how to start your baldrige journey richland college 1 alabama quality award conference december 5,...

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






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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


90% - 100%

547,394 – 608,216

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1.5.1 # of on-line contact hours2008-2009 Target

Range90% – 100%

1,086,201 – 1,206,890


90% - 100%

1,140,510 – 1,267,233


90% - 100%

1,197,535 – 1,330,594

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2.1.14 # of students completing core curriculum2008-2009 Target

Range90% – 100%

900 – 1,000


90% - 100%

1,125 – 1,250


90% - 100%

1,350 – 1,500

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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

22

AssignOwnership

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IdentifyImprovement

Need

66

MeasureImpact

77

DisseminateResults

88

Evaluate theProcess

RLC Evaluation &Improvement

Approach

Integrate Approach

Deploy

Learn

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Process Improvement (PIIP)

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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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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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%


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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# 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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% 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



% 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


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

how to start your baldrige journey richland college 1 alabama quality award conference december 5,...

Documents

baldrige criteria

organizational performance

tape site visit

site visit review

tape application site

journey pathwalker

baldrige core values

value of feedback report