Staff induction training on performance of public university non-teaching employees, Coastal Region, Kenya)

Abstract

This research aimed to investigate how staff induction training impacts the performance of non-teaching employees at Public Universities in the Coastal Region of Kenya. The selected universities for the study were Pwani University, Technical University of Mombasa, and Taita Taveta University. These institutions were chosen due to a lack of prior research in this area and the identification of relevant issues within the region that could be addressed by improving induction training. The general objective of this study was to explore the relationship between staff induction training and employee performance, focusing on non teaching staff at public universities in Kenya's Coastal Regio and was hangered on four specific objectives which included to assess employees’ understanding and alignment of the university’s vision and mission as part of the induction process, to examine the role of induction in communicating university procedures and policies, to evaluate the impact of induction training on the acquisition of technical and practical skills and to assess how clarity of job requirements and roles during induction influences employee performance. The study adopted a descriptive research design to systematically describe the impact of induction training on employee performance. Both primary and secondary data sources were utilized to gather comprehensive information. To ensure the validity of the research instruments, a pre-test was conducted, and a content validity index (CVI) of 0.894 was achieved. Reliability was confirmed using Cronbach’s Alpha, with a score of 0.9, indicating high 5 internal consistency in the data collection instruments. The study employed stratified sampling to select employee groups from each university, targeting a population of 728 non teaching staff members. A total of 124 respondents participated in the research. Data was collected using structured questionnaires and interviews. Quantitative data was analyzed using descriptive statistical methods in SPSS version 28, while qualitative data was analyzed thematically to uncover key themes and insights. The study achieved an overall response rate of 84.9% for questionnaires and 50% for interviews, revealing significant insights into staff demographics, tenure, and job perceptions. The findings underscored the critical role of induction in improving job satisfaction, organizational commitment, and overall performance. Effective communication of the university’s vision and mission, clearer job roles, enhanced induction training, and improved policy understanding were identified as key drivers of employee performance. Challenges highlighted included poor communication of university goals, gaps in policy comprehension, and inadequate workplace training. The research recommends improving induction programs to better integrate the university’s vision, clarify roles and responsibilities, and enhance practical job related skills. These findings have implications for improving staff induction programs not only within Public Universities in the Coastal Region of Kenya but also in similar institutions beyond the region.