staHUMAN RESOURCE PLANNING PRACTICES AND EMPLOYEE RETENTION ON

NON-TEACHING STAFF IN PUBLIC UNIVERSITIES: A CASE OF KABIANGA

UNIVERSITY

MAURINE NYAMAO

RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF BUSINESS

ADMINISTRATION IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR OF

THE AWARD OF THE DEGREE OF MASTERS IN BUSINESS ADMNISTRATION,

SCHOOL OF BUSINESS AND ECONOMICS.

KISII UNIVERSITY

NOVEMBER, 2024
 DECLARATION AND RECOMMENDATION

DECLARATION BY THE CANDIDATE

I declare that this research is my original work and has not been produced and submitted

anywhere for examination purposes.

Maurine N. Nyamao

Reg No. MCB12/00028/21 Signature……………… Date……………

RECOMMENDATION BY THE SUPERVISORS

This research proposal has been submitted with our approval as Kisii University Supervisors.

Dr. Christopher Yego, PhD

Lecturer, Department of Business Administration,

Kisii University

Signature………………… Date……………………

Dr. Simeo Okello, PhD

Senior Lecturer, Department of Business Administration,

Kisii University

Signature………………… Date……………………

ii
 DEDICATION

This research proposal is dedicated to my Mother and Son for their source of inspiration ,love

and continuous sacrifice supporting and making me to be whom I am today.

Thank you and God bless

iii
 ACKNOWLEDGEMENT

I will like to acknowledge the almighty God for giving me good health to carry out this research.

I would also like to express my sincere thanks to my supervisor Dr. Christopher Yego And Dr

Simeo Okello and the Lecturers of Kisii University, for their advice and guidance in carrying

out this research. Finally, I appreciate The former Kericho campus Kisii University staff for

according me a conducive environment to learn and prepare this research proposal.

Thank you and may God bless you.

iv
 ABSTRACT

Since retaining qualified staff is crucial for continued development and success, maintaining
employee retention is a significant concern for both businesses and higher education institutions.
Human Resource Planning (HRP) is essential to creating retention tactics that work.This research
aims to investigate the effect of human resource planning practices on employee retention, with a
specific focus on four key variables: recruitment and selection on employee retention,
performance appraisal on employee retention, compensation on employee retention and training
and development on employee retention. The specific objective to this study include; to
establish the effect of recruitment and selection on employee retention in public universities, to
establish the influence of performance appraisal on employee retention in public universities, to
establish the influence of compensation on employee retention in public universities, to establish
the effect of training and development on employee retention in public universities, the research
study will use social exchange and human capital theories. The study will be anchored on
descriptive research design with data collected by means of questionnaires.The target population
is 296 whose sample size is 170 The respondents will be categorized into stratum through
stratified random sampling where those answering questionnaires will be reached through simple
random sampling. The gathered data will be subjected into analysis by means of descriptive
techniques and inferential statistics (simple regression). Through a comprehensive review of
existing literature, coupled with empirical research, this study seeks to provide insights into how
organizations can optimize their HRP practices to enhance employee retention. The findings will
contribute to the existing body of knowledge in HRM and offer practical implications for
organizational leaders and HR professionals in matters of employee retention.

TABLE OF CONTENTS

v
 Contents

DECLARATION AND RECOMMENDATION....................................................................................................ii

DEDICATION................................................................................................................................................iii
ACKNOWLEDGEMENT.................................................................................................................................iv
ABSTRACT....................................................................................................................................................v
TABLE OF CONTENTS..................................................................................................................................vi
LIST OF ACRONYMNS AND ABBREVIATIONS............................................................................................x
CHAPTER ONE..............................................................................................................................................1
INTRODUCTION...........................................................................................................................................1
1.1 Background to the Study.............................................................................................................1
1.1.1 Employee Retention...........................................................................................................................3
1.1.2 Human Resource management Practices...........................................................................................4
1.2 Statement problem......................................................................................................................6
1.3.1 Specific Objectives......................................................................................................................8
1.4 Research Hypothesis..........................................................................................................................8
1.5 Significance of the Study....................................................................................................................9
1.6 Scope of the Study...........................................................................................................................10
1.7 Limitations of the Study...................................................................................................................10
1.8 Assumptions of the Study................................................................................................................11
1.9 Operational definition of Working terms.........................................................................................12
CHAPTER TWO...........................................................................................................................................13
LITERATURE REVIEW..................................................................................................................................13
2.1 Theoretical Framework....................................................................................................................13
2.1.1 Social exchange theory.............................................................................................................13
2.1.2 Human Capital theory...............................................................................................................15
2.2 Empirical Literature Review.............................................................................................................18
2.2.1 Selection and Recruitment of Employee Performance.............................................................18
2.2.2 Performance Appraisal on employee retention........................................................................25
2.2.3 Compensation on employee retention.....................................................................................28
2.2.4 Training and Development on employee retention..................................................................31
2.2.5 Human Resource Planning Practices on Employee retention...................................................35

vi
 2.3. Summary of Study Research Gaps..............................................................................................39
Table 2.1 Summary of Research gaps........................................................................................................39
2.4 Conceptual Framework....................................................................................................................44
CHAPTER THREE........................................................................................................................................46
RESEARCH METHODOLOGY.......................................................................................................................46
3.1 Research Design...............................................................................................................................46
3.2 Study Area.......................................................................................................................................47
3.3 Target Population............................................................................................................................48
Table 3.1 Target Population.......................................................................................................................48
3.4 Sampling Strategy............................................................................................................................48
3.4.3 Sample Size...............................................................................................................................48
3.5 Data collection.................................................................................................................................49
3.5.1 Instrumentation........................................................................................................................49
3.5.1.1 Reliability...............................................................................................................................50
3.5.1.2 Validity...................................................................................................................................51
3.5.2 Data collection procedures.......................................................................................................52
3.6 Data Analysis and presentation.......................................................................................................53
3.7 Regressions Assumption Tests.........................................................................................................55
3.7.1 Test of Normality......................................................................................................................55
3.7.2 Linearity Test............................................................................................................................55
3.7.3 Test of Multicollinearity............................................................................................................56
3.7.4 HomoscedasticityTest...............................................................................................................56
3.8 Ethical considerations......................................................................................................................57
REFERENCES..............................................................................................................................................57
APPENDIX A: INTRODUCTORY LETTER.......................................................................................................65
APPENDIX B: QUESTIONNAIRE...................................................................................................................66
PART I: DEMOGRAPHIC INFORMATION....................................................................................................66
PART II: RECRUITMENT AND SELECTION...................................................................................................67
PART III: PERFORMANCE APPRAISAL........................................................................................................69
PART IV: COMPENSATION.........................................................................................................................73
PART V: TRAINING AND DEVELOPMENT...................................................................................................76
PART VI: EMPLOYEE RETENTION...............................................................................................................78

vii
APPENDIX C: WORK PLAN..........................................................................................................................81
APPENDIX D: RESEARCH BUDGET.............................................................................................................83

LIST OF TABLES

viii
Table 2.1 Summary of Research gaps………………………………..………………………….39

Table 3.1 Target Population………………………..……………………..…………………..….47

ix
 LIST OF ACRONYMNS AND ABBREVIATIONS
GES : Ghan Education Service

HCT : Human Capital Theory

HR : Human Resource

HRM : Human Resourcs Management

HRM P: Human Rsource Management Practices

KCLG : Kabale District Local Governemnt

JOOUST : Jaramogi Oginga Ondinga University of Science and Technology

SET : Social Exchange Theory

SHRMP : Strategic Human Resource Management Practices

SMEs : Small and Medium Enterprise

SPSS : Statistical package for Social Sciences

UoK : University of Kabiang

x
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The non-teaching staff in Finnish universities played a crucial role in supporting the academic

mission of their institutions. They were responsible for various administrative, technical, and

support functions that were essential for the smooth operation of universities (Juusola, 2020). In

the early days, these staff members were primarily involved in tasks such as maintenance,

cleaning, and clerical work. Their contributions were vital for creating a conducive environment

for teaching and research activities (Tapanila, Siivonen & Filander, 2020). As the education

system in Finland evolved, so did the roles and responsibilities of non-teaching staff in

universities. With the expansion of higher education and the increasing complexity of university

operations, the importance of non-teaching staff grew significantly. They became indispensable

for managing administrative tasks, providing technical support, and ensuring the efficient

functioning of various university departments ( Tapanila, Siivonen & Filander, 2020).

The non-teaching staff in universities in India play a crucial role in the functioning of these

institutions. They are responsible for various administrative, technical, and support services that

are essential for the smooth operation of the university. In the early days of universities in India,

non-teaching staff were not given much recognition and importance. They were mainly

considered as support staff who were responsible for carrying out administrative tasks such as

maintaining records, handling correspondence, and providing general assistance to the teaching

1
staff. Their performance was not evaluated, and they did not have any job security or career

growth opportunities (Bokil, Kulkarni & Joshi, 2022).

In Nigeria, non-teaching staff played a crucial role in supporting the academic activities of the

university, such as administrative tasks, maintenance, security, and other essential services

(Majekodunmi, 2022). Over time, the roles and responsibilities of non-teaching staff in Nigerian

universities have evolved significantly. From being primarily involved in administrative and

support functions, non-teaching staff now play diverse roles across various departments within

the universities. Despite their contributions, non-teaching staff in Nigerian universities have

faced numerous challenges resulting from inadequate motives over the years. The lack of

adequate recognition and appreciation for their efforts has sometimes led to dissatisfaction

among non-teaching staff members ((Okotoni & Kugbayi, 2024).

non-teaching staff

In Tanzania universities have continued to face challenges related to job satisfaction,

professional development, and recognition. However, there have been initiatives aimed at

enhancing the status of non-teaching staff (Garaba, 2022). In recent years, there has been a

growing awareness of the importance of recognizing and supporting non-teaching staff in

universities as integral members of the academic community. Efforts are being made to provide

training opportunities, improve working conditions, and create pathways for career advancement

for non-teaching employees. By acknowledging their contributions and investing in their

professional development, universities in Tanzania can enhance overall institutional

effectiveness and foster a more inclusive and supportive work environment (Paschal & Mkulu,

2021).

2
Their contributions are essential for the effective functioning of Kenyan universities and the

advancement of teaching, research, and innovation (Wambui, 2022; Kereto, 2021). In the past,

non-teaching staff in Kenyan universities often faced challenges that have influenced their

service delivery. This has affected their morale and performance, leading to inefficiencies in

university operations (Ireri, 2021; Serem & Ongesa, 2023). The attempts by the Kenyan

government to improve the performance of non-teaching staff in universities have not yielded

sufficient results. Despite the critical roles they play, the support staff in Kenyan universities

have continued to face several challenges that have affected their service delivery. This has

particularly affected the staff in the University of Eldoret who have resorted to industrial action

to demand better rewards from their employer (Serem & Ongesa, 2023.

