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FACTORS AFFECTING IMPLEMENTATION OF DONOR FUNDED

PROJECTS IN KENYA: A CASE STUDY OF CENTRE FOR DOMESTIC
EMPLOYEE TRAINING AND DEVELOPMENT

NJERU NJIRU ALOISE

A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF

MANAGEMENT AND LEADERSHIP IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF DEGREE OF BACHELOR OF
DEVELOPMENT STUDIES OF THE MANAGEMENT UNIVERSITY OF
AFRICA

AUGUST 2018
 DECLARATION
Declaration by the Student
This research project is my original work and has not been presented to any other
examination body. No part of this research should be reproduced without my consent
or that of the Management University of Africa.

Signature: __________________ Date:_____________________________

Njeru Njiru Aloise
BDS/11/00073/3/2015

Declaration of the Supervisor

This research project has been submitted with my approval as the University
supervisor

Signature: __________________________ Date:______________________

Juster Nyaga
The Management University of Africa

ii
 DEDICATION
I sincerely dedicate this research work to my children and family for encouragement
and understanding during my busy schedule while pursuing further education. Special
dedication is to my wife Susan for her endurance during the many times I was away
from home. God‟s love for you shall endure forever.

iii
 ACKNOWLEDGEMENT
I thank God for giving me the grace which enabled me to fully concentrate in my
Studies, for his heavenly understanding that he gave me to move on throughout this
learning. I am duly and deeply indebted to my research supervisor M/s Juster Nyaga
for her positive criticism, devotion of her time and helpfulness to assist me come up
with this splendid piece of work. I also wish to thank the center for domestic
employee training and development for allowing me to undertake this study in their
company. Finally, I wish to thank the Management University of Africa for providing
me with an enabling environment for acquiring higher education.

iv
 ABSTRACT
The purpose of this research project was to establish the challenges affecting the
implementation of donor funded projects in Kenya with specific reference to centre
for domestic employee training and development. Specific intentions of the study
were to investigate the effects of government policies, staff training, project funding
and community participation on implementation of donor funded projects in Kenya.
The beneficiaries of this study were to include the Management University of Africa,
future researchers and the government of Kenya. The literature review, critical
review, summary and conceptual framework are all covered in chapter two of this
study. The researcher used descriptive research design and the target population was
176 employees which comprised of the top, middle and support staff levels of
management. A stratified random sampling technique was employed to sample 88
respondents representing 50% of the target population. The data was collected
through the use of structured and semi-structured questionnaires which were analyzed
both qualitatively and quantitatively where quantitative data was presented using
graphs, pie charts and tables while the qualitative data was presented using descriptive
notes. The findings from the analysed data shows that on project funding 70% of the
respondents said that project funding affects, while on community participation 77%
of the respondents said it affects, on employee training 64% indicated that something
needs to be done on staff training and finally on government policy 83% said that
policy of the government affects donor funded project in Kenya. The study
recommended that organizations ought to find alternative sources of project capital to
fund the activities of the programmes also to ensure that it is able to cater for the
needs and wants the organization. On the community participation in form of
decisions or opinions it should be implemented in the organization. On staff training it
was recommended that it should be a continuous process at all the societal levels in
order to have long lasting results that will lead to successful running of donor funded
projects. Finally, the study recommends that the Government should formulate
policies which are supportive to the implementation of donor funded projects on a
wide range of consultative issues raised by stakeholders. It was suggested that further
study should be done on the same topic but with more other variables for instance
project planning.

v
 TABLE OF CONTENTS
DECLARATION………………………...…….......................................................... ii
DEDICATION............................................................................................................ iii
ACKNOWLEDGEMENT ......................................................................................... iv
ABSTRACT ..................................................................................................................v
TABLE OF CONTENTS .......................................................................................... vi
LIST OF TABLES ................................................................................................... viii
LIST OF FIGURES .................................................................................................. ix
ABBREVIATIONS ......................................................................................................x
OPERATIONAL DEFINITION OF TERMS ......................................................... xi

CHAPTER ONE
INTRODUCTION
1.0 Introduction ...........................................................................................................1
1.1 Background ..........................................................................................................1
1.2 Statement of the Problem ......................................................................................5
1.3 Objectives ............................................................................................................7
1.4 Research Questions ................................................................................................7
1.5 Justification or Significance of the study ...............................................................7
1.6 Scope ......................................................................................................................8
1.7 Chapter Summary………………………………………………………………...9

CHAPTER TWO

LITERATURE REVIEW
2.0 Introduction …………………………………………………………………...10
2.1 Theoretical Literature Review ………………………………………………....10
2.2 Empirical Literature review…………………………………………………….12
2.3 Summary and Research Gaps .............................................................................29
2.4 Conceptual Framework ........................................................................................31
2.5 Operationalization of variables…………………………………………………31
2.6 Chapter Summary……………………………………………………………….32

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CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction ........................................................................................................33
3.1 Research Design .................................................................................................33
3.2 Target population ................................................................................................33
3.3 Sample and sampling technique..........................................................................33
3.4 Instruments ..........................................................................................................34
3.5 Pilot Study...........................................................................................................34
3.6 Data Collection Procedure……………………………………………………...35
3.7 Data Analysis and Presentation………………………………………………...35
3.8 Ethical Considerations………………………………………………………… 35
3.9 Chapter Summary ...............................................................................................36

CHAPTER FOUR

RESEARCH FINDINGS AND DISCUSSION

4.0 Introduction ........................................................................................................37
4.1 Presentation of Research Findings .....................................................................37
4.2 Limitations of the Study………………………………………………………..51
4.3 Chapter Summary ..............................................................................................51

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction ........................................................................................................54
5.1 Summary of Findings .........................................................................................54
5.2 Recommendations…………………………………………………………......56
5.3 Conclusions .........................................................................................................57
REFERENCES ...........................................................................................................59
APPENDICES
Appendix – I Questionnaire
Appendix – II Plagiarism Summary

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 LIST OF TABLES
Table 3.1 Target Population .....................................................................................33
Table 3.2 Sample Size ..............................................................................................34
Table 4.1 Response Rate ..........................................................................................34
Table 4.2 Gender Analysis ........................................................................................35
Table 4.3 Age Rate ...................................................................................................36
Table 4.4 Highest Level of Education .......................................................................37
Table 4.5 Duration of Service ..................................................................................38
Table 4.6 Respondents Category...............................................................................39
Table 4.7 Effects of project funding .........................................................................40
Table 4.8 Rating of project funding .........................................................................41
Table 4.9 Effect of Community Participation ...........................................................42
Table 4.10 Rating of effect of Community Participation ...........................................43
Table 4.11 Effect of Policy of the Government .........................................................44
Table 4.12 Rating of Policy of the Government ........................................................45
Table 4.13 Effect of Employee Training ..................................................................46
Table 4.14 Rating of Employee training ..................................................................47

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 LIST OF FIGURES
Figure 2.2 Organizational Structure ...........................................................................4
Figure 2.2 Conceptual Framework............................................................................26
Figure 4.1 Response Rate .........................................................................................34
Figure 4.2 Gender Analysis ......................................................................................35
Figure 4.3 Age Rate .................................................................................................36
Figure 4.4 Highest Level of Education .....................................................................37
Figure 4.5 Duration of Service .................................................................................38
Figure 4.6 Respondents Category .............................................................................39
Figure 4.7 Effects of project funding .......................................................................40
Figure 4.8 Rating of project funding ........................................................................41
Figure 4.9 Effect of community participation ...........................................................42
Figure 4.10 Rating of effect of community participation ..........................................43
Figure 4.11 Effect of government policies..................................................................44
Figure 4.12 Rating of government policies .................................................................45
Figure 4.13 Effect of staff training ...........................................................................46
Figure 4.14 Rating of staff training ..........................................................................47

ix
 ABBREVIATIONS AND ACRONYMS

IFMS Integrated Financial Management System

LWI Living Water International
NGO Non-Governmental Organisations
UNICEF United Nations International Children Education Fund

x
 OPERATIONAL DEFINITION OF TERMS

Project funding Finances must be sourced from a reliable source

as well as economical in its cost in terms of
interest rates and for proper implementation.

Government Policy Government and local authorities‟ regulations

have both positive and negative effects towards
the implementation of projects. Policy factors
have significant impact on any project. For
example, the policy context within which wind
power projects are developed and implemented
is pivotal to providing a supportive environment
that ensures long-term sustainability.

Staff training This is the ability of staff to improve their skills

and knowledge and expertise towards the
success of a project.

Community participation Community participation denotes a vigorous

process whereby beneficiaries influence the
way and the implementation of the projects
instead of just receiving a share of project
benefits. Community involvement in a project
considerably upsurges the likelihoods of
success by building in a self-correcting
response loop.

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 CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter represents the background of the study, statement of the problem,
objectives of the study, research questions, significance of the study, limitations of the
study and the scope of the study.

1.1 Background
Donor funded projects are particular activities designed to involve people amid the
ages of ten and twenty five years. The activities included are generally oriented
towards youth development through recreation, social life, prevention, intervention, or
education. During donor funded projects participants are involved in sports, religion,
community service, youth activism, youth service, outdoor education and more other
skills-oriented knowledge. The areas covered include youth empowerment, consumer
rights, youth-led media and youth rights (Baron, 2002).

Youth program focuses on the activities which generally depend on the location,
culture, class, education and ideas of the individuals and the organizations involved.
These programmes are offered by government agencies, nonprofit organizations and
the businesses around the world. The beginning of the modern belief of community is
found to be from European social theorists in the late eighteenth century. These
researchers observed that the development of capitalism, industrial development and
urbanization changed the relationship between people and society in a major way,
leading to the cost of interdependence. Since then sociological research has attempted
to categorize communities empirically but with only limited success (Drummond,
2001).

Presently, the term community has dual common meanings. The first refers to
collective ideals of team, sharing and agreement. This is a generally ongoing use. The
second importance of community alludes to actual groupings of individuals. This is
the more established furthermore, more typical use, yet it is likewise optimist from
various perspectives. Community groupings are characterized typically through
partiality or through location. Affinity individuals have similar human attributes of
ethnicity, sex, age, disablement, and sexual introduction. Sometimes, affinity
comprises of socially defined characteristics such as education, social status and

1
political attachment but this usage is less common. It is generally the case that, the
greater affinity or shared characteristics present in a group, the more cohesive is its
member‟s sense of community (Ewell, 2003).

Project management is nowadays considered to be of very high priority in all

organizations whether large or small because at one time or another they are involved
in new undertakings, which are time bound and have budget constraints. These
projects might be exclusively various but after some time some tools, management
methods and problem-solving methodologies have turned out to be more fulfilling in
bringing projects to a successful end. Projects have to deliver satisfying results and to
stay within the restrictions of time, budget and resources (quality and quantity) and
parallel to deliverables. Project Managers are expected to ensure the use of modern
management tools (Feathers, 2005).

In order to achieve maximum results and lead to successful fruition, projects must be
well conceived, meticulously planned and carefully implemented. It is the
responsibility of the project manger to see when strategies are not working and when
conditions have changed. He makes decisions about the project, the changes that are
necessary in strategy or plans, undertakes objective and systematic analysis of the
project to determine its relative profitability, operational working and its performance
leading to the judicious, efficient and optimal use of scarce resources, avoidance of
wastages and ensuring on schedule completion (Hangman ,2005).

