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ASIAN JOURNAL OF MANAGEMENT RESEARCHOnline Open Access publishing platform for Management Research
Copyright by the authors - Licensee IPA- Under Creative Commons license 3.0
Research Article ISSN 2229 3795
ASIAN JOURNAL OF MANAGEMENT RESEARCH 125
Volume 3 Issue 1, 2012
Human resources management practices influence on faculty commitment
in higher educational institutionsHarold Andrew Patrick
1, Shiju Sebastian
2
1- Associate Professor and HOD - OB and HRM , Institute of Management, Christ University
2- Assistant Registrar, Christ University, Bangalore
ABSTRACT
Human Resources Management is a set of practices that businesses incorporate to ensure that
they have an effective workforce in place to meet operational needs. Since the 1960's
organizational commitment is an exciting issue for managers and researchers. The need forthe study is in the context of a massive investment in human resource management in the
educational institutions. 249 teachers from aided, private unaided and government colleges
were surveyed. Two standardized, valid and reliable tools were adopted for data collection.
Major findings indicated that faculty in higher education were highest on affective
commitment followed by continuance commitment, the most frequently adopted source of
recruitment was newspaper advertisements, followed by employee referral, the most popular
selection technique was interview, followed by demonstration and on an average Higher
educational institutions took around 30days to fill a vacancy from the time they received an
application and engaged in atleast three steps to select a candidate. There was a significant
relationship between HRM practices and Organizational commitment. Employee-employer
relationship, recruitment, and selection significantly influenced organizational commitment.Employee-employer relationship, compensation and benefits, and manpower planning
significantly influenced the overall HRM practices of the institutes. The results are discussed
in terms of implications for higher learning institutes and future research.
Keywords: Higher educational institutions, Human Resources Management Practices,
Organizational Commitment, Affective commitment, Normative Commitment, Continuance
Commitment
1. Introduction
India has one of the largest 'Higher Education Systems in the world. Every year, Indiaproduces 2.5 million graduates and this figure is just after the US and China. At present, there
are 443 universities of which 251 are State Universities, 24 Central Universities, 130 Deemed
Universities, and 5 Institutions established under State legislations and 33 Institutes of
National Importance established by Central legislation. At the beginning of the academic year
2007-08, students enrolled with the Universities and Colleges was reported to be 116.13
Lakhs. Specifically 15.03 Lakhs (12.94%) were in University Departments, 101.10 Lakhs
(87.06%) in affiliated colleges. After China and the United States Indias higher education
system is the third largest in the world, World Bank (2009).
1.1Human Resource Management Practices
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Human Resources Management is a set of practices that businesses use to ensure that they
have an effective workforce in place to meet operational needs. Successful organizations are
those which value, develop and nurture their human capital to achieve their organizational
goals and objectives. Human Resource Management Practices is a term used by many
organizations which describes the combination of traditionally administrative personnel
functions with performance, employee relations and resource planning. The objective ofHuman Resources is to maximize the return on investment from the organization's human
capital and minimize financial risk. It is the responsibility of human resource managers to
conduct these activities in an effective, legal, fair, and consistent manner.
They try to bring out the best in people by creating a congenial environment where their
employees can continue to grow, improve their professional skills, exercise their creativity
and derive greater job satisfaction. A survey conducted by the Association of Commonwealth
Universities (ACU) in 2006 indicated that the development of a more strategic approach to
Human Resources Management, while critical, is still a relatively recent phenomenon. Three
quarters of the 123 Common Wealth institutions surveyed had Human Resources
Management strategies in place and the majority of them were established in the previousseven years. The survey also found that human resource management has become
increasingly professional and more closely aligned with institutional management in the past
decade, with some Human Resources Management directors even having a seat at the table of
the senior management group (e.g. the vice-chancellors committee).
The Human Resources Management departments are charged with the responsibility of
addressing wide-ranging changes within the university workforce (Daysh and Kubler 2009).
Issues such as recruitment and retention, pay structures for staff, performance appraisal,
development of new and evolving staff roles, ageing academic staff, changes in industrial
relations with staff and the development of administrative tools to deal with these changes
came prominently to the fore. The need to develop a strong leadership capability has been
identified as an urgent requirement at the institutional level and in several cases governments
have taken an active interest in enhancing these skills.
