kvik-pjece på engelsk.pdf

7/28/2019 Kvik-pjece p engelsk.pdf

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quality tool or developing

innovation and competencies

kvik manualbased on ca 2006


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KVIK Guidelines

2. edition 2006

based on CAF 2006

ISBN: 87-99479--2

Photo: Nana ReimersIllustration: Phillip Ytournel

Design and print: STORMTRYK

SCKK

Frederiksberggade 24, 2.

459 Kbenhavn Kwww.sckk.dk

Tl.: 33 8 69 69


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4 i

6 Wh kvik

8 kvik w s-

2 s- p

4 s- e

Criterion : Leadership

Criterion 2: Strategy and Planning

Criterion 3: People

Criterion 4: Partnerships and Resources

Criterion 5: Processes

44 s- r

Criterion 6: Citizen/customer-oriented results

Criterion 7: People results

Criterion 8: Society results

Criterion 9: Key perormance results

62 g

contents


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KVIK was rst developed in 2004 or public organisationswishing or an overall assessment o their perormance andresults. The core o KVIK is a sel-assessment tool to help youto learn more about where you work.

KVIK builds on a number o quality development initiativesundertaken in the public sector over the last ew years. Theaim o these initiatives has been to make public sector or-ganisations more aware o their perormance in serving cus-tomers* and citizens*, o ensuring an attractive workplace,and o developing the competencies o their employees.

KVIK draws heavily on CAF, the Common Assessment

Framework. CAF is a result o co-operation among the EUMinisters responsible or Public Administration and is a qual-ity development tool or assisting public sector organisationsacross Europe to use quality* management techniques toimprove perormance. CAF has made it easier to work onquality improvements.

introduction

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This revised version o KVIK will look very amiliar to peopleused to KVIK 2004.The main changes are derived rom the revision o CAF con-

cluded summer 2006. The new version o CAF, or example,place more emphasis on modernisation and innovationwhich is more explicitly present in the criteria on leadershipand strategy* whilst the need or permanent innovation othe processes* is presented in criterion 5. These, and otherchanges in CAF, are included in KVIK 2006.SCKK has urthermore taken the opportunity to updateexamples, correct minor ambiguities and include experiencesgained since KVIK 2004 was launched.

KVIK provides a relatively simple insight into work on qualitydevelopment throughout the organisation ocusing on its us-ers, citizens and results. KVIK can be the start o a long-termquality development process and lead to awards such asCommitted to Excellence.

It will show you what you are really good at and draw at-tention to the challenges and areas or improvement youare acing. The tool encourages active interplay betweenmanagers/leaders* and employees with regard to quality

management and it encourages both parties to assumemutual responsibility or these eorts. KVIK is thereore agood tool or anchoring quality management throughoutthe organisation.

5

The target group or KVIK is public organisations o all sizes.KVIK is relevant to anyone who already knows a bit aboutusing holistic quality management models and to people

who would like to start. Although it is a holistic model it alsomakes sense to start with one corner o the model and workrom there.

In addition to the sel-assessment tool, SCKK oer othertools and methods, such as: A video showing a sel-assess-ment step by step, a guide or the project leader o the sel-assessment process and an e-Tool, called KVIKSelv in Danish,developed to support the individual participants sel-assess-ment-reply. These tools and methods are available rom the

SCKK website at www.sckk.dk.

KVIK is an obvious tool or organisations wanting to obtainan overall picture o their perormance and to make their re-sults visible within the organisation and to the rest o society.


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WHat iskvik?

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WHat iskvik?

s- hh h KVIK stands or Kvalitetsvrktj til udvikling a Innovationog Kompetence, i.e. Quality Tool or Developing Innova-tion* and Competencies, and oers a airly simple, easilyunderstood ramework or perorming sel-assessment. Sel-assessment is a critical assessment* o perormance (whatwe do) and results (what we achieve). It yields an overall,balanced picture o the strengths o the workplace (whatwe do well) and areas o improvement (what we can dobetter).

d h KVIK sel-assessment requires that management and staboth participate in its implementation. This approach aimsto unite the whole organisation in obtaining one coherentpicture o its strengths and challenges and to generate com-mitment to the improvements to be carried out as a result othe sel-assessment.

a KVIK sel-assessment examines the ability o the workplaceto sustain a continuous improvement process, such as the

use o user satisaction surveys in improving procedures* orcompetency development*.

a KVIK contains a series o questions about the eorts o theworkplace in innovation and development. These questionsare incorporated into the relevant criteria; sel-assessmento the way a workplace develops its procedures and servicesbelongs to Criterion 5: Processes, or example.


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p KVIK is a Danish edition o CAF (Common AssessmentFramework), a tool developed by the EU or sel-assessmentby public sector workplaces. Practical experience o usingCAF in various member states is collected and collated in or-der to improve CAF. This edition o KVIK is a translation andadaptation to Danish conditions o CAF 2006. You can readmore about CAF and CAF activities (including benchlearn-ing* and train the trainer courses) at www.eipa.nl

a dh w

KVIK sticks closely to CAF, because it makes sense to have asingle common ramework within the EU or discussing thedevelopment o the public sector. However, there are areaswhere Danish practice is refected in KVIK; such as our tradi-tion o cooperation between management and sta throughjoint consultative committees*.

ex KVIK (and CAF) are certied sel-assessment rameworkson a par with the Excellence Model* as regards gaining theCommitted to Excellence recognition. More details are avail-able at www.sckk.dk and www.eqm.org.

kvikAt www.sckk.dk you will nd more inormation on KVIK andyou can download or order supplementary materials (such asthe Sel-assessment in Motion video or the sel-assessmentguide or project leaders.

gAt the back o this guide there is a glossary o terms you maylike to look up. Whenever they appear in the guide or therst time they are marked with a red asterisk (*).


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PEOPLE

STRATEGY AND

PLANNING

PARTNERSHIPS

AND RESOURCES

PROCESSES

PEOPLE RESULTS

CUSTOMER/CITIZEN-

ORIENTED RESULTS

SOCIETY RESULTS

KEY PERFORMANCE

RESULTS

ENABLERS RESULTS

INNOVATION AND LEARNING

LEADERSHIP

8

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tHe kvik model

kvikas a rameWorkor sel-assessment

Wh -? Sel-assessment provides a mutually agreed diagnosis

o where the workplace stands its strengths and areaso improvement the location o its most importantchallenges right now.

Sel-assessment provides a common language in whichto discuss the challenges a common language acrossjob descriptions and roles.

Sel-assessment provides insight into the whole workplaceand a unique basis or listing improvements in order o

priority, viewed as a whole.

Sel-assessment provides an overview o current projects/improvements and how they interact; and whether theyare adequate in the ace o the challenges they address.

a h wThe KVIK model can be used or sel-assessing a workplaceall the way round. The questions in KVIK cover practicesthroughout the workplace; i.e. operational and developmenttasks alike.


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9

5.3

criterion 5 5.3 9

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By picking national and international organisations (public and private)it would be interesting to learn rom and to establish access to knowledgeo these organisations.

By seeking out and establishing contacts with national and internationalorganisations similar to your own practices in order to learn rom oneanothers procedures.

Review relevant proessional literature and monitor relevant websites that are

innovative when it comes to e.g. e-government.

By using employees, users and citizens to provide ideas or completelynew approaches to the tasks o the organisation.

To get users and citizens to test new products and services in order to enableadjustments to procedures beore they are introduced to the organisation.

To prioritize employees with the appropriate competency proles and sucientresources to carry out the process innovations agreed on.

