Continuous Improvement Performance Management System (CIPMS)

While most respondents indicated they had knowledge of CIPMS, some requested:

• Clarification and the relevance of CIPMS
   
• Knowledge of hands-on implementation
   
• Benchmarks, necessary documentation, resources and expectations.

Some benchmarks are already in place.  For example, 70% of learners to employment or further education/training, 80% satisfaction rate, etc. New benchmarks will be based on the collection of data for a 6 mo. to 1 yr. period
 

Training Focus?

Requests:

• 64 % the basics: terminology, rationale, and components
   
• 82% CIPMS impacts on program funding, policies and practices
   
• 84% tools, templates and processes
   

What Do Managers Want?

• Implications and strategies
   
• A handbook
   
• A PowerPoint to share with staff,
   
• How CIPMS impacts assessment, IMS and the business plan
   
• Specific tools for understanding at all program staff levels
   
• Phase-in, practical applications
   
• The big picture, cause and effect
   
• Ideas from those in the field with expertise already working with CIPMS.
   

Are you downloading and saving documents &    information that you really like as you go along?    Don’t you hate it when you want that particularly    good piece of  information but can’t remember    what it was called and where you saw it?

TCU Expectations

• Understand key concepts related to CIPMS
   
• Use tools (such as IMS Activity Report, Learner Satisfaction Survey, Program Monitoring
   
• Report, Agency Assessment tool) for agency assessment.
   
• Effectively collect and analyze program data; (i.e. Baseline data)
   
• Identify two areas to develop/improve as part of their Business planning process;
   

Cushion Messages:

1. We are already well on the way

• CIPMS related working group activities
• TCU orientation
• LBS practices, i.e. training plans
• MTCU example and support - yearly program monitoring visits

2. We will get more training in the future

• CIPMS roll out will include year-to-year training on different aspects
• TCU will lead the development and delivery of field wide training to support the implementation of the CIPMS
• It is a multi-year process
• Training will be available in different ways
• LBS CIPMS will be situated within the broader context of continuous improvement and results-based management that all government funded agencies are expected to achieve.

3. Support for CIPMS is ongoing

• CIPMS is here to stay – embedded in Employment Ontario system –
• will be at the centre of Employment Ontario Information Reporting System
• MTCU plans to invest in CIPMS

4. Full implementation target date is 2010-2011

• the field will develop capacity over next 4 years
• MTCU GOAL = full implementation in 2111

5. We already know 3 of the 4 tools we need

• Tools have already been developed by MTCU and we have been using them: the IMS Activity Report, the Learner Satisfaction Survey, the Program Monitoring Report Form.

6. It‘s worth the effort because it works.  Success has been demonstrated by many others:

• In corporations, not-for-profits, and government programming around the world
• National Reporting System (NRS)
• Outcomes & Outputs Framework (Australia)
• Job Connect
   

Why CIPMS?

• To use the same terms as other service providers
   
• To demonstrate that our agencies provide quality service that has measurable benefits
   
• To demonstrate that the money government invests in our programs is making a difference
   
• To help our government showcase our successes
   

Some External Benefits To CIPMS?

• To talk the same language as other service providers
   
• To demonstrate that our agencies provide quality service that has measurable benefits
   
• To demonstrate that the money government invests in our programs is making a difference
   
• To help our government showcase our successes
   
• Government wide shift to results-based measurement
   
• Public commitment to efficient and effective use of resources
   
• Program management framework for making informed decisions
   
• Continuous improvement performance management system development for all ministry programs
   

Benefits To LBS Programs?

Improved efficiency and effectiveness

• Results-focused
   
• Documented progress on an ongoing basis
   
• Timely information available
   
• Systematic way to identify and evaluate successes and gaps
   
• Results in improved management and increased accountability
   
• Goals can be adjusted according to progress and evaluation
   

CIPMS - By Definition

A systematic approach for continuous improvement that will allow all delivery sites to provide a high quality standard of service for different communities and clients, while maintaining consistency across Ontario.

MTCU 2006

MTCU has provided this definition of a Continuous Improvement Performance Management System:

CIPMS provides a framework for program measurement and management that incorporates a number of day-to-day operations including data collection, client satisfaction, agency self-assessment and outcomes-based program evaluation. Core measures and performance indicators are used to provide an overall picture of what a program aims to achieve, what it actually achieves and how well it meets its goals. CIPMS is an ongoing cycle of implementation, monitoring, reacting and measuring. CIPMS shifts the focus away from the processes we use to the results we achieve. Data gathered and analyzed as part of CIPMS can be used in the community by agencies to promote the results we achieve, for learner recruitment, for fundraising and so on. The same data can be used on a provincial level by MTCU to promote the LBS program within government and to the public at large. Together, we can use CIPMS to definitively and confidently showcase our successes.

Within Ontario literacy agencies, CIPMS is about continuously striving to provide the best quality services possible for our learners and for our communities. We can do this by building on the good practices we already have in place and by adapting or changing those practices as needed to achieve the best results possible.

The Five Components of CIPMS Are:

1. Ongoing

• A system for managing continuous improvement wants to see programs, goods and services get better and better all the time.
• Agencies continue to produce enhanced performance in an ongoing way, moving from strength to strength and from success to success

2. Getting Better

• The purpose of performance management in CIPMS is to ensure improved quality of performance. Finding better ways so that we do even more of the right things and we do them in even better ways so the clients are even happier than before

3. Quality Control

• In LBS, the focus of the management system is on quality of performance. It’s about taking charge in order that we do the right things in the right ways so that key stakeholders/clients are happy and satisfied
• A performance management system identifies what will be measured and how performance will be measured

4. Taking Control

• It’s a system to help managers manage i.e understand what’s going on, take charge, set goals, make things happen
• Agency uses the system’s approach in order to take change and bring about desired results. Managing is about making things happen. Effective management is the ability to make things happen that you want to have happen

5. Structured

• CIPMS is a system
• An essential supporting structure
• A basic framework
• Systems organize ideas and actions in a step-by-step fashion for people to follow in order to accomplish tasks in a consistent way
• CIPMS is a framework like that. It’s called an assessment framework because it is designed to guide program through a step by step assessment process
   

CIPMS - What's Involved?

CIPMS - Like The Learner's Training Plan

CIPMS is very similar to the Learner Training Plans which we are all familiar with.

What steps are followed in developing a training plan?

1. Gathered background information
2. Conducted an initial assessment
3. Helped set a goal
4. Set milestones
5. Decided on an action plan

What happens after a training plan has been developed?

1. The learner begins to work on the steps that have been outlined.
2. The practitioner watches to make sure the learner stays on track
3. The practitioner and learner evaluate the learners’ progress from time to time
4. The learner and the practitioner make adjustments to the plan if they need to

How do you use the training plan throughout the learner's program?

1. The practitioner and learner use the training plan to decide what to work on first.
2. They come back to the training plan when each step is finished to record progress being made, and choose the next step.

How is the training plan useful to the learner and to the instructor?

1. The training plan acts like a map to keep the learner and practitioner focused on the steps to the learner’s goal.
2. The training plan reminds them what must be done and in what order
3. The training plan lets them see what to do next
4. The training plan sets timelines so the learner will reach the goal when he or she expected to.
5. Documentation of completed activities becomes the record of ongoing success
   The learner and practitioner see continuous improvement over time.

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