TALENT MANAGEMENT PRACTICES ANDEMPLOYEE PERFORMANCE

IN HIGHER INSITUTIONS OF LEARNING:

CASE STUDY OF UGANDA CHRISTIAN UNIVERSITY- MUKONO

A Research Dissertation Presented to the Faculty

of Business Administration and Management in Partial Fulfillment

of The Requirements for The Award of a Bachelor’s

of ScienceDegree inAccounting and Finance

of Uganda Martyrs University

NAMUDDU BRENDA

2019-B181-12268

OCTOBER, 2022
 DECLARATION

I NAMUNDDU BRENDA the undersigned, hereby declare that the work contained in this

research project is my own original work and has not previously been submitted to any

university/institute/college for any academic award.

SIGNED……………………………………
DATE……………………………….........

NAMUNDDU BRENDA

i
 APPROVAL

This is to certify that this work has been under my supervision and is now ready for

submission to the Faculty of Business Administration and Management of Uganda Martyrs

University, with my approval.

SIGNED ………………………………

DATE………………………............

(SUPERVISOR)

ii
 DEDICATION

This work is dedicated to my grandfather Mr. Ssengoba Mathias for the sacrifice he made for

me to complete this project. His tireless effort in my upbringing, support and blessings

during the time of writing this research project

iii
 ACKNOWLEDGEMENTS

It is with utmost gratitude that I would like to express my sincere appreciation to my

supervisor Mr. Cyprian Ssebagala for his outstanding and remarkable insights. His

contribution greatly played a vital role in the successful completion of this study. An

unimaginable token of appreciation goes to my family especially my grandfather, Mr.

Ssengoba Mathias who has continually guided and supported me financially throughout my

education, my late mother Miss Nalubega Rose, and my siblings for their unwavering

support.

Lastly, I send my gratitude towards my friends Kaija Francis, Kirabo Gerry, Nanyonga Olga,

Masika Fortunate, Akampa Nickson, Nakintu Kevin, Mbaazira Patrick, Nalubega Summie

and Muyanja Elias for sharing knowledge with me in reference with my research work.

Table Of Content

DECLARATION...................................................................................................................i

iv
 APPROVAL..........................................................................................................................ii
DEDICATION.....................................................................................................................iii
ACKNOWLEDGEMENTS................................................................................................iv
ABBREVIATIONS.............................................................................................................xi
ABSTRACT........................................................................................................................xii
CHAPTER ONE...................................................................................................................1
GENERAL INTRODUCTION...........................................................................................1
1.0Introduction.....................................................................................................................1
1.1 Background to the Study...............................................................................................2
1.1.1 Uganda Christian University......................................................................................4
1.2 Statement of the Problem..............................................................................................5
1.3 Objective of the study.....................................................................................................6
1.3.1 General Objective........................................................................................................6
1.3.1 Specific Objectives.......................................................................................................6
1.4 Research Questions........................................................................................................7
1.5 Scope of the Study..........................................................................................................7
1.5.1 Content Scope..............................................................................................................7
1.5.2 Geographical Scope.....................................................................................................7
1.5.3 Time Scope...................................................................................................................8
1.6 Significance of the Study................................................................................................8
1.7 Justification of the study................................................................................................9
1.8 Conceptual Framework...............................................................................................10
1.9 Definition of Key Terms...............................................................................................11
1.10 Conclusion...................................................................................................................16
CHAPTER TWO................................................................................................................18
LITERATURE REVIEW..................................................................................................18
2.0 Introduction..................................................................................................................18
2.1 Theoretical Review.......................................................................................................18
2.1.1 Resource Based View Theory (RBT).......................................................................18
2.2 Actual review (Objective by objective).............................................................................21

2.2.1 Talent Development and Employee Performance..................................................21

2.2.2 Talent Management Practices and Employee Performance.................................22
2.2.3 Talent Retention and Employee Performance........................................................23
2.3 Literature Gap..............................................................................................................27
2.4 Conclusion.....................................................................................................................28

v
 CHAPTERTHREE.............................................................................................................29
METHODOLOY................................................................................................................29
3.0 Introduction..................................................................................................................29
3.1 Research Design............................................................................................................29
3.2 Area of Study................................................................................................................29
3.3 Study Population..........................................................................................................30
3.4 Sampling Procedures....................................................................................................30
3.4.1 Sample Size.................................................................................................................30
3.4.2 Sampling Techniques................................................................................................31
3.5 Data Sources..................................................................................................................31
Primary Source...................................................................................................................32
Secondary Source...............................................................................................................32
3.6 Data Collection Methods and Instruments................................................................32
3.5.1 Interviews...................................................................................................................32
3.5.2 Questionnaires...........................................................................................................33
3.5.3 Documentary Review................................................................................................33
3.6 Quality Control Methods.............................................................................................33
3.6.1 Validity Instrument...................................................................................................34
3.6.2 Reliability Instrument...............................................................................................35
3.7 Measurement of Variables...........................................................................................35
3.8 Data Analysis................................................................................................................35
3.8.1 Qualitative Analysis...................................................................................................36
3.8.2 Quantitative Analysis................................................................................................36
3.9 Ethical Considerations.................................................................................................36
3.10 Limitations of the Study...................................................................................................36

3.11 Conclusion...................................................................................................................37
CHAPTER FOUR..............................................................................................................38
PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS..........................38
4.0 Introduction..................................................................................................................38
4.1.1 Demographic characteristics of respondents..........................................................38
4.1.2 Age of respondents....................................................................................................38
4.1.3 Level of education of respondents............................................................................39
4.1.4 Position of respondents.............................................................................................39
4.2 Talent Retention and Employee’s Performance of Higher Institutions of Learning
..............................................................................................................................................40

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 4.3 Talent Attraction and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................42
4.4 Talent Development and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................44
4.5 Employee’s Performance at UCU...............................................................................45
4.5 Correlation Analysis.....................................................................................................47
4.5.1 Relationship between talent retention and the performance of employee
performance........................................................................................................................47
employee performance.......................................................................................................47
Employee performance......................................................................................................47
4.5.2 Correlation between talent attraction on the employee performance..................48
4.5.3 Correlation between talent development on the employee performance.............48
4.6. Regression Result.........................................................................................................49

4.7. Conclusion....................................................................................................................51
CHAPTERFIVE.......................................................................................................................52

SUMMARY, CONCLUSIONSAND RECOMMENDATIONS.............................................52

5.0 Introduction..................................................................................................................52
5.1 Summary of findings....................................................................................................52
5.1.1 Talent Retention and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................52
5.1.2 Talent Attraction and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................53
5.1.3 Talent Development and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................54
5.1.4 Employee’s Performance at UCU............................................................................54
5.2 Conclusions...................................................................................................................55
5.2.1 Talent Retention and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................55
5.1.2 Talent Attraction and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................55
5.1.3 Talent Development and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................56
5.3 Recommendations.........................................................................................................56
5.3.1 Talent Retention and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................57

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 5.3.2 Talent Attraction and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................57
5.3.3 Talent Development and Employee’s Performance of Higher Institutions of
Learning..............................................................................................................................57
REFERENCES...................................................................................................................59
APPENDICES.....................................................................................................................61
Appendix 1: Research questionnaire................................................................................61
INTERVIEW GUIDE..............................................................................................................65

LIST OF TABLES

Table 4.1 Gender of respondents

Table 4.2: Age of respondents

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Table 4.3: Level of education of respondents
Table 4.4: Position of respondents
Table 4.5: Response on Talent Retention and Employee’s Performance of Higher
Institutions of Learning
Table 4.6: Talent Attraction and Employee’s Performance of Higher Institutions of
Learning.
Table 4.7: Talent Development and Employee’s Performance of Higher Institutions of
Learning
Table 4. 8: Employee’s Performance at UCU.
Table 4.9: Correlation analysis between talent retention and the performance of
employee performance
Table 10: Correlation analysis between talent attraction on the employee
performance
Table 11: Correlation analysis between talent development on the employee
performance
Table 4.12: Relationship between talent retention and the employee performance
Table 4.13: Regression coefficients for talent attraction and employee performance
Table 4.14: Regression coefficients for talent development and Employee
performance.

ix
 LIST OF FIGURES

Figure 1.1 Conceptual Framework

x
 ABBREVIATIONS

ANOVA Analysis of Variance

CEO Chief Executive Officer

CVI Content Validity Index

HiPos High Potential Employees

HR Human Resource

SPSS Statistical Package for Social Scientists

TM Talent Management

V.C Vice-Chancellor

xi
 ABSTRACT

The study determined the effect of talent management practices on employee performance of

higher institution of learning in Uganda, a case of Uganda Christian University-Mukono.

This study adopted a descriptive survey design. Both purposive and convenience sampling

procedures were used for selecting the participants in this study. The present study was

conducted using a mixed method approach (defined under “research design”), analysis was

done using Statistical Package for Social Sciences (SPSS).

Findings from this study reveal that there is positive relationship between Talent Retention

and Employee’s Performance of Higher Institutions of Learning with a correlation coefficient

of r= 0.85, Also there is a positive and a moderate relationship between talent development

and employee’s performance of higher institutions of learning with a correlation coefficient

of r= 0.89. Results further reveal that talent attraction and employee’s performance of higher

institutions of learning have a positive relationship with a correlation coefficient of r= 0.75.

Finally, the output show that there is no significant relationship between standard costing and

organizational decision making. The study concludes the study concludes that talent

management practices positively affect employee performance of Higher Institutions, the

study hereby recommend that; that there is more need for Higher institution of learning to

improve the performance of their employees through talent management practices as

described by the respondents on the employee performance of higher institution of learning.

However, the talent management practices may not be the only contributing factor to

employee performance.

xii
 CHAPTER ONE

GENERAL INTRODUCTION

1.0Introduction

This study intends to examine the effect of talent management on employee’s performance of

higher institutions of learning in Uganda. Employee’s performance basically involves the

growth and sustainability of business in terms of creativity and innovation, quality of output

and timeliness.

Talent management is the act of putting in mind the number of employees that the

organization wishes to have while putting in place plans on how to get them, (Vance (2006)).

