1.
Setting Smart Objectives
Prepared and Presented By:
Dr. Yaser Aref
CEO, MGP Management Consultancies

2.
SMART Objectives Job Aid
Use the SMT+AR Table
What result will you
deliver?
How will you know you did
good work?
When will you deliver your
result?
How will your result add
value?
On what will your success
depend?
Write no more than
one bullet
Write at least one bullet,
best not to exceed five
Write at least one bullet, more
are possible
Must ask the question, may or
may not write the answer
Must ask the question, may or
may not write the answer
prefer noun and adjective
focus on what lies ahead
apply multiple measures
list conditions for success
link to organizational goal
S
M
A
R
T

3.
SMART Objectives Job Aid
Job Objective Pointers
Don’t describe your work,
drive your work.
It’s about the future, not the past. Focus on what
lies ahead and what you will contribute.
Think noun and adjective. Use nouns and adjectives to name the result. Save
verbs and adverbs for your action plan.
Build multiple measures into
every objective.
Multiple measures increase the likelihood of your
success and the quality of your product.
Identify the right measures to
get the right result.
Ask yourself, “How will I know I did good work?”
Good work is the right result, however it is defined.
Target Level 3 performance. Be clear about what your organization needs you to
accomplish, then make it happen.
Focus on what matters most. Every contribution you make matters, though not all
your contributions will be rated.

4.
Results Performance Management Means
Evolution “change management”
• Not just short term boost
• Continuous behavioral change
• Long term business success

5.
Business ?
• No longer easy to do business
• LARGE competition.
• Bad international financial climate
• Business Improvement Discussions
– Identify known needs from managers
– Identify unknown needs from analysis within
organization

6.
6
Introduction
Of all the functions involved in management, planning is the most
important. As the old saying goes, “Failing to plan is planning to
fail”. Setting goals and objectives is the first and most critical step
in the planning process. Employers need to be sure all employees
are well trained in how to set these important performance
measurements.
This sample presentation is intended for presentation to all
employees. It is designed to be presented by an individual who has
knowledge of the basics of setting goals and objectives, of the
employer’s own policies and practices on goals and objectives
setting, tactical and strategic planning, and performance
management. This is a sample presentation that must be
customized to include and match the employer’s own policies and
practices.

7.
7
Goals vs. Objectives
Goals
• General
• Intangible
• Broad
• Abstract
• Strategic – long-range direction,
set by top executives
Objectives
• Specific
• Measurable
• Narrow
• Concrete
• Tactical – short-range, set by
mangers to accomplish goals
Although the terms “goals” and “objectives” are often used
interchangeably, there is a difference between them:

8.
8
Quiz – Goals vs. Objectives
Which of these are goals and which are
objectives?
1. Increase profitability
2. Improve community relations
3. Provide short-term disability insurance to employees by mid-year
4. Improve employee computer skills
*Note to presenter: Ask “Is this a goal or an objective?”
If a goal, ask what the related objective would be –
if an objective, ask what the general goal might be

9.
9
Importance of Setting Goals &
Objectives
• Planning is the most important management
function.
– As the old quote goes, “Failing to plan is planning
to fail”
• Setting goals and objectives is important
because it is the first and most critical step in
a company’s planning process.

10.
10
How We Set Goals & Objectives
• At (name of company) top management
establishes our corporate goals each year and
for the next 3-5 years as part of the company’s
strategic plan.
• Under our Management by Objectives (MBO)
process, individual managers use these goals
to set their departmental objectives, their
own objectives, and their employee’s
individual objectives.
• We evaluate quality of performance of
managers and employees based primarily on
their accomplishment of these objectives.

11.
11
SMART Objectives
At (name of company) we set
SMART Objectives:
S Specific
M Measurable
A Achievable
R Realistic
T Time-oriented

12.
12
Specific Objectives
Specific objectives are:
• Concrete
• Detailed
• Focused
• Well-defined
• Straight-forward
• Action-oriented

13.
13
Specific Objectives cont’d.
When setting objectives that are specific, ask:
• What am I going to do? Use action verbs such as develop, execute, conduct, build
• Why is it important to do this?
• Who is going to be involved?
• When do I want this to be completed?
• How am I going to do this?

14.
14
Measurable Objectives
• Measurements for objectives help you know
when you have accomplished them.
• If you set an objective that is measurable,
when you complete it you have tangible
evidence of completion.

15.
15
Measurable Objectives cont’d.
When setting objectives that are
measurable, ask:
• How will I know when this objective has been achieved?
• What measurements can I use?

16.
16
Achievable Objectives
• Achievable objectives are those that you can
actually accomplish (something you can really
do within the time frame set) and not an
aspiration or vision.
• Achievable objectives need to challenge you
but not so much so as to be unattainable or to
cause frustration in being unable to complete.

17.
17
Realistic Objectives
Realistic objectives are those that you have
the resources to accomplish including:
– Skills
– Funding
– Equipment
– Staff

18.
18
Realistic Objectives cont’d.
When setting objectives that are realistic,
ask:
– Do I have the resources to accomplish?
– Do I need to rearrange my priorities to
accomplish?
– Is it possible to complete this objective?

19.
19
Time-Oriented Objectives
• Time-oriented objectives are those which
have deadlines for completion. The time
frames create sufficient urgency and lead to
action.
• The deadlines, just as with overall objectives,
must be achievable and realistic.
• For a complex objective, break into small parts
with a date for completion for each.

20.
20
When setting objectives that are time-
oriented, ask:
– What is the earliest yet achievable and realistic
date for this objective to be completed?
– Have I included this date in the statement of the
objective?
Time-Oriented Objectives cont’d.

21.
21
Course Evaluation
Please be sure to complete and leave the
evaluation sheet you received with your
handouts.
Thank you for your attention and interest!

22.
Foundation of Learning
 Share your experiences. They
provide valuable insight.
 If you are doing something that
gets the results you want, keep
doing it.
 Take the information you learn
here and put it into your own style.

23.
Goals and Objectives
• Setting SMART Objectives (An Overview)
• Getting SMARTer
• Not only being SMART, but remembering what is
Important
• SMART –The way you need it explained
• Getting Your Objectives Accomplished = Goal >
Objectives > Strategies > Tactics
• Measurements and ROI
• Working backwards to get ahead

24.
Polling Question #1
I know the difference between a goal and
objective (It’s ok if you’re not sure)
Yes
No

25.
Goals and Objectives Defined
• Goals relate to our aspirations, purpose and vision.
For example, I have a goal of becoming financially
independent.
• Objectives are the battle plan, the stepping stones
on the path towards the achievement of my goal.

26.
Getting SMARTer
• Process objectives
– Lets you know what you are doing and how you
will do it; describes participants, interactions and
activities
• Impact objectives
– Lets you know what the long term implications of
your program/activity will be; describes the longer
term impact on your target audience or
organization

27.
Getting SMARTer
Outcome objectives
Lets you know how you will change attitudes,
knowledge or behavior (short term); describe the
degree to which you expect this change
Personal objectives
Personal development is an ideal application for
SMARTer objectives. Often we see SMARTer
objectives written for project management or
business and performance management,
however as individuals in our personal
development plans, SMARTer objectives are also
a valuable formula within which to set and
individual measure performance.

28.
Key Components of a
Work Objective
Conditions
Sets the situation and/or environment in which the staff member is required to work
within...
Acceptable levels of Performance
Consider what level of performance is deemed acceptable in terms of Quality (i.e.
how effectively the work should be performed), Quantity (i.e. how much is
produced) and/or Timeliness (i.e. how quickly or in what timeframe the outcome
is to be achieved).
Measures
Include clear measures (quality, quantity, cost, timeliness and frequency of
completion) so both parties can track progress and readjust priorities if
necessary, to ensure performance outcomes can be achieved

29.
Polling Question #2
I have used the SMART model of setting either
goals or objectives before in my work or
personal life
Yes
No

30.
SMART

31.
Examples of SMART Objectives
1. Relationship Objectives
To host quarterly FOL activities to build membership by
10%. (20 new members)
2. User Ship Objectives
To increase the circulation of our DVD collection by 5%
in the next 3 months.
3. Promotional Objectives
To increase awareness of the library’s Adult
Programming by adding banners to the library’s
website and front entrance for 6 consecutive months
beginning in January.

