AKMY 6e ch02 - SM
AKMY 6e ch02 - SM
AKMY 6e ch02 - SM
Chapter 2
The Balanced
Scorecard and
Strategy Map
QUESTIONS
2-3 The four measurement perspectives in the Balanced Scorecard are (1)
financial, (2) customer, (3) process, and (4) learning and growth.
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2-5 The two essential components of a good strategy are (1) a clear statement of
the company's advantage in the competitive marketplace—what it does or
plans to do differently, better, or uniquely compared to competitors; and (2)
the scope for the strategy—where the company intends to compete most
aggressively, such as targeted customer segments, technologies employed,
geographic locations served ,or product line breadth.
2-7 A strategy map identifies linkages among essential elements for the
organization’s strategy. That is, a strategy map provides a comprehensive
visual representation of the linkages among objectives in the four perspectives
of the Balanced Scorecard. For example, employees’ process improvement
skills (learning and growth perspective) drive process quality and process
cycle time (process perspective), which in turn leads to on-time delivery and
customer loyalty (customer perspective), ultimately leading to a higher return
on investment (financial perspective). This example shows how an entire
chain of cause-and-effect relationships can be described to interconnect
objectives (and their measures) in each of the four perspectives.
2-8 Once the company’s vision, mission, and strategy have been established, the
senior management team selects performance measurements to provide the
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needed specificity that makes vision, mission, and strategy statements
actionable for all employees. Companies generally start their Balanced
Scorecard project by building a strategy map that contains the word
statements of their strategic objectives in the four perspectives and the
linkages among them. The process of building a Balanced Scorecard should
start with word statements, called objectives that describe what the company
is attempting to accomplish. Objectives concisely express actions and may
express the means and the desired results. An example of an objective for the
financial perspective might be to increase revenues through expanded sales to
existing customers. Measures describe how success in achieving an objective
will be determined. A measure should be specific in order to provide clear
focus for the objective. An example of a measure for the objective above
might be to measure the percent increase in sales to existing customers each
month. Targets establish the level of performance or rate of improvement
required for a given measure. For example, a target could be a two percent
increase in sales each month to existing customers.
2-11 Productivity improvements can be achieved in two ways: (1) reducing costs
by lowering direct and indirect expenses, and (2) utilizing financial and
physical assets more efficiently to reduce the working and fixed capital
needed to support a given level of business.
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2-13 A value proposition defines the company’s strategy by specifying the unique
mix of product performance, price, quality, availability, ease of purchase,
service, relationship, and image that an organization offers its targeted group
of customers in order to meet customers’ needs better or differently from its
competitors. The low-total-cost value proposition is used by companies such
as Target (http://www.target.com), Southwest Airlines, Dell Computers, and
Wal-Mart. The objectives of this value proposition emphasize attractive
prices (relative to competitors), excellent and consistent quality for the
product attributes offered, good selection, short lead times, and ease of
purchase. McDonald’s, for example, is inexpensive, serves food of consistent
taste and quality, and serves customers quickly.
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2-17 An organization will want to include measures that monitor customers’
perspectives on processes, even if workers often have little control over the
measure. To illustrate, airlines will likely track on-time arrivals and
departures at each airport because these measures are important to customers.
In this example, the process perspective should contain objectives that are
controllable by employees, but perhaps not completely, since an individual
employee or department may control only one component of a process.
Employees can influence on-time departure but weather conditions might
disrupt an otherwise orderly process. To achieve desired ground turnaround
time, multiple processes must operate efficiently: cleaning, refueling, and
servicing the plane, loading drinks and food, handling luggage, and boarding
passengers. If delays occur in any of these processes, the plane’s departure
may be delayed. Thus, the Balanced Scorecard may include a common metric
for several different employee groups, none of which can completely
determine performance on the metric. Moreover, performance improvement
may involve teamwork across processes.
2-18 The four categories of processes that are useful in developing the process
perspective measures are (1) Operations management processes, (2)
Customer management processes, (3) Innovation processes, and (4)
Regulatory and social processes.
2-19 Operations management processes are the basic, day-to-day processes that
produce products and services and deliver them to customers. Some typical
objectives for operations management processes are (1) achieve superior
supplier capability, (2) improve the cost, quality and cycle times of operating
processes, (3) improve asset utilization and (4) deliver goods and services
responsively to customers.
2-21 Innovation processes develop new products, processes, and services, often
enabling the company to penetrate new markets and customers segments.
Also, successful innovation drives customer acquisition, loyalty, and growth,
which lead to enhanced operating margins.
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2-22 Managing innovation involves two important subprocesses. They are (1)
Developing innovative products and services, and (2) Achieving excellence in
research and development processes.
2-25 Typically, the financial benefits from improving processes occur within
different time frames. Cost savings from improvements in operational
processes deliver quick benefits (within 6 to 12 months) to productivity
objectives in the financial perspective. Revenue growth from enhancing
customer relationships accrues in the intermediate term (12 to 24 months).
Innovation processes generally take longer to produce customer and revenue
and margin improvements (24 to 48 months). The benefits from regulatory
and social processes also typically take longer to capture as companies avoid
litigation and shutdowns and enhance their image as employers and suppliers
of choice in all communities in which they operate.
2-26 The three components of the learning and growth perspective are human
resources, information technology, and organizational culture and alignment.
2-27 The following are desirable characteristics for a Balanced Scorecard measure:
Meaningful: It is a valid indicator of the underlying strategic objective.
Available: The measure already exists in our data base or can be
obtained without excessive cost.
Understandable: People can quickly interpret levels and changes in the
measure.
Actionable: The measure can be influenced by the actions and
initiatives the organization undertakes.
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Simple: You can explain the measure in one or two sentences.
Timely: You can obtain the measure at an appropriate frequency and
without excessive delay.
2-28 Because financial success is not their primary objective, nonprofit and
government organizations (NPGOs) cannot use the standard architecture of
the Balanced Scorecard strategy map where financial objectives are the
ultimate, high-level outcomes to be achieved. NPGOs generally place an
objective related to their social impact and mission, such as reducing poverty,
school dropout rates, incidence or consequences from particular diseases, or
eliminating discrimination, at the top of their scorecard and strategy map. A
nonprofit or public sector agency’s mission represents the accountability
between it and society, as well as the rationale for its existence and ongoing
support.
2-29 Building and embedding a new measurement and management system into an
organization is complicated and susceptible to at least the following four
common pitfalls described in the chapter: (1) Senior management is not
committed; (2) Scorecard responsibilities don’t filter down; (3) The solution
is over-designed, or the scorecard is treated as a one-time event; and (4) The
Balanced Scorecard is treated as a systems or consulting project. An
additional pitfall is for one senior manager to try to build the scorecard alone.
EXERCISES
2-30 Wal-Mart is a company that uses the low-total-cost value proposition. The
objectives of this value proposition emphasize attractive prices (relative to
competitors), excellent and consistent quality for the product attributes
offered, good selection, short lead times and ease of purchase. Possible
measures for Wal-Mart include the following:
(1) Financial: Return on investment, profit, change in yearly profit, cost of
purchasing items, inventory turnover.
(2) Customer: Market share, customer satisfaction in targeted segments such
as price-sensitive customers, customer satisfaction and/or market share
for Wal-Mart branded products, stockout rates, price indexes compared
to competitors, return rates due to defective products.
(3) Process: Cost of purchasing as a percentage of total purchase price, lead
time for suppliers to replenish customer purchases, distribution cost per
unit, supplier defect rates, percent suppliers that operate automatically for
continuous replenishment, checkout speed.
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information on Nordstrom.) Possible measures for Nordstrom include the
following:
(1) Financial: Return on investment, change in yearly profit per store, profit
margins on merchandise, inventory turnover.
(2) Customer: Market share in target segments, percent of customers who
return for more purchases, percent of customers’ ―wardrobes‖ supplied
by Nordstrom, average number of items sold per customer visit, number
of referrals from delighted customers, customer lifetime profitability,
percent of sales from loyal customers.
(3) Process: Length of time elapsed between the time a customer’s desired
item arrives in a store and the customer is contacted, percent of customers
whose preferences are entered into Nordstrom’s database, employees’
sales per hour (salesperson’s knowledge of customer’s preferences should
facilitate quick sales), stockout rate, sales dollars per square foot,
checkout speed.
(4) Learning and growth: Employee satisfaction measured by a survey, key
employee retention, percent of salespersons with more than two years of
Nordstrom experience, percent of salespersons using the Nordstrom
customer relationship management (CRM) system, culture survey on
customer focus, survey on employee alignment to Nordstrom’s values and
mission.
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Increase revenues
2-36 This statement is incorrect. The individual is assuming that identifying key
performance indicators and classifying them into the four scorecard
perspectives constitutes a Balanced Scorecard. While these key performance
indicators are worthy of attention, they do not reflect a company’s strategy.
Cause-and-effect relationships must be specified so the measures correspond
to objectives that relate to the organization’s strategy. As stated in the
chapter, a good test is whether one can understand the strategy by looking
only at the strategy map and scorecard. Note also that the list of key
performance indicators does not explicitly include indicators for processes.
2-37 Although this scorecard is more balanced than its previous one, which used
only a single financial measure, it is easy to identify the major gaps in the
measurement set. The 4P scorecard has no customer measures and only a
single measure each in the process and learning and growth perspectives. This
KPI scorecard has no role for information technology (strange for a financial
service organization), no linkages from its process measure (quality
certification) to a customer value proposition or to a customer outcome, no
linkage from the learning and growth measure (diverse workforce) to
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improving its process metric (as achieving quality certification), no linkage
from a customer measure to a financial outcome and no linkage from a
process measure to a financial outcome.
2-38 There are three main differences between a Balanced Scorecard for a
nonprofit or governmental organization (NPGO) and a for-profit organization.
First, financial success is not the primary objective of NPGOs. Therefore,
financial objectives are not the high-level outcomes to be achieved at the top
of the strategy map and Balanced Scorecard. Instead, a long-term mission
objective such as reducing poverty, improving education, or increasing health
is identified as the high-level primary objective. Second, the customer
framework is different due to different classes of customers. In the case of
NPGOs, there are donors and taxpayers who pay for the service, and there
are citizens and beneficiaries who receive the service. This dual-customer
perspective must be considered when developing the strategy map and the
Balanced Scorecard. Finally, many NPGOs do not have a clear strategy. To
apply the Balanced Scorecard, an NPGO’s thinking must shift from what it
plans to do (activities) to what it intends to accomplish (outcomes).
PROBLEMS
2-40 Since Pioneer produced mostly commodity products (gasoline, heating oil, jet
fuel), it could not recover in higher prices, any higher costs or inefficiencies
incurred in its basic manufacturing and distribution operations. The
differentiation, for Pioneer’s new strategy, occurred at the gasoline station,
not in its refineries, pipelines, distribution terminals, or trucking operations.
Little that happened prior to the final point of purchase created a
differentiated product from the consumer’s perspective. If the basic
operations of refining and distribution did not create a differentiated product
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or service, then any higher costs incurred in these processes could not be
recovered in the final selling price. Therefore, Pioneer’s basic operating
processes had to achieve operational excellence. Having several measures in
the process perspective for cost reduction, fixed asset productivity, and yield
improvements signaled this important set of process objectives.
2-41 (a) Infosys’ most important assets are customer relationships (especially with
its new strategy), innovation, and employee recruitment and capabilities.
