THE INFLUENCE OF WORK VALUES AND MOTIVATORS TO THE JOB PERFORMANCE OF CLINICAL INSTRUCTORS AT A PRIVATE SCHOOL IN WESTERN VISAYAS

A Research Paper

In Partial Fulfillment In Quantitative Research

By Lamasan, Nelida May 2012

CHAPTER I INTRODUCTION Background and rationale of the study Over the past two decades, the health care industry has been undergoing profound transformational events, not only in the Philippines, but also in other countries worldwide (Board of Nursing, 2005). These changes are spawned by the multitudes of forces converging in the national as well as international levels, which impact on the quality of nursing practice in the country. Due to the foregoing, new expectations for contemporary nursing practice competencies are emerging, which is heightened by escalating complexity of globalization, the dynamics of health science and information technology, demographic changes and healthcare policy reforms and the more exacting demands from the consumers of healthcare. The transformational market in the nursing profession also makes way for the shifting in the careers the nurses take. As new environments emerge, roles and functions in the workplace will subsequently evolve (Aguiling, Barcelo, Conde 2006). Nurses engaged in post graduate education and pursue masteral or doctoral degrees. However in the last decade, there have been a total surge of nursing enrollees that meant more schools and more faculty member to accommodate these students. Nursing practice, education and research must embrace and respond to these challenges. In the past, graduation from a nursing program and passage of licensure examinations presumed competency of practitioners throughout their careers (http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/T ableofContents/Volume41999/No2Sep1999/ContinuingCompetence.html). Those days are

indeed past and nursing has recently acknowledged that this is no longer realistic in today's practice arena with the rapid change in health care and explosion of nursing knowledge worldwide. Nurses must maintain competency in practice by updating their knowledge to assure quality care. Likewise, nurse educators are challenged to develop new methods to assure initial competence of their graduates. Health care institutions are demanding more than ever that educators assure competency as outcomes of their educational institutions. The national dialogue about the expanding nurse faculty shortage has piqued the interest of many nurses in United State who are in practice and motivated them to pursue a teaching role (Penn, Rosseter, Wilson, 2008). Though eager to share their clinical expertise as nurse educators, many of them have questions about what is required to transition from the clinical practice setting to the academic environment. Though workforce analysts identify many reasons for the current shortage of registered nurses (RNs), there is growing consensus that the primary reason for this escalating crisis in the United States (US) is a diminishing pool of nurse faculty. Most agree that a rapidly aging RN workforce, the increasing demand for care, and an insufficient pipeline of nurses with masters and doctoral degrees are all contributors to the U.S. nursing shortage which is expected to last at least through the year 2025 (Buerhaus, Staiger, & Auerbach, 2008). In the Philippines, one emerging issues confronting both nursing education and service in the last five years is the fast mobility of nurses. Local hospitals are continuously losing their trained nurses to overseas employment. Likewise, the nursing colleges are also being depleted of their experienced faculty members and deans who run the nursing programs. Nursing colleges are left with no choice but to hire fresh graduate to become teachers and young faculty members who

have just earned their masters and without administrative experience to become deans. The lack of human resources, both in quality and quantity, the lack of physical resources and opportunities for related learning experience (RLE) are contributory factors to the deteriorating quality of nursing education. The most important resource in the school is the faculty (Salarda, 2005).Clinical faculty plays a vital role in nursing education (Zhu, Zheng, 2010). Highly competent clinical faculty is a prerequisite for graduating competent future nurses. Nursing is a profession, and as such, it is guided by sets of values that its members should uphold (Divinagracia, 2006). The issues that the nursing profession is experiencing right now highlight the need to re-examine the work values especially those who are in the nursing education. Nurse faculty should seek to be positive role models for students and should establish a relationship of mutual respect (Cunningham, 2010). The job duties of a nursing instructor primarily involve demonstrating and teaching patient care to nursing students. With the use of classroom and clinical practices, these teachers work to educate and prepare students for a career in the nursing field. Because nurse educators serve as a role model for clinical practice behaviors, certain characteristics are pursued. Motivation is seen as a process that leads to the forming of behavioral intentions. Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act. Workers in any organization need something to keep them working (wikipedia.com). Most times the salary of the employee is enough to keep him or her working for an organization. However, sometimes just working for salary is not enough for employees to stay at an organization. An employee must be motivated to work for a company or organization.

