Communication Management Factors and Performance of Rwamagana Leaders’ School Project in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n9.010Keywords:
Communication Management, Performance, Rwamagana, School Project, RwandaAbstract
The study examined the impact of communication management variables on the success of Rwanda's Rwamagana Leaders' School Project in cross-cultural settings. It aimed to assess how linguistic diversity management, digital communication methods, and communication frequency influenced project outcomes. Data was collected from 37 staff members through interviews and questionnaires, employing descriptive and correlation study approaches. Statistical analysis utilized descriptive statistics, multiple linear regression, and Pearson correlation. Key findings revealed that 56.76% of respondents agreed and 35.14% strongly agreed that regular, open communication is essential for project success, yielding a mean of 4.24 (SD = 0.72). Similarly, stakeholder interaction frequency was deemed important, with a mean of 4.24 (SD = 0.76). Regular reporting and documentation also enhanced project performance (mean = 4.27, SD = 0.73), with 54.05% agreeing and 37.84% strongly agreeing. Additionally, 91.89% highlighted the importance of digital communication for budget adherence and collaboration. Miscommunication was a concern for 89.19% of respondents, indicating potential delays and cost overruns. ANOVA results (F = 481.065, p < 0.001) showed significant performance variations across communication management parameters. A strong positive correlation (r = 0.893, p = 0.000) between communication management characteristics and project performance suggests that improvements in communication practices directly enhance project success. Overall, the study concluded that effective communication and linguistic diversity management are vital for the Rwamagana Leaders' School Project's success.
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