This method (or movement) focuses on enhancing organization systems and people
to increase the organization’s capacity for performance. It includes extensive
use of principles of systems theory. In and of itself, this is not an overall
comprehensive process assured to improve performance. Its effectiveness toward
reaching overall results for the organization depends on how well the enhanced
ability to learn applies to the organization.
Learn More in the Library’s Blogs Related to the Learning Organization
In addition to the articles on this current page, see the following blogs which
have posts related to the Learning Organization. Scan down the blog’s page to
see various posts. Also see the section “Recent Blog Posts” in the
sidebar of the blog or click on “next” near the bottom of a post in
the blog.
To round out your knowledge of this Library topic, you may
want to review some related topics, available from the link below.
Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been
selected for their relevance and highly practical nature.
(Be sure to read the description in Organizational Performance Management to understand where organizational evaluation typically fits into the cycle of activities in ensuring strong performance in an organization.)
You always want your organizations to be operating in an optimum level, whether the organization is your family or where you work for a living. But what does an optimum level really look like? How do you know whether your organization is already at that level — or could it be doing even more?
As you read in Organizational Structures, there are numerous types of organizations. All of them are systems and yet they have unique characteristics among them. Also, there are vastly different personalities of the people within them. So how do we ensure our organizations are always high-quality? We can’t even seem to agree on what organizational effectiveness is.
Experts have suggested various best practices and standards of excellence for their respective type of organization, whether they focus on families, teams or overall organizations. However, there is not a strong consensus about whether their suggestions are the right ones for that type and everybody in that type.
Yet, it is not enough to proclaim that there is no standard, and so evaluations are not worth the effort. Perhaps the benefit of evaluations is not the consistent conclusions that they come to, but rather what we learn about the organizations and ourselves along the way.
Indeed, organizations are unique. That is why the approaches to evaluating them should be highly customized, as well. This topic in the library aims to help you to carefully customize and implement your own plan for evaluating your organization.
The purpose of the information in this topic is to convey the core concepts in evaluating organizations. Your proficiency in the concepts would come from applying them over time, especially under the guidance of a person who is highly experienced in apply them, as well.
What is an Organizational Evaluation and Diagnosis?
An organizational evaluation includes the activities to improve an organization, usually by comparing the quality of its operations to some standard of high performance (this is an organizational assessment) and then recommending what changes should be made in order to bring that quality up to that standard (this expands the assessment into an organizational evaluation).
Leaders and managers are often doing some forms of organizational evaluations. Perhaps they are doing them implicitly and in a manner that unfolds as they go along. In that situation, they might not view their activities as doing an “organizational evaluation” at all.
Or, they might be following a carefully designed evaluation plan that specifies desired results to be achieved by a certain time, a standard of quality in achieving the results, methods of measuring progress toward the results, and guidelines for rewarding the achievement of the results — or helping those who somehow are behind.
The latter approach is very similar to a research project because it includes clarifying a research question to be answered, for example, “How can we improve our organization?” or “What is the real cause of our ongoing problems with cash flow?” Then it includes planning what data to collect and how to analyze it in order to come to careful conclusions and recommendations.
You might decide to hire an organizational consultant to help you. In that case, the consultant would very likely go through the phases described in How to Consult in Organizations, especially the Discovery Phase of Consulting. Some of the information in this topic about organizational evaluation references certain topics in that phase.
The information in this overall topic explains how to do the latter, including how to plan and implement your organizational evaluation, including how to report your findings. An example is included near the end, along with typical findings and recommendations that the example might produce.
Benefits of Organizational Evaluation and Diagnosis
Sometimes people have a negative reaction to the term “evaluation.” That is an unfortunate reaction because there are many benefits from evaluation. Actually, the process of evaluation is similar to the process of how adults learn, so there can be tremendous learning generated during evaluations. It might be useful for you to reference the following benefits when explaining how evaluation is important. Benefits of an evaluation include that it:
Mobilizes employees for organizational change as they feel their opinions are being heard and respected.
Facilitates meaningful communication among participants – perhaps the most important benefit from the evaluation process.
Cultivates realistic expectations for change as participants continually think about the organization’s situation and what can realistically be done about it.
Enhances learning for participants as they continue to collect and reflect on feedback about the organization’s performance and their role in it.
Improves performance as participants continue to make adjustments to what they are doing based on the results of their learning.
Improves the organization’s credibility among its stakeholders at a time when organizations are always competing for a positive image.
Guidelines for Successful Evaluation
Ensure the evaluation design matches the nature and needs of your organization. One of the best ways to ensure a close match is to involve members of the organization as much as possible in the design and implementation of the evaluation plan. That highly collaborative and participatory approach can ensure their strong buy-in and participation in the evaluation. They typically would not be involved in collecting data later on during the evaluation because that could inhibit other members from sharing honest opinions.
Discuss evaluation with members in the early phases of the evaluation. The best forms of evaluation include the commitment and participation of members of the organization. Therefore, it is best if you involve them as soon as possible in the design and implementation of evaluation plans. Also, the sooner that you discuss evaluation, the sooner that you can begin collecting useful information for the evaluation. In the early discussions, mention the benefits of evaluation.
Focus on relevance, utility and practicality as much as on “scientific” priorities. Scientific priorities are in regard to accuracy, validity and reliability. However, far too many highly “scientific” evaluation reports sit collecting dust on shelves because the reports have little utility and practicality and, thus, little relevance to the readers of the reports. Therefore, it is far better to err on the side of less scientific value and more on usefulness of the report by focusing on relevance, utility and practicality.
Integrate organizational evaluation with other ongoing evaluations in the organization. Many organizations conduct various forms of evaluation as part of their ongoing management activities, for example, as part of ongoing employee performance management, program evaluations and strategic planning. Integrating your organizational evaluation with these other activities in the organization helps members to leverage their evaluation activities and, thus, save time and energy.
