Effect of Training Evaluation Methods on Employee Performance in Public Service, Kenya

Fibian Masinde and Dr. Lydia Maket
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Fibian Masinde: School of Business and Economics, Moi University, Kenya
Dr. Lydia Maket: School of Business and Economics, Moi University, Kenya

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 5, 296-308

Abstract: The purpose of this study was to examine the effect of training evaluation on employee performance in Public Service at the Ministry of Transport and Infrastructure, Kenya. The specific objectives were; to determine the effect of diagnostic and formative training evaluation methods on employee performance. This study was grounded on Kirkpatrick’s Four Levels of Evaluation model, Organizational Elements model and Task-contextual model. The study adopted explanatory research design and used questionnaires to collect data. The target population of this study was all the Ministry of transport HR department staff working in top, middle and lower management levels (340) who deal directly with HR and personnel functions at the Ministry. To determine the sample size, the Krejcie and Morgan table (t table) was applied to give a sample size of 181 employees who were randomly selected to participate in the data gathering exercise and to provide the necessary information for the study. A pilot study was conducted to reduce obscurity of questionnaire items and enhance data integrity. The findings revealed 8.1% of the variability in employee performance was accounted for by the combined effects of longitudinal training evaluation, summative training evaluation, formative training evaluation, and diagnostic training evaluation, which is a small portion of the variance. Coefficients of determination showed that a one-unit increase in diagnostic training evaluation was associated with an estimated increase of 32.0% (β=0.320, p=0.001) units in employee performance; a one-unit increase in formative training evaluation was associated with an estimated increase of 33.4%, (β=0.334, p=0.007) units in employee performance. The study concluded that diagnostic evaluation and formative evaluation had significant positive effects on employee performance (p=0.001

Date: 2024
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