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SCMS Journal of Indian Management, January - March 2017

A Quarterly Journal

Dr. Vidya R. and Sharath Ambrose

A b s t r a c t

The study is to explore through the faculties of the management institutions, which are able to respond to the

challenges of the educational environment and the effectiveness in management of performance at institutions. The

respondents are his/her Peers, Superior/Management, Self, Students, Teaching Experts, Industrial Experts and

Alumni. A Comprehensive 360-degree appraisal framework to assist the management optimizing the right variables

and opportunities is preferred as a solution. The study is an attempt to implement the Comprehensive 360-degree

model as a holistic appraisal system in academics especially in selected management colleges.

ew system of appraisal and feedback offers huge

benefits for relatively little investment. It will Nprovide constructive feedback and development opportunities to teachers and principals. It will bring overdue

recognition to effective teachers, spreading good practices

through their school and beyond. It will address

underperformance through a continual focus on improving

teaching and learning. Above all, it will raise student

performance. Our schools and students deserve no less. The

circle, or perhaps more accurately the sphere, of feedback

sources consists of superiors/Management, students, peers,

teaching experts, industrial experts, parents, alumni and

one's self. It is not necessary, or always appropriate, to

include all of the feedback sources in a particular appraisal

program. The organizational culture and mission must be

considered, and the purpose of feedback will differ with each

source. For example, students assessments of a supervisor's

performance can provide valuable developmental guidance,

peer feedback can be the heart of excellence in teamwork,

and customer service feedback focuses on the quality of the

team's or agency's results. The objectives of performance

Keywords: 360-degree appraisal, performance, framework, model, holistic system, faculty.

Comprehensive 360- Degree Appraisal: Management

Educational Institutions

Dr. Vidya R. Research scholar, Institute of management studies and research Kuvempu university, Shankarghatta [email protected]

Sharath Ambrose Faculty member, Institute of management studies and research, Kuvempu university, Shankarghatta [email protected]

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SCMS Journal of Indian Management, January - March 2017 88

appraisal and the particular aspects of performance that are

to be assessed must be established before determining which

sources are appropriate. The Comprehensive 360-degree

model constructed by totaling supplementary enumerators

with basic enumerators (Superior/Management, Peers,

Students and Self) which is used in earlier 360-degree

feedback model. In this model supplementary enumerators

(Teaching experts, Industry experts, Parents and Alumni) are

engaging vital role to provide reliable feedback to faculties'

performance and they support to develop their performance.

Self

Students

Teaching Experts

Industrial Experts

Alumni

Peers

Parents

iors

Managem ent/Super

2. Literature review

2.1 In “Multi source feedback based performance appraisal

system using Fuzzy logic decision support system,”

Meenakshi focused on the 360-degree feedback

appraisal process affect on human resource practices and

its methodology that is to know the employee appraisal

and employee development. Used in employee

performance appraisals, the 360-degree feedback

methodology is differentiated from traditional, top-

down appraisal methods in which the supervisor

responsible for the appraisal provides the majority of the

data. It is also explored the information gained from

other sources to provide a fuller picture of employees'

performances. Similarly, when this technique used in

employee development it augments employees'

perceptions of training needs with those of the people

with whom they interact.

2.2 In “Fuzzy Logic Modeling for Performance Appraisal

Systems – Framework for Empirical Evaluation” Adnan

and Minwir mentioned few other methods including

management-by-objectives (MBO), work planning and

review, 360o appraisal and peer review. With all the

available techniques, it is essential to understand that

different organization might use different technique in

assessing staff performance. Since all the techniques

mentioned above has their own advantages and

disadvantages, most organizations might mix and match

different techniques for their own performance appraisal

system that can fulfill their organizational needs.

2.3 Khairul and Qiang in “Data-Driven Fuzzy Rule

Generation and Its Application for Student Academic

Performance Evaluation” stated that, some potential

aims of performance appraisal might include identifying

particular behavior or job. Various techniques or methods

have been used by human resource management experts

to evaluate the performance of an employee.

