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CHAPTER ONE
INTRODUCTION
This chapter deals with background of the study, statement of
the problems with objectives, significance of the study,
delimitation of the study and limitation of the study,
definition of key terms and organization of the study.
1.1. BACKGROUND OF THE STUDY
Business process reengineering (BPR) evolved from the
experience of united state (USA) based companies in the 1980s
(Hammer and Champy, 1993). This company radically changed
their process by applying modern information technology
innovatively in pursuit of change management and improved
performance. Since its inception four decades ago, BPR is
attributed to the need of companies to comfort old way of
organizing division of Labor, which does not work anymore, to
address the flexible needs of customers and achieve
competitive advantage in the global market place Hammer &
Champy (1993).
More over as indicated by Hammer and champs (1993) and
Harrington (1991). BPR Emerges with the following central
tenets: radical change and assumption challenging, process and
global orientation, organizational restructuring, radical
1
improvement in performance and the exploitation of enabling
technology, particularly information technology (IT). In
addition, BPR has been found to enable organization to take
advantage of the move highly developed education and
capabilities of the staffs employed (Back ford, 1998).
Ethiopia as one of the developing countries started
exercising BPR since 2005. In this regard, it was stated that
the Ethiopian public organization transformation effort
through civil service reform program was still ongoing or
under taking since 2004. (MOCB, 2005). The reason to initiate
the reform were attributed to the deficiency in the public
sector systems and performance, the traditional management
practices coupled with its culture , as well as tradition.
Bureaucracy established over years was found to be in
compatible to the needs of the policy environment of the
country nevertheless the efforts made couldn’t bring the
expected change (MOCB, 2005).
Besides ,since this system was new approach being implemented
with some success due to favorable condition and some failure
due to challenges are inevitable (Hammer and Champy, 1993)
stated .Therefore, assessing the practice and challenge in the
implement notation of BPR in Adama woreda education office
were found to be timely and essential.
1.2 STATEMENT OF THE PROBLEM
2
BPR was a sound and powerful concept that has demonstrated
dramatic improvements in several aspects of organization in
the world Bhatt (2007). It has been nice, but it would also
have disadvantage. Its practice at Adama woreda education
office shows good and it also show some few problems like some
of employees not satisfied in practice.
Some of workers may be uncomfortable with their post after
reengineering. Trying reengineering to a program of
incremental changes or delays its implementations in to
future.
The researcher was trying to state (study) the practice and
challenge in the implementation of BPR in Adama woreda
education office. Therefore, this study was aimed to identify
the problems of BPR and their practice during implementation
on the workers by applying the existing practice and challenge
in the implementation of BPR in Adama woreda education office
by founding answer to the following question.
1. What was the existing practice of BPR in Adama Woreda
Education office?
2. What are the major changes observed after implementation
of BPR in education office?
3. What are the major changes of BPR in education office?
1.3. OBJECTIVE OF THE STUDY
1.3.1. GENERAL OBJECTIVE
3
The general objective of the study was to assess the practice
and challenge in the implementation of BPR in Adama Woreda
education office.
1.3.2 SPECIFIC OBJECTIVE
To investigate the existing practice of BPR in Adama
Woreda education office
To assess the change observed after implementation of BPR
in education office.
To find out the problem observed after implementation of
BPR.
1.4 SIGNIFICANCE OF THE STUDY
The study provides a moderate understanding about the practice
and challenge in the implementation and BPR on education
organization effectiveness and effeminacy. It also helps the
education office to identify the main challenge of BPR area
that should be addressed to improve this challenge. In
addition, this study was creating an opportunity for
educational office to know the practice and challenge in the
implementation of BPR. The educational office might improve
the existing practice and challenge in the implementation of
BPR system. Finally, the research was significantly help to
share the experience.
1.5. DELIMITATION OF THE STUDY
4
This study generally expected to give available information on
the subject that was the practice and challenge in the
implementation of BPR at Adama Woreda education office. In
this regard, the study was delimited to Adama Woreda education
office only. Therefore, assessing the practice and encounter
challenge during its implementation was to be timely and
essential.