By implementing good project practice* such as the use o creative methodsor generating ideas, using project descriptions and project management, usertesting, plans or implementing new process within the organisation, and routinesor leaders to monitor status and progress.

By creating leeway or innovations in the orm o pilot projects that provideknowledge o potential obstacles to innovation.

By rewarding and acknowledging innovative employees and leaders.

By managing the dilemma o public organisations caught between the willingnessto take risks and a zero error culture.

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The illustration above shows a page rom the guidelines.The bold text to the let states issues to be addressed duringthe sel-assessment: in this case strengths and areas or

improvement when it comes to identiying, managing andimproving key procedures.

The examples to the right show how procedures may becharted and dened in practice. Experience o using KVIKhas been applied to ensure that the examples are intelligible,relevant, and reasonable with regard to everyday practice ata public sector workplace.

The KVIK model contains 9 criteria divided into 28 sub cri-teria. The criteria cover enablers (what we do) and results(what we achieve).

Note that the criteria regarding results in the KVIK modelexamine our dierent dimensions: people results, customer/citizen results, society results and the bottom line by wayo key perormance results*. The idea is that inspiration orimprovements can be ound in many types o results: notonly nancial key perormance results.

a w dh Each o the 28 sub criteria has a number o questions andexamples intended to inspire assessment o the workplaceenablers and results.Experience shows that the practical examples in particularenable employees rom any educational background or areao work to take part in a sel-assessment.


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i h pdca *The PDCA circle, also known as the Deming Circle or qualitycircle, is a classic tool or working on improvements syste-

matically.

The PDCA circle is about adopting routines or planning(Plan), implementing (Do), measuring (Check) and assess-ing tasks (Act). When this systematic approach succeeds,new enablers always build on the latest experience gained:this means a better starting point which may lead to betterresults.

pdca cThe logic o the PDCA circle recurs in many places in KVIK:directly in the enabler and results circles, or example, whichare used or awarding points. Indeed, a sel-assessment perse is an overall assessment o the practices o the workplacein relation to the PDCA circle

In this way sel-assessment is the start o a quality journey onwhich a workplace takes stock at regular intervals (every twoyears, or example) o its enablers and results.

Why do we do it?

How will we go about it?

What are our goals?

How will we measure them?

What experience can we draw on?

Check the results

What did we achieve?

Did we do as planned?

Implement

Do the jobImplement the measurements

Benet romexperience and adapt

Did the results match thegoals?

Does our approach need to

be improved?

What can we learn rom

the process?

Should we do anything

dierently next time?


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LEARNING

LEARNING

LEARNING

Wh wh The KVIK model provides a simple scoring system that maybe used or assessing the state o a given criterion (e.g.

We have planned an approach or We have implementedthe approach we planned). Up to ve points may beawarded.The purpose o awarding points is to obtain a specic assess-ment o how ar systematic eorts on quality development*have come within a particular criterion. Points may also helpto identiy potential improvements: i we have planned auser survey, or example, but not implemented it, the sug-gestion or improvement in this case might be to actuallycarry out the survey.

results/learning

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2

th - Beore sel-assessment begins, consultations have usually takenplace by management and with the joint consultative commit-

tee* as to the purpose o carrying out a sel-assessment and whysel-assessment is relevant to the workplace right now.

When management decides to initiate sel-assessment it alsoappoints a project leader and identies the sta who will takepart in the sel-assessment. The project leader is responsible orthe detailed planning o the sel-assessment and guiding themembers o the sel-assessment group. Inspiration on organ-izing the decision-making process and work o sel-assessmentis available at www.sckk.dk where there is a continually updated

sel-assessment guide.

The ollowing describes what happens when the actual worko the sel-assessment begins.

i Sel-assessment begins with each sel-assessment group membermakes his or her own assessment o the strengths and areas orimprovement o the workplace within the 9 criteria o the KVIK

Model.This assessment is then entered onto the electronic orm atwww.kvikselv.dk, where the project leader registers each groupmember as a user. The website will tell you how to use KVIKselv.

sel-assessment

t Allow one or two working days or the individual prepara-tion. You will need online access to www.kvikselv.dk, to the

relevant documentation, to a KVIK guide; and you will alsoneed peace and quiet in which to work.

Make an eort to dene the strengths and areas orimprovement in complete sentences. This will help otherpeople to understand what you mean, and it will make iteasier to list the strengths and areas or improvement atthe consensus seminars later.

It is acceptable to skip criteria i you know nothing about

them. Just select I dont know enough to score this subcriterion.

Dont spend too much time scoring. The primary task isto identiy tendencies.

Ask the project leader how to interpret KVIK i you arein doubt.

Dont ask other people what they think; express your own

opinions. It is vital or the sel-assessment to refect yourown assessment o the strengths and areaso improvement.

in practice


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3

Once the group members have completed their sel-assess-ments on KVIKselv, the project leader can print a documentcontaining all the strengths, areas or improvement, and

scores.

It is a good idea to read this document as a preparation orthe consensus seminar. By comparing ones own sel-assess-ment to everyone elses you will ensure that each member othe sel-assessment group is properly prepared or the jointassessment at the consensus seminar.

The whole group meets or a consensus seminar to under-take a joint assessment o the 28 sub criteria (strengths,

areas or improvement and scores or each criterion). This iswhere the sel-assessment proper takes place.

Hw h ?The group discusses each criterion like this:

Discuss and agree on strengths dene them andwrite them into the consensus report*.

th Discuss and agree on improvements dene themand write them into the consensus report.

Each member o the group looks at the scores hehas given reach a consensus on scores.

The purpose o the common assessment is as ollows:

All views and perceptions get used in order to create a

consensus on the strengths and areas o improvemento the organisation within each criterion.

To provide a common basis or assessing where there isthe greatest need or improvements

That the group agrees on the number o points to allocateeach o the 28 sub criteria.

th w The group assessments are collated into a consensus report.It documents the groups joint assessment o strengths,areas o improvement, and scores.The consensus report then provides a basis or managementto prioritize the many potential areas o improvement. Sel-assessment only results in concrete changes when manage-ment prioritizes the many potential areas o improvementand decide on a plan or implementing the improvement

projects agreed on.


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PEOPLE

STRATEGY ANDPLANNING

PARTNERSHIPS

AND RESOURCES

PROCESSES

PEOPLE RESULTS

CUSTOMER/CITIZEN-ORIENTED RESULTS

SOCIETY RESULTS

KEY PERFORMANCERESULTS

ENABLERS RESULTS


LEADERSHIP

4

sel-assessment o

enablers

The rst ve criteria o the KVIK model examine enablers(what we do) at the workplace; these include enablers oremployee development, or reducing processing time, and

or developing the quality o services rendered.

a h The enabler criteria contain 20 sub criteria to be assessed.The 20 sub criteria are urnished with a series o questions,each denominated by a letter o the alphabet. Each questionis urnished with examples. The questions and examples areintended as inspiration. It is a good idea to read the ques-tions and examples beore you assess each sub criterion.

Each group member enters his or her assessment ostrengths and areas o improvement within each subcriterion.

tHe kvik model


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0POINT

5POINT

1PO

INT

2POINT

3PO

INT

4PO

INT

INDSATSCIRKEL

5

s pdca h d

0 We are not active in this eld

We have no inormation orvery anecdotal.

1 Plan We have a plan to do this.

2 Do We are implementing/doing this.

3 Check We check/review i we do the right

things in the right way.

