Introduction
This study focuses on examining the effectiveness of the Results Based Management (RBM) system in enhancing the organisational performance of Chevecheve high school in Gokwe. For the past 15years Chevecheve high school as an academic organisation has been underperforming as evidenced by low pass rates, high teacher turnover and declining of learners’ enrolment. This has made the school to fail to attain its vision and mission. The significance of this study is that it outlines the extent to which RBM has managed to enhance the performance of Chevecheve high school. Therefore such information becomes vital for the responsible authorities so that they develop strategies to circumvent the challenges that are triggering poor organisational performance. The study also provides practical solutions that can be adopted by the schools Administrators and MoPSE to ensure the efficiency of rural schools. This paper is divided into the following key themes; statement of the problem, research questions and objectives conceptualisation of the study, theoretical framework, literature review, methodology, research findings, discussion, conclusion and recommendations.
Background of the Study
As from the mid-1980s, managing for results became an increasingly important public sector management theme during the 1990s (Edgar, 2020). Major international organisations which are using RBM include UN. According to Abidu (2018), The UN Secretariat initiated a focus on results with the introduction in 2000 of results-based budgeting (RBB). RBB has set the stage for moving to a broader RBM approach to planning, budgeting and managing its programmes, as part of larger efforts to reform the administration of the Secretariat. This has seen various countries also adopting RBM to manage their various departments. RBM is often used by organizations such as the UN and the International Committee of the Red Cross (United Nations Development Programme, 2018).
Since antiquity times organisations and institutions have been applying various management systems that aimed at enhancing productivity and promote organisational performance and such management systems have undergone various transformation and evolution (Gladys, 2017). One such management system which is widely implemented by different organisations across the globe is the Results Based Management (Dennis, 2019).
Results-Based Management (RBM) is a management strategy aimed at achieving important changes in the way organisations operate, with improving performance in terms of results as the central orientation (Franklyn et al, 2019). RBM is a management strategy by which all actors, contributing directly or indirectly to achieving a set of results, ensure that their processes, products and services contribute to the achievement of desired results (outputs, outcomes and higher level goals or impact). The actors in turn use information and evidence on actual results to inform decision making on the design, resourcing and delivery of programmes and activities as well as for accountability and reporting (United Nations Development Group, 2019). RBM can be considered as a hierarchical framework of mutually complementary components (program design framework, Monitoring, and Evaluation (M&E), Data Management (DM) and Management Information System (MIS) with synergistic dynamics that collectively yield intended or unintended objectives.
Research by Johnson (2020), emphasizes the significance of the various components that comprise RBM. Johnson's study highlights stakeholder involvement, defining anticipated outcomes, risk management, the use of appropriate performance indicators, reporting on performance, and continuous learning and adjustment as critical aspects of RBM.
In a contemporary analysis by Thompson (2019), on organizational performance evaluation, Thompson defines it as the assessment of an organization's achievements or outcomes in relation to the predetermined objectives and goals within a given time frame. (Thompson, 2019).Major international organisations which are using RBM include UN. According to Abidu (2018), The UN Secretariat initiated a focus on results with the introduction in 2000 of results-based budgeting (RBB). RBB has set the stage for moving to a broader RBM approach to planning, budgeting and managing its programmes, as part of larger efforts to reform the administration of the Secretariat. This has seen various countries also adopting RBM to manage their various departments. RBM in non-profit organisation such as USAID is said to have been highly effective in enhancing organisational performance, as this management tool empowered employees to set and determine their goals and targets within the key results areas. The pressure to achieve or exceed targets acted as a catalyst, compelling employees to put in greater effort towards accomplishing their objectives (Williams, 2021).
