OAKLAND UNIFIED SCHOOL DISTRICT’S

CENTRAL OFFICE PERFORMANCE

MANAGEMENT SYSTEM

Callie Hudak
TBR VI Capstone Presentation
BACKGROUND
 OUSD was a pioneer of central office
performance management beginning in 2005-06
 By 2008-09, several central office departments
had fully embraced the OUSD performance
management system
 However, several departments had only partially
adopted it and several had not yet started
 In 2008-09, OUSD was nearing return to local
control
 There was concern that central office
performance management was not
institutionalized or regime resistant
OUSD CENTRAL OFFICE PERFORMANCE
MANAGEMENT
 Enormous emphasis on central office customer
service culture, with students and families as the
ultimate customer
 Aligned with school performance management
system
 Theory of action: if the central office consistently
delivers high quality services, resulting in high
customer satisfaction, then school staff will be
able to focus their time and energy on activities
that directly impact and improve student
achievement
CENTRAL OFFICE SCORECARD ELEMENTS
 Service Standards (Key Performance Indicators)
 Customer Service Perception (RATER)
 Reliability
 Assurance
 Tangibles
 Empathy
 Responsiveness
 Budget
 People
EXPANSION OF CENTRAL OFFICE PM -
SCORECARDS
 Development of scorecard for those departments
without one
 Ensure service standards are important to key
stakeholders/customers
 Increase number and robustness of service
standard for those departments with existing
scorecards
 Revised scorecards to include annual and
ultimate targets
 This enabled comparison and tiering of departments
and their progress in service standards
DATA
 Creation of point-of-service feedback mechanisms
allowed for timely, actionable data
 Developed a tiering calculation for the entire
scorecard
 This enabled department tiering in alignment with
school tiering
 Data governance was a struggle across the
district
INSTITUTIONALIZATION OF PM
 Creation of a document that summarized the
OUSD central office performance management
system, including the history and theory
 Goal was to help get current employees on the same
page and provide a resource for all future employees
 Also a guide for other school districts looking to learn
from OUSD’s experiences
LESSONS LEARNED
 Key performance indicators should not be solely
focused on customers’ priorities
 Most departments have certain essential activities
that enable the organization to run, but are not
visible or important to customers
 Appropriate pace and scope are crucial
 Support and engagement of senior leadership are
key
 Data governance should be an early and
significant priority