International Journal of Social Sciences Management and Entrepreneurship 1(2):1-16, August 2014

© SAGE GLOBAL PUBLISHERS, 2014 www.sagepublishers.org

INFLUENCE OF CAREER DEVELOPMENT ON EMPLOYEE PERFORMANCE IN

THE PUBLIC UNIVERSITY, A CASE OF KENYATTA UNIVERSITY
1*ODUMA,Caroline and 2Dr. WERE, Susan
1MBA Scholar, Jomo Kenyatta University of Agriculture and Technology, Kenya
2Lecturer, Jomo Kenyatta University of Agriculture and Technology, Kenya

*Email of corresponding author: caroduma@yahoo.com

Abstract

Employees are major assets of any organization. The active role they play towards a company’s
success cannot be underestimated. Career development often used to close the gap between
current performances and expected future performance. Many employees in Public Universities
have trained but they have remained stagnant with little evidence of career advancement. There
is a level from which employees find it difficult to move upwards or get promoted yet the Public
Universities needs employees who perform their duties well. Lack of career advancement after
training is a problem. This study sought to determine the influence of career development on
employee performance in the Public University with reference to Kenyatta University. The study
adopted a descriptive research design since the study intended to gather quantitative and
qualitative data that would describe the influence of career development on employee
performance in the public universities. The target population was the employees of Kenyatta
University; this included both the teaching and Non-teaching Staff which is 4874 employees.
Through stratified random sampling a sample of 487 employees was selected. The study
collected both primary and secondary data. Primary data was gathered using semi-structured
questionnaires where the respondents were issued with the questionnaires. The study carried out
a pilot study to pretest and validate the questionnaire. Descriptive analysis was used; this
included the use of weighted means, standard deviation, relative frequencies and percentages
(Mugenda and Mugenda, 2003). The data will then be coded to enable the responses to be
grouped into various categories. Descriptive statistics was used to summarize the data. This
included percentages and frequencies. Tables and other graphical presentations were
appropriately used to present the data that were collected for ease of understanding and analysis.
The study established that training had a positive influence on employee performance in the
public university in Kenya. The study established that job orientation had a positive influence on
employee performance in the public university in Kenya. The study established that career
advancement had a positive impact on employee performance in the public university in Kenya.
The research revealed that mentoring had a positive impact on employee performance in the
public university in Kenya.
Key word; training; job orientation; career advancement; mentoring and employee
performance
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Introduction

Workers in contemporary society are expressing a strong desire to pursue more than just a job.
They are looking for employment opportunities that promise an extension of their interests,
personality and abilities. Then want a variety of things from their jobs besides a pay cheque and
a few fringe benefits, and their loyalty to the organization depends upon the degree to which
their employer satisfies these wants (Bartlett, 2012). With improved living standards, workers
are no longer satisfied to have just a job and the usual fringe benefits. They want a career that
expresses their interests, personality, abilities and that harmonizes with their total life situation.
Unfortunately, most employers have failed to recognize this need and the tools and experiences
they provide do not enable workers to develop in their career, (Nzuve, 2007). According to
Armstrong (2001) career development is of great importance to both the individual employee
and the organization. This is so because there is interaction between the organization for which
he/she works and the development of the organization through the employee’s career. An
employee develops his/her career through a continuous acquisition of managerial or professional
skills and experience which may bring about rewards and promotion. Graham and Bennett
(2005) agree with this and contend that career development involves higher status and
responsibilities which can take place in one organization or through movement between
organizations or a combination of both. Employees could move from one institution to another
not necessarily in the same career, but probably from one field to another or from one level to
another, (Robbins, 2010).

