TRADE PROJECT

AN ASSESSMENT OF THE EFFECTS OF TRAINING ON WORKER

PERFORMANCE: A CASE STUDY OF KISII UNIVERSITY, KISII COUNTY, KENYA

NAME : OMBIJA WINNIE AUMA

INDEX NUMER : 7031070009

COLLEGE : ELGON VIEW COLLEGE

SUPERVISOR : AMENYA BEN

A RESEARCH PROJECT SUBMITTED TO THE KENYA NATIONAL EXAMINATION

COUNCIL IN PARTIAL FULFILLMENT FOR THE AWARD OF THE CERTIFICATE
IN HUMAN RESOURCE MANAGEMENT, SCHOOL OF, ELGON VIEW COLLEGE

SERIES MARCH, 2025

 DECLARATION AND RECOMMENDATION
DECLARATION

This Research Project is our original work and has not been submitted to this college or any
other college for the award of Certificate diploma or degree.

Signature Date
PRICILLAH ITOTO TONGOYO

RECOMMENDATION

This Research Project has been submitted for examination with my approval as University
Supervisor.

……………………. ………………………….

Signature Date

DEDICATION
This Research Project is dedicated to our parents Mr. Tongoyo for their financial support and
words of encouragement throughout this period of -our study.
AKNOWLEDGEMENT

First we give thanks to our almighty God for the most precious gift of life, unconditional love,
and good health he has given us. Secondly to our parents who have devoted themselves much in
supporting us financially and also being there for us always, our classmates also won’t be left out
for their supportive, cooperative work and team spirit to this research proposal. Finally, to our
supervisor Mr. ben amenya we highly acknowledge him for his remarkable guidance throughout
this research period making it a great success and achievement we also acknowledge the efforts
of all lecturers who taught us mostly research.
 ABSTRACT

The study will seek to assess effect of Training that has become an issue that has to be faced by
every organization. The amount and quality of training carried out varies enormously from
organization to organization due to factors such as the degree of external change, for instance,
new markets or new processes The purpose of the study was to assess the role of Training on
worker performance; a case of Kisii university, Kisii County. The study was guided by the
following specific objectives; Evaluate the of role training on employee engagement, to evaluate
the role of training on employee motivation and to assess the role of training on employee job
satisfaction It was assumed that all were available during the study period and they gave reliable
information. The study was conducted in Kisii University which is located in Kisii County. The
targeted population comprised of 250 employees. From the study findings concerning types of
career development techniques, it was indicated that coaching as a type of career development
was given more priority by the management to the employees in the execution of their duties.
Job expanding was also another kind of career development which was also given close priority.
Coaching therefore, may be seen as wastage of time; yet as advanced
LIST OF FIGURES
Figure2.1 Conceptual Framework ………………………………………………… 13
 LIST OF ABBREVIATIONS
KSU: Kisii University

CBD: Central Business District

Dedication And recommendation………………………………………………………….…. ii

Dedication ………………………………………………………………………………………. ii

Acknowledgement ………………………………………………………………………………iii

Abstract…………………………………………………………………………………………. iv

List of figures ……………………………………………………………………………………v

List of abbreviations …………………………………………………………………………vi

CHAPTER ONE
Introduction…………………………………………………………………………..1

1.1 Background of the study …………………………………………………………....1

1.2 Statement of The Problem ………………………………………………………….2
1.3 Objectives of the study……………………………………………………………....3
1.4 Research questions ………………………………………………………………….3
1.5 Significance of the study…………………………………………………………….3
1.6 Scope and justification of the study ……………………………………………….3
1.7 Limitations of the study …………………………………………………………….4
1.8 Assumptions of the study …………………………………………………………..4
1.9 Operational and definitions of terms……………………………………………...4

CHAPTER TWO

Literature Review…………………………………………………………………5

2.1Training………………………………………………………………………………..5

2.2.1 Training policies and practice…………………………………………………….

.
 2.2.1 Training Policies And Practices..........................................................................................6

2.5 Conceptual Framework Of The Study.................................................................................12

3.1 Research Design...................................................................................................................13

3.2 Study Area............................................................................................................................14

3.3 Target Population.................................................................................................................14

3.4 Sample Size And Sampling Procedure................................................................................14

3.5 Data Collection And Procedure...........................................................................................14

3.6 Instrumentation........................................................................................................................14

3.6.1 Validity Of The Research Instrument...................................................................................14

3.6.2 Reliability Of The Research Instrument...........................................................................15

3.7 Data Analysis And Presentation..........................................................................................15

CHAPTER FOUR.........................................................................................................................15

DATA ANALYSIS, PRESENTATION AND DISCUSSION.....................................................15

4.1 Response Rate..........................................................................................................................15

4.2 Respondents’ Demographics...................................................................................................16

4.2.1 Age........................................................................................................................................16

4.2.2: Educational Level............................................................................................................17