Talent management involves the aspect of managing all the entire work life of an employee

through identification of the main need so that one can be able to manage the present and the

future demand of the employees by ensuring equal accomplishment of both the employee the

organizational plan (Mendes & Stander, 2011)

The linkage between human resource and employee effectiveness was first developed in the

US in the early 1970s (Schein, 1977) when organizations were scrambling to enhance internal

strategic operations through human resource as a way of enhancing employee performance

and competitiveness. It wasn’t until 1997 when McKinsey study of war for talent, that the

term “Talent Management” began being used (McKinsey, 1997; Hartmann et al., 2010). Soon

after, trends for talent management, stated being expressed in the literature across various

countries like the USA, the UK, Australia, Japan, China, India, and across Asia (Coulson-

Thomas, 2012; Chugh and Bhatnagar, 2011; Lewis and Heckman, 2011; Egerová, 2013).

This chapter explains the background of the study, problem statement, general and specific

objectives of the study, research questions, study scope, significance and justification of the

study, conceptual framework as well as definition of key concepts.

1
1.1 Background to the Study

Talent management is an important concept in the era of globalization. Organizations find

themselves grappling on mechanisms on how to enhance employee performance. Resourcing

talent is therefore considered as one of the options organizations can beat off competition and

enhance performance. According to Schuler, Jackson, and Tarique, (2011) organizations

worldwide are increasingly facing major decisions and challenges in recruiting, developing

and retain talent. Thus, talent management has become a paramount component of human

resource department for organizations seeking to develop, enhance or maintain competitive

advantage over other players in the field. As such, talent management has increasingly

become of strategic importance to organizations, since the demand for talented employees

has continued to increase. (Egerová, 2013).

Competition for unique talents has become a challenge and threat to many organizations

globally; a development which is said to be an outcome of changing work environment (Stahl

et al., 2007). This kind of challenge has resulted to organizations losing some of their best

talents to the competitors forcing the organizations to take the option of either training or

attracting new employees (Brewster et al., 2007). Due to these challenges human resource

practitioners are now more concerned on talent management through different talent

management practices (Vaimanet al., 2012). To increase organizational competitive edge

there is need to ensure that employees’ knowledge and talent is preserved (Bryan, 2004). The

only option left for employee’s efforts to be realized in the organization is for the

organization to ensure that it links the employee’s talents with the organization’s goals and

priorities (Beheshtifar&Nekoie-moghadam, 2011). Talent management facilitates the

improvement of the employees’ performance positively towards the achievement of both the

employee and organizational objectives (Amankwah-Amoah& Debra,2011). The study

further revealed that, talent management involves ensuring that mechanisms are in place to

2
ensure that there is effective attraction, retention and development of unique qualified

employees and, capital and fixed assets were termed as the key resources that lead to

organizational competitiveness but the key resource that gives the organization an edge over

its competitors in terms of the employee performance globally is human capital and how each

specific organization ensures that their employees are well managed to facilitate improved

employee performance (Gardner, 2002).

Globally, management of talent has been a challenge for many organizations facing human

capital pressure as a result of globalization (Garner, 2002). The scarcity of talent is universal

as organizations around the world are competing for the same pool of talents. Thus, talent

recruitment, development, is perceived to offer organizations competitive edge, thus, forcing

organizations to best global practices in talent (Stahl et al., 2007). Globally, organizations

that are successful tend to develop local strategies for talent management while at the same

time, provide mechanisms for attracting global transfer of talent and best practices (Schuler,

Jackson, &Tarique, 2011).

In Africa, the concept of talent management picked up between 2004 and 2006. According to

a report by Price Water House Coopers (2012), 75% of CEOs surveyed in PwC report

indicated that they lacked adequate talent to accomplish employee goals. The study also

established that 85% of CEOs indicated that they planned to focus their strategies on talent

management. The case for talent management in Africa is dire since Africa has lost critical

talent to countries like USA, UK, France and Australia (Pfeffer & Sutton, 2011). The African

Association of for Public Administration and Management (AAPAM) (2008) study found

Africa countries have not been able to recruit and retain talent due to various factors

including: lack of adequate compensation, poor working environments, uncompetitive

environments, and lack of growth opportunities. The study also revealed that Egypt has a

3
greater need for talent in the areas of telecommunication engineers, financial planners,

information technologists and investment bankers among others.

In Uganda, there has been a challenge of employees exhibiting low engagement at work

(Angandaru, 2016). Accordingly, since the 1970’s and 1980’s when Uganda experienced

turbulence because of bad regimes, there has been a decline in engagement of employees a

problem that remains up today (Musoke, 2016). Employees shows lack of motivation to

carry out their duties such as effective teaching, providing management to students and

ensuring discipline and regularity (Mugizi, 2019).

In Uganda, the talent management domain is not given much emphasis within the public

sector and this has lowered the level of employees’ retention by 30% in over 60% of state

corporations. Njoroge (2012) as organizations continue to pursue high performance and

improved results through talent management, they are taking a holistic approach to talent

management.

1.1.1 Uganda Christian University

UCU is the first private University in Uganda to be awarded a charter by the Government of

Uganda and It is licensed by the Uganda National Council for Higher Education.

Uganda Christian University (UCU) is an authentic Christian institution established by the

Church of Uganda in 1997 in response to a call for quality university education with a

Christian perspective. Uganda Christian University replaced the historic Bishop Tucker

Theological College which trained clergy and educators during its 84-year history from

1913-1997. The local chief, Hamu Mukasa, granted land for the college to operate in

Mukono.

By the late 1990s, the Church of Uganda sought to have a broader impact on society through

university education – not only educating clergy but other professionals as well. In 2004,

4
UCU became the first private university to be chartered or accredited by the government of

Uganda, located in Mukono, located in the town of Mukono, approximately 25 kilometers

(16 mi), by road, east of Uganda's capital city, Kampala, on the Kampala-Jinja Highway.

UCU consists of 6 faculties, two institute, six campuses, 8 departments, and three schools. As

of March 2022, total student Enrollment is 15,000 of these, about 8,000 students were

residential, while nearly 6,000 students were enrolled in Ucu’s distance learning programs.

The number of staff members was over 1,000 according to Annual report (Human resource)

2021. According to (Siyasa, 2022) during the event to award the longest staff of UCU, the

Vice- chancellor, Prof. Aaron Mushengyezi, used the event to announce the enhancement of

staff benefits and contracts starting this year, this was after the university had suspended long

term staff contracts in 2020 when the coronavirus hit the country.

1.2 Statement of the Problem

According to the UCU Human Resource Report (2021), it notes that the key factor that

determines the success of any organization is its people. Good systems and processes can

only be as good as the good people who manage them. The University committed to develop

the capacity of staff and systems to deliver its promise to members. A new e-learning system

has been introduced to plug the training gaps and indeed over 60% of staff are completing at

least 2 developmental courses on the platform UCU Annual report (2022) The University has

also implemented an internal succession planning strategy by encouraging mentoring and

supervisor - supervisee contact. This has improved staff engagement greatly. More staff is

being promoted internally - a sign of a working internal succession planning strategy.

The University has created necessary environment to attain growth in knowledge and skills.

Emphasis is placed on employees having personal development plans that broaden their

knowledge span. During the year 2019-2022 UCU recruited over 50 new staff members, of

5
which 1 was a vice chancellor, 4 heads of department, 45 were both Senior and junior staff

(Annual report 2021-2022), It is with this in mind that the learning and development policy

has been designed in order to allow staff to get the necessary skills without disrupting their

productivity.

In light of above UCU to a greater extent succeeded in attracting skilled staff although there

is a great challenge to manage employee retention strategy so as to align itself with the

growing global trends and to attain its maximum potential so as to satisfy its stakeholders.

UCU records indicate that 20 senior staff members left for other institutions in 2021 (UCU

Annual Report 2021). The average staff turnover is at 4 years. i.e., the average UCU staff

stays under our employment for 3-4 years. This is worrying therefore for UCU which since

2012 put up commitment to building up a pool of highly competent and professional

individuals which have become some of the concerns that the research wanted to address by

undertaking a study to determine the effect of talent management on employee’s

performance.

1.3 Objective of the study

The objectives of the study were both general and specific.

1.3.1 General Objective

The general objective of the study was to determine the effect of talent management practices

on employee performance of higher institution of learning in Uganda.

1.3.1 Specific Objectives

I. To examine the effect of talent retention on employee performance of higher

institution of learning in Uganda.

II. To assess the effect of talent attraction on employee performance of higher institution

of learning in Uganda.

6
III. To determine the effect of talent development on employee performance of higher

institution of learning in Uganda.

1.4 Research Questions

I. What are the effects of talent retention on employee performance of higher institution

of learning in Uganda?

II. What are the effects oftalent attraction on employee performance of higher institution

of learning in Uganda?

III. What are the effects of talent development on employee performance of higher

institution of learning in Uganda?

1.5 Scope of the Study

Under study scope, the geographical scope, content scope and time scope for the study were

covered.

1.5.1 Content Scope

The study focused on establishing the effect of talent management on the employee’s

performance of Uganda Christian University. In the study, talent management was the

independent variable in this study and was examined through the existence of talent

retention, talent attraction and talent development. Employee performance was the dependent

variable that was measured through creativity and innovation, quality and timeliness.

1.5.2 Geographical Scope

The study was carried out at Uganda Christian University Mukono located in the town of

Mukono, approximately 25 kilometers (16 mi), by road, east of Uganda's capital city,

Kampala, on the Kampala-Jinja Highway and since most of higher institutes of learning face

similar problems. The study was restricted to the staff at the university which is located in

the central region of the country because similar research has been carried at the same

university before.

7
1.5.3 Time Scope

The study considered the time period of 2022. The study covered the period from 2017 to

2022 during which the university continued to recruit new employees. (Annual Report, 2021)

despite management’s efforts to reduce, control and eliminate risks of losing skilled

employees

This period was used because it has enough data and information relevant to the topic under

investigation and within my required academic period to have submitted the research

1.6 Significance of the Study

The study would be valuable to a number of stakeholders including management of UCU,

policy makers, students and staff of UCU and researchers and academicians.

Management of Uganda Christian University.

The department of human resource at UCU can utilize the findings of this study relevant in

that it can inform them of the various talent management practices and how they influence

employee performance. This helps them in planning their human capital needs and skills to

ensure timely delivery on organization objectives.

Policy Makers

The findings of this study are valuable to the private sector of Uganda and other Government

Ministries in formulation of policies and regulations. For instance, the Ministry of labor and

its affiliate departments would use the findings of this study in formulation of labor laws to

ensure smooth operations in the sectors especially in higher institutions of learning.

