Staff development programs and job performance of lecturers of Moi University

Abstract

The purpose of this study was to investigate the effects of staff development programs on the job performance of lecturers of Moi University, Main campus. The study was carried out at three selected Schools/faculties namely; School of Education, School of Engineering and School of Human Resource Development. The study objectives were: to examine the influence of training on the job performance of lecturers of Moi University and to establish the effect of promotion on the job performance of lecturers of Moi University. A sample of one hundred and fifty two respondents was randomly chosen from the three selected schools to take part in the study. However, due to time constraints and collision with the University closure calendar with this study period, only 51 respondents were accessed. A 41- item structured questionnaire with open and closed –ended questions was used to collect data. The data gathered from the field was organized and presented quantitatively in form of frequency schedules, counts and percentages for the purposes of analysis. Interview responses were reported qualitatively and were used to compare and enrich the responses in the structured items. It had been presumed that in spite of the staff development programs which have been on-going, the performance of lecturers has not been satisfactory and thereby making it difficult for the institution to achieve its goals for which it was set in 2004.

The results of the study were analyzed using the Pearson’s linear correlation method in SPSS. The analysis showed that there is very significant relationship between job performance and staff development programs. Promotion was found to be very significantly related to job performance and so was the number of training programs attended by the lecturers. The findings and conclusions were that training has a positive effect on job performance and that promotion, followed by a clear promotion criterion enhances job performance of lecturers. The researcher recommends that there is need to recognize, acknowledge usefulness and support both short and long term training opportunities, develop a clear promotion criteria that recognizes teaching, research and service, academic qualifications, and experience, and to improve the staff development programs policy that all staff shall be encouraged through training and promotion to develop their potential and enhance their efficiency on the job. Suggestions for future studies and researches were proposed.