Performance-Based Planning

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Performance-Based Planning

A presentation at the Ontario Sport Leadership Conference

By Jennifer Birch-Jones,

Planning, Performance Measurementand Evaluation Consultant

[email protected] 9th, 2003

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Desired Outcome

• Increased awareness and understanding of performance–based planning and how to successfully apply it at different levels within the organization

ProjectProgram Organization

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Overview

• Initial Thoughts

• Performance-based Planning

• Making it Happen

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Approach

• Introduce key concepts and terms

• Variety of examples used

• Share the wisdom of participants

• Ask lots of questions, especially around jargon

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Initial Thoughts

• Performance-based planning combines performance measurement and evaluation concepts and approaches to strategic planning

• Move away from reporting on how busy we are (activity-based reporting) to what difference we are making (outcome-based reporting)

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Initial Thoughts

• Requires an integrated approach to planning, measurement and reporting

• Can strengthen the planning process by Clearly articulating and agreeing on what success looks like and how to measure and report on progressMaking it easier to link and integrate the strategic plan with the operational plan Adapting the level of detail to meet the needs of the users, e.g., Board versus Program Manager

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Initial Thoughts

• Emerging approach that can be adapted to fit the needs of your organization

Variety of approaches out there to build on, e.g., strategic planning, results-based management, balanced scorecard, outcome measurement No one “right way”Developing templates and best practices as we go

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Initial Thoughts

• Funders are asking for outcomes or results-based information but for sustainability, has to be a tool that the organization finds useful

• Many of your volunteers will be familiar with aspects of approach through their own work / jobs

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Initial Thoughts

• Emerging thoughts based on collaborations and discussions with Judy Kent, co-author of Applied Strategic Planning (1992), Steve Montague, author of the Three “Rs” of Performance (1997), and working with a variety of organizations

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Initial Thoughts

• Performance-based planning and performance measurement are being used by a variety of organizations, e.g.,

Sport Canada, Australian Sport CommissionField Hockey Canada, Commonwealth Games Canada, Canadian Parks and Recreation Association, Canadian Association for the Advancement of Women in Sport, ESTEEM Team, Sport Policy Advisory Collective (SPAC)

• Phased, evolutionary approach critical for building capacity and support

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Strategic AnalysisWhere are we now?

Monitoring & EvaluationAre we getting there?

Strategic FrameworkWhere do you want to be?

ImplementationHow do we get there?

Strategic Management Cycle

Source: Kent and Wilkinson, Applied Strategic Planning, 1992.

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Planning Process

• Based on careful consideration of the environment (situational assessment), a strategic framework is created that includes

VisionValuesMissionStrategic Directions / PrioritiesGoals

• The operational plan then determines what needs to be done to get there, and may include multi-year and operational planning

• The monitoring and evaluation component helps to determine progress and what needs to be changed

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Planning Lessons Learned

• Understanding the issue is key to setting the right goals but

strategic planning participants may not be the issue or content expertstime span for planning (a weekend) does not lend itself to more detailed analysis and goal-settingmay need additional information to understand the issue

• High level goals and objectives can be vague and ill-defined, e.g., strengthen school-based development

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• Some goals may take a number of years to achieve, so what constitutes early progress is not clear, e.g., increased accessibility for girls and women

• May focus on the activity (the how) rather than the end goal (the what), e.g., consult with school associations, develop a strategy

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• Goals often reflect the strategic directions / priorities identified during the planning exercise and other “core” goals are missed out during the operational planning exercise, e.g., a focus on increasing the number of women officials versus the ongoing goals of the officiating program

• Operational plan templates tend to focus on the how, who and when, leaving out the link with the strategic goal

• Goals define the “what” but do not tell you what strategies to use, e.g., many different strategies to increase revenues

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• Without a clear articulation of what success looks like, can’t measure progress, e.g., how will we know if we have increased access

• In the absence of strategic information about what difference you are making, Boards will get involved in the “how”

• A lot of data is collected by organizations but often, very little of it is used

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Performance-based Planning

• Combines the strengths of strategic planning and outcome measurement by

Focusing on the “what” and the “why” before the “how”Clearly articulating short-term and long term goals / outcomesUsing action-oriented, outcome-based terminology that describes “what change in whom by when”

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Performance-based Planning

Identifying what performance indicators will be used to measure progress and successUtilizing an integrated planning template that captures

goals / outcomes (the what)strategies and activities, timelines, resources, responsibility (the how)performance indicators (progress reporting)

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A Performance Framework

• Inputs Activities Outputs Goals / Outcomes

• Short-Term Medium-Term and Long-Term Goals / Outcomes

• Also known as a results chain or logic model

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A Performance Framework

• Maps out the “logic” and “links” of a project or initiative, e.g.,

If we increase the fitness level of our Canada Games Squad, then … If we reduce the average number of injury days of our Canada Games Squad, then … If we increase the coach / athlete contact time of our Canada Games Squad to an average of 10 hours per month, then … If we can get a 90% attendance rate of Canada Games Squad at training camps, then …

