The study sought to establish the impact of Training and Development on Employee productivity in public

Universities a case of Masinde Muliro University of Science and Technology. The target population was drawn

from non-teaching staff by use of simple sampling. A sample of 69 employees was selected through simple

sampling to participate in the study. The researcher used purposive random sampling and sampled every non-

academic staff in the payroll from grade I-X. The research targeted a total of 676 non-academic staff. Data was

collected by use of questionnaires. The study used both descriptive and inferential statistics during data analysis.

Descriptive statistics employed the use of frequencies and percentages and for inferential statistics Pearson

Correlation Coefficient of 90% confidence was used and findings presented in tables. Results showed that there

was a significant negative relationship between gender awareness, training policy where every staff is aware

with the value of r(69) = -0.301, p = 0.01 and also responses on training policy of which every staff is aware had

Training is the planned intervention that is designed to enhance the determinants of individual job performance

(Chiaburu & Teklab, 2005). Training is related to the skills an employee must acquire to improve the probability

employees may assist with reduction of anxiety or frustration, which most employees have experienced on more

than one occasion during their employment careers (Cheng & Ho, 2001). Training has a significant effect on

employee productivity. Firms can develop and enhance the quality of the current employees by providing

comprehensive training and development. Indeed, research indicates that investments in training employees in

problem-solving, teamwork and interpersonal relations result in beneficial firm level outcomes (Singh, 2012).

Therefore, training serves as a motivating force in improving the efficiency and productivity of the workers and

many organizations have seen it as a veritable tool to enhance their organizational productivity.

with the right qualification and experience in order to survive the surrounding competition (Singh, 2012). The

successful and prosperous future of an organization is dependent on its skilled, knowledgeable and well

experienced workforce. That is why training is a fundamental and effectual instrument in successful

accomplishment of the firm's goals and objectives. Training not only improves them resourcefully, but also gives

them a chance to learn their job virtually and perform it more competently hence increasing firm's productivity.

Training has been an important variable in increasing organizational productivity. Most researches including

(Colombo & Stanca, 2008), (Sepulveda 2005) and (Konings & Vanormelingen, 2009), showed that training is a

fundamental and effectual instrument in successful accomplishment of the firm's goals and objectives, resulting

in higher productivity. Most employees have some weaknesses in their workplace skills. A training program

allows you to strengthen those skills that each employee needs to improve. A development program brings all

because she has a stronger understanding of the industry and the responsibilities of her job (Mohanty,2012). This

confidence may push her to perform even better and think of new ideas that help her excel. Continuous training

also keeps your employees on the cutting edge of industry developments. Employees who are competent and on

top of changing industry standards help your company hold a position as a leader and strong competitor within

the industry (Singh, 2012). A structured training and development program ensures that employees have a

consistent experience and background knowledge. The consistency is particularly relevant for the company's

basic policies and procedures. All employees need to be aware of the expectations and procedures within the

company. This includes safety, discrimination and administrative tasks. Putting all employees through regular

training in these areas ensures that all staff members at least have exposure to the information.

Employees with access to training and development programs have the advantage over employees in other

organization (Colombo & Stanca, 2008). While, few individuals may have the requisite skills, knowledge,

abilities and competencies needed to fit into a specific job function, some others may require extensive training

to acquire the necessary skills to be able to fit in a specific job function and also make significant contribution

to the organization’s performance.

Training has been an important variable in increasing organizational productivity. Many researchers for instance

(Colombo & Stanca, 2008), showed that training is a fundamental and effectual instrument in successful

accomplishment of the firm's goals and objectives, resulting in higher productivity. Training and development

builds a team that is effective, efficient and well-motivated, thereby enhancing the confidence and self-esteem

organizational changes. Training and manpower development also creates chances for the promotion of

direct evidence about company training practices based on representative samples of diverse employing

organizations is almost non-existent. Furthermore, several authors have suggested that training is most extensive

only in establishments which operate in complex market environments (Rowden & Conine, 2005); (Sahinidis &

Bouris, 2008). In addition, (Rowden & Conine 2005) indicates that there is limited research on human resource

development in small and midsized businesses. (Cheng & Ho 2001) also discuss the importance of training and

its impact on productivity.

Moreover, several authors have also written about the importance of staff development. Both formal and

informal training opportunities are thought to provide a forum for the development of talent. When talent is

fostered and nurtured, competitive advantages in performance are untainted (Gerhard, 1996); (Bowling, 2007);

(Davenport, 2006); (Peters & Waterman, 1982). Furthermore, the organizational commitment or the relative

strength of an individual’s identification and involvement in a particular organization (Pool & Pool, 2007)

depends on effective training and development programs. According to these authors, organizations

accountability and subsequent responsibility, both of which effect improve proficiency (Adams, 1989).

In the world today, organizations are in a constant state of competition. The intensity of competition increases

annually and the need to continuously improve organizational productivity has never been greater (Makina I. &

Oundo J. N. (2020). Therefore, an effective and efficient use of training and development will translate into the

overall employee performance. Challenging goals, motivation, training and development.

Universities today have realized the importance the concept of training and development plays in achieving

organizational objectives. As resources increasingly become scarce, organizations seek ways to improve

employee productivity without incurring additional costs. reduction in friction between workers themselves and

between workers and management.

In Kenya, many managers and most organizations have realized that training and development factors are vital

To establish the impact of training and development on productivity at MMUST.

This study sought to answer the following question

What is the impact of training and development on productivity at MMUST?