1.1.1 Employee Retention

Mahadi et al., (2020) say that employee retention is as an effort of an organization to provide and

maintain a working environment which will motivate the employee to maintain in the

organization. Employee retention is very crucial in an organization as it will give many benefits

to the company. Many companies nowadays are concerned with employee retention policies by

addressing their employees need to improve their work satisfaction stay in the organization for

maximum period of time. Mahadi et al., (2020) quote Mita (2014) who defined employee

retention as a technique adopted by businesses to maintain an effective workforce and at the

same time meet operational requirements. Employee retention is a process in which the

employees are encouraged to remain with the organization for the maximum period of time or

until the completion of the project or when the retire.

3
Retention of efficient and experienced staff in a higher education institution is very crucial for

the overall performance of the institution (Hassan, 2022). Nowadays, there is an increased

emphasis on strategic HRM in universities, since the HR practices attracts, develops, retains, and

motivates employees of an educational institution to fulfill the organization's mission.

1.1.2 Human Resource management Practices

The general objective of recruitment is to provide qualified candidates for the company.

While the importance of the recruitment process includes being consistent with the

company's str ategy, insights and values, to determine the company's current and

future recruitment needs related to major changes in the company, HR planning, job

design and job analysis, to support initiatives companies in managing a diverse

workforce, to help increase the success of the selection process by reducing

candidates who are clearly unqualified or overqualified, to help reduce the turnover of

recent employees, to coordinate recruitment efforts with selection and training

programs, to evaluate the effectiveness of various recruitment techniques and

locations for all types of job applicants, as well as to comply with corporate

responsibility for affirmative action programs and other legal and social

considerations by workforce composition (Girsang et al., 2023).

The purpose of each selection program is to identify applicants who have high scores on

the aspects measured, aiming to assess knowledge, skills, abilities or other characteristics

that are important for carrying out a job well. An effective selection system does not always aim

to find the most qualified applicants in certain aspects. To be precise, selection is an effort to

find optimal compatibility between jobs with certain characteristics possessed by applicants

(Girsang et al., 2023).

4
Absalom and Alexander (2021) cite Daoanis (2019) who study revealed that performance

appraisal system strongly affected the commitment of employees in both positive and negative

ways. The study discovered that employees’ loyalty are strongly affected, hence their initiative in

doing their work. It follows that efficiency and effectiveness of the employees are strongly

affected as they claimed that their motivation in doing their work are affected. On the positive

side, employees would not mind working extra hours, on the negative side; however, employees

were unwilling to work for extra hours or beyond the hours for which they are paid because they

feel they are not rewarded sufficiently

Mitalo and Wanyama (2024) contend that compensation is crucial to the employee-employer

relationship, affecting satisfaction, turnover, absenteeism, commitment, and trust. Fairness in

incentives distribution and supportive supervisors are key to motivating academic staff and

enhancing performance. Employee compensation is the combination of salary and wages,

benefits, bonuses, and any additional perks employees receive for performing their job. To better

understand everything employee compensation encompasses, let's break down each of these

components individually. Mahadi et al., (2023) cite (Hytter, 2007) who said that compensation is

total cash and non cash payment that is offered to the employee by employer in exchange of

what he/ she had performed to the organization. Compensation is more than regular paycheck or

salary as it includes other benefits. Compensation includes regular salary wages, sales

commission, overtime claim, mileage claim, bonus pay and other benefits such as insurance, off

day, times off claim; and retirement schemes.

5
Alrazehi and Amirah (2020) agree with Noe (2013) who contended that training is an effort by

an organization to provide education to employees. The training aims to provide knowledge and

expertise related to work for changes in employee behavior. The purpose of development is to

prepare employees to stay in line with organizational change and growth. Training and

development activities have the potential to align employees with their company strategies.

Human resource development is a crucial HR function that includes training and development

and includes individual career planning and development activities, organizational development,

management, and performance appraisal.

1.2 Statement problem

Organizations are facing multiple challenges in managing their employees due to changes in the

business environment, the evolution of technology, and competitive pressures. Lack of proper

human resource planning often causes problems such as not enough employees, skills not

matching roles, no effective plan for future staffing, and a high turnover of employees. If Human

Resource Planning is not carried out successfully, it may be difficult to match employees' skills

with the company's goals, leading to lower productivity and performance. Key steps such as

hiring, training, pay and performance reviews are vital in HRP. Successful recruitment and

training ensure the right employees are hired and their skills are improved. Giving employees

fair wages motivates them and encourages them to stay, while performance reviews help guide

their efforts towards the company's goals.

High educational institutions in Kenya are greatly challenged by the issue of employee turnover.

Universities are functioning in a highly competitive atmosphere, necessitating the retention of

core employees to establish and maintain a competitive edge. Universities are making efforts to

keep their skilled workers by using successful retention tactics, yet the turnover rate among staff

6
remains elevated. Most Kenyan universities face intense competition. The issue lies in the

shortage of qualified non-academic personnel. Because of this, non-academic personnel are on

the move in search of improved locations. This can also be found in other rival universities, non-

Governmental Organizations, and County Government. In 2016, reports indicated that 28% of

the academic and non-academic staff departed from public universities to join the county

Government. Some of the factors cited for this include the county government's significant hiring

of both unskilled and skilled employees (Weteba and Choso, 2019). Nyamboga (2024) suggests

that while academic staff primarily focus on research and teaching, the roles of non-academic

staff may not always align as closely with the institution's core mission. This lack of connection

has resulted in various obstacles that reduce the motivation of non-teaching staff members.

Research has been conducted on staff turnover in different organizations. For instance, Mbaya

(2022) carried out research on the factors that affect employee retention in the private sector of

Kenya. Andoh (2024) examined how human resource management strategies impact employee

job retention at a private university in Ghana. Mukwa and Nabiswa (2016) examined the impact

of recruitment methods on the performance of Masinde Muliro University of Science and

Technology and other public universities. Nyanjom (2013) investigated factors influencing

employee retention in state organizations, while Hassan et al (2021) examined the retention of

government employees in public entities. Nyambura (2017) discovered that professional training,

development, and mentorship had a positive relationship with staff retention in public

universities. In his study from 2018, Muma discovered that the development of leadership had a

positive impact on employee retention at Deloitte Kenya. Most of the studies examined were

carried out in diverse institutions, utilizing a variety of methodologies. Based on this premise, the

7
present research seeks to examine how human resource planning methods influence employee

retention at public universities, using Kabianga University as a case study.

1.3 Main Objective

The overall objective of this study will be to examine the effect of human resource planning

practices on employee retention of non-teaching staff in the public universities in Kenya: A case

of Kabianga University

1.3.1 Specific Objectives

The specific objectives of the study will be:

i. To establish the effect of Recruitment and Selection on employee retention in Public

Universities, a Case of Kabianga University, Kenya.

ii. To establish the influence of Performance Appraisal on employee retention in Public

Universities, a Case of Kabianga University, Kenya.

iii. To establish the influence of Compensation on employee retention in Public Universities,

a Case of Kabianga University, Kenya.

iv. To establish the effect of Training and Development on employee retention in Public

Universities, a Case of Kabianga University, Kenya.

8
1.4 Research Hypothesis

This study will be guided by the following hypotheses:

H01: There is no statistically significant effect of Recruitment and Selection on employee

retention in Public Universities, a Case of Kabianga University, Kenya.

H02: There is no statistically significant influence of Performance Appraisal on employee

retention in Public Universities, a Case of Kabianga University, Kenya.

H03: There is no statistically significant influence of Compensation on employee retention in

Public Universities, a Case of Kabianga University, Kenya.

H04: There is no statistically significant effect of Training and Development on employee

retention in Public Universities, a Case of Kabianga University, Kenya.

1.5 Significance of the Study

The findings of this study will guide the national government with information in formulating

policies aimed at improving human resource management within public universities. The

government will allocate resources effectively; enhance funding for training programs, and

implement policies that support fair compensation and career development. This, in turn, will

lead to improved service delivery in the higher institutions of learning.

For universities, this study will provide valuable insights into the factors influencing retention

among non-teaching staff. By understanding these factors and implementing them universities

will improved retention rates and this will lead to increased institutional stability, reduced

recruitment costs, and a more experienced workforce maintained that will directly benefits

academic and operational functions.

9
The study serves as a foundational piece for scholars and researchers interested in human

resource management; more specifically human resource planning practices. It will contribute to

the existing body of literature by highlighting specific challenges and opportunities related to

non-teaching staff retention. Scholars will use this research to explore further studies on areas

that will be recommended from the results found.

1.6 Scope of the Study

The study will be limited to Kabianga University, located in Kericho County, Kenya. This focus

allows for an in-depth examination of the specific challenges and opportunities faced by non-

teaching staff within this institution, providing context-sensitive insights.

The research will target 300 non-teaching staff at Kabianga University, including administrative

personnel, IT support, finance officers, and maintenance staff. The study will aim to gather data

from a representative sample of these employees to ensure diverse perspectives are captured.

The study will acknowledge potential limitations, such as the small sample size and the specific

focus on Kabianga University, which may affect the generalizability of the findings to other

institutions. Additionally, the study will consider the possibility of response bias in self-reported

data. The study will draw from SET and HCT theories.

1.7 Limitations of the Study

While this study aims to provide valuable insights into the retention of non-teaching staff at

Kabianga University, several limitations may affect the research findings and their applicability:

The study focuses solely on Kabianga University, which may limit the generalizability of the

findings to other public universities in Kenya. Variations in institutional policies, cultural

10
contexts, and regional economic conditions may yield different retention dynamics in other

universities.

The study may involve a limited sample size due to constraints such as time and resources. A

small sample may not adequately represent the entire non-teaching staff population, leading to

potential biases in the findings.

Self-reported data from surveys may be subject to response bias, where participants provide

socially desirable answers rather than candid responses. This can affect the accuracy of the data

collected regarding the key variables of the study’

The study may not fully account for external factors influencing retention, such as national

economic conditions, changes in government policy, or the competitive landscape in the job

market for non-teaching staff. As the study is conducted within Kabianga University, there may

be an inherent bias in the responses from staff who may fear repercussions for providing

negative feedback about their experiences or the institution.