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Key Concepts and Definitions

• Inputs – resources dedicated to the program, e.g., $, staff and staff time, volunteers and volunteer time, supplies, ideas, innovation

• Activities – what the program does with the inputs, e.g., develop a database of contacts, prepare an information package, contact local clubs and high school teams

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• Outputs – direct products of program activities, e.g., database of contacts, email notes, information packages

• Outcomes – what happens as a result of

the activity occurring or the output being produced, e.g., increased awareness by schools of of club-based programs

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• Sample goals / outcomes By the end of the Level 1 refereeing course, 90% of participants will pass the written exam. By 2007, 80% of the Canada Games Squad will have participated in at least 3 Jr. Nationals and at least 3 Cdn. Junior Opens.

• Outcomes may relate to behaviour, skills, knowledge, attitudes, values, condition or other attributes.

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• Goal / outcome statements

Use action-oriented verbs that describe an end

state rather than the activity to get there, e.g.,

increased awareness (end state) versus

promotion (means)

State only a single end state or results

Specifies the expected direction and amount of

change

Identifies the “reach” or the “who”

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• Reach refers to the breadth and depth of influence over which an organization wishes to spread its resources (Montague, 1997)

• It includes target groups, clients, partners, stakeholders, etc. that are involved in achieving your outcomes

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OperationalYour operational

environmentYou have direct control

over the behaviours within this sphere

Behavioural ChangeYour environment of direct influence

e.g., Inspected enterprises, people and groups in direct contact with your operations

StateYour environment of indirect influence

e.g., Industrial sectors, the Canadian public, communities of interest where you do not

make direct contact

Spheres of InfluenceSpheres of Influence

Source: S. Montague, 2000.

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• Many, many different terms used for

“outcomes”;

goals, objectives, results, impacts, effects

• Time span varies for when outcomes

occur

short, medium and long-term

direct, intermediate, final

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• Outcomes tend to get mixed up with

activities (the why versus the how)

• Guideline: If you control it or do,

then it is an output or an activity; if

you can only influence it, becomes

an outcome

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An Example

• Situational Analysis: Since 1999, there has been a 20% decrease in the number of junior aged athletes (13-18) in our sport. Further analysis indicates that although we continue to have the same number of high school programs, there has been a decrease in the number of high school athletes joining our clubs. Since the high-school teams are a critical feeder system for our sport, we need to reverse this decline.

November 8, 2002

HOW? WHAT WE WANT? WHY? Activities / Outputs Short- term Goals / Outcomes Medium- Term Goals /

Outcomes Long- Term Goal / Outcome

I ncrease by 20% the number of junior-age athletes f rom high school teams participating in our clubs by 2007.

Performance Framework (Adapted from Steve Montague’s 3Rs of Performance, 1997.)

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Developing the Framework

• Once you have the long-term goal or outcome, can then develop the short-term goals, e.g.,

Local clubs make presentations to “adopted” high schools on their club and competitive opportunities

November 8, 2002



Local clubs commit to linking with 1-3 high schools with intercollegiate teams in their sport Local clubs make

presentations to “adopted” high schools on their club and competitive opportunities Local clubs host

special events to introduce high school athletes to their club



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• Once you have the short-term goals, can develop the medium-term goals goals

• These flow from the short-term goals; they are the consequence or so what of the short-term goals, e.g.,

Increased awareness by high school coaches and players of local club and competitive opportunities

November 8, 2002




presentations to “adopted” high schools

Local clubs host special events to introduce high school athletes to their club

I ncreased awareness by high school coaches and players of local club and competitive opportunities High school

players participate in special events High school

players join clubs



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• Based on the goals and outcomes, can then develop your strategies, activities and outputs needed to achieve the goals / outcomes, e.g.,

develop and disseminate an outreach information package for use by clubs with high schools

November 8, 2002



Create High School Working Group Contact Local

Clubs and confi rm participation Develop and

disseminate outreach info package f or use by clubs with high schools Monitor

progress and revise initiative as needed


presentations to “adopted” high schools

Local clubs host special events to introduce high school athletes to their club

I ncreased awareness by high school coaches and players of local club and competitive opportunities High school

players participate in special events High school

players join clubs



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Developing an Integrated Plan

• Now that you have a performance framework, can develop the operational plan and the performance indicators

• The operational plan builds on the key activities and outcomes

ResponsibilityTimelinesResources

November 8, 2002

Goals / Activities Responsibility Timelines Resources Performance I ndicators

Progress Report

Local clubs commit to linking with 1-3 high schools with intercollegiate teams in their sport

- Contact Local Clubs and confi rm participation

Local clubs make presentations to “adopted” high schools - Develop and disseminate outreach info package f or use by clubs with high schools …

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Integrated Plan

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• Performance indicators describe observable, measurable characteristics or changes that represent production of an output or achievement of a goal or outcome, e.g., the number of outreach packages distributed (output), the number of high school players joining local clubs from “outreach” schools since the start of the initiative initiative

