How to Start Your Baldrige Journey
Richland College
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Alabama Quality Award ConferenceDecember 5, 2008
Fonda VeraDean, Planning and Research for Institutional
Effectiveness
Overview Baldrige Program Richland’s Baldrige Journey Getting Started The Application Site Visit Using Your Feedback Lessons to Share
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Malcolm Baldrige National Quality Award
America’s Highest Honor for Performance Excellence
Congress created award program to:• Promote performance excellence• Establish criteria for evaluating performance• Identify and recognize role models• Share best practices
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Baldrige Criteria for Performance Excellence
A series of non-prescriptive questions• How we accomplish the work of the
organization• What are the results
A proven framework for improving organizational performance and effectiveness
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Baldrige Core Values and Concepts
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Visionary leadership Customer-focused excellence Organizational and personal learning Valuing workforce members and partners Agility Focus on the future Managing for innovation Management by fact Social responsibility Focus on results and creating value Systems perspective
Criteria for Performance Excellence
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Independent & Consensus Review
June-August
Site Visit ReviewOctober
Feedback report to applicant
Judges Meet Mid-Sept.
Judges recommend Award recipients to
NIST/Sec of Commerce
Program Process
1,000 hours of review
Applications Due May
Not Selected
Selected
Judges Meet Mid-Nov. Not Selected
Feedback report to applicant
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Value of Feedback Report
Written assessment
• Strengths
• Opportunities
Actionable comments
Cost effective organizational assessment
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Why Use the Baldrige Criteria?
High value in the process Gives you
• Focus• Framework• Discipline• Feedback
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Largest of seven public Dallas County Community College District colleges
Founded in 1972 serving almost 17,000
Ethnically diverse students 132 countries, 79 languages
1,500+ faculty and staff
Richland College
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Mission
Teaching, Learning, Community Building
VisionRichland College will be the:
… best place to learn
… best place to teach
… best place to build sustainable local and world community
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1993CQITQM
2001 MB Application
Stage 1
1997TAPE Level II Assessment
2003, 2004TAPE Application
Site Visit
2006-2010Sustaining discipline
Reinventing Richland
2011Reapply
2011Reapply
2002, 2003, 2004MB Application
Consensus Level
2005TAPE Site Visit
2005MB Site Visit
Richland’s Journey to Excellence
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The Journey
“Pathwalker, there is no path. You must make the path as you walk.”
--Antonio Machado, Spanish Poet
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Getting Started on the Journey
Affirm senior leadership’s commitment
Inspire a shared vision
Focus and align efforts
Values and culture define a unique path
Invite all on the journey
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Defining the Route
Make Baldrige the way you work
Integrate into Annual Planning Cycle
Develop in-house criteria knowledge
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Documenting the Journey
Formalize the informal
Draw a picture
Start with the Organizational Profile
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Getting Organized for Writing
Identify category leads/teams
Select writer(s)
Decide role of reviewers• Internal
• External
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Begin with the End in Mind
Organizational Profile (5 pages) Application (50 pages)
Category Point Value Sample Page Allocation
Category 1 120 points 6 pages
Category 2 85 points 4.25 pages
Category 3 85 points 4.25 pages
Category 4 90 points 4.5 pages
Category 5 85 points 4.25 pages
Category 6 85 points 4.25 pages
Category 7 450 points 22.5 pages
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Writing the Application
Use language you use at work
Write in active voice for clarity
Respond to the criteria
• Process– Approach, Deployment, Learning, Integration
• Results– Levels, Trends, Comparisons, Integration
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Writing Tips for Process Responses
Describe the process
Illustrate its application with figures/tables
Approximate 60% text, 40% graphics
Write what exists today
Describe breadth and depth of deployment
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Writing Tips for Results Responses
Focus on critical business factors
Tie to Categories 1-6
Use charts, approximate 90%
Include comparatives
Provide appropriate segmentation
Show 3+ years of trend data
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Preparing for a Site Visit
Gather your documentation
Practice with employees
Use just-in-time training
Tell your story
Be yourself
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Using the Feedback Report
Input to strategic planning process
Analyze, prioritize, and communicate
Work on the gaps
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Celebrate the Journey
Foster a culture of engagement
Focus on improving, not on the award
Recognize achievement of key milestones
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Lessons to Share
Baldrige - The wise Socratic teacher
Leaders must lead
Start where you are
Balance challenge and support
Pace for sustainability
People and passion define the journey
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“ Come to the edge, he said. They said, We are afraid. Come to the edge, he said. They came. He pushed them and they flew.”