Public sector management has evolved considerably since the Planning, Programming and Budgeting Systems (PPBS) approach of the late 1960’s with its emphasis on financial planning and cost accounting. The management of inputs, i.e., human resources, operating and capital costs was of paramount importance in demonstrating management control over the allocation and use of financial resources (Edgar, 2020). Programme Management. By Activity (PMBA) became prominent in the 1970s and 1980s when donor organisations were heavily involved in physical infrastructure and industrial development projects (Edgar, 2020). It combined several tools and techniques to plan and schedule activities, for example, Work Breakdown Structure (WBS), the Gantt Chart, Critical Path Method (CPM), Programme Evaluation and Review Technique (PERT). Edgar (2020), states that these conventional “blue-print” techniques emphasised the implementation of activities according to a planned schedule and were derived from the fields of construction engineering and systems management.
Public sector management has evolved considerably since the Planning, Programming and Budgeting Systems (PPBS) approach of the late 1960’s with its emphasis on financial planning and cost accounting. The management of inputs, i.e., human resources, operating and capital costs was of paramount importance in demonstrating management control over the allocation and use of financial resources (Edgar, 2020). Programme Management. By Activity (PMBA) became prominent in the 1970s and 1980s when donor organisations were heavily involved in physical infrastructure and industrial development projects (Edgar, 2020). It combined several tools and techniques to plan and schedule activities, for example, Work Breakdown Structure (WBS), the Gantt Chart, Critical Path Method (CPM), Programme Evaluation and Review Technique (PERT). Edgar (2020) states that these conventional “blue-print” techniques emphasised the implementation of activities according to a planned schedule and were derived from the fields of construction engineering and systems management.
RBM is used for commercial based organizations as well, including the Asian Development Bank. Learning institutions in Britain such as Oxford University also successful adopted RBM, this enabled university teachers and staff to improve their competence and work performance at the institution, as a result of this the university to increase its enrolment and produced high quality graduates between late 1990s and 2010 (Johnson et al, 2019).
A survey done by Nkata (2021) in Malawi reveals that most schools and other government departments are struggling to effectively implement the RBM model, this has been attributed to limited stakeholder training on its implementation due to lack of resources, therefore this management tool has not done much to enhance performance of most public institutions. Most countries in Africa have adopted the RBM model (Violla, 2019). Violla (2019) states that since its adoption, RBM has been effectively used by the majority of private and public institutions in South Africa including schools, the model has managed to accountability and transparency in most institutions in the country. According to Edgar (2020) government ministers and employees in Rwanda signed performance contracts where each unit was responsible and accountable for the delivery of agreed targets, a model that improved the levels of accountability, efficiency and effectiveness.
Statement of the Problem
The problem of Chevecheve high school is poor performance, failure to adopt to change occurring in the education sector and lack of a result oriented culture in schools and all these problems can be attributable to lack of effective implementation of RBM (Rwodzi,2019). There have been several measures that have been introduced to address public concerns about the quality of service delivery in public institutions across the globe. Precisely, the Ministry of Primary and Secondary Education (MoPSE) in Zimbabwe introduced the RBM system in 2010 as part of a raft of measures meant to address public concerns about the quality of service delivery in public institutions (Dhakwa, 2023:6). Despite the fact that the MoPSE has introduced RBM to improve organizational performance, Zimbabwean public education sector seems to be dragged into a number of challenges of acceptability, understandability, and lack of a result-oriented culture in schools to serve as a pre-condition for its effective implementation (Gutuza, 2016:90). Presently, there has been not enough change that has been documented in the way in which educational institutions are managed and in the quality of service rendered to confirm the shift from the old regime. This thereby, cast doubt on the effectiveness of the RBM system. Specifically, at Chevecheve High School, the school management is faced with the challenge of fitting the generic RBM system into their local institutional setting. To make matters worse, there is a dearth in empirical studies and literature on the effectiveness of Result Based Management in the education sector. It is against this backdrop that the researcher has decided to conduct this study to investigate the effectiveness of RBM in organizational performance in the specific context of Chevecheve High School.
