Elearning For Building & Managing The Balanced Scorecard Course Manual
Elearning For Building & Managing The Balanced Scorecard Course Manual
Balanced Scorecard
Course Manual
Contents
Introduction
Course 1: Curriculum Introduction
Course 2: Introduction to the Balanced Scorecard
Course 3: Getting Started
Course 4: Conducting Leadership Interviews
Course 5: Mapping the Strategy
Course 6: Workshop I
Course 7: Determining Strategic Measures
Course 8: Identifying Targets
Course 9: Workshop II
Course 10: Aligning Initiatives
Course 11: Workshop III
Course 12: Balanced Scorecard Reporting
Course 13: Curriculum Summary
Course 14: Managing Change with the BSC
Course 15: Building Strategic Analysis
Course 16: Preparing Strategy Analysis
Course 17: Presenting Strategic Analysis
Course 18: Using Measures and Targets
Course 19: Alignment for Teams and Individuals
Course 20: Strategy Refresh
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Introduction
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Course 1: Curriculum Introduction
MOTIVATE TO MAKE
STRATEGY EVERYONEÕ
S JOB
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Course 1 Curriculum Introduction
• TRANSLATE the strategy to all members in their organization so that they can all
understand it and implement it efficiently.
– You can't execute something you can't describe. The problem with traditional
management methods is that they generally apply only to financial strategies. The
BSC offers a way to describe an organization's overall strategy with the use of the
Strategy Map. The Strategy Map is a visual representation of an organization's strategy
and the processes and systems necessary to implement that strategy; it shows
employees how their jobs are linked to the organization's overall objectives.
– The Strategy Map leads to a shared vision throughout an organization and creates a
common language for describing an organization's strategy. In this way, the Strategy Map
builds leadership team consensus; developing it is as important as developing the
product.
• ALIGN with their strategy. This creates a line of sight from "flagpole to front line."
– While a Balanced Scorecard provides a framework for organizations to describe and
implement their strategies, an SFO requires more than for each unit of the organization to
use its own scorecard. To be effective, each unit should have its scorecard aligned with its
parent scorecard and linked, where appropriate, with other units' scorecards; this process
is known as "cascading.“
• MOTIVATE to make strategy everyone's job and empowering them with roles
guided by the strategy.
– Ultimately, the people in an organization are responsible for implementing the strategy
once it is defined. For an organization to achieve the objectives of its strategy, all of its
participants must understand their independent roles in the successful implementation of
the strategy and must also recognize how the success of the strategy will reward them.
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Course 2: Introduction to the Balanced
Scorecard
• Learning Objectives
– Define what a BSC is and how it fits into an SFO.
– Explain why the BSC approach is effective.
– Identify what differentiates the BSC from other forms of organizational
measurement.
– Identify what creates balance in the scorecard.
– Define each of the components of the BSC.
– Identify the purpose of strategic measures.
– Identify the key benchmark of a good BSC.
– Explain why the Army is implementing the BSC.
– List the five basic BSC process steps.
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
• Leadership Involvement
– Strategic decision makers validate and own the strategy and the BSC.
• Cause-and-effect Relationships
– Every assigned objective is a part of a chain of cause-and-effect
relationships that represents the strategy.
• Performance Drivers
– A balance of outcome measures and leading measures facilitates
anticipatory management.
• Change Initiatives
– Actions align with strategic objectives to achieve the objectives and,
hence, close the performance gap.
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
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Course 2 Introduction to the Balanced Scorecard
Themes
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Course 2 Introduction to the Balanced Scorecard
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Course 3: Getting Started
• Learning Objectives
– List the major activities that are necessary to launching the BSC project.
– State the role, membership composition, and time commitment for each of
the three types of teams in the BSC.
– Identify the attributes of the Project Manager and Core Team members.
– List the information needed to identify the strategy.
– State the purpose of the kick-off meeting.
– List the critical success factors in launching the BSC process.
