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Education Criteria For Case Study

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  • 1. 2010-2011 Texas Award for Performance Excellence Education Criteria for Performance Excellence Effective June 2009
  • 2. THE TEXAS AWARD FOR PERFORMANCE EXCELLENCE Quality Texas Foundation Board of Examiners Partnerships between the private, public, and education The Board of Examiners is the body that evaluates award sectors, and their involvement in continuous improvement applications and prepares feedback reports. The Panel of and performance excellence are fundamental to making Judges, a subset of the Board of Examiners, makes award Texas renowned for the quality of goods, services, recommendations to the Board of Directors. The Board of education, health care, and overall quality of life. Examiners consists of experienced professionals from the private, public, education, and Education sectors, selected Quality Texas, a 501(c)3 non-profit corporation, strives to by Quality Texas, the Board of Governors and Panel of involve as many organizations and individuals as possible Judges through a voluntary application process. The Board in performance improvement in a number of ways. Among is composed of about 150 members. these initiatives, it administers the Texas Award for Members of the Board of Examiners also teach Performance Excellence. Support for Quality Texas and Performance Excellence concepts through a variety of the Texas Award for Performance Excellence is strong and activities. These activities involve professional, trade, growing in volunteer efforts, in-kind contributions, and community, and state organizations to which these funds. To ensure continued growth and success, each of professionals belong. the following groups plays an important role. Texas Award for Performance Excellence Board of Directors for Quality Texas Patterned after the Malcolm Baldrige National Quality This group of leaders, from private, public and educational Award, the Texas Award for Performance Excellence is an organizations across the State, is responsible for the overall annual recognition of Texas organizations that excel in success of Quality Texas. The Board is responsible for the performance, quality, and customer satisfaction. The benefits vision, goals, policies, and funding activities of participation are in the self-assessment that occurs during application, and the extensive feedback report prepared for Membership the applicant by a team of trained, certified examiners who Sponsor members and annual members provide resources review and analyze the application. for Quality Texas. Membership, varying in size and type, includes cash and in-kind contributions, and can be from The Criteria supporting the Texas Award for Performance individuals as well as organizations. Special sponsorship Excellence provide a Baldrige-based methodology for opportunities for specific needs and activities arise organizations to achieve and sustain world-class throughout the year. Please contact the Quality Texas performance. Foundation if you are interested in learning more about these sponsorship opportunities. Texas Award Recipients Award recipients are encouraged to share information on Board of Governors their successful performance and quality strategies with The Board of Governors is responsible for oversight, other Texas organizations. However, recipients are not evaluation, and improvement of all aspects of the award required to share proprietary information, even if such program, including the adequacy of the award criteria and information was a part of their Award application. The the process through which the award recipients are principal mechanism for sharing information is the Texas evaluated. The job of the Board of Governors is to ensure Quest for Excellence Conference, held annually. the integrity, currency, and relevancy of the Texas Award process. An important part of this Board’s responsibility is Texas Award Administration to assess how well the award is serving the State’s interest. Quality Texas Foundation staff implement and administer This group develops the Examiner training program and the Texas Award processes. They interface and play a selects and trains the Examiners. coordinating role with the Board of Directors, Board of Governors, Panel of Judges, Board of Examiners, and applicants as they perform their respective duties. The Quality Texas Foundation staff proposes the dates for each award cycle and sets the expectations for volunteers to accomplish their duties within the time frames allotted throughout the award cycle. -i- 2010-2011 Education Criteria for Performance Excellence
  • 3. 2010-2011 Education Criteria for Performance Excellence - iii -
  • 4. APPLYING FOR THE TEXAS AWARD FOR PERFORMANCE EXCELLENCE The Texas Award for Performance Excellence is an annual Award to recognize Texas organizations for performance The four options, including brief descriptions, follow: excellence. To participate in the Award process, an organization must submit an Eligibility Certification Engagement Package and an Application Package. Eligibility and The Engagement Level is for those organizations that have Application Packages, due dates, fees, and the made a commitment to use performance improvement application review and feedback process, including principles, but are early in their journey. This Level instructions and forms necessary to apply for all levels of involves completion of an Organizational Profile and the Award, can be found at www.texas-quality.org. Engagement question set. The Engagement Level questions are on pages 71-72. Award Purpose The Award promotes: Commitment  Awareness of performance excellence as an increasingly The Commitment Level is for those organizations that have important element in competitiveness, and begun using quality principles to build a sound management  Information sharing of successful performance system. Such organizations will have identified areas that strategies and the benefits derived from using these are most important to the organization’s long-term success strategies. and will have begun developing systematic approaches for key processes. It is likely that measures and performance Criteria Sectors levels can be demonstrated in some of these areas. The The Quality Texas Foundation provides three sets of Engagement Level questions and guidelines are on pages Criteria. This booklet contains the Education Criteria for 73-79 of this booklet. educational institutions. There are two other Criteria sector booklets: one for businesses, including manufacturing, Progress service, non-profit and public sector organizations, and a The Progress Level is for those organizations that have made second for Health Care organizations. progress toward a sound management system and the achievement of performance results. It is likely Progress Level applicants will have made progress in building and Application Levels implementing some effective, systematic approaches and The Texas Award for Performance Excellence offers four should be demonstrating results and trends in some of those different Application Levels. The Levels are designed to areas that are most important to the organization’s long-term encourage more organizations to participate, provide an success. The Progress Level questions and guidelines are on avenue for those organizations not familiar with the Criteria pages 80-87 of this booklet. for performance excellence to start with a basic set of requirements and give feedback to organizations at all levels Award Level of the performance improvement journey. All applicants The Award Level employs the full set of performance must respond to the Organizational Profile (pages 13-15) excellence criteria used at the national level for the Baldrige questions in addition to the application level questions Award. Generally, Texas organizations that have been appropriate for their organization. working with performance excellence principles and concepts for at least three years apply at this level. Organizations applying at the Award Level are eligible to be selected as recipients of the Texas Award for Performance Excellence. The honor includes recognition as state role models for achieving sustained performance excellence at the Texas Quest for Excellence Conference.
  • 5. EDUCATION CRITERIA Business and Health Care organizations should use the appropriate Criteria booklets for their respective sectors. CONTENTS Award Concepts_________________________________________________________________________ 1 2010-2011 Criteria: Core Values, Concepts, and Framework 8 Key Characteristics of the Education Criteria 10 Changes from the 2009 Education Criteria Award Level Criteria___________________________________________________________________________________ 12 2010-2011 Education Criteria for Performance Excellence—Item Listing 2010-2011 Education Criteria for Performance Excellence 13 Preface: Organizational Profile 16 1 Leadership 19 2 Strategic Planning 22 3 Customer Focus 25 4 Measurement, Analysis, and Knowledge Management 27 5 Workforce Focus 30 6 Process Management 32 7 Results 36 2010-2011 Education Criteria: Category and Item Descriptions 50 Scoring System 52 Scoring Guidelines 55 2010-2011 Education Criteria Response Guidelines 59 Glossary of Key Terms Progress Level Criteria_________________________________________________________________________________ 70 Engagement Level Education Criteria for Performance Excellence 72 Commitment Level Education Criteria for Performance Excellence 79 Progress Level Education Criteria for Performance Excellence How to Reach Us_______________________________________________________________________________________ 87 Quality Texas Foundation – Texas Award for Performance Excellence Organizations wishing to submit an application for recognition of their progress and to receive independent feedback from a team of Texas Award Examiners, should follow the eligibility and application instructions provided in the Application Forms and Instructions document found at www.texas-quality.org. To apply, an organization must first complete and submit an Eligibility Certification Package. Award Application Packages are submitted after your organization’s eligibility has been determined and confirmed by Quality Texas. For due dates, refer to the Award Application Package. Eligibility and Application Packages, due dates, fees, and details of the application review and feedback process can also be found at www.texas-quality.org. If you would like to recommend a member of your organization for the Board of Examiners, you or the nominee must submit an Examiner Application Package that can be found at www.texas-quality.org. 2010-2011 Education Criteria for Performance Excellence -v-
  • 6. EDUCATION CRITERIA: CORE VALUES, CONCEPTS, AND FRAMEWORK Criteria Purposes organization’s activities and decisions. Senior leaders should The Education Criteria are the basis for conducting inspire and encourage your entire workforce to contribute, to organizational self-assessments, for making Awards, and for develop and learn, to be innovative, and to embrace change. giving feedback to applicants. In addition, the Criteria have Senior leaders should be responsible to your organization’s three important roles in strengthening Texas governance body for their actions and performance. The competitiveness: governance body should be responsible ultimately to all your  to help improve organizational performance practices, stakeholders for the ethics, actions, and performance of your capabilities, and results; organization and its senior leaders.  to facilitate communication and sharing of best practices Senior leaders should serve as role models through their information among Education organizations and among ethical behavior and personal involvement in planning, Texas organizations of all types; and communicating, coaching the workforce, developing future  to serve as a working tool for understanding and managing performance and for guiding organizational leaders, reviewing organizational performance, and planning and opportunities for learning. recognizing members of the workforce. As role models, they can reinforce ethics, values, and expectations while building Education Criteria for Performance Excellence Goals leadership, commitment, and initiative throughout the The Education Criteria are designed to help provide organization. organizations with an integrated approach to organizational In addition to their important role within the organization, performance management that results in: senior leaders have other avenues to strengthen education  delivery of ever-improving value to students and throughout the institution. Reinforcing the learning stakeholders, contributing to Education quality and environment in the organization might require building organizational sustainability;  improvement of overall organizational effectiveness and community support and aligning community and business capabilities; and leaders and community services with this aim.  organizational and personal learning . Learning-Centered Education In order to develop the fullest potential of all students, Core Values and Concepts education organizations need to afford them opportunities to The Education Criteria are built on the following set of pursue a variety of avenues to success. Learning-centered interrelated Core Values and Concepts: education supports this goal by placing the focus of  visionary leadership education on learning and the real needs of students. Such  learning-centered education  organizational and personal learning needs derive from market and citizenship requirements.  valuing workforce members and partners A learning-centered organization needs to fully understand  agility these requirements and translate them into appropriate  focus on the future curricula and developmental experiences. For example,  managing for innovation changes in technology and in the national and world  management by fact economies have increased demands on employees to become  societal responsibility knowledge workers and problem solvers, keeping pace with  focus on results and creating value the rapid market changes. Most analysts conclude that to  systems perspective prepare students for this work environment, education organizations of all types need to focus more on students’ These values and concepts, described below, are embedded beliefs and behaviors found in high-performing active learning and on the development of problem-solving organizations. They are the foundation for integrating key skills. Educational offerings also need to be built around performance and operational requirements within a results- effective learning, and effective teaching needs to stress the oriented framework that creates a basis for action and promotion of learning and achievement. feedback. Learning-centered education is a strategic concept that demands constant sensitivity to changing and emerging Visionary Leadership student, stakeholder, and market requirements and to the Your organization’s senior leaders should set directions and factors that drive student learning, satisfaction, and create a student-focused, learning-oriented climate; clear and persistence. It demands anticipation of changes in the visible values; and high expectations. The directions, values, education market. Therefore, learning-centered education and expectations should balance the needs of all your demands awareness of developments in technology and stakeholders. Your leaders should ensure the creation of competitors’ programs and offerings, as well as rapid and strategies, systems, and methods for achieving performance flexible responses to student, stakeholder, and market excellence, stimulating innovation, building knowledge and changes. In addition to providing programs, offerings, and capabilities, and ensuring organizational sustainability. The SERVICES that meet student and stakeholder requirements, defined values and strategies should help guide all of your learning-centered education addresses those features and -1- 2010-2011 Education Criteria for Performance Excellence
  • 7. characteristics that differentiate the organization from its Organizational learning can result in (1) enhancing value to competitors. Such differentiation may be based on students and stakeholders through new and improved innovative offerings; combinations of programs, offerings, programs, offerings, and SERVICES; (2) developing new and SERVICES; customization of offerings; multiple access educational opportunities; (3) developing new and improved mechanisms; rapid responses; or special relationships. processes and, as appropriate, business models; (4) reducing Key characteristics of learning-centered education include errors, variability, waste, and related costs; (5) improving the following: responsiveness and cycle time performance; (6) increasing productivity and effectiveness in the use of all resources; and s High expectations and standards are set for all (7) enhancing your organization performance in fulfilling its students and incorporated into assessments. s Faculty members understand that students may learn societal responsibilities and its service to your community. in different ways and at different rates. Student The success of members of your workforce depends learning rates and styles may differ over time and may increasingly on having opportunities for personal learning vary depending on subject matter. Learning may be and for practicing new skills. Leaders’ success depends on influenced by support, guidance, and climate factors, access to these kinds of opportunities, as well. In including factors that contribute to or impede learning. organizations that rely on volunteers, the volunteers’ Thus, the learning-centered organization needs to personal learning also is important, and their learning and maintain a constant search for alternative ways to skill development should be considered with that of the enhance learning. Also, the organization needs to faculty and staff. Organizations invest in personal learning develop actionable information on individual students through education, training, and other opportunities for that affects their learning. continuing growth and development. Such opportunities s A primary emphasis on active learning is provided. might include job rotation and increased pay for This may require the use of a wide range of demonstrated knowledge and skills. Education and training techniques, materials, and experiences to engage programs may have multiple modes, including computer- student interest. Techniques, materials, and and Web-based learning and distance learning. experiences may be drawn from external sources, such as businesses, community services, or social service Personal learning can result in (1) a more engaged, satisfied, organizations. and versatile workforce that stays with your organization; s Formative assessment is used to measure learning (2) organizational cross-functional learning; (3) the building early in the learning process and to tailor learning of your organization’s knowledge assets; and (4) an experiences to individual needs and learning styles. improved environment for innovation. s Summative assessment is used to measure progress Thus, learning is directed not only toward better educational against key, relevant external standards and norms programs, offerings, and SERVICES but also toward being regarding what students should know and should be more adaptive, innovative, flexible, and responsive to the able to do. needs of students, stakeholders, and the market. Learning s Students and families are assisted in using self- assessment to chart progress and to clarify goals and also is directed toward giving your workforce satisfaction gaps. and the motivation to excel. s Key transitions, such as school-to-school and school- Valuing Workforce Members and Partners to-work, are emphasized. An organization’s success depends increasingly on an Organizational and Personal Learning engaged workforce that benefits from meaningful work, clear organizational direction, and performance Achieving the highest levels of organizational performance accountability and that has a safe, trusting, and cooperative requires a well-executed approach to organizational and environment. Additionally, the successful organization personal learning that includes sharing knowledge via capitalizes on the diverse backgrounds, knowledge, skills, systematic processes. Organizational learning includes both creativity, and motivation of its workforce and partners. continuous improvement of existing approaches and significant change or innovation, leading to new goals and Valuing the people in your workforce means committing to approaches. Learning needs to be embedded in the way your their engagement, satisfaction, development, and well-being. organization operates. This means that learning (1) is a Increasingly, this involves more flexible, high-performance regular part of daily work; (2) is practiced at personal, work work practices tailored to varying workplace and home life unit, department, and organizational levels; (3) results in needs. For staff, development might include classroom and solving problems at their source (“root cause”); (4) is on-the-job training, job rotation, and pay for demonstrated focused on building and sharing knowledge throughout your skills. For faculty, development means building not only organization; and (5) is driven by opportunities to effect discipline knowledge but also knowledge of student learning significant, meaningful change and to innovate. Sources for styles and of assessment methods. Faculty participation learning include ideas from faculty and staff, education and learning research findings, students’ and stakeholders’ input, might include contributing to the organization’s policies and best-practice sharing, and benchmarking. -2- 2010-2011 Education Criteria for Performance Excellence
  • 8. working in teams to develop and execute programs and Agility curricula. Increasingly, participation is becoming more Success in today’s ever-changing, globally competitive student focused and more multi-disciplinary. Organization environment demands agility—a capacity for faster and leaders should work to eliminate disincentives for groups more flexible responses to the needs of your students and and individuals to sustain these important, learning-focused stakeholders. Many organizations are learning that an professional development activities. Major challenges in the explicit focus on and measurement of response times help area of valuing members of your workforce include: (1) drive the simplification of the organizational structure and demonstrating your leaders’ commitment to their success; work processes, and major improvements in response times (2) providing recognition that goes beyond the regular often require new work systems. Education organizations are compensation system; (3) offering development and increasingly being asked to respond rapidly to new or progression within your organization; (4) sharing your emerging social issues. A cross-trained and empowered organization’s knowledge so your workforce can better serve workforce is a vital asset in such a demanding environment. your students and stakeholders and contribute to achieving All aspects of time performance are becoming increasingly your strategic objectives; (5) creating an environment that important and should be among your key process measures. encourages creativity and innovation; and (6) creating a Other important benefits can be derived from this focus on supportive environment for a diverse workforce. time; time improvements often drive simultaneous Organizations need to build internal and external improvements in work systems, organization, quality, cost, partnerships to better accomplish overall goals. Internal student and stakeholder focus, and productivity. partnerships might include cooperation among senior Focus on the Future leaders, faculty, and staff; they might also include workforce Creating a sustainable organization requires understanding bargaining unit cooperation. Partnerships with members of the short- and longer-term factors that affect your your workforce might entail developmental opportunities, organization and the education market. The pursuit of cross-training, or new work organizations, such as high- education excellence, sustainable growth, and sustained performance work teams. Internal partnerships also might performance requires a strong future orientation and a involve creating network relationships among your work willingness to make long-term commitments to students and units or between faculty and staff and volunteers to improve key stakeholders—your community, parents, employers, flexibility, responsiveness, and knowledge sharing. workforce, suppliers, partners, and the public. External partnerships might be with other schools, suppliers, Your organization’s planning should anticipate many businesses, business associations, and community and social factors, such as changes in educational requirements and service organizations—all stakeholders and potential instructional approaches, resource availability, students’ and contributors. Strategic partnerships or alliances are stakeholders’ expectations, new partnering opportunities, increasingly important kinds of external partnerships. Such workforce development and hiring needs, technological partnerships might offer entry into new markets or a basis developments, changes in demographics and in student and for new programs or services. Also, partnerships might market segments, new business models (as appropriate), permit the blending of your organization’s core changes in community and societal expectations and needs, competencies or leadership capabilities with the and strategic moves by comparable organizations. Strategic complementary strengths and capabilities of partners to objectives and resource allocations need to accommodate address common issues. Such partnerships may be a source these influences. of strategic advantage for your organization. A major longer-term investment associated with your Successful internal and external partnerships develop longer- organization’s improvement is the investment in creating term objectives, thereby creating a basis for mutual and sustaining a mission-oriented assessment system investments and respect. Partners should address the key focused on learning. This entails faculty education and requirements for success, means for regular communication, training in assessment methods. In addition, the approaches to evaluating progress, and means for adapting to organization’s leaders should be familiar with research changing conditions. In some cases, joint education and findings and practical applications of assessment methods training could offer a cost-effective method for workforce and learning style information. A focus on the future development. includes developing your leaders, workforce, and suppliers; accomplishing effective succession planning; creating opportunities for innovation; and anticipating societal responsibilities and concerns. -3- 2010 2011 Education Criteria for Performance Excellence
  • 9. -4- 2010 2011 Education Criteria for Performance Excellence
  • 10. Managing for Innovation backgrounds, learning styles, aspirations, academic strengths Innovation means making meaningful change to improve an and weaknesses, educational progress, classroom and organization’s programs, services, processes, operations, and program learning, satisfaction with instruction and business model, if appropriate, to create new value for the SERVICES, extracurricular activities, dropout/matriculation organization’s stakeholders. Innovation should lead your rates, and post graduation success. Examples of appropriate organization to new dimensions of performance. Innovation data segmentation include, but are not limited to, is no longer strictly the purview of research; innovation is segmentation by student learning results, student important for all aspects of your operations and all work demographics, and workforce groups. systems and work processes. Organizations should be led and managed so that innovation becomes part of the learning Analysis refers to extracting larger meaning from data and culture. Innovation should be integrated into daily work and information to support evaluation, decision making, should be supported by your performance improvement improvement, and innovation. Analysis entails using data to system. Systematic processes for innovation should reach determine trends, projections, and cause and effect that across your entire organization. might not otherwise be evident. Analysis supports a variety of purposes, such as planning, reviewing your overall Innovation builds on the accumulated knowledge of your performance, improving operations, accomplishing change organization and its people. Therefore, the ability to rapidly management, and comparing your performance with that of disseminate and capitalize on this knowledge is critical to organizations providing similar programs and SERVICES or driving organizational innovation. with “best practices” benchmarks. Management by Fact A major consideration in performance improvement and Organizations depend on the measurement and analysis of change management involves the selection and use of performance. Such measurements should derive from the performance measures or indicators. The measures or organization’s needs and strategy, and they should provide indicators you select should best represent the factors that critical data and information about key processes and results. lead to improved student, operational, financial, and societal Many types of data and information are needed for performance. A comprehensive set of measures or indicators performance management. Performance measurement tied to student, stakeholder, and organizational performance should focus on student learning, which requires a requirements provides a clear basis for aligning all processes comprehensive and integrated fact-based system—one that with your organization’s goals. Measures and indicators may includes input data, environmental data, performance data, need to support decision making in a rapidly changing comparative/competitive data, workforce data, cost data, environment. Through the analysis of data from your process performance, and operational performance tracking processes, your measures or indicators themselves measurement. Measurement areas might include students’ may be evaluated and changed to better support your goals. 2010 -2011 Education Criteria for Performance Excellence -5-
  • 11. society and to improving overall education performance, and it builds loyalty. To meet the sometimes conflicting and Societal Responsibility changing aims that balancing value implies, organizational An organization’s leaders should stress responsibilities to the strategy explicitly should include key stakeholder public, ethical behavior, and the need to consider societal requirements. This will help ensure that plans and actions well-being and benefit. Leaders should be role models for meet differing stakeholder needs and avoid adverse impacts your organization in focusing on ethics and the protection of on any stakeholders. The use of a balanced composite of public health, safety, and the environment. The protection of leading and lagging performance measures offers an health, safety, and the environment includes any impact of effective means to communicate short- and longer-term your organization’s operations. Also, organizations should priorities, monitor actual performance, and provide a clear emphasize resource conservation and waste reduction at the basis for improving results. source. Planning should anticipate adverse impacts that might arise in facilities management, laboratory operations, Systems Perspective The Education Criteria provide a systems perspective for and transportation. Effective planning should prevent managing your organization and its key processes to achieve problems, provide for a forthright response if problems results—and to strive for performance excellence. The seven occur, and make available the information and support Criteria Categories, the Core Values, and the Scoring needed to maintain public awareness, safety, and confidence. Guidelines form the building blocks and the integrating Organizations should not only meet all local, state, and mechanism for the system. However, successful federal laws and regulatory requirements, but they should management of overall performance requires organization- treat these and related requirements as opportunities for specific synthesis, alignment, and integration. Synthesis improvement “beyond mere compliance.” Organizations means looking at your organization as a whole and builds on should stress ethical behavior in all stakeholder transactions key educational attributes, including your core and interactions. Highly ethical conduct should be a competencies, strategic objectives, action plans, and work requirement of and should be monitored by the systems. Alignment means using the key linkages among organization’s governance body. requirements given in the Criteria Categories to ensure consistency of plans, processes, measures, and actions. “Societal well-being and benefit” refers to leadership and Integration builds on alignment, so that the individual support—within the limits of an organization’s resources— components of your performance management system of publicly important purposes. Such purposes might include operate in a fully interconnected manner and deliver improving education in your community, pursuing anticipated results. environmental excellence, practicing resource conservation, performing community service, and sharing quality-related These concepts are depicted in the Criteria for Performance information. Leadership as a role-model organization also Excellence framework on page 6. A systems perspective entails influencing other organizations, private and public, to includes your senior leaders’ focus on strategic directions partner for these purposes. and on your students and stakeholders. It means that your senior leaders monitor, respond to, and manage performance Managing societal responsibilities requires the organization based on your results. A systems perspective also includes to use appropriate measures and leaders to assume using your measures, indicators, core competencies, and responsibility for those measures. organizational knowledge to build your key strategies. It Focus on Results and Creating Value means linking these strategies with your work systems and An organization’s performance measurements need to focus key processes and aligning your resources to improve your on key results. Results should be used to create and balance overall performance and your focus on students and value for your students and for your key stakeholders—the stakeholders. community, parents, employers, your workforce, suppliers, partners, and the public. By creating value for your students Thus, a systems perspective means managing your whole and your key stakeholders, your organization contributes to organization, as well as its components, to achieve success. Linkage of the Education Criteria to the Business/Nonprofit Criteria The 2010–2011 Education Criteria incorporate the Core Values and Concepts described on the preceding pages and are built on the seven-part framework used in the Business/Nonprofit Criteria. The rationale for the use of the same framework is that it is adaptable to the requirements of all organizations, including education organizations. However, this adaptation does not assume that these requirements are necessarily addressed in the same way. This adaptation for the education sector, then, is largely a translation of the language and basic concepts of business and organizational excellence to similarly important concepts in education excellence. A major practical benefit derived from using a common framework for all sectors of the economy is that it fosters cross-sector cooperation and the sharing of best practices. 2010 -2011 Education Criteria for Performance Excellence -6-
  • 12. 2010 -2011 Education Criteria for Performance Excellence -7-
  • 13. EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE FRAMEWORK The requirements of the Education Criteria for Performance The figure below provides the framework connecting and Excellence are embodied in seven Categories, as follows: integrating the Categories. 1 Leadership From top to bottom, the framework has the following basic 2 Strategic Planning elements. 3 Customer Focus Organizational Profile 4 Measurement, Analysis, & Knowledge Management Your Organizational Profile (top of figure) sets the context 5 Workforce Focus for the way your organization operates. Your environment, 6 Process Management key working relationships, and strategic challenges and 7 Results advantages serve as an overarching guide for your organizational performance management system. 2010 -2011 Education Criteria for Performance Excellence -8-
  • 14. System Operations central relationship between Leadership (Category 1) and The system operations are composed of the six Categories in Results (Category 7). The two-headed arrows indicate the the center of the figure that define your operations and the importance of feedback in an effective performance results you achieve. management system. Leadership (Category 1), Strategic Planning (Category 2), System Foundation and Customer Focus (Category 3) represent the leadership Measurement, Analysis, and Knowledge Management triad. These Categories are placed together to emphasize the (Category 4) are critical to the effective management of your importance of a leadership focus on STUDENTS, organization and to a fact-based, knowledge-driven system stakeholders and strategy. Senior leaders set your for improving Education and operational performance and organizational direction and seek future opportunities for competitiveness. Measurement, analysis, and knowledge your organization. management serve as a foundation for the performance management system. Workforce Focus (Category 5), Process Management (Category 6), and Results (Category 7) represent the results Criteria Structure triad. Your organization’s workforce and key processes The seven Criteria Categories shown in the figure are accomplish the work of the organization that yields your subdivided into Items and Areas to Address. overall performance results. Items All actions point toward Results—a composite of health There are 18 Items, each focusing on a major requirement. care, STUDENT and stakeholder, market and financial, and Item titles and point values are given on page 12. The Item internal operational performance results, including format is shown on page 55. workforce, leadership, governance, and societal Areas to Address responsibility results. Items consist of one or more Areas to Address (Areas). The horizontal arrow in the center of the framework links Organizations should address their responses to the specific the leadership triad to the results triad, a linkage critical to requirements of these Areas. organizational success. Furthermore, the arrow indicates the 9 2010 -2011 Education Criteria for Performance Excellence
  • 15. KEY CHARACTERISTICS OF THE EDUCATION CRITERIA 1. The Criteria focus on results. diversity in approaches. The Criteria focus on the key areas of organizational performance given below. 3. The Criteria integrate key Education themes. Organizational performance areas: The Education Criteria consider several important (1) student learning outcomes education concepts and the specific needs of education (2) customer-focused outcomes organizations. These include the following: (3) budgetary, financial, and market outcomes  The Education Criteria place a primary focus on (4) workforce-focused outcomes teaching and learning because these are the principal goals of education organizations. (5) process effectiveness outcomes, including key operational performance results  While the Education Criteria stress a focus on student learning for all education organizations, (6) leadership outcomes, including governance and individual organizational missions, roles, and societal responsibility results programs will vary for different types of The use of this composite of measures is intended to organizations (e.g., primary and secondary ensure that strategies are balanced—that they do not schools, trade schools, engineering schools, or inappropriately trade off among important stakeholders, teaching and research organizations). objectives, or short- and longer-term goals.  Students are the key customers of education organizations, but there may be multiple 1. The Criteria are non-prescriptive and adaptable. stakeholders (e.g., parents, employers, other The Criteria are made up of results-oriented schools, and communities). requirements. However, the Criteria do not prescribe:  The concept of excellence includes three components: (1) a well-conceived and well-  how your organization should be structured; executed assessment strategy; (2) year-to-year  that your organization should or should not have improvement in key measures and indicators of departments for planning, ethics, quality, or other performance, especially student learning; and (3) functions; or demonstrated leadership in performance and  that different units in your organization should be performance improvement relative to comparable managed in the same way. organizations and to appropriate benchmarks. These factors differ among organizations, and they are 4. The Criteria support a system perspective to likely to change as needs and strategies evolve. maintaining organization-wide goal alignment. The Criteria are non-prescriptive for the following The systems perspective to goal alignment is embedded reasons: in the integrated structure of the Core Values and Concepts; the Organizational Profile; the Criteria; the (1) The focus is on results, not on procedures, tools, or Scoring Guidelines; and the results-oriented, cause- organizational structure. Organizations are effect, cross-process linkages among the Criteria Items. encouraged to develop and demonstrate creative, Alignment in the Criteria is built around connecting and adaptive, and flexible approaches for meeting reinforcing measures derived from your organization’s requirements. Non-prescriptive requirements are processes and strategy. These measures tie directly to intended to foster incremental and major student and stakeholder value and to overall (“breakthrough”) improvements, as well as basic performance. The use of measures thus channels change through innovation. different activities in consistent directions with less (2) The selection of tools, techniques, systems, and need for detailed procedures, centralized decision organizational structure usually depends on factors making, or overly complex process management. such as business type and size, organizational Measures thereby serve as both a communications tool relationships, your organization’s stage of and as a basis for deploying consistent overall development, and the capabilities and performance requirements. Such alignment ensures responsibilities of your workforce. consistency of purpose while also supporting agility, (3) A focus on common requirements, rather than on innovation, and decentralized decision making. common procedures, fosters understanding, communication, sharing, alignment, and A systems perspective to goal alignment, particularly integration, while supporting innovation and when strategy and goals change over time, requires 2010 -2011 Education Criteria for Performance Excellence - 10 -
