Effect Of Ageing Workforce On Performance Of Academic Staff At Kenyatta University

The purpose of this paper was to explore the effect of ageing workforce on performance of academic staff of Kenyatta University.The study used desktop literature review and focused on previously published journals that looked at ageing workforce performance of academic staffs in public universities. A total of 13 journals were found relating to ageing and performance of employees. The theories underpinning the study were human capital theory, stereotyping and prejudice theory and goal setting theory. The results from literature review found that various aspects of ageing workforce influence performance in different ways. It was found that aged academic staff members of Kenyatta University were vital in implementation of decisions and getting the right resources for the institution to progress while younger employees were handy in decision execution and tasks which required extra energy. It was also revealed that knowledge and experience have significant and direct impact on academic staff performance. This created a particular concept that older staff are more suited and perform better at roles which put them in positions to guide and influence. To address the implications of the ageing workforce on academic staff performance at Kenyatta University, the university should aim at identifying and assessing the potential impact of the ageing workforce. Some of the applicable techniques are age profile and retirement data focusing on performance of academic staff. The critical focus should be putting considerable effort on retaining and recruiting younger workforce. The focus should also aim at managing retirement through phased retirement guidelines. In modelling of these practices, the institution should take into consideration mature and aged staff who can serve in critical skill areas. Additionally, some of the aged teaching staff are indispensable and therefore the university needs to set strategies where these skills and expertise can be passed down to younger teaching staff. This will increase focus on knowledge continuity where older teaching staff take on mentoring roles in support of the younger staff.