Results-Based Management (RBM) Guiding Principles

Results-Based Management (RBM)
Guiding Principles
INDEX
1. PREFACE ................................................................................................................................... 4
2. BRIEF HISTORICAL BACKGROUND ................................................................................. 5
3. WHAT IS RBM?......................................................................................................................... 6
4. WHAT IS A RESULT? .............................................................................................................. 8
5. HOW TO FORMULATE AN EXPECTED RESULT?........................................................... 8
6. WHAT IS THE RELATIONSHIP BETWEEN INTERVENTIONS, OUTPUTS AND
RESULTS? ........................................................................................................................................ 12
7. MONITORING OF IMPLEMENTATION ........................................................................... 15
8. ANNEXES ................................................................................................................................. 23
This document is based on the UNESCO Results-Based Programming, Management and Monitoring (RBM) 3
Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by the
UNESCO Cluster Office in Almaty
1. PREFACE
It is said that if you do not know where you are going, any road will take you there. This lack of
direction is what results-based management (RBM) is supposed to avoid. It is about choosing a
direction and destination first, deciding on the route and intermediary stops required to get there,
checking progress against a map and making course adjustments as required in order to realise the
desired objectives.
For many years, the international organizations community has been working to deliver services and
activities and to achieve results in the most effective way. Traditionally, the emphasis was on
managing inputs and activities and it has not always been possible to demonstrate these results in a
credible way and to the full satisfaction of taxpayers, donors and other stakeholders. Their concerns
are straightforward and legitimate: they want to know what use their resources are being put to and
what difference these resources are making to the lives of people. In this line, RBM was especially
highlighted in the “2005 Paris Declaration on Aid Effectiveness” as part of the efforts to work
together in a participatory approach to strengthen country capacities and to promote accountability
of all major stakeholders in the pursuit of results.
It is usually argued that complex processes such as development are about social transformation,
processes which are inherently uncertain, difficult, not totally controllable and - therefore - which
one cannot be held responsible for. Nonetheless, these difficult questions require appropriate
responses from the professional community and, in particular, from multilateral organizations to be
able to report properly to stakeholders, and to learn from experience, identify good practices and
understand what the areas for improvements are.
The RBM system aims at responding to these concerns by setting out clear expected results expected
for programme activities, by establishing performance indicators to monitor and assess progress
towards achieving the expected results and by enhancing accountability of the organization as a
whole and of persons in charge. It helps to answer the “so what” question, recognizing that we
cannot assume that successful implementation of programmes is necessarily equivalent to actual
improvements in the development situation.
This paper is intended to assist in understanding and using the basic concepts and principles of
results-based management.
General information on RBM concept in this document is based on materials of some UN agencies.
Bearing in mind that different RBM terminology is used by different actors due to each and
everyone's specific context, it is important to ensure that the definitions are clear to all involved in
the result based management within an organization. Inspite of different terminology used by
different actors, the chain itself proceeds from activities to results/impacts.
2. BRIEF HISTORICAL BACKGROUND
As such, the concept of RBM is not really new. Its origins date back to the 1950’s. In his book “The
practice of Management”, Peter Drucker introduced for the first time the concept of “Management
by Objectives” (MBO) and its principles:
- Cascading of organizational goals and objectives,

- Specific objectives for each member of the Organization
- Participative decision-making
- Explicit time period
- Performance evaluation and feedback
As we will see further on, these principles are very much in line with the RBM approach.
MBO was first adopted by the private sector and then evolved into the Logical Framework
(Logframe) for the public sector. Originally developed by the United States Department of Defense,
and adopted by the United States Agency for International Development (USAID) in the late 1960s,
the logframe is an analytical tool used to plan, monitor, and evaluate projects. It derives its name
from the logical linkages set out by the planners to connect a project’s means with its ends.
During the 1990s, the public sector was undergoing extensive reforms in response to economic,
social and political pressures. Public deficits, structural problems, growing competitiveness and
globalization, a shrinking public confidence in government and growing demands for better and
more responsive services as well as for more accountability were all contributing factors. In the
process, the logical framework approach was gradually introduced in the public sector in many
countries (mainly member States of the Organization for Economic Co-operation and Development
(OECD). This morphed during the same decade in RBM as an aspect of the New Public
Management, a label used to describe a management culture that emphasizes the centrality of the
citizen or customer as well as the need for accountability for results.
This was followed by the establishment of RBM in international organizations. Most of the United
Nations system organizations were facing similar challenges and pressures from Member States to
reform their management systems and to become more effective, transparent, accountable and
results-oriented. A changeover to a results-based culture is however a lengthy and difficult process
that calls for the introduction of new attitudes and practices as well as for sustainable capacity-
building of staff.
3. WHAT IS RBM?
Results -based management (RBM) can mean different things to different people/organizations. A
simple explanation is that RBM is a broad management strategy aimed at changing the way
institutions operate, by improving performance, programmatic focus and delivery. It reflects the way
an organization applies processes and resources to achieve interventions targeted at commonly
agreed results.
Results-based management is a participatory and team-based approach to programme planning and

focuses on achieving defined and measurable results and impact. It is designed to improve
programme delivery and strengthen management effectiveness, efficiency and accountability.
RBM helps moving the focus of programming, managing and decision-making from inputs and
processes to the objectives to be met. At the planning stage it ensures that there is a necessary and
sufficient sum of the interventions to achieve an expected result.
During the implementation stage RBM helps to ensure and monitor that all available financial and
human resources continue to support the intended results.
To maximize relevance, the RBM approach must be applied, without exceptions, to all
organizational units and programmes. Each is expected to define anticipated results for its own
work, which in an aggregative manner contributes to the achievement of the overall or high-level
expected outcomes for the organization as a whole, irrespective of the scale, volume or complexity
involved.
RBM seeks to overcome what is commonly called the “activity trap”, i.e. getting so involved in the
nitty-gritty of day-to-day activities that the ultimate purpose or objectives are being forgotten. This
problem is pervasive in many organizations: project/programme managers frequently describe the
expected results of their project/programme as “We provide policy advice to partners”, “We train
journalists for the promotion of freedom of expression”, “We do research in the field of fresh water
management”, etc., focusing more on the type of activities undertaken rather than on the ultimate
changes that these activities are supposed to induce, e.g. in relation to a certain group of
beneficiaries.
An emphasis on results requires more than the adoption of new administrative and operational
systems, it needs above all a performance-oriented management culture that supports and
encourages the use of new management approaches. While from an institutional point of view, the
primordial purpose of the RBM approach is to generate and use performance information for
accountability reporting to external stakeholders and for decision-making, the first beneficiaries are
the managers themselves. They will have much more control over the activities they are responsible
for, be in a better position to take well-informed decisions, be able to learn from their successes or
failures and to share this experience with their colleagues and all other stakeholders.
The processes or phases of RBM
The formulation of expected results is part of an iterative process along with the definition of a
strategy for a particular challenge or task. The two concepts – strategy and expected results - are
closely linked, and both have to be adjusted throughout a programming process so as to obtain the
best possible solution.
In general, organizational RBM practices can be cast in twelve processes or phases, of which the
first seven relate to results-oriented planning.
1) Analyzing the problems to be addressed and determining their causes and effects;
2) Identifying key stakeholders and beneficiaries, involving them in identifying objectives

and in designing interventions that meet their needs;
3) Formulating expected results, in clear, measurable terms;
4) Identifying performance indicators for each expected result, specifying exactly what is to
be measured along a scale or dimension;
5) Setting targets and benchmarks for each indicator, specifying the expected or planned
levels of result to be achieved by specific dates;
6) Developing a strategy by providing the conceptual framework for how expected results
shall be realized, identifying main modalities of action reflective of constraints and
opportunities and related implementation schedule;
7) Balancing expected results and the strategy foreseen with the resources available;
8) Managing and monitoring progress towards results with appropriate performance

monitoring systems drawing on data of actual results achieved;
9) Reporting and self-evaluating, comparing actual results vis-à-vis the targets and reporting
on results achieved, the resources involved and eventual discrepancies between the
“expected” and the “achieved” results;
10) Integrating lessons learned and findings of self-evaluations, interpreting the information
coming from the monitoring systems and finding possible explanations to eventual
discrepancies between the “expected” and the “achieved”.
11) Disseminating and discussing results and lessons learned in a transparent and iterative
way.
12) Using performance information coming from performance monitoring and evaluation
sources for internal management learning and decision-making as well as for external
reporting to stakeholders on results achieved.
4. WHAT IS A RESULT?
A result is the “raison d’être” of an intervention. A result can be defined as a describable and
measurable change in state due to a cause and effect relationship induced by that intervention.
Expected results are answers to problems identified and focus on changes that an intervention is
expected to bring about. A result is achieved when the outputs produced further the purpose of the
intervention.
It often relates to the use of outputs by intended beneficiaries and is therefore usually not under full
control of an implementation team.
5. HOW TO FORMULATE AN EXPECTED RESULT?