These are intangible assets that are not measured well by financial statements
alone. Infosys has evolved a continuing series of new strategies (body shop,
outsourcer, IT service provider, and transformational partner). It needed a
system to clearly define each new strategy to align employees and to monitor
ongoing performance. An appropriately designed and implemented Balanced
Scorecard is highly effective at helping companies manage intangible assets
consistent with the company’s strategy. Furthermore, the Balanced Scorecard
can help management effectively communicate new strategies throughout the
company.
2-42 Teach for America (TFA) can use its strategy map and scorecard in the
following ways:
Fund raising: The clear representation of TFA's mission and strategy
should help it solicit funds from foundations or other donors who want to
invest in the TFA strategy and mission.
Communication: TFA can explain the strategy map to all its employees
and corps members so that everyone understands the overall objectives of
TFA and how they can contribute to achieving these objectives.
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Link to Operations: TFA can identify which processes are most important
for achieving its strategy, and focus more attention to improving those
strategic processes.
Governance: TFA now has a performance contract to attract Board
members, have the Board approve the strategy, and hold the management
team accountable for executing the strategy.
Recruiting: TFA can attract new employees with a clear statement of what
it is trying to accomplish, where the new employee ―fits‖ within the
mission and strategy, and how the employee could contribute to the
success of the strategy.
Internal resource allocation: The Balanced Scorecard can help
management ensure that TFA’s resources (people and money) and
initiatives are aligned, in a balanced way, across the organization’s
multiple objectives.
2-43 The discussion should begin by specifying the organization’s objectives and
how the manager contributes to achieving those objectives. This provides a
framework for the ensuing discussion. Presumably the primary objective for a
fast food restaurant is profitability, which becomes the primary objective in
the Balanced Scorecard system. The response should identify reasonable
customer expectations regarding service, quality, and cost, and should specify
performance measures that reflect how the manager contributes to each of
these. The response should identify how employees affect performance on the
primary objective and how the manager’s activities affect employees’
performance. For example, while the manager may have no control over
wages or general employment conditions, through general management
practices the manager contributes to the general level of employee
satisfaction. The manager is likely to have little interaction with suppliers
since in most fast food operations the head office handles these relationships.
Similarly, while the corporate office handles most important community
initiatives, the local manager can contribute by participating in community
activities—for example, by sponsoring various youth activities. Therefore, the
Balanced Scorecard should include operational, customer, employee, and
community measures thought to influence profitability. Such measures might
include costs, waste, and customer wait time.
2-44 The first step in this exercise is to identify what we have referred to as the
school’s owners—either the state or the trustees, depending on whether the
university is privately or publicly funded, and their primary objectives. This is
an important step because it defines the basis for evaluating the school’s other
choices. The next step is to identify the school’s other stakeholders.
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The next step is to identify the primary strategy that the school has chosen to
compete for students. This defines not only the proposed relationship with
students, but also the relationships with other stakeholders, particularly
employees, that the school needs to pursue. The last step is to build a
Balanced Scorecard that reflects the school’s strategic choices and the
relationships that it has negotiated with its other relevant stakeholders.
For example, suppose that the school is publicly funded and has as its
mandate to educate students so they can fill jobs and provide an economic
contribution to the community. In this setting, we could specify that the
school’s primary objective is to prepare students for jobs in which they will
make an economic contribution within the constraints of the school’s budget.
Therefore, cost and effectiveness issues will be important parts of the
Balanced Scorecard. However, the Balanced Scorecard should reflect the
other stakeholders, particularly faculty who are responsible for designing and
delivering the educational programs, staff who provide the infrastructure
within which the education process takes place, and the community that funds
the university and, ultimately, decides its fate.
The performance measurement choices will reflect the mandate (strategy) and
primary objective, as well as what each stakeholder group provides to, and
expects to receive from, the university. For example, students provide tuition
fees and, through their numbers, continued state funding. In return, students
expect to receive an education that allows them to pursue their chosen
careers. Measuring what students receive in this setting may be difficult. For
example, measuring success by the average starting salary of students is both
a crude and short-run measure. However, perhaps it is the best available.