4.2.3: Distribution Of Respondents By Department.............................................................18

4.2.4: Length Of Service In Kisii University.............................................................................19

4.3 Training Dimensions...............................................................................................................20

4.4 Implementation Of Training....................................................................................................21

4.5 Worker performance................................................................................................................22

4.6 Role of Career Development after being trained.....................................................................23

4.7 Intervention Factors.................................................................................................................24

CHAPTER FIVE...........................................................................................................................25
SUMMARY, CONCLUSION AND RECOMMENDATIONS....................................................25

5.1 Summary of the findings.........................................................................................................25

5.2 Conclusions..............................................................................................................................26

5.3 Recommendations....................................................................................................................27

5.4 Suggestions for Further Research............................................................................................27

References......................................................................................................................................28

APPENDICES...............................................................................................................................29

APPENDIX I: QUESTIONNAIRE...............................................................................................30
CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Developing country like Kenya, with its rich natural resources and the necessary financial
support can also experience such economic success if the appropriate attention is given to the
development and training of her human resource. It is thus seen that in Kenya the government is
taking0 adequate steps to ensure that people acquire the necessary knowledge and skills.
The provision of secondary and technical schools, vocational training institutes and colleges,
professional and tertiary institutions, as well as the educational reforms currently taking place in
the country, are all geared towards the acquisition of skills and knowledge to ensure
effectiveness and efficiency in our workplaces. With these efforts by the government, it has
become necessary for organizations to provide long and systematic training and development
programs for its employees.

There are different ways of defining the term training. Training can be defined as a systematic
development of knowledge, skills and behavior required by the employees to do adequately on
confirmed task or job (shaheen 2013) or simply learning that is provided in order to improve
performance on the present job (Amin et al., 2013).On the other hand employee training is
defined as programs that provide workers with information, new skills, or professional
development opportunities (Imra 2013).It can take place in numerous ways, on the job or off the
job ; in the organization. Regardless of the view, the term training draws elements of acquiring
new knowledge to help manage both current and future situations.

Imra (2013) further argues that in order to prepare their workers to do their job as desired,
organizations provide training so as to optimize their employee’s potential. They note that most
of the firms, by applying long term planning, invest, building new skills by their workforce,
enabling them to cope with the uncertain conditions that they may face in future, thus, improving
the employee performance through superior level of motivation and commitment and when
employees recognize interest in them through offering training programs, they in turn apply their

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best efforts to achieve organization goals and show high performance on the job. Hence training
is therefore critical in achieving an elastic workforce which is motivated and committed (Amin et
al., 2013).

If employees are to experience flexibility and effectiveness on the job, they need to acquire and
develop knowledge and skills, and if they are to believe that they are valued by the organization
they work for, then they need to see visible signs of management’s commitment to their training
and career needs. Training and development are the processes of investing in people so that they
are equipped to perform. These processes are part of an overall human resource management
approach that hopefully will result in people being motivated to perform. (Barron and Hagerty
2007).
It goes without saying therefore that the training and development of employees is an issue that
has to be faced by every organization. However, the amount, quality and quantity of training
carried out vary enormously from organization to organization. According to Cole (2010),
factors influencing the quantity and quality of training and development activities include; the
degree of change in the external environment, the degree of internal change, the availability of
suitable skills within the existing work-force and the extent to which management see training as
a motivating factor in work. Many organizations meet their needs for training in a haphazard
way. Training in these organizations is more or less unplanned and unsystematic. Other
organizations however set about identifying their training needs, then design and implement
training activities.

1.2 Statement of the Problem

Training is a well-known fact that enhances Skills, Knowledge and worker performance. In
Kenya many organizations and the public sectors are engaging in the process of training their
staff, they have departments which are in charge of the training. Kisii university one such
organizations that has been practicing the process of training since its beginning. However, for
some years now it appears that training in KSU is very much unsystematic several employees
and staff are not fully qualified to workers of KSU. Due to the absence of training the staff are
sponsoring themselves in education to obtain higher levels of certificates i.e.; PHD &Masters
hence they end up addressing the knowledge gap.

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1.3 Objectives of the Study

The study was guided the following general objectives:

i. To evaluate different types of training

ii. To assess the role of training on employee motivation
iii. To evaluate the role training on employee job satisfaction

1.4 Research Questions

The following were the questions that guided the study

i. What the different types of training?

ii. What is the role of training on employee motivation?
iii. what is the role of training on employee job satisfaction?

1.5 Significance of the Study

The study was expected to inform the management of Kisii University that to productivity and
high quality services there is a need to have well trained staff which is motivated to work. It also
helps in maintaining the quality of life & work this provides opportunity for employees to be
satisfied. It enables the management of Kisii University to introduce modern methods and
techniques of training the staff to be able to mitigate future challenge of change.

