IMPACT OF EMPLOYEES’ EMPOWERMENT ON ORGANIZATION PERFORMANCE

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Conceptual Framework

2.1 CONCEPTUAL FRAMEWORK

Employee Empowerment

Employee empowerment is giving employees a certain degree of autonomy and responsibility for decision-making about their specific organizational tasks (Dobre, 2013). It allows decisions be made at the lower levels of an organization where employees have a unique view of the issues and problems facing the organization at a certain level.

Empowerment term definitions itself vary widely across scholars. Various research studies describe empowerment as intrinsic duty motivation (e.g., Conger & Kanungo, 1988; Thomas & Velthouse, 1990) or motivation reflective of the person– environment fit (Zimmerman, 1990). Others have defined it as the perceptions (Parker, and Price 1994) as a commitment-based designs (Spreitzer, 1996), and, in terms of duty structure the move of power or authority.

Empowerment in the recent years has become a significant topic in the management. The management is encouraging their employees to give enough freedom in their work are able to apply the full potential and ability to carry out the overall aims of the organisation. Recently, the usefulness of empowerment has started to become recognized in the different environment of Project Management (Williams, 1997). Rutland discusses its importance both between companies, leading towards an increase in structures such as partnering (which implies a level of trust between the companies), and, more relevantly to this paper, for people within a firm: he discusses the importance of employee motivation as a differentiating factor between companies (Rutland, 1997).

Empowerment is often defined as the act of giving people the opportunity to make workplace decisions by expanding their autonomy in decision-making (Vogt, 1997). Also, empowerment described as the breaking down of traditional hierarchical structures (Blanchard 1997). As of a service viewpoint, empowerment gives subordinates the authority to give decisions about on customer service issues. Management from industry sector and organizational psychologists, empowerment to them is an enrichment of the autonomy of employees in their work, thus increasing employee involvement in decision making for better and interests of the organization (Wall et al,. 2004). Geroy et al. (1998) insisted that the organizational perspective empowerment, call for an act of providing employees with the essential guidance and skills for giving autonomous decisions and their accountability and responsibility for those decisions.

An empowered and committed workforce is generally claimed to essential for the effective functioning of modern organizations (Bowen, 1992). Employee empowerment is significant drive in facilitating commitment to the firm. Empowerment is measured through two constructs. One is psychological empowerment construct, which has received much attention from researchers in many business fields (Thomas and Velthouse, 1990).

The focus of psychological empowerment is an individual‘s emotional and focuses on work environment. The concept of giving authority to employees creates a shared climate about the use of structures, policies, and practices to support both organisation and an employee.

Three key organizational practices associated with empowerment, climate is autonomy boundaries, information sharing, and team accountability (Blanchard, 1997). As the focus of our study is on work environment, we take the empowerment climate construct. Moreover, organizational climate perceptions related to each attitude and behaviours (Hofmann and Stetzer, 1996). We, therefore, study its relationship with leadership behaviour in projects (Nauman et al, 2010).

Based on the literature review, this study tailored to dimensions of, autonomy boundaries, information sharing, and team accountability with the empowerment, climate of organisational teams differing in degrees of vitality, autonomy and boundary dimension.

Employees' Empowerment Dimensions

Empowerment is defined as increased intrinsic task motivation manifested in a set of four cognitions (task assessments) reflecting the individual‘s orientation to his or her job role: meaningfulness, impact, competence, and choice (Spreitzer, 1995).

The meaningfulness concept regarded as the individual‘s intrinsic helpful on a given task and concerned with the value of the task goal, judged to the individual‘s own value system, ideas, and/or standards. In other words, feelings of meaning or purpose, emerges out of a fit between the needs of one‘s work role and one‘s beliefs, values, and behaviours. Lack of meaningfulness believed to result in indifference and feelings of lack of involvement that are unfavorable to job motivation and excellence of job performance. Competence is ―the degree to which an individual can do a job or activity competently when ones tries‖ it. It is regarded as self-efficacy (Bandura, 1986). This competence should specific to the individual‘s job, and distinguished from self-respect as the former dealt to a job role, in contrast to the latter being a global efficacy. Certainly, self-efficacy, under social cognitive theory has proven to have created interest to most researchers in the field of contemporary psychology‖, to date, more than 10,000 studies conducted worldwide for the past 25 years. There are vast of evidence acknowledging the existing of a positive relationship between self-efficacy and work performance.