1.6. LIMITATION OF THE STUDY
In going through this study, the research has encountered and
identified the following major factors that contributed to the
limitation of the study.
1. Lack of domestic research finding and available up-to-
date literatures concerning the problem under
investigation.
2. Reluctance of some respondent to fill in and return the
questionnaires due to their personal reasons.
1.7. DEFINITION OF KEY TERMS
Business Process Reengineering (BPR). Is the fundamental
rethinking and radical redesign of business process to achieve
dramatic improvement in contemporary measures of performance
such as cost, quality, and service level and speed (Hammer &
Champy, 1993)
5
Woreda Education office (WEO) an organization which
established to serve educational organization accomplished the
purpose of education in woreda level.
1.8. ORGANIZATONA OF THE STUDY
The researcher reports were organized in to five-chapters.
The first chapter background of the study, Statement of the
problem objectives of the study, significance of the study,
delimitation of the study, limitation of the study. Operation
definition of key terms and organization of the study. Chapter
two concerned with the review of related literature. The third
chapter includes the research methodology. The fourth chapter
concerned analysis and interpretation of data. The fifth
chapters present summary, conclusion and recommendation.
6
CHAPTER TWO
2. REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature as a
theoretical frame work of the study. It includes Business
process reengineering (BPR) concepts and techniques, needs for
process reengineering, core elements of process reengineering,
some issues in BPR, basic characteristics and common features
of BPR, reengineering (BPR) team, benefits of reengineering
(BPR) and Barriers in BPR implementations.
2.1. BUSINESS PROCESS REENGINERING (BPR) CONCEPT AND
TECHNIQUES
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The concept of BRP was successfully popularized by two
consultants: (Hammer and Champs, 1993) and Daven port (1993).
According to Hammer and Champs (1993:33). Reengineering (BPR)
is defined as: the fundamental rethinking and radical
redesigning of business process to achieve dramatic
improvement in critical, contemporary measures of performances
as cost, quality, service level and speed.
There are four key words in this definition (pillars or
building blocks of BPR). These are: fundamental this is fresh
start, black sheer review. It takes nothing for granted.
Radical redesigning means getting to the root of things;
throwing away the old. It is disregarding all existing
structures and procedures and investing completely new way of
doing work. Dramatic reengineering is not about making
marginal or incremental improvements but about achieving
quantum leaps in performance it is about bringing drastic cost
reduction. Generally according to Hammer and champs (1993),
reengineering is not automation or computerization.
For the survival of an organization, improvement in not an
option but it is a compulsion. For organizations which seek to
thrive, dramatic improvement is often the only key to success.
Even through, small incremental improvements are always
essential, sometimes, quantum leaps are needed for an
organization to grow and sustain global competition (Bhat,
2007).
8
2.2. NEED FOR PROCESS REENGINEERING
Process reengineering needed because; the organization may
have service / technology related problems, old ways of doing
businesses need to be changed , the customer are demanding a
change that is the service are not compatible with the
customer’s needs and the budgeting process may be too complex
(Bhat,2009).
More over as indicates by Hammer and Champs (1993); Johnson
and Davenport (1993); BPR is emerged or needed for the
following central intentions: radical change and assumption
challenging, process and goal orientation, organizational
restructuring, radical improvement in performance and the
exploitation of enabling technology particularly information
technology (IT) in order to secure competitive advantage in
the global market.
2.3. CORE ELEMENTS OF PROCESS REENGINEERING
Process reengineering results in drastic improvement because
it affects change in more than one area. To achieve break
through organizational performance, process-reengineering
drives change in three Areas Bhat (2007). These are:
organizational restructuring in which some form of it is often
a key ingredient of reengineering effort. The consideration
involved in restructuring are: reducing organizational layers,
realigning function or work groups around the customer,
9
driving accountability to the front line. Besides, work
redesigning in necessary to assign responsibility (and
possibly accountability) to a particular employee to carry out
a portion of an entire work process. Finally, technological
retooling for gaining optimum performance through
reengineering requires considerations like, increasing the
emphasis on process tasks that will be happened parallel,
gathering and communicating data related to customers and
expediting access to information and data for all employees.