1.6 Scope and Justification of the Study

The study was carried out in kisii university (KSU) which is located in kisii town. It is
approximately 2km from kisii town CBD. The study was basically an assessment of the effect of
training worked performance

1.7 Limitations of the Study

This were the limitations of the study, The Study was limited to itself only to the effect of
training on worker performance and also the study was only limited to kisii university.

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1.8 Assumptions of the Study

It was assumed that all employees were available during the research period be on duty
Assumptions of the Study. Also it was assumed that the questionnaire which were given out were
to be responded to positively. Lastly the sample sizes that were selected were enough to make a
clear and honest conclusion from the whole population.

1.9 Operational Definition of Terms

Training: The activity of imparting and acquiring skills.

Mitigate: It is to reduce, lessen or decrease.

Motivation: This is an incentive or reason for doing something.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Training

Training in public and private enterprise is a vital department to the organization. Organizational
challenges today appear unparalleled in history (Tracey, 1974). According to Tracey (1974), the
oldest form of training in industry in Western society is the apprenticeship system which was
developed in the middle Ages by the trade guilds and during the Elizabethan period
apprenticeship began to decline. The industrial revolution speeded the decline of the
apprenticeship tradition. However, apprentice training likely remains as an important source for
the development of skilled workers in United States (US) as the number of apprentices in
training in all trades at the end of fiscal 1947 was 192,954 but buy the end of fiscal 1970 the
number had grown to 279,693, an increase of 44.9 percent (Manpower report from the President,
1972). More recent data, located by researchers, indicated the trend is still an important
component for the development of workers in the Twenty-first Century. The US Department of
Labor Office of Apprenticeship Training, Employer and Labor Services reported 482,823
individuals involved in apprenticeships in 2002

Training is the planned and systematic modification of behavior through learning events,
activities and programs which results in the participants achieving the levels of knowledge,
skills, competencies and abilities to carry out their work effectively (Gordon 2010) defines
training as the systematic process of altering the behavior and or attitudes of employees in a
direction to increase the achievement of organizational goals. This means for any organization to
succeed in achieving the objectives of its training program, the design and implementation must
be planned and systematic, tailored towards enhancing performance and productivity

Bass &Vaughan of 1996 define Training as a process of organizational improvement that

attempts to make beneficial changes through modifying employee’s skills and attitudes which
refers to activities ranging from the acquisition of simpler motor skills to the development and
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change of complex socio emotional attitudes .Kllatt, Murdick & Schuster of 1985defineTraining
as a systematic way of altering behavior to prepare an employee for a job or to improve the
employee’s performance on the present job, and development is preparing an employee for
improving the conceptual, decision-making, and interpersonal skills in complex, in structured
situation

2.2.1Training Policies And Practices

The purpose of training is mainly to improve knowledge and skills, and to change attitudes or
behavior. It is one of the most important potential motivators which can lead to many possible
benefits for both individuals and the organization. Changing technology requires that workers
should also possess the knowledge, skills and abilities that are needed to be able to cope up with
the new processes & production techniques. According to Cole (2008) training is set to achieve:
High morale in workers those who received the training have increased confidence and
motivation;
Low cost of production – training tends to eliminate all the risks because trained personnel are
able to make better materials and equipment’s thereby reducing and avoiding waste
Low turnover – training also tends to bring a sense of security at workplaces which reduces labor
turnover and absenteeism is avoided given that feeling of personal satisfaction and achievement
Sherman et al (2011) argues that many new workers can be equipped with most of the
knowledge, skills and attitudes needed to start work, but others may require extensive training to
ensure their effective contribution to the organization. A majority however, will require some
type of training at one time or another to maintain an effective level of job performance.
Krietner (2012) say that no matter how carefully job applicants are screened, typically a gap
remains between what the worker does and what they should know. An organization which
desires to gain the competitive edge in its respective industry, needs among other things,
extensive and effective training of its human resources.

2.2.2 Types Of Training

Induction Or Orientation

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Training: Introducing a new employee to the organization’s environment comprising of a day to
day functioning, products, services, rules and regulations are termed as Induction or orientation
training. The purpose of such training is to reduce the nervousness of a new joinee, by making
him accustom to the working environment. It is also called as an orientation training, which
means giving a fair idea to the new employee about, what he is supposed to do in the
organization.

Job Training

This training is job specific and is given to the employee who has to perform that job. Under this
training, the information about the machine, the process of production, methods to be used, the
safety measures to be undertaken, etc. are explained. Through this training, the employee
develops the confidence and the necessary skills, that enables him to perform his job effectively
and efficiently.

Safety Training

The safety training is given to the employees so as to minimize the number of accidents caused
due to the handling of machines or other equipment. Under this training, the employees are given
the safety instructions on the usage of machinery and the other dangerous devices.

Apprenticeship Training

Under this training, the worker earns while learning. This training is generally given to the
technical staff, craftsmen, plumber, etc. who are required to work under the superior for a
relatively longer period, until he gains the expertise in that particular field.

