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Training Need Analysis
ARRIFFIN MANSOR© 2009
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Training Need AnalysisA corporate approach
Arriffin Mansor
3
Challenges for the Industry
• 1. What are the Training Needs ?• 2.What are the Training Objectives ?• 3. What are the Instructional Principles ?• 4.What should the Course Content be ?• 5.How should the Content be delivered ?• 6.How should the outcomes be Evaluated ? • 7.What makes a good Trainer ?
4
Training Development Process
5
Training Development Process
Performance gaps
Competency gaps
ROI training
Training needs
Steps in TNA
6
Performance Gap Analysis
Competency gaps Analysis
Identify Training Needs
Training Delivery
Training Need Analysis Training Need Analysis
over the financial Statements comparing against standards
Person competencyProfiling against best practices
Cluster and combine competency gaps into core and other competencies
On the job or off the job training options
Model of Training Needs Analysis
Stage One Establish organisation’s commitment and direction
Stage Two
Organisational Performance Analysis
Stage Three Gap Analysis on weak performance areas
Stage Four
Identify Competency Gaps of individuals
Stage Five Design training approach and evaluation
8
TNA for performance gaps
TNA VG 9
Person Analysis
• Who in the organisation needs training– Performance gaps
• How to measure the performance gaps– KPI
• What kind of competencies lacking– Competency gaps - KSA deficits
• Comparing competencies with standard profile– Interviews, observation and documentation
11
What is KPI in graphic?
Input KPI
KPI2
After
Before
Before After Output
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12
Sale per ringgit Advertising
Advertising Sales/advertising
KPI2
After
Before
Before After Sales
12
Pulangan terhadap Ekuiti
13
Steps in performance based TNA
• Identify weak performance areas through Du Pont ratio format.
• Conduct job analysis to identify incompetencies
• Group incompetencies into core business, management skills, technical skills, functional skills
• Rank them in order of importance – KRA– Using pareto principle– Using ROE as sensitivity analysis
Zero to critical competency gaps
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The Total Performance Model
Inventory
Accts Rec.Current Assets
SalesAsset
Turnover
FixedAssets
Total Assets
÷
Other CurrentAssets
÷
Net Profit
Net ProfitMargin
Sales Total Expenses
Gross MarginSales
Cost OfGoods Sold
Return onAssets
Net ProfitTotal
Assets
xx
FinancialLeverage
Total AssetsNet Worth x
=
Return OnNet Worth
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Vision
Mission
Key Result AreasKey Result Measures
Analysis Assess
Analysis
PERFORMANCE GAPS
Vision and StrategyVision and Strategy
FinancialFinancial L and GL and GCustomerCustomer ProcessProcess
ObjectivesObjectives
MeasuresMeasures
TargetsTargets
InitiativesInitiatives
Strategy-Translation Process
Fina
ncia
lCu
stom
er
Inte
rnal
Bus
ines
s
Proc
ess
O
rg.
Lear
ning
&
Gro
wth
Perspectives
Customers: Consumer & Business, Enterprise & Government, SME/Corp.Govt, OLOS, Global Players
Partners: (Reseller,Vendor,Govt Agency)
Innovation & Service Excellence Innovation & Service Excellence 4
Profitable Revenue GrowthProfitable Revenue Growth Effective Cost Management Effective Cost Management1 2
Create One Company MindsetCreate One Company Mindset5
Delight The Customers And Create Synergy With Partners Delight The Customers And Create Synergy With Partners 3
TO BECOME MALAYSIA’S LEADING INFORMATION AND COMMUNICATIONS SERVICES PROVIDER
IBP4. Accelerate Relevant Subsidiaries Rationalisation
F1. Increase Shareholder Value
CommercialExcellence
OperationalExcellence
HSBB/NGNImplementation
RelevantSubsidiaries Rationalisation
Create One CompanyMindset
Alignment to PIPV2.0Key Initiatives
C1. Innovative Products and High Valued Solutions
C3. Effective Supply Chain and Partner Relationship Management
C4. Good Corporate Citizen
IBP5. Effective risk and regulatory management
IBP1. Drive Commercial Excellence
IBP3. Successfully Implement HSBB
IBP2. Achieve Operational Excellence
OLG1. Develop Strategic Skills and Competencies
Cut AcrossAll PIP
F2. Higher TMProfitability
F4. Cost Efficiency
C2. Reliable Services
OLG2. Ensure Org.Effectiveness
IBP6. Optimise Manpower & Productivity
F3. HealthyCash Flow
Komponen Balanced Scorecard: Strategy Map
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What is a critical skill?