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Course 3 Getting Started
Development Teams
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Course 3 Getting Started
• The Core Team is responsible for the execution of the entire BSC
design process, specifically:
– Collect and analyze initial data.
– Interview leaders.
– Create a straw model strategy map for leadership approval.
– Guide measurement and initiative gathering.
– Lead Measurement Sub-teams.
– Develop implementation plan.
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Course 3 Getting Started
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Course 3 Getting Started
• The Core Team then creates a straw model strategy map, which is
the first document developed from the strategic information collected
by the core team.
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Course 4: Conducting Leadership Interviews
• Learning Objectives
– Recognize the purpose and importance of the leadership interview and
identify its chronological place in the BSC process.
– Understand the importance of constructing a straw model strategy map to
use during leadership interviews.
– List the purpose and components of an interview guide and recognize key
questions that should be asked during leadership interviews.
– Identify the components and techniques of an effective interview and know
when to use them.
– Identify how the Core Team synthesizes information from leadership
interviews.
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Course 4 Conducting Leadership Interviews
Leadership Interviews
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Course 4 Conducting Leadership Interviews
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Course 4 Conducting Leadership Interviews
• After drafting the straw model, develop an interview guide that will
help focus and lend consistency to each interview you conduct.
• Use your straw model to develop your interview questions. Begin with
high level questions that address the strategic initiatives of your
overall organization and then ask about each of the four perspectives
in the BSC.
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Course 4 Conducting Leadership Interviews
Interview Guidelines
• Be consistent
– Resist the temptation to revise your interview guide and/or your high-level
architecture between interviews. Your goal is to identify points of
agreement and disagreement, and your consistent use of interview
materials will help you achieve this goal.
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Course 4 Conducting Leadership Interviews
Interview Techniques
Open-ended questions Questions that require When you want to encourage "What process will
analysis; usually begin with the interviewee to speak accomplish that goal?"
words such as "who", freely
"what," "where," "when,"
or "why"; cannot be
answered by "yes" or "no"
Confirming questions or Questions or statements used When your time is limited; "Do you agree that the main
summary statements to verify an interviewee's when you think you know themes are readiness and
ideas or responses what the interviewee's transformation?"
response to a question will
be; when you need to focus
the discussion
Response Interview Brief presentations or When you want to receive After you present the straw
illustrations that elicit a the interviewee's feedback model, you ask: "What do
response from the on something you've already you think about this
interviewee created diagram?" Provide Options
Provide Options Options interviewees may When the interviewee's idea "In your opinion, which one
select their response from of the strategy isn't clear to of these four objectives is the
you and you are trying to top priority?"
narrow down the focus
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Course 4 Conducting Leadership Interviews
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Course 5: Mapping the Strategy
• Learning Objectives
– Identify the purpose of the strategy map.
– Identify the components of a strategy map.
– List perspectives on a strategy map.
– Note strategic themes on a strategy map.
– List objectives on a strategy map.
– Identify cause-and-effect relationships on a strategy map.
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Course 5 Mapping the Strategy
• A strategy map:
– is an ideal way to communicate an organization's strategy
– provides a framework for testing assumptions about the strategy
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Course 5 Mapping the Strategy
• While there are many ways to build a strategy map, it is best to work
from the high-level architecture and straw model you developed prior
to your leadership interviews.
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Course 5 Mapping the Strategy
Perspectives
• BSC perspectives are placed on the far left of the strategy map.
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Course 5 Mapping the Strategy
Themes
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Course 5 Mapping the Strategy
Objectives
• Objectives are measured; you assign these measures later in the BSC
process.
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Course 5 Mapping the Strategy
Linkages
• For example, they may show how different perspectives are related to one
another and/or how different objectives are interlinked.