Project management involves the description, analysis and estimation of the project,
its processes and organization units. It‟s a step-by-step process of collecting,
recording and organizing information about project management results and
immediate and long-term project outcomes. This is in order to respond to demands for
accountability to demonstrate effective, efficient and equitable use of financial and
other resources; to recognize actual changes and progress made within the project, to
identify success factors and to validate for project staff and partners that desired
outcomes are being achieved (Haron, 1996)

Harvey (2004) quoted that implementing consists of the processes used to complete
the work defined in the project plan to accomplish the project requirements. This
method involves organizing human resource and funds in addition to incorporating
and executing the activities of the project as per the project management plan. It is for

2
the above reason that implementation of a project is a key determinant of the
successful delivery of the project as it keeps the entire task on track, on time and
within spending plan. The project manager is responsible for the overall
implementation of his project and is held accountable. He is expected to intervene and
take remedial activity in watched tasks and procedures if these don't develop as
organized. However, project management in its modern-day form, started to flourish
just a couple of decades back. Beginning in the mid-1960s, organizations and
different associations started to see the advantage of sorting out work around projects
and to comprehend the basic need to convey and coordinate work over various
divisions and callings. We can go back further, however to the last part of the
nineteenth century and to the rising complexities of the corporate world to perceive
how project management changed from management philosophies. Expansive scale
project management was the stimulus for making imperative choices that progressed
toward becoming organization choices. In the United States of America, the primary
huge organization was the cross-country railroad, which started development in the
mid-1870s. Suddenly business leaders found themselves faced with the daunting task
of organizing the manual labour of thousands of workers and the manufacturing and
assembly of unprecedented quantities of raw material (Hicks, 2005).

After the Second World War the complexities of the project and a dwindling war-time
work supply required new administrative structures. Complex network diagrams
called PERT charts and the critical path method were presented, giving leaders greater
control over immensely planned and exceptionally complex projects. Before long,
these techniques extended to all types of ventures as business leaders pursued new
management tactics and devices to handle their development in a rapidly changing
and competitive world.

In the early 1960s, general system theories of science began to be applied to business
interactions (Hiebert, 2007). Near the turn of the century, Fredrick Taylor (1856-
1915) commenced his comprehensive studies of work. Taylor applied scientific
rationale to work by showing that work can be evaluated and enhanced by
concentrating on its basic parts. Taylor used his intellect to activities in steel mills,
such as scooping, lifting sand and moving parts. Henry Gantt (1861-1919),

3
Gantt associate researched on incredible detail the order of processes in work. Gantt‟s
work of management concentrated on navy ship building in the 1st world war. His
Gantt charts complete with task bars and milestone indicators, provided layout,
arrangement and the length of entire tasks in a process. Gantt chart diagrams
demonstrated to be an influential analytical instrument for executives and they
remained practically unaffected for almost a hundred years. It was not until the early
1990s that link lines were added to these task bars depicting more precise
dependencies between tasks (Kerlinger, 1995).

Employee training of staff is critical in creating positions in an organization (Black,

2003). Employee capacity building ought to be all-encompassing and covering ethical
matters that challenge the logistics of practitioners in businesses. Effective and
appropriate employee training can minimize chances of corrupt and unethical
practices in regard to logistics leading to positive organizational character. Employee
training can be either short lived or long lasting but the underlying factor should be
the objective of creating efficiency in logistics by eliminating all possible unethical
practices of individuals or organizations. Employee training on logistics matters can
open debate on potential ethical dilemmas that may arise in public procurement and
logistics in organizations, explaining real life situations and instill self-discipline
when making distribution and delivery decisions in difficult circumstances,
(Armstrong, 2004).

McCommon (2006) states that transparency is an internal part of good governance in

distribution function. For successful managing of organization resources, distribution
planning should be considered as a strategic profession rather than an administrative
function. He continued to say that distribution managers are equipped with adequate
knowledge and skills for improving planning and decision making. He explained that
most of the developed countries have adopted a more decentralized approach. Efforts
have been put into providing distribution managers with adequate skills, experiences
and qualification in management to minimize the potential of corruption. Adequate
employee training and availability of better management information and some
forward thinking leads to reduction of all types of risks and quick customer order
processing through effective delivery. He concluded his research by saying that
distribution planning and logistics in organizations continues to improve and become
more responsible to changing circumstances.

4
1.2 Statement of the Problem
The first and the most important primary need of a donor funded project is to create
employment opportunities for the youth. This will ensure the youth are empowered
economically and thereby improve their living standards. Employment is one of the
main pillars of human life as it provides a source of income for the employees and
their dependents. Every government in a state should ensure that employment of the
youth and indeed every citizen is easily available regardless of their level of
education. The Kenyan government has been very supportive towards this end and in
the process has attracted other non-governmental organisations to fund projects.
Despite all these efforts there are still challenges in the implementation of donor
funded projects in Kenya. The non-governmental organisations are facing challenges
on the implementation of youth Programmes. Some of these challenges are not able to
sustain the Programmes for a long period of time. These challenges include limited
funding, employee competence and community members are also not ready to offer
serious backing and therefore the donor funded projects tend to stall and therefore
never mature to serve the basic needs of the community. Therefore, it is against this
backdrop that this research sought to fill the gap by establishing the factors affecting
implementation of donor funded projects in Kenya with specific reference to Center
for Domestic Employee Training and Development in Nairobi, Kenya.

1.2.0 Profile of Centre for Domestic Employee Training and Development

The Centre for Domestic Employee Training and Development was established in
2001 as a support centre for domestic workers. Prior to its establishment the founder
M/S Edith Murogo would employ and train domestic workers skills in home
management at her home. She had great skills and used to train her domestic workers
skills on home care and the signifance of respect, something that caused them to value
and respect her back. From a strong and open relationship with her staffs, Edith
strived to understand the challenges faced by this marginalized group. She before long
realized of the shame and sufferings related with domestic workers and opened a
centre for as a training and advocacy for them. Sensitive to the needs of Kenyan girls
and women in domestic labour, Edith soon expanded her training program and
officially registered the Centre as an NGO in 2003 under the name Centre for
Domestic Training and Development (CDTD). Since registration, CDTD focuses on a

5
number of programs to assist the disadvantaged girls and women in Kenya and its
neighbouring countries.

A vocational skills training centre was established in 2003 to train on home care
management skills, catering, tailoring, computer and beauty courses to the needy of
the society, especially girls and young women. More than 10,000 beneficiaries have
been reached by this program through training, employment and advocacy. CDTD
also focuses on rescuing trafficked and abused girls in Kenya and its neighbouring
countries through an adopted model of 4 R‟s: Reach, Rescue, Rehabilitate and
Reintegrate. This is done under the Talia Agler Girls‟ Shelter, a project of CDTD
established in 2012. More than 300 girls have been reached and transformed by this
program since its establishment.

CDTD also plays a major role in awareness creation and advocacy on child abuse,
child and human trafficking and domestic work in Kenya. Through this work, more
than 10,000 people have been directly reached. Today CDTD is a respectable NGO
that works locally and abroad through networks such as the Girl Child Network in
Kenya, Counter trafficking of children network in Kenya, Global Alliance against
Trafficking in Women (Thailand) and Global Network of Women Shelters
(Netherlands)
The vision of CDTD is to be a dynamic organization that facilitates capacity to the
less privileged by creating an environment that enables them to take ownership of
their lives through our mission which is to strengthen the potentiality of the less
privileged through advocacy, temporary shelter, skills training, psycho-social support
and economic empowerment in order to become productive members of the society.

6
Figure 2.2 Center for Domestic Employee Training and Development Kenya
Organization: Source: Centres for Domestic Employee Training, (2018)

Board of Directors

Head of ICT Head of Head of Head of Head of

Finance Human Legal & Human
Resources Remedial rights

Supervisors Chief HR Supervisors Sales and

Accountant Manager Marketing
Manager

1.3 Objectives
1.3.0 General Objective
The general objective of this study was to investigate factors affecting implementation
of donor funded projects in Kenya
1.3.1 Specific Objectives
i. To establish the effects of project funding on implementation of donor funded
projects in Kenya.
ii. To examine the effect of community participation on implementation of donor
funded projects in Kenya.
iii. To determine the effect of government policy on the implementation of donor
funded projects in the in Kenya
iv. To determine the effect of staff training on implementation of donor funded
projects in Kenya

1.4 Research Questions

The following research questions guided the study;
i. What is the effect of project funding on the implementation of donor funded
projects in Kenya?
ii. How does community participation affect the implementation of donor funded
projects in Kenya?

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 iii. What is the effect of government policy on the implementation of donor
funded projects in Kenya?
iv. To what extent does staff training affect the implementation of donor funded
projects in Kenya?

1.5 Justification or Significance of the Study

1.5.0 Management of Centre for Domestic Employee Training and Development.
This research study will be very useful to the management of centre for domestic
employee training and development because of the information that will be collected
from different respondents. It will be able to suggest applicable modalities that
enhanced sustainability of donor funded projects in Kenya. The findings will also be
very helpful in highlighting the best approach that will be adopted on matters related
to accountability and transparency in managing such programmes.

1.5.1 The Government of Kenya

The government of Kenya will also be another beneficiary of this study since they
will be in a situation to improve the entire management operations in the country by
addressing challenges being faced by this sector such as financial instability. Precisely
the government will benefit through the ministries of Finance, Education as well as
special programmes and planning. This is because the findings of this research can be
incorporated in the future plans, policies and strategies of the country‟s development.

1.5.2 Other Researchers

Prospective researchers will gain useful information from the findings in that it will
help them highlight those critical areas that will enhance the implementation of donor
funded projects in Kenya and particularly in the centre for domestic employee training
and development Nairobi, Kenya.
1.6 Scope
The key focus of this research was to investigate the factors affecting implementation
of donor funded projects in Kenya. This study was based at the centre for domestic
employee training and development located in Nairobi West along Langata Road
Nairobi. The target population was 176 employees from the facility where a sample of
88 representing 50% of the target population was picked and considered for this
research. The study was undertaken for a duration of four months that is from January
to May 2018.

8
1.7 Chapter Summary
The chapter explains background information, statement of the problem in relation to
the study, significance of the study, challenges facing implementation of donor
funded projects and the geographical scope of the study.

9
 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The key objective of the literature review is to systematically identify, locate and
analyse the existing literature comprising information connected to the research
problem under study. It enables the researcher understand what other authors have
gathered on the subject matter. This section comprises the theoretical literature
review, empirical literature review, summary and the conceptual framework.

2.1 Theoretical Literature Review

2.1. 1 Theory of Constraints
The essential grounds of the theory of constraints assume that individuals can reason,
they are good and systems are basic. The (Choice, Eliyhau M. Goldratt, North River
Press, 2009). However, there must be something absent. Why do noble, intelligent
individuals have so much concern with projects? After all, projects are mere set of
activities which need to be done within some priority order before the project is
finished. What is omitted? It ought to be something that has hidden understanding of
how project systems are accomplished. Or, then again, it must be something acting
upon the project management system, noble thinking individuals that get things done
to really aggravate the issues.