4 Act On the basis o checking/reviewswe adjust i necessary.

5 Systematic Everything we do, we plan, implementquality development and adjust regularly and we learnPDCA rom others. We are in a continuous

improvement cycle on this issue.

sWhen the strengths and areas o improvement have beenidentied a score is awarded according to the enabler panel.

Up to 5 points may be awarded. The score indicates how arthe workplace has got with its general eorts within eachsub criterion vis--vis the PDCA circle.

Each group member ticks o his or her assessment onwww.kvikselv.dk. It is also possible to respond I dont knowenough to score this sub criterion.

enablers panel


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criterion 1 6

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leadersHipCRITERION 1

The ability o leaders to convey the purpose o the organisation and to trans-late it into specic targets, meaningul assignments and a healthy workingclimate with room or creative solutions and improvements is vital to employeeparticipation. Sel-assessment o the leadership o the organisation is a criterion

containing a series o important sub criteria vital to the eorts and results o theorganisation as a whole.

Criterion assesses how leaders are able to translate the political ramework othe organisation into a mission (why are we here?) and a vision (where arewe going?) and how the mission and vision can be translated into actual strate-gies with concrete goals in terms o targets.

For this criterion you assess your work on values (how do we do things here?)

which describe the everyday practice and behaviour that enable the institutionto live up to its mission and vision. Employee involvement is a vital prerequisite iwork on the mission, vision and values are to become properly incorporated andmeaningul in practice.

The criterion spotlights the administrative leadership o the organisation, not itspolitical leadership. It is not the quality o the political goals and ramework thatis subject to assessment but the ability to implement the latter in practice. Forexample, what matters is how leaders support development o the organisationvia appropriate procedures which ensure that assignments are ranked in order

o priority, nancial and budgetary controls, measured results, and mechanismsor ongoing changes at and adaptation o the organisation. It may also involveentering into strategic collaborations and partnerships* enabling the organisa-tion to achieve even more or better results.

The criterion also includes questions to assess leaders abilities to communicateinormation and decisions, to motivate and support individual employees in theirwork, to create the setting or suggestions or improvements, and to reward andrecognize special contributions.

Finally it assesses how ar leaders contribute to a balanced, constructive interplaywith users, politicians, stakeholder organisations and partners, and how ar theyare active in spreading awareness o the organisation.

The Leadership criterion contains a

self-assessment of what the leaders of

the organisation do in order to


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7

1.1

criterion 1 1.1 7

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Through the attendance o users, employees and other stakeholders atseminars or workshops at which the organisations mission and visionare discussed and drawn up

By leaders who update the mission and vision on the ace o changessuch as structural reorganisation*, outsourcing by tender, e-govern-ment, or legislation.

Employees work on methods to dene and clariy values, includingvalue cards*, story telling*, or value games*.

By leaders who make values visible by applying them clearly as the basisor their decisions and in managing their employees.

Leaders ensure that employees and important stakeholders (such aspoliticians or customer panels) are included in the work o prioritisingand drawing up strategic goals on the basis o the mission and vision.

Leaders discuss the practical implications o the leaders role in conse-quence o the mission, vision, values ands strategies o the organisation.

Leaders continually communicate and brie: this may be via the organi-

sation web site, in print, at employee meetings and at meetings withpoliticians and users.

p h ,


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8criterion 1 1.2 8

1.2

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Leaders dene the structure o the organisation so that it accords withthe overall vision and strategy.

Leaders who prioritize the internal communication o the reasons why goals arethe way they are, and maintain continual dialogue with employees as to how

goals may be achieved.

By ensuring that measurable goals are drawn up, that the results are measured,that work is done on introducing improvements on the basis o these measurementsby using KVIK, the Excellence Model or Balanced Scorecard*).

By incorporating the logic o the PDCA circle into all daily routines.

Leaders who ensure that every unit and employee knows its/his/her duties adresponsibilities, I.e. that the division o labour and responsibilities is clear and

understood by everybody.

Leaders develop the division o labour via cross-departmental project work*.

By creating the ramework or and acknowledging cross-departmental leadershipand cooperation.

By leaders taking responsibility or prioritising assignments and ensuring a reasonablebalance between assignments and resources.

By leaders continually communicating to employees the way duties are prioritised.

Leaders consider and adapt the way services are provided on the basis o dialoguewith users and employees in relation to achieving strategic goals.

Leaders communicate changes and adjustments internally and externally.

Through routines or ongoing management inormation on budgets, key guresand eciency*.

Leaders regularly take part in employee meetings.

Continual dialogue between leaders and individual employees.

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1.3

criterion 1 1.3 9

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Leaders behave in accordance with the values.

Leaders who acknowledge or sanction employee behaviour as appropriate.

By carrying out leadership development interviews, leadership assessmentsand systematic leadership development.

By using employee development interviews* to probe the way employeesperceive the leaders role and behaviour.

By coaching* employees to help them attain proessional and personal goalsand by ensuring that their plans or developing competencies are honoured.

By delegating responsibility and duties in real terms and helping to enableemployees to continually develop their jobs and responsibilities.

Leaders acknowledge and support employees who present ideas or improve-ments and innovation.

Leaders support the use o coaching, eedback* and knowledge sharing*.

Leaders who actively support and acknowledge employees who choose totake part in cross-departmental development and improvement projects.

Leaders who tackle obstacles to innovation.

By acknowledging and praising eorts by individuals and groups, and also byapplying ormal methods o rewarding them.

Leaders respect and address the individual needs and circumstances oemployees and incorporate this understanding in their decisions regardingduties, responsibilities, and working hours.

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1.4

criterion 1 1.4 20

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Leaders communicate political decisions to the organisation andtranslate the decisions into concrete action.

Leaders maintain regular, proactive dialogue with politicaldecision-makers at all relevant levels.

Leaders communicate the experience o the organisation o itsdaily operations and user contact to political decision makers

With clearly dened goals in mind, leaders deliberately developcollaboration with the most important stakeholders (users/citizens,other public organisations, interest groups and industry)

By providing details and analyses to customer/citizen panels,devise and chair meetings, and are loyal to the decisions o thecustomer/citizen panel.

By presenting the work o the organisation at conerences andseminars or having open house events or the local community.

Leaders give priority to taking part in leadership networks wheredecision makers rom other organisations are also represented.

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2


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criterion 2 22

Criterion 2 is about assessing the processes by which the organisation translates

its mission and vision into strategies and action plans*. In order to do so it is vitalor the organisation to have a shared perception o its most important stake-holders (e.g. customers, politicians, employees, partners) and their needs andexpectations regarding the organisation.

The core o the criterion is the success o the organisation in translating itsmission and vision into strategies and action plans or satisying the needs andwishes o its most important stakeholders in practice. On the one hand the stra-tegic choices have to refect the wishes o the stakeholders, while on the otherhand the organisation also has to assess the extent to which user wishes can be

ullled in practice.

The challenge is to move rom these strategies and goals to tangible action plansestablishing how each unit or group within the organisation is to contribute, andnot least, to communicate to individual employees how they can help to achievethe targets established.

The action plans must also contain agreements on when results are to bemeasured and how the results will be discussed at management and employeemeetings, or example. It is through the work on strategies and action plans that

a ramework is created or the organisation to measure the results to be assessedin 6, 7, 8 and 9. I society results are to be included, this implies that already atthe strategic planning stage goals will have to be drawn up regarding the waysociety views the image o the organisation and how these can be measured inpractice.

Criterion 2 concludes with an assessment o how ar the organisation succeedsin planning, implementing and adapting modernisation and innovation. Thisinvolves developing services and products in keeping with user needs and politi-cal expectations.

