education express survey process

8/22/2019 Education Express Survey Process

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National Council for Performance Excellence

In partnership with the Michigan Quality Council

248-370-4552 phone

[email protected]

425 B Pawley HallRochester, MI 48309-4401

2004Education

Baldr ige ExpressSurvey Process
mailto:[email protected]:[email protected]


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Introduction


The Baldrige Criteria help organizations

identify strengths and key areas for

improvement.

The Baldrige approach has been used forapproximately 16 years by tens of thousands

of organizations to stay abreast of competition

and to increase effectiveness.

55 countries throughoutthe world have adopted

the Baldrige framework to

enhance competitiveness.


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5 Reasons to Choose Baldrige

The Baldrige Criteria:

Provide a framework for improvement without being

prescriptive.

Are inclusive. The Criteria describe an integratedmanagement framework that addresses all the factors that

define the organization, its operations, and its results.

Focus on common requirements, rather than procedures,

tools, or techniques.

Are adaptable. They can be used by large and smallbusinesses, and organizations with one site or worldwide

locations.

Are at the leading edge of validated management

practices.


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Baldrige Award Winners

Outperformed the S&P 500

The U.S. Department of Commerce studies the performance

of publicly held Baldrige Award winning companies.

Every year since 1991 they outperformed the Standard andPoors index (S&P).

Baldrige winners outperformed the S&P 500 by 4.8 to 1.

1,101% increase in stock

performance was demonstrated,

compared to 228% from the S&Pindex companies for the

same period.


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It Makes Good Sense

Organizations that use a Performance Excellence process

achieve results*:

59% Higher Stock Price

111% Higher Operating Income

116% Higher Sales

114% Higher Total Asset

*Data from Singhal and Hendricks Study


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Baldrige Express eSurvey

The National Council for Performance Excellenceadministers an organizational assessment survey

utilizing the Malcolm Baldrige Criteria for Performance

Excellence

The organizational assessment survey guides you

through the 7 categories, addressing each item of the

Criteria

The survey consists of 57 questions and takes

approximately 2 hours to complete online

The assessment tool uses a maturity scale to

determine the performance level

The Survey tool and Performance Indicator Feedback

Report are effective and efficient aides to

organizational assessment


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Baldrige Criteria for

Performance Excellence

Leadership

Strategic Planning

Student, Stakeholder, and Market Focus

Measurement, Analysis, and Knowledge

Management

Faculty and Staff Focus

Process Management

Organizational Performance Results


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Education Criteria for Performance Excellence

Systems Framework


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Eleven Core Values

Visionary Leadership

Learning-Centered Education

Organizational and Personal Learning

Valuing Faculty, Staff, and Partners

Agility

Focus on the Future

Managing for Innovation

Management by Fact

Social Responsibility

Focus on Results and Creating Value

Systems Perspective


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Choosing Baldrige

Your organization is facing increasing challenges

everyday.

Assess your readiness to respond to those challenges

by using the Baldrige Education Criteria

In the Education sector, organizations with world-classresults are able to achieve a score about 700 (70%) on

the Baldrige scale.

Organizations early in their performance improvement

journey frequently score around 200 points.

Where would your organization score?


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Benefits of the eSurvey Approach

Online, web-based, easily accessed from any PC

Accessible 24/7

Cost effective compared to alternative approaches

Technical support provided

Engage staff at all levels

Easy to use maturity scale to determine performance level

Receive internal and external feedback

Obtain high performance diagnostics from the feedback

3-day turnaround of Performance Indicator Feedback Report

upon completion of survey

Measure performance on a wide range of key organization

performance indicators

Evaluate key processes, systems and results

Identify organizational strengths, deployment gaps, and

pinpoint vital opportunities for improvement


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The Performance Indicator

Feedback Report

When all survey data has been collected, an automated

Performance Indicator Feedback Report will be

generated and sent to you in three business days.

The Performance Indicator Feedback Report consists of:

Demographic Charts Overall Scores

Category-Level Scores

Item-Level Scores

Gap Analysis Charts

Individual Question Scores

Pareto Charts for each Category

Priority Improvement Data Charts

Approach and Deployment Comments

Priority Improvement Comments


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The Presentation The following slides guide you through the

eSurvey process

Included with the following eSurvey snapshotsare sample reports to show how the data

collected is later represented in the Performance

Indicator Feedback Report.


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Type in your User

ID which you

received throughemail (usually your

email address)

and unique

password. Click

Login to the

Survey.


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Position Location Function Years of Service

Administrator

Support Staff

Teacher/Instructor

Elementary

Secondary

Central Office

Finance

Info Technology

Math

Science

Language Arts

Other

0 yrs. < 1 yr.

1 yrs. < 3 yrs.

3 yrs. < 5 yrs.

5 yrs. < 10 yrs.

10+ yrs.

The Demographic Profile provides valuable comparative attributes within the organization.

Survey participants choose appropriate selections from the Demographic Profile to

indicate their position within the organization.

