Eij Mrs 3011

ASIAN JOURNAL OF MANAGEMENT RESEARCH
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Research Article
ISSN 2229 3795
Harold Andrew Patrick1, Shiju Sebastian2 1- Associate Professor and HOD - OB and HRM , Institute of Management, Christ University 2- Assistant Registrar, Christ University, Bangalore haroldapatrick@hotmail.com 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 for the 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, India produces 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). 1.1 Human Resource Management Practices
Human resources management practices influence on faculty commitment in higher educational institutions
ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012
125
Human resources management practices influence on faculty commitment in higher educational institutions Harold Andrew Patrick, Shiju Sebastian
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 of Human 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 previous seven 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 three dimensions 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 have implications for whether an employee remains with an organization. Employees with a strong ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 126
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 who are 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 depending upon 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 antecedent categories: personal variables, job and role characteristics, and structural factors. Age, gender, ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 127
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 commitment with 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 value commitment 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 college teachers. The study will seriously consider the maturity of human resource practices ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 128
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 Male Female Male Female Male Female 1140 710 4285 4500 350 313 11298 Sample selectedCollege teachers based on Gender Male Female Male Female Male Female 13 25 72 94 28 17 .011 .03 .016 .02 .08 .05 Total (Percentage (%)
Total
Aided Private unaided Government Total 2.2 Measures 1.
2850
38(1.3%) 166(1.8%) 45(1.4%) 249(2.2%)
8785 663
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 of commitment. The questionnaire was slightly modified and tried out by (Chathanparambil, ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 129
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 Cronbachs alpha, full scale Standardized alpha Corr. 1st & 2nd half Split-half reliability Guttman split-half Cronbach alpha-first half Cronbach alpha-second half % of reliability 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 1520yrs (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 the respondents 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 Job Analysis Manpower Planning Recruitment Selection Induction/Socialization Training Career Development Compensation and Benefits Performance Appraisal Internal Mobility Grievance Handling Processes Mean 5.60 5.50 5.36 5.17 5.45 5.00 5.24 5.36 5.44 5.03 4.87 Std. Deviation 1.23 1.09 1.01 1.30 1.02 1.39 1.03 1.03 0.92 0.99 1.19 130 Values 0.884 0.965 0.615 0.756 0.756 0.626 0.956 75.6%
Employee-Employer Relationship Overall Effectiveness of Human Resources Management practices
5.52 5.54
1.05 1.18
Job analysis, Manpower planning, recruitment, Induction/socialization processes, Career development activities, Compensation and benefits, Performance appraisal processes, 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 Organizational Commitment Affective Commitment Continuance Commitment Normative Commitment Mean 4.51 4.89 4.11 4.52 Std. Deviation 0.71 1.08 0.96 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 the different 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 Mean Rank Recruitment Methods Word of mouth 3.66 Newspaper advertisements 2.64 Employee referral 3.48 Walk in 3.79 Institute web site 4.03 Job posting on internet 4.82 Other print media 5.58 Test Statistics a N Chi-Square Df Asymp. Sig. 249 291.757 6 .000 ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 131
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 Written Test Demonstration Background information Check Interview Work experience References Other selection techniques Test Statistics a N Chi-Square Df Asymp. Sig. a. Friedman Test 249 469.841 6 .000 Mean Rank 4.64 3.09 3.97 2.17 3.58 4.68 5.87
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 Valid within 14 days 15 - 20days 20 - 25 days 25 - 30 days more than 30 days 139 65 9 1 35 Percent 55.8 26.1 3.6 .4 14.1 Valid Percent 55.8 26.1 3.6 .4 14.1 Cumulative Percent 55.8 81.9 85.5 85.9 100.0 132
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 19.7
Valid 1 - 2 49 19.7 19.7 steps 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 249 100.0 100.0 The 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 Human Resources Management Practices Organizational Commitment Affective Continuance Normative Commitment Commitment Commitment .301** .111* -.062 .194** .165** -.105* .277** .156** -.028 .150** .025 -.148* .188** .048 -.242** .133* .099 -.028 .134* .149** .075 .220** .114* -.063
Job Analysis Manpower Planning Recruitment Selection Induction/Socialization Training Career Development Compensation and Benefits Performance Appraisal .274** .165** -.013 .207** Internal Mobility .113* .247** .026 .176** Grievance Handling .216** .250** .006 .225** Processes Employee-Employer .347** .203** .004 .270** Relationship Overall Effectiveness of .313** .201** .009 .255** Human Resources Management practices **. Correlation is significant at the 0.01 level. *. Correlation is significant at the 0.05 level
Organizational Commitment .182** .137* .200** .034 .031 .104* .163** .139*
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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 grievance handling 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 B Std. Error 3.223 .288 .160 .043 Standardized Coefficients Beta 11.188 3.743
Model (Constant) EmployeeEmployer Relationship Recruitment Selection HRM Practices
t 3.159 .000
Sig.
.239
Model (Constant) EmployeeEmployer Relationship
