INFLUENCE OF ON THE JOB TRAINING ON EMPLOYEE TURNOVER IN
CHARTERED PUBLIC UNIVERSITIES IN KENYA
ABSTRACT
The purpose of the study was to assess the influence of on the job training on employee turnover in
chartered public universities. The main type of research design to be used was descriptive. The unit of
analysis was 31 chartered public universities in Kenya and accessible population of three universities.
The target population was 6598 staff of the three universities. Krejcie and Morgan sampling table
(1970) was used to get a sample size of 365 respondents. Proportionate stratified random sampling was
used to select the sample population. Primary data was collected by use of questionnaires. Data was
analyzed using both descriptive and inferential statistics. Descriptive statistics was used to summarize
the data. Inferential statistics involved the use of multiple linear regression to establish the relationship
between the independent and dependent variables. The study found that job rotation in the institutions
was not effective since only a few employees were rotated, hence a great majority of the employees
remained in the same job positions. Coaching in the institutions was inadequate. Coaching in the
institutions failed to create a work culture in which employees had reason to be motivated. The coaching
was not well synchronized with the employees’ job descriptions. The employees tackled work activities
using the approaches learnt from their superiors. During work, employees were given support by their
superiors in the institution. The employees were sometimes called upon to substitute other employees.
Appointment on acting capacity prepares one for higher job positions. The study recommended that
management of the institutions should formulate a strategy and establish an effective job rotation
mechanism in the institutions. Coaching should be well synchronized with the employees’ job
descriptions. Training-needs assessment should also be conducted to determine gaps in knowledge that
must be filled through coaching. The mentoring programs in the institutions should be improved for
effectiveness. The management of the institutions should continue providing opportunities for employees
to serve in higher capacities which will develop the confidence of employees and afford hope for future
prospects of appointment to substantive roles.
Key Words: Job Rotation, Coaching, Mentoring, Appointment, Employee Turnover
INTRODUCTION
Employee training and development is one of the
major functions of Human Resource
Management in any organization. Competent
employees will not remain competent
forever; some are minimally qualified upon
entering the organization and hence
require additional training or education (Kinicki
& Kreitner, 2013). Others enter the organization
capable of performing at an optimal level but their
skills become obsolete over time due to
technological advances. Even organizational
changes and management over time must ensure
that there is appropriate match of individual
abilities with organizational needs for the future
(Sims, 2014). Mugwere (2013) argues that
organizational and individual learning will ensure
that there is appropriate match of individual
abilities with organizational needs because it
provides employees with learning opportunities
and develops their capabilities to realize their
potential and enhances their employability.
Organizations invest a lot in their employees in
terms of induction, training, developing,
maintaining and retaining them. Managers must
therefore minimize employee’s turnover at all
costs. Although there is no standard framework
for understanding the employees turnover process
as a whole, a wide range of factors have been
found useful in interpreting employee turnover
(Kevin et al. 2014). There is therefore need to
develop further understanding of employee
turnover. The reason a lot of attention has been
paid to the issue of turnover is because turnover
has significant effects on organizations (Dyke &
Strick, 2014).
Organizations are facing increased competition
due to globalization, changes in technology,
political and economic environments (Evans,
Pucik & Barsoux, 2012) and therefore prompting
these organizations to train their employees as one
of the ways to prepare
them to adjust to the increases above and thus
enhance their staff retention and performance.
In Nigeria, the importance and significance of
training and development to organizational
development has no doubt been recognized in
the Nigerian public services(Yusuf, 2015). The
government recognizes that over 80 per cent in
the federal civil service are junior officers on
grade levels 01-06, and that they are the first
contact of members of the public with the
service. Because this category of workers is
responsible for the image of the executive arm
of government and if the quality of services
rendered by government is to be significantly
improved, adequate and greater attention has to
be paid to their training and performance.
Accordingly, ministries and extra- ministerial
departments are enjoined to take appropriate
steps to ensure that comprehensive training of
junior staff in the federal civil service is carried
out as effectively and inexpensively as possible.