--Guillaume Appollinaire
Launching the Journey
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Using Baldrige Discipline to Build a Culture of Continuous
Improvement
Richland College
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Fonda Vera,Dean, Planning and Research for Institutional Effectiveness
Alabama Quality Award Conference
Overview
• Measurement System Development
• Monthly Report Card
• End of Year Report
• Lessons to Share
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The Baldrige Journey
• A-D-L-I
• Agility and Innovation
• The Wise Socratic Teacher
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Deploy
Integrate
Approach
Learn
Richland CollegeCycle of Improvement
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Changing Ahead of the Curve
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Source: Breene, Tim, Shill, Walter E., & Nunes, Paul F. (2007). Transformation: Changing Ahead of the Curve. Retrieved June 29, 2007 from http://www.accenture.com/Global/Research_and_Insights/ Outlook/By_Issue/Y2007/ChangingAheadCurve.htm
“Many institutions wait too long to attempt transformations, doing so only when the signs of trouble have become obvious…
High performers by contrast, change before they must, knowing that the best way to transform is from a position of strength.”
Developing a Robust Measurement System
• Strategic Planning Priority Goals
• Key Performance Indicators
• Measures and Targets
• Institutional vs. Departmental Measures
• Review, Revise, and Refine
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Richland’s Four Strategic Planning Priority Goals
• Identify and Meet Community Educational Needs (20%)
• Enable All Students to Succeed (35%)
• Enable All Employees to Succeed (20%)
• Ensure Institutional Effectiveness (25%)
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Identify and Meet Community Educational Needs
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• Initiate Proactive Community Relationship Building (5%)
• Conduct Open, Regular Communication with Community Stakeholders (10%)
• Increase Enrollment in Service Area Underserved Populations (15%)
• Provide Business and Industry Work Force Training (20%)
• Respond to Community Educational Needs (50%)
Enable All Students to Succeed
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• Monitor and Improve Student Success (40%)
• Monitor and Improve Success for Historically Under-served Student Groups (40%)
• Promote student engagement and satisfaction with services to support student learning (20%)
Enable All Employees to Succeed
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• Promote Excellence in Job Performance (15%)
• Provide Excellence in Job Satisfaction (10%)
• Provide Comprehensive Professional Development for All Employee Groups (25%)
• Proactively manage turnover and diversity (25%)
• Provide a safe and healthy working environment (25%)
Ensure Institutional Effectiveness
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• Remain Fiscally Responsible and Sound (35%)
• Meet and Exceed Internal and External Standards and Requirements (35%)
• Improve Operational Productivity (30%)
Measures and Targets
• Rationale for Measures
• Strategic vs. Operational
• Target Setting Methodology
• Cycles of Improvement
• Review, Revise, and Refine
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Goals, KPIs, Measures, Targets
1.1.1 Contact hours from dual credit and tech-prep2008-2009 Target
Range90% – 100%
379,390 – 421,544
2010-2011 Target Range
90% - 100%
433,994 – 482,216
2012-2013 Target Range
90% - 100%
547,394 – 608,216
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Goals, KPIs, Measures, Targets
1.5.1 # of on-line contact hours2008-2009 Target
Range90% – 100%
1,086,201 – 1,206,890
2010-2011 Target Range
90% - 100%
1,140,510 – 1,267,233
2011-2012 Target Range
90% - 100%
1,197,535 – 1,330,594
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Goals, KPIs, Measures, Targets
2.1.14 # of students completing core curriculum2008-2009 Target
Range90% – 100%
900 – 1,000
2010-2011 Target Range
90% - 100%
1,125 – 1,250
2011-2012 Target Range
90% - 100%
1,350 – 1,500
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Goals, KPIs, Measures, Targets
Formalizing the Informal
• Organizational Action Plans (OAP)
• Departmental Action Plans (DAP)
• Process Improvement/Implementation Plans (PIIP)
• Benchmarking Improvement Plans
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Pilot/Implement Approach
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DevelopSolution
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IdentifyRoot
Cause
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AssignOwnership
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IdentifyImprovement
Need
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MeasureImpact
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DisseminateResults
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Evaluate theProcess
RLC Evaluation &Improvement
Approach
Integrate Approach
Deploy
Learn
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Process Improvement (PIIP)
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Monthly Report Card