The Theory of change in RBM
The study is grounded on the Theory of Change (ToC).The Theory of Change (ToC) is a valuable approach that can be employed in the implementation of Results-Based Management (RBM) (Smith, 2019). Holistically, RBM is composed of three components that border on performance in the broader sense, performance measurements, and strategic planning. In the strategic planning, the organization identifies clear and measurable objectives, which are connected to precise indicators. According to Johnson (2020), the objective is to target specific milestones. The fourth aspect of holistic RBM is to develop a performance monitoring system that is in turn connected to the reviewing, analyzing, and reporting of the actual results (outputs, outcomes & impacts) which correspond to the set targets. The evaluation of findings plays a crucial role in facilitating organizational learning. By utilizing performance information, management can improve accountability, resource allocation, learning, and other decision-making processes, leading to overall organizational development (Brown, 2019, p. 112).
In strategic system approach to RBM, the Theory of Change (ToC) serves as the strategy for driving developmental change by identifying the essential items/resources required for implementation, organizations can effectively bring about desired changes (Smithson, 2019). It involves the contribution of partners in the program management such as the partnership between donors and aid recipient countries. It outlines the role of the partners and non-partners in executing change in an organization.
There is a significant link between ToC and organisational performance. The theory makes an organisation to be determined to enhance accountability, transparency and improve resource allocation and management, this therefore has a bearing on organisational performance. Effective accountability, transparency and resources allocation and management promotes positive organisational performance and ensures quality delivery as a positive outcome. It is this positive organisational performance which the RBM system attempts to promote in organisations. Therefore, this theory is of highly relevant in this study, as this study is concerned with examining the level in which RBM is enhancing organisational performance through tracking the level of change in organisational performance of Chevecheve High School.
Best Practices for the Implementation of RBM
To successfully implement results-based management in an organization, it is imperative to identify RBM’s best practices. Ideally, the best practices are based on six principles. These include promotion and support of a results culture in the organization, fostering senior-level leadership in the RBM, building results frameworks within the ownership at all levels, assessing and developing a sensible user-friendly RBM information system (Mayne, 2020). Other principles include building an adaptive RBM framework, where there are regular assessments and updates as well as using the results information in the learning and management of the organization to instil a reporting and accountability culture in the organization.
In fostering senior-level leadership in the organization, the senior managers are supposed to consistently lead and support RBM through their policies and actions (Mayne, 2020). This should include but is not limited to, supporting RBM in resource allocations, fostering RBM champions and managing the expectation of RBM (Mayne, 2020). Promotion of an RBM culture may include the provision of formal and informal incentives, which seek to support RBM practices (Mayne, 2020). This calls for more autonomy for the managers to manage the results and accountability programs under their leadership. The accountability framework should put into consideration the challenges of managing the outcomes and impacts of RBM (Mayne, 2020).
Best practices involve instilling a result culture that encourages learning from past performances and adjusting accordingly after identifying various modalities such as regular forums and results in information sharing (Mayne, 2020). This can help in the identification of areas of improvements through an in-house RBM capacity. In-house professional RBM capacity can foster continued training of staff and even managers on the best practices in the adoption of RBM (Mayne, 2020).
Best practices emphasize the need to get insights into the types of expectations/targets being set predictive or stretch targets. In addition, it is important to consider a multi-year strategy for establishing expectations as experience in assessing RBM is gained (Mayne, 2020). Expectations for RBM are thus based on established baselines, past trends, and available resources; and involving all those engaged in the managing and delivery of programs (Flint, 2021). Setting indicators to track performance completes the RBM framework structure. It is important to set a manageable number of indicators, which can easily be measured, without missing critical performance indicators. This is to ensure there are no unintended distortions in program delivery.
