Richland College
Creating a Comprehensive
Institutional Measurement System
Texas Association for Institutional Research
March 1, 2007
Fonda Vera,
Dean,
Planning and Research
For Institutional Effectiveness
Gloria Washington,
Director,
Institutional Effectiveness
Teaching, Learning, Community Building
1
Bao Huynh,
Director,
Institutional Research
Session Overview
•
•
•
•
•
2
Performance Excellence Model
Approaches
Deployment of Approaches
Results and Key Learnings
Integrating and Sharing Key Learnings
Performance Excellence Model
3
Richland College
Cycles of Improvement
Approach
Deploy
Integrate
Learn
4
Richland College
Cycles of Improvement
APPROACHES
Teaching, Learning, Community Building
5
Strategic Planning Process
Start Here
August
- Update 5-year Strategic Plan and 1-year Operational Working Plan
- Formalize QEP Focus for coming year
June - July
- Board of Trustees budget work session
- Staff Progress Discussions
September
- Board of Trustees formally adopts budget
- Finalize KPIs, Measures, and Targets
- Publish & implement updated Strategic & 1-year Operational Working Plans
-Align Individual and Departmental Plans to updates
-Deploy QEP Focus
April
October – November
- Begin Operational and Budget planning
- EOY results received and analyzed
for next cycle
- Operational plan modified based on EOY results
May
- Finalize and submit Operational
February - March
Plan/Budget Request for next cycle
- Mid-year Review
Green circles denote monthly
KPI/QEP reviews
December
- Publish official, updated 1-year
Operational Plan and EOY report
January
- College/Departmental/Individuals update plans
based on official Operational Plan
6
Goals, KPIs, Measures, Targets
7
Alignment of Goals
8
Interpreting Data
9
Goals, KPIs, Measures, Targets
2006-2007
2008-2009
Target 2010-2011
Target Target
Range
Range Range
1.1.1 Contact hours from dual credit and
tech-prep
90% – 90%
100%- 90%
100% - 100%
207,000 –
360,000
230,000
–450,000
400,000– 500,000
10
Goals, KPIs, Measures, Targets
1.5.1 # of on-line contact hours
2006-2007
2008-2009
Target 2010-2011
Target Target
Range Range Range
90% – 90%
100%- 90%
100% - 100%
1,071,0001,178,100
– 1,190,000
1,295,100
– 1,309,000
– 1,439,000
11
Goals, KPIs, Measures, Targets
2006-2007
2008-2009
Target 2010-2011
Target Target
Rangeclasses
Range Range
2.1.2 % retained through semester in credit
90% – 90%
100%- 90%
100% - 100%
75.60 – 84.00
76.05 – 84.50
76.95 – 85.50
12
Information Management
• Major Surveys
– Community College Survey of Student
Engagement
– Noel-Levitz Student Satisfaction Inventory
– Campus Quality Survey
– Assessment of ThunderValues
• Other Departmental Surveys
13
Major Surveys Approaches
• Administer one major survey every year
• Segment and Analyze
• Themes across Surveys
• Action Plans to Improve
• User-friendly Reports
• Distribute Widely
• Other Departmental Surveys
14
Richland College
Cycles of Improvement
DEPLOYMENT OF
APPROACHES
Teaching, Learning, Community Building
15
Organizational Actions
Organizational Actions
are those
the
Organizational
Actions
areactions
thosedeveloped
actionsby
developed
by the
and are broad
scope.
senior
leadership
of the of
college
senior
leadership
the college
andinare
broad in scope.
●
ThunderTeam
initiates
Organizational
Actions because
because
of
● ThunderTeam
ThunderTeam
initiates
Organizational
Actions
●
initiates
Organizational
Actions
of
because
of
performance
gaps from
from the
the End
End of
of Year
Year Report,
Report,
 performance
gaps
national surveys,
surveys, or
or benchmarking
benchmarking
national
 performance gaps from the End of Year Report,
state, district-wide,
district-wide, or
or DCCCD
DCCCD Board
Board initiatives
initiatives
 state,
national
surveys,
or benchmarking
16


strategic college-wide
college-wide initiatives
initiatives
 strategic
state, district-wide, or DCCCD Board initiatives
All
Organizational
Actions
have supporting
supporting
Departmental Actions
Actions
All
Organizational
Actions
have supporting
All
Organizational
Actions
have
Departmental

All Organizational Actions have supporting Departmental Actions
 strategic
college-wide initiatives
Departmental
Actions
Organizational Action Plans
17
18
Departmental Actions
Departments
work
units
initiate
Departmental
Actions
support
Departments
oror
work
units
initiate
Departmental
Actions
in in
support
of:of:
• • Departments
or
work
units
initiate
Departmental
Actions
in– –support
of:
Organizational
Action
anan
Organizational
Action
oror
••
•
•
••
19
department-specific
performance
gap
initiative.