Theory of constraints argues that a firm confronting challenges in cost management,

poor execution and prolonged conflicts is because of poor administrative practices
and absence of fundamental intervention. Eliyahu established the theory of constraints
in the mid-1980s to enable firms to resolve what to change, recognize an alluring new
condition, how to trigger the change and how to prompt the change. Eliyahu
prescribed first distinguishing the fundamental elements influencing budget estimates
in a Firm. Eliyahu then suggested that the executives should make sense of how to
deal with the constraints or obstacle to achievement within a set budget. By focusing
on fixing the main problem, overall performance could be improved (Goldratt, 2004).

Additionally, Baloi & Price (2003) observed that most organizations fail to examine
their operations as a whole when developing cost estimates. Compliance to cost
estimates is either a constraint or has the capacity to be converted into a constraint.
This cause-and-effect relationship can be very multifaceted, especially in a composite

10
system such as those of building projects. By identifying the cause and effect within
the system and recognising factors that match these connections are the keys to
system performance and superb observance to cost estimates.

2.1.2 Complexity Theory

The theory of classifying problems based on how difficult they are to solve. A
problem is assigned to the P-problem (polynomial-time) class if the number of steps
needed to solve it is bounded by some power of the problem's size. A problem is
assigned to the NP-problem (non-deterministic polynomial-time) class if it permits a
non-deterministic solution and the number of steps to verify the solution is bounded
by some power of the problem's size. The class of P-problems is a subset of the class
of NP-problems, but there also exist problems which are not NP. A prominent author
in the field of complexity is Terry Williams who shares the view of other scholars on
complexity but extends it by one additional dimension of time estimates (Cooper,
2005).
In addition to the dual components of intricacy, vis-à-viz the several factors and the
interdependency of these factors, he presents the third factor which is uncertainty.
Since uncertainty sum to the difficulty of a project, time estimates therefore can be
observed as a fundamental dimension of project complexity that can be as an upshot
of various factors. Projects occasionally demand for more additional funds as there is
an increasing desire to reduce time to market thus affecting the cost estimates of the
project (Narayan, 2006).

Kahane (2004), on the other hand puts a lot of emphasis on talking and listening to
each other when solving tough problems and when developing estimate costs. Kahane
differentiates the intricacy in three ways. These are; Dynamic Complexity, which
means that the cause and effect are distant apart and it is firm to grip from firsthand
experience. It should be noted that complexity-based aspects linked to project
dynamics frequently abound. This is as a result of the problems in comprehending the
nature of dynamics in building projects in order to find out relative multifaceted
factors. In other words, planning for a vibrant system is challenging owing to changes
in environment and situations. It is even further challenging to estimate when bearing
in mind dependency on environmental situations and other unknowns. There is a

11
current research in this regard and further details need to be exposed and findings
explored.

2.2 Empirical Literature Review

2.2.0 Project Funding
Hangman (2005) argues that operations of a community programme costs money,
whether it is done by the community or by an agency. Project funding is the act of
providing resources usually in form of money to a project, a programme, a person,
business or an institution. Community based donor funded projects are very essential
as they provide sustainability to human life. However, many donor funded projects in
Kenya normally fail to kick-start or collapse immediately they are initiated because of
many financial criteria or policies required of them in order to be consistent with
government regulations and get project funding. As a result, donor funded projects in
Kenya fail to start in the process

For a donor funded project in Kenya to be eligible to get project funding, it must have
a minimum of ten individual members. The members of the above body must be fully
paid up and the said body must countersign or acknowledge the project confirming
the information provided and giving their no objection. They should also provide the
names and signatures of not less than three of its management committee members.
The other restrictions to donor funded projects in Kenya are that they must
demonstrate that they have a bank account and offer a copy of the current bank
statement (within 3 previous months from the date of the advertisement) with the
project. This information will be to show that it has been active over the preceding 3
years. It also shows that activities have been going on within the area of the project
to be implemented. No activities outside the location list will be activated (Adhiambo,
2012).
For community-based donor funded projects to get funds, it should provide either as
part of the contract or on a separate paper the office or patron has signed a declaration
on responsibility and liability acknowledging personal responsibility in the case
misuse of funds. Fulfilment of government‟s policies is also another way affecting
project funding of donor funded projects in Kenya. This is because the policies are
too much and costly for donor funded projects to run a community-based program. In
addition, for community-based donor funded projects to get funded by several

12
sources, the programmes committee must meet and pass a resolution on the
signatories of the project bank account to be operated by the at least three signatories.
The signatories must include chairman, treasurer and the secretary (Chandra, 2006)

Champy (2004) advocates for shared responsibilities in operation and maintenance of

project because community members especially in slums cannot fully meet all project
operation and maintenance costs as they are too high. It is for this reason that
development partners and NGO‟s will always have to play a role in carrying out
operations and maintenance of donor funded projects in Kenya. In order for the
community to meet the cost of maintenance of the programmes, community members
must be willing to pay the services. However, not every community member is
willing to pay for the services as he or she may think taking part in the
implementation stages is free. Willingness to pay for the services is influenced by a
number of factors. This is why a survey should be done before the project is started to
determine willingness to pay

Project funding for donor funded project is a massive proportion and may take the
following norms: loans from international monetary institutions like World Bank and
other development partners. The World Bank lends money to allow middle-income
nations to back development and change. Development projects are executed by
borrowing nations following defined guidelines and procedures to assure that the cash
touches its planned target. The World Bank funds two basic types of operations;
Investment operations provide project funding to governments to cover explicit
expenditures associated to economic and social development policy and institutions
reforms at achieving a set of specific development results; Investment loans, credits
and grants provide financing for a wide range of activities aimed at creating the
physical and social infrastructure like centre for domestic employee training and
development necessary to reduce poverty and create sustainable economic
development (Pandey, 2005).

According to Langdon (2007), community can be irritated, offended or simply

confused by the expectations of the facilitators. Most Programmes carried out are not
long term so they may not be able to invest a lot or fulfil the exact felt need by the
community due to financials issues.

13
Integrated financial management systems have come to be a fundamental component
of financial adjustments to stimulate efficiency, security of data management and
complete financial management. IFMS provides an integrated computerised package
to enhance the effectiveness and transparency of organizations resource management.
The functioning of IFMS varies across countries but sub-systems normally include
accounting, budgeting, cash management, debt management and related core
treasuries systems (Rifkin, 2001). It makes sure that all users observe common
principles, guidelines and measures with the understanding of reducing risks of
mismanagement of funded resources. It also strives to boost assurance and credibility
of the budget over better understanding and transparency of information.

According to Baron (2002), budgets are prepared in order to try to guide the
organisation towards its objectives. Yet, there is no doubt that some budgets are even
more harmful to the organisation than if none were drawn up at all. The main cause of
such a mismatch between a budget and the Budgets are drawn up for control
purposes, that is, they represent an attempt to control the course in which the firm is
moving. Many people, however, look upon budgets, not as a guide, but as a
straitjacket. Researches have revealed that the further that executives are taken into
the budgeting process, then the more successful budgetary control is possible. A
manager on whom a budget is imposed is likely to pay less attention to the budget and
use it less wisely in the control process compared to a manager who had an active part
in the drafting of his budget (Schermerhon, 2002).

Many Programmes have failed due to lack of clarity in ownership and unclear power
to execute. Owing to the institutional separation of expenditure management it is not
always directly clear who should be responsible with overall resource management
and overall authority. Systems must be carefully designed to meet agency‟s needs and
functional requirements including accounting and fiscal management activities. The
system has to achieve the financial objective which will often serve as blue print for
later phases of the system for they are challenging to remedy at a future stage. It is of
crucial importance to spend enough time on the design phase of the programme
(Black, 2003).

By identifying risk factors in the implementation of a community-based programme

one can identify the potential barriers to a successful deployment and assess the cost

14
of failure for each potential blocking issue. With this information in hand you can
create a contingency plan to help mitigate or avoid blocking issues. The main risk for
any application testing the deployment programme is the business impact of
application failure. For business-critical applications, a failure in deployment could
have severe financial repercussions for the organisation whereas the failure of
properly deployed application that is used infrequently by a few users might have
very little effect. It is important to assess the financial impact that could be caused by
a failure at any time during the deployment (Scoot, 2003).

2.2.1 Government Policies

Armstrong (2000) defines political environment as laws, government agencies and
pressure groups that influences and limit various organizations and individuals of a
given society from conducting certain activities. He continues to state that
“Regulation comprises of controls, state and federal laws placed on organization in
respect to the implementation of its activities.” Regulation exists to guard the firms
together with their customers. Majority of the regulations from the federal and state
levels has been enacted to ensure competition and just business practices. For
cunstomers the concentration of regulation is to protect them from unfair trade
practices by companies and ensure their safety.

Cooper (2005) stated that a policy is a body of principles, expressed or implied,

stipulated to direct an enterprise to its objectives. Policies are obligatory and ought to
be complied to by all individuals and corporate in their activities throughout the
organization. At corporate and operational level, policies have the following
advantages; they generate authority based on principles for a given course of action,
they provide guidelines when formulating functional and operational strategies to
allow coordination across organizational units and reduce time managers spend in
making decisions. The government through the Kenyan Bureau of Standards (KEBS)
ensures that products sourced in the markets abroad conform to laid down and
acceptable quality standards. Its main objectives is to promote, develop and enforce
the standardizations of products and services. Kenyan government also regulates
advertising by ensuring that before an advertisement can be put on mass media they
have to conformed to the requirements laid down by the government through
legislation.

15
Armstrong (2004) describes policy as a intentional plan to direct decisions and
accomplish national planned objectives. The term might apply to public, private
sectors, groups and peoples. Good examples of policies include; presidential
executive orders, firm disclosure policies and legislature house laws. Policy Research
might also denote the system of making key organization decisions including the
identification of different alternatives such as Programmes or spending priorities and
cohousing between them on the source of the effect they will have.

Policies can be comprehended as political, management, financial and organizational

mechanisms organized to influence unequivocal goals. Definition of policy and
research done into the area of policy are frequently performed from the perspective of
policies created by national government, or public policy. According to Chandra
(2001), there is lack of consensus on the definition of policy. The term public policy
is defined as the undertakings of government and the plans. Those actions and
procedures change considerably from the strict to the very unstructured huge firms
and government departments are most likely to have rigid and official processes. A
policy is usually described as a standard or rule to direct choices and accomplish
reasonable outcomes .

The term is not generally used to indicate what is really done; this is typically named
to as regulations or protocol. While a policy will encompass the „what‟ and the „why‟
practices or protocols include the „what‟, the „how‟, the „where‟, and the „when‟.
Policies are usually embraced by the board or other high-ranking governance
structures inside an organization where as regurations or protocols would be
established and accepted by high-ranking top management officers. A policy can be
looked at as a “statement of resolve” or a “commitment”. For that purpose at lowest
we can be held accountable for our “Policy”. The word may relates to public, private
sector , groups, and people. Presidential executive orders, corporate private policies,
and parliamentary rules of order are all examples of policy (Craw, 2007).

It is the governing body of a state. It can be a system by which a community is

governed. The government or the state sets rules of conduct and enforces them to
control and regulate the conduct of people, to protect their property and contractual
rights with an access to securing justice, peaceful living and social security. Since the
value system of society keeps on changing, the law also keeps on changing in

16
accordance to the requirements of changing society. Transactions have commercial
law to protect the businesses. Commercial law is a part of civil law that deals with the
rights and obligations of mercantile property (Kerr, 2003).

