**2. Development**

The application of the procedure in the University José Eduardo dos Santos, has been developed taking into account the proposed principles. Phase 1 was fulfilled satisfactorily; a panel of experts, consisting of 19 people for the analysis of strategies and policies of Human Resources in alignment with the specific procedure proposed for these purposes was clearly defined. In addition, three awareness workshops were developed successfully.

The documentary analysis conducted, concluded that the performance evaluation process has the following limitations: the evaluation is carried out by the immediate superior head without participation of other stakeholders (teachers, students, and academic peers) and if one performs an analysis of the functions which a faculty teacher should perform according to the established category in the statutes of the teaching career from 1995 to the present, can easily ascertain that the performance indicators established in Decree 25/94 do not qualify to evaluate the competences of university teachers in alignment with the functions that must perform, therefore, are very general indicators that do not reflect the actual performance of the teacher.

Surveys were also applied to a sample of 122 teachers and 18 managers of the University José Eduardo dos Santos, supporting the results obtained from the application of the documentary analysis.

Further, the implementation of phase 2 as planned, would facilitate the evaluation of the performance of 122 teaching staff of the Jose Eduardo dos Santos University.

The analysis of the results is shown in **Table 2**, followed by subsequent conclusions highlighted as follows; out of 122 teaching staff at UJES: 23% of teachers were assessed "Insufficient", 64% "Good" and 12% "Very good". Actually, these results, demonstrate an improvement in the quality of the performance assessment process, in the first instance because it enabled to assess all full-time teachers based on indicators or performance criteria associated with their role in the UJES and secondly because enabled identifying those competencies where the teacher should improve their performance to contribute effectively to the results of the institution.

The ranges of the evaluation scale were defined taking into consideration the criteria of the experts, who assessed the scale in agreement with that defined in article 60 of the academic regime for the evaluation of students ranging from 0 to 20. However, the most conventional scale is the one ranging from 0 to 100,


**Table 2.**

*Results of the application of the questionnaires of evaluation of the teaching staff of the UJES.*

but, nevertheless, the previous scale (from 0 to 20) was correlated with the scale from 0 to 100, where each value of the scale multiplied by 5, as shown in **Table 3** indicating the relationship between the two scales:

Generally, in Angola it is common to use the classifications of "Insufficient", "Sufficient", "Good", "Very Good" and "Excellent" in regards to assessment. For such purposes, the numerical ranges and the ranges established for the evaluation scale (REES) area as follows:

a.Insufficient (1) if REES <50

b.Sufficient (2) yes 50 REES <65

c.Good (3) yes 65 REES <80

d.Very Good (4) yes 80 REES <90

e.Excellent (5) if REES 90

Subsequently, phase 3 was also successfully fulfilled and an analysis of the process of evaluation of performance in the UJES (see **Table 4**), identified the lack of internal coherence between the policies of HR considering that the indicators related to the level of use of assessments of performance for the training and promotion, respectively, yielded values that indicate that these results are not used for the staff training process either for their promotion i.e. do not use these results for the evaluation of performance or to make the diagnosis of the needs of learning and in relation to this, of the UJES capacity building plan. Further, it stresses that the 64% of teachers evaluated as "good" and 12% as "Very good", show an improvement


**17**

**Table 5.**

*Evaluation of Human Capital as a Contribution to the Performance of the José Eduardo dos…*

**Indicators Results (%)** Degree of satisfaction with the results of the assessment of performance 85 Degree of compliance with the process of evaluation of performance 100 Evaluated teachers of insufficient 1 Evaluated teachers of sufficient 23 Evaluated teachers of good 64 Evaluated teachers of very good 12 Evaluated teachers of excellence 0 Degree of use of the performance assessment for training 24 Degree of use of the performance assessment for promotion 76

*Results of the indicators of audit and control of the system of performance assessment in the José Eduardo dos* 

Develop the process of promotion according to the results of the performance assessment