1.2 Organizational Commitment
Since the 1960's organizational commitment is an exciting issue for managers and
researchers. Organizational Commitment is a psychological link between an employee and
his of her organization that makes it less likely that the employee will voluntarily leave the
organization.(Allen & Meyer, 1996). Organizational commitment is increasingly valued as
a predictor of work behaviours and behavioral intentions (Jaros et al. 1993). There are threedimensions of organizational commitment. Affective commitment is a feeling of emotional
attachment. Normative commitment is a feeling of obligation. Continuance commitment is a
feeling that the costs of leaving are too high or it is too much trouble to go somewhere else.
Any organization would take steps to ensure that there develops an affective and normative
commitment among the employees and to a certain extent continuance commitment. Allen
and Meyer (1990) believe that it is more appropriate to consider affective, (emotional
attachment), continuance, (costs of leaving) and normative commitments (obligations to stay)
as distinguishable components, rather than types of attitudinal commitment. A persons
commitment to the organization therefore reflects each of these separable psychological
states of commitment. (Allen and Meyer 1990). Therefore Meyer and Allen (1991) state that
both affective and continuance commitment represent psychological states that haveimplications for whether an employee remains with an organization. Employees with a strong
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ASIAN JOURNAL OF MANAGEMENT RESEARCH
Volume 3 Issue 1, 2012127
affective commitment continue employment with the organization because they want to do
so.
1.3 Organizational Commitment of Teachers
Educational organizations such as schools, colleges and universities require individuals whoare committed to their profession and the well being of students. Organizational commitment
is regarded as a prime requirement for any educational organization. The effectiveness of a
teacher is determined largely by the way he feels about job and other teachers with whom he
works and by his attitude towards the organization that employs him, and these are the things
considered for the whole working force which determines the commitment of an individual.
Teachers strong in commitment find it easy to be interested in whatever they do and involve
themselves in it, wholeheartedly. (George and Sabapathy 2011).
Committed teachers have strong psychological ties to their schools, their students and their
subject areas. Firestone and Rosenblum (1988) suggest that teachers may be committed to
teaching, their school, or their students and that their patterns of behavior vary dependingupon which commitments are assessed. Organizational commitment researchers have devoted
much attention to the matter of identifying the predictors of commitment, which have been
studied, not merely to produce commitment as an end itself, but as a means of linking
commitment to desirable organizational outcomes such as improved attendance and improved
performance Mottaz (1988).
1.4 Relationship between Human Resource Management Practices and Commitment
Efforts are being made to study and gather information about human resource management
practices that are used in educational institutions and the effects these practices have on
employees feelings of commitment toward the organization. Empirical studies on the
development of organizational commitment in universities or faculties with different
academic identities are scarce. While most of the discussion and research concerning the
influence of management practices on employees commitment has focused on affective
commitment, Human Resources Management is seen as a requisite to improve the
commitment of individuals who in turn contribute to the institutional growth. It is being
considered as a means of effectively reaching the organizational goals. One key dimension
involves, the extent to which leaders devise Human resources management practices as their
decision making tool to the extent to which they permit employees to make decisions.
Although many studies focus exclusively on private sector companies (e.g. Beardwell and
Holden 2001; Esker and Gerhart 1996; Pfeffer and Veiga, 1999), recently Buck and Watson(2002), based on Arthur (1994), used the commitment human resource system for
measuring the potential influences of Human Resources Management practices on the
organizational commitment of higher education staff employees.
Empirical research reveal that organizational characteristics matter in policy implementation
of quality management in Hungarian higher education. Certain organizational variables, viz.
leaders' commitment to the implementation process, the involvement of external consultants,
institutional reputation, and bureaucratic and political decision-making processes have strong
effects on the implementation of quality management in educational institutions.(Csizmadia,
T., Enders, J., & Westerheijden, D. F. 2008). Research by Lee (1971), Mowday et al. (1982),
and Steers (1977) reveal that Organizational commitment is related to three antecedentcategories: personal variables, job and role characteristics, and structural factors. Age, gender,
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ASIAN JOURNAL OF MANAGEMENT RESEARCH
Volume 3 Issue 1, 2012128
educational level, need for achievement, organizational tenure, positional tenure and family
responsibility are examples of personal variables. Job and role characteristics contain career
mobility, job Challenge, job level, role conflict, role ambiguity, and level of autonomy and
working hours. Some authors argue that decentralization is a tool for increasing
organizational commitment (Bateman and Strasser 1984). According to Wallace (1995a) and
Mayer and Schoorman (1998), participation positively affects organizational commitment.The correlation between organizational commitment and communication is significantly
positive (Galunic and Anderson 2000). Relationships of job and role characteristics with
organizational commitment concerning job and role characteristics, both career mobility and
job challenge are found to be positively correlated with organizational commitment (e.g.