In many ministries this has been carried out with
the use of Government training schools and
centers, and where possible some have been
granted study leave with or without pay to
further their education in tertiary institutions
(Falola & Osibanjo, 2014).
The Government recognizes that the potential
for excellent service delivery lies in its
employees. It is also aware that to maintain a
committed, competent and innovative
workforce, there is need to enhance employees’
opportunity to develop skills and abilities for
work performance, career and personal
development. Through regulations, policies and
guidelines issued by the Public Service
Commission, the Government supports and
encourage continuous training and learning for
all categories of public servants.
The history of universities in Kenya can be
traced back to 1961, when the then Royal
College, Nairobi was elevated to university status
under the name of the University of East Africa.
Coinciding with Kenya’s
independence from Britain in 1963, the University
of East Africa enrolled 571 students in its first
intake, making it the first university in Kenya
(Mutula, 2012). Since then, the higher education
system has expanded (Magutu et al., 2013).The
overhaul of the Kenyan education in 1984saw
public universities double their intake to
accommodate ordinary level and advanced level
students in the 1990/91intake.
Statement of the Problem
Employee turnover stands as a great challenge in
many organizations (Nunn, 2015). There is a
growing global interest in matters of recruitment
and staff retention in higher education
institutions. These trends have engendered a more
strategic approach to human resource
management across the higher education sector
(Buyens, 2013). Training programs can to
improve both productivity and job satisfaction
leading to reduced staff turnover.
During the past decade, Kenya’s public university
system has experienced very high rates of growth
which have not been accompanied by a
corresponding rise in the level of funding. Some
universities have reduced their training budgets in
their attempts to be economical in expenditure
(Odhiambo & Waiganjo, 2014). By offering
training and development opportunities the
university staff will feel that the university is
investing in them and that there are opportunities
for growth within the organization and hence give
meaning to the current job. However this has not
been the case.
Many employees in Kenyan universities are
leaving their job to seek for jobs in other sectors
which translate to enormous costs to
organizations in terms of costs of recruiting new
employees to replace those exiting. This
cumulatively raises the question as to what
influence training has on employee turnover.
Albaqami (2016) assessed the determinants of
turnover intention among faculty members in Saudi
public universities. Kuria et al., (2016)
investigated
the factors influencing labour turnover in three
and five star - rated hotels in Nairobi, Kenya.
The results indicated that, training, promotions
and the star- rating of the hotels were key
factors in determining labour turnover. Akala
(2016) researched on the factors influencing
employee retention among the non-teaching
staff at the University of Nairobi, Kenya.
Employee training was found to influence
employee retention among the non-teaching
staff. Muceke (2015) sought the determinants of
academic staff retention in public universities in
Kenya and found that the problem of academic
staff retention in Kenyan public universities is a
pertinent issue and is expected to be worse with
the double intake program. From the studies
reviewed to the best of the researcher’s
knowledge, there was limited empirical
knowledge on the influence of employee
training on staff turnover as most of the studies
have focused broadly on the factors influencing
employee turnover but not specifically focusing
on the influence of training on staff turnover.
This study sought to fill the existing research
gap by conducting a study on the influence of on
the job training on employee turnover in
chartered public universities in Kenya.
Objectives of the Study
The general objective of the study was to assess
the influence of on the job training on employee
turnover in chartered public universities in
Kenya. The specific objectives were:-
To determine the effect of job rotation on
employee turnover in chartered public
universities.
To determine the effect of coaching on
employee turnover in chartered public
universities.
To determine the effect of mentoring on
employee turnover in chartered public
universities.
To determine the effect of appointment on
acting capacity on employee turnover in
chartered public universities.
