Education Team Excellence
Recognition Process
Timeline, Criteria Overview, Template,
Scoring Guidelines and Glossary
2014
1
© ASQ
Education Team Excellence
Recognition Guideline Index
Timeline
Criteria Overview Guide
Criteria PowerPoint Template
Criteria Scoring Rubric
Glossary
3
4 – 11
12– 71
72 – 76
77 – 82
2
© ASQ
Education Team Excellence Timeline
NQEC
(NOVEMBER)
ETER APPLICANT TEAM RECRUITMENT
ETER APPLICANT TEAMS ARE IDENTIFIED AND
ASSIGNED A MENTOR
ETER APPLICANTS
JUNE
MARCH
15TH
15TH
APPLICANT TEAMS
SUBMIT INTENT TO SUBMIT FORM
COMPLETE
CRITERIA-BASED
PROJECT
JULY
JUNE
15TH
15TH
SUBMIT COMPLETED POWERPOINT FOR
PRELIMINARY ROUND JUDGING
JULY
PRELIMINARY ROUND JUDGING
(JULY 15 - 31ST)
31ST
FIRST SCORING:
CRITERIA COMPLIANCE AUDIT
AUG
1ST
SEPT
30TH
OCTOBER
1ST
TEAM RECEIVE FEEDBACK REPORT
APPLY FEEDBACK RECOMMENDATIONS
SUBMIT COMPLETED POWERPOINT FOR
FINAL ROUND JUDGING
FINAL ROUND JUDGING
SECOND SCORING:
CRITERIA COMPLIANCE, FEEDBACK IMPROVEMENT & PROJECT MERIT
OCTOBER
15TH
ETER FINALIST
INVITATION TO PRESENT PROJECT AT NQEC
NON-FINALIST INVITATION
TO ATTEND NQEC
FOR ETER
APPLICANT
RECOGNITION
NOVEMBER
18TH
NQEC AWARD / RECOGNITION CEREMONY
3
© ASQ
EDUCATION TEAM EXCELLENCE
RECOGNITION (ETER) CRITERIA
OVERVIEW GUIDE 2014
4
© ASQ
ETER Criteria Overview Guide
In this guide, the word "organization" is intended to
encompass a wide variety of educational service units
including, but not limited to: school district, university, trade
school, day care centers, community colleges, individual
buildings/schools, grade level teams, departments and
individual classrooms. The Education Team Excellence
Recognition criteria can be applied to any of these types of
organizations and work units and can be used to make
process improvements, enhance student achievement
results, and share team learning to leverage performance
within other units of the organization.
5
© ASQ
ETER Criteria Overview Guide
1.Project Selection
(4 items @ 3 points = 12 points possible)
In the Project Selection Category, teams are asked to
explain several key factors related to their project’s
selection. Note: The project may have been selected by the
team or assigned by management. Regardless of who
selected the project, teams should clearly describe how the
project was selected (be responsive to each criteria item)
including any data and information used in the selection.
6
© ASQ
ETER Criteria Overview Guide
2. Analysis
(4 items @ 3 points = 12 points possible)
In the Analysis Category, teams are asked to explain how
they determined the potential root cause(s) associated with
their project. Their explanation should include how data and
information were used in the determination, what key data
and information were actually used, and how the team
ensured it identified the actual root cause.
7
© ASQ
ETER Criteria Overview Guide
3. Solution Development
(4 items @ 3 points = 12 points possible)
In the Solution Development Category, teams are asked to
explain the approach, process, method, tools, etc., they used
to identify potential solutions as well as their final solution.
Teams are also asked to identify their final solution(s) and the
expected benefits of that solution(s) and to provide an
explanation of how they determined the expected benefits.
Teams’ responses should include specific examples from
their project and any applicable data and information they
used in their solution development.
8
© ASQ
ETER Criteria Overview Guide
4. Solution Implementation
(4 items @ 3 points = 12 points possible)
In the Solution Implementation Category, teams are asked
to explain how they planned for and implemented the final
solution(s) they identified in 3c. The Solution
Implementation Category also asks for an explanation of
how the team achieved buy-in for implementing its
solution(s), how the team measured the results associated
with implementing its solution, and how the team ensured
the results would be sustained.
9
© ASQ
ETER Criteria Overview Guide
5. Team Effectiveness
(4 items @ 3 points = 12 points possible)
In the Team Effectiveness Category, teams are asked to
explain how their team members were selected and
prepared to participate in the improvement project. The
Team Effectiveness Category also asks teams to explain
how they ensured all team members contributed throughout
the project as well as how the team managed their
performance to ensure they were an effective team.
