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3.5 What works well and less well in Malaysia and why
What appears to work well General issues
Having the NKRAs has reduced distraction, and the sub-KRAs are very focused, pragmatic and detailed action plans, a form of implementation programme;
Having a strong champion at different levels, prime minister, minister, NKRA champion,
DMO;
Building the power and authority of the system through the Presidency, driven by the
centre;
Continual problem solving at different levels, driven by the Minister; A situational leadership approach, directive in the beginning, but letting go as
transformation happens;
Building a winning coalition… collaboration with key partners and stakeholders, PTAs,
private sector, using different styles of engagement for different stakeholders, and different techniques of negotiation;
The overall approach is a more formalized, systematic and predictable system which is
institutionalised and consistently applied across all levels of government;
The focus on delivering more for less; The weekly rhythm with continuous monitoring and problem solving every week, a
monthly rhythm and established 6 monthly meetings for Ministers with the President; At every level people are aware of their targets;
Private sector involvement – more business principles, secondment, permeation across; A virtuous cycle of visible results, which in turn lead to greater self-motivation to
maintain the momentum of success and drive projects forward.
Specific methodologies and tools The Lab as a model for intensive planning;
Planning and tracking results frequently daily, weekly and monthly with a sense of
urgency, short reporting cycles and extremely quick turnaround times;
Rewarding and celebrating success; The DMO seems to be working as a mechanism for embedding the outcomes in a
department;
Having a coherent data system with direct entry by local facilities, eg in education, with
the IT backbone provided by ICU, while some ministries such as Education provide for their sector. The Information Management System IMS and ICT systems are well
developed and empower people – inputting data at decentralized points. When the
system went electronic they saw huge errors in the manual system. The system also shows the relationships in performance with child, teacher, classroom, school, district,
region. This appears to be a critical success factor, reviewed independently by the World Bank and McKinsey;
The establishment of task forces to drive the outputsaction plans; Weekly communication to the public on issues around the outcomes.
What works less well In Education they have 51 different information systems to link – which they are
collapsing to one based on students and one based on schools; Evaluation to ask why and how questions. This does not appear to be a deep process but
primarily outcome monitoring.
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4 Singapore
4.1 Background
Kategori