Utilizing the Baldrige Criteria for
Performance Excellence to Guide
Strategic Planning
Robert Schoch
Director of Business Administration
North Penn School District
My Beliefs
• High performing organizations require
– Strong strategic planning-district, school, support service departments
– Strong technology planning
– Quality management system (ISO 9000 and/or Baldrige)
• Beliefs applied to current situation
– Budget balancing options developed, selected, and implemented
remaining true to core values from strategic plan
– Extensive use of quality management principles and practices
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Systematic benchmarking to prove cost effectiveness
Process management
Lean Six Sigma analysis-advanced process cost analysis
Systematic program budgeting and evaluation, per cycle
• The current economic situation and likelihood of low Act 1 Index for
several years will test capabilities and working relationships
History of Quality Management
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Deming
Juran
Statistical Process Control
Total Quality Management
Baldrige National Quality Program
Lean Six Sigma
Principles and Practices of High
Performing Organizations
• Principles
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Continuous improvement mindset
Reduce variability of results
Manage the pace of change
Share knowledge about what works best
• Practices
– Systematic benchmarking to
identify and model best practices
– Process management tools
– Performance measurement and
performance management
Baldrige National Quality Program
Education Criteria for Performance Excellence
• Leadership
– Senior Leadership
– Governance and Societal Responsibilities
• Strategic Planning
– Strategy Development
– Strategy Deployment
• Customer Focus
– Customer Engagement
– Voice of the Customer
Baldrige National Quality Program
Education Criteria for Performance Excellence
• Measurement, Analysis and Knowledge Management
– Measurement, Analysis, and Improvement of
Organizational Performance
– Management of Information, Knowledge, and Information
Technology
• Workforce Focus
– Workforce Engagement
– Workforce Environment
• Process Management
– Work Systems
– Work Processes
Baldrige National Quality Program
Education Criteria for Performance Excellence
• Results
– Student Learning Outcomes
– Customer-Focused Outcomes
– Budgetary, Financial, and Market Outcomes
– Workforce-Focused Outcomes
– Process Effectiveness Outcomes
– Leadership Outcomes
Interrelated Core Values and Concepts
Baldrige National Quality Program
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Visionary leadership
Learning-centered education
Organizational and personal learning
Valuing workforce members and partners
Agility
Focus on the future
Managing for innovation
Management by fact
Societal responsibility
Focus on results and creating value
Systems perspective
North Penn School District’s Journey to
Performance Excellence
• Decision to use Effective Schools model for instructional
improvement
• Decision to use Baldrige Quality System for support services
improvement
• Began attending annual National Quality Education Conferenceabout 600 attendees who are working on Baldrige model for
education (K12, Community College, higher education)
• Hired training consultants expert in quality management
• Established Quality Improvement Team
• Applied for state Baldrige program, Keystone Alliance for
Performance Excellence (KAPE), in March 2010
• Site visit by team of examiners in May 2010
• Feedback report in fall of 2010
• Award in November 2010
History of Baldrige Program
The Malcolm Baldrige National Quality
Improvement Act of 1987 created an award
program to:
• Identify/recognize role model organizations
• Establish criteria for evaluating improvement efforts
• Disseminate/share best practices
• 1988 Business (Manufacturing, Service, Small
Business)
• 1998 Healthcare and Education
• 2006 Non Profit and Government
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Baldrige Award Recipients
National Award Recipients
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Montgomery County Public Schools
Iredell-Statesville Schools
Richland College
K.W. Monfort College of Business
Community Consolidated District 15
University of Wisconsin-Stout
Pearl River School District
Jenks School District
Chugach School District
Pennsylvania KAPE Award Recipients
• North Penn School District
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What are the Criteria?
• A set of expectations or requirements
• A structured approach to performance improvement
• A framework for a systems view of performance
management
• De facto definition of performance excellence
• Basis for continuous improvement
• The Criteria are non prescriptive
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Continuous Improvement
The Baldrige Criteria are based on cycles of
continuous improvement. These improvement
cycles should be imbedded in all work processes.
Act
Plan
Study
Do
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The Criteria Asks Four Basic Questions
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Approach – what methods and processes is an
organization using to carry out its work?
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Deployment – to what extent (breadth and depth)
are the organization’s approaches deployed to
relevant work processes?
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The Criteria Asks Four Basic Questions –
cont’d
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Results – what are the outcomes achieved by the
organization?