It must be clear that this was a team project - not an
individual’s project.
10
© ASQ
ETER Criteria Overview Guide
6. Results, Knowledge Sharing, and Application
(4 items @ 3 points = 12 points possible)
In the Results, Knowledge Sharing, and Application
Category, teams are asked to describe the actual results of
their project–tangible and less tangible–and how those
results support their organization’s overarching strategy and
direction. Teams are also asked to explain how, and with
whom, they shared the results of their project to promote
organizational knowledge sharing and learning.
11
© ASQ
EDUCATION TEAM EXCELLENCE
RECOGNITION (ETER) PROCESS
CRITERIA POWERPOINT
TEMPLATE
Mandatory slide headers are in red
Criteria-based expectation examples are outlined below criteria-headers.
Slide data presentation should be in colors, format & manner befitting the team & project.
12
© ASQ
ETER Overview
• Your PowerPoint presentation needs to tell your story
using the ETER criteria as an organizing framework.
Select colors, graphics, and data to illustrate your criteria
compliance, but remember: quality not quantity is your
best practice.
• Unless your team used the ETER criteria as your process,
there may be criteria elements not present in your project.
If this is the case, simply explain on that criteria slide why
your team did not address this element. Do not try to
Fake-it-to-make-it!
13
© ASQ
ETER Overview
• Make sure your project title or your criteria 1a explanation
identifies your project as either a problem-solving or an
improvement project.
– A Problem-Solving Project is usually a search for a new
solution or practice that does not currently exist to resolve
an issue or satisfy desired expectations.
– An Improvement Project is changing an existing practice that
is not meeting expectations, for the better in order to comply,
approach, meet, or exceed desired performance levels.
14
© ASQ
ETER Template
Mandatory Slide Header
PROJECT SELECTION
1.a EXPLAIN how the project was selected.
(1 of 2)
• Clear summary (key data/information)
• Selection data/information included
 Project driver(s)
 Personal initiative,
Organizational OFI,
Grant commitment
Other
Suggested Criteria Elements
Should be addressed in the team’s story,
or presented on the criterion standard slide.
Criteria Slide Precursor
It is a best practice to keep
individual slide contents lean
and meaningful. This
indicator informs judges of
this intent and to foreshadow
additional information on
subsequent slides.
Do not include this textbox in your
presentation. Its only purpose on the
template is to keep your explanation
focused on the criteria measure
expectation!
EXPLAIN – Sufficient details to completely understand or replicate.
15
15
© ASQ
ETER Template
PROJECT SELECTION
1.a EXPLAIN how the project was selected.
(1 of 2)
• Clear summary (key data/information)
• Selection data/information included
 Project driver(s)
 Personal initiative,
Organizational OFI,
Grant commitment
Other
EXPLAIN – Sufficient details to completely understand or replicate.
16
© ASQ
ETER Template
1.a EXPLAIN how the project was selected.
•
•
(2 of 2)
Project Declaration – Identify project type.
– A Problem-Solving project is a search for a new solution or practice.
– An Improvement project is changing an existing practice for the better.
Team Approach/Process/Method/Tools
– Education Team Excellence criteria driven process
– PDSA
– PDCA
– DMAIC
– Organizational Adopted Procedure
– Other
EXPLAIN – Sufficient details to completely understand or replicate.
17
17
© ASQ
ETER Template
1.b EXPLAIN how the project supports organization goals,
performance measures, and/or strategies.
•
•
•
Link between team project and organization goals/strategies
– Organizational goals (vision, mission, objectives …)
– Project goals, intents, aims …
Project importance is explained
– “Why is this project important to the organization?”
– What organization owns/benefits from this project?
Improved test scores and organization link, connection, importance …
EXPLAIN – Sufficient details to completely understand or replicate.
18
© ASQ
ETER Template
1.c DESCRIBE how the team identified key stakeholders
(i.e., those most affected) (1 of 3)
•
Key stakeholders listed
– Internal/external customers, employees, students, parents, key suppliers
(List both internal and external)
– Unique group/one or more individuals?
LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).
DESCRIBE – Detailed sufficiently to basically understand.
19
© ASQ
ETER Template
1.c DESCRIBE how the team identified key stakeholders
(i.e., those most affected) (2 of 3)
•
Stakeholder identification method described
DESCRIBE – Detailed sufficiently to basically understand.