32.
Examples of SMART Objectives
4. Objectives for Survival
To survive the current economic recession.
5. Objectives for Growth
To increase the size of our audio book collection by
3% in 2011. To increase the number of public use
computers by 50% in fiscal year 2011-2012.
6. Objectives for Branding
To make our library the preferred library of Young
Adult Readers in Pinellas County by 2013.

33.
Tests for a Good Objective—A
Memory Tool
• It must be Specific,
• It must be Measurable,
• It must be Attainable,
There need to be enough Resources
• It must be Timed, and
• It must be IMPORTANT

34.
How Do You Know What’s “Important”?

35.
Time Frame

36.
SMART objective are the stepping
stones towards the achievement of
our goals……

37.
Specific
• WHAT am I going to do? This are best written using
strong, action verbs such as conduct, develop, build,
plan, execute, etc. This helps your objective to be
action-orientated and focuses on what’s most
important.
• WHY is this important for me to do?
• WHO is going to do what? Who else need to be
involved?
• WHEN do I want this to be completed?
• HOW am I going to do this?

38.
Specific
Diagnostic Questions
• What exactly are we going to do, with or for whom?
• What strategies will be used?
• Is the objective well understood?
• Is it clear who is involved?
• Is it clear where this will happen?
• Is it clear what needs to happen?
• Is the outcome clear?
• Will this objective lead to the desired results?

39.
Measured
If the objective is measurable, it means that the
measurement source is identified and we are able to
track the results of our actions, as we progress
towards achieving the objective. Measurement is
the standard used for comparison.

40.
Diagnostic Questions
• Can we get it done in the proposed timeframe?
• Do I understand the limitations and constraints?
• Can we do this with the resources we have?
• Has anyone else done this successfully?
• Is this possible?

41.
Realistic
Objectives that are achievable, may not be realistic…..
however, realistic does not mean easy. Realistic
means that you have the resources to get it done.
The achievement of an objective requires

42.
Time Bound
Time-bound is defined as setting deadlines for the
achievement of the objective. Deadlines create an
important sense of urgency. If you don’t set a
deadline, you will reduce the motivation and
urgency required to execute the tasks. Deadlines
create the necessary urgency and prompts action.

43.
Goals vs. Objectives
• Goals are your general intentions, the big picture
aims. Your objectives are the outcomes that
represent achievement of that goal. Things you can
actually observe. In order to be classified as an
objective, something has to be measurable. You need
a way of defining whether or not you have
completed them successfully

44.
Measurement and ROI
Measuring success, however, can be different than ROI.
You can have successful outcomes that are not
measurable in terms of dollars. Qualitative ones like
awareness and reach, and quantitative ones like
website traffic.

45.
Working Backwards From Your Goal to
Get Ahead

46.
Thanks for Attending
Our Next Program with PCI Webinars!
Performance Gap Analysis in Your Library with Ned Parks
Wednesday, December 15th at 1:00 pm

47.
Demand the best from yourself,
because others will demand the best of you. . . .
Successful people do not simply give a project hard
work. They give it their best work.”
Win Borden

48.
Becoming An Agility Master
• Great leaders have learned the art and science
of mastering self-improvement and time
management
• In many ways, these principles apply to
salespeople
• To be effective in sales, one must have
courage and a positive attitude, even in the
face of adversity

49.
Six Aspects of Leadership
• Each aspect can be applied to selling and to life in
general
1. Having a set of beliefs and sticking with them
2. Optimism
3. Courage
4. Relentless preparation
5. Teamwork
6. Communication
Mayor Rudy Giulianni, from a speech given to the Direct Selling Association on June 11, 2003

50.
Self-Discipline
• Learning to manage oneself and one’s time
requires self-discipline, which requires
determination
• Determination begins with a purpose or a
“calling,” the creation of passion, which drives
one toward reaching specific goals

51.
“Your dreams will not progress to failure
unless you fail to progress”
Fern Jones

52.
Becoming Self-Disciplined
• Self-discipline is defined as making a
“disciple” of one’s self
– Becoming one’s own teacher, trainer, coach,
disciplinarian
• Becoming disciplined helps salespeople
develop and manage their personal and
professional goals (their purpose)
Source: William J. Bennet, The Book of Virtues

53.
Habits: Powerful Factors
• A good habit, consisting of three elements, is
defined as “the intersection of knowledge”
1. Knowledge: the what to do
2. Skill: the how to do
3. Desire (motivation): the want to do
Source: Stephen Covey, The Seven Habits of Highly Effective People

54.
Seven Habits of Highly Effective People
• Stephen Covey’s seven habits are:
– Be proactive
– Begin with the end in mind
– Put first things first
– Think win/win
– Seek first to understand and then to be
understood
– Synergize
–Sharpen the saw
Refer to Table 13.1--How the Seven Habits Apply to Salespeople

55.
Sharpen the Saw
Effectiveness and Efficiency
• Successful people are accountable for how
they manage both themselves and their time
– Managing oneself is largely concerned with
learning how to make oneself more effective
– Managing time is largely concerned with making
oneself more efficient

56.
“Always demanding the best
of oneself, living with honor, devoting one’s talents
and gifts to the benefit of others—
these are the measures of success that endure
when material things have passed away”
Gerald Ford

57.
Managing Oneself
• When people engage in self-management,
they are engaging in a practice of determining
what qualities lead to agility and success
• Self-management also involves learning how
to develop those qualities to build and
maintain relationships

58.
Success In Today’s
Knowledge Economy
• Success in today’s knowledge economy comes
to those who know:
– Their strengths
– Their values
– How they best perform

59.
Accountability
• Why some people succeed and others do
not is largely due to how they manage their
accountabilities
• Accountability refers to being responsible for
someone or some activity
– Two facets
1. Simply performing the activities specified
2. How effectively the person performs those activities

60.
Maintaining Accountability
• Maintaining accountability involves several
aspects:
– What the salesperson wants to be
– How the salesperson is going to get there
– The salesperson’s assessment of how she is doing

61.
“A great attitude does much more than turn on
the lights in our worlds; it seems to magically
connect us to all sorts of serendipitous
opportunities that were somehow
absent before we changed”
Earl Nightingale

62.
Attitude: The Great Motivator
• The difference between the professional and
the amateur is more a matter of attitude
• Having the agility to compete successfully
depends on many things, but high on the list is
attitude
• Attitude conveys a zeal for the work and a
sincerity of interest in it

63.
Image
• A professional image is extremely important
• Image is a function of both physical qualities
and personal qualities
• A person’s image is a mental picture of what
others think of that person
• Remember, a person never gets a second
chance to make a first impression
Review Chapter 7--Attention

64.
Physical Qualities
• Physical qualities are those that a customer
can see or hear
• The physical dimension of “sharpen the saw”
is caring for our bodies
– Eating the right foods
– Exercising
– Getting enough rest and relaxation

65.
“Success Breeds Success”
People who look successful will
be perceived as successful

66.
Personal Qualities of Agile Salespeople
• Ego Drive
• Empathy
• Commitment
• Maturity
• Personal Magnetism
• Sincerity
• Self-Confidence
• Trainability
Refer to Table 13.3--Qualities of Successful Salespeople

67.
Ego Drive
• Ego Drive is a balance within oneself
–Energy:
• Some goal must energize the salesperson
–Image:
• The salesperson must have a good self image
–Optimism:
• The salesperson must remain optimistic about
achieving her goal

68.
Empathy
• Throughout Selling ASAP, the importance of
having empathy has been emphasized
• Empathy is the capacity to participate in
another person’s feelings or ideas
• Agile salespeople can put themselves in their
customers’ situations
• Only with empathy can salespeople truly
understand customers and inspire them

69.
Commitment
• The spiritual dimension of “sharpening the
saw” has to do with commitment to one’s
value system
• A person’s value system inspires that person
and affects how he treats other people
– In a sales context, commitment encompasses the
feelings a salesperson has toward the various
aspects of his sales career and his customers

70.
Maturity
• A mature person is one who can make
personal adjustments to people and
circumstances
• Salespeople show maturity in their ability to
control personal feelings
• Self-control is a necessary attribute of the
successful salesperson
Review the Social Styles Matrix in Chapter 5