Formulate the expected results from the beneficiaries’ perspective
Formulating expected results from the beneficiaries’ perspective will facilitate focusing on the
changes expected rather than on what is planned to be done or the outputs to be produced. This is
particularly important at the country level, where UNESCO seeks to respond to the national
development priorities of a country. Participation is key for improving the quality, effectiveness and
sustainability of interventions. When defining an intervention and related expected results one
should therefore ask:
Who participated in the definition of the expected results?
Were key project stakeholders and beneficiaries involved in defining the scope of the project
and key intervention strategies?
Is there ownership and commitment from project stakeholders to work together to achieve
identified expected results?
Use “change” language instead of “action” language
The expected result statement should express a concrete, visible, measurable change in state or a
situation. It should focus on what is to be different rather than what is to be done and should express
it as concretely as possible. Completed activities are not results, results are the actual benefits or
effects of completed activities.
Action language Change language

… expresses results from the provider’s …describes changes in the conditions of
perspective: beneficiaries:
• To promote literacy by providing schools • Young children have access to school

and teaching material. facilities and learn to read and write.
… can often be interpreted in many ways: ... sets precise criteria for success:
• To promote the use of computers. • People in undersupplied areas have

increased knowledge of how to benefit
from the use of a computer and have
access to a computer.
… focuses on completion of activities: ... focuses on results, leaving options on how

to achieve them (how this will be achieved
will be clarified in the activity description):
• To train teachers in participatory teaching. • Teachers know how to teach in a

participatory way and use these
techniques in their daily work
Make sure your expected results are SMART
Although the nature, scope and form of expected results differ considerably, an expected result
should meet the following criteria (be “SMART”):
Specific: It has to be exact, distinct and clearly stated. Vague language or generalities are not
results. It should identify the nature of expected changes, the target, the region, etc. It should
be as detailed as possible without being wordy.
Measurable: It has to be measurable in some way, involving qualitative and/or quantitative
characteristics.
Achievable: It has to be achievable with the human and financial resources available
(‘realistic’).
Relevant: It has to respond to specific and recognized needs or challenges and to be within
mandate.
Time-bound: It has to be achieved in a stated time-frame or planning period.
Once a draft expected results statement has been formulated, it is useful to test its formulation going
through the SMART criteria. This process enhances the understanding of what is pursued, and is of
help in refining an expected result in terms of their achievability and meaningfulness.
Example: if we consider a work plan to be undertaken in a specific country that includes the
expected results statement “Quality of primary education improved”, the application of the SMART
questioning could be as follows:
1. Is it “Specific”?
What does “quality” actually mean in this context? What does an “improvement” of quality in
primary education amount to concretely? Who are the relevant stakeholders involved? Are we
working on a global level, or are we focusing on a particular region or country?
In responding to the need of being specific, a possible expected result formulation could finally
be:
“Competent authorities in Country X adopted the new education plan reviewed on the basis of
international best practices and teachers and school personnel implement it.”
2. Is it “Measurable”?
Can I find manageable performance indicators that can tell about the level of achievement?
Possible Performance Indicators could be:
- % of teachers following the curriculum developed on the basis of the new education plan
(baseline 0%, benchmark 60%)
- % of schools using quality teaching material (baseline 10%, benchmark 90%)
3. Is it “Achievable”?
Do I have enough resources available to attain the expected result? I need to consider both
financial and human resources. If the answer is negative, I have to either reconsider and adjust
the scope of the project or mobilize additional resources.
4. Is it “Relevant”?
Is the expected result coherent with the upstream programming element based on. of its
domains?
If the answer is negative I should drop the activity.
5. Is it “Time-bound”?
The expected result should be achievable within the given timeframe for programming processes
this period.
Improving the results formulation: the SMART process
Quality of primary education improved
Specific Measurable Time-

Achievable Relevant
BOUND
What does Can I find Do I have Is it
“quality” manageable Is it
enough contributing
mean? Are performance feasible
resources to the
we working indicators within the
to attain it? overall
at a global that can tell given time-
goal, is it
level or are
about the answering frame?
we focusing level of to
on the achievement perceived
region/
? needs?
community
?
Competent authorities in Country X adopted the new education plan reviewed on the basis of international
best practices and teachers and school personnel implement it
Performance indicators:
– % of teachers following the curriculum developed on the basis of the new education plan (baseline 0%,
benchmark 60%)
– % of schools using quality teaching material (baseline 10%, benchmark 90%)
Find a proper balance among the three Rs
Once an intervention is formulated, it can be useful to check and improve its design against yet
another concept – namely, establishing a balance between three variables Results (describable and
measurable change in state that is derived from a cause and effect relationship), Reach (the breadth
and depth of influence over which the intervention aims at spreading its resources) and Resources
(human, organisational, intellectual and physical/material inputs that are directly or indirectly
invested in the intervention).
Unrealistic project plans often suffer from a mismatch among these three key variables. It is
generally useful to check the design of a project by verifying the three Rs by moving back and forth
along the project structure and by ensuring that the logical links between the resources, results and
the reach are respected.
It is rather difficult to construct a results-based design in one sitting. Designs usually come together
progressively and assumptions and risks have to be checked carefully and constantly along the way.
6. WHAT IS THE RELATIONSHIP BETWEEN INTERVENTIONS,
OUTPUTS AND RESULTS?
Interventions, outputs and results are often confused. Interventions describe what we do in order to
produce the changes expected. The completion of interventions leads to the production of outputs.
Results are finally the effects of outputs on a group of beneficiaries. For example, the
implementation of training workshops (activity) will lead to trainees with new skills or abilities
(outputs). The expected result identifies the behavioral change among the people that were trained
leading to an improvement in the performance of, say, an institution the trainees are working in,
which is the ultimate purpose of the activity.
If we move our focus from what we do to what we want the beneficiaries to do after they have been
reached by our intervention, we may realize that additional types of activities could be necessary to
make sure we will be able to achieve the expected results.
It is important that a project is driven by results and not activities.
Defining expected results:
is not an exact science;

includes a solid understanding of the socio-economic, political and cultural context;
is influenced by available resources, the degree of beneficiary reached and potential risk
factors;
requires participation of key stakeholders.
The following examples may help to understand the relationship between interventions, outputs and
results, but should not be seen as a generally applicable master copy as every intervention is
different from another.
TITLE OF THE INTERVENTIONS OUTPUTS RESULTS

ACTIVITY
Capacity building for • Compilation of best • Best practices for • Relevant institutions
sustainable practices in the field of management of water have adapted and
development in the water information information collected implemented best
field of water management. and disseminated. practices for water
management • Develop Internet- • Software, guidelines, information
based information database, etc. available management.
systems/web pages and to the institutions
databases and other concerned.
tools (software, • Water Information
guidelines, databases) Summits attended by
to transfer and share policy makers and
water information. representatives of
• Organization of institutions concerned.
Water Information • Relevant institutions
Summits. assisted for the
• Provision of implantation of best
technical assistance. practices.
Contribution to a • Assessing the • Situation analysis • Relevant authorities

reconstruction situation with regard to reportcompleted. have adopted the new
programme for the the national education • Workshops attended education plan and
education system in system by relevant decision- teachers and school
country X • Organization of makers and experts. personnel implement it.
workshops for • Education plan
decision-makers and developed and
experts to discuss and available to local
select a new education counterparts.
plan. • Teachers and school
• Definition of an personnel trained.
education plan • Implementation
ensuring an adequate capacities of local
learning environment counterparts improved.
in country X. • Teaching and
• Provision of learning materials
technical assistance delivered.
• Organization of
training workshops for
teachers and school
personnel
• Development of
teaching and learning
material.
UNESCO Prize for • Selection and • Jury nominated and • Concept of tolerance
Tolerance information of jury. agreeable to main spread among the
• Preparation of stakeholders. general public in a
brochures, information • Brochures, leaflets, country/region/globally.
material. videos produced and
• Development and disseminated.
organization of an • Information
Information campaign. campaign
• Advertising the prize. implemented
• Development of • List of candidates
partnerships for the completed and
identification of a list agreeable to main
of candidates. stakeholders.
• Organization of the • Prize-winner
award ceremony. nominated.
• Organization of press • Press Conference
conferences. organized and attended
• Follow-up and by identified
assessment of media journalists.
coverage. • Media coverage of
the event.
Promotion of the • Develop guidelines • Guidelines on the • Decision-makers put

UNESCO Universal on the application of application of the to practice the
Declaration of the Declaration in Declaration in guidelines on the
Cultural Diversity different fields. different fields application of the
• Inform about the produced. Declaration in different
Declaration. • Workshops on the fields.
• Organization of Declaration organized
workshops on the and guidelines on the
Declaration for policy- Declaration distributed
makers and key to persons attending
decision-makers. the workshops.
Increasing access to
quality basic • Discussions with • Principle agreement • The centre is
education for local authorities. by local authorities. operational and is an
children through • Assessing the • Feasibility study integral part of the
community learning feasibility of completed and gender community life.
centres community-based analysis produced and • Steps are taken by
learning centre in disseminated. local authorities for
community X. • Principle agreement replicating this
• Preliminary by community leaders. initiative in other
discussions with local • Community Centre communities.
stakeholders. proposal completed
• Sensitization and submitted to local
seminars for local authorities and
leaders and community community leaders.
members. • Personnel selected.
• Curriculum • Curriculum and
development of training material for
community-based community-based
learning centres. learning centres
• Selection of training developed.
personnel among the • Managers and
local community. teachers have the
• Adapting training necessary skills to
material implement their
• Training of functions.
personnel. • Brochures & videos
• Production of developed and
information material disseminated.
for local authorities. • Local leaders and
• Meetings with local community members
authorities for the informed, sensitized
replication of such and convinced.
centres.
• Provision of
technical assistance to
local authorities for
replicating such
centres in other
communities.
We can anticipate a few challenges in this process:
- The nature of expected results: it is obvious that the nature, magnitude, meaning of
“expected results” cannot be the same among the different levels. Nevertheless, it is
crucial that all these results build a chain of meaningful achievements, bridging the
gap between the mandate and the strategic objectives of the organisation actually
achieves in its daily operations.
- Reconciling global and local dimensions: RBM stresses results and greater focus; this
should be done without sacrificing the organisation’s global mandate and its
commitment to decentralisation and responsiveness to country needs and priorities: a
good balance has to be found between global and field-oriented approaches.
7. MONITORING OF IMPLEMENTATION
Monitoring can be described as “a continuing function that uses systematic collection of data on
specified indicators to provide management and the main stakeholders of an ongoing (…)
intervention with indications of the extent of progress and achievement of objectives and progress in
the use of allocated funds” (Source: OECD RBM Glossary).
The function of a monitoring system is to compare “the planned” with “the actual”. A complete
monitoring system needs to provide information about the use of resources, the activities
implemented, the outputs produced and the results achieved. What we are focusing on here is a
results-based monitoring system: at the planning stage, through its monitoring system, the officer in
charge has to translate the objectives of the intervention in expected results and related performance
indicators and to set the baseline and targets for each of them. During implementation, he needs to
routinely collect data on these indicators, to compare actual levels of performance indicators with
targets, to report progress and take corrective measures whenever required.
As a general rule, no extra resources (neither human, nor financial) will be allowed for monitoring
tasks, hence the responsible person has to ensure that these tasks can be undertaken with the budget
foreseen (as a general rule of thumb, about 5% of the resources should be set aside for this purpose).
Selection and formulation of performance indicators

