Volume 2 - Issue 3, May - June 2026

This study assessed the theoretical knowledge and practical readiness of management staff at Auchi Polytechnic regarding 360-degree (multi-rater) evaluation technique. The 360-degree feedback method, which solicits performance assessments from supervisors, peers, subordinates, and the individual staff member being evaluated, represents a significant departure from conventional top-down appraisal and is increasingly advocated as a holistic instrument for performance management and leadership development in higher education institutions. Despite its growing global adoption, its adoption in Nigerian polytechnics remains limited, with little empirical evidence on the readiness of institutional management to implement it. A quantitative survey design was employed, with data collected from 69 management staff comprising Heads of Department, Directors, Deputy Registrars, Deans, and some senior administrative staff. A structured questionnaire of 15 Likert-scale items measured three latent dimensions: theoretical knowledge, practical skill, and implementation readiness. Data were analysed using descriptive statistics: Cronbach's Alpha reliability testing, one-sample t-tests, chi-square analysis, one-way ANOVA, and Pearson correlation, with an overall instrument reliability of α = 0.791. Findings revealed that respondents demonstrated above-neutral scores across all three dimensions; theoretical knowledge (μ = 3.773), practical skill (μ = 3.478), and implementation readiness (μ = 3.467), all significantly exceeding the neutral midpoint (p < 0.001). However, a consistent knowledge-to-practice gap was identified, with rater selection and feedback form design emerging as the weakest procedural competencies. Prior general appraisal training did not significantly elevate 360-degree-specific knowledge (𝜒² = 0.946, 𝑝 = 0.623), and no significant difference in scores was observed across administrative positions (𝐹 = 1.091, 𝑝 = 0.374). Staff voluntarily acknowledged the need for further hands-on training (μ = 3.96), signalling a receptive institutional climate. The study recommends the development of a dedicated 360-degree training curriculum, a departmental pilot scheme, and a formal institutional policy framework to bridge the identified readiness gap.

UMUKORO Stirruph, MOMODU Abudukerimu, OKHAKU Clement,"Assessment of Auchi Polytechnic Management Staff Understanding of 360-Degree Evaluation Techniques" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(3): Page(1317-1334) May-June 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.