71.
Personal Magnetism
• Personal magnetism is a combination of
enthusiasm, intelligence, and smartness
• It is a trait that strongly attracts others to
those who have it
• Salespeople who have personal magnetism
are just that much more ahead of their
competition

72.
“Sincerity and truth are
the basis of every virtue”
Confucius

73.
Sincerity
• A mental dimension of “sharpening the saw"
is sincerity
• Sincere salespeople develop trusting
relationships with customers
– Sincerity convinces the prospect that the
salesperson knows what she is talking about
– Sincere salespeople are truly convinced that their
products and services will meet their customers’
needs and wants

74.
Self-Confidence
• Self-confidence is
– The belief in oneself or one’s own abilities
– The belief that success comes from hard work and
intelligent effort, not luck
• Covey’s first habit, be proactive, means that
salespeople must take responsibility for what
they do
– Taking initiative requires self-confidence
Refer to Table 13.2--How Salespeople Can Develop Self-Confidence

75.
Trainability
• Successful people respond well to training and
view learning as an opportunity for improving
themselves
• Achievers are those who thrive on new data
and welcome a new challenge

76.
Complacency
• Complacency is feeling secure and ignoring
any threats that exist
• Complacency can erode salespeople’s
relationships with their customers
• Salespeople who become complacent risk
using obsolete sales tactics
Refer to Table 13.4 Things Salespeople Should Avoid

77.
Managing Time
• Covey’s third principle deals with prioritizing
• The primary reason people cannot find time
to be reflective is that they mix up what is
urgent and what is important

78.
“People become addicted to the urgent.
They simply define important as urgent. They
neglect preventive thinking, they neglect long-term
strategic thinking, they neglect the building of high
trust relationships, and they are consumed by an
addiction called urgency”
Stephen Covey

79.
Importance and Urgency
• Four combinations of importance and urgency
relate to activities in which salespeople
engage:
– Not important, not urgent
– Not important, but urgent
– Important, but not urgent
– Important and urgent

80.
How Much Is Time Worth?
If annual
earnings are . . .
Every hour is
worth
approximately . . .
$25,000 $13
$30,000 $15
$35,000 $18
$50,000 $26
$75,000 $38
$100,000 $50
$200,000 $102

81.
It’s About Time
• Time is a precious resource that should be
used wisely
• The allocation of time between nonselling and
selling activities represents one of the
salesperson’s most important challenges
• The key for salespeople in building long-term
relationships is to make sure that nonselling
time has a focus

82.
Success Is a Race Against Time
• Advanced technology has accelerated the
pace of work life
• Time is part of the agile professional’s
inventory
• Agile sales professionals adjust their work
habits to meet the changing demands on their
time

83.
The work you do between 8:00 A.M. and 5:00
P.M. is what you get paid to do
The work you do between 5:00 P.M. and
8:00 P.M. is what gets you promoted

84.
Professional Selling Efficiency
• Efficiency is often described in the sales
profession in the form of advice: “Plan your
work, and work your plan”
• The time-management challenge for
salespeople is to separate the unnecessary
from the essential
• Salespeople must learn to assign priorities to
important activities

85.
Planning
• Planning involves setting SMART objectives
–Specific
–Measurable
–Attainable
–Realistic
–Time-based

86.
Cycles of Productivity
• Productivity involves making the clock work to
a person’s advantage
• Individuals must determine their own peak
periods and use them to their advantage
• Salespeople should do the most demanding
activities when they are at their best

87.
Suggestions for Managing Time
• Set goals
• Manage interruptions
• Clear the clutter
• Use multiple contact
media
• Learn to say no
• Manage appointments
• Call on prospects who
can buy now
• Put a time value on
entertainment and travel
• Increase personal
efficiency

88.
Setting Goals
• By setting goals, people know exactly what
is to be accomplished and where they
want to be
• In order to be effective goals must:
1. Be in writing
2. Be specific and relate to results
3. Be realistic
4. Have a time schedule and a target date for
finishing each step as well as each goal
Refer to Table 13.5--Possible Goals for the Salesperson

89.
Managing Interruptions
• Constant day-to-day interruptions are huge
time-wasters for people
– Unnecessary visits
– Unplanned social conversations and meetings
• Self-sabotage is another form of wasting time
– Procrastination
– Perfectionism

90.
Clearing the Clutter
• A good way for salespeople to eliminate
clutter and get organized is to
– Standardize all routine tasks
– Consolidate tasks by combining separate but
similar ones
– Redistribute work to the appropriate people
– Anticipate what is to come by identifying tasks
that can be done in advance

91.
Managing Appointments
• Salespeople should work cold calls and
appointments concurrently because this
maximizes the salesperson’s available time
• Many salespeople use both appointments and
cold calls, reserving their cold calls for fact
gathering and finding out about a company’s
products
Refer to Table 13.6 Working Appointments and Cold Calls

92.
Calling on Prospects
Who Can Buy Now
• The salesperson’s best opportunity to impress
prospects is on the first call
• The average cost of a sales call is increasing
• Calling on customers who are not “real”
prospects costs a lot of money

93.
Personal Efficiency
• Salespeople who are striving to increase their
efficiency should record their transactions
using:
– A Personal Digital Assistant (PDA)
– A Pocket Calendar or Day Planner
– A Tickler File

94.
Those who are persistent and who
work hard and work smart can fulfill
their visions

95.
Going Back In Time
• The following are people who believed in
themselves in spite of criticism from others
– Michelangelo
– The Wright Brothers
– Benjamin Franklin
– Henry Ford
Can you name a few?

96.
Stepping Out on Faith
• History provides many accounts of individuals
who stepped out on faith with an idea—with a
dream
• Their belief system, along with determination
and perseverance, allowed them to run with
purpose, in spite of criticism from the masses

97.
PerseverePersist
Pursue your dreams with courage
and optimism
The Authors of Selling ASAP
Eli Jones, Carl Stevens & Larry Chonko
Believe

98.
College of Micronesia - FSM
Planning & resources committee
September 23, 2009
Performance Budget
98

99.
Performance budgeting - guiding principles
• Be focused on outcomes
• Provide simple, accessible information
• Be understood and used by all
• Be flexible and responsive to the customer
• Support interdepartmental efforts
• Measure achievement
• Encourage continuous improvement
• Assist with strategic planning and demand
management
99

100.
Performance budgeting - what it does
 States desired core outcome to be achieved
 Measures the success in achieving results
 Helps focus on the high-level outcomes desired
 Makes the budget more understandable and relevant to the
community
 Empowers staff with flexibility
 Shows success more comprehensively and clearly (Measures
overall service effectiveness)
 Better alignment:
• organizational structure, processes, customer-
driven, performance appraisal, training
100

101.
Performance based budgeting and management
• Links $$ with results
• Focuses government on key priorities
• Provides legislature with more information to set
budget
• Enables holding departments accountable
• Provides monitoring and reporting framework
• Provides managers information necessary to improve
101

102.
IPOLO
Input
Process/
Activity
Output Outcome
Link
102

103.
What are outcomes?
•They define the purpose of a service
•Why are we here?
•What results can we expect from our
efforts?
•Programs are created around outcomes
•Only core outcomes are measured
103

104.
Program outcomes statements
 WHY? (outcome)
 A statement of the ultimate goal
 HOW? (services)
 A statement of the broad service areas
 HOW WELL? (measures)
 Specific measurements of success
 Four standard measures: Customer Satisfaction, Cost
Efficiency, Budget/Cost Ratio, Individual Measures
104

105.
Measures
 How Well? Measurement of the Success in Achieving the Core
Outcome(s).
 Only high level measures should be used.
 The outcome measures should focus on quality, effectiveness and
efficiency.
 What results you need to determine whether the purpose has been met.
 What performance targets (service standards) should be set?
 Is there at least one measure for each “by” or “through” (strategies)
statement?
105

106.
Measures
Be based on program goals or objectives that tie to
a statement of program mission or purpose
Measure program results or accomplishments
Provide for comparisons over time
Measure efficiency and effectiveness
Be reliable, verifiable and understandable
Be reported internally and externally
Be monitored and used in decision-making
106

107.
Accreditation issues
• Linking
– Planning
– Assessment (including program review)
– Resource allocation
• Commitment to continuous improvement
• Culture of evidence
– No “trust me”
– Data is presented to support statements
– Assumptions are recognized as assumptions and tests are
made to determine there validity
107