• Can have both qualitative and quantitative indicators

November 8, 2002

Goals / Activities Responsibility Timelines Resources Performance I ndicators

Progress Report

Local clubs commit to linking with 1-3 high schools with intercollegiate teams in their sport

- Contact Local Clubs and confi rm participation

Local clubs make presentations to “adopted” high schools - Develop and disseminate outreach info package f or use by clubs with high schools

No. and % of local clubs involved

No. and % of high school teams covered No. of present-ations made

No. and % of high schools reached

25 (25%) of clubs involved in 8 regions 25 (25%)

high schools involved in 8 regions

10 presentations made

10 (10%) of high schools reached

Integrated Plan

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Applying Performance-based Planning

• Can be applied at all levels of the organization

Initiative / project, e.g., increased number of women officials at B and A levels by 25%Program, e.g., increased number of women officials by 25%Organization, e.g., increased number of girls and women participating in sport by 25% (strategic priority)

November 8, 2002



Prepare and present formal proposal to OC and NSO Board

Create a Women’s Offi ciating Working Group

Conduct a national survey on barriers and disseminate results in offi ciating community

Design and implement mentorship initiative for C and B women referees

Monitor progress and adjust as needed

Formal commitment and resources by Board and Offi ciating Committee to address the problem.

I ncreased awareness and understanding by refereeing community of key barriers and challenges facing women offi cials.

Participation by mentors and developmental women referees in mentorship initiatives.

Developmental women referees feel supported in the offi ciating community.

Developmental women referees pursue B and A level certification.

I ncrease by 25% the number of A and B women referees by 2007.


November 8, 2002



Promote, organize and conduct rules clinics for players

Promote, organize and conduct certification clinics for entry level referees

Promote and facilitate refereeing opportunities at tournaments

Promote and facilitate assessment opportunities at tournaments

Design and implement women’s mentorship initiative

Players attend rules clinics

Entry level referees attend and pass certification clinic

Referees participate in local and provincial tournaments

Referees get assessed at local and provincial tournaments

I ncreased understanding of rules by players

I ncreased number of new referees

Referees remain active

Referees obtain higher levels of certification

I ncrease by 25% the number of A and B women referees by 2007

Skilled referees available to assist clubs with their tournaments.


November 8, 2002

HOW? WHAT WE WANT? WHY? Areas /

Programs / I nitiatives

Short- term Goals / Outcomes

Medium- term Goals / Outcomes

Long- term Goals / Outcomes (Mission)

High Performance Grass Roots Development Governance

Financial Sustainability

ORGANIZATIONAL STRATEGIC FRAMEWORK (Adapted from Steve Montague’s 3Rs of Performance, 1997.)

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• Can then measure and report on progress using performance indicators

• Will require thinking about how to capture the performance information

Where can we find the infoHow will we collect itWho should collect itHow often should we collect it

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Making it Happen

• Strategic planning is still important

but most organizations do not have

the underlying framework to

successfully make it operational

• Usually end up focusing on either the

strategic plan (new priorities) or the

operational plan (status quo)

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Making it Happen

• Depending on where you are in your planning

cycle, can start with a top down or a bottom–

up approach top down focus through performance-based strategic

planning and then apply to programs or projects

bottom-up focus through performance frameworks

and plans at program and project level leading up to

organizational framework and strategic planning

exercise

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Making it Happen

• Adopting a performance-based

approach to planning will take time

Phased approach over a planning cycle (4-

5 years) allows you to learn as you go and

avoids over-burdening

Understanding and commitment by senior

leadership is key

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Making it Happen

• Build capacity of staff and volunteers

gradually

Develop staff expertise and then volunteers

Doing is the best way of learning

Doesn’t have to be “perfect”

Ongoing support and coaching is key to

success

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Making it Happen

• Ideal approach is with a small group over 2 days or

smaller ½ day chunks

Develop program goals / outcomes (1/2 day to a full

day, depending on size of program and number of

“issues”)

Develop workplan

Develop indicators and measurement strategy

• Refine and implement

• Measure progress and adapt / refine as needed

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Making it Happen

• Link progress reporting to organizational

reporting and planning requirements

Periodic progress reporting to staff / volunteer lead

(every 3 months)

Periodic progress reporting to Board (as needed)

Annual roll-up and reporting to funder and Board

Periodic roll-up (every 3-4 years) to lead into

evaluation and strategic analysis phases

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Final Thoughts

• A good planning and performance measurement system takes time, patience and persistence.

• Strategic discussions along the way are as important as the end product.

• Monitor progress and celebrate successes.

• Good luck and thank you!

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References

• Montague, S., The Three R’s of Performance.

Performance Management Network Inc.,

1997. www.pmn.net

• Kent., J. and Wilkinson, D., Applied Strategic

Planning. Wilkinson Information Group Inc.,

1991. [email protected]

Performance-Based Planning

Documents

Transcript of Performance-Based Planning