Monitoring is done through the use of appropriate performance indicators. When conceiving an
intervention, the responsible officer is also required to determine appropriate performance indicators
that will allow to track progress and assess the effectiveness of our intervention, i.e. if it was capable
of producing the intended results. Indicators support effectiveness throughout the processes of
planning, implementation, monitoring, reporting and evaluation.
Indicators may be used at any point along the chain inputs, interventions, outputs, results, but a
results-based monitoring system does not address compliance to the rate of expenditure or to the
implementation plan (answering the question: “have we done it?”), but on the actual benefits that
our interventions were actually able to bring to the targeted populations (answering the question:
“we have done it, so what?”). Performance indicators are aimed at giving indications of change
caused or induced by the intervention. This core purpose does not require sophisticated statistical
tools, but reliable signals that tell, directly or indirectly, about the real facts on which one undertakes
to have leverage. A fair balance is to be sought between the cost - both in terms of time and money -
to collect the information required and its capacity to reflect the desired changes. Even a carefully
selected, clearly defined indicator is of little use unless it is actually put to use. A critical test of an
indicator is how practical it is to monitor. Thinking about an indicator is one thing, actually finding,
recording and presenting the data is another. Indicators need to be approached as a practical tool, not
merely as a conceptual exercise.
Performance indicators are signposts of change. They enable us to verify the changes the
interventions we are dealing with seek to achieve. The purpose of indicators is to support effective
programme planning, management and reporting. Indicators not only make it possible to
demonstrate results, but they can also help produce results by providing a reference point for
monitoring, decision-making, stakeholder consultations and evaluation.
We should bear in mind, however, that indicators are only intended to indicate, and not to provide
scientific “proof” or detailed explanations about change. In addition, we should avoid the temptation
to transform the measurement of change into a major exercise with a burdensome workload.
Measuring change should not take precedence over programme activities that generate the changes
to be measured.
The critical issue in selecting good indicators is credibility, not the number of indicators, nor the
volume of data or precision in measurement. The challenge is to meaningfully capture key changes
by combining what is substantively relevant with what is practically feasible to monitor.
At the end of the day, it is better to have indicators that provide approximate answers to some
important questions than to have exact answers to many unimportant questions.
Selecting substantively valid and practically possible performance indicators presupposes an in-
depth understanding of the situation and of the mechanisms subtending change. Therefore, the use
of pre-designed or standardised performance indicators is not recommended, as they often do not
address the specificities of the situation in which the intervention is carried out. Performance
indicators have to be designed on the basis of the ambition of an intervention, its scope and the
environment they are implemented in.
Failing to design good indicators often means that the results are not clearly defined or that they are
too wide-ranging. The process of selecting indicators can help identify the core issues of the
intervention and translate often intangible concepts into more concrete and observable elements.
A result and its indicator should not be mixed up. The result is the achievement. Indicators should
tell about the achievement.
Indicators for “soft assistance” activities

The experience of a number of development cooperation agencies with the shift to a results-based
approach has shown that, unless guarded against, there could be a tendency for country operations to
focus more explicitly on quantifiable initiatives. It is therefore critical that the organization guard
against the development of any disincentives that would prevent it from focusing on capacity-
building and advocacy work, both of which are complex and long-term and against which it may be
much more difficult to assess results than it is in other sectors.
The term “capacity” in this framework refers to the abilities, skills, understandings, attitudes, values,
relationships, knowledge, conditions and behaviours that enable organizations, groups and
individuals in a society to generate benefits and achieve their objectives over time. Capacity also
reflects the abilities of these actors to meet the needs and demands of the stakeholders for whom
they were established or to whom they are accountable. These attributes cover formal, technical and
organizational abilities and structures and also the more human, personal characteristics that allow
people to make progress.
Quantitative vs. qualitative indicators

Indicators can comprise a variety of types of “signals” such as numbers, ranking systems or changes
in the level of user approval. A signal also features a “scale” of observation. For example, the
indicator “65 per cent of enrolled students graduate primary school” features a percentage signal
with a scale of 65 per cent.
Signals and scales lend themselves to indicators that express qualitative and/or quantitative
information. Quantitative indicators are numerical. Qualitative indicators use categories of
classification, based on individual perceptions.
The concept of quantitative versus qualitative indicators has been a subject of frequent discussion
over the past few years. The common belief is that quantitative indicators are measurements that
stick to cold and hard facts and rigid numbers and there is no question about their validity, truth and
objectivity while qualitative indicators are seen as subjective, unreliable and difficult to verify. No
one type of indicator or observation is inherently better than another; its suitability depends on how
it relates to the result it intends to describe. There should be a shift away from the approach that
indicators should be quantitative rather than qualitative. It is expected to select the type of indicator
that is most appropriate for the result being measured. If a qualitative indicator is determined to be
most appropriate, one should clearly define each term used in the measure, make sure to document
all definitions and find possible ways (such as using rating scales) to minimize subjectivity.
For example, if the result under consideration is in the area of improving the functioning of the
government, in particular concerning its preparation to respond to local needs, we could measure the
degree of results achievement through indicators measuring the change in levels of end-user
approval (or client satisfaction).
Possible indicators could therefore be:
Average rate of perceived responsiveness of the government to the needs of population, on a

scale from 1 to 10.
Proportion of people who perceive local government management as “very participatory”. If
this proportion increases from 40 per cent to 65 per cent over a certain period of time, this
increase provides some measure of the degree of qualitative change. This kind of numerical
expression of qualitative considerations may also be obtained through indicators that use
rating systems that rank, order or score given categories of attributes.
Proportion of people who rate central government adequateness to their own needs 6 or
more.
Qualitative indicators are particularly helpful - for example - when the actions involve capacity
development for service delivery. The perceptions of end-users regarding service delivery gets
straight to the issue of whether the services are wanted, useful and effectively delivered. The
satisfaction of end-users (or clients) has the advantage of some comparability. Results may be
compared and data disaggregated by kind of service, location, time, etc.
This approach is not without its problems, however. The only way of getting this information may
be through a survey that may reveal itself too costly, clients may not always be easy to identify, and
their perceptions of satisfaction with services is subject to influences other than the service itself.
Types of Performance Indicators
Several types of performance indicators can be used to assess progress towards the achievement
of results:
a) Direct Statistical Indicators
Direct statistical indicators show progress when results are cast in terms of readily quantifiable
short-term changes. For example, if the result is “Nominations of cultural and natural properties
from regions or categories of heritage, currently under-represented or non-represented on the World
Heritage List increased”, it should not be difficult to secure direct quantifiable data about the
number of new nominations over the time period of a biennium (or less). Care must be taken to
ensure that the time span of the result lends itself to the collection of such data for use in review.
b) Proxy Indicators
Proxy indicators are normally quantitative, but do not directly relate to the result. A proxy is used to
show progress. It should be used when getting the full data is too time-consuming, or when the
timeliness of complete data would fall outside the need for review. However, there
must be a prima facie connection between the proxy and the result. For example if the result is
“Public recognition improved of the importance of the mathematical, physical, and chemical
sciences for life and societal development”, a good Proxy Indicator might be the improvement of the
media coverage concerning these issues.
c) Narrative Indicators
When the results are not easily quantifiable (changing attitudes, building capacities, etc.) over the
time period of the biennium, and the number of recipients is not too big, a non-statistical approach
can be envisaged to develop an indication of “progress”. Narrative indicators largely focus on the
“process of change”.
This technique works especially well in instances where capacity building, training, conferences,
network development and workshops are the planned interventions. However, when dealing with
stakeholders, care needs to be taken to avoid a focus simply on “satisfaction”. Rather, the focus
should be on what happened (or at least on what the recipients have planned to do) as a result of the
intervention/participation. For example if the expected result is “National capacities in educational
planning and management strengthened”, then a valid narrative indicator might be a follow-up
questionnaire to be circulated among those individuals who participated in training, or conferences
or other activities to ask them what they did (or what they have planned to do) in their countries.
Narrative indicators enable an organization to begin to explore complex interrelationships among

factors without recourse to extremely expensive statistical research.
Risks when identifying performance indicators:
There are a number of risks when defining and using performance indicators. The most frequent are:
Oversimplification and misunderstanding of how development results occur and

confusion over accountability for results;
Overemphasis on results that are easy to quantify at the expense of less tangible, but no
less important results;
Mechanical use of indicators for reporting purposes in ways that fail to feed into strategic
thinking and organizational practices.
In the following table, possible performance indicators are added to the previously introduced
examples completing the RBM planning and monitoring cycle.
TITLE OF THE OUTPUTS RESULTS PERFORMANCE

ACTIVITY INDICATORS
Capacity building for • Best practices for • Relevant institutions • Number and
sustainable management of water have adapted and “importance” of
development in the information collected implement best institutions represented
field of water and disseminated. practices for water at the Water
management • Software, guidelines, information Information Summits.
database, etc. available management. • “Profile” of
to the institutions representatives
concerned. participating at the
• Water Information Water Information
Summits attended by Summits.
policy makers and • Number of
representatives of institutions where
institutions concerned. there is evidence that
• Relevant institutions best practices are being
assisted for the implemented.
implantation of best • Access
practices. (disaggregated per
country) to Internet-
based information
systems/web pages and
databases, etc..
• Number of
institutions officially
requesting technical
assistance for the
implementation of best
practices
Contribution to a • Situation analysis • Relevant authorities • New education plan

reconstruction report completed. have adopted the new adopted
programme for the • Workshops attended education plan and • Percentage of schools
education system in by relevant decision- teachers and school in country X where the
country X makers and experts. personnel implement it. new education plan is
• Education plan being implemented
developed and • Attendance rates of
available to local schools implementing
counterparts. the new education plan
• Teachers and school
personnel trained.
• Implementation
capacities of local
counterparts improved.
• Teaching and
learning materials
delivered.
UNESCO Prize for • Jury nominated and • Concept of tolerance • Media coverage of
Tolerance agreeable to main spread among the the prize
stakeholders. general public in a
• Brochures, leaflets, country/region/globally.
videos produced and
disseminated.
• Information
campaign
implemented
• List of candidates
completed and
agreeable to main
stakeholders.
• Prize-winner
nominated.
• Press Conference
organized and attended
by identified
journalists.
• Media coverage of
the event.
Promotion of the • Best practices for • Relevant institutions • Number and

