Browse by keyword "Performance"
1. The ABCs of CIPMS (Continuous Improvement Performance Management System) (2008)
Authors: Vicki Trottier, Jette Cosburn
Collection: Learning Materials
The Ontario Ministry of Training, Colleges and Universities introduced the concept of a Continuous Improvement Performance Management System (CIPMS) to Ontario’s Literacy and Basic Skills adult literacy delivery agencies in 2001. CIPMS is designed to create a cohesive set of policies and improved processes throughout the system so that programs can better work together to address client needs. This manual is designed to provide an overview of what CIPMS is, how it can be an effective process, how it is being used elsewhere, and how the Ministry envisions it being used in Literacy and Basic Skills agencies. It also includes sample tools and resources that can be used in your agency.
This manual includes five sections:
1 - Introduction
2 - CIPMS in Literacy and Basic Skills
3 - Using CIPMS
4 - Agency assessment
5 - Resources and appendices
Added: 2008-07-22
2. Adding Value: Building a Performance Framework for LBS Support Organizations - Phase 2 (2010)
Authors: Lindsay Kennedy
Collection: Research Materials
This document is part of a project designed to provide Literacy and Basic Skills (LBS) support organizations in Ontario with information, training, and tools to allow them to increase their knowledge of performance management concepts. It builds upon the first phase of the project framework, which can be seen by clicking here: http://library.nald.ca/item/10461.
Performance measurement describes how resources are being used; how the work being done contributes to the achievement of stated outcomes; and whether or not the organization’s delivery agencies and other stakeholders are satisfied with the results.
The authors provide an overview of measuring and monitoring, along with information on tools for measuring and monitoring; performance indicators; and performance measurement tools.
An appendix to the document provides sample forms that can be adapted for use in performance management.
Added: 2012-12-06
3. Agency assessment of organizational capacity - Guide (2007)
For literacy and basic skills (LBS) delivery agencies
Series: Literacy and basic skills agencies
Authors: Ministry of Training, Colleges & Universities
Collection: Learning Materials
This guide is intended to provide information for Literacy and Basic Skills (LBS) funded agencies about what organizational processes need to be in place to implement a continuous improvement performance management system. To successfully implement such a system, an agency must have the organizational capacity to plan, track, organize, analyze and evaluate the results of its day to day operations. It does this to determine what needs to be changed to achieve the agency's intended results in the most efficient and effective manner.
This guide is organized into the following sections:
- Steps in the assessment process of organizational capacity
- Preparation & organization
- Tips on surveying clients, partners and stakeholders
- Step 1 – Understanding results
- The vital few
- Step 2 – Understanding cause
- Step 3 – Improving results
- Step 4 – Review the plan and adjust
Added: 2008-09-16
4. Agency Assessment Tool (2007)
For literacy and basic skills agencies
Series: Literacy and basic skills agencies
Authors: Ministry of Training, Colleges & Universities
Collection: Learning Materials
Literacy and Basic Skills agencies can use this tool to assess their organizational processses as part of their continuous improvement performance management systems. This tool can be used on its own or can be incorporated into existing self-assessment and continuous improvement processes already in place in an organization. A related resource, the Agency Assessment of Organizational Capacity Guide, provides more detailed instructions and examples to support the use of the Agency Assessment Tool.
This tool involves the following four steps:
1. Understanding results
2. Understanding cause
3. Improving results
4. Review the plan and adjust
Added: 2008-09-16
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5. Building a Performance Framework for LBS Support Organizations in Ontario (2008)
Authors: Lindsay Kennedy
Collection: Research Materials
The purpose of this project was to provide support organizations with the opportunity to enhance their understanding of the key processes and elements of Continuous Improvement Performance Management (CIPMS) as it applies to them. The project produced a performance framework that includes sample outcome statements, performance indicators and measurement tools.
The author explains that logic models based on service functions identified by Ontario’s Ministry of Training, Colleges and Universities (MTCU) form the basis for the performance framework. Logic models are used by many non-profit agencies to describe programs, establish priorities, and evaluate programs.
The author explains the methodology used for the project and has included a glossary of terms related to performance management.
Added: 2012-07-03
6. Building a Performance Framework for LBS Support Organizations in Ontario (2009)
Authors: Lindsay Kennedy
Collection: Learning Materials
The purpose of this document is to give support organizations the opportunity to enhance their understanding of the Continuous Improvement Performance Management System (CIPMS) as it applies to them.