SCMS Journal of Indian Management, January - March 2017 89

2.4 Nathalie Abi Saleh Dargham in “Effective Management

of the performance appraisal process in Lebanon: An

Exploratory study” mentioned that Performance

appraisal has increasingly become part of a more

strategic approach to integrating HR activities and

business policies and may now be seen as a generic term

covering a variety of activities through which

organizations seek to assess employees and develop

their competence, enhance performance and distribute

rewards Thus, both practice and research have moved

away from a narrow focus on psychometric and

evaluation issues to developmental performance

appraisal which may be defined as any effort concerned

with enriching attitudes, experiences, and skills that

improves the effectiveness of employees.

3. Objectives

Objectives Comprise:

1. To understand the value addition in 360-degree

appraisal system,

2. To provide feedback for faculty by using 360-degree

feedback process being used in management

institution, and

3. To develop strategies to improve performance of

employees as well as institutions.

4. Hypothesis:

4.1 H0: There is no significant deviation from Actual Basic score to Actual Advanced score (µ d = 0)

H1: There is a significant positive deviation from Actual Basic score to Actual Advanced score (µ d > 0)

4.2 H0: There is no significant deviation from Weighted Basic score to Weighted Advanced score (µd 0) H1: There is a significant positive deviation from Weighted Basic score to Weighted Advanced score (µd > 0) 4.3 H0: There is no significant deviation from Total Basic score to Total Advanced score (µ

d = 0)

H1: There is a significant positive deviation from Total Basic score to Total Advanced score (µ d

> 0)

4. Research methodology

The study explore the adoption of performance management

system in management institutions in order to improve the

efficiency and effectiveness in the performance of

employees with reference to 360-degree as a holistic

approach to performance management system. The data

obtained by the selected management institutions in

shivamogga district. The research is pursued on exploratory

research design. The size of respondents based on average

pro-rata basis. A designed questionnaire has been

administered to enumerators like, Basic enumerators

Superior/Management, Peers, Students, Self, and

Supplementary enumerators Parents, Teaching experts,

Industrial Experts and Alumni to gather accurate responses

from respondents. To test the hypothesis the present study

used T-test method and weights based on the parameters

selected by the factors (Basic enumerators and

supplementary enumerators) the study uses tools like

Tabular method, scoring method and Weights methods to

interpret the data systematically and draw the meaningful

conclusion.

5. Analysis and Discussion:

Table 6.1: List of Basic and supplementary enumerators and appraisal parameters.

SL. NO.

Enumerators Parameters

1. Superior/Manag ement

a. Planning and preparation of course b. Designing student centric instructional content

c. Marinating records d. Professional responsibilities e. Communication with manag ement and contributing to

institution development

f. Maintaining room discipline and control of class

A Quarterly Journal

2. Peers a. Intra-personal relationship

b. Mutual trust

c. Co-operation and Co-ordination with them

d. Communication

3. Students a. Preparation to student centric instructional content/course objectives.

b. Selecting instructional goal.

Assessing student learning with skills and knowledge

Class room environment (creating healthy environment to build rapport)

Communication

Allowing students to participate and providing feedback (questioning and discussion)

Motivation and encouragement

Parent/Guardia n a.

Students academic progress

Treating students with respect and care support to resolve interpersonal

conflicts

Influencing and modifying students behavior

Mentoring and counseling

Faculty interaction with parents

Teaching Experts

Academic achievements

Scholarly activities

Participation in Conferences/Seminar/Workshops

Preparation of student development program

Industrial tie-up’s

Industrial/Corp orate experts

Application based teaching

Industrial workshops/Conferences/Seminar

Student’s

performance in campus recruitment.