UNESCO Universal management of water have adapted and “importance” of
Declaration of information collected implement best institutions represented
Cultural Diversity and disseminated. practices for water at the Water
• Software, guidelines, information Information Summits.
database, etc. available management. • “Profile” of
to the institutions representatives
concerned. participating at the
• Water Information Water Information
Summits attended by Summits.
policy makers and • Number of
representatives of institutions where
institutions concerned. there is evidence that
• Relevant institutions best practices are being
assisted for the implemented.
implantation of best • Access
practices. (disaggregated per
country) to Internet-
based information
systems/web pages and
databases, etc..
• Number of
institutions officially
requesting technical
assistance for the
implementation of best
practices
Increasing access to • Situation analysis • Relevant authorities • New education plan

quality basic report completed. have adopted the new adopted
education for • Workshops attended education plan and • Percentage of schools
children through by relevant decision- teachers and school in country X where the
community learning makers and experts. personnel implement it. new education plan is
centres • Education plan being implemented
developed and • Attendance rates of
available to local schools implementing
counterparts. the new education plan
• Teachers and school
personnel trained.
• Implementation
capacities of local
counterparts improved.
• Teaching and
learning materials
delivered.
8. ANNEXES
RBM GLOSSARY
DEFINITIONS ОПРЕДЕЛЕНИЯ
ACHIEVEMENT: Result(s), or part of the ДОСТИЖЕНИЕ - результат(ы) или

result(s) accomplished at a given point in time часть результат(ов), которые
получены в определенный момент
времени.
BACKGROUND: Context and history (local, ИСХОДНЫЕ ДАННЫЕ – контекст

national, sectoral etc...) of the intervention and и исторические сведения (местные,
its specified area and beneficiaries (local, национальные, секторальные т.д.)
institutional, ...). об интервенции, ее конкретной
сфере и бенефициарах (местных,
институциональных,).
BASELINE DATA: Data describing the БАЗОВЫЕ ДАННЫЕ - данные,

situation before the implementation of the описывающие ситуацию до
intervention, related to each result, at each осуществления интервенции,
level. It is the starting point from which связанные с каждым результатом и
progress towards expected results will be на каждом уровне. Они являются
measured. отправной точкой для измерения
движения к ожидаемому результату.
BENCHMARK(S): Reference points or КОНТРОЛЬНЫЕ ПОКАЗАТЕЛИ -

Standards set in the recent past by an institution ориентиры или стандарты ,
or by other comparable organizations against созданные в недавнем прошлом
which performance or achievements can be учреждением или другими
assessed. организациями, с помощью которых
можно оценивать успешность
достижений. В ЮНЕСКО мы
используем термин «контрольные
показатели» как цели, достижимые
за двухлетний период и измеряемые
с помощью соответствующего
индикатора эффективности.
BENEFICIARIES: The individuals, groups,

БЕНЕФИЦИАРИЙ – человек,
or organizations, whether targeted or not, that группа людей, организация, которые
benefit, directly or indirectly, from the являются прямыми или косвенными
получателями выполнения
Guiding Principles, UNESCO Paris, Bureau of Strategic Planning, January 2008, and translated into Russian by
the UNESCO Cluster Office in Almaty
intervention. программы\ работы.
CONSTRAINTS: Factors external to the ОГРАНИЧЕНИЯ – внешние по

intervention that could jeopardize its success отношению к интервенции факторы
and that need to be taken into account when которые могут помешать успеху и
defining the implementation strategy as well as которые необходимо учитывать при
when assessing the results achieved. выработке стратегии, а также при
оценке полученных результатов.
EVALUATION: The systematic and objective ОЦЕНКА - систематическая и

assessment of an on-going or completed объективная оценка осуществляемого
project, programme or policy, its design, или завершенного проекта,
implementation and results. The aim is to программы или политики, того, как
determine the relevance and fulfillment of он построен, как выполняется и с
objectives, development efficiency, какими результатами. Цель
effectiveness, impact and sustainability. заключается в том, чтобы определить,
насколько верно поставлены задачи и
как они выполнены, а также
действенность их развития,
эффективность, их воздействие и
устойчивость.
EX-ANTE EVALUATION: An evaluation ПРЕДВАРИТЕЛЬНАЯ ОЦЕНКА -

that is performed before implementation of a оценка, которая осуществляется до
development intervention. осуществления интервенции или
разработки интервенции.
EX-POST EVALUATION: Evaluation of a ОКОНЧАТЕЛЬНАЯ ОЦЕНКА -

development intervention after it has been оценка разработки интервенции
completed. Note: It may be undertaken directly после ее завершения. Примечание: ее
after or long after completion. The intention is можно провести сразу после
to identify the factors of success or failure, to завершения или через определенное
assess the sustainability of results and impacts время после завершения. Цель
and to draw conclusions that may inform other заключается в том, чтобы выявить
interventions. факторы успешности или
неуспешности, оценить
устойчивость результатов и
воздействий и сделать выводы,
полезные для других интервенций.
EXTERNAL EVALUATION: The evaluation ВНЕШНЯЯ ОЦЕНКA (External

of a development intervention conducted by evaluation) – оценка разработанной
entities and/or individuals outside the donor интервенции и осуществленной
and implementing organizations. предприятиями или отдельными
лицами, не являющимися донорами
или организациями-подрядчиками.
SELF-EVALUATION: An evaluation by САМООЦЕНКА – оценка теми, кому
those who are entrusted with the design and/ or была доверена разработка, или
planning and/ or delivery of a programme, планирование, или осуществление
project, activity. программы, проекта, мероприятия.
FUNCTIONS: The range of functions that the ФУНКЦИИ - ряд функций, которые
organization performs. выполняет организация.
IMPACT(S): The positive and/or negative, ВОЗДЕЙСТВИE(Я) – позитивный

long-term effects produced by an intervention, или негативный долговременный
directly or indirectly, intended or unintended. эффект, произведенный
интервенцией – прямой или
опосредованный, намеренный или
непреднамеренный.
IMPLEMENTATION STRATEGY: The СТРАТЕГИЯ

plan, method and the series of interventions ОСУЩЕСТВЛЕНИЯ – план, метод
designed to achieve a specific expected result. или серия интервенций, нацеленных
на то, чтобы достигнуть каких-либо
определенных результатов.
INDICATOR: see Performance Indicator. ИНДИКАТОР - см. показатель

эффективности выполнения
MILESTONE: A significant stage or event in ЭТАП - важная часть или событие в

the progress or development of a society or a развитии общества или выполнении
project. проекта.
OPPORTUNITIES: The factors external to ВОЗМОЖНОСТИ – внешние по

the intervention that can be utilized by the отношению к интервенции факторы,
intervention in order to improve the которые можно использовать при
effectiveness of the activities implemented. интервенции для повышения
Need to be taken into account when defining эффективности осуществляемых
the implementation strategy. мероприятий. Необходимо
учитывать при выработке стратегии
осуществления.
OUTCOMES: The medium-term effects/ РЕЗУЛЬТАТЫ – среднесрочные

results эффекты программ
OUTPUTS: The products, capital goods and ПРОДУКТЫ – продукты, капиталы,

services produced by the intervention, which товары и услуги, произведенные в
are necessary for the achievement of results. результате интервенции, которые
необходимы для достижения
результатов.
PERFORMANCE INDICATORS: The ИНДИКАТОРЫ

objectively verifiable units of measurement ЭФФЕКТИВНОСТИ
that are used for assessing and measuring ВЫПОЛНЕНИЯ – поддающиеся
progress – or lack thereof - towards a Result. объективной проверке единицы
Using indicators is essential for managing, измерения, которые используются
monitoring and reporting as well as for для оценки и измерения прогресса –
evaluating the implementation of programming или отсутствия такового –
elements. необходимого для получения
результатов. Использовать
индикаторы важно с точки зрения
управления, мониторинга и
отчетности, а также для оценки
осуществления элементов
программы.
RATIONALE: The justification for the ОБОСНОВАНИЕ – обоснование

intervention itself as well as for its specific самого вмешательства, а также его
characteristics (e.g. timing, resources allocated, специфических характеристик (напр.
delivery mechanisms chosen, defined expected график осуществления, ресурсы,
results). выбранные механизмы поставок и
определенные конечные
результаты).
REACH: The people, groups or organizations ОХВАТ – люди, группы или
who will benefit directly or indirectly from, or организации, которые получат
who will be affected by the results of the прямую или непрямую выгоду или
intervention. те, на кого будут воздействовать
результаты интервенции.
RESOURCES: Organisational, intellectual, РЕСУРСЫ – организационный,

human and financial inputs necessary for the интеллектуальный и финансовый
implementation of an intervention. вклады, необходимые для
выполнения интервенций.
RESULT: The describable and measurable РЕЗУЛЬТАТ – изменения

change in state that is derived from a cause and состояния, которые можно измерить
effect relationship. и описать и которые обусловлены
причинно-следственной связью.
EXPECTED RESULTS: The expected results ОЖИДАЕМЫЕ РЕЗУЛЬТАТЫ -

statement should refer to a result expected to be определение ожидаемых результатов
achieved by the organization interventions, должно относиться к результатам,
within the working period and with the которые ожидаются вследствие
available resources. интервенций организации в течение
рабочего периода и при наличии
ресурсов.
RESULTS CHAIN: The design of an ЦЕПЬ РЕЗУЛЬТАТОВ - модель

“expected result” is required for each «ожидаемые результаты»
programming element, at any programming необходима для каждого элемента
level. These results should form part of a chain программы и на любом уровне
of results: those of downstream elements программы. Эти результаты должны
combine to produce the result of the element to составлять часть цепочки
which they relate, a mechanism that swirls результатов: нижестоящие элементы
bottom up throughout the programming tree. скомбинированы и дают результат
элемента, к которому они относятся
– механизм, который поворачивает
все вверх дном на протяжении всего
дерева программы.
STAKEHOLDERS: Agencies, organisations, ЗАИНТЕРЕСОВАННЫЕ

groups or individuals who have a direct or СТОРОНЫ – агентства,
indirect interest in the development организации, группы или отдельные
intervention or its evaluation. лица, которые заинтересованы прямо
или косвенно в разработке
интервенции или в ее оценке.
TARGETS: Quantitative and qualitative levels ЦЕЛИ – количественные и
of performance indicators that an intervention качественные уровни индикаторов
is meant to achieve at a given point in time качества выполнения того, что
(e.g. at the end of the biennium). должна достичь интервенция в
определенный момент времени
(например, в конце двухлетнего
периода).
RBM MODULES
What is RBM?
a) A Management Tool
Background and b) A frame of mind
RBM Fundamentals c) RBM = Really Boring Monologue
d) A waste of time
Module 1
Presentation is based on UNIFEM materials Presentation is based on UNIFEM materials
RBM is… What does RBM involve?