In today’s competitive market, successful organization regardless of size need employees who
have the necessary knowledge and skills to make an effective contribution as drivers towards
achieving a competitive edge in the organization. Therefore, vision of a competent, confident,
loyal and valued workforce delivering high quality, person-centered services is rightly ambitious.
Armstrong (2001) agrees and points out, that today’s dynamic environment requires continuous
professional and managerial development. Stakeholders should put in place, if not already
available, a range of structures and processes to support the development of the workforce they
need now and for the future. Pareek and Rao (2012) concur and argue that career development
of employees should be seen as an investment, not a cost; and that bad performance, ignorance
and low commitment to duty are very costly barriers in an organization. It is pointed out that the
key to high levels of performance lies in having employees who are willing to work, are well
managed, well led, well-motivated and are always re-skilling. Career development covers an
employee’s working life. It starts with, for example staff orientation, on-job training, experience,
short courses, professional courses, post graduate degrees or diplomas. According to the National
Strategy for the Development of the social service workforce in Scotland (2005), employee
development is the foundation on which the confidence and competence of individual staff is
built, (Robbins, 2010). This study seeks to establish the influence of career development on
employee performance in the public university with reference to Kenyatta University. Employees
are major assets of any organization, they play an active role towards company’s success that
cannot be underestimated. Equipping these unique assets through effective training becomes
imperative in order to maximize the job performance. Career development often used to close the
gap between current performances and expected future performance. Many employees in Public
Universities have trained but they have remained stagnant with little evidence of career
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advancement. There is a level from which employees find it difficult to move upwards or get
promoted yet the Public Universities needs employees who perform their duties well. Lack of
career advancement after training is a problem. However, how lack of career advancement
affects the motivation of employees remains not well understood in Kenya. In addition the
hindrances to career development are not known and the solutions to these hindrances are not
known either. If this problem continues and motivation gets seriously affected, the performance
of the employees is likely to dwindle and this could seriously affect the achievement of the goals
and objectives of the Public Universities. Locally there few empirical studies done on training
but these have focused on totally different organizations other than public service (Agala-Mulwa,
2002; Azegele, 2005; Gakuru, 2006; Nguku, 2006; Owino, 2006; and Ochuka, 2007). Further,
none of these studies has tackled the influence of career development on employee performance
in the public universities. There is limited empirical evidence on the influence of career
development on employee performance. This study sought to determine the influence of career
development on employee performance in the Public University with reference to Kenyatta
University. The general objective of the study was to determine the influence of career
development on employee performance in the public universities with reference to Kenyatta
University. The study was guided by the following specific objectives
i. To determine the effects of training on employee performance in the public university in
Kenya
ii. To examine the effects of job orientation on employee performance in the public
university in Kenya
iii. To establish the effects of career advancement on employee performance in the public
university in Kenya
iv. To find out the effects of mentoring on employee performance in the public university in
Kenya
Theoretical Review
This study was guided by the Herzberg’s two factor theory, acquired needs theory, Maslow
theory and reinforcement theory, as the study sought to determine the influence of career
development on employee performance in the Public University with reference to Kenyatta
University.
Acquired Needs Theory
McClelland, a well-known psychologist at the Harvard University, studied employee’s
behaviour. He used the Thematic Apperception Test (TAT) to measure employee motivation in
satisfying various needs and found out that employees craved the need for achievement, the need
for power and the need for affiliation (Kreitner and Kinicki, 1998). The acquired needs theory
focusses on the diversity of people and is rooted in culture. It assumes that needs are acquired or
learned on the basis of our life experiences. When a need is strong, it will motivate the person to
engage in behaviour that satisfies that need. Achievement is represented by the drive to excel,
accomplish challenging tasks to achieve a standard of excellence. Achievement motivation
depends on childhood, personal and occupational experience and even the type of organisation.
According to this theory some people have a compelling drive to succeed. They strive for
personal achievement rather than for the rewards of success. They have a strong desire to do

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something better or more efficiently than it has been done before. Individuals high on
achievement needs often make good entrepreneurs running their own business (Johns, 1996).

Herzberg’s Two Factor Theory of Motivation

Herzberg’s two factor theory of motivation, on the other hand classified job factors into two;
motivation factors and the hygiene or maintenance factors (Herzberg, 1968). Motivation factors
relate directly to the job itself. They are concerned with the job content of the work people
perform. Failure to provide sufficient quality will cause job dissatisfaction while sufficient
supply will lead to job satisfaction and high performance. These factors include achievement,
recognition, responsibility, advancement, growth opportunities and so forth. Hygiene or
Maintenance factors help prevent loss of money, efficiency and demotivation. They are the
primary cause of unhappiness at work. They are external and do not relate directly to the persons
work. They constitute the persons work environment. They include salaries, job security,
working conditions, status, company policies and quality of technical supervision among others.

