To be able to use results information for learning and managing, results information must be available in offices when it’s needed. The standards under this core principle address the need to measure, collect, analyst and store, in an accessible manner, relevant and reliable information that may be used with confidence about the results of office efforts.

Planning and reporting on performance are key aspects of managing. The standards under this core principle include using results information on past performance to inform and influence strategic and operational plans.

Planning and reporting on performance are key aspects of managing. The standards under this core principle include using results information on past performance to inform and influence strategic and operational plans.

RBM presents many challenges in an organization. Transformational leadership at all levels is essential in bringing about effective RBM, with leaders leading by example, creating, nurturing and maintaining a conductive environment win which others may follow. The standards include the need for UNFPA managers to demonstrate consistent leadership in RBM, to have the capacity to do so, to routinely ask about results information, and to promote the user of results information.

Transformational leadership enhances the motivation, morale and performance to staff through a variety of mechanisms. These mechanisms include: (a) connecting the follower’s sense of identity and self to the project and to the collective identity of the organization; (b) the leader acting as a role-model for followers - one who inspires them and holds their interest; (c) challenging staff to take greater ownership for their work; and (d) understanding the strengths and weaknesses and followers, so that the leader may align staff with tasks that enhance their performance. This is in contrast to transactional leadership, which focuses on supervision and the compliance of followers with rewards and punishments.

RBM implies that there is a results-oriented culture in the office, where evidence-based learning is valued and results information is viewed as essential to good management. To achieve this, there is a need for: (a) organizational systems, incentives and procedures that support RBM;(b) accountability that supports learning; (c) a conducive environment for learning; and (d) staff and managers that have adequate RBM capacity.

RBM needs results-based planning tools to provide a common understanding of what UNFPA is trying to accomplish and how it intends to do so. Performance expectations are statements of the results (outputs, outcomes and impacts) that UNFPA is expecting to achieve or contribute to, and by when. Where practical, performance expectations should include specific indicators and targets.

UNFPA is a partner in development. Working effectively with its partners to plan for and achieve development results is a key aspect of effective RBM. The standards detailed below include the need for: (a) coherent engagement with partners by employing an RBM perspective; and (b) coherent engagement with implementing partners with adequate RBM capacity. RBM coherence involves planning and implementing strategies that recognize the respective capacities and comparative added value of diverse partners.

RBM is about learning from past performance; therefore learning from one’s own RBM experience is a critical part of effective RBM. The standard below specifies what this implies in terms of reviewing, on a regular basis, the various RBM components and assessing how RBM is being used.