2.4. SOME ISSUES IN BPR
Bhat, (2007) stated some issues in business process
reengineering. These include downsizing also known as right
sizing. In many organizations it works under the threat of
losing employees their jobs any time owing to the management
policy of downsizing. Because of this feeling of insecurity,
their productivity is affected. The impacts of downsizing on
the financial performance of affirm is temporary because it
cannot go no reducing its manpower forever. A few key
processes can be identified and reengineered to reduce the
cost. Usually, reengineering should precede downsizing.
Human resources are the most valuable of all the resource in
an organization. In a process driven organization, the
employees at all levels play a major role. They act
entrepreneurs capable of offering raw able suggestion for
process improvement. They should be provided with
10
opportunities to play their roles effectively. In process
oriented organization management, should regard employees
training as an investment which for exceeds the cost incurred
for their training. Yet, the leader of reengineering team
should be from the top management. Preferable with technical
background. Also the leader should be able to landler over or
covert resistance from employees at any level in the
organization. For successfully reengineering process, one or
more major objectives should be expressed quantitatively so
that the employees can be motivated to this end human beings
are resistance to change by nature itself.
Moreover, authors like Bhat (2007) and Hammer and Champy
(1993) have identified some important issues in the change of
BPR. These are: work units change from functional department
to process teams, jobs change from simple task to multi
dimensional work, peoples role change from controlled to
empowered, job preparation changes from training to education,
flows of performance measures and compensation shifts from
activity to results, values change from protective to;
productive, managers change from supervisors to coaches and
organizational structures change from hierarchical to that.
2.5. BASIC CHARACTERISTICS AND COMMON FEATURE OF BPR.
According to Champy and Hammer (1995) the characteristics of
business process reengineering are:-
11
Several job are combined in to one
Workers make decision
Process have multiple versions
Work is performed where if make the most sense
Reconciliation is minimized
To this end, a case manger provides a single point of contact.
This mechanism id useful when the stages of a process either
are so complex or are dispersed in such a way that integrating
them for a single person or even a small team is impossible.
The case manager believes with the customer as if he/she were
responsible or performing the entire process.
2.6. REENGINEERING TEAM
A. LEADER: leader is a senior executive who authorize and
motivates the overall reengineering effort Hammer and
Champy (1993). Leader is primary key ingredient for
reengineering to happen many articles point out that BRP
must have the full support of top management to succeed.
If resistance is encountered, the leader must be willing
to <<drive>>, even to the point of ruthlessness (weicher,
Chu and et, al., 1986).
B. PROCESS OWNER: a process owner is a man who is
responsible for reengineering a specific process. This man
should be a senior –level manager who carries prestige and
reputation credibility and clout (power) within the
12
organization. The process owner’s job will not end when
the reengineering project is completed.
C. REENGINEERING TEAM: This actual donor of the reengineering
team means, net committee and the size is from five to
seven. The team members represents across functional group
with expertise in different parts of the process Dey
(2005). The members f the teams are two kinds of peoples-
insiders and outsiders. Team members should work together
in one place and as a full time work (Hammer & Champy,
1993).
D. REENGINERING CORE TEAM: The leader has the right
perspective but lacks the time for day-to-day management
of the reengineering effort. Therefore, he/she requires
strong staff support. We call this role –the reengineering
czar. This team has the role of aggregate the
reengineering efforts across the whole organization
(Hammer & Champy, 1993).
E. STEERING COMMITTEE: This is an optional as aspect of the
reengineering governance structure. Steering committee is
a collection of senior management, usually including but
limited to the process owners, who plan the organizations
over all reengineering strategy. The key issue is the
leader should chair this group Belete (2006).
2.7. BENEFITS OF REENGINEERING (BPR).
13
The success of business process reengineering projects is
measured by the real achievement of project objectives.