The study‘s findings noted that self-efficacy, as helpful emotional strengths emphasize the emerging of helpful psychological capital (Luthans, 2008), it can be improved and encouraged in four ways: job mastery, modelling, persuasion and/or feedback, as well as physiological and/or emotional awakening and wellness. In Bandura‘s language, competence equated to agency beliefs, individual mastery, or effort-performance anticipation.

The impact understood by the degree to which the person ―can influence strategic, administrative, or operating outcomes at work‖, and is the converse of learned helplessness (Martinko, 1982). Abstractly, the impact is dissimilar from rim of control; the former determined by the job circumstance, since the latter regarded as a global personality trait that endures across situations. The impact motive is profitable when an employer gives employees independence in the task choices (Dur, 2008).

Impact and choice stand for different viewpoints on the way to control, where the former is control over one‘s job and the latter is a control within one‘s work. Some favourable consequences of choice documented in the literature; autonomy is positively related to psychological well-being (Chirkovet al, 2003). The important consequence of an idea has a person‘s performance. In an effort to smooth operation, the ―psychological empowerment,‖ Spreitzer comes up with arguments based on l model constructed by Thomas and Velthouse, 1990 to build up a four-dimensional measurement of, meaningfulness, impact, competence, and choice.

The meaningfulness signifies self-determination, together; with other three should conceptualize as psychological empowerment, reflecting a positive self-orientation of a person in relation to ones job role. Conger and Kanungo (1988), predicated on the ―perception part,‖ presenting empowerment as the ―emotional state of an employee consequential from ones supervisor‘s empowering and/or firm empowering structures, policies, and practices. The four scopes outlined considered ―the essential for inspiration of empowering behaviours, thus, influences the same necessary for goal achievement. In theory lack of it associated with powerlessness, which will hinder achievement of goals

Organization Performance

Performance is behaviour exhibited or something done by the employee (Campbell, 1990). According to Motowidlo, Borman and Schmidt (1997), job performance is the behaviour that be evaluated in terms of the extent to which it contributes to organizational effectiveness (Onukwube, Iyabga and Fajana, 2010). Hillriegel, Jackson and Slocum (1999) see job performance as individual‘s work achievement after having exerted effort. Viswesveran and Ones (2000) regard it as the behaviour and outcomes that employees engage in or bring about that are linked with and give to organizational goals (Onukwube et al., 2010). It is clear from these definitions that job performance related to the extent to which an employee is able to carry out the task assigned to him or her and how the accomplished task contributes to realization of the organizational goal.

Job performance is not a single unified construct, but a multidimensional construct consisting of more than one kind of behaviour. Onukwube et al. (2010) affirm that job performance was traditionally viewed as a single construct. However, Austin and Villanova (1992) and Campell (1990) argue that job performance is a complicated and multidimensional cause. Thus, Campbell (1990) proposed an eight-factor model of performance based on factor analytic research that attempts to capture the dimensions of job performance existent (to a greater or lesser extent) across all jobs.

Employee Training

Employee training is considered as an effective training and development programs for improvement of the employees‘ performance. Training refers to bridging the gap between the current performance and the standard desired performance. Training could be given through different methods such as on the coaching and mentoring, peer coöperation and participation by the subordinates. This team work enable employees actively participate on the job and produces better performance, hence improving organizational performance.

