The Balanced Scorecard

 The Balanced Scorecard 

by - Nang Aye Aye Htun

What is the balanced scorecard (BSC) ?

• A balanced scorecard is a strategic management performance metric that helps companies or organizations identify and improve their internal operations to help their external outcomes. In other word, it is a management system that translates vision and mission of organization into actions.
• It measures past performance data and provides organizations with feedback on how to make better decisions in the future.
• It is developed by Professor Robert Kaplan, Harvard Business School and Dr. David Norton, a management consultant.

 Organizations use BSCs to:

• Communicate what they are trying to accomplish
• Align the day-to-day work that everyone is doing with strategy
• Prioritize projects, products, and services
• Measure and monitor progress towards strategic targets.

The four perspectives of BSC 

• Financial Perspective
• Customer Perspective
• Internal Process Perspective
• Learning and Growth Perspective

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Overall, the balanced scorecard means its balance financial and non-financial measures of the organization.

Strategic management

Strategic management

by Nang Aye Aye Htun

What is strategic management?

Strategic management is the ongoing planning, monitoring, analysis and assessment of all necessities an organization needs to meet its goals and objectives.

The 5 Phases of Strategic Management 

Strategic management involves managing an organization's resources, analyzing internal and external forces, and developing strategies to realize goals and objectives. There are five key phases that can help organization execute their strategies.

1. 1. An organization must first establish clear, realistic goals. Its goals should answer what the company wants to achieve and why. Once set, the corganization can then identify the objectives, or how the goals will be reached. During this phase, the company can articulate its vision and long and short-term goals.
2. 2. Organizations must then be able to examine, understand, and codify what internal and external forces affect their business and goals, as well as what it needs to remain competitive. Analytical tools, such as SWOT analysis, are helpful during this phase.
3. 3. Based on the results of the analysis, the company can then develop its strategy, outlining how the company will achieve its goals and how. In this phase, the organization will identify the needed people, technology, and other resources; how these resources will be allocated to fulfill tasks, and what performance metrics are needed to measure success. It is also critical to gain buy-in from stakeholders and business leaders.
4. 4. Once the strategies are defined, it is time for execution. The strategy is taken from planning to implementation. During this phase, the allocated resources are placed into action based on their roles and responsibilities.
5. 5. The final stage of strategic management is to evaluate the effectiveness of implemented strategies using defined metrics. The organization will also visit whether ineffective strategies should be replaced with more viable ones. The organization should continue to monitor the business landscape and internal operations, as well as maintain strategies that have proven effective.
6. 
   5 phases of strategic management
   
   

Risk and Strategic Management

  

                     Risk and Strategic Management

                     by Phalita Wongsuphalak                                                                          

https://drive.google.com/drive/folders/13KNPGdDqaZi9bTM75BvMZI7KrEZZ-jT7?usp=sharing

1. Risk Management 

 

Risk Management in Education involves the identification, assessment, and prioritization of risks, followed by the coordinated application of resources to minimize, monitor, and control the impact or likelihood of unfortunate events or to maximize the realization of opportunities. 

 

Key Concepts: 

 

a) Risk Assessment: The process of identifying potential threats and vulnerabilities in the educational system. 

 

b) Risk Mitigation: Strategies and measures implemented to reduce the impact or likelihood of the risk. 

 

c) Risk Transfer: Shifting the responsibility or consequence of a risk, often through insurance. 

 

d) Risk Communication: Sharing information about risks with stakeholders and involving them in decision-making processes. 

 

Conclusions: 

 

Risk Management is crucial for educational institutions to anticipate and prepare for potential challenges, whether they're financial, health-related, infrastructural, or reputational. By identifying and addressing risks proactively, institutions can safeguard their reputation, resources, and most importantly, their students. 

 

2. Strategic Management 

 

Strategic Management in Education is the ongoing planning, analysis, and assessment of all that is necessary for an educational institution to meet its goals and objectives. 

 

Key Concepts: 

 

a) Vision and Mission: The long-term outlook and the primary purpose of the educational institution. 

 

b) SWOT Analysis: A structured planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats facing an institution. 

 

c) Goal Setting: The establishment of long-term and short-term objectives. 

 

d) Strategy Implementation: The methods by which strategies are executed, often involving changes in structure, culture, and resources. 