  • 16. dynamic linkages among Criteria Items. In the Criteria, action-oriented cycles of improvement take place via feedback between processes and results. 5. The Criteria support goal-based diagnosis. The Criteria and the Scoring Guidelines make up a two- The improvement cycles have four, clearly defined part diagnostic (assessment) system. The Criteria are a stages: set of 18 performance-oriented requirements. The Scoring Guidelines spell out the assessment dimensions (1) planning, including design of processes, selection —Process and Results—and the key factors used to of measures, and deployment of requirements assess each dimension. An assessment thus provides a (approach); profile of strengths and opportunities for improvement (2) executing plans (deployment); relative to the 18 performance-oriented requirements and relative to process and performance maturity as (3) assessing progress and capturing new knowledge, determined by the Scoring Guidelines. In this way, including seeking opportunities for innovation assessment leads to actions that contribute to (learning); and performance improvement in all areas, as described in (4) revising plans based on assessment findings, the shaded box on the previous page. This diagnostic harmonizing processes and work unit operations, assessment is a useful management tool that goes and selecting better measures (integration). beyond most performance reviews and is applicable to a wide range of strategies, management systems, and types of organizations. 2010 -2011 Education Criteria for Performance Excellence - 11 -
  • 17. CHANGES FROM THE 2009 EDUCATION CRITERIA The Education Criteria for Performance Excellence have sustainability? evolved significantly over time to help organizations address Leading organizations are paying increased attention to the a dynamic environment, focus on strategy-driven sustainability of their environmental, social, and economic performance, address concerns about governance and ethics, systems. The Criteria questions probe how you contribute to and, most recently, consider the key decisions driving both the well-being of these systems and what your specific short-term success and long-term organizational contributions have been. Is your organization fulfilling its sustainability. The Criteria have continually progressed societal responsibilities? toward a comprehensive, integrated systems perspective of overall organizational performance management. The most significant changes in the Criteria and the Criteria booklet are summarized as follows: The year-to-year changes to the Criteria have been evolutionary. However, since the Program’s inception, the  The number of Areas to Address has increased from 37 changes to the Criteria have been revolutionary. They have to 41 to increase clarity and definition; the number of evolved from having a specific focus on manufacturing Criteria Items remains unchanged at 18, plus 2 in the quality to a comprehensive strategic focus on overall Preface: Organizational Profile. organizational competitiveness and sustainability. With each  The Preface: Organizational Profile now includes your update of the Criteria, the Program must balance two core competencies as a key characteristic of your important stakeholder considerations. On one hand, there is organizational environment. a need for Criteria that are at the leading edge of validated  Category 1, Leadership, includes an enhanced focus on management practice to help users address the increasingly sustainability and societal responsibilities and the senior complex challenges they face; on the other hand, there is a leaders’ role. desire for the Criteria to remain stable in order to provide  Category 2, Strategic Planning, introduces core users continuity in their performance assessments. In 2009, competencies as a strategic concept. minimal revisions were made, in light of the major revisions  Category 3, Customer Focus, has been redesigned made in 2008. Continuing its efforts to balance stakeholders’ around customer engagement and the voice of the needs for both currency and stability, starting in 2010, the customer. Program is moving to a formal two-year revision cycle, making these the 2010–2011 Education Criteria for  Category 4, Measurement, Analysis, and Knowledge Performance Excellence. Management, clearly separates but emphasizes both the importance of information and knowledge management The most significant revisions to the 2010–2011 Criteria and the management of information technology and address three areas of importance: (1) customer (student and systems. stakeholder) focus; (2) organizational core competencies;  Category 5, Workforce Focus, has been simplified to and (3) sustainability and societal responsibilities. add clarity and focus to important aspects of workforce The concept of customer engagement has received engagement. increasing attention as organizations compete in competitive  Category 6, Process Management, has been reorganized local markets and are asked to prepare their students to for a more logical flow of the questions. compete in a global marketplace. The Education Criteria  Category 7, Results, has been aligned with the changes questions probe your ability to identify and deliver relevant in Categories 1–6 to encourage the measurement of educational programs, offerings, and SERVICES to your important and appropriate results. students and stakeholders now and in the future. The  The Core Value previously related to social questions ask about your organization’s student and responsibility has been retitled and rewritten to reflect stakeholder culture and how it contributes to customer the larger sustainability concepts embodied in societal engagement. The questions probe how you listen to the responsibility. voice of the customer and, more importantly, how you use  Three terms have been added to the Glossary of Key the information gathered. Is your organization student and Terms: customer engagement, voice of the customer, stakeholder focused? and work processes. In addition, the definition of While core competencies were introduced as an important sustainability has been expanded to reflect societal concept in the 2008 Criteria, their strategic significance was aspects of organizational sustainability. not fully exploited. The Criteria questions now probe the  The Results Scoring Guidelines have been modified to relationship of your core competencies to your specifically address performance projection organization’s mission, strategy, and sustainability. Is your expectations in each scoring range. Also, performance organization competent in the areas that will deliver its projections have been included in the sample results 2010 -2011 Education Criteria for Performance Excellence - 12 -
  • 18. figure presented in the Guidelines for Responding to obtain and use information from your students and other Results Items. stakeholders. It has three new Areas to Address: (1) Student and Stakeholder Listening, (2) Determination of Student and Stakeholder Satisfaction and Engagement, There have been some changes in all Criteria Items; the most and (3) Analysis and Use of Student and Stakeholder significant changes are highlighted below. Data. Preface: Organizational Profile Category 4: Measurement, Analysis, and Knowledge Management  Item P.1, Organizational Description, now includes a question related to the organization’s core  Item 4.1, Measurement, Analysis, and Improvement of competencies and their relation to the organization’s Organizational Performance, now includes a separate mission. Area to Address on Performance Improvement.  Item P.2, formerly Organizational Challenges, has been  Item 4.2, now Management of Information, Knowledge, retitled Organizational Situation to more accurately and Information Technology, clarifies which Criteria reflect the broad focus of this Item. requirements are related to information technology by Category 1: Leadership including the term in the title of the second Area to  Item 1.1, Senior Leadership, now includes a question Address, Management of Information Resources and related to how senior leaders enhance their personal Technology. leadership skills. Category 5: Workforce Focus  Item 1.2, now Governance and Societal  Item 5.1, Workforce Engagement, still has three Areas Responsibilities, has an enhanced focus on societal to Address, but the number of questions in the multiple responsibilities. These responsibilities include requirements has been reduced to simplify and focus the conserving natural resources; assuming responsibility requirements. for your suppliers’ actions; and considering the well- being of environmental, social, and economic systems Category 6: Process Management to which your organization contributes.  Item 6.1, Work Systems, has been modified for a more Category 2: Strategic Planning logical flow of the questions. The three Areas to  Item 2.1, Strategy Development, now includes core Address are now (1) Work Systems Design, (2) Key competencies as a key component of strategy Work Processes, and (3) Emergency Readiness. development and organizational sustainability.  Item 6.2, now Work Processes, has three Areas to  Item 2.2, Strategy Deployment, now includes a question Address: (1) Work Process Design, (2) Work Process addressing the deployment of your action plans to key Management, and (3) Work Process Improvement. suppliers and partners. Work Process Improvement includes a question about Category 3: now Customer Focus how you incorporate the results of organizational  This Category has been totally redesigned with two new performance reviews into the improvement of your Items. work processes.  Item 3.1, now Customer Engagement, asks how you Category 7: Results engage students and other stakeholders to serve their  Item 7.2, Customer-Focused Outcomes, is aligned with needs and build relationships. It has two Areas to the revised Category 3, asking for results related to Address: (1) Educational Programs, Offerings, and customer engagement. SERVICES, and Student and Stakeholder Support, and  Item 7.6, Leadership Outcomes, now includes a (2) Building a Student and Stakeholder Culture. question about your results for fulfillment of your  Item 3.2, now Voice of the Customer, asks how you societal responsibilities. 2010 -2011 Education Criteria for Performance Excellence - 13 -
  • 19. 2010 - 2011 EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE—ITEM LISTING Preface: Organizational Profile P.1 Organizational Description P.2 Organizational Situations Categories and Items Point Values 1 Leadership_________________________________________________________________________120 1.1 Senior Leadership 70 1.2 Governance and Societal Responsibilities 50 2 Strategic Planning___________________________________________________________________ 85 2.1 Strategy Development 40 2.2 Strategy Deployment 45 3 Customer Focus_____________________________________________________________________ 85 3.1 Customer Engagement 40 3.2 Voice of the Customer 45 4 Measurement, Analysis, and Knowledge Management_____________________________________ 90 4.1 Measurement, Analysis, and Improvement of Organizational Performance 45 4.2 Management of Information, Knowledge, and Information Technology 45 5 Workforce Focus____________________________________________________________________ 85 5.1 Workforce Engagement 45 5.2 Workforce Environment 40 6 Process Management ________________________________________________________________ 85 6.1 Work Systems 35 6.2 Work Processes 50 7 Results_____________________________________________________________________________450 7.1 Student Learning Outcomes 100 7.2 Customer-Focused Outcomes 70 7.3 Budgetary, Financial and Market Outcomes 70 7.4 Workforce-Focused Outcomes 70 7.5 Process Effectiveness Outcomes 70 7.6 Leadership Outcomes 70 TOTAL POINTS________________________________________________________________________1,000 NOTE: The Scoring System used with the Criteria Items in a Texas Award for Performance Excellence assessment can be found on pages 50-51. 2010 -2011 Education Criteria for Performance Excellence - 14 -
  • 20. 2010-2011 EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE Importance of Beginning with Your Organizational Profile Your Organizational Profile is critically important because  it is the most appropriate starting point for self-assessment and for writing an application;  it helps you identify potential gaps in key information and focus on key performance requirements and results;  it is used by the Examiners and Judges in application review, including the site visit, to understand your organization and what you consider important (you will be assessed using the Criteria requirements in relation to your organization’s environment, relationships, influences, and challenges, as presented in your Organizational Profile); and  it also may be used by itself for an initial self-assessment. If you identify topics for which conflicting, little, or no information is available, it is possible that the Organizational Profile can serve as your complete assessment, and you can use these topics for action planning. PREFACE: ORGANIZATIONAL PROFILE The Organizational Profile is a snapshot of your organization, the KEY influences on HOW you operate, and the KEY challenges you face. P.1 Organizational Description: What are your key organizational characteristics? Describe your organization’s operating environment and your KEY relationships with students, STAKEHOLDERS, suppliers, and PARTNERS. Within your response, include answers to the following questions: a. Organizational Environment (1) What are your organization’s main EDUCATIONAL PROGRAMS, OFFERINGS, AND SERVICES? What are the delivery mechanisms used to provide your EDUCATIONAL PROGRAMS, OFFERINGS, AND SERVICES? (2) What are the KEY characteristics of your organizational culture? What are your stated PURPOSE, VISION, VALUES, and MISSION? What are your organization’s CORE COMPETENCIES and their relationship to your MISSION? (3) What is your WORKFORCE profile? What are your WORKFORCE groups and SEGMENTS? What are their education levels? What are the KEY factors that motivate them to engage in accomplishing your MISSION? What are your organization’s WORKFORCE and job DIVERSITY, organized bargaining units, KEY benefits, and special health and safety requirements? (4) What are your major facilities, technologies, and equipment? (5) What is the regulatory environment under which your organization operates? What are the mandated federal, state, and local standards, curricula, programs, and assessments; applicable occupational health and safety regulations; accreditation requirements; administrator and teacher certification requirements; and environmental and financial regulations? What are your district boundaries and service offering restrictions, as appropriate? b. Organizational Relationships (1) What are your organizational structure and GOVERNANCE system? What are the reporting relationships between your GOVERNANCE board/policymaking body and your SENIOR LEADERS, as appropriate? (2) What are your KEY market SEGMENTS, student SEGMENTS, and STAKEHOLDER groups, as appropriate? What are their KEY requirements and expectations for your PROGRAMS, OFFERINGS, student and STAKEHOLDER support SERVICES, and operations? What are the differences in these requirements and expectations among market SEGMENTS, student groups, and STAKEHOLDER groups? (3) What are your KEY types of suppliers, PARTNERS, and COLLABORATORS? What role do these suppliers, PARTNERS, and - 15 - 2010 -2011 Education Criteria for Performance Excellence
  • 21. COLLABORATORS play in your WORK SYSTEMS and in the delivery of your EDUCATIONAL PROGRAMS, OFFERINGS, and student and STAKEHOLDER support SERVICES? What are your KEY mechanisms for communicating and managing relationships with suppliers, PARTNERS, and COLLABORATORS? What role, if any, do these groups play in your organizational INNOVATION PROCESSES? What are your KEY requirements for your suppliers? NOTES:__________________________________________________________________________________ N1. The term “organization” refers to the unit being the type of employment or contract reporting assessed. The unit might be a school, a school district, a relationship, location, work environment, family- postsecondary organization, or a major academic unit friendly policies, or other factors. within a college or university. N6. Many education organizations rely heavily on N2. “Education” should be interpreted broadly. volunteers to accomplish their work. These “Educational programs, offerings, and SERVICES” organizations should include volunteers in their (P.1a[1]) may include courses (credit and noncredit), discussion of their workforce (P.1a[3]). research, outreach, cooperative projects and programs, N7. For some education organizations, governance and and supplemental educational services. Mechanisms for reporting relationships (P.1b[1]) might include delivery of educational programs and offerings to your relationships with foundation or other funding sources. students and stakeholders might be direct or through partners or collaborators. Coordination of design and N8. Student segments and stakeholder groups (P.1b[2]) delivery processes should involve representatives of all might be based on common expectations, behaviors, work units and individuals who take part in delivery and preferences, or profiles. Within a group, there may be whose performance affects overall education outcomes. segments based on differences and commonalities This might include groups such as faculty in feeder and within the group. Your markets might be subdivided receiving programs; academic staff members; faculty into market segments based on educational programs, from different departments, disciplines, or levels; and offerings, services, or features; geography; volume; or social service, advising, or counseling staff members. other factors that your organization uses to define related market characteristics. N3. “Core competencies” (P.1a[2]) refers to your organization’s areas of greatest expertise. Your N9. Student segment, stakeholder group, and market organization’s core competencies are those strategically segment requirements (P.1b[2]) might include special important capabilities that are central to fulfilling your accommodation, customized curricula, safety, security, mission or provide an advantage in your education. reduced class size, multilingual services, customized Core competencies frequently are challenging for degree requirements, student advising, dropout recovery competitors or suppliers and partners to imitate and programs, administrative cost reductions, and electronic provide a sustainable competitive advantage. communication. Stakeholder group requirements might include socially responsible behavior and community N4. The terms “suppliers” and “partners” refer to service. providers of student services such as social services, before-/after-school day care, external bookstores, and N10. Communication mechanisms (P.1b[3]) should be transportation; partners such as future employers of two-way and in understandable language, and they students; and suppliers of goods for operations such as might be in person, via e-mail, Web-based, or by computing, photocopying, and grounds maintenance. telephone. For many organizations, these mechanisms may change as student, stakeholder, and education N5. Workforce groups and segments (including community requirements change. organized bargaining units) (P.1a[3]) might be based on For additional description of this Item, see page 36. Information for Understanding All Criteria Items For definitions of key terms presented throughout the Education Criteria and Scoring Guidelines text in SMALL CAPS/SANS SERIF, see the Glossary of Key Terms on pages 59-68. Frequently, several questions are grouped under one number (e.g., P.1a[3]). These questions are related and do not require - 16 - 2010 -2011 Education Criteria for Performance Excellence
  • 22. separate responses. These multiple questions serve as a guide in understanding the full meaning of the information being requested. The Items in the Texas Award for Performance Excellence Education Criteria are divided into three groups: the Preface, which defines your organizational environment; Categories 1–6, which define your organization’s Processes; and Category 7, which contains your Results for your organization’s processes. Item notes serve three purposes: (1) to clarify terms or requirements presented in an Item; (2) to give instructions and examples for responding to the Item requirements; and (3) to indicate key linkages to other Items. In all cases, the intent is to help you respond to the Item requirements. - 17 - 2010 -2011 Education Criteria for Performance Excellence
  • 23. P.2 Organizational Challenges: What are your key strategic situations? Describe your organization’s competitive environment, your KEY STRATEGIC CHALLENGES and ADVANTAGES, and your system for PERFORMANCE improvement. Within your response, include answers to the following questions: a. Competitive Environment (1) What is your competitive position? What are your relative size and growth in your education sector or your markets served? What are the numbers and types of competitors and KEY COLLABORATORS for your organization? (2) What are the principal factors that determine your success relative to your competitors and comparable organizations delivering similar services? What are any KEY changes taking place that affect your competitive situation, including opportunities for INNOVATION and collaboration, as appropriate? (3) What are your KEY available sources of comparative and competitive data from within the academic community? What are your KEY available sources of comparative data from outside the academic community? What limitations, if any, are there in your ability to obtain these data? b. Strategic Context What are your KEY education and LEARNING, operational, human resource, and community-related STRATEGIC CHALLENGES and ADVANTAGES? What are your KEY STRATEGIC CHALLENGES and ADVANTAGES associated with organizational SUSTAINABILITY? c. PERFORMANCE Improvement System What are the KEY elements of your PERFORMANCE improvement system, including your evaluation, organizational LEARNING, and INNOVATION PROCESSES? NOTES:___________________________________________________________________________________________________ N1. Principal factors (P.2a[2]) might include systems approach provided by the Performance differentiators such as your academic program Excellence framework might include implementing leadership, student-to-faculty ratio, student and Plan-Do-Study-Act improvement cycles; completing stakeholder satisfaction, recruitment and retention of accreditation self-studies; applying nationally validated faculty and staff, geographic proximity, reputation, and systems to improve teaching performance; performing program options. independent institutional, departmental, or program assessments; and using other process improvement and N2. Strategic challenges and advantages (P.2b) might innovation tools. A growing number of organizations relate to technology; educational programs, offerings, have implemented specific processes for meeting goals and SERVICES; your operations; your student and in program, offering, and service innovation. stakeholder support; your education subsector; globalization; the value added by your community N4. Education organizations exist in a competitive stakeholders, partners, and collaborators; and people. environment; aside from the direct competition for students, they often must compete with other N3. Performance improvement (P.2c) is an assessment organizations to secure financial and human resources. dimension used in the Scoring System to evaluate the This competition may involve other education maturity of organizational approaches and deployment organizations, as in the competition for grant funding or (see pages 50-51). This question is intended to help you the opportunity to provide supplemental services. In the and the Examiners set an overall context for your case of public education organizations, competition may approach to performance improvement. Approaches to involve other public agencies or departments, as in the performance improvement that are compatible with the competition for scarce budget resources. For additional description of this Item, see pages 36-37. Page Limit For Texas Award for Performance Excellence applicants, the Organizational Profile is limited to five pages. These pages are not - 18 - 2010 -2011 Education Criteria for Performance Excellence
  • 24. counted in the overall application page limit. Typing and formatting instructions for the Organizational Profile are the same as for the application. These instructions are given in the Texas Award for Performance Excellence Application Forms, which can be downloaded at www.texas-quality.org. 1 LEADERSHIP (120 PTS.) The Leadership Category examines HOW your organization’s SENIOR LEADERS’ personal actions guide and sustain your organization. Also examined are your organization’s GOVERNANCE system and HOW your organization fulfills its legal, ethical, and societal responsibilities and supports its KEY communities. 1.1 Senior Leadership: How do your senior leaders lead? (70 pts.) Process Describe HOW SENIOR LEADERS’ actions guide and sustain your organization. Describe HOW SENIOR LEADERS communicate with your WORKFORCE and encourage HIGH PERFORMANCE. Within your response, include answers to the following questions: a. VISION, VALUES and MISSION (1) HOW do SENIOR LEADERS set organizational VISION and VALUES? HOW do SENIOR LEADERS DEPLOY your organization’s VISIONand VALUES through your LEADERSHIP SYSTEM, to the WORKFORCE, to KEY suppliers and PARTNERS, and to students and STAKEHOLDERS, as appropriate? HOW do SENIOR LEADERS’ personal actions reflect a commitment to the organization’s VALUES? (2) HOW do SENIOR LEADERS personally promote an organizational environment that fosters, requires, and results in legal and ETHICAL BEHAVIOR? (3) HOW do SENIOR LEADERS create a SUSTAINABLE organization? HOW do they create an environment for organizational PERFORMANCE improvement, the accomplishment of your MISSION and STRATEGIC OBJECTIVES, INNOVATION, competitive or role- model PERFORMANCE leadership, and organizational agility? HOW do they create an environment for organizational and WORKFORCE LEARNING? HOW do they develop and enhance their personal leadership skills? HOW do they participate in organizational LEARNING, in succession planning, and in the development of future organizational leaders? b. Communication and Organizational PERFORMANCE (1) HOW do SENIOR LEADERS communicate with and engage the entire WORKFORCE? HOW do SENIOR LEADERS encourage frank, two- way communication throughout the organization? HOW do SENIOR LEADERS communicate KEY decisions? HOW do they take an active role in reward and recognition programs to reinforce HIGH PERFORMANCE and a focus on the organization, as well as on students and STAKEHOLDERS? (2) HOW do SENIOR LEADERS create a focus on action to accomplish the organization’s objectives, improve PERFORMANCE, and attain its VISION? What PERFORMANCE MEASURES do SENIOR LEADERS regularly review to identify needed actions? HOW do SENIOR LEADERS include a focus on creating and balancing VALUE for students and other STAKEHOLDERS in their organizational PERFORMANCE expectations? NOTES:___________________________________________________________________________________________________ N1. Organizational vision (1.1a[1]) should set the organization’s contributions to environmental, social, context for strategic objectives and action plans, which and economic systems beyond those of its workforce are described in Items 2.1 and 2.2. and immediate stakeholders are considered in its N2. A sustainable organization (1.1a[3]) is capable of societal responsibilities (Item 1.2). addressing current organizational needs and possesses N3. A focus on action (1.1b[2]) considers the strategy, the agility and strategic management to prepare the workforce, the work systems, and the hard assets of successfully for its future organizational and market your organization. It includes both innovation and environment. In this context, the concept of innovation ongoing improvements for student learning that may be includes both technological and organizational achieved through such actions as implementing major innovation to succeed in the future. A sustainable education initiatives, integrating new technology, organization also ensures a safe and secure environment refining teaching methods or the curriculum design and for the workforce and other key stakeholders. An development process, or incorporating faculty and staff - 19 - 2010 -2011 Education Criteria for Performance Excellence
  • 25. training and development initiatives. It also includes N5. For those organizations that rely on volunteers to the actions to accomplish your organization’s strategic accomplish their work, responses to 1.1b(1) also should objectives. discuss your efforts to communicate with and engage N4. Your organizational performance results should be the volunteer workforce. reported in Items 7.1–7.6. For additional description of this Item, see page 37. 1.2 Governance and Societal Responsibilities: How do you govern and address your societal responsibilities? (50 pts.) Process Describe your organization’s GOVERNANCE system and APPROACH to leadership improvement. Describe HOW your organization assures legal and ETHICAL BEHAVIOR, fulfills its societal responsibilities, and supports its KEY communities. Within your response, include answers to the following questions: (1) HOW does your organization review and achieve the following KEY aspects of your GOVERNANCE system? • accountability for management’s actions • fiscal accountability • transparency in operations and selection of and disclosure policies for GOVERNANCE board/policymaking body members, as appropriate • independence in internal and external audits • protection of STAKEHOLDER and stockholder interests, as appropriate (2) HOW do you evaluate the PERFORMANCE of your SENIOR LEADERS, including the head of your organization? HOW do you evaluate the PERFORMANCE of members of your GOVERNANCE board/policymaking body, as appropriate? HOW do SENIOR LEADERS and your GOVERNANCE board/policymaking body use these PERFORMANCE reviews to further their development and to improve both their personal leadership EFFECTIVENESS and that of your board and LEADERSHIP SYSTEM, as appropriate? b. Legal and ETHICAL BEHAVIOR (1) HOW do you address any adverse impacts on society of your programs, offerings, services, and operations? HOW do you anticipate public concerns with current and future programs, offerings, services, and operations? HOW do you prepare for these concerns in a proactive manner, including conserving natural resources and using EFFECTIVE supplier management PROCESSES, as appropriate? What are your KEY compliance PROCESSES, MEASURES, and GOALS for achieving and surpassing regulatory, safety, accreditation, and legal requirements, as appropriate? What are your KEY PROCESSES, MEASURES, and GOALS for addressing risks associated with your programs, offerings, services, and operations? (2) HOW does your organization promote and assure ETHICAL BEHAVIOR in all your interactions? What are your KEY PROCESSES and MEASURES or INDICATORS for enabling and monitoring ETHICAL BEHAVIOR in your GOVERNANCE structure, throughout your organization, and in interactions with students, STAKEHOLDERS, suppliers, and PARTNERS? HOW do you monitor and respond to breaches of ETHICAL BEHAVIOR? c. Societal Responsibilities, Support of KEY Communities (1) HOW do you consider societal well-being and benefit as part of your strategy and daily operations? HOW do you consider the well-being of environmental, social, and economic systems to which your organization does or may contribute? (2) HOW does your organization actively support and strengthen your KEY communities? What are your KEY communities? HOW do you identify these communities and determine areas for organizational involvement, including areas related to your CORE COMPETENCIES? HOW do your SENIOR LEADERS, in concert with your WORKFORCE, contribute to improving these communities? NOTES:___________________________________________________________________________________________________ N1. Societal responsibilities in areas critical to your addressed in Strategy Development (Item 2.1) and in organization’s ongoing market success also should be Process Management (Category 6). Key results, such as - 20 - 2010 -2011 Education Criteria for Performance Excellence
  • 26. results of regulatory, safety, accreditation, and legal N5. Measures or indicators of ethical behavior (1.2b[2]) compliance (including the results of mandated financial might include instances of ethical conduct breaches and audits); reductions in environmental impacts through responses, survey results on workforce perceptions of use of “green” technology, resource-conserving organizational ethics, ethics hotline use, implementation activities, or other means; or improvements in social of institutional review board (IRB) principles in cases of impacts through organizational community involvement research involving human and animal subjects, and activities, should be reported as Leadership Outcomes results of ethics reviews and audits. They also might (Item 7.6). include evidence that policies, public disclosure of information, staff training, and monitoring systems are N2. Transparency in operations of your governance in place with respect to conflicts of interest, acceptable board/policymaking body (1.2a[1]) should include your use of technology, use of active funds, or appropriate internal controls on governance processes. For selection of vendors. Other measures or indicators might organizations that serve as stewards of public funds, include the integrity of testing, workforce accreditation, stewardship of those funds and transparency in and equal access to resources. operations are areas of emphasis. N6. Areas of societal contributions and support of key N3. Leadership performance evaluation (1.2a[2]) might communities appropriate for inclusion in 1.2c might be supported by peer reviews, formal performance include your efforts to strengthen local community management reviews, reviews by external advisory services; community education; the environment, boards, and formal or informal workforce and other including collaborative activities to conserve the stakeholder feedback and surveys. environment or natural resources; and practices of professional associations. N4. You should report in 1.2b(1), as appropriate, how N7. The health and safety of your workforce are not you address the legal and regulatory requirements and addressed in Item 1.2; you should address these standards that govern your fundraising activities. workforce factors in Item 5.2. For additional description of this Item, see pages 37-38. Assessment of Item Responses Item responses are assessed by considering the Criteria Item requirements; your key organization factors presented in your Organizational Profile; and the maturity of your approaches, breadth of their deployment, and strength of your improvement process and results relative to the Scoring System. Refer to the Scoring System information on pages 50-51. - 21 - 2010 -2011 Education Criteria for Performance Excellence
  • 27. 2 STRATEGIC PLANNING (85 PTS.) The Strategic Planning Category examines HOW your organization develops STRATEGIC OBJECTIVES and ACTION PLANS. Also examined are HOW your chosen STRATEGIC OBJECTIVES and ACTION PLANS are DEPLOYED and changed if circumstances require, and HOW progress is measured. 2.1 Strategy Development: How do you develop your strategy? (40 pts.) Process Describe HOW your organization establishes its strategy to address its STRATEGIC CHALLENGES and leverage its STRATEGIC ADVANTAGES. Summarize your organization’s KEY STRATEGIC OBJECTIVES and their related GOALS. Within your response, include answers to the following questions: a. Strategy Development PROCESS (1) HOW does your organization conduct its strategic planning? What are the KEY PROCESS steps? Who are the KEY participants? HOW does your PROCESS identify potential blind spots? HOW do you determine your CORE COMPETENCIES, STRATEGIC CHALLENGES, and STRATEGIC ADVANTAGES (identified in your Organizational Profile)? What are your short- and longer-term planning time horizons? HOW are these time horizons set? HOW does your strategic planning PROCESS address these time horizons? (2) HOW do you ensure that strategic planning addresses the KEY factors listed below? HOW do you collect and analyze relevant data and information pertaining to these factors as part of your strategic planning PROCESS? • your organization’s strengths, weaknesses, opportunities, and threats • early indications of risks or major shifts in technology; EDUCATIONAL PROGRAMS, OFFERINGS, AND SERVICES; student and community demographics; markets; student and STAKEHOLDER preferences; competition; or the regulatory environment • long-term organizational SUSTAINABILITY, including needed CORE COMPETENCIES • your ability to execute the strategic plan b. STRATEGIC OBJECTIVES (1) What are your KEY STRATEGIC OBJECTIVES and your timetable for accomplishing them? What are your most important GOALS for these STRATEGIC OBJECTIVES? (2) HOW do your STRATEGIC OBJECTIVES address your STRATEGIC CHALLENGES and STRATEGIC ADVANTAGES? HOW do your STRATEGIC OBJECTIVES address your opportunities for INNOVATION in EDUCATIONAL PROGRAMS, OFFERINGS, SERVICES, and operations and your business model? HOW do your STRATEGIC OBJECTIVES address current and future CORE COMPETENCIES? HOW do you ensure that your STRATEGIC OBJECTIVES balance short- and longer-term challenges and opportunities? HOW do you ensure that your STRATEGIC OBJECTIVES consider and balance the needs of all students and KEY STAKEHOLDERS? NOTES:___________________________________________________________________________________________________ N1. “Strategy development” refers to your students, and stakeholders. organization’s approach (formal or informal) to N2. The term “strategy” should be interpreted broadly. preparing for the future. Strategy development might Strategy might be built around or lead to any or all of utilize various types of forecasts, projections, options, the following: addition or termination of services and scenarios, knowledge (see 4.2a for relevant programs; redirection of resources; modifications in organizational knowledge), or other approaches to instructional design; use of technology; changes in envisioning the future for purposes of decision making testing or adoption of standards; services to new, and resource allocation. Strategy development might changing, and special student populations; new core involve participation by key suppliers, partners, competencies; geographic challenges; grants and - 22 - 2010 -2011 Education Criteria for Performance Excellence
  • 28. endowments; research priorities; new partnerships and strengths, and weaknesses of partners and suppliers; and alliances; and new faculty and staff or volunteer other factors unique to your organization. relationships. It also might be directed toward meeting a N4. Your ability to execute the strategic plan (2.1a[2]) new community or public need. should address your ability to mobilize the necessary N3. Your organization’s strengths, weaknesses, resources and knowledge. It also should address your opportunities, and threats (2.1a[2]) should address all organizational agility based on contingency plans, or if factors that are key to your organization’s future circumstances require, a shift in plans and rapid success, including the following, as appropriate: execution of new or changed plans. learning-centered education to ensure student N5. Strategic objectives that address key challenges and achievement; your student and stakeholder advantages (2.1b[2]) might include rapid response, requirements, expectations, and opportunities; your customization of educational offerings, partnerships, opportunities for innovation and role-model workforce capability and capacity, joint ventures, performance; your core competencies; your competitive understanding a changing education market, rapid environment and your performance relative to innovation, and information management. Responses to competitors and comparable organizations; education Item 2.1 should focus on your specific challenges and reform; technological and other key innovations or advantages—those most important to your students’ changes that might affect your educational programs success and to strengthening your organization’s overall and SERVICES and how you operate, as well as the rate performance. of that innovation; your workforce and other resource needs; your ability to capitalize on diversity; your N6. Item 2.1 addresses your overall organizational opportunities to redirect resources to higher-priority strategy, which might include changes in educational programs, offerings, services, or areas; financial, programs, offerings, and SERVICES, and in customer budgetary, societal, ethical, regulatory, technological, engagement processes. However, the Item does not security, and other potential risks and opportunities; address educational program or service design, or your ability to prevent and respond to emergencies, customer engagement strategies; you should address including natural or other disasters; changes in the local, these factors in Items 3.1 and 6.1, as appropriate. national, or global economy; the requirements, For additional description of this Item, see page 39. 2.2 Strategy Deployment: How do you deploy your strategy? (45 pts.) Process Describe HOW your organization converts its STRATEGIC OBJECTIVES into ACTION PLANS. Summarize your organization’s ACTION PLANS, HOW they are DEPLOYED, and KEY ACTION PLAN PERFORMANCE MEASURES or INDICATORS. Project your organization’s future PERFORMANCE relative to KEY comparisons on these PERFORMANCE MEASURES or INDICATORS. Within your response, include answers to the following questions: a. ACTION PLAN Development and DEPLOYMENT (1) What are your KEY short- and longer-term ACTION PLANS? What are the KEY planned changes, if any, in your PROGRAMS, OFFERINGS, and SERVICES; your students, STAKEHOLDERS, and markets; and how you will operate? (2) HOW do you develop and DEPLOY ACTION PLANS throughout the organization to your WORKFORCE and to KEY suppliers, PARTNERS, and COLLABORATORS, as appropriate, to achieve your KEY STRATEGIC OBJECTIVES? HOW do you ensure that the KEY outcomes of your ACTION PLANS can be sustained? (3) HOW do you ensure that financial and other resources are available to support the accomplishment of your ACTION PLANS, while meeting current obligations? HOW do you allocate these resources to support the accomplishment of the plans? HOW do you assess and manage the financial and other risks associated with the plans? (4) HOW do you establish and DEPLOY modified ACTION PLANS if circumstances require a shift in plans and rapid execution of new plans? - 23 - 2010 -2011 Education Criteria for Performance Excellence
