Transcript PMIG RBM for Beginners part A 3 March 2011 Michael

Material of the Technical Assistance Unit (TAU)
Introduction to
Results-based Management
Concepts
The Essentials of Results Based
Management (RBM)
• This presentation sets out the essential concepts of
RBM
• The intention is to provide a brief history and
overview of this approach that is the foundational
concept behind governments approach to the
performance and delivery agreements
1
Relevance of RBM
International experience

The adoption of RBM is not unique to South
Africa  it is widely used internationally

RBM is recognised as a useful approach in
developed countries as well as developing
countries

RBM thinking underpins the approaches of
multilateral organisations such as the World
Bank, development agencies and the
international donor community
2
Delivery Reform History
Framework for
Strategic and
Annual
Performance
Plans
Budget
Reform
(PFMA &
MFMA)
RDP
GEAR
Performance
and Delivery
Agreements
Governmentwide Monitoring
and Evaluation
Framework
12 Priority
Outcomes of
government
South African
Statistics
Quality
Assurance
Framework
Framework for
Managing
Programme
Performance
Information
3
The Links Between
Delivery
Reform
Results Based
Management
4
In RBM the question shifts from
What are we
doing?
What are we achieving?
5
In RBM the question shifts from
What are we
doing?
What are we achieving?
6
This presentation covers…
What is Results
Based
Management?
The basic
elements of RBM
The Logic Model: its
structure and elements
Performance Indicators
and measurement
The Logframe
7
Facets of Results Based Management
A key
methodology
used in the
public service
Can be effectively
used in the
strategic planning
process
Framework to track
progress and
demonstrate the
impact of a given
project, programme,
or policy
Extends the
focus to the
measurement
of intended
results
Moves beyond an
emphasis on
inputs and outputs
to a greater focus
on outcomes and
impacts
8
Activities, Outputs and Outcomes are the building
blocks of Results Based Management
Every programme undertakes activities that produce outputs
that contribute to the achievement of outcomes.
what we do
what we produce
what we wish to
achieve
Describes a collection of functions (actions, jobs,
tasks) that consume inputs/resources required to
produce outputs
The direct products and services generated
through processes or activities.
The effects, benefits or consequences that occur
(either in the short, intermediate, or long-term)
due to the produced outputs
9
Activities are “what we do”
A collection of functions (actions, jobs, tasks) that consume inputs/ resources
required to produce outputs.
Activities contain verbs
Examples of Activities
•
•
•
•
•
•
•
•
Conduct research
Publish documents
Provide advice
Contract for services
Respond to enquiries
Draft the business plan
Organize Committee meetings
Organize Committee travel
•
•
•
•
•
Build houses
Produce passports
Teach learners
Develop curricula
Design management information
system
10
Outputs are “what we produce or deliver”
The direct products and services generated through processes or activities
Outputs contain nouns
Examples of Outputs:
•
•
•
•
•
•
•
•
•
•
New housing estate
Inner-city CCTV security system
A staffed and operating rural clinic
A training programme for matric mathematics teachers
New community stadium
Corporate Performance Measurement System
Victim empowerment policy
New power station
Child support grant
Vehicle licensing and registration service
11
Outcomes are “what we wish to achieve”
The effects, benefits or consequences that occur (either in the short,
intermediate, or long-term) due to the delivery of outputs
Outcomes refer to a changed state of being and are stated in the
present tense
Examples of Outcomes
•
•
•
•
•
•
•
A secure work environment
Electronic accessibility and equality
Sound management practices (accountability and reporting framework,
people management, internal communications, technology support)
Reduced crime levels in the inner city
Representative workforce
Healthy industrial activity
Healthy community
12
How do activities, outputs and outcomes link?
Single Results Chain
Results Hierarchy
Outcome
Output
Activity
Input
13
In RBM, the focus shifts to include
the outcomes
OUTCOMES
New
focus
OUTPUTS
Previous
focus
ACTIVITIES
INPUTS
What we wish to
achieve
What we produce
or deliver
What we do
What we use to do
the work
14
There can be up to three levels of
outcome, each leading to the next
ULTIMATE
OUTCOME
INTERMEDIATE
OUTCOMES
IMMEDIATE
OUTCOMES
OUTPUTS
ACTIVITIES
INPUTS
15
The Logic is dependent on assumptions being met
FINAL
OUTCOME
If
INTERMEDIATE
OUTCOMES are achieved and assumptions hold
then
If
IMMEDIATE
OUTCOMES
are achieved and assumptions hold
then
are produced and assumptions hold
then
If
OUTPUTS
ACTIVITIES are carried out and
If
INPUTS
assumptions hold then
are provided and
16
It is possible to budget for outputs, but not for outcomes
FINAL
OUTCOME
Manage towards
achieving these
results
INTERMEDIATE
OUTCOMES
IMMEDIATE
OUTCOMES
Responsibility for
execution
OUTPUTS
Plan, budget,
implement
and monitor
ACTIVITIES
INPUTS
17
The line of sight indicates how a lower level
