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Greg Armstrong's experience in the application of Results-Based Management to real-world situations includes work at the aid agency level and in the field in training, needs assessments, policy analysis, project design, project field management, results-based monitoring, and evaluation.
His work has focused specifically on planning approaches and reporting mechanisms to clarify and simplify the identification of results, and to facilitate project management in a wide range of sectoral and thematic areas, including:
As a monitor, evaluator, and RBM trainer, Greg Armstrong applies basic concepts of adult learning and the implementation of change to the ways in which ideas -- such as Results-Based Management -- can be communicated and effectively applied in the practical world of day-to-day project management. His goal is to liberate the results which development professionals are achieving, from the discouraging morass of bureaucratic jargon that makes results reporting seem impossible.
As a Results-Based Management specialist, Greg Armstrong focuses on clarifying the way we think about results, to enable practitioners in all fields -- the real experts -- to recognize and have confidence in the depth of their own understanding, and in the process, to themselves identify results, define and trace performance indicators, to explain in clear terms the results they are achieving or want to achieve.
Greg Armstrong's work specifically on results-based management includes multiple training, mentoring, monitoring and evaluation activities in:
Greg Armstrong is a Results-Based Management specialist who has worked since 1967 in international development, in Asia, Africa and in Canada: in governance, rural development and education programming as a field manager, researcher, project designer, trainer and mentor.
Armstrong received his doctorate in adult education, in 1981, from the University of Toronto, studying under Roby Kidd, the founder of the International Council for Adult Education, Michael Fullan an international leader in the analysis of educational innovations and organizational change, and Joe Farrell, an influential figure in international education and educational planning. The field research in Thailand for Armstrong's doctoral dissertation focused on the processes and problems of implementing a complex organizational innovation, decentralization, in the Thai bureaucracy. He has two masters degrees: in planning (University of Toronto, 1973) and public administration (Carleton University, 1972).