1.8 Assumptions of the Study

In conducting the study on the retention of non-teaching staff at Kabianga University, several

key assumptions underpin the research framework. It is assumed that participants will provide

honest and accurate responses in filling the questionnaires concerning regarding human resource

practices and their retention in the university. The study assumes that the factors identified for

examination—such as recruitment and selection, performance appraisal, compensation, training

and development are indeed significant influences on the retention of non-teaching staff in the

context of Kabianga University. The study assumes that non-teaching staff at Kabianga

University share common characteristics and experiences that can be generalized within this

11
group. It is assumed that the identified factors affecting retention will have a measurable impact

on the decisions of non-teaching staff to remain with or leave the university. This assumption

forms the basis for analyzing correlations between these factors and retention rates. Further, the

study assumes that the institutional context of Kabianga University remains relatively stable

throughout the duration of the research. Significant changes in administration, policies, or

external economic conditions could affect the relevance of the findings.

1.9 Operational definition of Working terms

Human Resource Practices: Refer to the policies and procedures that organizations implement

to manage their workforce effectively.

Recruitment and Selection: Recruitment is the process of attracting qualified candidates for

employment, while selection involves assessing and choosing the

most suitable candidates from the pool of applicants. .

Performance Appraisal: Refer to a systematic evaluation of an employee's

job performance and contributions to the organization.

Compensation : Compensation encompasses the financial and non-financial

rewards provided to employees in exchange for their efforts.

Training and Development: Training refers to the process of enhancing employees' skills and

knowledge to improve their performance in their current roles.

Development, on the other hand, focuses on preparing employees

12
 for future roles and responsibilities within the organization.

Employee Retention: Employee retention refers to the ability of an organization to keep

its employees over time.

Non-Teaching Staff: Non-teaching staff in public universities include all personnel who

support the academic functions of the institution but are not

directly involved in teaching.

Public Universities: Public universities are institutions of higher education funded and

operated by the government.

13
 CHAPTER TWO

LITERATURE REVIEW

2.1 Theoretical Framework

2.1.1 Social exchange theory

Social exchange theory is underpinned by several key assumptions, each supported by empirical

evidence. The assumption of rational choice is demonstrated in studies by Thibaut and Kelley

(1959), which found that individuals evaluate relationships based on perceived rewards and

costs. This is echoed in organizational behavior research showing that employees weigh job

offers based on salary and benefits. The principle of reciprocity is backed by Gouldner's (1960)

work, indicating that people feel compelled to return favors, a finding reinforced by Cropanzano

and Mitchell (2005), who noted that employees reciprocate organizational support with higher

performance and commitment. The importance of both tangible and intangible resources is

highlighted in Blau's (1964) studies, showing that recognition significantly enhances job

satisfaction. The role of power dynamics is explored by Emerson (1976), revealing that

imbalances can lead to dissatisfaction, supported by evidence indicating that equitable exchanges

improve employee retention.

However, social exchange theory faces several criticisms. The overemphasis on rationality is

challenged by Kahneman and Tversky (1979), who showed that emotional factors often drive

14
decision-making in ways that deviate from rational calculations. Additionally, Foa and Foa

(1974) noted that the theory neglects non-exchange relationships, as studies in familial contexts

demonstrate that bonds often thrive on altruism rather than transactions. The theory's cultural

limitations are highlighted by Triandis (1995), indicating that collectivist cultures prioritize

group harmony over individual exchanges, suggesting that the theory may not be universally

applicable. Furthermore, Duck (1999) examined the dynamic nature of relationships, showing

that employee perceptions of exchanges evolve over time, complicating static models.

Finally, the limitations of the theory are evident in the complexity of human behavior, as Weiner

(1985) found that motivations are multifaceted. Measurement issues are addressed by Anderson

and Gerbing (1988), who noted the challenges in quantifying exchanges. Additionally, context-

specific findings by Meyer and Allen (1991) indicate that commitment varies across different

organizational settings, reinforcing the need for more nuanced approaches to understanding

employee retention. Together, this empirical evidence highlights both the strengths and the

limitations of social exchange theory in the context of workplace dynamics.

Social exchange theory is highly relevant to understanding the retention of non-teaching staff in

public universities in Kenya for several reasons: when these staff members perceive that their

contributions are valued and rewarded appropriately, they are more likely to stay committed to

their institutions. This alignment of rewards with employee expectations is crucial for retention.

When non-teaching staff receive support from their administration, such as professional

development opportunities or emotional support, they often feel compelled to reciprocate with

increased loyalty and productivity. A strong sense of organizational commitment can lead to

lower turnover rates. Non-teaching staff who feel part of a supportive community are likely to

15
develop strong bonds with their colleagues and the institution, which can significantly impact

their decision to remain in their positions.

Non-teaching staff are often concerned about job security, especially in a fluctuating economic

environment. By providing stability and clear career progression paths, universities can reinforce

the perceived benefits of staying with the institution, further supporting retention efforts.

2.1.2 Human Capital theory

Human capital theory, primarily proposed by Gary Becker in the 1960s, posits that investments

in education and training enhance an individual's productivity and, consequently, their economic

value. Becker's work laid the foundation for understanding how education and skills contribute

to economic outcomes, particularly in the labor market. The theory was later expanded by

scholars such as Jacob Mincer, who emphasized the relationship between education, experience,

and earnings, thereby refining the understanding of how human capital affects labor dynamics.

The assumptions of human capital theory include the idea that individuals are rational actors who

make decisions based on expected returns on their investments in education and training. It also

assumes that skills can be quantified and that higher levels of education lead to increased

productivity and wages. However, the theory has faced several criticisms. Critics argue that it

overlooks structural factors such as labor market discrimination and economic inequality, which

can affect an individual's opportunities and outcomes despite their human capital investments.

Additionally, the theory's focus on individual attributes downplays the importance of social

networks and contextual factors in shaping employment opportunities (Psacharopoulos &

Patrinos 2004).

16
Limitations of human capital theory include its tendency to treat education and training as the

sole determinants of economic success, neglecting other critical factors such as job satisfaction,

work environment, and organizational culture. Moreover, the theory may not adequately address

the complexities of skill application in different contexts, particularly in developing countries

where educational systems may not align with labor market demands (Boudarbat & Chernoff

2010).

In the context of employee retention for non-teaching staff in Kenyan universities, human capital

theory is particularly relevant. Non-teaching staff who perceive that their institutions invest in

their professional development through training, workshops, and further education are more

likely to feel valued and committed to their roles. This investment can enhance their job

satisfaction and reduce turnover rates. Furthermore, when universities create pathways for career

advancement based on skill development, they align individual aspirations with organizational

goals, fostering a sense of loyalty and retention among non-teaching staff.

Human capital theory is highly relevant to the retention of non-teaching staff in public

universities in Kenya. Human capital theory posits that investments in education and training

enhance an individual's skills and productivity. For non-teaching staff, universities that prioritize

professional development such as training programs, workshops, and further education

demonstrate a commitment to their growth. This investment not only increases staff competence

but also fosters a sense of loyalty and belonging, making employees more likely to remain with

the institution.

The theory emphasizes the importance of skills and qualifications in determining career

trajectories. Public universities that provide clear pathways for advancement based on skill

17
development can motivate non-teaching staff to invest in their own education and training. When

employees see opportunities for career progression, they are more likely to perceive their roles as

long-term commitments, thus enhancing retention.

In the context of evolving educational demands and technological advancements, non-teaching

staff must continuously update their skills. Human capital theory underscores the necessity for

ongoing learning and adaptation. Universities that create a culture of lifelong learning enable

their staff to stay relevant and effective in their roles, which in turn supports retention.

Public universities that invest in their non-teaching staff's human capital can enhance their

reputation as desirable workplaces. A strong reputation attracts talent and helps retain existing

employees who value professional development opportunities. This positive cycle contributes to

a stable and skilled workforce. Human capital is significant in every organization and it remains

the backbone of every organization. Higher education is important in the development of a

country; it does not only function as a provider of knowledge but as a crucial sector for the

nation’s grown and societal well-being. The higher education institutions play a significant role

in development of skills; increased economy therefore high quality of staff is required.

Management at modern-day academic institutions requires special endeavours to acquire and

retain highly skilled employees to operate effectively in an extremely competitive environment

18
2.2 Empirical Literature Review

2.2.1 Selection and Recruitment of Employee Performance

Agwu and Nwoke (2019). studied the impact of recruitment and Selection on Employee

Retention: Role of Employee Engagement. The primary objective of this investigation was to

delineate the influence that recruitment and selection practices exert on employee retention

within specific Small and Medium Enterprises (SMEs) in Nigeria, with a particular focus on the

mediating role played by employee engagement. The study adopted a descriptive research

design, utilized a stratified sampling technique, and employed questionnaires as the primary tools

for data collection. The results demonstrated that recruitment and selection alone do not have a

substantial impact on employee retention. However, when moderated with employee

engagement, a notable influence on employee retention emerges. Drawing from the findings, the

study suggests, among other recommendations, that management in small and medium

enterprises (SMEs) should conduct a comprehensive recruitment and selection process to secure

talents that are valuable, rare, inimitable, and non-substitutable. Moreover, it is essential to

implement employee engagement strategies to retain the identified talents within the

organization.

19
Otoo et.al., (2018). conducted an investigation on the recruitment and selection procedures

within the educational domain, effectiveness of recruitment and selection practices in public

sector higher education institutions: Evidence GhanaThe main objective of the research was to

evaluate the recruitment and selection methodologies adopted by public sector institutions of

higher education in Ghana. The study utilized a quantitative research approach along with a

descriptive survey design. Data collection was carried out through the distribution of

questionnaires to 128 participants. The sample was selected from the target population using

stratified and simple random sampling techniques. Data analysis was performed using SPSS

version. The findings of the study revealed that public sector higher education institutions in

Ghana primarily depend on recommendations for hiring. Furthermore, the study identified the

identification of available job openings and delays in providing feedback after interviews as the

major challenges faced by these institutions in their recruitment and selection processes. The

study suggested that while employee referrals (recommendations) are beneficial, their frequency

should be reduced. Additionally, public sector higher education institutions in Ghana are advised

to utilize advertisements, whether in print media, electronic platforms, or both, to publicize their

vacant positions.

Kamaara (2017) examined the influence of recruitment and selection criteria on employee

retention in the insurance industry in Kenya. Specifically, the study examined catchment area,

job specifications, employment incentives, and individual attributes. The study adopted a

descriptive research design. The target population consisted of 392 employees from the

insurance industry in Kenya. Stratified random sampling was used to select a representative

sample population of 194 respondents. The questionnaires attracted a response rate of 61%. The

data collected from the questionnaires was analyzed using descriptive and inferential statistics.

