603-06 MEASURING PERFORMANCE

Community Learning Development Resource 603-06

 

MEASURING PERFORMANCE

 

SUMMARY

A practical framework for measuring and reporting performance – efficiency and effectiveness is described, focusing on the CIPOO process model, which can be applied to the work of Community Development and Neighbourhood Regeneration projects.

 

The CIPOO Framework

C          Context statement – the context within which the work takes place

 

I             Inputs – worker time; qualifications, training and experience; budget; resources; facilities; servicing and support costs

 

P          Process – the mix of context and inputs – the planned and developed strategy and delivery (services – opportunities – facilities)

 

O          Outputs – what actually happens – e.g., record of contacts; caseload; numbers participating; frequency and type of provision and activities analysed

 

O          Outcomes – what the impact of the work is – transfer into the lives of the learners/participants/clients/customers – use and application, gains and benefits, changes in behaviour, impact on the lives of others, etc.

Workers need to find ways of reaching, recording and reviewing the evidence of the outcomes, if the true value of the work is to be identified. Finding ways of effectively recording the achievements and feelings of those worked with, is crucial.

 

 

USING THE CIPOO MODEL – EXAMPLE

Measuring and evidencing the success of individual capacity building work with excluded people

Process

Sources of evidence of performance
Context 

 

 
  • Mission, purpose, priorities, principles
  • Area, location, population statistics
  • Deprivation indices and profile of locality
  • Targets

 
Inputs
  • Numbers of worker hours in face to face contact work
  • Number of activities planned and organised
  • Numbers of worker hours spent in individual learner support
  • Cost of resources

 
Outputs
  • Numbers and analysis/profile of the hard-to-reach participating
  • Identification and analysis of group learning situations
  • Numbers supported – needs addressed
  • Numbers and analysis/profile of the hard-to-reach supported
  • Progress of individuals within contact activity of analysed
·        Levels of participation

 
Outcomes
  • Analysis of learner feedback on experiences and feelings about use and application of learning
  • Numbers of hard-to-reach individuals moving on/moving out
  • Analysis of achievements and destinations – distance travelled
  • Analysis of gains and benefits – for individuals
  • Analysis of impact, gains and benefits within the family and community, etc. – capacity building and renewal, etc.

 

 

EVALUATION OF CAPACITY BUILDING WORK PRACTICE  – EXAMPLES :  WHAT IS BEING EVALUATED?

EXAMPLE

 Context? Inputs? Outputs? Outcomes?
A learner chooses to make contact 

A learner is confident to identify and discuss learning needs and constraints

 

A learner takes up a learning opportunity

 

The worker engages in door-knocking

 

The worker establishes progression routes in collaboration with local providers

 

The worker devises a first-steps learning programme

 

The worker gives a learner information about a volunteering opportunity

 

The worker believes all people are capable of learning

 

The learner believes that she can change

 

The worker explores how to build first contact

 

The project ensures anti-oppressive practice is in the thinking

 

The project has a vision

 

Trust is established between the worker and the learner

 

The worker writes a handbook for individual capacity building work

 

The worker writes an interim report for the project steering

 

Community Development Practice – Evaluation and Review

Some aspects of practice which can be part of a holistic evaluation of the efficiency and effectiveness of a project:

  • Evaluation of patch research and surveying
  • Identification and assessment of needs and wants
  • Identification and assessment of outcomes – benefits, gains and impact
  • Organisation and management of responsive and relevant services and provision
  • Effectiveness of communication
  • Delivery of learning opportunities and experiences
  • Development and improvement the quality and variety of learner opportunities and experiences
  • Improvement of access to learning opportunities and experiences
  • Improvement of support for individuals and their learning
  • Effectiveness of participation
  • Evaluation of progression by individuals and groups
  • Effectiveness of empowerment
  • Evaluation of the transfer of capacity – Individual to Collective to Community capacity
  • Effectiveness and efficiency of co-working – partnerships and networking
  • Development of policy and practice
  • Development of the strategies and mechanisms by which people are accessed for meaningful feedback and effective participation

 

Another evaluative framework – Kirkpatrick’s model:  four levels to assess and evaluate:

  • participant enjoyment and satisfaction
  • participant learning
  • participant’s use and application of learning
  • the impact of the learning through the learner’s contributions to community based-outcomes

 

PROMPTS FOR REFLECTION AND DISCUSSION

  • Is it a fundamental truth that gaining evaluative evidence of performance becomes more difficult the further that you travel along the line from inputs towards outcomes?
  • What contributions do clients need to make to help you to use the CIPOO model? How can you encourage and enable their contributions to be made?
  • How would you evaluate your evaluation strategy?