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strategyand planning

CRITERION 2

Strategy and Planning involves self-

assessment of what the organisation

does in order to:

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2.1

criterion 2 2.1 23

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By carrying out a stakeholder analysis* in which the needsand expectations o each stakeholder are assessed in relationto their signicance to the organisation. Relevant stakeholdersinclude politicians, citizens, customers, employees, the media,and interest groups.

By having meetings with organisation managers, users and

politicians or via small-scale questionnaires/evaluations*.

By monitoring trends in demographic*, social, environmental,economic, competitive, and legislative actors.

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2.2

criterion 2 2.2 24

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By discussing strategies and annual goals and action plans in customer/citizenpanels, at theme meetings with customers, and at employee meetings.

By including employees and politicians in the work o revising strategies andgoals; at strategy seminars*, or example.

By management and employees carrying out a SWOT analysis* or the

organisation, or each o the core processes o the organisation, or or newactivities.

By having one or more measuring methods or each goal in the strategy, suchas questionnaires or ocus group interviews* with customers. This establishesthe basis or measuring the results described in criteria 6, 7, 8 and 9.

By regularly evaluating results and assessing whether previous experienceindicates that action plans and goals require adjustments;

By assessing the need or improvements and innovation o the way work isorganised and o working methods in the light o the strategic goals.

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2.3

criterion 2 2.3 25

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By management and employees translating strategies and specic goalsinto operational action plans or each group/unit and linking the plans torelevant processes.

By involving ormal employee consultative committees in providinginormation at employee seminars and employee meetings.

By management making continual eorts to explain the strategy o theorganisation and justiy its strategy choices when activities are plannedand implemented.

By management and employees working together to establish targets orrelevant activities, and adjusting these targets and including them in eachemployees development interview.

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2.4

criterion 2 2.4 26

W h h

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By training employees creative skills (e.g. De Bonos Thinking Hats* andidea workshops*) and their competencies to implement projects.

By learning rom practices o other organisations or industries at home and abroad.

By creating space or experiments and pilot projects* and by willingnessto take risks.

By interpreting political trends such as globalisation or e-government in relationto the challenges acing the organisation.

By using changes to user needs as inspiration or developing services and products.

By acquiring greater knowledge o obstacles to innovation by implementingand evaluating pilot projects.

By involving users in identiying areas where innovation is needed.

By working systematically on introducing e-government or lean* administration.

By having a buer by way o nancial and human resources or innovationand modernisation.

By having routines or the way ideas and needs are included in an overallprioritisation when choosing the projects capable o implementation withinthe scope o resources available.

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criterion 3 28

Criterion 3 spotlights the way the organisation succeeds in attracting andretaining people capable o producing and delivering services and productsin accordance with the objectives established in strategies and action plans.It involves recruiting new employees with the desired proles, manning

in accordance with the needs o the task in hand and employee compe-tencies, balancing the needs o the workplace with the desires o eachemployee, and ensuring healthy working conditions.

One important component o criterion 3 is assessing how the organisationidenties, develops and maintains employee competencies. In practice thisenabler can be condensed into a competency strategy describing the needto develop employee competencies and the methods to be applied (e.g.learning rom the person next to you, job swapping, urther training orpractical periods). Identiying each employees prole and need or compe-

tency development may orm part o the annual employee developmentinterview, which is a signicant orum or mutual eedback and matchingexpectations.

Criterion 3 also contains questions about the way people are involved andtheir commitment obtained through ormal orums such as consultativecommittees and through daily dialogue (e.g. about ideas or improve-ments). What matters here is the creation o a culture that supports themission, vision and values o the organisation in practice, e.g. by acknow-ledging and rewarding creativity, good ideas and special eorts. It is alsogood practice to implement satisaction surveys and leader assessments toobtain more specic assessments o the climate at work and, to use theresults or making improvements.

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peopleCRITERION 3

People involves self-assessment

of the ability of the organisation

to:

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3.1

criterion 3 3.1 29

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By involving employees in determining pay and personnel policies via consultative committees.

Leaders and employees use tools or developing HR policies (e.g. dialogue games).

By clear guidelines or promotion or payment by results.

By balancing the manning o assignments with challenges and strategic goals.

By continually monitoring and balancing the composition o teams and groups, usingcompetency proles*.

By establishing time recording systems or other routines or measuring the load on eachemployee when perorming his/her duties.

Demographic changes that aect the possibility o recruiting young employees, or changesto the labour market in general.

The emergence o a need to recruit employees or train existing employee competencies dueto changes in the content and nature o the duties to be perormed.

Ensure that HR policy includes a ramework or recruiting new employees.

By retaining employees who possess strategic competencies.

By ensuring that HR policy is drawn up with regard to airness o employment, equal opportunitiesand diversity aspects (e.g. gender, sexual orientation, disability, age, race and religion).

By making it clear how and why duties are assigned among the employees.

By fexible organisation in which more than one employee is capable o executing any given task.

By making duties and responsibilities a recurrent point at employee development interviews.

By regularly measuring employee satisaction with the working conditions via workplaceevaluations or satisaction surveys.

By developing methods or managing stress and tension in healthy ways.

By providing appropriate physical conditions.

By allowing employees to organize their own work when conditions allow.

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By involving consultative committees in the development o competency strategies inwhich competency development starts out rom the strategy o the organisation.

By translating the strategy into an action plan or competency development.

By assessing the previous eorts o the organisation on competency development.

By using systems that document employee competencies and make it possible tomonitor overall competencies compared to requirements.

By dening the ramework and content o employee development interviews.

By using employee development interviews as the setting or discussing the interplaybetween the lie and job situations o the individual employee.

By ensuring that each employee has a development plan containing goals ordevelopment, agreed activities and dates or ollowing up on what is agreed.

By drawing up an updated competency prole at the employee development interviewor each employee.

By having ollow-up interviews and ongoing eedback.

By using various methods or competency development at work, such as job de-velopment, project work, training on the job, electronic learning, learning rom theemployee at the next desk, coaching, eedback, team discussions* and supervision*.

By using external competency development such as urther training, job swapping,secondment, project employment and trainee schemes.

By creating the conditions or a good learning environment* in the workplace.

Through development paths or individual employees such as degrees and diplomas inbusiness administration or basic leadership training courses.

Development at the workplace via participation in project work, sel-managing teams*and delegating responsibility.

Creating and supporting rameworks or managing onesel in the workplace.

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criterion 3 3.3 3

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Leaders draw attention to and acknowledge the contribution by employeesto the goals o the organisation.

Leaders inspire employees to consider how tasks should be perormed,with a view to developing new methods and procedures.

By involving employees in identiying needs or and implementingimprovements to processes, e.g. via lean projects.

The consultative committees discuss the strategies, action plans and goalso the organisation.

By measuring the degree o perceived employee infuence within theorganisation. E.g. via www.kvalitetisu.dk.

By leaders and employees ocusing on the good dialogue and continuallyollowing up with training in coaching or eedback.

By using methods that promote creativity and innovation, includingbrainstorming or uture workshops

By acknowledging and rewarding good ideas and putting them into practice

By establishing a ramework or systematically measuring employeesatisaction and the workplace climate.

By establishing a group responsible or implementing improvements onthe basis o the results o satisaction studies.

By involving consultative committees in discussing and ollowing up onthe results o these studies.