Organizations under taking reengineering projects expect
drastic improvements in business process result. In this
regard Bhat (2007) listed the areas of achievement and
improvements as; cost reduction, time optimization, better
service efficiency , productivity increase, more precise
information decision making quality improvement better
financial control, hierarchical levels reduction, technology
up dates and personal motivation on top of this Bhat (2007)
additionally stated the benefits of reengineering in terms of
achievement of radical change in performance measured by cost,
cycle time, service and quality. Boosting competitiveness on
the operational not work, help to think big or revolution any
tanking through abandoning conventional approves to problem
solving, helping to make noticeable changes in place and
quality of response to customers need, resulting in new
organizational designs that help firms that respond better
competitive pressures and organizational renewal, bringing
change in the organizational culture and the basic principles
by which departments operate and encourage workers at all
levels to make suggestions for improvements.
2.8. BARRIERS IN (BPR)
Barriers in business process reengineering can be classified
as hard and soft barriers. Besides, the cause to the barriers
14
can be environmental, organizational, people or project
related Bhat (2007). In this case, Bhat has depicted the
potential barriers and potential causes of barriers. Hard
barriers and potential causes of barriers, resource problems
and legal obstacles. Soft barriers internal individual;
barriers, internal group resistance and external resistance.
CHAPTER THREE
RESEARCH METHODOLOGY
This deals with the method that the researcher used to assess
the practice and challenge in the implementation of BPR at
Adama Woreda education office. As a result, sampling
technique, source of data, data gathering tools and method of
data analysis incorporate to reveal the practice and challenge
in the implementation of BPR at Adama Woreda education office.
3.2. SOURCE OF DATA
15
Source of data can be used in the study would both primarily
and secondary. Primary data were collective through
questionnaires and structured interviews from supervisors,
educational leader, process owner and subordinate employees.
While secondary data were publication, unpublished materials,
internet and library reference.
3.3. SAMPLES AND SAMPLING TECHNIQUES
Among different methods of sampling technique, the researcher
used systematic random, sampling because due to the financial
problem it is difficult to distribute questionnaires for all.
Therefore, researcher was used 10 employees from 13 employees,
by using random sampling techniques. And educational leader
were taken by using available sampling techniques.
3.4. DATA GATHERING TOOLS - Questionnaires and interview were
employed to gather necessary information from the respondent.
The questionnaires were prepared for supervisors, process
owners and subordinate employees. It helps to gather
information from large number of respondent in short period of
time. The questionnaires contained close ended and open-ended
items. Structured interview were used to collect information
from educational leader. Because interview provides better
opportunity for the research to gather detail information from
top official.
3.5. METHOD OF DATA ANALYSIS
16
The researcher used quantitative and qualitative method of
data analysis, therefore, data were gathered from the
respondents using questionnaires were arranged in the form of
table and percentage and it is presented and analyzed.
17
CHAPTER FOUR
4 .DATA ANALYSIS AND INTERPRETATION
This chapter deals with presentation and analysis of data in
two parts. The first part presents the characteristics of the
respondents involved in the study in terms of sex, age, year
of service and educational status. The second part deals with
the analysis and interpretation of the data obtained from the
respondents on the practice and challenge in the
implementation of BPR at Adama woreda education office.
4.1 CHARACTERSTICS OF THE RESPONDENTS
Table 4.1.1 Respondents by gender
Sex No of respondents percentage
Male 7 70%
Female 3 30%
Total 10 100%
As indicated in table 4.1.1 70% of employees or respondents
are males while, the remaining 30% the respondents were
females. The indication shows that the number of male’s
18
employees in the Adama woreda education office was greater
than female employees.
Table 4.1.2. Age variation of respondents
Age No of employees Percentage (%)
Under 20 - -
21-30 1 10
31-40 2 20
41-50 4 40
Above 50 3 30
Total 10 100
Table 4.1.2. shows that 10% of the respondent were between 21
to 30 years of age, 20% of the respondents from 31-40 age 40%
of the respondent were from 41-50 and the other 30% of the
respondents where above 50 years.