20
Means as a measure of central tendency and standard deviations to measure dispersion were

computed with the aid of the Statistical Package for Social Sciences (SPSS) Version 22. The

outcome of the quantitative analysis was presented in the form of tables and graphs. Content

analysis was undertaken on the qualitative data and the outcome was presented in continuous

prose. In performing the quantitative analysis, the descriptive statistics were captured using

frequencies and percentages. Inferential statistics were used to establish the relationship between

the independent and dependent variables through a multiple linear regression model. Analysis of

Variance was used to establish the level of significance of the independent variables on the

dependent variable. The study established that the catchment area, job specifications,

employment incentives, and individual attributes were all critical factors in influencing employee

retention. The catchment area was found to contribute most to employee retention when internal

candidates were selected for employment as a priority as this was linked to career advancement.

Individual attributes were found to have an insignificant positive effect on employee retention

ratings

Onyango et al., (2018) sought determine the effect of recruitment and selection on

organizational performance at Kisii University main campus. It targeted 226 teaching staff and 7

members of management. The sample size for teaching staff was 144 determined through the use

of Slovin's formula for sample size determination. All the 7 members of management were

sample. Stratified random sampling was used to select teaching staff to participate in the study

from different schools and faculties while purposive sampling was used to select members of

management. Questionnaires were used to gather data from teaching staff while interviews were

used to gather data from members of management. Data was analysed qualitatively and

21
quantitatively and presented using tables, figures, and narratives. The study established that there

was a positive relationship between recruitment and selection criteria and organizational

performance. The study also revealed that recruitment and selection criteria were not fair.

Therefore the study recommends that the University should adopt a fair and transparent

recruitment and selection policy.

Mukwa and Nabiswa (2017) study aimed to evaluate how recruitment practices affect

performance of administrative staff in Public Universities using Masinde Muliro University of

Science an Technology, Kenya as a case reference. A cross-sectional survey design was

employed while sampling strategy was a blend of multiphase, stratified and purposive sampling.

A sample size of 124 out of 1150 comprised mainly of administrative staff was used and that a

questionnaire was the principal tool of data collection. Results were analyzed using frequency

tables, mean, standard deviation and simple linear regression. The study found that a recruitment

policy existed at Masinde Muliro University of Science and Technology, Kenya and that both

external and internal recruitment practices were used to recruit employees at the University.

However, it was noted that most of the university employees are recruited through media advert,

internal advertisement, through transfers and promotions. The results of the regression indicated

that recruitment practices are a significant predictor of employee performance, which was

explained by 32% of variance and a moderate relationship captured by beta weight value of 0.57.

On effectiveness of the recruitment policy, only 30% rated it as effective while 62% were

indifferent and 8% rated it ineffective. The study concluded that although a significant

relationship between recruitment practices and employee performance existed, it’s effectiveness

and therefore positive impact on employee performance depended on employees’ positive

22
perception and rating. It’s recommended that the Universities should avoid biasness in the

recruitment process as this will negatively impact on employee performance.

Mugambi and Omuya (2023) determine the effect of recruitment and selection on employee

performance in public universities in Meru County. Thestudy employed descriptive cross-

sectional research design. Academic, administrative, and human resources personnel made up the

90 study's target population. The study employed census method to obtain the study respondents.

The study employed structured questionnaires to collect data. A pretesting of data collection

tools was undertaken at university of Embu due to comparative characteristics. The pilot study

enhanced validity and reliability of the tools. Using a statistical software for the social sciences

(SPSS) window version 25, numerical data obtained in the field via surveys were sorted and

recorded. The researcher used descriptive statistics (such as frequency, percentage, mean, and

standard deviation) to describe and summarize the data, and inferential statistics to draw

conclusions from the data. Pearson's bivariate correlation and multiple regression analysis were

inferential statistics that was used to learn more about the correlation and effect of the variables

of interest with regard to the continuous variables of interest. The study observed the ethical

considerations of the research. This research uncovered a noteworthy positive correlation

between various human resource functions, including recruitment and selection within public

universities in Meru County. Through regression analysis, it was determined that approximately

46.1% of the variations in employee performance across these public universities could be

attributed collectively to the utilization of recruitment and selection. Consequently, this study

concludes that recruitment and selection exerted the most significant influence on employee

performance. As a result, it is recommended that universities prioritize the enhancement of

individual components within their HR functions rather than opting for a holistic approach.

23
Muma et al., (2019) aimed to find out the influence of recruitment strategies on retention of

employees in universities in Kenya. The study is likely to aid university management boards and

councils, employee unions, Human Resource professionals, researchers and scholars and

government in policy formulation for recruitment strategies as a reliable means to improve

retention of employees in universities in Kenya. The study adopted descriptive design. The

fundamental models shaping this study were the linear regression models. The target population

of the study comprised all employees in 70 accredited universities in Kenya with a total

population of 50,670 employees. The sample size of the study was 384 respondents chosen by

stratified random sampling technique. Questionnaires were the primary data collection tool.

Linear regression models were used to analyze data using SPSS (Version 23) software. The

findings of the study were presented using tables and charts. The main findings from the study

indicated that recruitment strategies influenced retention of employees in universities in Kenya.

Also, this study found that 58.5% of retention of employees in universities in Kenya was

explained by recruitment strategy. Finally, the study also contributed to theory and knowledge

for humanity. However, the most significant factor influencing employee retention in universities

in Kenya was focusing on employee relations strategy with P-value standing at. 672, then

followed by human resource planning strategy with P-value standing at. 587, recruitment

strategy with P-value standing at. 585, career development strategy with P-value standing at. 584

and employer branding strategy with P-value standing at. 522. However, the study had various

limitations among them being lack of objectivity of the respondents and also limited scope

regarding sample size. The study concluded that recruitment strategies influenced retention of

employees in universities in Kenya and recommended that other human resourcing strategies

including providing attractive incentives such as robust medical care, salaries, leave and pension

24
allowances should be considered and implemented by top university management boards and

councils in order to improve employee retention. This is likely to boost the employees‟ morale

and motivate them to perform their job tasks with zeal thus increasing their productivity and

hence enabling the universities in Kenya to achieve their mandate and more enormous

competitive advantage

Mugo and Siagi (2024) study aimed to assess the relationship between work assignment, remuneration,

on employee retention among academic staff in private chartered universities in Kiambu County. The

study targeted 2074 academic staff at three private chartered universities (Mount Kenya University, St.

Paul’s University and Gretsa University in Kiambu County). Stratified random sampling technique was

used to select a sample of 309 staff from three stratum (tutorial, lecturers and professors). Semi-structured

questionnaires was used to collect both qualitative and quantitative data. Data collection was by drop and

pick method with the aid of research assistants. Data analysis was carried out thematically for qualitative

and descriptively (mean and standard deviation) for quantitative data. The findings from the study

informed policy makers in three private chartered universities in Kenya and the entire higher education

sector, in reducing staff turnover and manage talent within their universities. The study concludes that

work assignment has a positive and significant effect on employee retention in Kiambu county, kenya.

Finding revealed that effective, behavioural, and cognitive influence in employee retention in Kiambu

county. In addition, the study concludes that remuneration has a positive and significant influence on

employee retention in Kiambu county, Kenya. Findings revealed that remuneration scale promote strategy

and openness influence employee retention in Kiambu county, Kenya. The study findings revealed that

work assignment has a positive and significant influence on employee retention in Kiambu county,

Kenya. This study therefore recommends that the management of private chartered universities should

formulate strategies to enhance better work assignment practice in the private chartered university in

Kiambu county. In addition, the study findings revealed that remuneration has a positive and significant

influence on academic staff retention in Kiambu county. Management in the private chartered universities

25
should formulate and implement an effective framework for employee remuneration and ensure fairness

and transparency in the promotion progress.

2.2.2 Performance Appraisal on employee retention

Dasanayaka et al., (2021) aimed at examining the effects of the performance appraisal process

on job satisfaction of the university academic staff. The information collected within one of the

largest universities in the UK via questionnaires and semi-structured interviews showed that

the existing appraisal process majorly aligned with the requirements of the research-excellence-

framework of the UK, which is greatly concerned with research rather than teaching.

Furthermore, it was found that there is no clear link between promotions, salary increments, and

rewards, etc. with staff performance within the current appraisal process. Eventually, it was

realised that the majority of the academic staff of the source university were dissatisfied with the

current performance appraisal process, and this could be the situation in the majority of

universities in the UK. Therefore, further research in this area is highly recommended to explore

extensive information to create a favourable work/study environment for both staff and students

within the universities.

Gulzar et el., (2017) study aimed to measure the effects of performance appraisal, career

development, and job satisfaction and reward system empowerment with feedback on employee

retention. A valid sample size of the study was 316 with a response rate of 98%. The data was

collected from 39 leading branches of a private bank operational in different cities. After

carrying out preliminary analysis including reliability, validity and normality the overall model

was tested through multiple regression analysis. The outcome of the study after conducting

comprehensive research, it was found that the performance appraisal, career development, job

26
satisfaction empowerment and feedback and reward system all have positive impacts on

employee’s retention if practiced regularly and adequately. The findings of the study were seen

consistent to earlier conducted studies. By the help of the drawn Implications the managers and

policy makers will be able to develop practices and procedures under the policy that will have a

significant effect on the productivity of the employees along with promoting job retention.

Sabo and Suleiman (2022) study examined the effectiveness of performance appraisal on

employee retention in public secondary schools in Bauchi State, Nigeria. On employees who are

working under the Teachers service commission Bauchi. The study is guided by expectancy

theory and equity theory. The study adopted a survey research design and the target population

of the study is the 1958 employees of the Teacher’s service commission, Bauchi, and sample size

of 416 was employed using Krejcie and Morgan table and the sampling procedure used for the

study was a simple random sampling technique. The primary data, which were collected through

a self-administered questionnaire, were analyzed using multiple regression analysis. SPSS was

the technique used in this study. The major finding shows that career development has a positive

and significant effect on employee

retention which shows that performance appraisal influences employee retention in public

secondary schools. Teachers who undergo performance appraisal demonstrate improved job

satisfaction, motivation, and engagement. They also perceived performance appraisal as a tool

for improved performance and appreciate the feedback provided by the appraisers which

impact employee retention. Also, the study recommends an effective performance appraisal

procedure should be implemented to attract and retain the best-talented employees and improve

the performance of learners the rating system of appraisal should be authentic and unbiased as it

leads to employee retention, and employees should be rewarded accordingly to install confidence

27
in the appraisal system. In conclusion, the study provides insight for both school administrators

and appraisers on how to enhance the effectiveness of performance appraisal and improve

employee retention.