FINDINGS
Table 1: Statement relating to the effect of job rotation on employee turnover
Statement Mea
n
Std. deviation
I am shifted from one job position to another at intervals 2.22 0.241
Job rotation reduces boredom and increases my
motivation
through the
divergence of activities. 2.29 0.203
Job rotation has assisted me in adjusting with the technological changes like new
systems within the institution 2.28 0.188
The job rotation in the institution does not help employees with career planning
and skills development 3.82 0.183
Job rotation applications are significant for employees considered as manager
candidates 3.77 0.196
Rotation technique increases my problem-solving capability 2.30 0.239
Job rotation enhances my job satisfaction hence motivating me 2.24 0.207
Job rotation serve’s to increase my identification with the organization 2.26 0.262
From the study findings, the respondents agreed on findings, a study by
Adjei
(2014) found
that
the statements that the job rotation in the
institution does not help employees with career
planning and skills development and that job
rotation applications are significant for employees
considered as manager candidates as shown by a
mean of 3.82 and 3.77 respectively. Consistent to
the findings, Ojwang 2014) found a relationship
between job changes and employee commitment.
The respondents disagreed on the statements that
they were shifted from one job position to another
at intervals as shown by a mean of 2.22, job
rotation enhanced their job satisfaction hence
motivating them as shown by a mean of 2.24, job
rotation serve’s to increase their identification
with the organization as shown by a mean of 2.26
and that job rotation had assisted them in
adjusting with the technological changes like new
systems within the institution as shown by a mean
of 2.28. The respondents disagreed on the
statements that job rotation reduced boredom and
increase their motivation through the divergence
of activities and that rotation technique increased
their problem- solving capability as shown by a
mean of 2.29 and
2.30 respectively. Inconsistent with the
study’s
employees expressed a high level of satisfaction
with the job rotation programme and expressed
its effectiveness in dipping turn over.
The respondents further indicated that only a
few employees were rotated effectively and
hence a great majority of the employees remain
in the same job positions. Similarly a study by
Ojwang (2014) revealed that job rotation had
not been effectively implemented in the Postal
Corporation of Kenya hence there was better
organizational commitment among employees.
The respondents further noted that an effective
job rotation would enhance institutional
knowledge in employees and create a binding
relationship between employees and the
organization.
Effect of Coaching on employee turnover
The study requested the respondents to indicate
their level of agreement on the statement
relating to the effect of coaching on employee
turnover in chartered public universities.
Table 2: Statement relating to the effect of coaching on employee turnover
Statement mean Std. deviation
I am well coached to perform my tasks better 2.34 0.176
The coaching was well synchronized with my job description 2.34 0.476
The Coaching content was well aligned with my work performance
target.
2.22 0.193
The coaching helped to plan for productive meetings 2.20 0.611
The junior staff are not well coached on their job 3.58 0.226
Coaching has led me to deeper commitment to the organization 2.42 0.615
Coaching provided me with growth opportunities within the
organization
thus boosting my morale
Training-needs assessment are conducted to determine gaps in
knowledge
2.41 0.510
that must be filled through coaching 2.44 0.376
Coaching in the organization creates a work culture in which employees
have
reason to be motivated 2.03 0.471
From the study findings, the respondents agreed
that
the junior staff were not well coached on their job
as shown by a mean of 3.58. The respondents
disagreed on the statements that coaching in the
organization created a work culture in which
employees had a reason to be motivated as shown
by a mean of 2.03, the coaching helped to plan for
productive meetings as shown by a mean of 2.20,
the coaching content was well aligned with their
work performance target as revealed by a mean of
2.22, the coaching was well synchronized with
their job description and that they were well
coached to perform their tasks better as shown by
a mean of 2.34 in each case.
The respondents further disagreed that coaching
provided them with growth opportunities within
the organization thus boosting theirmorale as
illustrated by a mean of 2.41, Coaching had led
me to deeper commitment to the organization as
shown by a mean of 2.42 and that training-needs
assessment are conducted to determine gaps in
knowledge that must
be filled through coaching as evidenced by a mean
of
2.44. The findings were consistent to those of
Wamwayi (2017) who revealed that revealed that
training needs assessment is necessary for to
establish training needs.
On how else coaching affects employee turnover
in chartered public universities, the respondents
indicated that the coaching in the institutions is
not effective as it should be. They further stated
that coaching was vital in problem solving where
new methods and procedures of work are
involved, hence employees who are coached
effectively remain in the institution.
