Loyola Schools Office of Student Activities
Ateneo De Manila University
What's measured improves.
- Peter F. Drucker
author of
The Effective Executive:
The Definitive Guide to Getting
the Right Things Done
The Loyola Schools Performance Management System
for Student Organizations
Overview
Bearing accreditation signifies the ability of an institution, group, or individual to meet
and sustain standards defined by a higher authority. This ability is manifested in the
performance of the institution, group, or individual. As such, for the accreditation to remain
true and valid, the performance has to be monitored, measured, and evaluated.
The Loyola Schools Performance Management System for Student Organizations is a
means to monitor, measure, and evaluate the performance of accredited student organizations.
Through it, the appropriate interventions that could contribute to the development of the
organization may be identified and implemented. Furthermore, it is the means through which a
highly regarded accredited status of a student organization is validated by the school to the
community and to the public.
Components
The Loyola Schools Performance Management System for Student Organizations looks
into two major areas of performance - Core Competencies and Organization Development.
1.
The Core Competencies (CC) are the specific niches of organizations that define who
they are and what they do. The CCs also concretize the identity of the organizations
relative to the community. The CCs directly serve to bring the organizations closer to the
realization of their vision.
2.
Organization Development (OD) acts as the support mechanism - providing (internal)
systems and processes that help the group be more effective in carrying-out their CCs.
Furthermore, the OD aspects aid in making the organization operate efficiently and
effectively; and consequently be more sustainable.
Within OD are pre-identified sub-areas which the student organization may focus on
depending on the goals for a prescribed period. These sub-areas are as follows:
1.
Leadership Development (LD) refers to the organization efforts to train and
develop the current leaders and also the potential set of leaders who may take
higher positions and bigger responsibilities in the organization.
2.
Communication refers to the system and processes of the organization to
communicate with the members of the organization (Internal Communication)
and with outside parties (External Communication).
LS OSA PMSSO Page 1 of 4
Internal Communication (IC) focuses on the communication flow within the
organization. These include, but are not limited to, information dissemination,
feedback giving, conflict management, etc.
External Communication (EC) focuses on the communication flow of the org
with outside parties. Outside parties refer to other student groups, LS Offices,
beneficiaries, alumni, partners, sponsors, benefactors, etc.
3.
Project Management (PM) refers to the system and processes followed from the
planning, execution, and evaluation stages of efforts undertaken by the
organization. The appropriate use of various resources is also a consideration
here.
4.
Membership Formation (MF) refers to the systems and processes that support,
enhance, and monitor the members’ development in the organization. MF has
four elements which the organization has to consider: Recruitment, Involvement,
Development, and Retention.
5.
Financial Management (FM) refers to the systems, processes, and efforts that
generate and mobilize financial resources of the organization in support of its
goals.
The LS-OSA Formators and the organization moderators are the key strategic partners
of student organizations in articulating and pursuing goals in relation to these.
Framework
The components mentioned above and their relationships with each other are captured
by the framework shown below.
LS OSA PMSSO Page 2 of 4
Process
The Loyola Schools Performance Management System for Student Organizations
follows a specific flow to ensure maximum effectiveness of the system. The flow happens in
three phases.
Phase 1 or Goal Setting, aims for the student organizations to learn how to set their own
goals and success indicators that contribute to the achievement of their thrust and vision. This
typically happens at the start of the school year; specifically during the summer semester. This is
when the Goals Form and Activities Form are accomplished.
Phase 2 aims for the student organizations to receive sufficient support, guidance, and
feedback from their mentors (LS-OSA Formators and Moderators) while in the process of
pursuing their goals. Also known as the Mentoring and Monitoring phase, much of this takes
place within the school year. This is when numerous individual consultations, OD interventions,
project appreciation visits (PAVs), and feedback-giving take place. Towards the end of the 1st
semester, a Mid-year letter is given to the student organizations by LS-OSA. This contains
specific feedback and recommendations which aim to keep the student organizations on-track in
the pursuit of their goals.
Phase 3 or Appraisal and Recognition phase aims for the student organizations to receive
fruitful feedback and objective assessment from stakeholders and due recognition for their
efforts. This is the phase where the Year-end Status (YES) Reports are submitted and YES
Presentations are made. As the name suggests, this typically happens towards the latter part of
the school year.
After this phase, the assessment results of the student organizations’ performance are
collated together with their Professionalism standing and the final marks determine their status
for the next year. For student organizations with outstanding performance and commendable
conduct, rewards and recognition are in place.
While these three phases take place within a school-year, the entire process is best seen
and practiced as a cycle. This means that the start of the new school year with a new set of
officers is tightly linked to the previous year and term. Doing this provides more solid
foundations, a clearer sense of organization history, and more viable opportunities for
sustainability and institutionalization.
LS OSA PMSSO Page 3 of 4
Assessment
Student organizations are assessed in two major aspects – output and conduct. In terms
of output, the efforts related to achieving the CC and OD goals are assessed. Quality and
quantity are given equitable weight and are looked at contextually. Conduct, also referred to as
Professionalism, refers to the behavior of student organizations and their adherence to school
policies and regulations as manifested in their projects and activities.
The table below is a summary of the aspects that are assessed.
Aspects
OUTPUT
1.
2.
YES Report
CONDUCT
YES Presentation
Professionalism
3.
4.
1.
2.
3.
1.
2.
3.
4.
5.
6.
Definition/Content/Examples
Quality of Content
Evaluation of CC and OD Efforts to achieve the
goals
Contextual Analysis
Recommendations
Delivery
Content
Answers to panelists’ questions
Participation in OSA and COA initiated activities
Adherence to the Guidelines for Student Activities
Adherence to the PMS guidelines and requirements
Adherence to guidelines and policies related to
Finances
Observance of related schedules and deadlines of
submission of pertinent documents
others
Schedule
Below is a schedule of key events related to the Loyola Schools Performance
Management System for Student Organizations.
Accreditation System, PMS, and Goal Setting Orientation
Submission of the 1st Draft of the Goals Form and Activities List
June 6, 2015
June 17, 2015
Sign-ups for 1st round of Individual Consultations
Release of the 1st Draft of the Goals Form and Activities List with
Formators’ comments
June 18 – 24, 2015
1st round of Individual Consultations with Formators
Submission of the Revised Goals Form and
Activities List
June 29, 2015
Sign-ups for 2nd round of Individual Consultations
Release of the Approved Goals Form and Activities List
June 30 – July 4, 2015
2nd round of Individual Consultations with Formators
LS OSA PMSSO Page 4 of 4