If no motivation is present in an employee, then that employees quality of work or all work in general will deteriorate. Motivation allows the organizations and individuals to focus on the development of their behaviors and knowledge. Overall, the motivational aspects on the job and in the organization are to energize the workforce to provide the effectiveness in their job (Byham and Moyer, 2005). Teaching is a rich and rewarding pursuit for nurses looking to share their clinical expertise with those entering the profession or nurses returning to practice with advanced preparation (Penn,Rosseter,Wilson, 2008). One of the strongest motivators to teach is that teaching provides an opportunity to influence student success and shape the next generation of nurses. As an educator, one can model professional values and skills, and ultimately influence the quality of care provided by future nurses. Nurse educators combine clinical expertise and a passion for teaching into rich and rewarding careers. These professionals, who work in the classroom and the practice setting, are responsible for preparing and mentoring current and future generations of nurses. Nurse educators play a pivotal role in strengthening the nursing workforce, serving as role models and providing the leadership needed to implement evidence-based practice. Competency is a topic of great interest to educators and administrators in practice disciplines, particularly health care disciplines such as nursing (Tilley, 2008). The learning environment for competency assurance involves the learner in assessment and accountability, provides practicebased learning opportunities, and individualizes learning experiences. Competent workforce is crucial for any organization facing the global challenges and competition (Zainal, 2004). Competency is very much linked to employee performance; and with

proper competency and capabilities, it will increase productivity. Competencies provide a way to observe and measure key skills and behaviors of employees (http://www.ehow.com/how_6561101_map-competencies.html). They offer an actionable list of abilities that serve as a guideline for job performance. As a planning tool, they help develop employees and assist in recruitment efforts. In succession planning, competencies aid organizations in selecting the best personnel for critical open positions. Performance is a focused behavior or purposeful work (Rudman, 1998). That is, job exists to achieve specific and defined results or outputs and people are employed so that organizations can achieve those results. This is performed by accomplishing tasks. Performance has two aspects; behavior being the means and its consequence being the end (Gilbert, 1998). Job performance does not have to be directly observable actions (Campbell, 1990). It can consist of mental productions such as answers or decisions. However, performance needs to be under the individuals control, regardless whether the performance of interest is mental or behavioral. The quality of nursing education is deteriorating as evidenced by the nursing leakage in June 2006 board exam and the continuous decline of the passing rate in nurses licensure examination. 39.37% was the passing percentage of the November 2009 NLE (Felitas, 2010). The Professional Regulatory Commission (PRC) noted that this was lower compared to the previous results. This low passing percentage mirrors the low quality of nursing education, which may be cause by several factors. One of this is the school and the teachers the student attended. Several researches have been inclined within the job performance of workers specially the diverse works of nurses and clinical instructors. There have been many studies that examined the effectiveness of clinical nursing teaching and their job performance. Yet, translating this body of

knowledge into accurate and comprehensive assessment tools for measuring the competence of nursing faculty remains a challenge. Determining the factors that may directly and indirectly affects the job performance of the faculty members in nursing schools can be of help in improving their teaching skills as well as the intrinsic and extrinsic motivators that drives every instructor to give excellent input to their students. The last few years provide an opportunity for nurses who wanted to teach. However, the sudden growth in the number of students who wanted to take up nursing produce several nursing schools that cannot provide competent faculty members. Thus, providing a concrete evaluation tools and determining the factors that affects their performance is a help for every institutions that wanted to produce qualified nurses. Statement of the Problem This study aimed to identify what is the influence of work motivators and work values to the job performance of faculty members in a private school. Specifically the study aimed to identify 1. What is the demographic profile of faculty members in terms of: a. b. c. d. e. f. sex age civil status income educational attainment length of professional practice prior to present teaching

g. h.

area of assignment length of service

2.

What are the work values of the faculty members in terms of: a. b. c. d. Autonomy Status Comfort Altruism

3.

What are the work motivators of the faculty members as a. b. Intrinsic Extrinsic

4. 5. 6.

What is the job performance of the faculty members What is the relationship between the respondents demographic profile and work values. What is the relationship between the respondents demographic profile and their work

motivators. 7. What is the relationship between the respondents demographic profile and their job

performance. 8. What is the relationship between the respondents work values and job performance.

9. 10.

What is the relationship between the respondents work values and work motivators. What is the relationship between the respondents work motivators and their job

performance.

Hypotheses Based on the objectives, the following hypotheses were formed:

1.

