The measures used by companies for metrics vary depending on the environment and its requirements, and their effectiveness is determined by these factors. In my current workplace, the preferred approach to the task is interval since the grades of students are the main criteria that draw the attention of the organization. It allows thoroughly examining their progress while determining the deviations of variables for suggesting methods of improving the situation (Becker et al., 2001). This type is also applied to planning initiatives when readjusting curricula since it is beneficial for analysis and making recommendations on its basis (Becker et al., 2001). Meanwhile, this solution is not the most beneficial for all possible objectives of the educational facility, and it should be complemented by other techniques.
Thus, for example, an ordinal scale can be introduced for reflecting on the feedback received from students in order to ensure their satisfaction with the learning process and thereby improve the image of the organization. As a professional, I would suggest implementing this measurement type for determining the obstacles one might face in pursuing higher education. The feasibility of this idea is conditional upon the fact that socioeconomic status and other challenges of qualitative nature cannot be investigated by any other means (Becker et al., 2001). However, they are directly connected to an individual’s academic achievements and their willingness to cooperate with others. It does not mean that the adopted methods are inefficient; nevertheless, using this approach can be advantageous for higher clarity. In this way, the corresponding modifications in evaluations would help create a more favorable environment for all stakeholders, and the organizational results will be communicated in a greater variety.
Reference
Becker, B., Huselid, M. A., & Ulrich, D. (2001). The HR scorecard: Linking people, strategy, and performance. Harvard Business Review Press.