2010-2011 Texas Award for Performance Excellence
Effective June 2009
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
2010-2011 Education Criteria for Performance Excellence - iii -
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.
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.
Business and Health Care organizations
should use the appropriate Criteria booklets for their respective sectors.
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-
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
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
education on learning and the real needs of students. Such
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
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
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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.
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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
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
includes developing your leaders, workforce, and suppliers;
accomplishing effective succession planning; creating
opportunities for innovation; and anticipating societal
responsibilities and concerns.
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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-
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
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-
2010 -2011 Education Criteria for Performance Excellence -7-
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
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
advantages serve as an overarching guide for your
organizational performance management system.
2010 -2011 Education Criteria for Performance Excellence -8-
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
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.
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
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
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 -
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 -
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
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
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 -
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
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 -
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
1.1 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
7.1 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
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 -
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,
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
(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
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?
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) may include courses (credit and noncredit), discussion of their workforce (P.1a).
research, outreach, cooperative projects and programs,
N7. For some education organizations, governance and
and supplemental educational services. Mechanisms for
reporting relationships (P.1b) 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)
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) 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) 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
providers of student services such as social services,
before-/after-school day care, external bookstores, and N10. Communication mechanisms (P.1b) 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) 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). These questions are related and do not require
- 16 - 2010 -2011 Education Criteria for Performance Excellence
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.
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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
N1. Principal factors (P.2a) 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.
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
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
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
(2) HOW do SENIOR LEADERS personally promote an organizational environment that fosters, requires, and results in legal and
(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
N1. Organizational vision (1.1a) 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) is capable of societal responsibilities (Item 1.2).
addressing current organizational needs and possesses N3. A focus on action (1.1b) 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
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