It includes laws relating to various contracts, partnership, companies negotiable

instruments, insurance carriage of goods and so on. This ensures that the legal
transactions are the only ones taking place and to protect the consumers. Policies tries
to focus everyone in an organization to a common goal and priorities by translating
co-operate strategy into measurable objectives throughout the various organizations
which should understand the strategic plan, be able to drive several goals from the
plan and determine how each goal ties into their own daily activities (Office
Publications, 2018).

Central government has also played a role in stipulating companies to plan their
manpower resources systematically. The planning commission in the ministry of labor
and institute of applied manpower research have made projections from time to time
on projections for man power demand and supply for various skills categories,
supervisors and managers over a given time span. Government departments require
companies to supply data on their manpower for various purposes such as data
compliance, or competence to execute certain contracts. While providing this data,
companies need to develop inventories of their personnel by various category
classifications, which have been used for their own internal manpower planning. The
government has also a special quarter required with regard to deprived groups of the
population, termed scheduled casts and scheduled tribes. Government department
monitors the company‟s fulfillment of their obligations in this regard (Kerr, 2003).

The success in managing the policy contexts depend on more than simply defining
new policies or identifying which policies are important, or negotiating with key
stakeholders on those policies. Technical issues and processes are also important to
the success of such policies. Policies impact on implementation process. They provide
the foundation on which implementation strategy and action plans are developed and
progress monitored. Policies also set the stage for monitoring program
implementation and help define accountability mechanisms (Lucie, 2013).

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2.2.2 Community Participation
Champy (2004) defines community as people inhabiting a particular site. The project
implementation affects their environment directly and it changes the ecology of the
area either in a positive or negative way. Community participation denotes a vigorous
process whereby beneficiaries impact the track and the implementation of the
development projects rather than just getting a part of the project. The author further
states that in order to increase the chances that implementation of children
sponsorship community-based projects meets the needs of the users, community
participation should begin as soon as a community has requested the project.
Thereafter, community members should be directly involved in planning and deciding
how it can be run, and by so doing the prospects of its success are improved.

Gaining public support for projects is a critical project component that is sometimes
overlooked but can provide a significant return on investment. There is a substantial
opportunity to engage, inform and involve the members of public throughout all
stages of the project. The public can be a valuable part of the planning process, assist
with implementation and undertake portions of monitoring and maintenance of tasks.
All NGO‟S aim at bringing change that is progress development, growth or generally
more effective social functioning among community members. They help remove the
people‟s obstacles to progress e.g diseases, illiteracy, poverty, poor infrastructure.
This they do by helping the people realize their potentials and use their resources
effectively and efficiently. This is ensured by doing the right thing and assisting the
community members to manage the resources (Hangman,2005).

Development is for the people and that it is the people themselves who must have the
ultimate say and direct all development efforts. Community participation cannot take
place without information. Community members should therefore have access to
information, so that they can make enlightened decisions (Brikké and Bredero, 2003).
The importance of information is that it makes community members feel confident to
take charge of the project and to feel that the project is theirs and they can manage it.

Pickford et al (2005) indicates that in order to ensure that community members are
involved in the whole process, participatory methodologies help in utilization of rich
community knowledge about their environment. Involving the community members
makes them feel that they own the project. NGO‟s had an assumption that people in

18
the local communities have the capacity or potential to improve and are willing to
change if helped. It‟s in this regard that NGO‟s should create favorable conditions and
give directions where necessary that is supportive of the changes to be implemented,
for example the identification and encouragement of local leadership. Those who
provide labor discover their potential in the building field and advance further.

Development is about discovering a people‟s potential and exploiting it with the use
of the available resources with the overall aim of improving living standards. After
discovering the potentials and exploiting them, this leads to a situation of self growth
and development. It‟s as a result of passing information and knowledge from the
developers to the community members. This information helps them to make
informed decisions in all matters regarding their livelihoods. The people will
eventually cease being dependent since they are now able to utilize available
resources and make informed decisions to improve their livelihood. This development
of a person is also the development of that persons environment (Black, 2003).

Following observations it‟s been found that people are able to identify and locate
resources and hence should be involved in any development project. There is a great
need for concentration and community education, meaning the project to be
implemented should be well understood by the community in order for them to
cooperate. Involving them will also open their eyes to reality acceptance critically.
They have to understand the situation and how it relates to that particular project.
Their participation and involvement is also based on knowledge, skills, needs,
resources, leaderships structures and institutions for example including some
community members in the project council is important because they will explain the
cherished values that the community holds to avoid their violation during project
implementation; for instance shrines should not be destroyed to put up a building.
This promotes democracy which includes progression and action where an idea that
the community members‟ do not agree with is abandoned. The success or failure of
development initiatives has been closely linked to how actively the targeted
community participates in the initiatives (Kerr, 2003).

According to Claridge (2004) is that the danger of not involving the community in
implementation of a project is that community ownership of the project is
compromised, and consequently community members expect the providers of the

19
services to operate and maintain it for them. On the other hand, Craw (2007) argues
that community participation, is much more likely to be accomplished and services
provided cheaply. In addition, community participation gives community members
intrinsic value in what they are able to achieve. However, Chapman (2004) warns that
although community participation has enormous potential, there is a danger of
trivializing it and to only reduce it to low cost labor.

Community participation should also be looked at from the gender perspective,

because women have the responsibility of taking care of persons with disabilities in
their community and they are not usually involved in the decision making process
(Pickford, 2005). According to Kerr (2003) women have been consistently excluded
from any dialogue about the priority of rehabilitation services offered, which has
contributed to the disastrous failure of community implementation of projects. He
further argues that it should be borne in mind that women are the greatest caregivers
in the family unit and are also primary beneficiaries of any improvement and should
therefore be involved in any attempt to improve the quality of life of persons with
disabilities.

According to Hicks (2003), in communities where participation is encouraged, there

is high production and sharing of experiences and ideas. It offers communities
opportunity to make choices on their development activities. Community participation
can ocuur at any stage in the development cycle. In expressing thier goals and
objectives, secondly in making decision and execution of development approaches
and thirdly through the utilization of thier own resources as an important part of the
initiative, community participation is a shared method of ongoing dialogue among
members of the community, key stakeholder groups, technical experts and grassroot
decision makers. It is not something that can come about effectively in one meeting
especially in a structured public hearing, where each individual has limited time to
express their opinion and there is no chance for important dialogue and agreement
among interested parties.

Community participation ensues in the course of the project not once. There should
be at least one chance for public contribution in each stage. A experienced facilitator
with suitable feelings are important for asisting all members to have an open mind
and to develop approaches that are in the best interest of the society as a whole. The

20
quality conversation should result to desirable outcomes as follows: Ultimately, join
in joint discussion and co-creative problem solving; The diversity of viewpoints
engaged in a wide participatory method will exploit the diversity of the views and
ideas of members of public that are influenced by the problem. This will include
community wisdom and buy-in come from the fair and creative inclusion of all
relevant perspectives; viewpoints, cultures, information, experiences, needs, interests,
values, contributions and dreams will make valuable contributions towards the wise
resolution of their situation (Hicks, 2003).

Involvement of the community is also a process of mobilizing resources and also

manpower. The project team can get manual labor form the community members
either as volunteers or offer them wages. It is also a way of creating employment
opportunities to earn a livelihood whereas in the end they will benefit on the fruition
of the project . When community members are part of the implementation team, they
understand the implementation better and develop the capability to evaluate it
themselves hence will be in a position to notice when there is a faulty occurrence in
the future after the developers have left and rectify. Most developers do not seem to
understand the best approach that is bottom-up which entails planning and
implementing with the people. If community involvement is integrated as part and
parcel of the entire project, both short and long-term project benefits can result by
increasing support, volunteer participation and long term sustainable stewardship
(Claridge, 2004).

2.2.3 Staff Training

Leadership can be defined as the capacity to inspire others to action. The leader must
then be able to identify and implement the steps necessary to achieve the set
objectives. Working closely with the beneficiaries or stakeholders project managers
must have the skills necessary to translate the stakeholders‟ expectations into a
practical vision for the project. In general, the principal or sponsor, who may be the
chief operating officer, is responsible for ensuring the changes required for the
effective implementation of the project (Armstrong, 2000).

The project managers must have the ability to guide and handle change which is
existing. Frequently, the systems implementation will affect and change existing
procedures and methods of accomplishing various tasks. The project management

21
must be able to identify how the consumers of the structure will respond to changes
and how the implementation will impact the organization. Change must involve the
end users. Even the best managed project can fail without their support (Chamoun,
2006).

Dealing effectively with health projects calls for adequate human resources, both on
size and level of technical sophistication, it is clear that most projects are constrained
by small man-power. In spite of efforts, in many instances with external assistance,
opportunities for higher education for sustainable development including for
employee training in requisite specialized skills are sorely inadequate although the
foundation for developing such skills, in terms of basic education exists in most
although not all of them. Sustainable development calls for employee training in a
large number of technical skills and can‟t be effectively pursued with the help of
manpower that is merely literate at a basic level (Chamoun, 2006).

In most developing countries like Kenya, there is a chronic sufferance of

administrative inadequacies, changing environment and a lot of other intrinsic and
extrinsic problems. If governments are keen to respond to human needs effectively
and rapidly, they have no alternative but to bring about administrative reforms with
the aid of modern project management skills to adjust to these changes. The
management should not remain static over a period of time, because there are always
scientific, economic, political, and socio-cultural changes all over the country. Such a
turbulent environment being faced by a country becomes too difficult to control or to
manage hence the reason why many projects are failing partly as a resultant factor of
poor management. This is because they are faced with challenges in decision making,
planning and control (Drucker, 2002).

The project manager must be proficient in different types of communication. A key

component of this skill is the ability to recognize each individual‟s communication
style and adapt to it easily. This ability enables the project manager to influence
different types of individuals, which in turn makes getting the job done much easier.
A project manager must also exhibit listening skills and be capable of communicating
effectively, both verbally and formally at all organizational levels. The project
manager must be able to prepare reports and documenting achievements. The ability
to negotiate and act as a coach is an important competency. This role includes

22
providing feedback to the team and stakeholders. The project manager must be able
to learn the strengths and the weaknesses of the individual team members by
observing them as they work together and he or she must be able to use the team
members to compliment and support each other. The project manager must be able to
identify and define customer requirements, manage customer expectations and
promote customer relations which are actually utilized instead of being returned to the
source (Armstrong, 2004).

During project implementation, several evaluations are carried out to establish the
course of progress and identify discrepancies. In so doing, conceptual skills are
crucial because they demonstrate the manager‟s capacity to evaluate and identify a
situation and differentiate between course and effect hence is able to establish what
factors could have caused the problem that stands as an impediment to project
implementation. These skills relate to a manager‟s mental ability to co-ordinate and
interpret all the organizations interest and activities that is able to think on the abstract
and see the relationship between forces that are negatively affecting the project
execution. Planning and organizing require high levels of conceptual skills which are
mostly required by project managers. Planning is a process that managers use to
identify and select appropriate goals and courses of action to achieve these goals
(Burton, 2003).