Comparative charts and data are presented in the Performance Indicator Feedback

Report according to the selections of the participants.

Customized Demographic ProfileThis is a sample of the table used to customize the Demographic Profile for your organization.


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National Council for Performance ExcellenceBaldrige Express eSurvey

Demographic Selection (Sample Participants View)

Each differentdemographic attribute

will appear on separate

pages. Participants

select the demographic

value that describes

their position within theorganization.


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Organization Demographics

Vermont Council for Quality

The Demographic

Section is

designed to

provide the

organization with

an overallresponse rate

relative to the

total number of

respondents and

their percentage

weight for eachdemographic

attribute they

have chosen.

This chart reflects sample demographic data collected

from the eSurvey and reported in the Performance

Indicator Feedback Report.

Attribute/Value Number Responded

Response as% of Total

Position

Administrator 7 28.0

Support Staff 10 40.0

Teacher/Instructor 8 32.0

Total 25 100%


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National Council for Performance ExcellenceeSurvey Status Page (Sample Participants View)

Once you have

completed the

Demographic

Profile, click on the

Leadership

Category to begin

the survey.


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National Council for Performance ExcellenceCategory 1, Question 1A of the Survey

Click the radio

button that best

describes the level

of development in

your organization.

Mouse over the

levels to view the

descriptors of each

level.


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National Council for Performance ExcellenceOverall Score by Question and Current-State Descriptors

The Overall Score by Question and Current-State Descriptors show the overall percentage of points for

a theme within each category. Refer to the Scoring Guidelines in Appendix B to see the percentage

scoring. The Current text describes the maturity level of where the organization is now. The Role Modeltext describes where the organization could strive to be.

% Row Description

% 1A Communicating Values and Performance Expectations [Baldrige ref: 1.1a(1)]

56 Current Mature - Often done well by many.Effectiveness is sometimes checked.

Role Model Nearly always done well. Effectiveness is regularly checked and improvements are constant.

% 1B Leadership Commitment to Providing Maximum Value for Students and Other Stakeholders [Baldrige ref: 1.1a(1)]

56 Current Mature - Often done well by many.Effectiveness is sometimes checked.

Role Model Nearly always done well. Effectiveness is regularly checked and improvements are constant.g improvements.

% 1C Empowering Faculty and Staff and Establishing a Climate for Empowerment, Innovation, Learning, Equity for All

Students, Organizational Agility, and Ethical Behavior [Baldrige ref: 1.1a(2)]

38 Current Basically Effective - Occasionally done well by some.

Role Model Nearly always done well. Effectiveness is regularly checked and improvements are constant.

View

Appendix B


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National Council for Performance ExcellencePriority Improvement Selections

(Sample Participants View)

After each category,

the eSurvey asks

participants to identify

two areas they believeneeds the most

improvement. This

data is reported as a

Pareto chart and

Priority Improvement

Data Chart in the

Feedback Report.


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Pareto Charts

Staff members in your organization will be asked to select two areas in

each of the seven categories, which they feel, is in most need of

improvement. The concept of a Pareto chart is to show that the areas

in need of improvement are usually a vital few, allowing leaders to

concentrate their focus on specific improvement efforts.

We will supply you with a Pareto chart for each of the seven

categories, which reference each of the seven sections of theOrganization Assessment Survey.

Each chart will display the letters that correspond to the themes for

each of the seven categories along the x-axis. Along the y-axis both

Count and Percentages are charted. The count of staff votes (Hits) for

each area they believe is most in need of improvement is represented

as bars on the graph. The chart is arranged with the largest hit count

on the left of the graph, indicating the area selected by staff which theyfeel is most in need of improvement. The line charted above the bars

represents the cumulative percentages of each bar, from left to right.


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Category 1 - Leadership

Areas Most Needing Improvement - Pareto Chart

The letters F, C,and G represent

an opportunity to

solve 80% of

key issues in

30% of the areas

(3 of 10) for the

category

(Leadership). Inthis example, the

letters H, I, and

J, did not receive

any votes since

these areas

were not

selected by staffas areas most in

need of

improvement.

36

58

80

88

9698

100 100 100 100

0

5

10

15

20

25

30

35

40

45

50

F C G B E A D H I J

HitC

ount

0

10

20

30

40

50

60

70

80

90

100

HitPer

centage

Count

Cumulative

Letter Key for Category 1 - Leadership - Areas Most Needing Improvement

A Communicating Values and Performance Expectations [Baldrige

ref: 1.1a(1)]F Setting Priorities and Making Improvements Based on

Progress Reviews [Baldrige ref: 1.1c(3)]

B Leadership Commitment to Providing Maximum Value for

Students and Other Stakeholders [Baldrige ref: 1.1a(1)]

G Improving Leadership Effectiveness Throughout the

Organization [Baldrige ref: 1.1c(4)]

C Empowering Faculty and Staff and Establishing a Climate for

Empowerment, Innovation, