Richland College
How to Start
Your Baldrige Journey
Alabama Quality Award Conference
December 5, 2008
Fonda Vera
Dean, Planning and Research for Institutional
Effectiveness
1
Overview







2
Baldrige Program
Richland’s Baldrige Journey
Getting Started
The Application
Site Visit
Using Your Feedback
Lessons to Share
Malcolm Baldrige National
Quality Award
 America’s Highest Honor for Performance
Excellence
 Congress created award program to:
•
•
•
•
3
Promote performance excellence
Establish criteria for evaluating performance
Identify and recognize role models
Share best practices
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
4
Baldrige Core Values
and Concepts











5
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
6
Applications Due May
Independent &
Consensus Review
June-August
Judges Meet
Mid-Sept.
Program Process
Not Selected
Feedback report
to applicant
Selected
Site Visit Review
October
Judges Meet
Mid-Nov.
Judges recommend
Award recipients to
NIST/Sec of Commerce
7
1,000 hours of review
Not Selected
Feedback report
to applicant
Value of Feedback Report
 Written assessment
• Strengths
• Opportunities
 Actionable comments
 Cost effective organizational assessment
8
Why Use the Baldrige Criteria?
 High value in the process
 Gives you
•
•
•
•
9
Focus
Framework
Discipline
Feedback
Richland College
 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
10
Mission
Teaching, Learning, Community Building
Vision
Richland College will be the:
… best place to learn
… best place to teach
… best place to build sustainable
local and world community
11
Richland’s Journey to Excellence
2002, 2003, 2004
2001
MB Application MB Application
Consensus Level
Stage 1
2005
MB Site Visit
2006-2010
Sustaining discipline
Reinventing Richland
2011
Reapply
1993
CQI
TQM
1997
TAPE Level II
Assessment
12
2003, 2004
TAPE Application
Site Visit
2005
TAPE Site Visit
The Journey
“Pathwalker, there is no path. You must
make the path as you walk.”
--Antonio Machado, Spanish Poet
13
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
14
Defining the Route
 Make Baldrige the way you work
 Integrate into Annual Planning Cycle
 Develop in-house criteria knowledge
15
Documenting the Journey
 Formalize the informal
 Draw a picture
 Start with the Organizational Profile
16
Getting Organized for Writing
 Identify category leads/teams
 Select writer(s)
 Decide role of reviewers
• Internal
• External
17
Begin with the End in Mind
 Organizational Profile (5 pages)
 Application (50 pages)
18
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
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
19
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
20
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
21
Preparing for a Site Visit
 Gather your documentation
 Practice with employees
 Use just-in-time training
 Tell your story
 Be yourself
22
Using the Feedback Report
 Input to strategic planning process
 Analyze, prioritize, and communicate
 Work on the gaps
23
Celebrate the Journey
 Foster a culture of engagement
 Focus on improving, not on the award
 Recognize achievement of key milestones
24
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
25
Launching the Journey
“ 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
26
Richland College
Using Baldrige Discipline to
Build a Culture of Continuous
Improvement
Alabama Quality Award Conference
Fonda Vera,
Dean, Planning and Research
for Institutional Effectiveness
27
Overview
•
•
•
•
28
Measurement System Development
Monthly Report Card
End of Year Report
Lessons to Share
The Baldrige Journey
• A-D-L-I
• Agility and Innovation
• The Wise Socratic Teacher
29
Richland College
Cycle of Improvement
Approach
Deploy
Integrate
Learn
30
Changing Ahead of the Curve
“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.”