• A critical skill is one that, if not present, results in a task not being completed satisfactorily, if at all.
• The lack of a critical skill causes problems, but the possession of it allows work to continue.
• Recognize it by pareto principles or sensitivity analysis
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Analysis and data collection on key roles
• Develop job profiles and identify critical skills needed for the job role
• Conduct an inventory of current skills
• Evaluate employees’ competencies and skill levels
Training?
Training helps to bridge the gapExisting
• Skills• Knowledge• Attitudes
Required• Skills• Knowledge• Attitudes
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Training Need Analysis (TNA)
TNA is a tool toidentify the gapExisting
• Skills• Knowledge• Attitudes
Required• Skills• Knowledge• Attitudes
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TNA (Step 1): Future performance
Existing performance
Future performance
What are the goals for the future performance of our organisation?
• profit• growth• customer base• new products• ?• ?
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TNA (Step 2): Challenges
Existing challenges
Future challenges
What are we concerned about? What’re the challenges today?
What challenges we are likely to face in the future?
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Develop job profiles and identify critical skills needed for the job role
• Review current position descriptions for future needs
• Consider the impact of upcoming statutory or regulatory changes on the work
• Take the time to develop a list of competencies that most clearly and accurately describe what is needed to do the work
Performance based TNA
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MOREEFFICIENT
How to obtain the needed competencies
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Evaluate the relevant job holders
• Review Position descriptions
• Job class specifications
• Detailed Performance evaluations and employee assessments
• Interviews/focus group meetings with supervisors, managers, and employees
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Example of databaseCritical Skills for existing jobs
Identified jobCritical skill 1
critical skill 2
critical skill 3
critical skill 4 current employee
admin clerk I
customer service byTelephon
e/now
filing/now
Respondingto mailRequests /now
use of ALDER database /future
Current Employee Skills
Jane Doeanswering telephone
Use of SpreadSheet programs
type 35 wpm filing use of cash register
Bill Smithtype 35 wpm
Answering telephone
cookcopy machine repair
knowledge of Word program
Bobby Joetype 40 wpm
filingfurniture moving
knowledge of AKSAS and Akpay
use of cash register
The required training
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Types of competencies
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Level of competencies
33
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The benefits of Gap Analysis
• Helps you refine and define skills the organisation needs, now and in the future
• Helps your employees know what critical skills they’ll need to grow
• Helps you in recruiting efforts when current employees don’t have the skills or the interest
35
By performance and competency gap analysis
• We should obtain the following knowledge and skill gaps– The types and– The level
• Training is to bridge the gaps with the right competencies
Types and depths of competencies
36
Steps in training needs
37
Evaluating Performance
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Critical Performance Gaps
• Obtain ROE du pont Chart
• Convert figures into KPIs
• Compare with industry best and standards
• Observe trends and variances
• Is the root cause performance or other factors?
• Prioritise 4 to 5 performance gaps
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Steps in critical competency gaps
• Compare with best practices– Conduct and identify task and sub-task gaps– Is the gap caused by lack of competencies– Identify the knowledge skills and attitude
required through Key Result Areas and BSC perspectives
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Education1. % Of graduates who can find work within 6 months2. % Of graduates who have received job offers from
multi-national corporations3. Publications in international journals staffs4. Publications in international journals research
projects5. % Of laboratory equipment in use6. % Of texts in elective courses that have been
published in the past 10 years7. % Of courses that have adapted the use of multi-
media software8. % Of incoming students from top-tier high schools
Examples of KPIs
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Linking with Analysis/ evaluation
1. Internal analysis/ evaluation (comparison with past performance in terms of trend and variation, and with the internally-established targets, expectation, and anticipation)
2. External analysis/ evaluation (comparison with standards, benchmarks, industrial averages with respect to the industries/ clusters, benchmarking partners, and competitors)
Performance Management
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Define the problem – the gaps
DESIRED PERFORMANCE (Optimal)
- ACTUAL PERFORMANCE (Actual)
= POSSIBLE TRAINING NEED
Describe Discrepancy
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Competency Analysis
• What are competencies?– Enduring characteristics of a person that
result in superior on-the-job performance– Areas of personal capability that enable
employees to successfully perform their jobs by achieving outcomes or successfully performing tasks
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What is a competency model?