Faculty training and development program

Alumni

Application based teaching

Industrial tie-up

Value based teaching

Imbibing corporate skills & culture

Self

Goal content

Teaching strategies

Planning @ preparing for student

centric course

Marinating class room discipline & control of class

Students performance/result

Teaching aids/Techniques engaging students in learning

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SCMS Journal of Indian Management, January - March 2017 90

g. Demonstrating flexibility and responsibilities

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SCMS Journal of Indian Management, January - March 2017 91

Table 6.2: Top three priority parameters listed from basic and supplementary enumerators

Superior Parameter Weights Rank

Planning and preparation of course 0.20 1 Designing student centric instructional content 0.18 2 Maintaining room discipline and control of class 0.16 3

Self Parameters Weights Rank

Teaching strategies 0.17 1 Students performance/result 0.15 2 Marinating class room discipline & control of class 0.14 3

Students Parameters Weights Rank

Preparation to student centric instructional content/course objectives. 0.16 1 Assessing student learning with skills and knowledge

0.15

Communication

0.14

Peers

Parameters

Weights

Rank

Mutual trust

0.28

Co-operation and Co-ordination with them

0.26

Intra-personal relationship

0.24

Parents

Parameters

Weights

Rank Faculty interaction with parents

0.28

Treating students with respect and care support to resolve interpersonal conflicts

0.26

Mentoring and Counseling

0.23

3 Industrial Experts

Parameters

Weights

Rank Industrial workshops/Conferences/Seminar

0.27

Faculty training and development program

0.26

2 Application based teaching

0.24

Teaching Experts Parameters

Weights

Rank

Academic achievements

0.23

1 Participation in Conferences/Seminar/Workshops

0.22

Industrial tie-up’s

0.21

3 Alumni

Parameters

Weights

Rank

Application based teaching

0.28

Value based teaching

0.25

Industrial interface

0.24

Source: primary data

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SCMS Journal of Indian Management, January - March 2017 92

7. Hypothesis testing:

1. H0: There is no significant deviation from Actual Basic score to Actual supplementary score (µ = 0) H1: There is a d significant positive deviation from Actual Basic score to Actual Supplementary score (µ > 0)d

Table 7.1: T-test for Actual basic score and Actual Supplementary score.

Actual Basic Score (x 1 )

Actual Supplementary score (x 2 )

(d-

d)2

1.38

1.89

4.38

19.14

10.38

107.64

4.38

19.14

7.38

54.39

5.38

28.89

-1.63

2.64

-1

-3.63

13.14

5.38

28.89

4.38

19.14

0.38

0.14

-1.63

2.64

-14

-16.63

276.39

-4

-6.63

43.89

-1

-3.63

13.14

-6

-8.63

74.39

5.38

28.89

-1

-3.63

13.14

-10

-12.63

159.39

9.38

87.89

4.38

19.14

2.38

5.64

-2

-4.63

21.39 19

-1.63

2.64

Total

Σd =

63.00

0.00

(d-

d)2 =1043.63

Mean

=2.63

Source: Primary data

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SCMS Journal of Indian Management, January - March 2017 93

Significance level = 5% (t = 1.71)c

Interpretation: t > tc, H is rejectedobt 0

By testing hypothesis it indicates to reject the null hypothesis

as” t “is greater than “t “. So it can be infer that there is a obt c

positive deviation from actual basic enumerator's scores to

actual supplementary enumerators scores, hence it is

understood that relatively supplementary enumerator's

scores have a significant impact on faculty members'

appraisal.

Hypothesis - 2

Weighted Basic score to Weighted Advanced score (µ = d

0)H1: There is a significant positive deviation from

Weighted Basic score to Weighted Advanced score

(µ > 0).d

H0: There is no significant deviation from

Weighted Basic Score (x1) Weighted Supplementary Score (x2) d (d- d) (d-d)2

17 19 -2.14 -0.27 0.07

1.48

3.35

11.22

4.59

6.46

41.73

0.82

2.69

7.24

2.69

4.56

20.79

2.28

4.15

17.22

-3.44

-1.57

2.46

-3.96

-2.09

4.37

0.59

2.46

6.05

1.23

3.10

9.61

-1.92

-0.05

0.00

-2.74

-0.87

0.76

Table 7.2: T-test for Actual Weighted basic score and Actual Weighted Supplementary score.