Measuring faculty contribution to achieving the primary objective could be
approximated by teaching evaluations and research publications. However,
this too is a crude measure of the faculty’s contribution to providing students
with what they need at the most reasonable cost. This particular setting
provides a good basis for discussion because it deals with a situation that
most students will understand, but which raises important and difficult issues
about choosing objectives, both primary and secondary, and how to measure
performance on those objectives.
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2-45 For government and nonprofit agencies, financial systems that budget
expenses and monitor and control actual spending provide information about
whether the agency overspent its budgeted or authorized amount. However,
the financial systems do not provide useful information about whether the
agency has achieved its mission because for such agencies, success is not
measured in financial terms. Success should be measured in outcomes
achieved. This requires the agency to have a clear definition of its mission
and its targeted customer base. With such a mission and a specified targeted
set of constituencies, it can then formulate objectives and measures to
motivate and focus employees towards achieving organizational objectives.
Ex post, the agency can measure the outcomes from its activities to see
whether it has delivered on its mission and objectives.
The customer perspective would represent objectives and measures for either
the specific beneficiaries of the agency or the donors who provide funds for
the agency. Consider a group like the Nature Conservancy or the Sierra Club.
From the perspective of donors to these organizations (the customers),
objectives could relate to acres preserved and species protected. For United
Way organizations, objectives could relate to improvements in the local
community served by agencies supported by United Way. So one would need
to think about objectives and measures for both the providers of funds to the
organization (taxpayers or donors—which is one defining characteristic of
―customers‖) and the recipients of the services provided by the organization
(another defining characteristic of a ―customer‖).
The process perspective would represent the objectives and measures for the
business processes required to meet the objectives of donors (or taxpayers)
and beneficiaries. Such objectives could include high quality delivery of
services, speedy and zero defect responses to donors and beneficiaries,
innovative services for recipients, and recognition of donors and volunteers.
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2-47 This approach may encounter multiple common pitfalls. First, the senior
management team should be actively involved in order to articulate the
organization’s strategy, make decisions necessary for an effective strategy,
and develop their emotional commitment to the strategy and implementation
of the ensuing Balanced Scorecard. Otherwise, the head of the information
technology group may not fully understand the company’s strategy, mission,
and objectives. Second, the head of the information technology group may
attempt to build the scorecard alone rather than with the entire management
team, making implementation and acceptance of the Balanced Scorecard
difficult. The Balanced Scorecard would likely be far less complete, useful,
and accepted than if the entire management team had participated in its
development. Third, the company may face problems common when
development of the Balanced Scorecard is treated as a systems project. In
addition to the potential problems already mentioned, the information
technology group may focus on the data-gathering aspects of the performance
measurement system and developing an executive information system so that
executives can access any data they want, rather than focusing on the key
data for monitoring and implementing the strategy. Finally, the IT executive
may not have the interpersonal and organizational skills to be an effective
project leader for an interdisciplinary project (though she or he might indeed
have those skills). Consequently, the Balanced Scorecard may not include a
structured strategy map with cause-and-effect linkages among strategic
performance measures.
CASES
(b) M&R had a very detailed plan developed around the four Balanced
Scorecard perspectives, with numerous metrics across the perspectives.
Assigning percentage weights that determined how much the achieved
balanced scorecard measures would contribute to the bonus pool
suggests that the system was very balanced. Assigning degrees of
difficulty to achieving targets provided incentives for managers to set
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The issues in part (a) also arise in M&R. In addition, the pros and cons
of extrinsic motivation can be discussed. A concern with motivation
that is primarily extrinsic is that individuals may exhibit less creativity
and innovation in decision-making and problem solving than they
would if they were also intrinsically motivated.
