Balanced Scorecard Process Orientation Writing Outcome Objectives and Measures

1
Balanced Scorecard ProcessOrientationWriting
Outcome Objectives and Measures
2
Institutional Effectiveness and Continuous
Improvement Strategies

• GETTING TO GREAT

Goal Setting Mission Vision Values
Strategic Plan Academic Plan
Stakeholders Community/Patients Students LCME/NCA
Government Funding Agencies

• Assessment
• Balanced scorecard to operationalize plans
• Benchmarking
• Internal
• External
• (i.e. IPEDS, HEI, AAMC)
• Department Reviews

• Decision Making
• Mission-based budgeting resource
• investment

3
WHY CREATE A SCORECARD?

• You cant manage what you cant measure and you
  cant measure what you cant describe (Peter
  Drucker)
• What you measure is what you get (Kaplan and
  Norton)
• Not everything that can be counted counts and
  not everything that counts can be counted.
  (Einstein)
• Adapted from Barbara Butterfield and Eunice
  Hornsby

4
WHY METRICS?

• Measurement becomes the language that brings
  clarity to vague concepts
• Measurement promotes organizational learning
  about what activities, processes and behaviors
  make a difference in the achievement of
  strategic objectives
• Measurement communicates organizational values
• Measurement is a basis for feedback and
  adjustment of organizational behaviors.

5
BENEFITS OF A SCORECARD

• Drives change Ensures that resources follow
  decisions
• Accountability Demonstrates value added
• Aligns a units programs with the college goals
  and challenges by illustrating
• Contributions of the unit to the colleges
  success
• Where the unit needs to focus

6
Benefits of a Scorecardcont.

• Assesses organization performance from four
  perspectives
• Financial
• Customer
• Internal operations
• Learning and growth
• Uses quantitative and qualitative data to
  benchmark
• Provides feedback to evaluate and improve
  programs and strategies
• Displays information and makes it transparent for
  full effect

7
Guiding Principles of Writing Objectives

• The process of writing outcome objectives and
  measures assumes that doing good cannot be
  taken for granted. It must be assessed by
  reality testing.
• Is internally driven
• Is focused upon continuous program improvement.
  Goal is not to prove are we good or not but
  rather
• What did we do?
• How much did we do
• What worked? What didnt?
• Under what circumstances?
• What could be altered or improved?
• What do we need to do what we said we could do?

8
Why Write Objectives and Outcome Measures?

• Provides the department with information for
  decision making and planning
• Provides the department with useful lessons
  learned
• If your activities are not being implemented as
  you had planned, your department can make
  mid-course corrections and get back on track
• Aids in planning, training, and resource
  allocation

9
Why Write Objectives and Outcome Measures?

• Ritualism and inertia can be overcome
• Allows for organizational empowerment
• Increased understanding of problems/concerns
• Increased ownership of programs
• Increased satisfaction---what we do matters
• Increased organizational commitment

10
Why Write Objectives and Outcome Measures?

• Unfortunately, we will not be able to get firm
  answers about whether or not our department is
  reaching its goals and objectives from the
  following
• Poignant vignettes told by staff, faculty,
  students
• Testimonials about how much people like our
  department
• Staff/faculty reports about how well they have
  done or how hard they have worked
• Although these can all be useful supplements

11
What is an objective?

• Definition A target we hope to achieve
• Is much more specific than a broad goal
• Good objectives are SMART
• S Specific
• MMeasurable
• AAction Oriented
• RRealistic
• TTime Oriented

12
Specific

• Has a single aim or purpose
• Dont lump multiple objectives together
• Uses strong verbs (e.g., will publish, will
  retain)

13
Measurable

• Can be measured quantitatively
• Provides a numeric indicator of what you are
  trying to accomplish
• Evidence can be collected to document achievement
  of your objective

14
Action Oriented

• Shows how each objective is linked to the
  overarching goal of the College
• Specifies what activities will need to occur to
  attain the objective

15
Realistic

• Good objectives are attainable
• They can be accomplished with your departments
  current capacities and resources
• Ask yourself, Do I have everything that I need
  to do this?
• Is this a reasonable expectation for the
  department?

16
Time Oriented

• Objectives are time specific
• States when the activities to reach each
  objective will begin
• States the time by which each objective will be
  accomplished

17
FINAL THOUGHTS

• Planning and institutional research (except on
  education) has been at the department level until
  now. Were attempting to move it to the
  institutional level. This is potentially a five
  year process.
• All staff need to see this process through a big
  picture lens.
• Important first question Does everyone in your
  department understand their place and your
  departments place in the strategic mission?