Effect of mentoring on employee turnover
The respondents were requested to indicate their
level of agreement on statement relating to the
effect of mentoring on employee turnover in
chartered public universities.
Table 3: Statement relating to the effect of mentoring on employee turnover
Statement mean Std. deviation
Mentoring improves employees’ ability to do their job correctly and
effectively
and they will stay longer and give better results. 3.90 0.215
During work employees are given support by their superiors in the
institution
3.62 0.166
Through assignments employees are been able to gain technical
and
managerial skills 3.58 0.143
I tackle work activities using the approaches learnt from my superiors 3.67 0.158
I help junior employees in achieving a positive sense of self-confidence 3.71 0.551
mentoring programs are supposed to help employees do the right thing by
exposing them to senior employees that know how to do the right thing 4.01 0.202
Mentoring programs in the institution have an effective mechanism for
getting
answers quickly, allowing employees to move on quickly 2.23 0.226
I have been taught new concepts and problem solving skills through
mentoring
in the institution 3.56 0.202
From the findings, the majority of the respondents
agreed on statements that mentoring programs
were supposed to help employees do the right
thing by exposing them to senior employees that
know how to do the right thing as shown by a
mean of 4.01, mentoring improves employees’
ability to do their job correctly and effectively and
they will stay longer and give better results as
shown by a mean of 3.9, they help junior
employees in achieving a positive sense of self-
confidence as shown by a mean of 3.71, they
tackle work activities using the approaches learnt
from their superiors as shown by a mean of 3.67,
that during work employees are given support by
their superiors in the institution as shown by a
mean of 3.62, and that through assignments
employees are able to gain technical and
managerial skills as shown by a mean of 3.58 and
that they have been taught new concepts and
problem solving skills through mentoring in the
institution as shown by a mean of 3.56.
Consistent to the study findings, Chumo et al.,
(2017) also revealed that training through
mentorship had a great impact on the job
satisfaction and turnover of
the employees. Mentoring was significant in
reducing turnover. The respondents disagreed on
the statements that mentoring programs in the
institution have an effective mechanism for
getting answers quickly, allowing employees to
move on quickly as shown by a mean of 2.23.
The respondents were requested to indicate how
else mentoring affects employee turnover in
chartered public universities. From the findings
the respondents indicated that the bond created
between junior employees and the functional
heads through mentoring activities is an impetus
for greater commitment by workers. Consistent to
the findings, Ngari (2015) established that
mentoring influenced turnover by increasing team
work.
Effect of appointment on acting capacity on
employee turnover
The study sought to find out the respondents’
level of agreement on statement relating to the
effect of appointment on acting capacity on
employee turnover in chartered public
universities.
Table 4: Statement relating to the effect of appointment on acting capacity on employee turnover
Statement mean Std. deviation
I am sometimes called upon to substitute for another employee 3.84 0.423
Appointment on acting capacity prepares one for higher job positions 3.67 0.561
The opportunity to act in a higher classified established position is utilized
as a
mechanism to reward exceptional work performance by an Employee 3.64 0.311
Appointment on acting capacity enhances career and professional
development Appointment on acting capacity provides an opportunity to
acquire advanced
3.89 0.625
knowledge, skills and abilities. 3.94 0.523
The results showed that majority of the respondents capacity provided an opportunity to acquire
agreed on the statements that appointment on acting advanced knowledge, skills and abilities as shown
by
a mean of 3.94, appointment on acting capacity
enhances career and professional development as
supported by a mean of 3.89, they were
sometimes called upon to substitute for another
employee as depicted by a mean of 3.84,
appointment on acting capacity prepared one for
higher job positions as shown by a mean of 3.67
and that the opportunity to act in a higher
classified established position was utilized as a
mechanism to reward exceptional work
performance by an employee as shown by a
mean of
3.64. Likewise a study by Ng'ethe (2014)
revealed that appointment on acting capacity
provides confidence for future promotions and
hence reduce turnover for academic staff.