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Course 6: Workshop I
• Learning Objectives
– Recognize the purpose and importance of Workshop I
– Identify where Workshop I falls within the BSC process
– Identify activities and pre-work done in preparation for Workshop I
– List BSC elements reviewed and validated during Workshop I
– List the Workshop I deliverables
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Course 6 Workshop I
• Best Practices: Setting the Ground Rules: Before the meeting, ask
the Leadership Team to agree on the decision-making process they
will use in Workshop I. Attendees should agree to work within the
organizationally accepted process. Here are some questions you can
ask to finalize the decision-making process:
– How will the Leadership Team deal with issues that surface?
Ask the key decision-maker for direction on how to handle controversies
that arise among members of the Leadership Team.
– Who will make the ultimate decision?
Find out who the ultimate decision-maker is on the Leadership Team.
– Will it be a democratic or dictated process?
Find out what the organizationally accepted process is: democratic or
dictated. Use that method when the members of the Leadership Team
cannot reach consensus.
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Course 6 Workshop I
Finalizing Logistics
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Course 6 Workshop I
Conducting Workshop I
• Workshop I Agenda:
– BSC concept review
– BSC project plan
– Mission and destination confirmation
– Straw model review
– Key issues
– Objective statements
– Next steps
• Review BSC Project Progress
– The work that has been completed
– The place where Workshop I fits in the project plan
– The work that lies ahead
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Course 6 Workshop I
• Review Perspectives
– Walk them through each perspective: financial, customer, internal, and
learning & growth. They will start to see how each perspective represents
a different area of their strategy.
• Reviewing Themes
– After walking through the perspectives, you will next explain the meaning
behind each theme. Emphasize that themes typically will run through the
entire strategy map or just be in the internal perspective. Themes will help
organize the strategy into several strategic thrusts.
• Reviewing Objectives and Cause-and-Effect Linkages
– The first step is to read through each objective and make sure all
participants understand the meaning behind the objective. This is where
the objective statements come in handy. They will provide clarification on
what each objective means.
• Addressing Specific Issues
– As the Leadership Team continues to validate and approve the strategy
map, certain issues will have to be addressed.
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Course 6 Workshop I
• Assigning Sub-teams
– The sub-teams finalize the objective statements, draft measures, and
suggest targets for their assigned objectives. The work they do forms the
basis for the Workshop II discussion.
• Establish Accountability for Objectives
– An important part of Workshop I is assigning responsibility for the
objectives. All objectives should be "owned" by a member of the
Leadership Team. One way to assign objective owners is by theme. The
owners would then be responsible for all of the objectives contained in
their theme.
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Course 7: Determining Strategic Measures
• Learning Objectives
– Describe what good strategic measures do for a BSC organization.
– Identify good strategic measures.
– Determine good lag measures.
– Develop good lead measures that predict outcomes.
– Identify best practices for measurement in the BSC.
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Course 7 Determining Strategic Measures
Strategic Measures
• Good strategic measures make the strategy "real" and impact the
execution of the strategy by providing:
– Organizational motivation.
– A means to evaluate the strategy and strategic learning.
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Course 7 Determining Strategic Measures
Developing Measures
– Identify and organize existing measures that are good strategic measures.
– If your parent organization has a BSC, review its measures for ideas.
– Clarify and finalize measures.
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Course 7 Determining Strategic Measures
Measure Traps
• Realize that some existing measures may serve as a structure for the
development of new measures. Also, you may need to revisit your
strategic objectives for clarity and precision.
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Course 7 Determining Strategic Measures
Measure Types
• Measures take on many forms. Each type of measure has its own
advantages and disadvantages. Use the type of measure that
best accommodates what you want to measure. Common types of
measures are:
– Absolute Numbers
– Indices
– Rankings
– Ratings
– Ratios
– Percentages
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Course 7 Determining Strategic Measures
Outcome Measures
• Outcome measures:
– Focus on the performance results at the end of a time period or activity;
examples include:
• Year-end budget expenditures.
• Employee satisfaction.
• Net-Profit margin.
– Describe a success or failure of the past.
– Are usually objective and easily captured; i.e. dollars, numbers, ratios, or
percentages.