  • 29. (5) What are your KEY human resource or workforce plans to accomplish your short- and longer-term STRATEGIC OBJECTIVES and ACTION PLANS? HOW do the plans address the potential impacts on people in your WORKFORCE and any potential changes to WORKFORCE CAPABILITY and CAPACITY needs? (6) What are your KEY PERFORMANCE MEASURES or INDICATORS for tracking the achievement and EFFECTIVENESS of your ACTION PLANS? HOW do you ensure that your overall ACTION PLAN measurement system reinforces organizational ALIGNMENT? HOW do you ensure that the measurement system covers all KEY DEPLOYMENT areas, student SEGMENTS, and STAKEHOLDERS? - 24 - 2010 -2011 Education Criteria for Performance Excellence
  • 30. b. PERFORMANCE PROJECTION For the KEY PERFORMANCE MEASURES or INDICATORS identified in 2.2a(6), what are your PERFORMANCE PROJECTIONS for both your short- and longer-term planning time horizons? HOW are these PROJECTIONS determined? How does your projected PERFORMANCE compare with the projected PERFORMANCE of your competitors or comparable organizations? How does it compare with KEY BENCHMARKS, GOALS, and past PERFORMANCE, as appropriate? If there are current or projected gaps in PERFORMANCE against your competitors or comparable organizations, HOW will you address them? NOTES:___________________________________________________________________________________________________ N1. Strategy and action plan development and and capacity needs, for workforce development and deployment are closely linked to other Items in the learning system design and needs, and for Criteria. The following are examples of key linkages: implementing workforce-related changes resulting • Item 1.1 for how your senior leaders set and from action plans; communicate organizational direction; • Category 6 for changes to core competencies, work • Category 3 for gathering student, stakeholder, and systems, and work process requirements resulting market knowledge as input to your strategy and from your action plans; and action plans and for deploying action plans; • Item 7.6 for specific accomplishments relative to • Category 4 for measurement, analysis, and your organizational strategy and action plans. knowledge management to support your key N2. Measures and indicators of projected performance information needs; to support your development of (2.2b) might include changes resulting from significant strategy; to provide an effective basis for your anticipated innovations in educational programs, performance measurements; and to track progress services, and technology; the redirection of resources; relative to your strategic objectives and action the effectiveness of research and SERVICES; the plans; improved performance of administrative and other • Category 5 for meeting your workforce capability support functions; improvements in safety; and new legislative mandates or legal requirements. For additional description of this Item, see pages 39-40. - 25 - 2010 -2011 Education Criteria for Performance Excellence
  • 31. 3 CUSTOMER FOCUS (85 PTS.) The CUSTOMER Focus Category examines HOW your organization engages its students and STAKEHOLDERS for long-term market success. This ENGAGEMENT strategy includes HOW your organization builds a student- and stakeholder-focused culture. Also examined is HOW your organization listens to the VOICE OF ITS CUSTOMERS (your students and STAKEHOLDERS) and uses this information to improve and identify opportunities for INNOVATION. 3.1 Customer Engagement: How do you engage students and stakeholders to serve their needs and build relationships? (40 pts.) Process Describe HOW your organization determines EDUCATIONAL PROGRAMS, OFFERINGS, AND SERVICES to support their use by students and STAKEHOLDERS. Describe also HOW your organization builds a student- and STAKEHOLDER-focused culture. Within your response, include answers to the following questions: a. EDUCATIONAL PROGRAMS, OFFERINGS, AND SERVICES, and Student and STAKEHOLDER Support (1) HOW do you identify and innovate EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES to meet the requirements and exceed the expectations of your students, STAKEHOLDERS, and market SEGMENTS (identified in your Organizational Profile)? HOW do you identify and innovate EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES to attract new students and STAKEHOLDERS and provide opportunities for expanding relationships with existing students and STAKEHOLDERS, as appropriate? (2) HOW do you determine your KEY mechanisms to support use of your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES and enable students and STAKEHOLDERS to seek information and otherwise utilize your PROGRAMS, OFFERINGS, and SERVICES? What are your KEY means of student and STAKEHOLDER support, including your KEY communication mechanisms? How do they vary for different students, STAKEHOLDERS, or market SEGMENTS? How do you determine your students’ and STAKEHOLDERS’ KEY support requirements? HOW do you ensure that student and STAKEHOLDER support requirements are DEPLOYED to all people and PROCESSES involved in student and STAKEHOLDER support? (3) HOW do you keep your APPROACHES for identifying and innovating EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES and for providing student and STAKEHOLDER support current with your organization’s needs and directions? b. Building a Student and STAKEHOLDER Culture (1) HOW do you create an organizational culture that ensures a consistently positive student and STAKEHOLDER experience and contributes to CUSTOMER ENGAGEMENT? HOW do your WORKFORCE PERFORMANCE management system and your WORKFORCE and leader development systems reinforce this culture? (2) HOW do you build and manage relationships with students and STAKEHOLDERS to: • acquire new students and STAKEHOLDERS; • meet their requirements and exceed their expectations at each stage of their relationship with you; and • increase their ENGAGEMENT with you? (3) HOW do you keep your APPROACHES for creating a student- and STAKEHOLDER-focused culture and building student and STAKEHOLDER relationships current with organizational needs and directions? NOTES:___________________________________________________________________________________________________ N1. “Customer engagement” refers to your students’ engagement include retention and loyalty, students’ and and stakeholders’ investment in your educational stakeholders’ willingness to make an effort to choose programs, offerings, and SERVICES. Characteristics of and remain with your education organization, and their - 26 - 2010 -2011 Education Criteria for Performance Excellence
  • 32. willingness to actively advocate for and recommend associated costs. Key programs, offerings, and your organization and its programs, offerings, and SERVICES also might take into account how SERVICES. transactions occur and factors such as student and stakeholder data privacy and security. Your results on performance relative to key educational programs, N2. “Educational programs, offerings, and SERVICES” offerings, and service features identified as student (3.1a[1]) refers to all the important characteristics of requirements should be reported in Item 7.1, and those programs, offerings, and SERVICES available concerning students’ and stakeholders’ perceptions and throughout each stage of students’ and stakeholders’ actions (outcomes) should be reported in Item 7.2. relationships with you. This includes the period from N3. The goal of student and stakeholder support students’ initial decisions to enroll in your organization (3.1a[2]) is to make your organization one from which it through the time of their departures. The focus should is easy to receive educational programs, offerings, and be on features that affect students’ and stakeholders’ SERVICES, as well as one that is responsive to your preferences, loyalty, general and special needs, and students’ and stakeholders’ expectations. requirements. These features might include curricular focus, student placement following completion of the N4. Student and stakeholder relationship building educational goal or training objective, workforce (3.1b[2]) might include the development of partnerships composition, extra-curricular activities, or tuition and or alliances with stakeholders. For additional description of this Item, see page 40. 3.2 Voice of the Customer: How do you obtain and use information from students and stakeholders? (45 pts.) Process Describe HOW your organization listens to your students and STAKEHOLDERS and acquires satisfaction and dissatisfaction information. Describe also HOW student and STAKEHOLDER information is used to improve your market success. Within your response, include answers to the following questions: a. Student and STAKEHOLDER Listening (1) HOW do you listen to students and STAKEHOLDERS to obtain actionable information and to obtain feedback on your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES, and your student and STAKEHOLDER support? How do your listening methods vary for different students, STAKEHOLDER groups, or market SEGMENTS? How do your listening methods vary across the stages of their relationships with you? HOW do you follow up with students and STAKEHOLDERS on the quality of EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; student and STAKEHOLDER support; and transactions to receive immediate and actionable feedback? (2) HOW do you listen to former students and STAKEHOLDERS, potential students and STAKEHOLDERS, and students and STAKEHOLDERS of competitors to obtain actionable information and to obtain feedback on your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; STAKEHOLDER support; and transactions, as appropriate? (3) HOW do you manage student and STAKEHOLDER complaints? HOW does your student and STAKEHOLDER complaint management PROCESS ensure that complaints are resolved promptly and EFFECTIVELY? HOW does your complaint management PROCESS enable you to recover your students’ and STAKEHOLDERS’ confidence, and enhance their satisfaction and ENGAGEMENT? HOW does your complaint management system enable aggregation and ANALYSIS of complaints for use in improvement throughout your organization and by your PARTNERS, as appropriate? b. Determination of Student and STAKEHOLDER Satisfaction and ENGAGEMENT (1) HOW do you determine student and STAKEHOLDER satisfaction and ENGAGEMENT? How do these determination methods differ among student and STAKEHOLDER groups and market SEGMENTS, as appropriate? HOW do your measurements capture actionable information for use in exceeding your students’ and STAKEHOLDERS’ expectations and securing their ENGAGEMENT? HOW do your determination methods enable aggregation and ANALYSIS of data for use in improvement throughout your organization and by your PARTNERS, as appropriate? - 27 - 2010 -2011 Education Criteria for Performance Excellence
  • 33. (2) HOW do you obtain and use information on your students’ and STAKEHOLDERS’ satisfaction relative to their satisfaction with your competitors? HOW do you obtain and use information on your students’ and STAKEHOLDERS’ satisfaction relative to the satisfaction levels of students and STAKEHOLDERS of other organizations delivering similar educational services or to industry BENCHMARKS, as appropriate? (3) HOW do you determine student and STAKEHOLDER dissatisfaction? HOW do your measurements capture actionable information for use in meeting your students’ and STAKEHOLDERS’ requirements and exceeding their expectations in the future? HOW do your determination methods enable aggregation and ANALYSIS of data for use in improvement throughout your organization and by your PARTNERS, as appropriate? c. ANALYSIS and Use of Student and STAKEHOLDER Data (1) HOW do you use information on students, STAKEHOLDERS, and the market, and on PROGRAMS, OFFERINGS, and SERVICES to identify current and anticipate future student and STAKEHOLDER groups and market SEGMENTS? HOW do you consider students and STAKEHOLDERS of competitors and other potential students and STAKEHOLDERS, and markets in this segmentation? HOW do you determine which students, STAKEHOLDER groups, and market SEGMENTS to pursue for current and future PROGRAMS, OFFERINGS, and SERVICES? (2) HOW do you use information on students, STAKEHOLDERS, and the market, and on PROGRAMS, OFFERINGS, and SERVICES to identify and anticipate KEY student and STAKEHOLDER requirements (including PROGRAM, OFFERING, AND SERVICE features) and changing expectations and their relative importance to students’ and STAKEHOLDERS’ enrollment, purchasing, or relationship decisions? HOW do you identify and anticipate how these requirements and changing expectations will differ across students, STAKEHOLDER groups, and market SEGMENTS, and across all stages of their relationships with you? 3) HOW do you use information on students, STAKEHOLDERS, and the market, and on PROGRAMS, OFFERINGS, and SERVICES, to improve marketing, build a more student- and STAKEHOLDER-focused culture, and identify opportunities for INNOVATION? (4) HOW do you keep your APPROACHES for student and STAKEHOLDER listening; determination of student and STAKEHOLDER satisfaction, dissatisfaction, and ENGAGEMENT; and use of student and STAKEHOLDER data current with your organization’s needs and directions? NOTES:___________________________________________________________________________________________________ N1. The “voice of the customer” refers to your process students’ and stakeholders’ future relationships with for capturing student- and stakeholder-related your organization. information. Voice-of-the-customer processes are N3. Determining student and stakeholder satisfaction intended to be proactive and continuously innovative to and dissatisfaction (3.2b) might include the use of any capture stated, unstated, and anticipated student and or all of the following: surveys, formal and informal stakeholder requirements, expectations, and desires. The feedback, dropout rates, absenteeism rates, student goal is to achieve customer engagement. Listening to conflict data, and complaints. Information might be the voice of the customer might include gathering and gathered on the Web, through personal contact or a third integrating various types of student and stakeholder party, or by mail. Determining student and stakeholder data, such as survey data, focus group findings, and dissatisfaction should be seen as more than reviewing complaint data that affect students’ and stakeholders’ low student and stakeholder satisfaction scores. enrollment and engagement decisions. Dissatisfaction should be independently determined to N2. Student and stakeholder listening information could identify root causes of dissatisfaction and enable a include data about specific educational program and systematic remedy to avoid future dissatisfaction. service features, customer engagement data, students’ N4. Other organizations providing similar educational and stakeholders’ future actions (e.g., transfers or services (3.2b[2]) might include organizations that are positive referrals), and complaint data. “Actionable not competitors but provide similar services in other information” refers to specific aspects of your programs, geographic areas or to different populations. offerings, and SERVICES and interactions that affect For additional description of this Item, see pages 40-41. - 28 - 2010 -2011 Education Criteria for Performance Excellence
  • 34. 4 MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT (90 PTS.) The Measurement, ANALYSIS, and Knowledge Management Category examines HOW your organization selects, gathers, analyzes, manages, and improves its data, information, and KNOWLEDGE ASSETS and HOW it manages its information technology. The Category also examines HOW your organization reviews and uses reviews to improve its PERFORMANCE. 4.1 Measurement, Analysis, and Improvement of Organizational Performance: How do you measure, analyze, and then improve organizational performance? (45 pts.) Process Describe HOW your organization measures, analyzes, reviews, and improves its PERFORMANCE as an Education provider through the use of data and information at all levels and in all parts of your organization. Within your response, include answers to the following questions: a. PERFORMANCE Measurement (1) HOW do you select, collect, align, and integrate data and information for tracking daily operations and for tracking overall organizational PERFORMANCE, including progress relative to STRATEGIC OBJECTIVES and ACTION PLANS? What are your KEY organizational PERFORMANCE MEASURES, including KEY short-term and longer-term budgetary and financial MEASURES? How frequently are these MEASURES determined? HOW do you use these data and information to support organizational decision making and INNOVATION? (2) HOW do you select and ensure the EFFECTIVE use of KEY comparative data and information to support operational and strategic decision making and INNOVATION? (3) HOW do you keep your PERFORMANCE measurement system current with educational service needs and directions? HOW do you ensure that your PERFORMANCE measurement system is sensitive to rapid or unexpected organizational or external changes? b. PERFORMANCE ANALYSIS and Review HOW do you review organizational PERFORMANCE and capabilities? What ANALYSIS do you perform to support these reviews and to ensure that conclusions are valid? HOW do you use these reviews to assess organizational success, PERFORMANCE relative to competitors and comparable organizations, and progress relative to STRATEGIC OBJECTIVES and ACTION PLANS? HOW do you use these reviews to assess your organization’s ability to respond rapidly to changing organizational needs and challenges in your operating environment? c. PERFORMANCE Improvement HOW do you translate organizational PERFORMANCE review findings into priorities for continuous and breakthrough improvement and into opportunities for INNOVATION? HOW are these priorities and opportunities DEPLOYED to FACULTY, STAFF, other work groups, and functional-level operations throughout your organization to enable EFFECTIVE support for their decision making? When appropriate, HOW are the priorities and opportunities DEPLOYED to your feeder and/or receiving schools and to your suppliers, PARTNERS, and COLLABORATORS to ensure organizational ALIGNMENT? NOTES:___________________________________________________________________________________________________ N1. Performance measurement (4.1a) is used in fact- comparisons. “Benchmarking” refers to identifying based decision making for setting and aligning processes and results that represent best practices and organizational directions and resource use at the performance for similar activities, inside or outside the classroom, departmental, key process, school/college, academic community. Competitive comparisons relate and organizational levels. your organization’s performance to that of comparable organizations and/or student populations and competing N2. Comparative data and information (4.1a[2]) are organizations. obtained by benchmarking and by seeking competitive - 29 - 2010 -2011 Education Criteria for Performance Excellence
  • 35. N3. Organizational performance reviews (4.1b) should relationships, and correlations. Analysis should support be informed by organizational performance your performance reviews, help determine root causes, measurement, performance measures reported and help set priorities for resource use. Accordingly, throughout your Criteria Item responses, and analysis draws on all types of data: student, student performance measures reviewed by senior leaders group, school program, stakeholder, financial and (1.1b[2]), and they should be guided by the strategic market, operational, budgetary, and objectives and action plans described in Items 2.1 and competitive/comparative. 2.2. The reviews also might be informed by internal or N5. The results of organizational performance analysis external assessments. and review should contribute to your organizational N4. Analysis (4.1b) includes examining performance strategic planning in Category 2. trends; organizational, academic community, and N6. Your organizational performance results should be technology projections; and comparisons, cause-effect reported in Items 7.1–7.6. For additional description of this Item, see pages 41-42. 4.2 Management of Information, Knowledge, and Information Technology: How do you manage your information, organizational knowledge, and information technology? (45 pts.) Process Describe HOW your organization ensures the quality and availability of needed data, information, software, and hardware for your WORKFORCE, students and STAKEHOLDERS, suppliers, PARTNERS, and COLLABORATORS. Describe HOW your organization builds and manages its KNOWLEDGE ASSETS. Within your response, include answers to the following questions: a. Data, Information, and Knowledge Management (1) HOW do you ensure the following properties of your organizational data, information, and knowledge? • accuracy • integrity and reliability • timeliness • security and confidentiality (2) HOW do you make needed data and information available? HOW do you make them accessible to your WORKFORCE, students, STAKEHOLDERS, suppliers, PARTNERS, and COLLABORATORS, as appropriate? (3) HOW do you manage organizational knowledge to accomplish • the collection and transfer of WORKFORCE knowledge; • the transfer of relevant knowledge from and to students, STAKEHOLDERS, suppliers, PARTNERS, and COLLABORATORS; • the rapid identification, sharing, and implementation of best practices; and • the assembly and transfer of relevant knowledge for use in your strategic planning PROCESS. b. Management of Information Resources and Technology (1) HOW do you ensure that hardware and software are reliable, secure, and user-friendly? (2) In the event of an emergency, HOW do you ensure the continued availability of hardware and software systems and the continued availability of data and information? - 30 - 2010 -2011 Education Criteria for Performance Excellence
  • 36. (3) HOW do you keep your data and information availability mechanisms, including your software and hardware systems, current with educational service needs and directions and with technological changes in your operating environment? NOTE:____________________________________________________________________________________________________ N1. Data and information availability (4.2a[2]) is of more important as a major source of organization-wide growing importance as the Internet and school Web communications. sites are used increasingly for student-school and stakeholder-school interactions and as intranets become N2. Data and information access (4.2a[2]) might be via electronic or other means. For additional description of this Item, see pages 42-43. 5 WORKFORCE FOCUS (85 PTS.) The WORKFORCE Focus Category examines HOW your organization engages, manages, and develops your WORKFORCE to utilize its full potential in ALIGNMENT with your organization’s overall MISSION, strategy, and ACTION PLANS. The Category examines your ability to assess WORKFORCE CAPABILITY and CAPACITY needs and to build a WORKFORCE environment conducive to HIGH PERFORMANCE. 5.1 Workforce Engagement: How do you engage your workforce to achieve organizational and personal success? (45 points) Process Describe HOW your organization engages, compensates, and rewards your WORKFORCE to achieve HIGH PERFORMANCE. Describe HOW members of your WORKFORCE, including leaders, are developed to achieve HIGH PERFORMANCE. Describe HOW you assess WORKFORCE ENGAGEMENT and use the results to achieve higher PERFORMANCE. Within your response, include answers to the following questions: a. WORKFORCE Enrichment (1) HOW do you determine the KEY factors that affect WORKFORCE ENGAGEMENT? HOW do you determine the KEY factors that affect WORKFORCE satisfaction? HOW are these factors determined for different WORKFORCE groups and segments? (2) HOW do you foster an organizational culture that is characterized by open communication, HIGH-PERFORMANCE WORK, and an engaged WORKFORCE? HOW do you ensure that your organizational culture benefits from the diverse ideas, cultures, and thinking of your WORKFORCE? (3) HOW does your WORKFORCE PERFORMANCE management system support HIGH-PERFORMANCE WORK and WORKFORCE ENGAGEMENT? HOW does your WORKFORCE PERFORMANCE management system consider WORKFORCE compensation, reward, recognition, and incentive practices? HOW does your WORKFORCE PERFORMANCE management system reinforce a focus on students, STAKEHOLDERS, and the organization, as well as achievement of your ACTION PLANS? b. WORKFORCE and Leader Development (1) HOW does your LEARNING and development system address the following factors for your WORKFORCE and your leaders? • your organization’s CORE COMPETENCIES, STRATEGIC CHALLENGES, and accomplishment of its ACTION PLANS, both short-term and long-term - 31 - 2010 -2011 Education Criteria for Performance Excellence
  • 37. • organizational PERFORMANCE improvement and INNOVATION • ethics and ethical business practices • the breadth of development opportunities, including education, training, coaching, mentoring, and work-related experiences, as appropriate (2) HOW does your LEARNING and development system address the following factors for your WORKFORCE? • their LEARNING and development needs, including those that are self-identified and those identified by supervisors and managers • the transfer of knowledge from departing or retiring workers • the reinforcement of new knowledge and skills on the job (3) HOW do you evaluate the EFFECTIVENESS and efficiency of your LEARNING and development systems? (4) HOW do you manage EFFECTIVE career progression for your entire WORKFORCE? HOW do you accomplish EFFECTIVE succession planning for supervisor, administrator, and other leadership positions? HOW do you ensure that FACULTY AND STAFF are appropriately certified or c. Assessment of WORKFORCE ENGAGEMENT (1) HOW do you assess WORKFORCE ENGAGEMENT? What formal and informal assessment methods and MEASURES do you use to determine WORKFORCE ENGAGEMENT and WORKFORCE satisfaction? How do these methods and MEASURES differ across WORKFORCE groups and SEGMENTS? HOW do you use other INDICATORS, such as WORKFORCE retention, absenteeism, grievances, safety, and PRODUCTIVITY to assess and improve WORKFORCE ENGAGEMENT? (2) HOW do you relate your WORKFORCE ENGAGEMENT assessment findings to KEY organizational RESULTS reported in Category 7 to identify opportunities for improvement in both WORKFORCE ENGAGEMENT and organizational RESULTS? NOTES:___________________________________________________________________________________________________ N1. “Workforce” refers to the people actively involved stakeholders and for the success of the organization are in accomplishing the work of your organization. It key to understanding an engaged workforce. These includes your organization’s permanent, temporary, and characteristics are described in detail in the definition of part-time personnel, as well as any contract employees “high-performance work” on page 62. supervised by your organization. It includes team N4. Compensation, recognition, and related reward and leaders, supervisors, faculty leaders, and administrators incentive practices (5.1a[3]) include promotions and at all levels. People supervised by a contractor should be bonuses that might be based on performance, skills addressed in Category 6 as part of your larger work acquired, and other factors. In some education systems, systems. For those education organizations that also rely compensation is set by law, regulation, or bargaining on volunteers, “workforce” includes these volunteers, as unit agreement. Since recognition can include monetary appropriate. and nonmonetary, formal and informal, and individual N2. “Workforce engagement” refers to the extent of and group mechanisms, reward and recognition systems workforce commitment, both emotional and intellectual, do permit flexibility. Recognition systems for to accomplishing the work, mission, and vision of the volunteers who contribute to the work of your organization. organization should be included, as appropriate. N3. The characteristics of “high-performance work” environments (5.1a[2] and 5.1a[3]) in which people do their utmost for the benefit of their students and - 32 - 2010 -2011 Education Criteria for Performance Excellence
  • 38. N5. Your organization may have unique considerations might draw on your workforce-focused results presented relative to workforce development, learning, and career in Item 7.4 and might involve addressing workforce- progression. If this is the case, your response to 5.1b related problems based on their impact on your should include how you address these considerations. organizational results reported in response to other Category 7 Items. N6. Identifying improvement opportunities (5.1c[2]) For additional description of this Item, see pages 43-44. - 33 - 2010 -2011 Education Criteria for Performance Excellence
  • 39. 5.2 Workforce Environment: How do you build an effective and supportive workforce environment? (40 points) Process Describe HOW your organization manages WORKFORCE CAPABILITY and CAPACITY to accomplish the work of the organization. Describe HOW your organization maintains a safe, secure, and supportive work climate. Within your response, include answers to the following questions: a. WORKFORCE CAPABILITY and CAPACITY (1) HOW do you assess your WORKFORCE CAPABILITY and CAPACITY needs, including skills, competencies, and staffing LEVELS? (2) HOW do you recruit, hire, place, and retain new members of your WORKFORCE? HOW do you ensure your WORKFORCE represents the diverse ideas, cultures, and thinking of your hiring and student and STAKEHOLDER community? (3) HOW do you manage and organize your WORKFORCE to accomplish the work of your organization, capitalize on the organization’s CORE COMPETENCIES, reinforce a focus on students and STAKEHOLDERS and on the organization, exceed PERFORMANCE expectations, address your STRATEGIC CHALLENGES and ACTION PLANS, and achieve the agility to address changing organizational needs? (4) HOW do you prepare your WORKFORCE for changing CAPABILITY and CAPACITY needs? HOW do you manage your WORKFORCE, its needs, and your needs to ensure continuity, to prevent WORKFORCE reductions, and to minimize the impact of WORKFORCE reductions, if they do become necessary? b. WORKFORCE Climate (1) HOW do you address workplace environmental factors to ensure and improve WORKFORCE health, safety, and security? What are your PERFORMANCE MEASURES and improvement GOALS for each of these WORKFORCE needs? What are any significant differences in these factors and PERFORMANCE MEASURES or targets for different workplace environments? (2) HOW do you support your WORKFORCE via policies, services, and benefits? HOW are these tailored to the needs of a diverse WORKFORCE and different WORKFORCE groups and SEGMENTS? NOTES:___________________________________________________________________________________________________ N1. “Workforce capability” (5.2a) refers to your N2. Workforce capability and capacity should consider organization’s ability to accomplish its work processes not only current needs but also future requirements through the knowledge, skills, abilities, and based on your strategic objectives and action plans competencies of its people. Capability may include the reported in Category 2. ability to build and sustain relationships with your N3. Preparing your workforce for changing capability students and stakeholders; to innovate and transition to and capacity needs (5.2a[4]) might include ensuring new technologies; to develop new educational subject-matter expertise and an understanding of the programs, offerings, services, and work processes; and cognitive, social-emotional, and ethical development of to meet changing organizational, market, and regulatory students. It also might address training in and demands. experience with teaching strategies, facilitation skills, “Workforce capacity” (5.2a) refers to your and learning assessment, as well as how to use learning organization’s ability to ensure sufficient staffing levels research theory and how to report information and data to accomplish its work processes and successfully on student progress. It also might include frequent deliver your programs, offerings, and SERVICES to communication, considerations of workforce your students and stakeholders, including the ability to employment and employability, career counseling, and meet varying demand levels. outplacement and other services. For additional description of this Item, see page 44. - 34 - 2010 -2011 Education Criteria for Performance Excellence
  • 40. 6 PROCESS MANAGEMENT (85 PTS.) The PROCESS Management Category examines HOW your organization designs its WORK SYSTEMS and HOW it designs, manages, and improves its KEY PROCESSES for implementing those WORK SYSTEMS to deliver student and STAKEHOLDER VALUE and achieve organizational success and SUSTAINABILITY. Also examined is your readiness for emergencies. 6.1 Work Systems: How do you design your work systems? (35 points) Process Describe HOW your organization designs its WORK SYSTEMS and determines its KEY PROCESSES to deliver student and STAKEHOLDER VALUE, maximize student LEARNING and success, prepare for potential emergencies, and achieve organizational success and SUSTAINABILITY. Within your response, include answers to the following questions: a. WORK SYSTEMS Design (1) HOW do you design and innovate your overall WORK SYSTEMS? HOW do you decide which PROCESSES within your overall WORK SYSTEMS will be internal to your organization (your KEY WORK PROCESSES) and which will use external resources? (2) HOW do your WORK SYSTEMS and KEY WORK PROCESSES relate to and capitalize on your CORE COMPETENCIES? b. KEY WORK PROCESSES (1) What are your organization’s KEY WORK PROCESSES? HOW do these PROCESSES contribute to delivering student and STAKEHOLDER VALUE, student LEARNING and success, financial return, organizational success, and SUSTAINABILITY? (2) HOW do you determine KEY WORK PROCESS requirements, incorporating input from students and STAKEHOLDERS, suppliers, PARTNERS, and COLLABORATORS, as appropriate? What are the KEY requirements for these PROCESSES? HOW do you anticipate and prepare for individual differences in student LEARNING capabilities, rates, and styles? HOW is information on student SEGMENTS and individual students used in the design of your KEY WORK PROCESSES to engage all students in ACTIVE LEARNING? c. Emergency Readiness HOW do you ensure WORK SYSTEM and workplace preparedness for disasters or emergencies? HOW does your disaster and emergency preparedness system consider prevention, management, continuity of operations, and recovery? NOTES: ___________________________________________________________________________________________________ N1. “Work systems” refers to how the work of your include design and delivery of your programs, offerings, organization is accomplished. Work systems involve and SERVICES; student and stakeholder support; and your workforce, your key suppliers and partners, your support processes. Your key work processes are the contractors, your collaborators, and other components processes that involve the majority of your needed to produce and deliver your programs, offerings, organization’s workforce and produce student and services, and support processes. Your work systems stakeholder value. coordinate the internal work processes and the external N3. Disasters and emergencies (6.1c) might be weather- resources necessary for you to succeed in your market. related, utility-related, security-related, or due to a local N2. Your key work processes (6.1b[1]) are your most or national emergency, including potential pandemics. important internal value creation processes and might Emergency considerations related to information - 35 - 2010 -2011 Education Criteria for Performance Excellence
  • 41. technology should be addressed in Item 4.2. For additional description of this Item, see pages 45-46. - 36 - 2010 -2011 Education Criteria for Performance Excellence
  • 42. 6.2 Work Processes: How do you design, manage, and improve your key organizational work processes? (50 points) Process Describe HOW your organization designs, implements, manages, and improves its KEY WORK PROCESSES to deliver student and STAKEHOLDER VALUE and achieve organizational success and SUSTAINABILITY. Within your response, include answers to the following questions: a. WORK PROCESS Design HOW do you design and innovate your WORK PROCESSES to meet all the KEY requirements? HOW do you incorporate new technology, organizational knowledge, and the potential need for agility into the design of these PROCESSES? HOW do you incorporate CYCLE TIME, PRODUCTIVITY, cost control, and other efficiency and EFFECTIVENESS factors into the design of these PROCESSES? b. WORK PROCESS Management (1) HOW do you implement and manage your WORK PROCESSES to ensure that they meet design requirements? HOW does your day-to-day operation of these PROCESSES ensure that they meet KEY PROCESS requirements? HOW is input from your WORKFORCE, students, STAKEHOLDERS, suppliers, PARTNERS, and COLLABORATORS used in managing these PROCESSES, as appropriate? What are your KEY PERFORMANCE MEASURES or INDICATORS and in-process MEASURES used for the control and improvement of your WORK PROCESSES? (2) HOW do you prevent variability in the implementation of your WORK PROCESSES that may lead to variations in student LEARNING or student success, as appropriate? HOW do you minimize overall costs associated with inspections, tests, and PROCESS or PERFORMANCE audits, as appropriate? HOW do you prevent errors and rework? c. WORK PROCESS Improvement HOW do you improve your WORK PROCESSES to maximize student success; to improve EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; and to keep the PROCESSES current with educational needs and directions? HOW do you incorporate a measurement plan that makes EFFECTIVE use of FORMATIVE and SUMMATIVE ASSESSMENT? HOW do you incorporate the RESULTS of the organizational PERFORMANCE reviews discussed in response to Item 4.1 into the SYSTEMATIC evaluation and improvement of your WORK PROCESSES? HOW are WORK PROCESS improvements and lessons learned shared with other organizational units and PROCESSES to drive organizational LEARNING and INNOVATION? NOTES:___________________________________________________________________________________________________ N1. In-process measures (6.2b[1]) are the data that you methodology or other process improvement tools (e.g., collect and analyze at key points in your work processes ISO 9000:2008 standards, Six Sigma methodology, or a to determine how well a particular process is Lean Enterprise System). These approaches might be performing. Education organizations should note that part of your performance improvement system in-process measures are fundamentally different from described in response to P.2c in the Organizational formative assessments. While formative assessments Profile. can yield student outcome data that may be predictive of N3. In addition to those processes associated with end-of-process performance, they do not provide student learning, work processes that maximize student sufficient information to make operational decisions success might include those targeted at ensuring about improving the process itself. Such decisions effective transitions between education levels (e.g., require an understanding of the critical inputs—such as elementary to secondary, secondary to postsecondary, time, materials, or behaviors—and outputs—such as and two-year postsecondary to four-year postsecondary) quality, quantity, or efficiency—needed to maintain and might include such mechanisms as multilevel operational control. teaming, articulation and transfer agreements, and N2. To improve process performance (6.2b) and reduce concurrent enrollment. Such processes also could variability, your organization might implement include those targeted at successful student progression approaches such as the Plan-Do-Study-Act within a program (e.g., efforts related to “promotion” at - 37 - 2010 -2011 Education Criteria for Performance Excellence
  • 43. the elementary and secondary level or to “persistence” N4. The results of improvements in student learning at the postsecondary level). should be reported in Item 7.1. All other work process performance results should be reported in Item 7.5. For additional description of this Item, see page 46. 7 RESULTS (450 PTS.) The RESULTS Category examines your organization’s PERFORMANCE and improvement in all KEY areas —student LEARNING outcomes; CUSTOMER-focused outcomes; budgetary, financial, and market outcomes; WORKFORCE-focused outcomes; PROCESS EFFECTIVENESS outcomes; and leadership outcomes. PERFORMANCE LEVELS are examined relative to those of competitors and other organizations with similar programs and SERVICES. 7.1 Student Learning Outcomes: What are your student learning results? (100 pts.) Results Summarize your organization’s KEY student LEARNING RESULTS. SEGMENT your RESULTS by student and market SEGMENTS, as appropriate. Include appropriate comparative data relative to competitors and to comparable organizations and student populations. Provide data and information to answer the following questions: a. Student Learning RESULTS What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student LEARNING and improvement in student LEARNING? How do these RESULTS compare with the PERFORMANCE of your competitors and comparable organizations and of other appropriate student and market SEGMENTS? NOTES:___________________________________________________________________________________________________ N1. Results reported in this Item should include results legislation or policy, or by the reporting requirements from your primary assessments of student learning. associated with the receipt of federal, state, or external These may include test results related to local, state, and grant funds. These measures should be identified and national requirements or mandates, such as the No Child reported in your response to this Item. Left Behind Act. In addition, student learning results N3. Demonstrations of improvement in student learning should relate to the key student learning features should be evaluated in comparison to education identified as student and stakeholder requirements and organizations with similar performance levels for their expectations in P.1b(2), based on information gathered entering students or comparable student populations in Items 3.1 and 3.2. The measures or indicators should (i.e., performance indicators for students with similar address factors that affect student and stakeholder characteristics). Methods for demonstrating preference, such as those included in Item P.1, Note 9, improvement in student learning might involve and Item 3.1, Note 2. longitudinal and cohort studies or other value-added N2. For many education organizations, student learning methodologies. Results covering three years or more are measures are mandated by federal, state, or local preferred. For additional description of this Item, see page 47. 7.2 Customer-Focused Outcomes: What are your student- and stakeholder-focused performance results? (70 pts.) Results - 38 - 2010 -2011 Education Criteria for Performance Excellence
