INSTITUTION: THE MICO UNIVERSITY COLLEGE

FACULTY: HUMANTIES AND LIBERAL ARTS

DEPARTMENT: BUSINESS
PROGRAMME: B.ED. INSTITUTIONAL MANAGEMENT & LEADERSHIP
COURSE TITLE: PERFORMANCE AND QUALITY DEVELOPMENT
COURSE CODE: BPQD4101
DURATION: 45 HOURS
N0. OF CREDITS: 3
PRE-REQUISITES: ORGANISATIONAL MANAGEMENT & LEADERSHIP
AND HUMAN RESOURCE MANAGEMENT

Rationale

Developing a performance work culture is the foundation of quality management. Over the years
there have been growing interests in performance management and quality development in all
fields. Organizations have been focussing on performance improvement, continuous quality
improvement six sigma and total quality management. Irrespective of the focus the common
thread is one that emphasizes continuous improvement and operational excellence within
institutions. All staff and managers are responsible for their own work and their contribution to
the work of their team in the areas of performance management and quality assurance. Managers
have additional responsibilities to understand, monitor and address performance issues within
their team and with individual staff members. Engagement with this course will allow
participants to be equipped with the skills, knowledge and tools to access, understand, interpret
and use performance and quality assurance information in the decision making process.
Performance and quality is therefore everyone’s business since it is about improving outcomes
and taking action in response to actual performance at an individual, team, department,
corporate, or community level.

Course Description:
This course examines the importance of an effective performance management system in helping
organizations define and achieve short and long term goals. It explains and reinforces the
concept that performance management is a strategic approach to ensuring the efficiency and
effectiveness of an organization. This course shows the correlation between using performance
management programmes and improved business and organizational results. It emphasizes the
need for developing an effective performance management system which is essential for
managing and evaluating staff, developing competencies, improve quality and attaining strategic
outcomes. The course is designed to show the journey of continuous improvement through a
strong focus on quality assurance and how it informs and shapes daily practices within
organizations. In addition, the course emphasizes the importance of measuring the effectiveness
of human resource activities, foundation of quality management, quality management systems
and developing a performance work culture. Participants will be engaged in case analysis,
fieldwork analysis, group discussions, simulation exercises, creation of performance
development plan, quality management plan and appraisal performance plan.
General Learning Outcomes
After completing the course, the students will:

1. Understanding the processes involved in effective performance management

2. Develop an understanding of the best practice performance development processes
3. Make recommendations as to methodologies and techniques to be used for performance
and quality analysis.
4. Gain insight into the importance of quality management
5. Recognize employee development needs and implementing solutions
6. Explore how to assess performance and development
7. Have difficult conversations and setting boundaries without escalating conflict
8. Develop a Performance Management toolkit that can be used by existing institutions

UNIT 1
Title – Performance Management Framework
NO. OF HOURS: 9
Learning Outcome
s:
After completing the unit, students will be able to:

a) Define performance management

b) Explain the importance of performance management
c) Discuss the purposes of performance management
d) Design organizations performance management process that is compliant with law and
supports organizational mission and strategy
e) Identify the criteria for effective performance management
f) Define performance management system(PMS)
g) Assess objectives of PMS
h) Critique the phases of performance management system
i) Compare and contrast various organizational performance management programmes and
best practices

Content:

 Definition of performance management

 Importance of performance management
 Purposes of Performance Management- Strategic , Administrative , Developmental
  Process- Planning, developing, monitoring, rating, rewarding(performance management
cycle- plan-do-review-revise)
 Criteria for effective PM - Fit with strategy, validity, reliability, acceptability, specific
feedback
 Objectives of PMS: assist in the achievement of enhanced standards of work
performance of an employee or class of employees; to assist employees to identify
knowledge and skills to perform their job efficiently; for employees to work towards
defined goals; for employees to receive regular feedback on performance; and for
employees to achieve personal growth through acquiring relevant knowledge and skills
and attitudes
 Phases of PMS: Phase one- Setting expectations; supervisors meet with employees,
establish expectations, performance measurement, understanding how meeting
expectations will contribute to achievement of the organization’s mission. Phase two:
Maintaining dialogue between supervisor and employee, progress measured, reported,
discussed, and documented. Modification of expectations
 Organizations performance management programmes and best practices