2-50 The following descriptions are drawn from the University of Leeds’ web site
(http://www.leeds.ac.uk), including its strategy map at
http://www.leeds.ac.uk/downloads/Strategy_map_aw.pdf and its
Internationalisation Strategy statement at
http://www.leeds.ac.uk/downloads/internationalisation_strategy.pdf (all
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accessed on June 25, 2010).
(c) The University of Leeds already has a strong reputation and aims to be
ranked among the top 50 universities in the world by 2015. Its strategy
map lists four key themes:
Enhance our standing as an international university
Achieve an influential world-leading research profile
Inspire our students to develop their full potential
Increase our impact on a local to global scale
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2-51 This case is an update of ―City of Charlotte (A)‖ (Harvard Business School
Case #9-199-036), which contains details on the early history of the City of
Charlotte’s Balanced Scorecard, as well as the scorecard measures. Details
also appear in Kaplan, R. S. and D. P. Norton, The Balanced Scorecard:
Translating Strategy into Action (Harvard Business School Press: Boston,
MA), 1996, 183-185.
This case illustrates how a government organization can adapt the typical
Balanced Scorecard approach to implement its vision and mission. Instead of
the financial perspective that appears the top of a for-profit firm's Balanced
Scorecard, the City of Charlotte uses five focus areas, modified somewhat
from the initial areas, at the top of its Balanced Scorecard. The City of
Charlotte then uses four perspectives in the following order: customer
(citizens), financial, process, and learning and growth.
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Increase
perception of
safety
The customer objectives support the five focus areas: community safety,
housing and neighborhood development, transportation, environment, and
economic development. As in the initial Balanced Scorecard, the financial
objectives should enable the city to fund needed projects through taxes and
credit availability. The process objectives help the city achieve its customer
objectives cost-effectively, and the learning and growth objectives support the
process, financial, and customer objectives.
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In the 1990’s, Wells Fargo already had a reputation for innovation and cost
management (―Wells Fargo Online Financial Services (A),‖ Harvard Business
School Case #9-198-146, p. 2). The following table provides examples of
measures, targets, and initiatives (actions) described in Wells Fargo’s 2002
Annual Report (pages 18-20, strategic initiatives), 2006 annual report (page
127), and web page—for example,
(https://www.wellsfargo.com/com/commercial_banking/index), focusing on
the process perspective and learning and growth perspective Additional
measures and initiatives are also provided.
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The corporate controller has recently learned about the Balanced Scorecard.
He presented the concept to the president and chief operating officer who
then issued a call to all Chadwick division managers to develop a scorecard
for their divisions. The divisional controller at the Norwalk division was
given the task of heading the effort to formulate scorecard measures for the
division.
Pedagogical Objectives
1
Copyright © 1997 by the President and Fellows of Harvard College. Harvard Business School
teaching note 5-198-029. This teaching note was prepared by W. J. Bruns, Jr. as an aid to
instructors in the classroom use of ―Chadwick, Inc.: The Balanced Scorecard (Abridged),‖
Harvard Business School Case 9-104-073. Reprinted by permission of Harvard Business School.
Additional notes appear in square brackets.
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measures are insufficient when they are used alone. Second, the discussion
should question and review the concept of the Balanced Scorecard and its
perspectives. Third, students should practice exploring linkages between
objectives and measures on scorecard perspectives so that they can see how
performance on one perspective supports or encourages achievement on
others.
[For part (a), see the ―Suggestions for Classroom Use‖ section. Also see
textbook questions 2-1, 2-2, 2-3, 2-4, 2-7, 2-8 and 2-12, and exercises 2-36,
2-39, and 2-46.]
For the process perspective list, consider the [value-creating] cycle of the
business:
Measures for the innovation part of the process perspective could include
number of products in development, number of products in laboratory testing,
number of products in test in field testing, number of products under review
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For the learning and growth perspective. Percentage of sales from new
applications, number of new applications compared to extensions of existing
applications, gross margin on new products, number of suggestions from
distributors, and number of suggestions from customers. [Possible employee-
related measures include employee climate or attitude survey (relative to
feelings of empowerment and decision-making autonomy), number of
employees with requisite technical skills (including, perhaps, new bio-
technology skills), number of employees with requisite commercial skills, and
retention percentage of key employees.]