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Learning – is the organization improving its
methods, processes, and results through cycles of
evaluation and improvement (continuous
improvements)
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2011-2012 Education Criteria for Performance
Excellence Consist of Seven Categories
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Category 1 – Leadership
Category 2 – Strategic Planning
Category 3 – Customer Focus
Category 4 – Measurement, Analysis and
Knowledge Management
• Category 5 – Workforce Focus
• Category 6 – Operations Focus
• Category 7 – Results
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Category 1 Leadership
Category 1 asks how does leadership….
• Establish, communicate, demonstrate visions and
values?
e.g. processes used to communicate the values
of the organization – senior leaders involved
in improvement efforts
• How do senior leader communicate key decision,
encourage two way communication throughout the
organization?
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Category 1 – cont’d
• Ensure legal and ethical behavior?
e.g. ethics policy - deployment
• Create a sustainable organization?
e.g. culture of performance improvement,
accomplishment of strategic objectives
• Create a focus on accomplishing the organizations
objectives?
e.g. progress against the strategic plan
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Category 2 Strategic Planning
Category 2 asks how is the….
• Strategic plan – short and long term objectives
developed (planning process – inputs) and a timetable
for accomplishing them established?
e.g. inputs – core competencies, student data
• Short and long term challenges and opportunities
addressed?
e.g. budget cuts
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Category 2 – cont’d
• Strategic objectives converted into action plans and
how are they deployed and performance measures
established for tracking progress?
• How strategic objectives and action plans are
modified if circumstances change?
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Category 3 Customer Focus
Category 3 asks, how does your organization….
• Listen to students and stakeholders to obtain
actionable information (voice of the customer –
requirements expectations, desires)?
• Determine student and stakeholder satisfaction and
engagement (engagement – retention, loyalty,
advocate/recommend your organizations programs)?
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Category 3 cont’d
• Determine educational programs?
e.g. student data – voice of the customer
• Manage relationships with students and
stakeholder?
• Manage student and stakeholder complaints?
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Category 4 Measurement, Analysis and
Knowledge Management
Category 4 asks how does your organization…
• Select and collect data to track daily operations,
organizational performance, progress against
strategic objectives and action plans and voice of the
customer data?
• Use data for decision making?
• Ensure accuracy and quality of data?
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Category 4 – cont’d
• Select, collect and use comparative data?
• Review organizational performance and translate
performance review findings into actions for
improvement?
• Ensure transfer of best practices?
• Ensure hardware and software reliability and
security?
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Category 5 Workforce Focus
Category 5 asks, how does your organization…
• Assess workforce capability and capacity needs to
accomplish the work of the organization?
e.g. capability and capacity can be skills needed
(teaching new math courses) based on
student data outcomes– sufficient staffing to deliver
various programs
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Category 5 – cont’d
• Develop your workforce - design and deliver needed
leadership and workforce training?
e.g. professional development programs
• Ensure workforce health, safety and security?
• Determine key elements of workforce engagement?
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Category 5 – cont’d
• How does your workforce performance management
system promote high performance?
e.g. compensation, recognition, rewards
• Determine workforce engagement and satisfaction
(engagement – workforce commitment to
accomplishing the organizations goals, motivated) ?
e.g. survey to determine level of engagement
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Category 6 Operations Focus
Category 6 asks, what are your organizations…
• Key processes and their performance measures?
e.g. deliver programs to the students
• Key support processes and their performance
measures?
e.g. administrative processes
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Category 6 – cont’d
• How are processes designed taking into account new
technology, productivity, innovation and cycle time?
e.g. student data can be an input to the design
process - did the process achieved its
intended design?
• How are processes improved?
e.g. Six Sigma/Lean, PDSA
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Processes…identify
Two instructional service delivery processes:
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2.
Two administrative processes:
1.
2.
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Category 7 Results
Category 7 asks, what are your organizations
trends in..
• Student learning and process outcomes
e.g. reading level outcomes of various
programs, SAT scores, mathematics
• Customer focused outcomes
e.g. student satisfaction outcome
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Category 7 – cont’d
• Workforce (teachers/admin staff) focused outcomes
e.g. staff satisfaction – turnover rate
• Leadership and governance outcomes
e.g. accomplishment of the strategic plan,
surpassing legal and regulatory
requirements, measures of ethical behavior
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Category 7 cont’d
• Budgetary, financial, and market outcomes
e.g. cost per student, budget growth, budget
distribution (school, support, operations)
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Why Baldrige – the message from leadership?