Leaders discuss the results o leadership evaluation with employees anddraw up personal development plans


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criterion 4 32

partnersHipsand resources

CRITERION 4 The Partnerships and Resources criterioninvolves self-assessment of what the

organisation does in order to:

Criterion 4 ocuses on how the organisation develops and uses resourcesin the broad sense. The criterion contains an assessment o knowledgeresources and o more traditional resources such as money, technologyand physical acilities. Knowledge resources cover the knowledge andexperience o organisation employees, its strategic partners, customersand citizens.

On the subject o partnerships it asks questions about the ways the or-ganisation selects, ormalises and develops strategic partnerships in orderto supply services in the best and cheapest ashion to users and citizens.Strategic partnerships cover partnerships with other public organisations,but also with industries and users and citizens. The involvement o users

and citizens in the activities o the organisation and their eedback byway o complaints, ideas and suggestions is regarded as important inputtowards improving services and products.

Assessing the knowledge possessed by the organisation involves ensuringthat employees have access to the knowledge and inormation they needto do their jobs at present, and that the organisation has sucient knowl-edge o the needs and expectations o its users, or example, to be able tomake inormed strategic decisions.

Assessing nances, technology and physical acilities spotlights the waythe organisation applies and develops these resources in a way that sup-ports the strategic objectives and the processes o the organisation.

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Investigate the possibilities o working with other authorities,organisations, and industries in dierent types o partnerships/workingrelationships (customer/supplier relationships, partnershipinvolving joint production, putting core activities out to tender,the commissioning/executing model).

By establishing agreements which dene

Roles, tasks and responsibilities

Measuring the eciency and quality o supplies

Regularly assessing the relationship and its results,

Exchanging knowledge and employees,

Environmental and social aspects o the relationship.

Regular meetings at which the partnership is evaluated and uture

possibilities are discussed

By carrying out joint development projects relevant to more than oneparty (such as regional cooperation on the environment, or joint userinteraces such as www.virk.dk).

By inviting strategic partners to propose improvements based ontheir knowledge o the market, o new technologies, or analyses o

stakeholder needs.

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criterion 4 4.2 34

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By using customer/citizen panels, customer councils, ocus groups,opinion polls.

By suing questionnaires, opinion polls, ocus groups, complaint andsuggestion orums (suggestion boxes or example) or other methods

to collect user eedback systematically.

By publishing perormance contracts*, annual reports, accounts,and general inormation on the procedures and legislative basis othe organisation on the organisation website.

By encouraging the establishment o user and citizen groups.

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criterion 4 4.3 35

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By ensuring that the strategic targets adopted can be implemented withthe resources allocated.

Bu using activity-based nancial management.

By continually assessing whether resource allocation creates the greatest possiblevalue or users and citizens.

Through regular budget ollow-ups at internal meetings and by showing the linksbetween tasks, goals and budgets.

Making budgets and nancial statements available to employees, politiciansand users/citizens

.

Ensure simple nancial management procedures and use shared administrativeacilities i appropriate.

Use cost-based budget and accounting principles.

Price internal services (IT, HRM).

Use comparative analyses (such as benchmarking*) across the organisation andbetween your organisation and others.

Measure costs on a regular basis in terms o time and money spend throughoutthe organisation on producing services and products.

Compare the costs o standard services across the organisation and between yourorganisation and others.

Ensure that proessional responsibility and the authority to authorize spendingare in accord.

Prepare nancial guidelines and make sure these are observed.

Calculate the impact o alling demand, changes in user needs, demographic

changes (more elderly, ewer young people).

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criterion 4 4.4 36

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Document and continually update procedures, administrativepractice, FAQs* and technical/proessional databases.

Ensure that strategically important knowledge is retainedby the organisation when employees leave.

By having procedures to ensure that the organisationsinormation and knowledge is kept up-to-date, is relevant,and secured.

By collecting inormation on the practice at other organisa-tions and industries, and using this knowledge to develop orimprove the organisations own ideas, methods, or services.

Via Intranets, newsletters, knowledge databases, minutes

and bulletin boards.

Via a website, electronic newsletters, and printed inormation.

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criterion 4 4.5 37

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Monitor technological progress in the eld in which theorganisation operates.

Continually invest in maintaining and acquiring technologies thatmake it possible to simpliy procedures or improve quality andsecurity.

Invest in digital sel-service solutions* in order to improve eciency.

Use intranet, the Internet, mail systems, electronic casemanagement, e-learning, distance teaching, and othertechnological possibilities in the eld in which the organisationoperates.

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criterion 4 4.6 38

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Provide car parking, access to public transport,disability-riendly design and signposting

The urnishing and ttings in the workplace (halls, projectrooms, employee rooms, smaller oces), sae access toservice rooms (Xerox rooms, rest rooms, kitchens)

The urnishing and tting out o user acilities(waiting rooms, meeting and interview rooms)

Demonstrate sound nancial behaviour when purchasingmaterials and equipment (best and cheapest).

Through obtaining quotes, tendering, negotiating withsuppliers, purchase agreements, and comparing prices andquotes* rom other suppliers.

By monitoring the use o buildings and making the necessaryadjustments.

By drawing up policies or maintenance, cleaning and security.

By drawing up environmental policies which includeconsumption measurement.

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40criterion 5 40

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processesCRITERION 5Criterion 5 involves knowing and identiying the processes that transorm thestrategies o the organisation into practice. A process is a series o consecutiveactivities by way o procedures that lead to the production o a concrete service.Case processing is a typical process at public organisations, or example.

Assessing processes means concentrating on whether the process are undercontrol in the sense that their content has been dened and documented; thattargets are set or the processes, and the results are measured by various criteria(e.g. quality, eciency and user satisaction); that process owners* have beenappointed with responsibility or improving the processes; and that users/citizensand employees are actively involved in improving the processes.

It is especially important that the organisation is capable o providing productsand services adapted to the needs and expectations o users and citizens withinthe leeway available to a public organisation. As regards everyday contacts sel-assessment spotlights opening times, access to relevant inormation, commu-nication in language that is easy to understand, and i necessary in languagesother than Danish. As regards strategic contacts sel-assessment probes whetherthe organisation draws on users and citizens in order to improve its services; e.g.via ocus group interviews and the way complaints are handled.

Finally, the sel-assessment examines whether the organisation works on renew-ing its processes; perhaps through innovations inspired by practice elsewhere orby ideas submitted by employees and users. In this case the spotlight is on goodproject behaviour: i.e. the way ideas or process innovation are translated andintroduced in practice, with the use o tools or implementing projects.

Processes contains self-assessment

of the organisations ability to:

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W h :

By describing the content o the processes that are important in relation to transormingthe strategies o the organisation into practice.

By creating an overview o all the processes o the organisation and distinguishing between core,support, leadership and key processes.

Every procedure has a process owner responsible or measuring results and starting improvementactivities on the basis o results and user satisaction, or example.

By delegating responsibility or coordinating and synchronizing processes to the process owners.

Process owners continually ollow up to check whether agreed service targets are being met(e.g. case processing, waiting times and wasted time).

Process control, measurement and improvement are incorporated into a quality control* system.

By establishing targets and measuring the results with regard to user satisaction, qualityand eciency in the procedures o the organisation.

By implementing improvements when the results show rising numbers o complaints,negative media coverage, increased use o resources, alling satisaction according to employeeand user surveys, and increased sick leave.

By benchmarking and benchlearning with other public organisations or industries andusing learning to improve the procedures o the organisation.

By measuring how ar employee time is spent on prioritizing tasks.

By monitoring changes to legislation and planning the adjustment o procedures

in relation to changes.

