Factors That Affect Performance Appraisal Of Civil Servants For The Ministry Of Education Staff In Nairobi Province
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The study set out to assess how performance appraisal tools affect performance appraisal of Ministry of Education civil servants in Nairobi province, determine the extent to which standard or yard sticks affect performance of the civil servants, establish if involvement in setting of the targets and use of feedback influence performance appraisal and find out if demographic factors influenced the performance appraisal system of civil servants in Nairobi Province. The study adopted a descriptive survey design. The target population consisted of the 285 employees of the ministry of education based in Nairobi. Out of these, 30 representing approximately 10% were randomly selected for study. Data was collected using questionnaire method and was analyzed using frequency distribution tables, pie charts, histograms and percentages. Data were collected from respondents with different portfolios in the ministry of education such as clerical officers, secretary’s, auditors, quality assurance officers and quality assurance supervisors from different departments. The study also revealed that all respondent were aware of the existence of performance appraisal. The responses indicated that majority of the participants were conversant with performance contract. Lack of effectiveness of performance appraisal was blamed on delay in receiving performance appraisal forms, which in turn delayed the whole process of appraisal. The appraisal tools were however termed as lacking in identifying training needs and therefore did not help those appraised to improve through training. This study revealed that respondents were often appraised by an older person. The appraisers more often had more work experience than the
respondents creating confidence in the whole exercise. It emerged majority did not get feedback of the results of performance appraisal denying them an opportunity to learn through their mistakes. Recommendations were aimed at increasing access to appraisal resources, participation in appraisal process and ensuring feedback to enhance appraisee learning through previous mistakes.
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