Suggested Learning Activities

1. Think – Pair – Share to generate cooperative and collaborative learning
2. Group Discussion and presentation: students to critically assess the impact of
performance management within the organization.
3. Debates – students to make comparisons between various organizational performance
management programmes and best practices.

UNIT 2
Title – Creating a performance management culture
NO. OF HOURS: 9
Learning Outcomes:
After completing the unit, students will be able to:

a) Define performance culture

b) Explain a high performance organization
c) Evaluate the strategies in creating high performance culture
d) Assess the role of leadership in high performance organizations
e) Utilize Balance Scorecards in the development of a high performance culture
f) Justify the challenges faced in developing a high performance culture

Content:
 Definition of performance culture
 High performance organization (HPO)
  Strategies for high performance culture- clearly define what winning looks like, shape
and communicate the preferred culture, set stretch targets, connect to the big picture,
comfort with change, develop an ownership mentality, improving performance
through transparency, increase performance through employee engagement, merit
based performance management system, storytelling/testimonies, free flow
communication, celebrate
 Role of leadership in high performance culture
 Balance scorecards- Definition, strategy to performance measures, create balance
scorecards
 Challenges in developing a high performance culture

Suggested Learning Activities

1. Whole class dialogue - used to generate discussions about students’ experiences and prior
knowledge in connection to the theme.
2. Role-plays – students to creatively express their understanding of the role of leadership in
high performance organizations.
3. Small group discussion and presentation on the challenges faced in developing high
performance culture.

UNIT 3
Title – Performance Review
NO. OF HOURS: 9
Learning Outcomes:
After completing the unit, students will be able to:

a) Define performance reviews/appraisal

b) Analyze the steps in reviewing performance
c) Explain strategies for determining the appraisers
d) Create appraisal goals
e) Discuss types of performance appraisals
f) Analyze several appraisal instruments
g) Create review instruments
h) Discuss possible appraisal problems
i) Discover strategies in avoiding review problems
j) Prepare for an appraisal interview as an appraiser and as an appraisee
k) Conduct an appraisal as well as be appraised
l) Assess performance review as an adequate reflection of performance
m) Recognize approaches that may show Appraisal Interviews contributing to Improved
Performance

Content:
 Performance Review
 Steps in Reviewing Performance
  Strategies for determining appraisers
 How to successfully approach performance appraisal goals
 Types of performance appraisals methods and instruments- Traditional & Modern
(Ranking , Force choice , 360-Degree Feedback, Management by Objectives, Ratings
Scale, Psychological appraisals etc.)
 Create appraisal instruments
 Problems in the appraisal process (being annual, being a lecture, rarely focus on
developing skills and abilities, if only used for pay raise and promotion etc.)
 Strategies in avoid problems associated with the review process
 Preparation for an appraisal interview
 Conducting an appraisal and participating in a review (Be direct and specific, Don't get
personal, Encourage the person to speak, spend time on the positive aspects of
performance, Avoid the horns and halo effect etc.)
 Performance review as an adequate reflection of performance

Suggested Learning Activities

1. Group discussion – students will state the difference between types of performance
appraisals methods and instruments discussed in groups to the class.

2. Individual activity – students will create respective appraisal instruments based on

hypothetical organizations within specific industries.

