Kvik-Pjece På Engelsk PDF

quality tool for developing
innovation and competencies

kvik manual
based on caf 2006
KVIK Guidelines
2. edition 2006
based on CAF 2006
ISBN: 87-99479--2
Photo: Nana Reimers
Illustration: Phillip Ytournel
Design and print: STORMTRYK
SCKK
Frederiksberggade 24, 2.
459 Kbenhavn K
www.sckk.dk
Tlf.: 33 8 69 69
4 introduction
6 What is kvik
8 kvik as a framework for self-assessment
2 self-assessment in practice
4 self-assessment of enablers
Criterion : Leadership
Criterion 2: Strategy and Planning
Criterion 3: People
Criterion 4: Partnerships and Resources
Criterion 5: Processes
44 self-assessment of results
Criterion 6: Citizen/customer-oriented results
Criterion 7: People results
Criterion 8: Society results
Criterion 9: Key performance results
62 glossary
contents
KVIK was frst developed in 2004 for public organisations
wishing for an overall assessment of their performance and
results. The core of KVIK is a self-assessment tool to help you
to learn more about where you work.
KVIK builds on a number of quality development initiatives
undertaken in the public sector over the last few years. The
aim of these initiatives has been to make public sector or-
ganisations more aware of their performance in serving cus-
tomers* and citizens*, of ensuring an attractive workplace,
and of developing the competencies of their employees.
KVIK draws heavily on CAF, the Common Assessment
Framework. CAF is a result of co-operation among the EU
Ministers responsible for Public Administration and is a qual-
ity development tool for assisting public sector organisations
across Europe to use quality* management techniques to
improve performance. CAF has made it easier to work on
quality improvements.
introduction
4

the parties to collective agreements in the public
sector: the danish ministry of finance and cfu
(danish central federation of state employees),
worked with sckk (the centre for development of
Human resources and quality management)* and
a number of public sector organisations to develop
kvik: in danish kvik stands for kvalitetsvrktj til
udvikling af innovation* og kompetence, i.e. quality
tool for developing innovation and competencies.
one important objective of this cooperation has
been to inspire more and more public sector
workplaces to adopt quality development*
across the organisation as a whole.
This revised version of KVIK will look very familiar to people
used to KVIK 2004.
The main changes are derived from the revision of CAF con-
cluded summer 2006. The new version of CAF, for example,
place more emphasis on modernisation and innovation
which is more explicitly present in the criteria on leadership
and strategy* whilst the need for permanent innovation of
the processes* is presented in criterion 5. These, and other
changes in CAF, are included in KVIK 2006.
SCKK has furthermore taken the opportunity to update
examples, correct minor ambiguities and include experiences
gained since KVIK 2004 was launched.
KVIK provides a relatively simple insight into work on quality
development throughout the organisation focusing on its us-
ers, citizens and results. KVIK can be the start of a long-term
quality development process and lead to awards such as
Committed to Excellence.
It will show you what you are really good at and draw at-
tention to the challenges and areas for improvement you
are facing. The tool encourages active interplay between
managers/leaders* and employees with regard to quality
management and it encourages both parties to assume
mutual responsibility for these efforts. KVIK is therefore a
good tool for anchoring quality management throughout
the organisation.
5

The target group for KVIK is public organisations of all sizes.
KVIK is relevant to anyone who already knows a bit about
using holistic quality management models and to people
who would like to start. Although it is a holistic model it also
makes sense to start with one corner of the model and work
from there.
In addition to the self-assessment tool, SCKK offer other
tools and methods, such as: A video showing a self-assess-
ment step by step, a guide for the project leader of the self-
assessment process and an e-Tool, called KVIKSelv in Danish,
developed to support the individual participants self-assess-
ment-reply. These tools and methods are available from the
SCKK website at www.sckk.dk.
KVIK is an obvious tool for organisations wanting to obtain
an overall picture of their performance and to make their re-
sults visible within the organisation and to the rest of society.
6

WHat is
kvik?
kvik is a tool for public organisations wishing an
overall assessment of their performance and results,
and to use this assessment to improve their own
practices.
WHat is
kvik?
self-assessment throughout the organisation
KVIK stands for Kvalitetsvrktj til udvikling af Innovation
og Kompetence, i.e. Quality Tool for Developing Innova-
tion* and Competencies, and offers a fairly simple, easily
understood framework for performing self-assessment. Self-
assessment is a critical assessment* of performance (what
we do) and results (what we achieve). It yields an overall,
balanced picture of the strengths of the workplace (what
we do well) and areas of improvement (what we can do
better).
dialogue across the organisation
KVIK self-assessment requires that management and staff
both participate in its implementation. This approach aims
to unite the whole organisation in obtaining one coherent
picture of its strengths and challenges and to generate com-
mitment to the improvements to be carried out as a result of
the self-assessment.
assessing ongoing improvements
KVIK self-assessment examines the ability of the workplace
to sustain a continuous improvement process, such as the
use of user satisfaction surveys in improving procedures* or
competency development*.
assessing innovation
KVIK contains a series of questions about the efforts of the
workplace in innovation and development. These questions
are incorporated into the relevant criteria; self-assessment
of the way a workplace develops its procedures and services
belongs to Criterion 5: Processes, for example.
7

part of an updated family
KVIK is a Danish edition of CAF (Common Assessment
Framework), a tool developed by the EU for self-assessment
by public sector workplaces. Practical experience of using
CAF in various member states is collected and collated in or-
der to improve CAF. This edition of KVIK is a translation and
adaptation to Danish conditions of CAF 2006. You can read
more about CAF and CAF activities (including benchlearn-
ing* and train the trainer courses) at www.eipa.nl
adaptation to suit danish workplaces
KVIK sticks closely to CAF, because it makes sense to have a
single common framework within the EU for discussing the
development of the public sector. However, there are areas
where Danish practice is refected in KVIK; such as our tradi-
tion of cooperation between management and staff through
joint consultative committees*.
external validation
KVIK (and CAF) are certifed self-assessment frameworks
on a par with the Excellence Model* as regards gaining the
Committed to Excellence recognition. More details are avail-
able at www.sckk.dk and www.efqm.org.
find out more about kvik
At www.sckk.dk you will fnd more information on KVIK and
you can download or order supplementary materials (such as
the Self-assessment in Motion video or the self-assessment
guide for project leaders.
glossary
At the back of this guide there is a glossary of terms you may
like to look up. Whenever they appear in the guide for the
frst time they are marked with a red asterisk (*).
PEOPLE
STRATEGY AND
PLANNING
PARTNERSHIPS
AND RESOURCES
PROCESSES
PEOPLE RESULTS
CUSTOMER/CITIZEN
ORIENTED RESULTS
SOCIETY RESULTS
KEY PERFORMANCE
RESULTS
ENABLERS RESULTS
INNOVATION AND LEARNING
LEADERSHIP
8

self-assessment is carried out by gathering manag-
ers and employees of the organisation to assess
everyday practices. the goal is to identify areas for
improvement.
tHe kvik model
kvik
as a frameWork
for self-assessment
Why self-assess?
Self-assessment provides a mutually agreed diagnosis
of where the workplace stands its strengths and areas
of improvement the location of its most important
challenges right now.
Self-assessment provides a common language in which
to discuss the challenges a common language across
job descriptions and roles.
Self-assessment provides insight into the whole workplace
and a unique basis for listing improvements in order of
priority, viewed as a whole.
Self-assessment provides an overview of current projects/
improvements and how they interact; and whether they
are adequate in the face of the challenges they address.
a holistic framework
The KVIK model can be used for self-assessing a workplace
all the way round. The questions in KVIK cover practices
throughout the workplace; i.e. operational and development
tasks alike.
9

5.3
criterion 5 5.3 9
innovate processes
involving citizens/customers
Ways this can be done
in practice:
By picking national and international organisations (public and private)
it would be interesting to learn from and to establish access to knowledge
of these organisations.
By seeking out and establishing contacts with national and international
organisations similar to your own practices in order to learn from one
anothers procedures.
Review relevant professional literature and monitor relevant websites that are
innovative when it comes to e.g. e-government.
By using employees, users and citizens to provide ideas for completely
new approaches to the tasks of the organisation.
To get users and citizens to test new products and services in order to enable
adjustments to procedures before they are introduced to the organisation.
To prioritize employees with the appropriate competency profles and suffcient
resources to carry out the process innovations agreed on.
By implementing good project practice* such as the use of creative methods
for generating ideas, using project descriptions and project management, user
testing, plans for implementing new process within the organisation, and routines
for leaders to monitor status and progress.
By creating leeway for innovations in the form of pilot projects that provide
knowledge of potential obstacles to innovation.
By rewarding and acknowledging innovative employees and leaders.
By managing the dilemma of public organisations caught between the willingness
to take risks and a zero error culture.
What does the organisation do to:
examples:
a seek knowledge of and learn
frominnovations at other
organisations
b involve stakeholders in the work
of renewing processes
c prioritize the resources required
to implement process innovations
d plan and manage innovation
projects effciently
e identify, understand and overcome
obstacles to implementing
innovations
The illustration above shows a page from the guidelines.
The bold text to the left states issues to be addressed during
the self-assessment: in this case strengths and areas for
improvement when it comes to identifying, managing and
improving key procedures.
The examples to the right show how procedures may be
charted and defned in practice. Experience of using KVIK
has been applied to ensure that the examples are intelligible,
relevant, and reasonable with regard to everyday practice at
a public sector workplace.
The KVIK model contains 9 criteria divided into 28 sub cri-
teria. The criteria cover enablers (what we do) and results
(what we achieve).
Note that the criteria regarding results in the KVIK model
examine four different dimensions: people results, customer/
citizen results, society results and the bottom line by way
of key performance results*. The idea is that inspiration for
improvements can be found in many types of results: not
only fnancial key performance results.
a framework adapted to danish practice
Each of the 28 sub criteria has a number of questions and
examples intended to inspire assessment of the workplace
enablers and results.
Experience shows that the practical examples in particular
enable employees from any educational background or area
of work to take part in a self-assessment.
0

s
plan
s
s
cHeck
act do
s
inspiration from the pdca circle*
The PDCA circle, also known as the Deming Circle or quality
circle, is a classic tool for working on improvements syste-
matically.
The PDCA circle is about adopting routines for planning
(Plan), implementing (Do), measuring (Check) and assess-
ing tasks (Act). When this systematic approach succeeds,
new enablers always build on the latest experience gained:
this means a better starting point which may lead to better
results.
pdca circle
The logic of the PDCA circle recurs in many places in KVIK:
directly in the enabler and results circles, for example, which
are used for awarding points. Indeed, a self-assessment per
se is an overall assessment of the practices of the workplace
in relation to the PDCA circle
In this way self-assessment is the start of a quality journey on
which a workplace takes stock at regular intervals (every two
years, for example) of its enablers and results.
Why do we do it?
How will we go about it?
What are our goals?
How will we measure them?
What experience can we draw on?
Check the results
What did we achieve?
Did we do as planned?
Implement
Do the job
Implement the measurements
Beneft from
experience and adapt
Did the results match the
goals?
Does our approach need to
be improved?
What can we learn from
the process?
Should we do anything
differently next time?

