Extent of training and development in Public Universities in Western Kenya
In the study, while attempting to address the study objectives, an attempt was made by the
researcher to use descriptive statistics to address the extent to which Public Universities in
Western Kenya have adopted the training and development strategies. This is as stipulated in
Table .
Table : Extent of training and Development Descriptive statistics
N
Mean Std.
Deviation
Rank
Relevance of content of modules of training 90 3.16 1.170 6
Training enhances job focus 90 3.70 .880 1
Employees are more inspired to meet their
goals at work due to staff trainings
90 3.60 1.079 3
Trainings empowers staff to achieving degree
of independence associated with work roles
90 3.48 1.274 4
Training within the organization gives
employees the necessary skills to work in
tasks from start to the end
90 3.24 1.301 5
Training inclines staff to the organizational
vision
90 3.60 .992 2
Overall 90 3.5596 .45983
Source: Field Survey, 2022
The results for descriptive statistics as shown in Table 4.5 with N=90 as the total number of
respondents indicates the following as the findings. Overall, training and developments have
been reported to be prevalent to a moderate extent as shown by the overall mean value of 3.5596
and a standard deviation value of .45983 in Public Universities in Western Kenya. This therefore
implies that public Universities in Western Kenya have adopted training and development
strategies to a moderate extent.
Extent of Performance Appraisal in Public Universities in Western Kenya
In the study, while attempting to address the study objectives, an attempt was made by the
researcher to use descriptive statistics to address the extent to which Public Universities in
Western Kenya have adopted the Performance Appraisal strategies. This is as stipulated in Table.
Table: Extent of Performance Appraisal Descriptive statistics
N
Mean Std.
Deviation
Rank
Performance appraisal fosters Integration and
Team Work among employees
90 3.87 1.163 1
Performance appraisal lead to increase in inter-
personal relationships
90 3.84 1.217 2
Reviewing of employee‟s performance improves
cooperation with people outside their department
90 3.47 1.030 5
Performance appraisal enables the staff to identify
their skills and style and improve communications
in the organization
90 3.67 1.307 3
Performance appraisal help employees meet
performance targets
90 3.38 1.045 6
Performance appraisal help employees on time
management through planning and setting of
deadlines
90 3.59 1.217 6
Overall 90 3.6383 .66460
Source: Field Survey, 2022
The results for descriptive statistics as shown in Table 4.6 with N=90 as the total number of
respondents indicates the following as the findings. Overall, Performance Appraisals have been
reported to be prevalent to a moderate extent as shown by the overall mean value of 3.6383 and a
standard deviation value of .66460 in Public Universities in Western Kenya. This therefore
implies that public Universities in Western Kenya have adopted Performance appraisals
strategies to a moderate extent.
Extent of Employee Performance in Public Universities in Western Kenya
The study also sought to establish the extent of employee per Performance in Public Universities
in Western Kenya. This was necessary as it laid the foundation for the subsequent analyses of
relationship between staffing and promotion, training and development, performance appraisal
and employee performance. The findings are as indicated in Table.
Table: Extent of Employee Performance Descriptive Statistics
N
Mean Std.
Deviation
Rank
Employee Attendance 90 3.66 .706 13
Employee Punctuality 90 2.86 1.127 7
Reduction of Time Wastage in Activities 90 3.54 .887 16
Number of projects completed 90 3.59 .806 15
Target quotas and goals met easily than before 90 3.97 .661 2
Speed of achieving targets increased 90 3.99 .846 1
Completion rates of tasks 90 3.70 .854 12
Conformity with standards 90 3.78 .700 9
Quality of essential services in the university 90 3.29 .623 17
Reduction in number of complaints about services in
the University
90 3.94 .755 4
Delivery of quality services to customers 90 3.80 .640 8
Improved skills to work with others at work 90 3.64 .928 14
Reduction in level of physical resource wastage 90 3.78 .909 10
Numbers of projects completed against numbers
scheduled
90 3.77 .619 11
Reduction in numbers of staff in different functions of
the University
90 3.23 .925 18
Increased attachment & professional obligation 90 2.89 1.075 5
Understanding of Job responsibilities 90 3.88 .747 6
Increased contribution toward achieving the
organizational goals
90 3.97 1.136 3
Overall 90 3.6565 .47395
Source: Field Survey, 2022
The results for descriptive statistics as shown in Table 4.7 with N=90 as the total number of
respondents indicate the following as findings. Overall, the level of employee performance in
Public Universities in Western Kenya stood at a moderate extent as shown by a mean value of
3.6565 and a standard deviation value of .47395.
Influence of Employee relations strategies on Employee Performance
To actualize the study objectives, a regression analysis between the three dimensions of reward
employee relations strategies namely: staffing and Promotion, training and development and
performance appraisals and the dimensions of employee performance. The direction and
magnitude of influence of each strategy of employee relations on employee performance was
eventually established using regression model whose findings are presents in Tables 4.8.
Table Model Summary for Employee Relation Strategies
Change Statistics
Model R
R
Square
Adjusted R
Square
Std. Error
of the
Estimate
R Square
Change
F
Change df1 df2
Sig. F
Change
.805a.647 .635 .28628 .647 52.646 3 86 .000
a. Predictors: (Constant), performance appraisal, training and development, staffing and
promotion
From the findings, it emerged that the overall model accounted for 64.7% change in employee
performance (R square=.647, p=.000), findings that were significant as indicated by a significant
value, implying that they were not by chance but as a result of fitting the model F(3, 86)=52.646.
This further implies that the predictors were well chosen, therefore it can be concluded they have
an influence on employee performance.
The regression model was in form of Y= β0+β1X1 + β2X2+ β3X3+ε and by adding the regression
coefficients as shown in Table 4.9 the equation transformed into:
Y= 0.925 +0.250 Xi+0 .208Xi+0.293Xi.................equation 4.1
R2 = 0. 647 (64.7%)
The results for all the independent variables were also presented in order to determine out of
them, the one that had the strongest unique contribution to the dependent variable of the study.
The findings for the model coefficients are presented as shown in Table 4.9
Table: Coefficients for Employee Relation Strategies
Unstandardized
Coefficients
Standardized
Coefficients
Model bb B Std. Error Beta t Sig.
1 (Constant) .925 .248 3.725 .000
staffing and promotion .250 .102 .302 2.460 .000
training and development .208 .083 .202 2.507 .000
performance appraisal .293 .078 .411 3.781 .000
a. Dependent Variable: employee performance
The findings in Table 4.9 indicates that performance appraisal had the strongest unique
contribution to the performance of the employees (β=.411, p=.000). Staffing and promotion was
the second, (β=.302, p=.000) while training and development was the third (β=.202, p=000). It
is clear from these findings that all the determinants positively contributed to the performance
of the employees. This implies that employees in the universities perform well when there is
staffing and promotions, training and development, and performance appraisal.
