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Beyond Carrot and Stick: TQM Motivation Factors in Philippine Maritime Schools

Beyond Carrot and Stick: TQM Motivation Factors in Philippine Maritime Schools. Dr. Patrick Alain T. Azanza UP College of Education. Table 1. Regional Location of the Respondent Maritime Schools ________________________________________________________________ Regional Location f %

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Beyond Carrot and Stick: TQM Motivation Factors in Philippine Maritime Schools

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  1. Beyond Carrot and Stick: TQM Motivation Factors in Philippine Maritime Schools Dr. Patrick Alain T. AzanzaUP College of Education

  2. Table 1. Regional Location of the Respondent Maritime Schools • ________________________________________________________________ • Regional Location f % • ________________________________________________________________ • Region 1 6 11.11 • Region 3 6 11.11 • Region 4 5 9.26 • Region 5 4 7.41 • Region 6 7 12.97 • Region 7 2 3.70 • Region 8 1 1.85 • Region 9 2 3.70 • Region 10 2 3.70 • Region 11 3 5.55 • NCR 15 27.78 • CARAGA 1 1.86 • TOTAL 54 100.00 • ________________________________________________________________

  3. Table 2. Ownership of Respondent Maritime Schools • _________________________________________________ • Type of Ownership f % • _________________________________________________ • Private 49 90.74 • Public 5 9.26 • TOTAL 54 100.00 • _________________________________________________

  4. Table 3. Classification of Respondent Maritime Schools • _________________________________________________ • Status/Classification of Maritime Schools f % • _________________________________________________ • Vocational 2 3.70 • College 47 87.04 • University 5 9.26 • TOTAL 54 100.00 • _________________________________________________

  5. Table 4. Rewards Adopted by Maritime Schools in the Philippines • ______________________________________________________ • Rewards Implemented f % • ______________________________________________________ • Formal commendation and recognition 37 41.57 • Cash incentives 23 25.84 • Promotions in rank and salary 16 17.98 • Training/scholarship grants 8 8.99 • Travel/research grants 5 5.62 • TOTAL 89 100.00 • ______________________________________________________

  6. Table 5. Sanctions Adopted by Maritime Schools in the Philippines • ____________________________________________________________ • Sanctions Implemented f % • ____________________________________________________________ • Warning/Reprimand 43 62.32 • Suspension from work 12 17. 39 • Non-renewal of contract 7 10.14 • Assignment to lower job 4 5.80 • Freezing of promotion 3 4.35 • TOTAL 69 100.00 • ___________________________________________________________

  7. Table6. Extent of Assessment of Rewards and Sanctions • ___________________________________________ • Variables Mean SD • ___________________________________________ • Rewards and Incentive Scheme for 4.17 .819 Performers • Sanctions to Non-Performers 4.17 .776 • _____________________________________________

  8. Table 7. Regression on TQM Implementation • ____________________________________________________________ Independent Variable B beta Significance Level • ____________________________________________________________ • System and procedures for audit .360 .418 .000 • System and procedures for .267 .299 .004 documentation for student-related processes • Involvement in planning process .565 .230 .005 • Motivation factors (rewards and sanctions) .148 .200 .032 • (Constant) .401 .286 • ____________________________________________________________ • R square = .669 Adjusted R square = .645 F= 27.327 Sig of F = .000

  9. Table 8. Regression on Resolving Complaints in TQM Implementation • ____________________________________________________________ • Independent Variable B beta Significance Level • ____________________________________________________________ • System and procedures for .279 .271 .020 documentationfor student-related processes • Involvement in planning process .240 .231 .039 • Motivation factors (rewards & sanctions) .261 .305 .005 • Gender -.386 -.232 .016 • Involvement in TQM planning .626 .220 .033 • (Constant) .632 .260 • ____________________________________________________________ • R square = .558 Adjusted R square = .516 F= 13.377 Sig of F = .000