-12.36

-10.49

110.04

-4.66

-2.79

7.78

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SCMS Journal of Indian Management, January - March 2017 94

-3.91

-2.04

4.16

-7.79

-5.92

35.05

1.05

2.92

8.53

-4.08

-2.21

4.88

-10.7

-8.83

77.97

4.16

6.03

36.36

1.1

2.97

8.82

0.17

2.04

4.16

-4.9

-3.03

9.18

-2.44

-0.57

0.32

Total

Σd

= -44.88

0.00

(d-

d)2 =428.79

Mean

=-1.87

Source: primary data

Significance level = 5% (t = 1.71)c

Interpretation: t > t , H is rejectedobt c 0

By testing hypothesis it indicates to reject the null hypothesis

as” t “ is greater than “t “ . So it can be inferred that there obt c is a positive deviation from weighted basic enumerator's

scores to weighted supplementary enumerators scores, hence

it is understood that relatively supplementary enumerator's

scores have a significant impact on faculty appraisal.

Hypothesis - 3

Total Basic score to Total Advanced score (µ = 0)H1: d There is a significant positive deviation from Total Basic

score to Total Advanced score (µ > 0)d

H0: There is no significant deviation from

Table 7.3: T-test for Actual Total basic score and Actual Total Supplementary score.

Total Basic Score (x1) Total Supplementary Score (x2) d (d- ) (d- )2

56 37 19.46 4.67 21.85

47 30 16.56 1.77 3.15

47 29 17.81 3.02 9.15

47 31 16.14 1.35 1.83

46 29 17.29 2.50 6.27

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SCMS Journal of Indian Management, January - March 2017 95

44 29 14.86 0.07 0.01

35 21 13.56 -1.23 1.50

45 30 14.62 -0.17 0.03

50 32 17.99 3.20 10.27

43 28

15.15

0.36

0.13

14.14

-0.65

0.42

12.06

-2.73

7.43

11.98

-2.81

7.87

11.76

-3.03

9.16

16.27

1.48

2.20

12.95

-1.84

3.37

14.53

-0.26

0.07

12.48

-2.31

5.32

14.52

-0.27

0.07

15.76

0.97

0.95

15.28

0.49

0.24

13.43

-1.36

1.84

13.3

-1.49

2.21

12.96

-1.83

3.33

Total

Σd = 354.86

0.00

Σ (d- )

2 98.66

Mean

=14.79

Source: primary data Significance level = 5% (t = 1.71)c

Interpretation: t > t , H is rejectedobt c 0

By testing hypothesis it indicates to reject the null

hypothesis as” t “is greater than “t “ . So it can be inferred obt c that there is a positive deviation from Total basic

enumerator's scores to Total supplementary enumerators

scores, hence it is understood that relatively supplementary

enumerator's scores have a significant impact on faculty

appraisal.

8. Findings:

1. Planning and preparation of course, Designing student

centric instructional content and Maintaining room st nd rd

discipline and control of class are ranked 1 2 & 3

respectively on the basis of scores given by all the

superiors selected from each colleges. Since above said

parameters are main responsibilities of superiors to take

care through there with the help of faculties.

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SCMS Journal of Indian Management, January - March 2017 96

2. Mutual trust is assigned first rank by peer enumerators

as they feel, trusting each other is very much necessary

in this profession, because it is indeed to maintain high

degree of confidentiality in the daily work.

3. It is found that, Preparation of student centric

instructional content is regarded as top priority for

among the students fertility as they opine each

individuals have their own way of learning styles.

4. It is recorded that, teaching strategies at most important

parameters considered by teaching fertility because

they feel that it is the USP of any faculty.