LEARNING
LEARNING
LEARNING
With or without scoring
The KVIK model provides a simple scoring system that may
be used for assessing the state of a given criterion (e.g.
We have planned an approach or We have implemented
the approach we planned). Up to fve points may be
awarded.
The purpose of awarding points is to obtain a specifc assess-
ment of how far systematic efforts on quality development*
have come within a particular criterion. Points may also help
to identify potential improvements: if we have planned a
user survey, for example, but not implemented it, the sug-
gestion for improvement in this case might be to actually
carry out the survey.
Implement
Do the job
Implement the measurements
results/learning
experience of using kvik indicates that the initial
kvik self-assessment identifes certain typical
areas of improvement:
the creation of coherent strategic foundations,
i.e. mission*, vision*, values*, and strategies*
for the workplace,
the introduction of systematic measurements
of user and employee satisfaction,
charting main processes and establishing
routines for measuring, improving and
innovating processes.
2

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the decision-making process
Before self-assessment begins, consultations have usually taken
place by management and with the joint consultative commit-
tee* as to the purpose of carrying out a self-assessment and why
self-assessment is relevant to the workplace right now.
When management decides to initiate self-assessment it also
appoints a project leader and identifes the staff who will take
part in the self-assessment. The project leader is responsible for
the detailed planning of the self-assessment and guiding the
members of the self-assessment group. Inspiration on organ-
izing the decision-making process and work of self-assessment
is available at www.sckk.dk where there is a continually updated
self-assessment guide.
The following describes what happens when the actual work
of the self-assessment begins.
individual preparation
Self-assessment begins with each self-assessment group member
makes his or her own assessment of the strengths and areas for
improvement of the workplace within the 9 criteria of the KVIK
Model.
This assessment is then entered onto the electronic form at
www.kvikselv.dk, where the project leader registers each group
member as a user. The website will tell you how to use KVIKselv.
self-assessment
tips on individual preparation
Allow one or two working days for the individual prepara-
tion. You will need online access to www.kvikselv.dk, to the
relevant documentation, to a KVIK guide; and you will also
need peace and quiet in which to work.
Make an effort to defne the strengths and areas for
improvement in complete sentences. This will help other
people to understand what you mean, and it will make it
easier to list the strengths and areas for improvement at
the consensus seminars later.
It is acceptable to skip criteria if you know nothing about
them. Just select I dont know enough to score this sub
criterion.
Dont spend too much time scoring. The primary task is
to identify tendencies.
Ask the project leader how to interpret KVIK if you are
in doubt.
Dont ask other people what they think; express your own
opinions. It is vital for the self-assessment to refect your
own assessment of the strengths and areas
of improvement.
in practice
3
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Once the group members have completed their self-assess-
ments on KVIKselv, the project leader can print a document
containing all the strengths, areas for improvement, and
scores.
It is a good idea to read this document as a preparation for
the consensus seminar. By comparing ones own self-assess-
ment to everyone elses you will ensure that each member of
the self-assessment group is properly prepared for the joint
assessment at the consensus seminar.
The whole group meets for a consensus seminar to under-
take a joint assessment of the 28 sub criteria (strengths,
areas for improvement and scores for each criterion). This is
where the self-assessment proper takes place.
How to reach consensus?
The group discusses each criterion like this:
first Discuss and agree on strengths defne them and
write them into the consensus report*.
then Discuss and agree on improvements defne them
and write them into the consensus report.
finally Each member of the group looks at the scores he
has given reach a consensus on scores.
The purpose of the common assessment is as follows:
All views and perceptions get used in order to create a
consensus on the strengths and areas of improvement
of the organisation within each criterion.
To provide a common basis for assessing where there is
the greatest need for improvements
That the group agrees on the number of points to allocate
each of the 28 sub criteria.
the consensus report and continuing to work
on areas of improvement
The group assessments are collated into a consensus report.
It documents the groups joint assessment of strengths,
areas of improvement, and scores.
The consensus report then provides a basis for management
to prioritize the many potential areas of improvement. Self-
assessment only results in concrete changes when manage-
ment prioritizes the many potential areas of improvement
and decide on a plan for implementing the improvement
projects agreed on.
PEOPLE
STRATEGY AND
PLANNING
PARTNERSHIPS
AND RESOURCES
PROCESSES
PEOPLE RESULTS
CUSTOMER/CITIZEN
ORIENTED RESULTS
SOCIETY RESULTS
KEY PERFORMANCE
RESULTS
ENABLERS RESULTS
LEADERSHIP
4

self-assessment of
enablers
The frst fve criteria of the KVIK model examine enablers
(what we do) at the workplace; these include enablers for
employee development, for reducing processing time, and
for developing the quality of services rendered.
assessing strengths and areas of improvement
The enabler criteria contain 20 sub criteria to be assessed.
The 20 sub criteria are furnished with a series of questions,
each denominated by a letter of the alphabet. Each question
is furnished with examples. The questions and examples are
intended as inspiration. It is a good idea to read the ques-
tions and examples before you assess each sub criterion.
Each group member enters his or her assessment of
strengths and areas of improvement within each sub
criterion.
tHe kvik model
0
P
O
IN
T
5 POINT
1
P
O
IN
T
2 POINT
3
P
O
IN
T
4
P
O
IN
T
INDSATSCIRKEL
5

score pdca circle phase description

0 We are not active in this feld
We have no information or
very anecdotal.

1 Plan We have a plan to do this.
2 Do We are implementing/doing this.
3 Check We check/review if we do the right
things in the right way.
4 Act On the basis of checking/reviews
we adjust if necessary.
5 Systematic Everything we do, we plan, implement
quality development and adjust regularly and we learn
PDCA from others. We are in a continuous
improvement cycle on this issue.

scoring
When the strengths and areas of improvement have been
identifed a score is awarded according to the enabler panel.
Up to 5 points may be awarded. The score indicates how far
the workplace has got with its general efforts within each
sub criterion vis--vis the PDCA circle.
Each group member ticks off his or her assessment on
www.kvikselv.dk. It is also possible to respond I dont know
enough to score this sub criterion.
enablers panel
criterion 1 6
1.1.
provide direction for the organisation by
developing mission, vision and values
1.2
develop and implement a system for
the management of the organisation,
performance and change
1.3
motivate and support employees and
act as a role model
1.4
manage the relations with politicians and
other stakeholders* in order to
ensure shared responsibility
leadersHip
CRITERION 1
The ability of leaders to convey the purpose of the organisation and to trans-
late it into specifc targets, meaningful assignments and a healthy working
climate with room for creative solutions and improvements is vital to employee
participation. Self-assessment of the leadership of the organisation is a criterion
containing a series of important sub criteria vital to the efforts and results of the
organisation as a whole.
Criterion assesses how leaders are able to translate the political framework of
the organisation into a mission (why are we here?) and a vision (where are
we going?) and how the mission and vision can be translated into actual strate-
gies with concrete goals in terms of targets.
For this criterion you assess your work on values (how do we do things here?)
which describe the everyday practice and behaviour that enable the institution
to live up to its mission and vision. Employee involvement is a vital prerequisite if
work on the mission, vision and values are to become properly incorporated and
meaningful in practice.
The criterion spotlights the administrative leadership of the organisation, not its
political leadership. It is not the quality of the political goals and framework that
is subject to assessment but the ability to implement the latter in practice. For
example, what matters is how leaders support development of the organisation
via appropriate procedures which ensure that assignments are ranked in order
of priority, fnancial and budgetary controls, measured results, and mechanisms
for ongoing changes at and adaptation of the organisation. It may also involve
entering into strategic collaborations and partnerships* enabling the organisa-
tion to achieve even more or better results.
The criterion also includes questions to assess leaders abilities to communicate
information and decisions, to motivate and support individual employees in their
work, to create the setting for suggestions for improvements, and to reward and
recognize special contributions.
Finally it assesses how far leaders contribute to a balanced, constructive interplay
with users, politicians, stakeholder organisations and partners, and how far they
are active in spreading awareness of the organisation.
The Leadership criterion contains a
selfassessment of what the leaders of
the organisation do in order to
7
1.1
criterion 1 1.1 7
What do leaders do in order to:
examples:
a involve stakeholders and
employees in developing and
translating the mission and vision
of the organisation
b involve employees and if
possible users in developing and
applying shared values

c apply the mission and vision in
the strategic development of the
organisation by involving
employees and other important
stakeholders in developing
strategic goals
d draw up norms for good leader-
ship at the organisation