Training programs not only develops employees, but also help an organization to make better use of their human resources in favour of gaining competitive advantage. Therefore, it seems mandatory by the firm to plan for such a training program for its employees to enhance their abilities and competencies that needed at the workplace, (Jie and Roger, 2005). Training not only develops the capabilities of the employee, but sharpens their thinking ability and creativity to take better decision in time and in a more productive way (David, 2006).

Moreover, it also enables employees to deal with the customer in an effective way and respond to their complaints on time (Hollenbeck, Derue and Guzzo, 2004). The training develops self efficacy and results in superior performance on the job (Svenja, 2007), by replacing the traditional work practices by efficient and effective work related practices (Kathiravan, Devadason and Zakkeer, 2006).

The training is refers to a planned intervention for enhancing the elements of individual job performance‖ (Chiaburu and Tekleab, 2005). It is all about improving the skills that seem necessary for the achievement of organizational goals. Training programs may also help the workforce to decrease their anxiety or frustration, originated with the work on the job (Chen et al., 2004). Those workers who feel themselves unable to do a task to the desired level of performance often decide to leave the firm (Chen et al., 2004), otherwise their stay at the firm will not add to productivity (Kanelopoulos and Akrivos, 2006).

The greater the gap between the skills necessary and those possessed by the workforce, the higher the job dissatisfaction of the workers. Rowden (2002), suggest that training may also be an efficient tool for improving one‘s job satisfaction, as employee better performance leads to the appreciation of the top management, hence employee feel more adjusted with his job. According to Rowden and Conine (2005), trained employees are more able to satisfy the customers and (Tsai et al., 2007), employees who learn as a result of training program shows a greater level of job satisfaction along with superior performance.

The Importance of Training

Training is important and an imperative tool for the organization to revamp the performance of all the staff for organizational growth and success. It is beneficial to both employers and employees of an organization. An employee will become more efficient and productive if trained well. Firms can develop and enhance the quality of the current employees by providing comprehensive training and development. Training is essential not only to increase productivity but also to motivate and inspire workers by letting them know how important their jobs are and giving them all the information they need to do those jobs (Anonymous, 1998). The general benefits received from employee training are: increased job satisfaction and morale, increased motivation, increased efficiencies in processes, resulting in financial gain, increased capacity to adopt new technologies and methods, increased innovation in strategies and products and reduced employee turnover.

Relationship between Employee Training and Organization Performance

According to Guest (1997) mentioned in his study that training and development programs, as one of the vital human resource management practice, positively affects the quality of the workers‘ knowledge, skills and ability and thus results in higher employee performance on the job. This relation ultimately contributes to supreme organizational performance.

Ahmad and Bakar (2003), noted employee commitment levels achieved highly if training undertaken achieves the intended learning outcomes and the performance improvement, both on personal and firm level. The same findings noted by Kim (2006) research work.

Despite notable evidence on the benefits of training as illustrated by various literature above still mostly, organisation feel hesitant while investing in its human resource due to various reasons (Cheramie et al. 2007). Some of the reasons advanced by management not necessarily that training the employee gets properly and effective, the employee may opt to leave beyond the inferior training, but only for the sake of their value in the market and employment opportunity, or higher salaries elsewhere, and thus, the firm sees investing in training as a cost and not profit. It is also noted that reluctant of organisation to invest in training, individuals sponsor themselves for their career development in achieving greater performance (Baruch, 2006).

Arnoff (1971), commented that, trainings enhances individual initiative, ability and creativity and help to avoid employees obsolescence that happens due to demographic issues, for instance age, tenure or the inability to manage technological changes. Obisi (2001), defined training as an organized progression of boosting the knowledge, skills and attitude, that hence guide to employee satisfactory performance. He further noted that the aim and goal of the training program should know in advance before presenting to the employees.