19
As observed from table 4.1.2. Significant numbers of the
respondents (40%) were adult.
4.1.3 EDUCATIONAL STATUS OF RESPONDENT
Table 4.1.3.1 Educational status of respondent
Educational status No of respondents Percentage (%)
10 + 2 - -
10+3 1 10
Diploma 2 20
1st Degree 6 60
Above 1st Degree 1 10
Total 10 100
20
From table 4.1.3.1 it could observe that 10% (1) educational
level of respondent was 10+3, 20 % of the respondents has
diploma, 60% of the respondents where 1st degree and the
remaining 10% (1) respondent are above 1st degree. Whereas:-
the other remaining employees educational status are 10+3,
diploma and above than 1st degree. Generally, these table
shows that the majority of Adama woreda education office
employers has 1st degree educational status. As a result, this
can be a better opportunity for reengineering to be
successfully achieved.
4.1.4Respondent by a year of services
No Item No of employees Percentage
(%)
1 How long have you
work in this
office?
- -
21
1-5 6 60
6-10 3 30
11-15 1 10
Above15 - -
total 10 100
As shown in table 4.1.4. 60% of respondents responded that
they has been working in the education office for 1-5 years,
30% of the respondent responded that they have been working in
these office for 6-10 years. While the remaining 10% of the
respondents have been working in the office for 11-15 years.
From the above, we conclude that the major of employees were
new means (1-5) years work experience.
4.2 Employee’s respondent on orientation and training on
BPR
No Item Response Percentage
1 Are you take orientation
before the practice of
BPR?
Yes 8 80
No 2 20
22
Neither of the two - -
Total 10 100
2 Are you take adequate
training before the
implementation of BPR?
Yes 6 60
No 3 30
Neither of the two 1 10
Total 10 100
As table 4.2 items (1) indicate that 80% of the respondents
responded that, there was take necessary orientation before
the practice of BPR and 20% of the respondent said that, are
not take necessary orientation before the practice of BPR.
As the result of table 4.2 item 1 show that, the majority of
the employees take necessary orientation before the practice
of BPR while, the few number of respondents have no take the
necessary orientation before the practice of BPR.
As table 4.2 item 2 shows that, 60% of the employees responded
that there take adequate training before the implementation of
BPR, 30% of the respondents said that, they have no taken any
adequate training before the implementation of BPR in their
office while the other 10% of the respondents responded23
neither of the two. Generally, from the above respond the
researcher concluded that the majority of the employees were
take adequate training before the implementation of BPR.
4.3 Degree of satisfaction
No Item Response Percentage
3 Are you satisfied in working
this office?
Yes 8 80
No 2 20
Total 10 100
4 Are you happy with the practice
of BPR in your office?
Yes 5 50
No 4 40
Neither of the two 1 10
Total 10 100
Table 4.3 item 3 indicated that, 80% of the respondents
response show that “yes” the employees respondents replied
24
that as they were satisfied working in this office while, the
other 20% of the employees respondent said that “no” they
were no satisfied working in this office.
From this it could conclude that the majority of the employees
of the office are satisfied with working in the office, but
for the other some problems yet not solved and make them
unsatisfied.
Item 4 show that 50% of the employees were satisfied with the
practice of BPR on their office. 40% of the respondents
responded that they are not satisfied on the practice of BPR
in their office and while the remaining 10% of the employees
were indifferent about the practice of BPR in their office.
From the above result, it shows the most of employees has
positive attitude towards BPR.
4.4 BEHAVIOURAL CHANGE AND NEW WORKING POSITION OF EMPLOYEES
No Item No respondent Percentage
5 What kind of behavioral
change do you see at
working process due to
practice of BPR?
Respecting time 4 40%
Attending job properly 5 50%
25
Promotion of working
relation with colleagues
10 10%
6 What are specific working
procedures, which are
considered to get new
position in BPR?
