Continuous learning and employee performance at Makerere University

Abstract

In this information era, many employees at university have embarked on continuous learning to equip themselves with more skills and knowledge. This prompted the researcher to conduct a study that sought to understand how continuous learning impacts the performance of non-teaching staff at Makerere University. The study sought to respond to questions such as What are the various forms of continuous learning adopted by non-teaching staff on their performance at workplace? What is the implication of the continuous learning initiatives undertaken by Makerere University to promote the performance of the non-teaching staff? What are the challenges impeding improvement in the performance of non-teaching staff at Makerere University irrespective of their embarking on continuous learning? What are the possible solutions for the challenges impeding performance of non-teaching staff? In order to answer these questions, through the social constructivism theory of continuous learning, the researcher adopted mixed methods research approach through a case study design to guide the study. Both administrative and support staff at Makerere University were engaged and a sample of 336 was selected using simple random sampling and purposive sampling. Data was collected using questionnaire and interview methods and analyzed using thematic analysis and descriptive statistics. Findings revealed that non-teaching staff at Makerere University undertake continuous learning initiatives for purposes of improving their performance at work through higher Degrees, professional and certified courses as well as very few by mentorship. Findings also revealed mixed reactions on the implications of continuous learning on performance at work as although undertaking higher degrees was strongly believed to be contributing to the improvement of staff performance, attaining certified courses presented moderate contribution while mentorship registered minimal contribution. Findings attribute the mixed reactions to structural, personal and group challenges impeding a more flexible, reliable and motivating working and learning environment. Therefore, implications and policy recommendations are therein present, analyzed and discussed.