Project managers should also motivate employees and help them handle crisis and
conflicts wisely so that goals are in the long run achieved effectively and in the most
efficient way. A part from skills, management encompasses a number of functions
which includes planning, organizing, staffing, controlling and coordinating. For a
project to run successfully to its closure, an effective manager has to be able to
perform these functions (Drummond, 2001).

Planning as an area of application of conceptual skills is important in projects because

it gives directions and focuses on all decisions and actions. It enables allocation and
utilization of resources prudently, provides information and therefore facilitating
effective communication as well as being a motivational factor. They are also useful
in organizing which is the process that the manager uses to establish the structure of
working relationships that allow all members in an organization to work together to
achieve their goals. The project manager should group people into departments

23
according to the job-specific activities they execute, setting out the lines of span
control and obligation between different persons and groups and deciding how best to
co-ordinate organizational resources, the outcome of which is a firm structure (an
official arrangement of activities and reporting relations that co-ordinate and motivate
the members so that they can work together to achieve project goals). Organizing
facilitates effective decision making especially where it is decentralized, ensures
effective communication, enables effective use of resource, co-ordination and
controlling of people‟s activities, groups and departments and facilitates delegation of
authority and allocation of responsibilities to various people in the organization,
(Chamoun, 2006).

Interpersonal skills are vital too. They include a manager‟s ability to understand, alter
and regulate the conduct of other people and groups. They also include the ability to
communicate, co-ordinate and motivate people and mould them into a cohesive team.
These skills enable one to understand organizational behavior because it has an
impact on project performance. Managers therefore use human skills to know how
people form attitudes, how they perceive the work environment, how their personality
influences their reaction to work, assess the set of social values and social beliefs that
affect people‟s relationship with each other and how the process of management and
the nature of people at work may be integrated in a defined work environment to
influence effective work performance in project implementation (Klein, 2013).
Psychologists also provide an insight to the management application of human skills
in understanding people. They say that an individual‟s unique characteristics are as a
result of their personality development, perception process, learning ability and
emotional development hence a manager with interpersonal skills should appreciate
all workers on this basis. As managers develop a corporate image, they also have to
consider that people come from diversified cultures that have distinct social ethics.
Therefore, if managers can perform those tasks, they can be described as being
effective.

Technical skills are also important. They are the tasks specific knowledge and
methods that are necessary to execute tasks for instance knowledge in manufacturing
and auditing. These skills are needed to execute specific duties and are acquired
through formal employee training. Managers should ensure they get the most

24
competitive employees through use of a revised recruitment and selection procedure
and place them in the right positions to do the correct jobs at the exact costs and time.
To improve and maintain employees, technical skills, arrangements for employee
training both orientation and regular should be programmed and implemented.
Performance management and appraisal should be done both annually and bi-annually
depending on the employees‟ output and lifespan of the project. Rewarding
employees for their efforts through promotions is motivational so that they contribute
effectively towards realizing the set goals (Romero, 2010).

Capacity Development is the capacity of people, institutions and communities to

obtain strength and obtain the capabilities to perform functions, solve problems and
set achievable objectives. It describes the task of developing levels of human and
institutional capacity. This involves concentrating efforts on contributing to the
pursuits of strategic objectives by providing deeper and concentrated support, services
and right materials specifically through capacity development materials. In
accordance with program vision on strategic objectives in capacity development areas
are, to organise for employee training needs, giving priority to developing staff and
institutions in transition and to foster the development of community programmes
(Feathers, 2005).

Capacity development is a method of change and hence is dealing with changes.

Individual‟s capacity, organization capacity and community capacity changes
gradually. An attention on what economic development policies and ventures operate
efficiently to reinforce the capacities, links and knowledge base cannot be a one-time
intervention. There can be immediate results and often in emergencies and post
conflict situations there is a necessity for such. But even short-term capacity gains,
such as an increase in monetary incentives or introducing new information systems
must be supported by a sustained resource to yield longer term results that truly
impact on existing capacities (Haron, 1996).

Capacity development occurs at three different stages: the personal level, the firm
level and community level. These three levels are intertwined and interdependent. An
undertaking in capacity growth must be planned and justify the impact of the multiple
levels. Capacity development is about who, how, and where the choices are made,

25
administration takes place, services are provided and outcomes are tracked and
appraised. It is mainly an endogenous process. While sustained and aided by the
donors, it cannot be owned or compelled from outside. At the end of the day, it is
about capable and transformation states, which enable capable and resilient societies
to achieve their own development objectives over time (Hiebert, 2005).

There are many cases project reforms and comprehensive restructuring of procedures
to jumpstart and improve the management and processes. In such an approach,
management is being utilized as the enabler of transformation rather than in aid of the
management change process. Some writers contest this strategy by disagreeing that
financial processes established in most nations are legal and mandatory frameworks
are generally expected to be comprehensive and it is concentrated on making better
what subsists rather than substituting it. Practise demonstrates that enhancements are
made better through continuous reinforcement of procedures and abilities. This
strategy is more likely to mitigate the risks associated with reforms as it works with
existing requirements, developed knowledge and user capacity which are relatively
limited in developing countries (Karume, 2006).

Community development experts must safeguard members of public to take

possession of their project. It is commonly acknowledged that a true grassroots
programme is one in which community will have a say on project planning, execution
and monitoring. This basic standard of community participation is commonly
overlooked due the speed of implementing community programmes. Implementing
agencies and donors may rush the awareness creation process in order to meet their
careful considered goals and in so doing, compromise its long-term attainment of goal
by building strong contacts to donors and development partners as members of the
public are not closed and self-supporting systems. The capacity of communities, no
matter how well planned and inspired to meet all of their needs, is restricted. These
limits must be recognized and then planned (Sagimo, 2002).

Fulltime internal advisory body is needed in understanding project teams that would
be responsible for undertaking the groundwork for providing for an overall direction,
standardization and consistency through program management of the Programmes in

26
the communities. All interdependencies, overlaps, conflicts, standards, overarching
architecture shared across several projects would fall under the preview of this group.
Given the current structure and skill sets available, capacity building is required in
order to have adequate number of personnel with the requisite skill sets,
(Mkandawire, 2001).

Various departments of project management would require a full-time dedicated

project team which will function as the secretariat reporting to the project leader.
Mkandawire (2001) still continues to show that this team would oversee project
execution and could manage implementation and deal with technology, process and
change management related issues. The approach for formation and skillset required
would be on similar lines as mentioned.

Particularly, capacity building comprises the nation‟s human, scientific, technological,

administrative, formal and resource capacities. A fundamental goal of capacity
building is to enhance the ability to evaluate and address the crucial questions related
to policy choice and models of implementation among development options, based on
an understanding of environment potentials. Delegates from developing countries
supporting institutes defined „capacity building‟ as the creation of an enabling
environment with appropriate policy and legal framework, institutional development,
including community participation, human resources development and strengthening
of management systems, (Mkandawire, 2001)

According to Scott (2003) community participation builds on local strengths,

creativity and resources and actively seeks to decrease dependency on and
vulnerability to economic interests outside the community as a result sustainability is
ensured. There are definite things that can impede public participation process in
numerous ways such as government and development specialists, political and legal
arrangements do not boost or offer room for public participation. Majority of the
Programmes for community development are explored by the Government or non-
government organizations and members of public are just involved at the execution
level as an upshot many of the projects fail as they do not achieve the number of
public prospects and the actual public needs. Governments and NGO‟s that partner
with members of the public are mainly driven by their robust sense of resolve to

27
accomplish their current objectives within their timeline. They are likely to be
frustrated by what they perceive to be lack of progress and that capacity building is a
long-term, continuing process in which all stakeholders participate (Kerlinger, 1999).

According to McCommon (2006), programme capacity development is a process that

takes place at three different levels the individual, organisational and the societal
level. In the individual level, individuals of the organisations represent the first layer
of capacity. For donor funded projects in Kenya to succeed, societies and
organisations transform the growth; they require people with abilities, knowledge and
know-how. At the personal level capacity development arise through need driven
process of studying and information acquisition and dissemination, experiencing,
involvement in the at local level, counselling, coaching and other learning methods
that endows and put the persons in a crucial and active position. This new method to
capacity building departs from the convectional technical support, mostly based on
availability of practical employee training and workshops.

The second layer of capacity building is the organizational or official level. As people
make up the issues of firms and establishments, the sharing of abilities, information,
know-how and ideals amongst persons from a group or firms changes in the long run
into the very business capacity, consisting of processes, structures, guidelines and
ethos. Though, the joint set of abilities of persons finally turns into the business and
official capacity, latter by far surpasses the sum of the abilities of their supporters.
Developing organisations or institutions capacity means fostering change within their
complex system of policies, systems, procedures, regulations and organisational
culture which is endogenous and voluntary, fully owned and controlled by the
organisation‟s and institutions that are undertaking change (Pandey, 2003).

According to the National Aids Control Council (2005), the third layer at which
capacity development takes place is the societal level. It has been long neglected in
the development theory and reflected a negative effect to the capacity building course,
which has conventionally concentrated on the community and the business level.
Revolution and change that occurs at the community level completely changes and is
immediately compelled to occur within people and firms that make the members of
public. As result the beliefs of a community, its consumers, legislative body and

28
guidelines, the system of authority are featuring that impact on the capacity of persons
and firms to establish further their abilities and change.
In the achievement of implementing donor funded projects in Kenya, the three
different levels of capacity building initiatives at one stage are possible to have an
influence on other stages, disregarding the others; the consequences might not be
long-term and viable as they may be restricted to a insignificant group of people or
firms. A study done by Rifkin (2001), in Africa and Asia revealed that one of the
greatest challenges to scaling up donor funded projects would be limited supply of
adequate trained human resource. Which causes of deficits described related to
remuneration, working conditions, inadequate in-country capacity to train project
workers.In many developing countries, the challenge of developing human capacity
for project implementation occurs in the context of several staff shortages. In addition
to increasing the number of project managers most countries have expressed a need
for existing employees to learn new skills more quickly at the same time and more
sufficient employee training should impact the quality of skill that countries need for
addressing donor funded project problems and should be supported by other factors
that affect the performance of donor funded projects such as clear job expectations,
performance feedback, adequate physical environment, tools and motivation to
perform each task.

2.3 Summary and Research Gaps

Review of literature gives the guidelines from the past researchers and provides a
foundation to the theoretical framework for present investigation. Project funding is
the act of providing resources and usually in form of money to a project, a
programme, a person, business or an institution. This is to ensure that they are run
successfully therefore accepting that project funding affect implementation of
community-based donor funded programmes in Kenya therefore organizations in this
sector should promote project implementation by ensuring finance is adequate before
project implementation is started.

It can be concluded that there is a need for supporting competent project staff with
relevant skills. If NGOs project implementation is to be successful, all the above
factors should be keenly adressed, any discrepancies noted and action taken so that in
the long run, the aim of uplifting of donor funded projects in Kenyan be done by the

29
organisations in this sector through ensuring that the staff are continuously trained to
provide the necessary skills for smooth project implementation. On community
participation it will be clearly indicated that to ensure that community members are
involved in the whole process, participatory methodologies must be involved
throughout the project development while agreeing with the above citation little is
done on community involvement in donor funded projects in Kenya therefore much
should be done to ensure that the project is implemented with ease and reduced
resistance.