20
20
© ASQ
ETER Template
1.c DESCRIBE how the team identified key stakeholders
(i.e., those most affected) (3 of 3)
•
Stakeholders selection described/justified
DESCRIBE – Detailed sufficiently to basically understand.
21
© ASQ
ETER Template
1.d IDENTIFY the key stakeholders (1 of 2)
•
Identify Key Stakeholder(s) from previous list (“1c” slides 5-6-7) with impact
affect/effect.
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively)
22
© ASQ
ETER Template
1.d EXPLAIN how the project impacts key stakeholders (2 of 2)
•
Team understands and communicates expected “Stakeholder-Project-Impact”
factor(s) completely.
EXPLAIN – Sufficient details to completely understand or replicate.
23
© ASQ
ETER Template
ANALYSIS
2.a EXPLAIN how team identified problem to be solved
and/or key performance indicators.
•
•
•
Root cause approaches/processes/methods identified
Problem-solving approach/methodology described
Key performance factors/indicators described
LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
DESCRIBE – Detailed sufficiently to basically understand.
EXPLAIN – Sufficient details to completely understand or replicate.
24
© ASQ
ETER Template
ANALYSIS
2.a EXPLAIN how team identified improvement need and
anticipated benefits.
•
•
•
Change/Improvement process described
– Introduction and Implementation
Anticipated benefits noted
Key performance factors/indicators linked to improvement need/benefit
LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
DESCRIBE – Detailed sufficiently to basically understand.
EXPLAIN – Sufficient details to completely understand or replicate.
25
© ASQ
ETER Template
2.b EXPLAIN root cause analysis with data and information
(1 of 3)
•
Data and information used to reveal root causes (depth and breadth)
EXPLAIN – Sufficient details to completely understand or replicate.
26
26
© ASQ
ETER Template
2.b EXPLAIN root cause analysis with data and information
(2 of 3)
•
Specific data/information root cause analysis examples (depth and breadth).
EXPLAIN – Sufficient details to completely understand or replicate.
27
© ASQ
ETER Template
2.b EXPLAIN root cause analysis with data and information
(3 of 3)
•
Root cause analysis conclusions present (depth and breadth)
EXPLAIN – Sufficient details to completely understand or replicate.
28
© ASQ
ETER Template
2.c IDENTIFY key data and information used in team
analysis
•
•
•
Key data/information used to reveal potential root causes
Key data/information connection from “2b” present
Specific data/information examples noted
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
29
29
© ASQ
ETER Template
2.d EXPLAIN actual root cause identification and
assurance. (1 of 2)
•
Root cause possibilities identified as suggested previously in 2a, 2b, and 2c
(named, labeled, and referenced)
EXPLAIN – Sufficient details to completely understand or replicate.
30
30
© ASQ
ETER Template
2.d EXPLAIN actual root cause identification and
assurance. (2 of 2)
•
Key data and analysis ensures the validation of the actual root cause (depth
and breadth)
EXPLAIN – Sufficient details to completely understand or replicate.
31
© ASQ
ETER Template
SOLUTION DEVELOPMENT
3.a EXPLAIN potential solution(s) identification (1 of 3)
•
Potential solutions listed
LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).
EXPLAIN – Sufficient details to completely understand or replicate.
32
© ASQ
ETER Template
3.a EXPLAIN potential solution(s) identification (2 of 3)
•
Potential solutions connected to previously identified root causes (“2d”)
– Formally/Informally/Organizationally
EXPLAIN – Sufficient details to completely understand or replicate.
33
© ASQ
ETER Template
3.a EXPLAIN potential solution(s) identification (3 of 3)
•
Clear potential solution identification methodology identified
EXPLAIN – Sufficient details to completely understand or replicate.
34
34
© ASQ
ETER Template
3.b EXPLAIN final solution selection (1 of 2)
•
•
Final solution selection approach/process/methods/tools identified
Specific examples
EXPLAIN – Sufficient details to completely understand or replicate.
35
© ASQ
ETER Template
3.b EXPLAIN final solution selection (2 of 2)
•
•
Final solution process applied to potential solution list (“3a”)
Specific examples
EXPLAIN – Sufficient details to completely understand or replicate.
