INFLUENCE OF PROJECT PLANNING SKILLS ON IMPLEMENTATION OF

ENTREPRENEURSHIP PROJECTS IN KENYA: A CASE OF JUAKALI SECTOR IN

KENYA

BY

DOROTHY ATENG

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF MASTER DEGREE IN PROJECT
PLANNING AND MANAGEMENT OF THE UNIVERSITY OF NAIROBI

2017
 DECLARATION
STUDENT DECLARATION
This Management research project is my original work and has not been presented for a degree in any
university

Signed_____________ Date _____________

Dorothy Ateng
REG: L50/69436/2013

SUPERVISOR’S DECLARATION
This management research project has been submitted for examination with my approval as the
University of Nairobi Supervisor.

Signed_____________ Date _____________

Dr. John Mbugua
Lecturer,
Department of Extra Mural
University of Nairobi

MODERATOR’S DECLARATION
This management research project has been submitted for examination with my approval as the
University of Nairobi Moderator.

Signed_____________ Date _____________

Prof. Charles Rambo
The Chairman,
Department of Extra Mural
University of Nairobi

ii
 DEDICATION
I dedicate this Project proposal to my dear family, my Mum and late father.

iii
 ACKNOWLEDGEMENT
I wish to acknowledge the efforts of my supervisors Dr. John Mbugua who took time to guide
me through the writing of this research proposal. Secondly I wish to thank the University of
Nairobi for their academic training. I wish to thank all the lecturers who taught me during my
first year of studies. Finally, I wish to convey my special thanks to my sister Josepine Ateng,
who inspire me into writing this proposal special thank you to librarian, typists and computer
assistants, my class of 2013 and to everybody who in one way or the other offered assistance
either inform of advice, literature materials, information, or even motivation to this point. I
acknowledge your efforts and contributions.

iv
 TABLE OF CONTENTS
DECLARATION ............................................................................................................................ ii
DEDICATION ............................................................................................................................... iii
ACKNOWLEDGEMENT ............................................................................................................. iv
TABLE OF CONTENTS ................................................................................................................ v
LIST OF FIGURES ..................................................................................................................... viii
ABBREVIATIONS AND ACRONYMS ...................................................................................... ix
ABSTRACT .................................................................................................................................... x
CHAPTER ONE ............................................................................................................................. 1
INTRODUCTION .......................................................................................................................... 1
1.1 Background of the Study .......................................................................................................... 1
1.2 Statement of the Problem .......................................................................................................... 5
1.3 Purpose of the Study ................................................................................................................. 6
1.4 Objectives of the Study ............................................................................................................. 6
1.5 Research Questions ................................................................................................................... 7
1.6 Significance of the Study .......................................................................................................... 7
1.7 Delimitations of the Study ........................................................................................................ 8
1.8 Limitations of the Study............................................................................................................ 8
1.9 Operational Definition of Terms ............................................................................................... 8
1.11 Organization of Study ............................................................................................................. 9
CHAPTER TWO .......................................................................................................................... 10
LITERATURE REVIEW ............................................................................................................. 10
2.1 Introduction ............................................................................................................................. 10
2.2 Theoretical Review ................................................................................................................. 10
2.3 Review of Past Studies............................................................................................................ 11
2.8 Conceptual Framework ........................................................................................................... 20
2.9 Research Gaps ......................................................................................................................... 20
CHAPTER THREE ...................................................................................................................... 22
RESEARCH METHODOLOGY.................................................................................................. 22
3.1 Introduction ............................................................................................................................. 22

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3.2 Research Design...................................................................................................................... 22
3.3 Target Population .................................................................................................................... 22
3.4 Sample Size and Sampling Procedure .................................................................................... 23
3.5 Methods of Data Collection .................................................................................................... 24
3.6 Validity of the Study ............................................................................................................... 24
3.7 Reliability of the Study ........................................................................................................... 25
3.8 Methods of Data Analysis ....................................................................................................... 25
3.9 Ethical Issues .......................................................................................................................... 25
3.10 Operationalization of Variables ............................................................................................ 27
CHAPTER FOUR ......................................................................................................................... 28
DATA ANALYSIS, PRESENTATION AND INTERPRETATION .......................................... 28
4.1 Introduction ............................................................................................................................. 28
4.2 Response Rate ......................................................................................................................... 28
4.3 General Information ................................................................................................................ 28
4.3.4 Distribution of the respondents in various roles .................................................................. 31
4.12 Summary of Regression model ............................................................................................. 42
CHAPTER FIVE .......................................................................................................................... 44
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSION AND RECOMMENDATIONS 44
5.1 Introduction ............................................................................................................................. 44
5.2 Summary of the Findings ........................................................................................................ 44
5.4 Conclusion .............................................................................................................................. 46
5.5 Recommendations ................................................................................................................... 47
5.6 Suggestions for Further Research ........................................................................................... 48
REFERENCES ............................................................................................................................. 49
APPENDICES .............................................................................................................................. 54
APPENDIX 1: INTRODUCTION LETTER................................................................................ 54
APPENDIX II: QUESTIONNAIRE ............................................................................................. 55

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 LIST OF TABLES

Table 3.2 Operationalization of Variables .......................................................................................... 27

Table 4.1: Respondents Gender Distribution ...................................................................................... 29
Table 4.2: Respondents Age Distribution ........................................................................................... 30
Table 4.3: Respondents Highest Professional Qualification ............................................................... 30
Table 4.4 Tabulation of Respondents and their Roles ........................................................................ 31
Table 4.5: Whether Technical Skills Affect Projects .......................................................................... 32
Table 4.6 The effects technical skills on implementation of entrepreneurship projects ..................... 32
Table 4.7 Statements relating to technical skills and its effects .......................................................... 33
Table 4.8 whether Financial Management skills affect Jua-kali ......................................................... 34
Table 4.10 Statements on financial management skills among JuaKali Artisans in Kenya ............... 36
Table 4.11 Analysis of whether technology affects Jua-kali Projects................................................. 38
Table 4.12 Influence of technology skills among JuaKali Artisans .................................................... 39
Table 4.13 Importance of the following statements concerning technology skills on implementation
of entrepreneurship projects ................................................................................................................ 40
Table 4.14 Workforce Planning .......................................................................................................... 41
Table 4.15 Influence of workforce planning on implementation of entrepreneurship projects among
JuaKali Artisans in Kenya................................................................................................................... 41
Table 4.16: Summary of Regression Model ....................................................................................... 42

vii
 LIST OF FIGURES
Figure 1 Conceptual framework ............................................................................................................. 20

viii
 ABBREVIATIONS AND ACRONYMS
EU European Union

IEEE International Electrical and Electronic Engineers

KNFJKA Kenya National Federation of Jua Kali Association

NGOs Non Governmental Organizations

SME Small Micro Enterprises

SOHO Small and Home Office

TOC Theory of Constraints

ix
 ABSTRACT
The study sought to address the influence of project planning skills on implementation of
entrepreneurship projects in Kenya with focus to Juakali sector in Kenya. The study objectives
were to determine the effects of Technical skills, financial management skills, technology skills
and workforce planning on implementation of entrepreneurship projects in Kenya. The study was
of great benefit to the entrepreneurship projects in Nairobi County, Ministry of Industrialization
and Enterprise Development and Small and micro enterprises among others. The study was
guided by Theory of Constraints. The Theory of Constraints takes a scientific approach to
improvement. It hypothesizes that every complex system, including NGO project planning
processes, consists of multiple linked activities, one of which acts as a constraint upon the entire
system. The study used descriptive survey design. The study targeted Juakali Sector in Kenya
Specifically with the help of Kenya National Federation of Jua Kali Association (KNFJKA). The
study used stratified and simple random sampling technique to get respondents in the Jua Kali
sector but in different specializations. The study used structured and semi structured
questionnaires for data collection instruments. The instruments were tested to ascertain their
validity and suitability in collecting the required data. The data collected was analyzed using
both qualitative and quantitative methods.

The analysis found that 82% of the respondents believed that technical skills affect the
implementation of Jua-kali entrepreneurship projects in Kenya, 93% of the respondents believed
that financial management skills were critical in the management of the Jua-kali sector and
management of entrepreneurship projects in the Jua-kali sector, 79% of the respondents indicated
that technology affects the entrepreneurship development among Jua-Kali sector and 81% of the
respondents believed that workforce planning was very key in developing and advancement of
performance of entrepreneurship of Jua-Kali projects in Kenya.

The study concluded that technical skills are very critical in the management and development of
entrepreneurship projects in Kenya, that Financial Management Skills are very important among
the Jua-kali sector practitioners, technology should be given more focus in Jua-Kali Sector and
That there should be better methods of managing workforce to ensure that those that don’t have
skills gain skills and those that need to advance their skills.

The study recommends that more skills should be impacted to the technical teams in the Jua-kali
sector, that more banks should engage and partner with the Jua-kali sector not only to train on
financial management, that more need to be done on technology and that more need be done like
linking the universities and technical colleges with the Jua-kali and the Local artisans to ensure
that they get staff and workforce from these colleges and both gain from class and field
experience through interchange and exchange of workforce.

x
 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Globally, project management is a well-understood discipline that can produce predictable,
repeatable results. The methodologies of modern project management are highly analytical,
usually requiring automated tools to support them on large projects (Bruyat and Julien, 2014).
Like most other disciplines, it is learned through both practice and past experience. Project
management encompasses many different skills, such as understanding the interdependencies
among people, technologies, budgets, and expectations; planning the project to maximise
productivity; motivating others to execute the plan; analysing the actual results; and
reworking and tuning the plan to deal with the realities of what really happens as the project
is executed.
In order to manage a project and bring it to a successful completion, its project manager must
have a complete understanding of the methodologies being used for the management of
different parts of the project. Managers prefer specific project methodology, while resist and
face difficulties for an opportunity to manage another project with different methodology as
they do not know how much commonality exists between the preferred and the new required
methodology (Blackburn, 2010).

Choudbury (2008) argues that, leadership skills in project management involve motivating
the employees, being innovative, creating a healthy organization, policy maker and so on. In
relation sustainability of projects, the above can play a key role in influencing successful
sustainability of youth income generating projects. Managers of youth income generating
projects, due to their incompetence have failed to effectively lead people working in the
project. This lead to low success rate of such projects during implementation and subsequent
post- implementation (Westland, 2007).

In Africa just like any other continent, project managers of medium and large scale
organizations, when executing their leading function give assignments, explain routines,
clarify policies and provide feedback of the performance to the project staff (Wickham &
Wickham, 2008). Managers of the youth economic projects in their attempt to lead, usually
confuse people working in the project because due to inadequate of the necessary
competencies for leading the project team (Ncebere, 2010). According to Hakala (2009),
many project leaders have difficulty striking the right amount of assertiveness. In his study in
1
the February 2007 issue of the Journal of Personality and Social Psychology being under
assertive or overassertive may be the most common weakness among vision aspiring leaders.

1.1.1 Acquisition of Project Management Skills

Acquisition of project management skills is critical to the running of any entrepreneurship or

business projects. Given the current economic challenges facing many countries across the
globe, the notion of engendering greater entrepreneurial activity has become a prominent goal
for many national governments. The relevance of entrepreneurship to economic development
has been highlighted by many researchers (e.g. Davidsson et al, 2006) and it is now well-
recognised that education and training opportunities play a key role in cultivating future
entrepreneurs and in developing the abilities of existing entrepreneurs to grow their business
to greater levels of success (Henry et al, 2003).

According to the European Commission (2008), the aim of entrepreneurship education and
training should be to ‘develop entrepreneurial capacities and mindsets’ that benefit
economies by fostering creativity, innovation and self-employment. Indeed the role of SMEs
in terms of growth, competitiveness, innovation, and employment is now substantially
embedded in the activity of the European Commission with the publication in June 2008 of
the ‘Small Business Act for Europe’ and the ‘Entrepreneurship 2020 Action Plan’ in January
2013. The concept of an entrepreneurial Europe, which promotes the creation and
development of innovative businesses, has led many of the EU Member States to strengthen
their SME policies since academics, politicians, and policy makers increasingly acknowledge
the substantial contribution that entrepreneurship can make to an economy (Bruyat and
Julien, 2014).

Acquisition of skills through training is very important. Training is the process of acquiring
knowledge and skills by target groups that enables them to operate effectively and efficiently
(Landale, 2006). Training also enables the target groups to acquire new set of values and
attitudes towards the appreciation of their inherent but untapped potential and reinforce their
self confidence and sense of autonomy as opposed to dependency. For the project to be
successfully implemented and sustained, the manager and the people working in the project
must be trained on all necessary tasks identified during planning phase and post
implementation phase of the project (Westland, 2007).

2
Training offered should be of quality and must match with the project requirements to ensure
effective and efficient post- implementation of the project. In order to increase chances of
successfully sustainability of the project, the manager and the team members need to be
trained on the project risk assessment and management, fundraising and project evaluation
and monitoring (Hubbard & Bolles, 2007). By knowing what lead to project failure, we stand
a better chance to forestall the pitfalls by being more proactive in our planning. To counteract
the foregoing and ensure success, the following factors should be put into consideration; risk
management, project control and sponsorship (Mulwa, 2007). Youth income generating
projects are micro businesses; hence they lack financial capacity for training their managers
and members on essential skills needed for effective implementation and sustainability of the
projects (Wickham & Wickham, 2008). Small firms unlike macro-firms have a much lower
incidence of formal training, relying mainly on training on the job (Blackburn, 2010).

1.1.2 Project Management and Entrepreneurship

The research literature considering the combination of the fields of project management and
entrepreneurship is relatively new. Nevertheless there is some literature centring more on
studying project management tools and techniques inside new and small-medium firms rather
than trying to combine theoretical constructs and assumptions from both fields. Some of the
authors contributing to the first group of literature are Dean (2006) who suggested the use of
a project-management approach as a “systemic discipline” used to manage innovation inside
start-up firms.

Murphy and Ledwith (2007) examined the project management practices used in high-
technology SMEs and concluded that the existence of a project manager and the practice of
project planning significantly contribute to project success. Likewise to this approach Turner,
Ledwith and Kelly (2009, 2010, 2012) focus on finding the extent to which SMEs use project
management tools and the role of project managers in managing innovation according to the
size and nature of the firms however they focus more on evaluating just the tools and
techniques.

The second group of literature focuses on considering a wider and different view of
metaphors and assumptions between projects and entrepreneurship. Two views focusing on
this idea are included in the book “New Movement in Entrepreneurship” edited by Steyaert

3
and Hjorth (2003) who pointed out that one of the four key movements in the academic field
of entrepreneurship is the project-based one.

The first one is proposed by Lindgren and Packendorff (2003) on their project-based view of
entrepreneurship by seeing entrepreneurship itself as a phenomenon constantly emerging
through series of social events and thus focuses on organizing entrepreneurial acts as social
constructions. As these entrepreneurial acts are temporary by nature, in consequence means
that they can be analyzed and researched in term of projects.

One example of this idea is when start-ups have completed the emergent stage and the
explorative process has been reached, their main process and activities would be standardized
/ organized to be exploited further as the operations of an established firm. So even if it is not
easy to say exactly when an entrepreneurial act has concludes, it does have an end. This could
be when the act or its outcome has gained acceptance and is not considered as a variance in
the cultural context anymore or when the actors have solve all the matters that built the
entrepreneurial act itself (Lindgren & Packendorff, 2011).

Another view considering formally the concept of projects within the field of
entrepreneurship is provided by Casson and Wadeson (2007). They argue that the concept of
opportunity is closely related to the concept of a project because an opportunity is essentially
a project that would prove beneficial if it were exploited or in their own words an opportunity
is “a potentially profitable but hitherto unexploited project” (Casson & Wadeson, 2007; p.
286). Moreover in their view an opportunity is similar to a project because it involves a
commitment of scarce resources like physical resources and time; and if the project is
abandoned the resources and the associated expenditures will fall under sunk costs i.e. costs
that cannot be recovered.

Another distinction they made is that usually in entrepreneurship literature opportunities are
related to activities rather than to projects. From these authors viewpoint activities do not
have costs associated to conditions adjustment and thus they can easily move from one steady
state to another, but a project involves a stock of a resources which are committed to a
particular use over a considerable period of time. Thus their idea of relating the concept of
entrepreneurial opportunities as temporary acts or events with limited resources could be
potentially used in the suppositions by other authors within the entrepreneurship field.

4
1.1.3 Juakali Sector in Kenya

In Kenya, the Jua Kali as an informal sector was traditionally run in the form of small
industries in a few African homes which mainly dealt with blacksmithing activities (Maundu
2012). The advent of the Asian community to Kenya at the turn of the current century marked
the gradual shift of 'home-based' Jua Kali activity to urbanised enterprises. Among the initial
urban Jua Kali enterprises introduced were motor-mechanics, carpentry, masonry, tinsmithery
and blacksmithery (Maundu 2012). With time, the indigenous Kenyans soon entered the
market and gradually expanded the industry by producing a wide range of such items as Jikos
(braziers), cooking and frying pans, steel windows, tin lamps, motor spares and leather
artefacts (Maundu 2012). Today the Jua Kali industry represents an enormous
conglomeration of products in many towns and villages across the Republic of Kenya.

1.2 Statement of the Problem

The phenomenal growth of the informal economy (JuaKali entrepreneurship) during the past
decades poses clear need for well equipped personnel’s with management skills and
experience in the implementation of the entrepreneurships projects. The development of skills
and knowledge is undeniably a major instrument for promoting decent work in the informal
economy. Statistics indicate that there is vast gap between the project planning skills and the
entrepreneurship skills in the informal Jua kali sector. People who work in the informal sector
mostly have limited access to formal education; profiles in terms of the years spent in
education suggest quite low levels of training (Lautier 2010).

For instance, a recent survey of informal sector employment in Mali reveals that 76 percent
of informal sector workers, that is 900,000 people, did not receive any education at all
(Lautier, 2010). The West African Economic and Monetary Union states that this figure
reflects the situation in other countries in the Western parts of Africa (Gomez, 2010).

Lubell's and Zarour's study (2011) shows that only 21 percent of the apprentices in Dakar had
attended primary school. World Bank statistics (2005) for the informal sector in Ghana
indicate that 36 per cent of the informal sector workers in Ghana had completed the 10th
grade and 10 per cent had some tertiary education. In Tanzania, according to a National
Informal Sector Survey of 2001, 80 per cent of the informal sector workers are unskilled, 10
per cent are trained on the job and only 5 per cent are skilled (Kent and Mushi, 2005). The
situation in Uganda is similar; national micro and small enterprise surveys show that the

5
majority of all workers in the micro and small enterprises are without skills. In Kenya, a total
of 85 per cent of all informal sector operators have not received any training at all and the
situation might be even worse in the rural areas and amongst women (Haan, 2002).

While most informal sector workers are able to explain what they need to do, they are
uncertain about what they need to know in order to accomplish the task efficiently. The
process of completing a task or a project is carried out more often by trial and error rather
than any conceptual or technical mastery. The achievement of their goals therefore takes even
longer due to lack of necessary formal skills. This indicates a need for skills on
entrepreneurship to enhance the management and enhanced performance of the
entrepreneurship in informal sector. From the above studies, little or no study has been
carried out on influence of project planning skills on implementation of entrepreneurship
projects in Kenya especially with focus to Jua Kali sector. This study sought to cover this gap
and provide the intended analysis, findings and recommendations on the subject of study.

1.3 Purpose of the Study

The purpose of the study was to investigate the influence of project planning skills on
implementation of entrepreneurship projects in Kenya

1.4 Objectives of the Study

The study was guided by the following;

i. To analyze the influence of Technical skills on implementation of entrepreneurship

projects in Kenya

ii. To assess the influence of financial management skills on implementation of

entrepreneurship projects in Kenya

iii. To determine the influence technology skills on implementation of entrepreneurship

projects in Kenya

iv. To establish the influence of workforce planning on implementation of

entrepreneurship projects in Kenya

6
1.5 Research Questions
The following research questions guide the study;

i. How do Technical skills influence the implementation of entrepreneurship projects in

Kenya?

ii. What is the influence of financial management skills on implementation of

entrepreneurship projects in Kenya?

iii. How do technological skills influence implementation of entrepreneurship projects in

Kenya?

iv. What is the influence of workforce planning on implementation of entrepreneurship

projects in Kenya?

1.6 Significance of the Study

The study will be of great benefit to the entrepreneurship projects in Nairobi County and the
country in general, as they will be able to understand the importance of project management
skills and its impact on their entrepreneurship. The study will give recommendations on what
should be done and what skills are relevant in the management of the entrepreneurship
projects in Kenya.
The Government through the Ministry of Industrialization and Enterprise Development will
greatly benefit through the study. This will help the government to understand the link
between project planning and entrepreneurship projects and how such skills can enhance the
implementation and successful achievement of the enterprises development. The study will
give the stakeholders information on how they can help individuals and enterprises use the
project management skills to achieve their entrepreneurship goals in the country.
Small and micro enterprises will benefit from the analysis of the study as they will be able to
find out how the skills in managing entrepreneurship projects can be influential in the growth,
development and profitability of the businesses. The study will give details information on
the benefits of managerial skills, financial skills, technical skills in entrepreneurship project
and other skills that propel the business to the high growth rates.

7
1.7 Delimitations of the Study
The study was carried out from JuaKali association, Nairobi County. The study sought to
investigate the factors that influence project planning skills on implementation of
entrepreneurship projects in Kenya. The study concentrated with the JuaKali association of
Kenya as the body connecting Jua Kali sector in the same umbrella to ensure there is
adequate information concerning the project planning skills on implementation of
entrepreneurship projects in Kenya

Nairobi County is very vast. Therefore getting the respondents who are conversant with
JuaKali and its relatedness to project planning skills on implementation of entrepreneurship
projects in Kenya might be an uphill task. The researcher required adequate resources in
terms of transportation and assistance from a person who understand the terrain of the region
better.

To overcome this challenge, the researcher benefited from the knowledge of the terrain in
Nairobi, having worked in the area for more than 2 years. This helped the researcher easily
locate and reach out to staff members of Juakali association in Nairobi.

1.8 Limitations of the Study

The limitations were finance, time, and language barrier to some of the few illiterate
respondents and also security in the region. However, the researcher hired an interpreter in
case of language barrier, present the questionnaires and interview schedules on time and give
the respondents one week to respond and ask for security from the security agents in the
region. The researcher will further request support from the JuaKali employer or
entrepreneurs to know where to find other Juakali businesses which could provide the
necessary information.

1.9 Operational Definition of Terms

Technical Skills: Abilities acquired through learning and practice. They

often job or task specific; in other words, a particular

skill set or proficiency required to perform a specific job

or task.

8
Financial Management Skills: The efficient and effective management of money

(funds) in such a manner as to accomplish the objectives

the organization.

Technology Skills: The application of scientific knowledge for practical

purposes, especially in industry.

Workforce planning: Continual process used to align the needs and priorities

of the organization with those of its workforce to ensure

it can meet its legislative, regulatory, service and

production requirements and organizational objectives.

Project Planning: Part of project management, which relates to the use of

schedules such as Gantt charts to plan and subsequently

report progress within the project environment.

Entrepreneurship: The process of starting a business or other organization.

The entrepreneur develops a business model, acquires the

human and other required resources, and is fully

responsible for its success or failure.

1.11 Organization of Study

Chapter one covers background of the study, statement of the problem, purpose of the study,

objectives of the study, research questions, significance of the study, delimitations of the

study, and definitions of significant terms. Chapter two contains literature review, while

chapter three gives research methodology. Chapter four will contain data analysis and

presentation of and interpretation while chapter five will contain summary of findings,

discussion, conclusion and recommendations.

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 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter covers literature on project implementation. It also encompasses the relevant
theoretical review. The chapter covers theoretical review, Review of Empirical Literature on
Technical skills, financial management skills, technology skills and workforce planning. The
study further covers conceptual framework, critique of the existing literature and research
gaps

2.2 Theoretical Review

There are different theories on project implementation, each identifying own paradigm and
concept on project planning and management. This study will therefore be guided by Theory
of Constraints.

2.2.1 The Theory of Constraints

Theory of Constraints (TOC) developed by Eliyahu Goldratt (2005) is a methodology for

identifying the most important limiting factor (i.e. constraint) that stands in the way of
achieving a goal and then systematically improving that constraint until it is no longer the
limiting factor. In Non Governmental Organizations (NGOs), the constraint towards project
implementation is often referred to as a bottleneck. The core concept of the Theory of
Constraints is that every process has a single constraint and that total process throughput can
only be improved when the constraint is improved. A very important corollary to this is that
spending time optimizing non-constraints will not provide significant benefits; only
improvements to the constraint will further the goal (Successful Project Implementation).
Thus, TOC seeks to provide precise and sustained focus on improving the current constraint
until it no longer limits throughput, at which point the focus moves to the next constraint. The
underlying power of TOC flows from its ability to generate a tremendously strong focus
towards a single goal (Project goal) and to removing the principal impediment (the
constraint) to achieving more of that goal. In fact, Goldratt considers focus to be the essence
of TOC.

The Theory of Constraints takes a scientific approach to improvement. It hypothesizes that

every complex system, including NGO project planning processes, consists of multiple linked
activities, one of which acts as a constraint upon the entire system (i.e. the constraint activity
10
is the “weakest link in the chain”) James, (2012). The Theory of Constraints provides a
powerful set of tools for helping to achieve that goal, including: The Five Focusing Steps (a
methodology for identifying and eliminating constraints) and The Thinking Processes (tools
for analysing and resolving problems). One of the appealing characteristics of the Theory of
Constraints is that it inherently prioritizes improvement activities. The top priority is always
the current constraint. In environments where there is an urgent need to improve, TOC offers
a highly focused methodology for creating rapid improvement.

2.3 Review of Past Studies

Results from various researches regarding the small enterprises revealed that, managerial
skills and knowledge are needed for successful management of small enterprises and at the
same time pointed out that there is some kind of indolence of commencing small
entrepreneurs to these skills (Mohd Fauzi, 2012). The self-confidence of small entrepreneurs
is so high, that they believe more in their ability rather than hire somebody else or pay
attention to education of themselves to gain needed knowledge and managerial skills.
Analysis of steps and phases of small enterprises development shows that there is possibility
to create some sort of sets for managerial skills which are needed for further development of
enterprise, regardless the industry in which enterprise functioning. Just like little baby at the
beginning lasts with crying, later it is necessary for the baby to learn how to speak and walk.
Likewise as the enterprise grows, also grows the necessity for other types of skills needed for
survival (Anike, 2014).

Governments and supporting programs for small enterprise should consider a way how to
increase the awareness about the need and significance of managerial skills and knowledge,
and also support the preparation of integrated education and courses for small entrepreneurs.
The small entrepreneurs should consider to what extent they want to be involved in running
the enterprise. The question is whether to maintain their position in the technical aspect of the
enterprise and delegate the management to professional manager or to move into the
management of the enterprise. The latter action requires mastering new types of skills.
Enterprise needs to grow and/or develop to survive in current environment. If it stands still, it
could fall behind, loose its competitiveness and be threaten with bankruptcy (Kilby, 2011).

11
2.4 Technical Skills on implementation of entrepreneurship projects in Kenya
Technical skills are a skill, expertise or technical competence related to the field of the
workers, whether engineering or technical (Medina, 2010). Technical skills or ‘hard skills’ is
often associated with the use of tools, equipment related to work properly and efficiently, as
well as all technical matters. It can be known and understood more easily as can be seen
clearly with the naked eye (Yahya and Muhammad Rashid, 2001). Technical skills are a
skills that require a combination of specific knowledge and skills of the work done using the
body to achieve the target (Damooei, Maxey and Watkins, 2008). In the working
environment, technical skills normally refer to technical procedures or practical tasks that are
typically easy to observe, quantify, and measure. The skills are tangible, specific, and usually
teachable such as typing 50 words per minute or changing tires (Roselina, 2009). In other
view, technical skills are the ability to perform work in a technically competent manner and
also to monitor it in an independent and critical manner (Mohd Fauzi, 2012).

Technical skills can be acquired in formal and non formal way. In formal way, Medina
(2010) explained that the common way is through academic channels, namely through the
institutions of higher learning. In addition, attending courses and seminars organized by
world bodies such as International Electrical and Electronic Engineers (IEEE) and obtaining
certification through this channel, is one of the ways to obtain technical skills. The non
formal method is through a progressive tutorial written, electronic, and practical way that can
be done to obtain the technical skills (Medina, 2010). Consistent involvement is needed to
improve the technical knowledge in the field of endeavor so that skills are constantly
improved.

The function of entrepreneurial studies at the school or faculty level in a conventional

institutions is to enable its students to discover, whilst undertaking their regular technical
course of studies, what other relevant work experiences other than those in paid employment
of government and other agencies are going on in society by the appropriate entrepreneurs so
as to facilitate the direct exchange of information in the interest of students (Medina, 2010).
Entrepreneurship creative force has spread across markets and industries, simultaneously
creating new products and business models. Many “high value” entrepreneurial ventures seek
venture capital in order to raise capital to build the business (Ugwuda, 2014). An
entrepreneur with basic technical education skills can manage him/her self or set up his own
12
business and become self employed and be able to employ other (FRN, 2004). The
entrepreneur can establish a viable business enterprise and manage his entrepreneurial work
efficiently as technical and vocational educator. This similarity of career goals of
Entrepreneurial, technical and vocational education had a meeting point statement of
individual acquiring necessary skill to be self reliant in a chosen field in the National Policy
on Education (FRN,2004)

There is a great need to develop skilled personnel to update relevant skills to meet the
requirements in the world of work. Looking at skill acquisition from industrial development,
there is need for training programmes for persons of all working ages to help meet demands
for new skills and adaptation to changes in industrial structure (Onwuka, 2010). Skill
acquisition in technical and vocational education involves the mastery of practical skills and
knowledge in any vocational and technical field of study. Skill acquisition in Nigerian
educational system could be through technical and vocational education. This is done through
teaching, training, retraining, practical experience and on-the-job training (Uzoka and
Bayode, 2010). Technical and vocational education is the education that provides the skills,
knowledge and attitude that lead to the production of individual who are resourceful and
productive (Ndagi, 2008).

Technical and vocational education emphasizes skills, knowledge and attitudinal acquisition
for productivity and self-reliance. Individual that is self-reliant can also be classified under
entrepreneurial cadre because he/her is self employed and a manager of his/her own
organization. Oladebo (2008) stated that the importance of technical and vocational education
cannot be over emphasized as it enables acquisition of skills and development of attitude and
knowledge which will enable young people to play their part in the business community and
help them to be self-reliant (Onwuka, 2010).

Technical education empowers and prepares an individual to achieve its full potential for
contribution to a better quality life. Onwuka (2010) pointed out that through technical
education an individual is empowered to develop capabilities and values for the benefits of
the individual and that of the society. Entrepreneurial, technical and vocational education can
be acquired in a formal way of education. Although there are three existing forms of
education: formal and non-formal education. Formal education is the process of training and

13
developing people in skill, mind, and knowledge, character in a structured and certified
programme. It is mainly classroom-based and provided by trained teachers.

Teaching materials and methods are advanced in formal education as compared to informal
or non-formal education. In this study, the researcher treated entrepreneurial, technical and
vocational skills in the formal education system to assist the unemployed personnel to acquire
the required skills and knowledge to enable him perform in their assigned duties in the world
of work. Hornby (2010) stated that individual can acquire education through the process of
teaching, training and learning especially in institution to improve knowledge and develop
skills. It follows therefore that every individual including the emotionally challenged needs
acquisition of skills and knowledge in order to develop their potentials (Anike, 2014).

2.5 Financial Management Skills on implementation of entrepreneurship projects in

Kenya
Business concern needs finance to meet their requirements in the economic world. Any kind
of business activity depends on the finance. Hence, it is called as lifeblood of business
organization. Whether the business concerns are big or small, they need financial skills to
fulfil their business activities. In the modern world, all the activities are concerned with the
economic activities and very particular to earning profit through any venture or activities (Al-
Tamimi, and Kalli, 2009). The entire business activities are directly related with making
profit. (According to the economics concept of factors of production, rent given to landlord,
wage given to labour, interest given to capital and profit given to shareholders or proprietors),
a business concern needs finance to meet all the requirements. Hence finance may be called
as capital, investment, fund etc., but each term is having different meanings and unique
characters. Increasing the profit is the main aim of any kind of economic activity (Anthes.
2004).

According to Bell, & Lerman, (2005) the financial management skills should be regarded as a
component of the entrepreneurs’ general management. From this perspective, the financial
management can be defined as an under-system of the company’s general management,
having as purpose insuring the necessary financial resources, their profitable assignment and
usage, improving the value and the safety of its patrimony, by fulfilling an active role,
starting with the financial resources meant for the establishment of the company’s strategic
and tactical objectives and for the control and evolution of their fulfilment.
14
A study by Bragg, & Burton, (2006) indicated that Micro enterprises contributed significantly
in the economic development because these types of enterprises create a bridge between a
margin of purchase ability of the greater number of the population and the affordability of the
products made available to the consuming public. Frempong (2009) even highlighted the
important characteristic role of the micro-entrepreneurs as a provider of affordable goods and
services for the public and at the same time creating a large proportion of jobs. Given that the
micro entrepreneurs have significantly shaped the economic activity in the countryside, a low
financial skill might lead into an adverse impact in the future of the business. This significant
role of the micro-enterprises can be well-harnessed and sustained through a fine and precise
financial management of the entrepreneurs themselves (Fornero, and Monticone, 2011).
Brown, Berman, Saunders & Beresford (2006) subscribed to the general principle of good
business through financial literacy. Good business leads to competitiveness in the globalized
community (Borodich et al., 2010). Lack or no financial literacy, as Niederauer (2010)
cautioned, would lead to shut down of the business. Thus, a good financial foundation of the
entrepreneurs is also a significant barometer of the success and growth of the enterprises in a
competitive business environment. The need for finance for both current as well as capital
requirements can be one of the most challenging aspects for firms, especially start-ups and
small businesses. The current pessimism regarding prospects of economic growth, coupled
with a credit crunch increasingly adds pressure on the owner-manager to explore less
expensive solutions for their financial requirements.
Given that most small firms don’t work under the same conditions as large firms, with the
former having special difficulties in access to credit, raising capital can be an ardous task.
Small firm financing is often difficult due to the higher level of associated risk and due to the
lack of guarantees that can be given to investors. Owing to these constraints firms are forced
to engage in practices that include negotiating, sharing or borrowing in order to be able to
have a larger control of their external environment (Bell, & Lerman, 2005).

2.6 Technology Skills on Implementation of Entrepreneurship Projects in Kenya

Technology, particularly the information and communication technology, is viewed as a
potent force in transforming social, economic and political life across the globe. In many
instances, the continuous development and application of technology has created vast new
economic and employment opportunities. Most developing countries are harnessing the use
of technology to accelerate their development processes (Cavaye, 2006).

15
Technology in the workplace allows businesses to expand quickly and efficiently. Business
technology such as video conferencing, social networks and virtual office technology has
removed workplace boundaries that previously limited business expansion. With business
technology, companies can target a wider customer base and grow to higher levels (Deans,
And Kane, 2012). Business technology is important because it improves communication in
the workplace. Office workers are not limited to phone calls or inter-office mail to interact
with one another anymore. Electronic mail allows workers to send messages instantly without
interrupting the recipient. Business technology also improves communication with clients and
business partners because information can be passed through multiple channels almost
instantly (Mcwilliams, 2005).

Technology in the workplace improves the efficiency of screening, recruiting and hiring
potential candidates. Businesses utilize the Internet to spread the word about the organization
and advertise job openings. Hiring managers can target candidates by using digital
advertising technology that tracks the websites they visit. Technology like personality
assessments and screening tools allow businesses to determine whether a potential candidate
is an appropriate fit for the organization (Morris, and Sexton, 2006).

According to Stearns, and Hills, (2006) Office technology saves times by speeding up the
work flow process. Digital filing systems save space, paper and printing costs. The use of
computer systems allows corrections to be made instantly. Resources like electronic files and
access to information technology are available with the click of a button. Hissich, et al
(2012), indicated that Technology in the workplace practically eliminates space and time.
Video conferencing technology lets businesses on any part of the globe interact with one
another. Technology reduces travel costs because businesses can set up virtual meetings and
distribute data without the need to be in the same room. Technology allows businesses to
establish a global presence at a fraction of the cost.

Entrepreneurship is a phenomenon of tremendous societal importance, and it is quite

appropriate that in the globalization era, particularly, when we are speaking about
immigration. Internal and external information and communication processes at enterprises
across almost every industry sector have been increasingly supported by electronic
information technologies (Kilby, 2011). The fundamental advantages of such technologies
insure that this trend will continue in the future. The constant development of technology in

16
the accompanying Net Economy has had a significant influence on various possibilities for
developing innovative business concepts based on electronic information and communication
networks and realizing these by establishing a new company (e-ventures). Against this
background, the term’ e-entrepreneurship’ describes the act of establishing new companies
specifically in the Net Economy (Nafziger, & Wayn, 2007).

In this Virtual work environment, any individual with a Computer connected to the Internet
can be part of a global office as if he is sitting along with his colleagues in the office. This
can be called the concept of “Virtual Employment". Virtual employees can use their skills
such as "Web Designing", "Editing", "Teaching" and many other faculties for and on behalf
of a Virtual Employer. Similarly, a single Computer owner can interact with the whole world
of Consumers and do business with them. This has given a boost to the concept of
"Netpreneurship (NafzigeR, & Wayne, 2006),

Netpreneurship" is the ability to run a business on the Internet. It requires just the
"Connectivity". A Netpreneur, as long as he has a service which the market requires can set
up a viable business with his "Intellectual Capital" as the main input and the "Connectivity
Infrastructure" as the only physical input (Morris, and Sexton, 2006). A Netpreneur can be a
self employed individual or one who predominantly employs several virtual employees.
Those Netpreneurs who can afford their own computer and connect to the Internet and carry
on business can be called the Self Employed Netpreneurs (SENs). Those Netpreneurs who
have more resources and engage "Employees" either for physical world services such as
marketing, order fulfillment etc but carry on the main business activities on the Virtual
Environment, are the Small and Home Office (SOHO) establishments. For convenience of
definition, it may be necessary to define the scope of such establishments (Deans, and Kane,
2012).

2.7 Workforce Planning On Implementation of Entrepreneurship Projects In Kenya

Workforce Planning is a continual process used to align the needs and priorities of the
organization with those of its workforce to ensure it can meet its legislative, regulatory,
service and production requirements and entrepreneurship objectives. Workforce planning
enables evidence based workforce development strategies. Workforce planning is a
systematic, fully integrated entrepreneurship process that involves proactively planning ahead
to avoid talent surpluses or shortages. It is based on the premise that a company can be

17
staffed more efficiently if it forecasts its talent needs as well as the actual supply of talent that
is or will be available (Horkan, Nancy and Elizabeth, 2010).

If an entrepreneurship is more efficient, it can avoid the need for layoffs or panic hiring. By
planning ahead, HR can provide managers with the right number of people, with the right
skills, in the right place, and at the right time. Workforce planning might be more accurately
called talent planning because it integrates the forecasting elements of each of the HR
functions that relate to talent--recruiting, retention, redeployment, and leadership and
employee development (Walker, 2010).

Entrepreneur’s who just wait and then attempt to react to current events will not thrive for
very long. The new standard is to provide managers with warnings and action plans to
combat full-blown problems before they become more than a blip on their radar. The HR
world is no different. The rate of change in the talent market is dramatic. We now know how
important talent is to the success of a business (Walker, 2010). It’s time to make the talent
pipeline (a defined recruiting channel where a company can find qualified talent to meet its
specific needs) more efficient. It’s also time to manage your talent inventory (a company’s
current employee base) so that there isn’t a shortage or a surplus (Kathleen, 2005).

Workforce planning is an inclusive process, drawing together program management, strategic

planning, budget, human resources, and program staff. It involves collaboration and
information sharing. Strategic planning sets organizational direction and articulates
measurable program goals and objectives. The budget operationalizes strategic plans for the
budget period (Medina, 2010). Human resources provides tools for identifying competencies
needed in the workforce and for recruiting, developing, and training employees to build the
workforce of the future. Workforce planning is an effort to focus on developing information
that can help an organization make decisions for both the short and long term, yet allow for
flexibility in a changing environment. The plan is intended to help solve staffing problems
related to manage position movement into, around, and out of an organization (Cotton 2014).

Workforce planning is a management framework that ties human resource decisions to the
organization’s strategic plan. In this way, human resource decisions move away from
piecemeal, individualized decisions and become part of the larger, more strategic goals of the
organization (Hornby, 2010). Workforce planning provides managers with a framework for
18
making staffing decisions based on an organization’s mission, strategic plan, budgetary
resources, and a set of desired workforce competencies. To be useful, a workforce plan must
reflect the management environment of the organization for which it is developed. In
addition, organization culture is an important factor in workforce planning. Organization
culture consists of the patterns of shared values and beliefs that tie members to that
organization and also provide rules for behavior (Mcwilliams, 2005).

Strategic planning sets organizational direction and measurable program objectives. These
goals and objectives not only provide the basis for determining necessary financial resources,
but also provide the basis for workforce needs. If the right people with the right competencies
are not in place, it is difficult to effectively achieve the organization’s strategic goals and
objectives. The workforce plan highlights the “people factor” in achieving results (Roselina,
2009).Workforce planning naturally complements and is a follow-up to strategic planning.
Just as strategic planning helps an organization outline where it is, where it is going, and how
it plans to get there, a workforce plan lays out the specific tasks and actions needed to ensure
the organization has the necessary human resources to accomplish its mission. A strategic
plan charts the future with broad mission-related targets and milestones. An organization’s
vision, mission, and measurable goals and objectives drive the identification of what type of
work needs to be accomplished. A workforce plan translates strategic thinking into concrete
actions in the area of workforce staffing and training needs (Uzoka and Bayode, 2010).

The key to successful strategic workforce planning lies in the implementation processes that
will support the integration of people, processes and systems with performance and
productivity improvement. It will require the ongoing commitment to a partnership between
management and staff to foster a strategic approach to shaping workforce and workplace
design (Anike, 2014). Strategic workforce planning is about developing an understanding of
the make-up of the current workforce, the environment in which it works and will work in the
future, and necessary skills, capabilities and aptitudes that will be required to achieve
business outcomes in an ever changing environment. Additionally it is about ensuring the
workforce is designed in a way that promotes performance and productivity and delivers
services in the most effective way (Hornby, 2010).

19
2.8 Conceptual Framework
Independent Variables
Moderating Variables

Technical Skills Organizational Policies

 Practical Knowledge Project Demands
 Scientific Knowledge Entrepreneurship interrelations

Financial Management Skills

Dependent Variable
 Financial Decisions skills
 Financial Analytical skills Implementation of
Entrepreneurship
Technology Skills projects in Kenya
 Tech-Savvy
 Online Literacy
Professional Endowment
Workforce Planning
Work Experience
 Human Capital skills
Work Scope
 Attracting and recruiting
skills Project Mandate

Intervening Variables

Figure 1 Conceptual framework

The study will include dependent and independent variables (Figure 1). The Independent part
is that which the researcher will use for experimentation, these changes in order to do the
experiment. The dependent variable is variable which changes when the independent
variable changes. The dependent variable depends on the outcome of the independent
variable (Yin, 2008). However, the data collection conditions will be standardized to enhance
data quality.