e communicate mission, vision
and values, and strategic goals to
important stakeholders, including
the employees
Ways this can this be done
in practice:
Through the attendance of users, employees and other stakeholders at
seminars or workshops at which the organisations mission and vision
are discussed and drawn up
By leaders who update the mission and vision on the face of changes
such as structural reorganisation*, outsourcing by tender, e-govern-
ment, or legislation.
Employees work on methods to defne and clarify values, including
value cards*, story telling*, or value games*.
By leaders who make values visible by applying them clearly as the basis
for their decisions and in managing their employees.
Leaders ensure that employees and important stakeholders (such as
politicians or customer panels) are included in the work of prioritising
and drawing up strategic goals on the basis of the mission and vision.
Leaders discuss the practical implications of the leaders role in conse-
quence of the mission, vision, values ands strategies of the organisation.
Leaders continually communicate and brief: this may be via the organi-
sation web site, in print, at employee meetings and at meetings with
politicians and users.
provide direction for the organisation
by developing mission, vision and values
8 criterion 1 1.2 8
1.2
in practice:
Leaders defne the structure of the organisation so that it accords with
the overall vision and strategy.
Leaders who prioritize the internal communication of the reasons why goals are
the way they are, and maintain continual dialogue with employees as to how
goals may be achieved.
By ensuring that measurable goals are drawn up, that the results are measured,
that work is done on introducing improvements on the basis of these measurements
by using KVIK, the Excellence Model or Balanced Scorecard*).
By incorporating the logic of the PDCA circle into all daily routines.
Leaders who ensure that every unit and employee knows its/his/her duties ad
responsibilities, I.e. that the division of labour and responsibilities is clear and
understood by everybody.
Leaders develop the division of labour via cross-departmental project work*.
By creating the framework for and acknowledging cross-departmental leadership
and cooperation.
By leaders taking responsibility for prioritising assignments and ensuring a reasonable
balance between assignments and resources.
By leaders continually communicating to employees the way duties are prioritised.
Leaders consider and adapt the way services are provided on the basis of dialogue
with users and employees in relation to achieving strategic goals.
Leaders communicate changes and adjustments internally and externally.
Through routines for ongoing management information on budgets, key fgures
and effciency*.
Leaders regularly take part in employee meetings.
Continual dialogue between leaders and individual employees.
examples:
a develop organisational structures*
and procedures which support
the strategy and goals of
the organisation
b ensure understanding of goals
and success criteria* throughout
the organisation
c ensure the clear division of labour
and responsibilities and at the
same time create the preconditions
for cross-departmental coopera-
tion.
d ensure effcient daily operations
via the prioritising of assignments
and resources*
e identify and implement necessary
changes and adaptations of
services and the way they are
organised
f ensure that leaders and
employees receive the information
relevant to implementing their
everyday work
develop and implement a system for the management
of the organisation, performance and change
1.3
criterion 1 1.3 9
in practice:
Leaders behave in accordance with the values.
Leaders who acknowledge or sanction employee behaviour as appropriate.
By carrying out leadership development interviews, leadership assessments
and systematic leadership development.
By using employee development interviews* to probe the way employees
perceive the leaders role and behaviour.
By coaching* employees to help them attain professional and personal goals
and by ensuring that their plans for developing competencies are honoured.
By delegating responsibility and duties in real terms and helping to enable
employees to continually develop their jobs and responsibilities.
Leaders acknowledge and support employees who present ideas for improve-
ments and innovation.
Leaders support the use of coaching, feedback* and knowledge sharing*.
Leaders who actively support and acknowledge employees who choose to
take part in cross-departmental development and improvement projects.
Leaders who tackle obstacles to innovation.
By acknowledging and praising efforts by individuals and groups, and also by
applying formal methods of rewarding them.
Leaders respect and address the individual needs and circumstances of
employees and incorporate this understanding in their decisions regarding
duties, responsibilities, and working hours.
examples:

a serve as role models for
employees and act in accordance
with the organisations values.
b develop their own leadership roles
by inviting feedback on leadership
behaviour
c provide employees with support
and feedback in their efforts to
develop themselves and to meet
agreed targets
d support a culture of innovation*
and learning through concrete
improvement initiatives.
e acknowledge and reward efforts
by groups and individuals.
f pay attention to the overall
situation and needs of the
individual employee
motivate and support employees
and act as a role model
1.4
criterion 1 1.4 20
in practice:
Leaders communicate political decisions to the organisation and
translate the decisions into concrete action.
Leaders maintain regular, proactive dialogue with political
decision-makers at all relevant levels.
Leaders communicate the experience of the organisation of its
daily operations and user contact to political decision makers
With clearly defned goals in mind, leaders deliberately develop
collaboration with the most important stakeholders (users/citizens,
other public organisations, interest groups and industry)
By providing details and analyses to customer/citizen panels,
devise and chair meetings, and are loyal to the decisions of the
customer/citizen panel.
By presenting the work of the organisation at conferences and
seminars or having open house events for the local community.
Leaders give priority to taking part in leadership networks where
decision makers from other organisations are also represented.
examples:
a identify, understand and
contribute to political decision-
making processes affecting the
organisation
b develop partnerships and
networks* with important
stakeholders
c support the work of the organisa-
tions customer/citizen panel
d seek awareness of the organisa-
tion and thus contributing to
its reputation
e participate in relevant activities
of professional associations,
leadership networks and interest
groups
manage the relations with politicians and other
stakeholders in order to ensure shared responsibility
2
criterion 2 22
Criterion 2 is about assessing the processes by which the organisation translates
its mission and vision into strategies and action plans*. In order to do so it is vital
for the organisation to have a shared perception of its most important stake-
holders (e.g. customers, politicians, employees, partners) and their needs and
expectations regarding the organisation.
The core of the criterion is the success of the organisation in translating its
mission and vision into strategies and action plans for satisfying the needs and
wishes of its most important stakeholders in practice. On the one hand the stra-
tegic choices have to refect the wishes of the stakeholders, while on the other
hand the organisation also has to assess the extent to which user wishes can be
fulflled in practice.
The challenge is to move from these strategies and goals to tangible action plans
establishing how each unit or group within the organisation is to contribute, and
not least, to communicate to individual employees how they can help to achieve
the targets established.
The action plans must also contain agreements on when results are to be
measured and how the results will be discussed at management and employee
meetings, for example. It is through the work on strategies and action plans that
a framework is created for the organisation to measure the results to be assessed
in 6, 7, 8 and 9. If society results are to be included, this implies that already at
the strategic planning stage goals will have to be drawn up regarding the way
society views the image of the organisation and how these can be measured in
practice.
Criterion 2 concludes with an assessment of how far the organisation succeeds
in planning, implementing and adapting modernisation and innovation. This
involves developing services and products in keeping with user needs and politi-
cal expectations.
2.1
gather information relating to present
and future needs of stakeholders
2.2
develop, review and update strategy and
planning taking into account the needs of
stakeholders and available resources
2.3
implement strategy and planning in
the whole organisation
2.4
plan, implement and review modernisation
and innovation
strategy
and planning
CRITERION 2
Strategy and Planning involves self
assessment of what the organisation
does in order to:
2.1
criterion 2 2.1 23
in practice:
By carrying out a stakeholder analysis* in which the needs
and expectations of each stakeholder are assessed in relation
to their signifcance to the organisation. Relevant stakeholders
include politicians, citizens, customers, employees, the media,
and interest groups.
By having meetings with organisation managers, users and
politicians or via small-scale questionnaires/evaluations*.
By monitoring trends in demographic*, social, environmental,
economic, competitive, and legislative factors.
What does the organisation do
in order to: examples:

a make sure everyone agrees
on the identity of the organisa-
tions major stakeholders
b continually gather up-to-date
information on stakeholders
needs and expectations
c gather information on factors
important to the work of the
organisation
gather information relating to
present and future needs of stakeholders
2.2
criterion 2 2.2 24
in practice:
By discussing strategies and annual goals and action plans in customer/citizen
panels, at theme meetings with customers, and at employee meetings.
By including employees and politicians in the work of revising strategies and
goals; at strategy seminars*, for example.
By management and employees carrying out a SWOT analysis* for the
organisation, for each of the core processes of the organisation, or for new
activities.
By having one or more measuring methods for each goal in the strategy, such
as questionnaires or focus group interviews* with customers. This establishes
the basis for measuring the results described in criteria 6, 7, 8 and 9.
By regularly evaluating results and assessing whether previous experience
indicates that action plans and goals require adjustments;
By assessing the need for improvements and innovation of the way work is
organised and of working methods in the light of the strategic goals.
examples:
a involve stakeholders in the work
of developing, reviewing and
updating strategy and goals
based on the mission and vision
b analyse the internal strengths
and weaknesses of the organisa-
tion, and external opportunities
and risks
c develop and apply methods for
measuring results of the chosen
strategy and the established
targets
d continually evaluating whether
the organisation has achieved its
established targets and if necessary
adjust strategies and action plans
develop, review and update strategy and planning taking into
account the needs of stakeholders and available resources
2.3
criterion 2 2.3 25
in practice:
By management and employees translating strategies and specifc goals
into operational action plans for each group/unit and linking the plans to
relevant processes.
By involving formal employee consultative committees in providing
information at employee seminars and employee meetings.
By management making continual efforts to explain the strategy of the
organisation and justify its strategy choices when activities are planned
and implemented.
By management and employees working together to establish targets for
relevant activities, and adjusting these targets and including them in each
employees development interview.
examples:
a translate strategies and specifc
targets into operational action
plans
b inform all employees of strategy,
action plans and targets
c ensure a common perception of
the organisations strategy and
the way it is put into practice
d establish targets for employees
and tasks to be performed based
on the action plans
develop, review and update strategy and planning taking into
account the needs of stakeholders and available resources
implement strategy and planning in
the whole organisation
2.4
criterion 2 2.4 26
in practice:
By training employees creative skills (e.g. De Bonos Thinking Hats* and
idea workshops*) and their competencies to implement projects.
By learning from practices of other organisations or industries at home and abroad.
By creating space for experiments and pilot projects* and by willingness
to take risks.
By interpreting political trends such as globalisation or e-government in relation
to the challenges facing the organisation.
By using changes to user needs as inspiration for developing services and products.
By acquiring greater knowledge of obstacles to innovation by implementing
and evaluating pilot projects.
By involving users in identifying areas where innovation is needed.
By working systematically on introducing e-government or lean* administration.
By having a buffer by way of fnancial and human resources for innovation
and modernisation.
By having routines for the way ideas and needs are included in an overall
prioritisation when choosing the projects capable of implementation within
the scope of resources available.
examples:
a develop a culture of innovation
which generates new, improved
services for customers and citizens
b systematically monitor and under-
stand internal indicators*/drivers
or obstacles to modernisation and
innovation
c plan and implement desired
modernisations and innovations
on the basis of stakeholder
requirements
d ensure the availability of relevant
resources for modernisation and
innovation
plan, implement and review
modernisation and innovation
criterion 3 28
Criterion 3 spotlights the way the organisation succeeds in attracting and
retaining people capable of producing and delivering services and products
in accordance with the objectives established in strategies and action plans.
It involves recruiting new employees with the desired profles, manning
in accordance with the needs of the task in hand and employee compe-
tencies, balancing the needs of the workplace with the desires of each
employee, and ensuring healthy working conditions.
One important component of criterion 3 is assessing how the organisation
identifes, develops and maintains employee competencies. In practice this
enabler can be condensed into a competency strategy describing the need
to develop employee competencies and the methods to be applied (e.g.
learning from the person next to you, job swapping, further training or
practical periods). Identifying each employees profle and need for compe-
tency development may form part of the annual employee development
interview, which is a signifcant forum for mutual feedback and matching
expectations.
Criterion 3 also contains questions about the way people are involved and
their commitment obtained through formal forums such as consultative
committees and through daily dialogue (e.g. about ideas for improve-
ments). What matters here is the creation of a culture that supports the
mission, vision and values of the organisation in practice, e.g. by acknow-
ledging and rewarding creativity, good ideas and special efforts. It is also
good practice to implement satisfaction surveys and leader assessments to
obtain more specifc assessments of the climate at work and, to use the
results for making improvements.
3.1
plan, manage and improve human
resources transparently with regard
to strategy and planning
3.2
identify, develop and use competencies
of employees, aligning individual and
organisational goals
3.3
involve employees by developing
open dialogue and empowerment
people
CRITERION 3
People involves selfassessment
of the ability of the organisation
to:
3.1
criterion 3 3.1 29
plan, manage and improve human resources
transparently with regard to strategy and planning
in practise:
By involving employees in determining pay and personnel policies via consultative committees.
Leaders and employees use tools for developing HR policies (e.g. dialogue games).
By clear guidelines for promotion or payment by results.
By balancing the manning of assignments with challenges and strategic goals.
By continually monitoring and balancing the composition of teams and groups, using
competency profles*.
By establishing time recording systems or other routines for measuring the load on each
employee when performing his/her duties.
Demographic changes that affect the possibility of recruiting young employees, or changes
to the labour market in general.
The emergence of a need to recruit employees or train existing employee competencies due
to changes in the content and nature of the duties to be performed.
Ensure that HR policy includes a framework for recruiting new employees.
By retaining employees who possess strategic competencies.
By ensuring that HR policy is drawn up with regard to fairness of employment, equal opportunities
and diversity aspects (e.g. gender, sexual orientation, disability, age, race and religion).
By making it clear how and why duties are assigned among the employees.
By fexible organisation in which more than one employee is capable of executing any given task.
By making duties and responsibilities a recurrent point at employee development interviews.
By regularly measuring employee satisfaction with the working conditions via workplace
evaluations or satisfaction surveys.
By developing methods for managing stress and tension in healthy ways.
By providing appropriate physical conditions.
By allowing employees to organize their own work when conditions allow.
examples:
a develop and apply clear, objective
personnel and pay policies that
support the mission, vision, values
and strategies
b create systems that ensure the
best use of employee resources
c be aware of changes in the environ-
ment that affect the ability of the
organisation to attract and retain
the necessary human resources
d recruit and retain employees in
accordance with the needs of the
organisation and the desires and
lives of the employees
e ensure appropriate manning as
regards resources and competencies,
and match assignments and
responsibilities
f ensure good working conditions
and support a reasonable
work-life balance
3.3 3.2
criterion 3 3.2 30
identify, develop and use competencies of employees,
aligning individual and organisational goals
examples:
a develop and implement a
competency strategy that supports
the future development the
organisation
b arrange employee development
interviews, identify competencies,
and draw up development plans
for each employee
c apply a wide range of methods
for competency development
internally and externally: methods
which balance strategic needs with
employee wishes.
d develop leader competencies and
the ability to handle conficts
throughout the organisation
in practise:
By involving consultative committees in the development of competency strategies in
which competency development starts out from the strategy of the organisation.
By translating the strategy into an action plan for competency development.
By assessing the previous efforts of the organisation on competency development.
By using systems that document employee competencies and make it possible to
monitor overall competencies compared to requirements.
By defning the framework and content of employee development interviews.
By using employee development interviews as the setting for discussing the interplay
between the life and job situations of the individual employee.
By ensuring that each employee has a development plan containing goals for
development, agreed activities and dates for following up on what is agreed.
By drawing up an updated competency profle at the employee development interview
for each employee.
By having follow-up interviews and ongoing feedback.
By using various methods for competency development at work, such as job de-
velopment, project work, training on the job, electronic learning, learning from the
employee at the next desk, coaching, feedback, team discussions* and supervision*.
By using external competency development such as further training, job swapping,
secondment, project employment and trainee schemes.
By creating the conditions for a good learning environment* in the workplace.
Through development paths for individual employees such as degrees and diplomas in
business administration or basic leadership training courses.
Development at the workplace via participation in project work, self-managing teams*
and delegating responsibility.
Creating and supporting frameworks for managing oneself in the workplace.
3.3
criterion 3 3.3 3
involve employees by developing
open dialogue and empowerment
What does the organisation do to
examples:
a involve employees in
developing strategies, goals, action
plans, processes and process
improvements
b involve consultative committees
or other relevant groups in
developing the organisation
c create a culture that promotes
frank and equal dialogue between
managers/leaders and employees
d seek out and use employees
experience and ideas for improve-
ments and innovations
e implement and follow up on
regular employee satisfaction and
workplace climate studies

f implement and follow up on
regular leadership evaluations
in practise:
Leaders draw attention to and acknowledge the contribution by employees
to the goals of the organisation.
Leaders inspire employees to consider how tasks should be performed,
with a view to developing new methods and procedures.
By involving employees in identifying needs for and implementing
improvements to processes, e.g. via lean projects.
The consultative committees discuss the strategies, action plans and goals
of the organisation.
By measuring the degree of perceived employee infuence within the
organisation. E.g. via www.kvalitetisu.dk.
By leaders and employees focusing on the good dialogue and continually
following up with training in coaching or feedback.
By using methods that promote creativity and innovation, including
brainstorming or future workshops
By acknowledging and rewarding good ideas and putting them into practice
By establishing a framework for systematically measuring employee
satisfaction and the workplace climate.
By establishing a group responsible for implementing improvements on
the basis of the results of satisfaction studies.
By involving consultative committees in discussing and following up on
the results of these studies.
Leaders discuss the results of leadership evaluation with employees and
draw up personal development plans
criterion 4 32
partnersHips
and resources
CRITERION 4
The Partnerships and Resources criterion
involves selfassessment of what the
organisation does in order to:
Criterion 4 focuses on how the organisation develops and uses resources
in the broad sense. The criterion contains an assessment of knowledge
resources and of more traditional resources such as money, technology
and physical facilities. Knowledge resources cover the knowledge and
experience of organisation employees, its strategic partners, customers
and citizens.
On the subject of partnerships it asks questions about the ways the or-
ganisation selects, formalises and develops strategic partnerships in order
to supply services in the best and cheapest fashion to users and citizens.
Strategic partnerships cover partnerships with other public organisations,
but also with industries and users and citizens. The involvement of users
and citizens in the activities of the organisation and their feedback by
way of complaints, ideas and suggestions is regarded as important input
towards improving services and products.
Assessing the knowledge possessed by the organisation involves ensuring
that employees have access to the knowledge and information they need
to do their jobs at present, and that the organisation has suffcient knowl-
edge of the needs and expectations of its users, for example, to be able to
make informed strategic decisions.
Assessing fnances, technology and physical facilities spotlights the way
the organisation applies and develops these resources in a way that sup-
ports the strategic objectives and the processes of the organisation.
4.1
develop and implement key
partnership relations
4.2
develop and implement partnerships
with customers/citizens*
4.3.
manage fnances
4.4.
manage information and knowledge
4.5.
manage technology
4.6.
manage facilities
4.1
criterion 4 4.1 33
develop and implement
key partnership relations
in practice:
Investigate the possibilities of working with other authorities,
organisations, and industries in different types of partnerships/working
relationships (customer/supplier relationships, partnership
involving joint production, putting core activities out to tender,
the commissioning/executing model).
By establishing agreements which defne
Roles, tasks and responsibilities
Measuring the effciency and quality of supplies
Regularly assessing the relationship and its results,
Exchanging knowledge and employees,
Environmental and social aspects of the relationship.
Regular meetings at which the partnership is evaluated and future
possibilities are discussed
By carrying out joint development projects relevant to more than one
party (such as regional cooperation on the environment, or joint user
interfaces such as www.virk.dk).
By inviting strategic partners to propose improvements based on
their knowledge of the market, of new technologies, or analyses of
stakeholder needs.
examples:
a identify potential strategic partners
and the potential in working with
them
b establish appropriate partnership
agreements defning the nature
and content of the partnership.
c evaluate the partnership and follow
up on its results
d implement project-oriented
partnerships with other public
organisations
e apply partners knowledge and
resources to promote innovation
4.2 4.3
criterion 4 4.2 34
develop and implement partnerships
with customers/citizens
in practice:
By using customer/citizen panels, customer councils, focus groups,
opinion polls.
By suing questionnaires, opinion polls, focus groups, complaint and
suggestion forums (suggestion boxes for example) or other methods
to collect user feedback systematically.
By publishing performance contracts*, annual reports, accounts,
and general information on the procedures and legislative basis of
the organisation on the organisation website.
By encouraging the establishment of user and citizen groups.
examples:
a encourage users and citizens
to become involved in the
organisation and political
decision-making processes.
b be receptive to and systematically
collate ideas, suggestions and
complaints from users
c ensure openness and transparency
as regards the activities of the
organisation
d encourage users and citizens to
get together to table their needs
and expectations.
4.3
criterion 4 4.3 35
manage fnances
in practice:
By ensuring that the strategic targets adopted can be implemented with
the resources allocated.
Bu using activity-based fnancial management.
By continually assessing whether resource allocation creates the greatest possible
value for users and citizens.
Through regular budget follow-ups at internal meetings and by showing the links
between tasks, goals and budgets.
Making budgets and fnancial statements available to employees, politicians
and users/citizens
.
Ensure simple fnancial management procedures and use shared administrative
facilities if appropriate.
Use cost-based budget and accounting principles.
Price internal services (IT, HRM).
Use comparative analyses (such as benchmarking*) across the organisation and
between your organisation and others.
Measure costs on a regular basis in terms of time and money spend throughout
the organisation on producing services and products.
Compare the costs of standard services across the organisation and between your
organisation and others.
Ensure that professional responsibility and the authority to authorize spending
are in accord.
Prepare fnancial guidelines and make sure these are observed.
Calculate the impact of falling demand, changes in user needs, demographic
changes (more elderly, fewer young people).
examples:
a ensure the best possible use of
fnancial resources compared to
the strategic objectives of the
organisation
b ensure transparency in budgets
and spending
c ensure cost-effective fnancial
management

d introduce innovative systems
for budgetary planning and cost
control
e monitor the way the costs of the
organisations standard services*
develop
f create a suitable balance
between decentralisation and
centralisation of fnancial respon-
sibilities and checks
g base investment decisions and
fnancial management on analyses
of fnancial pros and cons
4.4
criterion 4 4.4 36
in practice:

Document and continually update procedures, administrative
practice, FAQs* and technical/professional databases.
Ensure that strategically important knowledge is retained
by the organisation when employees leave.
By having procedures to ensure that the organisations
information and knowledge is kept up-to-date, is relevant,
and secured.
By collecting information on the practice at other organisa-
tions and industries, and using this knowledge to develop or
improve the organisations own ideas, methods, or services.
Via Intranets, newsletters, knowledge databases, minutes
and bulletin boards.
Via a website, electronic newsletters, and printed information.
examples:
a develop systems for managing
and retaining strategically
important information and
knowledge
b ensure that the organisation has
information and knowledge
relevant to the needs of the
stakeholders
c collect relevant information on
practice elsewhere and use this
knowledge effectively
d give all employees access to
necessary information and know-
ledge in relation to their duties
and goals
e ensure that stakeholders have
access to reliable, relevant, and
user-friendly information
manage information
and knowledge

4.5
criterion 4 4.5 37
in practice:
Monitor technological progress in the feld in which the
organisation operates.
Continually invest in maintaining and acquiring technologies that
make it possible to simplify procedures or improve quality and
security.
Invest in digital self-service solutions* in order to improve effciency.
Use intranet, the Internet, mail systems, electronic case
management, e-learning, distance teaching, and other
technological possibilities in the feld in which the organisation
operates.
examples:
a develop guidelines and principles
for using new technology based
on the strategic goals of the
organisation
b use and maintain technological
solutions which
support tasks
support knowledge sharing
support learning and
improvement activities
support the interaction with
stake holders and partners
develop and maintain internal
and external it networks
manage
technology
4.6
criterion 4 4.6 38
manage
facilities
in practice:
Provide car parking, access to public transport,
disability-friendly design and signposting
The furnishing and fttings in the workplace (halls, project
rooms, employee rooms, smaller offces), safe access to
service rooms (Xerox rooms, rest rooms, kitchens)
The furnishing and ftting out of user facilities
(waiting rooms, meeting and interview rooms)
Demonstrate sound fnancial behaviour when purchasing
materials and equipment (best and cheapest).
Through obtaining quotes, tendering, negotiating with
suppliers, purchase agreements, and comparing prices and
quotes* from other suppliers.
By monitoring the use of buildings and making the necessary
adjustments.
By drawing up policies for maintenance, cleaning and security.
By drawing up environmental policies which include
consumption measurement.
examples:
a ensure physical access to the
organisation by users and
employees
b arrange physical facilities in
accordance with the tasks the
organisation performs and the
needs of employees and customers
c co-ordinate the purchasing of
relevant materials and equipment
d display sound fnancial behaviour
in purchasing and maintaining
buildings and assets
e ensure the effcient and cost-
conscious use of transport and
energy resources
40 criterion 5 40
5.1
identify, design, manage and
improve processes on an on-going
basis
5.2
develop and deliver citizen/
customer-oriented services and
products
5.3
innovate processes involving
citizens/customers
processes
CRITERION 5
Criterion 5 involves knowing and identifying the processes that transform the
strategies of the organisation into practice. A process is a series of consecutive
activities by way of procedures that lead to the production of a concrete service.
Case processing is a typical process at public organisations, for example.
Assessing processes means concentrating on whether the process are under
control in the sense that their content has been defned and documented; that
targets are set for the processes, and the results are measured by various criteria
(e.g. quality, effciency and user satisfaction); that process owners* have been
appointed with responsibility for improving the processes; and that users/citizens
and employees are actively involved in improving the processes.
It is especially important that the organisation is capable of providing products
and services adapted to the needs and expectations of users and citizens within
the leeway available to a public organisation. As regards everyday contacts self-
assessment spotlights opening times, access to relevant information, commu-
nication in language that is easy to understand, and if necessary in languages
other than Danish. As regards strategic contacts self-assessment probes whether
the organisation draws on users and citizens in order to improve its services; e.g.
via focus group interviews and the way complaints are handled.
Finally, the self-assessment examines whether the organisation works on renew-
ing its processes; perhaps through innovations inspired by practice elsewhere or
by ideas submitted by employees and users. In this case the spotlight is on good
project behaviour: i.e. the way ideas for process innovation are translated and
introduced in practice, with the use of tools for implementing projects.
Processes contains selfassessment
of the organisations ability to:
4
5.1
criterion 5 5.1 4
identify, design, manage and
improve processes on an on-going basis
in practice:
By describing the content of the processes that are important in relation to transforming
the strategies of the organisation into practice.
By creating an overview of all the processes of the organisation and distinguishing between core,
support, leadership and key processes.
Every procedure has a process owner responsible for measuring results and starting improvement
activities on the basis of results and user satisfaction, for example.
By delegating responsibility for coordinating and synchronizing processes to the process owners.
Process owners continually follow up to check whether agreed service targets are being met
(e.g. case processing, waiting times and wasted time).
Process control, measurement and improvement are incorporated into a quality control* system.
By establishing targets and measuring the results with regard to user satisfaction, quality
and effciency in the procedures of the organisation.
By implementing improvements when the results show rising numbers of complaints,
negative media coverage, increased use of resources, falling satisfaction according to employee
and user surveys, and increased sick leave.
By benchmarking and benchlearning with other public organisations or industries and
using learning to improve the procedures of the organisation.
By measuring how far employee time is spent on prioritizing tasks.
By monitoring changes to legislation and planning the adjustment of procedures
in relation to changes.
By monitoring changes to the environment (demography, changes to needs and expectations,
changes to the market as regards the use of IT and the Internet, for example), and adapting
or (where necessary) innovating the most important procedures in relation to these changes.
By monitoring the consequences of providing digital self service or other forms of e-government.
By systematically involving employees and users in designing and improving key processes
based on quality, effciency and effectiveness* measurements, for example.
By systematically involving employees in improving procedures by the use of lean methods,
for example.
examples:
a identify and describe the key
processes* of the organisation
b delegate to process owners
responsibility for managing,
measuring, documenting, and
improving key processes
c improve and adapt key processes
based on result measurements
and benchmarking
d monitor and assess the need for
changes to key processes in
relation to changes to the
environment in which the
organisation operates
e involve employees and relevant
stakeholders in designing and
improving key processes
5.2
criterion 5 5.2 42
develop and deliver citizen/
customer-oriented services and products
in practice:
Through clear information on each service on the website, in pamphlets or via direct
dialogue with users.
By securing users access to the same employee. Employees ask users about their
needs and meet these needs as far as possible.
By using focus groups, user panels, or user organisations to defne quality standards*
(e.g. response time or waiting time).
By involving users and citizens in defning the need for information and the use of
various channels to access it (websites, mail shots, electronic news letters).
By developing new products and services on the basis of ideas and input from users
and other stakeholders.
By carrying out user surveys or by asking users and citizens to attend focus group
interviews about their expectations.
By developing systems for handling and responding to complaints, and by using
complaints and reprimands in order to improve products and services.
By developing guidelines for all forms of communication (printed material, e-mails,
website, oral) and training employees in communicating.
By considering the need to communicate in other languages besides Danish.
By providing information on complaints procedures; providing access to relevant
fles and developing simple procedures for handling complaints and responses.
Through fexible opening hours, effcient telephone service in offce hours and
contact options (e.g. via websites) outside offce hours
By providing the name of the employees currently responsible for the various cases
and felds of work (e.g. all printed, oral or electronic information).
By using user access to electronic cases, emails, waiting list information on the website,
or self-service via the Internet.
examples:
a balance user expectations and meet
the needs of the individual user
within the given framework
b involve users and citizens and
other stakeholders in drawing
up standards for the products
and services provided by the
organisation
c involve users and citizens in
developing and improving the
products and services provided
by the organisation
d use easily understood language
when communicating with users
and citizens
e support users and citizens by
providing access to relevant,
credible information
f facilitate access to the organisation
5.3
criterion 5 5.3 43
innovate processes
involving citizens/customers
in practice:
By picking national and international organisations (public and private)
it would be interesting to learn from and to establish access to knowledge of
these organisations.
By seeking out and establishing contacts with national and international
organisations similar to your own practices in order to learn from one anothers
procedures.
Review relevant professional literature and monitor relevant websites that are
innovative when it comes to e.g. e-government.
By using employees, users and citizens to provide ideas for completely
new approaches to the tasks of the organisation.
To get users and citizens to test new products and services in order to enable
adjustments to procedures before they are introduced to the organisation.
To prioritize employees with the appropriate competency profles and suffcient
resources to carry out the process innovations agreed on.
By implementing good project practice* such as the use of creative methods
for generating ideas, using project descriptions and project management, user
testing, plans for implementing new process within the organisation, and routines
for leaders to monitor status and progress.
By creating leeway for innovations in the form of pilot projects that provide
knowledge of potential obstacles to innovation.
By rewarding and acknowledging innovative employees and leaders.
By managing the dilemma of public organisations caught between the willingness
to take risks and a zero error culture.
examples:
a seek knowledge of and learn
from innovations at other
organisations
b involve stakeholders in the work
of renewing processes
c prioritize the resources required
to implement process innovations
d plan and manage innovation
projects effciently
e identify, understand and overcome
obstacles to implementing
innovations
PEOPLE
STRATEGY AND
PLANNING
PARTNERSHIPS
AND RESOURCES
PROCESSES
PEOPLE RESULTS
CUSTOMER/CITIZEN
ORIENTED RESULTS
SOCIETY RESULTS
KEY PERFORMANCE
RESULTS
ENABLERS RESULTS
LEADERSHIP
44

