The overall purpose of this two day intermediate to advanced level workshop is to focus on how performance measurement frameworks are built, their technical properties, and on how they add value to organizational decision-making. The challenges and limitations of developing performance measurement systems will also be emphasized. The workshop will present current approaches and research based practices in the performance measurement field. It is designed to bring your measures to life and to make performance measurement about transformation and not just about accountability.
The workshop format utilizes formal presentations, interactive exercises, discussions, small group activities, and case studies. Emphasis is placed on the relevance, utility, technical, and practical application of performance measurement. Participants will have an opportunity to apply the theory learned.
The workshop is designed for individuals working in program evaluation, performance measurement, program managers, funders, board of directors. It is designed for both government and not-for-profit/human service delivery sectors.
Please note that this workshop was originally slated for June 2019 and has been rescheduled.
Specific Learning Objectives:
By the end of the workshop, you should have:
- A consistent approach to measuring organizational performance
- Use of common performance measurement language in your organization
- A specific set of criteria for determining effective performance indicators
- A set of indicators to track efficiency (outputs) & effectiveness (outcomes)
- A set of data collection methods for your performance indicator system
- A framework for developing performance measurement reports/dashboards
- An initial set of appropriate performance targets/expectations
- A positive culture for the use & development of performance measurement
CES Competencies Presented In Workshop:
The following CES competencies are covered in the workshop:
1.1 Knows evaluation theories, models & tools and is informed about new thinking and best practices;
1.7 Uses self-awareness and reflective thinking to continuously improve practice
2.7 Identifies data requirements and data collection tools;
2.6 Uses appropriate evaluation methods;
2.7 Produces balanced evaluation reporting to support decision-making and learning
3.4 Promotes usefulness of evaluation process and results
4.2 Defines work parameters, plans, and agreements;
5.4 Uses a variety of processes that result in negotiated agreements and understandings.
About the Facilitator:
Paul Favaro Ph.D., CE is the Chief of Research, Program Evaluation, and Accountability for the Peel District School Board in Mississauga, Ontario. He teaches management sciences at York University in Toronto.
Dr. Favaro has authored or co-authored articles, chapters, and technical reports, and has conducted professional training workshops in the areas of program evaluation, performance measurement, and research methodology. He is on the editorial board of The Canadian Journal of Program Evaluation. Throughout his career, he has worked as a research consultant to a wide variety of government ministries, educational organizations, charitable foundations, and community-based programs. He has held several executive positions on the board of the Canadian Evaluation Society (CES). In 2010, he was awarded a fellowship in the CES. He is a Credentialed Evaluator by the Canadian Evaluation Society.