By monitoring changes to the environment (demography, changes to needs and expectations,changes to the market as regards the use o IT and the Internet, or example), and adaptingor (where necessary) innovating the most important procedures in relation to these changes.

By monitoring the consequences o providing digital sel service or other orms o e-government.

By systematically involving employees and users in designing and improving key processesbased on quality, eciency and eectiveness* measurements, or example.

By systematically involving employees in improving procedures by the use o lean methods,or example.

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criterion 5 5.2 42

W h :

Through clear inormation on each service on the website, in pamphlets or via directdialogue with users.

By securing users access to the same employee. Employees ask users about theirneeds and meet these needs as ar as possible.

By using ocus groups, user panels, or user organisations to dene quality standards*(e.g. response time or waiting time).

By involving users and citizens in dening the need or inormation and the use ovarious channels to access it (websites, mail shots, electronic news letters).

By developing new products and services on the basis o ideas and input rom usersand other stakeholders.

By carrying out user surveys or by asking users and citizens to attend ocus groupinterviews about their expectations.

By developing systems or handling and responding to complaints, and by usingcomplaints and reprimands in order to improve products and services.

By developing guidelines or all orms o communication (printed material, e-mails,website, oral) and training employees in communicating.

By considering the need to communicate in other languages besides Danish.

By providing inormation on complaints procedures; providing access to relevant

les and developing simple procedures or handling complaints and responses.

Through fexible opening hours, ecient telephone service in oce hours andcontact options (e.g. via websites) outside oce hours

By providing the name o the employees currently responsible or the various casesand elds o work (e.g. all printed, oral or electronic inormation).

By using user access to electronic cases, emails, waiting list inormation on the website,

or sel-service via the Internet.

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criterion 5 5.3 43

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By picking national and international organisations (public and private)it would be interesting to learn rom and to establish access to knowledge othese organisations.

By seeking out and establishing contacts with national and internationalorganisations similar to your own practices in order to learn rom one anothersprocedures.

Review relevant proessional literature and monitor relevant websites that are

innovative when it comes to e.g. e-government.

By using employees, users and citizens to provide ideas or completelynew approaches to the tasks o the organisation.

To get users and citizens to test new products and services in order to enableadjustments to procedures beore they are introduced to the organisation.

To prioritize employees with the appropriate competency proles and sucient

resources to carry out the process innovations agreed on.

By implementing good project practice* such as the use o creative methodsor generating ideas, using project descriptions and project management, usertesting, plans or implementing new process within the organisation, and routinesor leaders to monitor status and progress.

By creating leeway or innovations in the orm o pilot projects that provide

knowledge o potential obstacles to innovation.

By rewarding and acknowledging innovative employees and leaders.

By managing the dilemma o public organisations caught between the willingnessto take risks and a zero error culture.

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PEOPLE

STRATEGY ANDPLANNING

PARTNERSHIPSAND RESOURCES

PROCESSES

PEOPLE RESULTS

CUSTOMER/CITIZEN-ORIENTED RESULTS

SOCIETY RESULTS

KEY PERFORMANCERESULTS

ENABLERS RESULTS


LEADERSHIP

44

The our remaining criteria o the KVIK model spotlight theresults the organisation has achieved rom its eorts (Whatwe achieve). These results can be direct measurements ouser satisaction, or example, or measurements o indicators

such as user complaints and absence due to sickness.

a h The result criteria include eight sub criteria with a series oquestions marked by a letter o the alphabet. Each ques-tion is urnished with examples to inspire your approach tomeasuring the results. It is useul to read the questions andexamples beore you assess each sub criterion.

It is a good idea to have access to the various types o results(e.g. employee satisaction measurements, user satisactionmeasurements, image measurements, nancial results) to beassessed.

Each participant enters his or her assessment o strengthsand areas o improvement within each sub criterion intowww.kvikselv.dk.

tHe kvik model

sel-assessment o

results

results panel


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0POINT

5POINT

1PO

INT

2POINT

3PO

INT

4POINT

45

s d

0 No results are measured

and/or no inormation is available.

1 Results are measured and show negative trendsand/or results do not meet relevant targets.

2 Results show fat trendsand/or some relevant targets are met.

3 Results show improving trendsand/or most o the relevant targets are met.

4 Results show substantial progressand/or all the relevant targets are met.

5 Excellent and sustained results are achieved.All the relevant targets are met.Positive comparisons with relevant organisationsor all the key perormance results are made.

sWhen strengths and areas o improvement have beendescribed, the results panel is used or allocatingpoints.

Points are awarded rom 0 to 5. The points indicatehow ar the organisation has progressed with regard tomeasuring results, drawing up goals or results, learn-ing rom its own practice, and comparing its resultswith others.

Each participant marks his or her score onwww.kvikselv.dk. It is also possible to select I dontknow enough to score this sub criterion.


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criterion 6 46

The criterion customer/citizen results

involves self-assessment of the organisa-

tions ability to create:

customer/citizenresults

In criterion 6 we ocus on whether the organisation is achieving the desired resultsin relation to its customers/citizens. Customers/citizens are the people (e.g. clients,

pupils, patients), companies, other organisations or clubs and societies thatreceive services directly rom the organisation.

Sel-assessment ocuses on two kinds o results: results where customers/citizensare asked directly (e.g. via questionnaires or ocus group interviews) (sub criterion6.) and other results which show customer/citizen satisaction indirectly (subcriterion 6.2). Sub criteron 6. can only be answered i the organisation hascarried out actual measurements o customer/citizen satisaction.

When measuring customer/citizen satisaction it is important to investigate

general satisaction with the organisation as a whole, including the extent towhich the organisation involves customers/citizens, accessibility, and satisactionwith the individual services provided.

Another way o assessing satisaction is by assessing other results, such as thenumber o complaints. In this case, too, it makes sense to nd other ways inwhich the perceived quality o each service is expressed, e.g in the orm o waitingtimes or treatment or the willingness o customers to get involved in developingthe organisations services.

CRITERION 66.1r /

6.2i /

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Are customers/citizens satised with the organisation as a whole?

Are customers/citizens satised with the quality o what the organisation provides?

Does what the organisation provides match the levels determined by perormancecontracts, service declarations* (citizen charters), and the decisions o customer/citizenpanels and annual plans?

Do customers/citizens eel that what the organisation provides is relevant and that itenhances the quality o lie o the individual?

Are waiting times or services and responses satisactory?

Are users satised with the opening hours?

With sel-service options (e.g. via the Internet)?

Is it easy to get through to the organisation?

Do users eel that employees are welcoming?

How do customers/citizens perceive the everyday personal dialogue?

Are employees able to tackle dicult situations in relation to customers/citizens?

Do customers/citizens eel that the organisation and its employees abide by agreementsmade?

Do customers/citizens eel that the organisation is responsive to their suggestions orimprovements?

Are customers/citizens satised with the way they are involved in the development o

the services via ocus group interviews, communication via a website and customersatisaction measurements?

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criterion 6 6.1 48

ex /

Do citizens eel that they are kept inormed about what the organisation does?

Are users satised with the inormation on what the organisation provides?

Are users satised with the inormation on case processing at the organisation?

Are measurements o case processing time published?

Do customers/citizens understand the organisations decisions?

Do customers/citizens eel they receive guidance on complaints procedures?

Do customers/citizens eel that the organisation is knowledgeable about the latestdevelopments in its eld?

Do users eel the organisation renews itsel and continually makes changes?

Do customers/citizens eel that the organisation derives inspiration and knowledgerom its surroundings, e.g. via urther training, networks or visits to otherorganisations?

