The influence of e-training and development on the HR performance of Tanzania local government authorities (LGAs)

Anna Majwala; Idda Lyatonga Swai; Anna Linje; Mackfallen G. Anasel

doi:10.51867/ajernet.7.1.27

Authors

Anna Majwala Mzumbe University, Tanzania
Idda Lyatonga Swai Mzumbe University, Tanzania https://orcid.org/0000-0003-4027-1668
Anna Linje Mzumbe University, Tanzania https://orcid.org/0000-0003-1990-3309
Mackfallen G. Anasel Mzumbe University, Tanzania https://orcid.org/0000-0002-3020-1108

DOI:

https://doi.org/10.51867/ajernet.7.1.27

Keywords:

Digital Skills, Electronic Training, HR Performance, HR Information Systems, Local Government Authorities

Abstract

The rapid advancement of digital Human Resource Information Systems (HRIS) has transformed training and development activities in public institutions by integrating e-Training components such as Electronic Human Resource Skills Inventory (HRSI), Track and Administer Intervention (TAI), and Recording of Training Expenses (RTE). These systems aim to enhance employee competencies, streamline human resource operations, and improve overall organizational performance. While global studies have shown that e-training effectively supports workforce development, its adoption in Africa, particularly in Tanzania, faces challenges including inadequate infrastructure, low levels of digital literacy, and partial utilization of HRIS applications. Resource-Based View (RBV) theory and Human Capital Theory guided this research. This study employed a mixed-methods research approach to empirically examine the effects of HRSI, TAI, and RTE on human resource performance across 43 Local Government Authorities (LGAs) in Tanzania. Quantitative data were collected from 200 human resource and administrative officers using structured questionnaires and analyzed through descriptive statistics and multiple regression techniques. In addition, qualitative data were obtained through in-depth interviews and analyzed thematically. The findings indicate that all three e-training components positively influence HR performance, with RTE having the strongest effect, followed by HRSI and TAI. Qualitative results further reveal improvements in skills identification, monitoring processes, and financial accountability, leading to greater transparency. The study concludes that e-training components serve as strategic tools for workforce development and service delivery within Tanzanian LGAs. Consequently, the study emphasizes the need to prioritize strategic interventions to enhance the effectiveness of these e-training elements.

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