  10. Table 9. Regression on Preventive Actions in TQM Implementation • ___________________________________________________________ • Independent Variable B beta Significance Level • ____________________________________________________________ • System and procedures for audit .471 .470 .000 • Involvement in planning process .32 .308 .0301 • Job Position .149 .214 .014 • Motivation factors (rewards & sanctions) .164 .192 .0046 • (Constant) -.351 .453 • ____________________________________________________________ • R square = .648 Adjusted R square = .621 F=24.387 Sig of F = .000

  11. Table 10. Other Motivation Factors Identified by Respondents • ________________________________________________________________ • Motivation Factors f % • ________________________________________________________________ • Hiring of qualified and expert members 10 20.41 • of the TQM team with ability to participate • actively and contribute positively to TQM • implementation • Use of suitable instructional materials to 11 22.45 • Filipino students to generate more challenge • among faculty and staff who find them • more relevant in maritime education • Top management support for technology 9 18.37 • Investments and maritime simulation • equipment • Commitment of other faculty and staff and 6 12.24 • other personnel to TQM objectives • Consistent policies of CHED, TESDA, MARINA, 13 26.53 • MTC, DOTC and PRC on maritime education • TOTAL 49 100.00 • ------------------------------------------------------------------------------------------------

  12. Summary and Conclusions • Maritime schools in the Philippines adopt TQM motivation factors which are a combination of rewards and sanctions. • Based on the results of the regression analysis, the motivation factors adopted by Philippine maritime schools are significantly related to the successful implementation of TQM. There is a direct relationship between the motivation factors and the TQM implementation of maritime schools. • Beyond the mere adoption of TQM motivation factors, the respondents emphasized more strategic means of enabling faculty and staff to perform better and work more efficiently for the successful implementation of TQM in the maritime school system.

  13. Summary and Conclusions • It is important for top management to recognize the expertise of faculty and staff and involve them in the planning and conceptualization stages of any TQM initiative • As shown in the result of the study, the respondents place more importance in the formal commendation/ recognition rather than the monetary or cash incentives. • Following Vroom’s expectancy theory, it appears that the respondents are expecting more of the intrinsic reward of work satisfaction rather than the mere extrinsic rewards of money, • In Maslow’s hierarchy of needs, it appears that the level of motivation of respondents give more importance on self-actualization of maritime faculty and staff. It reflects the desire for professional fulfilment of maritime personnel. • There is the inherent desire for them to be involved in the planning and conceptualization stage of TQM initiatives.

  14. Summary and Conclusions • HR department must recruit competent members of the TQM team and for top management to support the maritime technological and developmental aspects in order to meet TQM objectives. • From the point of view of Herzberg’s hygiene-motivation theory, the top management of maritime schools must not only provide ‘hygiene’ factors to avoid employee dissatisfaction, but must also provide motivation factors intrinsic to the work itself in order for employees to be satisfied with their jobs and become more positively motivated to do their share in meeting the TQM objectives of the maritime schools. • Maritime schools must concentrate on effective motivation factors that will allow faculty and staff to be fully engaged in their fulfilment of tasks and responsibilities in relation to the successful implementation of TQM. • The package of rewards in maritime school administration should be rationalized for effect in influencing commitment and performance during TQM implementation.

  15. Recommendations • The maritime faculty and staff desire a professional team that will positively work with them in the process of meeting TQM objectives. It is important that the HR department and top management recruit the right people with the proper competencies required in the implementation of TQM in maritime schools because it contributes a lot to the motivation of maritime faculty and staff when they work with competent members of the TQM team. • There is a need to recognize the “bottoms-up” approach to the planning and revision of TQM initiatives. There is the pronounced desire among professional maritime faculty and staff to share their expertise in this aspect and this will make them more engaged and increase their motivation in the successful implementation of TQM within the school organization. • Lastly, a study must be conducted on how to rationalize and unify the government agencies involved in maritime education such as the CHED, TESDA, MARINA, DOTC, MTC and PRC in order to avoid conflict and confusion with regard to policies and pronouncements of the said agencies which relate to maritime education, and therefore cause demoralization and de-motivation among maritime professionals.

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