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Conceptual Foundations of the Balanced Scorecard

David Norton and I introduced the Balanced Scorecard in a 1992 Harvard Business Review article (Kaplan & Norton, 1992). The article was based on a multi-company research project to study performance measurement in companies whose intangible assets played a central role in value creation (Nolan Norton Institute, 1991). Norton and I believed that if companies were to improve the management of their intangible assets, they had to integrate the measurement of intangible assets into their management systems. After publication of the 1992 HBR article, several companies quickly adopted the Balanced Scorecard giving us deeper and broader insights into its power and potential. During the next 15 years, as it was adopted by thousands of private, public, and nonprofit enterprises around the world, we extended and broadened the concept into a management tool for describing, communicating and implementing strategy. This paper describes the roots and motivation for the original Balanced Scorecard article as well as the subsequent innovations that connected it to a larger management literature.

David Norton and I introduced the Balanced Scorecard in a 1992 Harvard Business Review article (Kaplan & Norton, 1992).

Balanced Scorecard

Measures That Drive Performance

"The Balanced Scorecard" is a revolutionary framework which translates a company's vision and strategy into a coherent set of performance measures. In addition, it is a tool to channel the energies, abilities, and specific knowledge held by employees toward achieving long-term goals. "A landmark achievement".--Michael Hammer, author of "Reengineering the Corporation".

Here is the book - by the recognized architects of the Balanced Scorecard - that shows how managers can use this revolutionary tool to mobilize their people to fulfill the company's mission.

Balanced Scorecard Success: The Kaplan-Norton Collection (4 Books)

This collection highlights the most important ideas and concepts from Robert S. Kaplan and David P. Norton, authors of The Balanced Scorecard, a revolutionary performance measurement system that allows organizations to quantify intangible assets such as people, information, and customer relationships. Also included are Strategy Maps, which enables companies to describe the links between intangible assets and value creation with a clarity and precision never before possible; The Execution Premium, which describes a multistage system to help companies to gain measurable benefits from carefully formulated business strategy; and The Strategy-Focused Organization, which introduces a new approach to make strategy a continuous process owned not just by top management, but by everyone.

This collection highlights the most important ideas and concepts from Robert S. Kaplan and David P. Norton, authors of The Balanced Scorecard, a revolutionary performance measurement system that allows organizations to quantify intangible ...

The Balanced Scorecard

Translating Strategy into Action

The Balanced Scorecard translates a company's vision and strategy into a coherent set of performance measures. The four perspectives of the scorecard--financial measures, customer knowledge, internal business processes, and learning and growth--offer a balance between short-term and long-term objectives, between outcomes desired and performance drivers of those outcomes, and between hard objective measures and softer, more subjective measures. In the first part, Kaplan and Norton provide the theoretical foundations for the Balanced Scorecard; in the second part, they describe the steps organizations must take to build their own Scorecards; and, finally, they discuss how the Balanced Scorecard can be used as a driver of change.

Beyond a shared vision, the balanced scorecard establishes a common model of
performance, and communicates a holistic approach to linking individual efforts
and accomplishments to business unit objectives. The shared vision and shared
 ...

Using Reflection and Metacognition to Improve Student Learning

Across the Disciplines, Across the Academy

Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education. Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently. Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.

compare that to the outcome (“Where did I have difficulties on the exam?”), and
make adjustments as necessary (“Next time, I should solve more practice
problems so I know better how to set things up”). 2. When instructors review the
graded ...