Include a mix of methods to collect information. For example, review relevant documentation such as strategic plans, policies, procedures and reports. Then administer practical questionnaires to quickly collect information anonymously if appropriate. Follow up your questionnaires with various interviews. Interviews might be closed (by asking specific questions that evoke specific answers) or open-ended (asking general questions that can evoke a wide range of responses) and with individuals or groups.
Place high priority on capturing learning during evaluations. Learning involves gaining new knowledge, skills or perspectives – learning is not merely finding new things to do. The best forms of learning from evaluations are those that are focused on solving the problems or achieving the goals that are the primary focus of your organizational evaluation.
Share learning from evaluations as soon as you have them. There is a tendency to put off acting on the results or conclusions from evaluations until the evaluation has been finished. That approach treats the evaluation like a “black box” that should not be tampered with until it is over. That approach also minimizes the tremendous value that evaluations have for making continuous improvement. By promptly sharing results, you can make ongoing adjustments to the evaluation to ensure that is remains high quality. You also help to ensure strong buy in among members.
Preparation
Adjust for Your Personal Biases
All of us have biases or natural ways that we automatically perceive and interpret things in the world, including how we come to conclusions about them. Many times, we are not aware of those biases, despite the significant role they play in what we see and do not see. Biases can significantly affect what you conclude as being important and unimportant in an organizational evaluation. Meanwhile, another person with different biases might have very different conclusions about the same organization. See
Instead form a small Project Team of members to share their expertise, time and attention to planning the evaluation. The best team includes some members of the organization that is being evaluated. They can answer preliminary questions about the organization, especially about its culture. They can review drafts of documents from the evaluation to be sure they are understandable. Perhaps most important, they can help other members of the organization to see the evaluation as coming from one of their own.
Train the team members about the basics of organizational evaluation. Be clear about their roles in the evaluation, especially to work with the evaluator to design the evaluation plan. If the evaluation is to be done by the team members themselves, then discuss how that might adversely affect participation in the data collection.
Critical Role of Diagnostic Models in Evaluations
An evaluation could collect a vast range of information. However, unless there is some framework around which to know what information to collect and how to make judgments about that information, the analysis will likely become a very overwhelming and confusing endeavor. This is where a diagnostic model is very useful. A good diagnostic model will:
Suggest some standard of performance about how a high-quality organization should be operating, including about the quality of its overall intended outcomes, practices within the organization and how those practices are integrated with each other. The standards might be, for example, best practices or standards of excellence.
Suggest what types of information need to be collected in order to compare the current performance of the organization with the suggested standard of performance.
Facilitate the comparison of the current performance of the organization to the preferred standard of performance in order to generate recommendations to improve the performance of the organization.
You can select your diagnostic model early on when designing your evaluation plan in the next topic. There are numerous types to choose from. Guidelines for selecting diagnostic models are included in the next section. Some Types of Organizational Diagnostic Models.
Design Your Organizational Evaluation and Diagnosis Plan
Who are the primary audiences? For example, is the information for Board members, management, employees, investors or customers? Each of these audiences might have very different interests in the evaluation and its results. Also, each might require that the evaluation results be organized and presented in a certain manner to be most useful to them.
What are the primary purposes of the organizational evaluation? For example, the purpose of the evaluation might be to answer certain management questions, such as: How do we find the cause of our recurring cash problems? Or, what strengths and weaknesses do we have to include in the SWOT information during our strategic planning?
What types of information are needed? For example, if you want to find the causes of the cash problems, then you might need to get information especially about organizational sustainability, for example, revenue, expenses, quality of products and services, how well the marketing is being done, and how realistic the vision and goals are for the organization. The information you collect could be suggested by an organizational diagnostic model. See Free Online Organizational Assessment Tools for Businesses and Free Online Assessment Tools for Nonprofits for collecting information. You will need a diagnostic model to analyze the information. See Some Types of Organizational Diagnostic Models.
From what sources should the information be collected?
For example, should it be collected from individual employees, individual customers, groups of customers, groups of employees or also from program documentation? Attempt to get information from people in the focus of your evaluation, but also those who are most affected by that area. See Research Planning and Data Collection.
What are the best methods to collect the information? Can you get the information from reviewing documentation, using questionnaires, conducting interviews? Are there assessment instruments that you can use? Should you use an instrument that has already been developed or should you develop your own? Is it best to use a mix of these methods? See Selecting Which Business Research Methods to Use and How to Select from Among Public Data Collection Tools.
What context-sensitive considerations must be made? Each organization has unique features, such as its culture, nature of leadership, rate of change in its environment, nature of programs and services, and size. How do these features influence how you will gather your information? See What Makes Each Organization Unique?
What is the best timing for getting the information? Do you need to provide a report by a certain date? Are there problems that need to be addressed right away? How often can you get access to the sources of the information that you need? How long will it take to collect information?
Who should collect the information? Ideally, someone from outside the organization does the information collection, analysis and reporting. That approach helps to ensure that the evaluation is carried out in a highly objective and low-bias manner. However, it is often unrealistic for small- to medium-sized organizations to afford an outside evaluator. Consequently, it is important to select personnel who can conduct the evaluation in a manner as objectively as possible. Equally as important is to ensure that the evaluation is designed to collect the most important information as quickly as possible. See How to Successfully Hire and Work With an Excellent Consultant.
How will you make interpretations and generate recommendations? Your recommendations will likely be about the kinds of activities (suggested by the diagnostic model) that the organization needs to do to achieve the standard (suggested by the diagnostic model). See Traits of Useful Recommendations and Generating Recommendations Based on Results of Discovery used by consultants. You also might recommend which strategies they need to evolve to the next stage of organizational development. See Basic Overview of Life Cycles in Organizations.
How will you report the information? How the evaluation results are reported depends on the nature of the audience and the decisions that must be made about the evaluation. For example, you might provide an extensive written report or a presentation to a group of people. See Contents of a Research Report — An Example and Sharing Findings and Recommendations With Clients and
Should you test the design of the evaluation before you use it with many people? Depending on the complexity of your plans, you might benefit from field-testing them by using data-collection tools with a certain group of people to discern if the tools are understandable to them.