On policy of the government it will be stated as a legal basis which will be important
and may take the form of laws, legislative acts, decrees, regulations and official
guideline while in this little is mentioned in the implementation comunity based
donor funded projects in Kenya therefore the government should introduce legal rules
which promote implementation of donor funded projects.

30
2.4 Conceptual Framework
Fig 2.2 Conceptual Framework
Source: Author (2018)

Independent Variables Dependent Variable

Funding

Community Participation
Implementation of
donor funded
programmes in Kenya
Government Policy

Training

2.5 Operationalization of variables

A variable is a measurable characteristic that assumes different values among the
Subjects, Mugenda and Mugenda (2003).

2.5.0 Independent variables

It is a variable that a researcher manipulates in order to determine its effect or
influence on another variable. They predict the amount of variation that occurs in
another variable.

2.5.1 Types of independent variables

2.5.1.0 Experimental variables:
They are variables which the researcher has manipulative control over. They are
commonly used in biological and physical sciences for example influence of amount
of fertilizer on the yield of wheat and influence of alcohol on reaction time.

2.5.1.1 Measurement types of independent variables:

These are variables, which have already occurred. They have fixed manipulative and
uninfluenceable properties. Most of the variables are either environmental or
personalogical for example age, gender, marital status, race, colour, geographical
location, nationality, soil type and altitude. An example is influence of nationality on
choice of food.

2.5.2 Dependent variables

It is the variable that is measured, predicted or monitored and is expected to be
affected by manipulation of an independent variable. They attempt to indicate the
total influence arising from the effects of the independent variable. It varies as a

31
function of the independent variable for example influence of hours studied on
performance in a statistical test and influence of distance from the supply center on
cost of building materials.

2.5.1 Project funding

It refers to money acquired for a specific use. It represents the money needed for a
program or business expenditure. In searching for project funding, it is very important
that organisations consider and use a variety of potential sources such as donations
from local residents, private sources such as foundations as well as public grants, not
forgetting that the local residents have the capacity to carry out minor repairs due to
poverty levels.

2.5.2 Community Participation

Community participation denotes a vigorous method whereby recipients impact the
path the project is taking and the implementation of the project rather than just
receiving a part of project benefits. Community involvement in a project considerably
upsurges the likelihoods of success by building in a self-correcting response loop.
2.5.3 Government Policies
Government and local authorities‟ regulations have both positive and negative effects
towards the implementation of a project. Policy factors have significant impact on any
project. The policy context within which community projects are developed and
implemented is pivotal to providing a supportive environment that ensures long-term
sustainability. The regulations act as a guideline and help standardize projects suited
for a certain region. This may strain the budget and sometimes may lead to the exodus
of the skilled labor if stoppages by policies are frequent.

2.5.4 Employee training

This is the ability of staff to improve their knowledge and expertise towards the
success of a project. Poor employee skills may lead to the demise of a project and
good employee skills may lead to the success of a project. In short, the skills of a staff
are important to the continuity of the project.

2.6 Chapter Summary

This chapter showcases theoretical literature review, empirical review, summary and
research gaps, conceptual framework and operational variables. It also explains how
the theories can be used to derive meaningful conclusion in relation to the study.

32
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This chapter deals with study design, target population sampling design, data
collection methods and instruments and data analysis methods and procedures.

3.1 Research Design

The study adopted a descriptive research design in conducting the research. The
design was chosen since it provides answers to the questions such as who, how, what,
which, when and how much. A descriptive study is not only restricted to fact findings
but may often result in the formulation of important principles of knowledge and
solution to significant problem (Mugenda and Mugenda, 2003). A descriptive study is
a carefully designed to ensure complete description of the situation, making sure that
there is minimum bias in the collection of data and to reduce errors in interpreting the
data collected (Kothari, 2004).

3.2 Target Population

The target population was from the center for domestic employee training and
development from the top management level, middle management level and support
staff from the administration department. The researcher targeted a population of 176
employees from the organization.

Category Target Population Percentage

Top Management 4 2
Middle level Management 12 7
Support Staff 160 90
Total 176 100

Table 3.1 Target Population

Source: Author (2018)

3.3 Sample and sampling technique

The study adopted stratified random sampling method to choose a sample that
represented the whole population. This method was preferred since it involves

33
apportioning of the population into same subgroups then taking a sample in each
subgroup. This procedure was also preferred because it ensures that certain sub-
groups in the population are represented in the sample in the same proportion to their
number in the population (Kumar, 2005).

The procedure was also preferred since all the target population had an equal chance
of being selected and inclusion of small groups which otherwise could have been
omitted entirely by other sampling methods (Kothari, 2004). Hence the researcher
used this sampling procedure to ensure both management and non-management staff
was included in the study since the procedure classified the population first into
homogenous groups and gave each target population equal chance of being picked.
The sample size was as follows:-

Table 3.2 Sample Population

Source: Author (2018)
Category Target Population Sample Size Percentage

Top management 4 2 2

Middle management 12 6 7
Support Staff 160 80 90
Total 176 88 100

3.4 Instruments
3.4.0 Questionnaires
The research utilized a questionnaire to gather data from the respondents. This
technique permitted each respondent to get the same set of questions in a precise way.
Questionnaires consequently collected data that was more comparable than
information collected through interview method.

3.5 Pilot Study

Specific questions were incorporated in the questionnaires which were aimed at
capturing specific information from the respondents. These questionnaires were sent
to the respondents to fill and send them back for evaluation. A pretest was also done
on the questionnaires using a selected sample of respondents and data acquired and

34
evaluated. The pilot study was also undertaken to pre-test the methods and tools of
data collection.

3.6 Data Collection Procedure

Developed questionnaires were sent to some selected sample of respondents from

each sub – group that is, top level, middle and support staff and then the information
acquired was evaluated to assess their reliability. The researcher identified that the
questionnaires were reliable for the study and the information required could be
accessed. The questionnaires were given out at random to respondents from each sub-
group.

3.7 Data Analysis and Presentation

The information collected by use of the various instruments was first corrected to
remove error from data collected. The modified data was then coded for easy
classifications in order to enable tabulation. The tabulated data was then analyzed
using quantitative method by calculating various percentages where possible. Data
collected was calculated by use of statistical inferences such as mean and mode where
applicable. Presentation of data was in form of charts and graphs. Descriptive
statistics data was analyzed qualitatively and the results were provided in form of
explanatory notes.

3.8 Ethical Considerations

3.8.0 Informed Consent
This was represented by an introduction letter attached to the questionnaire.
Consequently, the selected respondents were consulted before they participated in the
research study.

3.8.1 Voluntary Participation

The respondents were not forced to participate in the study. Instead, respondents were
told about the reason for carrying out the research prior to making their own informed
consent. The respondents were also at liberty to choose whether to participate or not.

35
3.8.2 Confidentiality
Respondents were briefed on the code names they used instead of their real names.
This ensured that their identity was protected from any other participant and the
organization itself.

3.8.3 Privacy
Kothari (2004) asserts that any respondent participating in a research study is entitled
to privacy as part of the ethical consideration. To ensure the privacy of the
respondents, the questionnaires were distributed to the respondent‟s work station or
any other private area they feel safe. This ensured that there was no interference or
influence from other respondents.

3.8.4 Anonymity
The research collected and presented the research findings without revealing the
identity of the participants or any other details that might lead to them. Based on this,
the respondents were advised not to include their names or identification details.
Rather, they were assigned code names during the data collection.

3.9 Chapter Summary

This chapter concentrated on identifying appropriate research design for the study; the
target population and the right sampling design and technique to be used; construct
and explain research instrument to be employed and explain how the pilot study was
instituted. Also, the chapter elaborated on the data analysis techniques used and how
respondents‟ ethical considerations was met.

36
 CHAPTER FOUR
RESEARCH FINDINGS AND DISCUSSIONS
4.0 Introduction
This chapter contains the presentations of the results and findings obtained from the
direct responses and data analysis. This chapter is broken into four segments. The first
section will present the contextual information of the respondents. The following four
sections will be presented each in turn by connecting each of the four hypothesized
independent variables against the dependent variable.

4.1 Presentation of Research Findings

4.1.0 Response Rate
The study wanted to examine the number of respondents who contributed to the study.
The results were presented in table 4.1 and figure 4.1 below:-
Table 4.1 Response Rate
Category Frequency Percentage

Response 64 73

Non-response 24 27

Total 88 100

Figure 4.1 Response Rate

The table 4.1 and figure 4.1 shows the response rate of the study. The majority
response of 73% representing 64 respondents gave back their questionnaires after
filling while the minority 27% representing 24 respondents did not give back their
questionnaires. This was a strong sign that most of the respondents participated in the
research.

37
4.1.1 Gender Response
The researcher sought to find out the respondents‟ gender who participated in the
study. The results were presented in table 4.2 and figure 4.2 below;

Table 4.2 Gender Response

Category Frequency Percentage

Male 48 75

Female 16 25

Total 64 100

Figure 4.2 Gender Response

Table 4.2 and figure 4.2 responses indicates that the majority of the organizations‟
employees are male with 75% representing 48 respondents while the minorities 25%
representing 16 respondents were females. This was clear that majority of respondents
were male.

38
4.1.2 Age Analysis
The study wanted to find out the age bracket of the respondents who participated in
the study. The results were presented in table 4.3 and figure 4.3 below:-

Table 4.3 Age analysis

Category Frequency Percentage
Between 18-25 years 12 18
Between 26-35 years 26 41
Between 36-45 years 15 23
Between 46-55 years 8 13
Above 56 years 3 5
Total 64 100

Figure 4.3 Age analysis

Table 4.3 and figure 4.3 shows the analysis of the age of the respondents whereby the
majority residents 41% were between the age of 26-35 years, 13% of the respondents
were between 36-45years, 18% were between 18-45 years of Age, 13% of the
respondents were between forty-five and fifty years of age while the minority 5%
respondents were 45 years and above. This shows that majority of the employees were
young and energetic.

39
4.1.3 Highest Level of Education
The study aimed at determining the highest level of education of the respondents who
participated in the study. The results were presented in table and figure 4.4 below:-
Table 4.4 Highest Level of Education

Category Frequency Percentage

Secondary 24 36

College 26 41

University 14 23

Total 64 100

Figure 4.4 Highest level of education

Table 4.4 and figure 4.4 shows the analysis of the response in relation to the highest
level of education whereby the majority response 41% representing 26 respondents
were college graduates with diplomas, 36% of the response representing 24
respondents had attained secondary education with only KCSE certificates compared
to 23% representing 14 respondents were university graduates. The analysis of the
data shows that majority of the respondents were college graduates.

40
4.1.4 Length of service
The researcher sought to determine the length of service the respondents had worked
in the organization. Table 4.5 and figure 4.5 depict the findings as shown below: -

Table 4.5 Length of Service (experience)

Category Frequency Percentage
Less than 2 years 11 17
3-5 years 17 27
6-8 years 13 20
9-11 years 16 25
12 years and above 7 11
Total 64 100

Figure 4.5 Length of Service

Table 4.5 and figure 4.5 shows the analysis of the response in terms of the duration of
working or the experience of the respondents where by the data collected shows that
majority response 27% had worked for a duration of 3-5 years, 25% of the
respondents were experienced for a period of between 9-11years, 20% of the
respondents had worked for a duration of 6-8 years, 17% were experienced for a
duration of 2 years and below while the minority 11% were experienced for a duration
of 12 years and above. This shows that majority of respondents were experienced in
implementation of donor funded projects in Kenya.