• The “Thunion” - Thunder Onion
• How it Works
• Raw Data Sheet
• Layer 3
• Layer 2
• The Dashboard
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How It Works
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Thunion Report - Raw Data
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Thunion Report - Layer 3
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Thunion Report - Layer 2
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Thunion Report - Dashboard
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1.1.1 Contact hours from dual credit and tech-prep2008-2009 Target Range
90% – 100%
379,390 – 421,544
Performanceas of
September 2008
219,993
Score
13.05
Adjusted Score
10.00
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Thunion Report - Raw Data
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Thunion Report - Raw Data
1.5.1 # of on-line contact hours 2008-2009 Target Range
90% – 100%
1,086,201 – 1,206,890
Performanceas of
September 2008
423,264
Score
8.77
Adjusted Score
8.77
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Thunion Report - Raw Data
2.1.14 # of students completing core curriculum2008-2009 Target Range
90% – 100%
900 – 1,000
Performanceas of
September 2008
916
Score
9.16
Adjusted Score
9.16
End of Year Report
• Purpose
• Key Findings
• Strategic Emphases
• Cycles of Improvement
• Application for Strategic Planning
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60Source: Campus Quality Survey, 98,00,02,05,07
Employee Satisfaction with Recognition Results
00.5
11.5
22.5
33.5
44.5
5
Administrators recognize employees
2000 RLC 2002 RLC2005 RLC 2007 RLC2007 Nat.Norm RLC Prof. Supp (2007)RLC Faculty (2007) RLC Admin (2007)90% of Target 100% of Target
Employee Satisfaction with Recognition
Target Range > 3.15 - 3.50Performance = 3.43% of max. target range = 98.00%
Core CompletionTarget Range > 675-750Performance = 916% of max. target range = 122.13%
Source: DCCCD Colleague System
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0
100
200
300
400
500
600
700
800
900
1000
2003-04 2004-05 2005-06 2006-07 2007-08
RLCPeer 1Peer 2Peer 3100% of Target90% of Target
Richland's market share of Core Completers for 2007-08 was 35% compared to 34% in 2006-07
Trends in Richland Core Completers
Core Completion for Target GroupsTarget Range > 270-300Performance = 337% of max. target range = 112.33%
Source: DCCCD Colleague System62
0
50
100
150
200
250
300
350
400
2003-04 2004-05 2005-06 2006-07 2007-08
RLC African-American RLC Hispanic
RLC Af-Am & Hisp. Peer 1 Af-Amer. & Hisp.
Peer 2 Af-Amer. & Hisp. Peer 3 Af-Amer. & Hisp.
100% of Target 90% of Target
Core Completion by Target Student Group
RLC produces 28% of the DCCCD's Closing The Gaps (CTG ) Core Completers, an increase of 2% over 2006-07
Target Range > 360,000 - 400,000Performance = 416,616% of max. target range = 104.15%
Source: DCCCD Colleague System
Dual-Credit Contact Hours
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Dual Credit Contact Hours
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
400,000
450,000
2003-04 2004-05 2005-06 2006-07 2007-08
RLCPeer 1Peer 2Peer 3100% of Target90% of Target
Hours
Go
od
Strategies for Increasing Dual Credit Market Share
• RCHS Established
• Increased Dual Credit staff
• Targeted Outreach to:– service area high schools– home schooled students
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Distance Learning Contact Hour Trends
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Source: DCCCD Colleague System
# of Online Contact Hours
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
2003-04 2004-05 2005-06 2006-07 2007-08
RLCPeer 1Peer 2Peer3100% of Target90% of Target
% of growth since 2003 RLC= 396%, Peer 1=161%, Peer 2=222%, Peer 3=145%
Strategies for Increasing Distance Learning Market Share
• Schedule Analysis & Efficiency
• Faculty Professional Development
• In-house Course Development
• High Student/Faculty Engagement
• Online Tutoring
• Quality Assurance
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Source: DCCCD Colleague System
% ABC in Online Classes
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% of ABC Grades in Online Classes
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
2003-04 2004-05 2005-06 2006-07 2007-08
RLCPeer 1Peer 2Peer3100% of Target90% of Target
Source: DCCCD Colleague System
% Retention in Online Classes
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% Retention in Online Classes
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
2003-04 2004-05 2005-06 2006-07 2007-08
RLCPeer 1Peer 2Peer3100% of Target90% of Target
Lessons to Share• Start Where You Are
• Keep it Simple - Draw Pictures
• Communicate Continuously
• Integrate with the Whole
• Deploy to Build a Culture of Performance Excellence
• Continuously Evaluate and Improve
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Using Baldrige Discipline to Build a Culture of Continuous
Improvement
http://www.richlandcollege.edu/effectiveness/
Richland College
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Fonda Vera,Dean, Planning and Research for Institutional Effectiveness
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