Internship Training

Under this type, the educational or vocational institutes have an arrangement with the industrial
institutes to provide practical knowledge to its students. Sometimes, the companies also offer the
pre-placement offers to the trainees on the basis of their performance during their internship
program.

Refresher Training or Retraining

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As the name implies, the retraining or refresher training is given to the old employees with the
purpose of improving their efficiencies. They are introduced to the new methods and
technologies that would result in the increased productivity and reduces the monotony in their
daily work.

Promotional Training

This training is given to the potential employees, who can be promoted to the senior position in
the organization. The promotional training is given in advance so that employee gets accustomed
to the new roles and responsibilities and do not get nervous at the time of promotion.

Remedial Training

This training is given in order to overcome the shortcomings in the behavior and performance of
old employees. Due to the invention of technology, the employees may resist to accept the
change and cause a disturbance in the organization. Therefore, such training is given to make
them understand the importance of change and its necessity in the operations of business. This
training is generally given by the psychological expert.

2.2.3 Relationship between Training and Worker Performance

The managers have a responsibility to ensure that the organization to strive and thus achieve high
performance levels. Therefore, this implies that managers have to set the desired levels of
performance for any period in question. They can do this for example by setting goals and
standards against which individual performance can be measured. Companies ensure that their
workers are contributing to the production high quality products. This management process
encourages workers to get involved in planning process for the company, and therefore
participates by having the role in the entire process thus creating motivation for high
performance levels. It is important to note that performance management includes activities that
ensure that organizational goals are being consistently met in an effective and efficient manner.
Performance management can focus on performance of the workers

2.3 Training And Motivation

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According to Robert Dubin (1970), “Motivation is the complex set of forces starting and keeping
a person at work in an organization. Motivation is something that moves the person to action,
and continues him in the course of action already initiated.”

Dalton E. McFarland (1974) stated that: “Motivation refers to the way in which urges, drives,
desires, aspirations, and strivings or needs direct, control or explain the behavior of human
beings.”

In the words of C.B Mamoria (1995), “Motivation is a willingness to expend energy to achieve a
goal or reward. It is a force that activates dormant energies and sets in motion the action of the
people. It is the function that kindles a burning passion for action among the human beings of an
organization.”

2.3.1 Motivation Theories

Baron (1986) distinguished between two opposing philosophies of human towards work as
propose by McGregor. Theory X which takes a pessimistic view of human motivation to work
and Theory Y which is more optimistic and assumes workers are not passive and are ready to
assume responsibility and develop skills according to their organization’s needs. The accuracy of
Theory Y assumptions depends on the extent to management creates policies and motivational
system that enables workers develop their own potential. Today’s organizational culture has
generally shown that workers have moved away from the tradition of viewing work as a form of
punishment and now place a high value on work for its own good. Motivation to work has
become a cherished value in society. This is especially so among managerial and professional
workers who report that having a challenge job is more important that the amount of earnings.
Clerical and unskilled workers also place high value on their work environment both social and
physical than on the pay itself.

2.3.2 The Need Motivation

According to Newstorm & Davis (2002) motivation results from a person’s attitudes towards a
specific situation. Motivation therefore is a product of underlying attitudes and specific

9
situational factors at a certain point in time. if a procedure is arbitrarily changed but attitudes and
the prevailing situation remain the same, motivation may change and produce different results.

Schermerhon, Hunt and Osborn (1997) reiterate that motivation refers to forces within an
individual that account for the level, direction and persistence of effort expanded at work. Level
refers to the amount of a person puts forth at a given task. Direction refers to what the person
chooses when presented with a number of possible alternatives. Persistence refers to how long a
person sticks with a given action.

Hersey and Blanchard (1982) say that people have many needs all of which are continually
competing for their behavior. The mixture and strength of needs varies from one person to
another as also explained in the Maslow’s hierarchy of needs.

2.4 Job Satisfaction

Despite it vide usage in scientific research, as well as in everyday life, there is still no general
agreement regarding what job satisfaction is. In fact, there is no final definition on what job
represents. Therefore, before a definition on job satisfaction can be given, the nature and
importance of work as a universal human activity must be considered.
Hoppock defined job satisfaction as any combination of psychological, physiological and
environmental circumstances that cause a person truthfully to say I am satisfied with my job
(Hoppock, 1935). According to this approach although job satisfaction is under the influence of
many external factors, it remains something internal that has to do with the way how the
employee feels. That is job satisfaction presents a set of factors that cause a feeling of
satisfaction.
Job satisfaction represents a combination of positive or negative feelings that workers have
towards them work. Meanwhile, when a worker employed in a business organization, brings with
it the needs, desires and experiences which determinates expectations that he has dismissed. Job
satisfaction represents the extent to which expectations are and match the real awards. Job
satisfaction is closely linked to that individual's behavior in the work place (Davis et al.,1985).