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
31
Developing a Robust
Measurement System
•
•
•
•
•
32
Strategic Planning Priority Goals
Key Performance Indicators
Measures and Targets
Institutional vs. Departmental Measures
Review, Revise, and Refine
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%)
33
Identify and Meet Community
Educational Needs
• 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%)
34
Enable All Students to Succeed
• 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%)
35
Enable All Employees to Succeed
• 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%)
36
Ensure Institutional Effectiveness
• Remain Fiscally Responsible and Sound (35%)
• Meet and Exceed Internal and External Standards and
Requirements (35%)
• Improve Operational Productivity (30%)
37
Measures and Targets
•
•
•
•
•
38
Rationale for Measures
Strategic vs. Operational
Target Setting Methodology
Cycles of Improvement
Review, Revise, and Refine
Goals, KPIs, Measures, Targets
39
Goals, KPIs, Measures, Targets
2008-2009
2010-2011
Target2012-2013
Target Target
Range
Range Range
1.1.1 Contact hours from dual credit and
tech-prep
90% – 90%
100%- 90%
100% - 100%
379,390 –
433,994
421,544
–547,394
482,216– 608,216
40
Goals, KPIs, Measures, Targets
1.5.1 # of on-line contact hours
2008-2009
2010-2011
Target 2011-2012
Target Target
Range Range Range
90% – 90%
100%- 90%
100% - 100%
1,086,2011,140,510
– 1,206,890
1,197,535
– 1,267,233
– 1,330,594
41
Goals, KPIs, Measures, Targets
2008-2009
2010-2011
Target 2011-2012
Target Target
Range Range Range
2.1.14 # of students completing core curriculum
90% – 90%
100%- 90%
100% - 100%
900 – 1,000
1,125 – 1,250
1,350 – 1,500
42
Formalizing the Informal
• Organizational Action Plans (OAP)
• Departmental Action Plans (DAP)
• Process Improvement/Implementation
Plans (PIIP)
• Benchmarking Improvement Plans
43
44
45
Process Improvement (PIIP)
Integrate
Evaluate the
Process
Identify
Improvement
Need
1
8
Disseminate
Results
7
Measure
Impact
Learn
6
Assign
Ownership
2
RLC
Evaluation &
Improvement
Approach
Pilot/
Implement
Approach
5
Deploy
46
Approach
Identify
Root
Cause
3
Develop
Solution
4
47
48
49
Monthly Report Card
•
•
•
•
•
•
50
The “Thunion” - Thunder Onion
How it Works
Raw Data Sheet
Layer 3
Layer 2
The Dashboard
How It Works
51
Thunion Report - Raw Data
52
Thunion Report - Layer 3
53
Thunion Report - Layer 2
54
Thunion Report - Dashboard
55
Thunion Report - Raw Data
2008-2009
Target
1.1.1 Contact hours from dual credit
and Performance
tech-prep
Adjusted
Range as ofScore
Score
90% September
– 100% 2008
379,390 – 421,544
219,993
13.0510.00
56
Thunion Report - Raw Data
Performance
Target
1.5.1 # of on-line contact hours 2008-2009
Adjusted
Range as ofScore
Score
90% September
– 100% 2008
1,086,201 – 1,206,890
423,2648.77 8.77
57
Thunion Report - Raw Data
2008-2009
Performance
Target
2.1.14 # of students completing core
curriculum
Adjusted
Range as ofScore
Score
90% September
– 100% 2008
900 – 1,000
916 9.16 9.16
58
End of Year Report
• Purpose
•
•
•
•
59
Key Findings
Strategic Emphases
Cycles of Improvement
Application for Strategic Planning
Employee Satisfaction with
Recognition Results
Target Range
> 3.15 - 3.50
Performance
= 3.43
% of max. target range = 98.00%
Source: Campus Quality Survey, 98,00,02,05,07
60
Core Completion
Target Range
> 675-750
Performance
= 916
% of max. target range = 122.13%
Source: DCCCD Colleague System
61
Core Completion for Target Groups
Target Range
> 270-300
Performance
= 337
% of max. target range = 112.33%
62
Source: DCCCD Colleague System
Dual-Credit Contact Hours
Target Range
> 360,000 - 400,000
Performance
= 416,616
% of max. target range = 104.15%
Source: DCCCD Colleague System
63
Strategies for Increasing
Dual Credit Market Share
• RCHS Established
• Increased Dual Credit staff
• Targeted Outreach to:
– service area high schools
– home schooled students
64
Distance Learning
Contact Hour Trends
Source: DCCCD Colleague System
65
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
66
% ABC in Online Classes
Source: DCCCD Colleague System
67
% Retention in Online Classes
Source: DCCCD Colleague System
68
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
69
Richland College
Using Baldrige Discipline to
Build a Culture of Continuous
Improvement
http://www.richlandcollege.edu/effectiveness/
Fonda Vera,
Dean, Planning and Research
for Institutional Effectiveness
70