What ethical considerations must be made? For example, do you want to report any information unique to any of the participants? If so, then you should get their expressed and written consent.
It might be useful to review an additional perspective on designing research plans. Planning Your Research
(The manner in which those recommendations are implemented are out of the scope of the activities in an organizational evaluation and are more a matter of the activities in guiding and supporting organizational change. See Guidelines, Methods and Resources for Organizational Change Agents).
Implement Your Organizational Evaluation and Diagnosis Plan
Announce the Evaluation to Members of the Organization
To increase the number of respondents in your data collection, it is critical that it maintains their strong and ongoing buy-in. Probably the most critical point in which to start cultivating that is when first announcing the evaluation to others in the organization. The announcement must be done carefully to help employees quickly understand and appreciate the need for the evaluation – so that they do not react to it as just another fad or “silver bullet” intended to save the day. Here are some suggestions to consider.
1. The Chief Executive Office and a Board member should announce the evaluation to the employees (in the case of a small to medium-sized corporation). They should mention:
Its purpose and benefits
How the employees are expected to participate in it
When they will get the results of it
How they can share their ongoing feedback about how its recommendations will be implemented
The members of the Project Team, especially the members from the organization
A primary contact person, if they have any further questions
Special care should be given to ensure sufficient time for reactions, questions and suggestions.
2. Accompany the announcement with an official memo. The memo should soon follow the announcement and be signed by upper management. It should reiterate the information shared during the announcement.
Prepare Participants Before Data Collection
Carefully prepare those who will be providing responses to the evaluation — you should not start simply by asking them for input. Consider the following guidelines.
1. Management should introduce the evaluator(s) to the organization. One of the most powerful ways to do this introduction is in a group, for example, in an employee meeting. The introduction should include the evaluator’s description of how information will be collected, along with any terms of confidentiality. Include time for their questions and suggestions.
2. Tell participants what is expected of them during the evaluation. Explain how information will be collected, and when and how they can participate. Mention any pre-work that would be useful for them to undertake, and any topics or activities that they should think about before participating in the evaluation.
3. Contact each participant before conducting any interviews. Interviews can be a rather personal way to get useful information. It helps a great deal if the evaluator calls each participant before the actual interview in order to introduce themselves, verify the timing of the upcoming interview and understand if the participant has any questions.
4. Review useful organizational documentation before contacting anyone. The review of documentation is a major form of data collection. The evaluator can learn a great deal about the organization from the documents. That understanding is an advantage because participants soon realize that the evaluator already knows a great deal about the organization. See How to Review Documentation.
If You Encounter Questionable or Illegal Practices
See a video about principles for successful consulting, defining “success”, principles for ethical consulting, managing risks and liabilities, and knowing when to leave. From the Consultants Development Institute.
Occasionally, an evaluation uncovers organizational activities that seem immoral, for example, a violation of your professional standards and those in society, significant lies in the workplace or intentionally withholding very useful information from others. You might even encounter activities that are illegal, such as misappropriation of funds, fraud, theft or violation of employment laws. This video shares guidelines for how to deal with those kinds of situations.
Sharing Findings and Recommendations from the Evaluation
There is a variety of common mistakes made when sharing results of research, including of organizational evaluations. As mentioned above, the nature of activities in an organizational evaluation is very similar to that done in the Discovery Phase of consulting. Thus, the following guidelines for sharing results in that phase also apply here. Sharing Findings and Recommendations With Clients
Example Application of a Diagnostic Model for a Systems Analysis
Assessment Tool and Associated Diagnostic Model
Later on below are two sets of a sample assessment and an associated diagnostic model – one set for for-profits and another for nonprofits. The assessment tool can be used to assess the quality of activities in each of the major functions in an organization, such as strategic planning, human resources and financial management. Its results can suggest which functions need to be improved. This diagnostic tool can suggest in which order to improve them. First, read the following section to learn how to use both tools.
How to Use the Tools for Systems Analysis
In a topic in Understanding Organizations, you learned that an organization is a system that is comprised of other systems — of other subsystems. They all are highly integrated with each other. The outputs of some are the inputs to others. This graphic displays that type of integrated and systematic relationship. So, if management reports a problem with a particular function, for example, with a certain program, then a good systems analysis would look at the inputs to that program (for example, strategic planning) and the outputs from the program (for example, its affect on finances) and ensure that each of the three has high-quality activities as indicated by the results of the assessment tool.
If there is a problem with the quality of the strategic planning activities (for example, they have very unrealistic expectations of programs), then that could be a major cause of the recurring problems with the programs. If there are recurring problems with finances, then the problems with the programs could be what is causing the problems with the finances. Thus, this systems approach can also suggest in which order to improve the various functions in an organization.
A key benefit of the following assessments and diagnostic models is that they reference various terms that are usually quite familiar to leaders in the organization and, thus, can be very helpful when orienting them to the tool and getting their buy-in to the diagnostic process.
Sample Assessment and Diagnostic Model for For-Profit Organizations
The list of issues in each of the following documents focuses especially on functions within each organization. They are the types of issues that might be analyzed with the above-mentioned assessments and diagnostic tools.
Common Types of Recommendations to Improve Organizations
The list of recommendations in each of the following documents focuses especially on the functions within each organization. They are the types of recommendations that might be included in an assessment report about the results of using the above-mentioned diagnostic tools.
Learn More in the Library’s Blogs Related to Organizational Performance
In addition to the articles on this current page, also see the following blogs that have posts related to organizations. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
This method aims to identify and closely align organizational goals and subordinate
objectives throughout the organization. Ideally, employees get strong input
to identify their own goals and objectives. It includes extensive, ongoing tracking
and feedback in the processes to reach objectives. Similar to continuous improvement,
many organizations already implement some version of MBO, but probably not to
the extent that experts in MBO would recognize as MBO in the organizations.
Learn More in the Library’s Blogs Related to this Topic
In addition to the articles on this current page, see the following blogs which have posts related to this topic. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
This method (or movement) focuses on collection and management of critical
knowledge in an organization to increase its capacity for achieving results.
Knowledge management often includes extensive use of computer technology. In
and of itself, this is not an overall comprehensive process assured to improve
performance. Its effectiveness toward reaching overall results for the organization
depends on how well the enhanced, critical knowledge is applied in the organization.
At this time, knowledge management is receiving spotted attention among smaller
organizations.
Learn More in the Library’s Blogs Related to Knowledge Management
In addition to the articles on this current page, also see the following blogs
that have posts related to Knowledge Management. Scan down the blog’s page to
see various posts. Also see the section “Recent Blog Posts” in the
sidebar of the blog or click on “next” near the bottom of a post in
the blog. The blog also links to numerous free related resources.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
(Although the term “performance” is conventionally used in literature about management, some people might have an averse reaction to that term. For them, they might use the term “effectiveness” instead.)
The generic performance management cycle is the cycle of activities that recur in any social system that is serious about improving itself and how it works with its external environment, whether the system is an employee, team,
recurring process in the organization or the organization itself. The cycle clarifies the purpose of the system, its goals in working toward the purpose and how those goals will be achieved. As it works to achieve them, it continually evaluates it progress and makes any necessary changes to improve its progress.
In an overall organization, the organizational performance management cycle includes three highly integrated phases including:
Performance planning
Performance appraisal
Performance improvement
Significant organizational activities occur within each of the three phases, including:
Strategic planning to clarify the purpose, goals and strategies to achieve the goals (performance planning).
Adopting the necessary organizational structures as a strategy to achieve the goals (performance planning).
Guiding the necessary organizational behaviors, including the necessary nature of its leadership and management, as a strategy to achieve the goals (performance planning).
Each of these significant activities is also a cycle of highly integrated activities. The way that a social system does an organizational cycle depends on its culture, its current life cycle and the expertise of the leaders and managers in the system. The same is true for an individual, depending on his or her personality, maturity and expertise in leading and managing oneself.
However, the nature of the generic performance management cycle is changing as the world around us is changing. This affects performance management in organizations, teams and employees. See Performance Management: Traditional and Progressive Approaches.
The purpose of the information in this topic is to convey the core concepts in organizational performance management. Your proficiency – skills and abilities – in the concepts would come from applying them over time, especially under the guidance of a person who is highly experienced in apply them, as well.
What is Organizational Performance Management (OPM)?
We are used to thinking of ongoing performance management for employees, for example, setting goals, monitoring an employee’s achievement of those goals, sharing feedback with the employee, evaluating the employee’s performance and then rewarding the employee’s performance. For those who did not effectively achieve their goals, the supervisor would work with the employee to increase performance or ultimately to fire the employee. That foundational performance management sequence applies to teams, internal recurring activities and organizations, as well.
So OPM involves the recurring activities to establish organizational goals, monitor progress toward the goals and make adjustments to achieve those goals more effectively and efficiently. From a systems perspective, the overall goal of performance management is to ensure that the organization and all of its subsystems (recurring processes, teams, departments and employees) are all integrated and aligned together in an optimum fashion to achieve the overall results desired by the organization. Here are two more definitions:
“The term ‘Performance Management and Measurement’ refers to any integrated, systematic approach to improving organizational performance to achieve strategic aims and promote an organization’s mission and values.” Hanine Salem
“Organizational performance management is the process of making sure that your company resources are being properly used in pursuit of company goals.” George N. Root III
Those recurring activities are much of what leaders and managers inherently do in their organizations — some of them do it far better than others. The process is closely aligned with strategic management — the process of effectively implementing as well-designed strategic plan.
General Guidelines for Implementing and Evaluating the Process
There are certain guidelines that can ensure the success of any generic performance management process. Be sure to read and follow these guidelines closely, especially if this is your first implementation of a comprehensive performance management process. The guidelines also can be useful if you are trying to improve a process that you have already implemented. Performance Management for any Application: Guidelines for Implementation and Evaluation
Organizational Performance Planning Phase
NOTE: Because of the predominance of the traditional approach to performance management, the following activities are organized according to that approach. However, early in the implementation, you should decide whether you will be using the traditional approach or the progressive approach or a combination of both.
1. Review the organization’s preferred goals for the next year and, for each goal, specify preferred organizational results in terms of units of performance, that is, quantity, quality, cost or timeliness. These units provide ongoing measurements for the OPM to monitor as indications of the organization’s performance. For ideas about measurements, see Guidelines for Selecting Measurements and One Sample Framework for Selecting Measurements.
Organizational goals are usually determined during the Strategic Planning process.
The units of performance for the organization might be specified in Action Plans associated with each strategic goal. Action plans specify who is going to do what and by when.
5. For each key performance indicator, identify standards for evaluating how well the desired results were achieved, for example, “behind schedule”, “on schedule” or “ahead of schedule”.
8. Document a Performance Plan — including the desired results, key performance indicators and standards. Some organizations might refer to this as a short-term (1-year) strategic plan or a capacity building plan. See Sample Capacity Building Plan.)
11. Conduct a performance appraisal (sometimes called performance review). See Performance Appraisal.
12. If performance meets the desired performance standard, then reward for performance, for example, letter of recognition, increased compensation and/or a promotion. See How to Reward Employee Performance.
Organizational Development (Improvement) Planning Phase
13. If performance does not meet the desired performance standards, then develop or update a Performance Development Plan to address the performance gap (see note 1 below.) See Development Planning.
If leaders decide that the organization needs to undergo a significant change in order to improve performance, then this is where Organizational Change is so useful.
14. Repeat phases 9 to 13 until performance is acceptable or the standards are changed.
Note 1: Inadequate performance does not always indicate a problem on the part of the organization. Performance standards may be unrealistic or the organization may have insufficient resources. Similarly, the overall strategies or the organization, or its means to achieving its top-level goals, may be unrealistic or without sufficient resources.