Bhagat and Chassie 1981; Kirchmeyer 1995 respectively). Further, the opposition of any
combination of role pressures (Hrebiniak and Alutto 1972), i.e. role conflict, may stress the
development of organizational commitment (e.g. Glisson and Durick 1988; Leiter and
Maslach 1988). The level of autonomy in the work place is found to be very important as
autonomy is significantly positively related to organizational commitment (e.g. Hall et al.,
1970). The review of findings indicates a good basis of the effects of Human Resources
Management practices and antecedents on university employees organizational commitmentwith reference to the present study.
1.5 Need and Rationale
Recent researches have suggested that a massive investment in human resource management
has no impact on universities' overall performance. A survey carried out on behalf of the
Leadership Foundation for Higher Education has shown that although universities' Human
Resources Management directors say they now have well-integrated human resources
strategies, there is no demonstrable correlation between Human Resources Management
activity and the overall performance of universities against standard performance indicators.
However, Human Resources Management directors responding to the survey admitted that
they were not certain that the strategies they had put in place were effectively communicated
to the academicians, who have to implement their policies and practices as line managers.
The report, Human Resource Management and University Performance (2007), found that
the least effective practices in higher education HR included performance management,
succession planning and managing poor performance. More than half (51 per cent) said they
were keen to introduce formal performance management and leadership development
programmes into their university. However a number of researchers have established the
relationship between Human Resource Management practices and employee performance but
they mainly discuss it from developed countries perspective (Shahzad, Bashir, & Ramay
(2008). The cross-strait employees between human resource management and valuecommitment have a positive moderating influence in retention and with negative influence in
education. Shahzad, Bashir & Ramay (2008) undertook a study titled Impact of human
resources management practices on perceived performance of University Teachers in
Pakistan. The results of the study indicate a positive relationship between compensation and,
promotion practices and employee perceived performance while performance evaluations
practices are not significantly correlated with perceived employee performance. There has
been no study in the Indian context pertaining to human resources management practices and
organizational commitment in academia. Hence this study maps teachers perception of
human resource management practices, type of organizational commitment, most preferred
recruitment method adopted, the most frequently adopted selection technique, relationship
between human resources management practices and organizational commitment of collegeteachers. The study will seriously consider the maturity of human resource practices
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ASIAN JOURNAL OF MANAGEMENT RESEARCH
Volume 3 Issue 1, 2012129
prevalent in higher education in India and suggest some concrete steps in professionalizing
human resources for effective teacher commitment.
2. Methodology
2.1 Sample
The population for the study consist 11,298 college teachers in the various colleges of
Bangalore namely Private Aided, Private Unaided and Government respectively. A sample
consisting of 249 teachers, 37 from aided 166 from private and 45 from government colleges
were surveyed for the present study, which is 2.2% of the population. Stratified random
sampling technique was adopted to select the number of respondents under the three types of
management.
Table 1: Indicating the distribution of the Sample according to type of management and
gender
College teachers
based on type of
Management
Population College
teachers based on
Gender
Total
Sample
selected-
College
teachers based
on Gender
Total
(Percentage
(%)
Male 1140 Male 13 .011Aided
Female 710 2850 Female 25 .0338(1.3%)
Male 4285 Male 72 .016Private unaided
Female 45008785
Female 94 .02166(1.8%)
Male 350 Male 28 .08Government
Female 313663
Female 17 .0545(1.4%)
Total 11298 249(2.2%)
2.2 Measures
1. The Human Resources Management Practices questionnaire was constructed and
standardized by the investigator. The reliability and validity of the Human Resources
Management questionnaire was assessed by the split half reliability technique which was
found to be 0.756. The intra-class correlations coefficient was ranging from 0.656 to +
0.974 by using the item analysis technique. All items of the Human Resources
Management questionnaire are found to be significant. The corresponding validity of the
Human Resources Management scale was found to be 75.6%. The details are presented
in the following table.
The Organizational Commitment Questionnaire by Meyer and Allen (1990) adapted
andstandardized by Chathanparambil (2003) was used to measure the three components ofcommitment. The questionnaire was slightly modified and tried out by (Chathanparambil,
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ASIAN JOURNAL OF MANAGEMENT RESEARCH
Volume 3 Issue 1, 2012130
2003) on a sample of 120-degree college teachers of Bangalore city. Item total correlation
was computed for all the 24 items in the questionnaire. The obtained r value was
significant at 0.01 level. The reliability for each scale (i.e. coefficient alpha) were found to be
: ACS, .87; CCS, .75; NCS, .79.