element contributes to the Final Outcome
Final outcome
Intermediate
outcomes
Immediate
outcomes
Outputs
Activities
Inputs
18
An Inner-city CCTV system as an example
Final
Outcome
Intermediate
Outcome
Immediate
Outcome
Community feels safe in the city centre and normal
business and social activity returns to these areas
Crime in the identified hot spots is reduced
Muggers stop illegal activities in hot
spot areas covered by cameras
Outputs
CCTV Crime monitoring system in city hot spot areas
that records criminal activity & allows response units to
be dispatched when criminal events are observed
Activities
Install CCTV system in crime hot spots with link
to a control room and action response units
Inputs
Control room
Radio
networks
Control system
Monitoring
staff
Response
Units
Cameras
Funds
19
A departmental level logic Model – Correctional Services
There is enhanced public
safety and reduced
reoffending
Offenders are
rehabilitated in
Correctional Centres
Inmates are held
in safe, secure
and humane
custody
Staff and service
providers have safe
and healthy conditions
There are safe
conditions for the
public
Offenders enjoy
well-being and are
able to function
socially
Offenders
enjoy spiritual
and moral
development
Persons under
community
corrections (including
those on parole) are
accepted back into
communities
Offending
behaviour is
corrected
Final Outcome
Intermediate Outcomes
Offenders are
reintegrated into their
communities
Immediate Outcomes
Offenders are literate,
educated, skilled and
have competencies
Offenders enjoy
balanced
lifestyles
through sport,
recreation, arts
and culture
Offenders
are healthy
Offenders are
prepared for
productive,
law-abiding
lives in their
communities
20
The outputs and the expected immediate outcome
PreABET/Literacy
tuition
Agricultural
skills
programmes
Offenders are literate,
educated, skilled and
have competencies
Vocational
training
Equipment
repair
projects
Day to day
maintenance
projects
ABET
programmes
Facilities
projects
involving
DCS
resources
FET
programmes
Job opportunities
and training
Higher Education and
Training programmes
Occupational
skills training
Entrepreneurial
skills training
Computer
based training
programmes
21
The Logic Model as a
framework to understand
Performance
22
All levels of the Logic Model should be measured
ULTIMATE
OUTCOME
Indicators
INTERMEDIATE
OUTCOMES
Indicators
IMMEDIATE
OUTCOMES
OUTPUTS
ACTIVITIES
INPUTS
Indicators
Indicators
Indicators
Indicators
23
There are three major kinds of indicators in RBM
Single event binary indicators: when the output
is produced or outcome achieved or not, and
the answer is either “yes” or “no”
Process indicators: when the expected
output is produced through a series of
different smaller steps, and each step is
either achieved or not
Trend indicators: when the indicator – usually a quantity
- should be measured repeatedly every month, quarter
or year, and achievement trends can easily be seen
24
Indicators
Indicator
definition
Indicator
Baselines
Indicator Targets
Indicator
Measures
• What should be measured
• Over what time period
• In what units, By who, How frequently
• The first or historical measurement of an
indicator
• Used for setting performance target
• The score we would like to achieve
• Time bound
• Achievable
• Actual score
• Measured periodically
• Trends
25
Baselines, Targets and Measures are all expressed in
the same units
INDICATOR
Baseline
(date)
2009
Target
2009
Measure
Number of subsidies paid for solar water
heaters per annum
5640 (in
2008)
12 000
12 345
Mortality rate of children under 5 years
of age
565 per
10 000
births (in
2005)
400 per
10 000
births
385 per
10 000
births
Percentage of learners passing
mathematics in Matric
43% (in
2002)
72%
65%
26
Description
Type
Indicator
Baselin
e in
(year)
2008
Target
2008
Measure
2009
Target
2009
Measure
The RBM elements can all be expressed in tabular form in a
Logical Framework
Learners’ maths
skills are improved
Outcome
Percentage of
learners passing
mathematics in
Matric
43%
(2002)
68%
62%
72%
65%
Maths Training
Programme for
secondary school
maths teachers
Out-put
No of matric maths
teachers in qunitile 4
and 5 schools
completing
programme
1243
(2007)
1500
1151
1700
1629
Delivery of learning
materials to training
centres
Activity
Percentage of
training centres
receiving learning
materials by start of
programme
85%
(2006)
95%
92%
100%
98%
27
Summary
• RBM focuses on the consequences of delivering services
and products;
– Answers the ‘so what?’ question.
• The Logic Model;
– Sets out the theory of change.
– A way to visualize the hierarchy of endeavour.
• The Logic Model;
– Provides a framework for measurements that are
required to assess performance and achievement of
results.
• Evidence must be used to test the logic.
28
Summary
• RBM focuses on the consequences of delivering services
and products;
– Answers the ‘so what?’ question.
• The Logic Model;
– Sets out the theory of change.
– A way to visualize the hierarchy of endeavour.
• The Logic Model;
– Provides a framework for measurements that are
required to assess performance and achievement of
results.
• Evidence must be used to test the logic.
29