The four remaining criteria of the KVIK model spotlight the
results the organisation has achieved from its efforts (What
we achieve). These results can be direct measurements of
user satisfaction, for example, or measurements of indicators
such as user complaints and absence due to sickness.
assessing strengths and areas of improvement
The result criteria include eight sub criteria with a series of
questions marked by a letter of the alphabet. Each ques-
tion is furnished with examples to inspire your approach to
measuring the results. It is useful to read the questions and
examples before you assess each sub criterion.
It is a good idea to have access to the various types of results
(e.g. employee satisfaction measurements, user satisfaction
measurements, image measurements, fnancial results) to be
assessed.
Each participant enters his or her assessment of strengths
and areas of improvement within each sub criterion into
www.kvikselv.dk.
tHe kvik model
self-assessment of
results
0
P
O
IN
T
5 POINT
1
P
O
IN
T
2 POINT
3
P
O
IN
T
4
P
O
IN
T
45

score description
0 No results are measured
and/or no information is available.
1 Results are measured and show negative trends
and/or results do not meet relevant targets.
2 Results show fat trends
and/or some relevant targets are met.
3 Results show improving trends
and/or most of the relevant targets are met.
4 Results show substantial progress
and/or all the relevant targets are met.
5 Excellent and sustained results are achieved.
All the relevant targets are met.
Positive comparisons with relevant organisations
for all the key performance results are made.
scoring
When strengths and areas of improvement have been
described, the results panel is used for allocating
points.
Points are awarded from 0 to 5. The points indicate
how far the organisation has progressed with regard to
measuring results, drawing up goals for results, learn-
ing from its own practice, and comparing its results
with others.
Each participant marks his or her score on
www.kvikselv.dk. It is also possible to select I dont
know enough to score this sub criterion.
results panel
criterion 6 46
The criterion customer/citizen results
involves selfassessment of the organisa
tions ability to create:
customer/citizen
results
In criterion 6 we focus on whether the organisation is achieving the desired results
in relation to its customers/citizens. Customers/citizens are the people (e.g. clients,
pupils, patients), companies, other organisations or clubs and societies that
receive services directly from the organisation.
Self-assessment focuses on two kinds of results: results where customers/citizens
are asked directly (e.g. via questionnaires or focus group interviews) (sub criterion
6.) and other results which show customer/citizen satisfaction indirectly (sub
criterion 6.2). Sub criteron 6. can only be answered if the organisation has
carried out actual measurements of customer/citizen satisfaction.
When measuring customer/citizen satisfaction it is important to investigate
general satisfaction with the organisation as a whole, including the extent to
which the organisation involves customers/citizens, accessibility, and satisfaction
with the individual services provided.
Another way of assessing satisfaction is by assessing other results, such as the
number of complaints. In this case, too, it makes sense to fnd other ways in
which the perceived quality of each service is expressed, e.g in the form of waiting
times for treatment or the willingness of customers to get involved in developing
the organisations services.
CRITERION 6
6.1
results of customer/citizen satisfaction
measurements
6.2
indicators of customer/citizen citizen
satisfaction
6.1
criterion 6 6.1 47
examples of specifc questions for measuring
customer/citizen satisfaction
Are customers/citizens satisfed with the organisation as a whole?
Are customers/citizens satisfed with the quality of what the organisation provides?
Does what the organisation provides match the levels determined by performance
contracts, service declarations* (citizen charters), and the decisions of customer/citizen
panels and annual plans?
Do customers/citizens feel that what the organisation provides is relevant and that it
enhances the quality of life of the individual?
Are waiting times for services and responses satisfactory?
Are users satisfed with the opening hours?
With self-service options (e.g. via the Internet)?
Is it easy to get through to the organisation?
Do users feel that employees are welcoming?
How do customers/citizens perceive the everyday personal dialogue?
Are employees able to tackle diffcult situations in relation to customers/citizens?
Do customers/citizens feel that the organisation and its employees abide by agreements
made?
Do customers/citizens feel that the organisation is responsive to their suggestions for
improvements?
Are customers/citizens satisfed with the way they are involved in the development of
the services via focus group interviews, communication via a website and customer
satisfaction measurements?
How satisfed are customers/citizens
with:
a the organisation as a whole
b the products and services of
the organisation
c contacts between
the organisation and users
results of customer/citizen satisfaction
measurements
if you havent carried out specifc
measurements proceed to 6.2
to be continued
6.1
criterion 6 6.1 48
examples of specifc questions for measuring
Do citizens feel that they are kept informed about what the organisation does?
Are users satisfed with the information on what the organisation provides?
Are users satisfed with the information on case processing at the organisation?
Are measurements of case processing time published?
Do customers/citizens understand the organisations decisions?
Do customers/citizens feel they receive guidance on complaints procedures?
Do customers/citizens feel that the organisation is knowledgeable about the latest
developments in its feld?
Do users feel the organisation renews itself and continually makes changes?
Do customers/citizens feel that the organisation derives inspiration and knowledge
from its surroundings, e.g. via further training, networks or visits to other
organisations?
How satisfed are customers/
citizens with: examples:
d information and guidance given
by the organisation
e the ability of the organisation
to renew and change
continued from page 45
results of customer/citizen satisfaction measurements
6.2
criterion 6 6.2 49
examples
of results:
The number of complaints
The seriousness of complaints
The number of errors and compensation claims
From the ombudsman or the courts
Waiting lists
Time taken to respond to inquiries
Case processing time
The number of panel meetings
The number of customer meetings (such as the number of parent meetings)
The number of suggestions received and collated.
The percentage of responses and the number of responses to
customers/citizen satisfaction measurements
The number of focus group interviews
Adherence to service declarations in the organisations feld
The numbers of applications under freedom of information legislation
Website hits
External evaluations of the organisation website
(e.g. The best on the Internet)
Which results does the
organisation achieve as regards:
a complaints and handling
b reprimands from higher
authorities
c Waiting time
d customers/citizens involved in
decision-making processes and
in developing the provisions and
procedures of the organisation
e adherence to published service
standards
f access to information
indicators of customer/citizen
citizen satisfaction
criterion 7 50
The criterion employee results
contains selfassessment of the
organisations ability to create:
In criterion 7 you assess whether employees perceive the organisation as an
attractive workplace and whether they are motivated in their everyday work to
do their best.
We distinguish between two kinds of employee results: results where the
employees are asked directly (via questionnaires, for example) and other results
which show employees satisfaction and motivation. Sub criterion 7. can only
be answered if the organisation has carried out actual measurements of em-
ployee satisfaction.
The results of employee satisfaction measurements, management assessments
and working environment measurements are direct measures of whether
employees are happy with what goes on in the enabler criteria to 5. The
questions to employees are often drawn up based on the organisations human
resources policy and important events in the course of the year (such as em-
ployee development interviews, employees seminars and strategy work). Besides
questionnaires, other methods such as focus group interviews can also be used.
The organisation can also measure employee results without asking the
employees. Such results typically include measurements of the behaviour
employees display in practice (e.g. sick leave, attendance at internal meetings,
staff turnover, etc.)
people results
CRITERION 7
7.1
results of employee satisfaction
and motivation measurements
7.2
other indicators of employee
satisfaction and motivation
7.1
criterion 7 7.1 5
results of employee satisfaction
and motivation measurements
examples of specifc questions
for measuring employee satisfaction:
How satisfed are employees with working at the organisation?
Do employees feel that the workplace achieves its objectives?
Do employees feel they contribute to achieving the goals of the organisation?
Do employees feel responsible for their own development and learning?
Are employees active in creating a pleasant working environment?
Are employees satisfed with involvement in developing mission, vision and goals?
Are employees satisfed with involvement in drawing up goals for their own performance?
Are leaders good at setting goals for the work the employees do?
Are leaders good at providing feedback?
Are leaders good at prioritizing when resources are short?
Do employees feel that leaders are capable of creating a sense of direction and shared identity?
Do leaders draw attention to team and individual efforts?
Do leaders create room for dialogue?
Is the physical framework aligned with the need to prevent occupational injuries?
Do employees feel that tension and stress are managed sensibly?
Do employees feel that consideration is paid to family life and personal matters?
Do leaders honour the various developmental needs of employees in the light of task
performance?
How satisfed are employees with employee development interviews?
Do employees feel that management is continually aware of the need to develop individual
employees through task performance?
Do employees fee there is a connection between the development plans and career
aspirations of the individual employee and the strategic goals of the workplace?
Are the goals in each employees development plan followed up?
How satisfed are
employees with:
a the workplace in general
b motivation and involvement
c leadership at the organisation
d Working conditions
e competency development
if you havent carried
out employee satisfaction
measurements proceed to 7.2
7.2
criterion 7 7.2 52
other indicators of
employee satisfaction and motivation
examples
of results:
Measurement of sick leave.
Measurement of chronic sickness.
Measurement of staff turnover.
The number of cases that meet agreed quality levels.
The average productivity* trend.
The number of suggestions for improvements made by employees.
Measurements of internal attendance at meetings, discussion forums,
meetings with leaders, and meetings of the entire workforce.
Percentage of attendance in relation to participation in development
activities.
The use of funds for rewarding special effort
The number of development projects with an employee competency
development component.
Measurement of resources spent per employee on competency
development.
Assessment of improvements to employee competency profles.
The results of workplace evaluations.
Feedback when project work and trial schemes are assessed.
Percentage of responses to staff satisfaction measurements and leader
assessments.
Analysis of the causes of staff turnover, e.g. by carrying out exit interviews
The number of employees who take part in secondment or job swap
schemes.
The number of employees who rise up the career ladder when they leave
the workplace.
organisation achieve in relation to:

a general satisfaction
b motivation and involvement
c competency development
d the results of surveys and/
or assessments
e mobility, including job rotation,
secondments, etc
criterion 8 54
The society results criterion
involves selfassessment of:
society results
CRITERION 8
In criterion 8 you focus on the impacts of the organisation on the community
beyond its primary mission and core services. Self-assessment of the organisa-
tions results as regards its services is carried out under criterion 6: customer/
citizen results and criterion 9: Key performance results.
Central to criterion 8 is an assessment of the results that may be ascribed to the
organisations responsible behaviour in the community, e.g. by communicating
its knowledge to others than its customers, by getting involved in the com-
munity, by showing willingness to change, by avoiding acute and chronic
occupational injuries, or by supporting people with special needs, e.g. via
integration and job training* schemes.
Another perspective of criterion 8 is self-assessment of results involving the
organisations environmental efforts (e.g. results regarding waste reduction,
reduced electricity and water consumption, and noise nuisances).
Finally, the presence of the organisation in the community may play an
important part in the economy locally if the organisation is a major employer.
8.1
results of societal measurements
perceived by stakeholders
8.2
indicators of societal performance
established by the organisation
8.1
criterion 8 8.1 55
examples
of results:
Press coverage.
Citizen/stakeholder awareness of the organisation and their
assessment of the general reputation of the organisation.
Citizen/stakeholder assessment of whether the organisation
makes a positive contribution to the development of the
community via its actions as an employer.
Citizen/stakeholder assessment of the environmental
behaviour of the organisation.
The assessment of the media and other external stakeholders
as to whether the actions of the organisation, including its
ethical behaviour, show that it is responsive to society
Assessment by external stakeholders of whether the actions
of the organisation as an employer and in other contexts
display social awareness.
Which society results is the
organisation achieving as regards:
a the general reputation of the
organisation
b the general contribution of the
organisation to society and the
local community
c impact on the environment
d the reputation of the organisation
as regards the openness and
transparency of its administration
e social awareness
results of societal measurements
perceived by stakeholders

