Knowledge retention practices and performance of county governments in western Kenya

Abstract

County governments in Western Kenya face persistent challenges in efficiency, accountability, and service delivery due to weak knowledge retention systems. This study examined the influence of knowledge retention practices on county government performance, focusing on documentation, archiving, coaching, and mentorship. Guided by the Knowledge Based View and Organizational Learning Theory, the study adopted a descriptive correlational research design targeting employees from ten key departments in Bungoma, Kakamega, Busia, and Vihiga counties. A sample of 392 respondents was selected through stratified random sampling. Data were collected using structured questionnaires and analyzed using SPSS version 25. Descriptive and inferential statistics, including Pearson’s correlation and multiple regression, were employed. Findings revealed a strong positive relationship between knowledge retention practices and county performance (R = .72, R² = .52, p < .05), showing that 52% of performance variation was explained by documentation, archiving, coaching, and mentorship. Documentation (β = .60, p = .001) and coaching (β = .55, p = .001) had the strongest effects. The study concluded that institutionalizing structured documentation, archiving, and mentorship systems enhances operational efficiency and service delivery. It recommended that county governments adopt comprehensive knowledge retention policies, digitize archives, and integrate mentorship and coaching within human resource and performance management systems.