41
4.1.5 Respondent Category
The researcher sought to find out the level of staff within the organization who
participated in the study. The results were analysed and presented in table 4.6 and
figure 4.6 as shown below: -

Table 4.6 Respondent Category

Category Frequency Percentage
Top level management 3 5
Middle level management 26 41
Support staff 35 54
Total 64 100

Figure 4.6 Respondent Category

Table 4.6 and figure 4.6 shows the analysis of the response in terms of the
respondents‟ category of operation where the majority response 54% were from the
Support Staff, 41% of the respondents were from the middle level management while
the minority response 5% were from the top-level management. The analysis of the
data concludes that majority of the respondents were from the Support Staff.

42
4.1.6 Project funding
The researcher sought to find out whether project funding affects the implementation
of donor funded projects in Kenya. The results were presented in table 4.7 and figure
4.7 below: -
Table 4.7 Effect of Project funding
Category Frequency Percentage
Yes 45 70
No 19 30
Total 64 100

Figure 4.7 Effect of Project funding

Table 4.7 and figure 4.7 shows the analysis of the response to whether Project funding
affects the implementation of donor funded projects in Kenya whereby majority of the
respondents 70% accepted that project funding affects the implementation of donor
funded projects in Kenya while the minority 30% response were of the opinion that
project funding does not affect the implementation of donor funded projects in Kenya.
The analysis of the study is conclusive that project funding affects the implementation
of donor funded projects in Kenya.

43
4.1.7 Rating the Effect of Project funding
The respondents were asked to rate how project funding affected implementation of
donor funded projects in Kenya. The results were presented in table and figure 4.8
below;

Table 4.8 Rating of Project Funding

Category Frequency Percentage

Very high 32 50
High 21 33
Low 11 17
Total 64 100

Figure 4.8 Rating of Project Funding

Table 4.8 and figure 4.8 shows the analysis of the response to rate at which project
funding affects the implementation of donor funded projects in Kenya whereby the
majority response 50% indicated that project funding has a very high effect on the
implementation of donor funded projects in Kenya, 33% response indicated that
project funding had high effect in comparison with 17% response saying that effect of
project funding was low. The study shows that the effect of project funding on the
implementation of donor funded projects was very high.

44
4.1.8 Community Participation
The researcher sought to investigate how community participation affected
implementation of donor funded projects in Kenya. The results were presented in
table and figure 4.9 below: -
Table 4.9 Effect of Community Participation
Category Frequency Percentage
Yes 49 77
No 15 23
Total 64 100

Figure 4.9 Effect of Community Participation

Table 4.9 and figure 4.9 shows the analysis of the response to whether community
participation affects implementation of community-based donor funded projects in
Kenya whereby majority of the respondents 77% accepted that community
participation affects the implementation of donor funded projects in Kenya while the
minority 23% response were of the opinion that community participation had no
effect on implementation of donor funded projects in Kenya. The analysis above
show that community participation affects the implementation of donor funded
projects in Kenya.

45
4.1.9 Rating the effect of Community Participation
The respondents were asked to rate how community participation affects
implementation of donor funded projects in Kenya. The results were presented in
table and figure 4.10 below:-
Table 4.10 Rating of Community Participation
Category Frequency Percentage
Very great extent 26 41
Great extent 18 28
Average extent 11 17
Low extent 9 14
Total 64 100

Figure 4.10 Rate of Community Participation

Table 4.10 and figure 4.10 shows the analysis of the response rate at which
community participation affects the implementation of community based donor
funded projects in Kenya whereby the majority response 41% indicated community
participation has a very high effect on the implementation of community based donor
funded projects in Kenya, 28% response indicated that community participation had
high effect, 17% response showed that effect of community participation was
moderate while the minority 14% response said that effect of community participation
on the implementation of community based donor funded projects was low. The study
shows that the effect of community participation on the implementation of donor
funded projects was very high according to the majority response.

46
4.1.10 Government Policies
The study sought to determine whether government policies affects implementation of
donor funded projects in Kenya. The results were presented in table4.11 and figure
4.11 below:-
Table 4.11 Effect of Government Policies
Category Frequency Percentage
Yes 53 83
No 11 17
Total 64 100

Figure 4.11 Effect of Policy of the Government

Table 4.11 and figure 4.11 shows the analysis of the response to whether policy of the
government affects implementation of community-based donor funded projects in
Kenya in which the majority 83% response accepted that policy of the government
affects implementation of community-based donor funded projects in Kenya while the
minority 17% response were of the opinion that policy of the government does not
affect implementation of community-based donor funded projects in Kenya. The data
analysis thereby concludes that policy of the government affects implementation of
donor funded projects in Kenya.

47
4.1.11 Rating the effect of government policies
The respondents were asked to rate the effect of government policies on
implementation of donor funded projects. The results were presented in table and
figure 4.12 below:-
Table 4.12 Rating the effect of government policies
Category Frequency Percentage
Very high 24 38
High 16 25
Average 13 20
Low 11 17
Total 64 100

Figure 4.12 Rating the effect of government policies

Table 4.12 and figure 4.12 shows the analysis of the response to rate at which policy
of the government affect the implementation of community based donor funded
projects in Kenya with the majority response of 38 % indicating that policy of the
government has a very high effect on the implementation of community based donor
funded projects in Kenya, 25% response indicated that policy of the government had
high effect, 20% response showed that effect of policy of the government was
moderate while the minority 17% response said that effect of policy of the
government on the implementation of community based donor funded projects was
low. From the above analysis it is clear that Government policies do affect the
implementation of donor funded projects in Kenya.

48
4.1.12 Staff Training
The respondents were asked whether staff training affects implementation of donor
funded projects in Kenya. The results were presented in table 4.13 and figure 4.13 as
shown below:-
Table 4.13 Staff Training
Category Frequency Percentage
Yes 41 64
No 33 51
Total 64 100

Figure 4.13 Staff Training

Source: Author (2018)

Table 4.13 and figure 4.13 shows the analysis of the response to whether staff
employee training affect the implementation of donor funded projects in Kenya in
which the majority 64% response accepted that staff employee training affects the
implementation of donor funded projects in Kenya while the minority 46% response
were of the opinion that staff employee training does not affect the implementation of
donor funded projects in Kenya. From the response it is clear that staff employee
training affects the implementation of donor funded projects in Kenya.

49
4.1.13 Rating the Effect of Staff Training
The study sought to determine how the respondents rated the effect of staff training on
implementation of donor funded projects in Kenya. The results were presented in
table and figure 4.14 below:-
Table 4.14 Effect of Staff Training
Category Frequency Percentage
Very great extent 23 36
Great extent 18 28
Moderate extent 10 16
Low extent 13 20
Total 64 100

Figure 4.14 Rating of the effect Staff Training

Table 4.13 and figure 4.13 shows the analysis of the response to the rate at which
staff training affects the implementation of donor funded projects in Kenya with the
majority response of 36% indicating that staff training has a very high effect on the
implementation of community based donor funded projects in Kenya, 28% response
indicated that staff training had high effect, 20% response showed that effect of staff
employee training was moderate while the minority, 16% response said that staff
employee training affects the implementation of donor funded projects in Kenya. This

50
shows that staff employee training had a very high effect on the implementation
donor funded projects in Kenya.

4.2 Limitations of the study

4.2.0 Confidentiality
Some respondents were not willing to give the information which was a key
requirement by the researcher since they feared that the information was not going to
be kept confidential. The researcher assured the respondents that the research was
strictly for academic purposes. In addition to this the researcher also gave them the
introductory letter from the university thereby persuading them to participate.

4.2.1 Lack of Cooperation

There were some respondents who were not willing to be cooperative and did not feel
free to give their opinions regarding the topic of discussion. This was due to a feeling
of contempt and suspicion. The researcher assured the respondents that the
information gathered was to be used for academic purposes and would be treated with
high level of confidentiality thus persuading them to participate in the study.

4.3 Chapter Summary

4.3.0 General Information
The majority response of 77% representing 64 respondents gave back their
questionnaires after filling while the minority 23% representing 19 respondents did
not give back their questionnaires. Majority of the organizations‟ employees are male
with 75% representing 48 respondents while the minorities 25% representing 16
respondents were females. The analysis of the age of the respondents whereby the
majority respondents 41% were between the ages of 26-35 years, 13% of the
respondents were between 36-45years, 18% were between 18-45 years of age, 13% of
the respondents were between 46-55 years of age while the minority 5% respondents
were 56 years and above. Majority response, 41% representing 26 respondents were
college graduates with diplomas, 36 % of the response representing 24 respondents
had attained secondary education with only KCSE certificates compared to 23%
representing 14 respondents were university graduates. The analysis of the data shows
that majority of the respondents were college graduates. The data collected shows that
majority response 27% had worked for a duration of 3-5 years, 25% of the
respondents were experienced for a period of between 9-11years, 20% of the

51
respondents had worked for a duration of 6-8 years, 17% were experienced for a
duration of 2 years and below while the minority 11% were experienced for a duration
of 12 years and above. Majority response 54% were from the support staff, 41% of
the respondents were from the middle level management whiles the minority response
5% were from the top-level management. The analysis of the data concludes that
majority of the respondents were form the Support Staff.
4.3.1 Project funding
Majority of the respondents 70% accepted that project funding affects the
implementation of donor funded projects in Kenya while the minority 30% response
were of the opinion that project funding does not affect the implementation of donor
funded projects in Kenya. The analysis of the study is conclusive that project funding
affects the implementation of donor funded projects in Kenya.
The response rate at which project funding affect the implementation of donor funded
projects in Kenya whereby the majority response 50% indicated that project funding
has a very high effect on the implementation of donor funded projects in Kenya, 33%
of the respondents indicated that project funding had a high effect in comparison with
17% respondents saying that the effect of project funding was low. The study shows
that the effect of project funding on the implementation of donor funded projects was
very high.
4.3.2 Community Participation
Majority of the respondents 77% accepted that community participation affects the
implementation of community-based programmes in Kenya while the minority 23%
of the respondents were of the opinion that community participation had no effect on
implementation of community donor funded projects in Kenya. The analysis above
shows that community participation affects the implementation of community donor
funded projects in Kenya.
The response rate at which community participation affects the implementation of
donor funded projects in Kenya whereby the majority respondents 41% indicated
community participation has a very high effect on the implementation of community
donor funded projects in Kenya, 28% response indicated that community participation
had high effect, 17% of the respondents showed that effect of community
participation was moderate while the minority 14% respondents said that effect of
community participation on the implementation of donor funded projects was low.

52
The study shows that the effect of community participation on the implementation of
donor funded projects was very high according to the majority response.