108.
What is in place at COM-FSM? Strategic plan (planning)
 Sets mission, values and priority goals of the college
 Continuous improvement cycle
 Balanced scorecard – key results by strategic goal (measures)
 Improvement plans (IAP worksheet #1)
 Links to institutional mission and goals (links to institutional outcomes to
be included in revision)
 Links to program mission and goals
 What is to be accomplished (results)
 Strategies by which it will be accomplished
 Criteria for success established
 Linked to revised performance evaluation for supervisors
108

109.
What is in place at COM-FSM? IAP Assessment
Process
• Assessment plans (IAP worksheet #2)
– Links to intuitional mission and goals
– Links to program mission and goals
– Evaluation questions for each improvement outcome/objective
– Criteria by which you determine success
– Data sources, sampling analysis identified
– Timelines and who is responsible
• Assessment reports (IAP worksheet #3)
– Were the Improvement outcomes/results achieved to the specified
criteria?
– Closing the Loop – linked to program and institutional mission and goals
109

110.
What is in place at COM-FSM? IAP Assessment Process
• IAP Handbook
– Background on quality instruction and services
– Definition of assessment
– Assessment techniques
– Worksheets & directions
• Improvement plan - objectives/outcomes for performance
budget (worksheet #1)
• Assessment plan (worksheet #2)
• Assessment report – closing the loop (worksheet (#3)
– Assistance with student learning outcomes and services
objectives/outcomes
110

111.
What is in place at COM-FSM?
• Policy on continuous improvement cycle
– Links
• Strategic plan
• IAP assessment
• President’s retreat (priority setting)
• Budget (performance)
– Processes and procedures to follow at each stage
– Focuses the college on continuous improvement at
all levels
111

112.
What’s remaining? Performance budgeting (putting in
place)
• Determines what is to be accomplished
– Based on IAP improvement plan (worksheet #1)
– Impacted by assessment report that determines if success criteria was
achieved for key results
– Closes the Loop on the improvement cycle (worksheet #3)
• Allocates resources based on results to be obtained
• Recognizes success and failure
• Drives line item budget
• Links budget items to what is to be accomplished
• Basis for monitoring and reporting
• Allocates time as well as dollars ($)
112

113.
Key results/outcomes for COM-FSM
 Institutional & campus levels
 Graduation rates
Based on meeting institutional, program and course student learning outcomes
 Retention rates
Progression
Persistence
 Transfer rates (internal & external)
 Course completion rates
 Program completers
 Job placement
 Employer satisfaction
 Others.
113

114.
Quality, effectiveness and efficiency
• Improvement of quality of services
– Instructional techniques that promote increased student learning (meeting
student learning outcomes at course, program and institutional level)
– Satisfaction rates (surveys to be administered in mid October) for colleges
programs and services (instructional, student and administrative services)
• Students
• Faculty/staff
• Effectiveness and efficiency
– Increased productivity (even with reduced resources)
– Increased accuracy
– Increased satisfaction
• Rating on student services and administrative services program rubrics
– Assists with setting improvement needs (student services developed, administrative
services under development)
114

115.
Roles & responsibilities
• Vice President’s and Campus Directors
– Ensure that the sum of instructional, student and administrative services
result in improvement of key results at each campus and in each service
area.
– Ensure that key results/outcomes are meet
– Ensures focus on clients (students, community, leaders)
• IC, SSC, Office Directors
– Ensure that programs and offices support key results/outcomes of the
college
– Continually improving quality, effectiveness and efficiency of instruction
and program services
– Ensures focus on clients (students, community, leaders)
115

116.
Changes
• What gets measured gets done.
• If you don’t measure results, you can’t tell success from failure.
• If you can’t see success you can’t reward it.
• If you can’t reward success, you may be rewarding failure.
• If you can’t recognize failure, you can’t correct it.
• If you can demonstrate results, you can win public support.
• Systems and culture must change
• Push authority and flexibility to lowest levels
• Aligning organizational infrastructure to support a performance
management environment
• Evolutionary process -- not a quick fix
116

117.
Implementation Issues
• Determine results to be obtained (quantities, high level)
– Measures & data sources
• Writing SMART Objectives/outcomes with by or through
strategies & activities
– Identify outputs for use with FSM BPS
• Link to results and SMART objectives
– Financial resources ($ allocation)
– Human resources (time allocation)
• Monitoring & reporting
– Reporting accomplishments against plans
–
117

118.
Changes
• Focus on results/outcomes
• Accountability defined at institution, campus, program
levels
– Success recognized
– Failure recognized
– Rewards and incentives for quality work
• Transparent in allocation and use of resources
• All programs and services addressed
• Monitoring & reporting
– Accomplishments/results against plans
– Measures
118

119.
SMART goals and objectives
• S = Specific
• M = Measurable
• A = Attainable
• R = Realistic
• T = Timebound
119

120.
SMARTer, C-SMART & SMART - S
SMARTer
SMART objectives that are
Extending
Reviewed
C – SMART
SMART Objectives that are also CHALLENGING
SMART – S
SMART objectives that are also stretching
120

121.
Types of objectives
 Process objectives
 lets you know what you are doing and how you will do it; describes participants,
interactions and activities
 Impact objectives
 lets you know what the long term implications of your program[me]/ activity will
be; describes the longer term impact on your target audience or organization
 Outcome objectives
 lets you know how you will change attitudes, knowledge or behavior (short term);
describe the degree to which you expect this change
 Personal objectives
 SMARTer objectives are often written for project management or business and
performance management, however as individuals in our personal development
plans, SMARTer objectives are also a valuable formula within which to set and
individual measure performance.
121

122.
Specific
S Specific Stimulating Simple
Stretching
Succinct
Straight
forward
Self owned
Self managed
Self
controlled
Significant
Strategic
Sensible 122

123.
Measurable
M Measurable Motivating Manageable
Meaningful
Magical
Magnetic
Maintainable
Mapped to
goals
123

124.
Achievable
A Achievable Appropriate Actionable
Attainable
Ambitious
Aspirational
Accepted/
acceptable
Aligned
Accountable
Agreed
Adapted
Assignable
As-if-now
Adjustable
Adaptable
124

125.
Realistic
R Realistic Relevant Results
Orientated
Resources are
adequate
Resourced
Rewarding
Recorded
Reviewable
Robust
Relevant to a
mission
125

126.
Timebound
T Time-..
bound
limited
driven
constrained
related
phased
sensitive
specific
stamped
lined
Tangible- Trackable
Traceable
Timed/ Timely
Toward what
you want
126

127.
SMARTer Extending & Reviewed
E Extending Exciting Evaluated
Engaging
Energising
Ethical
Enjoyable
R Reviewed Rewarding Recorded
Realistic
Relevant
Resourced
Research Based
127

128.
Definitions
Specific Measurable Achievable Realistic Time
Objectives
should specify
what they
need to
achieve
You should be
able to
measure
whether you
are meeting
the objectives
or not
Are the
objectives you
set, achievable
and
attainable?
Can you
realistically
achieve the
objectives
with the
resources you
have?
When do you
want to
achieve the set
objectives?
128

129.
Detail Specific
Acronym
element
Description Diagnostic Questions
Specific Specific means that the objective is concrete, detailed,
focused and well defined.
The objective must be straight forwards and emphasize
action and the required outcome.
Specific also means that it’s results and action-
orientated.
Objectives need to be straightforward and to
communicate what you would like to see happen. To
help set specific objectives it helps to ask:
 WHAT am I going to do? This are best written using
strong, action verbs such as conduct, develop, build, plan,
execute, etc. This helps your objective to be action-
orientated and focuses on what’s most important.
 WHY is this important for me to do?
 WHO is going to do what? Who else need to be involved?
 WHEN do I want this to be completed?
 HOW am I going to do this?
 What exactly are we going to do, with
or for whom?
 What strategies will be used?
 Is the objective well understood?
 Is the objective described with action
verbs?
 Is it clear who is involved?
 Is it clear where this will happen?
 Is it clear what needs to happen?
 Is the outcome clear?
 Will this objective lead to the desired
results?
129