The study was carried out on employee productivity at MMUST. Masinde Muliro University of Science and

Technology was established through an Act of Parliament on 30

University in Kenya (University Bill, 2012). The university is the successor of Western University College of

performance, with resources being viewed as the foundation of any business. It makes the case that various

resources available to an organization can give it a competitive edge. Organization’s resources are its assets,

knowledge, organizational capacities, and organizational processes (Mbithi 2016). According to Olsen et al.

(2014), the theory suggests that an organization's resources are its primary source of superior performance.

Additionally, the theory assumes that a firm will perform better when those resources are used effectively

(Makina et al 2020).

The theory assumes that an organization with special resources will outperform its competitors in the market.

According to Porter (1980) cited by Mbithi (2016), Porter contends that an organization's distinctive resources

contribute to its superior performance in the sector in which it works. This implies that an organization needs

resources that are extremely rare, different from its competitors, and difficult for rivals in the industry to imitate

Sanga and Fadhili (2024) conducted a research on the effect of training and development on employee

performance a case of TTCL Sambawanga in Tanzania. Data was collected through questionnaires and

interviews. Data was analyzed through SPSS. It was revealed that on job training has a positive impact on

performance of employees for instance; increased employee morale, employee confidence and reduced

employee turnover. However, the study never looked other factors that determine employee’s performance for

instance employee’s remunerations.

Sciences (SPSS version 20). The study used both descriptive and inferential statistics during data analysis.

Descriptive statistics employed the use of frequencies and percentages and for inferential statistics Pearson

Correlation Coefficient was used to determine the impact of training and development on employee productivity

in Kenyan Public Universities a case study of MMUST.

The research also sought to find out influence of training and staff development of employee productivity.

Respondents were asked questions on training and staff development. Table 4.1 show the responses received

from the respondents.

which every staff is aware of while 41 (59.4%) agreed. Respondents were asked if they had never been

beneficiaries of training programme, 14 (21.7%) disagreed and 48 (69.5%) agreed.

Findings show that, 31 (44.9%) respondents disagreed that training had greatly contributed to higher

productivity in the university, 29 (42.0%) agreed and on there being a fair system on training programme and

every staff is bound to, 31 (44.9%) of the respondents disagreed and 29 (42.0%) agreed.

Inferential statistics are used to generalize the results obtained from a sample population to see how

various attributes. Results were deemed significant at p <= 0.10.

As shown in Table 4.2, there was a significant negative relationship between gender and respondents awareness

that there is a training policy of which every staff is aware r(69) = -0.301, p = 0.01 and also responses on training

policy of which every staff is aware had a significant negative relationship with years in current grade, r(69) = -

0.207, p = 0.09. More than 50% of the respondents agreed that training and development affects employee

I have never been a beneficiary of training programme had significant relationship with age, r(69) = 0.442, p =

0.01 and current grade r(69) = 0.259, p = 0.03; but it had significant negative relationship with length of service,

r(69) = -0.292, p = 0.02 and years in the current grade with r(69) = -0.484, p = 0.01. Contribution of training to

productivity in the university had significant negative relationship with current grade r(69) = -0.255, p = 0.03

and highest level of education r(69) = -0.211, p = 0.08 while its only length of service that had significant

relationship with there being a fair system on training programme and every staff being bound to it r(69) = 0.425

and p = 0.01.

More than 50% of the respondents agreed that training and development affects employee productivity and the

resource based view theory. It makes the case that various resources available to an organization can give it a

organizational processes (Mbithi 2016) assumes that its resources must be extremely valuable, unreplicable and

unsubstitable by rivals.

The following conclusions were made on the basis of the research findings: Findings indicated by 69.5% of

employees have never been beneficiary of the training program in MMUST. Thus it is imperative that employees

need more on the job training so that they can utilize their potential and skills acquired.

The study recommended that organizations especially higher institutions of learning such as universities should

embrace different methods of training to equip employees with skills that will increase their productivity.

2. Bohnekamp, T., (2013). The Effect of the Resource Based View on Decisions in Supply Management

Theses Conference June 27

2013 Enschede, Netherlands.

3. Chiaburu D. S. & Teklab A. G. (2005). Individual and contextual influences on multiple dimensions

of training effectiveness. Journal of European Industrial Training, 20, 282-290.

4. Colombo E. & Stanca L. (2008). The Impact of Training on Productivity: Evidence fi-om a Large

Panel of Firms, Available at SSRN

5. Davenport T.H. (2006). Competing on Analytics. Harvard Business Review, 84(1), 98-107 CHHY, S.

(2019) The Impact of Training and Development on Employee Performance. A case Study of Selected

Private Secondary Scoolls in PENH Cambodia. Global Journal of Human Resources

Innovation in Social Science, International Journal of Research and Innovation in Social Science

(IJRISS), vol. 4(10), pages 152-155.

9. Konings J. & Vanormelingen S. (2009). The Impact of training on Productivity and Wages: Firm

Level Evidence, Discussion paper No. 244, Available at SSRN.

10. Mohanty M. (2012) Interscience Management Review (IMR) ISSN: 2231- 1513 Volume-2,

Issue-2.

11. Mugenda, M. & Mugenda, G. (2003). Research Methods: Quantitative and Qualitative Approaches.

12. Odhiambo, A. A, Gitari, J. and Mugaa, I. (2024). Relationship between Training and Employee

Performance in Selected Telecommunications Industry in Kenya. International Academic

Journal of Human Resource and Business Administration 4 (4) 423-444

13. Rowden R. W. & Conine C. T. (2005). The impact of workplace learning on job satisfaction in

small US commercial banks. Journal of Workplace Learning, 17, 216-230.