Scott, Clothier and Spriegel (1977) noted that training is the heart of better organizational running, as it builds workers efficiency and effectiveness. As (Mamoria, 1995), put it that training facilitates employees to extend themselves within the organization and become more marketable. Moreover, training builds the employees‘ work related behavior and confidently take part in creating organizational success and ultimately this organization obtains higher returns. Mamoria (1995), further mentioned that a sound trained employee uses organizational resources very wisely, and minimizing wastage. As noted by Ohabunwa (1999), that are well-trained person in the organization can entrust responsibility and authority to them with packed confidence of facilitating organizational achievement.

Employee Providing Input and Control of work (Self-determination)

Employee advice and control of work is self-determination and for capable employees feels responsibility and ownership towards their activities (Littrell, 2007). They undergo independence to carry out their responsibilities; make decisions about their work and have adequate authority of the way, time and the speed of their performing the task (Vecchio, 2000). The area includes making decision about the methods of performing the job or determining the amount of hard work necessary to do the activities (Speritzer, 1995).

Access to Information (Trust)

This is referring to the relationship between the executive and the normal employee‘s trust to the employee and the reverse). Trust associated with interest, competence, openness and belief in the others (Abdollahi and Naveh, 2011). Capable people feel confident and assured that they be treated fairly and honestly; this indicates they are certain that the operators of center powers or the authority figures will not harm them and will treat them impartially (Wetten and Cameron, 1998).

Allowing employees to have independence and feedback within the organization is what makes the empowerment process successful. Employee empowerment does not mean that management abandon from its responsibility for performance or for leading the organization. Rather, in an employee empowered organization, management's responsibility comes to creating and fosters an environment in which it is clear that employee advice desired and cultivated. The management must trust and communicate with employees.

When employees empowered, their self-assurance degree and self-reliance will increase. This extra confidence is a good thing because it creates the job satisfaction and high levels of efficiency. However, sometimes, self-assurance levels be taken too far and end up crossing the line into overconfidence. Arrogant employees are difficult to deal with, don't take direction well and can become insubordinate. Working in this type of work environment takes its charge on employees and they once again become dissatisfied with their job and productivity levels decrease.

Employee Performance

According to Hawthorne studies and many other research works on the productivity of worker highlighted the fact that employees who satisfied with their job will have higher job performance, and thus supreme job retention, than those who are not happy with their jobs (Landy, 1985). Moreover, it stated that employees are more likely to turnover if they are de-motivated and not satisfied; in turn fail to show good performance. Employee performance is higher in happy and satisfied workers and the management fined it easy to motivate high performers to meet firm targets. (Kinicki and Kreitner, 2007). The employees satisfied in a situation where they experience themselves competent in their jobs, which is a result of being subjected to superior training programs. The employee's performance is important for the company to make every effort to help low performers. Performance planning stage, Planning means setting goals, developing strategies, and outlining tasks and schedules to carry out the goals.

Monitoring is the phase in which the goals looked at to see how well one is doing to meet them Monitoring means continuously measuring performance and providing ongoing feedback to employees and work groups on their progress toward reaching their goals. Ongoing monitoring provides the opportunity to check how well employees are meeting predetermined standards and to make changes to unrealistic or problematic standards. During the developing stage an employee supposed to improve any poor performance that seen during the time frame one has worked at the company. During planning and monitoring of work, deficiencies in performance become clear and addressed.

2.2 THEORETICAL FRAMEWORK

Three theoretical approaches used to study, empowerment: social structural perspective, psychological approach, and the critical perspective. The social-structural perspective focuses its attention on developing or redesigning organizational policies, practices, and structures to give employs‘ power, authority, and influence over their work. The psychological approach focuses on enhancing and enabling personal effectiveness by helping employees develop their sense of meaning, competency, self-determination, and impact. The critical perspective challenges the notion of employee empowerment and argues that efforts to create empowerment may actually lead to more, albeit less-obvious, controls over employees.

Empowerment Theory

A number of various theories attempt to describe employee empowerment about motivation within the discipline of psychology. Most of these theories are divided into the four broad categories of need-based, cognitive process and behavioural and job based. However, in this study, we will discuss empowerment theories and that relate to it.