130.
Detail Measurable
Measurable If the objective is measurable, it means that the
measurement source is identified and we are
able to track the actions as we progress towards
the objective. Measurement is the standard used
for comparison.
For example, what financially independence
means to one person, may be totally different
compared to what is means for another.
If you cannot measure it .. you cannot manage it
It’s important to have measures that will
encourage and motivate you on the way as you
see the change occurring, this may require
interim measures.
Measurements (and the visible progress) go
along way to help us to know when we have
achieved our objective.
 How will I know that the
change has occurred?
 Can these measurements be
obtained?
130

131.
Achievable
Achievable Objectives need to be achievable, if the
objective is too far in the future, you’ll
find it difficult to keep motivated and to
strive to attain it.
Objectives, unlike your aspirations and
visions, need to be achievable to keep
you motivated.
Objectives need to stretch you, but not so
far that you become frustrated and lose
motivation.
 Can we get it done in the
proposed timeframe?
 Do I understand the
limitations and constraints?
 Can we do this with the
resources we have?
 Has anyone else done this
successfully?
 Is this possible?
131

132.
Realistic
Realistic Objectives that are achievable, may not
be realistic….. however, realistic does
not mean easy. Realistic means that you
have the resources to get it done.
The achievement of an objective requires
resources, such as, skills, money,
equipment, etc. to the task required to
achieve the objective. Whilst keeping
objectives realistic, ensure that they
stretch you.
Most objectives are achievable but, may
require a change in your priorities to
make them happen.
 Do you have the resources
available to achieve this
objective?
 Do I need to revisit
priorities in my life to make
this happen?
 Is it possible to achieve this
objective?
132

133.
Timebound
Time Time-bound means setting a
deadlines for the achievement of the
objective. Deadlines need to be both
achievable and realistic.
If you don’t set a time you will
reduce the motivation and urgency
required to execute the tasks. Agreed
Time frames create the necessary
urgency and prompts action.
 When will this objective
be accomplished?
 Is there a stated
deadline?
133

134.
Writing SMART objectives
• Don't try to use that order M-A/R-S-T is often
the best way to write objectives.

135.
Writing SMART objectives
• Measurable is the most important
consideration.
• You will know that you've achieved your
objective, because here is the evidence.

136.
Measurable
• Summary: Is there something measurable to
assess progress towards the objective?

137.
Achievability
• Summary: With a reasonable amount of effort
and application can the objective be
achieved?

138.
Realistic
• Summary: Can the people with whom the
objective is set make an impact on the
situation? Do they have the necessary
knowledge, authority and skills?

139.
Specific
Who is going to do how
much of what by when?
• By September 2007, all health educators in
our district will have participated in a district-
wide mapping and alignment workshop.
• By January, 2008 all health educators in our
district will have completed an update to our
k-12 health curriculum scope and sequence.

140.
Specificity
• Summary: Is there a description of a precise
or specific behavior/outcome which is linked
to a rate, number, percentage or frequency?

141.
Time based
• In the objective somewhere there has to be a
date
• (Day/Month/Year) for when the task has to be
started (if it's ongoing) and/or completed (if
it's short term or project related).
• Simply: No date = No good.

142.
Types of Organizations
Autocratic Organization: senior leader or
Founder use command and control based on
assumption that they have all the answers
Hierarchical Organization: chain of command
is observed so that ideas are filtered or killed
and a select few make it to top
Learning Organization: Individuals takes
responsibility for continued self development but
organizing wide knowledge creation is not ultimate
goal
Teaching Organization: Everyone is expected
to contribute to organization’s knowledge base by
teaching others across boundaries
Empowerment Organization: Everyone is
empowered to function as per the required needs of
the organization and the department he/she leads

143.
Change at
all Levels
Understand Mission Statement & Vision Clarity
Skills Development & Improvement by Training
Incentives & Bonuses
Resources, Training &
Education
Understanding
Action Plan

144.
Reliance
On
Alignment
through
dialogue
and
authority
Commitment
and
Contribution
by all
Employees
to strategy
Vision &
values
Level
of
Knowledge
creation
Sharing
Best
practice
And
Knowledge
Across
boundaries
Low Low Low Low
High High High High
Autocratic Organization: the senior
leader or the Founder use command &
control based on the Assumption that
they have all the answer
Hierarchical Organization: the chain
of command is observed so that ideas
are filtered or killed and a select few
make it to the top leaders
Learning Organization: Individual
takes responsibility for continued self
development but organizing wide
knowledge creation is not the ultimate
goal
Teaching Organization: Everyone is
expected to contribute to the
organization’s knowledge base by
teaching others across boundaries.
Empowerment Organization: Everyone
is empowered to function as per the
required needs of the organization and
the department he/she leads

145.
Elements to implement successful
change
False
Starts
Vision Skills Incentives Resources Action Plan
Frustration
Little
Change
Anxiety
Confusion
CHANGE
Skills Incentives Resources Action Plan
Vision Incentives Resources Action Plan
Vision Skills Resources Action Plan
Vision Skills Incentives Action Plan
Vision Skills Incentives Resources

146.
Leadership Challenges
• Autocratic leadership expectations
– Exhausted leaders
– Disempowered employees
• Poor problem solving
– Exhausted leaders
– No accountability or responsibility taken by
employees
• Poor Work-Life Balance
– Exhausted leaders
– Exhausted employees
– Less than ideal decision making

147.
On the road to “change “
Management vs. Leadership
• Innovate
• Ask what and why
• Focus on people
• Do the right things
• Develop
• Inspire trust
• Longer-term perspective
• Challenge the status-quo
• Have an eye on horizon
• Originate
• Are their own person
• Show originality
• Administer
• Ask how and when
• Focus on systems
• Do things right
• Maintain
• Rely on control
• Short-term perspective
• Accept the status-quo
• Have an eye on bottom line
• Imitate
• Emulate the classic
• Good soldier
• Copy
Zaleznik - 1989

148.
Programme Objectives
Tangible & Intangible Indicators
Balanced Objectives Matrix
Strategies & Relations with Balanced Objectives
Balanced Objectives Cards Application
Balanced Objectives Road Map
Measurement of Competitiveness & Quality Scale

149.
Programme Contents
Management by Objective & Concepts
Delving into quality Perspective {concepts}
Procedures & Operations from Quality Perspective
HR& Investment for Development and Education
Change from tangible to intangible indicators
Balanced Objectives and Strategic Maps Matrix
Scales of Procedures Competitiveness & Quality
Management by objectives
Delving into Quality Concept
Quality & Procedures (operations)
HR& Investment for Development & Education
Scale for Excellence
Balanced Objectives & Strategic Map
Employees Performance Evaluation

150.
Management Old Mindset
Fredrik Taylor -1856
Profound
Knowledge
- Leadership
Process
- Human
Resources
Innovation
- Learning
- Change
Mindset
 Motivate by money only
 Employees are lazy
 Fear is the only solution
 Do not trust employees
 Customers care about price only
 Productivity & Efficiency
 Hierarchy is the answer
 Protect local industry
 Management by objectives
 Conflict between departments
Change Old mindset to
escape this frame of
Reference to innovate

151.
The Madness of Management
• The trouble is, some mangers
believe they can carry on
doing the same things, yet
achieve different results,
but…
• If you always do what you
always did, you’ll always get
what you always got!
The biggest enemy of
sustained growth is “cultural
lock-in”, the phenomenon by
which managers get attracted
to existing products and
processes
 To successfully achieve the changes needed, we will require a
balance of hard and soft skills.
 We’ll need some different behaviors.
 And some different thinking

152.
Quality Profound Knowledge in Knowledge Age
Industrial Age Knowledge Age
Leadership Status & Promotion Selection
Management Controlling Employees Authorization and
enabling
Structure Hierarchical &
Bureaucratic
Horizontal & Flexible
Motivation External Internal
Communication Profitable & Short Term Long Term Balanced
Objective
Education Top to Bottom Bottom Top
Training Acquired Technical Skills Planned Training &
Development
Employees Costs and Charges Investment, Development
Education

153.
Balanced Scorecard Historical Lock
• Industrial Revolution Age
1850 -1975
Financial indicators
Product
Management, Think tanks &
Laborers
Lack of Customer care
Quality of Product
Historical Perspective

154.
Balanced Scorecard Historical Lock
• Industrial Revolution Age
1850 -1975
One segment for customers
Separate Sections & Procedures
Separate Relations (Purchases,
Manufacturing, Selling,
Tangible Objectives
Evaluation)