 

Conclusions: 

 

Strategic Management is vital for educational institutions in charting their path forward. It ensures alignment between the institution's mission and its operations, positioning the institution to adapt in a changing educational landscape. A robust strategic management process can elevate an institution's performance, enhancing its impact on students and the broader community. 

 

Monitoring System

                                                                                                                   By REYNZ LASTIMOSO PANES

The Monitoring System theory in Educational Administration revolves around the systematic observation and assessment of various components within an educational institution. This theory emphasizes the need for continuous evaluation of curriculum, teaching methods, student performance, administrative processes, and overall institutional effectiveness. By collecting data and feedback, administrators can identify strengths, weaknesses, and areas that require improvement, leading to evidence-based decision-making and the enhancement of the educational experience. This theory promotes accountability, quality assurance, and the refinement of administrative strategies for better educational outcomes.

In conclusion, the Monitoring System theory in Educational Administration plays a crucial role in ensuring the effectiveness and efficiency of educational institutions. By continuously observing and evaluating various aspects of the educational process, this theory enables administrators to identify areas for improvement, track progress, and make informed decisions. Through consistent monitoring, educational institutions can enhance accountability, maintain quality standards, and ultimately create an environment conducive to optimal learning outcomes.

The CIPP Evaluation model

CIPP Educational Evaluation Model, Program Effectiveness Research 

                                                                                                   by- Nang Aye Aye Htun 

CIPP Evaluation Model ( context, input, process and product Evaluation model)

• A management- oriented evaluation model
• is an evaluative measure directed at addressing either a single need or a multitude of needs (Stufflebeam, 2003). 
According to Stufflebeam( 2003), CIPP model is defined as “a systematic investigation of the value of a program/ a research . 
• Evaluate four things : context, input, process, and product

Context Evaluation 

•  Evaluate by identifying the initial information concerning how the program/research will function.
• Collect the data through surveys with stakeholders, participants, system analyses, review of the documents and archived data, implementation of diagnostic tests and multiple interviews

Input Evaluation

• Is conducted as a mean of putting support system, solution strategies and procedural designs in place for the upcoming implementation of the program/research
• Evaluators must establish available resources, including personal and accessible materials

Process Evaluation

• Is a mean of implementing and refining the program’s design and working procedures.
• Addresses information about how well the implementation of the program/ research is going and what if any obstacles conflict with the program’s / research’s success

Product Evaluation

• Refers to the ultimate decision associated with the fate of the program/ research
• The evaluator must collect both quantitative and qualitative information form all personnel and stakeholders involved

Conclusion 

CIPP Evaluation Model has been employed as an evaluation model throughout the United States and worldwide for both long- and short-term evaluative measures. Applica- tions of the model have spanned numerous disciplines, including education, residential de- velopment, transportation safety, and governmental review systems.

Kirkpatrick Evaluation Model

Kirkpatrick Evaluation Model

by - Nang Aye Aye Htun

What is Kirkpatrick Evaluation model?

• is formed by Dr. Ronald L. Kirkpatrick
• is a four step training evaluation model for evaluating the training and learning programs 
• assess the training and learning programs methods and rates them with the four criteria : reaction, learning, behavior, results formally and informally

                   Four levels of Kirkpatrick Evaluation Model

Reaction ( Level 1) 

• measures whether learners find the training engaging, favorable, and relevant to their jobs. 
•  is most commonly assessed by an after-training survey (often referred to as a “smile sheet”) that asks students to rate their experience.
• immediate outcomes

example table of reaction ( level 1)

Learning ( Level 2)

• measures the learning of each participant based on whether learners acquire the intended knowledge, skills, attitude, confidence and commitment to the training. 
•  both formal and informal methods an be used such as exam, interviewed style and should be evaluated through pre-learning and post-learning assessments to identify accuracy and comprehension.
• it is immediate outcomes

Behavior ( Level 3)

• measures whether participants were truly impacted by the learning and if they’re applying what they learn.
• mid-term outcomes

Results ( Level 4)

• measures the final results of the training
• long term outcomes

Conclusion

        This model is very helpful in creating an actionable measurement plant to clearly define goals, measure results and identify areas of notable impact. It also allows the organizations or program to evaluate the relationship between each level to better understanding of the training results. Moreover, it also allows organizations to adjust plans and correct course through out the learning process.