The author has included sections on building a performance framework; the logic model development; and performance indicators and measurement tools. The author discusses the service functions of Literacy and Basic Skills (LBS) organizations and has included a glossary of terms used throughout the document.
Added: 2013-02-12
7. Demystifying Adult Literacy for Volunteer Tutors (1996)
A Reference Handbook and Resource Guide
Authors: Literacy Partners of Manitoba (LPM)
Collection: Learning Materials
"Demystifying Adult Literacy For Volunteer Tutors: A Reference Handbook and Resource Guide" is a compilation of some of this background information gathered from a variety of different sources.
Each section ends with a list of references from which the information is obtained.
This Reference Handbook and Resource Guide is intended as a 'tool' for new and more experienced tutors, to provide background information about:
- literacy itself, how widespread it is and why;
- volunteer tutors - roles and responsibilities, and what personal characteristics are helpful in your role;
working with adult learners, what they need, how they feel;
- developing the tutor/learner relationship and learning program.
Also provided are: a glossary entitled "Are you literacy literate?" which outlines various types of literacy programs, and clarifies many common terms within the literacy field; and an extensive Annotated Bibliography of resources available through Literacy Partners of Manitoba.
Funders:
Added: 1996-11-10
8. Does placement matter? Comparing the academic performance of students with special needs in inclusive and separate settings (2009)
Lessons in Learning – March 18, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
There is ongoing debate about whether students with special needs are better served in inclusive classrooms or in separate settings with peers who share similar challenges. The authors of this discussion paper have reviewed 30 studies that compare inclusive and separate learning settings for students with learning disabilities, intellectual disabilities, language impairments, and mixed disabilities. The studies were carried out in the United States, the United Kingdom and Canada.
They conclude that all else being equal, inclusive settings appear not to academically disadvantage most students with special educational needs and, in many cases, appear to offer an advantage over separate settings.
However, these results are not homogenous and effects are generally small in magnitude, suggesting that while inclusive settings are generally preferable, factors other than classroom setting are probably more important determinants of academic success.
The authors point to the importance of teacher capacity building; the need for thoughtful implementation of inclusion; and the necessity of establishing realistic class sizes and ratios of students with special needs.
Added: 2012-03-12
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9. Effective Evaluation Strategies and Techniques Toolkit (2011)
Authors: Community Literacy of Ontario (CLO)
Collection: Learning Materials
Prepared by Community Literacy of Ontario (CLO), this toolkit provides literacy practitioners with information, strategies, and sample tools they can use to evaluate the work they do.
The authors note that all literacy programs in Ontario are now working within an evolving performance management framework, with emphasis on customer service, effectiveness, and efficiency. Two other initiatives, the Ontario Adult Literacy Curriculum Framework (OALCF) and Employment Ontario Information System – Case Management System (EOIS CaMS), have been added to that framework.
This toolkit has been designed for and with community-based practitioners to suggest practical strategies to help practitioners determine how to spend their limited time in approaching evaluation. It includes sample forms for service quality checklists; inputting data into EOIS CaMS; and making referrals for Literacy and Basic Skills (LBS) clients.
The authors have also included sample exercises for assessing and meeting the needs of primary customers; marketing and designing programs; and assessing the needs of stakeholders.
Community Literacy of Ontario is a network of literacy organizations throughout that province.
Added: 2013-02-06
10. Fact Sheet: Youth Literacy Skills (2010)
Series: Composite Learning Index
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
This assessment of the literacy skills of 15-year-old Canadians is part of the Programme for International Student Assessment (PISA) conducted every three years by the Organization for Economic Cooperation and Development (OECD).
According to the 2006 PISA, Canadian 15-year-olds scored above the OECD averages in the three literacy areas of reading, mathematics, and science, and also scored above the OECD average for problem-solving skills.
The authors note that while all of Canada’s provinces performed at or above the OECD average, there were significant differences in the results of individual provinces. Also, students in French-language schools outside of Quebec performed at a lower level in science than students enrolled in Anglophone schools.
Added: 2013-05-09
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© 2012 National Adult Literacy Database
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This project is funded by the Government of Canada’s
Office of Literacy and Essential Skills.
Office of Literacy and Essential Skills.
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