3. Role play – students will conduct appraisals interviews, applying the do’s and don’t’s of
best practices.

UNIT 4
Title – The Importance of a Quality Framework
NO. OF HOURS: 10
Learning Outcomes:
After completing the unit, students will be able to:

a) Define quality & quality assurance

b) Explain the term quality control
c) Critique quality control vs quality assurance
d) Assess the principles of quality assurance
e) Review the quality management planning and implementation steps
f) Evaluate the components of quality assurance
g) Critique the components of the quality assurance process
h) Analyze models of quality assurance
i) Assess the approaches of quality improvement
j) Compare quality assurance structures within different institutions
Content:
 Quality & Quality Assurance
 Quality control
 Quality control vs quality assurance
 Principles of quality assurance- customer focus, leadership, involvement of people,
process approach, system approach to management, continual improvement, quality by
design, prevention etc.
 Quality management planning and implementation steps- setting data quality objectives,
regulating compliance, identifying responsible personnel
 Components of quality assurance-structure, process, outcome
 Determine the importance of the quality assurance process- Establishment of standards or
criteria, Identify the information relevant to criteria, determine ways to collect
information, collect and analyze the information, compare collected information with
established criteria, make a judgment about quality, provide information , take corrective
action, determine ways to collect the information
 Models of quality assurance- (1)system model - input ,throughput, output ,feedback (2)
efqm model (3) mbnqa model (4) ana quality assurance model (5) plan, do, study, act
cycle
 Approaches of quality improvement- General - Credentialing • Licensure • Accreditation
• Certification • Charter • Academic Degrees, Specific- Peer review, Standard as a device
for quality assurance, Audit as a tool for quality assurance
 Comparing quality assurance structures

Suggested Learning Activities

1. Buzz Word Activity: In their learning groups students will generate and share ‘Buzz
Words’ that are associated with the topic.
2. Group Discussion and presentation: students to critically assess approaches of quality
improvement
3. Reflection: Students will reflect and share what new insights they have gained and how
these insights will influence their future actions.

UNIT 5
Title – Process Improvement & Quality Standards
NO. OF HOURS: 8
Learning Outcomes:
After completing the unit, students will be able to:

a) Identify techniques & tools for process improvement

b) Report on the different techniques used to improve processes
c) Justify the use of the different techniques
d) Review the roles of international, regional and local quality assurance system standards
in quality development
e) Create a quality management plan
Content
 Techniques and tools for process improvement- Six Sigma, lean principles, total quality
management/ continuous quality improvement, metrology, quality circles.
 Quality assurance system standards-ISO series, FDA,BSJ,CROSQ,UCJ

Suggested Learning Activities

1. Group Activity: In their learning groups students will create a quality management plan
2. Research and Reporting: Students to provide artefacts on techniques and tools for process
improvement and make critical analysis.
3. Reflection: Students will reflect on what they learned and specify how they will use the
new knowledge.

Assessment Schedule

Case Study -Performance Culture 15%

Group -Performance Review 25%
Mid semester 10%
Final Exam 50%
TOTAL MARK 100%

References
Books

1. Bouckaert ,Geert/ Halligan, John(2008), Managing Performance International

Comparison, London/New York
2. Douglas McGregor (1960), The Human Side of Enterprise, Publisher: McGraw-Hill
3. Lepsinger Richard, Lucia Anntoinette (2009) The Art and Science of 360 Degree
Feedback, Publisher: Pfeiffer
4. Markle, Garold (2000) Catalytic Coaching, Publisher: Praeger Pub Text
5. Whitmore, John (2002) Coaching for Performance, Publisher: Brealey Nicholas

Other Resources:
1. A Manual for Internal Quality Assurance in Higher Education.
2. www.eurashe.eu › Policy › Quality of HE
3. ENQ A. Standards and Guidelines for Quality Assurance in the European Higher
Education Area. 2009. www.enqa.eu/wp-content/uploads/2013/06/ESG_3edition-2.pdf
4. Speyer, Hermann Hill, Dr.Germany – Quality and Performance Management in the 21st
Century – A new Approach .
5. Wilger, Andrea. Quality Assurance in Higher Education: A Literature Review. 1997