Scientific Council of the organic unit and Department of

Promote teachers based on their performance

HR

month

Department or faculty

To promote teachers' category

Based on the results of the performance of the teachers it invites public tenders of promotion

Design and implement scientific research projects

Teachers and Scientific Council of the organic units

Design projects according with the research lines

To encourage research and the introduction of scientific results

In accordance with the lines of research and the funding available to develop research projects

Annual Annual

Faculties Faculties

Develop and implement a strategy for doctoral training

Scientific Council of the organic units

The doctoral training strategy

To promote the training of doctors

Doctoral training strategy is elaborated in accordance with the lines of research

Develop and provide teacher training plan

Head of the scientific Department and the Head of the Department of HR

plan

Develop the training

February month March month May–November

Department or faculty

To promote the continuous training of their teachers

According to the diagnose the needs of training planned actions, manager's compliance date, the budget and the place where the training will take place

*DOI: http://dx.doi.org/10.5772/intechopen.84844*

*Source: own elaboration.*

**Actions** Determine the

needs of training according to the results of the performance assessment

Head of the scientific Department and the Head of the Department of HR

Identify the training needs of teachers from the accusations made in the performance assessment

**Where is** Department or faculty

**Why does** To promote the

*Source: own elaboration.*

*Actions to improve program.*

training and development plan

From the accusations made in the performance assessment and the results of questionnaires to diagnose the needs of training

**Table 4.**

**Who is responsible for**

**What should you do**

**When it needs to do**

**How is it made**

*Santos University.*

**Table 3.** *Representation of the relationship of both scales.* *Evaluation of Human Capital as a Contribution to the Performance of the José Eduardo dos… DOI: http://dx.doi.org/10.5772/intechopen.84844*


#### **Table 4.**

*Education Systems Around the World*

but, nevertheless, the previous scale (from 0 to 20) was correlated with the scale from 0 to 100, where each value of the scale multiplied by 5, as shown in **Table 3**

**Total qualitative assessment performance Scale Frequency % % valid % cumulative** Insufficient 1 0.8 0.8 0.8 Sufficient 28 23 23 23.8 Good 78 63.9 63.9 87.7 Very good 15 12.3 12.3 100

Generally, in Angola it is common to use the classifications of "Insufficient", "Sufficient", "Good", "Very Good" and "Excellent" in regards to assessment. For such purposes, the numerical ranges and the ranges established for the evaluation

Subsequently, phase 3 was also successfully fulfilled and an analysis of the process of evaluation of performance in the UJES (see **Table 4**), identified the lack of internal coherence between the policies of HR considering that the indicators related to the level of use of assessments of performance for the training and promotion, respectively, yielded values that indicate that these results are not used for the staff training process either for their promotion i.e. do not use these results for the evaluation of performance or to make the diagnosis of the needs of learning and in relation to this, of the UJES capacity building plan. Further, it stresses that the 64% of teachers evaluated as "good" and 12% as "Very good", show an improvement

**Scale from 0 to 20 Scale from 0 to 100** Insufficient <10 <50 Sufficient 10–13 50–65 Good 14–16 66–80 Very good 17–18 81–90 Excellent ≥18 ≥90

indicating the relationship between the two scales:

Total 122 100 100

*Results of the application of the questionnaires of evaluation of the teaching staff of the UJES.*

scale (REES) area as follows:

*Source: own elaboration.*

**Table 2.**

a.Insufficient (1) if REES <50

c.Good (3) yes 65 REES <80

e.Excellent (5) if REES 90

b.Sufficient (2) yes 50 REES <65

d.Very Good (4) yes 80 REES <90

**16**

**Table 3.**

*Source: own elaboration.*

*Representation of the relationship of both scales.*

*Results of the indicators of audit and control of the system of performance assessment in the José Eduardo dos Santos University.*


#### **Table 5.**

*Actions to improve program.*


#### **Table 6.**

*Criteria of validation.*

in the quality of this process. Based on the difficulties identified in the performance of the teachers in the UJES, was deemed necessary to design the programme of improvement actions listed in **Table 5**.