Job satisfaction is a worker’s sense of achievement and success on the job. It is generally
perceived to be directly linked to productivity as well as to personal well-being. Job satisfaction

10
implies doing a job one enjoys, doing it well and being rewarded for one’s efforts. Job
satisfaction further implies enthusiasm and happiness with one’s work. Job satisfaction is the key
ingredient that leads to recognition, income, promotion, and the achievement of other
2.4.1 Effects Of Job Satisfaction
Job satisfaction causes a series of influences on various aspects of organizational life. Some of
them such as the influence of job satisfaction on employee productivity, loyalty and absenteeism
are analyzed as part of this text. The preponderance of research evidence indicates that there is
no strong linkage between satisfaction and productivity. For example, a comprehensive meta-
analysis of the research literature finds only a.17 best estimate correlation between job
satisfaction and productivity. Satisfied workers will not necessarily be the highest producers.
There are many possible moderating variables, the most important of which seems to be rewards.
If people receive rewards, they feel are equitable, they will be satisfying and this is likely to
result in greater performance effort. Also, recent research evidence indicates that satisfaction
may not necessarily lead to individual performance improvement but does lead to departmental
and organizational level improvements. Finally, there is still considerable debate weather
satisfaction leads to performance or performance leads to satisfaction (Luthans, 1998

Employee loyalty is one of the most significant factors that human resource managers in
particular must have in mind. Employee loyalty is usually measured with the Loyalty
Questionnaire and can cause serious negative consequences when not in a high level.
Usually three types of employee loyalty are considered: affective loyalty, normative loyalty and
continuity loyalty. Affective loyalty has done with the cases when an employee feels an
emotional connection to the company, normative loyalty is a sort of loyalty that appears in cases
when the employee feels like he owes something to the company and continuity loyalty comes as
a result of the fact that the employee does not have an opportunity to find a job somewhere else.
Research conducted by Vandenberg and Lance (1992) during which they surveyed 100
perfusionists in the information services for five months showed a strong relation between job
satisfaction and employee loyalty. Their research proved that the higher the degree of job
satisfaction the higher is the level of employee loyalty.

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Employee absenteeism causes serious additional costs for companies; therefore, managers are in
permanent peruse of ways how to decrease and reduce it to its minimum. Probably, the best way
to reduce employee absenteeism would be through an increase in the level of employee
satisfaction. The main idea behind this approach is that the higher the degree of job satisfaction
is the lower employee absenteeism should be

Even though the effects are modest the fact that job satisfaction contributes to decreasing the
level of employee absenteeism remains. So, satisfaction is worth paying attention to, especially
since it is potentially under your control – unlike some of the other causes of absenteeism (e.g.
illness, accidents). But awe said circumstances can alter this equation. As a manager you could
be implicitly encouraging absenteeism by in forcing company policies. If people are paid for sick
days, and if they must be “used or lost” this is pretty strong encouragement for employees to be
absent. In other words, you’ve helped create a culture of absenteeism that can overcome the
“satisfaction” effect. (Sweeney and McFarlan, 2005)
2.5 Conceptual Framework Of The Study
Independent variables
Training Culture Dependent variables
Worker Performance
Types of Training Ethics Productivity
Training policies and practices Policy and procedures Efficiency
Relationship between training Training Effectiveness
and worker performance Organizational Profitability
structure
Management style

Individual
Organizational
Political

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 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 Research Design

The study employed descriptive research design. Descriptive research design was preferred for it
facilitates the collection for a considerable amount of data quickly, efficiently and accurately
(Oso & Onen, 2005). Descriptive research design was preferred because it permits the collection
of data through questionnaire admitted to a sample of respondents and that the data collected by
the design would be used to suggest reasons for a particular relationship between variables and
produce models for those relationships. Sanders & Thornhil, (2007).

3.2 Study Area

The proposed study onan assessment of the role of training on worker performance was carried
out in kisii university (KSU) which is located Kisii County approximately 1 km from Kisii town
CBD area.

3.3 Target Population

Ngechu, (2004) a population is a set of people, elements and events, group of items that are
investigated. In this study, the targeted population will comprise an approximate of 250
employees of kisii university .

3.4 Sample Size And Sampling Procedure

Mugenda &Mugenda, (2007) recommended a sample of at least 20 % of social studies. The
sample size was 75 respondents using 30% rule. The study employed simple random sampling
technique which ensured that each number of the population was included.

3.5 Data Collection And Procedure

Primary data collection procedure was used in this study as it gives the raw information. The
data was obtained by the use self-administered questionnaire with closed ended questions. This

13
gave the actual data that was obtained for the purpose of the research study. To ease the
processing of data, options for answers were provided where applicable.