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Course 7 Determining Strategic Measures
Lead Measures
• Lead measures are used to predict future performance and have the
following characteristics. They:
– Measure intermediate processes and activities
– Provide insight on the ability to accomplish an objective
– Predict future performance
– Allow organizations to adjust behaviors for performance
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Course 7 Determining Strategic Measures
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Course 8: Identifying Targets
• Learning Objectives
– Describe what makes a good target
– List and offer examples of the sources of target levels
– Apply the process of setting appropriate target levels
– Evaluate relationships among targets
– Identify best practices for target setting in the BSC
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Course 8 Identifying Targets
Targets
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Course 8 Identifying Targets
Good Targets
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Course 8 Identifying Targets
Setting Targets
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Course 8 Identifying Targets
Target Sources
• Benchmark leaders
– Benchmarking similar organizations can provide useful target information.
It is often hard to get good benchmark information and benchmarks may
not represent what your organization can or needs to do.
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Course 8 Identifying Targets
Target Sources
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Course 8 Identifying Targets
• Establish your long-term goal, or "stretch target," for where you want
your organization to be on the long-term planning horizon, usually 3-5
years out.
• There are two reasons to establish the stretch target before setting
short-term targets. Doing so:
– Takes the focus off short term
– Forces you to look at the intermediate goals and the stretch target as a
collective set
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Course 8 Identifying Targets
• Once you have the long-term or stretch target established, you can
work backward to figure out the intermediate targets. These mark the
path to the long-term stretch goal and communicate to individuals in
the organization what they need to do to stay on track.
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Course 8 Identifying Targets
• For status purposes, you need a quick view of where you are at a
point in time in relationship to where you want to be.
• Organizations often use a color signifiers to denote "on track" and "off
track" performance. The following are typical colors used by
organizations:
– If the status of a measure is green, no time needs to be spent "managing
it." It's where it is supposed to be and progress is "on target."
– If the status of a measure is yellow, it's below target level. It should be
watched.
– If the status of a measure is red, it signals to leadership it needs to be
reviewed and evaluated to determine the causes.
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Course 8 Identifying Targets
• The green, yellow, and red indicators (GAR) are useful to leadership
in managing strategy. But be careful not to let these color signifiers
influence your target setting negatively.
• Avoid setting targets so that the status is always "green." You should
not set targets so that they will always be met. If you set all of the
targets low, everything will always be green, and there will be no
change within the organization.
• Avoid setting targets so that the status is always “yellow" or "red." You
do not want to set targets at a level that causes wasted leadership
and management time investigating a "red" status, merely because
the target levels were set too high or inappropriately.
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Course 8 Identifying Targets
Target Relationships
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Course 8 Identifying Targets
• Be quantifiable.
– Targets should be a number or an amount--a quantity. Targets that are not
quantifiable can lead to subjective evaluation later on in the BSC process.
It must be clear whether or not the target was met within a specified
timeframe.
• Set targets so that they relate to the other targets throughout the
scorecard.
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Course 9 Workshop II
• Learning Objectives
– Recognize the purpose and importance of Workshop II
– Identify where Workshop II falls in the BSC process
– Identify activities and documents completed in preparation for Workshop II
– List BSC elements reviewed and validated during Workshop II
– List the Workshop II deliverables
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Course 9 Workshop II
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Course 9 Workshop II
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Course 9 Workshop II
Conducting Workshop II
• Conducting Workshop II
– Conducting Workshop II
Once you have taken care of the pre-work for the workshop, it's time to
think about the agenda. One of the most important items is presenting the
BSC project plan to the teams, showing them how far you have come in
the BSC process. By the end of Workshop II you will be more than halfway
through building your scorecard.
