Continuous Improvement Performance Management System (CIPMS)
Where do we stand with CIPMS? The results from the 2007 survey
indicate the following. Bear in mind that these are provincial
statistics and do not necessarily hold true
- 91% of respondents stated that they were either
very familiar (36%) or moderately familiar (55%) with CIPMS and its
impact on LBS/AU
- 82% of respondents stated that they were either
very experienced (15%) or moderately experienced (67%) in conducting
CIPMS practices in their organizations
- 82% of respondents (an even split of very and
moderately comfortable) stated that they are comfortable with the
responsibility of providing instruction and guidance to their
agencies for the implementation of CIPMS
While most respondents indicated they had knowledge of CIPMS, some
- 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
- 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
Are you downloading and saving documents &
information that you really like as you go along?
Don’t you hate it when you want
good piece of information but can’t remember
what it was called and where you saw it?
- 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
- Identify two areas to develop/improve as part of their Business
- 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
- 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.
- 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
- Full implementation target date is 2010-2011
- the field will develop capacity over next 4
- MTCU GOAL = full implementation in 2111
- 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.
- 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
- 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
- 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
- Public commitment to efficient and effective use
- Program management framework for making informed
- Continuous improvement performance management
system development for all ministry programs
Benefits To LBS Programs?
Improved efficiency and effectiveness
- 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 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:
- 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
- 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
- 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
- Taking Control
- It’s a system to help managers manage i.e
understand what’s going on, take charge, set goals, make things
- 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
- 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?
||Common components and concepts (some in
place, others still under development)
||Incorporates planning, action, revision and
||Purposeful and deliberate activity
||Measured, reliable and valid reporting
||Systematic does not mean one size fits all
CIPMS - Like The Learner's Training Plan
CIPMS is very similar to the Learner Training Plans which we are all
What steps are followed in developing a training plan?
- Gathered background information
- Conducted an initial assessment
- Helped set a goal
- Set milestones
- Decided on an action plan
What happens after a training plan has been developed?
- The learner begins to work on the steps that have been outlined.
- The practitioner watches to make sure the learner stays on track
- The practitioner and learner evaluate the learners’ progress
from time to time
- 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?
- The practitioner and learner use the training plan to decide
what to work on first.
- 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
- The training plan acts like a map to keep the learner and
practitioner focused on the steps to the learner’s goal.
- The training plan reminds them what must be done and in what
- The training plan lets them see what to do next
- The training plan sets timelines so the learner will reach the
goal when he or she expected to.
- Documentation of completed activities becomes the record of
The learner and practitioner see continuous improvement over time.
If you understand the key
concepts of the training plan,
then you already understand the key concepts of CIPMS.