36
© ASQ
ETER Template
3.c IDENTIFY final solution (1 of 2)
•
•
Final root cause solution identified
Final root cause solution connected to solution selection approach (“3b’)
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
37
37
© ASQ
ETER Template
3.c EXPLAIN expected solution benefits (2 of 2)
•
Expected/anticipated solution benefits explained
EXPLAIN – Sufficient details to completely understand or replicate.
38
© ASQ
ETER Template
3.d DESCRIBE expected benefits determination (1 of 2)
•
Expected benefits determination approach/process/methods/tools described.
EXPLAIN – Sufficient details to completely understand or replicate.
39
39
© ASQ
ETER Template
3.d DESCRIBE expected benefits determination (2 of 2)
•
•
Connection with “3c” (solution expected benefit list) illustrated/explained
Specific examples
DESCRIBE – Detailed sufficiently to basically understand.
40
© ASQ
ETER Template
SOLUTION IMPLEMENTATION
4.a DESCRIBE solution implementation plan (1 of 2)
•
•
Planned solution implementation process illustrated/explained
Specific examples (depth and breadth)
DESCRIBE – Detailed sufficiently to basically understand.
41
© ASQ
ETER Template
4.a IDENTIFY potential challenges (2 of 2)
•
•
List of potential implementation challenges
Describe how challenges were identified
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
DESCRIBE – Detailed sufficiently to basically understand.
42
© ASQ
ETER Template
4.b DESCRIBE solution implementation (1 of 2)
•
•
Actual implementation steps with specific examples
Key steps and associated milestones noted/identified
DESCRIBE – Detailed sufficiently to basically understand.
43
© ASQ
ETER Template
4.b DESCRIBE solution process, procedures, changes ... (2 of 2)
•
Concise description to understand solution implementation procedures/changes …
DESCRIBE – Detailed sufficiently to basically understand.
44
© ASQ
ETER Template
4.c EXPLAIN solution implementation support and buy-in
(1 of 4)
•
•
Achieving solution implementation buy-in
Specific examples
EXPLAIN – Sufficient details to completely understand or replicate.
45
45
© ASQ
ETER Template
• 4.c EXPLAIN solution implementation support and buy-in
(2 of 4)
•
Buy-in “working relations”
– Noting with whom they worked.
EXPLAIN – Sufficient details to completely understand or replicate.
46
© ASQ
ETER Template
4.c EXPLAIN solution implementation support and buy-in
(3 of 4)
•
•
Stakeholder(s) noted in “1d” BUY-IN connection
Expected impact and resistance reaffirmed/noted
– Stakeholders
– Others
EXPLAIN – Sufficient details to completely understand or replicate.
47
© ASQ
ETER Template
4.c EXPLAIN how solution implementation challenges were
addressed (4 of 4)
•
Specific examples of addressing implementation challenges
EXPLAIN – Sufficient details to completely understand or replicate.
48
48
© ASQ
ETER Template
4.d EXPLAIN project’s Results-Measurement-System Plan
(1 of 2)
•
•
Effectiveness-Results measurement plan detailed
Specific examples:
– Applicable data, measures, data, information …
EXPLAIN – Sufficient details to completely understand or replicate.
49
© ASQ
ETER Template
4.d EXPLAIN how the PLAN ensured results would be
sustained (2 of 2)
•
Specific actions, plans … to ensure sustained results
EXPLAIN – Sufficient details to completely understand or replicate.
50
50
© ASQ
ETER Template
TEAM EFFECTIVENESS
5.a DESCRIBE team member selection (1 of 2)
•
•
Team evidence (names or other identifiers …)
Actual team member selection method
DESCRIBE – Detailed sufficiently to basically understand.
51
51
© ASQ
ETER Template
5.a DESCRIBE team member selection (2 of 2)
•
Why each member was selected
– Skills, knowledge, qualifications …
DESCRIBE – Detailed sufficiently to basically understand.
52
© ASQ
ETER Template
5.b DESCRIBE team member participation preparation
•
•
Team member preparations – prior to or during
– Specific training
– Tools
– Process improvement
– Team dynamics, etc…
Team-building efforts – prior or during
DESCRIBE – Detailed sufficiently to basically understand.
53
© ASQ
ETER Template
5.c DESCRIBE team member participation and contribution
assurance (1 of 2)
•
Specific examples – team member ability and contributions to project
– Team norms
– Meeting availability
– Management tools/techniques
– Special accommodations
DESCRIBE – Detailed sufficiently to basically understand.