The extent to which RBM has enhance organizational performance
To successfully implement results-based management in an organization, it is imperative to identify RBM’s best practices. Ideally, the best practices are based on six principles. These include promotion and support of a results culture in the organization, fostering senior-level leadership in the RBM, building results frameworks within the ownership at all levels, assessing and developing a sensible user-friendly RBM information system (Smith, 2020). Other principles include building an adaptive RBM framework, where there are regular assessments and updates as well as using the results information in the learning and management of the organization to instil a reporting and accountability culture in the organization.
According to a study by Rodrick (2019), in public institutions in Australia RBM has managed to positively enhance organisational performance of public institutions. Also, a study done by Johnson et al (2019), in United Kingdom on the effectiveness of RBM on organisational performance of Oxford University shows that RBM has greatly enhanced its organisational performance. It can be noted that if RBM is effectively implemented it has the ability to enhance organisational performance by promoting positive outputs. This entails that through RBM an organisation can be in a position to effectively allocate resources to various department and be able to account for financial resources hence promoting accountability.
In order to foster senior-level leadership in the organization, it is crucial for senior managers to consistently provide guidance and support for Results-Based Management (RBM) through their policies and actions (Anderson, 2019).This means that senior managers has to ensure that there is constant monitoring and supervision to check progress and challenges in implementing the RBM.Constant monitoring and supervision ensure the attainment of the set targets or outputs. It can be noted that the effectiveness of RBM lies in such constant supervision during the appraisal period or cycle. A study done by Clayton et al (2016), in Tanzania, testify the above assertion et al (2016) in their study claim that RBM in Tanzania has significantly contributed to positive and excellent organisational performance due to serious monitoring and evaluation of the implementation of RBM by senior managers.
However, there is need to point out that the effectiveness of RBM to enhance organisational performance depends on various factors such as stakeholders’ commitment and attitudes towards RBM, level of knowledge and skill of the implementers and supervisors and the availability of resources. In agreement Strahler (2019), states that organisations that fail to achieve high organisational performance through RBM are those whose employees and senior managers are not highly committed and dedicated in the implementation of RBM, these do not share the broad vision and goal of the organisation, hence making the RBM to fail to achieve its intended objectives. Strahler (2019), further notes that RBM is a management tool that require adequate and knowledge and skills, lack of such skills can make an organisation to achieve excellent performance.
In Zimbabwe, most schools are failing to achieve high organisational performance due to lack of commitment by educators. In agreement Chembe (2016), argues that some teachers regard this management system as waste of time as it has not improved organisational efficiency and performance across the years. In Zimbabwe the individual scores of RBM have been used when applying for promotion in schools (Chembe, 2016). School administrators who have been tasked by the government to act as appraisers have been accused of not doing their jobs properly as most of them just award high scores to their teachers even if the planned work and targets have not been met (Kofi, 2019). This stand point of view, it is crystal clear that those schools with low organisational performance is also due to lack of commitment on the part of the employees in implementing the RBM system.
Ways in which RBM has enhanced organisational performance
Rogers (2016), in her study reveals that through transparency, accountability and resources management, RBM can effectively enhance organisational performance. It can be noted that accountability and transparency make an organisation to remain highly accountable to its stakeholders and this makes the organisation to be able to meet its vision and mission by so doing enhancing its performance. Rogers (2016), is of the view that accountability and transparency in an organisation promotes good corporate governance and social responsibility and these are a key indicator of high organisational performance. Rogers (2016), in her study reveals that through transparency, accountability and resources management, RBM can effectively enhance organisational performance. It can be noted that accountability and transparency makes an organisation to remain highly accountable to its stakeholders and this makes the organisation to be able to meet its vision and mission by so doing enhancing its performance.
A study done by Pritchard (2021), in Brazil reveals that organisations which are classified as excellent performers are not those making huge profits, but rather those which have transparency and accountability rate to its all concerned stakeholders. Pritchard (2021), further states that the top ten highly performing organisations in Brazil, have high organisation performance is as a result of unquestioned transparency, accountability and resources management, this is due to the effectiveness of the RBM system.
