Performance Appraisal Implementation of Trainers in Technical, Vocational, Education, and Training Institutions in Kenya (TVET): Challenges and Recommendations
Keywords:
TVET, Performance Appraisal Systems, Performance Management, Talent Management PracticesAbstract
Performance appraisal of trainers in Technical Vocational Education and Training (TVET) in Kenya institutions faces challenges in achieving its functionality. This paper explores these challenges and makes propositions for their enhancement—the descriptive research used closed-ended questionnaires to survey 79 trainers. Simple random sampling was used to identify the study participants. Quantitative data was analyzed using descriptive statistics. The study found that there is a need for adequate training on setting targets and navigation to the Government Human Resource Integrated systems (GHRIS), enough time scheduled for performance appraisals, and availing ICT resources to support the performance appraisal process. In addition, rewards and sanctions systems on appraisal outcomes should be made clear and fair, and timely feedback on the appraisal results should be provided when implementing Trainers’ Performance Appraisal in TVET Institutions in Kenya. The study recommends establishing a broad agency training program that will take a general blueprint on performance appraisal to prepare the trainers for the course and provide measures that ensure trainers have adequate time to conduct their appraisals. It should also develop objective, easily understandable, and appropriate working and practicing motivation patterns to promote reinforcement and social correlation or social punishment among trainers. Further, it should establish standard feedback mechanisms that bind activities so that trainers receive coherent and timely recommendations for their professional growth. Enhancing the performance appraisal process and fostering trainers’ professional development in Kenya’s TVET institutions is imperative to address these challenges.