1. International Institute of Christian Ministries ©2012 General Conference of Seventh-day Adventists ® CS 03 Performance Measurement for Effective Ministry

2. Performance Measurement for Effective Ministry Sung Kwon, Executive Director North American Division Adventist Community Services www.communityservices.org

3. Definitions of Evaluation It is the systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been or are being achieved. It is the systematic process of collecting and analyzing data in order to make a decision.

4. What Evaluation Measures Whether a program has met its objectives. What a program’s contribution is to the overall operation. Whether a program will be viable in the future.

5. Definitions of Measurement Representation of quantity or capacity. In the past, these terms carried a quantitative implication of precision and, in the field of education, were synonymous with testing and instrumentation. Today, the term “measure” is used broadly to include quantitative and qualitative information to understand the phenomena under investigation.

6. Measure Three Variables Efficiency: The degree to which a program or project has been productive in relationship to its resources ( QUANTITATIVE) Effectiveness: The degree to which goals have been reached (QUALITATIVE) Impact: The degree to which a program or project resulted in changes (BOTH EFFICIENCY & EFFECTIVENESS – QUANTITATIVE & QUALITATIVE)

7. 7 Program Cycle Needs Assessment Goals/Objectiv es Program Planning Implementatio n Formative or Summative

8. Technology

9. Communication BTW! OMG! LOL!

10. External Influences Market Technology Competition

11. Critical Questions for the Future What are the leading-edge approaches to enhance our/their ministries? What should leaders and board members be doing differently to enhance the performance of their ministries? How can the impact of the church be significantly increased?

12. For-profit Model LEARNING/GROWTH OPERATIONS CUSTOMERS FINANCIAL Product Development Evaluation

13. Nonprofit Model Financial/Resource Learning & Growth Operation/Capacity Value/Mission Volunteers Support

14. For-profit vs. Nonprofit LEARNING/GROWTH OPERATIONS CUSTOMERS FINANCIAL Financial/Resource Learning & Growth Operation/Capacity Value/Mission

15. Agricultural

16. Industrial/Technology

17. Globalization

18. Conceptualization Story Influence Empathy Legacy Values Mission Fun Diversity

19. Departmental Structure

20. Value Structure

21. 21 Core Values of Evangelism/Church Mission From Acts 2:41-47Worship Vs. 42, 43, 46, 47 Fellowship Vs. 42, 44-46 Community Services vs. 45 Reaping Vs. 41, 47 Discipleship Vs. 42 Evangelism/ Church Mission Example of Value Structure...

22. Leadership Behaviors: Philosophy Practice Management Recruitment Placement Supervision Performance review Recognition Retention Training Engagement Cultivation and networking Negotiation and agreement Support Performance measurement Acknowledgment Sustainability Equipping/Develop FromTo

23. Performance Measurement Theory of Change: Logic Model

24. Why does it exist? For whom does it exist? Who has a stake in the problem? What must be changed?

25. Theory of change “A theory of change is a description of how and why a set of activities – be they part of a highly focused program or a comprehensive initiative – are expected to lead to early, intermediate, and long-term outcomes over a specified period.” —Anderson, 2000

26. Measuring Performance Inputs Activities Outputs Outcomes Impacts

27. Inputs/Resources Inputs are resources which potentially enable program effectiveness. Enabling protective factors may include funding, existing organizations, potential collaborating partners, existing organizational or interpersonal network, staff and volunteers, time, facilities, equipment, and supplies.

28. Activities Activities are processes, techniques, tools, events, technology and actions of the planned program. These may include products – promotional materials and educational curricula; services – education and training, counseling or health screening; and infrastructure – structure, relationships, and capacity used to bring about the desired results.

29. Outputs Outputs are the direct results of program activities. They are usually described in terms of the size and/or scope of the services and products delivered or produced by the program.

30. Outcomes Outcomes are specific changes in attitude, behaviors, knowledge, skills, status or level of functioning expected to result from program activities and which are most often expressed at an individual level.

31. Impacts Impacts are organizational, community, and/or system level changes expected to result from program activities, which might include improved conditions, increased capacity and/or changes in the policy arena.

32. SituationINPUTSOUTPUTSOUTCOMES Everyday example

34. Family Members BudgetBudget CarCar Camping Equipment Drive 100 km to state park Set up 3 tents, etc. Cook, play, talk, laugh, hike 5 miles Family members learn about each other; family bonds; family has a good time InputsOutputsOutcomes Every day logic model – Family Vacation

35. Theory of Change: Logic Model Which of the above 5 components must we deal with first in planning ministry? Quantitative Data Qualitative Data InputsInputs Programs Programs Outputs Outputs Outcomes Outcomes ImpactImpact Programs Programs Outputs Outputs InputsInputsImpactImpact

36. We invest time and money. We provide tutoring 3 hrs/week for 1 school year to 50 children. Students will learn and improve their skills. They will get better grades, and move to next grade level. Improved educational level and quality of life in the community. Students struggling academically can be tutored. If-then relationships: Tutoring Program InputsInputs Programs Programs Outputs Outputs Outcomes Outcomes ImpactImpact

37. External Factors SITUATIONSITUATION Inputs What we invest Staff Time Money Materials Technology Partners Activities What we do Assessments Trainings Recruitment Workshops Product Development Outputs Who we reach & how many Clients Community Participants Outcomes How we affect outputs Change in: Learning Skills Behavior Impacts How we affect the broader community Change in: Systems Policies Environment Underlying Assumptions Program Logic Model

38. 38 Remember Whole Community Involvement in Your Planning - Connect All Four Sectors to Effect Change: Private Public Non-profit Church Partner with Community organizations. You don’t need to invent all your outreach activities! Infrastructure to accomplish change: Partnerships, Relationships

39. Group Activity To Practice Using Logic Model Divide into groups. Choose an issue, such as homelessness, teen pregnancy, family problems, hunger, etc. Invent a sample program to deal with the issues you choose. Include the five elements of the logic model. (This process will help you measure your program’s performance at the same time.)

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41. Performance Measurement in the Cycle of Research D Translation & Dissemination KE N Needs Assessment Knowledge Evaluation

42. Homework Write a paragraph that expresses your next steps in carrying out in your local church/organization what you learned in this course.

43. Sung Kwon Sung.Kwon@nad.adventist.org www.communityservices.org