interview with the key informants, the

researcher can say, Norwegian People’s Aid - Yei Vocational Training Centre, the management

values all the ideas and skills that the employees brings up for example Yaka Justo the head of

carpentry and Joinery mentioned that one time he got an idea of making furniture for sell for the

surrounding community in a bit to raise more money for uplifting the centre. He said that when he

brought the idea to the principle it was welcomed and supported where later it benefited the centre

for the idea contributed. This aligned with (Verespej, A.1995), by saying " Here, it is a family

feeling where things are a lot opened particularly, with regard to passing on and sharing

information." That sentiment was shared by Brian Suchsland, an industrial engineer also at Super

Sack who said “Here you have the enthusiasm and attitude you need for a successful business"

37

4.2.2. People in my team are good at celebrating our successes.

Celebrating Success Frequency (f) Percentage (%)

Yes 11 44

No 14 56

Total 25 100


Table.4.2.2. indicates how the management team are good in celebrating their success when they

accomplish their goals and objectives. 14 in number representing 56% of the respondents said no

to the question that people in their team are good at celebrating their Successes while 11 in number

representing 44% said yes that people in their team are good at celebrating their successes. From

the interview it can be noted that at Norwegian People’s Aid, Yei Vocational Training Centre

employees celebrate their success though most do not celebrate their success. According to Akunzi

Lilias tutor for Adult Literacy said she was once voted the best employee of the quarter though she

thought her fellow workers from other department would perceived it negatively but to her surprise

almost half of her workmates joined her in celebrating and even accompany her home for evening

dinar. Barrier (1995) asserts that some of the major corporation who are reaping the benefits of

participatory management have been transforming into a team based organization since this has

got an impact on productivity and employees morale.

38

4.2.3. My manager generally understands the problems I face in my job.

Understanding problems I face Frequency (f) Percentage (%)

Yes 9 36

No 16 64

Total 25 100


Table 4.2.3. Describes how the managers in NPA –YVTC generally understand the problems the

employees face in their job. 16 in number representing 64% of the respondents said no to the

question that their mangers generally understand the problems they face in their job while 9

representing 36% of respondents said yes to the question that their managers generally understand

the problem they face in their job. From the interview with informants, the management of

Norwegian People Aid, Yei Vocational Training Centre does not adhere to the problems the

employees are facing at work place for example Mr. Hakim Moses a staff of Norwegian People’s

Aid, Yei Vocational Training Centre from the department of logistic said that he requested for

clear clarification of his job duties and career advancement as his job is becoming a challenge to

him as the result of technology advancement but the management didn’t respond till. According

to Mullins (2002), the manager solely exercises decision-making and authority for determining

policy, procedures for achieving goals, work tasks and relationships, and control of rewards or

punishments. However, this style would be most appropriate in emergency situations, and would

normally be considered justified by the group, that is, where the general climate of the group is

supportive and mature.

39

4.2.4. My manager shows a genuine interest in me as a person.

Manager Shows a genuine interest Frequency (f) Percentage

(%)

Yes 20 80

No 5 20

Total 25 100


Table 4.2.4. Describes how the managers of Norwegian People’s Aid show their genuine interest

in their staff as a person. 20 in number representing 80% of the respondents said yes to the question

that their managers show a genuine interest in them as person while 5 in number representing 20%

of the respondents said no to the question that the manager shows a genuine interest in them as a

person. From the interview most of the employees of Norwegian Peoples Aid Yei Vocational

Training Centre said that management shows genuine interest individually by encouraging them

to work hard. Josephine Koropo the Finance and Administrative officers said that one day the

principal gave her an appreciation letter encouraging her as individually to keep up the spirit of

her work ethics and later he comments the sky will be the limit for her. She said it really showed

to her that the principal has interest for her to keep exceling well. Goleman et al. (2002) posits that

a democratic manager’s who keeps staff morale high and therefore a positive climate prevails in

the organization.

40

4.2.5. Satisfaction of freedom at work

Freedom at work Frequency (f) Percentage (%)

Yes 18 72

No 7 28

Total 25 100


Table 4.2.5. Describe the level of satisfaction and freedom at work place at Norwegian People’s

Aid, Yei Vocational Training Centre. 18 in number representing 72% respondents said yes that

they had freedom at work while 7 in number representing 28% of respondents said no because

they don’t have satisfaction of freedom at work. It was noted that there is high level of satisfaction

and freedom of workers at Norwegian People’s Aid – Yei Vocational Training Centre for example

a staff by name of Amule Joseph said that he has freedom and satisfaction of work because of the

fair policy and consideration of employee’s welfare at the organization. This can be aligned to

another approach as proposed by Herzberg (Herzberg et al., 1959; cited in Huber, 2006) based on

the Maslow’s theory. Herzberg and colleagues built Herzberg’s motivation-hygiene theory of job

satisfaction. Theory proposed that there are two different categories of needs, which are intrinsic

(motivators) and extrinsic (hygiene) factors. Theory postulates that job satisfaction and/or is

dissatisfaction is the function of two need systems. Intrinsic factors are related to the job itself.