• Management tool to improve management a) Identifying results (inputs, outputs, outcomes,
effectiveness and accountability in impacts) and their causal relationships
achieving results b) Developing indicators to measure success
c) Identifying assumptions or risks that may
influence success or failure
d) Measuring performance to inform decision-
making and for reporting
e) All of the above

RBM involves… Why RBM ? (1)
• Involves identifying strategic elements: • There is an increasing demand to better
– Results (inputs, outputs, outcomes, impacts) demonstrate results
and their causal relationships,
– indicators to measure success
– assumptions or risks that may influence success • Donors want efficiency and effectiveness of
or failure aid
• Measuring performance
• Decision-making and reporting • The public wants better services
Why RBM? (2) Advantages of RBM (1)

• Problems frequently encountered in projects and
programmes
Provides
Do not achieve objectives
• Integrated management strategy - project –
Lack of clear statement of objectives & performance program – organisational - sector – country
indicators
Lack of clear roles and responsibilities
Shows
Lack of participation in project design from the operating
• Partners/donors commitment by presenting the
levels
programme and the rationale in a concise
Projects not related to programme objectives / manner
programmes not related to national objectives
Advantages (2) True or False?
• Clarifies for all stakeholders what the project
• RBM can be brought into an
aims to achieve organization quickly, in a short-
short-time
• Provides a common framework to discuss frame
project performance
• By necessity it intensifies communication • There is only one way to apply RBM
between all project partners
• (Should) Lead to a reduction in the length of
reports and an improvement of content
Challenges Some Lessons Learned

• It requires fundamental change – • Common vision
organizational culture and technical • Ownership and Partnership
skills/systems • Capacity Building
• It takes years to complete • Reform of budget processes and financial
management
• It has financial implications
• Realistic outcomes and simplicity
• It’s a tool - not a panacea
• Devolution of authority
• Should not be applied rigidly • Learning and decision-making
Management Cycle
Analysis & Needs
Assessment Strategic
RBM Fundamentals Planning
Operational
Planning
Reporting Continuous
and Review Learning
Implementation
Monitoring
MfDR in the Management Cycle Analysis & Needs Assessment

• Context & Client
Analysis & Needs Needs Analysis
Assessment Strategic Strategic
Planning Planning
Operational Operational
Planning Planning
Reporting Continuous Reporting Continuous

and Review Learning and Review Learning
Implementation Implementation
Monitoring Monitoring

Strategic Planning Operational Planning
Analysis & Needs Analysis & Needs • Refined

Assessment • Results Chain Assessment Strategic Results &
• Risks
Planning Indicators
• Indicators
Operational • Detailed Outputs
Planning & Activities
• Performance
Measurement
Reporting Continuous Reporting Continuous
System Set-up
and Review Learning and Review Learning
Implementation Implementation
Monitoring Monitoring
Implementation Monitoring
Analysis & Needs Analysis & Needs

Assessment Strategic Assessment Strategic
Planning Planning
Operational Operational
Planning Planning
Continuous Continuous
Reporting Reporting Learning
Learning
and Review and Review
• Activities
Undertaken Implementation
• Indicator
• Outputs
Monitoring Delivered Data Collected
& Analyzed
Reporting
and Review
MfDR in the Management Cycle
Analysis & Needs • Context & Client • Refined

Assessment Needs Analysis • Results Chain
Strategic Results &
• Risks
Planning Indicators
• Indicators
Operational • Detailed Outputs
Planning & Activities
• Performance
Continuous
• Decision-making Continuous • Decision-making Learning Measurement
• Accountability Learning • Accountability System Set-up
• HR Management • HR Management
• Activities
Implementation Undertaken
• Indicator
Monitoring Data Collected • Outputs
& Analyzed Delivered
Learning in MfDR
Using Performance Information
Analysis & Needs
Assessment
Strategic
• Often the last consideration, but should be the first
Planning Operational
Planning • The need for this information should drive the
MfDR process
Continuous
– Management
Reporting Learning
and Review – Decision-making
– Resource Allocation
Implementation – Learning
Monitoring – Reporting and Accountability

Developing Results Measuring Results
• Results should be: • Results are measured by indicators
– Situated in a framework that shows their causal • Indicators are not useful unless they are
relationship between one and another linked to results
– Developed in a participatory process • Indicators provide data that can be analyzed
– Linked to project / program context and overall to gauge performance against expected
goals results
– Clearly worded specifying what is expected to • Measurement includes unexpected or
be achieved unplanned results
Performance Measurement Module Summary

• A system is need to collect data • RBM has particular advantages and
• Processes need to be developed disadvantages and must be applied
• Human and financial resources need to be appropriately
assigned • Each stage of the management cycle
• Measurement activities needed to be requires particular RBM interventions
planned and time allocated for them

Module Objectives
• Understand the role of the context analysis
Context Analysis in formulation of results and identifying
assumptions and risks
Module 2
The presentation is based on UNIFEM materials The presentation is based on UNIFEM materials
Context Analysis Module 2 Summary

• Qualitative and quantitative description of a given issue
• Helps identify:
• Brief description of a situation
– strategic areas of intervention and capacity gaps for 1) rights
holders and 2) duty bearers
• Should include gaps in capacity RH and DB
– specific issues to be addressed hence results to be achieved • Should refer to conventions, etc.
– major challenges or risks
– indicators and targets • Helps identify, results, indicators,
– assumptions and risks assumptions and risks
• Can be used as baseline (but not always)
• Sometimes serves as a baseline
Module Objectives
• To understand the different levels of results
Results Definition and linkages between them
• To understand and practice how to create
results chains
The Results Chain
• To learn how to represent complex results
Module 3 chains in a logic model or results tree
Articulating Results A word on results

If you don’t know where you are • Outputs - short-term change, beyond completed activities,
usually specified annually (ex. skills, knowledge acquired)
going, any road will take you there • Outcomes - medium term change, directly influenced by
Outputs, drawn from/linked to MYFF, around end of time
period (ex. skills knowledge applied)
• Impacts - long term change, contributed to by Outcomes
(Unknown) (in addition to many other factors), taken from MYFF, post
time period, country/sector level (ex. increased right for
women in….)
The Results Chain
• A series of expected achievements, “linked” by
causality
• Continuum from inputs/resources to final impact
divided up into segments / links Inputs Activities Outputs Outcomes Impacts
• Expressed horizontally or vertically
• Each link in the chain is characterized by:
– Increased importance of achievement with respect to
the program goal
– Decreased control, accountability, and attribution
Training (by itself) Policy Advocacy

Outputs Outcomes Impacts Outputs Outcomes Impacts
Knowledge Application Organizational Knowledge Buy-in Results of
in organization Performance Policy
Skills Awareness Policy Change
Implementation
Abilities
Example:
More
Training in Use of RBM by
successful
RBM trainees
programming
Capacity Building with Single
Wording should show change:
Organization • Improved
Outputs Outcomes Impacts • Increased technical capacity of …
Knowledge • Enhanced
Organizational Capacity Results of
Skills improved • Greater
Systems Performance Performance
• Higher
Processes
• Diminished
Policies
Example: • Presence / Absence
Enhanced ability to
Increased / improved
________ in program
manage program Improved program Should not use – through, for (in order to), by (how), ie
results for women
management Improved management no “causality” in the statement
of program
Wording should include:

• What - ensure equality provisions within inheritance
laws
• Duty bearer or rights holders - Ministry of Revenue
• Location - in country X(where not obvious)
• Normative term - appropriate equality provisions
• Timeframe - by 2008
– May not be appropriate for all results
– Outcome – timeframe is end of project
The presentation is based on UNIFEM materials

What are Assumptions?
• Positive conditions that are necessary to ensure
program success and that we assume will be in
place for:
Risks and Assumptions – The planned activities to produce expected outputs
– The outputs to directly influence the outcomes
– The outcomes to contribute to the impact
Module 4 • Our program design is based on the assumption
that these things will remain true
What is Risk? Example: Assumptions and Risks

• Risk refers to the uncertainty that surrounds
• An Assumption could be: Rural
future events
women (rights holders) will participate
• Risks are negative factors that would limit /
in advocacy activities
reduce / or interfere with project success
• A Risk could be: After next elections,
• If the risk comes to pass then the success of
the results is threatened local government (duty bearer) may
not support the program
• Risks can be internal or external to the
program
Identifying Assumptions When to include?
•
• Include assumptions that are:
– Key positive success factors you are depending on
– Factors that have a high likelihood of remaining true
throughout the program
• Don't include assumptions that are:
– Relatively minor in nature
– Negative factors with a high likelihood of coming to
pass (they should be incorporated in program design)
Source: Results-Based Management in CIDA: An
Introductory Guide to the Concepts and Principles
When to include - Risks Risk Analysis

Effects
• Include Risks that are: Significant

(3)
• If Low Likelihood
Include Include Design
– Low or medium likelihood and medium or high and Low Effect,
effect Moderate
no need to state
(2)
• Do not include risks that are: Include Include • If High
– Low likelihood and low effect Likelihood and
Minor Significant Effect,
(1) Include
needs to be taken
• High likelihood, high effect risks should be
into account in the
incorporated in program design Low (1) Medium High (3)
(2)
Likelihood
program design
Analysis and Monitoring
• Assess the likelihood and impact of each
risk
• Need to develop risk mitigation strategies
• Need to periodically review assumptions
and risks

Indicators…
Developing and Selecting Not everything that counts can be

Indicators measured, and not everything
that can be measured counts
Module 5
(A. Einstein)
WHAT IS AN INDICATOR?
Indicators
Instrument to measure evidence of
progress towards a result or that a • Performance against results is measured
result has been achieved through the use of indicators
• Indicators play an important role by
Establishes the level of performance necessary
establishing the status of expected results
to achieve results
• Indicators tell us how we will know when
Specifies the elements necessary to establish we have been successful in progress
whether expected results were achieved towards results
Performance and Results Levels Usefulness of Indicators
Stated Outcomes Tell us how we will recognize success
Goal/ Indicators
Impact Force us to clarify what we mean by our
objectives/expected result
Outcomes Indicators
Provide a measurable basis for monitoring
and evaluation
Outputs Indicators
Quantitative vs. Qualitative