3.6 Instrumentation
3.6.1 Validity Of The Research Instrument
Krishnaswanymy et al (2009) note that, validity indicates the degree to which the instrument
measures what is supposed to measure and the ability to be used for the collection of data and
obtain the required data from the field. Further, it will show the extent to which differences that
will be obtained reflect true differences. To establish the validity of the research instrument,
opinions of experts in the field of study, more especially the research supervisors was sought.

3.6.2 Reliability Of The Research Instrument

Reliability refers to the consistency with which an instrument measures and gives consistent
results (Krishnaswanymy et al. 2009). This aspect can be assessed using test-retest reliability
method. Reliability is increased by testing a diverse sample of individuals and by using uniform
testing procedures. This is done in the preparation and presentation of the questionnaires. In an
effort to test the reliability of the research instrument, a pilot study of five individuals from the
target population was selected

3.7 Data Analysis And Presentation

The data collected was checked and edited for clarity, legibility, relevance and adequacy. This
involved checking for non-response and acceptance or rejection of answers, which was pre-
coded by the researcher. The data was cleaned, tabulated and thereafter descriptive statistics
methods such as mean, weighted averages and percentages were used to analyze the data. The
results of the analysis were presented in frequency tables.

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 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND DISCUSSION

4.1 Response Rate

The researcher sought to carry out a study on the effect of training on worker performance and a
total of seventy-five (75) lecturers of kisii university were involved in the study as summarized
in the table 4.1

Table 4.1: Table showing response rate

Category Population Sample size Percentage Response Percentage

Size
Marketing 130 31 31.60 26 26.53
Accounts 15 04 4.10 04 4.08
Top 05 03 3.06 03 3.06
management

Total 250 75 100 70 100

Source: Field Data (2019)

The study sought to collect data from 75 respondents but only 70 were able to fill in the
questionnaire and get it collected and sixteen never responded. This gave a response rate of
84%which was significant enough to provide valid and reliable conclusions towards the
satisfaction of the study objectives. From this response rate, it shows that majority of the
respondents were positive towards the study.

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4.2 Respondents’ Demographics

4.2.1 Age

The study sought to find out the age bracket of the respondents and the following was the result
obtained as shown in table 4.2

Table 4.2: Distribution of Respondents by Age

Age brackets(years) Frequency Percentage

21-25 0 0
26-30 10 16
31-35 20 26
36 and above 40 58
Total 70 100

Source: Field Data (2019)

From the research data, 49% of the respondents were 36 and above years, 26% of the
respondents were between 31-35 year and 16% of the respondents were between 30-35 years .
Age is an important factor of an employee in career development as in the case of the table above
the employees between the age of 36 and above years are ripe in their career development since
they have gone through several trainings in the organization. It is also used in measuring of the
career development among the employees. This is an indication that most respondents in this
category of 36 and above years are at their productive ages.

4.2.2: Educational Level

The study sought to find out the distribution of the respondents by education level and the
following was the result obtained as shown in table 4.3

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Table 4.3: Distribution of Respondents by Educational Level

Level Frequency Percentage

Form 4 and Below 02 2.44

Form Six (A ‘level) 10 12.20

Certificate level 14 17.07

Certificate level 36 43.90

Undergraduate level 17 20.73

Masters 03 3.66

Doctoral 0 0

Total 70 100

Source: Field Data (2019)

From research data, 43.9% indicated that they held Certificate, 20.73% of the respondents held
undergraduate, 17.07% held certificate, 12.2% had form six (A ‘level), 3.66% held a degree of
master, 2.44 held form and below while none of the respondents held a doctorate degree. The
academic qualification influences one’s ability in development of his career after being trained.
An academician is quick and faster to take in what he/she has been trained towards career
development. From the research conducted by Simiyu (2010), in a service sector on effect of
career development, the results indicated that educational level that is at Certificate level above
influenced career development. The challenge of lack of knowledge towards career development
is serious on the grounds that it may hinder employee performance.

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4.2.3: Distribution Of Respondents By Department

Respondents were asked to indicate their departments. A frequency distribution was done and
results are as shown in table 4.4

Table 4.4: Distribution of Respondents by Department

Department Frequency Percentage

Sales 37 45
Marketing 26 32
Production 12 14
Accounts 04 05
Administration 03 04
Total 70 100

Source: Field Data (2019)

It was ascertained from the findings of the study that majority of the respondents were from
business department 45% as compared to those from marketing department 32%, training
department 14%, accounts department 5% and administrative services department 4%. From the
findings most of the respondents were from sales department as compared to other departments
this may be because in most of the organizations the business department is the one which does
business of the organization. It is the administration department that oversees the advancement
and growth of the employees in the firm hence much concentration was based on the other
employees from other departments rather than the administration.