Intrinsic factors seem to influence positively on job satisfaction. The motivators include

advancement, growth and development, responsibility for work, challenging, recognition, and

advancement. In other words, extrinsic factors are closely related to the environment and condition

of the work.

41

4.2.6. The decision-making process involves fewer people.

Decision involves few people Frequency (f) Percentage (%)

Yes 19 76

No 6 24

Total 25 100


Table 4.2.6. Tries to examine whether the decision making process involves fewer people in

Norwegian People’s Aid, Yei Vocational Training Centre. It was found out that 19 in number

representing 78% of respondents said yes that the decision making process involves fewer people

while 6 in number representing 24% of the respondents said no to the question that decision making

process involves fewer people. According to interview, the decision making processing in

Norwegian People’s Aid – Yei Vocational Training Centre involves a few people ideas hence

majority of the ideas contributed by the employees are ignored. Ms. Mary Bangu is the Assistant

Personnel raised an idea that the centre should sit down and execute strategic management plan

since Norwegian People’s Aid Yei Vocational Training Centre has no strategic management plan.

Most of the staff backed up her ideas because an organization without a strategic plan has no future

direction where it is going but the idea was rejected and it disappointed her most. According to

Johnson et al, (1993), the team manager will be consulting all the members’ opinions and ideas,

but at the end, the manager will be the only one who has the authority to establish the decision

based on the member’s inputs. This method is very common nowadays among organizations, but

actually it all depends on the organization nature as mentioned earlier. Some of the members will

feel invaluable since their opinions weren’t taken into action.

42

4.2.7. My Company acts with integrity in its internal dealings with employees.

Company acts with integrity Frequency (f) Percentage (%)

Yes 3 12

No 22 88

Total 25 100


Table.4.2.7. Describe whether the company acts with integrity in its internal dealing with its

employees. Based on the respondents, it was found out that 22 in number representing 88% of

respondents said no to the question that their company acts with integrity in its internal dealing

with employees while 3 in number representing 12% of the respondents said yes that their company

acts with integrity in its internal dealings with employees. According to the interview with the

informants, The management of Norwegian People’s Aid – Yei Vocational Training Centre does

not act with integrity in its internal dealing with its employees for example Mr. John Kibo a Tutor

in the Carpentry and Joinery unit said he has some internal disputes with the guards of the centre

and the way the matter was handled with less integrity generally disappointed him. Another Staff

by name of Martin Sebit said that since he joined the centre the way his performance appraisal was

done with less integrity by the internal management hence showing that the management act with

little integrity in its internal dealing with its employees. This aligned with Dubrin (1998) that the

participative style of management wastes time due to endless meetings and may lead to confusion

and lack of direction. By this implication, it is not appropriate for use in times of crisis when the

situation demands on-the-spot decision. Seeking advice from an uninformed or incompetent group

of subordinates may lead to disaster.

43

4.2.8. We are encouraged to come up with innovative solutions.

Innovations is encouraged Frequency (f) Percentage (%)

Yes 21 84

No 4 16

Total 25 100


Table 4.2.8. Tries to examine whether the management of Norwegian People’s Aid, Yei

Vocational Training Centre encourage employees to come up with innovative solution. 21 in

number representing 84% of the respondents said yes that innovation is encouraged while 4 in

number representing 16% of respondents said no, the management did not encourage them to come

up with innovative solution. According to the interviews with the informants, it was noted that the

management of Norwegian People’s Aid, Yei Vocational Training Centre in most cases welcomes

and encourages the innovative solution or ideas brought to them by their employees. For example

Mr. Fraser Lokule Joseph said that he has ideas of introducing new business practical training to

the students to make them more job creators than job seekers such as liquid soap making, Candle

and Vaseline making and the principal of Norwegian People’s Aid Yei Vocational Training Centre

welcomes his ideas and supported then it was implemented. This aligns with Cook, (1998) &

Heye, (2006), it is argued that creativity is not required solely in the domain of certain sectors or

departments, or only in the development of new products or services, but is needed at every level

of every type of organization. Creativity is seen as going beyond new products, new services and

new and improved processes Therefore if one can “better organize *one’s+ day or write a report

in a new or more effective way, then this is every bit a creative act” (Gurteen, 1998, p. 7).

44

4.2.9. Company’s Management acts on the issues/opportunities identified in employee value

surveys.