Considerations
Indicators
Involve perception, can be
• Indicators do not exist in a vacuum – they should Can be directly counted analysed quantitatively
always be related to results and expressed as a
• Indicators should measure: number
– Improvements in the capacities of rights holders and (Level of )
• % of …
duty bearers to realize rights • Congruence with …
• # of …
– Improvements in the enjoyments of rights • Satisfaction with …
• Frequency of …
• Need a balance of quantitative and qualitative • Knowledge of …
• Ratio of …
• Ability to …
• Some results are more suitable for indicators than • Amount of …
• Appropriateness of...
others • Timeliness of …
• Importance of …
Quantitative vs. Qualitative
Qualitative Indicators
Indicators
Quantitative Qualitative Require further measurement criteria
• % of participants who • Congruence of policy • Congruence of policy changes with advocacy
are employed changes with advocacy messages
• # of women in messages – Reflection of key words in policy document
decision-making • Level of commitment to – Inclusion of key messages with different wording
positions CEDAW – Key messages taken into account but not fully adopted
• % of women • Quality of GEL • All these are different levels of congruence
parliamentarians formulation
Example of Proxy/ Indirect

Deconstructing Indicators
Indicator
• Use a “proxy indicator when you cannot directly Indicator
measure a result”
80 % of NGO Recommendations Adopted
• Result: Decreased trafficking of women and girls
from country X.
– Direct Indicator: # of women and girls moved across Target Measure
the border against their will or under false pretences per
year
– Proxy Indicator: ?
Measures, Indicators, Targets
Indicator Examples
Measures (The “What”)
Quantitative or qualitative result 80 % of NGO Recommendations Adopted
attributes that must be measured in • Measure
order to determine the performance of
a program or initiative.
Target Measure
– Satisfaction of citizen with the complaints mechanism
• Indicator
Indicators ( The “How”)
The quantification or qualification of a performance measure.
– % of citizen who are satisfied complaint mechanism
A statistic or parameter that, tracked over time, provides information on
trends in the condition of a phenomenon.
• Target
– Percentage of citizen who are very satisfied with
Targets or Standards (The “How Much”) complaint mechanism is 50%
Specific quantitative or qualitative goals against which actual
outputs or outcomes will be compared.
Targets imply a desired goal that may be more ambitious than a standard.
Targets are not appropriate for all types of indicators
Examples Examples
• Measure • Measure
– Female ownership of land – Knowledge of NGO workers on advocacy campaign
tactics
• Indicator • Indicator
– % of land owned by females – Level of knowledge of NGO staff of 3 key advocacy
tactics
• Target
• Target
– Proportion of land owned by women is
– 90% of NGO trainees can fully describe the 3 key
40% advocacy tactics
Guidelines for Developing Criteria for Selecting Best
Indicators •
Indicators
Does the indicator measure the result (accuracy,
• Brainstorm all possible indicators and then
certainty, & exactness)?
select best
• Is it a consistent measure over time?
• Limit the number of indicators (2 to 3 per • When the result changes, will the indicator be
result) sensitive to those changes?
• Measure realization and enjoyment of rights • Will it be easy to collect and analyze the
information?
• Always sex-disaggregate • Can you use the data the indicator provides for
• Develop in participatory fashion decision-making and learning?
• Indicators must be relevant to needs of the user • Can you afford to collect the information?
Does the indicator measure the

Baseline
result?
• Questions to ask: • A description (qualitative or quantitative) of the situation
prior to the intervention against which progress can be
1. How would you know if the result was
assessed or comparison made
successfully achieved? What would you
• Used as a benchmark for assessing programme induced
measure? (Is this the selected indicator?)
outcomes or impacts
2. Is it possible that the result could change but
• Often the first data collected for an indicator is the baseline
there would be no change in the indicator?
• Baseline data are gathered before or shortly after project
3. Is it possible that the indicator could change implementation begins
due to something other than the result?
BASELINE, TARGETS , PERFORMANCE
Commitment
The concept of performance
indicator includes the
notions of:
- baseline (to establish the

situation at the outset)
- target (to set commitment for
result)
- achievement (actual result)
Baseline Measurement Target
at the end
of the period

The LFA
• LFA = Logical Framework Analysis
The Logical Framework • Widely adopted by donor community
• Many different flavours but common
features are:
Module 6
– Causal logic
– Objectives, indicators, assumptions
Results Based - LFA Expected

An Example of LFA
Indicators Means of Assumptions/risks
results measurement/verification
statement
• The three levels of the results chain are aligned Goal – taken Taken from Outcome to
from MYFF global MYFF Impacts
with the “old” goal, purpose, and input levels
Outcome – Drawn from or
• The RB-LFA should be iterative, modified drawn linked to Outputs to
from/linked to global/regional Outcomes
regularly to reflect changes in the programme as it MYFF MYFF or sub-
regional strategy
evolves (Output, Outcome, not Impact) Output Drawn from
regional MYFF, Activities to
• Adoption of RB-LFA format was to shift the sub-regional Outputs
orientation of projects from managing by strategy or

programme
Inputs/Outputs to managing for Results document
Activity No indicators None Required
needed
Strengths Weaknesses
• (Almost) Everything you need to know • Causal logic hard to follow in LFA
about project in one place • The first column is a bit redundant
• Indicators easily line up with results • Hard to represent outputs that are inputs to
• Assumptions at each stage of causal logic other outputs
are clear • Some but not all of the data collection
• Risks are identified information
Performance Measurement
Performance Measurement • A plan for data collection is needed

• A Performance Monitoring
Module 7 Framework (PMF) contains the details
of the plan
The Performance Monitoring

Performance Measurement
Framework
• A tool to plan the collection of performance • Build in adequate time and resources for
information collection and analysis of performance
• The PMF will help to ensure the regular and measurement data so that progress is
timely collection of comparable reviewed and assessed
performance information • Tie performance monitoring into reporting
• The PMF must be designed and completed processes
by the project with input from stakeholders
1
PMF Data Gathering Questions An Example of PMF : Planning
for Monitoring
• From what source will the data be
Expected Indicators Means of Collection methods Baseline (with Responsibilities
collected? Results measurement/
verification
(with indicative
timeframe &
indicative
timeframe)
frequency)
• What methodology will be used? (see
From LFA From LFA
handout in binder) Where is How are you What is the Who is going
the data going to get starting to get it
• How often will the data be collected? and when point
• Who will be responsible for collecting the

data?
2
Performance Information
• Performance measurement should
yield good information that can be
Reporting and Learning used during project implementation
to adjust strategies
• If performance information is not
Module 8
being used actively, then RBM is not
being applied!
Reasons for Reporting

Key Questions
Results
• Who will be collating and analysing the • To determine if results achieved
data ?
• Who will performance information be
• Accountability
reported to ? • To learn and apply lessons for
• How will the data be reported and how the future
often ? (formats + frequencies)
• How much detail needs to be reported?

Results Based Reporting Donor Reporting
Reporting for Evaluation
and Learning • Accountability
• Contributes to / detracts from
Ability to raise funds in future
Reputation
Stakeholder
Consultations and
Reviews
Annual MYFF Donor Reporting

Review The presentation is based on UNIFEM materials
Why Reporting?
• Links evaluation
• To learning
• Feeds back into programming

Risks and Assumptions
Advancing Implementation of Gender Equality Legislation in Employment and the Public Workplace
Expected results statement Assumptions/Risks

Impact: Increased equality for women in Assumptions:
employment and the public workplace
While there may be gaps in the provisions of existing GEL-WRI, such gaps do not preclude the
implementation of GEL-WRI.
GEL-WRI implementation improves workplace equality.
Risks:
Political instability in Southeast Europe and Ukraine might prevent attention to gender equality
in general, and to GEL-WRI implementation in particular. Immediate/ short-term political
priorities do not include gender equality and women’s right issues in employment and
workplace
There is lack of reliable statistics to measure changes/ progress/ regress that could better
inform decision-making for improved implementation of GEL-WRI.
Outcome 1: Improved CSO advocacy and Risks:
outreach services for GEL-WRI implementation
Political climate in Southeast Europe might not be able to support a space for sustained NGO
advocacy fully
CSOs do not have sufficient resources to undertake sustained advocacy campaigns.
Assumption: Women have sufficient confidence to access GEL-WRI enforcement

