Welcome to the World Management Benchmarking Tool

This 18-question survey allows you to benchmark your manufacturing firm against more than 10,000 senior managers who have shared their management practices with us since 2004.

Please answer all 18 questions. After answering all the questions click on 'place me' to find out how your company's management practices compare to others in your country, industry or size class.

Country:

Please select your country. If not available, pick any. You will see the average score for this country.

Size:

Please select your size (number of employees). If not available, pick any. You will see the average score for this firm size.

Operations Management
Operations Management is all about how effectively modern management techniques have been introduced in your company: why were these modern processes introduced, for how long have these practices been in place, how are other departments of the company, outside your own, involved in implementing these processes?

1 Standardisation of Instructional Processes How structured or standardised are the instructional planning processes across the school?

1
No clear or institutionalized instructional planning processes or protocols exist; little verification or follow-up is done to ensure consistency across classrooms.
2
Between 1 and 3
3
School has defined instructional planning processes or protocols to support instructional strategies and materials and incorporate some flexibility to meet students needs; monitoring is only adequate.
4
Between 3 and 5
5
School has implemented a clearly defined instructional planning process designed to align instructional strategies and materials with learning expectations and incorporate flexibility to meet student needs; these are followed up on through comprehensive monitoring or oversight.

2 Personalization of Instruction and Learning How do you ensure that teachers are effective in personalising instruction in each classroom across the school and that students are engaged in their own learning?

1
Teachers lead learning with very low involvement of students; there is little or no identification of diverse student needs.
2
Between 1 and 3
3
School has defined instructional planning processes or protocols to support instructional strategies and materials and incorporate some flexibility to meet students needs; monitoring is only adequate.
4
Between 3 and 5
5
Emphasis is placed on personalization of instruction based on student needs; school encourages student involvement and participation in classrooms; school provides information to and connects students and parents with sufficient resources to support student learning.
Performance Monitoring
Performance Monitoring is all about how well your performance monitoring system informs your and your employees' day-to-day operations: how do processes and attitudes are screened, how meaningful are your metrics in relation to how frequently they measured and reviewed, to what degree the detection of different levels of process-based performance leads to adequate and consequential process

3 Data-Driven Planning and Student Transitions How is data used to inform planning and strategies, especially in regards to student transitions through grades/levels?

1
School may be aware of critical transitions for students, but little or no effort is made to match support services to students; data is often unavailable or difficult to use.
2
Between 1 and 3
3
School may understand the critical transitions points for students, although these are not identified in a consistent manner; some data is available, although not necessarily in an integrated or easy to use manner.
4
Between 3 and 5
5
Student transitions are managed in an integrated and proactive manner, supported by formative assessments tightly linked to learning expectations; data is widely available and easy to use.

4 Adopting Educational Best Practices How does the school encourage incorporating new teaching practices into the classroom and how are these shared across teachers?

1
Minimal school-wide understanding or monitoring of improved practices or learnings.
2
Between 1 and 3
3
Teachers may often collaborate to share learnings or 'best practice'techniques; there is insufficient monitoring or implementation of these 'best practices'into the classroom.
4
Between 3 and 5
5
School provides staff with opportunities to collaborate and share best practice techniques and learnings with multiple methods to support their monitored implementation in the classroom.

5 Continuous improvement When problems (e.g. within school or teaching tactics) do occur, how do they typically get exposed and fixed?

1
Exposing and solving problems (for the school, individual students, teachers, and staff) is unstructured; no process improvements are made when problems occur, or there is only one staff group involved in determining the solution.
2
Between 1 and 3
3
Exposing and solving problems (for the school, individual students, teachers, and staff) is approached in an ad-hoc way; resolution of the problems involves most of the appropriate staff groups.
4
Between 3 and 5
5
Exposing and solving problems (for the school, individual students, teachers, and staff) in a structured way is integral to individual's responsibilities, and resolution involves all appropriate individuals and staff groups; resolution of problems is performed as part of regular management processes.

6 Performance tracking What kind of main indicators do you use to track school performance?

1
Measures tracked do not indicate directly if overall objectives are being met (only government targets are tracked); tracking is an ad-hoc process (certain processes are not tracked at all).
2
Between 1 and 3
3
Most performance indicators are tracked formally; tracking is overseen by the school leadership only.
4
Between 3 and 5
5
Performance is continuously tracked and communicated, both formally and informally, to all staff using a range of visual management tools.

7 Performance review How often do you review school performance --formally or informally-- with teachers and staff?

1
Performance is reviewed infrequently or in an un-meaningful way (e.g. only success or failure is noted).
2
Between 1 and 3
3
Performance is reviewed periodically with successes and failures identified; results are only communicated to senior staff members (e.g. department heads); no clear follow up/ action plan is adopted.
4
Between 3 and 5
5
Performance is continually reviewed, based on indicators; all aspects are followed up to ensure continuous improvement; results are communicated to all staff.
Target Setting
Target Setting is all about how tightly your targets are linked to the company's wider objectives: are your targets covering a sufficiently broad set of metrics, how strongly are your short and long term targets connected, how well are they cascaded down and clarified to your workers?

8 Performance dialogue How are these review meetings structured?

1
The right data or information for a constructive discussion is often not present or conversations overly focus on data that is not meaningful; clear agenda is not known and purpose is not stated explicitly.
2
Between 1 and 3
3
Review conversations are held with appropriate data and information present; objectives of meetings are clear to all participating and a clear agenda is present; conversations do not, as a matter of course, drive to the root cause of the problems.
4
Between 3 and 5
5
Regular review/ performance conversations focus on problem solving and addressing root causes; purpose, agenda and follow-up steps are clear to all; meetings are an opportunity for constructive feedback and coaching.