The study sought to find out how else
appointment
on acting capacity affects employee turnover in
chartered public universities. The respondents
indicated that the opportunity to serve in a higher
capacity developes confidence in employees and
affords hope for future appointments to
substantive roles. Correspondingly a study by
Ondimu, (2013) established that appointment on
acting capacity prepares employees for higher
positions which in turn reduces their likelihood to
leave the organization.
Employee turnover
The study requested the respondents to indicate
their level of agreement on statement relating to
employee turnover in chartered public
universities.
Table 5: Statement relating to employee turnover in chartered public universities
Statement mean Std. deviation
Employee turnover rate in the institution is high 3.70 0.176
I am committed to this organization 3.29 0.324
I don’t intend to stay in this organization 3.69 0.186
The number of new employees in this organization is high 3.50 0.484
I am well trained in the organization and ready to continue working in
this
institution 2.42 0.441
Employee turnover in this institution is determined much by training 3.72 0.583
Relevance of training plays a role in establishing employee commitment 3.73 0.141
I feel valued in the institution 3.65 0.176
From the findings, majority of the
respondents
agreed that relevance of training played a role in
establishing employee commitment as shown by a
mean of 3.73, employee turnover in the institution
was determined much by training as shown by a
mean of 3.72, employee turnover rate in the
institution was high as shown by a mean of 3.70,
they didn’t intend to stay in the organization as
shown by a mean of 3.69, they felt valued in the
institution as demonstrated by a mean of 3.65 and
that the number of new employees in the
organization was high as shown by a mean of 3.5.
The respondents disagreed on their commitment to
the institution as shown by a mean of 2.29 as well
as that they were well trained in the organization
and ready to continue working in the
institution as illustrated by a mean of 2.42.
The respondents were further requested to
describe employee turnover in chartered public
universities. The respondents pointed out that on
the job training of employees was a fundamental
aspect in stemming employee turnover. Training
employees equipped them with knowledge
attitudes and skills through structured programs
which weans their intentions to leave the
organization. As such the institution should take
much interest in improving the training
programs and schedules so to retain the
employees.
Regression Analysis
Table 6: Model
summary
Model
R
R Square Adjusted R Square Std. Error of the Estimate
1.000 .584a 0.341 0.322 0.4526
a Predictors: (Constant), job rotation, coaching, mentoring and appointment on acting capacity
From the findings in the model summary table,
the
value of adjusted R squared was 0.322 indicating
that there was variation of 32.2 percent on
turnover due to changes in job rotation, coaching,
mentoring and appointment on acting capacity at
the 95 percent Table 7: Analysis of variance
confidence level. This showed that 58.4
percent
changes in employee turnover could be ascribable
accounted to job rotation, coaching, mentoring
and appointment on acting capacity.
Model Sum of Squares df Mean Square
F
Sig.
1.000 Regression 33.504
4
8.376 11.138 .000b
Residual 220.336 293 0.752
Total 253.84 297
a Dependent Variable: employee turnover
b Predictors: (Constant), job rotation, coaching, mentoring and appointment on acting capacity
From the ANOVA statistics in table above, the
processed data, which is the population
parameters, had a significance level of 0.000
which shows that the data is ideal for making a
conclusion on the population’s parameter as the
value of significance (p-value ) is less than 5%.
It also indicates that the
Regression coefficients
The combined relative influence of the
independent variables on employee turnover was
examined using multiple linear regression and the
results are presented in Table 8.
capacity
a Dependent Variable: Employee turnover
Yi=2.113+ -0.497 X1 + -0.524 X2 + -0.475 X3 + -
0.432X4 + ε
From the regression equation above it was found
that holding job rotation, coaching, mentoring and
model was statistically significant.
Table 8: Regression coefficients
Standardized
Unstandardized Coefficients Coefficients
t
Sig.