Kanter‘s (1993) theory of structural empowerment deals with dialogue of organizational performance and employee autonomy. According to the theory, empowerment is best to suffice in work settings that give individual with access to information, resources, support, and the occasion to learn and develop. Kluska et al., (2004) also, noted that emotional empowerment embraces feelings of competence, autonomy, job meaningfulness, and an ability to influence the organization.

Individuals who empowered are highly committed to the organization, more accountable for their work, and better able to fulfill job demands in an effective way (Degner, 2005). Mangold et al., (2006; and Sic et al., (2005), noted that Kanter‘s theory has been widely applied to the practice of professional nursing showing how structures within the place of work make possible access to resources can allow employees to carry out their work in effective ways.

As noted by Erickson et al. (2003), ―empowerment is thought to occur when an organization sincerely engages people and progressively responds to this engagement with mutual interest and intention to promote growth‖ (p. 96). Empowerment develops over time as employees gain greater control over their lives and increasingly take part in decisions, which affect them. "The findings of Erickson et al, have suggested that membership on a Collaborative Governance committee increased the participant‘s sense of empowerment and fostered self-growth and organizational development".

The principles associated with four guiding concepts support successful shared governance structures. These concepts include: equity (the integration of roles to make common goals and willingness of each member to give collectively toward a common goal), ownership (recognition by the individual of the connection between his or her personal job performance and the success of the organization), partnership (development of relationships to promote mutual respect, enhanced communication, and collaboration to meet organizational objectives), and accountability (willingness to invest in decision-making and sharing a sense of responsibility for individual and collective outcomes) (Batson, 2004; Porter-O‘Grady, Hawkins,& Parker, 1997). When principles related to these concepts are ―incorporated into personal and team behaviours, the workforce empowered to meet the outcomes of the organization‖ (Batson, p. 496).

Self Recognition Theory

A Self Recognition theory based on self-efficacy, Self-Regulation is "A theory of motivation based on the setting of goals and the receipt of right feedback that monitored to enhance the likelihood of goal attainment. It presumed that people consciously set goals for themselves that guide and direct their behavior toward attainment of these goals. These people also engage in self-monitoring or self-evaluation. Self-evaluation can help along if feedback is given when a person is working on their goals because it can align how a person feels about how they are doing to make a goal and what they are actually doing to meet their goals. In short, feedback provides an "error" message that a person who is off-track can re-evaluate their goals.

Work Engagement Flow Theory

A new approach to work motivation is the idea of Work Engagement or "A conception of motivation whereby individuals are physically immersed in emotionally and intellectually fulfilling work. This theory draws on many aspects of I/O Psychology. This theory proposes that motivation taps into energy where it allows a person to focus on a task. According to Schaufeli and Bakker,( 2010) there are three dimensions to work engagement.

(i) Vigor- a sense of personal energy for work

(ii) Dedication- experiencing a sense of pride in one's work and challenge from it

(iii) Absorption- the Capacity to engrossed in work and experiencing a sense of flow.

Work Engagement forwards the notion that individuals have ability to give more to their own productivity than organizations typically allow. An example would be to allow workers to take some risks and not punish them if the risks lead to unsuccessful outcomes. "In short, work engagement can think of as an interaction of individuals and work. Engagement can occur when both help each other, and engagement will not occur when either (or both) thwarts each other." Some critics of work engagement say that this is nothing new, just "old wine in a new bottle."

2.3 EMPIRICAL REVIEW

Most of the earlier studies give the evidence that there is a strong positive relationship between human resource management practices and organizational performance (Purcell et al., 2003).

Nassazi, (2013) conducted a study on the effects of training on employee performance, using the telecommunication industry in Uganda as a case study. It was qualitative research where 120 respondents involved. The results obtained show that training has a clear effect on the performance of employees.