5. It is inferred that, Academic achievements is very

important for any teachers in this profession as it is

basic criteria for his/her career development and also it

gives identity in this field.

6. Industrial workshops, conferences and seminars or

Industry interface, is regarded as essential factor by

industrial experts as they feel faculties responsibilities

is to cater to the industrial needs or the professional

needs to imbibe the corporate culture in students.

7. It is found that, faculty interaction with parents is

measured as key factor by the parents because as they

get both academic and behavioral information about

their children.

8. Alumni felt that application based teaching

methodology practiced by faculty to develop student's

practical knowledge to apply in their profession.

9. By testing the hypothesis it is found that by considering

actual and weighted supplementary enumerators

score's had made positive impact in appraising the

faculty. By considering these factors it enables to

appraise a faculty better than the former format of 360-

degree appraisal.

10. It is found that the second tire of stakeholders of

institutions have impacted the scores of faculties

significantly. There is a radical positive deviation from

the actual scores to weighted scores due to the

importance given to the top three parameters by each

enumerator in both basic and supplementary.

9. Suggestions:

1. By observing the research findings the new model is

reliable to greater extent because it considers scores

given by all the enumerators and freely allows to rate

the parameters to evaluate and it selects top three best

parameters which are scored by all the enumerators.

Hence, this new model shall be adopted for any

education institution as it does not controls any variable

in the due course assessing a faculty.

2. Based on this research findings it is advised to

educational institutions to provide financial and non-

financial benefits to better performer those who scored

highest marks by the various enumerators to improve

their performance.

3. At the same time those who scored lowest marks

superiors has to take corrective measures to improve

faculties performance by providing training

programmes and workshops etc.

4. Comprehensive 360-degree appraisal construct well

culture and good relationship among the fraternity

hence, it helps to institutions to achieve institutional

goal.

10. Conclusion:

Comprehensive 360-degree analysis is used in assisting

high-level management, to appraise their employees.

Utilizing the concept of using multi-factorial evaluation

model in the performance appraisal system could ease the

changes need to be made in this system whenever it is

necessary. This model follows a systematic step in

determining a faculty's performance, and therefore, it creates

a system of appraisal which is able to consistently produce

reliable and valid results for the appraisal process. In order to

allow others to use this system, the aspect to be evaluated and

the weightage for each of these parameters need to be define

in the system before they use.

Finally, the findings of this research indicated many areas to

be improved in the appraisal system such as the use of

supplementary parameters as a evaluation criteria, an open

and genuine feedback system, a greater senior management

support, a process perceived as being fair by faculties and

finally a structure in which improvements in comprehensive

performance appraisals may be facilitated.

A Quarterly Journal

SCMS Journal of Indian Management, January - March 2017 97

11. Reference:

Meenakshi, G. “Multi source feedback based performance

appraisal system using Fuzzy logic decision support

system.” International Journal on Soft Computing

(IJSC) Vol.3, No.1, and February 2012.

Adnan, S. and A. Minwir. “Fuzzy Logic Modeling for

Performance Appraisal Systems – Framework for

Empirical Evaluation

Khairul, A. R and S Qiang, “Data-Driven Fuzzy Rule

Generation and Its Application for Student Academic

Performance Evaluation”

Dargham., Nathalie Abi Saleh. “Effective Management of

the performance appraisal process in Lebanon: An

Exploratory study .”

Decision support system for the intelligent identification of

Alzheimer using neuro Fuzzy Logic, International

Journal for Soft Computing (IJSC) -Vol.2 NO.2 May-

2011.

International Journal for Soft Computing(IJSC) -Vol.2

NO.1, Feb 2011.”Fuzzy Approach to Critical Bus

R a n k i n g u n d e r N o r m a l a n d L i n e o u t a g e

contingencies.”

International Journal for Soft Computing(IJSC) -Vol.2 NO.2

Feb 2011. Evolving Rules using Genetic fuzzy

Approach to an educational case-study

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