It is equally important at all stages to identify the necessary resources (staff, technological resources, financial resources, etc.).

**Table 6** portrays a summary the different evaluated criteria, as well as the descriptive statistical estimator's employees results in a Linker scale of category (5). The expert opinions expressed a level of consistency higher than 0.83 according to the coefficient of concordance of Kendall W.

The generality of criteria concerning novelty and utility, as well as to the actuality, reliability and feasibility of these research proposals, have yielded values averaging between four (4) and five (5) for all items of the questionnaire, leading to scores higher than 4.47 points in all cases, except for the relevance and transferability. These results indicate that the procedures proposed in the framework of this research are:

Feasible and applicable to the universities under study thus contributing to demonstrate its relevance, capacity description, explanation and prediction, in relation to the performance assessment;

Which corresponds to the latest trends on the performance assessment that provides strong evidence to show the theoretical and practical context;

They were understandable and comparable amongst staff involved, in frames, which sets its inherent complexity, which speaks in favor of its parsimony; and in the opinion of this author, and even the experts, it is possible to extend/extrapolate to other Angolan public universities, with their corresponding adjustments, thus demonstrating its transferability.

The implementation process of the system teacher evaluation were developed based on the regulation elaborated wherein the standards for the evaluation of performance were clearly defined and applied to the 122 full-time professors of the faculties, polytechnic colleges that constitute UJES. The regulation was mandatory and backed in the official regulations in the Republic of Angola.

#### **3. Conclusions**

1.Through the general procedure for the performance assessment of the teachers at Angolan public universities were able to evaluate 122 teachers in UJES,

**19**

**Author details**

Domingos João Fernandes1

provided the original work is properly cited.

1 University José Edaurdo dos Santos, Huambo, Angola

2 University Central "Marta Abreu" de las Villas, Santa Clara, Cuba

of the general hypothesis of the proposed research field.

\*Address all correspondence to: jfernandes07@yahoo.com.br

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

\* and María Sotolongo Sánchez<sup>2</sup>

*Evaluation of Human Capital as a Contribution to the Performance of the José Eduardo dos…*

representing the universe of the targeted institution, as well as identify the main strengths and weaknesses in the performance of its teachers in the context of Angolan public higher education, particularly characterized at

2.The chapter concludes that lack of coherence between the policies and practices of Human Resources in relation to the performance assessment results, as well as by the fact that the performance assessment results are measured erroneously based on very general indicators and not on the basis of the competences of teachers that influence the results of the University, which speaks

3.The evaluation control system of performance evaluation indicators allowed to identify and deploy a feasible and relevant set of policies and programs of action in the UJES, all of which, ultimately, properly managed, particularly the studied University. In general, it will gradually result in improvement of the level of performance of its teachers, which rendered the ability to draw policies and programs of action, consistent with the need of improving the quality of

4.With the full implementation of the proposed procedure in the UJES, it were found out that it is feasible, suitable and effective methodological tool to gradually improve the performance evaluation process of the Angolan public universities and that proving, with its coherent application to the specific subject or case studies. In particular, its capacity of description, explanation and the prediction, logical consistency, flexibility, moderation, perspective and relevance in the framework of the research, which, together with those derived from their adoption and implementation, ascertained the verification

*DOI: http://dx.doi.org/10.5772/intechopen.84844*

the subject of study.

in favor of its relevance.

the teaching-learning process.

*Evaluation of Human Capital as a Contribution to the Performance of the José Eduardo dos… DOI: http://dx.doi.org/10.5772/intechopen.84844*

representing the universe of the targeted institution, as well as identify the main strengths and weaknesses in the performance of its teachers in the context of Angolan public higher education, particularly characterized at the subject of study.