• Facilitation Tips
– Review agenda/timing/ground rules
– Engage attendees
– Monitor the mood
– Record comments/suggestions
– Maintain momentum
– Encourage leaders to take ownership of their measures
• Reviewing the Strategy Map
– Go back through the strategy map from Workshop I and make sure the
Leadership Team agrees that the map still accurately represents their
strategy. Validate the themes, strategic objectives, and cause-and-effect
linkages. As you review each objective, read through the corresponding
objective statement, making sure that the wording is accurate and
concise. If necessary, make changes to get the wording right.
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Course 10: Aligning Initiatives
• Learning Objectives
– Distinguish between strategic initiatives and non-strategic projects.
– Identify the purpose of initiatives.
– Identify the steps in the process of collecting, taking an inventory of, and
mapping current initiatives.
– Identify the correct use of the initiative map.
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Course 10 Aligning Initiatives
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Course 10 Aligning Initiatives
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Course 10 Aligning Initiatives
• Initiatives are strategic projects that help close the gap between
desired and actual levels of performance.
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Course 10 Aligning Initiatives
• The initiative will close the gap between your target and actual
performance and will thus drive the achievement of your overall
objective.
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Course 10 Aligning Initiatives
Managing Initiatives
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Course 10 Aligning Initiatives
Collect Initiatives
• The Core Team drives the process for inventorying and mapping
initiatives.
• First, the Core Team collects the current initiatives within its
organization.
• The Core Team then screens these initiatives for fit with the
organization's strategy.
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Course 10 Aligning Initiatives
• The Core Team maps or links initiatives to the objectives that these
initiatives support. While examining initiatives and relating them to
objectives, you may find the following questions helpful: "Will
completing this initiative influence the measure for the objective?" or
"Will this initiative help accomplish the objective?“
• On the Initiative Map, initiatives are listed across the top of the chart
and objectives are listed down the left side. The circles in the chart
represent points at which initiatives support particular objectives.
Reviewing the initiative map to see how initiatives align with strategic
objectives is the best way to determine which strategic objectives are
supported by current initiatives. Aligning initiatives also allows you to
assess how well initiatives fit with the strategy.
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Course 10 Aligning Initiatives
Prioritizing Initiatives
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Course 10 Aligning Initiatives
Rationalizing Initiatives
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Course 10 Aligning Initiatives
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Course 11 Workshop III
• Learning Objectives
– Recognize the purpose and importance of Workshop III
– Identify where Workshop III falls within the Balanced Scorecard process
– Identify activities and pre-work done in preparation for Workshop III
– List Balanced Scorecard elements reviewed and validated during
Workshop III
– Explain the Core Team and Leadership Team's role in Workshop III
– List the Workshop III deliverables
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Course 11 Workshop III
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Course 11 Workshop III
• Facilitation Tips
– As in Workshop I and II, a member of the Core Team usually facilitates
Workshop III. This person is usually the Project Manager or someone who
has been actively involved in the Balanced Scorecard process all along the
way.
– Before the workshop the facilitator should become thoroughly familiar with
the meeting agenda, the timing and the ground rules. During the workshop
the facilitator is responsible for adhering to the timetable and the ground
rules. In addition, it's up to the facilitator to ensure that someone records
the proceedings.
– Most important of all, the facilitator must be able to engage attendees and
monitor the mood of the group. There is a lot of information to cover in
Workshop III. The facilitator needs to maintain the momentum to get
through the meeting.
• Pre-Workshop Activities
– A week prior to the workshop, confirm that the facility and materials are in
place. If you are located in a new room, make sure that it is big enough for
the group. Be sure to make arrangements for the equipment you will need,
such as flip charts and markers, an LCD projector and screen.
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Course 11 Workshop III
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Course 11 Workshop III
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Course 12 Balanced Scorecard Reporting
• Learning Objectives
– Identify the purpose of reporting.
– Identify the roles and responsibilities of team members in preparing a
report.
– Create a report.
– Manage and run reporting as an ongoing process in your organization.