mechanisms based on track record established for cases aided by trained CSOs and lawyers
Risk: Access to relevant mechanisms is limited for some groups of women (ethnic groups,
rural women, low skilled/ low educated women, poor women)
Output 1.1 Increased advocacy skills of 100
CSOs and 25 lawyers on GEL-WRI
implementation
Activities
1.1.1 Design of training, based on needs
assessment, for 100 CSOs and 25 lawyers on
advocacy skills for GRL-WRI implementation
1.1.2 Conduct of training for 100 CSOs and 25
lawyers on advocacy skills for GRL-WRI
implementation
Output 1.2 Increased knowledge and skills of
10 CSOs and 25 lawyers to provide outreach
services to women whose rights on WRI are
not protected or are violated
Activities
1.2.1 Design of training, based on needs
assessment, for 10 CSOs and 25 lawyers on
provision of outreach services to women on
GEL-WRI issues
1.2.2 Conduct of training for 10 CSOs and 25
lawyers on provision of outreach services to
women whose rights on WRI are not protected
or are violated
Outcome 2: More effective GEL-WRI Risks:
implementation by ministries and judiciary in
Croatia, Bosnia & Ukraine Governments have difficulty in providing and sustaining adequate resource allocation to enable
relevant ministries and the judiciary to implement programmes in support of GEL-WRI
implementation.
Geographical distribution/ quality of these services at local level is uneven causing problems
with access to services for some groups of women
Output 2.1 Increased capacity of relevant
ministries and judiciary for GEL-WRI
implementation
Activities
2.1.1 Review of existing provisions of GEL-WRI
including responsibilities of ministries and
judiciary
2.1.2 Design of training for better
understanding of GEL-WRI issues and
importance of resource allocation for GEL-WRI
implementation by relevant ministries and the
judiciary
2.1.3 Conduct of training for relevant ministries
and 200 public prosecutors and judges
2.1.4 Provide technical support to relevant
ministries in developing new services for
women in line with their responsibilities to
implement GEL-WRI
2.1.5 Develop, publish and update knowledge
base on GEL and CEDAW implementation
relating to WRI
Output 2.2 Increased capacity of relevant
ministries and the judiciary to ensure their
accountability for GEL-WRI implementation
Activities
2.2.1 Develop monitoring & reporting tools to
assess GEL-WRI implementation by relevant
ministries and the judiciary
2.2.2 Analyze reports
2.2.3 Disseminate reports
Sample LFA HBW_ENG.doc
Annex I
Logical Framework Analysis
Phase II: Strengthening Organizations of Home Based Workers in South and Southeast Asia
GOAL: Ensuring the full realization of human rights of women home-based workers (HBWs) in Asia.
OUTCOME 1: INDICATORS: MEANS OF VERIFICATION (MOVs):
Existence of sustainable • HomeNets South and Southeast Asia exist. • Constitutions/Annual reports of each sub-
organizations of HBWs and • Increased visibility of HBWs and their networks. regional and national HBW network.
their networks at national and • HBW networks are implementing programmes. • Extent of participation of HBW networks in
sub-regional levels in South • HBW networks are meeting membership needs and demands. consultations/ policy forums etc.
and Southeast Asia. • Growing membership within HBW networks. • Consult HBW Networks’ work plans
• Financial resources for the sub-regional and national HBW networks are forthcoming. • Feedback on HBW networks’ programmes.
• Institutional procedures, systems and mechanisms exist within the sub-region and national networks. • Comparison of current membership numbers
• Recognition and inclusion of HomeNets in national, regional and international forums. to that of previous years.
• Donor commitments/ expression of interest/
agreements
• References to HBW Networks in media and
government reports.
OUTPUTS INDICATORS MOVs ACTIVITIES
1. Strong, representative, • HomeNet Southeast Asia is legally • Certification of legal 1.1. Legally establish HomeNet Southeast at its new base in Manila and
financially sustainable registered. registration for HomeNet HomeNet South Asia (in Delhi) with appropriate structures in place
networks are legally • Autonomous and consolidate HomeNet Southeast Asia. (such as a bank account and sound accounting capacities) to
established which are South Asia exists. • Government reports undertake its mandate.
able to successfully • HBW national networks participate in skills • NGO reports. 1.2. Support the election of HBW Network governing body representatives
achieve their mandates enhancement workshops. • Reports and documents in all 8 countries and 2 sub-regions.
at the sub-regional and • National governments recognize the generated by HBW 1.3. Support the professionalisation and organizational development of
national levels in South national HBW networks by soliciting their networks. the HBW networks in all 8 countries through training in
and Southeast Asia. feedback, inputs, & participation on issues • Minutes of government organizational, personnel and project management, leadership,
affecting HBWs and/or the informal sector. meetings, taskforces, networking, lobbying, resource mobilization, etc. in an effort to
• HBWs and associated groups continue committees. develop the skills required to manage their own organizations.
their membership with the sub-regional • Feedback from 1.4. Conduct entrepreneurship and enterprise development training for
and national networks. government officials. organized home workers’ groups in both sub-regions and all 8
• Increased ownership of networks by countries.
HBWs. 1.5. Support HomeNets South Asia and Southeast Asia in establishing
• Increased representation of HBWs by appropriate policies, procedures, and mechanisms to guide
HBWs themselves at national and operations of the network, such as membership procedures, and
international levels. mechanism for decision-making and representation.
1.6. Forge linkages at local, national and regional levels with
organizations such as trade unions, Chambers of Commerce,
corporate houses, academics, women’s groups and government
agencies.
2. HBWs in both sub- • Increased number of members in sub- • Consult membership 2.1 Strengthen expansion efforts among home workers’ groups in Laos.
regions expand their regional and national HBW networks. database in all countries. 2.2 Conduct exploratory discussions with HBWs and associated groups
regional and national • New countries explored for potential • Reports from exploratory in Vietnam and Cambodia (funding permitted) and in parts of South
membership bases membership. missions. Asia.
towards institutional • New HomeNet is established in Lao. 2.3 Continue mapping the HBW sector and undertake research initiatives
sustainability. at both sub regional and national levels in South and Southeast Asia,
in an effort that the results contribute to greater visibility, legislative
reform and empowerment of HBWs.
3. Sub-regional and • RM strategy exists and is implemented for • Physical observation that 3.1 Support HBW sub-regional and national networks in developing
national HBW networks each of the HBW networks. RM strategy exists. linkages with NGO, government, bilateral and multilateral partners,
have skills in resource • Increase in amount of resources that are • HBW Networks’ budgets liaison and networking.
mobilization (RM) in mobilized from sources other than (and sources of funds). 3.2 Support the HBW sub-regional and national networks in developing a
order to build towards UNIFEM. ‘resource mobilization strategy’ in all 8 countries.
their own financial • Trainings in RM take place.
sustainability. • Staff/members of HBW networks
participate in trainings offered.
4. Knowledge sharing, • Tangible links between HomeNets South • Feedback from training & 4.1 Support sub-regional and national networks in all 8 countries in
networking and cross- Asia and Southeast Asia exist. Study tour participants. information and cross-regional learning through regular updating of
regional and national • Inter and intra regional study visits, • HBW Network reports the HomeNet Southeast Asia website, HomeNet South Asia’s and
learning contribute to trainings and research take place. • HomeNet website counter Southeast Asia’s newsletter, study visits, documentation and
enhanced capacities of • Regional databases on HBWs and • Feedback from HBW dissemination of best practices, tools, manuals, and resources.
sub-regional and associated groups exist. Network members, 4.2 Conduct sub regional and national workshops on social protection,
national networks. • Number of members that benefit from inter partners, donors on lobbying, advocacy, networking, marketing, information technology
and intra-regional knowledge sharing and effectiveness of HBW (e.g., e-commerce), and other felt needs of home worker groups in
networking events. networks. both sub-regions.
• Number of ‘hits’ on HomeNet website • Project progress and 4.3 Support the development and dissemination of a directory of HBWs
• Increased organizational effectiveness of evaluation reports. and associated organizations in South Asia.
HBW networks.

Existence of enabling policy• HBWs and their concerns addressed in policies, laws and government programmes. • Existing and proposed laws/policies.
environment for women • Increased willingness to discuss issues relevant to women HBWs by government and policy makers. • Feedback from government departments,
HBWs / Informal Sector • Local, provincial and national governments solicit feedback, inputs and participation on issues related officials.
workers in South and to women HBWs. • Feedback from HBW networks regarding their
Southeast Asia. • Increase in number and types of laws being discussed, proposed and/or passed affecting women participation on gov’t initiated committee,
HBWs. taskforces, reports, etc.
5. Increased consensus • Increased willingness by government to • Government reports 5.1 Promote informal-sector friendly microfinance policies and programs,
amongst government on discuss issues pertaining to women • Feedback from child-care and other social services, as well as scholarships and
the nature of policy and HBWs government officials. other forms of assistance to benefit working children in the
legislative measures for • Increased agreements by regional level • Media reports Philippines.
promoting the rights of bodies such as SAARC, ASEAN, APEC. 5.2 Advocate for more widespread implementation of the Country
women HBWs all 8 • Increased numbers of regional dialogues • Regional agreements Program for the Informal Sector in the Philippines, particularly in local
countries and two sub- on issues affecting women HBWs, • Documents from SAARC, government units.
regions.. bringing together national governments, ASEAN and APEC 5.3 Strengthen the National Steering Committee on Home workers in
regional bodies and multilateral partners. Indonesia.
5.4 Liaise and network with the Ministry of Labor and Transmigration for
enabling HBW-friendly policies in Indonesia.
5.5 Through signature campaigns and similar initiatives, support the
passage of laws favorable to HBWs – e.g., Magna Carta for the
Informal Sector in the Philippines and the draft Labour Protection law
in Thailand.
5.6 Establish linkages in South Asia with regional bodies such as
SAARC, ASEAN and APEC for the ratification and implementation of
the ILO Convention.
5.7 Undertake advocacy on the enforcement of minimum wages for
home workers and then enforce minimum wages at the national level
in South Asia.
6. HBWs and their • Increased number of HBWs participating • Reports from training 6.1 Build capacity of HBW groups in the areas of effective lobbying,
networks are better able in advocacy training. workshops. advocacy and networking in South and Southeast Asia.
to advocate for • Increased interest in and/or • Information from HBW 6.2 Continue working with the Central Bureau of Statistics (CBS) to
legislative reform with commitments by government for networks. sustain the collection of home workers statistics in the CBS
regards to HBWs’ legislative reform vis-à-vis HBWs’ social • Feedback from household survey and the CBS socio-economic census in Indonesia.
economic and social and economic rights. government officials, 6.3 Network with national agencies, local government units, banks and
rights in all 8 countries. • Increased number of successful HBW- departments. other private business for financial and technical assistance, as well
led advocacy and lobbying campaigns • Media reports as access to other resources in South Asia.
take place. 6.4 Launch, maintain, and expand access of home workers in various
areas to microfinance programs in South and Southeast Asia.
6.5 Continue to build alliances and networks at local, national and
regional levels to support policy advocacy on laws and policies
concerning fair trade and other macro-economic issues in Southeast
Asia.
6.6 Establish linkages with organizations supporting fair labour practices
in South Asia such as IFAT, ITF and ETI.
6.7 Establish issue-based linkages with various partners in areas such as
occupational health, housing, identity cards, etc.
7. Increased public and • Increased media attention on HBW • Media reports 7.1 Develop strategic linkages and partnerships with census departments
government awareness rights to social protection and better • Surveys/polls on public and national government statistics departments in an effort to
of and commitment to working environments. awareness of and produce more accurate information on the size and scope of HBWs
HBWs’ rights to social • Increased number of government- sentiments on HBWs and their contribution to the economy in Southeast Asia.
protection and healthy initiated dialogues on issues related to rights to social 7.2 Document and disseminate the learnings from pilot projects in both
working conditions. women HBWs' rights to social protection and better sub-regions with NGOs, governments and other relevant groups to
protection and better working working conditions. generate interest and awareness in HBW issues.
environments. • Government reports 7.3 Undertake advocacy campaigns around the issue of ‘decent work’,
particularly in the area of occupational safety and health and
• Greater public demand to address • Promises made publicly minimum wages.