Table 2:Reliability Analysis of the Human Resources Management Questionnaire
Summary Statistic Values
Cronbachs alpha, full scale 0.884
Standardized alpha 0.965
Corr. 1st & 2nd half 0.615
Split-half reliability 0.756
Guttman split-half 0.756
Cronbach alpha-first half 0.626
Cronbach alpha-second half 0.956
% of reliability 75.6%
2.3 Respondent Profile
The respondents were drawn from sixteen colleges from Bangalore city. The gender
distribution was women (55%) men (45%). Type of employment was unaided staff (66.7%),
followed by government staff (18.1%) and aided staff (15.3%). Most of the respondents were
married (81.6%), followed by single (13.7%) and least being in the other (widow, widower,
divorcee etc) category (4.8%). In terms of total experience, most of the respondents were
in the 5-10yrs (32.1%), followed by 10-15yrs (22.5%), 2-4yrs (18.1) and the least being 15-
20yrs (7.6%). There is adequate representation that is both experienced and relatively low
experienced college teachers. In terms of experience in the current institution, most of therespondents were working since 2yrs (30.9%) followed by 10-15yrs (20.5%), 5-10yrs
(19.3%) and least being 20yrs and above (4.8%).
3. Results
3.1 To map the college teachers perception of human resources management practices.
Table 3: Indicating the mean and S.D for the Human Resources Management practices
Human Resources Management
practices
Mean Std. Deviation
Job Analysis 5.60 1.23
Manpower Planning 5.50 1.09
Recruitment 5.36 1.01
Selection 5.17 1.30
Induction/Socialization 5.45 1.02
Training 5.00 1.39
Career Development 5.24 1.03
Compensation and Benefits 5.36 1.03
Performance Appraisal 5.44 0.92
Internal Mobility 5.03 0.99Grievance Handling Processes 4.87 1.19
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Volume 3 Issue 1, 2012131
Employee-Employer Relationship 5.52 1.05
Overall Effectiveness of Human Resources
Management practices
5.54 1.18
Job analysis, Manpower planning, recruitment, Induction/socialization processes,
Career development activities, Compensation and benefits, Performance appraisalprocesses, Employee-employer relationship and overall effectiveness of Human
Resources Management practices was found to be moderately high. Selection processes,
effectiveness of training practices, and Grievance handling processes was found to be
moderate. Of the different Human Resources Management practices, job analysis was
considered to be the most prevalent, followed by employee-employer relationship,
manpower planning, and so on and the least being training and grievance handling
process.
3.2 To find out the type of commitment held by college teachers.
Table 4: Indicating the mean and S.D for the dimensions on organizational commitment
Organizational Commitment
Dimensions
Mean Std. Deviation
Organizational Commitment 4.51 0.71
Affective Commitment 4.89 1.08
Continuance Commitment 4.11 0.96
Normative Commitment 4.52 0.78
The level of organizational commitment was found to be fairly high. The level of
affective, continuance and normative commitment was found to be moderate. Of thedifferent dimensions of commitment, the most important was affective commitment,
followed by normative commitment, and continuance commitment.
3.3 To find out the most preferred recruitment method adopted
Table 5: Indicating Friedmans mean rank test for methods of recruitment most frequently
adopted
Recruitment Methods Mean Rank
Word of mouth 3.66
Newspaper advertisements 2.64
Employee referral 3.48Walk in 3.79
Institute web site 4.03
Job posting on internet 4.82
Other print media 5.58
Test Statisticsa
N 249
Chi-Square 291.757
Df 6Asymp. Sig. .000
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Volume 3 Issue 1, 2012132
a. Friedman Test
The most frequently adopted source of recruitment was newspaper advertisements,
followed by employee referral, word of mouth, and so on, the least adopted was other
print media. These mean ranks were significant at the .05 level.
3.4 To find out the most frequently adopted selection technique
Table 6: Indicating Friedmans mean rank test for most frequently adopted techniques for
selection of faculty members
Selection Methods Mean Rank
Written Test 4.64
Demonstration 3.09
Background information Check 3.97
Interview 2.17
Work experience 3.58
References 4.68
Other selection techniques 5.87
Test Statisticsa
N 249
Chi-Square 469.841
Df 6
Asymp. Sig. .000
a. Friedman Test
The most frequently adopted technique for selection of faculty members was interview,
followed by demonstration, background information check, and so on and the least
adopted was other selection techniques. These mean ranks were significant at the .05
level.