– –an
aa
department-specific
oror
initiative.
–
Organizationalperformance
Action
or gap
–Departmental
a department-specific
performance
gap or initiative.
• Departmental
Actions
respond
only
to
those
Organizational
Actions
Departmental
Actions
respond
only
to
those
Organizational
Actions respond only to those Actions
that
are
relevant
their
work
area.
that
are
relevant
forfor
their
work
area.
Organizational
Actions
that
are relevant for their work
Departmental Actions respond only to those Organizational Actions that
area.
are
relevant for their
work
area.
• Departmental
Departmental
Actions
are
if one of these
conditions
does
Actionsnot
arerequired
not required
if one
of these
not exist.
conditions
does not
exist.
Departmental Actions
Actions
are not
not
required ifif one
one of
of these
these conditions
conditions does
does not
Departmental
are
required
not exist.
exist.
20
21
22
23
Process Improvement /
Implementation Plan
Process Improvement/Implementation Plan (PIIP)
8-step process to:
• document implementation of new
processes/programs
• improve existing processes/programs
24
Process Improvement
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
25
Approach
Deploy
Identify
Root
Cause
3
Develop
Solution
4
Develop
Solution
Identify
Assign
Ownership
Root
Cause
Identify Improvement Need
26
Benchmarking Process
The Benchmarking Process provides a
standardized institutional process for
investigating best/better practices.
Through this system, best/better practices are:
• Proposed
• Accepted for further research and review
• Assigned to a process owner
• Adopted, revised or rejected
27
Benchmarking Form
28
Thunion Report
29
Thunion Report - Layer 1
30
Thunion Report - Layer 2
31
Thunion Report - Layer 3
32
Thunion Report - Raw Data
2006-2007
Target
1.1.1 Contact hours from dual credit
and Performance
tech-prep
Adjusted
Range as ofScore
Score
90% December
– 100% 2006
207,000 – 230,000
85,2169.26 9.26
33
Thunion Report - Raw Data
Performance
Target
1.5.1 # of on-line contact hours 2006-2007
Adjusted
Range as ofScore
Score
90% December
– 100% 2006
1,071,000 – 1,190,000
303,2806.37 6.37
34
Thunion Report - Raw Data
2006-2007
Performance
Target
2.1.2 % retained through semester
in credit
classes
Adjusted
Range as ofScore
Score
90% December
– 100% 2006
75.60 – 84.00
83.78 9.97 9.97
35
Richland College
Cycles of Improvement
RESULTS AND KEY
LEARNINGS
Teaching, Learning, Community Building
36
Student Success Results - End of Year
37
Dual Credit Contact Hours
38
Market Share of Service Area
39
Comparative Information
Outside Higher Education:
Organization
Ritz-Carlton
Texas Nameplate
Bank One
Walt Disney Company
Starbucks & the “Experience
Music Project”
Southwest, Container Store
Branch-Smith Printing
Presbyterian Hosp of Dallas
Saint Luke’s Hospital
40
Nature of Benchmark Activity
ThunderValue-of-the-Week
Dashboard
Customer service “Front Counter”
Interview/screening, Orientation
Experience Engineering for T-duck
Hall & Future Buildings
Employee culture
Supplier/Partner Score Card
Employee professional development
Performance Excellence Model
Types of Analysis
• Enrollment Projections
• Daily Registration Comparative Reports
• Facility Use for Class Scheduling Effectiveness
• Discipline and Program Review
• Market Share Analysis
• Trended Grade Distribution Reports
• Survey Results with Themes & Next Steps
• Monthly Employee Diversity Reports
41
Daily Enrollment Comparison
District Colleges
42
On-line Contact Hours
43
Richland College
Cycles of Improvement
INTEGRATING AND
SHARING KEY
LEARNINGS
Teaching, Learning, Community Building
44
Richland College
Shared Learnings
Posting of:
• PIIP documents
• Benchmarking reports
• QEP activities and reports
• Executive summaries and next steps for
all major surveys
• Monthly Thunion Report Card
• Annual End of Year Report
Teaching, Learning, Community Building
45
The Richland College
Measurement System Philosophy
•
•
•
•
•
•
•
•
46
ADLI for Continuous Improvement
Data Informed - Not data-driven
Measure what is key
Segment for greater understanding
User-friendly Strategies and Reports
Benchmark Best Practices
Take action
Evaluate
Richland College
Creating a Comprehensive
Institutional Measurement System
Texas Association for Institutional Research
March 1, 2007
Fonda Vera,
Dean,
Planning and Research
For Institutional Effectiveness
Gloria Washington,
Director,
Institutional Effectiveness
Teaching, Learning, Community Building
47
Bao Huynh,
Director,
Institutional Research