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criterion 6 6.2 49

ex :

The number o complaints

The seriousness o complaints

The number o errors and compensation claims

From the ombudsman or the courts

Waiting lists

Time taken to respond to inquiries

Case processing time

The number o panel meetings

The number o customer meetings (such as the number o parent meetings)

The number o suggestions received and collated.

The percentage o responses and the number o responses tocustomers/citizen satisaction measurements

The number o ocus group interviews

Adherence to service declarations in the organisations eld

The numbers o applications under reedom o inormation legislation

Website hits

External evaluations o the organisation website(e.g. The best on the Internet)

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criterion 7 50

The criterion employee results

contains self-assessment of the

organisations ability to create:

In criterion 7 you assess whether employees perceive the organisation as anattractive workplace and whether they are motivated in their everyday work todo their best.

We distinguish between two kinds o employee results: results where theemployees are asked directly (via questionnaires, or example) and other resultswhich show employees satisaction and motivation. Sub criterion 7. can onlybe answered i the organisation has carried out actual measurements o em-ployee satisaction.

The results o employee satisaction measurements, management assessmentsand working environment measurements are direct measures o whetheremployees are happy with what goes on in the enabler criteria to 5. Thequestions to employees are oten drawn up based on the organisations humanresources policy and important events in the course o the year (such as em-ployee development interviews, employees seminars and strategy work). Besidesquestionnaires, other methods such as ocus group interviews can also be used.

The organisation can also measure employee results without asking theemployees. Such results typically include measurements o the behaviouremployees display in practice (e.g. sick leave, attendance at internal meetings,sta turnover, etc.)

people resultsCRITERION 77.1

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criterion 7 7.1 5

ex :

How satised are employees with working at the organisation?

Do employees eel that the workplace achieves its objectives?

Do employees eel they contribute to achieving the goals o the organisation?

Do employees eel responsible or their own development and learning?

Are employees active in creating a pleasant working environment?

Are employees satised with involvement in developing mission, vision and goals?

Are employees satised with involvement in drawing up goals or their own perormance?

Are leaders good at setting goals or the work the employees do?

Are leaders good at providing eedback?

Are leaders good at prioritizing when resources are short?

Do employees eel that leaders are capable o creating a sense o direction and shared identity?

Do leaders draw attention to team and individual eorts?

Do leaders create room or dialogue?

Is the physical ramework aligned with the need to prevent occupational injuries?

Do employees eel that tension and stress are managed sensibly?

Do employees eel that consideration is paid to amily lie and personal matters?

Do leaders honour the various developmental needs o employees in the light o taskperormance?

How satised are employees with employee development interviews?

Do employees eel that management is continually aware o the need to develop individualemployees through task perormance?

Do employees ee there is a connection between the development plans and careeraspirations o the individual employee and the strategic goals o the workplace?

Are the goals in each employees development plan ollowed up?

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criterion 7 7.2 52

ex :

Measurement o sick leave.

Measurement o chronic sickness.

Measurement o sta turnover.

The number o cases that meet agreed quality levels.

The average productivity* trend.

The number o suggestions or improvements made by employees.

Measurements o internal attendance at meetings, discussion orums,meetings with leaders, and meetings o the entire workorce.

Percentage o attendance in relation to participation in developmentactivities.

The use o unds or rewarding special eort

The number o development projects with an employee competencydevelopment component.

Measurement o resources spent per employee on competencydevelopment.

Assessment o improvements to employee competency proles.

The results o workplace evaluations.

Feedback when project work and trial schemes are assessed.

Percentage o responses to sta satisaction measurements and leaderassessments.

Analysis o the causes o sta turnover, e.g. by carrying out exit interviews

The number o employees who take part in secondment or job swapschemes.

The number o employees who rise up the career ladder when they leave

the workplace.

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criterion 8 54

The society results criterion

involves self-assessment of:

society resultsCRITERION 8

In criterion 8 you ocus on the impacts o the organisation on the community

beyond its primary mission and core services. Sel-assessment o the organisa-tions results as regards its services is carried out under criterion 6: customer/citizen results and criterion 9: Key perormance results.

Central to criterion 8 is an assessment o the results that may be ascribed to theorganisations responsible behaviour in the community, e.g. by communicatingits knowledge to others than its customers, by getting involved in the com-munity, by showing willingness to change, by avoiding acute and chronicoccupational injuries, or by supporting people with special needs, e.g. viaintegration and job training* schemes.

Another perspective o criterion 8 is sel-assessment o results involving theorganisations environmental eorts (e.g. results regarding waste reduction,reduced electricity and water consumption, and noise nuisances).

Finally, the presence o the organisation in the community may play animportant part in the economy locally i the organisation is a major employer.

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criterion 8 8.1 55

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Press coverage.

Citizen/stakeholder awareness o the organisation and theirassessment o the general reputation o the organisation.

Citizen/stakeholder assessment o whether the organisationmakes a positive contribution to the development o thecommunity via its actions as an employer.

Citizen/stakeholder assessment o the environmentalbehaviour o the organisation.

The assessment o the media and other external stakeholdersas to whether the actions o the organisation, including itsethical behaviour, show that it is responsive to society

Assessment by external stakeholders o whether the actionso the organisation as an employer and in other contextsdisplay social awareness.

Whh h h :

a th h

b th h h

c i h

d th h h

e s w

8.2 i h h


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criterion 8 8.2 56

ex :

Acknowledgments by organisations working in the same eld.

Acknowledgments by stakeholder organisations

Long term eects o the activities o the organisation (e.g. benecial contributions toregional development and the level o education). Financial support (e.g. via collections)or local activities.

Sponsorship (local sports events, international development aid, disaster relie).

The number o employees the organisation supports in their involvement in the community(e.g. through reduced working hours to enable employees to undertake voluntary work,political activities, etc.)

The number o citizens who display an interest in elections to user panels.

Attendance at open house events.

The number o trainees at the organisation.The number o employees in job training schemes.

The number o papers/presentations at seminars/workshops/conerences in whichthe experience and knowledge o the organisation is conveyed.

Measurement o waste volume.

Measurement o paper and packaging used.

Examples o energy saving measures.

The results o these measures. Measurement o noise levels inside and outside the organisation.

Following up occupational health and saety policies.

The number o cases o repetitive strain and occupational injuries.

Examples o ollowing up the ndings o workplace assessments.

The number o employees in ordinary jobs with special needsThe number o employees in job training schemes, e.g. people rom ethnic minorities.

The number o employees in sheltered jobs.

Whh h h :

a th h

b th h - h h

c s h

d c w h h

e e

e j

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The Key Performance Results


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criterion 9 58

key perormanceresults

criterion involves self-assessment

of the organisations:

Criterion 9 ocuses on the organisations abilities to achieve key perormanceresults in comparison to the organisations strategies and targets (i.e. keyperormance results).

The criterion contains two perspectives on the organisations results: sel-assessment o the ability to achieve external results (e.g. in relation to qualityand productivity), and sel-assessment o the ability to achieve internal results(e.g. in relation to nances and processes).

The targets or external results are oten agreed with the political leadership(customer panels, local authority committees, or government authorities) andincluded in a perormance contract, charter, or the like. During the sel-assess-ment process it is important to examine whether there is a close link betweenthe organisations mission and vision (criterion ), the strategies and goals drawn

up on the basis thereo (criterion 2), the key processes required to achieve thegoals (criterion 5), and nally, the key perormance results, which are reviewedin criterion 9.

