Assessment of Work Management Skills among Non-Teaching Staff of Bohol Island State University: Basis for a Work Management Plan

Non-teaching personnel sustain the administrative, technical, and client-service functions of higher education institutions, yet their work management needs are often underexamined. This study assessed the work management skills of non-teaching staff at Bohol Island State University and used the findings to develop a context-responsive Work Management Plan. A descriptive-correlational design with a qualitative thematic component was employed. Eighty non-teaching staff from the Main, Bilar, and Balilihan campuses completed an expert-reviewed and pilot-tested questionnaire covering planning and organization, communication and interpersonal skills, leadership and delegation, problem-solving and decision-making, self-perceived performance, official Individual Performance Commitment and Review ratings, and an open-ended question. Frequencies, percentages, means, standard deviations, and Pearson correlations were used for the quantitative data, while open-ended responses were thematically analyzed. Respondents reported very high planning and organization (M = 4.313, SD = 0.637), communication and interpersonal skills (M = 4.276, SD = 0.600), problem-solving and decision-making (M = 4.219, SD = 0.557), and self-perceived performance (M = 4.259, SD = 0.614), and high leadership and delegation (M = 4.188, SD = 0.662). Ninety percent received Very Satisfactory performance ratings. All five domains were positively related to performance (r = .54-.71, all p < .001), with planning and organization showing the strongest association. Qualitative themes included work overload, deadline pressure, manpower shortages, role ambiguity, communication barriers, process inefficiencies, stress, adaptability, creativity, and professional growth. The proposed plan therefore combines competency development with role clarification, workload review, communication protocols, digital process improvement, client-service support, and staff wellness. Sustained institutional support is necessary to translate strong individual skills into more efficient, resilient, and responsive administrative services.

work management skills, non-teaching staff, job performance, higher education

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