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K a u f m a n ' s O r g a n i z a t i o n a l El e m e n t s M o d e l ( O EM ) ( L i sa L le w e l ly n )

Kaufman and his colleagues proposed the OEM which uses a systemic approach to look at gaps in

performance. A main purpose of this model is to help us separate the means from the ends during needsassessment. There are 5 system elements including inputs and processes (the means or organizational efforts)and products, outputs, and outcomes (the ends, or the organizational results and societal impacts). Kaufman

and his colleagues point out three different result levels of each system (micro, macro, and mega), and theOEM helps us assess our needs at each level. We must always remember that needs represent a gap in

results, rather than a gap in the means -- in order to arrive at an effective intervention.

Means

1. inputs(raw materials)

Quasi-needs

What should be < Gap1>What is

What should be < Gapn>What is

A.Organizational

efforts

Internal toorganization

2. processes(how-to-do-its)

Quasi-needs

What should be < Gap1>What is

What should be < Gapn>What is

Ends

3. products(learner/instructor

accomplishments;en-route results)

Needs at the micro-level

What should be < Gap1>What is

What should be < Gapn>What is

B.

Organizational

results

4. outputs

(organizationalaccomplishments; theaggregated products of

the system that aredelivered or deliverableto society)

Needs at the macro level

What should be < Gap1>What is

What should be < Gapn>What is

5. outcomes(effects in and for society)

Needs at the mega level

What should be < Gap1>What is

What should be < Gapn>What is

C. Societalimpact

External toorganization

References

To learn more about Kaufmans OEM, refer to the following:

Kaufman, R. (1988). Preparing useful performance indicators. Training & Development Journal, 42(9), 80-83.

Kaufman, R., Johnston, J. C., & Nickols. F. K. (1979). Organizational planning and conventional wisdom.

Training & Development Journal, 33(9), 70-76.

Kaufman, R., & Stakenas, R. G. (1981). Needs assessment and holistic planning. Educational Leadership,38(8), 612-616.

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