  • 44. Summarize your organization’s KEY student- and STAKEHOLDER-focused RESULTS for student and STAKEHOLDER satisfaction, dissatisfaction, and ENGAGEMENT. SEGMENT your RESULTS by EDUCATIONAL PROGRAM, OFFERING, AND SERVICE features, and by student, STAKEHOLDER, and market SEGMENTS, as appropriate. Include appropriate comparative data. Provide data and information to answer the following questions: a. Student- and STAKEHOLDER-Focused RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student and STAKEHOLDER satisfaction and dissatisfaction? How do these RESULTS compare with the student and STAKEHOLDER satisfaction LEVELS of your competitors and other organizations providing similar PROGRAMS, OFFERINGS, and SERVICES? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student and STAKEHOLDER relationship building and ENGAGEMENT? How do these RESULTS compare over the course of time as students and stakeholders utilize your programs and SERVICES, as appropriate? NOTES:___________________________________________________________________________________________________ N1. Student and stakeholder satisfaction, dissatisfaction, stakeholders’ satisfaction with competitors and relationship building, and engagement results reported comparable organizations (7.2a[1]) might include gains in this Item should relate to the student segments, and losses of your students from or to other schools or stakeholder groups, and market segments discussed in alternative means of education, such as charter schools, P.1b(2) and Category 3 and to the listening and home schooling, or corporate educational programs. determination methods and data described in Item 3.2. Results also might include information and data from Results data might include feedback from students and independent organizations and key stakeholders, such as stakeholders and their overall assessment of education survey results, competitive awards, recognition, and and operations. ratings. The information and data should reflect comparative satisfaction (and dissatisfaction). N2. Measures and indicators of satisfaction with your Information on the comparative performance of your programs and SERVICES relative to students’ and students should be included in Item 7.1. For additional description of this Item, see page 47. 7.3 Budgetary, Financial and Market Outcomes: What are your budgetary, financial and marketplace performance results? (70 pts.) Results Summarize your organization’s KEY budgetary, financial, and market PERFORMANCE RESULTS by student SEGMENTS, STAKEHOLDER groups, or market SEGMENTS, as appropriate. Include appropriate comparative data. Provide data and information to answer the following questions: a. Budgetary, Financial and Market RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of budgetary and financial PERFORMANCE, including aggregate MEASURES of cost containment or financial viability, as appropriate? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of market PERFORMANCE, including market share or position, market and market share growth, and new markets entered, as appropriate? NOTES:___________________________________________________________________________________________________ N1. Responses to 7.3a(1) might include measures such and awards; cost avoidance or savings; performance to as instructional and general administration expenditures budget; program expenditures as a percentage of per student or as a percentage of the total budget; budget; annual budget increases or decreases; resources income, expenses, reserves, and endowments; tuition redirected to education from other areas; scholarship and fee levels; cost per academic credit; annual grants growth; the percentage of budget for research; and the - 39 - 2010 -2011 Education Criteria for Performance Excellence
  • 45. budget for public service. Measures should relate to the Item 2.2. budgetary and financial measures reported in 4.1a(1) N2. New markets entered (7.3a[2]) might include and the financial management approaches described in offering Web-based services or distance learning. For additional description of this Item, see page 48. 7.4 Workforce-Focused Outcomes: What are your workforce-focused performance results? (70 pts.) Results Summarize your organization’s KEY WORKFORCE-focused RESULTS for WORKFORCE ENGAGEMENT and for your WORKFORCE environment. SEGMENT your RESULTS to address the DIVERSITY of your WORKFORCE and to address your WORKFORCE groups and SEGMENTS, as appropriate. Include appropriate comparative data. Provide data and information to answer the following questions: a. WORKFORCE RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of WORKFORCE ENGAGEMENT and WORKFORCE satisfaction? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of WORKFORCE and leader development? (3) What are your current LEVELS and TRENDS in KEY MEASURES of WORKFORCE CAPABILITY and CAPACITY, including staffing LEVELS and appropriate skills? (4) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of your WORKFORCE climate, including WORKFORCE health, safety, and security and WORKFORCE services and benefits, as appropriate? NOTES:___________________________________________________________________________________________________ N1. Results reported in this Item should relate to N2. Responses to 7.4a(1) should include measures and processes described in Category 5. Your results should indicators identified in response to 5.1c(1). be responsive to key work process needs described in N3. Those organizations that rely on volunteers should Category 6 and to your organization’s action plans and include results for their volunteer workforce, as human resource or workforce plans described in Item appropriate. 2.2. For additional description of this Item, see page 48. 7.5 Process Effectiveness Outcomes: What are your process effectiveness results? (70 pts.) Results Summarize your organization’s KEY operational PERFORMANCE RESULTS that contribute to opportunities for enhanced student LEARNING and to the improvement of organizational EFFECTIVENESS, including your organization’s readiness for emergencies. SEGMENT your RESULTS by programs and offerings; by student and market SEGMENTS; and by PROCESSES and locations as appropriate. Include appropriate comparative data. Provide data and information to answer the following questions: a. PROCESS EFFECTIVENESS RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of the operational PERFORMANCE of your WORK SYSTEMS, including WORK SYSTEM and workplace preparedness for disasters or emergencies? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of the operational PERFORMANCE of your KEY WORK PROCESSES, including PRODUCTIVITY, CYCLE TIME, and other appropriate MEASURES of PROCESS EFFECTIVENESS, efficiency, and INNOVATION? - 40 - 2010 -2011 Education Criteria for Performance Excellence
  • 46. NOTES:___________________________________________________________________________________________________ N1. Results reported in Item 7.5 should address your outcomes (Item 7.1); customer-focused outcomes (Item key operational requirements as presented in the 7.2); and budgetary, financial, and market outcomes Organizational Profile and in Items 6.1 and 6.2. Include (Item 7.3). results of mission-specific research and outreach N3. Appropriate measures and indicators of work processes, as appropriate. Include results not reported in system performance (7.5a[1]) might include supplier Items 7.1–7.4. and partner performance; program, offering, service, N2. Results reported in Item 7.5 should provide key and work system innovation rates and results; information for analysis and review of your simplification of internal jobs and job classifications; organizational performance (Item 4.1), demonstrate use changing supervisory ratios; response times for of organizational knowledge (Item 4.2), and provide the emergency drills or exercises; and results for work operational basis for improved student learning relocation or contingency exercises. For additional description of this Item, see page 48. - 41 - 2010 -2011 Education Criteria for Performance Excellence
  • 47. 7.6 Leadership Outcomes: What are your leadership results? (70 pts.) Results Summarize your organization’s KEY GOVERNANCE and SENIOR LEADERSHIP RESULTS, including evidence of strategic plan accomplishments, fiscal accountability, legal compliance, ETHICAL BEHAVIOR, societal responsibility, and support of KEY communities. SEGMENT your RESULTS by work units, as appropriate. Include appropriate comparative data. Provide data and information to answer the following questions: a. Leadership and Societal Responsibility RESULTS (1) What are your RESULTS for KEY MEASURES or INDICATORS of accomplishment of your organizational strategy and ACTION PLANS? (2) What are your KEY current findings and TRENDS in KEY MEASURES or INDICATORS of GOVERNANCE and fiscal accountability, both internal and external, as appropriate? (3) What are your RESULTS for KEY MEASURES or INDICATORS of regulatory, safety, accreditation, and legal compliance? (4) What are your RESULTS for KEY MEASURES or INDICATORS of ETHICAL BEHAVIOR and of STAKEHOLDER trust in the SENIOR LEADERS and GOVERNANCE of your organization? What are your RESULTS for KEY MEASURES or INDICATORS of breaches of ETHICAL BEHAVIOR? (5) What are your RESULTS for KEY MEASURES or INDICATORS of your organization’s fulfillment of its societal responsibilities and your organization’s support of its KEY communities? NOTES:___________________________________________________________________________________________________ N1. Measures or indicators of strategy and action plan [OSHA] reportable incidents) should be reported in accomplishment (7.6a[1]) should address your strategic 7.4a(4). objectives and goals identified in 2.1b(1) and your N4. For examples of measures of ethical behavior and action plan performance measures and projected stakeholder trust (7.6a[4]), see Item 1.2, Note 4. performance identified in 2.2a(6) and 2.2b, respectively. N5. Responses to 7.6a(5) should address your N2. Responses to 7.6a(2) might include financial organization’s societal responsibilities discussed in statement issues and risks, important internal and 1.2b(1) and 1.2c(1), as well as support of the key external auditor recommendations, and your senior communities described in 1.2c(2). Measures of leaders’ response to these matters. contributions to societal well-being might include N3. Regulatory, safety, accreditation, and legal reduced energy consumption; the use of renewable compliance results (7.6a[3]) should address energy resources, recycled water, and alternative requirements described in 1.2b. Workforce-related approaches to conserve resources (e.g., increased audio occupational health and safety results (e.g., and video conferencing); and the global use of Occupational Safety and Health Administration enlightened labor practices. For additional description of this Item, see page 49. - 42 - 2010 -2011 Education Criteria for Performance Excellence
  • 48. of the essence of your organization, why it exists, and 2010-2011 CRITERIA: CATEGORY AND ITEM where your senior leaders want to take the organization in the future. This clarity enables you to DESCRIPTIONS make and implement strategic decisions affecting the future of your organization. Preface: Organizational Profile  A clear identification and thorough understanding of The Organizational Profile provides an overview of your your organization’s core competencies are central to organization. The profile addresses your operating organizational sustainability and competitive environment, your key organizational relationships, your performance. Executing your core competencies well competitive environment and strategic context, and your is frequently a market differentiator. Keeping your approach to performance improvement. Your core competencies current with your strategic Organizational Profile provides a framework for directions can provide a strategic advantage, and understanding your organization. It helps the Examiners protecting intellectual property contained in your core and Judges when reviewing your application to competencies can provide sustainability. understand what you consider important. It also helps you to guide and prioritize the information you present in  The regulatory environment in which you operate response to the Criteria Items in Categories 1–7. places requirements on your organization and impacts how you run your organization. Understanding this The Organizational Profile provides your organization environment is key to making effective operational with critical insight into the key internal and external and strategic decisions. Further, it allows you to factors that shape your operating environment. These identify whether you are merely complying with the factors, such as the mission, vision, values, core minimum requirements of applicable laws, competencies, competitive and collaborative environment, regulations, and standards of practice or exceeding and strategic challenges and advantages, impact the way them, a hallmark of leading organizations. your organization is run and the decisions you make. As  Leading organizations have well-defined governance such, the Organizational Profile helps your organization systems with clear reporting relationships. It is better understand the context in which it operates; the key important to clearly identify which functions are requirements for current and future organizational success performed by senior leaders and, as applicable, by and sustainability; and the needs, opportunities, and your governance board/policymaking body. Board constraints placed on your organization’s management independence and accountability frequently are key systems. considerations in the governance structure.  Suppliers may play critical roles in processes that are P.1 Organizational Description: What are your key important to running the organization and to organizational characteristics? maintaining or achieving overall organizational performance success. Requirements for suppliers Purpose might include on-time or just-in-time delivery; This Item addresses the key characteristics and flexibility; variable staffing; research and design relationships that shape your organizational environment. capability; innovation of processes, programs, It also addresses your organization’s governance system. offerings, or services; and customized services. The aim is to set the context for your organization and for your responses to the Criteria requirements in Categories P.2 Organizational Challenges: What is your 1–7. organization’s strategic situation? Comments  The use of such terms as “purpose,” “vision,” Purpose “mission,” “values,” and “core competencies” varies This Item addresses the competitive environment in which depending on the organization, and some your organization operates, including your key strategic organizations may not use one or more of these terms. challenges and advantages. It also addresses how you Nevertheless, you should have a clear understanding approach performance improvement, organizational 2010-2011 Education Criteria for Performance Excellence - 43 -
  • 49. learning, and innovation. The aim is to understand your  A particularly significant challenge, if it occurs to key organizational challenges and your system for your organization, is being unprepared for a maintaining a sustainable advantage. disruptive technology that threatens your competitive position or your market. In the past, such Comments technologies have included personal computers  Knowledge of an organization’s strengths, replacing typewriters, cell phones challenging vulnerabilities, and opportunities for improvement traditional and pay phones, fax machines capturing and growth is essential to the success and business from overnight delivery services, and e-mail sustainability of the organization. With this challenging all other means of correspondence. knowledge, you can identify those educational Today, organizations need to be scanning inside and programs, offerings, services, processes, outside their immediate environment to detect such competencies, and performance attributes that are challenges at the earliest possible point in time. unique to your organization; those that set you apart from other organizations; those that help you to Leadership (Category 1) sustain your competitive advantage; and those that Leadership addresses how your senior leaders’ actions you must develop to sustain or build your market guide and sustain your organization, setting organizational position. vision, values, and performance expectations. Attention is given to how your senior leaders communicate with your  Understanding who your competitors are, how many workforce, enhance their personal leadership skills, you have, and their key characteristics is essential for participate in organizational learning and develop future determining what your competitive advantage is in leaders, measure organizational performance, and create a your education sector or markets served. Leading learning environment that encourages ethical behavior and organizations have an in-depth understanding of their high performance. The Category also includes your current competitive environment, including the organization’s governance system and how your factors that affect day-to-day performance and factors organization fulfills its legal, ethical, and societal that could impact future performance. responsibilities, and supports its key communities.  Sources of comparative and competitive data might 1.1 Senior Leadership: How do your senior leaders include education journals and other publications; lead? benchmarking activities; national, state, and local reports; conferences; local networks; and professional Purpose associations. This Item examines the key aspects of your senior leaders’ responsibilities. It examines how your senior leaders set  Operating your organization in today’s sometimes and communicate the organization’s vision and values and competitive environment means you are facing how they practice these values. It focuses on your senior strategic challenges that can affect your ability to leaders’ actions to create a sustainable, high-performing sustain performance and maintain advantages such as organization with a focus on students and stakeholders. academic program leadership, unique services, or an optimal student-to-faculty ratio. These challenges Comments might include your operational costs; an expanding or  Senior leaders’ central role in setting values and decreasing student population; a decreasing local and directions, communicating, creating and balancing state tax base or educational appropriation; changing value for all students and stakeholders, and creating demographics and competition, including charter an organizational bias for action is the focus of this schools; diminishing student persistence; the Item. Success requires a strong orientation to the introduction of new or substitute programs, offerings, future and a commitment to improvement, or services; and state and federal mandates. In innovation, and organizational sustainability. addition, your organization may face challenges Increasingly, this requires creating an environment related to the recruitment, hiring, and retention of a for empowerment, agility, and organizational qualified workforce. learning.  In highly respected organizations, senior leaders are 2010-2011 Education Criteria for Performance Excellence - 44 -
  • 50. committed to developing the organization’s future equitable access to programs, offerings, and leaders and to recognizing and rewarding SERVICES; and perceptions about the organization’s contributions by members of the workforce. Senior stewardship of its resources. leaders enhance their personal leadership skills. They  This Item addresses the use of processes that participate in organizational learning, in the conserve natural resources. These processes might development of future leaders, in succession include the use of “green” technologies, the storage of planning, and in recognition opportunities and events hazardous materials, energy conservation, the use of that celebrate the workforce. Development of future cleaner energy sources, or the recycling of materials, leaders might include personal mentoring or as appropriate. participation in leadership development courses.  Societal responsibility implies going beyond a 1.2 Governance and Societal Responsibilities: How do compliance orientation. Opportunities to consider and you govern and fulfill your societal promote the well-being of environmental, social, and responsibilities? economic systems to which your organization may contribute and opportunities to support key Purpose communities are available to organizations of all This Item examines key aspects of your organization’s sizes. The level and breadth of these contributions governance system, including leadership improvement. It will depend on the size of your organization and your also examines how your organization assures that ability to contribute. everyone in the organization behaves legally and ethically, fulfills its societal responsibilities, and supports  Your organization’s community involvement should its key communities. include considering contributions in areas of your core competencies. Examples of organizational Comments community involvement are partnering with  The organizational governance requirement addresses businesses and other community-based organizations the need for a responsible, informed, transparent, and to improve educational opportunities for students, as accountable governance or advisory body that can well as efforts by the organization, senior leaders, and protect the interests of key stakeholders. This body faculty and staff to strengthen and/or improve should have independence in review and audit community services, the environment, athletic functions, as well as a performance evaluation associations, and professional associations. function that monitors organizational and senior Community involvement also might include students, leaders’ performance. giving them the opportunity to develop social and  An integral part of performance management and citizenship values and skills. improvement is proactively addressing (1) the need for ethical behavior; (2) the observance of all legal, Strategic Planning (Category 2) regulatory, safety, and accreditation requirements; Strategic Planning addresses strategic and action planning, and (3) risk factors. Ensuring high performance in deployment of plans, how adequate resources are ensured these areas requires establishing appropriate measures to accomplish the plans, how plans are changed if or indicators that senior leaders track in their circumstances require a change, and how organizational performance reviews. Your accomplishments are measured and sustained. The organization should be sensitive to issues of public Category stresses that learning-centered education, long- concern, whether or not these issues currently are term organizational sustainability, and your competitive embodied in laws and regulations. Role-model environment are key strategic issues that need to be organizations look for opportunities to exceed integral parts of your organization’s overall planning. requirements and to excel in areas of legal and ethical Decisions about your organizational core competencies behavior. are an integral part of organizational sustainability and  Public concerns that education organizations should therefore are key strategic decisions. anticipate might include the cost of programs, While many organizations are increasingly adept at offerings, services, and operations; timely and strategic planning, plan execution is still a significant 2010-2011 Education Criteria for Performance Excellence - 45 -
  • 51. challenge. This is especially true given market demands to  ensures that deployment will be effective—that there be agile and to be prepared for unexpected change, such are mechanisms to communicate requirements and as volatile economic conditions or disruptive technologies achieve alignment on three levels: (1) the that can upset an otherwise fast-paced but more organization and senior leader level; (2) the key work predictable market. This Category highlights the need to system and work process level; and (3) the work unit, place a focus not only on developing your plans but also school, class, and individual level. on your capability to execute them. The requirements in the Strategic Planning Category The Performance Excellence Education Criteria encourage strategic thinking and acting in order to emphasize three key aspects of organizational excellence. develop a basis for a distinct leadership position in your These aspects are important to strategic planning: market. These requirements do not imply the need for formal planning departments or specific planning cycles.  Learning-centered education is a strategic view of They also do not imply that all your improvements could education. The focus is on the drivers of customer or should be planned in advance. An effective engagement, new markets, and market share—key improvement system combines improvements of many factors in educational success and organizational types and degrees of involvement. This requires clear sustainability. Learning-centered education focuses strategic guidance, particularly when improvement on the real needs of students, including those derived alternatives, including major change or innovation, from market requirements and citizenship compete for limited resources. In most cases, setting responsibilities. priorities depends heavily on a cost rationale. However,  Operational performance improvement and you also might have critical requirements, such as specific innovation contribute to short- and longer-term student needs or societal responsibilities, which are not productivity growth and cost containment. Building driven by cost considerations alone. operational capability—including speed, 2.1 Strategy Development: How do you develop your responsiveness, and flexibility—represents an strategy? investment in strengthening your organizational fitness. Purpose  Organizational and personal learning are necessary This Item examines how your organization determines its strategic considerations in today’s fast-paced core competencies, strategic challenges, and strategic environment. The Criteria emphasize that advantages, and establishes its strategy and strategic improvement and learning need to be embedded in objectives to address its challenges and leverage its work processes. The special role of strategic planning advantages. The aim is to strengthen the performance of is to align work processes and learning initiatives your organization and students and their future success. with your organization’s strategic directions, thereby Comments ensuring that improvement and learning prepare you s This Item calls for basic information on the planning for and reinforce organizational priorities. process and for information on all the key influences, The Strategic Planning Category examines how your risks, challenges, and other requirements that might organization: affect your organization’s future opportunities and  determines its key strengths, weaknesses, directions—taking as long-term a view as appropriate opportunities, and threats; its core competencies; and and possible from the perspectives of your its ability to execute your strategy; organization and your market. This approach is  optimizes the use of resources, ensures the intended to provide a thorough and realistic context availability of a skilled and well-prepared workforce, for the development of a student-, stakeholder-, and and bridges short- and longer-term requirements that market-focused strategy to guide ongoing decision may entail capital expenditures, technology making, resource allocation, and overall management. development or acquisition, or development of s This Item is intended to cover all types of education partnerships or collaborations (e.g., with feeder organizations, market situations, strategic issues, schools, receiving schools, or local businesses); and planning approaches, and plans. The requirements 2010-2011 Education Criteria for Performance Excellence - 46 -
  • 52. explicitly call for a future-oriented basis for action accomplishment of your action plans, while meeting but do not imply the need for formal planning existing obligations. The specific types of analysis departments, specific planning cycles, or a specified will vary for different kinds of education way of visualizing the future. Even if your organizations. These analyses should help your organization is seeking to create an entirely new organization assess the financial viability of your program or structure, it is still necessary to set and to current operations and the potential viability of and test the objectives that define and guide critical risks associated with your action plan initiatives. actions and performance. s Action plans should include human resource or s This Item emphasizes how the organization develops workforce plans that are aligned with and support a competitive leadership position in its educational your overall strategy. offerings, which usually depends on operational s Examples of possible human resource plan elements effectiveness. A competitive leadership position are: requires a view of the future that includes not only the − education and training initiatives, including those market in which your organization competes but also that increase skills for assessment practices and how it competes. How it competes presents many increase knowledge of student learning styles, as options and requires that you understand your well as developmental assignments to prepare organization’s and your competitors’ strengths and future leaders and training programs on new weaknesses. Although no specific time horizons are technologies important to the future success of included, the thrust of this Item is a sustained your workforce and your organization; performance leadership. − initiatives to promote greater labor-management cooperation, such as union partnerships; 2.2 Strategy Deployment: How do you deploy your − a redesign of your work organization and jobs for strategy? staff members to increase workforce Purpose empowerment and decision making; This Item examines how your organization converts your − initiatives to prepare for future workforce strategic objectives into action plans to accomplish the capability and capacity needs; objectives. It also examines how your organization − initiatives to foster knowledge sharing and assesses progress relative to these action plans. The aim is organizational learning. to ensure that your strategies are successfully deployed for − creation of opportunities through the redesign of goal achievement. processes for your workforce to learn and use Comments skills that go beyond current job assignments; s This Item asks how your action plans are developed − formation of partnerships with the business and deployed to your workforce and stakeholders. community to support workforce development; Accomplishment of action plans requires resources, − introduction of distance learning or other performance measures, as well as alignment of technology-based learning approaches; or faculty/staff development plans, the use of learning technologies, and partners. Of central importance is − introduction of performance improvement how you achieve alignment and consistency—for initiatives. example, via work systems, work processes, and key s Projections and comparisons in this Item are intended measurements. Also, alignment and consistency are to improve your organization’s ability to understand intended to provide a basis for setting and and track dynamic, competitive performance factors. communicating priorities for ongoing improvement Projected performance might include changes resulting activities—part of the daily work of all work units. In from innovations in education delivery, the addition or addition, performance measures are critical for termination of programs, the introduction of new tracking performance. technologies, program or service innovations, or other s Many types of analysis can be performed to ensure strategic thrusts. Through this tracking process, your financial resources are available to support organization should be better prepared to take into 2010-2011 Education Criteria for Performance Excellence - 47 -
  • 53. account its rate of improvement and change relative to achieving such a degree of loyalty that the student or that of competitors or comparable organizations and stakeholder will advocate for your institutions and relative to its own targets or stretch goals. Such your programs, offerings, and SERVICES. Achieving tracking serves as a key diagnostic tool for such loyalty requires a student- and stakeholder- management. focused culture in your workforce based on a thorough understanding of your organizational strategy and the behaviors and preferences of your Customer Focus (Category 3) students and stakeholders. Customer Focus addresses how your organization seeks to s A relationship strategy may be possible with some engage your students and stakeholders, with a focus on students and stakeholders but not with others. The meeting students’ and stakeholders’ needs, building relationship strategies you do have may need to be relationships, and building loyalty to your organization distinctly different for each student, student group, and its programs, offerings, and SERVICES. The stakeholder group, and market segment. They also Category stresses this engagement as an important may need to be distinctly different in each stage of outcome of an overall student and stakeholder culture and students’ and stakeholders’ relationships with you. listening, learning, and performance excellence strategy. Although many of the needs of stakeholders must be 3.2 Voice of the Customer: How do you obtain and use translated into educational services for students, the information from your students and stakeholders? stakeholders themselves have needs that organizations Purpose also must accommodate. A key challenge frequently may This Item examines your organization’s processes for be to balance differing needs and expectations of students listening to your students and stakeholders, determining and stakeholders. Your student and stakeholder their satisfaction and dissatisfaction, and analyzing and satisfaction and dissatisfaction results provide vital using student and stakeholder data with the aim of information for understanding your students, stakeholders, building a more student- and stakeholder-focused culture and markets. In many cases, the voice of the customer and identifying opportunities for innovation. provides meaningful information not only on your students’ and stakeholders’ views but also on their actions Comments and behaviors (e.g., student persistence and positive s Selection of voice-of-the-customer strategies depends referrals) and how these views and behaviors may on your key organizational factors. Increasingly, contribute to the sustainability of your organization in the organizations listen to the voice of the customer via education community. multiple modes. Some frequently used modes include focus groups with key stakeholders, close integration with students and key stakeholders, interviews with 3.1 Customer Engagement: How do you engage lost and potential students and stakeholders about students and stakeholders to serve their needs and their education or relationship decisions, use of the build relationships? student and stakeholder complaint process to Purpose understand key service attributes, win/loss analysis This Item examines your organization’s processes for relative to competitors and other organizations identifying and innovating programs, offerings, and providing similar educational services, and survey or SERVICES that serve your students and stakeholders. It feedback information. also examines your mechanisms for supporting student s This Item emphasizes how you obtain actionable and stakeholder use of the programs, offerings, and information from students and stakeholders. SERVICES, and for building a student and stakeholder Information that is actionable can be tied to key culture within your workforce. The aim of these efforts is programs, services, and processes and can be used to to build relationships with your students and stakeholders determine value, cost, and revenue implications for and increase their engagement with you. setting improvement goals and priorities for change. Comments s In a rapidly changing technological, competitive, s Customer engagement is a strategic action aimed at economic, and social environment, many factors 2010-2011 Education Criteria for Performance Excellence - 48 -
  • 54. affect student and stakeholder expectations and management might themselves be core competencies that loyalty and your interface with your students and provide an advantage in your market or service stakeholders. This makes it necessary to continually environment, this Category also includes such strategic listen and learn. To be effective, listening and considerations. learning needs to be closely linked with your organization’s overall educational strategy. 4.1 Measurement, Analysis, and Improvement of s Knowledge of student segments, stakeholder groups, Organizational Performance: How do you measure, and market segments allows your organization to analyze, and then improve organizational tailor programs, offerings, and SERVICES; to performance? support and tailor your marketing strategies; to develop a more student- and stakeholder-focused Purpose workforce culture; to develop new educational This Item examines your organization’s selection and use programs, offerings, and SERVICES; and to ensure of data and information for performance measurement, organizational sustainability. analysis, and review in support of organizational planning and performance improvement. The Item serves as a s Complaint aggregation, analysis, and root cause central collection and analysis point in an integrated determination should lead to effective elimination of performance measurement and management system that the causes of complaints and to the setting of relies on student learning data and other information. The priorities for process and service improvements. aim of performance measurement, analysis, review, and Successful outcomes require effective deployment of improvement is to guide your organization’s process information throughout the organization. management toward the achievement of key s In determining students’ and stakeholders’ organizational results and strategic objectives and to satisfaction and dissatisfaction, a key aspect is their anticipate and respond to rapid or unexpected comparative satisfaction with competitors and organizational or external changes. organizations delivering similar educational services Comments or alternative offerings. Such information might be s Alignment and integration are key concepts for derived from available published data or from successful implementation of your performance independent studies. The purpose of this comparison measurement system. They are viewed in terms of the is to develop information that can be used for extent and effectiveness of their use to meet your improving the delivery of educational, student, and performance assessment and improvement needs. support services, for creating an overall climate Alignment and integration include how measures are conducive to learning for all students, and aligned throughout your organization and how they understanding factors that potentially affect longer- are integrated to yield organization-wide data and term competitiveness and organizational information. Alignment and integration also include sustainability. how performance measurement requirements are Measurement, Analysis, and Knowledge deployed by your senior leaders to track work group and process-level performance on key measures Management (Category 4) targeted for organization-wide significance or The Measurement, Analysis, and Knowledge improvement. Management Category is the main point within the Criteria for all key information about effectively s The use of comparative data and information is measuring, analyzing, and improving performance and important to all organizations. The major premises for managing organizational knowledge to drive improvement their use are that (1) your organization needs to know in student and operational performance. In the simplest where it stands relative to competitors, to comparable terms, Category 4 is the “brain center” for the alignment organizations within and outside the academic of your organization’s programs and offerings with its community, and to best practices; (2) comparative strategic objectives. Central to such use of data and information and information obtained from information are their quality and availability. benchmarking often provide the impetus for Furthermore, since information, analysis, and knowledge significant (“breakthrough”) improvement or change; 2010-2011 Education Criteria for Performance Excellence - 49 -