Maslow’s Hierarchy of Needs theory

Abraham Maslow’s (1970) need-based theory of motivation is the most widely recognized
theory of motivation and perhaps the most referenced of the content theories. According to this
theory, a person has five fundamental needs: physiological, security, affiliation, esteem, and self-
actualization. The physiological needs include pay, food, shelter and clothing, good and
comfortable work conditions etc. The security needs include the need for safety, fair treatment,
protection against threats, job security etc. Affiliation needs include the needs of being loved,
accepted, part of a group etc. whereas esteem needs include the need for recognition, respect,
achievement, autonomy, independence etc. Finally, self-actualization needs, which are the
highest in the level of Maslow’s need theory, include realizing one’s full potential or self-
development; I call it the pinnacle of one’s calling. According to Maslow, once a need is
satisfied it is no longer a need. It ceases to motivate employees’ behavior and they are motivated
by the need at the next level up the hierarchy.
Reinforcement Theories

Reinforcement theories relate to the idea of operant conditioning. They concentrate attention on
the link between behavior and consequences. Reinforcement is defined as any effect that causes
behavior to be repeated or inhibited which can be positive or negative (Naylor, 1999, p. 549).
Skinner (1939, 1971) carried out several studies and came up with a conditioning model which
proposes that if pleasant consequences follow a behavior, the behavior will tend to continue
whereas, if unpleasant consequences follow a behavior, the behavior tends to stop (Luthans &
Kreitner, 1985).

This theory of motivation suggests that internal states of the mind such as needs are misleading,
scientifically immeasurable, and in any case hypothetical. Therefore, reinforcement theory rests
on two underlying assumptions: first, human behavior is determined by the environment, and
second, human behavior is subject to observable laws and can be predicted and changed. Hence,
the foundation of the reinforcement theory is the ‘law of effect’, which states that behavior will
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be repeated or not depending on whether the consequences are positive or negative (Lewis et al.,
1995).

Conceptual Framework
Conceptual framework is a scheme of concept (variables) which the researcher operationalizes in
order to achieve the set objectives, Mugenda & Mugenda, (2003). A variable is a measure
characteristic that assumes different values among subject, Mugenda & Mugenda, (2003).
Independent variables are variables that a researcher manipulates in order to determine its effect
of influence on another variable, (Kombo & Tromp 2006), states that independent variable also
called explanatory variables is the presumed change in the cause of changes in the dependent
variable; the dependent variable attempts to indicate the total influence arising from the influence
of the independent variable Mugenda & Mugenda, (2003).
Training
 On job training
 Off job training

Career mentoring
 Hiring process
 Promotion criteria Employee performance
 Employee productivity
Job Orientation  Service delivery
 Adaptation
 Corporate Communication

Career Advancement
 Skill development
 Experience gaining

Independent variable Dependent variable

Source: Researcher (2014)
Figure 2.1: Conceptual framework
Summary
From the literature reviewed, career development is suggested to lead to employee performance.
The study was expected to support this assertion. Most of the research has been done in
developed economies; there is little empirical evidence on the influence of career development
on employee performance in Kenya. This study sought to fill the existing research gap by
conducting a study to determine the influence of career development on employee performance
in the public university with reference to Kenyatta University.

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Research methodology
The study adopted a descriptive research design since the study intended to gather quantitative
and qualitative data that would describe the influence of career development on employee
performance in the public universities. The study considered this design appropriate since it
would facilitate gathering of reliable and accurate data that would clearly describe the influence
of career development on employee performance in the public universities with reference to
Kenyatta University. The target population was the employees of Kenyatta University. This
included both the teaching and Non-teaching Staff which is 4874 employees. The employees
were categorized as follows in Table 3.1.