155.
Balanced Scorecard Historical Lock
• Information & Knowledge Age
1975- Date
Balanced Indicators
Product & Service
Human Resources & Creativity
Care for Customers & importers
Quality of Product & Service
Prospect & Compatibility

156.
Management by Objectives (1970)
• Tangible Financial Indicators
• Distrust for Human Resources
• Lack of Customer Care
• Lack of Measuring & Developing
Procedures
Management by Balanced Objective (2000)
 Intangible Quality Indicators
 Human Resources
 Procedures
 Customers

157.
Increasing Financial Value Concept for Intangible
Resources in the International Organization
Financial Indicators 34%
Customer Indicators 22%
Operations & Procedures 22%
Developing & Educating
Human Resources 22%
Total 100%
Current Evaluation of International Auditing
Firms. Customers’ realization of the company
influence the market value & share accounts
payable & capital evaluation which influence
performance and results
Dow Market Value 21 Billion
Dow Account Payable 8 Billion
75% of the companies Market Value are
from intangible resources. Intangible
resources include:
Creativity, Human Resources, Customer
Relations, Marketing
1984
(38%)
1994
62%
2004
75%
20yrs
10yrs
1yr

158.
To achieve excellence..Something has to
change…Mindset…Attitude..Behaviours
“The significant problem we face cannot be solved by the
same level of thinking which caused them “
Albert Einstein
Thinking
Systems
Outcomes

159.
Learning Organization
• An organization that creates, acquires, transfers, and retains
knowledge. It’s particularly good at changing its behaviour to
reflect new knowledge and insights.
Peter Senge’s five core concept (The Fifth disciplines)
1. Personal Mastery (growth driver)
2. Building Shared Vision (Develop a Common Future)
3. Team Learning (Dialogue, Skillful discussion)
4. Mental Models – hidden Assumptions & Beliefs
5. System thinking
Integrate all the others, body of
knowledge and tools that help
people see the pattern in
complex system
A Learning Organization has
the capability to learn new
things and change the way it
behaves…

160.
Evolution of Teaching Organization
Reliance
On
Alignment
through
dialogue
and
authority
Commitment
and
Contribution
by all
Employees
to strategy
Vision &
values
Level
of
Knowledge
creation
Sharing
Best
practice
And
Knowledge
Across
boundaries
Low Low Low Low
High High High High
Autocratic Organization: the senior
leader or the Founder use command &
control based on the Assumption that
they have all the answer
Hierarchical Organization: the chain
of command is observed so that ideas
are filtered or killed and a select few
make it to the top leaders
Learning Organization: Individual
takes responsibility for continued self
development but organization wide
knowledge creation is not the ultimate
goal
Teaching Organization: Everyone is
expected to contribute to the
organization’s knowledge base by
teaching other across boundaries.

161.
Results
Achieving results by Empowering, Motivating & Leading People
Information
Material
People
Money
HR
Money
IT
Material
• Plan
• Organize
• Direct
• Control
• Motivate
• Empower
• Lead
• Trust
Quality
Financial indicators
Customer Loyalty
Internal Process
HR Development
Balanced
Scorecard
Traditional Management
Globalization Leading

162.
H.R Communication Competencies (Iceberg Model)
Skills
• Technical
• Human Relations
Knowledge
• Experience
• Education
•Training
Communication
2
1
Automatic level of
Communication
Attitudes
• Motives
Behaviours
• Concept
• Self
• Traits
The power of your mind – the automatic level, the
subconscious mind, When we learn something we
use the conscious part, As knowledge develop it is
stored in the subconscious “Attitudes” unconscious
competence.

163.
Social Self
Perceived
Self
Ideal Self

164.
Company (HR) Effectiveness And
ProfitabilitySix Sigma
Balanced
Scorecard
Motivate
Selection
/Discharge
/Transfer
Empower
Development
& Coaching
Cando
Will do

165.
Self Awareness & Perpetual Accuracy
Performance Appraisal and it’s effect in Leadership Maturity
Cause Effect
Performance Appraisal Leadership Maturity
Self
Awareness
Distorted
Perception
100% 100%
Reality
Perception
Awareness of my feeling
Leadership Maturity & Self Awareness

166.
Situational Leadership
SUPPORTIVEBEHAVIOURS
Empowerment
Delegating Directing
CoachingFacilitation
3
4
2
1
DIRECTIVE BEHAVIOURS
Trust
Competency
Commitment

167.
Leader
Leader
Leader
Leader
Leader
Level 1 Leader Decision - Monologue
Level 2 Input
Leader Decision
Level 3
Dialogue Leader Decision
Level 4
Collaboration
Level 5
Delegate
Empowerment Metaloge
We have decided
They have decided
Criteria Process
LEVELS OF
DECISION
MAKING

168.
Building your Talent Base – Company
Capabilities
Secret Formula (Excellence of Intellectual Capital) =
Competence x Commitment
Shared
Mindset/Culture Talent Speed
Learning Accountability Collaboration
Quality of
Leadership

169.
Building your Competency Model
1. Assess the Competencies needed
2. Invest in Developing you People (Future Competence)
5 B’s Buy Recruiting from outside
Build Train & Develop, Rotate, Action learning, Assignment
Borrow New ideas (Consultant, Customer, Suppliers)
Bounce Remove low performing or under performing individuals
Bind Retain the most talented employees
Employee Commitment VOI²C²E
- V Vision - O Opportunity
- I Incentives - I Impact
- C Community - C Communication
- E Entrepreneurship

170.
Comprehensive Leadership of Strategic
Performance Management
1. Importance of linking performance with objectives and objectives with
message and message with vision.
2. Managing performance effectively and with transparency based on
continuous comparativeness between the result and target.
3. Selection/designing value added procedures on scientific and practical
bases considering the decrease in costs and time sparing with quality
commitment
4. Caring mainly for human resources while selecting, promoting and
changing their conditions and training and compensating them
financially based on their performance.
Vision Message Values Strategic Objectives Performance

171.
Comprehensive Leadership of Strategic
Performance Management
5. Taking the best decision quickly and with the least costs is generally the
corner stone for any institution to realize its strategic objectives. Thus,
it is crucial to support internal decision making by providing proper
information and facilitating internal communication with the
employees.
6. The availability of laws and by-laws spontaneously in any institution is
per se important. Thus it is the most important elements of supporting
decisions besides preserving all parties’ rights

172.
Plan
 Develop Commitment
 Allocate Resources
 Educate Personnel
Implement
 Work to Plan
 Collect Data
 Stick to Schedules
Review
 Analyze Data
 Get Feedback
 Find Strength and
 Areas for Improvement
Assessment
 Develop Targets
 Prioritize objectives
 Involve all levels
RADAR
Review
Cycle
Use
Feedback
Report

173.
EFQM - RADAR
Results
Approach
Deployment
Assessment
Review
Defining Results
Planning & Developing
Methods & Tools
(Approach)
Generalizing & Deploying
Methods & Mechanisms
Methods & tools
Assessment & review their
Dissemination & Deployment

174.
The Systematic Strategy Approach –
Development Process
1 - Outcomes
3 - Problem
5 - Action Plan
2 - Goal
4 - Systematic
Problem
6 – Current
Approach 10 - Change
7 - Solution
8 - Systematic
Solution
9 - Changes
Inputs Process Outputs
Finding Problem Process/System Thinking Correcting Problem
Reflecting Thinking Generating Solutions Convergent Thinking

175.
The Systematic Strategy Approach –
Development Process
Finding
the Problem
Correcting
The Problem
Generating
Solutions
Convergent
Thinkers
Deciding on
Solution
Implementers Divergent
Thinkers
System
Thinkers
Diverge
Converge
Learning

176.
Fundamental Concept of Excellence
Management by
Process & Facts
Result
Orientation
Continuous Learning
Improvement by
Innovation
People
Development &
Involvement
Leadership
constancy of
Purpose
Social
Responsibility
Customer Focus
Partnerships
Development

177.
Profitability, Customer Service & Competition
Chain
1 - Institution Internal Quality
Selections for Human/ Training/ Powers/ Leadership
2 – Employee
Satisfaction
3 – Customer Quality
& Service
4 – Customer Satisfaction
5 – Retaining Customers
6 – Institution Profit

