Effect of Ageing Workforce on Performance of Academic Staff at Kenyatta University

Abstract

Purpose:To explore the effectof ageing workforce on performance of academic staff of Kenyatta University.Methodology:The study useddesktop literature review and focused on previously published journals that looked at ageing workforce performance of academic staffs in public universities. A total of 13 journals were found relating to ageing and performance of employees. The theories underpinning the study werehuman capital theory, stereotyping and prejudice theory and goal setting theory.Findings:The results from literature review found that various aspects of ageing workforce influence performance in different ways. It was found that agedacademic staff membersof Kenyatta Universitywere vital inimplementation of decisions and getting the right resources for the institutionto progress while younger employees were handy in decision execution and tasks which required extra energy. It was also revealed that knowledge and experience have significant and direct impact onacademic staffperformance. This created a particular concept that older staff are more suited and performbetter at roles which put themin positionsto guide and influence.Unique contribution to theory, practice and policy:To address the implications of the ageing workforce onacademic staffperformance at Kenyatta University, the universityshould aim at identifying and assessing the potential impact of the ageing workforce. Some of the applicable techniques are age profile and retirement data focusing on performance of academic staff. The critical focus should be putting considerable effort on retaining and recruiting younger workforce. The focus should also aim at managingretirement through phasedretirement guidelines. In modelling of these practices, the institution should take into consideration mature and aged staff who can serve in critical skill areas. Additionally, some of the aged teaching staffare indispensable and therefore the universityneedsto set strategies where these skills and expertise can be passed down to youngerteaching staff. This will increase focus on knowledge continuity where older teaching stafftake on mentoring roles in support of the younger staff.