Students and Staff of UCU

8
Students and staff of Uganda Christian University could find this study relevant in building

confidence in the developments put up by the university management, as they would

understand how well the management takes care of its talents to ensure quality structures.

This could help them appreciate the salary of staff and services offered by the university.

Researchers and Academicians

Future researchers and academicians adopts the findings of this study relevant in that it acted

as an empirical source of their future studies on talent management and employee

performance besides suggesting areas for further research. Scholars can also benefit in terms

of the contribution to the general body of knowledge in the broad area of performance. This

would not only enhance the understanding of the effect of talent management practices

influencing performance of employees in organization but also to enable the development of

further areas of research interest.

1.7 Justification of the study.

The study examined three talent management practices and determined how they assist

Uganda Christian University to fulfill the roles of implementing education policies, meeting

the needs and interests of the targeted beneficiaries and utilizing public resources efficiently

and effectively for public benefit. UCU has experienced manpower shortage for a long period

(Human Resource report, 2021). The shortage of manpower was associated partly to

governing council’s failure to fill the staffing gaps in the established structure, and partly the

pandemic of covid, this made had for the university to recruit workers and failure by the

university management to attract and retain professional people. This staffing gap has not

only affected the UCU in terms of budget implementation but also service delivery (Quality

Assurance Report, 2022). The study therefore recommended possible talent management

9
practices to manage employees so as to help the UCU fulfill her institutional mandate of

equipping students with knowledge for productive and holistic lives.

The research is further in the partial fulfillment of the requirements by Uganda Martyrs

University for the award of Bachelors’ degree in Accounting and Finance.

1.8 Conceptual Framework.

The framework shows the different determinants of financial performance. The model shown

below examined the relationship between talent management and employee’s performance.

Talent management practices play a big role in determining employee’s performance.

10
Figure 1.1 Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT

VARIABLE Employee’s Performance

Talent Management

 Talent Retention  Creativity and innovation

 Talent Attraction  Quality of output

 Talent Development
 Timeliness

SOURCE: Adopted from Jobber 2010 and modified by the researcher.

The figure above explained the association between the independent and the dependent

variables including the expected outcome. Talent management as an independent variable

which has a causal outcome on the dependent variable (employee’s performance). The Talent

management comprise of talent retention, talent attraction and talent development whereas

employee’s performance is measured by creativity and innovation, quality of output, and

timeliness. Therefore, the study attempted to establish how the identified talent management,

affect employee’s performance in the midst of external factors.

1.9 Definition of Key Terms.

Talent management

Talent management refers to the anticipation of required human capital for an organization

and the planning to meet those needs. Talent management aims at developing employees and

preparing them for future senior positions (CIPD, 2010). The study further revealed that,

designing Talent Development Talent acquisition, Talent Retention, Learning Work Life

Balance, Flexible Time, Telecommuting, Compressed work week Career Development,

11
Performance appraisal, Succession planning, Career counseling Employee Performance,

Employee Satisfaction, Employee Commitment, Skill Competence

Talent retention.

Retention is a process in which the employees are encouraged to remain with the

organization for the maximum period of time or until the completion of the project.

Employee retention is beneficial for the organization as well as employees. Mulcany, (2010)

describes retention with regards to turnover as being involuntary or voluntary. Retention

activities are the combination of all activities that seek to improve the employees’

organizational commitment through offering a platform with several opportunities where

they can improve on their skills and share knowledge (Bailey &Bogdanowicz, 2002).

Low performances are attributed with high levels of employee turnover as it leads to

ineffectiveness in the management of organizations. The management should put in place

effective strategy for improvement of staff retention.

Talent Attraction

Talent attraction is a term used in the Human resources and talent Acquisitions field to

describe luring the most desirable of passive candidate to a specific employer and

incentivizing them to apply for work with implied and envisioned benefits. (Bother, 2011)

Talent Attracting includes policies and practices that recruit and select talented individuals. In

the context of this study, this definition was used to imply to the ability of companies listed in

the NSE to attract the right talent. The components of talent attraction are recruitment and

selection, employer branding, employee value proposition and employer of choice.

Recruitment and selection require that organizations use various methods or techniques of

selecting the right talent that reflects the culture and value of that particular organization. The

recruitment of members of talent pool is the first task of talent management strategy. The

12
talent pools are a group of employees with special traits and are source of future senior

executives.

The study which intended to develop an employer brand model that would enhance talent

attraction and retention, the research paradigm adopted in the study was non empirical and a

model building approach. A total of 129 manuscripts were reviewed by means of key words

to identify data of relevance. Research findings indicated that employers who first established

target group needs were able to attract talented employees. Further findings indicated that

communication of employer brand message was also an important determinant of whether the

right job seekers would be attracted to the organization. In survey of 100 businesses involved

engineering, finance, government, IT, manufacturing and telecommunication sector, findings

indicated that the major components of talent attraction included salary packages, benefits,

company culture, recruitment styles, staff turnover, work-life balance, and social networking.

Talent development

Drucker (2002) asserts that Employee development concerns both the organization’s HR

function and the employee. This is a continuous process that an employee engages in as he

pursues his personal goals. The personal goals are in line with the organizational goals

leading the employee to improve his skills, raise his competence and become a knowledge

base for the organization. Such development will up lift the performance of the employee and

raise productivity and profitability of the organization.

Talent development is essential to employee retention even though employees are hired with

the necessary skills. It is important that once they are recruited, they are further trained to

carry out their specialized tasks. It is in this regard that staff development serves to sharpen

skills that are necessary for a given job (Rothwell, 2008).

13
Another way of broadening on the employee’s knowledge is through job rotation. Job

rotation is the process of assigning different jobs to an employee in order for them to broaden

their knowledge. This provides employees with exposure to different assignments and helps

them have a wider understanding from which they can build their careers (Drucker, 2002).

Before any training can be under taken in the organization, there should be a skills audit that

determines what areas of training the team needs. The training should benefit the employee

as well as the organization. An employee can be exposed to training as a means of

developing himself (Kasekende, 2002).

Drucker (1994) defines empowerment as the passing of decision making, authority and

responsibility from managers to group members. Different types of participative

management, shared decision making and delegation can be regarded as empowerment. It

involves the trusting of an employee to take responsibility and risk associated with making

decisions by them. Fayol (1940) noted that when an organization cultivates an environment

for empowerment, communication and delegation, then it is sure proof that managers trust

team members. Managers must communicate job descriptions and assignments clearly to

their teams and later provide feedback inform of performance appraisal. They should also

guide teams on how assignments must be done and give rewards where it is due and

discipline where it is applicable.

Employee’s performance.

Armstrong, (1998) defines performance management as process through which the

performance of employees is raised through improvement of individual and team

performance. Tansleyet al. (2007) demonstrates the association between talent management

and performance management by demonstrating high potential for instance through rating

14
potential and performance is a way of increasing employee motivation and involvement

through provisions of recognitions of positive feedback (Armstrong 2006)

Performance management seeks to ensure that the performance of employees is consistent

with strategic objectives of an organization. According to Baron and Armstrong (1998)

strategic management of performance pay close attention on enhancing a company’s

efficiency and effectiveness via employee performance improvement and development of

individual and team capabilities (Bersin, 2011) studied trends and predications on

performance management, his research in 2011 noted that companies that regularly revisit

their goals out performance those with annual cascading- goal programs by a big margin.

Measures of Employee Performance.

From organizational context, performance is described as the degree to which the

employees contribute towards the attainment of organizational goals. Employees’

performance include: quality of output, attendance, creativity and innovation, quantity

ofoutput accuracy and timeliness in service delivery (Güngör, 2011). The quantity of work

that is completed is important because of the realization of its positive link with profits,

increased market share and customer satisfaction. Quantity of work is the quantity output

that employees in an organization produce and the one which ensures that the organizations’

customers are fully satisfied with their products as well as services (Hackman & Lawler,

2011), Nature of work can frequently be critical. Estimation of value is regularly emotional,

contingent upon an employee’s particular obligations. One approach to catch work

quality is to ask every employer's immediate boss to score his or her work on a

predictable scale. Different strategies incorporate catching the level of work yield that

must be revamped, blunder rates, or consumer loyalty levels (Nadler& Lawler, 2013).

The estimations of collaboration in accomplishment of employment proficiency and

15
amplification in hierarchical profitability are verifiable while, these qualities would not

be accomplished except if teamwork is viably honed inside an organization.

Employee creativity and innovative participation in decision making considering the

ultimate objective of maintaining effective employee performance, there is a need to offer

training in drawing the workforce to be innovative and creative. Employee creativity and

innovative participation in decision making helps in the, profitability or survival of the

organization in the present forceful business environment. Employee creativity and

innovative participation in decision making is the key part in viable wealth creation. The

objectives of employee creativity and innovative enhance workers capabilities to improve

performance (Oldham & Cummings, 2016).

1.10 Conclusion

Chapter one provided background to the study and defined the Talent management practices.

It helped to define the objectives of the study, defined the research questions, the scope,

significance and justification of the study were provided and these act as a basis for the next

chapter that’s literature review which included research variables/concepts Theoretical

Framework. The next chapter presented literature review and other theoretical review from

other scholars.

16
17
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter provided a clear review of related literature extracted from various scholars,

individual opinions and report findings. The chapter explored the concept of Talent

management and related information on the effect of Talent Management on employees’

Performance. The chapter also presented the theoretical perspective of Talent Management

and the actual review of the research gap.

2.1 Theoretical Review

This study was guided by the Resource based theory.

2.1.1 Resource Based View Theory(RBT)

RBT hypothesized that organizations do well whenever they amass assets that are

profitable, sturdy, uncommon, hard to emulate and better than competitor’s assets and

effectively package them into one-of-a-kind capacities which they can use to produce

upper hand and predominant execution. The fundamental precepts of the resource-based

theory are that organization have distinctive asserts and these distinctions prompt disparities

in performance. (Barney, 1995). The resource-based theory is anchored on the assumption

that firms ‘exhibit different resources which results in performance variations(Barney, 1995).

The RBT model defines resources as the chief determinants of the organization’s

performance.

The RBV theory suggests that the most important determinant of a firm’s performance is the

resources that the firm possesses which are more of a competitive advantage to the firm

(Wernerfelt, 2007). According to Ling and Jaw (2011), the firms’ resources can be

18
categorized in several ways from all the assets, the processes and even the knowledge that is

posed by the firm that facilitates effective and efficient performance.