  • 55. and (3) comparing performance information outcomes, and program completion; frequently leads to a better understanding of your − the relationship among student experiences, processes and their performance. Comparative outcomes, and post-program outcomes—in other information also may support organizational analysis schools or in the workplace, for example; and decisions relating to core competencies, − activity-level cost trends in organizational partnering, and outsourcing. operations; s Your effective selection and use of comparative data − the relationship between student utilization of and information require (1) the determination of learning technologies and facilities and student needs and priorities, (2) criteria for seeking performance; appropriate sources for comparisons—from within and outside your academic community and markets, − the relationship between student demographics and (3) the use of data and information to set stretch and outcomes; goals and to promote major, nonincremental − the percentage of students attaining licenses, (“breakthrough”) improvements in areas most critical industry-recognized certifications, or other to your organization’s strategy. professional credentials; s The organizational review called for in this Item is − student participation and achievement in advanced intended to cover all areas of performance. This placement courses; includes not only how well you currently are − cost and budgetary implications of student- or performing but also how well you are moving toward stakeholder-related problems and effective the future. It is anticipated that the review findings problem resolution; will provide a reliable means to guide both − financial benefits derived from improvements in improvements and opportunities for innovation that workforce safety, absenteeism, and turnover; are tied to your organization’s key objectives, core competencies, success factors, and measures. − benefits and costs associated with education and Therefore, an important component of your training, including e-learning opportunities for organizational review is the translation of the review your workforce; findings into an action agenda sufficiently specific for − the relationship between knowledge management deployment throughout your organization and to your and innovation; students, key stakeholders, suppliers, partners, and − how the ability to identify and meet workforce collaborators, as appropriate. capability and capacity needs correlates with s Analyses that your organization conducts to gain an retention, motivation, and productivity; understanding of performance and needed actions − cost and budgetary implications of workforce- may vary widely depending on your type of related problems and effective problem resolution; organization, size, competitive environment, and − individual or aggregate measures of productivity other factors. Examples of possible analyses include: and quality relative to comparable organizations’ − how program, offering, and service improvements performance; correlate with key student and stakeholder − the relationship between work system design indicators, such as student achievement, student considerations (e.g., student grouping, workforce and stakeholder satisfaction and retention, and allocation, teaming, and inclusion) and student market share; performance; − trends in key indicators of customer (student) − allocation of resources among alternative engagement, such as absenteeism, dropout rates, improvement projects based on cost/benefit and use of educational services and facilities; implications or environmental and societal impact; − trends for student assessment results, both and formative and summative, disaggregated by − cost and financial implications of new educational student segments, as appropriate; programs, services, and market entry, and − the relationship among student experiences, 2010-2011 Education Criteria for Performance Excellence - 50 -
  • 56. changing educational and operational needs and services, and the community. Your responses to this their impact on organizational sustainability. Item should take into account this use of data and s Individual facts and data do not usually provide an information and should recognize the need for rapid effective basis for setting organizational priorities. data validation and reliability assurance, given the This Item emphasizes that close alignment is needed increasing use of electronic data transfer. between your analysis and your organizational s The focus of an organization’s knowledge performance review and between your analysis and management is on the knowledge that people need to your organizational planning. This ensures that do their work; improve processes, programs, analysis is relevant to decision making and that offerings, and SERVICES; keep current with decision making is based on relevant data and changing educational service needs and directions; information. and develop innovative solutions that add value for s Action depends on understanding cause-effect students, stakeholders, and the organization. connections among processes and between processes s One of the many issues facing organizations today is and results or outcomes. Process actions and their how to manage, use, evaluate, and share their ever- results may have many resource implications. increasing organizational knowledge. Leading Organizations have a critical need to provide an organizations benefit from the knowledge assets of effective analytical basis for decisions, because their workforce, customers, suppliers, collaborators, resources for improvement are limited and partners, who together drive organizational and cause-effect connections often are unclear. learning and improve performance. s Organizations should carefully plan how they will 4.2 Management of Information, Knowledge, and continue to provide an information technology Information Technology: How do you manage your infrastructure, data, and information in the event of information, organizational knowledge, and either a natural or man-made disaster. These plans information technology? should consider the needs of all of the organization’s stakeholders, including students, the workforce, Purpose This Item examines how your organization ensures the suppliers, partners, and collaborators. The plans also quality and availability of needed data, information, should be coordinated with the organization’s overall software, and hardware for your workforce, students, plan for operational continuity (Item 6.1). stakeholders, suppliers and partners, and collaborators. It also examines how your organization builds and manages its knowledge assets. The aim is to improve organizational Workforce Focus (Category 5) efficiency and effectiveness and to stimulate innovation. Workforce Focus addresses key workforce practices— those directed toward creating and maintaining a high- Comments performance work environment with a strong focus on s Managing information can require a significant students and learning and toward engaging your commitment of resources as the sources of data and workforce to enable it and your organization to adapt to information grow dramatically. The continued growth change and to succeed. The Category covers workforce of electronic information within organizations’ engagement, development, and management in an operations—as part of organizational knowledge integrated way (i.e., aligned with your organization’s networks, from the Internet or intranet, and in strategic objectives and action plans). Your workforce communications between organizations and their focus includes your capability and capacity needs and students and stakeholders—challenges organizational your workforce support climate. abilities to ensure reliability and availability in a user- friendly format. To reinforce the basic alignment of workforce s Data and information are especially important in management with overall strategy, the Criteria also cover grade-to-grade, school-to-school, and school-to-work human resource or workforce planning as part of overall transitions and in partnerships with businesses, social planning in the Strategic Planning Category (Category 2). 2010-2011 Education Criteria for Performance Excellence - 51 -
  • 57. 5.1 Workforce Engagement: How do you engage your include rewards for exemplary performance of teams, workforce to achieve organizational and personal departments, disciplines, or schools. Compensation success? and recognition might be linked to student and stakeholder engagement measures and the Purpose achievement of organizational strategic objectives or This Item examines your organization’s systems for other key organizational objectives. engaging, developing, and assessing the engagement of s Depending on the nature of your organization’s work, your workforce, with the aim of enabling and encouraging workforce responsibilities, and the stage of all members of your workforce to contribute effectively organizational and personal development, workforce and to the best of their ability. These systems are intended development needs might vary greatly. These needs to foster student achievement and high performance, to might include gaining knowledge about assessment address your core competencies, and to help accomplish practices, learning styles, and effective methods for your action plans and ensure organizational sustainability. working with students from other cultures who have limited English proficiency. They also might include Comments gaining skills in knowledge sharing, communications, s High-performance work is characterized by a focus interpreting and using data, using new technology, on student achievement, flexibility, innovation, process analysis, and evaluating and understanding knowledge and skill sharing, good communication student behavior and character development, as well and information flow, alignment with organizational as other training that affects workforce effectiveness objectives, and the ability to exercise discretion and and safety. make effective decisions to respond to changing educational service needs and requirements of your s Learning and development opportunities might occur students, stakeholders, and markets. The focus of this inside or outside your organization and could involve Item is on a workforce capable of achieving high on-the-job, classroom, computer-based, or distance performance. learning, as well as developmental assignments, coaching, or mentoring. s Many studies have shown that high levels of workforce engagement have a significant, positive s To help people realize their full potential, many impact on organizational performance. Research has organizations use individual development plans indicated that engagement is characterized by prepared with each person that address his or her performing meaningful work; having organizational career and learning objectives. direction, performance accountability, and an s An organization’s knowledge management system efficient work environment; and having a safe, should provide the mechanism for sharing the trusting, and cooperative environment. In education knowledge of its people and the organization to organizations, faculty, staff, and volunteers are often ensure that high-performance work is maintained drawn to and derive meaning from their work because through transitions. Each organization should the work is aligned with their personal values. determine what knowledge is critical for its s Factors inhibiting engagement should be understood operations and should then implement systematic and addressed by your organization. Further processes for sharing this information. This is understanding of these factors could be developed particularly important for implicit knowledge (i.e., through workforce surveys or exit interviews with knowledge personally retained by members of the departing members of your workforce. workforce). s Compensation and recognition systems should be s Measures to evaluate the effectiveness and efficiency matched to your faculty and staff work systems. To of your workforce and leader development and be effective, compensation and recognition might be learning systems might address the impact on tied to demonstrated skills, administrator/supervisor individual, unit, and organizational performance; the evaluations, or student evaluations of teachers’ impact on student performance; and a cost/benefit classroom performance. analysis. s Compensation and recognition approaches also might s Although satisfaction with pay and satisfaction with 2010-2011 Education Criteria for Performance Excellence - 52 -
  • 58. promotion are important, these two factors generally involved in the work, to ensure a safe working are not sufficient to ensure workforce engagement environment. and high performance. Some examples of other factors to consider are effective problem and Process Management (Category 6) grievance resolution; development and career Process Management is the focal point within the Criteria opportunities; the work environment and management for your key work systems and work processes. This support; workplace safety and security; the workload; Category addresses how the work of your organization is effective communication, cooperation, and teamwork; accomplished. It stresses the importance of your core job security; appreciation of the differing needs of competencies and how you protect and capitalize on them diverse workforce groups; and organizational support for success and organizational sustainability. It calls for serving students and stakeholders. specific attention to the need to prepare for potential s In addition to direct measures of workforce emergencies and to ensure continuity of operations. engagement through formal or informal surveys, Efficient and effective work systems require effective some other indicators include absenteeism, turnover, design; a focus on student learning; a prevention grievances, and strikes. orientation; linkage to students, stakeholders, suppliers, partners, and collaborators, and a focus on value creation 5.2 Workforce Environment: How do you build an for all key stakeholders; operational performance; cycle effective and supportive workforce environment? time; emergency readiness; and evaluation, continuous improvement, innovation, and organizational learning. Purpose Agility, cost reduction, operational efficiencies tied to This Item examines your organization’s workforce changes in revenue, and cycle time reduction are environment, your workforce capability and capacity increasingly important in all aspects of process needs, how you meet those needs to accomplish the work management and organizational design. In the simplest of your organization, and how you ensure a safe and terms, “agility” refers to your ability to adapt quickly, supportive work climate. The aim is to build an effective flexibly, and effectively to changing requirements. environment for accomplishing your work and for Depending on the nature of your organization’s strategy supporting your workforce. and markets, agility might mean rapid change from one Comments program, offering, or service to another; rapid response to s Most education organizations, regardless of size, have changing demands; or the ability to produce a wide range many opportunities to support their workforce. Some of customized services. Agility also increasingly involves examples of services, facilities, activities, and other decisions to outsource, agreements with key suppliers, and opportunities are personal and career counseling, novel partnering arrangements. Flexibility might demand career development and employability services, special strategies, such as implementing unique curricula recreational or cultural activities, formal and informal or instructional models, sharing facilities or workforce recognition, nonwork-related education, day care, resources, or providing specialized training. Cost and special leave for family responsibilities and cycle time reduction often involves agile process community service, flexible work hours and benefits management strategies. It is crucial to utilize key packages, outplacement services, and retiree benefits, measures for tracking all aspects of your overall process including extended health care and ongoing access to management. services. s All organizations, regardless of size, are required to 6.1 Work Systems Design: How do you design your meet minimum regulatory standards for workplace work safety; however, high-performing organizations have systems? processes in place to ensure that they not only meet these minimum standards but go beyond a Purpose compliance orientation. This includes designing This Item examines your organization’s work systems, proactive processes, with input from people directly core competencies, and work process decisions, with the aim of creating value for your students and other key 2010-2011 Education Criteria for Performance Excellence - 53 -
  • 59. stakeholders and improving your organization’s services, human resource services, public relations, educational effectiveness, preparing for potential and other administrative services. emergencies, and achieving organizational success and s Many organizations need to consider requirements for sustainability. suppliers, partners, and collaborators at the work Comments system and work process design stage. Suppliers, s This Item asks how you design your overall work partners, and collaborators are receiving increasing systems and how you organize all of the work needed strategic attention as organizations reevaluate their to produce your educational programs, offerings, and core competencies. Supplier processes should fulfill SERVICES. It draws a critical linkage to your core two purposes: to help improve the performance of competencies, which frequently are underappreciated suppliers and partners and, on specific actions, to help as key sources of organizational sustainability, them contribute to your organization’s improved competitive advantage, and market respect. work systems. Supplier management might include processes for selecting suppliers, with the aim of s This Item calls for information on your key work reducing the total number of suppliers and increasing processes, including a description of key work preferred supplier and partnering agreements. processes and their specific requirements. Increasingly, these requirements might include the s Achieving effective student learning frequently need for agility—speed and flexibility—to adapt to requires performance levels or standards against change. which to gauge progress and to guide decision making in the design and delivery of programs. s Your key work processes include your program- Preparing for individual differences in students related processes and those non-program business requires understanding those differences and processes that are considered important to associated strategies to capitalize on strengths and organizational success and growth by your senior overcome obstacles in styles and rates of learning. leaders. These processes frequently relate to an organization’s core competencies, strategic s Efficiency and effectiveness factors, such as objectives, and critical success factors. Key business addressing sequencing and linkages among programs processes might include processes for innovation, and offerings, should take into account the various research and development, technology acquisition, stakeholders in the educational process. Transfer of information and knowledge management, supplier learning from past design projects, as well as among partnering, outsourcing, project management, and and across grade levels, disciplines, and institutions, marketing. For some education organizations, key can improve the design and delivery process and business processes might include fundraising, media contribute to reduced cycle time in future efforts. relations, and public policy advocacy. Given the s Efforts to ensure the continuity of operations in an diverse nature of these processes, the requirements emergency should consider all facets of your and performance characteristics might vary organization’s operations that are needed to provide significantly for different processes. your programs, offerings, and SERVICES to students s Your key work processes include those that support and stakeholders. You should consider all your key your daily operations and your program, offerings, work processes in your planning. The specific level and service delivery but are not usually designed in of service that you will need to provide will be guided detail with the programs, offerings, and SERVICES. by your organization’s mission and your students’ The support process requirements usually do not and stakeholders’ needs and requirements. Your depend significantly on program, offering, or service continuity of operations efforts also should be characteristics. Support process design requirements coordinated with your efforts to ensure data and usually depend significantly on your internal information availability (Item 4.2). requirements, and they must be coordinated and integrated to ensure efficient and effective linkage 6.2 Work Processes: How do you design, manage, and and performance. Support processes might include improve your key organizational work processes? finance and accounting, facilities management, legal 2010-2011 Education Criteria for Performance Excellence - 54 -
  • 60. Purpose elsewhere in your organization. When student and This Item examines the design, management, and stakeholder interactions are involved, differences improvement of your key work processes, with the aim of among student and stakeholder segments must be creating value for your students and stakeholders and considered in evaluating how well the process is achieving organizational success and sustainability. performing. This might entail allowing for specific or general contingencies, depending on student Comments differences and needs. Key process cycle times in s Your design approaches could differ appreciably some organizations may be a year or longer, which depending on the nature of your programs, offerings, may create special challenges in measuring day-to- and SERVICES—whether they are entirely new, are day progress and identifying opportunities for variants, or involve major or minor work process reducing cycle times, when appropriate. changes. You should consider the key requirements for your programs, offerings, and SERVICES. s This Item also calls for information on how processes Factors that might need to be considered in work are improved to achieve better performance. Better process design include desired learning outcomes; performance means not only better quality from your your organization’s mission; your market and/or students’ and stakeholders’ perspectives but also student segments; workforce capacity; differences in better financial and operational performance (such as student learning styles and rates; measurement productivity) from your other stakeholders’ capability; process capability; availability or scarcity perspectives. A variety of process improvement of staff with critical skills; variability in student and approaches are commonly used. These approaches stakeholder expectations requiring program, offering, include: (1) using the results of organizational or service options; supplier and partner capability; performance reviews; (2) sharing successful safety and risk management; long-term performance; strategies across your organization to drive learning environmental impact and use of “green” strategies; and innovation; (3) performing process analysis and technology; facility capacity or utilization; regulatory research (e.g., process mapping, optimization require-ments; and documentation. Effective design experiments, error proofing); (4) conducting technical also must consider the cycle time and productivity of and educational research and development, (5) bench- programs, offerings, and SERVICES, and their marking; (6) using alternative technology; and (7) delivery processes. This might involve detailed using information from stakeholders affected by the mapping (“reengineering”) of those processes to processes—within and outside your organization. achieve efficiency, as well as to meet changing Process improvement approaches might use financial student and stakeholder requirements. data to evaluate alternatives and set priorities. These approaches offer a wide range of possibilities, s Specific reference is made to in-process including a complete redesign of processes. measurements and to interactions with students, stakeholders, and suppliers. These measurements and Results (Category 7) interactions require the identification of critical points in processes for measurement, observation, or The Results Category provides a results focus that interaction. These activities should occur at the encompasses your objective evaluation and your students’ earliest points possible in processes to minimize learning; your students’ and stakeholders’ evaluation of problems and costs that may result from deviations your programs, offerings, and SERVICES; your overall from expected performance. Achieving expected budgetary, financial, and market performance; your performance frequently requires setting in-process workforce results; your leadership system and societal performance levels or standards to guide decision responsibility results; and results of all key processes and making. When deviations occur, corrective action is process improvement activities. Through this focus, the required to restore the performance of the process to Criteria’s purposes of superior value of offerings as its design specifications. Proper corrective action viewed by your students, stakeholders, and markets; involves changes at the source (root cause) of the superior organizational performance as reflected in your deviation. Such corrective action should minimize the operational, workforce, legal, ethical, societal, and likelihood of this type of variation occurring again or financial indicators; and organizational and personal 2010-2011 Education Criteria for Performance Excellence - 55 -
  • 61. learning, are maintained. Category 7 thus provides “real- time” information (measures of progress) for evaluation and improvement of educational programs, offerings, and SERVICES and the organization’s processes, in alignment with your overall organizational strategy. Item 4.1 calls for analysis and review of organizational performance results data and information to determine your overall organizational performance and to set priorities for improvement. 2010-2011 Education Criteria for Performance Excellence - 56 -
  • 62. 7.1 Student Learning Outcomes: What are your Student However, improvement trends in student admission Learning results? qualifications are appropriate for inclusion in Process Effectiveness Outcomes (Item 7.5). Improvement in Purpose student learning beyond that which could be attributed This Item examines your organization’s key student learning to entry-level qualifications is appropriate for inclusion outcomes, with the aim of demonstrating the effectiveness of in Item 7.1, along with other measures and indicators of educational programs and activities across all student improvement trends and comparisons, including the use segments, as well as achieving value that leads to student of value-added methodologies, as appropriate. and stakeholder satisfaction and engagement. s Determining the correlation between education design Comments and delivery and student learning is a critical s This Item addresses the principal student learning management tool for: (1) defining and focusing on key results based on mission-related factors and assessment instructional requirements; (2) identifying educational methods. This Item is critical for your organizational service differentiators; and (3) determining cause-effect assessment because it focuses on improvement by the relationships between your educational service organization over time and on achievement levels attributes and various factors, including evidence of relative to those of competitors and comparable student and stakeholder satisfaction and engagement; organizations or student populations. Proper use of this student persistence, graduation, and course completion; Item depends on evaluating gains in student learning and positive referrals. The correlation might reveal relative to education organizations with similar emerging or changing requirements, changing markets, performance levels for their entering students, as well as or the potential obsolescence of educational offerings. gains in achievement for individual students and student segments. 7.2 Customer-Focused Outcomes: What are your student- and stakeholder-focused performance results? s The following considerations are critical to understanding this Item: (1) student learning should Purpose reflect holistic and mission-related results; (2) current This Item examines your organization’s student- and levels and trends should be reported and used for stakeholder-focused performance results, with the aim of comparisons with other organizations providing similar demonstrating how well your organization has been services or with other student populations, as well as to satisfying your students and stakeholders and engaging them demonstrate year-to-year improvement; and (3) data in a long-term relationship, as appropriate. should be segmented by student segments to permit an analysis of trends and comparisons that demonstrates Comments the organization’s success in enabling learning for all s This Item focuses on all relevant data to determine and students. help predict your organization’s performance as viewed by your students and stakeholders. Relevant data and s Student learning results should reflect not only what information include student and stakeholder satisfaction students know but also what they have learned as a and dissatisfaction; gains and losses of students; result of the educational program, what they are able to positive referrals; complaints, complaint management, do, and how well they are able to function. Results and effective complaint resolution; student- and should consider external requirements derived from stakeholder-perceived value; student assessment of the your markets and your stakeholders, including local, accessibility and availability of educational programs state, and federal mandates. Appropriate for inclusion and offerings; students’ and stakeholders’ advocacy for are assessment results—both curriculum-based and your organization and your programs, offerings, and criterion-referenced—that address key learning goals SERVICES; and awards, ratings, and recognition from and overall performance requirements. independent rating organizations. s Although better admission criteria might contribute to s This Item places an emphasis on student- and improved education for all students, improved student stakeholder-focused results that go beyond satisfaction learning based entirely on changing students’ entry- measurements, because relationships and engagement level qualifications should not be reported in Item 7.1. are better indicators and measures of future success in - 57 - 2010-2011 Education Criteria for Performance Excellence
  • 63. the education environment and of organizational sustainability. Effectively used, student- and stakeholder-focused results provide important indicators of organizational effectiveness and improvement. The underlying purpose of the Item is to ensure that student- and stakeholder-focused results provide a useful tool in assessing key factors that contribute to or inhibit education. Together, the results reported in Item 7.2 should help guide action leading to improved student performance, recognizing that the action might address curricula, faculty development, and many other factors. The Item should not be interpreted as emphasizing “popularity” or other short-term, non-educational aims. - 58 - 2010-2011 Education Criteria for Performance Excellence
  • 64. 7.3 Budgetary, Financial and Market Outcomes: What main emphasis should be on data that show are your budgetary, financial and marketplace effectiveness or outcomes. For example, an outcome performance results? measure might be increased workforce retention resulting from establishing a peer recognition program Purpose or the number of promotions that have resulted from the This Item examines your organization’s key budgetary, organization’s leadership development program. financial, and market results, with the aim of understanding s Results reported for indicators of workforce capacity your management and effective use of financial resources, and capability might include staffing levels across financial sustainability, and your market challenges and organizational units and certifications to meet skill opportunities. needs. Additional factors may include organizational restructuring, as well as job rotations designed to meet Comments strategic directions or customer requirements. s Measures reported in this Item are those usually tracked s Results reported might include generic or organization- by senior leadership on an ongoing basis to assess your specific factors. Generic factors might include safety, organization’s financial performance and viability. absenteeism, turnover, satisfaction, and complaints s In addition to the measures included in Item 7.3, Note 1, (grievances). For some measures, such as absenteeism appropriate measures of budgetary and financial and turnover, local or regional comparisons might be performance might include the tax rate. Market appropriate. Organization-specific factors are those you performance measures might include market share, assess for determining your workforce engagement and measures of growth or loss of students or programs, new climate. These factors might include the extent of educational services, entry into Web-based and distance training, retraining, or cross-training to meet capability learning markets, and market position. Measures also and capacity needs; the extent and success of self- might include utilization of new educational program direction; the extent of union-management partnering; offerings; the number of students transferring into or out or the extent of volunteer involvement in process and of the organization, including into or from alternative program activities, as appropriate. educational services such as home schooling, charter schools, or vouchers; and new or expanded delivery 7.5 Process Effectiveness Outcomes: What are your methods, as appropriate. Comparative data for these process effectiveness results? measures might include performance relative to comparable organizations, competing organizations, and Purpose appropriate benchmarks from within and outside the This Item examines your organization’s other key academic community. operational performance results not reported in Items 7.1– 7.4, with the aim of achieving work system and work 7.4 Workforce-Focused Outcomes: What are your process effectiveness and efficiency. workforce-focused performance results? Comments Purpose s This Item encourages your organization to develop and This Item examines your organization’s workforce-focused include unique and innovative measures to track key performance results, with the aim of demonstrating how well processes and operational improvement. All key areas your organization has been creating and maintaining a of organizational and operational performance, productive, learning-centered, engaging, and caring work including your organization’s readiness for environment for all members of your workforce. emergencies, should be evaluated by measures that are relevant and important to your organization. Comments s Measures and indicators of process effectiveness and s Results measures reported for indicators of workforce efficiency might include work system performance that engagement and satisfaction might include demonstrates improved cost savings or higher improvement in local decision making, organizational productivity by using internal and/or external resources; culture, and workforce knowledge sharing. Input data, performance measures, including those that influence such as the extent of training might be included, but the 2010-2011 Education Criteria for Performance Excellence - 59 -
  • 65. student learning and student and stakeholder 7.6 Leadership ethics, and leadership satisfaction; internal responsiveness indicators, such as Outcomes: What are accountability, it is cycle times for the development and/or implementation your leadership results? important for of new programs or services; improved performance of organizations to administrative and other support functions, such as Purpose practice and purchasing, cost containment, and the redirection of This Item examines your demonstrate high resources from other areas to education; reductions in organization’s key results standards of overall reteaching or the need for supplemental educational in the areas of leadership conduct. Governance services; and supplier management indicators, such as and governance, strategic bodies and senior reductions in inventory, increases in quality and plan accomplishment, leaders should track productivity, improvements in electronic data exchange, and societal relevant performance and reductions in supplier management costs. responsibilities, with the measures on a aim of maintaining a regular basis and fiscally sound, ethical emphasize this organization that fulfills performance in its societal stakeholder responsibilities and communications. supports its key s Key measures or communities. indicators of fiscal accountability, Comments stakeholder trust, and s Because many ethical behavior organizations have might include the difficulty integrity of testing; determining student and appropriate stakeholder safety; measures, measuring faculty and staff progress in accreditation; equal accomplishing their access to resources, strategic objectives is programs, and a key challenge. facilities; and Frequently, these appropriate use of progress measures funds. can be discerned by s Results reported first defining the should include results that would environmental, legal, indicate end-goal safety, accreditation, success in achieving and regulatory the strategic compliance; results objective and then of oversight audits using that end-goal by government or to define funding agencies; intermediate and noteworthy measures. achievements in s Independent of an these areas, as increased national appropriate. Results focus on issues of also should include governance and organizational fiscal responsibility, 2010-2011 Education Criteria for Performance Excellence - 60 -
  • 66. contributions to actions under law, SCORING SYSTEM “Deployment” refers to societal well-being regulation, or The scoring of responses and support for key contract during the the extent to which to Criteria Items (Items)  your approach is communities. past five years, the and Award applicant s If your organization incidents and their applied in addressing feedback are based on Item requirements has received current status should two evaluation sanctions or adverse be summarized. relevant and dimensions: (1) Process important to your and (2) Results. Criteria organization users need to furnish  your approach is information relating to applied consistently these dimensions.  your approach is Specific factors for these used (executed) by dimensions are described all appropriate work below. Scoring units Guidelines are given on pages 52-53. “Learning” refers to  refining your approach through Process cycles of evaluation “Process” refers to the and improvement methods your  encouraging organization uses and breakthrough change improves to address the to your approach Item requirements in through innovation Categories 1–6. The four  sharing refinements factors used to evaluate and innovations with process are Approach, other relevant work Deployment, Learning, units and processes and Integration (ADLI). in your organization “Approach” refers to “Integration” refers to the  the methods used to extent to which accomplish the  your approach is process aligned with your  the appropriateness organizational needs of the methods to the identified in the Item requirements Organizational and the Profile and other organization’s Process Items operating  your measures, environment information, and  the effectiveness of improvement your use of the systems are methods complementary  the degree to which across processes and the approach is work units repeatable and based  your plans, on reliable data and processes, results, information (i.e., analysis, learning, systematic) and actions are 2010-2011 Education Criteria for Performance Excellence - 61 -
  • 67. harmonized across “Integration” refers to the that descriptions of Comparisons for key processes and work extent to which approach should always measures and indicators units to support  your results indicate the deployment of organizational organization-wide measures (often —consistent with the performance, and goals through specific requirements of Integration with key segmentation) the Item and your organizational Results address important organization. As requirements. Results “Results” refers to your student and processes mature, their Items also call for data on organization’s outputs stakeholder; description also should the breadth of the and outcomes in program, offering, indicate how cycles of performance results achieving the and service; market; learning (including reported. This is directly requirements in Items process; and action innovation), as well as related to deployment and 7.1–7.6 (Category 7). The plan performance integration with other organizational learning; if four factors used to requirements processes and work units, improvement processes evaluate results are identified in your occur. Although the are widely shared and Levels, Trends, Organizational Profile and in ADLI factors are linked, deployed, there should be Comparisons, and feedback to Award corresponding results. A Process Items Integration (LeTCI). applicants reflects score for a Results Item is  your results include valid indicators of strengths and thus a composite based “Levels” refers to opportunities for on overall performance, future performance  your current level of improvement in any or all taking into account the  your results are performance of these factors. four results factors harmonized across processes and work (LeTCI). “Trends” refers to Results Items call for units to support  the rate of your data showing organization-wide performance performance Levels, goals improvements or the Trends, and relevant sustainability of Item Classification good performance (i.e., the slope of and Scoring Dimensions “Importance” as a Your key student and trend data) stakeholder requirements,  the breadth (i.e., the Items are classified Scoring competitive environment, extent of according to the kinds of Consideration workforce needs, key deployment) of your information and data you The two evaluation strategic objectives, and performance results are expected to furnish dimensions described action plans are relative to the two previously are central to “Comparisons” refers to particularly important. evaluation dimensions evaluation and feedback.  your performance given above. A critical consideration in relative to Assignment of evaluation and feedback appropriate The two types of Items is the importance of your Scores to Your comparisons, such as are designated as reported processes and Responses competitors or results to your key The following guidelines (1) Process organizations similar organizational factors. should be observed in to yours assigning scores to Item The areas of greatest  your performance responses. (2) Results importance should be relative to identified in your All Areas to Address benchmarks or In Process Items, s education sector Organizational Profile should be included in Approach, Deployment, and in Items such as 2.1, leaders the Item response. Learning, and Integration 2.2, 3.1, 5.1, 5.2, and 6.1. Also, responses are linked to emphasize 2010-2011 Education Criteria for Performance Excellence - 62 -
