ROLE OF HUMAN RESOURCE FUNCTIONS IN PROMOTING REMOTE LEARNING: A CASE OF PUBLIC UNIVERSITIES IN NAIROBI METROPOLIS IN KENYA.

Abstract

Human resource functions need to evolve and adapt to changing trends in remote work and learning. This may involve updating policies, procedures, and strategies to align with the evolving needs of a remote workforce. Adoption of human resource management functions is critical in ensuring that organization gain competitive edge. With ever increasing demand for remote learning in higher learning institutions, the role of human resource management functions in promoting work culture that appreciate e-learning mode can never be under estimated. The main objective of the study was to determine the role of human resource function in promoting remote learning in public universities in Nairobi metropolis, Kenya. The specific objectives were to determine whether recruitment and selection procedures, reward and compensation management, promotes the implementation of remote learning by public universities in Nairobi metropolis employee training and development and performance management promotes the implementation of remote learning by public universities in the Nairobi metropolis, Kenya. This study was anchored on resource-based view theory; however the study was also reinforced on organizational learning theory and technology acceptance model. The study targeted public universities in Nairobi metropolis in Kenya that are located within Nairobi metropolitan zone. Census and simple random sampling methods were both used to pick administration and human resource registrar, Academic Affairs registrar and lecturers tutoring online classes respectively. From the 8public universities in Nairobi metropolis in Kenya, the study sampled all the 8 Universities from which the respondents were sampled from. The unit of analysis included university registrars and lecturers tutoring online-classes. The study sampled 44 respondents who took part in this study. Both qualitative and quantitative data was generated from the study. Descriptive statistics (frequencies, percentages, mean and standard deviation) were used to analyze data. Qualitative data was analyzed through the use of thematic analysis. Inferential Statistics (Simple Regression analysis) was also used to predict relationship outcome. For easy comprehension Tables, charts and graphs were utilized for presenting quantitative facts. The study found a strongly positive significant correlation between (recruitment and selection, reward and compensation, training and development performance management) and remote learning (implementation of remote learning by public universities in Nairobi metropolis in Kenya) as show that by X1 Pearson Correlation of 0.803 with a P-value of 0.009, X2 Pearson Correlation of 0.836 with a P-value of 0.006, X3 Pearson Correlation of 0.854 with a P-value of 0.004 and lastly X4 Pearson Correlation of 0.797 with a P-value of 0.016 respectively. Based on the research statistics, the study concludes that recruitment and selection (Beta coefficient: 0.333, Sig-value 0.009) reward and compensation (Beta coefficient: 0.379, Sig-value 0.006), training and development (Beta coefficient: 0.587, Sig-value 0.007) and performance management (Beta coefficient: 0.347, Sig-value 0.016) it was concluded that all independent variables promoted the implementation of remote learning by public universities in Nairobi metropolis. The study recommended that public universities should focus on recruitment, selection of eLearning lecturers. Higher learning institutions must draw on both extrinsic and intrinsic reward strategies to improve retention levels through endorsing higher levels of workplace trust and work engagement levels. The human resource department should pay more attention on employee training and skill development and that Public Universities must continually implement performance management tools in implementation of remote learning.