The performance management system for educational staff at Motheo College: an evaluative case study

English: Worldwide, including in South Africa, Performance Management (PM) has become paramount within knowledge-producing institutions – not only to survive the extremely competitive and interconnected world we live in, but also to meet the demands for quality, accountability and high-level people power. Performance Management, embedded in human resource management and development (HRMD), has become critical in guiding and supporting the strategic (re-) planning of such institutions. The PM Project (of which this study forms part, with special reference to Motheo Further Education and Training (FET) College cluster) of the Centre for Higher Education Studies and Development (CHESD) at the University of the Free State was initiated with the purpose of addressing the shortcomings of current PM processes within South African further and higher education institutions. This is particularly significant since PM practices is a relatively recent phenomenon in further and higher education and also because HRMD in South Africa is an underdeveloped and poorly resourced function. In order to address the above-mentioned complex challenges, the aim of this study was to develop an effective and efficient performance management system (PMS) for the Motheo FET College cluster by: • undertaking a comprehensive literature and policy review on PM in the higher and further education and training sectors; and • investigating and critically analysing the existing PMS at the Motheo FET College cluster. Findings of the above-mentioned formative evaluative case study approach were based on qualitative (i.e. eleven semi-structured interviews with educators) and quantitative (i.e. a questionnaire survey targeting 157 educators) investigations. The main findings and conclusions from these investigations indicated an urgent need to formally implement an effective and efficient PMS at this institution for human and social development as well as for transformation purposes (where team-building amongst campuses and preparation of staff will be required). In addition, a structured PMS could then guide these educators by ensuring that they are able to keep abreast of developments in their own fields of teaching, as well as of changes in environment, teaching methods and technologies (especially since the merger, and because of multiple legislative demands). From the literature it has become evident that PM is normally a complicated and delicate matter. In this study the lack of communication between educators and management in terms of performance-related information was identified. In the light of this it is crucial to inject additional resources into management development (alongside the existing staff development and training), in order to prepare members of management to cope with change. It is also essential for educators to increase and enhance their performance and to prevent the loss of quality educators to other institutions. The perspectives and insights gained from the evaluative case study could guide the managers of the Motheo FET College cluster to develop an effective and efficient PMS, and indirectly to improve the educators’ knowledge and skills in becoming and remaining professionals in their respective fields.