  • 68. should reflect what is represents an requirements of the mission. important to the approach that meets organization or organization. the overall s In assigning a score requirements of the to an Item, first Item, that is decide which scoring deployed range (e.g., 50 consistently and to percent to 65 most work units, that percent) is most has been through descriptive of the some cycles of organization’s improvement and achievement level as learning, and that presented in the Item addresses the key response. “Most organizational needs. descriptive of the Higher scores reflect organization’s greater achievement, achievement level” demonstrated by can include some broader deployment, gaps in one or more significant of the ADLI organizational (process) factors or learning, and the LeTCI (results) increased integration. factors for the chosen s A Results Item score scoring range. An of 50 percent organization’s represents a clear achievement level is indication of good based on a holistic levels of view of either the performance, four process or four beneficial trends, and results factors in appropriate aggregate and not on comparative data for a tallying or the results areas averaging of covered in the Item independent and important to the assessments against organization or each of the four mission. factors. Assigning s Performance the actual score projections are within the chosen present for some range requires high-priority results. evaluating whether s Higher scores reflect the Item response is better trends and closer to the levels of statements in the performance, next higher or next stronger comparative lower scoring range. performance, and s A Process Item score broader coverage and of 50 percent integration with the 2010-2011 Education Criteria for Performance Excellence - 63 -
  • 69. SCORING GUIDELINES__________________________________________________________________________For Use with Categories 1-6 SCORE PROCESS 0% or 5% • No SYSTEMATIC APPROACH to Item requirements is evident; information is ANECDOTAL. (A) • Little or no DEPLOYMENT of any SYSTEMATIC approach is evident. (D) • An improvement orientation is not evident; improvement is achieved through reacting to problems. (L) • No organizational alignment is evident; individual areas or work units operate independently. (I) • The beginning of a SYSTEMATIC APPROACH to the BASIC REQUIREMENTS of the Item is evident. (A) • The approach is in the early stages of deployment in most areas or work units, inhibiting progress in achieving 10%, 15%. the BASIC REQUIREMENTS of the Item. (D) 20%, or 25% • Early stages of a transition from reacting to problems to a general improvement orientation are evident. (L) • The approach is aligned with other areas or work units largely through joint problem solving. (I) • An EFFECTIVE, SYSTEMATIC APPROACH, responsive to the BASIC REQUIREMENTS of the Item, is evident. (A) 30%, 35%, • The APPROACH is deployed, although some areas or work units are in early stages of DEPLOYMENT. (D) 40%, or 45% • The beginning of a SYSTEMATIC APPROACH to evaluation and improvement of KEY PROCESSES is evident. (L) • The APPROACH is in the early stages of alignment with your basic organizational needs identified in response to the Organizational Profile and other Process Items. (I) • An EFFECTIVE, SYSTEMATIC APPROACH, responsive to the OVERALL REQUIREMENTS of the Item, is evident. (A) 50%, 55%, • The APPROACH is well deployed, although DEPLOYMENT may vary in some areas or work units. (D) 60%, or 65% • A fact-based, SYSTEMATIC evaluation and improvement PROCESS and some organizational LEARNING, including innovation, are in place for improving the efficiency and effectiveness of KEY PROCESSES. (L) • The APPROACH is aligned with your organizational needs identified in response to the Organizational Profile and other Process Items. (I) • An EFFECTIVE, SYSTEMATIC APPROACH, responsive to the MULTIPLE REQUIREMENTS of the Item, is evident. (A) 70%, 75%, • The APPROACH is well deployed, with no significant gaps. (D) 80%, or 85% • Fact-based, SYSTEMATIC evaluation and improvement and organizational LEARNING, including INNOVATION, are KEY management tools; there is clear evidence of refinement as a result of organizational-level ANALYSIS and sharing. (L) • The APPROACH is integrated with your organizational needs identified in response to the Organizational Profile and other Process Items. (I) • An EFFECTIVE, SYSTEMATIC APPROACH, fully responsive to the MULTIPLE REQUIREMENTS of the Item, is evident. (A) 90%, 95%, • The APPROACH is fully DEPLOYED without significant weaknesses or gaps in any areas or work units. (D) or 100% • Fact-based, SYSTEMATIC evaluation and improvement and organizational LEARNING through innovation are KEY organization-wide tools; refinement and INNOVATION, backed by ANALYSIS and sharing, are evident throughout the organization. (L) • The APPROACH is well integrated with your organizational needs identified in response to the Organizational Profile and other Process Items. (I) 2010 -2011 Education Criteria for Performance Excellence - 64 -
  • 70. SCORING GUIDELINES____________________________________________________For Use with Category 7 SCORE RESULTS • There are no organizational performance RESULTS and/or poor RESULTS in areas reported. (Le) 0% or 5% • Trend data either are not reported or show mainly adverse trends. (T) • Comparative information is not reported. (C) • Results are not reported for any areas of importance to the accomplishment of your organization’s MISSION. No performance projections are reported. (I) • A few organizational performance results are reported, and early good PERFORMANCE LEVELS are evident 10%, 15%. in a few areas. (Le) 20%, or 25% • Some TREND data are reported, with some adverse TRENDS evident. (T) • Little or no comparative information is reported. (C) • RESULTS are reported for a few areas of importance to the accomplishment of your organization’s MISSION. Limited or no performance projections are reported. (I) • Good organizational PERFORMANCE LEVELS are reported for some areas of importance to the Item 30%, 35%, requirements. (Le) 40%, or 45% • Some TREND data are reported, and a majority of the TRENDS presented are beneficial. (T) • Early stages of obtaining comparative information are evident. (C) • RESULTS are reported for many areas of importance to the accomplishment of your organization’s MISSION. Limited performance projections are reported. (I) • Good organizational PERFORMANCE LEVELS are reported for most areas of importance to the Item 50%, 55%, requirements. (Le) 60%, or 65% • Beneficial TRENDS are evident in areas of importance to the accomplishment of your organization’s MISSION. (T) • Some current PERFORMANCE levels have been evaluated against relevant comparisons and/or benchmarks and show areas of good relative PERFORMANCE. (C) • Organizational performance RESULTS are reported for most key student, stakeholder, market, and PROCESS requirements. performance proJections for some high-priority results are reported. (I) • Good to excellent organizational PERFORMANCE levels are reported for most areas of importance to the Item 70%, 75%, requirements. (Le) 80%, or 85% • Beneficial TRENDS have been sustained over time in most areas of importance to the accomplishment of your organization’s MISSION. (T) • Many to most TRENDS and current PERFORMANCE LEVELS have been evaluated against relevant comparisons and/or benchmarks and show areas of leadership and very good relative PERFORMANCE. (C) • Organizational performance RESULTS are reported for most key student, stakeholder, market, PROCESS, and action plan requirements, and they include some projections of your future performance. (I) • Excellent organizational PERFORMANCE levels are reported for most areas of importance to the Item 90%, 95%, requirements. (Le) or 100% • Beneficial TRENDS have been sustained over time in all areas of importance to the accomplishment of your organization’s MISSION. (T) • Evidence of education sector and BENCHMARK leadership is demonstrated in many areas. (C) • Organizational performance RESULTS fully address KEY student, stakeholder, market, PROCESS, and ACTION PLAN requirements, and they include projections of your future performance. (I) - 65 - 2010 -2011 Education Criteria for Performance Excellence
  • 71. - 66 - 2010 -2011 Education Criteria for Performance Excellence
  • 72. 2010-2011 EDUCATION CRITERIA RESPONSE GUIDELINES The guidelines given in this section are offered to assist s Glossary of Key Terms (pages 59–68) Criteria users in responding most effectively to the s Category and Item Descriptions (pages 37–49) requirements of the 18 Criteria Items. For organizations 2. Review the Item format and understand how to writing an application for the Texas Award for Performance respond to the Item requirements. Excellence, responding involves addressing these The Item format (see figure below) shows the different requirements in 50 or fewer pages. parts of Items, the role of each part, and where each part The guidelines are presented in three parts: is placed. It is especially important to understand the (1) General Guidelines regarding the Criteria booklet, multiple requirements contained in the Areas to Address. including how the Items are formatted The Item Notes following the Item requirements are an aid to help you understand the Areas to Address. Each (2) Guidelines for Responding to Process Items Item and Area to Address is described in greater detail in (3) Guidelines for Responding to Results Items the Category and Item Descriptions section (pages To respond most effectively to the Criteria Items, it also is 37-49). important to refer to the Scoring Guidelines (pages 52-53), Each Item is classified as either Process or Results, which describe how organizations can demonstrate depending on the type of information required. increasing accomplishment and improvement relative to the Guidelines for responding to Process Items are given on requirements of the Criteria Items. pages 54-55. Guidelines for responding to Results Items are given on pages 56-57. General Guidelines Item requirements are presented in question format. 1. Read the entire Criteria booklet. Some of the requirements in the Areas to Address The main sections of the booklet provide a full include multiple questions. Responses to an Item should orientation to the Criteria, including how responses are to contain information that addresses all questions; be evaluated for self-assessment or by Examiners. You however, each question need not be answered separately. should become thoroughly familiar with the following Responses to multiple questions within a single Area to sections: Address may be grouped, as appropriate to your s Education Criteria for Performance Excellence (pages organization. These multiple questions serve as a guide 13-35) in understanding the full meaning of the information s Scoring System (pages 50-51) being requested. - 67 - 2010 -2011 Education Criteria for Performance Excellence
  • 73. 3. Refer to the Scoring Guidelines. are improving at rates slower than your competitors’ or The evaluation of Process and Results Item responses comparable organizations’, it is important to understand why includes a review of the Criteria Items in combination this is so and what might be done to accelerate improvement. with the Scoring Guidelines (pages 50-51). Specifically, The purpose of Process Items is to permit diagnosis of your as a complement to requirements of the Process Items organization’s most important processes—the ones that (Categories 1–6), the Scoring Guidelines address the contribute most to organizational performance improvement maturity of your approaches, breadth of deployment, and contribute to key outcomes or performance results. extent of learning, and integration with other elements of Diagnosis and feedback depend heavily on the content and your performance management system. Similarly, as a completeness of your Item responses. For this reason, it is complement to requirements of the Results Items important to respond to these Items by providing your key (Category 7), the Scoring Guidelines focus on the process information. Guidelines for organizing and significance of the results trends, actual performance reviewing such information follow. levels, relevant comparative data, integration with important elements of your performance management 1. Understand the meaning of “how.” system, and the strength of the improvement process. Process Items include questions that begin with the word Therefore, you need to consider both the Criteria and the “how.” Responses should outline your key process Scoring Guidelines as you prepare your responses to all information that addresses approach, deployment, Items. learning, and integration (see Scoring System, page 51). Responses lacking such information, or merely providing 4. Understand the meaning of key terms. an example, are referred to in the Scoring Guidelines as Many of the terms used in the Criteria have meanings that “anecdotal information.” may differ somewhat from standard definitions or definitions used in your organization. Terms printed in 2. Understand the meaning of “what.” SMALL CAPS/SANS SERIF can be found in the Glossary of Key Two types of questions in Process Items begin with the Terms beginning on page 59. Understanding these terms word “what.” The first type of question requests basic can help you accurately self-assess your organization and information on key processes and how they work. communicate your processes and results to those Although it is helpful to include who performs the work, reviewing your responses and planning your merely stating who does not permit diagnosis or improvement efforts. feedback. The second type of question requests information on what your key findings, plans, objectives, 5. Start by preparing the Organizational Profile. goals, or measures are. These latter questions set the The Organizational Profile is the most appropriate context for showing alignment and integration in your starting point. The Organizational Profile is intended to performance management system. For example, when help everyone—including organizations using the Criteria you identify key strategic objectives, your action plans, for self-assessment, application writers, and reviewers— some of your performance measures, and some results to understand what is most relevant and important to your reported in Category 7 are expected to relate to the stated organization’s mission and to its performance. The strategic objectives. questions in the Organizational Profile are on pages 13-15. The Organizational Profile is described in greater detail on pages 36-37. 3. Write and review response(s) with the following guidelines and comments in mind. Guidelines for Responding to Process Items  Show that approaches are systematic. Although the Criteria focus on key organizational Systematic approaches are repeatable and use data and performance results, these results by themselves offer little information to enable learning. In other words, diagnostic value. For example, if some results are poor or approaches are systematic if they build in the 2010 -2011 Education Criteria for Performance Excellence - 68 -
  • 74. opportunity for evaluation, improvement, innovation, to the other responses rather than repeat information. In and knowledge sharing, thereby permitting a gain in such cases, key process information should be given in maturity. the Item requesting this information. For example,  Show deployment. workforce development and learning systems should be Deployment information should summarize how your described in Item 5.1. Discussions about workforce approaches are implemented in different parts of your development and learning elsewhere in your application organization. Deployment can be shown compactly by would then reference but not repeat details given in your using tables. Item 5.1 response  Show evidence of learning. Processes should include evaluation and improvement 5. Use a compact format. cycles, as well as the potential for breakthrough Applicants should make the best use of the 50 application change. Process improvements should be shared with pages permitted. Applicants are encouraged to use other appropriate units of the organization to enable flowcharts, tables, and “bullets” to present information organizational learning. concisely.  Show integration. Integration shows alignment and harmonization among Guidelines for Responding to Results Items processes, plans, measures, actions, and results that The Education Criteria place a major emphasis on results. generate organizational effectiveness and efficiencies. The following information, guidelines, and example relate to  Show focus and consistency. effective and complete reporting of results. There are four important considerations regarding focus and consistency: (1) the Organizational Profile 1. Focus on the most critical organizational performance should make clear what is important to your results. organization; (2) the Strategic Planning Category Results reported should cover the most important (Category 2), including the strategic objectives, action requirements for your organization’s success, highlighted plans, and core competencies, should highlight areas of in your Organizational Profile and in the Strategic greatest focus and describe how deployment is Planning, Customer Focus, Workforce Focus, and accomplished; (3) the descriptions of organizational- Process Management Categories. level analysis and review (Item 4.1) should show how your organization analyzes and reviews performance 2. Note the meaning of the four key requirements from information to set priorities; and (4) the Process the Scoring Guidelines for effective reporting of Management Category (Category 6) should highlight results data: the work processes that are key to your overall  performance levels that are reported on a meaningful performance. Showing focus and consistency in the measurement scale; Process Items and tracking corresponding measures in  trends to show directions of results, rates of change, the Results Items should improve organizational and the extent of deployment; performance.  comparisons to show how results compare with  Respond fully to Item requirements. those of other, appropriately selected organizations; Missing information will be interpreted as a gap in and your performance management system. All Areas to  integration to show that all important results are Address should be addressed. Individual questions included, segmented (e.g., by important student or within an Area to Address may be addressed stakeholder; workforce; process; and educational individually or together. program, offering, and service groups), and, as appropriate, related to key performance projections. 4. Cross-reference when appropriate. As much as possible, each Item response should be self- 3. Include trend data covering actual periods for contained. However, responses to different Items also tracking trends. should be mutually reinforcing. It is appropriate to refer 2010 -2011 Education Criteria for Performance Excellence - 69 -
  • 75. No minimum period of time is specified for trend data. However, a minimum of three historical data points generally is needed to ascertain a trend. Trends might span five or more years for some results. Trends should represent historic and current performance and not rely on projected (future) performance. Time intervals between data points should be meaningful for the specific measure(s) reported. For important results, new data should be included even if trends and comparisons are not yet well established. 4. Use a compact format—graphs and tables. Many results can be reported compactly by using graphs and tables. Graphs and tables should be labeled for easy interpretation. Results over time or compared with others should be “normalized” (i.e., presented in a way, such as using ratios, that takes into account size factors). For example, reporting absenteeism trends in terms of unexcused absences per 100 students would be more meaningful than reporting total unexcused absences if the student population has varied over the time period or if you are comparing your results to those of organizations differing in the number of students. 5. Incorporate results into the body of the text. Discussion of results and the results themselves should be close together in an Award application. Trends that show a significant beneficial or adverse change should be explained. Use figure numbers that correspond to Items. For example, the third figure for Item 7.5 would be Figure 7.5-3. (See the example in the figure on the next page.) The graph below illustrates data an organization might present as part of a response to Item 7.2, Customer- Focused Outcomes. In the Organizational Profile, the organization has indicated student persistence as a key success requirement. 2010 -2011 Education Criteria for Performance Excellence - 70 -
  • 76. appropriate:  The current overall school performance level shows a generally improving trend. The current level is good but still slightly below that of the comparable school.  Department A is the current performance leader— showing sustained high performance and a beneficial trend since 2005-2006.  Department B shows a lower level of performance but a generally improving trend.  Although Department C has the overall lowest student retention rate, with the exception of the 2007-2008 school year, there is a generally improving trend. (The single point drop in student retention should be explained briefly.)  Departments A and C and the overall school are projecting improved persistence rates. They are all The graph illustrates a number of characteristics of clear and expected to exceed the state’s best school in terms of effective results reporting: persistence by the 2010-2011 school year.  A figure number is provided for reference to the graph in the text.  Both axes and units of measure are clearly labeled.  Trend lines report data for a key performance measure—student persistence.  Results are presented for several years.  An arrow indicates that an upward trend is good for this measure.  Appropriate comparisons are shown clearly.  The school shows, using a single graph, that its three departments separately track persistence rates.  The school projects improved persistence rates for all departments in school year 2010-2011. The text should explain the projected improvements, including discontinuous or breakthrough improvements relative to prior performance for Department C. For example, your school may be enhancing its tutoring/mentoring services for an academic department, and you may anticipate a higher rate of persistence as a result of these efforts. To help interpret the Scoring Guidelines (page 53), the following comments on the graphed results would be 2010 -2011 Education Criteria for Performance Excellence - 71 -
  • 77. GLOSSARY OF KEY TERMS projects, peer teaching, role playing, or written documents. Students involved in active learning often organize their This Glossary of Key Terms defines and briefly describes work, research information, discuss and explain ideas, terms used throughout the Education Criteria booklet that observe demonstrations or phenomena, solve problems, and are important to performance management. As you may formulate questions of their own. Active learning is often have noted, key terms are presented in SMALL CAPS/SANS SERIF combined with cooperative or collaborative learning in every time they appear in the Categories and Scoring which students work interactively in teams that promote Guidelines sections of this Criteria booklet. interdependence and individual accountability to accomplish a common goal. In addition, active learning may address Action Plans multiple intelligences. The term “action plans” refers to specific actions that Alignment respond to short- and longer-term strategic objectives. The term “alignment” refers to consistency of plans, Action plans include details of resource commitments and processes, information, resource decisions, actions, results, time horizons for accomplishment. Action plan development and analyses to support key organization-wide goals. represents the critical stage in planning when strategic Effective alignment requires a common understanding of objectives and goals are made specific so that effective, purposes and goals. It also requires the use of organization-wide understanding and deployment are complementary measures and information for planning, possible. In the Criteria, deployment of action plans includes tracking, analysis, and improvement at three levels: the creating aligned measures for all departments and work organizational/senior leader level; the key process level; and units. Deployment also might require specialized training for the program, school, class or individual level. some faculty and staff or recruitment of personnel. See also the definition of “integration” on page 63. An example of a strategic objective for an education organization might be to achieve student performance in the Analysis top quartile of the state’s schools on a normalized test that is The term “analysis” refers to an examination of facts and given annually. Action plans could entail determining in data to provide a basis for effective decisions. Analysis often which subjects students have had the lowest scores, involves the determination of cause-effect relationships. understanding skill deficiencies in those subjects, and Overall organizational analysis guides the management of developing curricula that enable students to master those work systems and work processes toward achieving key skills. Deployment might include faculty training in organizational performance results and toward attaining instructional and assessment methods. Organizational-level strategic objectives. analysis and review likely would emphasize student learning, budgetary performance, and student and Despite their importance, individual facts and data do not stakeholder satisfaction. usually provide an effective basis for actions or setting priorities. Effective actions depend on an understanding of See also the definition of “strategic objectives” on page 66. relationships, derived from analysis of facts and data. Active Learning Anecdotal The term “active learning” refers to interactive instructional The term “anecdotal” refers to process information that lacks techniques that engage students in such higher-order specific methods, measures, deployment mechanisms, and thinking tasks as analysis, synthesis, and evaluation. evaluation, improvement, and learning factors. Anecdotal Students engaged in active learning might use resources information frequently uses examples and describes beyond the faculty, such as libraries, Web sites, interviews, individual activities rather than systematic processes. or focus groups, to obtain information. They may demonstrate their abilities to analyze, synthesize, and An anecdotal response to how senior leaders deploy evaluate through projects, presentations, experiments, performance expectations might describe a specific occasion simulations, internships, practicums, independent study when a senior leader visited all of the organization’s 2010 -2011 Education Criteria for Performance Excellence - 72 -
  • 78. facilities. On the other hand, a systematic process might geographic area or that provide similar programs, offerings, describe the communication methods used by all senior and SERVICES in other geographic areas. leaders to deliver performance expectations on a regular basis to all faculty and staff, the measures used to assess the Capability, Workforce effectiveness of the methods, and the tools and techniques used to evaluate and improve the communication methods. See “workforce capability.” See also the definition of “systematic” on page 66. Capacity, Workforce Approach See “workforce capacity.” The term “approach” refers to the methods used by an Collaborators organization to address the Criteria Item requirements. Approach includes the appropriateness of the methods to the The term “collaborators” refers to those organizations or Item requirements, and to the organization’s operating individuals who cooperate with your organization to support environment, as well as how effectively the methods are a particular activity or event or who cooperate on an used. intermittent basis when short-term goals are aligned or are the same. Typically, collaborations do not involve formal Approach is one of the dimensions considered in evaluating agreements or arrangements. Process Items. For further description, see the Scoring System on pages 50-51. See also the definition of “partners” on page 65. Basic Requirements Core Competencies The term “basic requirements” refers to the topic Criteria The term “core competencies” refers to your organization’s users need to address when responding to the most central areas of greatest expertise. Your organization’s core concept of an Item. Basic requirements are the fundamental competencies are those strategically important capabilities theme of that Item (e.g., your approach for strategy that are central to fulfilling your mission or provide an development in Item 2.1). In the Criteria, the basic advantage in your market or service environment. Core requirements of each Item are presented as the Item title competencies frequently are challenging for competitors or question. This presentation is illustrated in the Item format suppliers and partners to imitate, and they may provide a shown page 55. sustainable competitive advantage. Core competencies may involve technology expertise or Benchmarks unique educational programs, offerings, or services that are The term “benchmarks” refers to processes and results that responsive to the needs of your students, stakeholders, and represent best practices and performance for similar market. activities, inside or outside the education community. Organizations engage in benchmarking to understand the Customer current dimensions of world-class performance and to In the Education Criteria, the term “customer” refers to achieve discontinuous (non-incremental) or “breakthrough” students and stakeholders who are actual and potential users improvement. of your organization’s educational programs, offerings, or Benchmarks are one form of comparative data. Other services. The Criteria address customers broadly, comparative data organizations might use include referencing current and future customers, as well as the appropriate data collected by a third party (frequently customers of your competitors and other organizations averages for other organizations), data on the performance of providing similar educational programs, offerings, or comparable education organizations and competitors, and services. comparisons with similar organizations that are in the same See the definition of “stakeholders” on page 66 for the 2010 -2011 Education Criteria for Performance Excellence - 73 -
  • 79. relationship between customers and others who might be academic disciplines, and perspectives. affected by your programs, offerings, and SERVICES. The Criteria refer to the diversity of your workforce hiring communities and student and stakeholder communities. Customer Engagement Capitalizing on these communities provides enhanced The term “customer engagement” refers to your students’ opportunities for high performance; student and stakeholder, and stakeholders’ investment in or commitment to your workforce, and community satisfaction; and student, organization and educational programs, offerings, and stakeholder, and workforce engagement. SERVICES. It is based on your ongoing ability to serve their needs and build relationships so they will continue using Educational Programs, Offerings, and your programs, offerings, and SERVICES. Characteristics of SERVICES customer engagement include customer retention and loyalty, customers’ willingness to make an effort to seek “Educational programs” and “offerings” refer to all activities educational services with your organization, and customers’ that engage students in learning or that contribute to willingness to actively advocate for and recommend your scientific or scholarly investigation, including courses, organization and your programs, offerings, and SERVICES. degree programs, research, outreach, community service, cooperative projects, and overseas studies. Design of programs and offerings requires the identification of critical Cycle Time points (the earliest points possible) in the teaching and The term “cycle time” refers to the time required to fulfill learning process for measurement, observation, or commitments or to complete tasks. Time measurements play intervention. Educational “services” refers to those that are a major role in the Criteria because of the great importance considered most important to student matriculation and of time performance to improving competitiveness and success. These might include services related to counseling, overall performance. “Cycle time” refers to all aspects of advising, and tutoring students; libraries and information time performance. Cycle time improvement might include technology; and student recruitment, enrollment, the time to respond to changing student and stakeholder registration, placement, financial aid, and housing. They also needs, design time for new programs and processes, and might include food services, security, health services, other key measures of time. transportation, and book stores. Deployment Education Delivery The term “deployment” refers to the extent to which an approach is applied in addressing the requirements of a The term “education delivery” refers to the deployment of Criteria Item. Deployment is evaluated on the basis of the instructional approaches—modes of teaching and organizing breadth and depth of application of the approach to relevant activities and experiences so that effective learning takes work units throughout the organization. place. Education delivery may include active learning, cooperative or collaborative learning, distance education, Deployment is one of the dimensions considered in distributed learning, online tutorials, guided discussion lists, evaluating Process Items. For further description, see the video streaming, teleconferencing, or self-paced learning. Scoring System on pages 50-51. See also the definition of “active learning” on page 58. Diversity The term “effective” refers to how well a process or a measure addresses its intended purpose. Determining The term “diversity” refers to valuing and benefiting from effectiveness requires (1) the evaluation of how well the personal differences. These differences address many process is aligned with the organization’s needs and how variables, including race, religion, color, gender, national well the process is deployed or (2) the evaluation of the origin, disability, sexual orientation, age and generational outcome of the measure used. preferences, education, geographic origin, and skill characteristics, as well as differences in ideas, thinking, Effective 2010 -2011 Education Criteria for Performance Excellence - 74 -
  • 80. The term “effective” refers to how well a process or a workforce, partners, suppliers, and the organization’s local measure addresses its intended purpose. Determining community. effectiveness requires (1) the evaluation of how well the While some organizations may view their ethical principles process is aligned with the organization’s needs and how as boundary conditions restricting behavior, well-designed well the process is deployed or (2) the evaluation of the and clearly articulated ethical principles should empower outcome of the measure used. people to make effective decisions with great confidence. Empowerment Faculty and Staff The term “empowerment” refers to giving people the The term “faculty and staff” refers to all people who authority and responsibility to make decisions and take contribute to the delivery of an organization’s programs, actions. Empowerment results in decisions being made offerings, and SERVICES, including paid employees (e.g., closest to students and stakeholders, where work-related permanent, part-time, temporary, and contract employees knowledge and understanding reside. supervised by the organization) and volunteers, as Empowerment is aimed at enabling people to respond to appropriate. Faculty and staff include team leaders, students’ educational needs, to improve processes, and to supervisors, and managers at all levels. improve student learning and the organization’s performance See also the definition of “workforce” on page 68. results. An empowered workforce requires information to make appropriate decisions; thus, an organizational require- ment is to provide information in a timely and useful way. Formative Assessment The term “formative assessment” refers to frequent or Engagement, Customer ongoing evaluation during courses, programs, or learning experiences that gives an early indication of what students See “customer engagement.” are learning, as well as their strengths and weaknesses. Formative assessment often is used as a diagnostic tool for Engagement, Workforce students and faculty, providing information with which to See “workforce engagement.” make real-time improvements in instructional methods, materials, activities, techniques, and approaches. Ethical Behavior Goals The term “ethical behavior” refers to how an organization ensures that all its decisions, actions, and stakeholder The term “goals” refers to a future condition or performance interactions conform to the organization’s moral and level that one intends to attain. Goals can be both short- and professional principles. These principles should support all longer-term. Goals are ends that guide actions. Quantitative applicable laws and regulations and are the foundation for goals, frequently referred to as “targets,” include a numerical the organization’s culture and values. They distinguish point or range. Targets might be projections based on “right” from “wrong.” comparative or competitive data. The term “stretch goals” refers to desired major, discontinuous (non-incremental) or Senior leaders should act as role models for these principles “breakthrough” improvements, usually in areas most critical of behavior. The principles apply to all people involved in to your organization’s future success. the organization, from temporary faculty and staff to members of the governing body, and need to be communi- Goals can serve many purposes, including cated and reinforced on a regular basis. Although there is no  clarifying strategic objectives and action plans to universal model for ethical behavior, senior leaders should indicate how you will measure success ensure that the organization’s mission and vision are aligned  fostering teamwork by focusing on a common end with its ethical principles. Ethical behavior should be practiced with all students and stakeholders, including the  encouraging “out-of-the-box” thinking (innovation) to 2010 -2011 Education Criteria for Performance Excellence - 75 -
  • 81. achieve a stretch goal made closest to the students and stakeholders; and effective  providing a basis for measuring and accelerating use of performance measures, including comparisons. Many progress high-performing organizations use monetary and nonmonetary incentives based on factors such as Governance organizational performance, team and individual The term “governance” refers to the system of management contributions, and skill building. Also, high-performance and controls exercised in the stewardship of your work usually seeks to align the organization’s structure, core organization. It includes the responsibilities of your competencies, work, jobs, workforce development, and governing body (e.g., board of education, board of incentives. trustees/overseers) and the senior leaders of your organization; in some private education institutions, it also How may include owners/shareholders. A combination of federal, state, and municipal regulations, charters, bylaws, and The term “how” refers to the systems and processes that an policies documents the rights and responsibilities of each of organization uses to accomplish its mission requirements. In the parties and describes how your organization will be responding to “how” questions in the Process Item directed and controlled to ensure (1) accountability to requirements, process descriptions should include stakeholders, (2) transparency of operations, and (3) fair information such as approach (methods and measures), treatment of all stakeholders. Governance processes may deployment, learning, and integration factors. include the approval of strategic direction, policy creation and enforcement, the monitoring and evaluation of senior Indicators leaders’ performance, the establishment of senior leaders’ See “measures and indicators.” compensation and benefits, succession planning, financial auditing, and risk management. Ensuring effective Innovation governance is important to stakeholders’ and the larger society’s trust and to organizational effectiveness. The term “innovation” refers to making meaningful change to improve programs, services, processes, or organizational High-Performance Work effectiveness and to create new value for students and stakeholders. Innovation involves the adoption of an idea, The term “high-performance work” refers to work processes process, technology, or product that is either new or new to used to systematically pursue ever-higher levels of overall its proposed application. The outcome of innovation is a organizational and individual performance, including discontinuous or breakthrough change in results, programs, quality, productivity, innovation rate, and cycle time offerings, or services. performance. High-performance work results in improved programs and SERVICES for students and stakeholders. Successful organizational innovation is a multistep process that involves development and knowledge sharing, a Approaches to high-performance work vary in form, decision to implement, implementation, evaluation, and function, and incentive systems. High-performance work learning. Although innovation is often associated with focuses on workforce engagement. It frequently includes technological innovation, it is applicable to all key cooperation among senior leaders, administrators, faculty, organizational processes that would benefit from change, and staff, which may involve workforce bargaining units; whether through breakthrough improvement or a change in cooperation among work units, often involving teams; the approach or outputs. It could include fundamental changes in empowerment of your people, including self-directed organizational structure to more effectively accomplish the responsibility; and input to planning. It also may include organization’s work. individual and organizational skill building and learning; learning from other organizations; flexibility in job design Integration and work assignments; a flattened organizational structure, where decision making is decentralized and decisions are The term “integration” refers to the harmonization of plans, 2010 -2011 Education Criteria for Performance Excellence - 76 -