Learn More in the Library’s Blogs Related to Organizational Performance
In addition to the articles on this current page, also see the following blogs that have posts related to organizations. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
The Balanced Scorecard is a performance management approach that focuses on various overall performance indicators, often including customer perspective, internal-business processes, learning and growth and financials, to monitor progress toward organization’s strategic goals. Each major unit throughout the organization often establishes its own scorecard which, in turn, is integrated with the scorecards of other units to achieve the scorecard of the overall organization.
Learn More in the Library’s Blogs Related to Balanced Scorecard
In addition to the articles on this current page, see the following blogs which have posts related to Balanced Scorecard. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
This sample Agreement for Services, or Contract, is for a project that began with a Request for Proposal where the Great Scott Arts Association, a new organization in Mosquito Falls, MN, was seeking a consultant or consultants to assist in its initial set-up and in the analysis of possible administrative and performing space.
1. Terrific Consulting (hereafter called Contractor) agrees to provide the following products and services to the Iceberg County Art Center (hereafter called Client):
A. Information gathering: Contractor will review the following information compiled by Client:
1). information on attendance at past events
2). samples of past promotional pieces and any recent press coverage
3). samples of past membership flyers
4). financial information from the past three or four years
Contractor will also inquire into the availability of any recent market studies on the Iceberg area done by the city government or other groups working on the Iceberg’s economic development.
Contractor will also confer by phone with the part-time coordinator and two or three Client board members to get their view of the issues facing Client.
B. Member survey: Contractor will design a one-page membership survey. Client will be responsible for duplicating the survey, sending it out to the membership and tallying the responses.
C. Contractor will design a “community leader interview” format. Client’s board members will call on community leaders and conduct interviews. Contractor will summarize the finding and merge them with the survey responses, giving Client a written report on how it is perceived by members and community, and what people think it should be doing.
D. Contractor will travel to Iceberg for a one-day stay to meet for half a day with Client’s board to discuss:
1). the survey findings, Client’s audiences or “publics”, Client’s “position” in the community, the “messages” that Client wants to communicate to people, past promotional efforts and possible changes to make in the future.
2). the management training needs of Client’s staff, board and committee chairs. Contractor will present a format to use in writing job descriptions and teach Client how to use it. The group will also develop an organizational chart for Client, identifying the various committees, board officers, committee chairs and others with particular management responsibilities.
3). Client’s fundraising needs and opportunities. Contractor will explore how much Client wants to raise, and what Client is willing to do to raise it, including Client’s membership program, grant opportunities and the possibility of more individual fundraising.
E. Before leaving, Contractor will give some “homework” assignments to Client. They would likely include preparation of some job descriptions and a clear annual fundraising goal.
F. Contractor will write:
1) a regular promotional schedule based on the goals identified at the meeting above
2) a review of Client’s job descriptions with suggested revisions
3) recommended management training opportunities
4) if feasible, an annual calendar of management tasks
5) recommendations for raising more contributions
This work will be completed no later than December 31, 1999, and will be conducted by Contractors’ agent, Edmund E. Expert.
It is understood that circumstances arising during the consulting project may require the activities described above to be replaced with other activities of an equivalent value. Such changes will be based on mutual agreement of both parties, which may be recorded as an addendum to this agreement, or as a letter from one party to the other.
2. Client agrees to:
A. participate as requested in consulting activities. This includes calling meetings, providing meeting sites and amenities, and providing information requested by Contractor. Client’s entire board will be involved in this process, not just the coordinator. Client will also be asked to duplicate, distribute and tally the results of a membership survey, to conduct communicate leader interviews and to complete the homework assignments.
B. pay Contractor a fee not to exceed $1,405,000 plus expenses. Expenses to be billed include travel ($.25 per mile for auto travel), lodging and meals while in Iceberg, long-distance phone calls, and any copying and mailing services, outside of normal communication with Client. Lodging and meal expenses will be documented with receipts.
The payments will be made in three installments: $400,000 at the signing of this contract; $400,000 upon completion of the Iceberg meeting described above; and $605,000 upon completion of this project. The project will be considered complete when the written report described above is submitted.
C. authorize Amy Administrator to approve Contractor’s work and any expenses Contractor wishes to incur on behalf of Client.
3. Either Party may terminate this agreement with thirty days’ written notice. If the agreement is terminated, Contractor will present Client with a statement of account showing all fees paid to that time, and itemizing work performed. If work performed exceeds fees paid to date, Client will pay Contractor for such work at the rate of $40,000 an hour. If fees paid exceed work performed to date, Contractor will return unearned fees to Client.
Signed:
for Iceberg County Art Center:
_______________________________________ Date _________________
for Terrific Consulting:
_______________________________________ Date _________________
This information may be copied;
please include credit to the author.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
The Great Scott Arts Association,
a new organization in Mosquito Falls, MN, is seeking a consultant or consultants
to assist in its initial set-up and in the analysis of possible administrative
and performing space. See the associated “Agreement for Services”
which would typically follow this proposal, assuming the client finds a
consultant that he or she likes and enters into an agreement with them.
Situation
The GSAA was established in 1991 to assist several existing cultural groups
in Mosquito Falls and to promote and coordinate arts activities in the area.
Mosquito Falls is a town of 7500 people about 30 miles north of Saint Marvin,
on Highway 10. Cultural organizations in Mosquito Falls include a community
theater, community orchestra, the county historical society and a separate
history museum, a small concert series, a community art school and a Comprehensive
Arts Planning Program (CAPP) group, among others. To date, GSAA has nonprofit
and tax-exempt status and a board of directors, but no staff or office space.
No maximum budget for the consultancy has been established at this time.
Tasks to be accomplished
Continue development of the Association and plan for its future
· work with a task force of member organizations to determine what
joint needs the GSAA should address and how and to write GSAA by-laws
· implement a general membership structure and campaign
· design a GSAA newsletter and publish the first issues
· develop annual GSAA budget projections for three years
Develop a building use plan (in concert with member organizations):
· determine organizations’ individual space needs
· determine how space should best be used
· develop sample schedules of events to be held in the space
· develop recommendations on GSAA’s role in operating the space,
if any
· develop a list of policy issues that should be dealt with before
any building is acquired (i.e., should tenant organizations pay rent? how
should space be allocated?)