3.5 To find out the average number of days required for selection process to make a
decision from the time resumes are received
Table 7:Indicating frequency and percentage of days required for selection process to make
a decision from the time the CV is received
Frequency Percent Valid
Percent
Cumulative
Percent
Valid within 14
days
139 55.8 55.8 55.8
15 - 20days 65 26.1 26.1 81.9
20 - 25 days 9 3.6 3.6 85.5
25 - 30 days 1 .4 .4 85.9
more than 30 days 35 14.1 14.1 100.0
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Total 249 100.0 100.0
In most cases (more than 85% of cases) the selection process was completed within 30
days. Only in about 14% of cases did it take longer than 30 days.
3.6 To find out the number of steps in the selection process
Table 8: Indicating frequency and percentage of number of steps for selection process
Frequency Percent Valid Percent Cumulative
Percent
Valid 1 - 2
steps
49 19.7 19.7 19.7
3 - 4 steps 139 55.8 55.8 75.5
5 - 6 steps 43 17.3 17.3 92.8
7+ steps 18 7.2 7.2 100
Total 249 100.0 100.0The number of steps in the selection process generally varied in the range 1 - 6, with
most organizations preferring 3 - 4 steps.
3.7 Hypothesis 1: There is no significant relationship between Human resources
Management practices and organizational commitment of College teachers.
Table 9: Indicating Pearson correlation between Human Resources Management practices
and Organizational Commitment
Organizational CommitmentHuman Resources
Management Practices Affective
Commitment
Continuance
Commitment
Normative
Commitment
Organizational
Commitment
Job Analysis .301** .111* -.062 .182**
Manpower Planning .194** .165** -.105* .137*
Recruitment .277** .156** -.028 .200**
Selection .150** .025 -.148* .034
Induction/Socialization .188** .048 -.242** .031
Training .133* .099 -.028 .104*
Career Development .134* .149** .075 .163**
Compensation and
Benefits
.220** .114* -.063 .139*
Performance Appraisal .274** .165** -.013 .207**
Internal Mobility .113* .247** .026 .176**
Grievance Handling
Processes
.216** .250** .006 .225**
Employee-Employer
Relationship
.347** .203** .004 .270**
Overall Effectiveness of
Human Resources
Management practices
.313** .201** .009 .255**
**. Correlation is significant at the 0.01 level. *. Correlation is significant at the 0.05 level
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It was found that all the Human Resources Management practices were positively correlated
to affective organizational commitment. These relationships were significant. The highest
correlation was with employee-employer relationship (.347**) and the least was with internal
mobility (.133*). All the Human Resources Management practices were positively correlated
to continuance organizational commitment, except for selection, induction/socialization, and
training. These relationships were significant. The highest correlation was with grievancehandling processes (.250**) and the least was with selection (.025). Manpower planning (-
.105*), Selection (-.148*), Induction/Socialization (-.242**) were negatively correlated with
normative organizational commitment and these were significant. The other Human
Resources Management practices were not significantly correlated. Except for selection,
induction/socialization all other Human Resources Management practices were positively
correlated with organizational commitment. The highest was with employee-employer
relationship (.270**) and the least was with induction/socialization (.031).
3.8 Hypothesis 2: There is no significant influence of Human Resources Management
practices on organizational commitment of College teachers.
It was found that there was a significant influence of Human Resources Management
practices on overall Human Resources Management practices. The employee-employer
relationship, recruitment, and selection human resources management practices significantly
influenced organizational commitment. The highest impact was employee-employer
relationship, followed by recruitment and selection had a negative impact. Together, these
variables explain 10.4% (R Square = .104) of the variation in overall effectiveness of Human
Resources Management practices.
Table 10: indicating (coefficients) stepwise multiple regression of Human Resources
Management practices on organizational commitment
HRM
Practices
Dependent Variable: Organizational Commitment
Unstandardized
Coefficients
Standardized
Coefficients
Model B Std.
Error
Beta t Sig.
(Constant) 3.223 .288 11.188 3.159
Employee-
Employer
Relationship
.160 .043 .239 3.743 .000
Recruitment .158 .055 .226 2.885 .004
Selection -.085 .042 -.157 -2.036 .043
HRM
Practices
Dependent Variable: Overall Effectiveness of Human Resources
Management Practices
Unstandardized
Coefficients
Standardized
Coefficients
Model B Std.
Error
Beta t Sig.