178.
Inputs – The Six M’s
Manpower. Employee, Operator, Accountant,
Sale Rep
Machine. Computer, Machine, Fax, Projector
Method. Standard Operating Procedure (SOP),
Computer Program
Measurement. Time, Defects, Money
Material. Equipments, raw material, forms
Mother Nature. Environment, weather,
Natural Disasters
Process
Input
Controllable
(X’s)
Transformation
A Series of
Steps that
Change the
Input
Inputs Outputs

179.
Variability in Processes
The 6 M’s
Process Component
Juran Rule
94% Common Cause, Process Improvements
6% Special Causes.. Control
Variation
in Process
Machines
Material
Manpower
Mother Nature
Measurements
Methods
After BPR Before BPR
Process
Drivers
Quality
Cost
Speed
Service

180.
Process Improvement Path
PLAN:
1- Team Formation
2- Purpose & Objectives
3- Analyze Current Situations
4-Develop Improvements
ACT:
7- Standardize & Monitor
8- Review
9- Future Planning
CHECK:
6- Evaluate the Pilot
DO:
5- Implement the Pilot
ACT PLAN
WORK
PROCESS
CHECK DO
Gather data
Interpret Data
Translate to Matrix
Gap Analysis
Take Action
Review against Plan
Measure Effectiveness
Our Performance level

181.
Improving a Problem Statement & Goal
Original Statement – S M A R T
“We need to improve Customer Satisfaction”
Specific
Retail customers have been complaining
about incomplete shipments
Measurable
10% of shipments are incomplete
Achievable
We observe several weeks with only 3% incomplete shipments.
One week with 1%
Relevant
Customer complaints will lead to a loss of business
Time Bound
Reduce complaints within 2 months
Evaluate
Monitor progress regularly – milestones
Reversible
Reset your goals in case of failure to achieve
difficult goals, or injury

182.
Revised Problem Statements and
Goal S M A R T E R
“ Presently 10% shipments are
incomplete (double our industry average),
Several of our customers have threatened
to stop doing business with us”
The team will reduce incomplete shipments
from 10% to 3% within 2 months
Risk Management Definition:
“The combination of probability of an event and its consequence”
The ability to master Risks by minimizing Threats and
maximizing Opportunities

183.
The Planning Process
One hour spent is worth four hour of execution
1 - Should Be
2 - As is
3 - Goals
4 - Action steps
5 - Cost
6 - Timetables - Schedule
7 - Implementation
8 - Follow Up

184.
3 types of Business Process
Top
Management
Processes
Core
Operational
Processes
Internal
Support
Processes
Shareholder’s
Need
Regulations
Competitors
Activity
Internal
Customers
Need
Internal
Customers
Satisfaction
External
Customers
Need
Strategies, Objectives &
Control
External
Customers
Satisfaction

185.
The Planning Process
Strategic
Thinking
Long Range
Planning
Tactical
Planning
Values
Mission
Vision
Strategy
HR Key Strategic Areas
Critical Issue Analysis
Long Term Objectives
Strategic Action Plans
Key Results Areas
Critical issue Analysis
Key Performance Indicators
Objectives
Action Plans
Plan Review

186.
Strategy Planning processes vs. Scenario
Planning (New Mindset)
• Managing uncertainty
– Problem: Choosing and following direction curing time of uncertainty
– Solution: Imagine possible futures, then make a strategic decisions.
– Map scenario to the future
• Strategy in Motion (make decisions, move forward
recognizing that decision may be wrong)
– a deliberate plan of action
– a continuous process
– Reactive or Proactive

187.
Strategy Planning processes vs. Scenario
Planning (New Mindset)
• Strategic Visioning Process
– Imagine end-state scenario
– Identify events for each end-state
– Map scenario to the future
Scenario Planning Methodology is used for Strategic Visioning, this
methodology differs from the Strategy Planning processes in that it
encourages future and visionary thinking to identify possibilities going forward
There are three basic components to the Strategic Vision:
• End-States
• Events
• Scenarios that describe the sequence of events necessary to achieve a
possible end-state.

188.
Strategic Analysis Process
Customer value
Needs
Assessment
Market
Review
SLRP
Strategies
Competitive
Strategy
Workshops
Roadmaps
Future
SLRP
Topics
POR
Plan of Records
Strategic
Vision/ Responses

189.
What you can measure, you can manage
Measure Metrics Indicators
Performance Measure
Business Planning Strategic Thinking
Are we doing things right? Are we doing the right things?
Input Process Output Outcome

190.
How did they do it? They created “Strategy-
Focused Organizations”
Strategy:
they made strategy the
central organization agenda
Focused:
they created incredible focus
on the strategy
Organization:
they mobilized their
employees to act in
fundamentally different
ways, guided by the strategy
Strategy
Management
Process

191.
Strategy Mission Statement & BSC
Strategy is a Series of Assumptions, Questions, “What If Cause
and Effect Logic.
If we upgrade human resources by training and knowledge
(cause), emphasis should be on improving and developing
product quality and service.
When improving procedures (quality, costs, and time process)
(cause) emphasis should be on improving customer service. This
means providing services and commodities on time and with
required quality and price would affect customers’ loyalty which
if takes place will influence the financial, profit and
competitiveness results……...Cards of Balanced Objectives
Measurements.

192.
Strategy Mission Statement & BSC
Mission
Strategy
BSC
Balanced Objectives are the realization of task and vision into
future scenario through strategic management and intangible
performance measurement and the main objective is perpetual
change, success, distinction and excellence.

193.
Business Performance Drivers (Competence
& Commitment)
HR Performance Drive Business
Performance (Competence &
Commitment)
Performance
Development
Leadership
Culture
Involvement
Structure

194.
Skill & Knowledge
to drive Business
Performance BSC
& Strategy
Willing to use
skill & Knowledge
to achieve
Strategy, BSC
& Strategy
Secret Formula
Commitment
X
Competence

195.
Integrated Solution for Hierarchical System
Problems
Balanced Measurements, Quality, Resisting Change, influencing
behavior and morale
Strategic
Balanced
Scorecard
Financial Indicators
Management
Balanced Objectives
Strategy
Human Resources Analysis
Human Resource Capital
Customer
Relations
Management
Customer
Relations
Balanced Process,
Perpetual
improvements &
by-laws
management

196.
Strategy Management Overview
Knowledge
Results Action
Process Management
Change Management
Industry Analysis
Scenario Planning
Strategic
Operational
Experience
Balanced Scorecard
Strategic
Architecture
Scorecard
Design

197.
What do Managers need to
know in order to take the
Actions that lead to the
right business Results?

198.
From Strategic Architecture to BSC
Strategic
Initiatives
Customers Financial
Internal Learning
Internal Perspective
External Perspective
External
Perspective
Internal
Perspective
Core
Capability
Internal
Processes
Strategic Assets
Core
Competence
Customer
Value Case
Customer Value
Proposition Economic
Value Case

199.
Outside in Thinking
Customer Process
B C
Company Process
The Eye of the Beholder
View Company Contribution
Company
Traditional View
of its Contribution

200.
Customers are why companies implement
quality (BSC)
Expect Performance, Reliability, On-time
Delivery, Service, Competitive Prices etc.
See and Feel the results – not just Hearing about
BSC results

201.
Quality means = Knowledge = Measurements
Transforming knowledge into Vision & Values
We don’t know what We don’t know
We can’t do what we don’t know
We wouldn’t know until we measure
We don’t measure what we don’t value
We don’t value what we don’t measure
The knowledge of measuring the hidden cost of
Quality!!!!!!!!!!!!!!!!!!!!
You cannot Change what you cannot measure
(Measure Process)

202.
3 – Transfer
Behavior
4 levels of Evaluation (ROI)
each successive evaluation level is built on information provided by the lower
level.
Did trainee like it?
Trainee Perception &
Attitude
Did Trainee learn? Skills,
knowledge & Attitudes Learning
Objectives
Did Trainee use it? Applying newly
acquired skills, knowledge or attitude
to work place
Did it impacts BSC? Impact DED
performance, ROI, Quality, waste
reduction, HR moral satisfaction,
absenteeism, profit, safety.
Supplier: Trainer
Trainee: HR
Process: Training Delivery
Quality: Effectiveness
Supplier
Training
Delivery
DED-HR
Assessing Training Effectiveness
Kirkpatrick’s Four – Level Evaluation Model
1 - Reaction
2 - Learning
4 – BSC
Results