4.2.4: Length Of Service In Kisii University

The respondents were also asked to indicate the length of service since joining the institution and
the following result was made available as shown in table 4.5

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Table 4.5: Distribution of Respondents by length of Service kisii university

Length of service Frequency Percentage

Less than 1 year 4 05
1-2 years 10 12
3-5 years 22 27
6-10 years 29 35
11-15 years 11 14
Above 15 years 06 07
Total 70 100
Source: Field Data (2019)

It is evident from the findings tabulated above, that respondents who had served the institution
for less than one year were 5% whereas the majority of the respondents had served the institution
for a period between 6-10 years. This indicated that they had enough knowledge and
understanding on the operations of the institution hence have developed in their career. For those
who have served the institution for a long duration it implied that may have developed their
careers as compared to those who have stayed for less duration. This can be supported by the
study carried out by Nakulu (2012) on career development before training as he indicated that
length of service in a workplace provides a clear way toward career development. From the
findings of the researcher it is an indication that most employees have served the institution
within a period of 6-10 years which might have resulted to the development of diversified
careers in turn leading to high performance by the employees in the firm. Length of service for
example much stay in a given organization may be equated to growth in terms of the career.

4.3 Training Dimensions

The respondents were asked to indicate the type of training technique they had undergone. The
distribution of respondents by type of career development is as shown in table 4.6

Table 4.6: Type of Training

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 Type of career development Frequency Percentage
Coaching 56 68
Job Expanding 15 18
Job Rotation 08 10
Job Shadowing 03 04
Total 70 100

Source: Field Data (2019)

The study established that coaching was the type of career development which majority of the
respondents (68%) had benefited from. Job expanding accounted for 18% while 10% had
benefited from job rotation. Only 4% had gone through job shadowing. These findings differ
from the findings of Makao (2010) whose did a research in a service sector and his findings
revealed that job shadowing was a type of career development which majority of the workers had
benefited from while in this study coaching was the major type of career development. Coaching
among the other three types of career development was highly regarded an indication that most
of the workers were satisfied with it towards their performance.

4.4 Implementation Of Training

The respondents were asked to indicate the extent to which they agree or disagree with the
statements regarding implementation of training in discharging their duties. The following data
was available as shown in table 4.7

Table 4.7: Implementation of Training

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 Dimension S. Agree Agree Neutral Disagree S. Disagree ∑fi ∑fiwi ∑fiwi

5 4 3 2 1 fi

Promotion 50 21 6 3 2 70 360 4.390

Job 5 7 16 28 26 70 183 2.232
Enrichment
Job 2 8 24 30 18 70 192 2.341

Enlargement
Recognition 0 1 10 25 46 70 130 1.586

Source: Field Data (2019)

The findings tabulated in table 4.7 show that, most workers in kisii university had their career
development implemented through promotion. This had a mean of 4.39 while job enlargement
had a mean of 2.341 which means that workers disagreed that it was a development
implementation dimension, this was the same for job enrichment which had a mean of a mean of
2.232 and lastly recognition with a mean of 1.586. Promotion is evidently used as a means of
implementation of career development. This finding agrees with Chali and Sedu (2011). Their
study on motivational strategies in a banking sector showed that promotion was more used as
compared to other dimensions like job enrichment, job enlargement and recognition. This is an
indication that most employees only develop their careers through promotions.

4.5 Worker performance

The respondents were asked to indicate the extent to which they agree or disagree with the
statements of performance. The following result was made available.

Key: 5-Very great extent 4-Great extent 3-Neutral 2-Small extent 1-Very small extent

Table 4.8: Effect of Training on employee Performance

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 Indicator 5 4 3 2 1 ∑fi ∑fiwi ∑fiwi

fi
Productivity 48 24 0 6 4 70 352 4.293
Efficiency 40 28 4 7 3 70 341 4.159
Effectiveness 37 13 5 8 19 70 287 3.500
Profitability 52 16 13 1 0 70 365 4.451

Source: Field Data (2019)

From table 4.8, profitability was indicated to be the most important performance indicator
affected by career development with the mean of 4.451, also productivity follows closely as a
performance indicator with a mean of 4.293, and efficiency is also affected by career
development with a mean of 4.159. Effectiveness had a mean of 3.5 which was an indication that
most of the employees were neutral towards performance. Career development had a significant
relationship with employee performance as evidence from study carried out by Kitonga (2010),
whose findings indicated that productivity was a key performance indicator once a worker is
trained and developed while this study the findings indicated that profitability was rated most in
relation to employee performance.

4.6 Role of Career Development after being trained

Respondents were requested to indicate the extent to which they agreed or disagreed to the role
of career development after being trained and from the study the following data was collected.

