EFFECTS OF INDUCTION TRAINING ON EMPLOYEE RETENTION IN KENYAN UNIVERSITIES: A CASE STUDY OF KABARAK UNIVERSITY

Abstract

Induction training is absolutely vital for new starters in an organization. Good induction training ensures new recruits are settled down quickly, comfortably and happily to a productive role. Poor induction training for new recruits may increase the risk of the problems like poor performance, low job satisfaction, absenteeism and resignations or dismissals. However, the aspect of induction training and its effect on employee retention among university staff in Kenya has not received considerable attention in research. Therefore, the purpose of this study was to investigate the effects of induction training on retention of staff at Kabarak University. Specifically, the study sought to establish how; the impact of induction on employees confidence in the organization and self; different approaches to induction and; job satisfaction arising from employee induction affects retention of staff in the university. Survey research design was adopted for the study that targeted the university’s employee’s drawn from, teaching and nonteaching staff at different levels as respondents. Stratified random sampling was used to obtain a sample size of 80 respondents that was used for the study. Data was collected using self administered questionnaires. The data collected was then analyzed using both descriptive and inferential statistics with the former involving the use of frequencies and percentages while the Pearson’s Correlation Coefficient and Regression analysis were used in the latter. The findings revealed that the induction process was instrumental in providing confidence to the employees on their institution and on their abilities significantly (β=.311, p<.05), influenced their decision to commit to the organization. Job satisfaction resulting from employee induction/orientation was also found to significantly (β=.243, p<.05) influence their retention in the university. However, the approaches to induction were found not to significantly (β=.053,p=.316) affect staff retention at the institution. Overall, the model explained for up to 27% of the variations in staff retention at Kabarak University. The study, therefore, recommends that; efforts should be made by the university management to obtain the feedback from the induction process so as to align their expectations with those of the employees; the employees views after the in-house training need to be considered as it will likely lead to higher productivity among the employees; the university should strive to make the new employees feel that they are indeed valuable members of the organization during the induction. Future studies on this area should be done on; the effect of employee in-house programs on their performance and the influence of the duration of induction on employee productivity.