In a study conducted by Chiboiwa (2010) This research was a case study of a major private

sector medical laboratory company in Zimbabwe and was aimed at achieving the following

objectives: identify the causes of employee turnover in the organisation, examine the current

retention practices in the organisation, establish the effectiveness of the practices, and attempt a

workable retention practice that could reduce the high rate of employee turnover in the

organisation. Qualitative research design was employed using structured interviews as well as

administering research questionnaire to all category of employees. The total population of the

organisation nationwide comprised of 3820 employees with a sample size of 2240 respondents.

The result of the research showed that labour turnover is higher amongst non-managerial

employees. Similarly, majority of the employees would soon quit the organisation and lastly, the

high rate of employee turnover in the organisation is largely attributed to poor reward system

administration

Ondari and Ondiba (2019) study established the effects of appraisal systems on employee

performance in public Universities in Kenya. The study adopted a case study design to solicit

information from the respondents sampled for the population of the study. The study targeted

employees in grade 11 and 12 at Narok University College main campus where a sample of 100

respondents was selected from various schools at the university. Simple random sampling

procedures were used to raise the sample size. Data from respondents was collected using a

structured questionnaire. The questionnaire was supplemented with the interview schedule which

was administered on managers at each level of an organization. The collected data was analyzed

28
through descriptive statistics and inferential statistics, making use of the mode, mean standard

deviation, variance and correlations. It was noted that study came up with a number of important

findings that should be taken up by the public university in the design or overhaul of their

performance appraisal systems. First, the research established that the employees were aware of

the performance appraisal system used at Public universities. Secondly, the study also

established that the two major factors that contribute to an effective performance appraisal

system in public universities were, the provision of training to the employees involved in the

appraising and effective performance appraisal system should multi-rating, and that is, there

should be input from all the supervisors on the employee’s performance. Most of the employees

were aware of the performance the performance appraisal system which is currently used to

appraise them. The study concluded that Performance appraisal system is the only tangible

measure by which an organization can know the level of performance of its diverse employees. It

is recommended that performance appraisal systems should be based on the following important

purpose: They should be the tool used to evaluate employees’ performance and a decision

support system used for renewing the employees’ contract. This will ensure that the right

employees are retained for the right jobs.

2.2.3 Compensation on employee retention

Rathakrishnan et al., (2016) study examined the factors determining the turnover intention of

lecturers in private universities in Malaysia. A total of 253 lecturers from private universities

around the Klang Valley participated in the questionnaire survey. Six constructs - job security,

supervisor support, compensation satisfaction, job autonomy, key performance indicators (KPI)

achievability, and job satisfaction - were identified using social exchange, equity, expectancy

29
and Herzberg’s two factor theories. Descriptive statistics and multiple regression methods were

used in analysing data. Results revealed that only four factors: compensation satisfaction, job

autonomy, KPI achievability, and job satisfaction explained turnover intention. By understanding

the factors that lead to employee resignation, it is hoped that universities would reduce lecturers’

turnover intention by introducing relevant retention strategies.

Hanai and Pallangyo (2020)This study investigates the impact of compensation on the employee

retention of banking institutions in Dar es Salaam, Tanzania. The research utilized a stratified

sampling method to ensure representation from each category of banks. Eleven banks were

intentionally chosen, and a sample of 370 employees was selected through simple random

sampling. Data was gathered through questionnaires and analyzed using Binary logistic

regression. The findings demonstrated that compensation significantly affects employee

retention, with a 'p' value of 0.001. It was also found that fair salary, as a component of

compensation, plays a crucial role in employee retention. The study proposes that bank managers

should establish retention strategies that prioritize fair salaries, which are highly valued by

employees. Additionally, it is suggested that bank managers focus on implementing effective

retention policies to enhance employee retention

Tetteh (2020). On their study examined the effect of compensation on employee retention at

Ghana Education Service [GES] in Cape Coast Metropolis. An explanatory research design was

employed due to the non-interventional causal nature of the study. The study employed the

quantitative research approach based on the nature of the study purpose under consideration. The

targeted population included 106 permanent employees of the GES. Sample size of 84 workers

were surveyed through structured questionnaire administration. Stratified sampling method was

used for the selection of the respondents. Pearson product-moment correlation, multiple

30
regression and independent samples t test were conducted in respect of the specific research

objectives. It was discovered that there are statistically significant positive strong linear

correlations between the components of employee compensation and retention among workers in

GES in Cape Coast Metropolis. Compensation accounts for a statistically substantial positive

variance in employee retention at GES in Cape Coast Metropolis. Only benefits administration is

a significant positive predictor of employee retention. There is no statistically significant

difference in compensation satisfaction and employee retention for male staff and female staff in

GES in Cape Coast Metropolis. Junior staff has higher level of retention significantly than that of

senior staff in the GES in Cape Coast Metropolis. It is recommended that the Ghana Education

Service must continue the usage of the current compensation system if they are to improve the

level of employee retention

Mitalo and Wanyama (2024) study aimed to examine the effect of employee motivation on the

relationship between compensation and performance in Kenyan chartered public universities.

The study was based on Expectancy and Maslow Theory. The study adopted positivist research

philosophy. It utilized a positivist research approach, adopting a descriptive cross-sectional

design. A pilot study was carried out at one university to validate the data collection instrument.

Reliability results indicated a Cronbach Alpha value of 0.920. 247 questionnaires were returned

out of 382 administered, thus giving a response rate of 64.7%. Data on compensation,

motivation, and performance were collected through a questionnaire. Descriptive and inferential

statistics were employed for analysis. Results showed that motivation mediates the relationship

between compensation and performance (R2=0.348, F=66.563, p<0.05), positively and

significantly. The study concludes that the relationship between employee compensation and

31
employee performance is mediated by positively and significantly by motivation. The study

recommends that compensation programs should be well structured so as to promote fairness and

also motivate employees

2.2.4 Training and Development on employee retention

Mampuru et el., (2024) study examined the influence of training and development on job

satisfaction, loyalty and retention among academic staff at a selected university of technology.

The competitive nature of the academic sector inspired universities to strive to attract and retain

talented faculty members. Training and development programmes are considered potential tools

to enhance job satisfaction, loyalty and retention, but empirical evidence is needed to support this

relationship. This study used a quantitative research methodology with a non-probability

convenience sample (n = 270) of academics within the selected university utilising self-

administered structured questionnaires to collect data. The regression analysis revealed positive

significant predictive relationships between training and development programmes and job

satisfaction, loyalty and retention among academic staff. Findings imply that universities should

prioritise the development of tailored training initiatives that address the specific needs and

aspirations of their academic staff. Training interventions can foster a positive work environment

and enhance staff members’ commitment and long-term engagement, ultimately improving the

overall quality and reputation of the institution. The study provided evidence-based insights to

inform policies related to training and development programmes for both academics and

institutions of higher education administrators.

Mwosi et al., (2024) study investigated the connection between Kabale District Local

Government (KLDG) staff retention and organizational performance. A correlational study

32
design with the goal of reporting on the connection between staff retention and organizational

performance in the local government of the Kabale District. A sample size of 96 respondents was

chosen from among the 142 division personnel and staff in the sub-counties that participated in

the survey. A survey consisting of questionnaires and interviews was conducted to gather data.

The degree and intensity of the association between employee retention and organizational

performance were determined using a correlation analysis. Qualitative data derived from

interviews were documented and categorized verbatim. When the influence of the work

environment was considered, the study discovered a very weak link between employee retention

and organizational performance. This study was conducted to cover employee retention and

employee performance in one district, and the results cannot be generalized. The study suggests

that the Kabale District Local Government (KCLG) needs to make improvements to its

workplace to encourage staff members to remain with the institution. The district should follow

established protocols, including local government, public financial management, and public

service standing orders. An independent investigation of the contribution of policy execution to

the achievement of organizational objectives in Ugandan local governments is also warranted

Mugo and Siagi (2024) study aims to assess the relationship between work assignment,

remuneration, on employee retention among academic staff in private chartered universities in

Kiambu County. The study targeted 2074 academic staff at three private chartered universities

(Mount Kenya University, St. Paul’s University and Gretsa University in Kiambu County).

Stratified random sampling technique was used to select a sample of 309 staff from three stratum

(tutorial, lecturers and professors). Semi-structured questionnaires was used to collect both

qualitative and quantitative data. Data collection was by drop and pick method with the aid of

research assistants. Data analysis was carried out thematically for qualitative and descriptively

33
(mean and standard deviation) for quantitative data. The findings from the study informed policy

makers in three private chartered universities in Kenya and the entire higher education sector, in

reducing staff turnover and manage talent within their universities. The study concludes that

work assignment has a positive and significant effect on employee retention in Kiambu county,

kenya. Finding revealed that effective, behavioural, and cognitive influence in employee

retention in Kiambu county. In addition, the study concludes that remuneration has a positive and

significant influence on employee retention in Kiambu county, Kenya. Findings revealed that

remuneration scale promote strategy and openness influence employee retention in Kiambu

county, Kenya. The study findings revealed that work assignment has a positive and significant

influence on employee retention in Kiambu county, Kenya. This study therefore recommends

that the management of private chartered universities should formulate strategies to enhance

better work assignment practice in the private chartered university in Kiambu county. In

addition, the study findings revealed that remuneration has a positive and significant influence on

academic staff retention in Kiambu county. Management in the private chartered universities

should formulate and implement an effective framework for employee remuneration and ensure

fairness and transparency in the promotion progress.

Wachiuri and Makokha (2024) study purposed determine the influence of training and

development on employee performance at the County Government of Kiambu. The study was

guided by the following specific objectives: to determine the effect of training methods on

performance of employees at the County Government of Kiambu; and to establish the effect of

development programs on performance of employees at the County Government of Kiambu.

This study adopted a descriptive research design to assess the effectiveness of the training and

development on employee performance. The target population all the employees at supervisory

34
level, middle managers of Kiambu county. The study adopted census since the target population

was small. Data collection instrument was structured questionnaire. Pilot testing was done to test

the validity and reliability of research instrument. Data was analyzed using descriptive and

inferential statistics and presented in tabular form through the use of Statistical Package for

Social Sciences (SPSS) version 24. Data was subjected to correlation and Multiple Regression

Statistical Methods to test the significant levels of the independent over the dependent variables.