Is there a significant relationship between the respondents demographic profile and their

work values. 2. Is there a significant relationship between the respondents demographic profile and their

work motivators. 3. Is there a significant relationship between the respondents demographic profile and their

job performance. 4. Is there a significant relationship between the respondents work values and their job

performance. 5. Is there a significant relationship between the respondents work values and work

motivators. 6. Is there a significant relationship between the respondents work motivators and job

performance

Theoretical and Conceptual Framework This research is based on the Job performance theory of John Campbell. He describes job performance as an individual level variable. That is, performance is something a single person does. This differentiates it from more encompassing constructs such as organizational performance or national performance which is higher level variables. Campbell defines performance as behavior. It is something done by the employee. This concept differentiates performance from outcomes. Outcomes are the result of an individuals performance, but they are also the result of other influences. In other words, there are more factors that determine outcomes than just an employees behaviors and actions. He allows for exceptions when defining performance as behavior. For instance, he clarifies that performance does not have to be directly observable actions of an individual. It can consist of mental productions such as answers or decisions. However, performance needs to be under the individual's control, regardless of whether the performance of interest is mental or behavioral. Another key feature of job performance is that it has to be goal relevant. Performance must be directed toward organizational goals that are relevant to the job or role. Therefore, performance does not include activities where effort is expended toward achieving peripheral goals Predicting job performance is not a single unified construct. There are a vastly many jobs, each with different performance standards. Therefore, job performance is conceptualized as a multidimensional construct consisting of more than one kind of behavior. Campbell proposed an eight factor model of performance based on factor analytical research that attempts to capture dimensions of job performance existent (to a greater or lesser extent) across all jobs. The first factor is task specific behaviors which include those behaviors that an individual undertakes as

part of a job. They are the core substantive tasks that delineate one job from another. On the other hand, non-task specific behaviors, the second factor, are those behaviors which an individual is required to undertake which do not pertain only to a particular job. The third is written and oral communication tasks which refer to activities where the incumbent is evaluated, not on the content of a message necessarily, but on the adeptness with which they deliver the communication. Employees need to make formal and informal oral and written presentations to various audiences in many different jobs in the work force. Next is the individuals performance can also be assessed in terms of effort, either day to day, or when there are extraordinary circumstances. This factor reflects the degree to which people commit themselves to job tasks. Fifth factor is that the performance domain might also include an aspect of personal discipline. Individuals would be expected to be in good standing with the law. Next, in jobs where people work closely or are highly interdependent, performance may include the degree to which a person helps out the groups and his or her colleagues. This might include acting as a good role model, coaching, giving advice or helping maintain group goals. . Many jobs also have a supervisory or leadership component. The individual will be relied upon to undertake many of the things delineated under the previous factor and in addition will be responsible for meting out rewards and punishments. These seventh aspects of performance happen in face a face to face manner. Last factor is the managerial and administrative performance that entails those aspects of a job which serve the group or organization but do not involve direct supervision. A managerial task would be setting an organizational goal or responding to external stimuli to assist a group in achieving its goals. In addition a manager might be responsible for monitoring group and individual progress towards goals and monitoring organizational resources.

Campbell also suggested determinants of performance components. Individual differences on performance are a function of three main determinants: declarative knowledge, procedural knowledge and skill, and motivation. Declarative knowledge refers to knowledge about facts and things. It represents the knowledge of a given tasks requirements. For instance, declarative knowledge includes knowledge of principles, facts, etc. If declarative knowledge knows what to do, procedural knowledge and skill knows how to do it. For example, procedural knowledge and skill includes cognitive skill, perceptual skill, interpersonal skill, etc. The third predictor of performance is motivation, which refers to a combined effect from three choice behaviors: choice to expend effort, choice of level of effort to expend, and choice to persist in the expenditure of that level of effort. It reflects the direction, intensity, and persistence of volitional behaviors. He emphasized that the only way to discuss motivation as a direct determinant of behavior is as one or more of these choices. Campbell also mentioned several performance parameters that may have important implications for the job performance setting and should be investigated by industrial and organizational psychologists. The first one is the distinction between speed and accuracy. This distinction is similar to the one between quantity and quality. The second distinction is between typical and maximum performance. Regular work situations reflect varying levels of motivation which result in typical performance. Special circumstances generate maximum employee motivation which results in maximum performance.