Table 3.1: Target Population

Category Frequency Percent

Teaching Staff 1,411 28.9
Senior Administrative Staff 330 6.8
Supervisory Staff 1,317 27.0
Operative Staff 1,816 37.3
Total 4874 100
Source, KU HRM Department (2013)

The sample size of the study was 370 respondent representing 7.6% of the entire
population.From the above population of four thousand eight and seventy four possible
respondents, a sample of 10% from within each group in proportions that each group bear to the
population as a whole was taken using stratified random sample which gives each item in the
population an equal probability of being selected. Four hundred and eighty seven respondents
was selected to represent a population of 4874 possible respondents using Stratified random
sampling by taking 10% of the target population in each stratum.

Table 3.2: Sample Population

Category Population Proportion Sample
Teaching Staff 1,411 7.6% 107
Senior Administrative Staff 330 7.6% 25
Supervisory Staff 1,317 7.6% 100
Operative Staff 1,816 7.6% 138
Total 4874 7.6% 370
Source, Research (2013)
The study administered the questionnaire individually to all respondents of the study.
With regard to the influence of career development on employee performance in the public
Universities with reference to Kenyatta University, the study used a survey questionnaire
administered to each member of the sample population.

The study carried out a pilot study to pretest and validate the questionnaire. Cronbach’s alpha
methodology, which is based on internal consistency, was used. Cronbach’s alpha measures the

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average of measurable items and its correlation. This is in line with a qualitative research design
methodology employed in this research project.

The aim of the pilot study was used to test the reliability of the questionnaires.
Descriptive analysis was used; this included the use of weighted means, standard deviation,
relative frequencies and percentages (Mugenda and Mugenda, 2003). The data was coded to
enable the responses to be grouped into various categories. Descriptive statistics was used to
summarize the data. This included percentages and frequencies. Tables and other graphical
presentations were appropriately used to present the data that were collected for ease of
understanding and analysis.
ANOVA and Chi-square data analysis methods was applied to analyze the data that was obtained
from open ended questions where the respondents gave their personal opinions the determine the
influence of career development on employee performance in Kenyatta University. In addition,
inferential statistic will be used to measure the quantitative data and will be analyzed using SPSS
too. Influence of career development on employee performance in Kenyatta University, X
(Independent variables) and Y (Dependent variable). The regression equation is:
Y= β0+ β1X1+β2X2+ β3X3+ β4X4+ ε
Data Analysis, Interpretations And Presentations

This section presents analysis of the data on investigation on is to determine the influence of
career development on employee performance in the public universities with reference to
Kenyatta University. Both descriptive statistics and inferential statistics were used to analyze the
data. In inferential statistics, multiple linear regressions were used. The chapter also provides the
major findings and results of the study
Response Rate
Figure 4.2: Questionnaire response rate

The study targeted a sample size of 370 respondents from which 345 filled in and returned the
questionnaires making a response rate of 93.2%. This response rate was satisfactory to make
conclusions for the study. The response rate was representative. According to Mugenda and
Mugenda (1999), a response rate of 50% is adequate for analysis and reporting; a rate of 60% is
good and a response rate of 70% and over is excellent. Based on the assertion, the response rate
was considered to excellent.

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Reliability Analysis
Table 4.3: Reliability Coefficients

Scale Cronbach's Alpha Number of Items

Training 0.831 5
Job orientation 0.801 4
Career advancement 0.713 4
Career mentoring 0.793 6

A pilot study was carried out to determine reliability of the questionnaires. The pilot study
involved the sample respondents from employees of Safaricom. Reliability analysis was
subsequently done using Cronbach’s Alpha which measures the internal consistency by
establishing if certain item within a scale measures the same construct. Nunnally (1978)
established the Alpha value threshold at 0.6 which the study benchmarked against. Cronbach
Alpha was established for every objective in order to determine if each scale (objective) would
produce consistent results should the research be done later on. Table 4.1 shows that training had
the highest reliability (α=0.831) followed by job orientation (α=0.801), then career mentoring (α
= 0.793) and career advancement (α=0.713). This illustrates that all the four scales were reliable
as their reliability values exceeded the prescribed threshold of 0.6.