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Course 12 Balanced Scorecard Reporting
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Course 12 Balanced Scorecard Reporting
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Course 12 Balanced Scorecard Reporting
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• Scorecard Owner – is the highest level advocate for the BSC in your
organization
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Reporting Goals
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Reporting by Theme
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Ongoing Reporting
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Course 13 Curriculum Summary
MOTIVATE TO MAKE
STRATEGY EVERYONEÕ
S JOB
• Using this training, along with expert facilitation, you should be able to
build a scorecard for your organization.
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• Step 5: Reporting
– Reporting discussed the purpose and importance of reporting. BSC
reporting is part of a transformation management process that establishes
strategy execution as the agenda of leadership meetings.
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Additional Resources
• You will find a wealth of information about the BSC and the SFO on
the Balanced Scorecard Collaborative's website, which you may
access at www.bscol.com.
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Course 14 Managing Change with BSC
• Learning Objectives
– Establish the Balanced Scorecard as a tool for strategic change.
– Align your leadership team.
– Define and communicate a compelling strategy for your organization.
– Build your organization's consensus on the strategy and commitment to
the BSC process.
– Generate short-term wins using the BSC.
– Establish the BSC process as a standard part of your organization's
operations.
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What is strategy?
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• To unfreeze your organization, follow the first three steps in the Kotter
change-leadership model:
– Create a case for change.
• Assess where you’ve been
• Assess where you are now
– Use the SWOT Analysis and compare to BSC
– Align your leadership team.
• Building Consensus
• Securing Commitment
– Develop your vision and strategy.
• Express your vision in clear, compelling, and specific terms. The
best vision statements follow what are called the "AIM AT" criteria:
They describe a vision that's Aspirational, Inspirational, Measurable,
Attainable, and Time-based.
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Effecting Change
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• Generate Short Term Wins: Short-term wins are essential to any change
effort. Why? Change is difficult, and early successes keep people motivated and
on- board. Short-term wins demonstrate that:
– Change is possible.
– The organization is capable of navigating even difficult change.
– Minor successes, once they accumulate, can have major payoffs.
• View the BSC as an Ongoing Journey: Change takes time.
Organizations that have achieved results using the Balanced Scorecard process
may begin reaping the biggest benefits in as long as three-to-five years down the
road.
• Integrate the BSC into the Management Process: To make strategic
change “stick,” you need to institutionalize it, or embed it into your organization’s
DNA. In other words, you must integrate the BSC into your management process.
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Course 15 Building Strategic Alignment
• Learning Objectives
– The definition of alignment.
– How alignment benefits your organization.
– How to design, implement, and sustain vertical and horizontal alignment in
your business unit.
– How varied organizations have addressed the challenges of alignment.
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What is Alignment?
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• Integration Process
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Cascading
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Cascading
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Course 15 Building Strategic Alignment
Integrating
• Step 1: Define Your Organizational Position: Below are the three types
of relationships between peer units.
– Customer Supplier
– Joint Process Owner
– Similar Function
• Step 2: Develop an Action Plan for Integrating
– Accountability
– Sequence
– Scope
• Step 3: Apply Techniques and Tools to Integrating
• Step 4: Communicate and Sustain Integrating
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Course 16 Preparing Strategic Analysis
• Learning Objectives
– Why effective strategic performance analysis is powerful.
– Who does what during the performance analysis process.
– How to collect and analyze performance data.
– What steps are necessary to take in order to collect data for a strategic
performance analysis.
– What the three types of analysis are and when to use them.
– How to assess whether the cause-and-effect relationships in your
organization's strategy are working.
– How to determine why a measure is not performing to target.
– How to write an effective quantitative and qualitative performance analysis.
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Course 17 Presenting Strategic Analysis
• Learning Objectives
– Why presenting strategic-performance analysis is important.
– How to develop recommendations and action plans for improving strategic
performance.
– How to develop the right reporting formats for presenting your findings.
– How to populate your reports with meaningful data.
– How to conduct a strategy review meeting.
– How to communicate performance to the field.