Management acts on Issues Frequency (f) Percentage (%)

Yes 10 40

No 15 60

Total 25 100


Table 4.2.9. Describes how the management of Norwegian People’s Aid, Yei Vocational Training

Centre acts on the issues or opportunities identified in the employee value surveys. 15 in number

representing 60% of the respondents said no that the management of Norwegian People’s Aid, Yei

Vocational Training cannot acts on issues identified in employee value surveys while 10 in number

representing 40% of the respondents said yes to the question that company’s Management acts on

the issues identified in employee value surveys. Interview from the informants showed that the

management of Norwegian People’s Aid Yei Vocational Training Centre didn’t act on issues or

opportunities identified in the employee value survey. For example Ms. Mary Bangu the Assistant

Personnel said during her performance appraisal period the management recommended her to

attend four months Training in Strategic management planning process till to date the management

has not acted on it. Mr. Khemish Stephen Tutor Building construction department further

comments that during his last performance appraisal he was recommended to be promoted as the

deputy head of department building Construction but the management again failed to implement

the opportunities they identified during employee survey. This aligned according to (Spector,

1985) who developed Job Satisfaction Survey (JSS) which assesses employee attitudes about the

job and aspects of job from 9 separate facets of the job satisfaction: 1) pay and pay raises, 2)

promotional opportunities, 3) fringe benefits, 4) contingent reward, 5) supervision, 6) coworker,

7) nature of work, 8) communication within the organization, and 9) operating procedures. Job

Satisfaction Survey measured using both the positive and the negative ways. Hence, Job

Satisfaction Survey tool was selected in this study and needed to be applied for success to be

realized in every firm or organization.

45

4.2.10. People in my team are resolving issues more quickly.

Team members resolve issues Frequency (f) Percentage (%)

Yes 8 34

No 17 66

Total 25 100


Table 4.2.10. Describes how the employees at various departments as a team can resolve issues

more quickly in Norwegian People’s Aid, Yei Vocational Training Centre. 17 in number

representing 66% of respondents said no to the question that team members are resolve issues more

quickly while 8 in number representing 34% of respondents said yes that the team members are

resolving issues more quickly. The Interview showed that the management of Norwegian People’s

Aid, Yei Vocational Centre didn’t resolve issues more quickly in their teams. For example Mr.

Ezibon Jojon head of Tailoring Tie and dye department said that his team department are not

resolving issues so quickly because he has simple case with one of his staff and because turning

up to resolve the problem was bit low hence creating huge misunderstanding leading to issuing of

warning letter to the staff which is not a good practice. Dubrin (1998) asserts that the participative

style of management wastes time due to endless meetings and may lead to confusion and lack of

direction. By implication, it is not appropriate for use in times of crisis when the situation demands

on-the-spot decision. Seeking advice from an uninformed or incompetent group of subordinates

may lead to disaster.

46

4.2.11. My manager is considerate of my life outside work.

Manager is considerate Frequency (f) Percentage (%)

Yes 22 88

No 3 12

Total 25 100


Table 4.2.11. Describe whether the managers of Norwegian People’s Aid, Yei Vocational Training

Centre are concern for their life outside work. 22 in number representing 88% respondents said

yes that their managers are considerate to their lives outside work while only 3 in number

representing 12% said no which their managers are not considerate of their life outside work.

Informants indicated that the management of Norwegian People’s Aid, Yei Vocational Training

Centre is considerate of the life of their employees. According to Kana Moses Assistant Head of

ICT department said one day after work he fell sick after working hours and the management acted

so quickly by taking him to the hospital where they are insured and he was very happy with the

management action. Khemish Stephen Trainer in the Building & Construction Department further

said one day he was knocked by a boda boda and when he informed the management, they acted

so quickly by taking him to the hospital and he was very happy too with the management for

having concern for his life outside work. This aligns with the recent surveys by Hewitt Associates

in Lincolnshire Illinois Badawy, M.K. (1994). Using Meta Analytic techniques, Chris

Doucouliuagos, an industrial relations researcher, synthesized the results of 43 published studies

to investigate the effects on productivity of various forms of worker participation: Workers

participation in decision-making; profit sharing; worker's ownership; etc. not surprisingly, he

found out that all of these factors were positively associated with productivity, quality, and

employees morale and satisfaction (Doucouliuagos, 1995)

47

4.2.12. I have stretching objectives agreed with my manager.

Stretching objectives Frequency (f) Percentage (%)

Yes 22 88

No 3 12

Total 25 100

5. Source: Field Survey 2014

Table 4.2.12. It identify whether Norwegian People’s Aid, Yei Vocational Training Centre

employees stretching objectives are agreed with their managers. 22 in numbers representing 88%

respondents said yes that their stretching objectives were agreed with their mangers while 3 in

number representing 12% of the respondents said no to question that their manager did not agreed

with their stretching objectives. Interview from the informant’s show that the management of

Norwegian People’s Aid, Yei Vocational Training Centre accepts the stretching objectives brought

to them by their employees. According to Alara Joel the ICT manager said that one day he has

stretching issues with the objectives of his job such as needs for training to discovered and be

acquainted with the latest software after presenting to the management, all of sudden his request

was accepted and he was very happy with the management of Yei Vocational Training Centre.

This align according to (Doucouliuagos, 1995), workers participation in decision-making;

accepting working ideas; profit sharing; worker's ownership; etc. not surprisingly, he found out

that all of these factors were positively associated with productivity, quality, and employees morale

and satisfaction.

48

4.2.13. My manager trusts my judgment within my job.

Manager trusts my judgement Frequency (f) Percentage (%)

Yes 17 68

No 8 32

Total 25 100


Table 4.2.13. Describes the level of management trust on employee’s individual job judgement in

Norwegian People’s Aid Yei Vocational Training Centre. 17 in number representing 68% of the

respondents said yes, that their managers trust their judgment within their job while 8 in number

representing 32% of the respondents said no to the question that their manager cannot trusts their

judgement within their job. According to the interview, the management of Norwegian People’s

Aid, Yei Vocational Training Centre trusts the judgment of employees within their job. For

example Mr. Abraham Agok Head of Building department said that the principal trusted him in

the way he judges his performance appraisal because the management builds high level of trust

based on what they are doing. According to (Barrier, 1995), during an interview with Brad

Eisenbarth, a production manager at Super Sack manufacturing plant in Savoy Texas, for a study

on the impact of participatory management on productivity and employee morale, he responded

by saying " Here, it is a family feeling where things are a lot opened particularly, with regard to

passing on and sharing information." That sentiment was shared by Brian Suchsland, an industrial

engineer also at Super Sack who said “Here you have the enthusiasm and attitude you need for a

successful business" (Verespej, A.1995).

49

4.2.14. My manager inspires me to give my best.

Manager Inspires me Frequency (f) Percentage (%)

Yes 22 88

No 3 12

Total 25 100


Table 4.1.14. Describes whether the managers of Norwegian People’s Aid, Yei Vocational

Training Centre can inspire their staff to give their best. 22 in number representing 88% of

respondents said yes to the question that their manager inspires them to give their best while 3 in

number representing 12% of the respondents said no that their managers cannot inspiring them to

give their best. According to the interview conducted from the informants it was noted that the

management of Norwegian People’s Aid, Yei Vocational Training Centre inspires all their

employees to give their best. Ms. Clara Night said that the Principal of Norwegian People’s Aid

one day inspired her by telling her to work hard to meet deadline and so that next time she may

get promoted or get salary increase. This aligns with Mullins (2002), the manager solely exercises

decision-making and authority for determining policy, procedures for achieving goals, work tasks

and relationships, and control of rewards or punishments. However, this style would be most

appropriate in emergency situations, and would normally be considered justified by the group, that

is, where the general climate of the group is supportive and mature.

50

4.2.15. My manager gives me regular feedback on my performance.

Performance Feedback Frequency (f) Percentage (%)

Yes 23 92

No 2 8

Total 25 100


Table 4.2.15. Describes whether the management of Norwegian People’s Aid, Yei Vocational

Training Centre gives regular feedbacks to their employee’s job performance. 23 in number

representing 92% said yes that their management gives regular feedback on their job performance

while 2 in number representing 8% of the respondents said no that the their managers did not give

them regular feedback on their job performance. According to the interview from the informants

it shows that, the management of Norwegian People’s Aid, Yei Vocational Training Centre give

almost regular feedback to their employees to assess their job performance. According to Akunzi

Lilias Tutor Adult literacy said that she received regular feedback from her boss on daily basis and

even some times after every one month on how she should be performing her job duties and it has

really encourage her to be confident and performing very well in her job. It can align with Dubrin

(1998) where he or she coaches subordinates and negotiates their demands. The manager may

also seek discussion and agreement with teachers over an issue before a decision is taken

(consensus). He or she may allow the subordinates to take a vote on an issue before a decision is

taken (democratic).

51

4.2.16. Is there good collaboration between your team and other teams in the business?

Collaboration between teams Frequency (f) Percentage (%)

Yes 9 36

No 16 64

Total 25 100


Table 4.2.16. Describe the level of collaboration between department teams and other department

teams in Norwegian People’s Aid, Yei Vocational Training Centre. 16 in number representing

64% of the respondents said No that there was no good collaboration between their teams and

other teams in the business while 9 in number representing 36% of respondents said yes that the

department’s teams have good collaboration with other teams in the business. According to the

Interview with the informants, it shows that there is little collaboration between teams of different

department in Norwegian People’s Aid, Yei Vocational Training Centre in coming up with a

common objective to be achieved. According to Yaka Justo head of carpentry and Abraham Agok

head of Building section said that they came up with an ideas for the ICT department to design a

website for the centre concerning all activities to market Yei Vocational Training Centre to be

accessed everywhere and attract more students, but due to low collaboration it failed to work. This

align with Prerez, Milstein, Wood and Jacquez (1999), it is believed that subordinates share a sense

of responsibility for the organization when they are allowed to participate actively in decision-

making. This management style is viewed as an important aspect of empowerment, team work

and collaboration. It has been observed that an organization is more effective when those who will

be affected by the organization’s decisions are fully involved in the decision-making process.