Opportunities and challenges has been experienced by educators in implementing RBM
RBM has various opportunities for schools some of the opportunities includes, the enhancement of teacher performance and quality resource management. However it also has its own shortcomings that also affect organisational performance, such challenges include; the trade-offs between accountability and result management and this system of management has a wide focus and encompasses many things (Pritchard, 2021).
Opportunities
M in non-profit organisation such as USAID is said to have been highly effective in enhancing organisational performance, as this management tool empowered employees to set and determine their goals and targets within the key results areas. This compelled employees to work hard in order to meet or surpass their targets (Frank, 2020). Learning institutions in Britain such as Oxford University also successful adopted RBM, this enabled university teachers and staff to improve their competence and work performance at the institution, as a result of this the university to increase its enrolment and produced high quality graduates between late 1990s and 2010 (Johnson et al,2019).According to Rodrick, RBM in public institutions in Australia, have made institutions to effectively allocate resources and to enhance accountability, this has enhanced and sustained positive organisational performance.
RBM system could never be adequately emphasized. RBM systems are universally acceptable strategies. They give program managers and different stakeholders a better sense of direction, an evidence-based management approach, a consensus-driven decision-making process, an opportunity to make informed and effective decisions, and ultimately, an invaluable, necessary and sufficient pathway to success.
However, the implementation of RBM in Zimbabwean schools has been well received by teachers (Chembe,2016). Some teachers regard this management system as waste of time as it has not improved organisational efficiency and performance across the years (Chembe, 2016).In Zimbabwe the individual scores of RBM have been used when applying for promotion in schools (Chembe, 2016). School administrators who have been tasked by the government to act as appraisers have been accused of not doing their jobs properly as most of them just award high scores to their teachers even if the planned work and targets have not been met (Kofi, 2019). This is said to have undermined the effectiveness.
Challenges of implementing RBM in organisations
A conceptual framework is a time-bound coherent strategy for implementing RBM. In the context of the UN, there is the lack of a coherent and holistic approach to RBM as a pure management practice (Jones, 2019).The advancement of Results-Based Management (RBM) has primarily focused on its structure and vision, neglecting the effective implementation of RBM to improve work processes and support administrative, financial, and information systems within organizations (Clark, 2020).
The limitations of the management paradigm arise from the trade-offs between accountability and result management (Smith, 2019). In most cases, there is a lack of incorporation of performance parameters in the budgeting and management of public and not-for-profit organizations, constraining the successful implementation of RBM (Johnson, 2020). Processes are emphasized more than the output, outcomes, and impacts in applying RBM. This leads to an increased focus on the organization’s resources that will lead to short-term outputs, creating imbalances in the three result levels. Thus, performance assessment at the output level may be less challenging compared to assessment of outcome level. Fundamental organizational changes are necessary to integrate performance interventions into the management and budgeting processes (Thompson, 2019)
In Zimbabwe, the lack of effective monitoring and evaluation practices poses a significant hindrance to the successful implementation of RBM in the public sector (Ngweny, 2020). The Public Service Commission, does not adequately make thorough and informed assessments and monitoring the organisations on the outcomes and does not make follow ups and do not give adequate and timeous feedback on organisations. Therefore, RBM in Zimbabwe is not being effectively and religiously implemented and supported by the employer.This is largely attributed to lack of adequate resources and the employers' lack of seriousness significantly undermine the successful implementation of RBM (Brown, 2019). In many cases, there is a limited focus on external evaluation within project and program activity, despite the critical role of evaluation in measuring results and generating learning. Some projects and programs are evaluated annually, but many others are not.