  • 82. processes, information, resource decisions, actions, results, communication; selection and development of senior and analysis to support key organization-wide goals. leaders, administrators, department heads, and faculty Effective integration goes beyond alignment and is achieved leaders; and reinforcement of values, ethical behavior, when the individual components of a performance directions, and performance expectations. management system operate as a fully interconnected unit. An effective leadership system respects the capabilities and See also the definition of “alignment” on page 58. requirements of workforce members and other stakeholders, and it sets high expectations for performance and Integration is one of the dimensions considered in evaluating performance improvement. It builds loyalties and teamwork both Process and Results Items. For further description, see based on the organization’s vision and values and the pursuit the Scoring System on pages 50-51. of shared goals. It encourages and supports initiative and appropriate risk taking, subordinates organizational structure Key to purpose and function, and avoids chains of command that The term “key” refers to the major or most important require long decision paths. An effective leadership system elements or factors, those that are critical to achieving your includes mechanisms for the leaders to conduct self- intended outcome. The Criteria, for example, refer to key examination, receive feedback, and improve. challenges, key plans, key work processes, and key measures —those that are most important to your organization’s Learning success. They are the essential elements for pursuing or The term “learning” refers to new knowledge or skills monitoring a desired outcome. acquired through evaluation, study, experience, and innovation. In addition to their focus on student learning, the Knowledge Assets Education Criteria address two other kinds of learning: The term “knowledge assets” refers to the accumulated organizational and personal. Organizational learning is intellectual resources of your organization. It is the achieved through research and development; evaluation and knowledge possessed by your organization and its workforce improvement cycles; ideas and input from the workforce, in the form of information, ideas, learning, understanding, students, and other stakeholders; best-practice sharing; and memory, insights, cognitive and technical skills, and benchmarking. Personal learning (pertaining to faculty and capabilities. Your workforce, curricula, software, databases, staff) is achieved through education, training, and documents, guides, and policies and procedures are developmental opportunities that further individual growth. repositories of your organization’s knowledge assets. To be effective, these types of learning should be embedded Knowledge assets are held not only by an organization but in the way an organization operates. In addition, they reside within its students and stakeholders, suppliers, and contribute to a competitive advantage and sustainability for partners, as well. the organization and its workforce. See also the related Core Knowledge assets are the “know-how” that your Values and Concepts of organizational and personal learning organization has available to use, to invest, and to grow. (page 2) and learning-centered education (page 1), as well as Building and managing its knowledge assets are key the definition of “active learning” on page 58. components for your organization to create value for your Learning is one of the dimensions considered in evaluating students and stakeholders and to help sustain a competitive Process Items. For further description, see the Scoring advantage. System on pages 50-51. Leadership System Levels The term “leadership system” refers to how leadership is exercised, formally and informally, throughout the The term “levels” refers to numerical information that places organization; it is the basis for and the way key decisions are or positions an organization’s results and performance on a made, communicated, and carried out. It includes structures meaningful measurement scale. Performance levels permit and mechanisms for decision making; two-way evaluation relative to past performance, projections, goals, 2010 -2011 Education Criteria for Performance Excellence - 77 -
  • 83. and appropriate comparisons. Partners The term “partners” refers to those key organizations or Measures and Indicators individuals who are working in concert with your The term “measures and indicators” refers to numerical organization to achieve a common goal or to improve information that quantifies input, output, and performance performance. Typically, partnerships are formal dimensions of processes, programs, offerings, services, and arrangements for a specific aim or purpose, such as to the overall organization (outcomes). Measures and indicators achieve a strategic objective or deliver a specific program, might be simple (derived from one measurement) or offering, or service. Partners might include other schools, composite. employers and workplaces, social service organizations, private foundations, and parents, as appropriate, with which The Criteria do not make a distinction between measures and your organization has cooperative relationships to facilitate indicators. However, some users of these terms prefer effective learning for students. For example, partners might “indicator” (1) when the measurement relates to include schools with which “feeder” relationships exist, into performance but is not a direct measure of such performance or out of your school. Partnerships with social service (e.g., the number of complaints is an indicator of organizations might involve helping students make these dissatisfaction but not a direct measure of it), and (2) when transitions. the measurement is a predictor (“leading indicator”) of some more significant performance (e.g., a gain in student Formal partnerships are usually for an extended period of performance or satisfaction might be a leading indicator of time and involve a clear understanding of the individual and student persistence). mutual roles and benefits for the partners. See also the definition of “collaborators” on page 60. Mission The term “mission” refers to the overall function of an Performance organization. The mission answers the question, “What is The term “performance” refers to outputs and their outcomes this organization attempting to accomplish?” The mission obtained from processes, programs, and SERVICES that might define students, stakeholders, or markets served; permit evaluation and comparison relative to goals, distinctive or core competencies; or technologies used. standards, past results, and other organizations. Performance can be expressed in nonfinancial and financial terms. Multiple Requirements The Education Criteria address four types of performance: The term “multiple requirements” refers to the individual (1) program and service; (2) student- and stakeholder- questions Criteria users need to answer within each Area to focused; (3) budgetary, financial, and market; and (4) Address. These questions constitute the details of an Item’s operational. requirements. They are presented in black text under each Item’s Area(s) to Address. This presentation is illustrated in “Program and service performance” refers to performance the Item format shown on page 55. relative to measures and indicators of program and service characteristics important to students and stakeholders. Overall Requirements Examples include the effectiveness of curriculum and instruction, assessment of student learning, participation in The term “overall requirements” refers to the topics Criteria professional development opportunities, and student users need to address when responding to the central theme placement following program completion. of an Item. Overall requirements address the most significant features of the Item requirements. In the Criteria, the overall “Student- and stakeholder-focused performance” refers to requirements of each Item are presented in one or more performance relative to measures and indicators of student introductory sentences printed in bold. This presentation is and stakeholder perceptions, reactions, and behaviors. illustrated in the Item format shown on page 55. Examples include admissions, retention, complaints, and survey results. Student- and stakeholder-focused 2010 -2011 Education Criteria for Performance Excellence - 78 -
  • 84. performance generally relates to the organization as a whole. improvement and change, and they may be used to indicate where breakthrough improvement or innovation is needed. “Budgetary, financial, and market performance” refers to While performance projections may be set to attain a goal, performance relative to measures of cost containment, they also may be predicted levels of future performance that budget utilization, and market share. Examples include indicate the challenges your organization faces in achieving instructional and general administration expenditures per a goal. Thus, performance projections serve as a key student as a percentage of budget; income, expenses, management planning tool. reserves, endowments, and annual grants/awards; program expenditures as a percentage of budget; annual budget increases or decreases; resources redirected to education Persistence from other areas; scholarship growth; the percentage of The term “persistence” refers to the continued attendance by budget for research; and the budget for public service. students (from term to term, semester to semester, grade to “Operational performance” refers to workforce, leadership, grade, or class to class) toward the completion of an organizational, and ethical performance relative to educational goal or training objective. effectiveness, efficiency, and accountability measures and indicators. Examples include cycle time, productivity, Process accreditation, workforce turnover, workforce cross-training The term “process” refers to linked activities with the rates, regulatory compliance, fiscal accountability, and purpose of producing a program or service for students community involvement. Operational performance might be and/or stakeholders within or outside the organization. measured at the organizational/senior leader level; the key Generally, processes involve combinations of people, work process level; and the program, school, class, or machines, tools, techniques, materials, and improvements in individual level. a defined series of steps or actions. Processes rarely operate in isolation and must be considered in relation to other Performance Excellence processes that impact them. In some situations, processes The term “performance excellence” refers to an integrated might require adherence to a specific sequence of steps, with approach to organizational performance management that documentation (sometimes formal) of procedures and results in (1) delivery of ever-improving value to students requirements, including well-defined measurement and and stakeholders, contributing to improved education quality control steps. and student learning, as well as to organizational stability; In service situations such as education, particularly when (2) improvement of overall organizational effectiveness and those served are directly involved in the service, process is capabilities; and (3) organizational and personal learning. used in a more general way (i.e., to spell out what must be The Education Criteria for Performance Excellence provide done, possibly including a preferred or expected sequence). a framework and an assessment tool for understanding If a sequence is critical, the service needs to include organizational strengths and opportunities for improvement information to help those served understand and follow the and thus for guiding planning efforts. sequence. Such service processes also require guidance to the providers of those services on handling contingencies Performance Projections related to the possible actions or behaviors of those served. The term “performance projections” refers to estimates of In knowledge work, such as teaching, strategic planning, future performance. Projections may be inferred from past research, development, and analysis, process does not performance, may be based on competitors’ performance or necessarily imply formal sequences of steps. Rather, process the performance of other organizations providing similar implies general understandings regarding competent Education services that must be met or exceeded, may be performance, such as timing, options to be included, predicted based on changes in a dynamic Education evaluation, and reporting. Sequences might arise as part of environment, or may be goals for future performance. these understandings. Projections integrate estimates of your organization’s rate of In the Scoring System, your process achievement level is 2010 -2011 Education Criteria for Performance Excellence - 79 -
  • 85. assessed. This achievement level is based on four factors overall base related to students; stakeholders; markets; that can be evaluated for each of an organization’s key programs, offerings, and SERVICES; or the workforce. processes: Approach, Deployment, Learning, and Segments typically have common characteristics that can be Integration. For further description, see the Scoring System grouped logically. In Results Items, the term refers to on pages 50-51. disaggregating results data in a way that allows for meaningful analysis of an organization’s performance. It is Productivity up to each organization to determine the specific factors that it uses for segmentation. The term “productivity” refers to measures of the efficiency of resource use. Understanding segments is critical to identifying the distinct needs and expectations of different student, stakeholder, Although the term often is applied to single factors, such as market, and workforce groups and to tailoring programs, the workforce, machines, materials, energy, and capital, the offerings, and SERVICES to meet their needs and productivity concept applies as well to the total resources expectations. Student segmentation might reflect such used in meeting the organization’s objectives. The use of an factors as the educational service delivery (e.g., classroom or aggregate measure of overall productivity allows a Web-based) or students’ career interests, learning styles, determination of whether the net effect of overall changes in living status (e.g., residential versus commuter), mobility, or a process—possibly involving resource tradeoffs—is special needs. For those education organizations that must beneficial. respond to the annual requirements of the No Child Left Behind (NCLB) Act, segmentation might include the Programs, Offerings, and SERVICES NCLB-designated accountability subgroups (i.e., a student’s See “educational programs, offerings, and SERVICES.” race or ethnicity, economically disadvantaged status, limited proficiency in English, and classification as in need of special education). Workforce segmentation might be based Purpose on geography, skills, needs, work assignments, or job The term “purpose” refers to the fundamental reason that an classifications. organization exists. The primary role of purpose is to inspire an organization and guide its setting of values. Purpose is Senior Leaders generally broad and enduring. Two organizations providing different educational services could have similar purposes, The term “senior leaders” refers to those with the main and two organizations providing similar educational services responsibility for managing the overall organization. Senior could have different purposes. leaders might include administrators, department heads, and/ or faculty leaders. In many organizations, senior leaders Results include the head of the organization and his or her direct reports. The term “results” refers to outputs and outcomes achieved by an organization in addressing the requirements of a Criteria Item. Results are evaluated on the basis of current Stakeholders performance; performance relative to appropriate The term “stakeholders” refers to all groups that are or might comparisons; the rate, breadth, and importance of be affected by an organization’s actions and success. performance improvements; and the relationship of results Examples of key stakeholders might include parents, parent measures to key organizational performance requirements. organizations, the workforce, collaborators, governing For further description, see the Scoring System on pages boards, alumni, employers, other schools, regulatory bodies, 50-51. funding entities, taxpayers, policy makers, suppliers, partners, and local and professional communities. Although Segment students are commonly thought of as stakeholders, for purposes of emphasis and clarity, the Education Criteria The term “segment” refers to a part of an organization’s refer to students and stakeholders separately. 2010 -2011 Education Criteria for Performance Excellence - 80 -
  • 86. Strategic Advantages advantages. The term “strategic advantages” refers to those market Strategic Objectives benefits that exert a decisive influence on an organization’s The term “strategic objectives” refers to an organization’s likelihood of future success. These advantages frequently are articulated aims or responses to address major change or sources of an organization’s current and future competitive improvement, competitiveness or social issues, and success relative to other providers of similar educational organizational advantages. Strategic objectives generally are programs, offerings, and SERVICES. Strategic advantages focused both externally and internally and relate to generally arise from either or both of two sources: (1) core significant student, stakeholder, market, program, service, or competencies, through building and expanding on an technological opportunities and challenges (strategic organization’s internal capabilities, and (2) strategically challenges). Broadly stated, they are what an organization important external resources, which are shaped and must achieve to remain or become competitive and ensure leveraged through key external relationships and long-term sustainability. Strategic objectives set an partnerships. organization’s longer-term directions and guide resource When an organization realizes both sources of strategic allocations and redistributions. advantage, it can amplify its unique internal capabilities by See the definition of “action plans” on page 60 for the capitalizing on complementary capabilities in other relationship between strategic objectives and action plans organizations. and for an example of each. See the definitions of “strategic challenges” and “strategic Summative Assessment objectives” below for the relationship among strategic advantages, strategic challenges, and the strategic objectives The term “summative assessment” refers to longitudinal an organization articulates to address its challenges and analysis of the learning and performance of students and advantages. alumni. Summative assessments tend to be formal and comprehensive, and they often cover global subject matter. Strategic Challenges Such assessments may be conducted at the conclusion of a course or program and could be compared to the results of The term “strategic challenges” refers to those pressures that pretesting to determine gains and to clarify the causal exert a decisive influence on an organization’s likelihood of connections between educational practices and student future success. These challenges frequently are driven by an learning. They may be used for purposes of determining organization’s future competitive position relative to other final grades, placement, and promotion, as well as for providers of similar programs, offerings, or services. While licensure or certification. not exclusively so, strategic challenges generally are externally driven. However, in responding to externally Sustainability driven strategic challenges, an organization may face internal strategic challenges. The term “sustainability” refers to your organization’s ability to address current educational needs and to have the External strategic challenges may relate to student, agility and strategic management to prepare successfully for stakeholder, or market needs or expectations; changes in your future educational, market, and operating environment. educational programs or offerings; technological changes; or Both external and internal factors need to be considered. The budgetary, financial, societal, and other risks or needs. specific combination of factors might include sector-wide Internal strategic challenges may relate to an organization’s and organization-specific components. capabilities or its human and other resources. Sustainability considerations might include workforce See the definitions of “strategic advantages” and “strategic capability and capacity, resource availability, technology, objectives” on this page for the relationship among strategic knowledge, core competencies, work systems, facilities, and challenges, strategic advantages, and the strategic objectives equipment. In addition to responding to changes in the an organization articulates to address its challenges and educational, market, and operating environment, 2010 -2011 Education Criteria for Performance Excellence - 81 -
  • 87. sustainability has a component related to preparedness for service, process, asset, or function relative to cost and to real-time or short-term emergencies. possible alternatives. In the context of the Education Criteria, the impact of your Organizations frequently use value considerations to deter- organization’s programs, offerings, and SERVICES on mine the benefits of various options relative to their costs, society and the contributions you make to the well-being of such as the value of various educational offerings and environmental, social, and economic systems are part of service combinations to students or stakeholders. your organization’s overall societal responsibilities. Whether Organizations need to understand what different student and and how your organization addresses such considerations stakeholder groups value and then deliver value to each also may affect your sustainability. group. This frequently requires balancing value for students and other stakeholders, such as businesses, your workforce, Systematic and the community. The term “systematic” refers to approaches that are well- Values ordered, are repeatable, and use data and information so The term “values” refers to the guiding principles and learning is possible. In other words, approaches are behaviors that embody how your organization and its people systematic if they build in the opportunity for evaluation, are expected to operate. Values reflect and reinforce the improvement, and sharing, thereby permitting a gain in desired culture of an organization. Values support and guide maturity. For use of the term, see the Scoring Guidelines on the decision making of every workforce member, helping the page 53. organization accomplish its mission and attain its vision in an appropriate manner. Examples of values might include Trends demonstrating integrity and fairness in all interactions, The term “trends” refers to numerical information that exceeding student and stakeholder expectations, valuing shows the direction and rate of change for an organization’s individuals and diversity, protecting the environment, and results. Trends provide a time sequence of organizational striving for performance excellence every day. performance. Vision A minimum of three historical (not projected) data points The term “vision” refers to the desired future state of your generally is needed to begin to ascertain a trend. More data organization. The vision describes where the organization is points are needed to define a statistically valid trend. The headed, what it intends to be, or how it wishes to be time period for a trend is determined by the cycle time of the perceived in the future. process being measured. Shorter cycle times demand more frequent measurement, while longer cycle times might Voice of the Customer require longer time periods before meaningful trends can be determined. The term “voice of the customer” refers to your process for capturing student- and stakeholder-related information. Examples of trends called for by the Education Criteria Voice-of-the-customer processes are intended to be include data related to student learning results; the proactive and continuously innovative to capture stated, performance of education design and delivery processes and unstated, and anticipated student and stakeholder student services; student, stakeholder, and workforce requirements, expectations, and desires. The goal is to satisfaction and dissatisfaction results; budgetary, financial, achieve customer engagement. Listening to the voice of the and market performance; and operational performance, such customer might include gathering and integrating various as cycle time, support process, supplier/partner, and safety types of data, such as survey data, focus group findings, performance. satisfaction data, and complaint data that affect students’ and stakeholders’ engagement decisions. Value Work Processes The term “value” refers to the perceived worth of a program, 2010 -2011 Education Criteria for Performance Excellence - 82 -
  • 88. The term “work processes” refers to your most important Workforce Capability internal value creation processes. They might include product design and delivery, student and stakeholder The term “workforce capability” refers to your support, organization, and support processes. They are the organization’s ability to accomplish its work processes processes that involve the majority of your organization’s through the knowledge, skills, abilities, and competencies of workforce and produce student, stakeholder, and market its people. value. Capability may include the ability to build and sustain relationships with your students and stakeholders; to innovate and transition to new technologies; to develop new Your key work processes frequently relate to your core educational programs, offerings, services, and work competencies, to the factors that determine your success processes; and to meet changing education market and relative to competitors and organizations offering similar regulatory demands. programs and SERVICES, and to the factors considered important for organizational growth by your senior leaders. Workforce Capacity Work Systems The term “workforce capacity” refers to your organization’s ability to ensure sufficient staffing levels to accomplish its The term “work systems” refers to how the work of your work processes and successfully deliver your educational organization is accomplished. Work systems involve your programs, offerings, and SERVICES to your students and workforce, your key suppliers and partners, your contractors, stakeholders. your collaborators, and other components needed to produce and deliver your programs, offerings, services, and support Workforce Engagement processes. Your work systems coordinate the internal work processes and the external resources necessary for you to The term “workforce engagement” refers to the extent of develop, produce, and deliver your programs, offerings, and workforce commitment, both emotional and intellectual, to SERVICES to your customers and to succeed in your accomplishing the work, mission, and vision of the market. organization. Organizations with high levels of workforce engagement are often characterized by high-performing Decisions about work systems are strategic. These decisions work environments in which people are motivated to do their involve protecting and capitalizing on core competencies utmost for the benefit of their students and stakeholders and and deciding what should be procured or produced outside for the success of the organization. your organization in order to be efficient and sustainable in your market. In general, members of the workforce feel engaged when they find personal meaning and motivation in their work and Workforce when they receive positive interpersonal and workplace support. An engaged workforce benefits from trusting The term “workforce” refers to all people actively involved relationships, a safe and cooperative environment, good in accomplishing the work of your organization, including communication and information flow, empowerment, and paid employees (e.g., permanent, part-time, temporary, and performance accountability. Key factors contributing to telecommuting employees, as well as contract employees engagement include training and career development, supervised by the organization) and volunteers, as effective recognition and reward systems, equal opportunity appropriate. The workforce includes administrators and and fair treatment, and family friendliness. supervisors at all levels. 2010 -2011 Education Criteria for Performance Excellence - 83 -
  • 89. EDUCATION – ENGAGEMENT, COMMITMENT, AND PROGRESS LEVEL CRITERIA FOR PERFORMANCE EXCELLENCE The Texas Award Level Education Criteria, shown on pages 13-35, fully reflect the core values and concepts embodied in a robust management system for performance excellence. Those Criteria portray the elements that all organizations striving for long-term success must ultimately incorporate into the way they operate. Quality Texas recognizes that Texas institutions may seek feedback and guidance along their journey to implementing and refining a management system for performance excellence. To assist such organizations, Quality Texas has developed three Criteria Levels that are designed to assess the degree to which an organization has developed and deployed sound, balanced approaches resulting in improved performance levels and trends. Organizations interested in beginning or continuing their journey toward becoming an Award Level applicant, may use the following table to select the application level most appropriate for their organization. VARIANCE IN APPLICATION ENGAGEMENT LEVEL COMMITMENT LEVEL PROGRESS LEVEL LEVELS Application Description  Organizational Profile  Organizational Profile  Organizational Profile   12 page application No site visit  15 page application   25 page application Purchased site visit  Feedback Report  No site visit  Feedback Report Provided  Feedback Report Provided Provided Recognition Level  A teleconference with a senior examiner can be  A teleconference with a senior examiner can be  A ½ day visit by a senior requested to explain the requested to explain the examiner can be Feedback Report Feedback Report purchased to explain the Feedback Report can be  Applicants are recognized  Applicants are recognized purchased at the annual Quest Conference at the annual Quest Conference  Applicants are recognized at the annual Quest Conference Assessment Focus  Basic requirements of 7 Categories  Approach, Levels of Performance for 7  Approach and Categories Deployment, Levels, and Trends of Performance for 7 Categories Organizations wishing to (1) submit an application for recognition of their progress, and (2) receive independent feedback from a team of Texas Award Examiners, should answer the criteria questions appropriate for their level and follow the eligibility and application instructions described in the Application Forms and Instructions document. If your organization is in the Business or Health Care sector, please refer to the appropriate Criteria Levels located in the Generic or Health Care Criteria booklets. For help with further definition of these questions, please refer to the Glossary of Key Terms (pages 58-66) and the Category and Item Descriptions section (pages 36-49). Also refer to the Notes for each set of Item criteria (pages 13-35). For specific guidance, Quality Texas contact information is provided on page 87. Please note that the Engagement, Commitment and Progress Level - 84 - 010 -2011 Education Criteria for Performance Excellence
  • 90. applications begin with the Organizational Profile questions (pages 13-15) that precede the Award Level criteria. - 85 - 010 -2011 Education Criteria for Performance Excellence
  • 91. EDUCATION – ENGAGEMENT LEVEL The following Education Assessment Criteria are designed to help organizations assess whether they are developing and deploying a sound, balanced approach for running their organization. The term “systematic” refers to approaches that are repeatable and use data and information so that improvement and learning are possible. In other words, approaches are systematic if they include the opportunity for evaluation and learning and thereby permit a gain in maturity. Answer each of the questions and list specific examples demonstrating how each is accomplished. After you complete the Assessment, follow the eligibility and application instructions provided in the Application Forms and Instructions document found at www.texas-quality.org. Category 1 Leadership___________________________________________________________________ Creating & Sustaining an Environment for Excellence (1) How do your senior leaders set and communicate organizational vision, values and performance expectations? How do senior leaders include a focus on creating and balancing value for students and other stakeholders? (2) How do your senior leaders create an environment that fosters and requires legal and ethical behavior? How do you promote and ensure ethical behavior in all of your interactions? (3) How do your senior leaders create an environment for organizational performance improvement and accomplishment of your mission and strategic objectives? What key things do leaders do (include the key performance measures regularly reviewed by senior leaders)? (4) How do you address the impacts on society of your programs, offerings, services, and operations? What key things do you do (Include key practices, measures, and targets for regulatory, safety, accreditation, and legal requirements)? (5) Have your senior leaders identified key communities and determined areas of emphasis for organizational involvement and support? What key things do you do? Category 2 Strategic Planning_____________________________________________________________ Developing Strategic Objectives and Action Plans for Competitive Advantage (1) Do you have a strategic planning process? What key things do you do (include key steps and key participants and the short- and longer-term planning time horizons)? (2) How do you establish short- and longer-term strategic objectives? What key things do you do? (3) How do your strategic objectives address challenges identified in your response to P.2 of the Organizational Profile? What Strategic Objectives and key things do you do to ensure balance among all stakeholders? (4) How do you achieve your key strategic objectives by developing and deploying action plans? What key things do you do? (5) Do you have performance measures for tracking progress relative to your action Plans? What are your Action Plans and Measures? Category 3 Customer Focus_______________________________________________________________ Understanding Your Students and Stakeholders (1) How do you identify educational programs, offerings, and SERVICES to meet the requirements of your students, stakeholders and market segments? How do you listen to students and stakeholders to obtain information and feedback on your educational programs, offerings, and SERVICES, and your student and stakeholder support? What key things do you do? (2) How do you build relationships to acquire and satisfy students and stakeholders thus increasing their engagement with you? What key things do you do? (3) How do you determine your key mechanisms to support use of your educational programs, offerings, and services and enable students and stakeholders to seek information and otherwise utilize your programs, offerings, and SERVICES? How do you ensure that these contact requirements are deployed to all people and processes involved in student and stakeholder support? What key things do you do? 2010 -2011 Education Criteria for Performance Excellence - 86 -
  • 92. EDUCATION – ENGAGEMENT LEVEL (4) How do you determine student and stakeholder satisfaction, engagement, and dissatisfaction? How do you use this information for improvement? What key things do you do? Category 4 Measurement, Analysis, and Knowledge Management_______________________________ Managing by Fact to Drive Performance Improvement (1) How do you use data and information for tracking daily operations and for tracking overall organizational performance? How do you review organizational performance and capabilities? What key things do you do? (2) How do you analyze data and information to support organizational decision making? How do you use data and information to assess progress toward your organization’s strategic objectives and action plans? What key analyses do you perform? (3) How do you make needed data and information available to your workforce, suppliers, partners, and students and stakeholders, as appropriate? What key things do you do? (4) How do you manage organizational knowledge to accomplish the collection and transfer of workforce knowledge and the transfer of relevant knowledge from students and stakeholders? What key things do you do? Category 5 Workforce Focus______________________________________________________________ Developing and Realizing the Full Potential of Your Workforce (1) How do you organize and manage work and jobs to promote cooperation and your organizational culture? What key things do you do? (2) How do you deliver employee education, training, and development? How does your education and training approach contribute to the achievement of your action plans? What key things do you do? (3) How do you ensure workplace health, safety, and security? What key things do you do? (4) How do you determine the key factors that affect workforce engagenent and workforce satisfaction? What key things do you do? (5) How do you use formal and/or informal assessments and measures to determine workforce engagenent and workforce satisfaction? What key things do you do? (6) How do you benefit from the diverse ideas, cultures, and thinking of your workforce? What do you do? Category 6 Process Management___________________________________________________________ Designing Work Systems to Deliver Value to Students and Stakeholders (1) How do you design your work systems and determine your key processes to deliver student and stakeholder value? What are your key work systems? What are your organization’s key work processes? (2) How do your work systems and key work processes relate to your core competencies? (3) How do you design work processes to meet the key requirements of students, stakeholders and partners as appropriate? What are your key requirements for these processes? (4) How do you ensure work system and workplace preparedness for disasters or emergencies? (5) How do you implement and manage your work processes to ensure they meet design requirements? What are your key performance measures or indicators used for the control of your work processes? Category 7 Business Results_______________________________________________________________ Tracking and Using Key Results (1) What results do you have for key measures or indicators of student learning and improvement in student learning? What results do you track (display in graphical form where possible)? (2) What results do you have for key measures or indicators of student and stakeholder satisfaction and dissatisfaction? What results do you track (display in graphical form where possible)? 2010 -2011 Education Criteria for Performance Excellence - 87 -
  • 93. EDUCATION – ENGAGEMENT LEVEL (3) What results do you have for key measures or indicators of budgetary, financial, and market performance? What results do you track (display in graphical form where possible)? (4) What results do you have for key measures or indicators of workforce engagement and workforce satisfaction? What results do you track (display in graphical form where possible)? (5) What results do you have for key measures or indicators of the operational performance of your work systems and your key work processes? What results do you track (display in graphical form where possible)? (6) What results do you have for key measures or indicators of accomplishment of your organizational strategy and action plans? What results do you track (display in graphical form where possible)? (7) What results do you have for key measures or indicators of ethical behavior? What results do you have for key measures or indicators of breaches of ethical behavior? What results do you track (display in graphical form where possible)? (8) What results do you have for key measures or indicators of regulatory and legal compliance ? What results do you have for key measures or indicators of your organization’s fulfillment of its societal responsibilities and your organziation’s support of its key communities? What results do you track (display in graphical form where possible)? 2010 -2011 Education Criteria for Performance Excellence - 88 -
  • 94. EDUCATION – COMMITMENT LEVEL The following Education Criteria are designed to help organizations assess the degree to which they are developing a sound, balanced approach for running their organization in a manner that demonstrates results. Answer each of the questions as fully as possible. After completion, follow the eligibility and application instructions provided in the Application Forms and Instructions document found at www.texas-quality.org. 1 LEADERSHIP ________________________________________________________________ The Leadership Category examines HOW your organization’s SENIOR LEADERS personal action guide and sustain your organization. Also examined are your organization’s GOVERNANCE and HOW your organization fulfills its legal, ethical, and societal responsibilities and supports its KEY communities. 1.1 Senior Leadership: How do your senior leaders lead? Process Describe HOW SENIOR LEADERS actions guide and sustain your organization. Describe HOW SENIOR LEADERS communicate with your workforce and encourage HIGH PERFORMANCE. Within your response, try to include answers to the following questions: a. VISION, VALUES, and MISSION (1) HOW do SENIOR LEADERS set organizational VISION and VALUES? (2) HOW do SENIOR LEADERS personally promote an organizational environment that fosters, requires, and results in legal and ETHICAL BEHAVIOR? (3) HOW do SENIOR LEADERS create an environment for accomplishment of your MISSION and STRATEGIC OBJECTIVES? (4) HOW do your SENIOR LEADERS create and promote a culture of STUDENT safety? b. Communication and Organizational PERFORMANCE (1) HOW do SENIOR LEADERS communicate with and engage the entire WORKFORCE? (2) HOW do SENIOR LEADERS create a focus on action to accomplish the organization’s objectives, improve performance, and attain its VISION? 1.2 Governance and Societal Responsibilities: How do you govern and fulfill your societal responsibilities? Process Describe your organization’s GOVERNANCE system and APPROACH to leadership improvement. Describe HOW your organization assures legal and ETHICAL BEHAVIOR, fulfills its societal responsibilities, supports its KEY communities and contributes to community health. Within your response, try to include answers to the following questions: a. Organizational GOVERNANCE (1) HOW does your organization review and achieve the following KEY aspects of your GOVERNANCE system: •accountability for management’s actions 2010 -2011 Education Criteria for Performance Excellence - 89 -
  • 95. EDUCATION – COMMITMENT LEVEL •fiscal accountability (2) HOW do you evaluate the PERFORMANCE of your SENIOR LEADERS? b. Legal and ETHICAL BEHAVIOR (1) What are your KEY compliance PROCESSES, MEASURES, and GOALS for achieving regulatory, legal and accreditation requirements, as appropriate? (2) HOW does your organization promote and ensure ETHICAL BEHAVIOR in all your interactions? c. Societal Responsibilities, Support of KEY Communities, and Community Health (1) HOW do you consider societal well-being and benefit as part of your strategy and daily operations? (2) What are your KEY communities? HOW does your organization actively support and strengthen your KEY communities? HOW do your SENIOR LEADERS contribute to improving these communities and to building community health? 2010 -2011 Education Criteria for Performance Excellence - 90 -