• Identifies the competencies necessary for each job as well as the knowledge, skills, behavior, and personality characteristics underlying each competency.
• ROI measures the contribution of a program/solution designed in relation to the costs or capital involved
• ROI = Value of Benefits – Cost of Training Cost of Training
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ROI
• Balanced Scorecard (Drs Kaplan and Norton),
• Kirkpatrick Four-Level Framework (Kirkpatrick, 1975),
• Jack Phillips’s Five Levels of Evaluation
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More popular Types of Evaluation
• Level 1 Reaction Evaluation• Level 2 Learning Evaluation• Level 3 Transfer of Learning
Evaluation• Level 4 Results Evaluation This model is also adopted by Singapore Skills
Development Fund (SDF) for companies’ Training Effectiveness Reports to SDF for funding purposes.
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Donald Kirkpatrick’s Model of Evaluation (1979)
• Improve program/Process• Discontinue/Expand Programs• Approve projects (If Pilot)• Rank projects• Like a front end analysis – to decide whether worthwhile
to proceed on the training project.• Develop Data Base of Program Results• Inform/Educate Management• Inform/Educate target Groups• Build Skills with Staff
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What Companies Do With ROI Data?
Tabulating Tabulating cost of the cost of the programprogram
• Cost components that should be included
are :
• Travel, lodging, and meal costs for the
participants
• Salaries, plus employee benefits of the
participants who attend the training
• Administrative and overhead costs of
the training function, allocated in some
convenient way
Tabulating Cost of the ProgramTabulating Cost of the Program
EVALUATE PERFORMANCE
MOTIVATION
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ROI Process
Collecting KPI data
Isolating the Other Effects
Obtain trueoutcome
Calculating the Return on
Investment
Calculate IRR
Tabulating Training
Costs
After Training
Outputs
Inputs
Before training
Trend Lines AnalysisTrend Lines Analysis
Jan Feb Mar Apr Jul Jun May Aug
At the beginning of May, a Sales training Program session was
held
Vo
lum
e o
f S
ales
The
difference
represents
the estimate
impact of
training.
Trend Projection
Actual sales performance
ROI of Training Model ROI of Training Model
Collect Collect DataData
Isolate the Isolate the Effects of Effects of TrainingTraining
Convert Data Convert Data to Monetary to Monetary
ValuesValues
Calculate ROI Calculate ROI of Trainingof Training
Tabulate Tabulate Program Program
CostsCosts
Identify Identify Intangible Intangible BenefitsBenefits
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Instructional Objectives
Why are they important?
• A basis for planning the training• A roadmap for the learner• A basis for evaluating
effectivenessof the trainingWill objectives ever change during the
delivery of training?
• Coca ColaCoca Cola – 8 half-day on supervisory skills workshops – 1447% ROI, Benefit/Cost Ratio 15:1
• Yellow Freight SystemYellow Freight System – Performance Appraisal Course – 1115% ROI, Benefit/Coast ratio 12:1
• Litton Industries (Avionics)Litton Industries (Avionics) – Self Directed Work Team course – Productivity increased 30%, Scrap rate reduction 50%, 700% ROI
• Multi-Marques, Inc (Bakery)Multi-Marques, Inc (Bakery) – 15 hr Supervisory Skills Training – 215% ROI, Benefit/Cost Ratio 3.2:1
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Examples of Business Results
• Isolate the effects by getting before and after training performance data.
• Performance data of with and without training groups - Jack Phillips
• Input output graphic model
How do we measure performance output as a result of training?
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• Identify key output for the job to be analyzed• Identify the input variable for the output with
cause effect relationship• Compute the KPI by dividing output with the
input. It is a ratio.• Obtain before and targeted KPIs and insert
the actual KPIs in the diagram.• Separate the value of the output based on
volume and efficiency.
Input Output Analysis
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Example of input output dimension for Sales
• Output is net profits in a week RM20,000
• Input is weekly sales figure RM100,000
• The KPI is 0.20 profit per ringgit sales or return on sales
• Insert the previous performance KPI which may be 0.15 profit per ringgit sales
• The performance gap between the old and the new position.
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Performance levels
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• After Profit 0.20 x 100,000 = 20,000
• Before Profit 0.15 x 100,000 = 15,000
• Performance Improvement = 5,000
• Efficiency improvement
• Volume improvement
Measuring the Output
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• Calculate the total cost of training or intervention
• Identify the input and output variable that determine performance.