52

4.2.17. People in my team are focused on delivering results.

Result Focused Team Frequency (f) Percentage (%)

Yes 15 60

No 10 40

Total 25 100


Table.4.2.17. Tries to describe whether employees in their various teams were focused on

delivering result. 15 in number representing 60% of respondents said yes that people in their team

members were being focused on delivering results while 10 in number representing 40% of

respondents said no to that people in their teams are not focused in delivering results. From the

informants it was noted that most of the teams in Norwegian People’s Aid are focused on

delivering results. For example Mr. Jojon Ezibon head of Tailoring and Tie said that the principle

of the centre has forced them to complete a course of three weeks in just one week and it was a

very hard task hence they managed to deliver the result as expected by the management. This

aligns with Dubrin, (1998), who said he is not bothered about attitudes of the subordinates toward

a decision; he is rather concerned about getting the task done. He tells the staff what to do and how

to do it asserts himself and serves as an example for the subordinates. This style is viewed as task-

oriented

53

4.3. EMPLOYEE PERFORMANCE.

4.3.1. Do you have an annual set of performance standards?

Performance Standards Frequency (f) Percentage (%)

Yes 15 60

No 9 40

Total 25 100


Table.4.3.1. describes whether the management of Norwegian People’s Aid, Yei Vocational

Training Centre have an annual set of performance standard for their employees. 15 in number

representing 60% of respondents said yes the management of (NPA/YVTC) have an annual set of

performance standards while 9 in number representing 40% of respondents said no that the

management have no annual set of performance standards. According to the interview with the

informants, most of the staff said that they received annual set of performance standards in

Norwegian People’s Aid, Yei Vocational Training Centre. According to Mr. Yaka Justo he said

the he normal received two annual set of performance standard which evaluate the activities and

the level of competent hence it has helped him from understanding his normal duties. This aligns

with Maxwell (2008) definition of performance as an analysis of an employee's work habits

undertaken at a fixed point in time to determine the degree to which stated objectives and

expectations have been reached.

54

4.3.2. Do you receive regular job performance feedback?

Performance Feedback Frequency (f) Percentage (%)

Yes 10 20

No 20 80

Total 25 100

Source: Field Survey2014

Table.4.3.2. Describes whether the staff of Norwegian People’s Aid, Yei Vocational Training

Centre receives regular job performance feedback. 20 in number representing 80% of the

respondents said no to the question that they don’t receive regular job performance feedback while

10 in number representing 20% of respondents said yes they receive regular job performance

feedback. Based on the informants, it was noted that the employees of Norwegian People’s Aid –

Yei Vocational Training Centre received annual performance standard but the management of does

not give back regular job performance feedback for the employees to find and check out the areas

where they are not performing well. Ms. Mary Bangu said that she normally received annual

performance standards twice a year but the management didn’t give feedback to them on area

which requires improvement. She further said that they normally hope that performance feedback

helps to correct the wrong things and even identify staff for training, promotion and even demotion

for those staff that were under performing. This align with Koontz, H. (1988) Ways in which

employee performance can be increased include; proper incentive systems which may be financial

or nonfinancial. This should be after identifying the needs and desires of employees that can be

satisfied hence increased performance hence emphasis employee’s feedback.

55

4.3.3. Do you believe that there is fairness in the way your performance is assessed?

Fairness in assessment Frequency (f) Percentage (%)

Yes 8 32

No 17 68

Total 25 100


Table.4.3.3. It tests whether the management of Norwegian People’s Aid, Yei Vocational Training

Centre was fair in the way the employee performance was assessed. 17 in number representing

68% of the respondents said no that their there is no fairness in the way their performance is

assessed while 8 in number representing 32% of respondents said yes that there was fairness in

the assessment of their performance. Based on the informants, it was noted that there is little or

less fairness in the way the management of Norwegian People’s Aid – Yei Vocational Training

Centre assessed the performance of their employees. For example Mr. Khemish Stephen said that

he has worked for Norwegian People’s Aid, Yei Vocational Training Centre for Four Years since

then he was not promoted in his position of work, still get low salary nor even attended any training

but there has been many performance appraisal being done at least twice a year. This align with

Daya and Duffuaa, (1995, pp. 20-26) who argues that to meet the challenges posed by the

contemporary competitive environment, the manufacturing organizations must infuse quality and

performance improvement initiatives in all aspects of their operations to improve their

competitiveness

56

4.3.4. Do you have opportunities to advance in your line of function?

Advance opportunities Frequency (f) Percentage (%)

Yes 19 76

No 6 24

Total 25 100


Table 4.3.4. It tries to test whether the staff of Norwegian People’s Aid, Yei Vocational Training

Centre has the opportunities to advance in their line of function. Those who said yes to the

opportunities to advance in their line of function were 78% while those who said no that they don’t

have opportunities to advance were 22%. Based on the interview with the informants, it was noted

that employees of Norwegian People’s Aid said that they have opportunities to advance in their

line of function within Norwegian People’s Aid, Yei Vocational Training Centre. According to

Khemisa Agnes Tutor Adult Literacy department and Mary Bangu the assistant personnel said that

they received opportunities to advance in their line of function by attending short training

organized by the management of Norwegian people’s Aid Yei Vocational Training Centre to aid

and help them the staff to perform well.

57

4.4. RELATIONSHIP BETWEEN MANAGEMENT STYLES AND EMPLOYEE

PERFORMANCE

4.4.1 Decision Making process and employee performance

Respondents were asked whether the decision making process affect their performance at work

and below is the bar graph showing their response.