· meet with representatives of other institutions interested in the
space to determine the feasibility of shared use
Research possible funding sources for building remodeling and GSAA operations
· conduct the necessary library research to identify possible Minnesota
and national funding sources, both private and public
· gather guidelines from possible funders
· communicate with most likely funders to gauge their interest
· develop initial plans for seeking organizational and individual
funds from the Mosquito Falls community
This consultancy should begin in January 1999 and be completed no later
than June 1999.
How to submit a proposal
Interested people should submit the following, no later than October 9,
to Jason Johnson, Mosquito Falls Music Center, 116 8th Street, Mosquito
Falls, MN 56000. If there are questions, call Jason at 612-999-999.
1. A proposal describing your qualifications (or the qualifications of the
team of consultants) and how the tasks described above would be carried
out
2. A firm estimate of fees to be charged, and an estimate of expenses that
would be incurred
3. Resumes of all consultant who would be involved in the project
4. Names, phone numbers and contact people at three nonprofit organizations
who have been your clients during the last 18 months, whom we can all on
as references.
5. Interviews with finalists will be held during the week of October 12.
This information may be copied;
cite the owner on all copies.
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
Self-directed learners can use these guidelines to develop
their own training plan. Whether their training goals involve
learning certain topics and/or skills, learners can start their
learning by starting their planning.
NOTE: Do not be intimidated by the length of this framework.
If you looked at a list of all of the steps necessary to go grocery
shopping, you’d likely stay at home! You can complete these guidelines
without being an expert. All you need is to make a commitment
and take a few hours of your time — time during which you’ll
be learning, too!
Optional: Also See the Library’s Blogs Related to Designing Training and Developments
Plans
In addition to the articles on this current page, also see the following blogs
that have posts related to training and development. Scan down the blog’s page
to see various posts. Also see the section “Recent Blog Posts” in
the sidebar of the blog or click on “next” near the bottom of a post
in the blog. The blog also links to numerous free related resources.
Don’t Worry About Whether Your Plan is Perfect or Not — The
Plan is Guide, Not Law
Don’t worry about whether you completely understand key terms
in training or whether your plan is “perfect” or not.
The key is to get started. Start simple, but start. Do the best
that you can for now. There is no perfect plan. You’re doing the
plan according to your own nature and needs.
Also, it’s not important to stick to the plan for the sake
of the plan. The plan will likely change as you go along. That’s
fine, as long as you’ve notice that it’s been changed and why.
Remember that Training and Development is a Process
So often when we design a plan, the plan becomes the end rather than the means.
The plan is a general guide — the real treasure found from implementing your
plan is the learning you achieve. Learning is an ongoing process.
Get Some Sense of These Basic Terms
You don’t have to be expert at the following terms — just
get a general sense about them.
training goal
learning objectives
learning methods / activities
documentation / evidence of learning
evaluation
overall results or capabilities you hope to attain by implementing
your training plan, e.g.,
1. pass supervisor qualification test
what you will be able to do as a result of the learning activities
in this plan, e.g.,
1. exhibit required skills in problem solving and decision making
2. exhibit required skills in delegation
what you will do in order to achieve the learning objectives,
e.g.,
1. complete a course in basic supervision
2. address a major problem that includes making major decisions
3. delegate to a certain employee for one month
4. etc.
evidence produced during your learning activities — these are
results that someone can see, hear, feel, read, smell, e.g.,
1. course grade
2. your written evaluation of your problem solving and decision
making approaches
3. etc.
assessment and judgment on quality of evidence in order to conclude
whether you achieved the learning objectives or not
This section helps you identify what you want to be able to do as a result
of implementing your training plan, for example, qualify for a certain job,
overcome a performance problem or meet a goal in your career development plan,
etc. Learners are often better off to work towards at most two to four goals
at a time.
Optional: You may want to re-review some of the following
information:
Are there any time lines that you should consider in your
plan?
Do you have to accomplish any certain areas of knowledge or skills
by a certain time? If so, this may influence your choice of learning
objectives and learning activities to achieve the objectives.
(Record your time lines in the Framework
to Design Your Training Plan.)
Are you pursuing training and development in order to
address a performance gap?
A performance gap is usually indicated from the performance appraisal
process. The performance appraisal document should already include
careful description of the areas of knowledge and skills that
you must learn in order to improve your performance. To understand
performance gaps, see Employee
Performance Management
Or, is your plan to address a growth gap?
If so, carefully identify what areas of knowledge and skills
are needed to reach your goals in your career. Consider referencing
job descriptions, lists of competencies or even networking with
others already in the positions that you want to reach in the
near future. The following links might help you. Job
Descriptions | Competencies
| Networking
| Career
Planning | Job
Searching
Or, is your plan to address an opportunity gap?
If so, carefully identify what areas of knowledge and skills
are needed to perform the job or role that soon might be available
to you. Again, consider job descriptions, lists of competencies
or even interviewing someone already in the job or role that
may soon be available to you.
The following links might help you. Job
Descriptions | Competencies
| Networking
| Career
Planning | Job
Searching
Get feedback from others
Ask for advice from friends, peers, your supervisors and others.
They can be a real treasure for real-world feedback about you!
For example, you (and your supervisor, is applicable) could work
together to conduct a SWOT (an acronym) analysis, including identifying
the your strengths, weaknesses, opportunities
and any threats to reaching the your desired goals.
Should you conduct a self-assessment?
For example, you (and your supervisor, is applicable) could work
together to conduct a SWOT (an acronym) analysis, including identifying
the your strengths, weaknesses, opportunities
and any threats to reaching the your desired goals. There
are also a wide variety of self-assessments available at Self-Assessments
(numerous self-assessments)
Is a list of competencies, job descriptions or job analysis
available to help you identify your training and development
goals?
A competencies list is a list of the abilities needed to carry
out a certain role. The list can be very useful to you when identifying
your learning objectives in your training and development plan.