The RBV theory of the firm provided that the firm gets added value through identification of

its unique resources then putting strategies in place to ensure that those resources are well

developed in a rare and inimitable way such that they cannot be substituted by the

competitors (Wright et al., 2009). Talent development involves the attraction of the most

valuable unique talent and ensuring that the talented employee has been given an added value

in achievement of both the current and future expectations of the organization. The RBV

theory further explains how a firm can be able to perform better when it combines its unique

resources to drive all the areas of the organization which results to a sustainable competitive

advantage through the adoption of strategies which cannot be copied by their competitor

(Bethke-Langenegger et al.,2011).

The RBV theory further explains that organizations competitive advantage can only be

maintained through possession of unique resources which can also provide superior

performance at the same time and which can only be arrived at though talent management of

the individual employees (Wright et al., 2009). The RBV theory emphasizes that

organizations should add more value to their resources in a manner that is unique and not

easy for competitors to copy (Ling & Jaw, 2011).

It is observed that organizations can develop their human resources by instilling

competences in them that are organizational specific and also enhance complex social

relationships (Wright et al., 2009). It is in this view that Ling and Jaw (2011) observe that

when employees are developed, they become more committed hence becoming unique assets

to the organization by enabling the organization to have an edge over the competitor. The

strength of RBV theory is that it puts stress on exploring how employees as resources are

19
generated, and how their unique talents are maintained and developed for competitive

advantage hence being a relevant theory for this current study (Bethke-Langenegger al.,

2011).

RBV theory therefore advocates for the management the employees’ talents which results to

getting the resources that qualify to be sources of competitive advantage which must be rare,

strategic, inimitable, non-substitutable, appropriate and immobile which can only be

achieved by developing the employees’ talent (Snell, 2007). State corporations and

government agencies should advocate for management of their unique talents

(Carthigh,2009), through a wider understanding on resource base theory and its significance

so as to be at par with the private institutions who invest heavily on managing their

workforce which is a relevant theory to this study. Several criticisms have however been

advanced against RBT including the assertion that RBT does not constitute a true theory.

Their preposition basically reflects two issues the first being that RBT is that the basic

assertions of RBT are true by definition but lack empirical evidence. This means that without

valuable resources and definitional dependence the argument that unique firms possess

competitive advantage does not make sense.

The other criticism is that RBT’s prescriptive ability is limited. The aspects of RBT that limit

its applicability such as characteristics of resources, the context within which the theory

applies is not specified and that the theory is not dynamic but static. Despite the criticisms,

RBT had a fundamental role on strategic management research especially in demonstrating

the internal aspects that result in competitive advantage.

RBV theory lacks a lot of managerial implication (Wright, McMahan &Mc Williams, 2009).

The research further shows that RBV theory tells the managers to develop unique resources

and assumes that the managers have the capability of exactly development of such resources

20
which is an elution of the powers that the managers have and further over estimating the

managers capability to control human resources or even predict the future.

2.2 Actual review (Objective by objective).

2.2.1 Talent Development and Employee Performance

Talent development allows for attainment of employee performance (Nana, 2013). Similarly,

Njeru (2008) notes that talent development and employee performance enable the

organization to attain its goals and objectives by creating a relationship between employee

performance goals and the strategic goals of the organization leading to clarity of the

employees’ performance expectations hence development of a performance culture in the

organization.

Njoroge (2012) posits that the firm’s ability to survive the turbulent environment is vested

not only in acquiring the talented employees but rather in retaining them in the organization.

Kehinde (2012) established that due to lack of implementation policies which have a positive

effect on acquiring, developing and retaining talents, organizations are continuously

encountering a lot of deficiency in terms of talented employees which they should have

rather embraced as a competitive advantage. Nyanjom (2013) posited that it is more

important for an organization to emphasize on talent development strategies than even

concentrate on hiring people with diverse knowledge. Nana (2013) concurs by deducing that

increased productivity can be increased by organizations through minimization of the

turnover rate which can be attributed by putting in place development strategies. The study

further revealed that creating a contusive environment which is capable of engaging

employees for long is the primary goal for many successful organizations

According to Noe (2008), creating a culture of continuous learning with staff enabled to take

responsibility for their own development and ensuring training is clearly linked to quality

21
service delivery and emerging customer needs are key. They assert that continuous learning

refers to a system that requires employees to understand the entire work process and expects

them to acquire new skills, apply them on the job and share what they have learned with

other employees. To improve performance at the organizational level it is essential to create a

culture and situation of continuous learning of employees and of the organization (Van der

Sluis, 2007). Employees can and must become strategic assets but it does not just happen

‟they have to know the firm’s strategic goals and how their own performance fits in with

them (Crain, 2009). This can be achieved by implementing staff development provision,

appraisal, competence/behavioral frameworks, coaching and other support to enhance staff

performance, equip staff to fulfill current responsibilities and enable them to adapt to future

change.

2.2.2 Talent Management Practices and Employee Performance

Several researchers have examined the link amid employee’s performance and talent

management, and their findings seem to differ. Garg & Rani, (2014) carried out a study on

management of talent and the possibility of developing anxiety between employee

development and capability development emerging due strategies of managing talent. The

attention was on capability troubles with adoption of structures of talent management that

come as a result of rapid promotion, shortage of help inside the firm, feelings of inequity by

those not regarded as proficient body of workers, as well as poor improvement effectiveness.

The researcher also held in-depth discussion outlining the possible solutions for retaining top

talents that included work life stability, career development, good pay, and succession

planning.

Lewis & Heckman, (2006) undertook a critical review on talent management. They

recognized three different lines of reasoning concerning management of talent. To begin

with, the most predominant are those who hold the view that management of talent is a

22
perfect substitute of management of human resource. A second angle focused on

improvement of ability pool center around anticipating worker/staffing necessities and

adapting to the advancement of faculty through positions. Kumara & Bahuguna (2012)

studied how employee behavior are influenced through talent management with a focus on

India’s gas and oil companies, Dehradun Universal of Petroleum and Energy Studies. They

clarified that interest for oil and gas is continually expanding and again, there are work

compel related issues. This investigation sought to determine the effect of managing talent on

worker imagination, inspiration, and profession and competency improvement. They utilized

‘Multiple regressions’ technique for information examination. The after effects of the

examination delineated that talent management is specifically and emphatically connected

with worker commitment

2.2.3 Talent Retention and Employee Performance

Mokaya (2014), explains that when an organization cannot retain its employees, such action

leads to high costs associated with employee turnover including additional burden on the

remaining staff, recruitment and training costs. As a result, it is important that firms adopt

Human Resource management (HRM) strategies that make the best use of employees and

retain talent. Retention of employees is very important because if the talented employees of

the organization leave the organization in large numbers it directly affects the cumulative

performance of the employees as well as the profitability of the organization. Employee

turnover is important to individuals, organizations and society (Ngo, Lau & Foley, 2008).

From the organizational perspective, employee turnover may lead to disruption of service to

clients. The extra time and money spent on recruitment and training of the replacement and

the added stress of more work for the remaining staff during the interim are a few of the

consequences suffered by the organization when turnover occurs.

23
Talent Management practices on employee retention is an important subject that deserves

attention especially in many organizations. Talent Management does not only facilitate an

orderly turnover of the executives, but also fosters the internal evaluation of human resource

needs, reduces work force attrition, and enables the development of good performers to take

future leadership positions (Johnson, 2005).

The rewards and recognition system serves as an important component to building and

retaining talent in an organization. The performance appraisal system starts with individual

managers setting performance goals and objectives that are in congruence with the

organizational strategy, goals and objectives (Berger & Berger, 2003). Kirkland (2007) states

that the manner in which rewards are administered can promote the talent management drive

or discourage it and add that managers today have great apprehension concerning attracting,

recruiting and selecting new employees as well as retaining present ones. Coetzee and Schaap

(2005) underscores the significance of linking rewards, which he terms as outcomes to good

performance and explains that this giving of compensation to deserving employees will

encourage the employee to work harder and therefore affect their behavior by motivating

them. A good compensation package is important in retaining employees, offering an

attractive, competitive benefit package with components such as life insurance, disability

insurance and flexible hours, hence motivating employees to commit themselves to an

organisation (Kirkland, 2007).

Employee Engagement Drucker (2002) argues that employee engagement in strategic human

resource is one powerful measure which helps to connect employee behaviour with business

performance. Authors on management have defined employee engagement as a heightened,

emotional and intellectual connection that an employee has for his or her job, organisation,

manager or co-worker that, in turn, influences him or her to apply additional discretionary

effort to his or her work (Goldsmith et al., 2009). Cappelli (2008) adds that value creation has

24
become central to the human resource function which in turn makes human capital an

important aspect of profitability in any organisation. Evaluating levels of employee

engagement enables action to be taken to identify what factors within the experience that

motivates employees to stay happily and contribute above the normal requirement.

However, a significant proportion of talent management practices and employee retention

literature highlights several barriers. For example, poor recruitment strategies result in a lack

of staff with right skills (such as communication, people management and organizational

skills) to become effective managers in the future. According to the Institute of Leadership

and Management (2012) half of all senior managers and two out of five are recruited

externally highlighting the fact that talent management practices and employee retention is

not working in many organizations so they are relying on more costly external recruitment.

2.2.4 Talent Attraction and Employee Performance

Michington, (2010), indicated that in an era where skills and knowledge of employees gives

an organizationcompetitive advantage, the importance of procuring and retaining the talented

employees cannot be ignored.Recruitment is the process of searching for prospective

employees and stimulating them to apply for jobs in theorganization. Selection may be

defined as the process by which the organization chooses from among the applicants, those

people whom they feel would best meet the job requirement, considering current

environmental condition (Karthiuga, Karthi&Balaishwarya 2015). Recruitment and selection

have become ever more important as organizations increasingly regard their workforce as a

source of competitive advantage (Ntiamoah, 2014).

Recruitment and selection require that organizations use various techniques of selecting the

right talent that reflects the culture and value of that particular organization

(Armstrong, 2006).