Figure 4.4.1. Decision Making Process and employee Performance

Source: Field survey 2014

Figure 4.4.1. Shows the relationship when decisions were made in Norwegian People’s Aids Yei

Vocational Training Centre affects employee’s performance. 10 in number representing 40% of

the respondents said Yes it affects their performance very high, 9 in number representing 36% of

the respondents said it affects their performance high and 6 in number representing 24% of the

respondents said yes that the decision making process affects their performance low. The

researcher went on to determine the strength of the relationship using Pearson’s correlation

coefficient.

0

10

20

30

40

50

Very High High Low

Frequency (f)

Percentage (%)

58

Computation of correlation coefficient

Response X Y X2 Y2 XY

Very High 1 13 1 169 13

High 2 9 4 81 18

Low 3 3 9 9 9

Total 6 25 14 259 40

Where r is the Correlation coefficient, X & Y representing the Variables being tested while n

represents the random sample.

r = n (∑x y)-[(∑x) (∑y)]

√ [(n∑x2-(∑x) 2) (n∑y2-(∑y) 2)]

3(40)-[6×25] = -30

√ [(3×14-62) (3×259-252)] √ [(6) (152)]

r = -0.9934

From this, it is determined that, there is a high relationship between decision making process and

employee performance 0.9934. However, the relationship is negative which show that in

Norwegian People’s Aid, Yei Vocational Training centre the decision making process doesn’t

involve employees. Hence the centre needs to involve employees in the decision making process

since it’s a determinant of employee performance.

59

4.4.2 Team Collaboration and Employee Performance

Respondents were asked whether collaboration between teams affect their performance at work

place and bellow is the bar graph showing their response.

Figure 4.4.2. Team Collaboration and Employees Performance

Figure 4.4.2. Shows the relationship between team collaboration and employee’s performance in

Norwegian People’s Aid, Yei Vocational Training Centre. It was found out those 6 in number

representing 24% respondents said it affects them very high, 10 in number representing 40% said

that it affects them high and 9 in number representing 36% said that team collaboration affects

them low.

0

5

10

15

20

25

30

35

40

45

Very High High Low

Frequency (f)

Percentage (%)

60


Response X Y X2 Y2 XY

Very High 1 6 1 36 6

High 2 10 4 100 20

Low 3 9 9 81 27

Total 6 25 14 217 53

r = n (∑x y)-[(∑x) (∑y)]

√ [(n∑x2-(∑x) 2) (n∑y2-(∑y) 2)]

3(53)-[6×25] = 9

√ [(3×14-62) (3×217-252)] √ [(6) (26)]

r = 0.72

The Pearson correlation coefficient above reveals that there is a positive and significant

relationship between team collaboration and their performance in Norwegian People’s Aid, Yei

Vocational Training Centre. This is shown by the Pearson correlation of 0.72**. Therefore,

Norwegian People’s Aid – Yei Vocational Training Centre Management should consider

encouraging team collaboration in order to improve their performance at work.

61

4.4.3 Valuing Ideas and Performance

Respondents were asked whether valuing of your ideas and skills by your manager help in

improving your performance at work place and bellow is the bar graph showing their response.

Figure 4.4.3. Valuing Ideas and Performance

Figure 4.4.3. Examine the relationship whether the management of Norwegian People’s Aid, Yei

Vocational Training Centre values ideas brought to them by their employees to improve their

performance at work place. 13 in number representing 52 % of respondents said that the

management values their ideas very high which improves their performance at work place, 9 in

number representing 36% said that the management values their ideas high and 3 in number

representing 12% said that the management values their ideas low which does not improvement

their performance at work

0

10

20

30

40

50

60

Very High High Low

frequency(f)

percentage

62


Correlation X Y X2 Y2 XY

Very High 1 13 1 169 13

High 2 9 4 81 18

Low 3 3 9 9 9

Total 6 25 14 259 40

r = n (∑x y)-[(∑x) (∑y)]

√ [(n∑x2-(∑x) 2) (n∑y2-(∑y) 2)]

3(40)-[6×25] = 30

√ [(3×14-62) (3×259-252)] √ [(6) (152)]

R = -0.9934

From this, it is determined that there is a high relationship between valuing ideas of employees

and employee performance 0.9934. However, the relationship is negative which show that in

Norwegian People’s Aid, Yei Vocational Training centre valuing ideas and skills is not considered

much. Hence the institute needs to value employee ideas and skills since it’s a determinant of

employee performance

63

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 INTRODUCTION

This chapter captured the findings from the data and the framework used for the analysis and

presents conclusions drawn from the analysis. Recommendations are also given based on the

findings.

5.1 FINDINGS

The main objective of this study was to identify the specific management styles demonstrated by

the management in Norwegian People’s Aid, Yei Vocational Training Centre in enhancing

employee performance and to examine how these specific styles affected the performance of the

employees. From the supported material and results of the study it was observed that there is a

significant relationship or link between management styles and employee performance. This study

found that different management styles were exhibited by the management of Norwegian peoples

Aids Yei vocational Training Centre and these styles had positive effect on employee performance.

