2010-2011   Texas Award for Performance Excellence




              Education
             Criteria for
            Perfo...
THE TEXAS AWARD FOR PERFORMANCE EXCELLENCE

Quality Texas Foundation                                             Board of ...
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 r...
EDUCATION CRITERIA
                                             Business and Health Care organizations
                   ...
EDUCATION CRITERIA: CORE VALUES, CONCEPTS, AND FRAMEWORK

Criteria Purposes                                               ...
characteristics that differentiate the organization from its         Organizational learning can result in (1) enhancing v...
working in teams to develop and execute programs and             Agility
curricula. Increasingly, participation is becomin...
-4-          2010 2011 Education Criteria for Performance
Excellence
Managing for Innovation                                          backgrounds, learning styles, aspirations, academic stren...
society and to improving overall education performance, and
                                                              ...
2010 -2011 Education Criteria for Performance Excellence   -7-
EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE FRAMEWORK
The requirements of the Education Criteria for Performance   The f...
System Operations                                                      central relationship between Leadership (Category 1...
KEY CHARACTERISTICS OF THE EDUCATION CRITERIA
1.   The Criteria focus on results.                                         ...
dynamic linkages among Criteria Items. In the Criteria,
   action-oriented cycles of improvement take place via
   feedbac...
CHANGES FROM THE 2009 EDUCATION CRITERIA
The Education Criteria for Performance Excellence have           sustainability?
...
figure presented in the Guidelines for Responding to           obtain and use information from your students and other
   ...
2010 - 2011 EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE—ITEM LISTING

Preface: Organizational Profile
       P.1 Organiz...
2010-2011 EDUCATION CRITERIA FOR PERFORMANCE EXCELLENCE

Importance of Beginning with Your Organizational Profile
Your Org...
COLLABORATORS  play in your WORK SYSTEMS and in the delivery of your EDUCATIONAL PROGRAMS, OFFERINGS, and student and
    ...
separate responses. These multiple questions serve as a guide in understanding the full meaning of the information being r...
P.2 Organizational Challenges: What are your key strategic situations?

Describe your organization’s competitive environme...
counted in the overall application page limit. Typing and formatting instructions for the Organizational Profile are the s...
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
Education Criteria For Case Study
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Education Criteria For Case Study

  1. 1. 2010-2011 Texas Award for Performance Excellence Education Criteria for Performance Excellence Effective June 2009
  2. 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. 3. 2010-2011 Education Criteria for Performance Excellence - iii -
  4. 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. 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. 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. 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. 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. 9. -4- 2010 2011 Education Criteria for Performance Excellence
  10. 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. 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. 12. 2010 -2011 Education Criteria for Performance Excellence -7-
  13. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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