25
According to Carroll, Marchington, Earshaw& Taylor (2018) organizations that recruited

internally usually got a raw deal because the internal employees did not add

anything new to the organization for organization to be competitive, it has to amalgamate

ideas and talents from within and outside the organization as this would create diversity and

synergy within the company. According to Branham (2012), many organizations recruit

externally prior to looking at inside talent due to the reasons such as corporate culture and

managers struggling to retain the best performing individuals and not losing them to other

managers. The talent managing organizations have pursued its employee’s capacity and

career aspirations’ so that it can encourage internal career movement. As the profile of

workforce is changing; the young force is generally regarded as less committed to the

organization than their senior colleagues (Uysal, 2015). This has presented complexities to

the human resource in recruiting and selecting the right talent to fit into the right job.

Gamage (2014), indicates that there is a helpful and noteworthy affiliation between

recruitment and selection and the performance of an organization. The selection procedures

inform who to be employed. If appropriately taken into account it will recognize proficient

applicants and precisely place them to relevant job. Deploying efficient selection method will

improve prospects of a right individual being picked to fill a shot. Output is improved when

best candidates are picked for the job. Employer branding considers a set of actions which

enables an organization to capture attention of prospective employees. It portrays an

organization as enticing to job seekers hence an organization expends less energy in

developing its talents. Attractiveness of an Organization arms it with a competitive gain

(Yagub& khan, 2011).

According to Iles and Preece (2010) employees are duty-bound to brand themselves as

employers of choice byattaining a good image with regard to employee working conditions

and rewards. Sokro, (2012) studied the impact of employee branding on employee attraction

26
and retention found out branding as a main instrument for organizations to attract quality

employees in their organizations. CIPD (2013) report asserts that best talent is attracted

through branding. It further established nearly three-quarters of organizations-initiated

attempts aimed at improving branding. Botha and Swarth (2011), found out in their study that

employers who attracted talent employees had recognized target group needs first. Further

statement of employer brand message a vital factor that determined whether the right job

seeker would be attracted to the organization

Adebayo and Lucky (2012) established that, owing to economic factors job security was a

critical issue in employee and organization favorite list. Thus, it is now among the most key

and significant factors in the employee preference list as well as the organization (Schappel,

2012; KPMG, 2010). About 75% of the employees globally, preferred to keep their jobs

compared to other factors in their preference list (Towers Watson, 2010). This demonstrates

equally in importance of the employees’ salary and healthcare (KPMG, 2010). Presently, the

greatest aspiration of every worker is to retain their jobs for as long as they wish. Hence, job

security has morphed into a great determinant and key element influencing an employee’s

decision on whether to join an organization or not(Towers Watson, 2010).

The key challenge facing the organization is not just to employ and retain workers but to

guarantee employees that their jobs are safe for as long as they wish. Wang, Lu, & Siu (2015)

study on the association between job insecurity and performance established that heightened

feelings of job insecurity were correlated with low levels of job performance. This was in

contrast for a workforce in organizations with high levels of organizational justice.

Organizational fairness revolves around the policies and procedures put in placeto make

employees feel as though they are treated fairly.

2.3Literature Gap

It is evident from the reviews presented above that attempts were made to assess the

27
intricacies of talent management practices in various sectors. However, no effort has been

made to analyze the talent management practices in higher institutions of learning and how

the perceived talent management practices influenced the institutions employee’s

productivity. Therefore, this project concentrated on determining the effects of perceived

practices of talent management on performance of employee at higher institutions of

learning, Uganda.

2.4 Conclusion

This chapter reviewed the literature on the effect of talent management practices on

employee performance. They included training and development, retention strategies and

performance management systems. The next chapter (three) covered the research

methodology adopted for the study.

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 CHAPTERTHREE

METHODOLOY

3.0 Introduction

This chapter outlines the methodology used in the study. It presented the research design,

sampling procedures and collection method, limitation and data analysis procedures for the

interpretation of the results.

3.1 Research Design

Kothari (2004) defines a research design as a blueprint or plan for undertaking research to

explore specific research questions. According to Orodho and Kombo (2002), a research

design is a plan detailing the manner in which a problem under study is dealt with.

According to Mugenda and Mugenda (2006), Cross sectional survey is a process of

collecting data in order to answer questions concerning the status of the subjects in the

study. The choice of the survey was due to the need for accuracy and statistically reliable

data.

The design was chosen because it is flexible and facilitates both quantitative and qualitative

research designs. Qualitative research approach involved narrating and describing

information that explained and gave deeper insight into the problem while Quantitative

research approach on the other hand refers to a scientific method of data collection and

analysis that included design techniques and measures that produced discrete numerical or

quantifiable data (Mugenda, 1999). This form of research design was used specifically in

questionnaires to enable the researcher collect in-depth data while the Qualitative design was

used in interviews.

3.2 Area of Study

The study was carried out at Uganda Christian university Mukono located in the town of

Mukono, approximately 25 kilometers (16 mi), by road, east of Uganda's capital city,

29
Kampala, on the Kampala-Jinja Highway and since most of higher institutes of learning face

similar problems. Furthermore, the University had experienced high incidents of employees

moving away due to outbreak covid whereby many staffs were laid off which constrained its

overall performance (Quality Assurance Annual Report (2021)

3.3 Study Population

Population is a group of people/individuals who have one or more characteristics in common

((Kothari, 2000). The population in the study involved university staff and management

members of UCU, Mukono Branch. Therefore, the Targeted population under this study

included management members, heads of department, staffs and student’s leaders, with a

total number of 107, this is because the study focused mainly on the skilled employees.

3.4 Sampling Procedures

Sampling is a process or technique of choosing a sub-group from a population to participate

in the study; it is the process of selecting a number of individuals for a study in such a way

that individuals selected represent the large group from which they were selected (Ogula,

2005)

3.4.1 Sample Size

Sample size refers to the number of participants or observations included in a study. It is the

part of the entire population which the researcher chooses to study in order to obtain the

needed information as per developed research questions. The Krejcie and Morgan table

(1970), was used to determine the sample size of the study population adopted from (Amin,

2005). The respondents were selected using the simple random sampling method that has was

presented below using a tabular format from Krejcie and Morgan, the sampling procedures

are illustrated in table 3.1 below.

30
Respondents Population Sample Size Sampling Design

Management 8 6 Purposive

members

Heads of department 10 10 Purposive

Teaching staff 70 59 Simple random

Supporting Staff 20 19 Simple random

Students’ leaders 15 14 convenience

Total 123 108

Source: Krejcie and Morgan Table (1970).

3.4.2 Sampling Techniques

Both purposive and convenience sampling procedures were used for selecting the participants

in this study. Both these techniques were employed to ensure a fairly equal representation of

the variables for the study. Sampling techniques such purposive as Pitlenger (2003) described

that the number of sampling population has an equal probability being selected. Purposive

sampling was used to obtain data from the management members of UCU and heads of

department, simple random was used for staffs while Convenience was used to select the

students’ leaders in UCU.

3.5 Data Sources

The researcher conducted the study using primary and secondary sources of data collection.

31
Primary Source

According to William. K (1999), primary sources of data are the first-hand information left

behind by participants or observers at the time of events. They vary depending on methods

used to get this data and they include questionnaire and interview.

Therefore, the primary sources that conducted under this research were in form of an

interview with the management and the employees of Uganda Christian University. The

researcher also used questionnaires.

Secondary Source

Hox and Boeiji (2005) described secondary data sources as the data that was initially

collected for an entirely different purpose, but can still be used for another research question.

Secondary data sources include Published books, Journals, Newspapers and Government

publications. This is the data that is already in existence. The researcher used these and other

forms of secondary data sources on the subject under study because the made data collection

easy.

3.6Data Collection Methods and Instruments

3.5.1 Interviews

An interview is a conversation between two or more people where questions are asked by

interviewer to understand the facts from the interviewee (Seidam, 1998). This method gives

freedom to the researcher to probe the interviewee to elaborate or to fellow a new line of

inquiry introduced by what the interviewee is saying. These interviews allowed the researcher

to clarify ambiguous answers and when appropriate, seek follow-up information. It easily

enabled the researcher to capture important themes on the effect of talent management and

organizational performance. This method was applied to collect data from key information

such as management officers and staffs as were allowed to express their views and feeling on

the on the effect of risk management and financial performance.

32
The interviews were used to cater for those respondents who are not in a hurry and may not

understand the language used in the questionnaire since it permits clarification for questions.

3.5.2 Questionnaires

A questionnaire is a research instrument and consists of a group of questions designated to

elicit information from an informant to a respondent who are the heads of department, staffs

and students’ representatives. Questionnaires are inexpensive way of gathering data from

large number of respondents and are only feasible way to reach a number of reviewers large

enough to allow a statistically analysis of the results. A well-designed questionnaire can

gather information well from the organization and as well as specific information on specific

matter studied.

3.5.3 Documentary Review

Documentary review is a process of reading various extracts found in offices or places

dealing with or associated with the issue related to what the researcher is investigating

(Botha, 1989) Documentary review schedule was designated in order to ensure that all

important documents are available for the exercise. Documentary analysis was taken as

secondary data for the study.

3.6 Quality Control Methods

These consist of reliability and validity. Punch (2009) explains that reliability refers to the

consistency of the instrument overtime. So, reliability calls for testing and retesting the data

collection instrument to ensure it gives exactly the same results each time it is being used

under the same conditions with the same subjects. Therefore, pilot testing has been used to

determine the reliability of the questionnaire. In addition, Punch (2009) says that validity is

the extent an instrument measures what is intended to measure. Pilot testing assesses the

validity of the questionnaire.

33
3.6.1 Validity Instrument

According to Mugenda and Mugenda (1999), validity is the accuracy and meaningfulness of

information which is based on research findings. It is the degree to which results obtained

from the analysis of the data actually represent the phenomenon under study. Questionnaires

were designed according to the dimension and indicators of the conceptual framework and

the literature reviewed to ensure content validity by focusing on the domains of the research

variables. Data validity was ensured by making sure that the questionnaire is commended and

guided by research experts to avoid ambiguity of the questions that need several answers.

The researcher assessed their content validity by using the content validity index (CVI) to

further ascertain their validity (Owen, 2007). A formula whereby the number of items rated

as relevant was divided by the total number of items on the questionnaire and was adopted to

achieve the content validity index (CVI) to compute content validity thus:

CVI = Total of items rated as relevant * 100

Total number of items

1 and 2, for a group of “not agreed”, 3 and 4: for a group “agreed”, vice versa

n- number of evaluators agreed

N- sum of evaluator

N Value

2-4 1.00

5 >0.83

6 >0.86

7-10 >0.78

34
3.6.2 Reliability Instrument

According to Amin (2005), reliability is dependability or trustworthiness and in the context of

a measuring instrument. It is the degree to which the instrument consistently measures

whatever it is measuring.