2.9 Research Gaps

Entrepreneurial managers need a sound foundation in what are considered Traditional
management skills. One such skill is project management which entails organizing projects
teams, setting project goals, defining project tasks, and monitoring task completion in the
face of problems and cost/ quality constraints. The three prime objectives of project
management are to meet specified performance within cost and on schedule. Timely
completion of projects is viewed as one way of enhancing competitiveness of business. To
support this view, Stoner et al (2005), conclude that in today’s volatile business environment,
speed and response time are extremely important. A wonderful entrepreneurial idea or a
20
vision of a service is meaningless unless it can be delivered to customers in a timely way.
True, managers must analyze their decisions and carefully reflect on available information.
This process of analysis is the backbone of effective decision making. Yet leaders must be
action oriented .They must avoid the tendency to over evaluate decisions. Indeed, while they
wait for more information and gain assurance that the risk is acceptable, a competitor may
act.

Project Management and implementation is a well established discipline defining in

considerable detail the tools and techniques required to define, plan and implement a project.
However, while many researchers have addressed the issues surrounding the management of
projects within large firms, there has not been a lot published to date about the management
of projects in Juakali Sector in Kenya.

21
 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
The chapter includes the research methodology which was used in conducting the study.
Pertinent sections include the research design, target population, sample size, sampling
procedure, methods of data collection and data analysis.

3.2 Research Design

The study used a descriptive survey design. A descriptive study was undertaken in order to
ascertain and describe the characteristics of the variables of interest in a situation. The goal of
descriptive study hence is to describe relevant aspects of the phenomena of interest from an
individual organizational, industry oriented or other perspective (Best and Kahn, 2007). The
study obtained data and describe the views of the respondents with regard to the influence of
project planning skills on implementation of entrepreneurship projects in Kenya with focus to
Juakali Sector in Kenya.

The descriptive research design is applicable to this study because; When very little is known
about a topic a descriptive design is best suited because it helps gather information into
details by investigating how, where, who, what and when aspects of the study. In descriptive
research, the research variable is examined as it exists without investigator interference (Yin,
2008).

3.3 Target Population

The study targeted Juakali Sector in Kenya Specifically with the help of Kenya National
Federation of Jua Kali Association (KNFJKA). The study further seeked to gather more
information from Registered Jua Kali artisans who are registered with Kenya National
Federation of Jua Kali Association (KNFJKA). It is approximated that there are more non
registered Jua Kali artisans than the already registered Jua Kali artisans in Kenya today and
specially in Nairobi. The study will target the management of Kenya National Federation of
Jua Kali Association (KNFJKA) staff members included as top management, middle and
operational staff. Further the study will target 10 registered Jua Kali artisans in Nairobi
County selected purposively. The total target population is approximated as 298 artisans
registered.

22
3.4 Sample Size and Sampling Procedure
The study used Census sampling technique of top management team and the whole
population as respondents. According to (Kombo and Tromp, 2006) a census is the procedure
of systematically acquiring and recording information about the members of a given
population. It is an attempt to collect data from every member of the population being
studied rather than choosing a sample.

According to Fischer in Mugenda & Mugenda (2003), the total sample size can be arrived at

through calculation as follows:

Formula:

N = Z² x p x q

d²

Where: N = the desired sample size (if the target population is greater than 10,000)

z = the standard normal deviate at the required confidence level

p = the proportion in the target population estimated to have the characteristics

being measured

q = 1- p

d = the level of statistical significance set

Since there is no estimate available of the proportion in the target population assumed

to have the characteristics of interest, 50% were used as recommended by Fisher et al in

Mugenda & Mugenda (2003). Therefore, the value of p was 0.05. The sample size was

estimated within 95% confidence interval (z =1.96) and a desired accuracy level of 0.05 as

follows;

N = (1.96)² x 0.5 x (1 – 0.5) = 0.9604 = 384

(0.05)² 0.0025

23
 According to Mugenda & Mugenda (2003), when the target population is less than

10,000, the required sample size is smaller. Hence a final sample estimate (nf) was calculated

using the following formula:

nf= n
+ n/
1 N
Where: nf = the desired sample size (when the population is less than 10,000)

N = the desired sample size (when the population is more than 10,000)

n = the estimate of the population size

Hence the final sample estimate (nf) was:

Where: n = 298

N = 384

nf = 298 / 1 +298/ 384 =167

For this research a total sample size of 167 was considered adequate. The sample was

calculated as shown above.

3.5 Methods of Data Collection

The study used structured and semi structured questionnaires for data collection instruments.
Questionnaire was used because it helped the researcher to collect large amount of data in
large areas within a short time thus saving time for the study (Orodho, 2003). The
questionnaires used contain both open-ended and closed ended questions which were being
based on the research questions and objectives of the study. The questionnaires were then
self administered to the relevant respondent respectively. Interview schedule will be used to
collect data from the Illiterate Jua Kali artisan.

3.6 Validity of the Study

A research instrument is valid if it measures what it is supposed to measure (Kombo and
Tromp, 2006). According to Orodho (2003), the validity of an instrument is measured by its
repeated reviews by experts and field tests. The researcher will carry out a pilot study using
10 artisans. This will help to validate the instruments by checking whether there will be
ambiguous, confusing and poorly prepared items and Questions. The instruments will be
tested to ascertain their validity and suitability in collecting the required data. The draft
24
questionnaire will be given to the supervisor of University of Nairobi who are experts to
appraise the items sustainability in the obtaining information according to the research
objectives. Experts will examine all the items and provide feedback on the questionnaire
items which require to be corrected by the researcher in rewriting the correct format of the
questions. In the process the researcher established whether the expert’s recommendations
were used by the researcher to make amendments on the items in the questionnaires.

3.7 Reliability of the Study

Mugenda and Mugenda (2003), explains that reliability is a measure of degree to which a
research instrument yields consistent results or data after an accepted number of repeat trials.
The split-half technique of measuring the reliability of the research instruments will be used
to eliminate bias in order to fit within the required goals. From Kenya National Federation of
Jua Kali Association (KNFJKA) and registered Jua Kali artisans in Nairobi County,
respondents will be obtained who will provide raw data points to calculate the correlation
coefficient between the corresponding data points for the times that questionnaires will be
administered.

3.8 Methods of Data Analysis

The data collected were analyzed using both qualitative and quantitative methods.
Quantitative data was used to obtain descriptive statistics such as frequency, percentages,
median and standard deviation, while qualitative method was used to analyze the open ended
questions and descriptive statistics (Best and Khan, 2007).

The influence of project planning skills on implementation of entrepreneurship projects in

Kenya will be examined with the help of Statistical Package for Social Sciences and specific
statistical methods such as multiple linear regression and factor analysis. Multiple regressions
will help to establish how a set of independent variables explains a proportion of the variance
of a dependent variable to a significant level through significance test of r2. It can also help to
explain the relative predictive importance of independent variables by comparing the beta
weights.

3.9 Ethical Issues

The researcher produced an introductory letter from University of Nairobi which was acted
on as a prove to the respondents that the research was meant for academic purposes. This is

25
because some of the respondents feared that the information given could be used against
them. The researcher personally ensured that the information given by respondents was kept
confidential. Since some of the top managers do not allow their employees to interact with
outsiders in the organization in fear of giving out the organizational secrets, the researcher
will first talk to the top management in Kenya National Federation of Jua Kali Association
(KNFJKA) and Jua Kali artisans themselves to enlightened them on the importance of this
research and ensure that they understand that the research is not meant to for any negative
reason.

26
 3.10 Operationalization of Variables

Table 3.2 Operationalization of Variables

Objective Independent Variables Indicators Measurement Measureme Tools of analysis Types of
nt of scale analysis
Technical Skills Technical Skills Practical knowledge Visible Items Level Percentage Descriptive
Scientific Knowledge Number of Level Means Descriptive
Innovations
Financial Management Financial decision making Managing money Experience Means Quantitative
Financial Skills skills
Management Analytical skills Available financial Experience Quantitative
Skills information
Financial forecasting skills Presence of Experience Means Descriptive
monthly budgets
Technology Technological Skills Tech Savvy Computers use Experience Means Descriptive
Skills Online Literacy Use of technology Skills Means Descriptive
Use of technology TechnoogyJua-kali Frequency Percentage Qualitative
Workforce Planning Human Capital management Payroll systems Experience Mean Quantitative
skills
Workforce
Payroll system, Employee Data Experience Percentage Quantitative
Planning
base
Human planning arrangement Employee Experience Percentage Descriptive
schedules of work
Dependent Variable Descriptive
Implementation of Development in terms of Project Experience Percentage Mean Descriptive
entrepreneurship entrepreneurships Sustainability
projects in Kenya
27
 CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction
This chapter presents data analysis, presentation and interpretation. Information in this
chapter is divided into two sections. The first section details the general information on
the respondents while the second section deals with findings on the objectives of the
study.

4.2 Response Rate

Data collection was conducted through the use of questionnaires to understand the
influence of project planning skills on implementation of entrepreneurship projects in
Kenya, a case of Juakali Sector in Kenya. The study targeted Registered Jua Kali artisans
who are registered with Kenya National Federation of Jua Kali Association (KNFJKA,
the management, staff members, top management, middle and operational staff of Kenya
National Federation of Jua Kali Association. More so, the study targeted 10 registered
Jua Kali artisans in Nairobi County selected purposively. Various questions relevant and
related to the topic of research were asked to the respondents. The study sampled 167
respondents. From the sampled 167 respondents, the researcher managed to get back
feedback from 146 respondents which is a response rate of 87%. This was deemed
adequate to be relied as enough response rates because according to Mugenda and
Mugenda (2010) a 50% response rate should be accepted as adequate, 60% response rate
should be accepted as good and 70% response rate should be accepted as very good.
Determining the response rate from this assertion, the study managed to get a response
rate of 87% which is very good. This was adequate response rate to offer credible and
reliable information about influence of project planning skills on implementation of
entrepreneurship projects in Kenya, a case of Kenya National Federation of Jua Kali
Association (KNFJKA).

4.3 General Information

The importance of this section is to get as much information and analyze the same from
the respondents on their level of education, clear understanding of the topic under study,
28
their experiences in terms of the questions and on the ground for effective on the site
knowledge and their level of influence from their roles. This is critical as it helps to
authentify the information received from the respondent and know if they are authentic
from experience point of view and avoid vague guesses from non knowledgeable
respondents.
The study sought to get general information about the respondents to authenticate their
level of knowledge about the topic under study, the years of experience, and the
education level and job positions. This helped to achieve the main purpose of the study
and an understanding whether the study was based on the group of respondents suitable
and knowledgeable about the topic.
4.3.1 Respondents Gender Distribution
The study sought to determine gender disparity of the respondents in the Kenya National
Federation of Jua Kali Association (KNFJKA) and the targeted respondents. The
findings are shown on Table 4.1.

