driving impact
DESCRIPTION
DRIVING IMPACT. Metrics-Based Performance Management in Experiential Jewish Education Josh LangerMay 25, 2011. INTRODUCTION. Research Question Thesis Literature Review. RESEARCH QUESTION. - PowerPoint PPT PresentationTRANSCRIPT
DRIVING IMPACTMetrics-Based Performance Management in Experiential Jewish Education
Josh Langer May 25, 2011
RESEARCH QUESTION
How can the lessons – positive and negative – of initiating metrics-based performance management in the formal educational world be leveraged to define objectives for and measure the success of experiential Jewish educators?
THESIS
The field of experiential Jewish education is increasingly gaining respect
The field generally lacks the systems to measure impact
Implementing a metrics-based performance management system will enhance BBYO’s ability to motivate and measure the success of its experiential educators
This new system could have broader implications for the maturation of the field as a whole
THEORY OF EXPERIENTIAL JEWISH EDUCATION “The teacher is not in the school to impose certain ideas or to
form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.” Dewey, John (1897). My Pedagogic Creed, Page 9.
Informal Jewish education: “an individual-centered and highly interactive educational approach focused on learning through experience, with knowledgeable and committed educators who use group process and a ‘curriculum’ of Jewish ideas and values to create a holistic educational culture.” Chazan, Barry (2003). “The Philosophy of Informal Jewish Education.”
“To be a truly professional informal Jewish educator one needs Judaic knowledge; a Jewish lifestyle; a knack for group dynamics; the ability to be inter-active and to listen; the ability to engage others; and the ability to impart ideas and values twenty-four hours day, seven days a week. One has to be accomplished in many areas – encompassing both content and method, Jewish and general – often demonstrating proficiency over and above that required of teachers.” Chazan, Barry (2003). “The Philosophy of Informal Jewish Education.”
THEORY OF EXPERIENTIAL JEWISH EDUCATION (CONTINUED)
Recreation – Provide participants with social comfort, fun and belonging in a Jewish context
Socialization – Provide the knowledge, skills and attitudes to be an active member of the Jewish community
Challenge – Encourage participants to undertake the challenge of stretching themselves and growing towards a more complex participation in one’s Jewish life
PROS AND CONS OF PERFORMANCE-BASED EDUCATOR MANAGEMENT
Set consistent objectives and expectations
Focus educators on student impact
Establish compelling case to donors/other stakeholders
Identify internal strengths and weaknesses
Make data-based decisions
Inconsistent implementation
Importance of setting correct measures (making art a science)
Managing educators’ concerns
Potential to over-complicate, distract from ultimate goal
Potential Benefits Potential Drawbacks
JOHN KOTTER’S CHANGE MODEL
1) Create a Sense of Urgency
2)2) Form a Powerful CoalitionForm a Powerful Coalition3) Create a Vision for Change
4)4) Communicate the VisionCommunicate the Vision5) Remove Obstacles
6)6) Create Short-term WinsCreate Short-term Wins7) Build on the Change
8)8) Anchor the Changes in Corporate Anchor the Changes in Corporate CultureCulture
BB
YO
’S M
EA
SU
RES
OF P
RO
GR
AM
MATIC
S
UC
CESS
* TDMI refers to the different categories of impact into which teen participants will be grouped based on the number and type of experiences they attend. T = Transformational, D = Deep, M = Moderate, I = Initial.
** Teen Connection is BBYO’s experience for 6th-8th grade students, with the objective of maintaining a connection with tweens beyond their becoming a Bar/Bat Mitzvah and transitioning them to continued Jewish participation in high school.
Metric Description
Total Teen Involvement Number of unique teens participating
T/D/M/I (a)*Categorization of teens based on cumulative program attendance (focuses on impact on teen participants)
Total Immersives Participation Number of teens participating in national immersive experiences
Regional Net Promoter Score (a)A customer-service metric that identifies the percent of the customer audience that are passionate supporters/attractors
Teen Connection Transition Rate (a)**
The percent of teens who transition from participation in BBYO’s middle school experience to participation in its high school offerings
First Time AZA/BBG Members (a)The percent of AZA/BBG members who are first-time members, indicates continued resonance of membership to teen audience
Convention Quality Rating (a)
Overall quality score as rated by teens who participate in weekend conventions/shabbatonim. Regions average 3-5 conventions per year
Godol/N'siah Quarterly RatingsRatings from the International Teen Presidents after they visit a region and observe its operation
Program Distribution by Educational Focus Areas (b)
The number of experiences offered in each EFA as a percent of the total number of experiences offered – shows diversity of programming in line with overarching educational objectives
Regional Strategic Plan Quarterly Review Rating
Ratings assigned by AEDs after review of overall progress in key metrics and progress towards regional strategic plan priorities
THE PDI PERSPECTIVE
Survey conducted of BBYO’s 34 PDI participants.
Represent multiple functions within BBYO Generally considered BBYO’s “top
performers”
How will the role of the Program Director change?
CONCLUSIONS FROM RESEARCH Decent alignment between what PDI participants believe
BBYO values most and what they believe is most important in terms of KNOWLEDGE
PDI participants do not believe BBYO values knowledge of sacred Jewish texts, nor do PDI participants believe knowledge of sacred Jewish texts is important to success Interesting contrast to Barry Chazan
Both PDIers and BBYO value the “Ability to inspire and empower others” Beyond that item, there seems to be a gap in the understanding
of which abilities are keys to success as a program director
3 of 4 four metrics that PDI participants identify as the best indicators of success will be measures in the strategic plan The Regional Health Scorecard is on the right track
CONCLUSIONS FROM RESEARCH (CONTINUED)
The Overall Chapter Quality Score was considered to be the best indicator of success. Program Directors have least direct control over this
metric. Interesting.
The organization lacks a clear definition of the Program Director role.
BBYO does have a unique operational challenge in that it exists as a hybrid of a centralized and locally autonomous organization.
Several comments note a desire for higher program standards and for more advanced metrics. Suggests buy-in is possible.
RECOMMENDATIONS TO BBYO Develop concrete Program Director/Associate job description
that staff can consistently articulate Incorporate language from Chazan, Reimer/Bryfman into job
description
Incorporate Regional Health Scorecard details into annual performance evaluation
Add section to annual evaluation focused on knowledge development
Weight performance in skill-based areas based on relative importance to execution of job description
Initiate training to set expectations for performance as part of new hire on-boarding
Prioritize buy-in of field; follow recommendations of change model to manage transition to new system
IMPLICATIONS FOR THE FIELD OF EXPERIENTIAL JEWISH EDUCATION As the field continues to grow and mature,
professionalization of systems is needed:
Clarity of educational vision and educator performance management go hand-in-hand
Philanthropic community increasing insistence on hard data to substantiate funding
Best practices can extend across all modes of experiential education
Potential to attract more talented, serious educational professionals