Experience 4 40%
Educational status 2 20%
Commitment 1 10%
Political affiliation 3 30%
Total 10 100%
Table 4.4
As it is observed from table 4.4 item 5, 40% of the respondent
said that the behavioral change of work due to practice of BPR
consider the respecting time. 50% of the employees said that
behavioral change at working process due to the practice of
BPR consider to attended job properly and 10% of the employees
responded that the behavioral change of work process due to
the practice of BPR consider promotion of working relation
with colleagues. From this the researcher concluded that the
majority of the employees behavioral change of work due to
26
practice of BPR consider attending job properly was the result
of BPR.
Item 6 show that, regarding to work procedure of new position
given to them by the implementation of BPR consider experience
40% of respondents. 20% of the respondents said that consider
educational status and 10% of the employees responded that the
working procedure of new position given to them by considering
commitment. While, the remaining 30% said that political
affiliation. From the above result, it shows that the new work
position given to them by considering experience.
4.5 Application of BPR and compliant
No Item No of
respondents
Percentage
7 To what extent practice of
reduce the old way of working
procuder.
10-20% 3 30
21-30% 2 20
31-40% 1 10
41-50% 1 10
Above 50% 3 30
27
8 Do you have any complaint on
the practicing BPR? On your
office?
Yes 5 50
No 4 40
Neither of the two 1 10
As table 4.5 item 7 shows that 30% of the respondents said
that, the implementation of BPR reduces the old way of working
process by 10-20%. 20% of the employees said that the
implementation of BPR reduce the old way working process by
21-30 and 20% of the respondents responded that practice of
BPR reduce the old way working process by (31-50).while the
other 30% remaining respondent said that, reduce by more
than 50%. Regarding to the application of BPR reduces the old
way of work, the majority of the respondent said that the
practice of BPR reduce the old way system by 10-20 and above
than 50 percent.
Item 8 of indicates that, 50% of the employees responded
that, there were a compliant on the practice of BPR in their
office and 40% of the employees were no has the compliant on
the practice of BPR while the other 10% of the respondent said
neither the two.
28
2.6 ANALYSIS OF OPEN –ENDED QUESTIONS
Respondents response about BPR
Most of the employees explained that BPR is a policy putting
the right person at right position, change that need dramatic
change in all work and create conducive work. A system that
used to facilitate any activities to done easily or it joins
workers with job. This BPR policy was appropriate from other
policies by minimizing corruption and miss behavioral of
employees in the office and encourage greater team working in
each member has multiple skills.
The role of BPR in the Adama woreda education office
As respondent said that, the role of BPR in Adama Woreda
education office is to develop quality of work, to create the
relation team working, introduce new way of doing, educational
structure management, and to bring change process on every
activities, facilitate work standard, check for office
arrangement and identifying key performance indicators to
process the outcome.
Advantages of BPR in Adama woreda education office
As respondents said that the advantage of BPR in Adama woreda
education office was to bring work efficiency, quality and it
reduce work steps in doing activities, establishing
29
implementation team, identification of activities and giving
fast service for customer.
4.7 ANALYSIS OF INTERVIEW QUESTION
Major improvements after application of BPR
As educational leaders said that:-
To increase quality of work
Proper time usage
Decrease time offer service delivery
Identifying the daily activities of the individual
Make to monitor and evaluate all service given for
users and re-evaluate employer’s satisfaction.
Major problems after application of BPR
As educational leaders responded that after application of BPR
there are no more problem but through demotion there is no
motivate to their work and they show negative behavior and no
responsible for their work. In addition, there is lack of
resource and technological limitation like computer, ICT and
IT.
Objectives of BPR in Adama woreda education office
To change completely old system, with new one
To increase teachers in the work accountability,
responsibility and transparency
30
To reduce work step or chain
To put the right person, in right position and at
the right time
To assign employs to the work in the office based
on their educational status knowledge and ability.
The different of BPR change from other change
It was radical change of the office; it changes all the
organization structure, process of work, responsibility,
authority of employees. But the other change takes only one
part, not all part of the office at the same time as BPR.