Table 4.1: Respondents Gender Distribution

Gender Frequency Percentage
Male 102 70
Female 44 30
Total 146 100

The study analysis found that male respondents in the Jua Kali sector were majority and
women the minority. According to the study, 70% of the respondents were male
respondents, while 30% were female respondents. This was probably because the Jua
Kali sector is predominantly male dominated field of work which make women shy off
and therefore the study captured more male than female.
4.3.2 Respondents Age Distribution
The study sought to analyze age distribution among the respondents. The findings are
shown on Table 4.2.

29
Table 4.2: Respondents Age Distribution
Age of the respondents Frequency Percentage
Below 30 Years 22 15
30 – 39 Years 50 34
40 – 49 Years 46 32
50 Years and above 28 19
Total 146 100
The study sought to understand the age limits for all the respondents in the study. The
study found that 15% of the respondents were below 30 years of age, 34% had 30-39
years of age while 32% had 40-49 years of age. Finally the study found that 19% had 50
years and above. The study found that majority were in the age of 30-39 years old,
followed closely by ages 40-49 years old which is the main age of most of the people
under Jua Kali sector.
4.3.3 Respondents Highest Professional Qualification
The study further sought to know the respondents highest professional qualifications. The
findings are shown on Table 4.3.

Table 4.3: Respondents Highest Professional Qualification

Highest Professional Frequency Percentage
Qualification
Masters 6 4
Degree 32 22
Diploma 34 23
Tertiary Education 22 15
KCSE Certificate 14 10
KCPE Certificate 16 11
Others 22 15
Total 146 100

The study sought to determine the highest professional qualification to help identify the
respondent’s level of education which would imply their potential ability to understand
the questions and respond appropriately. The study found that 4% of the respondents
working Jua Kali sector had master’s level of education, degree level were 22%, and
diploma level had 23% while tertiary education holders were 15%. The study further
found that those with KCSE certificates were 10%, KCSE Certificates were 11% and
those with other qualifications were 15%. The study found that majority of the
30
respondents had Diploma level of education. The study can therefore confirm from the
majority of the respondents, that Jua Kali sector has majority as diploma graduates.

4.3.4 Distribution of the respondents in various roles

The study analyzed various distribution of role from the respondents. The analysis shows
how many respondents came from what section of the Jua kali sector as predetermined by
the researcher.

Job positions Frequency Percentage

Top management Staff (KNFJKA) 3 2
Supervisor (KNFJKA) 15 10
Operational staff (KNFJKA) 38 26
Artisan 90 62
Total 146 100

Table 4.4 Tabulation of Respondents and their Roles

Source Author (2017)
The analysis found that from the respondent’s pool, 2% were top managers, 10%
supervisors, 26% operational staff and 62% artisans. The study can confidently
summaries that the findings that were analyzed mainly came from the artisans thus from
the real people who experience one on one challenges in the Jua-Kali industry hence
credibility and authenticity of the information provided herewith. .

4.4 Technical Skills

The study sought to understand the effects of technical skills and their influence in
implementation of entrepreneurship projects among Jua-Kali Artisans in Kenya. The
study sought to analyze whether technical skills influence implementation of
entrepreneurship projects. The findings are shown on Table 4.5.

31
Table 4.5: Whether Technical Skills Affect Projects
Responses Frequency Percentage

Yes 120 82
No 26 18
Total 146 100

The analysis found that 82% of the respondents believed that technical skills affects the
implementation of Jua-kali entrepreneurship projects in Kenya while 18% indicated that
technical skills does not affect their performance of abilities in Kenya. This analysis
means that technical skills and competences are very important in the development and
implementation of the entrepreneurship skills among Jua-kali artisans. This agrees with
Damooei, Maxey and Watkins, (2008) that technical skills are a skills that require a
combination of specific knowledge and skills of the work done using the body to achieve
the target. In the working environment, technical skills normally refer to technical
procedures or practical tasks that are typically easy to observe, quantify, and measure.

Table 4.6 The effects technical skills on implementation of entrepreneurship

projects
Job positions Frequency Percentage
Very High 42 29
High 34 23
Fair 28 19
Low 16 11
Very Low 26 18
Total 146 100

The analysis found that majority of the respondents believed that technical skills affect
the implementation of entrepreneurship projects in Jua-Kali sector as shown by 29% of
the respondents who indicated that the effects of technical skills is very high, 23%
indicated that the effects are high, 19% felt its fair, 11% indicate the effects of technical
skills are low while 18% indicated that the effects are very low. With the findings above,

32
 the analysis can eventually conclude that the effects of technical skills are very high in
Jua-kali sector.

Table 4.7 Statements relating to technical skills and its effects

Strongly Agree Don’t Don’t agree Strongly
Agree know Don’t agree
1 2 3 4 5 std
Percentages Mean dev
JuaKali artisan is
wholly a technical field
and technical
experience and skills is
a must
72% 22% 3% 0% 0% 1.28 0.51
There is little
relationship between
need for technical skills
and implementation of
entrepreneurship
projects
64% 22% 11% 0% 3% 1.56 1.00
Technical skills
influences successful
implementation of
entrepreneurships skills 30% 33% 10% 21% 6% 3.42 1.91

Technical skills is
relevant to all
entrepreneurial project
implementation 50% 31% 19% 0% 0% 1.69 0.79

Implementation of
entrepreneurship
projects doesn’t not
require technical
expertise at all 48% 25% 6% 10% 11% 2.81 1.28

The analysis of the study strongly agreed with the analysis of the effect of technical
abilities on various statements with respondents indicating that JuaKali artisan is wholly
a technical field and technical experience and skills is a must (Mean 1.28), There is little
relationship between need for technical skills and implementation of entrepreneurship
projects (Mean 1.56), Technical skills influences successful implementation of

33
entrepreneurships skills (Mean 3.42), Technical skills is relevant to all entrepreneurial
project implementation (Mean 1.69) , The Ministry of Health should develop and
accountability and transparency policy to govern their staff (Mean 2.81) and that the
Implementation of entrepreneurship projects doesn’t not require technical expertise at all
(Mean 1.75). The interpretation is that there is high level of agreement that technical
skills always affects the implementation of entrepreneurship project by the Jua-kali
artisans in Kenya and therefore they should be given opportunities to increase their skills
and expertise.

4.5 Financial Management Skills

The analysis sought to understand how financial management skills among the artisans
and the Jua-kali sector players affect the implementation of their entrepreneurship
projects. The analysis had various means of understanding this and below is the analysis
of whether the respondents believed the financial management skills were important in
enhancing their project implementation in Jua-kali sector.

Table 4.8 whether Financial Management skills affect Jua-kali

Responses Frequency Percentage

Yes 136 93
No 10 07
Total 146 100

The analysis found that 93% of the respondents believed that financial management skills
were critical in the management of the Jua-kali sector and management of
entrepreneurship projects in the Jua-kali sector. However, 7% believed that there was
little need for financial management skills since most of the people understand how to
manage their own finances. Nevertheless from the majority of the respondents it was
clear that most Jua-kali entrepreneurship projects fails due to lack of effective and precise
financial management skills in their lives. This resonates with Bell, & Lerman, (2005)
that the financial management skills should be regarded as a component of the
entrepreneurs’ general management. From this perspective, the financial management can
34
be defined as an under-system of the company’s general management, having as purpose
insuring the necessary financial resources, their profitable assignment and usage,
improving the value and the safety of its patrimony, by fulfilling an active role, starting
with the financial resources meant for the establishment of the company’s strategic and
tactical objectives and for the control and evolution of their fulfilment.
Table 4.9 Importance of financial management skills on JuaKali Artisans in Kenya

Job positions Frequency Percentage

Very important 56 38
Important 48 33
Fair 26 18
Less Important 12 8
Not Important 4 3
Total 146 100
The study found that the importance of financial management skills on Jua-kali artisans
in Kenya is beyond the arguments placed by those who believe the financial management
skills are not important. The analysis found that 38% believed that financial management
skills are very important, 33% said it’s important, 18% indicated that is fairly important
while those who indicated that it’s less important and not important were 8% and 3 %
respectively and independently. This is an affirmation that financial management skills
are very greatly important in ensuring the Jua-kali artisans understand how to save, earn,
manage and make even more income through learn boring from banks, maintaining
books of account and many other importance financial management practices.

A study by Bragg, & Burton, (2006) indicated that Micro enterprises contributed
significantly in the economic development because these types of enterprises create a
bridge between a margin of purchase ability of the greater number of the population and
the affordability of the products made available to the consuming public. Frempong
(2009) even highlighted the important characteristic role of the micro-entrepreneurs as a
provider of affordable goods and services for the public and at the same time creating a
large proportion of jobs. Given that the micro entrepreneurs have significantly shaped the

35
 economic activity in the countryside, a low financial skill might lead into an adverse
impact in the future of the business.
Business concern needs finance to meet their requirements in the economic world. Any
kind of business activity depends on the finance. Hence, it is called as lifeblood of
business organization. Whether the business concerns are big or small, they need
financial skills to fulfil their business activities. In the modern world, all the activities are
concerned with the economic activities and very particular to earning profit through any
venture or activities (Al-Tamimi, and Kalli, 2009).

Table 4.10 Statements on financial management skills among JuaKali Artisans in

Kenya
. Agree Agree Neutral Disagree Strongly
Strong Disagree
ly
1 2 3 4 5 std
Percentages Mean dev
JuaKali artisans needs
financial management
skills to enhance their
entrepreneurial projects 72% 22% 0% 0% 1.28 0.51

Financial management
skills do not determine the
success of the
entrepreneurial projects 64% 22% 11% 0% 3% 1.56 1.00

The implementation of the

JuaKali Artisan
entrepreneurial projects
are so interlinked to the
financial management
skills of the entrepreneur 30% 33% 10% 21% 6% 3.42 1.91

The financial management

is a basic need in
entrepreneurship projects 50% 31% 19% 0% 0% 1.69 0.79
There is a NO relationship
between the
implementation of the
entrepreneurial projects
and the financial 0% 0% 0% 0% 100% -2.81 1.28
36
management skills
There is increased
efficiency due to
partnership intervention 50% 33% 8% 8% 0% 1.75 0.94

The study found that 72% of the respondents agreed JuaKali artisans needs financial
management skills to enhance their entrepreneurial projects. The study found that
financial management skills do not determine the success of the entrepreneurial projects
(1.28). Further it was indicated that The implementation of the JuaKali Artisan
entrepreneurial projects are so interlinked to the financial management skills of the
entrepreneur (1.56). Concerning the effects of the level of importance of management
skills, the study agreed with a strong mean of (3.42) The financial management is a basic
need in entrepreneurship projects. The study found from the respondents that there is a
NO relationship between the implementation of the entrepreneurial projects and the
financial management skills Mean of (1.69) The study further found that respondents
strongly agreed There is increased efficiency due to partnership intervention (1.75). In
Conclusion according to the respondents, financial management skills are critical in the
management of Jua-kali artisan enterprises. According to (Mcwilliams, 2005) Workforce
planning is a management framework that ties human resource decisions to the
organization’s strategic plan. In this way, human resource decisions move away from
piecemeal, individualized decisions and become part of the larger, more strategic goals of
the organization (Hornby, 2010). Workforce planning provides managers with a
framework for making staffing decisions based on an organization’s mission, strategic
plan, budgetary resources, and a set of desired workforce competencies. To be useful, a
workforce plan must reflect the management environment of the organization for which it
is developed. In addition, organization culture is an important factor in workforce
planning. Organization culture consists of the patterns of shared values and beliefs that tie
members to that organization and also provide rules for behavior

4.6 Technology Skills

The significance of technology n the modern world is very critical in the achievement of
success in the all dimensions of life. The analysis sought to understand the impact of

37
technology on the Jua-kali industry which is locally known as informal sector. This
would help determine how much the entrepreneurs need technology and the impact it has
in the enhancement of their projects. The analysis is as below.

