The Influence of Industrial and Organizational Psychology Practices on Organizational Performance in Tanzanian Public Sector Workplaces: A Case of Higher Learning Institutions in Dodoma, Tanzania

Miraji Ramadhani Mgonja
College of Business Education, Tanzania
Email: mirajirmgonja2017@gmail.com

Abstract: Despite the evidence-based nature of solutions in industrial and organizational (I-O) psychology, its application in the context of Tanzanian public sector higher learning institutions (HLIs) has not been explored extensively. Content analysis, a qualitative method was used for this study to analyse the impact of I-O psychology practices on the performance of organizations in the higher learning institutions in Dodoma, Tanzania. Strategic plans, human resource policies, staff development guidelines, quality assurance reports, annual reports, public sector reform documents have all been systematically analyzed in official documents. Seven themes were identified in the analysis: employee assessment and placement, training and staff development, well-being and counselling in the workplace, employee engagement and motivation, leadership development and organisational culture, performance management and organisational change management. The findings show that there are inconsistent responses in institutional documents regarding the practice of I-O psychology and administration compliance is highly emphasised, while other psychological aspects, like psychometric assessment, employee assistance programmes, engagement surveys and change readiness are not as emphasised. Documented practices are seen to have positive impacts on performance through increased staff competency, decreased turnover, increased motivation, and effective change implementation; however, there are debates about cultural appropriateness of tools that have been imported, ethical issues around confidentiality, and lack of professional recognition of I-O psychologists. There are opportunities to institutionalizing the workplace psychology as a strategic performance function. The study offers practical suggestions for policy makers, institutional leaders and human resource practitioners interested in enhancing the performance of public sector higher education institutions using evidence-based psychological practices.