The result of Farooq & Aslam (2011) , study depicts the positive correlation between training and employee performance as r=.233. Thus, we can predict from this finding

that it is not possible for the firm to gain higher returns without best use of its human resource, and it can only happen when a firm is able to meet its employee‘s job related needs in a timely fashion. Training is the only ways of identifying the deprived need of employees and then building their required competence level so that they may do well to make organizational goals.

A Study by Suresh and Jaleel, (2015) on Impact of Employee Empowerment on Organizational Performance. A Case of Automobile Industry in Chennai city of Tamil Nadu in India. It consists of 100 Employee leaders/Employee members where 87 have responded. It showed that the high contribution of employee empowerment to Organizational performance. The value of R squared (R2) = 78.8 % and Adjusted R2 is almost 78.6%. Positive 0.76 correlation coefficient between Employee empowerment and Organizational performance.

The beta coefficient of Employee empowerment is .88. This indicates that Employee empowerment brings enough variation in the dependent variable. The paper‘s major finding was that highly empowered employees are effective. In that research established that there is a positive relationship between Employee empowerment and Organizational performance.

Moreover, the study results of Sultana et.al. (2012), conducted in the telecom sector of Pakistan, states the R² as .501 which means that 50.1% of variation in employee performance brought by training programs. Further, the T-value was 8.58 that explain training is the best predictor of employee performance.

As depicted by the work of Harrison (2000), learning through training influence the organizational performance by greater employee performance, and said to be a key reason in the achievement of corporate goals. However, implementing training programs as a solution to covering performance issues such as filling the gap between the standard and the actual performance is an effective way of improving employee performance (Swart et al., 2005).

The Maldogaziev and Fernandez (2011) study on empowering public sector employees on improving performance explored the link between various empowerment practices and perceived performance in federal agencies. It is found that empowerment practices aimed at providing employees with access to job-related knowledge and skills and at granting them discretion to change work processes have a positive and substantively significant influence on perceived performance. Other empowerment practices geared toward providing employees with information about goals and performance and offering them rewards based on performance are found, however, to have little bearing on perceptions of performance.

According to Swart et al., (2005), bridging the performance gap refers to implementing a relevant training intervention for the sake of developing particular skills and abilities of the workers and enhancing employee performance. He further elaborates the concept by stating that training facilitates organization to recognize that its workers are not performing well and a thus their knowledge, skills and attitudes needs be molded according to the firm needs. There might be various reasons for poor performance of the employees such as workers may not feel motivated anymore to use their competencies, or maybe not confident enough in their capabilities, or they may facing work life conflict.

All the above aspects must considered by the firm while selecting most proper training intervention that helps organizations to solve all problems and enhance employee motivational levels to take part and meet firm expectations by showing desired performance. As mentioned by Swart et al.(2005) this employee, superior performance occurs only because of good quality training programs that leads to employee motivation and their needs fulfillment.

According to Wright and Geroy (2001), study noted that employee competency changes through effective training programs. It not only improves the overall performance of the employees to effectively perform current job, but also enhance the knowledge, skills an attitude of the workers necessary for the future job, thus contributing to superior organizational performance. Through training the employee competency development and enable them to carry out the job related work efficiently, and meet firm goals in a competitive way.

However, employee performance is also affected by some environmental factors such as corporate culture, organizational structure, job design, performance appraisal systems, power and politics prevailing in the firm and the group dynamics. If the above mentioned problems exist ay the firm, employee performance decreases not due to lack of relevant knowledge, skills and attitude, but because of above mentioned hurdles. To make training effective and to make sure the positive effect of training on employee performance these elements be taken into consideration Wright and Geroy (2001).

