The Effectiveness of Performance Management System to the

Job Satisfaction of the Employees of CKS College

Presented to
The Faculty of Graduate Studies
Chiang Kai Shek College

In Partial Fulfillment
Of the requirements of the Degree of Masters
In Business Administrations

By
Jeccer Cusi

Introduction
Any institution in the world needs performance management in providing quality
service. There are various experts in the 21st century defined the concept of performance
management. Bonn, 2010 stressed that it is the process of measuring performance with
respect to the use of a financial institution's resources - especially its capital so that
employees can meet organizational goals in an efficient and effective manner. Without
proper assessment of the use of capital resources, bank employees will be motivated to
take large bets that may not be in the best interests of the bank's shareholders.
Likewise, it is a continuous process of identifying, measuring and developing the
performance of individuals and aligning performance with the strategic goals of the
organization (Aguinis, 2009).
In the same manner, performance management was first introduced by Michael
Beer as an innovative appraisal and development system. It was intended to be an
improvement on the traditional performance appraisal system that was generally seen as
subjective and plagued by rater problems (Beer and Rush, 1976).
Thus, performance management is the heart of any "people management
processes" in organization. Organizations exist to perform. If properly designed and
implemented it can change the course of growth and pace of impact of organizations. If
people do not perform organizations don't survive. It enables a business or any
institutionin sustaining profitability & performance by linking the staff/employee's pay to
competency and contribution. It provides opportunities for concerted personal
development and career growth and brings all the employees under a single strategic
umbrella.
Angelita Becom and David Insler (2011), believes that the organizations that get
most impact from performance management are those that use it as a tool to differentiate
performance, create a foundation for coaching and drive business results. To improve its
performance process, an organization must analyze not only the design of its program,
but also the key drivers of a successful system, leadership champions, differentiated
individual outcomes driver by calibration and business critical goal alignment, all of
which support performance conservations for effective coaching.
On the other hand, Armstrong & Baron (1998), performance management is the
strategic & integrated approach to delivering sustained success to organizations by
improving the performance of the people who work in them and by developing the
capability of the teams and individuals contributors. This findings also supports the view
of Akata (2003) who considers performance management as a systematic and holistic
process of work planning, monitoring and measurements aimed at continuously
improving the teams and individual employee's contributions to achievement of
organizational goals. Idemobi & Onyeizugbe (2011), the performance management is a
comprehensive approach to planning and sustaining improvements in the performance of
staff/employees so as to meet the standards. The absence of performance management
system will contribute to the high rate of business failures in the company.
However, in the education setting, therewere only limited studies done most
specifically in Filipino-Chinese Higher Education institution. Perhaps, it is high time to
study the of performance management system of the CKS College (FBAS) and its effect

to the job satisfactory of the staffs of the largest Filipino-Chinese education institution of
the country in helping other schools in their performance management program.
Background
The relationship of Filipino and Chinese can be traced back even before the
Spaniard colonized the Philippines. Agoncillo (1990) stressed that the Philippines had
some commercial relations to China. The trade relations had started in the ninth century
when some Arab traders who were barred from Central China coast found an alternative
route starting from Malacca and passing through Borneo, the Philippines, and Taiwan.
During the Spanish Colonization, the Chinese remained traders and later on
became owner of businesses up to the present. But in terms of their education most of
them studied in educational institutions established by the Spaniards and the Americans.
It was only in the year 1899 that the first Chinese school was established a year after the
American occupation started, succeeding the 333 years of Spanish rule. The AngloChinese Academy (Philippine Tiong Se Academy) was built in the compound of the
Chinese Consul General, Tan Kang. A significant number of Chinese schools that exist up
to this date can trace the date of their establishment to the American occupation period. In
the book published by Kaisa para sa Kaunlaran, a total 58 Chinese schools were
established between 1899 and 1935.
The proliferation of Chinese schools in the Philippines was due to the fact that the
new colonial regime allowed the existing Chinese immigrants to bring in their families.
The reform movement going on in China at that time by revolutionaries such as Kang Yuwei and Liang Chi-chao also contributed to the rapid increase in the number of Chinese
schools (Hsiao, 1998). The Chinese schools were responses to the Chinese migrants need
to have children educated about China and the Chinese language, but the ones putting up
the schools had different interests. The American Episcopalians, for example, put up St.
Stephens High School in 1917 (Tan, 2009).
However, the 1973 Constitution prohibited the ownership and operation of alien
schools. The Presidential Decree 176 ordered the phasing out of all alien schools within
four years. The status of Chinese schools was changed to former Chinese schools. The
time devoted to Chinese curriculum, which used to be 160 hours for grade one and two
and reached up to 200 hours per day for senior high school classes, was reduced to 120
minutes per day, devoted only to the teaching of Chinese language arts. Filipinization of
these Chinese schools included ownership and administration. Also, a maximum ratio
of alien students was specified at one-third. On the other hand, the naturalization process
was liberalized in 1974, the Chinese schools had no problems meeting these requirements
(Palanca, 2004).
Likewise, Dulan (1991) stated that Chinese in the Philippines have established
their own system of elementary and secondary schools. Classes in the morning covered
the usual Filipino curriculum and were taught by Filipino teachers. In the afternoon,
classes taught by Chinese teachers offered instruction in Chinese language and literature.
According to Palanca (2004) at present, the total number of Chinese schools is
142, serving 92,760 students. All of these schools are privately owned. Except for a few
provincial schools, almost all of these schools offer both primary and secondary levels of

