Achievements and Challenges of BPR Implementation in Education Offices of East Shoa Zone, Oromia Regional State: Ethiopia

Abstract

The objective of the study was to assess the achievements and challenges of business process reengineering (BPR) implementation in Education Offices of East Shoa Zone, Oromia Regional State. The assessment attempts to examine the extent of business process reengineering planning and preparation, the extent of its implementation, identify major challenges encountered during the implementation of the new process based system, the achievements of reengineered offices and mechanisms(strategies in placed to ease the implementation. To attain these objectives, the study employed both quantitative and qualitative research approaches. Moreover, a descriptive survey method was used. The leaders and job performers at woreda and zonal level were the major source of data in the study. The data gathering instruments include questionnaires, interviews, focus group discussions and document analysis. All the close-ended questions of the questionnaires were analyzed quantitatively using frequency count, percentages, average mean, standard deviation, t-test and Pearson chi-square test. Besides, the data obtained from open- ended questions, interviews and focus group discussions were transcribed to supplement the quantitative data. The study revealed that organizational readiness was poor. Moreover the planning phase of BPR was poorly developed and communication made in the process of BPR implementation of the Education Offices was also poor. Pre-full scale implementation activities were overlooked by the Education Offices except preparation of implementation plan and office layout. On top of this, follow up and monitoring was getting looser and job evaluation system was not clear and fixed. The achievements gained till now were the stepping stone for better achievements. Furthermore, the study found out that lack of incentives, problems related to value and beliefs, inadequate focus of objectives, lack of resources, leadership focus problems and IT problems were the major challenges encountered in the implementation of PBR project of the Educational Offices. To alleviate these challenges, the offices were not in place appropriate mechanisms/strategies. Therefore, it can be safely concluded that unless proper planning, monitoring and evaluation were conducted and appropriate measures and strategies were timely taken and in place the challenges occurred during implementation impede the system transformation efforts underway by the education offices. Finally recommendations were made based on the results of the study. The key recommendations include the Education Offices leaders and job performers need to create common and shared understanding in installing new values and beliefs by developing different communication strategies like conducting workshops, training, coaching, seminars, creating continuous awareness, distributing pamphlets, employing notice board, using billboard, printings on head letters, using memos and business cards. These could be initiated at Zonal and Woreda Education Offices level by leaders and job performers.