The behavior of employees during implementation of BPR
As respondent said that: - Some of the worker show different
behavior as psychological mistreatment i.e. to say what you
have got from the implementation of BPR and not easily adopted
with BPR.
31
CHAPTER FIVE
5 SUMMARY , CONCLUSION AND RECOMMENDATION
This chapter deals with the summary of the major finding of
the study, conclusion also drawn with possible and
practical recommendation forwarded. The study was aimed to
assess the practice and challenge in the implementation of
BPR at Adama woreda education office.
5.1 SUMMARY
32
Business process reengineering is known as short BPR and
considers a main way in which work become productivity,
profitable and efficient. A key stimulus for re-engineering
is the continuing development and development of
sophisticated information system, and network.
Business process reengineering (BPR) basically fundamental
rethinking and re-design made to an organization existing
resource. According to Mechale Hammer and James Champy the
essential of BPR was process enteric, re-design ruled, radical
and dramatic BPR was the great role due to it bring work
faster, better quality giving and introducing new way of
doing, new technology and organizational structure . Now a
day, BPR was a great role in Adama woreda educational office.
i.e. to bring change progress on every activity, to reduce
work wastage and to bring better quality of work. However, BPR
uses some methods like, continuous assessment and using time
wisely and specified the work.
The general objectives of these study is to assess the
practice and challenge in the implementation of BPR at Adama
Woreda education office and specific objective of the study to
investigating the existing practice of BPR and the change
observed after the implementations of BPR in education office.
Generally, BPR was a good policy to improve work.
33
5.2 MAJOR FINDING OF THE STUDY
The objective of this study was the practice and challenge in
the implementation of BPR at Adama Woreda education office. As
a result the following major finding are identified
Majority of the employees in Adama Woreda educational
office were male. This indicates that the office was
dominated by male and also majority of the employees were
between 41-50 years old. Besides to the most of employees
or respondent was first degree .More than half of the
employees has satisfying for their working in this office
and experienced. Still there are some few workers who are
not satisfied for their work due to irrelatively of their
job and skill.
The majority of the respondent responded that, there are
happy on the implementation of BPR in the office, because
BPR was the essential for improvement of their work,
developing their ability, skill and knowledge. Major of
the employees said that, the behavioral change of work
process due to the implementation of BPR consider the to
attend job properly 40% (percent) and BPR was became
behavioral change on employees that means to reduce the
absenteeism from job, respecting time of work and to
attend the work.
Most of the respondents (30%) said that, the practice of BPR
reduce the old way of working process above (50%) and the
34
other remaining respondents responses that the practice of BPR
reduce the old way working process by 10-20.
half of the employees reported that they know about
BPR. They said that, BPR was policy putting the right
person at right position and a system that used to
facilitate any activities to done easily or joins
workers with job, encourage greater team working in
which each member multiple skills.
Majority of the respondent got advantaged from BPR in
their working process, to bring efficiency, save time
for their work and increase work skill, reduce the
existence corruption. The great role of BPR in Adama
Woreda education office was to improve quality of work,
to reduce wastage of time and to bring change progress
on every activity.
The major improvement after implementation of BPR was
to prepare time usage, identifying the daily activities
of the individual.
The main objective of applying BPR in Adama Woreda
education office was to change completely old system
with new one and to increase workers accountability,
responsibility and transparency.
35
5.3. CONCLUSION
The purpose of this section was to deal with the findings
briefly according to preceding section analysis and
discussion. In this part of the study, the researcher tried to
propose the reliable conclusion on the view of the respondents
on the research questions and interview question.
Even though the program has not been evaluated formally the
assessment shows that as of two kinds. Those are: in a few
organizations it seems good but in many of the organization it
could not prevailed paradigm shift from the old traditional
way of doing business. The favorable condition available
regarding office arrangement in the practice of BPR are office
36
lay out design that fits to the new work process, adequacy of
space and conducive physical work environment, availability of
pointers and suggestion boxes. The presences of information
and documentation system is promising and can taken as an
opportunity, but it is not fully aided by ICT besides accuracy
and its completeness is not at the good state.