Training

Table 4.4: Influence of Training on employee performance

Opinion Frequency Percentage
Yes 259 75.1
No 86 24.9
Total 345 100
The study sought to determine whether training influence employee performance in the public
university in Kenya, from the findings majority of the respondents as shown by 75.1% agreed
that training influences employee performance in the public university in Kenya, whereas 24.9%
of the respondents were of contrary opinion, this implies that indeed training does influence
employee performance in the public universities in Kenya.
Table 4.5: Statements relating to on job training influence employee performance

Statement
Std deviation
Mean

training reduces dissatisfaction, discontent, absenteeism and employee turnover 1.53 0.26
promotional training which gives priority to existing staff is a great morale 1.63 0.24
booster and leads to greater efficiency
Investment in training especially management development produces tangible 1.70 0.25
results in the long run.

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management development as a tool which among other things, ensures and aids 1.63 0.24
effective succession planning
training increases managerial capacity, motivates and aids retention of capable 1.60 0.26
managers and encourages the pursuit of career development for managers

The study sought to determine the extent to which respondents agreed with the above statements
relating to on job training, from the study finding majority of the respondents agreed that,
training reduces dissatisfaction, discontent, absenteeism and employee turnover as shown by
mean of 1.53, training increases managerial capacity, motivates and aids retention of capable
managers and encourages the pursuit of career development for managers as shown by mean of
1.60, management development as a tool which among other things, ensures and aids effective
succession planning, promotional training which gives priority to existing staff is a great morale
booster and leads to greater efficiency as shown by mean of 1.63 in each case, Investment in
training especially management development produces tangible results in the long run as shown
by mean of 1.70 the study also established that investing money in training employees, helps
to increase employee loyalty, making them more willing to work harder and longer in order to
make the business a success. Training can also provide employees with a feeling of
empowerment; Overall, trained employees tend to benefit both their own careers and the
company they work for.
Job orientation
Table 4.6: Influence of job orientation on employee performance
Opinion Frequency Percentage
Yes 248 71.9
No 97 28.1
Total 345 100

The study sought to determine whether job orientation influences employee performance in the
public university in Kenya, from the findings, majority of the respondents as shown by 71.9 %
agreed that job orientation influences employee performance in the public university in Kenya
Whereas 28.1% of the respondents were of contrary opinion, this implies that job orientation
influences employee performance in the public universities in Kenya.

Table 4.7: Statements relating to job orientation influence on employee performance

Statement
deviation
Mean

Std

Management should be at least as concerned with preparing the new employee for 1.58 0.25
the social context of the job and coping with insecurities and frustrations of a new
learning situation as with the skills necessary for job performance.
orientation should not stop at the recruitment stage of new employees but should 1.62 0.25
be a continuous process

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For long-term corporate dynamism, management must reflect the needs of people 1.70 0.26
via dynamics through trust, communication, managing the managers, training,
multiple talents, incentive schemes and culture with the latter based on various
facets of orientation
Communication, via orientation, encourages employees to understand how 1.59 0.24
organizations function and change, produce a shared diagnosis of problems and
develop teamwork and positive support

The study sought to determine the level at which respondents agreed with the above statements
relating to on job orientation, from the study finding majority of the respondents agreed that t
management should be at least as concerned with preparing the new employee for the social
context of the job and coping with insecurities and frustrations of a new learning situation as
with the skills necessary for job performance as show by mean 1.58, communication, via
orientation, encourages employees to understand how organizations function and change,
produce a shared diagnosis of problems and develop teamwork and positive support as show by
mean 1.59, orientation should not stop at the recruitment stage of new employees but should be a
continuous process as show by mean 1.62, For long-term corporate dynamism, management
must reflect the needs of people via dynamics through trust, communication, managing the
managers, training, multiple talents, incentive schemes and culture with the latter based on
various facets of orientation as show by mean 1.70.the study further established that employee
training and orientation are steps to a successful career and a profitable business

Career Advancement

Table 4.8: Influence of career advancement on employee performance

Opinion Frequency Percentage
Yes 255 73.9
No 90 26.1
Total 345 100
The study sought to determine whether career advancement influences employee performance in
the public university in Kenya, from the findings majority of the respondents as shown by 73.9%
agreed that career advancement influenced employee performance in the public university in
Kenya Whereas 26.1% of the respondents were of contrary opinion, this implies that Career
advancement influences employee performance in the public universities in Kenya.
Table 4.9: Influence of career advancement on employee performance