54
54
© ASQ
ETER Template
5.c DESCRIBE team member participation and contribution
assurance (2 of 2)
•
Specific examples of team member roles and responsibilities
DESCRIBE – Detailed sufficiently to basically understand.
55
55
© ASQ
ETER Template
5.d EXPLAIN team performance management to
effectiveness (1 of 6)
•
Specific examples of effective team management
EXPLAIN – Sufficient details to completely understand or replicate.
56
© ASQ
ETER Template
• 5.d EXPLAIN team performance management to
effectiveness (2 of 6)
•
Project life cycle team management assured
EXPLAIN – Sufficient details to completely understand or replicate.
57
© ASQ
ETER Template
5.d EXPLAIN team performance management to ensure
effectiveness (3 of 6)
•
Capitalization on individual team members skills, knowledge, and
contributions
EXPLAIN – Sufficient details to completely understand or replicate.
58
© ASQ
ETER Template
5.d EXPLAIN team performance management to ensure
effectiveness (4 of 6)
•
Team member data/information sharing evidence
EXPLAIN – Sufficient details to completely understand or replicate.
59
© ASQ
ETER Template
5.d EXPLAIN team performance management to ensure
effectiveness (5 of 6)
•
Effective team communications (evidence)
EXPLAIN – Sufficient details to completely understand or replicate.
60
© ASQ
ETER Template
5.d EXPLAIN team performance management to ensure
effectiveness (6 of 6)
• Performance management – Evidence meeting deadlines/
deliverables/milestones
EXPLAIN – Sufficient details to completely understand or replicate.
61
© ASQ
ETER Template
RESULTS, KNOWLEDGE SHARING, and APPLICATION
6.a DESCRIBE results achieved—tangible and less tangible
results. (1 of 5)
•
Identifies actual solution implementation results
DESCRIBE – Detailed sufficiently to basically understand.
62
62
© ASQ
ETER Template
6.a DESCRIBE results achieved—tangible and less results.
(2 of 5)
•
Tangible results
– Specific Measure or Metric Improvement
• % proficient, cycle time, attendance …
• Cost, grades, participation
DESCRIBE – Detailed sufficiently to basically understand.
63
63
© ASQ
ETER Template
6.a DESCRIBE results achieved—tangible and less tangible
results. (3 of 5)
•
•
Less tangible results (Linked to a variety of indicators)
– Specific Measure or Metric Improvement
• Morale
• Professional work environment
• Employee/Student/Staff satisfaction
Less tangible indicators identified
DESCRIBE – Detailed sufficiently to basically understand.
64
64
© ASQ
ETER Template
6.a DESCRIBE results achieved—tangible and less tangible
results. (4 of 5)
•
Indicator (tangible and less tangible) “rationalization” of improvement-beliefs
DESCRIBE – Detailed sufficiently to basically understand.
65
© ASQ
ETER Template
6.a DESCRIBE results achieved—tangible and less tangible
results. (5 of 5)
•
Before and after performance results demonstrate a causal relationship
(improvement project and/or end results)
DESCRIBE – Detailed sufficiently to basically understand.
66
66
© ASQ
ETER Template
6.b EXPLAIN results achieved impact on organization’s
goals, performance, measures, and/or strategies. (1 of 2)
•
Connect “6a” results (tangible and less tangible results) with “1b” (project
supports organizational goals …)
EXPLAIN – Sufficient details to completely understand or replicate.
67
© ASQ
ETER Template
6.b EXPLAIN results achieved impact on organization’s
goals, performance, measures, and/or strategies. (2 of 2)
•
Demonstrate positive results/impacts on Category 1 areas (i.e.,
organizational/project goals, objectives, strategies …
EXPLAIN – Sufficient details to completely understand or replicate.
68
© ASQ
ETER Template
6.c DESCRIBE project results “sharings” (1 of 2)
•
•
•
How results were shared
Specific “sharing” examples provided
Sharing methods/approaches
DESCRIBE – Detailed sufficiently to basically understand.
69
69
© ASQ
ETER Template
6.c IDENTIFY with whom the results were shared (2 of 2)
•
Results were shared with whom
– Inside
– Outside
IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).