According to Sekaran (2003), reliability of information is a measure that indicates the extent

to which data collect is without bias or it is error free and hence ensures consistent

measurement across time and across the various items in the instrument. 40 questionnaires

were pre-tested to test reliability. Questions had coded choices to be ticked. Answers were

weighted, and reliability tested from responses using Cronbach’s coefficient alpha (α) as

recommended by Sekaran (2003). The findings were used to improve on the questionnaires

and review questionnaire administration skills to ensure reliability. Hence the degree items as

independent measure of the same concept were correlated with one another. Cronbach’s

coefficient alpha Cronbach’s (1946), Alpha was preferred because the questions had choices

to be made to which different weights were attached. Reliability coefficient > 0.6 was

acceptable. The data from the pilot study was analyzed through Statistical Package for Social

Science (SPSS).

3.7 Measurement of Variables

The researcher used ordinary scale method since it ranks the preferences or performances of

certain policy. It consists of questions like strongly agree, agree, not sure, disagree and

strongly disagree. The respondent is to just tick according to the view on what he or she says

about employee’s performance and talent management.

3.8 Data Analysis

Data analysis is a process of reconstructing the data in a meaningful manner. It is the process

of examining the collected raw data and detects errors and corrects them (Wambura, 2011)

35
3.8.1 Qualitative Analysis

The researcher identified, examined and interpreted the patterns and the themes in the textual

data and determined how the patterns and themes would help answer the questions at hand.

Under this form of analysis, the researcher used a narrative content analysis for the responses

that were received from the interviews conducted. The received data were interpreted in line

with the questions at hand in order to get the opinions of the respondents in line to the study

at hand.

3.8.2 Quantitative Analysis

The researcher carried out an analysis using descriptive and inferential statics using SPSS

version 16 computer package for social scientist SPSS version 16. This helped the researcher

to come up with spearman correlation coefficient and frequencies that were used to determine

the degree for employee performance.

3.9 Ethical Considerations

The following ethical considerations were observed when carrying out the research.

The Researcher aimed at ensuring and fostering high standards of behaviour while

conducting the research through an awareness of relevant values, principles and rules. The

researcher also ensured that the three human rights of: freedom from harm, privacy and

voluntary participation; are strictly adhered to and duly safeguarded.

3.10 Limitations of the Study

A limitation is an aspect of study that the researcher knows may adversely affect the results

but has no direct control over (Orodho, 2003). Some University staff were not willing to

divulge information and were skeptical about the information being required. Staff members

especially lecturers did not have time to fill in the questionnaires.

36
The researcher mitigated the above limitations by sending management email for them to fill

online about the information being sought and re-assured them the information sought was

only for academic purposes. University staffs were persuaded to meet outside official

working hours and responses were encouraged via the email, and by talking to management

members in order to convince them about the objectives of this study. Therefore, the research

analysis and findings should be measured in terms of these limitations and other potential

limitations of the study.

3.11 Conclusion

This chapter discussed the methodology and research design used for the study, how the data

was collected and analyzed from the field findings. The chapter also clarified the data

analysis methods that were used in the study.

37
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter presents findings that were generated from the field survey and also presents

data analysis, tables that were presented and interpretations were made in accordance with the

research objectives of the study. Correlation analysis and regression analysis that were

intended to establish the relationships between the variables and demographic characteristics

of respondents.

4.1.1 Demographic characteristics of respondents

Table 4.1 Gender of respondents

Gender Frequency Percentage

Male 75 69.6
Female 33 30.4
Total 108 100
Source primary data 2022

According to the results for gender of the respondents in table 4.1 above of the 108

respondents, the majority were males (75) with 69.6% while the females were 33

representing 30.4 % of the entire sample. This therefore implies that the most dominant

working group of university staff and management members of UCU, Mukono Branch was

males. The imbalance in the organization is attributed to various factors existing in

employment of Uganda.

4.1.2 Age of respondents

Table 4.2: Age of respondents

Age Frequency Percentage

18-30 28 26.1
31-40 49 45.2

38
41-50 23 20.0
50 and above 8 8.7
Total 108 100
Source: primary data 2022

Table4.2, the respondents were required to indicate their ages and the study revealed that the

largest number of respondents were in the age group of 31-49 years (49) 45.2%, these were

followed by those in the range of 18-30years (28) 26.1%, those who were between 41-50

years were 23 representing 20% of the entire sample and the smallest number was those who

were in the range of 50 years and above who were (8)8.7% of the entire sample. This implies

that most of the respondents were mature to give correct responses about the variables of the

study.

4.1.3 Level of education of respondents

Table 4.1: Level of education of respondents

Level of education Frequency Percentage

Certificate 24 22.5
Diploma 14 12.5
Degree 27 25
Masters 28 26.25
PHD 15 13.75
Total 108 100
Source primary data 2022

The findings in table 4.3 revealed that most of the respondents had attained master’s degree

level 28 (26.25%) followed by those who had attained degree 27 (25%).Those who had

certificates were 24 (22.5), those who had attained diploma level were 14(12.25) and the ones

with PHD were 15 (13.5).This implies that most of the respondents were educated and

showed very important profile distribution for this study since the respondents were the right

39
people with adequate information relevant to this study and hence best placed to answer the

questionnaires.

4.1.4 Position of respondents

Table 4.2: Position of respondents

Occupation Frequency Percentage

Student leader 7 6.25
Supporting staff 34 31.25
Teaching staff 43 40
Head of department 20 18.75
Management 4 3.75
Total 108 100
Source primary data 2022

The findings in table 4.4 shows that most of the respondents were the teaching staff 43 (40%)

followed by the supporting stuff 25(31.25). Heads of department were 20(18.75%), student

leaders were 7(6.25%) and the management was represented by 4(3.75%). This implies that

most of the respondents were in the active working environment and they had relevant

knowledge about the variables of the study.

40
4.2 Talent Retention and Employee’s Performance of Higher Institutions of Learning

In line with the first objective descriptive statistics have been handled on talent retention and

employee performance. Study findings revealed the following frequencies, means and

standard deviations of the different statements.

Table 4.3: Response on Talent Retention and Employee’s Performance of Higher

Institutions of Learning

Statements SD (%) D (%) NS A (%) SA (%) Mean S.D

(%)

The institution identifies and prepares 5 10 15 50 20 3.7 0.2

suitable high potential employees to
replace vacant positions within the
university as terms expire.

The institution focuses on the 70 20 10 1.5 0.4

promotion and development needs of
all workers.

The institution has systematic 7.5 7.5 60 25 4.025 0.23

succession plans, enabling us to
effectively perform roles traditionally
reserved for management.

The institution has succession planning 10 10 15 37 28 3.63 0.41

programs that strongly influences staff
retention and employee performance.

The institution makes continuous 5 5 5 75 10 3.8 0.32

adaptation to employees’ changing
needs to keep their workforce
motivated

Source: primary Data (2022)

41
The likert scale is 1 –Strongly Disagree (SD) 2- Disagree (D) 3- Not Sure (NS) 4- Agree (A)

5-Strongly Agree (SA).

The response mean is 1-1.8- strongly Disagree, 1.81-2.6- Disagree, 2.61-3.4 Not sure, 3.41-

4.2- Agree, 4.21- 5 –Strongly Agree.

The findings in table 4.5 revealed that Talent Retention affect Employee’s Performance of

Higher Institutions of Learning. This is from the fact that most of the respondents agreed that

that the institution identifies and prepares suitable high potential employees to replace vacant

positions within the university as terms expire with a mean of 3.7 and standard deviation of

0.2, the institution has systematic succession plans, enabling us to effectively perform roles

traditionally reserved for management with a mean of 4.025 and standard deviation of 0.23,

the institution has succession planning programs that strongly influences staff retention and

employee performance with a mean of 3.63 and standard deviation of 0.41 and that the

institution makes continuous adaptation to employees’ changing needs to keep their

workforce motivate with a mean of 3.8 and standard deviation of 0.32 whereas a biggest

number of respondents strongly disagreed with the statement that the institution focuses on

the promotion and development needs of all workers with a mean of 1.5 and standard

deviation of 0.4

From the interview, one of the respondents revealed that talent retention positively improves

employee performance as most the employees are motivated to work to maximum capacity

since they are assured of being retained. More so, most of the respondents revealed that the

HR department is more relevant in identifying talents in this institution. However, majority of

the respondents revealed that the management has not managed to a greater extent to retain

employees as most of the teaching staff change time after time.

42
4.3 Talent Attraction and Employee’s Performance of Higher Institutions of Learning.

Table 4.6: Talent Attraction and Employee’s Performance of Higher Institutions of

Learning.

Statements SD (%) D (%) NS A (%) SA (%) Mean SD

(%)

Good working conditions and fair 5 20 5 40 30 3.7 0.81

wages has enabled us to attract the
right talents

Work-life balance as well as social 7.5 12.5 5 50 25 3.725 0.72

networking facilities in this
institution is a motivating factor

The institution is actively involved 5 10 5 35 45 4.05 0.13

in communication and
implementation of university
branding

The institution ensures Job 30 50 5 5 10 2.15 0.65

security in order to attract the right
talents

The university supports training 20 10 10 30 30 3.40 0.24

and career programs through talent
management practices

Source: primary Data (2022)

43
The likert scale is 1 –Strongly Disagree (SD) 2- Disagree (D) 3- Not Sure (NS) 4- Agree (A)

5-Strongly Agree (SA).

The response mean is 1-1.8- strongly Disagree, 1.81-2.6- Disagree, 2.61-3.4 Not sure, 3.41-

4.2- Agree, 4.21- 5 –Strongly Agree.

The findings in table 4.7 show that talent attraction affects employee’s performance of higher

institutions of learning. This is from the fact that most of the respondents agreed that good

working conditions and fair wages has enabled us to attract the right talents with a mean of

3.7 with a standard deviation of 0.81, work-life balance as well as social networking facilities

in this institution is a motivating factor with a mean of 3.725 and standard deviation of 0.72,

the institution is actively involved in communication and implementation of university

branding with a mean of 4.025 and standard deviation of 0.13 and also respondents revealed

that the university supports training and career programs through talent management

practices with a mean of 3.4 and standard deviation of 0.24 whereas most of the respondents

rejected the statement that the institution ensures Job security in order to attract the right

talents with a rejection mean of 2.15 and a standard deviation of 0.65.