• The relationship must be meaningful which has high cause effect relationship
• Isolate the impact of training with the following test, with and without, before and after.
Input Output Analysis
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ROI =(Value of benefits –cost of training)/Cost of training
Benefit Cost Ratio 71,760 = 2.2:132,984
ROI (%) = 38,776 = 118% 32,984
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ROI training
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Objective driven Contents
Objectives•……..•……..•……..•……..
Objectives•……..•……..•……..•……..
Section 1……..……..……..……..
Section 1……..……..……..……..
Section 2……..……..……..……..
Section 2……..……..……..……..
Section 3……..……..……..……..
Section 3……..……..……..……..
Section 4……..……..……..……..
Section 4……..……..……..……..
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DELIVERING CUSTOMISED TRAININGSUCCESSFULLY
“Tell me and I forget, teachme and I remember, involveme and I learn”
- Benjamin Franklin
Read
Hear Words
Watch still picture
Watch moving picture
Watch demonstration
Do a site visit
Do a dramatic presentation
Simulate a real experience
Do the real thing
Visual
Kinesthetic(Experiential)
Verbal10% of what they read
20% of what they hear
30% of what they see
50% of what they hearand see
70% of what theysay or write
90% of whatthey say asthey do a thing
“Cone of Experience” People generally remember:
Adapted from Wiman & Meirhenry, .Educational Media, 1960 on Edgar Dale
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If training is the answer….
• Formal training• Self study• Technology based• Job related/workplace
approaches
www.islamicbankingcourses.com 68
Exercises and ActivitiesGet learners to do something
whenever possible…
• Hands-on
• Written or oral exercise
• Small and whole group interactions
• Role-playing, simulations
What should the type of activity be determined by?
www.islamicbankingcourses.com 69
What training activities are available?
Low learner involvement
High content and variety of perspectives
Panel Discussion
May be dominated by a few participants
Good focus and high involvementCase Study
Passive and not stimulating
Good for high content if presenter is good
Lecture
May be dominated by a few participants
Good practice for participants and involvement
Role Play
Does not involve everyone
Opportunity to provide feedbackDemonstration
ConsProsActivity
www.islamicbankingcourses.com 70
Available Training Activities (continued)
May be dominated by a few participants`
Highly energizing and high participation
Large Group Discussion
Little participant interaction
Good focus and pre-designed
Video or Film
May be dominated by a few participants
Highly participatory and task oriented
Small Group Tasks
Mechanisms must be in place to ensure learning happens
Allow for sensory perception if well structured
Field Trips
Not very stimulating
Provide high content
Reading
ConsProsActivities
www.islamicbankingcourses.com 71
Evaluations
• Evaluate based on objectives
• Did the participants:– learn what you had planned?
– implement what they learned?
– improve their job performance ?
www.islamicbankingcourses.com 72
After the Class
• Learner evaluations
– How did they feel about the class?
• Evaluate your delivery
– How could you improve it?
• Evaluate your materials design
– How could they be improved?
KIRKPATRICK
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Purpose of Training is to Produce Change In…
• Skills– how to– steps
• Knowledge– critical thinking– decision making
• Attitudes– ethics/values– behaviour
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Skills Required to be a Trainer
• Subject matter expertise
• Design– instructional design– apply learning principles
• Material production– graphics, layout, media creation– computer experience
• Presentation– voice, personality, technical expertise
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Personal Qualities to Look For in a Trainer
• Self-confidence• Awareness of
environment• Ability to build
bridges—relate old to new
• Organisational skills• Desire to learn
• Ability to listen• Sense of humour• Communication &
theatrical skills• Flexibility• Patience• Cool head & warm
heart
TNA steps
• Using KPI identify Critical Performance gaps ( ROE format )
• Critical Competency gaps of key persons
• Best practices shall determine key competencies
• Effective Delivery strategies
• ROI / IRR training (justifying)
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Steps in TNA
1. Determine target performance and measure gaps with current.
2. With performance gaps asses employee competency gaps.
3. Determine strategies to deliver competencies
4. Justifying training
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The bigger picture
Organisational performance
Employee performance
Employee Skills, Knowledge and Attitudes
Employee education, experience and training
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Cause Solution
• If skill or knowledge……….training• If lack feedback……………..feedback, standards• If not motivated…………….rewards,
consequences• If unclear expectations…..std, measure, discuss• If job environment…………change environment• If potential……………………change personnel
TNA (Step 4): New Skills, knowledge and Attitudes
Existing•Skills•Knowledge•Attitudes
Required• Skills• Knowledge• Attitudes
In order for our employees to perform differently, what kind of new Skills, Knowledge and Attitudes they need to have?