instruction. The ethnic Chinese population has never been precisely determined, but is
said to be less than two percent of the countrys population.
However, there were only five Filipino-Chinese educational institutions that offer
complete education from basic to tertiary today namely, Chiang Kai Shek College and
Philippine Cultural College in Manila, Grace Christian College in Quezon City, Bohol
Wisdom School in Tagbilaran City, and Cebu Eastern College in Cebu City. Palanca
(2004) stressed that the students of these Filipino-Chinese colleges are mostly ethnic
Chinese who find the location convenient (Chiang Kai Shek College and Philippine
Cultural College). The other reason for attending this school is the socialization aspect.
Some conservative parents send their children there so that they do not end up marrying
Filipinos. On the other hand, there are some students of Filipino-Chinese colleges who
are mostly indigenous Filipinos like the Cebu Chinese Eastern College which courses
offered are not Chinese-related because some shifted to offer mostly popular courses such
as commerce and computer science which are taught in English. Likewise, the high
school graduates from the college or other Chinese schools prefer to attend the more
prestigious and mainstream universities run by the state or sectarian groups. The lower
tuition rate at this college made it affordable to indigenous Filipinos who cannot meet the
financial requirement of the sectarian or other proprietary schools.
The of performance management system of the CKS College (FBAS) and its
effect to the job satisfactory of the staffin the largest Filipino-Chinese education
institution of the country is a topic needing to be studied because most of the business
tycoon of the country were Filipino-Chinese and received their education and trainings
from Filipino-Chinese schools. The progress of their alumni made some of these
institutions to expand and level up. The first to offer complete education from college to
graduate school education was Chiang Kai Shek which was also the alma mater of most
successful Filipino-Chinese business tycoons. And the rest had followed from the trend
imposed by the largest Filipino-Chinese school and some are now looking forward to the
possibility of putting up a college department. This study will be helpful for other schools
because it will enumerate the best features and practices in terms of performance
management program.
Theoretical Framework
(Rogers and Wright, 1998)A major challenge for Strategic Human Resource
Management research in the next decade will be to establish a clear, coherent and
consistent construct for organizational performance. This paper describes the variety of
measures used in current empirical research linking human resource management and
organizational performance. Implications for future research are discussed amidst the
challenges of construct definition, divergent stakeholder criteria and the temporal
dynamics of performance. The concept of performance information markets that
addresses these challenges is proposed as a framework for the application of multidimensional weighted performance measurement systems.
On the one hand, (Salaman et al, 2005) Goal-setting theory had been proposed by
Edwin Locke in the year 1968. This theory suggests that the individual goals established
by an employee play an important role in motivating him for superior performance. This
is because the employees keep following their goals. If these goals are not achieved, they

either improve their performance or modify the goals and make them more realistic. In
case the performance improves it will result in achievement of the performance
management system aims.
On the other hand, (Salaman et al, 2005) Expectancy theory had been proposed by
Victor Vroom in 1964. This theory is based on the hypothesis that individuals adjust their
behavior in the organization on the basis of anticipated satisfaction of valued goals set by
them. The individuals modify their behavior in such a way which is most likely to lead
them to attain these goals. This theory underlies the concept of performance management
as it is believed that performance is influenced by the expectations concerning future
events.
Conceptual Framework

INPUT

Developing & Planning

Performance
-Outlining development
Plans
- Setting Objectives
- Getting Commitment

PROCE
SS
Managing
&
Reviewing
Performance
- Assess against
Objectives
- Feedback
- Coaching
- Document reviews

OUTPU
T
Rewarding
Performance
- Personal
Development
- Link to pay
- Results
Performance

(Zhang Ying Ying 2012)

Scope and limitation of the study
The scope of the study is limited to the non-teaching staffs of Chiang Kai Shek
College Narra Campus. Respondents is limited to 15-30 non-teaching staffs and results
would represent the Narra Campus as a whole.
Statement of the problem
The proposed study aims to answer the following research question:
How can Performance management be enhanced in such a manner that it iseffective and
satisfactory to the staff of CKS College (FBAS)?
The following research sub-questions will be addressed to resolve the
researchquestions:
1. How is CKS College (FBAS) using the performance management system?
2. What are the problems and potential in performance management?
3. How is performance management implemented?

4. What are the strengths or weakness of a performance management system?

5. What is the effect of the current performance management system to the job
satisfaction of the staff in terms of years of service?