203.
Translating the Balanced Scorecard into Objectives &
Measures (Putting it Together)

204.
Balanced Scorecard Components (Relation & Linking)
Initiatives
Required
Programmers for
Objectives
Realization
Target
Performance
Indicators
Measure
Success
Measurements
Objectives
Objective of
backing strategic
decision for
success
Balanced
Objectives &
Measurement
Strategy
Promotion &
Success Societies
Researchers
Marketing Tactics
Programme A 10%
Programme B 40%
Programme C 50%
Programme Mixture Optimal Exploitation Budget
Benefits for good
customers
Customer’s club
Forum
95% Customers’
Participation
Increasing
Customers’ Loyalty
Customers
Research &
Development
Programmes
2005-15%
2006-50%
2007-60%
Deployment of New
Programmes
Developing new
Programmes
Operations
- Customer Relation
Training
- Knowledge
Management
- Employees
Development
90% Dual skill Training Developing
Strategic Skills
Development of
Human Resources

205.
Deployment & Initiating Change Continuous Performance
Assessment and Development & Strategic Balanced
Performance Assessment
1. Evaluating internal & external status quo by work team.
2. Developing Main Strategies to action plan by various head sectors.
3. Transforming strategies to action plans for sectors and identifying balanced
objectives.
4. Reaching a strategic map for the company 7 clarifying relations among
sectors for balanced indicators by beneficiaries (customers-employees-
importers).
5. Performance indicators measurements & their development for strategic
planning and operational plans follow-up. Coordinating with the quality
sector for assessing process in the company.
6. Recognizing deployment obstacles and avoiding them for successful
deployment.

206.
Deployment & Initiating Change Continuous Performance
Assessment and Development & Strategic Balanced
Performance Assessment
Procedures
1. Analysis & strategic planning.
2. Strategy of objectives and balanced indicators
3. Implementation in all sectors & measuring process and its efficiency
4. Follow-up, assessment, improvement & reviewing outcome &
indicators.
The ultimate goal is to achieve a strategy by measurement of
outcome and balanced indicators to influence behavior.

207.
Deployment & Initiating Change Continuous Performance
Assessment and Development & Strategic Balanced
Performance Assessment
Assessment
Implementation
Planning
Deployment

208.
Translate the Strategy to Operational Terms
Organization Learning
“To achieve my vision, how must
my organization learn &
improve?”
Internal Perspective
“To satisfy my customer, at
which processes must I
excel?”
Customer Perspective
“To achieve my vision, how
must I look to my
customers?”
Financial Perspective
“If we succeed, how will we
look to our shareholders?”
The Strategy

209.
Measurement is
the language that
gives clarity to
vague concepts
Measurement is
used to
communicate, not
to control
Strategy can be
described as a
series of cause &
effect
relationships

210.
Align the Organization Around the Strategy

211.
Make Strategy Everyone’s Job
95% of the typical work force does not understand the strategy
CORP
SBU
The Strategy Focused Workforce
• Education
• Personal Goal
Alignment
• Balanced Paychecks
Bottom-Up Process
to Internalize &
Execute the
Strategy
Top-Down “Bringing
Process” to share
the strategy &
align the workforce

212.
Make Strategy A Continual Process
The Problem:
The Strategic Management Process is missing in most organization
Strategy
Balanced
Scorecard
Budget
Performance
92% of organizations
do not report
on lead
indicators
85% of management
teams spend less than
one hour per month
on strategy issue
78% of organizations luck
Budgets to an annual cycle
20% of organization take
more than 16 weeks to
Prepare a budget
60% of organizations
don’t link
strategy & budgets
Strategic Learning Loop
Management Control Loop

213.
Leadership Alignment – For quality transformation
Vision Method
Relationship
D
A
T
A
People Leaders
Customers Companies

214.
Six Issues of a Successful Scorecard
Interfaces
Strategy Map
Roles
IT Support
Dialogue
Incentives

215.
The attraction of Balanced
Scorecards is to help translate
strategy into stories business logic
and tasks that grab people’s
imagination and so results in
purposeful action. Yet too often it
hasn’t worked that way.

216.
Strategy Map – Balanced Scorecard
Perspective
Financial
Customer
Process
Development
Establish new
markets
Improve
Staff Skills
Improve
Technology
Increase
Customer Service
Increase
Efficiency
Increase
Customer base
More Satisfied
customers
Stronger
Finance Improve
Profitability

217.
Empowerment
Directing
Coaching
Delegating
Facilitating

218.
Effective Team Work Stages of Team
Development
3 - Norming
4 - Performing 2 - Storming
1 - Forming

219.
What makes a Good Project Team?

Effective Project Team
Trust & respect
Communication Conflict Resolution
Roles &
Responsibility
SynergyLeadership

  


220.
Resistance to
change
Key staff not
available
Unrealistic
timescales, business
can’t cope
Solution is not
adopted, ‘not
invented here’
‘To be’ is not
achieved
Lack of
ownership
Project takes
Longer & costs
more
Sponsors support
in public but not in
private Lack of enthusiasm
& support from the
business
Project not properly
Planned or resources
Repeat past
mistakes
Confusion and mixed
messages, criticism,
the rumour mill
Nobody takes
responsibility
Staff not properly
trained or educated,
performance worsens
Why worry about Business change?

221.
Elements required to implement successful
change
False
Starts
Vision Skills Incentives Resources Action Plan
Frustration
Little
Change
Anxiety
Confusion
CHANGE
Skills Incentives Resources Action Plan
Vision Incentives Resources Action Plan
Vision Skills Resources Action Plan
Vision Skills Incentives Action Plan
Vision Skills Incentives Resources

222.
Change at
all Levels
Understand Mission Statement & Vision Clarity
Skills Development & Improvement by Training
Incentives & Bonuses
Resources, Training &
Education
Understanding
Action Plan

223.
Examples
• Campus retention rate will increase to 60% from
Fall 2009 to Fall 2010 by:
– Strategy 1
– Strategy 2
• Campus graduation rate will increase to 10% for
Fall 2007 cohort by:
– Strategy 1
– Strategy 2
226

224.
Examples
 By the end of the asthma management classes, 75% of patients will be able to
describe and demonstrate the correct use of a Peak-Flow Meter.
 By May 10, 2009 the Health Education staff from the Stroke Association will
have planned and conducted 4 skills building workshops for 50 carers of
recently diagnosed Stroke patients at the Chiswick training centre.
 Profitability Objectives - To achieve a 25% return on capital employed by
August 2009.
 Market Share Objectives - To gain 25% of the market for sports shoes by
September 2009
 Promotional Objectives -
 To increase awareness of the dangers of flowers in Wales from 12% to 25% by June
2009.
 To increase trail of X washing powder from 2% to 5% of our target group by January
2009.
227

225.
Exercise
1. What are your priorities?
1. Review strategic plan
2. Review improvement plans
3. Review assessment reports
2. What measures are appropriate for your area?
1. Review balanced scorecard
2. Review assessment plan
3. Write SMART objectives plus strategies based
on your priorities and measures.
228

226.
Exercise
• What resources are needed to accomplish your
improvement plan SMART
objectives/outcomes?
– Human
– Financial
229

227.
What Have You Learned?
• How are job objectives different from job tasks?
How are they different from job descriptions?
• What about the SMART model do you find most
useful? How do job objectives drive your work?
• How do you identify the right measures to use in
an objective? Why have multiple measures?
• Why is alignment of job objectives to
organizational goals so important in NSPS?

228.
231
Summary
Although the terms “goals” and “objectives” are often used interchangeably, there are
significant differences:
– Goals are general, intangible, broad, abstract, and
long-range directions generally set by top
executives
– Objectives are specific, measurable, narrow,
concrete, and are short-range plans generally set
by managers to accomplish goals.

229.
232
Summary cont’d.
• Setting goals and objectives is important
because it is the first and most critical step in
the planning process.
• Under our MBO process, top management
sets our corporate goals. Managers use these
goals to set department objectives, their own
objectives and their employees’ objectives.

230.
233
Summary cont’d.
At (name of company) we set
SMART Objectives
S Specific
M Measurable
A Achievable
R Realistic
T Time-oriented