4.3.3 Government Policies

Majority 83% response accepted that policy of the government affects implementation
of donor funded projects in Kenya while the minorities 17% response were of the
opinion that policy of the government does not affect implementation of donor funded
projects in Kenya. The data analysis therefore, concludes that policy of the
government affects implementation of donor funded projects in Kenya.
The analysis of the response rate at which policy of the government affect the
implementation of donor funded projects in Kenya with the majority response of
38% indicating that policy of the government has a very high effect on the
implementation of donor funded projects in Kenya, 25% response indicated that
policy of the government had high effect, 20% response showed that effect of policy
of the government was moderate while the minority 17% response said that effect of
policy of the government on the implementation of donor funded projects was low.
From the above analysis it was clear that government policies do affect the
implementation of donor funded projects in Kenya.
4.3.4 Staff Training
Majority 64% response accepted that employee training affects the implementationof
donor funded projects in Kenya while the minority 56% response were of the opinion
that staff training does not affect the implementation of donor funded projects in
Kenya. From the response it is clear that staff training does affect the implementation
of donor funded projects in Kenya. The rate at which employee training affects the
implementation of donor funded projects in Kenya with the majority response of 36%
indicating that staff training has very high effect on the implementation of donor
funded projects in Kenya, 28% response indicated that staff training had high effect,
20% response showed that effect of staff training was moderate while the minority
16% response said that effect of employee training on the implementation of donor
funded projects in Kenya was low. This shows that staff training had a very high
effect on the implementation of donor funded projects in Kenya.

53
 CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter indicates detailed information obtained from the data analysis during the
study in relation to factors affecting the implementation of donor funded projects in
Kenya, with a special survey of donor funded projects run by the Center for Domestic
Employee Training and Development. It discusses in summary the findings, answers
to the research questions, gives conclusions, recommendations and suggestions for
further studies. The research also sought to give suggestions on viable strategies
which the Domestic Employee Training and Development Center should adopt to
upgrade the donor funded projects.

5.1 Summary of Findings

5.1.0 What is the Effect of Project funding on the Implementation of Donor
funded projects in Kenya?
Majority of the respondents 70% accepted that project funding affects the
implementation of donor funded projects in Kenya, while the minority 30% response
were of the opinion that project funding does not affect the implementation of donor
funded projects in Kenya. The analysis of the study is conclusive that project funding
affects the implementation of donor funded projects.
The response rate at which project funding affects the implementation of donor
funded projects in Kenya whereby the majority response 50% indicated that project
funding has a very high effect on the implementation of donor funded projects in
Kenya, 33% response indicated that project funding had high effect in comparison
with 17% response saying that effect of project funding was low. The study shows
that the effect of project funding on the implementation of donor funded projects was
very high. Since the organization need lots of improvements on project funding to be
able to run the donor funded projects effectively and efficiently, during periods of
experiencing financial crises donors and the government should step in very fast to
strengthen them in this area.

54
5.1.1 How Does Community Participation Affect the Implementation of Donor
funded projects in Kenya?
Majority of the respondents 77% accepted that community participation affects the
implementation of donor funded projects in Kenya while the minority 23% response
were of the opinion that community participation had no effect on implementation of
donor funded programmes in Kenya. The analysis above shows that community
participation affects the implementation of donor funded projects in Kenya.

The response rate at which community participation affects the implementation of

donor funded projects in Kenya whereby the majority response 41% indicated that
community participation has a very high effect on the implementation of community
based donor funded projects in Kenya, 28% response indicated that community
participation had high effect, 17% response showed that effect of community
participation was moderate while the minority 14% response said that effect of
community participation on the implementation of donor funded projects was low.
The study shows that the effect of community participation on the implementation of
donor funded projects was very high according to the majority response.

They stated that the end-users of the Programmes were very important. Those that
said community participation was an issue in the implementation of donor funded
projects cited that the programmes had to be initiated at the community level and be
implemented and managed with few challenges if the community participates in its
implementation.

5.1.2 What is the effect of government policies on the Implementation of Donor

funded projects in Kenya?
Majority 83% response accepted that policy of the government affects implementation
of donor funded projects in Kenya while the minorities 17% response were of the
opinion that policy of the government does not affect implementation of donor funded
projects in Kenya. The data analysis thereby concludes that policy of the government
affects implementation of donor funded projects in Kenya.
The analysis of the response rate at which policy of the government affect the
implementation of donor funded projects in Kenya with the majority response of 38%
indicating that policy of the government has a very high effect on the
implementation of donor funded projects in Kenya, 25% response indicated that

55
policy of the government had high effect, 20% response showed that effect of policy
of the government was moderate while the minority 17% response said that effect of
policy of the government on the implementation of donor funded projects was low.
From the above analysis it is clear that government policies do affect the
implementation of donor funded projects in Kenya.

5.1.3 To what extent does staff training affect the implementation of donor
funded projects in Kenya?
Majority 64% response accepted that staff training affects the implementationof donor
funded projects in Kenya while the minority 56% response were of the opinion that
staff training does not affect the implementation of donor funded projects in Kenya.
From the response it is clear that employee training affects the implementation of
donor funded projects in Kenya. The rate at which staff training affect the
implementation of donor funded projects in Kenya with the majority response of 36%
indicating that staff training has very high effect on the implementation of community
based donor funded projects in Kenya, 28% response indicated that staff training had
high effect, 20% response showed that effect of staff training was moderate while the
minority 16% response said that effect of employee training on the implementation of
donor funded projects in Kenya was low. This shows that staff employee training
had a very high effect on the implementation of donor funded projects in Kenya.

5.2 Recommendations
5.2.0 Project funding
Funds are a major concern for the successful implementation of a program or a
project. The management should be able to come up with programmes that are able to
fund the activities which they offer in the organization and also the management
should look for strategies to be able to offer their services to their clients at moderate
prices hence borrow loans from the international countries to facilitate effective
implementation of donor funded projects.

5.2.1 Community Involvement

It was recommended that all the community decisions or opinion should be
implemented in the organization alternatives to solve the problems that are facing the
programmes as they go along their day to day activities. Community involvement
should also be actively involved in running the programmes hence; this will avert a

56
positive influence over the programmes objectives and outcomes. This will ensure a
successful implementation of the programmes.

5.2.2 Government Policy

It was also recommended that the government should implement proper policies
which will govern how programmes are to be implemented and also the government
should protect them from unnecessary cartels that are out to exploit them. Concerning
security the government should ensure policies which are formulated and
implemented are strictly followed in order to facilitate smooth implementation of
donor funded projects.

5.2.3 Staff training

It is not enough to create teamwork and coordination in an organization. Employees
should learn to be passionate because this will drive and motivate the staff and at the
end of the day they will get to motivate their employers. Another issue recommended
was that employees of the organization should focus on strategy that is not doing what
everyone is doing and be proactive that is in anticipating things before they happen
and not to remain reactive this could only be possible through continuous employee
training. For the employees to be well equipped, it was recommended that they should
be taken through such programmes as seminars and workshops both at the job and
off-the-job. This will ensure that they acquire the necessary skills and knowledge to
practically apply in the organization especially on implementation of donor funded
projects.
5.3 Conclusion
It was established that funds affect the implementation of donor funded projects since
existence of the programmes at the organizations. This has affected the reduction of
illiteracy and improving economic status resulting from programmes at organization.
Funds should be mostly directed to run the programmes by government and the
donors because youth are the larger and most important part of the nation. It is
essential to increase the stability and security of sources of trade-finance especially to
help deal with periods of financial crises. This should also be clearly communicated to
the community. In this stage, the danger of not reaching the right level of specification
has to be undertaken without ignoring excessive details or overstate interested parties‟
potential impact. Therefore, a clear objective and order of ranking for each discourse

57
has to be laid down, the right key interested parties and agents negotiated with to get
mutual consent and assurance, but averting impractical hopes. Community
involvement may also become intertwined when the view and opinion of an interested
parties fluctuates over time when intricacy increases and may decrease.
Staff training is a method of transformation and therefore it is about managing
changes of individual‟s abilities, organization capacity and safety‟s capacity change
over time. A focus on what development and venture work best to reinforce the
capabilities, linkages, abilities and information base cannot be a one-time initiative.
There can be temporary results. And often in emergencies and post conflict
circumstances there is a necessity for such. But even short-lived ability gains, such as
upsurge in monetary motivations or presenting a new knowledge system, need to be
reinforced by a constant resource and political pledge to produce everlasting results
that actually influence on present abilities. Policy of the government is the rule or law
that governs the programmes. Policy of the government should be able to provide the
program with reliable and sufficient sources of activity. They should be able to plan,
manage or evaluate policies, strategies or programmes designed to have impact in the
community. This rules and laws require wide consultation to ensure all the interests of
all the stakeholders are taken care of this rules or laws should also be able to make the
implementation of donor funded projects grow.

5.3.0 Suggestion for Further Study

The researcher suggests that more variables should be considered such as
management strategy and project planning among others since this research was only
focused on four independent variables hence further research should use many
variables such as mentioned above to get interconnection of the variables specifically
on factors affecting implementation of donor funded projects in Kenya.

58
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 APPENDIX I
RESEARCH QUESTIONNAIRE
Please answer the questions by putting a tick in the appropriate box or by writing in
the space provided.

SECTION A: BACKGROUND INFORMATION

1. Gender (Please Tick)

Male [ ]
Female [ ]
2. What age group do you belong to? (please Tick)
18-25 [ ]
26-35 [ ]
36-45 [ ]
46-55 [ ]
56 Above [ ]
3 What is your highest level of education?
Secondary [ ]
College [ ]
University [ ]
4 Length of Service
Less than 2 years [ ]
3-5 years [ ]
6-8 years [ ]
9-11 years [ ]
12 years and Above [ ]

5 Which respondent category do you belong to?

Top level Manager [ ]
Middle level management [ ]
Support staff [ ]

i
 SECTION B: PROJECT FUNDING
6 Does project funding affect implementation of donor funded projects in
Kenya ?
Yes [ ]
No [ ]
If yes, explain how
………………………………………………………………………………………
………………………………………………………………………………………
………………

7 To what extent does project funding affect implementation of donor funded

projects in Kenya ?
Very high [ ]
High [ ]
Low [ ]
8. According to your opinion what can organizations do to improve their project
funding base among its employees?
..............................................................................................................................
..............................................................................................................................
.............................................................................................................................
SECTION C: COMMUNITY PARTICIPITATION
8 Does community participation affect implementation of donor funded projects
in Kenya ?
Yes [ ]
No [ ]

9. If yes, explain how

…………………………………………………………………………………
…………………………………………………………………………………

ii
11. To what extent does community participation affect donor funded projects in
Kenya ?
Very great extent [ ]
Great extent [ ]
Average extent [ ]
Low extent [ ]

12. According to your opinion what can organization do to improve on community

participation in Kenya?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………
SECTION D : GOVERNMENT POLICIES
13. Does government policies affect implementation of donor funded projects in
Kenya ?
Yes [ ]
No [ ]
14. If yes, explain how……………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
15. To what extents is policy of the government a challenge to donor funded projects
in Kenya ?
Very high [ ]
High [ ]
Average [ ]
Low [ ]
16. According to your opinion what can organizations do to improve on their
conformance to the Government policy?
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................

iii
 SECTION E: STAFF TRAINING
17. Do staff training affect implementation of donor funded projects in Kenya ?
Yes [ ]
No [ ]

18. To what extents does staff training affect implementation of donor funded
projects in Kenya ?
Very great extent [ ]
Great extent [ ]
Moderate extent [ ]
Low extent [ ]

19. According to your opinion what can organizations do to improve staff skills in
implementation of donor funded projects in Kenya ?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………

iv
 APPENDIX II
PLAGIARISM SUMMARY

Thank you for your cooperation