70
70
© ASQ
ETER Template
6.d Clarity of application and effective use of charts/graphs
•
•
•
•
•
•
•
•
•
•
•
•
Criteria aligned, sequenced, and labeled
Page numbers present
Third-party voice of the team utilized
Clarity – Sufficient information/data for complete understanding and
commensurate with the verbal qualifiers (i.e., identify, describe, list, explain)
Non-generic or industry-based terminology explained
Abbreviations (LSS, NP, UCL, LCL …) should be defined on initial use
Professionally written (proper grammar and spelling)
Visual aides, charts, graphs … easily read and understood
Visual aide colors are complementary and not difficult to perceive
Project story is told according to the Education Team Excellence criteria
Lean slide presentations – 6 bullets/6 words per bullet per slide
Slide notes should complement slide data and not be redundant of it.
71
© ASQ
EDUCATION TEAM EXCELLENCE
RECOGNITION PROCESS
CRITERIA SCORING & SCORING
RUBRIC
72
© ASQ
ETER Criteria Scoring
• 6 Categories
– Project Selection, Analysis, Solution Development, Solution
Implementation, Team Effectiveness and Results
• 4 Items per category
• Maximum 3 points per item
• Maximum score 72 points
• Finalist score 30+ points
73
© ASQ
ETER Criteria Scoring
• ETER Scoring Scale
0
1
2
3
74
© ASQ
ETER Criteria Scoring Rubric
Not
Just wasn’t addressed – totally missing.
Covered
0
Touched upon, but not clear.
Unclear
Not enough information is provided to determine
if the team’s approach met, or could meet, the
criteria requirement.
1
75
© ASQ
ETER Criteria Scoring Rubric
Meets
Criteria
Criteria is addressed sufficiently.
Teams met the criteria requirement.
2
Exceeds
Expectations
3
Team added value by going beyond the
criteria and provided additional clarity
by:
– Integration across categories and
items
– Increasing accuracy in analysis,
actions, and conclusions
– Representing a “best practice” or
“role model” approach
76
© ASQ
EDUCATION TEAM EXCELLENCE
RECOGNITION (ETER) PROCESS
GLOSSARY
77
© ASQ
ETER Process Glossary
•
•
•
Analysis: The systematic decomposition and examination of a current
condition to determine the factors contributing to and/or causing the
current performance, state, results, challenges, etc.
Approach: The methods or techniques used to accomplish a given
process or processes or in some cases, a part or step of a process.
Data: Individual and/or groups of facts, statistics, and/or pieces or items
of information generally used to display or describe performance.
78
© ASQ
ETER Process Glossary
•
•
•
Goals: A future condition or performance level that one intends to attain.
Goals can be both short- and longer-term. Goals are ends that guide
actions. Goals may be quantifiable and/or descriptive statements of a
desired future state or condition.
Information: Knowledge gained through analysis and study. May include
conclusions based on the analysis of groups of facts and data.
Integration: The harmonization of approaches, methods, processes, and
analyses to support key organization improvement efforts. Effective
integration is achieved when the individual components of a performance
improvement system operate as a fully interconnected unit increasing the
overall effectiveness and efficiency of the improvement system.
79
© ASQ
ETER Process Glossary
Objectives
An organization’s articulated aims or quantifiable targets to address its
goals and/or a major change or improvement. May be focused internally
and/or externally and are generally more specific than its goals.
Process
Linked activities with the purpose of producing a product, program,
and/or service. Generally, processes in education involve combinations
of people, technology, techniques, pedagogy, materials, and
improvements in a defined series of steps or actions. In some situations,
processes might require adherence to a specific sequence of steps, with
documentation (sometimes formal) of procedures and requirements. In
other situations, such as educational situations when those being served
are involved in the service, process may be used in a more general way.
It may be used to spell out what must be done, possibly including a
preferred or expected sequence, in order to help those served
understand and follow the sequence.
80
© ASQ
ETER Process Glossary
Root Cause
The initiating cause of a series of activities or a causal chain that leads to
a particular outcome or condition. The point in a series of activities or
steps (process) where an intervention, change, and/or improvement
could be implemented and prevent the undesirable outcome or condition.
The primary cause for a given process performance problem, challenge,
shortfall, etc.
81
© ASQ
ETER Process Glossary
•
•
Stakeholders: The term “stakeholders” refers to all groups that are or
might be affected by an organization’s process improvement.
Stakeholders might include students, teachers, administrators, other
schools, parents, parent organizations, school board, suppliers, and
partners.
Tangible Results: Specific, measurable, observable, etc., results from
the organization’s process improvement efforts. Less tangible refers to
results or outcomes that may not lend themselves to specific measures.
Less tangible results may be best measured by specific indicators or a
series of indicators related to the less tangible performance area/result.
82
© ASQ