Controlling the Activity-Based Program

Control

• To coach

• To conduct

• To Empower

• Not suppressing freedom and individual rights

• To verify or regulate performance and results with established standards and objectives

Ultimate Purpose of Controlling

• To produce a quality product or service

• A function of every administrator from top to bottom

• The power to ensure that plans are being followed and objectives are being achieved

• Effective control will identify an error and correct it.

Controlling Process

• Establishing measurable standards

• Measuring performance and accomplishments against the standards

• Revising or correcting variations from the standards when they occur

Step 1: Establishing measurable standards

• When objectives are considered in the planning

• Project moves from planning to implementation, controlling process begins

• Goals are formulated and shaped into standards so that everyone knows what is expected

l Weight loss program – 1 to 2 # per week

• Involved everyone engaged in the project

• Integrate their knowledge and skills into the project

• A director’s effectiveness is determined by how well those who are being led meet the stated standards.

• Director will initiate action, give instructions, oversee, and direct the performance of the personnel

Step 2: Measure performance and accomplishments

• Measurement begins when the objectives have been refined into measurable standards

• Observation and inspection are used to measure the performance against the standards

Step 3: Revise and Correct

• When the results of the comparisons between the performance and the standards show a discrepancy, changes must be made so goals are achieved

• Discrepancies arise from: inadequate human performance, unsafe facilities, faulty or inappropriate equipment, and mistakes or miscalculations in programming

• When the source of the discrepancy is identified revising and correcting can begin

Feedback and the control process

• Can come from direct observations or from other sources, and must be put to use quickly.

• Any delay in correcting the situation can cost valuable resources

Principles of Effective Control

• To assure that events, conditions, and performances conform to established plans, administrators must devise effective systems of control

Tailor Controls To Specific Circumstances

• Every planned effort has unique aspects, and control methods must relate specifically to the plans

• Also for specific personnel

• The same system of control may not work for everyone in that position

Use Both Subjective and Objective Means of Evaluation

· Whether subjective or objective means are used to evaluate a situation, be accurate and justify your evaluation.

vIn a team sport, other factors may responsible for a losing season

Be Flexible

· Build in flexibility into the planning process

vToo many students want a class, and the numbers exceed the class limits.

vMay have to add more sections, or hire more instructors which increases the budget.

Be economical

• This area is cost-benefit analysis.

• Trying to analyze the benefits of an aspect of the plan versus the cost of the action.

Aim to Improve Performance

• In order to justify a control system, deviations from the ideal must be identified and corrected to improve performance.

• With no improvement in performance, the control function is not justified

Direct and Indirect Controls

• People produce results and control involves changing behavior of these people when the real results vary from the ideal

• Control must affect the decision maker responsible for the inferior outcomes

• Effective decisions may require retraining or replacing the personnel, or modifying the policies or strategies

Behavioral Change

• Direct Control attempts to eliminate errors by incompetent leasers through developing or hiring new leaders who will apply proven concepts, principles and techniques

• Indirect Control tracing the cause of unacceptable results back to the persons responsible for them and correct the practices through retraining

Direct Control

• Based on premise that well-prepared administrators will make better decisions and show better results

• The higher the quality of the managers and their subordinates, the less will be the need for applying indirect controls

Indirect control

• Depends on feedback by monitoring performances from the time the plans are put into action until outcomes are achieved

• Control through budget empowerment, internal audits, statistical data analysis, and supervisory techniques

Supervising Activity-Based Programs

· Concerned with overseeing, guiding, and directing others as they pursue the goals

· Deals with subordinates on a daily basis

The Nature of Supervision

· Primarily the function of assisting teachers, coaches, and fitness-related professionals

· Supervisor constantly looks for ways to:

· Eliminate hindrances to effective performance

· Improve problem-solving solutions

· Concerned with helping the subordinate gain needed skills

How much supervision?

· Balancing act

· Depends on the experience, level of responsibility, dependability, and skills a person has

· Oversupervision can lead to resentment

· Some may require constant supervision

· New employees

· Young and inexperienced

· Incompetent

The link to Administration

· The administrator makes decisions, procures needed supplies, equipment, and facilities, and makes them available

· Supervisor influences administrative decisions

· Administrator assigns duties and responsibilities, and concerned with efficient operations

· Supervisor acts to improve the ability of the personnel to complete their assigned duties, and improve performance

Supervision

· Is a delegated responsibility that requires administrative authority

· But sometimes they are the same person

Duties of a Supervisor

· Supervision – seek to improve the performance of employees through conferences and consultation

· Administration – They organize and coordinate the work of others, make decisions, and direct.

· Planning – Supervisors participate in developing policies in their field and organizational unit

· Program Development – They participate directly in formulating objectives, selecting experiences, preparing instructional materials, and selecting equipment and supplies

· Demonstrations and lectures – They give and arrange for demonstrations in techniques and methodology, they lecture, and they lead group meetings

· Research – Through systematic surveys, experiments, and studies, supervisors explore current conditions and recommend changes in practices.

· Evaluation – They are significantly involved, along with the manager, in assessing performance of personnel and conditions of facilities and equipment

Techniques used by Supervisors

· Visitation

· Personal Observations

· One-on-one conferences

· Group conferences

· Workshops, retreats, and working conferences

· Assessments and reports

· Reviews of Performance Plans

Evaluating Activity-based Programs

· Involves determining worth or value of something compared to some know quality, standard, or criterion

· Evaluation is the most critical function of management; needed for progress

· After the evaluation corrections can be made

· Evaluates personnel, programs, and facilities; no one best instrument

Evaluating Personnel

• Intimidating, and may cause fear

• Most instruments draw attention to negative rather than positive aspects

• Pride is at stake; negative criticism threatens it

• Focusing on the positive can greatly affect employee’s attitudes; build up their strengths

• Evaluation by peers or clientele

• Employee involved in establishing the criteria for evaluation, along with self-analysis

Steps in setting up an evaluation process

· Have employee submit a list of goals they want to achieve during the upcoming year.

· One-on-one conference to go over goals; measurable goals

· Agree on the number of personal and professional goals to be achieved

· File a written copy of the goals in personnel file; employee also posts a copy

· One-on-one conference to go over the progress towards the goals

Evaluating the Program

Evaluating Facilities and Equipment

Steps in Evaluating

• Specify the intent of the appraisal to be made

• Communicate the purpose to those concerned

• Obtain the evaluative information

• Record and organize the information

• Examine the information and make judgments

• Report the evaluation results

Specify the intent of the appraisal to be made

Communicate the purpose to those concerned

Obtain the evaluative information

Record and organize the information

Examine the information and make judgments

Report the evaluation results