(Constant) -.346 .989 -.370 .712
Employee-
Employer
Relationship
.253 .034 .377 7.379 .000
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Compensation
and benefits
.095 . 016 305 5.858 .000
Manpower
planning
.160 . 032 245 5.020 .000
HRM
Practices
Dependent Variable: Affective Commitment
Unstandardized
Coefficients
Standardized
Coefficients
Model B Std.
Error
Beta t Sig.
(Constant) 2.153 .419 5.138 .000
Employee-
Employer
Relationship
.297 .063 .290 4.733 .000
Recruitment .204 .065 .192 3.131 .002
HRM Practices Dependent Variable: Continuance Commitment
Unstandardized
Coefficients
Standardized
Coefficients
Model B Std.
Error
Beta t Sig.
(Constant) 2.672 .321 8.328 .000
Grievance
Handling Process
.136 .057 .168 2.363 .019
Internal Mobility .156 .069 .161 2.256 .025
HRM Practices Dependent Variable: Normative Commitment
UnstandardizedCoefficients
StandardizedCoefficients
Model B Std.
Error
Beta t Sig.
(Constant) 5.074 .311 16.331 .000
Induction/Socialization -.227 .050 -.298 -4.581 .000
Career Development .130 .049 .172 2.643 .009
It was found that employee-employer relationship, compensation and benefits, and manpower
planning human resources management practices significantly influenced overall
effectiveness of human resources management practices. The highest impact was employee-
employer relationship, followed by compensation and benefits. Together, these variables
explain 55.4% (R Square = .554) of the variation in overall effectiveness of human resources
management practices.
It was found that employee-employer relationship and recruitment human resources
management practices significantly influenced affective commitment. Employee-employer
relationship was found to have almost twice the impact on affective commitment than
recruitment. Together these variables explain only 15.4% (R Square = .154) of the variation
in affective commitment. The other human resources management practices did not
significantly influence affective organizational commitment.
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It was found that the grievance handling process and internal mobility human resources
management practices significantly influenced continuance commitment. Together these
variables explain only 8.2% (R Square = .082) of the variation in continuance commitment.
The other human resources management practices did not significantly influence continuance
organizational commitment.
It was found that induction/socialization and career development human resources
management practices significantly influenced normative commitment. Induction/
socialization were found to have almost twice the impact on normative commitment as
compared to career development. However, together these variables explain only 8.5% (R
Square = .085) of the variation in normative commitment.
4. Discussions
The study has found a significant and positive relation between human resources
management practices and organizational commitment, therefore educational institutions
need to explicitly define the structural hierarchy in the institution, should formulate policiesand procedures on the duties, responsibilities of individuals to increase the level of
commitment of teachers. Effective recruitment methods for attracting the best talent should
be employed. The commitment of the teachers would increase when employees are given a
fair chance in the internal promotion. Policies with equal opportunities with a competitive
pay package, opportunities for interaction with management are some of the practices
organizations can incorporate to increase the commitment of the teachers.
Maintaining a close work relationship among faculty and other staff, considering internal
members first for promotion and adopting newspaper advertisement and employee referral as
the most effective recruitment technique will increase teachers emotional attachment to,
identification with and involvement in the organization. Teachers will continue employment
with the organization because they willingly want to do so.
Having a grievance handling procedure, scope for faculty to discuss difficult matters with the
management, settling grievances at the departmental level, collective decision making, and
encouraging faculty to express dissatisfaction, having a policy for promotion and
communicating it, demotion and termination and basing promotions on merit will increase
continuance commitment of teachers who will remain because they need to do so. Organizing
a formal induction programme for newcomers very effectively, creating bonds between
seniors and new faculty members, organizing several informal activities to foster core values
of the institute, conducting periodic orientation programmes to reflect on work culture, createa personal development plan for each faculty, career promotions to be based on a documented
procedure, having a clear career path and providing faculty with ample opportunities for
growth and development will increase feeling of obligation to continue employment.
Teachers with a high level of normative commitment feel that they ought to remain with the
organization.
5. Conclusion
Organizational commitment of teachers is an issue that has attracted the interest of
researchers and educationists. The present study found that there was a significant
relationship between human resources practices and commitment of college teachers. Thestudy also found that human resource management practices impact the type of commitment.
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This study confirms that both human resources management practices and organizational
commitment congruence create organizational success and develop competitive advantage for
educational institutions. Thus educational leaders can use human resource management
practices to enhance commitment of their teachers. College leadership initiative should focus
on developing and professionalizing human resources management practices in order to build
a sustainable, competitive environment in the institution.
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