  • 96. EDUCATION – COMMITMENT LEVEL 2 STRATEGIC PLANNING _________________________________________________________ The Strategic Planning Category examines HOW your organization develops STRATEGIC OBJECTIVES and ACTION PLANS. 2.1 Strategy Development: How do you develop your strategy? Process Describe your organization establishes its strategy to address its STRATEGIC CHALLENGES and leverages its STRATEGIC ADVANTAGES. Summarize your organization’s KEY STRATEGIC OBJECTIVES and their related GOALS. Within your response, try to include answers to the following questions: a. Strategy Development PROCESS (1) HOW does your organization conduct its strategic planning? What are the KEY PROCESS steps? HOW do you determine your CORE COMPETENCIES, STRATEGIC CHALLENGES and STRATEGIC ADVANTAGES (identified in your Organizational Profile)? (2) HOW do you ensure that strategic planning addresses the KEY factors listed below? •your organization’s strengths, weaknesses, opportunities, and threats •your ability to execute the strategic plan b. STRATEGIC OBJECTIVES (1) What are your KEY STRATEGIC OBJECTIVES and your timetable for accomplishing them? (2) HOW do your STRATEGIC OBJECTIVES address your STRATEGIC CHALLENGES and STRATEGIC ADVANTAGES? 2.2 Strategy Deployment: How do you deploy your strategy? Process Describe HOW your organization converts its STRATEGIC OBJECTIVES into ACTION PLANS. Summarize your organization’s ACTION PLANS, and HOW they are DEPLOYED. Within your response, try to include answers to the following questions: a. ACTION PLAN Development and DEPLOYMENT (1) What are your KEY short- and longer-term ACTION PLANS? (2) HOW do you develop and DEPLOY ACTION PLANS throughout the organization to achieve your KEY STRATEGIC OBJECTIVES? (3) HOW do you ensure that financial and other resources are available to support the accomplishment of your ACTION PLANS? 3 CUSTOMER FOCUS ___________________________________________________________ The CUSTOMER Focus Category examines HOW your organization engages its STUDENTS’ and STAKEHOLDERS’ for long-term marketplace success. This ENGAGEMENT strategy includes HOW your organization builds a STUDENT- and STAKEHOLDER-focused culture. Also examined is HOW your organization listens to the VOICE OF ITS CUSTOMERS (your STUDENTS and STAKEHOLDERS) - 91 - 2010 -2011 Education Criteria for Performance Excellence
  • 97. EDUCATION – COMMITMENT LEVEL and uses this information to improve and identify opportunities for INNOVATION. 3.1Customer Engagement: How do you engage customers to serve their needs and build relationships? Process Describe HOW your organization determines product offerings and mechanisms to support CUSTOMERS’ use of your products. Describe also HOW your organization builds a CUSTOMER-focused culture. Within your response, try to include answers to the following questions: a. EDUCATION SERVICE Offerings and STUDENT and STAKEHOLDER Support (1) HOW do you identify and innovate EDUCATION SERVICE offerings to meet the requirements of your STUDENTS, STAKEHOLDER groups and market SEGMENTS (identified in your Organizational Profile)? (2) HOW do you determine your KEY mechanisms to support use of your EDUCATION SERVICES and enable STUDENTS and STAKEHOLDERS to seek information and utilize your EDUCATION SERVICES? b. Building a STUDENT and STAKEHOLDER Culture (1) HOW do you build an organizational culture that ensures a positive STUDENT and STAKEHOLDER experience and contributes to CUSTOMER ENGAGEMENT? (2)HOW do you build and manage relationships with STUDENTS and STAKEHOLDERS to • Acquire new STUDENTS and STAKEHOLDERS; and • Increase their ENGAGEMENT with you? 3.2 Voice of the Customer: How do you obtain and use information from your STUDENTS and stakeholders? Process Describe HOW your organization listens to your STUDENTS and STAKEHOLDERS and acquires satisfaction and dissatisfaction information. Describe also HOW STUDENT and STAKEHOLDER information is used to improve your marketplace success. Within your response, try to include answers to the following questions: a. STUDENT and STAKEHOLDER Listening (1) HOW do you listen to STUDENTS and STAKEHOLDERS to obtain actionable information and to obtain feedback on your EDUCATION SERVICES and your STUDENT and STAKEHOLDER support? (2) HOW do you manage STUDENT and STAKEHOLDER complaints? b. Determination of STUDENT and STAKEHOLDER Satisfaction and ENGAGEMENT (1) HOW do you determine STUDENT and STAKEHOLDER satisfaction, and engagement? (2) HOW do you determine STUDENT and STAKEHOLDER dissatisfaction? 4 MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT_____________________________ The Measurement, ANALYSIS, and Knowledge Management Category examines HOW your organization selects, gathers, analyzes, manages, and improves its data, information, and KNOWLEDGE ASSETS and HOW it manages its information technology. - 92 - 2010 -2011 Education Criteria for Performance Excellence
  • 98. EDUCATION – COMMITMENT LEVEL 4.1 Measurement, Analysis, and Improvement of Organizational Performance: How do you measure, analyze, and then improve organizational performance? Process Describe HOW your organization measures, analyzes, aligns, reviews, and improves its PERFORMANCE as a health car provider through the use of data and information. Within your response, try to include answers to the following questions: a. PERFORMANCE Measurement (1) HOW do you select and collect data and information for tracking daily operations and tracking overall organizational PERFORMANCE? HOW do you use these data and information to support organizational decision making? b. PERFORMANCE ANALYSIS and Review (1) HOW do you review organizational PERFORMANCE and capabilities? c. PERFORMANCE Improvement (2) HOW do you translate organizational PERFORMANCE review findings into priorities for improvement? - 93 - 2010 -2011 Education Criteria for Performance Excellence
  • 99. 4.2 Management of Information, Knowledge, and Information Technology: How do you manage your information, organizational knowledge, and information technology? Process Describe HOW your organization ensures the quality and availability of needed data, information, software, and hardware for your WORKFORCE and CUSTOMERS. Describe HOW your organization builds and manages its KNOWLEDGE ASSETS. Within your response, try to include answers to the following questions: a. Data, Information and Knowledge Management (1) HOW do you ensure the following properties of your organizational data, information, and knowledge? • accuracy • integrity • timeliness • security and confidentiality (2) HOW do you make needed data and information available and accessible to your WORKFORCE and CUSTOMERS, as appropriate? (3) HOW do you manage organizational knowledge to accomplish the following: •the collection and transfer of workforce knowledge •the transfer of relevant knowledge from and to STUDENTS and STAKEHOLDERS b. Management of Information Resources and Technology (1) HOW do you ensure that hardware and software are reliable, secure, and user-friendly? 5 WORKFORCE FOCUS __________________________________________________________ The Workforce Focus Category examines HOW your organization engages, manages, and develops your workforce to utilize its full potential in ALIGNMENT with your organization’s overall MISSION, strategy, and ACTION PLANS. The Category examines your ability to assess WORKFORCE CAPABILITY and CAPACITY needs and to build a WORKFORCE environment conducive to HIGH PERFORMANCE. 5.1 Workforce Engagement: How do you engage your workforce to achieve organizational and personal success? Process Describe HOW your organization engages, compensates, and rewards your WORKFORCE to achieve HIGH PERFORMANCE. Describe HOW members of your WORKFORCE, including leaders, are developed to achieve HIGH PERFORMANCE. Within your response, try to include answers to the following questions: a. WORKFORCE Enrichment (1) HOW do you determine the KEY factors that affect WORKFORCE ENGAGEMENT? HOW do you determine the KEY factors that affect WORKFORCE satisfaction? (2) HOW do you foster an organizational culture that is characterized by open communication, conducive to HIGH PERFORMANCE WORK and an ENGAGED WORKFORCE? (3) HOW does your WORKFORCE PERFORMANCE management system support HIGH PERFORMANCE WORK and WORKFORCE ENGAGEMENT? - 94- 2010 -2011 Education Criteria for Performance Excellence
  • 100. b. WORKFORCE and Leader Development (1) HOW does your LEARNING and development system address the following factors of your WORKFORCE and leaders? •your organization’s CORE COMPETENCIES, STRATEGIC CHALLENGES, and accomplishment of its ACTION PLANS •ethics and ethical business practices (2) HOW does your LEARNING and development system for leaders address the following factors of your WORKFORCE? •Their learning and development needs •The transfer of knowledge from departing or retiring workers •The reinforcement of new knowledge and skills on the job 5.2 WORKFORCE Environment: How do you build an effective and supportive WORKFORCE environment? Process Describe HOW your organization manages WORKFORCE CAPABILITY and CAPACITY to accomplish the work of the organization. Describe HOW your organization maintains a safe, secure, and supportive work climate. Within your response, try to include answers to the following questions: a. WORKFORCE CAPABILITY and CAPACITY (1) HOW do you assess your WORKFORCE CAPABILITY and CAPACITY needs, including skills, competencies, and staffing levels? (2) HOW do you recruit, hire, place, and retain new members of your WORKFORCE? (3) HOW do you manage and organize your WORKFORCE to accomplish the work of your organization, capitalize on the organization’s CORE COMPETENCIES, and reinforce a STUDENT, STAKEHOLDER and EDUCATION focus? b. WORKFORCE Climate (1)HOW do you address your workplace environmental factors to ensure WORKFORCE health, safety, and security? (2) HOW do you support your WORKFORCE via policies, services, and benefits? 6 PROCESS MANAGEMENT _______________________________________________________ The PROCESS Management Category examines HOW your organization designs its WORK SYSTEMS and how it designs and manages, its KEY PROCESSES for implementing those WORK SYSTEMS to deliver VALUE to STUDENTS and STAKEHOLDERS and achieve organizational success. 6.1 Work Systems Design: How do you design your work systems? Process Describe HOW your organization designs its WORK SYSTEMS and determines its KEY PROCESSES to deliver STUDENT and STAKEHOLDER VALUE. Within your response, try to include answers to the following questions: a. WORK SYSTEM Design (1) HOW do you design your overall WORK SYSTEMS? (2) HOW do your WORK SYSTEMS and key WORK PROCESSES relate to and capitalize on your CORE COMPETENCIES? - 95- 2010 -2011 Education Criteria for Performance Excellence
  • 101. b. KEY WORK PROCESSES (1) What are your organization’s KEY WORK PROCESSES? How do these PROCESSES contribute to delivering STUDENT and STAKEHOLDER VALUE and organizational success? (2) HOW do you determine KEY work PROCESS requirements? What are the KEY requirements for these PROCESSES? c. Emergency Readiness How do you ensure work system and workplace preparedness for disasters and emergencies? - 96- 2010 -2011 Education Criteria for Performance Excellence
  • 102. 6.2 Work Processes: How do you design and manage your key organizational work processes? Process Describe HOW your organization designs, implements and manages its KEY work PROCESSES to deliver STUDENT and STAKEHOLDER VALUE and achieve organizational success. Within your response, try to include answers to the following questions: a. Work PROCESS Design HOW do you design your work PROCESSES to meet all key requirements? b. WORK PROCESS Management HOW do you implement and manage your WORK PROCESSES to ensure that they meet design requirements? HOW does your day-to-day operation of these PROCESSES ensure that they meet KEY PROCESS requirements? 7 RESULTS __________________________________________________________________ The RESULTS Category examines your organization’s PERFORMANCE in KEY areas such as EDUCATION outcomes, CUSTOMER- focused outcomes, financial and market outcomes, WORKFORCE-focused outcomes, PROCESS-EFFECTIVENESS outcomes, and leadership outcomes. 7.1 Education Outcomes: What are your Education results? Results Summarize your organization’s KEY EDUCATION RESULTS. Provide data and information to answer the following questions: a. Education RESULTS What are your current LEVELS in KEY MEASURES or INDICATORS of Education outcomes, Education PROCESS RESULTS, and STUDENT safety that are important to your STUDENTS and STAKEHOLDERS? 7.2 Customer-Focused Outcomes: What are your STUDENT- and stakeholder-focused performance results? Results Summarize your organization’s KEY STUDENT- and STAKEHOLDER-focused RESULTS for STUDENT and STAKEHOLDER satisfaction, dissatisfaction and ENGAGEMENT Provide data and information to answer the following questions: a. STUDENT- and STAKEHOLDER-Focused RESULTS (1) What are your current LEVELS in KEY MEASURES or INDICATORS of STUDENT and STAKEHOLDER satisfaction and dissatisfaction? (2) What are your current LEVELS in KEY MEASURES or INDICATORS of STUDENT and STAKEHOLDER relationship building and ENGAGEMENT? - 97- 2010 -2011 Education Criteria for Performance Excellence
  • 103. 7.3 Financial and Market Outcomes: What are your financial and marketplace performance results? Results Summarize your organization’s KEY financial and marketplace PERFORMANCE RESULTS by market SEGMENTS or STUDENT and STAKEHOLDER groups, as appropriate. Provide data and information to answer the following questions: a. Financial and Market RESULTS What are your current LEVELS in KEY MEASURES or INDICATORS of financial PERFORMANCE, including aggregate MEASURES of financial return, financial viability, or budgetary PERFORMANCE, as appropriate? - 98- 2010 -2011 Education Criteria for Performance Excellence
  • 104. 7.4 WORKFORCE-Focused Outcomes: What are your WORKFORCE-focused performance results? Results Summarize your organization’s KEY WORKFORCE-focused RESULTS for WORKFORCE ENGAGEMENT and for your WORKFORCE environment. Provide data and information to answer the following questions: a. WORKFORCE RESULTS (1) What are your current LEVELS in KEY MEASURES or INDICATORS of WORKFORCE ENGAGEMENT and WORKFORCE satisfaction? (2) What are your current LEVELS in KEY MEASURES or INDICATORS of WORKFORCE and leader development? (3) What are your current LEVELS in KEY MEASURES of WORKFORCE CAPABILITY and CAPACITY, including staffing levels and appropriate skills? (4) What are your current LEVELS in KEY MEASURES or INDICATORS of your WORKFORCE climate, including WORKFORCE health, safety, and security and WORKFORCE services and benefits, as appropriate? 7.5 Process Effectiveness Outcomes: What are your process effectiveness results? Results Summarize your organization’s KEY operational PERFORMANCE RESULTS that contribute to the improvement of organizational EFFECTIVENESS. Provide data and information to answer the following questions: a. PROCESS EFFECTIVENESS RESULTS What are your current LEVELS IN KEY MEASURES or INDICATORS of the operational PERFORMANCE of your WORK SYSTEMS and workplace preparedness for disasters or emergencies? 7.6 Leadership Outcomes: What are your leadership results? Results Summarize your organization’s KEY GOVERNANCE and SENIOR LEADERSHIP RESULTS, including evidence of strategic plan accomplishments, fiscal accountability, legal compliance, ETHICAL BEHAVIOR, societal responsibility, support of KEY communities, and community health. Provide data and information to answer the following questions: a. Leadership and Societal Responsibility RESULTS (1) What are your RESULTS for KEY MEASURES or INDICATORS of accomplishment of your organizational strategy and ACTION PLANS? (2) What are your KEY current findings in KEY MEASURES or INDICATORS of governance and fiscal accountability, as appropriate? (3) What are your RESULTS for KEY MEASURES or INDICATORS of organizational accreditation, assessment, regulatory and legal compliance? (4) What are your RESULTS for KEY MEASURES or INDICATORS of ETHICAL BEHAVIOR? What are your RESULTS for KEY MEASURES or INDICATORS of breaches of ETHICAL BEHAVIOR? (5) What are your RESULTS for KEY MEASURES or INDICATORS of your organization’s fulfillment of its societal responsibilities, 2010 -2011 Education Criteria for Performance Excellence - 99-
  • 105. your organization’s support of its KEY communities, and your organization’s contribution to community health? The following Education Criteria are designed to help organizations assess the degree to which they are developing and deploying a sound, balanced approach for running their organization in a manner that demonstrates results and positive trends. Answer each of the questions as fully as possible. After completion, follow the eligibility and application instructions provided in the Application Forms and Instructions document found at www.texas-quality.org. 1 LEADERSHIP________________________________________________________________ The Leadership Category examines HOW your organization’s SENIOR LEADERS’ personal actions guide and sustain your organization. Also examined are your organization’s GOVERNANCE system and HOW your organization fulfills its legal, ethical, and societal responsibilities and supports its KEY communities. 1.1 Senior Leadership: How do your senior leaders lead? Process Describe HOW SENIOR LEADERS guide and sustain your organization. Describe HOW SENIOR LEADERS communicate with your WORKFORCE and encourage HIGH PERFORMANCE. Within your response, include answers to the following questions: a. VISION, VALUES and MISSION (1) HOW do SENIOR LEADERS set organizational VISION and VALUES? HOW do SENIOR LEADERS DEPLOY your organization’s VISION and VALUES through your LEADERSHIP SYSTEM to the WORKFORCE and to students and STAKEHOLDERS? (2) HOW do SENIOR LEADERS personally promote an organizational environment that fosters, requires and results in legal and ETHICAL BEHAVIOR? (3) HOW do SENIOR LEADERS create an environment for organizational PERFORMANCE and the accomplishment of your MISSION and STRATEGIC OBJECTIVES? b. Communication and Organizational PERFORMANCE (1) HOW do SENIOR LEADERS communicate with and engage the entire workforce? HOW do SENIOR LEADERS communicate KEY decisions? (2) HOW do SENIOR LEADERS create a focus on action to accomplish the organization’s objectives, PERFORMANCE expectations, and attain its VISION? What PERFORMANCE MEASURES do SENIOR LEADERS regularly review to identify needed actions? 2010 -2011 Education Criteria for Performance Excellence - 100-
  • 106. 1.2 Governance and Societal Responsibilities: How do you govern and address your societal responsibilities? Process Describe your organization’s GOVERNANCE system and APPROACH to leadership improvement. Describe HOW your organization assures legal and ETHICAL BEHAVIOR, fulfills its societal responsibilities, and supports its KEY communities. Within your response, include answers to the following questions: a. Organizational GOVERNANCE (1) HOW does your organization review and achieve the following KEY aspects of your GOVERNANCE system: •accountability for management’s actions •fiscal accountability •independence in internal and external audits •protection of STAKEHOLDER and stockholder interests, as appropriate (2) HOW do you evaluate the PERFORMANCE of your SENIOR LEADERS? HOW do SENIOR LEADERS use PERFORMANCE REVIEWS to further their development and leadership EFFECTIVENESS? b. Legal and ETHICAL BEHAVIOR (1) HOW do you address any adverse impacts on society of your programs, offerings, services, and operations? What are your KEY compliance PROCESSES, MEASURES, and GOALS for achieving and surpassing regulatory, safety, accreditation, and legal, and accreditation requirements, as appropriate? (2) HOW does your organization promote and ensure ETHICAL BEHAVIOR in all your interactions? HOW do you monitor and respond to breaches of ETHICAL BEHAVIOR? c. Societal Responsibilities and Support of KEY Communities (1) HOW do you consider societal well-being and benefit as part of your strategy and daily operations? HOW do you consider the well-being of environmental, social and economic systems to which your organization does or may contribute? (2) HOW does your organization actively support and strengthen your KEY communities? HOW do you identify KEY communities? What are your KEY communities? How do your senior leaders contribute to improving these communities? 2 STRATEGIC PLANNING_________________________________________________________ The Strategic Planning Category examines HOW your organization develops STRATEGIC OBJECTIVES and ACTION PLANS. Also examined are HOW your chosen STRATEGIC OBJECTIVES and ACTION PLANS are DEPLOYED and HOW progress is measured. 2.1 Strategy Development: How do you develop your strategy? Process Describe HOW your organization establishes its strategy to address its STRATEGIC CHALLENGES and leverage its STRATEGIC ADVANTAGES. Summarize your organization’s KEY STRATEGIC OBJECTIVES and their related GOALS. Within your response, include answers to the following questions: a. Strategy Development PROCESS (1) HOW does your organization conduct its strategic planning? What are the KEY PROCESS steps? Who are the KEY participants? HOW does your PROCESS identify potential blind spots? HOW do you determine your CORE COMPETENCIES, 2010 -2011 Education Criteria for Performance Excellence - 101-
  • 107. STRATEGIC CHALLENGES and STRATEGIC ADVANTAGES (identified in your Organizational Profile)? (2) HOW do you ensure that strategic planning addresses the KEY factors listed below? HOW do you collect and analyze relevant data and information pertaining to these factors as part of your strategic planning PROCESS? •your organization’s strengths, weaknesses, opportunities, and threats •long-term organizational SUSTAINABILITY, including needed CORE COMPETENCIES •your ability to execute the strategic plan b. STRATEGIC OBJECTIVES (1) What are your KEY STRATEGIC OBJECTIVES and your timetable for accomplishing them? What are your most important GOALS for these STRATEGIC OBJECTIVES? (2) HOW do your STRATEGIC OBJECTIVES address your STRATEGIC CHALLENGES and STRATEGIC ADVANTAGES? HOW do your strategic objectives address current CORE COMPETENCIES? 2.2 Strategy Deployment: How do you deploy your strategy? Process Describe HOW your organization converts its STRATEGIC OBJECTIVES into ACTION PLANS. Summarize your organization’s ACTION PLANS, HOW they are deployed, and KEY ACTION PLAN PERFORMANCE MEASURES or INDICATORS. Within your response, include answers to the following questions: a. ACTION PLAN Development and DEPLOYMENT (1) HOW do you develop and DEPLOY ACTION PLANS throughout the organization to achieve your KEY STRATEGIC OBJECTIVES? (2) HOW do you ensure that financial and other resources are available to support the accomplishment of your ACTION PLANS? HOW do you allocate these resources to support the accomplishment of the plans? (3) What are your KEY human resource WORKFORCE plans to accomplish your STRATEGIC OBJECTIVES and ACTION PLANS? (4) What are your KEY PERFORMANCE MEASURES or INDICATORS for tracking progress the achievement and EFFECTIVENESS of your ACTION PLANS? 2010 -2011 Education Criteria for Performance Excellence - 102-
  • 108. 3 Customer Focus The CUSTOMER Focus Category examines HOW your organization engages its students and STAKEHOLDERS for long-term marketplace success. This ENGAGEMENT strategy includes HOW your organization builds a student- and STAKEHOLDER-focused culture. Also examined is HOW your organization listens to the VOICE OF ITS CUSTOMERS (your students and STAKEHOLDERS) and uses this information to identify opportunities for INNOVATION. 3.1Customer and Engagement: How do you engage students and stakeholders to serve their needs and build relationships? Process Describe HOW your organization determines EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES to support their use by students and STAKEHOLDERS. Describe also HOW your organization builds a student- and STAKEHOLDER-focused culture. Within your response, include answers to the following questions: a. EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES Offerings and student and STAKEHOLDER Support (1) HOW do you identify EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES to meet the requirements and exceed the expectations of your students, STAKEHOLDER groups and market SEGMENTS (identified in your Organizational Profile)? HOW do you identify EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES offerings to attract new students and STAKEHOLDERS and provide opportunities for expanding relationships with existing students and STAKEHOLDERS, as appropriate? (2) HOW do you determine your KEY mechanisms to support use of your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES and enable students and STAKEHOLDERS to seek information and utilize your PROGRAMS, OFFERINGS, and SERVICES? What are your KEY means of STUDENT and STAKEHOLDER support, including your KEY communication mechanisms? HOW do you determine your students’ and STAKEHOLDERS’ KEY support requirements? b. Building a Student and STAKEHOLDER Culture (1)HOW do you create an organizational culture that ensures a consistently positive student and STAKEHOLDER experience and contributes to CUSTOMER ENGAGEMENT? (2)HOW do you build and manage relationships with students and STAKEHOLDERS to • acquire new students and STAKEHOLDERS; • meet their requirements and exceed their expectations; and • increase their ENGAGEMENT with you? 3.2 Voice of the Customer: How do you obtain and use information from your students AND STAKEHOLDERS? Process Describe HOW your organization listens to your students AND STAKEHOLDERS and acquires satisfaction and dissatisfaction information. Describe also HOW student and STAKEHOLDER information is used to improve your marketplace success. Within your response, include answers to the following questions: a. Student AND STAKEHOLDER Listening (1) HOW do you listen to students and STAKEHOLDERS to obtain actionable information and to obtain feedback on your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES and your student and STAKEHOLDER support? How do you - 103 - 2010 -2011 Education Criteria for Performance Excellence
  • 109. follow up with students and STAKEHOLDERS on the quality of EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; student and STAKEHOLDER support; and transactions to receive immediate and actionable feedback? (2) HOW do you listen to former students and STAKEHOLDERS, potential students and STAKEHOLDERS, and students and STAKEHOLDERS of competitors to obtain actionable information and to obtain feedback on your EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; STAKEHOLDER support; and transactions, as appropriate? (3) HOW do you manage student and STAKEHOLDER complaints? HOW does your complaint management PROCESS enable you to recover your students’ and STAKEHOLDERS’ confidence, and enhance their satisfaction and ENGAGEMENT? b. Determination of Student and STAKEHOLDER Satisfaction and ENGAGEMENT (1) HOW do you determine student and STAKEHOLDER satisfaction and ENGAGEMENT? HOW do your measurements capture actionable information for use in exceeding your students’ and STAKEHOLDERS’ expectations and securing their ENGAGEMENT? (2) HOW do determine student and STAKEHOLDER dissatisfaction? HOW do your measurements capture actionable information to use in meeting your students’ and STAKEHOLDERS’ requirements and exceeding their expectations? 4 MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT_____________________________ The Measurement, ANALYSIS, and Knowledge Management Category examines HOW your organization selects, gathers, analyzes, and manages its data, information, and KNOWLEDGE ASSETS and HOW it manages its information technology. The Category also examines HOW your organization reviews and uses reviews to improve its PERFORMANCE. 4.1 Measurement, Analysis, and Improvement of Organizational Performance: How do you measure, analyze, and then improve organizational performance? Process Describe HOW your organization measures, analyzes, reviews, and improves student and operational PERFORMANCE through the use of data and information at all levels and in all parts of your organization. Within your response, include answers to the following questions: a. PERFORMANCE Measurement (1) HOW do you select, collect and integrate data and information for tracking daily operations and for tracking overall organizational PERFORMANCE? What are your KEY organizational PERFORMANCE MEASURES? HOW do you use these data and information to support organizational decision making? b. PERFORMANCE ANALYSIS and Review HOW do you review organizational PERFORMANCE and capabilities? HOW do you use these reviews to assess organizational success and progress relative to STRATEGIC OBJECTIVES and ACTION PLANS? c. PERFORMANCE Improvement HOW do you translate organizational PERFORMANCE review findings into priorities for improvement? HOW are these priorities and opportunities DEPLOYED to FACULTY, STAFF, and other work groups throughout your organization to enable EFFECTIVE support for their decision making? 4.2 Management of Information, Knowledge, and Information Technology: How do you manage your information, organizational knowledge, and information technology? Process - 104 - 2010 -2011 Education Criteria for Performance Excellence
  • 110. Describe HOW your organization ensures the availability of needed data and information for your WORKFORCE and students and STAKEHOLDERS. Describe HOW your organization builds and manages its KNOWLEDGE ASSETS. Within your response, include answers to the following questions: a. Data, Information and Knowledge Management (1) HOW do you ensure the following properties of your organizational data, information, and knowledge? •accuracy •integrity and reliability •timeliness •security and confidentiality (2) HOW do you make needed data and information available? How do make them accessible to your WORKFORCE and students and STAKEHOLDERS, as appropriate? (3) HOW do you manage organizational knowledge to accomplish •the collection and transfer of WORKFORCE knowledge •the transfer of relevant knowledge from and to students and STAKEHOLDERS •the identification of best practices •the assembly and transfer of relevant knowledge for use in your strategic planning PROCESS b. Management of Information Resources and Technology (1) HOW do you ensure that hardware and software are reliable, secure, and user-friendly? (2) In the event of an emergency, HOW do you ensure the continued availability of hardware and software systems and the continued availability of data and information? - 105 - 2010 -2011 Education Criteria for Performance Excellence
  • 111. 5 WORKFORCE FOCUS__________________________________________________________ The WORKFORCE Focus Category examines HOW your organization engages, manages, and develops your WORKFORCE to utilize its full potential in ALIGNMENT with your organization’s overall MISSION, strategy, and ACTION PLANS. The Category examines your ability to assess WORKFORCE CAPABILITY and CAPACITY needs and to build a WORKFORCE environment conducive to HIGH PERFORMANCE. 5.1 Workforce Engagement: How do you engage your workforce to achieve organizational and personal success? Process Describe HOW your organization engages, compensates, and reward your workforce to achieve HIGH PERFORMANCE. Describe HOW members of your workforce, including leaders, are developed to achieve HIGH PERFORMANCE. Describe HOW you assess WORKFORCE ENGAGEMENT and use the results to achieve higher PERFORMANCE. Within your response, include answers to the following questions: a. Workforce Enrichment (1) HOW do you determine the KEY factors that affect WORKFORCE ENGAGEMENT? How do you determine the key factors that affect WORKFORCE satisfaction? (2) HOW do you foster an organizational culture that is characterized by open communication, HIGH-PERFORMANCE work and an engaged WORKFORCE? (3) HOW does your WORKFORCE PERFORMANCE management system support HIGH-PERFORMANCE and WORKFORCE ENGAGEMENT? HOW do you ensure your organizational culture benefits from the diverse ideas, cultures, and thinking of your WORKFORCE? b. WORKFORCE and Leader Development (1) HOW does your LEARNING and development system address the following factors of your WORKFORCE? •your organization’s CORE COMPETENCIES, STRATEGIC CHALLENGES, and accomplishment of its actions plans •organizational PERFORMANCE improvement •ethics and ethical business practices (2) HOW does your LEARNING and development system address the following factors of your WORKFORCE? • their learning and development needs •the transfer of knowledge from departing and retiring workers •the reinforcement of new knowledge and skills on the job c. Assessment of WORKFORCE ENGAGEMENT (1) HOW do you assess WORKFORCE ENGAGMENT? What assessment methods and measures do you use to determine WORKFORCE ENGAGEMENT and WORKFORCE satisfaction? (2) HOW do you use assessment findings to identify opportunities for improvement? - 106 - 2010 -2011 Education Criteria for Performance Excellence
  • 112. 5.2 Workforce Environment: How do you build an effective and supportive workforce environment? Process Describe HOW your organization manages WORKFORCE CAPABILITY and CAPACITY to accomplish the work of the organization. Describe HOW your organization maintains a safe and secure work climate. Within your response, include answers to the following questions: a. WORKFORCE CAPABILITY and CAPACITY (1) HOW do you assess your WORKFORCE CAPABILITY and CAPACITY needs, including skills, competencies, and staffing levels? (2) HOW do you recruit, hire, and retain new members of your WORKFORCE? (3) HOW do you manage and organize your workforce to accomplish the work of your organization, capitalize on the organization’s CORE COMPETENCIES, reinforce a focus on students and stakeholders n the organization, exceed PERFORMANCE expectations and address your STRATEGIC CHALLENGES and ACTION PLANS? b. WORKFORCE Climate (1) HOW do you ensure workplace environmental factors to ensure and improve WORKFORCE health, safety, and security? What are your PERFORMANCE MEASURES for each of these WORKFORCE needs? (2) HOW do you support your workforce via policies, services, and benefits? 6 PROCESS MANAGEMENT _______________________________________________________ The PROCESS Management Category examines HOW your organization designs its WORK SYSTEMS and HOW it designs and manages its KEY PROCESSES for implementing those WORK SYSTEMS to deliver student and STAKEHOLDER VALUE and achieve organizational success. Also examined is your readiness for emergencies. 6.1 Work Systems Design: How do you design your work systems? Process Describe HOW your organization designs its WORK SYSTEMS and determines its KEY PROCESSES to deliver student and STAKEHOLDER VALUE, prepare for potential emergencies, and achieve organizational success. Within your response, include answers to the following questions: a. WORK SYSTEMS Design (1) HOW do you design your overall WORK SYSTEMS? (2) HOW do your WORK SYSTEMS and KEY WORK PROCESSES relate to and capitalize on your CORE COMPETENCIES? b. KEY WORK PROCESS (1) What are your organization’s KEY WORK PROCESSES? HOW do these PROCESSES contribute to delivering student and STAKEHOLDER VALUE, financial return and organizational success? (2) HOW do you determine KEY WORK PROCESS requirements incorporating input from students and STAKEHOLDERS, as appropriate? What are the KEY requirements for these PROCESSES? c. Emergency Readiness HOW do you ensure WORK SYSTEM and workplace preparedness for disasters or emergencies? 2010 -2011 Education Criteria for Performance Excellence - 107 -
  • 113. 2010 -2011 Education Criteria for Performance Excellence - 108 -
  • 114. 6.2 Work Processes: How do you design and manage your key organizational work processes? Process Describe HOW your organization designs and manages its KEY WORK PROCESSES to deliver student and STAKEHOLDER VALUE and achieve organizational success. Within your response, include answers to the following questions: a. Work PROCESS Design (1) HOW do you design your WORK PROCESSES to meet all the KEY requirements? b. Work Process Management (1) HOW do you implement and manage your WORK PROCESSES to ensure that they meet design requirements? HOW does your day-to-day operation of these PROCESSES ensure that they meet KEY PROCESS requirements? What are your KEY PERFORMANCE MEASURES or INDICATORS used for the control of your WORK PROCESSES? (2) HOW do you control the overall costs of your WORK PROCESSES? c. Work PROCESS Improvement HOW do you improve your work PROCESSES to maximize student success; to improve EDUCATIONAL PROGRAMS, OFFERINGS, and SERVICES; and to keep the PROCESSES current with educational needs and direction? 7 RESULTS___________________________________________________________________ The RESULTS Category examines your organization’s PERFORMANCE and improvement in all KEY areas—student LEARNING outcomes, CUSTOMER-focused outcomes, budgetary, financial, and market outcomes; WORKFORCE-focused outcomes; PROCESS- EFFECTIVENESS outcomes; and leadership outcomes. 7.1 Student Learning Outcomes: What are your student learning results? Results Summarize your organization’s KEY student LEARNING RESULTS. Provide data and information to answer the following questions: a. Student LEARNING RESULTS What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student LEARNING? 7.2 Customer-Focused Outcomes: What are your student- and stakeholder-focused performance results? Results Summarize your organization’s KEY student- and STAKEHOLDER-focused RESULTS for student and STAKEHOLDER satisfaction, dissatisfaction, and engagement. Provide data and information to answer the following questions: a. Student- and STAKEHOLDER-Focused RESULTS - 109 - 2010 -2011 Education Criteria for Performance Excellence
  • 115. (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student and STAKEHOLDER satisfaction and dissatisfaction? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of student and STAKEHOLDER relationship building and engagement? - 110 - 2010 -2011 Education Criteria for Performance Excellence
  • 116. 7.3 Budgetary, Financial and Market Outcomes: What are your budgetary, financial and marketplace performance results? Results Summarize your organization’s KEY budgetary, financial and marketplace PERFORMANCE RESULTS, as appropriate. Provide data and information to answer the following questions: a. Budgetary, Financial, and Market RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of budgetary and financial PERFORMANCE, including MEASURES of financial return, financial viability, or budgetary PERFORMANCE, as appropriate? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of marketplace performance, including market share or position, as appropriate? 7.4 Workforce-Focused Outcomes: What are your workforce-focused performance results? Results Summarize your organization’s KEY workforce-focused RESULTS for WORKFORCE ENGAGEMENT and for your WORKFORCE environment. Provide data and information to answer the following questions: a. WORKFORCE RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of WORKFORCE ENGAGEMENT and WORKFORCE satisfaction? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of WORKFORCE and leader development? (3) What are your current LEVELS and TRENDS in KEY MEASURES of WORKFORCE CAPABILITY and CAPACITY? (3) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of your WORKFORCE climate, including WORKFORCE health, safety, and security? 7.5 Process Effectiveness Outcomes: What are your process effectiveness results? Results Summarize your organization’s KEY operational PERFORMANCE RESULTS that contribute to the improvement of organizational EFFECTIVENESS, including your organization’s readiness for emergencies. Provide data and information to answer the following questions: a. PROCESS EFFECTIVENESS RESULTS (1) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of the operational PERFORMANCE of your WORK SYSTEMS, including WORK SYSTEM and workplace preparedness for disasters or emergencies? (2) What are your current LEVELS and TRENDS in KEY MEASURES or INDICATORS of the operational PERFORMANCE of your KEY WORK PROCESSES? 7.6 Leadership Outcomes: What are your leadership results? Results Summarize your organization’s KEY GOVERNANCE and SENIOR LEADERSHIP RESULTS, including evidence of strategic plan accomplishments, fiscal accountability, legal compliance, ETHICAL BEHAVIOR, societal responsibility, and support of KEY 2010 -2011 Education Criteria for Performance Excellence - 111 -
  • 117. communities. Provide data and information to answer the following questions: a. Leadership and Societal Responsibility RESULTS (1) What are your RESULTS for KEY MEASURES or INDICATORS of accomplishment of your organizational strategy and ACTION PLANS? (2) What are your current findings in KEY MEASURES or INDICATORS of GOVERNANCE and fiscal accountability? (3) What are your RESULTS for KEY MEASURES or INDICATORS of regulatory, safety, accreditation, and legal compliance? (4) What are your RESULTS for KEY MEASURES or INDICATORS of ETHICAL BEHAVIOR? What are your RESULTS for KEY MEASURES or INDICATORS of breaches of ETHICAL BEHAVIOR? (5) What are your RESULTS for KEY MEASURES or INDICATORS of your organization’s fulfillment of its societal responsibilities and your organization’s support of its KEY communities? 2010 -2011 Education Criteria for Performance Excellence - 112 -
  • 118. HOW TO REACH US____________________________________________________________ Need some tools to meet the challenge? Contact the administrative office listed below if you would like:  Additional copies of the Texas Award for Performance Excellence Criteria (available at a cost of 10 for $30.00)  Copies of the Texas Award for Performance Excellence Application Forms and Instructions  Volunteer opportunity information  A list of our members or information on how to become a member  To make comments or suggestions that will improve our Award process Texas Award for Performance Excellence The Quality Texas Foundation 1402 Corinth St., Suite 143 Dallas, TX 75215 Phone: (214) 565-8550 Fax: (214) 565-9082 e-mail: quality-info@texas-quality.org You may also reach us and access tools on-line at: www.texas-quality.org Acknowledgments Quality Texas gratefully acknowledges the contributions of over 300 individuals and organizations (volunteers and members) whose individual effort and organizational support are critical to the success of the Foundation and the Texas Award for Performance Excellence. Their service and financial support ensure our success and keeps applicant fees to a minimum. The success of our program is due in large part to the extraordinary commitment of volunteers from the business, health care, government, non-profit, and education communities. The Quality Texas Foundation extends its gratitude to everyone who devotes their time and energy to develop and implement the Award program, to review applications, and to ensure the integrity and value of the Award process. - 113 - 2010 -2011 Education Criteria for Performance Excellence