.158 .055 .226 2.885 .004 -.085 .042 -.157 -2.036 .043 Dependent Variable: Overall Effectiveness of Human Resources Management Practices Unstandardized Standardized Coefficients Coefficients t Sig. B Std. Beta Error -.346 .989 -.370 .712 .253 .034 .377 7.379 .000
134
Compensation and benefits Manpower planning HRM Practices
.095 .160
. 016 . 032
305 245
5.858 5.020
.000 .000
Dependent Variable: Affective Commitment Unstandardized Coefficients B Std. Error 2.153 .419 .297 .063 Standardized Coefficients Beta
Model
Sig.
(Constant) 5.138 .000 Employee.290 4.733 .000 Employer Relationship Recruitment .204 .065 .192 3.131 .002 HRM Practices Dependent Variable: Continuance Commitment Unstandardized Standardized Coefficients Coefficients Model t Sig. B Std. Beta Error (Constant) 2.672 .321 8.328 .000 Grievance .136 .057 .168 2.363 .019 Handling Process Internal Mobility .156 .069 .161 2.256 .025 HRM Practices Dependent Variable: Normative Commitment Unstandardized Coefficients B Std. Error 5.074 .311 -.227 .050 .130 .049 Standardized Coefficients Beta
Model (Constant) Induction/Socialization Career Development
t 16.331 -4.581 2.643 .000 .000 .009
Sig.
-.298 .172
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 employeeemployer 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 policies and 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, create a 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. The study also found that human resource management practices impact the type of commitment. ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012 136
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.
6. References
1. Allen, N. J & Meyer, J. P (1990), The measurement and antecedents of affective, continuance and normative commitment to the organization, Journal of Occupational Psychology, 63(1), pp 1-18. 2. Allen, N. J and Meyer, J, P (1996), Affective, continuance and normative commitment in the organization: An examination of construct validity, Journal of Vocational Behavior, 49, 252276. 3. Bateman and Strasser, (1984), A longitudinal Analysis of Antecedents of Organizational Commitment, Academy of Management Journal, 27(1), pp 95-112. 4. Beardwell, I and Holden, L (2001), Human Resource Management : A contemporary approach, London :Financial Times/Prentice Hall. 5. Csizmadia, T., Enders, J., & Westerheijden, D. F. (2008), Quality management in hungarian higher education: Organisational responses to governmental policy, Higher Education, 56(4), pp 439-439-455. doi:10.1007/s10734-007-9103 6. Esker, B & Gerhart, B (1996), The Impact of Human Resource Management on Organizational Performance: Progress and Prospects, Academy of Management Journal, 39(4), pp 779- 801. 7. Bhagat, R.S & Chassie, M.B, (1981), Determinants of Organizational Commitment in Working Women: Some Implications for Organizational Integration, Journal of Occupational Behaviour, 2(1), pp 17-30. 8. Buck, J.M &Watson, J.L (2002), Retaining Staff Employees: The relationship between Human Resources Management Strategies and Organizational Commitment, Innovative Higher Education, 26(3), pp 175-193. 9. Galunic, D.C & Anderson. E (2000), From Security to Mobility: Generalised Investments in Human Capital and Agent Commitment Organization Science, 11(1), pp 1- 20. 10. George, L. & Sabapathy, T (2011), Work Motivation of Teachers: Relationship with organizational Commitment, Canadian Social Science, 7(1), pp. 90- 99. 11. Glisson,C and Durick,M , Predictors of Job Satisfaction and Organizational Commitment in Human Service Organizations, Administrative Science Quarterly, 33(1), pp 61-81.
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12. Firestone,W.A and Rosenblum,S (1988), Building commitment in urban high schools, Educational Evaluation and Policy Analysis, 10(4), 285-299. 13. Hrebeniak, L.C & Alutto, J.A (1973), Personal and role-related factors in the development of organizational commitment, Administrative Science Quarterly, 18, pp 555-557. 14. Jaros, S.T, Jermier, J.M, Koehler, J.W& Sincich, T (1993), Effects of continuance, affective and moral commitment on the withdrawal process: an evaluation of eight structural equation models, Academy of Management Journal, 7(1), pp 122- 149. 15. Shahzad, K., Bashir, S., & Ramay, M. I. (2008), Impact of HR Practices on Perceived Performance of University Teachers in Pakistan, International Review of Business Research Papers, 4(2), pp 302-315. 16. Lee, S. M (1971), An Empirical Analysis of Organizational Identification, Academy of Management Journal,14(2), pp 213-26. 17. Leiter, M. P & Maslac. C, (1988), The Impact of Interpersonal Environment on Burnout and Organizational Commitment, Journal of Organizational Behavior, 9(4), pp 297- 308. 18. Mottaz (1988), Determinants of Organizational Commitment, Human Relations, 41, pp 467-482, 19. Paul, A. K & Anantharaman, R. N. (2004), Influence of HRM practices on organizational commitment: A study among software professionals in India, Human Resource Development Quarterly, 15(1), pp 77-88. 20. Pfeffer & Veiga, J. F(1999), Putting People First for Organizational Success, Academy of Management Executive, 13(2), pp 37- 48. 21. Porter, L.W., Steers, R. M., Mowday, R.T. & Boulian, P.V. (1974), Organizational Commitment, Job Satisfaction, and Turnover among Psychiatric Technicians, Journal of Applied Psychology, 59(5), pp 603-609. 22. Stup, R. E., Hyde, J., & Holden, L.A, (2006), Relationships between Selected Human Resource Management Practices and Dairy Farm Performance, Journal of Dairy Science, 89(3), pp 1116-1120.
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ASIAN JOURNAL OF MANAGEMENT RESEARCH

Online Open Access publishing platform for Management Research

ISSN 2229 3795

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

Aided Private unaided Government Total 2.2 Measures 1.

38(1.3%) 166(1.8%) 45(1.4%) 249(2.2%)

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

Employee-Employer Relationship Overall Effectiveness of Human Resources Management practices

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

Model (Constant) EmployeeEmployer Relationship Recruitment Selection HRM Practices

Model (Constant) EmployeeEmployer Relationship

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

Compensation and benefits Manpower planning HRM Practices

Model (Constant) Induction/Socialization Career Development

t 16.331 -4.581 2.643 .000 .000 .009

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

ASIAN JOURNAL OF MANAGEMENT RESEARCH Volume 3 Issue 1, 2012

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