Assessing the extent to which staff training needs are analysed at Kenya Polytechnic University College, Nairobi
Training is concerned with adopting the individual in the job, in the shortest possible time, consistent with good quality. Systematic training can bring effective quality, reduction in wastage (scrap), a greater job-knowledge with a sense of purpose and achievement. Training should improve workers' competences, equip them for higher level work, increase the quality of output or performance and enhance morale. A training need can be defined as the gap between the requirements for skills and knowledge inherent in the job and those possessed by the current job holder. Kenya Polytechnic has recently been upgraded to a status of University College. Thus, need to assess the training needs of its personnel. To ensure that resources do not go to waste, there is need to conduct a thorough analysis of training needs. Staff training is the key to any productive workforce in any organization. The staff needs to be self-propelled in updating themselves and rekindling their work morale and sharpening of their working skills. Technology is forever changing and work methodologies as the world continually becomes a global Village. In this study, the extent of training needs analysis (TNA) conducted at Kenya Polytechnic University College which is undergoing transformation was established with the aim of finding out why TNA was carried out. To achieve this, the study employed descriptive survey design where 73 questionnaires for data collection were administered. A pilot study was conducted to enhance validity of the instrument. The data was coded and entered in a statistical package for analysis. Simple descriptive statistics, frequencies and percentages were used in the analysis. From this study, it was concluded that there was need to carry out TNA at KPUC in few of transforming it into University College because most of the staff had not attended any TNA before thus needed the training to enable them cope with the new rank of the college and its quality assurance demands. Training needs were identified and this included need to revise the content, method, timing and duration of the training. Few recommendations were implemented mostly due to institutional related problems, followed by work related and lastly economic related problems and that challenges encountered included lack of interest by the staff, lack of funds, repetitive training of some of the staff, lack of transparency during selection of the trainees, age differences among the staff, lack of time for most of the staff and lastly, lack of trained personnel.