9 Consequence management What would happen if a follow up plan agreed during one of your meetings were not enacted?

1
Failure to achieve agreed objectives does not carry any consequences.
2
Between 1 and 3
3
Failure to achieve agreed results is tolerated for a period before action is taken.
4
Between 3 and 5
5
A failure to achieve agreed targets drives retraining in identified areas of weakness, moving individuals to where their skills are more appropriate.

10 Target balance What types of targets are set for the school to improve student outcomes?

1
Performance metrics and targets are very loosely defined or not defined at all; if they exist, they are absolute measures of student outcomes (e.g. only include government and/or school district stipulated targets).
2
Between 1 and 3
3
Performance metrics and targets are defined for the school and individuals (leaders, teachers, staff) in terms of absolute measures of student outcomes, which may include both government targets and schools internal targets.
4
Between 3 and 5
5
Performance metrics and targets are defined for the school and individuals (leaders, teachers, staff) that include both absolute and value-added measures of student outcomes and other metrics linked to key drivers of student outcomes.

11 Target inter-connection What is the motivation behind these goals and how are they cascaded down to the different staff groups or to individual staff members?

1
Goals do not cascade down the throughout the school or school system.
2
Between 1 and 3
3
Goals do cascade but only to some staff and/ or departmental heads.
4
Between 3 and 5
5
Goals are aligned and linked at system level and increase in specificity as they cascade, ultimately defining individual expectations for all staff groups.

12 Time horizon of targets What kind of time scale are you looking at with your targets? Are your goals set independently of each other?

1
The school principal or headmaster's main focus is on short-term targets
2
Between 1 and 3
3
There are short and long-term goals for all levels of the school system; as they are set independently, they are not necessarily linked to each other.
4
Between 3 and 5
5
Long-term goals are translated into specific short-term targets so that short-term targets become a 'staircase'to reach long-term goals.
Talent Management
Talent Management is all about how you manage your people: to what degree is people management emphasized within your company, how careful are your hiring policies, how closely are pay and promotions linked to the ability and effort of your employees, how do you deal with under-performers, and how do you retain your best-performers?

13 Target stretch How tough are your targets? Do you feel pushed by them?

1
Goals are either too easy or impossible to achieve; at least in part because they are set with little teachers'involvement.
2
Between 1 and 3
3
In most areas, school leaders pushes for aggressive goals based on external benchmarks, but with little buy-in from teachers; there are a few “sacred cows” that are not held to the same rigorous standard.
4
Between 3 and 5
5
Goals are genuinely demanding for all parts of the organization and developed in consultation with senior staff (e.g. to adjust external benchmarks appropriately).

14 Clarity and comparability of targets If your staff were asked about individual targets, what would they say?

1
Performance measures are complex and not clearly understood; school performance data is not made public unless mandated.
2
Between 1 and 3
3
Performance measures are well defined and communicated; school performance data is purely quantitative but goes beyond government requirements and is made public.
4
Between 3 and 5
5
Performance measures are well defined, strongly communicated and reinforced at all reviews; school performance data includes both quantitative and qualitative measures and are made public.

15 Rewarding high performers How does your evaluation system work?

1
People are rewarded in the same way irrespective of performance level.
2
Between 1 and 3
3
There is an evaluation system which awards good performance; the system may include individual financial and non-financial awards, but these are always or never awarded.
4
Between 3 and 5
5
There is an evaluation system which rewards individuals based on performance; the system includes both personal financial and non-financial awards; rewards are awarded as a consequence of well-defined and monitored individual achievements.

16 Removing poor performers If you had a teacher who could or would not do his/her job what would the school do?

1
Poor performance is not addressed or inconsistently addressed; poor performers are rarely removed from their positions.
2
Between 1 and 3
3
Poor performance is addressed, but typically through a limited range of methods (e.g. coaching); the process of terminating an employee often takes more than a year to complete and is therefore infrequent, even under conditions of repeated poor performance.
4
Between 3 and 5
5
Repeated poor performance is addressed, beginning with targeted interventions; poor performers are moved out of the school when weaknesses cannot be overcome.

17 Promoting high performers How would you identify and develop your star performers?

1
Staff members are promoted primarily upon the basis of tenure (e.g. years of service).
2
Between 1 and 3
3
Staff members are promoted upon the basis of performance; school provides career opportunities but usually based on non-performance related factors.
4
Between 3 and 5
5
School actively identifies, develops and promotes its top performing staff members.

18 Managing talent How do school leaders show that attracting talented individuals and developing their skills is a top priority?

1
The school has very limited or no control over the number and types of teachers, staff and leadership needed to meet goals.
2
Between 1 and 3
3
The school reactively controls the number and types of teachers, staff and leadership needed to meet goals; school may define hiring criteria and processes, but they are not linked with key drivers of student outcomes.
4
Between 3 and 5
5
School proactively controls the number and types of teachers, staff and leadership needed to meet goals; school defines hiring criteria and processes based on understanding of what drives student achievement.

19 Retaining talent If you had a top performing teacher who wanted to leave, what would the school do?

1
We do little to try and keep our top talent.
2
Between 1 and 3
3
We usually work hard to keep our top talent.
4
Between 3 and 5
5
We do whatever it takes to retain our talent.

20 Attracting talent What makes it distinctive to work at your school as opposed to other similar schools?

1
Other schools offer stronger reasons for talented people to join.
2
Between 1 and 3
3
Our value proposition to those joining our school is comparable to those offered by other schools.
4
Between 3 and 5
5
We provide a unique value proposition to encourage talented people join our school above our competitors.