Bartel (1994), reports that there is a positive correlation between effective training program and employee productivity, however, to make it possible, (Swart et al., 2005), it is the responsibility of the managers to find the factors that hinder training program effectiveness and should take necessary measures to neutralize their effect on employee performance. In addition, Generally, it can be debatable that the effect of the training program on employee outcomes such as motivation, job satisfaction and organizational commitment, has not received much attention so far. A rare work has been done to test whether firms can affect their workers‘ attitude, through proper training interventions. According to Lang (1992) training be planned in such a way that it results in organizational commitment. On the other hand Gaertner and Nollen (1989) proposed that employees‘ commitment is a result of some human resource practices, that is, succession planning and promotions, career development and training opportunities. All these practices, when achieved results in greater employee performance. Moreover, Meyer and Smith (2000), investigate the link between Human Resource Management practices and organizational commitment, so as to discover the causes of effective employee performance.

A study on job satisfaction–job performance relationship by Judge, Timothy; Thoresen; Bono, and Patton, Gregory (2001). A qualitative and quantitative review of the relationship between job satisfaction and job performance provided. The qualitative review organized around 7 models that characterize past research on the relationship between job satisfaction and job performance.

Research devoted to testing these models waned following 2 meta-analyses of the job satisfaction–job performance relationship. A meta-analysis conducted on 312 samples with a joint N in 54,417. The mean true correlation between overall job satisfaction and job performance estimated for 30. In light of these results, there is a correlation between job satisfaction and organizational performance.

Spreitzer (1995), in her study on the “psychological empowerment in the work place: Dimensions, measurement, and validation” used descriptive analytical method and found the dimension of empowerment (meaning, competence, self determination and impact) affects psychological empowerment. She surveyed 393 managers who were randomly selected from diverse work units found that empowered employee have little ambiguity about their role in the organization. She provided evidence that employee empowerment is a significant predictor of innovation because empowerment positively impact on employees which induce their ability to innovate towards organizational performance.

Martin and Hans (2001) in their study “Employee work quality and success of innovative project” used data from a large scale survey among companies in the Netherlands and found positive relationship between workplace innovation on the one hand and quantitative and qualitative organizational performance and commitment of employee on the other hand, showed that the importance of employees work to success of innovations through collaborative efforts and work quality enhances performance. They specified six facets of employees work quality to include communication, coordination’s, and balance of member contribution, mutual support, effort and cohesion as factors that significantly enhance organizational performance.

Fiter, Angel, Martinez and Mauela (2005) in their study of a University’s Research and Development unit found a positive impact of employee empowerment on organizational performance and organizational attitudes. They concluded that perceived work based social support positively moderated the impact of employee empowerment on employee productivity, whereas, work based organizational support moderated its effect on customer services. They also stated that perceived fairness and employee gender’s diversity were positively related to the job satisfaction.

Ibua (2014) in her study on “The influence of institutional factors and job-related attitudes in relationship between employee empowerment and performance of public universities in Kenya” used descriptive method and noted that employees in public universities do not feel that they are involved in decision making.

Abubakar (2014) studied the impact of employee empowerment on job satisfaction in First Bank Plc, Nigeria. The study covered nine branches out of the fifteen branches in Kaduna state. The sample size consist of all the staff in the various branches with the exception of contract (in source) staff. The study used primary and secondary data, questionnaires were distributed to two hundreds staff across the branches of First bank and fifteen were not returned. Multiple regression analysis was used to analyze the data. The study found out that employee empowerment has positive and significant impact on job satisfaction.

Kariuku and Murimi (2015) Studied employee Empowerment and organization performance of Tata Chemicals Magadi Ltd, Kenya. The study examined the linked between four dimensions of empowerment (autonomy, decision making, information sharing and training) and organizational performance using gender, age , and tenure as control variables, only gender has a significant contribution on organizational performance and all the models had a positive influence on organizational performance, The result of the multiple regression analysis on employees empowerment and performance revealed that training and information sharing had moderate contribution towards employee empowerment. Autonomy and decision making had no significant contribution on organizational performance.

CHAPTER SUMMARY

In this review the researcher has sampled the opinions and views of several authors and scholars on the availability and utilization of school library resources. The works of scholars who conducted empirical studies have been reviewed also. The chapter has made clear the relevant literatures.