From the interview, most of the respondents revealed that the institution attracts talent

basically through giving free higher education to best performers. It was revealed that talent

attraction improves employee performance as the institution is bound to picking the best

employees only.

44
4.4 Talent Development and Employee’s Performance of Higher Institutions of

Learning

Table 4.7: Talent Development and Employee’s Performance of Higher Institutions of

Learning

Statements SD (%) D (%) NS A (%) SA (%) Mean SD

(%)

Career development opportunities is an 10 10 15 37 28 3.63 1.23

important variable in the institution

The institution has an ongoing process 5 5 5 75 10 3.8 0.56

of developing one’s career.

The institution participates in house 70 10 10 10 1.3 0.36

training practices for developing right
talent pools
Our institution encourages personal 10 10 60 20 3.8 0.45
career growth and developmental that
enhances talent
My institution encourages coaching and 10 10 15 37 28 3.63 0.86
mentoring by management to nature
talent
In our institution, management is 5 10 5 35 45 4.05 1.87
encouraged and supported in their
effort to develop talent.
Source: primary Data (2022)
The findings of the study revealed that talent development affects employee’s performance of

higher institutions of learning. This is from the fact that respondents agreed that career

development opportunities is an important variable in the institution with a mean of 3.63 and

a standard deviation of 1.23, the institution has an ongoing process of developing one’s career

45
with a mean of 3.8 and standard deviation of 0.56, the institution encourages personal career

growth and developmental that enhances talent with a mean of 3.8 and a standard deviation of

0.45, the institution encourages coaching and mentoring by management to nature talent with

a mean of 3.63 and standard deviation of 0.86 and that in the institution, management is

encouraged and supported in their effort to develop talent with a mean of 4.05 and a standard

deviation of 1.87. However, respondents also revealed that the institution does not

participate in house training practices for developing right talent pools with a rejection mean

of 1.3 and standard deviation of 0.36.

4.5 Employee’s Performance at UCU.

Table 4. 8: Employee’s Performance at UCU.

Statements SD (%) D (%) NS A (%) SA (%) Mean SD

(%)

Creativity and new developments in the 5 20 5 40 30 3.7 0.68

university are encouraged

I am able to fully participate in 5 5 5 75 10 3.8 1.21

decision making due to presence of
talent management practices

My innovative ideas in the university 5 10 5 35 45 4.05 0.41

are appreciated and encouraged

I am able to produce quality work as a 20 10 30 40 4.1 0.82

result of talent management practices

I receive few complaints from the 7.5 12.5 5 50 25 3.725 0.14

students about the performance.

I rarely make errors or mistakes in the 5 5 5 75 10 3.8 0.53

reports because of the talent
management practices

46
I am able to complete work assignment 10 50 40 4.4 0.63
and reports within stipulated time

I always surpass the university set 30 5 5 50 10 3.5 0.54

targets

I always follow the time table and time 20 10 10 30 30 3.40 0.12

frame allocated accordingly

Source: primary Data (2022)

The findings of the study revealed that employee performance has improved at UCU. This is

from the fact that that respondent agreed that creativity and new developments in the

university are encouraged with a mean of 3.7 and standard deviation of 0.68, they are able to

fully participate in decision making due to presence of talent management practices with a

mean of 3.8 and a standard deviation of 1.21, their innovative ideas in the university are

appreciated and encouraged with a mean of 4.05 and a standard deviation of 0.41 and also

respondents agreed that they are able to produce quality work as a result of talent

management practices with a mean of 4.1 and a standard deviation of 0.82.Respondents

further agreed that they receive few complaints from the students about the performance with

a mean of 3.725 and a standard deviation of 0.14, rarely make errors or mistakes in the

reports because of the talent management practices with a mean of 3.8 and standard deviation

of 0.53, able to complete work assignment and reports within stipulated time with a mean of

4.4 and standard deviation of 0.63, they always surpass the university set targets with a mean

of 3.5 and standard deviation of 0.54 and also that they always follow the time table and time

frame allocated accordingly with a mean of 3.4 and standard deviation of 0.12.

From the interview, one respondent revealed that the institution has generally been able to

implement talent development practices like personal career development programs, coaching

47
and mentoring by management to nature talent.

4.5 Correlation Analysis

Correlation analysis is a statistical technique used to determine the relationship between two

variables. This was done to determine whether there is a positive or negative relationship

between the variables of the study and financial performance.

4.5.1 Relationship between talent retention and the performance of employee

performance

Table 4.9: Correlation analysis between talent retention and the performance of

employee performance

Correlation talent retention employee performance

Pearson
1 0.85**
Correlation
Talent retention
Sig. (2-tailed) .004

N 24 24

Pearson
0.85** 1
Employee Correlation
performance
Sig. (2-tailed) .004

N 24 24

**. Correlation is significant at the 0.05

Table 4.9 shows that there is a strong positive linear relationship between talent retention and

employee performance since r= 0.85. The findings are in line with COSO (2004) who

revealed that when talent retention improves, the performance of employees must generally

48
improve. Therefore, this implies that talent retention generally has a positive influence on

employee performance.

4.5.2 Correlation between talent attraction on the employee performance

Table 10: Correlation analysis between talent attraction on the employee performance

Correlation talent attraction employee performance

Pearson
1 0.75**
Correlation
talent attraction
Sig. (2-tailed) .004

N 24 24

Pearson
0.75** 1
Correlation
employee performance

Sig. (2-tailed) .004

N 24 24

**. Correlation is significant at the 0.05

Table 4.10 shows that there is a strong positive linear relationship between talent attraction

and employee performance for r = 0.75. The findings are in line with Cochran (2010) who

considers talent attraction as important for the achievement of employee performance in

every institution. This implies that for employee performance to improve in an institution,

talent attraction must also improve.

49
4.5.3 Correlation between talent development on the employee performance

Table 11: Correlation analysis between talent development on the employee

performance

Correlation Talent Employee performance

development

Pearson Correlation 1 0.89**

Talent
Sig. (2-tailed) .004
development
N 24 24

Pearson Correlation 0.89** 1

Employee
performance Sig. (2-tailed) .004

N 24 24

**. Correlation is significant at the 0.05

Table 4.11 shows that there is a strong positive linear relationship between talent

development and employee performance of 0.89. This means that when talent development

improves, employee performance improves by 89%. this is in line with Magala (2001) and

Lary (2009) who viewed talent development as needed to ensure that employees do their

activities in a planned administrative, operational, timely and proper manner such that set

performance objectives are achieved. The institution should focus on improving talent

development in order to improve the employee performance. Therefore, this implies that

talent development has a significant effect on employee performance.

4.6. Regression Result

Table 4.12: Relationship between talent retention and the employee performance

Coefficients

50
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 39 34.417 1.148 .254
1
Talent retention 0.78 1.089 0.34 4.567 .000
a. Dependent Variable: Employee performance
The regression model is employee performance =39+0.78 talent retention39 means that

without the effect of talent retention, employee performance is equal to 39 and 0.78 implies

that a unit increase in talent retention improves employee performance by 78%. This backed

by Dewhurst (2010) who revealed that there is linear relationship between talent retention

and employee performance.

Table 4.13: Regression coefficients for talent attraction and employee performance

Coefficients
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 17 34.417 2.178 .344
1
talent attraction 0.86 1.45 0.34 3.567 .000
a. Dependent Variable: employee performance

The regression model is employee performance=17+0.86 talent attraction17 means that

without the effect of talent attraction, employee performance is equal to 17 and 0.86 implies

that a unit increase in talent attraction improves employee performance industry by 86%. This

51
backed by Griffin, (2012) who revealed that talent attraction improves employee performance

in general.

Table 4.14: Regression coefficients for talent development and Employee performance

Coefficients
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 45 8.417 0.185 .344
1
talent development 0.65 0.258 0.45 4.723 .000

a. Dependent Variable: Employee performance.

The regression model is Employee performance= 45+0.65talent development.45 means that

without the effect of talent development, employee performance is equal to 45 and 0.65

implies that a unit increase in talent development improve employee performance by 65%.

This, therefore implies that talent development has a positive impact on employee

performance as advanced by Dewhurst (2010)

4.7. Conclusion

Chapter four focused on the findings from the field survey. Descriptive statistics have been

discussed and correlation analysis to generate Pearson’s correction coefficients and

regression analysis. The correlations generated were intended to establish the different

relationship between the study variables. Chapter five below summarizes and concludes the

findings.

52
 CHAPTERFIVE

SUMMARY, CONCLUSIONSAND RECOMMENDATIONS

5.0 Introduction

The major purpose of this study was to determine the relationship of talent management

practices on employee performance of higher learning institutions in Uganda, the case study

of Uganda Christian University Mukono. Therefore, this chapter presented the summary,

conclusions and recommendations drawn from the study findings of the previous chapter.

5.1 Summary of findings

Below is the summary of findings on the topic of talent management practices on employee

performance of Higher Institutions of Learning in Uganda as presented in line with the

following research variables.

5.1.1 Talent Retention and Employee’s Performance of Higher Institutions of Learning

The findings of the study revealed that there is positive relationship between Talent Retention

and Employee’s Performance of Higher Institutions of Learning with a correlation coefficient

of r= 0.85. This is from the fact that most of the respondents agreed that that the institution

identifies and prepares suitable high potential employees to replace vacant positions within

the university as terms expire with a mean of 3.7, the institution has systematic succession

plans, enabling us to effectively perform roles traditionally reserved for management with a

mean of 4.025, the institution has succession planning programs that strongly influences staff

retention and employee performance with a mean of 3.63 and that he institution makes

continuous adaptation to employees’ changing needs to keep their workforce motivated with

a mean of 3.8 whereas a bigger number of respondents strongly disagreed with the statement

53
that the institution focuses on the promotion and development needs of all workers with a

mean of 3.75.

In the interview one of the respondents revealed that…….’’ talent retention positively

improves employee performance as most the employees are motivated to work to maximum

capacity since they are assured of being retained’’. More so, most of the respondents revealed

that the HR department is more relevant in identifying talents in this institution. However,

majority of the respondents revealed that to a greater extent the management has failed to

retain employees as most of the teaching staff change time after time.

