ECONOMIC, PSYCHOLOGICAL AND PEDAGOGICAL PRECONDITIONS OF IMPLEMENTATION OF RESULT-BASED MANAGEMENT

Authors

  • O. Borodiyenko Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine, Ukraine
  • Ya. Malykhina Ukrainian Engineering Pedagogical Academy, Ukraine
  • A. Kalenskyi Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine, Ukraine
  • T. Ishchenko Scientific and methodological center for higher and pre-higher education of the Ministry of Education and Science of Ukraine, Ukraine

DOI:

https://doi.org/10.18371/fcaptp.v2i33.207237

Keywords:

results-based management, managerial competence, readiness to implementation of innovations, psychological barriers, higher and pre-higher education, vocational education

Abstract

The purpose of this article is to analyze the economic, psychological and pedagogical aspects of the implementation of results-based management in the activities of vocational and professional pre-higher education institutions.

The practical significance of the article is that the effects of implementing a results-based management in the activities of vocational and professional pre-higher education institutions have been established; it has been supplemented the classic model of managerial competency of the head of such institutions with the specific competencies necessary for the implementation of this management paradigm; it has been developed and tested results-based management technology that incorporates components of strategic and operational management of institutions using specific tools; the principles of development of managerial competence of heads of institutions of vocational and professional pre-higher education which are necessary for the implementation of results-based management are defined; economic preconditions  of implementation of results-based management has been defined; psychological factors of implementation of this management paradigm have been determined, in particular, the level of respondents’ readiness to implement the results-based management paradigm in daily professional activity and possible obstacles to this; recommendations on the effective implementation of the innovative management paradigm, taking into account the specificities of institutions of vocational and professional pre-higher education, are developed.

It was determined economic preconditions which affect institutions of vocational and professional pre-higher education: reduction of internal markets for raw materials, products, services, reducing the investment attractiveness of regions, rupture of cooperation ties with other regions of the country, reorientation of the specialization of the economy due to the loss of part of the country’s territories, increase in the share of the country’s GDP in agriculture, forestry, fisheries, public administration and defense, mining and quarrying, reduction of production with high added value, reduction of mining industries in the country’s total GDP, disparities in labor supply and demand - curtailment of labor applications in the field of production with deep processing of raw materials, growth of the informal segment of the economy.

It is determined that the most complementary to modern challenges of the external environment and transformed management functions of the heads of institutions of vocational and professional pre-higher education is the results-based management paradigm. The effects of its implementation in the activity of the institution of vocational and professional pre-higher education were established: ensuring the organizational capacity of the institution, its ability to accomplish the mission and maintain sustainable functioning in the long term prospective; increase of personal efficiency of employees of the institution; effective performance of tasks in conditions of optimal use of resources; development of a specific corporate culture of the institution (which will also affect its students, which in the future will allow them to adapt in the business environment); opportunity to carry out project-based activities (from project idea and concept to ensuring financial and organizational project management).

It has been supplemented the classic model of managerial competency of the head of such institutions with the specific competencies necessary for the implementation of results-based management paradigm: knowledge of the content, principles, methods and means of results-based management; experience in applying managerial skills in organizing people’s activities to achieve the operational and strategic goals of the institution; experience in the use of project-based management instruments; ability to use specific software tools to implement results-based management paradigm.

It has been developed and tested results-based management technology that incorporates components of strategic and operational management of institutions using specific tools (SWOT analysis, PEST analysis, benchmarking, Road Map, As is-and to be, strategic and foresight sessions, SMART, Mind Map, RBM, KPIs, ABC analysis, Pareto principle, Eisenhower matrix, delegation algorithm, work day photography, etc.).

The principles of development of managerial competence of the heads of institutions of vocational and professional pre-higher education for realization of results-based management paradigm have been defined: systematic, scientific, value orientation, contextuality, self-development, polyfunctionality, continuity, diversification, integration, efficiency.

The use of the expert evaluation method (conducted through a structured interview method) allowed to identify psychological factors for the implementation of results-based management, in particular, the level of respondents’ readiness to use this management paradigm in their daily professional activities and the possible obstacles to this. It has been found that there is a likelihood of psychological resistance and the personal limitations of executives in implementing results-based management paradigm.

Recommendations for effective implementation of results-based management have been developed, taking into account the peculiarities of institutions of vocational and professional pre-higher education in the context of: design the content of the development of managerial competence of the heads of these institutions, increasing the level of motivation of participants in the program of development of managerial competence, the application of the of specific principles of management competence development, avoidance of possible psychological barriers to implementation of results-based management paradigm in daily professional activities.

Author Biographies

O. Borodiyenko, Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine

Doctor of Pedagogy

Ya. Malykhina, Ukrainian Engineering Pedagogical Academy

Doctor of Pedagogy

A. Kalenskyi, Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine

Doctor of Pedagogy

T. Ishchenko, Scientific and methodological center for higher and pre-higher education of the Ministry of Education and Science of Ukraine

Ph. D. in Pedagogy

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Published

2020-06-30

How to Cite

Borodiyenko, O., Malykhina, Y., Kalenskyi, A., & Ishchenko, T. (2020). ECONOMIC, PSYCHOLOGICAL AND PEDAGOGICAL PRECONDITIONS OF IMPLEMENTATION OF RESULT-BASED MANAGEMENT. Financial and Credit Activity: Problems of Theory and Practice, 2(33), 535–546. https://doi.org/10.18371/fcaptp.v2i33.207237

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Section

The social-humanitarian context of transformational finance-economical processes