What this means is that managers are very particular about getting results and only motivate

employees to give their best in order to increase productivity. -However, it is also observed that

there is very little or minimal style of democratic and participatory management exhibited and this

negatively impacts performance. This probably suggests that management act with strict internal

rules to achieve results and the fact that the practice in Norwegian People’s Aid Yei Vocational

Training Centre is also not democratic- style to validate this.

64

The management styles practice in Norwegian Peoples Aids, Yei Vocational training Centre seems

to match the description given by Bass and Avolio, 2000 or Mester, et al., 2003 about the managers

who focus their energies on task completion and compliance and rely on organizational rewards

and punishments to influence employee performance, with reward being contingent on the

followers carrying out the roles and assignments as defined by the manager. In fact, defining and

communicating the work that must be done by their followers, how it will be done, and assisting

the followers in understanding precisely what needs to be achieved in order to meet the

organization’s objectives as is typical of an Autocratic style can only bring in marginal returns and

will not survive a competitive business environment.

5.2 CONCLUSIONS.

To ensure the organization’s survival and performance, employees of Norwegian People’s Aid,

Yei Vocational Training Centre need to be motivated to go beyond ordinary expectations by

appealing to their higher order needs and moral values. This requires Participatory styles of

management. Hughes, Ginnett and Curphy (1994) believe that participatory style also have the

ability to align people and the systems so, there is integrity throughout the organization. Again,

sharing decision-making with the subordinates generates empowerment and breeds ownership.

Exercising reasonable level of Participative management style provides a sense of belonging to

employees and makes them ready to defend the business objectives and goals. Even though he or

she invites contributions from the subordinates before making a decision, the manager retains the

final authority to make decisions (consultative).

It is also recommended that, regular performance feedback should be encouraged across all levels

of the organization since from the analysis it shows that it has one of the strongest significant

measures for the overall job performance.

65

As exhibited Management styles have direct impact on productivity, this study can be further

enhanced to explore what constitutes the right balance in management styles required to exact

expected performance delivery from employees.

Limitation of the study

Due to constraints of time, materials and financial resource, the study was confined to only

Norwegian People’s Aids, Yei Vocational Training Centre. To mitigate the impact of these

limitations, the researcher will exercise the greatest amount of care and vigilance in conducting

the study.

5.3 RECOMMENDATIONS

Finally concluding the whole research conducted it is found that management styles has direct

relationship with employee output and that depending on the style exhibited by the managers in an

organization, productivity is either enhanced or stalled . Whereas tasks are important for the day-

to-day survival of the organization, developing people and teams are important for the long-range

performance of the organization. Thus, it should be extremely important for Norwegian People’s

Aids Yei Vocational Training Centre, to balance its management styles to equally reflect much

interest in people in its pursuit to enhance employee performance and have competitive advantage.

It is extremely important to balance the ability to get things done (tasks) with keeping the team

together (people).

66

APPENDIX I

REFERENCES

Adair, J. (2002).Effective strategic Leadership London Macmillan publishers Limited

Amos, T.L., Ristow, A. and Ristow, L. 2004. Human Resource Management, 2nd Edition,

Lansdowne: Juta and Co Ltd.

Anderson, T.D., Ford, R. and Hamilton, M. (1998), Transforming Leadership: equipping yourself

and coaching others to build leadership organization, 6th edition, London: St. Lucie Press.

Armstrong, M. and Baron, A. (1998), Performance Management – The New Realities, London:

IPD.

Baird, L. (1986), Managing Performance, New York: John Wiley.

Barling, J., Salter, F., and Kelloway, E.K. (2000), "Transformational leadership and EI: an

exploratory study", Learnership & Organizational Development Journal

Bartlett, C.A. and Ghoshal, S. (1995), Changing the Role of Top Management beyond Systems to

People, Harvard Business Review; 73(3), pp.132-142.

Bass, B. (1985), Leadership and Performance Beyond Expectations, New York: Free Press.

Bass, B.M. and Avolio, B.J. (1994), Improving Organizational Effectiveness through

Tranformational Leadership, Thousand Oaks, CA: Sage Publication.

.

Brand, C., Heyl, G. and Maritz, D. (2000). “Leadership”. In Meyer, M. and Botha, E.(eds).

Brewster, C., Carey, L., Dowling, P., Grobler, P., Holland, P. and Warnich, S. (2003),

Contemporary Issues in Human Resource Management, Cape Town: Clyson Printers.

Burns, J.M., (1978), Leadership, New York; Harper and Row.

Cacioppe, R. (1997), Leadership Moment by Moment, Leadership and Organizational

Development Journal; 18(7), pp.335-345.

Campbell, J., McCloy, R., Oppler, S. and Sager, C. (1993), The Theory of Performance, New

York: Jossey-Bass.

Chen, F. and Tjosvold, D. (2006), Participative leadership by American and Chinese managers in

China: The role of leadership, Journal of Management Studies; Vol. 43, Issue 8, pp.1725-1752.

Cherrington, D.J. (1994), Organizational Behaviour. Boston: Allyn and Bacon.

