Browsing by Author "Noah Gachanja"

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    COACHING AS A STRATEGIC TOOL FOR IMPROVING EMPLOYEE PERFORMANCE IN DEVOLVED GOVERNMENT SYSTEMS: A CASE OF MURANG’A COUNTY
    (management university of africa, 2025-11) Noah Gachanja; Dr. Angeline Wambugu
    This paper examined the role of coaching as a strategic tool for improving employee performance in devolved government systems, focusing on the County Government of Murang’a. Globally, coaching has emerged as a strategic human resource development approach that enhances employee self-awareness, skills, and goal attainment. However, in Kenya’s devolved governments, limited empirical evidence exists on how structured coaching influences performance outcomes. The research adopted a descriptive research design to assess the nature and impact of coaching practices on employee performance. The target population comprised 1,022 management-level county employees, from which a sample of 287 respondents was selected through stratified random sampling. Data were collected using structured questionnaires and analyzed using SPSS Version 20, employing both descriptive and inferential statistics. Reliability was confirmed through Cronbach’s alpha coefficients exceeding 0.7. Findings revealed that coaching had a strong positive and statistically significant relationship with employee performance (r = 0.753, p < 0.05) and accounted for 56.7% of performance variation (R² = 0.567). Coaching was found to enhance job satisfaction, skills development, teamwork, and goal achievement among county employees. The results supported Bandura’s (1986) Social Cognitive Theory, demonstrating that guided learning and feedback improve self-efficacy and organizational effectiveness. The study recommends institutionalizing coaching within county performance management frameworks, training supervisors as workplace coaches, and allocating resources for continuous coaching programs. Future research should employ longitudinal designs to explore the long-term impact of coaching on performance and examine its interaction with other learning mechanisms such as mentoring and peer learning.
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    ON-THE-JOB LEARNING AS A CATALYST FOR IMPROVED EMPLOYEE PERFORMANCE IN DEVOLVED GOVERNMENT SYSTEMS. A CASE OF THE COUNTY GOVERNMENT OF MURANG’A
    (management university of africa, 2025-11) Noah Gachanja; Dr. Angeline Wambugu
    This paper examined on-the-Job Learning as a Catalyst for Improved Employee Performance in Devolved Government Systems. A Case Study of County Government of Murang’a, Kenya. A descriptive research design was used, targeting 1,022 management level employees. A sample of 287 respondents was selected using stratified random sampling, and data were collected through structured questionnaires. Descriptive statistics and inferential analyses were conducted using SPSS (Version 25). The results indicated that on-the-job learning significantly enhanced employee performance, with an overall composite mean of 3.64. Employees reported that on-the-job learning improved proactive communication (M = 4.46, SD = 0.92), skill utilization (M = 4.37, SD = 0.95), and problem-solving ability (M = 4.26, SD = 1.00). Correlation analysis showed a positive relationship between on-the-job learning and performance (r = 0.543, p < 0.01), while regression results revealed that on-the-job learning explained 29% of the variance in employee performance. The study concludes that structured on-the-job learning fosters adaptability, innovation, and efficiency in devolved government systems. It recommends institutionalizing workplace learning through formal programs, reflection workshops, and feedback mechanisms to enhance public sector service delivery. Future research should adopt longitudinal and comparative designs to assess the sustainability of on-the-job learning outcomes across counties and sectors.