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Change & Continuity: Lessons Learned from the Bush and Obama Administrations' Experiences with Evaluation and Performance Measurement (Hart and Newcomer)

The two presidents brought very different professional experiences, political views, and policy advisors to the job as Chief Executive of the federal bureaucracy, yet their “President’s Management Agendas” established similar expectations about the use of evaluation and performance data

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Focus Search - President’s Management Agenda (PMA) Building on the efforts of the Clinton Administrations NPR initiative and other earlier efforts, shortly after assuming office in 2001, the Bush Administration launched a new Presidents Management Agenda (PMA)

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Performance Management in the Obama Administration

Handouts to accompany plenary presentation at 2010 Summer Evaluation Institute. Session Description: Professor Newcomer will describe the context and challenges the Obama Administration’s approach to performance management confronts. She will describe the legacy of performance measurement...


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Eval12 Session 827: Managing Your Needs Assessment

Needs assessments may be small to large or simple to complex depending on the nature of the issue to be addressed. Having a process in place to plan and manage your needs assessment – whatever its size and complexity – will aid in the assessment’s success. Without a plan, you are at risk of...

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Focus Search - Questions related to Diagnosis | Discernment Good practices in providing advice WBICR – DRAFT – 2012-02-29 Intellectual engagement Ideas from WBICR Retreat, Group Exercise on Advisory Services to WBI Teams on Results-Focused CD Define problem (diagnosis), and agree with internal client on the nature of the problem, before proceeding to a solution Provide good advice • tailored to the stage of the initiative • in context Be ready with resources • Handouts on key information • Such as handout prepared for WBI Days • Reference relevant cases of CDRF • Examples from other initiatives in the same sector • Have a deep pocket of resources; present only what becomes relevant in the context of the conversation Use illustrations | Draw a diagram Frame the thinking • Sometimes, have an agenda, or ask for an agenda (framing the conversation) • Have a set of guideline questions to use in discussion Interpersonal engagement Be explicit • about roles • about time frame • explicitness can mean surfacing implicit assumptions, confirming assumptions, correcting assumptions Prepare • Know our stuff • Review concept note if its available • Reading with care (the materials provided / doing ones homework • If unprepared, reschedule so as to respect their time (?)