Leadership sets direction – Criteria requirement
• We want to be an organization known for excellence
– this is our commitment
How will we accomplish this goal?
• The model of performance excellence we will use is
the Baldrige Educational Criteria for Performance
Excellence, a world class model
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• How will we know we are achieving our goal of
performance excellence – application and
measurement against the Criteria
• Application and the award are verification that we
are on the right path to excellence
• It’s not about receiving an award (recognition is
good), it’s about performance excellence and a
commitment to excellence
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The Criteria are the basics that any
organization of excellence would do:
Examples:
• Manage and make decisions by fact
• Measure customer satisfaction (student)
• Have a process to address customer complaints
• Improve all of our work processes
• Measure staff satisfaction and engagement
• Have a plan (strategic) and align the organization to
the plan
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From an organizational view…
• If we are recognized as being the best school district,
against a world class standard – families seeking to
have their children attend great schools would be
motivated to move to our district – and select our
school vs. competitors.
• More families buying homes = more school taxes
being paid = more revenue for our school in an
environment with shrinking funding.
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• We should have organizational performance data in
critical areas and compare ourselves to best in class
to know we are making progress as and organization
(National Award recipients) – Criteria requirement
• Anyone can say they are good – we can prove it, we
have compared ourselves to a world class standard
(as Deming would say “how do you know” or “where
is your data”)
• “I would not want to compete against a Baldrige
winner” – H. Zechman –Stoner Inc.
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What’s in it for me?????
• The processes we work in and interface with are
thoughtfully designed and improved (less frustration
– less non value added work – input to the design) –
Criteria requirement
• We make decisions based on facts and data – not
hunch and guess – Criteria requirement
• We measure workforce satisfaction and engagement
and act on the findings and measure improvement
(motivated, happier staff)– Criteria requirement
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• We know where we are going and why - our efforts
are aligned (achievement of our strategic plan) and
we measure our progress – no more where are we
going and why am I being asked to work on this (less
frustration)? – Criteria requirement
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Is Baldrige something extra to do?
• The answer is no! It is the way we should be working.
It is not something extra to do.
Example:
• Managing and making decisions with data or
improving processes so they are efficient and
effective should be the way we work. If we are
making decisions with facts and data – we should
not say “we are now doing Baldrige” this is the way
we should work.
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• If we are establishing process performance metrics
and improving process that touch the students (focus
on the customer) and staff – we should not say “we
are doing Baldrige” – this is the way we should work.
• It takes time for the transition to take place from
how we are comfortable working to a better way.
• It takes time to change a culture.
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“By what method will you improve?”
Dr. Edwards Deming
North Penn’s Next Steps in Continuous
Improvement
• Increase internal capacity
– 6 to 8 Baldrige examiners on staff
– 10 Lean Six Sigma projects-rapid cycle
– 200 processes per year documented in standard
format with cross functional flowcharts-form the
basis for identifying root cause of unreliable
processes, designing and sustaining improvements
• Implement feedback report from state level
Baldrige Program (Keystone Alliance for
Performance Excellence)
Mindset Matters
• We are facing the most difficult challenge of our generation, improving
educational institutions vital to national prosperity at a time of
unprecedented financial difficulty.
• Involving the employees and the broader community in the challenge will
result in discovering many opportunities to do better with less.
• Many of the major cost reductions require extensive cooperation from
numerous employees. Lack of cooperation will postpone savings and/or
reduce financial potential achieved.
• Establish challenges at a school, department, or function level
• Cautions
– Staff demoralized or fearing job loss will not be helpful, could resist or
sabotage efforts
– Leaders must show confidence
– Positive mindset and approach represents enlightened self-interest, making
job easier instead of more difficult
Employee Engagement
Innovation Celebration 2012-April 18
• Employee Suggestion Program
– Over 75 ideas submitted on Budget
Balancing Suggestion Form
• Employee Challenges
– Mid-year reductions in current year-$500,000 target for schools, $1
million for central administration and support services
– Improvement Challenge-3 year program
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50 ideas worth $500,000
New ideas each year
Sustainable improvements
Public presentation of ideas annually in May at
Innovation Celebration (science fair format)
• Objective: prove cost effectiveness to community
Opportunities to Become Involved In
Baldrige and Quality Management
• Visits to Baldrige recognized organizations
• Participate in KAPE as an examiner
• Attend National Quality in Education
Conference, November 2012
• Join regional American Society for Quality
(ASQ)