Task
Purpose of the study
The purpose of the study was to:
1. Identify the extent to which RBM has enhanced the performance of Chevecheve School
2. Outline the manner in which RBM has enhanced organizational performance
3. Assess opportunities and challenges that are faced by educators in implementing RBM at Chevecheve School
Research Questions
1. To what extent has RBM enhanced organizational performance at Chevecheve High school?
3. In what manner has RBM improved the performance of Chevecheve High school?
3. What opportunities and challenges has been experienced by educators in implementing RBM?
Objectives
1. To examine the extent to which RBM has enhanced organisational performance of Chevecheve high school
2. To evaluate the manner in which RBM has improved the performance of Chevecheve high school
3. To assess opportunities and challenges that are being experienced by educators in implementing RBM at Chevecheve high school.
Specific Tasks
1. Research and Analysis
The researcher will use mixed research approach and case study research design. The study sample size will be 15 consisting of 12 teachers and three school administrators. Schools administrators will be selected using purposive and teachers will be selected using simple random sampling techniques. Data will be gathered through the use of questionnaire and interview. Data will be anlysed through the use of descriptive statistical data analysis and thematic content analysis methods. Audios and videos will be used where necessary. The researcher will observe various ethical issues in conducting this study.
2.Program Design
Developing a well defined RBM program for Chevecheve high school including clear goals and SMART objectives and strategies
Outlining the RBM program structure, content and monitoring and evaluating methods
3.Stakeholder Engagement
Designing a pragmatic RBM program for rural schools
Identifying key stakeholders that can assist in effective implementation and assessment of the RBM program in rural areas
3. Resources development
Creating RBM training manual and educational training materials
Developing an RBM monitoring and evaluation manual
Evaluation and Monitoring
Designing a monitoring and evaluation framework to check the effectiveness of RBM promoting organisational performance of rural schools
4. Resources
Public service RBM forms
Public service RBM guideline and training manual
Process
1.Introduction: Review the task and objectives
The process will be guided by the following objectives
a.To examine the extent to which RBM has enhanced organizational performance at Chevecheve High school
b.To evaluate the manner to which RBM has improved the performance of Chevecheve High school
c. To assess opportunities and challenges has been experienced by educators in implementing RBM
The researcher initiated the study by first reviewing related literature. Online resources were also used. All this was done in order to establish a research gap.
2.Research
a)Gathering data from available literature
b) Conducting the research: sampling,data gathering, check for reliability and trustworthiness, data analysis,data presentation,analysis and discussion.
Methodology
The researcher used mixed research approach and case study research design. The study sample size was 15 consisting of 12 teachers and three school administrators. Schools administrators were selected using purposive and teachers were selected using simple random sampling techniques. Data was gathered through the use of questionnaire and interview. Data was anlysed through the use of descriptive statistical data analysis and thematic content analysis methods. The researcher observed various ethical issues in conducting this study.
3.Research Findings
3.1.The extent to which RBM has enhanced the performance of Chevecheve High School.
3.1.1.Response of teachers,N=12
Fifty-nine percent of the teachers indicated RBM has averagely enhanced the organisational performance of Chevecheve high school, 25% of the teachers pointed out that RBM has enhanced organisational performance to a lesser extent whilst 8% revealed that it has done so to a greater extent. The remaining 8% stated that they were not sure. Therefore most of the participants were of the perception that RBM has fairly contributed in the enhancement of organisational performance whilst very limited number of teachers were of the view that RBM has largely enhanced organisational performance.
3.1.2. Response of Administrators (Interviews=3)
During the interviews the interviewees outlined various perceptions on the extent to which RBM has enhanced organisational performance at Chevecheve high school.
The major goal of this study was to determine the extent to which RBM performance is enhancing the performance of Chevecheve High school. Therefore both managerial and non-managerial stuff managed to give their answers.
Some of the administrators noted that:
“RBM has fairly enhanced the performance of the school despite its challenges associated with it in ensuring high quality performance and evaluation.” (Interviewee 1).
“RBM has not done much in promoting organisational performance at this school, the system has many inherent weaknesses in it.” (Interviewee 3).
“RBM has averagely improved the performance of Chevecheve High school.”( Interview 2).