Key: 5- Strongly Agree 4-Agree 3-Neutral 2-Disagree 1- Strongly Disagree

Table 4.9: Distribution of Respondents on Role of Career Development

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 Statement 5 4 3 2 1 ∑fi ∑fiwi ∑fiwi

fi
Generally staff trusts KSU’s 45 14 21 2 0 70 348 4.244
senior management after training
I feel KSU values me more as its 50 20 8 3 1 70 361 4.402
employee after training
KSU provides opportunities to 48 22 0 10 2 70 350 4.268
grow and learn after training
KSU has supported my career 38 16 19 5 4 70 325 3.963
advancement after training

Source: Field Data (2019)

From the findings in table 4.9, the respondents agreed that they felt valued more as employees of
KSU after being trained which had a mean of 4.402. Provision of opportunities to grow and learn
follows with a mean of 4.268, trust of senior management to employees follows closely with a
mean of 4.244 and lastly employees being supported their career development after training with
a mean of 3.963. Also from the finding, the respondents agreed that career development had a
major role on employee performance. This is supported by the extent to which they had agreed
that they are valued more after being trained. Munya (2010) asserts in his study that once an
employee has not undergone training programme then, performance is severely affected hence
career development has a relationship with employee performance. Thus being valued as an
employee has a great deal on performance.

4.7 Intervention Factors

The study sought to find out the distribution of respondents on Intervention factors. The results
are as shown in table 4.10.

Table 4.10: Distribution of Responds on Intervention Factors

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 Factor 5 4 3 2 1 ∑fi ∑fiwi ∑fiwi

fi
Culture 24 48 0 6 4 70 352 4.293
Policy and 40 28 4 7 3 70 341 4.159
Procedures
Organizational 37 13 5 8 19 70 287 3.500
structure
Management 52 16 13 1 0 70 365 4.451
style

Source: Field Data (2019)

Average weighted mean=∑w/∑f=16.403/4=4.1

Distribution of respondents on intervention factors fall at 4.1 which translates to weight 4

indicating an agreement that culture, policy and procedures, organizational structure and
management style affect career development on employee performance in manufacturing firms.

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of the findings

The study sought to identify various ways of training on employee performance, and from the
findings it was evidenced that coaching, job expanding, job rotation and shadowing were the
various ways of career development affecting employee performance. Coaching took a lion’s
share as compared to other three ways of career development in kisii university. This was an
indication that majority of the employees are given career development most through coaching
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programs. Plenty of studies have shown that most companies or organizations use coaching as a
tool of developing the careers of their employees.

The study also sought to find out how career development is implemented in most training
institutions and the results tabulated from data analysis chapter four demonstrate that promotion
was the most used tool in the implementation of career development in kisii univesity. The
findings clearly indicate the relevance approach which captures the organizations in the
implementation of career development. Recognition on the other hand is given less chances in
the implementation of career development. On the contrary, if employees have doubts on their
recognition, performance may lag behind.

Lastly, the study sought to assess the role of career development on employee performance and it
was found that profitability as a performance indicator is clearly a factor that was most ranked to
support the role of career development on employee performance. Productivity was also ranked
second a clear indication the career development affects employee performance in one way or
the other. If employees are not nurtured well in their day to day activities their performance will
automatically come down. It was found that employee performance was important since they are
the engines of any organization.

Conclusions

From the study findings concerning types of career development techniques, it was indicated that
coaching as a type of career development was given more priority by the management to the
employees in the execution of their duties. Job expanding was also another kind of career
development which was also given close priority. Coaching therefore, may be seen as wastage of
time; yet as advanced by Armstrong (2004) coaching is deliberately aimed at improving
performance.

Concerning implementation of the career development dimension, it was evaluated and

determined that promotion was most implemented by authorities and it had a positive effect on
employee performance. On the contrary recognition of employees was given the least attention
by the authorities. Beardwell, Holden and Claydon (2011) concur with this and assert that

25
employees expect to be promoted after being trained so as to enable the enables develop their
careers and increase in performance.

Also the study sought to find out the effect of career development on employee performance.
From the study it was clearly found that profitability which is a performance indicator was
affected by career development as well as productivity was ranked second.

Finally, the study concludes that the organization has some challenges which need to be
addressed so as to enable the employees develop their careers, render good services and increase
in performance.

Recommendations
The study recommends that are trained employees with a track record of good performance
should be given a chance to develop on their careers through various enhanced systems of
rewards. KSU’s promotion strategies should be translated into real terms and positive outcome or
gains for trained employees. There is need for KSU management to be seen to make an attempt
to meet the aspirations of trained workers. Consequently, the study recommends that that there
should be effective planning of career goals and paths. The potential of the trained employees
should be fully utilized by the company and policies for promotion and training should be
reviewed by management. Trained employees, some of whom have very high expectations,
should be treated equally and fairly when prospects for promotion or chances of securing a job
change in another division or department are identified. Those trained employees who benefit
from career development should be seen to have done so on merit and no other considerations.
Opportunities for mobility should also be created and widened throughout the organization.

Suggestions for Further Research

There is need for an in-depth study in the career development aspect more especially in a service
sector to assess how career development is handled and how it affects performance. The
researcher also suggests that need for further studies to be conducted on other parts of the
country so as to make comparisons on career development on employee performance.

26
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