Statement
deviatio
Mean

Std

When employees get to know that each one of them has an equal chance of making 1.85 0.30
it to the top, it becomes easy for them to put in their best.
the prospect of career advancement might in itself motivate employees to work 1.76 0.26
hard
employees aspire to progress steadily in organizations for which they work 1.70 0.27
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lack of advancement, for any reason, damages a manager’s chances of making it to 1.62 0.24
the top

The study sought to determine the extent to which respondents agreed or disagreed with the
above statements relating career influence on employee performance, from the study findings
the study established that majority of the respondents agreed that; lack of advancement, for any
reason, damages a manager’s chances of making it to the top as shown by mean of 1.62,
employees aspire to progress steadily in organizations for which they work as shown by mean of
1.70, the prospect of career advancement might in itself motivate employees to work hard as
shown by mean of 1.76, when employees get to know that each one of them has an equal chance
of making it to the top, it becomes easy for them to put in their best as shown by a mean of 1.85.
The study also established that career advancement limited the chances of employees leaving
organization thus helping to retain talent.
Career mentoring

Table 4.10: Influence of career mentoring on performance

Opinion Frequency Percentage

Yes 244 70.7
No 101 29.3
Total 345 100
1.
The study sought to determine whether mentoring on employee influences on employee
performance in the public university in Kenya, from the findings majority of the respondents as
shown by 70.7% agreed that career mentoring influences on employee performance in the public
university in Kenya Whereas 29.3% of the respondents were of contrary opinion, this implies
that career mentoring influences employee performance in the public universities in Kenya.

Table4.11: Influence of career mentoring on employee performance

Statement Std deviation
Mean

mentoring offers a wide range of advantages for development of the 1.85 0.28
responsibility and relationship building
A mentorship may help an employee feel less isolated at work, too, and 1.72 0.25
encourage him to interact more with others
Mentorship can help an employee with tips on career growth and introduce the 1.75 0.27
employee to other professionals
The employer of a mentored employee gains from greater productivity in the 1.84 0.27
workplace. As employees turn to their mentors for advice
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Employees in mentoring relationships tend to have greater job satisfaction as well, 1.77 0.29
which can mean a more positive work environment.
Employers might also notice fewer turnovers of employees as workers feel a 1.77 0.27
greater loyalty to the company.

The study sought to determine the extent to which respondents agreed or disagreed with the
above statements relating to mentoring on employee, from the study findings the study
established that majority of the respondents agreed that mentorship may help an employee feel
less isolated at work, too, and encourage him to interact more with others as shown by mean of
shown by mean of 1.72, mentorship can help an employee with tips on career growth and
introduce the employee to other professionals as shown by mean of 1.75, employers might also
notice fewer turnovers of employees as workers feel a greater loyalty to the company,
Employees in mentoring relationships tend to have greater job satisfaction as well, which can
mean a more positive work environment as shown by mean of 1.77 in each case. The employer
of a mentored employee gains from greater productivity in the workplace, As employees turn to
their mentors for advice as shown by mean of 1.84, mentoring offers a wide range of advantages
for development of the responsibility and relationship building as shown by mean of 1.85. The
study also established that career mentoring helped to
Employee performance

Table 4.12: Statement relating to the effects of career development on employee

performance

deviation
Mean

Std
Employee training influence their productivity 1.64 0.26
career advancement might in itself motivate employees to work hard 1.72 0.25
Employee training is crucial for any organization’s success 1.66 0.25
Employees continuously need to upgrade their skills and competencies to meet the 1.61 0.25
current demands whereas organizations must be ready with those employees who
can handle the pressure efficiently and cease the risk of falling prey to the changed
scenario
The study sought to determine the extent to which respondents agreed with the above statements
relating to career development, from the study findings the study established that majority of the
respondents agreed that: Employees continuously need to upgrade their skills and competencies
to meet the current demands whereas organizations must be ready with those employees who can
handle the pressure efficiently and cease the risk of falling prey to the changed scenario as shown
by mean of 1.61, Employee training influence their productivity as shown by mean of 1.64,
Employee training is crucial for any organization’s success as shown by mean of 1.64, career
advancement might in itself motivate employees to work hard as shown by mean of 1.77. The
study also established that career development helps to attract talent retain employees and
increases productivity thus reduce employee turnover.
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Regression Analysis
Table 4.13: Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .883a .780 .756 .00850