See information in the sections Job
Analysis | Job
Description | Competencies
Begin thinking about how much money you will need to fund
your plan.
You might need money, e.g., to pay trainers, obtain facilities
and materials for training methods, pay wages or salaries for
employees during attendance to training events, etc. Begin recording
your expected expenses in the “Budget” section of the Framework
to Design Your Training Plan.
Identify your training goals.
By now, you should have a strong sense of what your training
goals are, after having considered each of the above steps. It’s
important that goals be designed and worded to be “SMARTER”
(an acronym), that is, specific, measurable, acceptable
to you, realistic to achieve, time-bound with a
deadline, extending your capabilities and rewarding
to you. (For more guidance, see Goals
and Objectives Should Be SMARTER.) Write down your training
goals in the Framework
to Design Your Training Plan.
Determining Your Learning Objectives and Activities
The purpose of this part of your planning is to design learning
objectives that ultimately accomplish your reaching your overall
training and development goals. You will also identify the learning
activities (or methods) you’ll need to conduct to achieve your
learning objectives and overall training goals.
You may want to re-review information in the sections:
Identify some preliminary learning objectives for each
new area of knowledge or skills that you need to learn.
Carefully consider each of your training goals. What specifically
must be accomplished (that is, what objectives must be reached)
in order for you to reach those goals? Which of these objectives
require learning new areas of knowledge or skills? These objectives
are likely to become learning objectives in your training plan.
Similar to the nature of training goals, learning objectives
should be designed and worded to be “SMARTER”. (See Basic
Guidelines and Examples for Writing Learning Objectives.)
In what sequence should the learning objectives be attained?
Usually, learning builds on learning. It may be useful to learn
certain areas of knowledge and skills before learning new areas.
Carefully consider — When you have achieved all of your
learning objectives, will you indeed have achieved all of your
overall training goals?
Now you’re read to write down your learning objectives in the Framework
to Design Your Training Plan.
What are the best learning activities (methods) for you
to achieve your learning objectives?
Do the methods match your particular learning style, e.g., reading,
doing or listening? Do the methods stretch your styles, too?
Are the methods readily accessible to you? Do the methods take
advantage of real-life learning opportunities, e.g., use on-the-job
training opportunities, real-life problems that occur at work,
use of projects and programs at work? Note that learning activities
do always match learning objectives on a one-for-one basis. You
might benefit from the following links, Some
Typical Ways of Learning, Some
New Ways of Learning in the Workplace and Learning
Style Inventory.)
Do your learning activities include your ongoing reflections
about your learning?
You (and your supervisor, if applicable) will benefit from regularly
taking time to stand back and inquire about what is going on
in your training, what are you learning and how, if anything
should be changed, etc. Skills in reflection are critical for
ongoing learning in your life and work. Consider using a private
learning journal. Now you’re read to write down your learning
activities in the Framework
to Design Your Training Plan.
Who will verify that each of your learning objectives
were reached?
Ideally, your learning is evaluated by someone who has strong
expertise in the areas of knowledge and skills required to achieve
your training goals. Now you’re ready to write down your evaluator
in the Framework
to Design Your Training Plan.
Now that you know what activities that will be conducted,
think again about any costs that will be needed, e.g., for materials,
facilities, etc.
You may want to update the “Budget” section in the Framework
to Design Your Training Plan.
The goal of this phase of your planning is to obtain or develop
any resources you need to conduct the activities you selected
in the previous phase of the plan.
Consider if you need to obtain, or start:
Enrolling in courses, buying books, scheduling time with experts,
getting a mentor, scheduling time with your supervisor, etc.
Now that you’ve thought more closely about learning methods
and associated materials, think again about any costs that will
be needed, e.g., for materials, facilities, etc.
You may want to update the “Budget” section in the Framework
to Design Your Training Plan.
Should any of your planned learning methods be pretested?
Should you have anyone else use the methods and share their impressions
about the methods with you? Have you briefly reviewed the methods,
e.g., documentation, overheads, etc? Did you experience any difficulties
understanding the methods?
Planning Implementation of Your Training Plan
The goal of this phase of your planning is to ensure there
are no surprises during the implementation phase of your training.
You may want to review information in the following section
During your training, how will you be sure that you understand
the new information and materials?
Periodically conduct a short test, e.g., everyone once in a while,
try recall the main points of what you have just learned, test
yourself, etc. If you are confused, tell your trainer now.
Where will you get necessary administrative support and
materials?>
During implementation, if any changes should be made to
your plan, how will they be tracked? How will the plan be redesigned?
How will it be communicated and to the right people?
Planning Quality Control and Evaluation of Your Training Plan
and Experiences
The goal of this phase of your planning is to ensure your plan
will indeed meet your training goals in a realistic and efficient
fashion.
You may want to review information in the section:
Who’s in charge of implementing and tracking your overall
plan?
How will you know if the plan is on track or needs to be changed?
Consider having a local training expert review the plan.
The expert can review, in particular, whether
– your training goals will provide the results desired by you
(and your organization, if applicable),
– learning objectives are specific and aligned with your overall
training goals,
– the best methods are selected for reaching your learning objectives,
and
– your approach to evaluation is valid and practical.
You may want to update the “Budget” section in the Framework
to Design Your Training Plan.
Are approaches to evaluation included in all phases of
your plan?
For example, are your methods being pretested before being applied?
Do you understand the methods as they’re being applied? Are regularly
providing feedback about how well you understand the materials?
How will the you (and your supervisor, if applicable) know if
implementation of the plan achieves the training goals identified
in the plan? Are there any plans for follow-up evaluation, including
assessing your results several months after you completed your
plan?
Follow-Up After Completion of Your Plan
This is often the part of the plan that gets neglected. In
our society, we’re often so focused on identifying the next problem
to solve, that few of us have the ability to acknowledge successful
accomplishments and then celebrate. The design and of this plan
has probably been a very enlightening experience for you — an
experience that brought a perspective on learning you can apply
in a great many other arenas of your life. Congratulations!
