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What is results-based management? What is Planning, Monitoring, Evaluation and Learning? |
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| Version | User | Scope of changes |
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| Jun 29 2009, 10:56 AM EDT (current) | chachabooth | 9 words added, 4 words deleted |
| Jun 29 2009, 9:36 AM EDT | chachabooth | 13 words added |
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Results-based Management (RBM)
The Canadian International Development Agency (CIDA) defined, results-based management (RBM) "is a management philosophy and approach that emphasizes development results in planning, implementation, learning and reporting." (CIDA, RBM handbook on developing results chains. The basics of RBM as applied to 100 project examples, December 2000, p. 55. in: http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/Performancereview6/$file/Full_report.pdf<http://www.unssc.org/web1/programmes/rcs/cca_undaf_training_material/teamrcs/file.asp?ID=143).> (accessed 29 June 2009). RBM is therefore one way of conceptualising planning, implementing, monitoring and evaluating of projects or programmes. Learning occurs throughout all these stages. One of the most known RBM approaches is the logical framework approach (LFA).
This management philosophy is focused on results in all these stages: Within RBM, we plan for producing results, we monitor progress towards achieving the results, we evaluate whether, to what extent and why/why not results were produced. So, what is a result? A result is a change that can be described or measured and that is produced by a cause (i.e. results are effects of a cause). In projects or programmes, results could be expected (planned) or unexpected (not planned for).
Some of the key elements of RBM are:
It has to be highlighted that RBM as a management philosophy means that the whole process from planning, to implementing, monitoring and evaluating a project is seen through the results-lense. Project activities are of course the backbone of each project, however, they are seen from the perspective of what results they produce. Planning activities that are producing expected results implies a backwards logic - first think about where you want to go and then decide on the best path to that result.
Planning, Monitoring, Evaluation and Learning (PME&L)
PME&L is an approach to programming and describes a process for planning and implementing projects.
Planning
In order to do good planning, a clear understanding of the context that we work in is vital. Planning basically tries to answer the questions: What are we going to do? How are we going to do it? Why?
Planning is most effective, if it is participatory, i.e. involves major stakeholders to a high degree.
Monitoring
Church and Rogers define monitoring as “an on-going process that generates information to inform decisions about the programme while it is being implemented.” (Church and Rogers 2006: 82)
We can see Monitoring as an ongoing process that provides an opportunity to reflect and learn from engagement. In this process we try to answer the following questions: Are we doing what we planned for? Are we making progress? Why? Why not? Do we need to adapt our plans?
Evaluation
Is an event that takes place at certain stages in the programme. Is a more in-depth inquiry that looks at the overall picture and focuses on the questions: What has happened? Why? What was we did relevant, efficient, effective? The evaluation is more oriented towards future programmes/projects.
Learning
Is a continuous process of investigation, that is a cycle of experiencing, reflecting, applying again, experiencing and reflecting again etc. In peacebuilding, monitoring and evaluation are learning disciplines and learning takes place throughout the whole process of PME&L.
Source: chachabooth@gmail.com
The Canadian International Development Agency (CIDA) defined, results-based management (RBM) "is a management philosophy and approach that emphasizes development results in planning, implementation, learning and reporting." (CIDA, RBM handbook on developing results chains. The basics of RBM as applied to 100 project examples, December 2000, p. 55. in: http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/Performancereview6/$file/Full_report.pdf<http://www.unssc.org/web1/programmes/rcs/cca_undaf_training_material/teamrcs/file.asp?ID=143).> (accessed 29 June 2009). RBM is therefore one way of conceptualising planning, implementing, monitoring and evaluating of projects or programmes. Learning occurs throughout all these stages. One of the most known RBM approaches is the logical framework approach (LFA).
This management philosophy is focused on results in all these stages: Within RBM, we plan for producing results, we monitor progress towards achieving the results, we evaluate whether, to what extent and why/why not results were produced. So, what is a result? A result is a change that can be described or measured and that is produced by a cause (i.e. results are effects of a cause). In projects or programmes, results could be expected (planned) or unexpected (not planned for).
Some of the key elements of RBM are:
- RBM starts in the planning phase of a project. Realistic expected results are defined based on appropriate analysis.
- Participation of stakeholders is an important ingredient of RBM as experience shows that this improves the quality, effectiveness and sustainability of projects and programmes.
- Results information is used to make effective management decisions.
- The progress towards achieving results is monitored by using appropriate indicators.
- Knowledge is increased and practice improved through learning.
- Risks are identified and managed.
- Results are reported.
It has to be highlighted that RBM as a management philosophy means that the whole process from planning, to implementing, monitoring and evaluating a project is seen through the results-lense. Project activities are of course the backbone of each project, however, they are seen from the perspective of what results they produce. Planning activities that are producing expected results implies a backwards logic - first think about where you want to go and then decide on the best path to that result.
Planning, Monitoring, Evaluation and Learning (PME&L)
PME&L is an approach to programming and describes a process for planning and implementing projects.
Planning
In order to do good planning, a clear understanding of the context that we work in is vital. Planning basically tries to answer the questions: What are we going to do? How are we going to do it? Why?
Planning is most effective, if it is participatory, i.e. involves major stakeholders to a high degree.
Monitoring
Church and Rogers define monitoring as “an on-going process that generates information to inform decisions about the programme while it is being implemented.” (Church and Rogers 2006: 82)
We can see Monitoring as an ongoing process that provides an opportunity to reflect and learn from engagement. In this process we try to answer the following questions: Are we doing what we planned for? Are we making progress? Why? Why not? Do we need to adapt our plans?
Evaluation
Is an event that takes place at certain stages in the programme. Is a more in-depth inquiry that looks at the overall picture and focuses on the questions: What has happened? Why? What was we did relevant, efficient, effective? The evaluation is more oriented towards future programmes/projects.
Learning
Is a continuous process of investigation, that is a cycle of experiencing, reflecting, applying again, experiencing and reflecting again etc. In peacebuilding, monitoring and evaluation are learning disciplines and learning takes place throughout the whole process of PME&L.
Source: chachabooth@gmail.com