The results also revealed that training methods has significant effect on employee performance at

County governments of Kiambu. In addition, the results revealed that development programmes

have significant effect on employee performance at County governments of Kiambu. Every

organization and its management should come up with different training methods including the

organization culture and structure, available resources allocated to employee training, the

trainees characteristics such as individuals, teams of group, departmental training, general or

technical training and the identified needs that precipitate the training activity. The study

findings are useful for human resource management practice, policy formulation and research

works. The study findings help counties in evaluating the importance of training and

development on employee performance at County Governments in Kenya.

2.2.5 Human Resource Planning Practices on Employee retention

In Taiwan, Hong et al., (2021) aimed to study how employees regard importance of their

empowerment, equity of compensation, job design through training and expectancy toward

effective performance management on their retention. Quantitative data was collected using the

non probability self administered questionnaire that consist of questions with 5-points Likert

scales distributed to our samples of 278 individuals. By using a multiple regression analysis, it is

35
found that, training and development, appraisal system compensation are significant to employee

retention except employee empowerment. Base on the results, training, compensation and

appraisal is a fundamental consideration for University of Y lecturers’ retention decision; while

empowerment is less fundamental to lecturers’ consideration as this can be attributed to the

Asian culture characteristic of higher authority conformity

A study in Nigeria by Chukwuka (2018) aimed to investigate the effect of Human Resource

Management Practices on Employee Retention and Performance in Nigerian Insurance Industry.

This study was motivated by the need to solve the problem of high employee turnover in

Nigerian Insurance Industry. Employee turnover is an enemy of productivity and increases cost

of running a business. Human Resources (HR) are the most valuable asset of any organization

that is why incessant increase in turnover of skillful human resource in an organization will

create a gap that will take time to fill at extra cost. This study was guided by two key objectives,

from which appropriate research questions and hypotheses were formulated. The specific

objectives of this study were:(1) determine the nature of relationship between Human Resource

Management Practices and employee retention in Nigerian Insurance Industry.(2) Ascertain the

extent of correlation between Human Resource Management Practices and employee

performance in Nigerian Insurance Industry. A Sample size of 250 was determined from the

population of 785 drawn from Management and staff of selected firms from insurance industry

using Taro Yamene’s formula. The data collection was by questionnaire structured in five point

Likert scale. The study concludes from the result as confirmed by the survey that there was a

weak and insignificant effect of HRM practices on employee Retention in Nigerian Insurance

Industry. However, the study also confirmed that HRM practices have a positive and significant

effect on employee performance. This paper strongly recommends that Government through

36
NAICOM should help to check the high handedness of some insurance firms on their employees.

Some of the insurance firms fail to implement Nigerian labour laws and employee work benefits.

In Kenya, a study by Kabaru (2019), purposed to analyze the influence of human resource

management practices on employee retention in public universities in Kenya. The specific

objectives included: to establish the level of employee retention in public universities in Kenya,

to investigate the influence of training and development on employee retention in public

universities in Kenya, to analyze the influence of compensation on employee retention in public

universities in Kenya and to examine the influence of recruitment and selection on employee

retention in public universities in Kenya. Data was collected by use of questionnaires from the

target population of 31 registered public universities in Kenya. Descriptive statistics, correlation

analysis and multiple correlation analysis were used to analyze the data. Results showed that

recruitment and selection was the most widely adopted human resource management practice,

followed by compensation and reward then training and development as evidenced by their

overall mean scores. On the influence of each human resource management practice on

employee retention, training and development was the only independent variable found to be

significant to employee retention in public universities in Kenya. The study however had

limitations, in that it was only limited to three human resource management practices. The results

therefore are not generalizable to all the other human resource management practices. Further

research should therefore be done in order to find out what influence other human resource

management practices have on employee retention in public universities in Kenya and in other

areas of the world.

Choso and Wetaba (2019) study focused on the influence of Strategic Human Resource

Management Practices (SHRMP) on employee retention among non-teaching staff of Jaramogi

37
Oginga Odinga University (JOOUST). The study was anchored on three theories of human

resource which include Human Capital, expectancy theory and Herzberg’s Two-Factor Theory.

A descriptive survey design was adopted, with JOOUST being the focus university. The target

population of this study was 240 non-academic staff. Stratified random sampling was used to

collect useful information from 150 non-academic staff in Jaramogi Oginga Odinga University

employed on permanent and pensionable terms. The sample size of this study was 150

respondents. In this study structured questionnaires were used to collect data from the

respondents. The questionnaires were distributed through drop and pick later method to help

increase response rate. Descriptive statistics and inferential statistics were used in this study to

analyze quantitative data. Descriptive statistics that were used in this study include mean,

standard deviation, percentages and frequencies. The study established that there is a positive

relationship between recruitment and selection (R= 0.652**). Human resource management

strategies significantly accounts for 83.4% variation in employee retention. Therefore, human

resource management strategies significantly influence employee retention. This study therefore

recommends that Jaramogi Oginga Odinga University should hire employees with competent

skills for its employees. The study also recommends that staff recruitment and selection policies

in JOOUST should be improved so as to attract more professional nonacademic staff

Mumbi and Were (2024) The purpose of this study was to investigate the influence of employee

performance management on employee retention in tier one commercial banks in Nairobi,

Kenya. The specific objectives were to determine how performance planning, performance

process influence employee retention in tier one commercial banks in Kenya. The study focused

on the nine commercial banks in tier one in Nairobi, Kenya. This study targeted three hundred

and eighty-nine respondents from tier one commercial banks in Nairobi County and used

38
multivariate regression analysis to examine the relationships between the study variables. The

study was anchored on four theories; the McClelland’s achievement theory, and human capital

theory. Simple random sampling was used to recruit respondents. There is significant positive

correlation between performance planning increasing fairness and equity in the tier one

commercial banks in Nairobi County (r=0.866, p<0.05), as well as a substantial positive

correlation between onboarding process and employee retention of tier one commercial banks in

Nairobi County (β = 0.316, p<0.05). Mentorship programs enhance job satisfaction, but it was

unclear whether this strategy improved employee retention in commercial banks. The findings

show that the employee retention in tier one commercial banks in Nairobi County and the

performance process have a significant, moderately positive association (r=0.622, p<0.05). There

is statistically significant positive correlation (β = 0.336, p<0.05) between the employee retention

in tier one commercial banks in Nairobi County and the performance process. The tier one

commercial banks should put more effort in encouraging their employees to come up with

suggestions and useful decisions and endeavor to incorporate them into the organization's

practices and policies with regard to performance planning and performance process.

2.3. Summary of Study Research Gaps

Table 2.1 Summary of Research gaps

Recruitment and Selection

Author Aim Findings Methodology Research gap

Agwu et al. Explorethe Revealed that Three variables Only two

2019 impact of recruitment and used with variables are

recruitment and selection does moderator used

selection on not have

39
 employee substantial employed

retention impact on

employee

retention

Otoo et al., Investigate the Revealed that Both qualitative Only

(2018) impact of recommendation and quantitative quantitative

recruitment and for hiring research method research method

selection in employees was used used

higher highly depended

institutions in upon by high

Ghana institutions

Muma et al., To find out the Revealeds that Multiple inear Simple linear

(2019) influence of recruitment and regression regression

recruitment and selection

selection on strategies

employee influenced

retention employee

retention

Mugo and Siagi Investigated on Revealed that Thematic Quantitative

(2024) the relationship remuneration analysis analysis

between work scale promote

assignment and strategy and

remuneration on openness

employeee influenced

40
 employee

retention

Performance Appraisal

Author Aim Findings Methodology Research gap

Gulsar et al., To measure the Revealed that Multiple Simple linear

(2017) effect of performance regression regression

performance appraisal had a

appraisal on positive impact on

employee employee retention

retention

Sabo and Examined the Demonstrated that Applied Social exchange

Suleiman (2022) effectiveness of proper expectancy and human

performance performance and Equity theories applied

appraisal on appraisal theories

employee enfluenced

retention employee retention

Chiboiwa To establish the Revealed that Qualitative Quantitative

(2010) effectiveness of employye turnover research research design

performance is attributed to design

appraisal on poor reward

41
 employee system

retention

Ondari and To establish the Indicated that Simple Both stratified

Ondiba (2019) effects of involvement of random and random

appraisal employees in the sampling samplying

systems on appraisal system applied

employee leads to longer stay

performance and in the organization

retention

Compensation

Author Aim Findings Methodology Research gap

Hanai et al., To investigate Demonstrated that Bonary Linear regression

(2020) the impact of compensation Logistic analysis

compensation significantly analysis

on employee influenced

retention employee retention

Tetteh (202) To examine the Reveaved a Pearson Linear regression

effect of statistically product-

compensation positive and moment

on employee strong relationship correlation

retention between

compensation and

employee retention

42
Mitalo and Examine the Revealed the Cross- Descriptiveresearch

Wanyama effect of relationship sectional design

(2024) employee between reaearch

motivation on compensation and design

the relationship employee retention

between was positively and

compensation significantly

and employee mediated by

retention motivation

Training and Development

Author Aim Findings Methodology Research gap

Mwosi et al., To investigate Found ou a weak Survey Descrptive

(2024) the connection relationship research design

between staff between employee

training and traing and employee

employee retention

retention

Mugo and Siagi To assess the Indicated that work Thematic Redscreptive and

(2024) relationship assignment analyiss inferential

between work positively analysis

asssignments on influenced

employee

43
 retention employee retention

Wachiuri and To determine the Training had a Counry Public university

Makhoka (2024) influence of positive significant government

traing on effect on employee

employee retention

retention

2.4 Conceptual Framework

Independent variable Dependent variable

Human resource planning

Recruitment and Selection

 Skills H01
 Sourcing
 Experience
 Professional competence
 Fairness
 Transparency

Employee training and

development Employee Retention
 Relevance of training  Turn-over rate
 Continuous learning  Increased output
 Content quality  Employee loyalty
 Impact of training H02  Job satisfaction
 Career growth  Employee
engagement

Performance appraisal
 Period
 Fairness
 Strengths and weakness
 Opportunity for growth H03
44
 Involvement
 Communication
 Feedback
 H04

Figure 2. 1: Conceptual Framework Source: Researcher (2024)

The term conceptual framework is used to describe the overall scheme of ideas, theories, models,

methods, and procedures that guided the execution of the study (Ravitch & Riggan, 2017).