B
Std. Error Beta
(Constant) 2.113 0.271 7.797 000
Job rotation -0.497 0.131 -0.477 -3.794 0.001
Coaching -0.524 0.133 -0.501 -3.940 0.001
Mentoring -0.475 0.129 -0.453 -3.682 0.001
Appointment on acting -0.432 0.135 -0.411 -3.200 0.002
appointment on acting capacity to a constant zero,
employee turnover would be 2.113. A unit
increase in job rotation would lead to a decrease
in employee turnover by 0.497 units. A unit increase in
coaching would lead to a decrease in employee
turnover by
0.524. A unit increase in mentoring would lead to
a decrease in employee turnover by 0.475 units
and a unit increase in appointment on acting
capacity
would lead to a decrease in employee turnover
by
0.432 units. Overall coaching had the greatest
effect on employee turnover. At 5% level of
significance and 95% level of confidence, all the
variables were significant (p<0.05).
CONCLUSSION
The job rotation effort in the institutions was by
and large in not effective since only a few
employees are rotated, hence a great majority of
the employees remain in the same job positions.
Lack of adequate job rotation initiatives reduces
the employees’ job satisfaction cumulatively
reducing their motivation. Job rotation in
chartered public universities does not help
employees with career planning and skills
development as it should be. The absence of job
rotation decreases the employees’ identification
with the organization as well as affecting their
overall performance and effectiveness since they
will be unable to adjust and adapt to technological
changes like new systems within the institution.
Coaching in the institutions was largely
inadequate and fails to create a work culture in
which employees have reason to be motivated.
The coaching content is not well aligned with the
employees work performance. A further
observation is that the coaching is not well
synchronized with the employees’ job
descriptions. It is notable that there is no
structured, systematic training-needs assessment
to determine gaps in knowledge that must be
plugged through the coaching.
Mentoring programs were supposed to help
employees do the right thing by exposing them to
senior employees that know how to do the right
thing. Mentoring improves employees’ ability to
do their job correctly and effectively and they will
stay longer and give better results.
The employees tackled work activities using the
approaches learnt from their superiors. During work
employees are given support by their superiors in
the institution through mentorship.
Due to the exigencies services, employees were
sometimes called upon to substitute other
employees. Appointment on acting capacity was
one significant intervention to prepare staff for
higher responsibilities and superior rules in
institutions job positions. Appointment on
acting capacity provides an opportunity to
acquire advanced knowledge, skills and abilities
and enhances career and professional
development. The opportunity to act in a higher
classified established position is utilized as a
mechanism to reward exceptional and
exemplary work performance by an employee
with cutting edge or top-notch skills and
abilities.
RECOMMENDATIONS
The study recommended that to leverage
employees effectiveness and commitment,
management of the institutions should
formulate strategies to establish effective
job rotation mechanisms with
the institutions. This will create a
binding relationship between employees and
their organizations enhance confidence and
reduce turnover in the institutions. The study
found that coaching was very poor and as such
the management should ensured that the
employees were coached to enhance their
problem solving for methods and procedures
of work. Coaching should be well synchronized
with the employees’ job description.
Training-needs assessment should also be
conducted to determine gaps in knowledge that
must be filled through coaching.
The mentoring programs in the institutions
should continue to be evolved and improved to
attain the desired objectives of improving
employees’ effectiveness in their jobs and
therefore lead to innovativeness and enhanced
quality of service and efficiency.
This will enhance team effort and strengthen the
bond between junior employees and the
functional heads and improve overall
organizational effectiveness which will give a
competitive advantage
to organizations that evolve sound mentoring
programs.
A deliberate effort should be made by the
management of institutions to continue providing
opportunities for employees to serve in higher
capacities which will develop their confidence
and afford hope for future appointments to
substantive roles. This will ensure that they retain
motivated employees in the organization hence
reducing employee turnover.
To complement and augment organizational
succession management plans, appointment of
suitable employees to serve in higher roles on
acting
capacity will prepare organizations to manage
succession issues when veteran workers exit from
employment since they would have natured
talents of younger workers to take up higher more
challenging roles.
Areas for further Research
The study focused and established the influence
of on the job training on employee turnover in
chartered public universities. Further research
studies need to be conducted on the influence of
off the job training on employee turnover in
chartered public universities for comparison.
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