Human Resource Training Determinants And Their Moderating Contextual Factors In The Implementation Of E-Government Services: Evidence From Huduma Centres In Kenya

Abstract

The study examined the influence of human resource training determinants on the implementation of electronic government service delivery in Huduma Centres in Kenya. Despite notable investment in digital platforms and infrastructure, inconsistencies in service quality, digital proficiency, and citizen satisfaction remained evident across Huduma Centres, signaling that training interventions and organizational factors were not yielding uniform results. Although targeted training initiatives had improved staff proficiency and operational efficiency, the absence of systematic evaluation of specific training determinants and the moderating influence of organizational culture had limited the realization of Kenya’s e-government objectives. The purpose of the study was therefore to establish the influence of training methods, training frequency, continuous professional development, and technological infrastructure on the implementation of electronic government service delivery in Huduma Centres, and to assess the moderating effect of organizational culture. The study was guided by the Human Capital Theory, Experiential Learning Theory, Diffusion of Innovation Theory, and Organizational Culture Theory. It adopted a cross-sectional research design and targeted a population of 1,560 Huduma Centre employees across 52 centres nationwide. A stratified random sampling technique was used to ensure representativeness across job categories, and the sample was determined scientifically using proportionate allocation. The final sample size comprised 156 respondents, including 52 managers, 52 ICT officers, and 52 customer service representatives. Data were collected using structured questionnaires containing both closed and open-ended items. Quantitative data were analyzed using descriptive, correlation, and regression analysis, while qualitative data were analyzed thematically and integrated to enrich interpretation. The descriptive results indicated that interactive and practical training methods improved employee competence and efficiency; that regular and structured training frequency sustained staff adaptability; that continuous professional development enhanced digital literacy and innovation; and that the availability of adequate technological infrastructure significantly facilitated e-government service delivery. Correlation analysis revealed positive and significant associations between each training determinant and service delivery, while regression results confirmed that all determinants contributed meaningfully to variations in e-government implementation, with organizational culture partially moderating these relationships. The study recommended that government agencies adopt simulation-based and blended learning methods to enhance staff performance, institutionalize monthly training schedules, promote continuous professional development through certification programs, and strengthen technological infrastructure to support digital operations. It further recommended fostering an innovation-driven organizational culture to sustain the successful implementation of electronic government services in Kenya’s Huduma Centres.