The first sub-variable (recruitment and selection) will be measured using the following

questionnaire items; skills, sourcing experience, professional , competence, fairness and

transparency. The second sub-variable (training and development) will be operationalized by the

following key aspects; Relevance of training, continuous learning, ccontent quality, impact of

training and career growth. The third objective whose sub-variable is performance appraisal

will be measured by period, fairness , strengths and weakness, opportunity for growth,

involvement , communication and feedback. The forth variable- compensation will be measured

by monetary compensation(salaries, wages, incentives) and non-monetary (recognition,

development , job security)

45
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The study will employ survey research design which is a systematic approach to collecting data

from a sample of respondents using standardized questionnaires or interviews to gain insights

into various aspects of a research topic, such as opinions, attitudes, behaviors, and demographics.

This method allows researchers to gather information and draw conclusions from a

representative subset of a larger population the design is helpul gathering data information

concerning the universe under study (Cooper & Schindler, 2003).

3.2 Study Area

The study area of this study will be Kabianga University. The university was chosen because of

four main reasons; first it offers a unique context, that is, the unibversity represents a blend of

emerging challenges and opportunities specific to public universities in Kenya. As a relatively

young institution, it offers insights into how human resource practices are being implemented

and adapted in response to evolving educational needs.

46
Secondly, the university has a diverse non-teaching staff: The university employs a diverse range

of non-teaching staff, including administrative, IT, and support personnel. This diversity allows

for a comprehensive examination of different roles and their retention dynamics, providing a

richer understanding of the overall workforce.

Thirdly, relevance to national policies: Kabianga University aligns with national educational

goals and policies aimed at improving higher education in Kenya. Researching this institution

can contribute to understanding how effective human resource practices can support these

objectives and enhance employee retention.

Fourthly, accessibility for data collection: As a public institution, Kabianga University offers

researchers easier access to non-teaching staff for surveys and interviews. This accessibility

facilitates comprehensive data collection, enhancing the quality and reliability of the research

findings.

3.3 Target Population

The target population of this study will be the entire non-teaching staffs at Kabianga University

who are 296 in number. This includes all individuals who are employed in non-teaching roles

within the university, such as management team, administrative team, and clerks

Table 3.1 Target Population

_____________________________________________________________________

Department Number of Employees Percentage

47
Management 35 12

Administration 159 54

Clerical/ messengers 102 34

Total 296 100

Source: UoK Human Resource Records: 2023

3.4 Sampling Strategy

The study will employ stratified random sampling where it will sample the non-teaching staff

randomly from the identified groups within the target population

3.4.3 Sample Size

The study’s sample size of 170 is computed via Yamane’s formula as shown below

N= N

1 + N (e2)

Where;

n = Required Sample Size

N = Population Targeted

48
€ = Error margin

n= 296

1 + 296 (0.052)

n = 170

3.5 Data collection

The research will involve a survey design approach whereby quantitative data will be gathered

through structured questionnaires to evaluate how employees perceive HR planning practices

and their impact on retention.

3.5.1 Instrumentation

Effective instrumentation is vital or essential for generating reliable and valid data which forms

the basis for drawing meaningful conclusions and enhancing knowledge in area of study

according to Creswell (2014) John W. Creswell, in his book "Research Design: Qualitative,

Quantitative, and Mixed Methods Approaches," discusses instrumentation in the context of

research design. He describes instrumentation as encompassing the tools, techniques, and

procedures used to collect data, including surveys, interviews, observations, and tests. Creswell

emphasizes the need for researchers to carefully select and validate instruments based on the

research questions and objectives. Mugenda Mudenda adds in the same with

3.5.1.1 Reliability

Reliability essentially denotes the consistency and dependability of questionnaire results. It

implies that when researchers administer the same questionnaire to the same group multiple

times, they should expect to receive similar responses or outcomes each time. In essence,
49
reliability indicates the high likelihood of obtaining consistent and internally coherent results

from the questionnaire. Reliability is a critical aspect of any research study, ensuring that the

data collection instruments consistently provide accurate and valid information. In line with this,

our research aims to employ rigorous methods to ensure the reliability of our questionnaire,

thereby enhancing the trustworthiness of our study findings. The primary objective of this

proposal is to outline the methods we will employ to ensure the reliability of our data collection

instruments, particularly focusing on the questionnaire utilized in our study to achieve the

objective of ensuring instrument reliability, we will adopt the pilot-test method, as recommended

by Kellner (2023). This method will involve conducting a pilot-test of the questionnaire using a

test-retest approach. In this approach, the questionnaire will be administered to a small sample of

participants, and then read ministered to the same participants after a short interval to assess

consistency in responses. Data collected from the pilot-test will be analyzed using descriptive

statistics, including averages, weighted average means, and frequencies. These statistical

analyses will provide insights into the consistency of responses across all variables measured by

the questionnaire. Ensuring the reliability of our data collection instruments is paramount to the

success and credibility of our research study. By employing the pilot-test method and rigorous

statistical analysis, we aim to demonstrate the consistency and validity of our questionnaire,

thereby enhancing the reliability of our study findings

3.5.1.2 Validity

Validity in data collection is crucial for ensuring the accuracy and reliability of research findings.

This proposal outlines our methodology for establishing and ensuring validity in our data

collection instruments, focusing on the clarity and accuracy of research questions, objectives,

and statements. This proposal aims to detail my comprehensive approach to validating data

50
collection instruments, drawing upon insights from seminal works in the field to establish

validity, we will employ a rigorous assessment of the content and construction of our research

instrument. This assessment will encompass the examination of research questions, objectives,

and statements to ensure clarity and accuracy, as suggested by Kealey (2003). Furthermore, we

will seek validation from experts in the field. Specifically, a specialist in public relations will

cross-check the questionnaire to provide valuable feedback and recommendations for refinement.

Moreover, my supervisor will play a crucial role in the validation process. his expertise and

guidance will ensure alignment between the instrument and research objectives, enhancing its

validity (Aguinis and Smith, 2007). By integrating insights from seminal works and adopting a

multi-faceted validation approach, we aim to enhance the validity of our data collection

instruments. The outcome will be a refined instrument that accurately captures the intended

information, thereby strengthening the reliability of our study findings. Ensuring validity in data

collection is essential for producing credible research outcomes. By drawing upon insights from

seminal works and engaging experts in the field, we will enhance the accuracy and reliability of

our study, contributing to the advancement of knowledge in our domain. Validity pertains to the

precision with which a method gauges its intended subject. When research exhibits strong

validity, it signifies that its outcomes align with actual attributes, traits, and fluctuations within

the physical or social realm. Robust reliability serves as one marker indicating the validity of a

measurement (Aguinis and Smith 2007).)

3.5.2 Data collection procedures

Surveys will be delivered in person to different departments, with reminders and potential

incentives to boost participation. Interviews will be conducted face-to-face based on participant

51
preferences. Participants for interviews will be chosen purposefully to include diverse

perspectives on HR planning and retention. The timeline includes 4 weeks for questionnaire

distribution and data collection.

All participants will provide informed consent before their involvement in the study, ensuring

confidentiality and anonymity of their responses with the option to withdraw at any time without

consequences. Collected data will be securely stored and accessible only to authorized research

personnel. Quantitative data will be entered into a password-protected electronic database, while

qualitative data will be transcribed and coded for thematic analysis to maintain accuracy and

integrity during the data management process.

Validity checks will be conducted for survey items and interview protocols to ensure data

reliability. Triangulation of data sources and methods will be used to enhance the validity and

credibility of findings, ensuring the research study's rigor.

While the study may face limitations such as response biases and the subjective nature of

qualitative data, efforts will be made to minimize these limitations through rigorous data

collection procedures and analysis techniques.

3.6 Data Analysis and presentation

Data collected will be coded by use of SPSS. After coding and cleaning, the quantitative data

will be analyzed using descriptive statistics (frequency distribution, percentages, mean, and

standard deviation) simple regression analysis for ascertain the influence of independent

variables (human resource planning practices) on the dependent variable (employee retention)

52
and the qualitative data will be analyzed using of thematic analysis. The simple regression

models are shown below;

H01: Recruitment and Selection as a human resource planning strategy does not have a

statistically significant effect on employee retention in Kabianga University, Kenya.

Y = β0 + β1 + X1 + €……………………………………………………………………………i

Y – Employee retention

β0 - Regression Intercept

β1 – Coefficient of Recruitment and Selection

X1 - Recruitment and Selection

€ - Error Term

H02: Performance appraisal as a human resource planning strategy does not have a statistically

significant effect on employee retention in Kabianga University, Kenya.

Y = β0 + β2 + X2 + €……………………………………………………………………………ii

Y – Employee retention

β0 - Regression Intercept

53
β2 – Coefficient of Performance Appraisal

X2 – Performance Appraisal

€ - Error Term

H03: Compensation as a human resource planning strategy does not have a statistically significant

effect on employee retention in Kabianga University, Kenya.

Y = β0 + β3 + X3 + €……………………………………………………………………………ii

Y – Employee retention

β0 - Regression Intercept

β3 – Coefficient of Compensation

X3 - Compensation

€ - Error Term

H04: Training and development as a human resource planning strategy does not have a

statistically significant effect on employee retention in Kabianga University, Kenya.

Y = β0 + β4 + X4 + €……………………………………………………………………………iv

Y – Employee retention

β0 - Regression Intercept

β4 – Training and development

X4 – Training and Development

54
€ - Error Term

3.7 Regressions Assumption Tests

3.7.1 Test of Normality

The test of normality will be ascertained through the residuals and when they produce an

approximate normal curve, it will show that normality test is met. There are two ways of testing

normality; through graphical methods visualize the distributions of random variables or

differences between an empirical distribution and second a theoretical distribution (e.g., the

standard normal distribution). Numerical methods present summary statistics such as skewness

and kurtosis, or conduct statistical tests of normality. Graphical methods are intuitive and easy to

interpret, while numerical methods provide objective ways of examining normality ( Park, 2015).

3.7.2 Linearity Test

This test will be checked by using SPSS version 23. When the plotted values show a figure more

than 0.06 it means linearity test is met.

3.7.3 Test of Multicollinearity

Multicollinearity is assumed to take place when there is a significant correlation between the

numerous independent variables. Results and estimations are unstable as an outcome of

55
multicollinearity. This occurrence suggests that when multicollinearity is detected, results

regarding the degree to which differences in the dependent variable are caused by the

independent variables are not accurate. SPSS software will be applied to compute the VIF

values. VIF values of between 1 and 5 will indicate a moderate association which means that

there will be good coefficient estimates as well as clear p-values. While when there will be VIF

values of more than 5, it will indicate stages of multicollinearity that will be a poor sign

coefficient estimates are nor correct as p-values as unclear. VIF value of more than 10 and the

tolerance statistical values of above 0.1 will indicate that the assumption of multicollinearity will

be met.