women HBWs’ rights to social by government on HBW 7.4 Promote HBW issues in South Asia by connecting them with
protection and better working issues. advocacy campaigns on related issues such as HIV/AIDs, and
conditions. • Country specific CCAs, trafficking.
• HBW issues appear as priorities in UNDAFs, PRSPs. 7.5 Engage in multilateral processes such as the PRSP, CCAs, UNDAFs
multilateral processes such as PRSPs, and MDGs in an effort to raise awareness of HBW issues with
CCAs, UNDAFs. multilateral partners in South Asia.
7.6 Support people’s representatives to take up home workers’ issues
and concerns in public hearings at local and provincial levels in
Indonesia.
7.7 Organize exposure and study visits of government organizations to
home workers’ sites in Southeast Asia.
7.8 Raise awareness on various aspects of decent work (including
occupational safety and health) towards their observance in all
production processes.
7.9 Within the principles of ‘decent work’, promote a more holistic
approach to the One-Tambon-One-Product (OTOP) in Thailand, in an
effort to include occupational safety and health and other basic rights.
Improved response from • Increased acknowledgment and involvement by government in addressing women HBWs’ need for • Government reports
government and private social protection. • Feedback from private sector organizations
sector on social protection • Increased acknowledgement and involvement by private sector on issues related to women HBWs • Government and private sector databases on
measures and schemes for access to social protection schemes. numbers of HBWs having access to and
HBWs. • Increased interaction between government and private sector on issues related to women HBWs and actually accessing social protection schemes.
their access to social protection schemes. • HBW Network databases.
• Increased number of HBWs have access to and are accessing formal and indigenous social
protection schemes.
8. Women HBWs and their • Relevant stakeholders (i.e. HBWs, their • Consult studies that have 8.1 Conduct and disseminate research on ways to improve access of
associated groups are networks, policy makers, etc) are (a) been undertaken by HBWs to formal and indigenous social protection schemes in South
better informed aware of social protection schemes HBWs, their networks, Asia, particularly at the local level.
regarding the different currently available in their respective government, private
types of social countries, (b) able to articulate the pros sector, etc.
protection schemes. and cons of each type of scheme, and (c) • Information on advocacy
able to articulate which schemes would and lobby campaigns
benefit HBWs the most. undertaken by HBWs and
• Lobbying and advocacy campaigns their networks.
highlight the above information to
governments and private sector
organizations.
• Advocacy campaigns highlight the above
information to HBWs and the general
public.
9. Improved capacity of • Increased numbers of HBWs • HBW Network databases 9.1 Promote the extended coverage of HBWs in national social security
home based workers to participating in social protection • Feedback from HBWs schemes, assert the participation of their organizations in decision-
advocate for and schemes. • Information from social making bodies running these schemes, and wherever possible (e.g.
participate in different • Number of HBWs trained in the area of protection scheme Philippines), work for their accreditation as collecting agents for such
social protection social protection and the various providers. schemes.
schemes in SE Asia. schemes available.
10. Improved consensus • Increased number of policy dialogues • Information solicited from 10.1 Organize a large, high profile regional round table with stakeholders –
amongst government between government and private sector private-sector social ‘a post Katmandu meeting’ on social protection; lobbying, advocacy,
and private sector on take place on the issue protection scheme and networking; marketing, information technology and other felt
the need for social • Increased number of partnerships are providers. needs of home based worker groups in the South Asia region.
protection for HBWs in forged between government and private • Information from 10.2 Support the sub-regional and national HBW networks in South Asia in
South Asia. sector on the issue. governments. campaigning for new, user-friendly, and demand-responsive social
• Government and/or private sector led security schemes for HBWs.
initiatives exist for the provision of social 10.3 Promote linkages and strategic partnerships with different
protection to HBWs. stakeholders in South Asia, including the private sector insurance
companies and banks.

Results-Based Management (RBM) Guiding Principles

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Results-Based Management (RBM)

- Cascading of organizational goals and objectives,

Results-based management is a participatory and team-based approach to programme planning and

The processes or phases of RBM

2) Identifying key stakeholders and beneficiaries, involving them in identifying objectives

3) Formulating expected results, in clear, measurable terms;

8) Managing and monitoring progress towards results with appropriate performance

5. HOW TO FORMULATE AN EXPECTED RESULT?

Action language Change language

• To promote literacy by providing schools • Young children have access to school

• To promote the use of computers. • People in undersupplied areas have

… focuses on completion of activities: ... focuses on results, leaving options on how

• To train teachers in participatory teaching. • Teachers know how to teach in a

Make sure your expected results are SMART

Quality of primary education improved

Specific Measurable Time-

Find a proper balance among the three Rs

It is important that a project is driven by results and not activities.

Defining expected results:

 is not an exact science;

TITLE OF THE INTERVENTIONS OUTPUTS RESULTS

Contribution to a • Assessing the • Situation analysis • Relevant authorities

Promotion of the • Develop guidelines • Guidelines on the • Decision-makers put

We can anticipate a few challenges in this process:

Selection and formulation of performance indicators

Indicators for “soft assistance” activities

Quantitative vs. qualitative indicators

 Average rate of perceived responsiveness of the government to the needs of population, on a

Types of Performance Indicators

a) Direct Statistical Indicators

Narrative indicators enable an organization to begin to explore complex interrelationships among

Risks when identifying performance indicators:

 Oversimplification and misunderstanding of how development results occur and

TITLE OF THE OUTPUTS RESULTS PERFORMANCE

Contribution to a • Situation analysis • Relevant authorities • New education plan

Promotion of the • Best practices for • Relevant institutions • Number and

Increasing access to • Situation analysis • Relevant authorities • New education plan

 ACHIEVEMENT: Result(s), or part of the  ДОСТИЖЕНИЕ - результат(ы) или

 BACKGROUND: Context and history (local,  ИСХОДНЫЕ ДАННЫЕ – контекст

 BASELINE DATA: Data describing the  БАЗОВЫЕ ДАННЫЕ - данные,

 BENCHMARK(S): Reference points or  КОНТРОЛЬНЫЕ ПОКАЗАТЕЛИ -

 BENEFICIARIES: The individuals, groups, 

 CONSTRAINTS: Factors external to the  ОГРАНИЧЕНИЯ – внешние по

 EVALUATION: The systematic and objective  ОЦЕНКА - систематическая и

 EX-ANTE EVALUATION: An evaluation ПРЕДВАРИТЕЛЬНАЯ ОЦЕНКА -

 EX-POST EVALUATION: Evaluation of a  ОКОНЧАТЕЛЬНАЯ ОЦЕНКА -

 EXTERNAL EVALUATION: The evaluation ВНЕШНЯЯ ОЦЕНКA (External

 IMPACT(S): The positive and/or negative,  ВОЗДЕЙСТВИE(Я) – позитивный

 IMPLEMENTATION STRATEGY: The  СТРАТЕГИЯ

 INDICATOR: see Performance Indicator.  ИНДИКАТОР - см. показатель

 MILESTONE: A significant stage or event in  ЭТАП - важная часть или событие в

 OPPORTUNITIES: The factors external to  ВОЗМОЖНОСТИ – внешние по

 OUTCOMES: The medium-term effects/  РЕЗУЛЬТАТЫ – среднесрочные

 OUTPUTS: The products, capital goods and  ПРОДУКТЫ – продукты, капиталы,

 PERFORMANCE INDICATORS: The  ИНДИКАТОРЫ

 RATIONALE: The justification for the  ОБОСНОВАНИЕ – обоснование

 RESOURCES: Organisational, intellectual,  РЕСУРСЫ – организационный,

 RESULT: The describable and measurable  РЕЗУЛЬТАТ – изменения

 EXPECTED RESULTS: The expected results  ОЖИДАЕМЫЕ РЕЗУЛЬТАТЫ -

is not an exact science;

Average rate of perceived responsiveness of the government to the needs of population, on a

Oversimplification and misunderstanding of how development results occur and

ACHIEVEMENT: Result(s), or part of the ДОСТИЖЕНИЕ - результат(ы) или

BACKGROUND: Context and history (local, ИСХОДНЫЕ ДАННЫЕ – контекст

BASELINE DATA: Data describing the БАЗОВЫЕ ДАННЫЕ - данные,

BENCHMARK(S): Reference points or КОНТРОЛЬНЫЕ ПОКАЗАТЕЛИ -

BENEFICIARIES: The individuals, groups,

CONSTRAINTS: Factors external to the ОГРАНИЧЕНИЯ – внешние по

EVALUATION: The systematic and objective ОЦЕНКА - систематическая и

EX-ANTE EVALUATION: An evaluation ПРЕДВАРИТЕЛЬНАЯ ОЦЕНКА -

EX-POST EVALUATION: Evaluation of a ОКОНЧАТЕЛЬНАЯ ОЦЕНКА -

EXTERNAL EVALUATION: The evaluation ВНЕШНЯЯ ОЦЕНКA (External

IMPACT(S): The positive and/or negative, ВОЗДЕЙСТВИE(Я) – позитивный

IMPLEMENTATION STRATEGY: The СТРАТЕГИЯ

INDICATOR: see Performance Indicator. ИНДИКАТОР - см. показатель

MILESTONE: A significant stage or event in ЭТАП - важная часть или событие в

OPPORTUNITIES: The factors external to ВОЗМОЖНОСТИ – внешние по

OUTCOMES: The medium-term effects/ РЕЗУЛЬТАТЫ – среднесрочные

OUTPUTS: The products, capital goods and ПРОДУКТЫ – продукты, капиталы,

PERFORMANCE INDICATORS: The ИНДИКАТОРЫ

RATIONALE: The justification for the ОБОСНОВАНИЕ – обоснование

RESOURCES: Organisational, intellectual, РЕСУРСЫ – организационный,

RESULT: The describable and measurable РЕЗУЛЬТАТ – изменения

EXPECTED RESULTS: The expected results ОЖИДАЕМЫЕ РЕЗУЛЬТАТЫ -

RESULTS CHAIN: The design of an ЦЕПЬ РЕЗУЛЬТАТОВ - модель

STAKEHOLDERS: Agencies, organisations, ЗАИНТЕРЕСОВАННЫЕ