3.2. Ways in which RBM is enhancing organisational performance at Chevecheve High School
3.2.1.Teachers’ responses (Questionnaire, N=12)
All the participants revealed that RBM enhances organisational performance by promoting effective resources management, promoting accountability and transparency and promoting personal professional development. Fifty-eight percent of the teachers stated that RBM enhances organisational performance through promoting time management whilst 41% of the participants did not regard it as a way in which RBM enhances organisational performance. Therefore, the most identified ways which RBM enhances organisational performance included resources management, accountability and transparency and personal professional development.
3.2.2.Senior Administrators (Interviews, N=3)
During the interviews, HoDs and senior administrators highlighted the ways in which the RBM can enhance organisational performance. All the participants revealed that it enhances organisational performance through promoting accountability, professional development and resources management.
“RBM has made the school to be able to effectively manage resources and it has promoted accountability and transparency in various school departments.” (Interviewee 3).
“RBM has promoted professional growth of the teachers this has been made possible by recommendations done by administrators encouraging teachers to further their professional studies.” (Interviewee 2).
Non-managerial employees indicated that:
“Resources management, increased enrolment and high pass rates these are ways in which RBM system has managed to improve the performance of Chevecheve high school.” (Interviewee 1).
3.3. Factors affecting the effectiveness of RBM in enhancing organisational performance
3.3.1.Teachers’ response (Questionnaire, N=12)
On lack of adequate resources all teachers considered it as a hindrance to the effectiveness of RBM in enhancing organisational performance. Eighty-three of the teachers agreed that lack of adequate assessment by supervisors is hindering the effectiveness of RBM in enhancing organisational performance, whilst 17% were not in agreement. On lack of adequate evaluation by supervisors, 67% of the teachers revealed that this factor is undermining the effectiveness of RBM in enhancing organisational performance and 33% were in disagreement. Seventy-five percent of the teachers indicated that the effectiveness of RBM in enhancing organisational performance is being hindered by lack of serious commitment by all stakeholders, 17% of the participants did not share this view and 8% indicated that they were not sure. All participants were in agreement that lack of adequate knowledge on the part of teachers and administrators is undermining the effectiveness of RBM in enhancing organisational performance.
3.3.2. Response of Administrators (Interviews, N=3)
“The effectiveness of RBM is being curtailed by lack of adequate resources and lack of relevant knowledge on the implementation of RBM by both teachers and administrators.” (Interviewee 2).
“Factors that are undermining the effectiveness of RBM in enhancing organisational performance at Chevecheve high school include, lack of commitment by key stakeholders, lack of resources and negative attitude by teachers.” (Interviewee 3).
3.4.Data Discussion
3.4.1.The extent to which RBM has enhanced the performance of Chevecheve High School
This research established that RBM has averagely or fairly enhanced the organisational performance of Chevecheve high school. This finding is testifying that RBM if well implemented has the ability of improving organisational performance. This finding is also in agreement with the findings of other researches done. According to a study by Rodrick (2019) in public institutions in Australia RBM has managed to positively enhance organisational performance of public institutions. Also a study done by Johnson et al (2019) in United Kingdom on the effectiveness of RBM on organisational performance of Oxford University shows that RBM has greatly enhanced its organisational performance. However, the point of divergence between the findings of various research and this current research is that RBM at Chevecheve high school has averagely enhanced organisational performance whereas in Australia and UK it has greatly enhanced organisational performance. Such difference is due to the notion that there are some limiting factors which are being experienced by Chevecheve high school, if these limitations are resolved, RBM has a great potential of enhancing organisational performance to a greater extent.