3.7.4 HomoscedasticityTest

A common approach to checking assumptions of the general linear model is to compute

residuals and either produce various residual plots, or to subject these to tests of normality and

variance homogeneity (homoscedasticity).(Schützenmeister et al., 2012). When the

homoscedasticity assumption is violated, this can lead to increased Type I error rates or

decreased statistical power. Because this can adversely affect substantive conclusions, the failure

to detect and manage heteroscedasticity could have serious implications for theory, research, and

practice (Rosopa et al., 2013).

3.8 Ethical considerations

The researcher will acquire the letter of introduction from the school of Business and Economics,

Department of Business Administration of Kisii University..The researcher will also seek the

permit from Nacosti . Data collection activities will take place over a specified timeframe to

allow for sufficient data collection while accommodating participants' schedules.

56
The researcher will ensure participants’ confidentiality and anonymity in order to protect their

privacy when sharing information about their workplace experiences. Informed consent will be

obtained from the participants, detailing the purpose of the study, and the nature of participation

and lastly the researchers will maintain transparency throughout the research process, providing

accurate and unbiased information

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APPENDIX A: INTRODUCTORY LETTER

Maureen Nyamao

Kisii University

P.O BOX 408-40200

Phone Number 0717026522

Email: [email protected]

Dear Correspondent,

My name is Maureen Nyamao a master student at Kisii University, Kenya. I am carrying an

academic research whose title is “Examining the effect of human resource planning practices on

employee retention of non-teaching staff in the public universities in Kenya: A case of Kabianga

University”.

The data collected will solely be purposes of fulfilling the requirement for my graduation. You

are therefore requested to fill the attached questinnaires honestly as possible and return it

promptly.

Yours faithfully,

65
Maureeen Nyamao.

APPENDIX B: QUESTIONNAIRE

Instructions: Please tick the appropriate answer in the options given

PART I: DEMOGRAPHIC INFORMATION

1. Age

Below 25 years ( )

26 – 40 years ( )

41 – 55 years ( )

56 years and above ( )

2. Gender

Male ( )

Female ( )

3. Level of Education attained

Certificate ( )

Diploma ( )

Degree ( )

Masters ( )

PhD ( )

4. Period of working Experience

66
 Below 4 years ( )

Between 6 to 10 years ( )

Between 11 to 15 years ( )

Between 16 to 20 years ( )

Above 21 years ( )

PART II: RECRUITMENT AND SELECTION

Using a scale of 1 to 5 (5= strongly agree (SA), 4= agree (A), 3 = Neutral (N), 2= Disagree, 1 =

strongly disagree (SD). Please tick the number corresponding to your opinion for each question.

To what extent do you agree with the 5 4 3 2 1

following statements on recruitment and

SA A N D SD
selection in regard to employee retention

1 The recruitment process at this university is clear

and well-structured

2 The selection criteria used during hiring are

relevant to the roles being filled

3 I believe the selection process identifies

candidates who fit the university's culture and

values.

4 I was adequately assessed for my skills and

competencies during the selection process.

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5 The university's recruitment process attracts

qualified candidates.

6 I believe the university provides a positive

candidate experience during recruitment.

7 The recruitment and selection process has a

lasting impact on employee satisfaction and

retention.

8 I believe that a positive recruitment and selection

process influences my decision to stay at this

university.

9 I feel a strong commitment to this university

because of the way I was recruited and selected.

10 I am satisfied with the job role I was hired for,

which encourages me to stay long-term.

11 I believe that effective recruitment and selection

practices reduce employee turnover at this

university.

68
 12 I believe that the recruitment and selection

practices at this university are crucial for

retaining talented employees.

PART III: PERFORMANCE APPRAISAL

To what extent do you agree with the 5 4 3 2 1

following statements on performance

SA A N D SD
appraisal

1 My performance appraisals are conducted

regularly and on time

2 The criteria used in the performance appraisal

process are clearly communicated to me.

3 I believe the performance appraisal process

reflects my actual performance

4 I receive constructive feedback during

performance appraisals that helps improve my

performance

69
5 My supervisor discusses my strengths and areas

for improvement during performance reviews

6 The performance appraisal process at this

university recognizes and rewards excellent

performance

7 I feel motivated to improve my performance

after each appraisal

8 The performance appraisal process helps me

understand how I can advance in my career at

this university

9 The outcomes of performance appraisals (e.g.,

promotions, salary adjustments) are implemented

fairly and timely

10 I am satisfied with the career growth

opportunities provided by this university

11 The performance appraisal process influences

my decision to remain at this university

12 I am likely to stay at this university because of

how my performance is evaluated and rewarded.

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13 I feel valued as an employee due to the feedback

I receive during performance appraisals

The university’s performance appraisal system

helps in retaining skilled and talented employees

14 I believe that poor performance management at

this university contributes to high employee

turnover

15 Regular feedback from performance appraisals

encourages me to remain at this university long-

term.

16 I would recommend this university as a good

place to work based on its performance appraisal

and reward system

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PART IV: COMPENSATION

Using a scale of 1 to 5 (5= strongly agree (SA), 4= agree (A), 3 = Neutral (N), 2= Disagree, 1 =

strongly disagree (SD). Please tick the number corresponding to your opinion for each question.

Here are eleven research questions focused on the effect of employee compensation on

employee

To what extent do you agree with the 5 4 3 2 1

following statements on employee

SA A N D SD
compensation

1 I am satisfied with the salary I receive for the

work I do at this university

2 My compensation is competitive compared to

similar roles in other universities.

3 I believe my salary reflects my skills,

qualifications, and experience.

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4 The university provides fair and equitable

compensation among employees in similar roles.

5 I am satisfied with the frequency of salary

reviews and adjustments.

6 The university provides a fair and transparent

process for determining salary increases and

bonuses.

7 I am satisfied with the additional benefits (e.g.,

health insurance, pension, allowances) provided

by the university.

8 The compensation package offered by the

university meets my financial needs.

9 I feel that my compensation aligns with the

workload and responsibilities assigned to me.

10 I am more likely to stay at this university

because I am satisfied with my compensation.

11 The compensation I receive is a major factor in

my decision to remain at this university.

The compensation I receive is a major factor in

my decision to remain at this university.

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12 I believe the compensation system at this

university helps in retaining high-performing

employees.

13 I would consider leaving the university if better

compensation were offered elsewhere.

14 The compensation package is a key reason why I

would recommend this university to potential

employees.

15 I am motivated to stay at this university due to

the additional benefits (e.g., health, retirement)

provided as part of my compensation.

16 The university's compensation practices

positively influence my commitment to the

institution.

17 I believe the university’s efforts to improve

compensation and benefits reduce employee

turnover.

18 If the university improved its compensation

system, I would be more likely to stay long-term.

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PART V: TRAINING AND DEVELOPMENT

Using a scale of 1 to 5 (5= strongly agree (SA), 4= agree (A), 3 = Neutral (N), 2= Disagree, 1 =

strongly disagree (SD). Please tick the number corresponding to your opinion for each question.

To what extent do you agree with the 5 4 3 2 1

following statements on training and

SA A N D SD
development

1 The university encourages continuous learning

and development among its staff.

2 The training programs at this university are of

high quality and align with industry standards.

3 I am satisfied with the frequency of training and

development opportunities provided.

4 Training opportunities are fairly distributed

among employees at this university.

5 The university provides sufficient resources

(e.g., funding, time) to support employee

training.

6 The university offers a clear path for career

progression through its training and development

programs.

75
7 The training and development programs offered

by the university influence my decision to stay.

8 I feel more committed to this university because

of the career development opportunities

available.

9 I am more likely to remain at this university

because of the opportunities for professional

growth

10 The university's investment in employee

development helps reduce staff turnover.

11 The opportunity to learn new skills motivates me

to stay at this university long-term.

12 Lack of training and development opportunities

would make me consider leaving this university.

13 The university's training programs contribute to

a positive work environment and encourage

employee retention.

14 The training programs offered are relevant to my

job and career growth.

76
 15 The training programs at this university are of

high quality and align with industry standards.

PART VI: EMPLOYEE RETENTION

19. Using a scale of 1 to 5 (5= strongly agree (SA), 4= agree (A), 3 = Neutral (N), 2=

Disagree, 1 = strongly disagree (SD). Please tick the number corresponding to your

opinion for each question.

20.

To what extent do you agree with the 5 4 3 2 1

following statements on training and

SA A N D SD
development

1 The university encourages continuous learning

and development among its staff.

2 The training programs at this university are of

high quality and align with industry standards.

3 I am satisfied with the frequency of training and

development opportunities provided.

4 Training opportunities are fairly distributed

among employees at this university.

5 The university provides sufficient resources

(e.g., funding, time) to support employee

77
 training.

6 The university offers a clear path for career

progression through its training and development

programs.

7 The training and development programs offered

by the university influence my decision to stay.

8 I feel more committed to this university because

of the career development opportunities

available.

9 I am more likely to remain at this university

because of the opportunities for professional

growth.

10 The university's investment in employee

development helps reduce staff turnover.

11 The opportunity to learn new skills motivates me

to stay at this university long-term.

12 Lack of training and development opportunities

would make me consider leaving this university.

13 The university's training programs contribute to

a positive work environment and encourage

78
 employee retention.

14 The training programs offered are relevant to my

job and career growth.

15 The training programs at this university are of

high quality and align with industry standards.

APPENDIX C: WORK PLAN

Activity

79
Date Choice Abstract Proposal Pilot Data Data Thesis

of title writing Writing study analysis/ presentati

collection
report on and
And
writing Defense
defense

September

2023

October 2023

November 2023 to

November 2024

January to

February2025

March to April 2025

May to June 2025

July 2025

APPENDIX D: RESEARCH BUDGET

ITEMS QUANTITY DESCRIPTION COST TOTAL

80
Internet bundles/wifi- - Reviewing @ 2,000

(Browsing) literature per 6 months 12,000

Transportation and

Accommodation 5 days

During preliminary @ 5,000 X 5 25,000

Visits, time of dropping and picking

Filled the questionnaires)

Equipment 3 Luther @ 2.000 2,000

Flash disk @ 2,500 2,500

Data analysis - Expert consultation @ 40,000 40,000

Secretarial services 1 Typing and printing @ 40 X 66 2,640

2 Photocopying 10 copies

@ 5 per page X 66 pages 3,300

3 Spiral binding 9

Copies @ 120 1,080

Grand Total 87,440

81
82