Table 4.11 Analysis of whether technology affects Jua-kali Projects

Responses Frequency Percentage

Yes 116 79
No 30 21
Total 146 100

The study found that technology has been perceived and is one of the most important
tools of ensuring Jua-kali entrepreneurship projects perform, reach to the limits and
enhance their performance and achievement in terms of profitability and growth. The
analysis found that 79% of the respondents indicated that technology affects the
entrepreneurship development among Jua-Kali sector while 21% indicated that
technology does not affect the development of the Jua-kali sector. It was therefore found
that technology is key to the development of the entrepreneurship in Jua-Kali sector. The
analysis agreed with (Deans, And Kane, 2012) that Technology in the workplace allows
businesses to expand quickly and efficiently. Business technology such as video
conferencing, social networks and virtual office technology has removed workplace
boundaries that previously limited business expansion. With business technology,
companies can target a wider customer base and grow to higher levels. The analysis
further found that in this Virtual work environment, any individual with a Computer
connected to the Internet can be part of a global office as if he is sitting along with his
colleagues in the office. This can be called the concept of “Virtual Employment". Virtual
employees can use their skills such as "Web Designing", "Editing", "Teaching" and many
other faculties for and on behalf of a Virtual Employer. Similarly, a single Computer
owner can interact with the whole world of Consumers and do business with them.
Frempong (2009)

38
Table 4.12 Influence of technology skills among JuaKali Artisans
Job positions Frequency Percentage
Very Influential 52 36
Influential 38 26
Fair Influential 26 18
Less Influential 18 12
Not Influential 12 8
Total 146 100

The level of technology influence among the Jua-Kali artisans has been identified as very
high and from this analysis, the study found that 36% of the respondents found
technology as very influential. 26% influential, 18% fairly influential, 12% less
influential and 8% Not influential. The influence of the technology is clearly influential
from the 36% of the respondents. The analysis further found that technology has been
used in the Jua-kali industry to enhance creation on new products, development of old
products and making them achieve a new life and improved performance while
manufacturing more others through technology.
This agrees with Chodi (2012) that the knowledge uprising has brought about increase
focus on the role of knowledge in enhancing the sustainability and competitiveness of
organizations in what has been termed the 'knowledge era'. Each organization is trying to
come up with ways of sharing knowledge to create impact in the society they thrive in.
This paper is based on exploratory survey to assess the knowledge sharing techniques
amongst the jua kali artisans in Kenya. This study sought to analyze knowledge sharing
amongst Jua Kali workers in Kenya; Describe the nature of their business; investigate the
type of knowledge they posses; identify the knowledge sharing mechanism they use;
analyze how effective the knowledge sharing mechanisms have been; identify the
challenges affecting the effective sharing of knowledge; and propose strategies which can
be used by the Jua Kali workers in Kenya to enhance effective knowledge sharing.

39
 Table 4.13 Importance of the following statements concerning technology skills on
implementation of entrepreneurship projects
. Agree Agree Neutral Disagree Strongly
Strongly Disagree
1 2 3 4 5 std
Percentages Mean dev
Technology is the key
propelling factor in the
implementation of the
entrepreneurship projects 74% 12% 5% 10% 0% 2.28 0.61

Artisans don’t need

technology in the
implementation of their
JuaKali project 60% 18% 10% 9% 3% 1.16 2.00

The Technology is the

differentiation point among
JuaKali artisans 46% 13% 10% 21% 10% 2.42 1.11

The success of the

entrepreneurial projects is
determined by the
technology used the
projects itself 56% 34% 10% 0% 0% 1.99 1.09

There is a high correlation

between technology and
successful implementation
of entrepreneurial projects 0% 0% 0% 0% 100% -1.11 2.28

Technology has a fair

influence on the
implementation of the
entrepreneurship projects
among JuaKali artisans 40% 34% 6% 10% 10% 1.75 0.24

The analysis of the various hypothetical statements on the effects of the technology the
study found that technology is the key propelling factor in the implementation of the
entrepreneurship projects (2.28), Artisans don’t need technology in the implementation of
their Jua-Kali project (1.16), The Technology is the differentiation point among Jua-Kali
artisans (2.42), The success of the entrepreneurial projects is determined by the
technology used the projects itself (1.99), There is a high correlation between technology
40
and successful implementation of entrepreneurial projects (-1.11), Technology has a fair
influence on the implementation of the entrepreneurship projects among Jua-Kali artisans
(1.75)

Table 4.14 Workforce Planning

Responses Frequency Percentage

Yes 118 81
No 28 19
Total 146 100

The analysis on workforce planning and management by the Jua-Kali sector was
analyzed. The study found that 81% of the respondents believed that workforce planning
was very key in developing and advancement of performance of entrepreneurship of Jua-
Kali projects in Kenya. The analysis further found that 19% of the respondents did not
agree that workforce planning has any effect in the development of the entrepreneurship
development in the Jua-kali artisan in Kenya.

Table 4.15 Influence of workforce planning on implementation of entrepreneurship

projects among JuaKali Artisans in Kenya
Job positions Frequency Percentage
Very Influential 42 29
Influential 35 25
Fair Influential 47 32
Less Influential 16 11
Not Influential 6 4
Total 146 100

The analysis of workforce planning and development of implementation of entrepreneurship

project among Jua-Kali artisans in Kenya. The study found from 29% of the respondents that
workforce planning is very influential, 25% indicated its influential, 32% indicated fair
influential, 11% felt its less influential while 4% indicated its not influential. This agrees with
(Hornby, 2010) that workforce planning is a management framework that ties human
41
resource decisions to the organization’s strategic plan. In this way, human resource
decisions move away from piecemeal, individualized decisions and become part of the
larger, more strategic goals of the organization. Workforce planning provides managers
with a framework for making staffing decisions based on an organization’s mission,
strategic plan, budgetary resources, and a set of desired workforce competencies. To be
useful, a workforce plan must reflect the management environment of the organization
for which it is developed. In addition, organization culture is an important factor in
workforce planning. Organization culture consists of the patterns of shared values and
beliefs that tie members to that organization and also provide rules for behavior
(Mcwilliams, 2005).

4.12 Summary of Regression model

Regression analysis was used to understand which among the independent variables are
related to the dependent variable, and to explore the forms of these relationships. In
restricted circumstances, regression analysis can be used to infer causal relationships
between the independent and dependent variables. To derive the relationships of the
independent and dependent variables on the study, the regression model was used. The
findings were as shown on Table 4.24.

Table 4.16: Summary of Regression Model

Model R R Adjusted R Std. Error of the Change Statistics
Square Square Estimate R Square F df1 df2 Sig. F
Change Change Change
1 0.836a 0.698 0.684 0.45345 0.698 50.355 4 87 0.000
a. Predictors: (Constant), Technical skills, Financial management skills, Technology, workforce planning

From the Table the significance of F (.000) is below .05 which indicates that the model is
within the 95% significance level. The value of R squared at .836 indicates that 83.6% of
the variations in project planning skills on implementation of entrepreneurship projects in
Kenya are related to the predictors (Technical skills, financial management skills,
Technology, workforce planning). Only 16.4% of variations in implementation of
entrepreneurship projects in Kenya are not accounted for by change in the independent
42
variables in the model. The whole model has a coefficient of correlation (R) as 0.698
which is a strong positive correlation between predictor variables and the decedent
variables. This indicated that changes in the predictor variable would be very closely
associated with changes in the levels of implementation of entrepreneurship projects in
Kenya in the same direction.

43
 CHAPTER FIVE
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter presents a summary of the findings, discussions, conclusions and
recommendations that reflect answers to the raised research questions and suggestions for
further research. The purpose of the study was to analyze the influence of project
planning skills on implementation of entrepreneurship projects in Kenya: A case of Jua-
kali sector in Kenya.

5.2 Summary of the Findings

The study made the following summary;
5.2.1 Technical Skills
The analysis found that 82% of the respondents believed that technical skills affect the
implementation of Jua-kali entrepreneurship projects in Kenya. This analysis means that
technical skills and competences are very important in the development and
implementation of the entrepreneurship skills among Jua-kali artisans. This agrees with
Damooei, Maxey and Watkins, (2008) that technical skills are a skills that require a
combination of specific knowledge and skills of the work done using the body to achieve
the target.

5.2.2 Financial Management Skills

The analysis found that 93% of the respondents believed that financial management skills
were critical in the management of the Jua-kali sector and management of
entrepreneurship projects in the Jua-kali sector. This resonates with Bell, & Lerman,
(2005) that the financial management skills should be regarded as a component of the
entrepreneurs’ general management. From this perspective, the financial management can
be defined as an under-system of the company’s general management, having as purpose
insuring the necessary financial resources, their profitable assignment and usage,
improving the value and the safety of its patrimony, by fulfilling an active role, starting

44
with the financial resources meant for the establishment of the company’s strategic and
tactical objectives and for the control and evolution of their fulfilment.

5.2.3 Technology
The study found that technology has been perceived and is one of the most important
tools of ensuring Jua-kali entrepreneurship projects perform, reach to the limits and
enhance their performance and achievement in terms of profitability and growth. The
analysis found that 79% of the respondents indicated that technology affects the
entrepreneurship development among Jua-Kali sector.It was therefore found that
technology is key to the development of the entrepreneurship in Jua-Kali sector. The
analysis agreed with (Deans, And Kane, 2012) that Technology in the workplace allows
businesses to expand quickly and efficiently. Business technology such as video
conferencing, social networks and virtual office technology has removed workplace
boundaries that previously limited business expansion.

5.2.4 Workforce Planning and Management

The analysis on workforce planning and management by the Jua-Kali sector was
analyzed. The study found that 81% of the respondents believed that workforce planning
was very key in developing and advancement of performance of entrepreneurship of Jua-
Kali projects in Kenya. This agrees with (Hornby, 2010) that workforce planning is a
management framework that ties human resource decisions to the organization’s strategic
plan. In this way, human resource decisions move away from piecemeal, individualized
decisions and become part of the larger, more strategic goals of the organization.
Workforce planning provides managers with a framework for making staffing decisions
based on an organization’s mission, strategic plan, budgetary resources, and a set of
desired workforce competencies. To be useful, a workforce plan must reflect the
management environment of the organization for which it is developed. In addition,
organization culture is an important factor in workforce planning.