Adjusted R squared is coefficient of determination which tells us the variation in the dependent
variable due to changes in the independent variable. From the findings in the table below the
value of adjusted R squared was 0.756 an indication that there was variation of 75.6% on the
employee performance due to changes in training, career mentoring, job orientation and career
advancement at 95% confidence interval. This shows that 75.6 % changes in employee
performance could be accounted to changes in training, career mentoring, job orientation and
career advancement. R is the correlation coefficient which shows the relationship between the
study variables, from the findings shown in the table below there was a strong positive
relationship between the study variables as shown by 0.883.

Table 4.14: ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 2.67 6 0.445 5.427 .024b
Residual 27.716 338 0.082
Total 30.386 344

From the ANOVA statics in the table below, the processed data, which is the population
parameters, had a significance level of 2.4% which shows that the data is ideal for making a
conclusion on the population parameters as the value of significance (p-value ) is less than 5%.
The calculated value was greater than the critical value (5.426 >1.645) an indication that there
were significant difference between employee performance and training, career mentoring, job
orientation and career advancement, this an indication that training, career mentoring, job
orientation and career advancement were significantly influencing employee performance.
Table 4.15: Coefficients

Model Unstandardized Standardized t Sig

Coefficients Coefficients
B Std. Error Beta
1 (Constant) .686 .307 2.131 .048
Training .371 .135 .312 2.259 .006
Career mentoring .486 .118 .480 1.434 .002
Job Orientation .229 .113 .178 2.308 .010
Career Advancement .057 .023 .044 2.092 .030

The established regression equation was

Y = 0.686 + 0.371 X1 + 0.486 X2 + 0.229 X3 + 0.059 X4
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From the above regression equation, it was revealed that holding training, career mentoring, job
orientation and career advancement to a constant zero, employee performance would stand at
0.686, a unit increase in employee training would lead to increase in employee performance by a
factor of 0.371. A unit increase in career mentoring would lead to increase in employee
performance by factors of 0.486. A unit increase in job orientation would lead to increase in
employee performance by a factor of 0.229 and unit increase career advancement would lead to
increase in employee performance by a factor of 0.057. The study further revealed that training,
career mentoring, job orientation and career advancement were statistically significant to affect
employee performance, as all the p value (sig) were less than 0.05%. The study also found that
there was a positive relationship between employee performance and training, career mentoring,
job orientation and career advancement.
Conclusion
The study established that Investment in training especially management development produced
tangible results in the long run thus the study concludes that training had a positive influence on
employee performance in the public university in Kenya.

The study established that Communication, via orientation, encouraged employees to understand
how organizations function and develop teamwork skills thus the study concludes that job
orientation had a positive influence on employee performance in the public university in Kenya.

The study established that lack of advancement, for any reason, damages a manager’s chances of
making it to the top thus the study concludes career advancement had a positive impact on
employee performance in the public university in Kenya.

The research revealed that Mentorship can help an employee with tips on career growth and
introduce the employee to other professionals thus the study concludes that mentoring had a
positive impact on employee performance in the public university in Kenya.
Recommendations
The study recommends the management of public universities should consider organizing for
trainings and seminars for the employees this will help to increase employee skills, loyalty and
competence making them more willing to work harder for the success of the institution.
The study also recommends that the management of public universities should consider
instituting orientation programs this will help to new employees to learn on organizational
policies, how the organization works thus speeding up the time it takes for her to become a
productive member of the organization.
The study recommends the public university management should remain focused on developing
the career path of its employees; this will boost the morale and ultimately the productivity of
staff. Instuting career development programmes will enable a deeper focus on an employee’s
aims and aspirations—from identification of the handicaps being faced by an employee in
accomplishing his goals to the solutions in terms of re-skilling or reassignment.

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