In the second hal o the criterion you will assess the results the organisationachieves internally in relation to nancial management, processes, partnershipsand technology (criterion 5).

CRITERION 99.1

ex

9.2

i

9.1 ex


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criterion 9 9.1 59

W whh h :

The number and extent o services compared to agreements perormancecontracts, charters, or similar documents

The number o children/pupils/residents compared to established targets.

The ability to maintain own or external quality standards (e.g. as stipulatedin service declarations, citizen charters or perormance contracts).

Adherence to legislation and public administration practice.

Applications to use the organisations services.

Trac on the organisation website.

The number o errors that have led to better practice.

The number and scope o new products and services.

Time spent perorming tasks (e.g. processing time).

Waiting times (waiting lists and response times).Capacity usage (e.g. the number o customers compared to capacity).

The use o sel service (e.g. e-government).

The results o external evaluations o the organisations proessionalactivities.

The results o internal quality measurements (e.g. random testing oprocessing, or evaluation by colleagues).

Prizes and accolades (rom interest groups, or example) Public reerence tothe organisations methods and results

Results rom comparisons with other organisations within sub criterion 9..

Comparisons o customer satisaction and employees satisaction (criterion6 and 7) with other organisations.

Sector comparisons.

ex x :

a th h h

b q

c e

d th *

e b p w h

r whh

9.2 i


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criterion 9 9.2 60

W whh h :

The extent to which budgets are met or there are deviations in grants and spendingwith respect to centralized and decentralized units.

The use o grants when this is a dened political goal in itsel (e.g. pools or specialpurposes).

Meeting targets or alternative unding (e.g. support rom oundations or publicpools).

Spending on key items compared to the number o employees (e.g. training, IT).

Loan repayments.

The extent o audits/checks externally and internally o the organisationsnancial activities.

Critical comments and areas approved in connection with nancial audits.

Savings achieved via agreements with partners, partnerships, suppliers or

purchasing pools.Freedom o choice options via partnerships.

New categories o products or services achieved through partnerships.

Savings resulting rom putting tasks out to tender.

Savings achieved through improvements (e.g. planning working time or renewingprocedures).

Savings achieved through the use o technologies (e.g. digital solutions*).Adhering to milestones and goals or internal improvements and renewal.

Resources spent on internal improvements.

Development o employee competency proles.

The presence o strategically important competencies (e.g. by attracting certaingroups o employees).

Development o documented knowledge at the organisation (e.g. via knowledgebalance sheets).

ex :

a m

b th x ( x)

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glossary


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glossary 62

a A document which is a plan o tasks, allocation o re-

sponsibility, goals or the implementation o the project

(e.g. deadlines) and resource consumption (hours,

money).

a

A method or assessing the perormance and results o

the organisation. Audits can be carried out as inter-

nal audits (by management, employees or superiorauthorities) or external audits carried out by external,

independent parties (e.g. accountants, lawyers, or other

experts).

b

Balanced Scorecard is a technique to assess, by the use

o indicators, an organisation rom several strategic

points o view. The model stresses the importance o

establishing a balance between its so-called our dimen-sions: short- and long-term goals, stability and change,

as well as internal processes and relations to external

stakeholders.

It consists o three elements:

A strategy map which illustrates and combines the

strategies o the organisation and denes the

strategic core areas

Strategic indicators that illustrates the progress made

regarding these core areas

Strategic enablers that are prioritised in order

to reach the desired results

glossary

bh, h-Benchmarking means comparing comparable processes

or procedures, e.g. across organisations that provide

the same services (courts o law, prisons, inland revenue

oces) or across organisations that carry out the same

processes (e.g. telephone call centres, recruitment or

salary administration). The benet is that you can learn

rom practices at other organisations and use this learn-

ing to improve your own practices (bench-learning).

ch

A method that helps people to learn and to nd their

own answers instead o being told what to do. Coach-

ing is not teaching, instruction or counselling.

c

The development o the knowledge, competencies,

attitudes and behaviour o individual employees, teams,

or entire workplaces. Competency development ismuch more than courses, proessional updating or gen-

eral education. Competency development very much

involves challenges in the work situation and whether

the ability to act is extended via training by colleagues,

job-swapping, or coaching. Relevant tools include the

competencies barometer and competencies game

(see www.sckk.dk/tools).

c

A document proling individual employees competen-

cies and perhaps their grades. A competency prole

usually lists technical/proessional competencies,

personal/social competencies and general competen

c

Processes that produce a product or service directly

aimed at the users o the organisation.

c


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glossary 63

personal/social competencies, and general competen-

cies (mastery o the native language, IT, other language

skills). The competency prole must be kept up-to-date,

via employee development interviews or example, and

may be stored in a number o IT based systems such as

VEPS. See www.sckk.dk.

c

This translates the overall strategy in relation to eorts

to develop competencies in the workplace. Competency

strategies indicate the vital competencies to be devel-

oped in order or the organisation to achieve its goals

now ands in the uture; it also establishes the methods

to be used or competency development in practice

(e.g. coaching, learning rom the person next to you,

and urther training). Read more about competency

strategies at www.sckk.dk.

c

A report describing the results o a sel-assessment; i.e.

the groups overall assessment o strengths and areas

or improvement, and the scores.

q

Quality standards are norms or what the organisation

agrees to designate as the quality given tasks must

be perormed to. The standard may be documented

by way o descriptions o procedures or guidelines. In

practice, or example, quality standards may stipulate

the norms or response times, whether spelling or typo-

graphical errors are acceptable in outgoing post/mails,which parties must be consulted, and responses to

consultation.

c

The Danish labour market has a highly-developed

system o employee consultative committees, whose

infuence ranges rom consultation to genuine co-man-

agement.

c

A culture with room or creativity and new ideas, in

which good ideas are recognized and rewarded, and

where there is a certain willingness to take risks.

c

Measurement o customer satisaction with the services

provided and delivered by the organisation: e.g. by

questionnaires or ocus group interviews.

c/

People, companies, and public bodies which receive

a service delivered by the organisation. The users o

the public organisation are oten called other names

that match the eld o the organisation: e.g. residents,

pupils, patients, clients, or inmates.

b th H

de Bonos thinking hats comprise six hats each repre-

senting a way o thinking. The thinking hats may be

used when you are working on ideas development in

order to assess ideas rom dierent angles and to createan overview.

dh

Description o the size and make-up o a population

by e.g. gender, age, marital status or geographical

distribution. Public organisations are particularly subject

to marked changes in the demographic make-up: e.g.

more elderly or ewer school-age children, which it is

important to keep abreast o.

e-

Processes which involve customers using the Internet

or sel-service (either in whole or in part) or electronic

systems or internal processes (processing itsel, ling,

wages and salaries).

e

The ability o the organisation to meet agreed goals

or average processing time, average waiting time, or

average costs incurred in the production o a particular

service

w

A ocus group interview is like an ordinary conversation

between a series o people, but only one o them asks the

questions. The method encourages participants to inspire

and augment one another during the conversation A o-


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glossary 64

service.

e w

Interviews between the employee and his supervisor

about the year gone by, expectations as regards the

coming year, and mutual eedback. The employee

development interview may include an update o the

employees competency prole. It concludes with the

drawing up o a mutual agreement on goals, results and

competency development or the year to come.

e

Collecting knowledge and experience with a view todiscussing and assessing whether a task is perormed

optimally with the methods and resources employed

compared to its desired goal.

ex

A model that assess outstanding practice in managing

an organisation and achieving results which are based

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