5.4 RECOMANDATION
Based on the findings and the analysis of the data in the
previous chapter the researcher forwards the following
suggestion.
37
The educational organization need to create lots of ways in
sharing experience with other organization which have better
experience on BPR practice and implementation.
It’s good if the mechanisms of reward system provide or
ensured for those who actively involved in the reengineering.
In order to fulfill the necessary resources for the best
practice of BPR it is good if the zone and woreda education
office officials might ask NGOs and the concerned body for
donation so that information and documentation can fully be
aided by ICT and computer.
For the fact that process owners are intermediate leaders who
mobilize the lower level workers, they need posses the
necessary knowledge, skill and attitude. On the other hand
woreda education office and zone education department some
sort of refreshment training need to be reorganized for the
workers in order to narrow the gap of complementary skill
found between the implementing team members.
In order to retain employees in the education office various
measurements need to be taken by top managers. For instance
more educational opportunity and other motivational factors of
measures should be taken by the official and managers.
38
Bibliography
1. Beckford J. (1998) .Quality ,a critical introduction ,
London: rout ledge
retrieved from
http://www.springlink.com/idex./pdf.
2. Belete Negaso(2006). Training manual on concept
techniques and
Tools ofBPR.A.A
3. Bhat, K.shridhara.(2007). Business process
Reengineering .
Mumbai: Himalaya publishing House.
4. Dey .B.R. (2005),Business Process Reengineering and
Change
Management. India. Biztanta
5. Hammer and Champy. (1993).Process innovation
Reengineering.
Break point strategy for market
dominance .England.
6. Harrington, H. (1991). Business process improvement
the break
Through strategy for Quality
productivity and competent
39
New work
7. Johnson, and Daverport, T.(1993). Process innovation
Reengineering through information
technology .Boston
: Harvard business school press.
8. MOCB,(2005).Service delivery excellence .A.A
9. Weicher.chu.and et.al. (1986). Reengineering the
Human Resource.
Available at
http://www.netilb.com/bpr.htm.
Appendix A
Adama science and Technology University.
School and Pedagogy, Department of Educational Planning and
management
A Questionnaire to assess the practice and challenge in the
implementation of BPR at Adama woreda education office.
To be filled By Educational experts and employees
40
Section 1
1. Sex: male
female
2. Age; under 20
21-30 31-40
41-50
Above 50
3. Educational status: 10+2
10+3 Diploma
First degree
above first degree
4. How long have you been working in this office: 1-5
6-10
11-15 above 15 year
5. Are you given orientation before the practice of BPR?
Yes No
neither of the two
6. Are you given adequate training before the implementation
of BPR?
41
Yes No
neither of the two
7. Are you satisfying working in this office?
Yes No
neither of the two
8. What kind of behavioral change do you see at working
process due to
practicing of BPR.
Respecting time promotion of
work relation with colleagues
Attending job properly
9. what are specific worker procedures, which are considered
to get new position in BPR
Experience educational stases
knowledge other
10. Dose the application of BPR promote your motivation at
work?
Yes no neither of the two
11. By what presence does practice of BPR reduce the old way
of working process?
10-20 21-30 31-40 41-50
above 50
42
12. Do you have any complaint on the practice of BPR?
Yes no
neither of the two
Open – ended question
13. What do you know about BPR?
______________________________________________________
___________
14. What is the role of BPR in
______________________________________________________
___________
15. What is the advantage of BPR do you see on your office.
16. What do you generally say about BPR?
_____________________________________________________
____________
APENDEX B
Interview guide (for educational leaders or heads)
The purpose of this interview is to identify the practice and
challenge in the implementation of BPR in educational office.
GUIDING QUESTION
1. What are the major improvements in your office after
application of BPR?
43
2. What are the major problems in your office after
application of BPR?
3. What are the objectives of applying of BPR on your
office?
4. What makes change of BPR different from other change
to takes place in your office?
5. What Belvoir show employees during implementation of
BPR?
Thank You!
44