Are follow-up evaluation methods being carried out?
Did you (and your supervisor, if applicable) complete
a successful experience to develop and implement a training and
development plan? Is this accomplishment being fully recognized?
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
This presentation is located at https://staging.management.org/misc/np_web.htm
in the Free Management Library at https://staging.management.org
Sections of This Topic Include
· Preparation
· Naming Your Website
· Why Websites Fail
· Simple Guidelines About Page Format
· Simple Guidelines About Page Content
· Simple Guidelines About Promoting Your Site
· Useful Web Addresses About Web Basics
Designing Your Web Page — Preparation
· Your Web page is a communications tool — it is not a product by
itself
· Therefore, plans to build a good Web page should be part of planning
for client services
· Websites are easy to build — challenge is making it logical and
simple to follow
· First ask yourself some basic Web-planning questions:
1. What do you want to accomplish?
– Getting word out? (information-oriented, with “contact us” so
they can e-mail you)
– Build mailing lists, etc.? (they provide information to you)
– Building relationships? (interactive between you and Web page reader)
– Earned income over the Internet? (e.g., selling books, “e-commerce”)
– A specific interface to specific services?
2. Who is your intended audience?
– “What is my reader trying to solve?”
3. Where will you get the necessary expertise?
– Designing / drawing the page
– Technically programming the page
(this is not as hard as it used to be —
use “home made” home pages)
4. Who will conduct client services?
– Updating information on the page, etc.
– Answering e-mail messages, etc.
– Testing for broken links
Naming Your Website
Pick a name (up to 24 characters?)
· Think long-term when picking a name
· Name should be descriptive of your organization’s overall
services
· Pick a name that’s easy to type in …
· To register a name, go to http://www.networksolutions.com/ — that
site will tell you if the name currently exists or not
· If you pick a name that substantially resembles someone else’s,
they may sue you and have you remove the name
Suffixes
· “.com” identifies user as commercial entity
· “org” for non-commercial entities,
· “gov” for governmental bodies
· “.edu” for educational institutions, and
· “.net” for network services
· if outside the United States is usually an abbreviation for the
user’s country
Why Websites Fail
· The following is based on the work of Michael Gilbert, editor of
the “Nonprofit Online News”
· He identifies five types of problems that Websites have
1. Upside Down Site — content is good but is buried under an impenetrable
hierarchy
2. Dead Website — it’s never updated. A variation is the Dead on
the Outside
—- is updated, but you’d never know it
3. Disconnected Website — all the communication is one way, from the page
to you
4. Cool Website — “Las Vegas” effect — so enamored with technology,
it says nothing
5. Stingy Website — gives nothing of value
All of these problems are caused by focusing on the Website as a product
rather than means of client services
Simple Guidelines About Page Format
· Visit many Websites — pick which ones you like and think about
why you like them
· Pay attention to their coloring scheme, placement of text and images
· Have short, simple pages
· Be consistent with images, colors and formatting of text
· Be careful (avoid?) use of scrolling text and images, and blinking
images
· Be careful (avoid?) background images
· Try get all images or text on a page to fit in one screen
· Don’t overdue frames and graphics!
· Try put conclusions at the top of the page
· Have link to home page on every page
· Remember that diverse clients, countries, etc. are reading your
Web page
· Always tell visitors how to contact you
· Consider a “site map” – this tells users about the overall
arrangement of all of your pages
· Consider a “table of contents” or header at the top of
each page
· Test your page with several browsers, e.g., Netscape, Internet
Explorer, American Online and CompuServe — try a laptop, too
– Do color, images and text appear as you
preferred?
– How long does it take to download your
page — if more than five seconds, too long?
· Update your site regularly with new information — announce updates
· Avoid “Under Construction”!
· Have someone review your site for you — they get lost? any confusion?
Simple Guidelines About Page Content
Here are Some Emerging Criteria for Evaluating Web Page Information:
1. Accuracy? – is the information really
believable?
2. Authority? – sound hollow? half-hearted?
3. Objectivity? – too much hype?
4. Current? – if anything is out of date, it all is
5. Coverage? – mention all of your services?
Think about your clients — how do they speak? what do they value? what
would they want from your page? Write to that audience …
Design for disabled client? large fonts, minimal scrolling and clicking
…
Simple Guidelines About Promoting Your Site
· Announce your site to various search engines and directories
– “SubmitIt!” at http://submit-it.com/
– “Postmaster2” at http://www.NetCreations.com/postmaster/registration/try.html
· Monitor your traffic — find out how many “hits” you’re
getting per week
· Consider link relationships with other sites — you link to them,
they link to you
· Use signature files — mention your Website at the end of your
e-mail messages
· Join online newsgroups and participate — your signature files
is spread all over
· Put your URL on all of your letterhead, invoices, business cards,
etc.
· Consider issuing a free newsletter (watch copyright terms, etc.)
BASICS ABOUT THE WEB AND BROWSERS
https://websitebuilders.com/how-to/web-at-a-glance/web-browsers/
http://www.distant-star.com/issue9/jan_99_feat_web_and_net.htm
http://www.boutell.com/faq/oldfaq/index.html
DESIGNING AND EVALUATING A WEB SITE
http://www.gilbert.org/news/features/feature0014.html
http://www.useit.com/alertbox/
http://www.sun.com/styleguide/
http://info.med.yale.edu/caim/manual/contents.html
http://www.tsbj.com/editorial/02070508.htm
http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm
http://info.med.yale.edu/caim/manual/
http://www.killersites.com
GUIDE TO THE WEB AND MANAGING YOUR SITE
http://www.cs.umsl.edu/~sanjiv/xu_proj/webmanage.html
PROMOTING A WEB SITE
http://www.promotingyoursite.com/
https://www.wix.com/blog/2016/12/free-places-to-promote-your-website/
ADDITIONAL MISCELLANEOUS INFORMATION
http://www.coyotecom.com/tips.html
http://www.metronet.lib.mn.us/libpage/links.htm
For the Category of Information Technology:
To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.
Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.
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