8.2
criterion 8 8.2 56
examples
of results:
Acknowledgments by organisations working in the same feld.
Acknowledgments by stakeholder organisations
Long term effects of the activities of the organisation (e.g. benefcial contributions to
regional development and the level of education). Financial support (e.g. via collections)
for local activities.
Sponsorship (local sports events, international development aid, disaster relief).
The number of employees the organisation supports in their involvement in the community
(e.g. through reduced working hours to enable employees to undertake voluntary work,
political activities, etc.)
The number of citizens who display an interest in elections to user panels.
Attendance at open house events.
The number of trainees at the organisation.
The number of employees in job training schemes.
The number of papers/presentations at seminars/workshops/conferences in which
the experience and knowledge of the organisation is conveyed.
Measurement of waste volume.
Measurement of paper and packaging used.
Examples of energy saving measures.
The results of these measures. Measurement of noise levels inside and outside the organisation.
Following up occupational health and safety policies.
The number of cases of repetitive strain and occupational injuries.
Examples of following up the fndings of workplace assessments.
The number of employees in ordinary jobs with special needs
The number of employees in job training schemes, e.g. people from ethnic minorities.
The number of employees in sheltered jobs.
organisation achieve in relation to:
a the general reputation of
the organisation
b the involvement of the organisa-
tion in the community and its
economic impact on society and
the local community
c support for citizen and employee
involvement in the community
d communication of knowledge
for the beneft of others
e environmental impact
f efforts made to avoid repetitive
strain and occupational injuries
g the ability of the organisation to
support people with special needs
indicators of societal performance
established by the organisation
criterion 9 58
key performance
results
The Key Performance Results
criterion involves selfassessment
of the organisations:
Criterion 9 focuses on the organisations abilities to achieve key performance
results in comparison to the organisations strategies and targets (i.e. key
performance results).
The criterion contains two perspectives on the organisations results: self-
assessment of the ability to achieve external results (e.g. in relation to quality
and productivity), and self-assessment of the ability to achieve internal results
(e.g. in relation to fnances and processes).
The targets for external results are often agreed with the political leadership
(customer panels, local authority committees, or government authorities) and
included in a performance contract, charter, or the like. During the self-assess-
ment process it is important to examine whether there is a close link between
the organisations mission and vision (criterion ), the strategies and goals drawn
up on the basis thereof (criterion 2), the key processes required to achieve the
goals (criterion 5), and fnally, the key performance results, which are reviewed
in criterion 9.
In the second half of the criterion you will assess the results the organisation
achieves internally in relation to fnancial management, processes, partnerships
and technology (criterion 5).
CRITERION 9
9.1
external results
9.2
internal results
9.1
criterion 9 9.1 59
Ways in which these can be measured in practice:
The number and extent of services compared to agreements performance
contracts, charters, or similar documents
The number of children/pupils/residents compared to established targets.
The ability to maintain own or external quality standards (e.g. as stipulated
in service declarations, citizen charters or performance contracts).
Adherence to legislation and public administration practice.
Applications to use the organisations services.
Traffc on the organisation website.
The number of errors that have led to better practice.
The number and scope of new products and services.
Time spent performing tasks (e.g. processing time).
Waiting times (waiting lists and response times).
Capacity usage (e.g. the number of customers compared to capacity).
The use of self service (e.g. e-government).
The results of external evaluations of the organisations professional
activities.
The results of internal quality measurements (e.g. random testing of
processing, or evaluation by colleagues).
Prizes and accolades (from interest groups, for example) Public reference to
the organisations methods and results
Results from comparisons with other organisations within sub criterion 9..
Comparisons of customer satisfaction and employees satisfaction (criterion
6 and 7) with other organisations.
Sector comparisons.
examples of external results:
a the ability of the organisation to
achieve agreed production goals
b quality and innovation in
products and services
c effectiveness
d the results of inspections
and audits*
e best practice awards achieved
f results from comparisons with
other organisations
external results
9.2
criterion 9 9.2 60
Ways in which these can be measured in practice:
The extent to which budgets are met or there are deviations in grants and spending
with respect to centralized and decentralized units.
The use of grants when this is a defned political goal in itself (e.g. pools for special
purposes).
Meeting targets for alternative funding (e.g. support from foundations or public
pools).
Spending on key items compared to the number of employees (e.g. training, IT).
Loan repayments.
The extent of audits/checks externally and internally of the organisations
fnancial activities.
Critical comments and areas approved in connection with fnancial audits.
Savings achieved via agreements with partners, partnerships, suppliers or
purchasing pools.
Freedom of choice options via partnerships.
New categories of products or services achieved through partnerships.
Savings resulting from putting tasks out to tender.
Savings achieved through improvements (e.g. planning working time or renewing
procedures).
Savings achieved through the use of technologies (e.g. digital solutions*).
Adhering to milestones and goals for internal improvements and renewal.
Resources spent on internal improvements.
Development of employee competency profles.
The presence of strategically important competencies (e.g. by attracting certain
groups of employees).
Development of documented knowledge at the organisation (e.g. via knowledge
balance sheets).
examples of internal results:

a meeting budgets and
fnancial targets
b the result and extent of fnancial
audits and inspections (internal
and external)
c results from partnerships
d implementation of improvements
and innovations
e competencies and knowledge
internal results
glossary 62
action plan
A document which is a plan of tasks, allocation of re-
sponsibility, goals for the implementation of the project
(e.g. deadlines) and resource consumption (hours,
money).
audits
A method for assessing the performance and results of
the organisation. Audits can be carried out as inter-
nal audits (by management, employees or superior
authorities) or external audits carried out by external,
independent parties (e.g. accountants, lawyers, or other
experts).
balanced scorecard
Balanced Scorecard is a technique to assess, by the use
of indicators, an organisation from several strategic
points of view. The model stresses the importance of
establishing a balance between its so-called four dimen-
sions: short- and long-term goals, stability and change,
as well as internal processes and relations to external
stakeholders.
It consists of three elements:
A strategy map which illustrates and combines the
strategies of the organisation and defnes the
strategic core areas
Strategic indicators that illustrates the progress made
regarding these core areas
Strategic enablers that are prioritised in order
to reach the desired results
glossary
benchmark, bench-learn
Benchmarking means comparing comparable processes
or procedures, e.g. across organisations that provide
the same services (courts of law, prisons, inland revenue
offces) or across organisations that carry out the same
processes (e.g. telephone call centres, recruitment or
salary administration). The beneft is that you can learn
from practices at other organisations and use this learn-
ing to improve your own practices (bench-learning).
coaching
A method that helps people to learn and to fnd their
own answers instead of being told what to do. Coach-
ing is not teaching, instruction or counselling.
competency development
The development of the knowledge, competencies,
attitudes and behaviour of individual employees, teams,
or entire workplaces. Competency development is
much more than courses, professional updating or gen-
eral education. Competency development very much
involves challenges in the work situation and whether
the ability to act is extended via training by colleagues,
job-swapping, or coaching. Relevant tools include the
competencies barometer and competencies game
(see www.sckk.dk/tools).
glossary 63
competency profle
A document profling individual employees competen-
cies and perhaps their grades. A competency profle
usually lists technical/professional competencies,
personal/social competencies, and general competen-
cies (mastery of the native language, IT, other language
skills). The competency profle must be kept up-to-date,
via employee development interviews for example, and
may be stored in a number of IT based systems such as
VEPS. See www.sckk.dk.
competency strategy
This translates the overall strategy in relation to efforts
to develop competencies in the workplace. Competency
strategies indicate the vital competencies to be devel-
oped in order for the organisation to achieve its goals
now ands in the future; it also establishes the methods
to be used for competency development in practice
(e.g. coaching, learning from the person next to you,
and further training). Read more about competency
strategies at www.sckk.dk.
consensus report
A report describing the results of a self-assessment; i.e.
the groups overall assessment of strengths and areas
for improvement, and the scores.
quality standards
Quality standards are norms for what the organisation
agrees to designate as the quality given tasks must
be performed to. The standard may be documented
by way of descriptions of procedures or guidelines. In
practice, for example, quality standards may stipulate
the norms for response times, whether spelling or typo-
graphical errors are acceptable in outgoing post/mails,
which parties must be consulted, and responses to
consultation.
consultative committees
The Danish labour market has a highly-developed
system of employee consultative committees, whose
infuence ranges from consultation to genuine co-man-
agement.
core processes
Processes that produce a product or service directly
aimed at the users of the organisation.
culture of innovation
A culture with room for creativity and new ideas, in
which good ideas are recognized and rewarded, and
where there is a certain willingness to take risks.
customer satisfaction measurement
Measurement of customer satisfaction with the services
provided and delivered by the organisation: e.g. by
questionnaires or focus group interviews.
customers/citizens
People, companies, and public bodies which receive
a service delivered by the organisation. The users of
the public organisation are often called other names
that match the feld of the organisation: e.g. residents,
pupils, patients, clients, or inmates.
de bonos thinking Hats
de Bonos thinking hats comprise six hats each repre-
senting a way of thinking. The thinking hats may be
used when you are working on ideas development in
order to assess ideas from different angles and to create
an overview.
demographic
Description of the size and make-up of a population
by e.g. gender, age, marital status or geographical
distribution. Public organisations are particularly subject
to marked changes in the demographic make-up: e.g.
more elderly or fewer school-age children, which it is
important to keep abreast of.
e-goverment
Processes which involve customers using the Internet
for self-service (either in whole or in part) or electronic
systems for internal processes (processing itself, fling,
wages and salaries).
glossary 64
effectiveness
The ability of the organisation to meet agreed goals
for average processing time, average waiting time, or
average costs incurred in the production of a particular
service.
employee development interviews
Interviews between the employee and his supervisor
about the year gone by, expectations as regards the
coming year, and mutual feedback. The employee
development interview may include an update of the
employees competency profle. It concludes with the
drawing up of a mutual agreement on goals, results and
competency development for the year to come.
evaluation
Collecting knowledge and experience with a view to
discussing and assessing whether a task is performed
optimally with the methods and resources employed
compared to its desired goal.
excellence model
A model that assess outstanding practice in managing
an organisation and achieving results which are based
on a set of Fundamental Concepts from Total Quality
Management as formulated by EFQM. These include:
results orientation, customer focus, leadership and con-
stancy of purpose management by processes and facts,
involvement of people, continuous improvement, and
innovation, mutually benefcial partnerships, corporate
social responsibility
faq
Lists of frequently asked questions. These may be used
for answering typical questions in relation to case
processing, for example, as a substitute for or sup-
plement to guidelines, case processing paradigms or
procedures.
feedback
Agreed framework for responses between management
and employees, and between employees , where tasks,
working relations with others, and leadership behaviour
are discussed.
focus group interviews
A focus group interview is like an ordinary conversation
between a series of people, but only one of them asks the
questions. The method encourages participants to inspire
and augment one another during the conversation. A fo-
cus group usually consists of four or fve people, of whom
one acts as the interviewer. Keeping the other members of
the group under control can be diffcult, so it may help to
draw up an interview guide.
idea workshops
An idea workshop may consist of working on the develop-
ment of ideas within a physical setting that enables other
opportunities for intercourse and creative inspiration (e.g.
you can hang things on the wall or draw on the walls). In
an idea workshop you can use creative methods such as
painting or collage to elicit inspiration from the partici-
pants.
indicators
Indicators are indirect measurements of results, and indica-
tors tell us about trends and directions without providing a
complete picture. Sick leave, foe example, may be a good
indicator of e satisfaction; but it only tells us about a trend
and not the entire truth about how satisfed 3 are with
their workplace.
innovation
Innovation means translating good ideas into new serv-
ices, processes, tools, systems and human interaction. An
organisation is innovative when a task is performed in
a way new to the workplace, or when the organisation
offers customers a new service such as self-service via the
Internet.
key processes
Processes defned by the organisation as essential in order
to unroll its strategies. User-oriented processes are typically
key processes. Key processes may change over time as the
strategic challenges facing the organisation change. See:
processes.
key performance results
The most important results in relation to the strategies and
goals of the organisation.
glossary 65
knowledge sharing
Sharing of knowledge as part of a dialogue between
manager and employee or between employees. Know-
ledge sharing can be increased by systematic job swap-
ping, forming networks, coaching, and new physical
settings or via the workplace intranet.
lean
Lean is a concept developed by Toyota. Briefy it ensures
that everything you do at work adds value to users by
minimizing organisational waste of resources and by
ensuring a deliberate, optimum procedural fow. Lean
is usually implemented with a considerable degree of
employee involvement and the use of their ideas for
improvements.
learning environment
An environment within a working community where
learning takes place in the form of knowledge sharing,
the exchange of experience, and dialogue on best
practice.
mission
The ultimate reason to exist for an organisation, and
the answer to the question, Why are we here?
organisational structure
The way a workplace is structures, i.e. the division of
work areas or functions, formal chains of communica-
tion between management and employees, and the
way tasks and responsibilities are divided throughout
the organisation.
partnership
Close cooperation between the public organisation and
other companies or public organisations in order to
achieve common goals. Partnerships differ from other
forms of collaboration (e.g. relations with suppliers or
mandatory collaboration between medical examiners
and the police) because they involve long-term, mutu-
ally binding relations in which both parties support
each other in attaining the common goal (e.g. strategic
cooperation between educational establishments within
the same geographical area).
pdca circle
also known as the quality wheel or quality circle: a
classic tool for systematically working on improvements.
The PDCA circle involves incorporating routines for
planning, implementing, measuring and assessing tasks.
When the PDCA circle is properly applied, new meas-
ures always build on the most recent experience and are
thus assured of a better starting point, which may lead
to better results. See the illustration of the PDCA circle
in section .
performance contract
A written agreement between a superior and a lower-
ranking authority, e.g. a department and a directorate,
or a local council and the local authority, on the goals
and results the lower authority is to achieve within a
given period. The contract usually contains fnancial
and effectiveness targets as well as targets for planned
development activities, customer satisfaction, etc.
pilot project
A modest project started before a larger project in order
to gain experience which will improve the design of the
latter. Pilot projects are a good way of working with in-
novative steps by way of organisational changes, testing
methods such as lean or project work, and introducing
new procedures.
procedure
A series of linked tasks leading to the delivery of a serv-
ice by the organisation. E.g. various tasks in connection
with processing a case, various tasks in connection with
provision of home help, or various tasks in connection
with the payment of salaries and wages.
process owners
People appointed by leaders and given responsibility
for a process. Ownership typically involves measuring
results and starting improvement activities based on
results and user satisfaction; coordinating and syn-
chronising processes with other process owners within
the organisation, and continually following up to see
that service goals agreed on are being honoured (case
processing time, waiting time and wasted time, for
example).
glossary 66
processes
A series of linked tasks leading to the delivery of a
service by the organisation. In everyday terms a process
is a procedure which typically consists of a series of dif-
ferent tasks which (may) be solved across a number of
different functions.
It is often a good idea to distinguish between different
types of processes within a public organisation:
User-oriented processes (also known as core processes)
critical to the development and delivery of products
and services (such as case processing, care provision,
or teaching)
Management processes
(such as strategy development)
Support processes (such as HR administration,
competency development, fnancial management IT
development and knowledge sharing).
productivity
The relation between results and resource consumption:
e.g. the average processing time for certain kinds of
cases, the costs per pupil/resident/patient, or number of
checks performed per employee.
project practice
A concept collating the different methods a workplace
uses for working on projects such as creative meth-
ods for generating ideas, project descriptions, project
management methods, user trials, plans for implement-
ing new processes in the organisation, and routines for
leaders to monitor status and progress.
project work
A project is a task to be performed across the usual
professions and division of labour in a workplace, and
which may be a task involving development and innova-
tion. Examples of tasks which may be done by project
groups include process improvements, the introduc-
tion of new technology, and the implementation of
employee satisfaction measurements and management
assessments.
quality control
Systematic control of the organisations ability to create
professional quality in the services it offers and delivers.
What is systematic about it is that the results emerge
from a planned, deliberate effort. Some organisations
choose a system for quality control based on a quality
manual or process manuals. Quality control systems
usually contain a collection of guidelines for imple-
menting quality control in practice, and how quality is
measured and improved.
quality development
Quality development means working on developing
and improving quality. In practice we often talk about
systematic, goal-oriented, and strategic quality develop-
ment:
Quality development is systematic when work is done
regularly and according to regular quality
development routines
Quality development is goal-oriented when work is
done on developing and improving quality compared
to established goals
Quality development is strategic when there is a direct
link between the organisations strategy and its quality
development efforts.
self-managing team
A group of employees who perform a series of tasks
independently within agreed limits and objectives. The
framework for their work might be a performance
contract with appurtenant result pay*.
service declarations
Published standards outlining the services citizens may
expect within an area: e.g. waiting times for childmind-
ing places, waiting times for counselling, or deadlines
for welfare beneft payments.
stakeholder analysis
An analysis of the interests of different stakeholders
in the organisation, their desires/goals, and the ways
they promote their desires/goals in practice, and the
opportunities the organisation has for infuencing and
entering into dialogue with the stakeholders.
glossary 67
stakeholders
A generic term for people or groups with a stake in the
organisation or its processes. stakeholders may be cus-
tomers/citizens, politicians, interest groups, other public
organisations, and the media.
standard services
These are services provided or delivered in the organi-
sations area of work, such as out-patient treatment,
home help, counselling, processing, teaching, or the
execution of mandatory checks and controls.
storytelling
Methods using images from everyday life to tell stories
which may help to infuence the culture of the work-
place.
strategy
A written document resulting fro a process in which
the organisation describes the challenges it will face in
the next few years and how these challenges are to be
translated into tasks of strategic importance. In strategy
work an active choice must be made as to what the
organisation regards as its key objectives and tasks in
the next few years, and how the organisation will bal-
ance the needs and expectations of its stakeholders. A
strategy usually covers from one to three years.
success criteria
Descriptions of what it takes for the organisation to
enjoy success: e.g. in the form of goals achieved.
supervision
Supervision is an interview organized and run in a
particular way during which you are helped to become
wiser and better at your job. It often has professional
development as its goal, and the limits to and purpose
of supervision are defned by contract. The conversation
is supportive and pro-active and examines professional
and personal resources alike. Supervision is always sub-
ject to a time limit, and requires a supervisor.
sWot analysis (analysis of the Strengths, Weakness,
Opportunities and Threats)
An analysis of strengths and weaknesses viewed from
within the organisation , and opportunities and threats
seen from an external perspective. It can be done as
part of strategy work or when the need arises for
analysing various options in connection with a specifc
challenge.
team discussion
Team discussion in which the participants think aloud
about a professional issue, a working relationship or a
limited complex of problems. The method is good at
giving the workplace a mutual picture of a professional
complex of problems based on different viewpoints. The
method requires an observer to maintain focus.
value cards
A series of cards expressing different values which can
help to inspire an organisation when it is drawing up its
own values.
value game
A tool in the form of a board game to be used for gen-
erating dialogue about workplace values.
values
A mutual understanding of what the employees of the
organisation expect of one anothers behaviour and
attitudes internally and in relation to the outside world
and stakeholders.
vision
This describes the way the organisation wants to ap-
pear and be perceived in future. The vision includes the
answer to the question Where do we want to go?
sckk
Centre for Development
of Human Resources
and Quality Management

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