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Course 18 Using Measures and Targets to Drive Strategy
• Learning Objectives
– Explain why well-developed measures and targets are important for
managing strategic performance
– Identify measure development techniques
– Develop measures for the strategic objectives on your organization’s
scorecard
– Identify target development techniques
– Craft targets for the measures you’ve developed
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Developing Measures
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Developing Measures
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Reviewing Targets
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Course 18 Using Measures and Targets to Drive Strategy
Setting Targets
• Types of Targets
There are three main types of targets:
– Maintain. You set this type of target when you believe that current levels of
performance are adequate.
– Improve. You set this type if you think improved performance is needed to
achieve strategic objectives.
– Stretch. You set this type if you believe that significant improvements are
needed and will be accomplished over time, so that performance improves
gradually until the stretch target is met.
• Techniques for Setting Targets
There are a number of ways to set targets. The technique you use depends on the
strategic objective and measure. Consider these common methods:
– Derive targets from higher goals.
– Define required improvement in overall performance.
– Benchmark against other organizations.
– Use a baseline performance setting.
• Benchmarking: With benchmarking, you identify outstanding results achieved
by other organizations and use data about those results to set your targets.
To benchmark, use these steps:
– Identify organizations that have processes similar to your own.
Consider public sector as well as private companies. Don?t rule out
organizations that perform a different mission from yours.
– Identify similar processes to benchmark. Processes might include
assembling equipment, checking quality, hiring, procuring funds, etc.
– Collect results data. Find out what targets the comparison organizations
use to improve their processes and achieve strategic objectives, and how
they?ve obtained their results.
– Set your targets. Based on your analysis of the comparison
organizations? targets and results, select appropriate targets for your
organization.
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Course 19 Alignment for Teams and Individuals
• Learning Objectives
– Adapt the scorecard-development process to your team.
– Select strategic objectives for your team’s scorecard.
– Identify performance drivers that will enable your team to achieve its
strategic objectives.
– Define measures and set targets for the strategic objectives on your
team’s scorecard.
– Create scorecards for the individuals on your team.
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Course 19 Alignment for Teams and Individuals
• Interviewing Guidelines
The following guidelines can help you conduct effective interviews.
You can also learn more about interviewing by taking the BSC
training course Conducting Leadership Interviews.
– Whom to interview. Meet with the leaders of parent business units who
are best positioned to clearly describe the unit’s strategy to you. Ideally,
you should interview one or two members of the parent unit’s leadership
team. Also try to meet with someone from the parent unit’s core group. He
or she can give you background information on the challenges and
surprises that emerged when the parent unit developed its scorecard.
– How much time to devote to the interviews. Plan on taking 60-90
minutes to interview each member of the parent unit’s leadership team.
Count on longer stretches of time—about two hours—to interview the
parent unit’s core group member.
– How to prepare. Your interviewees will likely be senior to you. Therefore,
you’ll need careful preparation, tact, and resourcefulness to get the most
useful information from the interviews. Developing an interview guide is
also essential. Go to the next screen to learn more about the guide.
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• Identify the objectives from the team scorecard that you most
influence. Ask: “Where do I strategically contribute the most?”
• Translate your contribution to each team objective into a
personal objective. Use your organization’s existing performance-
management framework, asking, “Is there a specific methodology I
need to follow?”
• Determine the skills or knowledge you need to meet your
personal objectives. This information will influence your personal-
development efforts.
• Set measures, targets, and initiatives for your personal
objectives. An individual’s manager/supervisor can help him or her
determine how to measure performance on a personal objective, what
targets to set for these measures, and which initiatives may help drive
performance.
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Course 20 Strategy Refresh
• Learning Objectives
– Identify why and when you should refresh your strategy map and Balanced
Scorecard.
– Perform the steps required to conduct a successful strategy refresh.
– Coordinate changes with other business units’ strategy maps and
Balanced Scorecards.
– Implement and disseminate refreshed strategy maps and Balanced
Scorecards.
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