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TNA (Step 5): Training needs
Existing•Skills•Knowledge•Attitudes
Required• Skills• Knowledge• Attitudes
Now that we know what kind of new Skills, knowledge and Attitudes are required for our employees, how can we bridge the gap?
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TNA in essence…
Start with future organisational goals and challenges
Assess required employee performance to meet the goals and challenges
Assess required employee Skills, Knowledge and Attitudes to deliver the performance
Identify employee training needs to bridge the gap
1
2
3
4
82
TNA steps - to recap
• Establish future goals
• Measure past and future performance gaps – identify critical gaps
• Perform competency gap analysis on relevant staff
• Is training the necessary intervention?
• Alternative delivery strategies
• Justifying training strategies83
INTERNAL PROCESSINPUT PROCESS OUTPUT OUTCOME
Material variances
Labour
Overhead Efficiency ratios
No produced
Average cost per transaction
Research dev expense
Productivity ratios
Value produced
ROI
Inventory turnover
Average lead time
Waste Reduction84
HRM KPIsINPUT PROCESS OUTPUT OUTCOME
Incentives variances Turnover ratio
Hours Efficiency ratios
No produced
Profit per employee
Training Productivity ratios
Value produced
ROI
Salary Average lead time
Turnover Revenue per employee
Skill competency
Waste Reduction Employee productivity
Value added per employee
85
FINANCIAL KPIsINPUT PROCESS OUTPUT OUTCOME
Material variances
Labour
Overhead Efficiency ratios
No produced
Average cost per transaction
Research dev expense
Productivity ratios
Value produced
ROI
Inventory turnover
Average lead time
RETURN ON EQUITY
Waste Reduction 86
INTERNAL PROCESSINPUT PROCESS OUTPUT OUTCOME
Material variances
Labour
Overhead Efficiency ratios
No produced
Average cost per transaction
Research dev expense
Productivity ratios
Value produced
ROI
Inventory turnover
Average lead time
Waste Reduction87
MARKETINGINPUT PROCESS OUTPUT OUTCOME
Material Response rate No of customers
Labour Marketing costs % Sales volume
Overhead Efficiency ratios Customers Profitability
Research dev expense
Productivity ratios
Product profitability
ROA marketing
Average cost per transaction
Customer acquisition Return on Sales
Inventory turnover
Average lead time Customer retention
Price rel to comp
Waste Reduction Revenue growth
Delivery Channel
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Analysis and Improvement Basics
Internal Analysis:
• Trends: Individuals, Cross-examination, and Overall (with MCPMT)
• Target Comparison
External Analysis:
• Benchmarking
• Standard Comparisons
90
Processes
Outputs Downstream
Inputs
Upstream
Private Firm
Revenue and Profit
Quality of Services (Replacement, Repairs, Return, Recall, etc.)
Customer Satisfaction
Regulatory Compliance
Products
Services after Sales
Reports and Documents
Planning
Procurement
Approval
Production
Inspection
Warehousing
Delivery
Staffs
Instruments and Equipment
Facility
Capital
Utilities
Raw Materials
Suppliers
Subcontractors
Ratio-format Measures
91
Processes Outputs DownstreamInputsUpstream
University
Qualifications for Workplace
Suitable Skills
Employment
Continuous Education
Publications
Revenue
Graduates
Research
Reports and Documents
Seminars
Intellectual Properties
Teaching
Approval
Experiments
Review
Planning
Procurement
Staffs
Students
Instruments
Facility
Budget
Utilities
High Schools
Suppliers
Subcontractors
Budget Bureau
Ratio-format Measures
92
Ongoing Research in the Area of Performance Measurement:
• Verification of Sink’s Hypothetical Interrelationships among 7 Performance Criteria with MCPMT
• Guidelines for Selecting and Utilizing KPIs for Monitoring and Evaluation
• White-collar Productivity Measurement within the Context of Performance-based Contracts (or Performance Agreements)
The End
Questions please