5.1.2 Talent Attraction and Employee’s Performance of Higher Institutions of Learning.

The findings of the study showed that talent attraction and employee’s performance of higher

institutions of learning have a positive relationship with a correlation coefficient of r=

0.75.This is from the fact that most of the respondents agreed that good working conditions

and fair wages has enabled us to attract the right talents with a mean of 3.7,work-life balance

as well as social networking facilities in this institution is a motivating factor with a mean of

3.725, the institution is actively involved in communication and implementation of university

branding with a mean of 4.025 and also respondents revealed that the university supports

training and career programs through talent management practices with a mean of 3.4

whereas most of the respondents rejected the statement that the institution ensures Job

security in order to attract the right talents with a rejection mean of 2.15.

From the interview, most of the respondents revealed that the institution attracts talent

basically through giving free higher education to best staff performers. It was revealed that

talent attraction improves employee performance as the institution is bound to picking the

best employees only.

54
5.1.3 Talent Development and Employee’s Performance of Higher Institutions of

Learning

There is a positive and a moderate relationship between talent development and employee’s

performance of higher institutions of learning with a correlation coefficient of r= 0.89. This is

from the fact that respondents agreed that career development opportunities is an important

variable in the institution with a mean of 3.63, the institution has an ongoing process of

developing one’s career with a mean of 3.8, the institution encourages personal career growth

and developmental that enhances talent with a mean of 3.8, the institution encourages

coaching and mentoring by management to nature talent with a mean of 3.63 and that in the

institution, management is encouraged and supported in their effort to develop talent with a

mean of 4.05. However, respondents also revealed that the institution does not participate in

house training practices for developing right talent pools with a rejection mean of 1.3.

During the interview, one respondent revealed that the institution has generally been able to

implement talent development practices like personal career development programs and

coaching and mentoring by management to nature talent.

5.1.4 Employee’s Performance at UCU.

The findings of the study revealed that employee performance has improved at UCU. This is

from the fact that that respondent agreed that creativity and new developments in the

university are encouraged with a mean of 3.7, they are able to fully participate in decision

making due to presence of talent management practices with a mean of 3.8, their innovative

ideas in the university are appreciated and encouraged with a mean of 4.05 and also

respondents agreed that they are able to produce quality work as a result of talent

management practices with a mean of 4.1.

55
Respondents further agreed that receive few complaints from the students about the

performance with a mean of 3.725, they rarely make errors or mistakes in the reports because

of the talent management practices with a mean of 3.8,they are able to complete work

assignment and reports within stipulated time with a mean of 4.4, they always surpass the

university set targets with a mean of 3.5 and also that they always follow the time table and

time frame allocated accordingly with a mean of 3.4.

5.2 Conclusions

From the findings and the corresponding discussion, the study concludes that talent

management practices positively affect employee performance of Higher Institutions of

Learning in Uganda. The following are conclusions made objective by objective

5.2.1 Talent Retention and Employee’s Performance of Higher Institutions of Learning

The findings of the study revealed that Talent Retention and Employee’s Performance of

Higher Institutions of Learning have a relationship. This is from the fact that most of the

respondents agreed that that the institution identifies and prepares suitable high potential

employees to replace vacant positions within the university as terms expire, the institution has

systematic succession plans, enabling us to effectively perform roles traditionally reserved for

management, the institution has succession planning programs that strongly influences staff

retention and employee performance and that he institution makes continuous adaptation to

employees’ changing needs to keep their workforce motivated whereas a biggest number of

respondents strongly disagreed with the statement that the institution focuses on the

promotion and development needs of all workers.

5.1.2 Talent Attraction and Employee’s Performance of Higher Institutions of Learning.

There is a positive relationship between talent attraction and employee’s performance of

higher institutions of learning. This is from the fact that most of the respondents agreed that

56
good working conditions and fair wages has enabled us to attract the right talents ,work-life

balance as well as social networking facilities in this institution is a motivating factor, the

institution is actively involved in communication and implementation of university branding

and also respondents revealed that the university supports training and career programs

through talent management practices whereas most of the respondents rejected the statement

that the institution ensures Job security in order to attract the right talents.

5.1.3 Talent Development and Employee’s Performance of Higher Institutions of

Learning

The findings of the study revealed that talent development affects employee’s performance of

higher institutions of learning. This is from the fact that respondents agreed that career

development opportunities are important variable in the institution, the institution has an

ongoing process of developing one’s career, the institution encourages personal career growth

and developmental that enhances talent, the institution encourages coaching and mentoring

by management to nature talent and that in the institution, management is encouraged and

supported in their effort to develop talent. However, respondents also revealed that the

institution does not participate in house training practices for developing right talent pools

5.3 Recommendations

The findings of the study showed that there is more need for higher institution of learning to

improve the performance of their employees through talent management practices as

described by the respondents on the employee performance of higher institution of learning.

However, the talent management practices may not be the only contributing factor to

employee performance.

57
5.3.1 Talent Retention and Employee’s Performance of Higher Institutions of Learning

The institution should continue focusing on the promotion and development needs of all

workers since the findings of the study revealed that the institution focuses on the promotion

and development needs of all workers.

Higher institutions of learning in Uganda should offer and fund employee assistance

programs in a way of providing confidential health, finances and legal services to the staff at

no cost, this will cause a positive signifanct impact on the performance of employees.

Employees who feel supported at work place are those who stay thus promoting talent

retention

5.3.2 Talent Attraction and Employee’s Performance of Higher Institutions of Learning.

The institution ensures Job security in order to attract the right talents since the findings of

the study revealed that institution does not ensure Job security.

Higher institutions of learning in Uganda should also be accommodating to the needs of their

staff since employees are attracted where they feel valued and appreciated as a work culture.

This culture will be inviting to potential and right talented candidates.

5.3.3 Talent Development and Employee’s Performance of Higher Institutions of

Learning

The institution should participate in house training practices for developing right talent pools

since the findings of the study revealed institution does not participate in house training

practices for developing right talent pools.

Higher institutions of learning in Uganda should make talent development part of their

institutions culture in order to strength the current staff through talent management practices.

58
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APPENDICES

Appendix 1: QUESTIONNAIRE

Questionnaire to the staff, management members and students’ leaders of Uganda Christian

university on the topic about the Talent management practices and employee performance in

higher institution of learning.

Dear Respondent,I am a student at UMU, as part of my course at, I am carrying out

research on the topic of “Talent Management Practices and Employee Performance

in Higher Institution of Learning.”. As one of the target respondents, your views and

opinions are very important to this study. I hereby request you to spare sometime and you

fill this questionnaire. The responses obtained will be confidential and will strictly be

used for academic purposes only.

Thankyou

SECTION A Bio Data

Please tick according to the code provided below for the variables below

1.Gender of Respondents

Male Female

2. Age of Respondents

18 – 30 31-40 41-50 50 above

61
3. Tenure of Employment

Less than 5 years 5-10 years 10- 15years 15 and years

4. Level of Education.

Certificate Diploma Degree Masters

PhD

5.Positions

Student leader Supporting staff Teaching staff Head of department

Management

Please tick according to the code provided below for the variables below:

Strongly Agree 5......Agree 4…. Not sure 3…. Disagree 2…. Strongly Disagree 1….

Section B: Talent Retention and Employee’s Performance of Higher Institutions of

Learning

Statement 1 2 3 4 5

1. The institution identifies and prepares suitable high potential employees

to replace vacant positions within the university as terms expire.

62
 2. The institution focuses on the promotion and development needs of all

workers.
3. The institution has systematic succession plans, enabling us to

effectively perform roles traditionally reserved for management.

4. The institution has succession planning programs that strongly

influences staff retention and employee performance.

5. The institution makes continuous adaptation to employees’ changing

needs to keep their workforce motivated

Section C: Talent Attraction and Employee’s Performance of Higher Institutions of

Learning.

Talent Attraction 1 2 3 4 5

1. Good working conditions and fair wages has enabled us to attract

the right talents

2. Work-life balance as well as social networking facilities in this

institution is a motivating factor

3. The institution is actively involved in communication and

implementation of university branding

4. The institution ensures Job security in order to attract the right

talents
5. The university supports training and career programs through talent

management practices

Section D: Talent Development and Employee’s Performance of Higher Institutions of

Learning

Statement 1 2 3 4 5

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 1. Career development opportunities is an important variable in the

institution

2. The institution has an ongoing process of developing one’s career.

3. The institution participates in house training practices for

developing right talent pools

4. Our institution encourages personal career growth and

developmental that enhances talent

5. My institution encourages coaching and mentoring by management

to nature talent
6. In our institution, management is encouraged and supported in their

effort to develop talent.

Section E: Employee’s Performance at UCU.

Statement 1 2 3 4 5
1. Creativity and new developments in the university are

encouraged
2. I am able to fully participate in decision making due to

presence of talent management practices

3. My innovative ideas in the university are appreciated and

encouraged
4. I am able to produce quality work as a result of talent

management practices
5. I receive few complaints from the students about the

performance.
6. I rarely make errors or mistakes in the reports because of the

talent management practices

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 7. I am able to complete work assignment and reports within

stipulated time
8. I always surpass the university set targets

9. I always follow the time table and time frame allocated

accordingly
Thank for your cooperation and God bless you.

INTERVIEW GUIDE

Dear Sir/ Madam

I am Namuddu Brenda, a student of Uganda Martyrs University carrying out academic research on

“Talent Management Practices and Employee Performance in Higher Institution of

Learning.”. You have been chosen as a respondent because of the knowledge and information that

you will have with regard to this topic. This research is being undertaken as partial fulfillment of a

Bachelor’s Degree of Science in Accounting and Finance. You are kindly requested to answer the

following questions. The information you give is exclusive and only for academic purposes and will

be treated with at most confidentiality. This questionnaire is designed for purely academic purposes.

Guiding Questions?

Talent Retention and Employee’s Performance

1. How does Talent retention affect employee’s performance?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

2. Do you think the HR department is relevant in identifying talents in an institute?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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 3. In your view has the management of the institute done enough to retain employees?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Talent Attraction and Employee’s Performance

4. How does the university management attract talent?

…………………………………………………………………………………………………

……………………………………………………………………………………………….

5.How does talent attraction affect employee’s performance

………………………………………………………………………………………………

………………………………………………………………………………………………

Talent Development and Employee’s Performance

6. Has the university been able to manage talent?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

7. How does the university develop talent?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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