Antecedent Variable

Independent Variable

Dependent Variables

Scope and Limitation

Figure 1. Schematic Diagram representing the relationship between variables

Operational Definition of Variables The following terms were operationally defined for clarity and understanding of their use in this study: Antecedent Variables

Sex. A classification of male or female based on many criteria, among them anatomic and chromosomal (Mosby, 2006). In this study, it refers to the gender identity of being a male or female of the respondent. Age . A stage of development at which the body has arrived, as measured by physical and laboratory standards, to what is normal for a male or female of the same chronologic span of life (Mosby, 2006). In this study, age refers to the length of existence of the participants measured in years.

Civil Status. Indicates the respondents legal status in relation to another person of the opposite sex, be it single or married. Single is a person who is never married while a married person is bound by social union or legal contract to an individual that create affinity. In this study they were classified as single, married or widowed. Income. This refers to cumulative monthly income of the respondents from the salary as a result of any activity involved in the school. Educational attainment. In this study, it refers to whether the respondent is a college graduate; Bachelor of Science in Nursing or is a post graduate, either Masteral or Doctoral. Length of professional practice. In this study, it refers to how long the respondents have been practicing professional nursing prior to engaging in teaching or becoming an instructor. This would be measured in years

Area of assignment. The faculty was assigned to different areas as based to their experience. In this study, it was classified into three; classroom lecturer, instructors in the RLE (related learning experience) and both. Length of service. This refers to how long the participants have been working at the institution. This would be measured in years. Independent Variables Work Values. Values are useful indicators of an individuals decisions and actions. In this study it was classified according to Lindsay (2004) as categorized to Autonomy, Status, Comfort and Altruism. Autonomy allows people to work on their own and make decisions. Status on the other hands is a job that provides lot of opportunities for promotions, leadership roles, and receiving respect and admiration from others. Comfort refers to the jobs that give employees security and good working conditions. Lastly, altruism provides the worker opportunities to serve others and work with co-workers in a friendly, non-competitive setting. Work Motivators. Refers to the driving force of the respondents to have a better work result. In this study it was categorized into intrinsic and extrinsic motivators, guided by the questionnaire included in preference inventory scale of Hennesey et. Al. Dependent Values Job performance. Is a multi-dimensional aspect that involved more than the outcome of an employee. It was measured thru the 360-degree evaluation tool provided by the school. Respondents were evaluated by their supervisor, students and by themselves also. It was also categorized accordingly as outstanding, very satisfactory, satisfactory and needs improvement.

Significance of the study The core for producing qualified and skilled nurses depends on the institutions and the people behind it. The effectiveness and competency of each faculty that manned the school will determine the future of our nurses. The work values and work motivators may or may have not an effect on their work performance. It is hoped that the findings of this study will benefit the following: Government Officials Upon presentation of this study, the government officials and policy makers especially those in the Commission on Higher Education (CHED) may give appropriate policies and mandate nursing schools to uphold to standard teaching and qualified instructors.

School Administration The result of this study may be valuable to school administration to obtain vital information which can help them know and analyze the employees job performance and competence to work. The results will be useful as their reference in identifying approaches to improve the facultys working condition. The work values that are identified in the research may provide also as an instrument in resolving conflicts within the organization. The administration may also utilize the work motivators identified in the research in order to encourage the workers to give the best input to their works as well as the students.

Human Resource Department This research may give information about the need to evaluate the existing policies regarding hiring possible faculty members. The findings will provide implications for the recruitment and management for the emerging workforce. The findings may also serve as tool for quality control in the selection and retention of employees. In the process of recruiting new employees, many institutions may predict the job performance of their applicants based on their competence, work values and work motivators they possess. This will give the hiring committee better chance of selecting applicants who hold desirable work values and keep motivated for a long period of time. Schools of Nursing The primary benefactors of this research are the schools of nursing. The result of this study may provide framework for having a qualified faculty member who will teach and instruct the students. The School will be equipped with a comprehensive study regarding the clinical instructors drive to work and values as well as their performances. They may be able to see discrepancies with the present faculty members they have to what should the institution can do in order to improve the job performance. Current and Future Researchers The results of this study may be useful to researchers both for academic and research purposes. Future researchers who may wish to expand the scope of the study and include other factors so that comparison maybe made. They can also formulate new research by looking at aspects not explored and expounded in the current study.

Scope and Limitation This is a non-experimental, descriptive co-relational one shot survey type of research. Understanding of how factors or characteristics of the respondents affect each other, relationships between variables were studied. The data were taken from primary and secondary sources. The respondents were the full time nursing faculty of Central Philippine University for the school year 2011-2012. The result of this study may be limited to the institution and may or may not represent the nursing faculty of other school. The answers of the respondent are also limited to the adopted questionnaire.