45
5.4 Conclusion
The study concluded that technical skills are very critical in the management and
development of entrepreneurship projects in Kenya. The study finally found that
technical skills should be the triggers and Influence of project planning skills on
implementation of entrepreneurship projects in Kenya in the jua-kali sector in Kenya.
The analysis concluded that experts and governments should ensure that people are given
more skills to promote the performance and entrepreneurship skills in the creative field of
Jua-kali sector. The analysis found that there is high creativity in most of the Jua-kali
sector and this is owed to the development of the technical skills and performances of the
individuals with such skills and this should be encouraged.

The study concluded that Financial Management Skills are very important among the
Jua-kali sector practitioners and this is true when there is possibility of the people
working in this field managing to start and end their projects successfully. The analysis
conclude that much as the majority of the Jua-kali workers know the importance of
money and how to use it, there is still need for the training and update of the financial
management skills to ensure such people make the best out of their hard earned income.

The use of Technology has been concluded as one of the most important aspects
influencing project planning skills on implementation of entrepreneurship projects in
Kenya specifically among Jua-Kali sector in Kenya. The analysis concluded that much as
the Jua-Kali artisans have tried their best to engage the use of their own made local
technologies, there is need to engage the use of huge machine skills and technologies to
ensure they are able to make better, effective and efficient products from their skills. The
study concluded that technology should be given more focus in Jua-Kali Sector.

The proper management of workforce planning and management were concluded to be

critical in influencing project planning skills on implementation of entrepreneurship
projects in Kenya specifically among Jua-Kali sector in Kenya. The analysis concluded
that there should be better methods of managing workforce to ensure that those that don’t
have skills gain skills and those that need to advance their skills can advance their skills
without having to incur high costs in the artisan sector.
46
5.5 Recommendations
The following recommendations were made from the research;
Technical Skills
 The study recommends that more skills should be impacted to the technical teams
in the Jua-kali sector to enhance their competences and ensure they are able to
produce better than they are doing now.
 There should be more government support to ensure that the skilled Jua-Kali
artisans are able to pass the knowledge to the interested younger generation and
by doing this increases job opportunities in the field of Jua-kali and
manufacturing of local made items.

Financial Management Skills

 The study further recommended that more information, knowledge be invested in

the field of jua-kali sector to ensure that they know better on how to manage
finances, how to manage income and how to invest and save for their enhanced
performance and ability to reach higher goals especially in their projects of
entrepreneurship

 It was recommended that more banks should engage and partner with the Jua-kali
sector not only to train on financial management but to assist in ensuring that their
entrepreneurship projects reaches to their panned destiny through the partnership
between artisans and the banks.

Technology

 It was recommended that more need to be done on technology. This is because

most of the local artisans or Jua-kali artisans do not use updated technology to
achieve their goals.

 It was further recommended that government should engage the Jua-Kali sector to
i9ntroduce to them the new technologies that are available in meeting their day to
day needs of managing their project and entrepreneurship achievements.

47
Workforce Planning and Management

 The study recommends that Jua-kali sector get engaed in professional

management of the staff and workforce. This is because most of the Jua –kali
artisans actually do not have off days, leave days or any day to rest. This
eventually leads to low performance and diminished creativity due to burn out and
lack of rejuvenation
 It was recommended that more need be done like linking the universities and
technical colleges with the Jua-kali and the Local artisans to ensure that they get
staff and workforce from these colleges and both gain from class and field
experience through interchange and exchange of workforce.

5.6 Suggestions for Further Research

The study was not conclusive as the research did not analyze the negative challenges that
affect the Influence of project planning skills on implementation of entrepreneurship
projects in Kenya a case of Jua-Kali sector in Kenya. More research need be done on how
the Jua-Kali sector can be integrated into formal sector or how formal sector can be
integrated into Jua-kali sector to enable sharing of information, knowledge, technology
and experiences for better implementation of entrepreneurship projects in Kenya with
focus to juakali sector in Kenya.

48
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 APPENDICES

APPENDIX 1: INTRODUCTION LETTER

Dorothy Ateng
The University of
Nairobi
P.O.Box 54210-
00100
Nairobi
Phone; 0722734868
Sir/Madam
RE: REQUEST TO UNDERTAKE ACADEMIC RESEARCH AT YOUR
INSTITUTION
I am currently undertaking a Degree of Master of Arts in Project Planning and
Management of the University of Nairobi and one of the Requirements for completing
the course is to undertake a research project within the relevant field. It is through this
requirement that I am humbly requesting your good office to consider me and grant me
an opportunity to collect data from For Kenya National Federation of Jua Kali
Association (KNFJKA) Staff and JuaKali artisans in Nairobi County. My research topic
is: To investigate the influence of project planning skills on implementation of
entrepreneurship projects in Kenya.

Your Consideration for my request will be appreciated. The information gathered will be
handled with high confidentiality to uphold your organizational operations.

Thank you for your continued support. Attached please find the questionnaires that I
intend to use in data collection.

Yours Faithfully,

Dorothy Ateng
REG: L50/69436/2013

54
 APPENDIX II: QUESTIONNAIRE
For Kenya National Federation Of Jua Kali Association (KNFJKA)

You are requested to respond to each question truthfully. Please do not write your name
anywhere on this questionnaire. Respond by putting a tick (√) in the box next to your
correct answer and fill the blank spaces
SECTION A
RESPONDENT’S BACKGROUND

1 Gender
Male [ ]
Female [ ]

2. Age in years
Below 30 [ ]
30 – 39 [ ]
40 – 49 [ ]
50 and Above [ ]

3. What is your Highest Qualification?

Masters [ ]
Degree [ ]
Diploma [ ]
Tertiary Education [ ]
KCSE Certificate [ ]
KCPE Certificate [ ]
Others (specify) [ ]...................................................................................

4. What is your Job Position?

Job positions Response
Top management Staff (KNFJKA)
Supervisor (KNFJKA)
Operational staff (KNFJKA)
Artisan

55
 SECTION B
PART 1: TECHNICAL SKILLS
Do technical skills influence implementation of entrepreneurship projects among JuaKali
Artisans in Kenya?

Yes [ ] No [ ]
How would you rate the effects technical skills on implementation of entrepreneurship
projects among JuaKali Artisans in Kenya?

Very High [ ]
High [ ]
Fair [ ]
Low [ ]
Very Low [ ]

What are the factors that influence the implementation of entrepreneurship projects in
Kenya?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
.................................................................................................................................
To what extent would you agree with the following statements relating to technical skills
and its effects on implementation of entrepreneurship projects among JuaKali Artisans in
Kenya?

56
Degree of effects Key: Strongly Agree; 2 – Agree; 3 – Don’t know; 4 – Disagree; 5 –
Strongly Disagree;
1 2 3 4 5
JuaKali artisan is wholly a technical field and technical experience and
skills is a must
There is little relationship between need for technical skills and
implementation of entrepreneurship projects
Technical skills influences successful implementation of
entrepreneurships skills
Technical skills is relevant to all entrepreneurial project
implementation
Implementation of entrepreneurship projects doesn’t not require
technical expertise at all

PART II: FINANCIAL MANAGEMENT SKILLS

Does your organization offer JuaKali Artisans with financial management skills for
successful implementation of entrepreneurship projects?
Yes [ ] No [ ]
What are strategies in place in Kenya National Federation of Jua Kali Association
(KNFJKA) to enhance implementation of entrepreneurship projects among JuaKali
Artisans in Kenya?
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
How would you rate the importance of financial management skills on implementation of
entrepreneurship projects among JuaKali Artisans in Kenya?
Very important [ ]
Important [ ]
Fairly Important [ ]
Less Important [ ]
Not important [ ]

57
To what extent would you agree with the following statements on financial management
skills among JuaKali Artisans in Kenya?
Remarks Key: 1 – Strongly Agree; 2 – Agree; 3 – Don’t know; 4 – Disagree; 5 –
Strongly Disagree;
1 2 3 4 5
JuaKali artisans needs financial management skills to enhance their
entrepreneurial projects
Financial management skills do not determine the success of the
entrepreneurial projects
The implementation of the JuaKali Artisan entrepreneurial projects are so
interlinked to the financial management skills of the entrepreneur
The financial management is a basic need in entrepreneurship projects
There is a NO relationship between the implementation of the
entrepreneurial projects and the financial management skills
The is a direct correlation between successful implementation of the
entrepreneurial projects and the financial management

PART III: TECHNOLOGY SKILLS

Does JuaKali Artisans in Kenya use technology for the implementation of
entrepreneurship projects?
Yes [ ] No [ ]

What are Technologies used by JuaKali Artisans (if any) to implement entrepreneurship
projects??
................................................................................................................................................
................................................................................................................................................
How would you rate the influence of technology skills on implementation of
entrepreneurship projects among JuaKali Artisans in Kenya?
Very Influential [ ]
Influential [ ]
Fairly Influential [ ]
Less Influential [ ]
Not Influential [ ]

58
To what extent would you rate the importance of the following statements concerning
technology skills on implementation of entrepreneurship projects among JuaKali Artisans
in Kenya?
Remarks Key: 1 – Very Important; 2 – Important; 3 – fair; 4 – Less Important; 5 –
Not Important;
1 2 3 4 5
Technology is the key propelling factor in the implementation of the
entrepreneurship projects
Artisans don’t need technology in the implementation of their JuaKali
project
The Technology is the differentiation point among JuaKali artisans
The success of the entrepreneurial projects is determined by the
technology used the projects itself
There is a high correlation between technology and successful
implementation of entrepreneurial projects
Technology has a fair influence on the implementation of the
entrepreneurship projects among JuaKali artisans

PART IV: WORKFORCE PLANNING

Does workforce planning influence implementation of entrepreneurship projects among
JuaKali Artisans in Kenya?
Yes [ ] No [ ]
Explain...................................................................................................................................
................................................................................................................................................
................................................................................................................................................

How important would you rate the influence of workforce planning on implementation of
entrepreneurship projects among JuaKali Artisans in Kenya??
Very High Influence [ ]
High Influence [ ]
Fair Influence [ ]
Les Influence [ ]
No Influence [ ]

59
What should be done to ensure workforce planning propel successful entrepreneurship
projects among JuaKali Artisans?
................................................................................................................................................
................................................................................................................................................
............
What are the inherent pitfalls that fail the implementation of entrepreneurship projects
among JuaKali Artisans in Kenya?
................................................................................................................................................
................................................................................................................................................
............
What strategies should be taken up by the Kenya National Federation of Jua Kali
Association (KNFJKA) to ensure sustained successful implementation of
entrepreneurship projects among JuaKali Artisans in Kenya?
................................................................................................................................................
................................................................................................................................................
............

Thank you for your cooperation

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