67

Collis, D.J. and Montgomery, C.A. (1995), Competing on Resources, Harvard Business Review;

73(4), pp.118-128.

Corvellec, H. (1995), Stories of Achievement: Narrative Features of Organizational Performance,

Sweden: Lund University Press.

Cummings, L.L. and Schwab D.P. (1973), Performance in Organizations: Determinants and

Appraisal, Glenview: Scott, Foresman ansd Company.

Daniel, G. (2002). The New leaders: Transforming the art of leadership into the science of results.

Little brown, Zancaster press, London.

Debushis, C. (2000) leading consciously: A pilgrimage toward self-mastery. Butterworth-

Heinemann, Wildwood Avenue USA.

Fisher. S (1995). The use of non-financial Rewards in performance measurements. M (Ed)

Dissertation, Englewoods cliffs, Prentice Hall.

Gaver, K and Austin, S (1995) Additional evidence on incentive plans and inceme management.

Journal of Accounting and Economics, 19:3-28, Colorado, Santa Monica

Hersey, P and Blanchard,K.H (1988). Management of organizational behavior: Utilizing Human

Resources. Pretence Hall, Eagle wood cliffs, New Jersey.

Milgron P. and Holmstran, B. (1991) Incentive contracts, asset ownership and job design. London,

Prentice Hall printery.

Mullins, J. (2002). Management and organizational behavior: Library of congress cataloguing in

publication data, United Kingdom.

68

APPENDIX II

QUESTIONAIRE

I am Daniel Lodinya Stephen, a student of St Lawrence University - Kampala (Uganda) carrying

out research entitled “EFFECTS OF MANAGEMENT STYLES ON EMPLOYEES

PERFORMANCE”: A Case Study of Norwegian People’s Aids Yei Vocational Training Centre

South Sudan.

I have chosen Norwegian People’s Aid, Yei Vocational Training Centre as the purpose for this

research as well as for my partial fulfillment for the award of Bachelor of Business Administration

in Human Resource Management and for the future enhancement of the organizational

management. And all information provided will be treated with confidentiality and only for the

study period.

Thank you

Instructions:

Please put a tick on the desired choice of answer corresponding question.

Demographic and sex

1. In which Department do you work?

Management ICT Construction Carpentry & Joiner Tailoring

Tie & Die Adult Literacy

2. What is your job position in NPA-YVC?

……………………………………………………………

3. Are you a manager with normal employee?

a. Yes b. No

69

4. Sex:

a. Male b. Female

5. How long have you worked for Norwegian People’s Aids – Yei Vocational Training Centre

(NPA -YVTC?

a. Less than 1 year

B. 1 year to less than 3 years

C. 3 years to less than 5 years

D. 5 years to less than 10 years e. 10 years or more

6. What level of formal Education have you obtained?

a. Basic Education b. Secondary

c. Polytechnic d. University e. Other tertiary

Management Styles

1. My manager values all the ideas and skills I bring to him.

Yes No Sometimes

2. People in my team are good at celebrating our successes.

Yes No

3. My manager generally understands the problems I face in my job.

Yes No

4. My manager shows a genuine interest in me as a person.

Yes No

5. How satisfied are you with your freedom to get on with your job?

70

Very Somehow Not At All

6. The decision-making process involves fewer people.

Yes No

7. My company acts with integrity in its internal dealings with employees.

Yes No

8. We are encouraged to come up with innovative solutions.

Yes No

9. I believe my company’s leadership acts on the issues/opportunities identified in employee value

surveys.

Yes No

10. People in my team are resolving issues more quickly.

Yes No

11. My manager is considerate of my life outside work.

Yes No

12. I have stretching objectives agreed with my manager.

Yes No

13. My manager trusts my judgment within my job.

Yes No

14. My manager inspires me to give my best.

Yes No

15. My manager gives me regular feedback on my performance.

71

Yes No

16. Is there is good collaboration between my team and other teams in the business?

Yes No

17. People in my team are focused on delivering results.

Yes No

Employee performance

1. Do you have an annual set of performance standards?

Yes No

2. Do you receive regular job performance feedback?

Yes No

3. Do you believe there is fairness in the way my performance is assessed?

Yes No

4. Do you have opportunities to advance in my line of function?

Yes No

Relationship between management styles and employee performance

1. Does the decision making process affect your performance at work?

Very high

High

Low

72

2. How does collaboration between teams affect your performance at work place?

Very high

High

Low

3. Does your manager value your ideas and skills to improve performance at work place?

Very high

High

Low

Thank you

73

APPENDIX III

Map of South Sudan showing Yei Town used in the Case Study

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=mZxpCgl9jpZ2fM&tbnid=BitAevCSmAEvwM:&ved=0CAUQjRw&url=http://www.mapsofworld.com/south-sudan/cities-map.html&ei=y-G6U9rWFq3Y4QSc_IBw&psig=AFQjCNFqhGMlCeS-Q3cmWJEpsoHLShvWHA&ust=1404842807748426

Effect of Management Styles on employees performance

Documents

Transcript of Effect of Management Styles on employees performance