INFLUENCE OF CAREER DEVELOPMENT ON EMPLOYEE PERFORMANCE IN THE PUBLIC UNIVERSITY, A CASE OF KENYATTA UNIVERSITY

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1 International Journal of Social Sciences Management and Entrepreneurship 1(2):1-16, August 2014 SAGE GLOBAL PUBLISHERS, INFLUENCE OF CAREER DEVELOPMENT ON EMPLOYEE PERFORMANCE IN THE PUBLIC UNIVERSITY, A CASE OF KENYATTA UNIVERSITY Abstract 1* ODUMA, Caroline and 2 Dr. WERE, Susan 1 MBA Scholar, Jomo Kenyatta University of Agriculture and Technology, Kenya 2 Lecturer, Jomo Kenyatta University of Agriculture and Technology, Kenya * of corresponding author: caroduma@yahoo.com 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

2 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 2

3 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 3

4 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 selfactualization. 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 selfdevelopment; 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 4

5 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 Job Orientation Adaptation Corporate Communication Employee performance Employee productivity Service delivery 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. 5

6 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, Senior Administrative Staff Supervisory Staff 1, Operative Staff 1, Total 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, % 107 Senior Administrative Staff % 25 Supervisory Staff 1, % 100 Operative Staff 1, % 138 Total % 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 6

7 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. 7

8 Reliability Analysis Table 4.3: Reliability Coefficients Scale Cronbach's Alpha Number of Items Training Job orientation Career advancement Career mentoring 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 No Total 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 training reduces dissatisfaction, discontent, absenteeism and employee turnover promotional training which gives priority to existing staff is a great morale booster and leads to greater efficiency Investment in training especially management development produces tangible results in the long run Mean Std deviation

9 management development as a tool which among other things, ensures and aids effective succession planning training increases managerial capacity, motivates and aids retention of capable 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 No Total 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 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. orientation should not stop at the recruitment stage of new employees but should be a continuous process Mean Std deviation

10 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 Communication, via orientation, encourages employees to understand how 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 No Total 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 10 Mean Std deviatio 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. the prospect of career advancement might in itself motivate employees to work hard employees aspire to progress steadily in organizations for which they work

11 lack of advancement, for any reason, damages a manager s chances of making it to 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 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 No Total 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 mentoring offers a wide range of advantages for development of the responsibility and relationship building A mentorship may help an employee feel less isolated at work, too, and encourage him to interact more with others Mentorship can help an employee with tips on career growth and introduce the employee to other professionals The employer of a mentored employee gains from greater productivity in the workplace. As employees turn to their mentors for advice 11 Mean Std deviation

12 Employees in mentoring relationships tend to have greater job satisfaction as well, which can mean a more positive work environment. Employers might also notice fewer turnovers of employees as workers feel a 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 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 12 Mean Std deviation Employee training influence their productivity career advancement might in itself motivate employees to work hard Employee training is crucial for any organization s success 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 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 The study also established that career development helps to attract talent retain employees and increases productivity thus reduce employee turnover.

13 Regression Analysis Table 4.13: Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate a 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 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 Table 4.14: ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression b Residual Total 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 Coefficients Standardized Coefficients t Sig B Std. Error Beta 1 (Constant) Training Career mentoring Job Orientation Career Advancement The established regression equation was Y = X X X X4 13

14 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 A unit increase in career mentoring would lead to increase in employee performance by factors of A unit increase in job orientation would lead to increase in employee performance by a factor of and unit increase career advancement would lead to increase in employee performance by a factor of 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. 14

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