3.4.Ways in which RBM is enhancing organisational performance at Chevecheve High School
In this study it was established that there are various ways in which RBM is enhancing organisational performance at Chevecheve high school, these ways include promoting effective resources management, promoting accountability and transparency and promoting personal professional development. In agreement with the above findings, Rogers (2016) in her study reveals that through transparency, accountability and resources management, RBM can effectively enhance organisational performance. It can be noted that accountability and transparency makes an organisation to remain highly accountable to its stakeholders and this makes the organisation to be able to meet its vision and mission by so doing enhancing its performance. RBM as outlined in this study, through its ability to support and sustain professional growth and development it can enhance organisational performance. A survey done by Marian et al (2015) in France show that in the high organisational performance of most public institutions has been made possible through professional growth and development of employees as a result of the RBM system. In Zimbabwe, in the education sector RBM is used also to encourage teachers to further their academic and professional development and this can help to improve organisational performance of various schools.
Factors affecting the effectiveness of RBM in enhancing organisational performance
This study revealed that there are various factors that are undermining the ability of RBM to effectively enhance organisational performance of Chevecheve high school. The major factors identified in this study include, lack of adequate resources, lack of commitment on all concerned stakeholders and lack of adequate supervision. In agreement Manhando (2017) in her a research states that effectiveness of RBM in enhancing organisational performance in Zimbabwe is being curtailed by limited resources to support its implementation and supervision, lack of motivation and seriousness in the implementation of RBM and lack of timely training on employees on the application and relevance of the RBM on organisational performance.
It can be noted that RBM implementation and supervision require relevant and adequate resources, however, due to some economic challenges being experienced by the parent ministry, PSC and schools, RBM is not being effectively implemented. Adequate and relevant resources are required during the pre-implementation stage (training stage), during the implementation and during the supervision stage (monitoring and evaluation stages).According to Mhanando (2017), PSC and the MoPSE has a tendency of providing stint training of short duration on RBM, this shows some lack of seriousness and commitment and its effects is that educators end up facing challenges alone in implementing the RBM and there is little supervision done by those from PSC. This arrangement therefore handicaps RBM system in enhancing organisational performance.
Evaluation
| Criteria | Excellent(4) | good (3) | Fair(2) | Needs improvement(1) | |
| Content knowledge |
demonstrates in depth knowledge of the Principles of RBM |
Shows good understanding of RBM knowledge | display s some understanding but lacks depth | Fails to demonstrate adequate knowledge | |
| Critical thinking | Develops innovative and makes an in-depth analysis | presents logical solutions with some analysis | offers basic solutions with limited analysis | Fails to offer basic solutions and does not analyse | |
| Presentation | clear,organised and well articulated | good presentation with some areas of improvement | fair presentation with noticeable weaknesses | Poor presentation lacking clarity and organisation | |
| Creativity | unique and engaging approach to RBM program design | shows some creativity in program design | limited creativity in program design | Lacks creativity and originality |
Conclusion
Basing on the findings of this study it can be concluded that RBM is significantly contributing to a positive organisational performance of Chevecheve high school. Accountability, transparency, resources management and professional development are major means in which organisational performance can be enhanced and this can be done through the use of RBM system. The attaining of high organisational performance at Chevecheve high school is limited by6 lack of adequate resources, lack of commitment by all concerned stakeholders and lack of adequate supervision. Addressing these challenges can play a pivotal role in making the school to improve its organisational performance. This can be done by providing relevant and adequate training to all educators and by providing all relevant resources needed for effective implementation of RBM systems.
Recommendations
Basing on the findings of this study the researcher makes the following recommendations that can be adopted in order to enhance the effectiveness of RBM in promoting positive organisational performance:
The MoPSE and PSC are recommended to carry out serious training on the implementation and supervision of RBM exercise and this should be done timely. These training workshops should be periodically done, this will increase the knowledge and competence level of the educators
Schools administrators are recommended to carry out physical monitoring and supervision and track records so that the key results areas are attained this can help to identify areas which need adjustments and improvements and this can help to promote genuine organisational performance.
Educators are recommended to become active participants in the implementation of RBM and they are recommended to become highly committed in its implementation.
The government is recommended to provide all relevant required resources that support the implementation and supervision of RBM process.
Credits
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