For the financial perspective. Dollars and percent of spending on research and
development, dollars and percent of spending on marketing, waste, and scrap,
and return on capital employed (ROCE)
Students will put these objectives and their proposed measures together in
different combinations. It is the difference between student proposals that
generates a useful and productive class discussion. [The instructor can also
ask the students to develop the cause-and-effect linkages between the
measures in the different perspectives.]
A productive way to begin the class discussion is to focus for a few minutes
on why financial measures are not sufficient to direct managers’ attention to
what needs to be done. In some ways the power of financial measures is
derived from the fact that managers can approach achievement by putting
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different combinations of inputs and outputs together. This assumes that
managers know the relationships between the change in inputs and the
outputs that will occur. A typical failing often cited for financial measures is
that they encourage a short-term orientation and actions that may not be in the
best interest of customers or long-term performance. [For example, investing
in product research and development, or in developing new customer
relationships, or in re-skilling employees, is risky since the desired outcomes
do not necessarily follow from spending on the inputs. Consequently,
managers may choose to increase their measured short-term financial
performance by reducing spending on new product development and on
enhancing customer relationships, or by not investing in employee
development.]
[The discussion can proceed in at least two ways. You can go perspective by
perspective, encouraging students to generate measures for each perspective.
This will undoubtedly lead to far more than five measures per perspective.
After this brainstorming has been completed, indicate that while all the
measures might have merit for the company, it needs to focus on the critical
few. Go through a voting process in which students are allowed to vote for, at
most, three measures per perspective. You can take the votes on the measures
quickly. Or you can list all the measures on flip charts (one per perspective)
and give each student three green dots per perspective. They can then walk
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up to each chart and vote by placing their green dots next to their desired
measures. You will usually see that a consensus exists for the most important
3 or 4 measures.]
Once the nature of a balanced scorecard has been discussed, the discussion
should turn to whether Greenfield and Wagner at the Norwalk Division of
Chadwick, Inc. are off to a good start in developing a scorecard. Greenfield
has quickly sketched out a business strategy. It provides some direction in
building a balanced scorecard and is responsive to the needs of Norwalk. In
constructing a scorecard, managers at Norwalk and students in the classroom
exercise have to decide whether the focus of their measures should be on
activities or on outcomes. Eventually, they will have to consider whether the
measures are those that will generate commitment. [Finally, discussion can
turn to how a Balanced Scorecard for Chadwick might differ from ones
developed in its divisions, such as Norwalk, and what resolution should occur
given potential conflicts between divisional scorecards and the corporate
scorecard.]
2
See evolution of the BSC management system for National Insurance described in R. S.
Kaplan and D. P. Norton, ―Using the Balanced Scorecard as a Strategic Management System,‖
Harvard Business Review (January-February 1996), pp. 75-85, (HBR Reprint # 96107), or in
Chapter 12 (pp. 272-292), ―Implementing a Balanced Scorecard Management Program,‖ in
Kaplan and Norton, The Balanced Scorecard: Translating Strategy into Action (Boston: HBS
Press, 1996).
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[email protected] @Aliasrei تلكرام عالء هحسن شحن
performance measurement systems and occasional attention to problem areas
which develop on perspectives not included in the simple system.
2-54 Domestic Auto Parts, Harvard Business School Case (HBS Case 9-105-078).
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Atkinson, Solutions Manual t/a Management Accounting, 6E
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[email protected] @Aliasrei تلكرام عالء هحسن شحن
Increase
ROCE
Financial Increase
Grow Revenues/
Reduce Unit Increase Market Share
Asset
Costs
Utilization
Enhance
Leverage Build a
Workforce
Learning Capabilities I/T Culture for
& Growth Change
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