Literacy Basics - Community Literacy of Ontario

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CIPMS

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What CIPMS Will Look Like in LBS

CIPMS is a framework for program measurement and management within a system of continuous improvement.

The following flow chart provides a visual example of how this may look in LBS.

flow chart showing what CIPMS would look like in LBS

Click here to view a larger version of Flow Chart

  1. CIPMS is a system for managing performance. This includes agency assessment and an evaluation framework. (An evaluation framework is the collection of models, processes and tools that help agencies provide consistent quality service to clients and the community.)
  2. CIPMS is a system for measuring performance. This includes measuring efficiency, effectiveness and client satisfaction. Measuring program performance can help with:

    • identifying and tracking progress of the organization's goals
    • identifying opportunities and areas for improvement
    • comparing performance against internal and external standards
    A good performance measurement framework focuses on the learner and measures what is important to all program stakeholders, i.e., the attainment of new skills, progress across levels, learner goal achievement, program goal achievement. What is being measured must be meaningful both internally and externally (hence the need for standards). Data must be collected regularly and reliably and on an ongoing basis. Measurement must lead to program improvement.

    The Components of LBS CIPMS Chart above includes percentages for each of the performance measurement components of effectiveness, efficiency and client satisfaction. These figures are the weightings by which we will measure performance. Effectiveness at 50% carries the most weight when determining an agency's performance. Previously, contract compliance was more heavily weighted than it will be under CIPMS. This means that the results we achieve in terms of learner skill attainment (learning outcomes) will be more strongly weighted than the results we achieve in terms of learner contact hours. This does not mean, however, that we can ignore performance indicators with lower weightings.


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CLO gratefully acknowledges the financial support provided by the Ontario Government under Employment Ontario and the Office of Literacy and Essential Skills (OLES) and the technical support provided by the National Adult Literacy Database in developing this web site.

All external links within this website were valid at the time of publication.



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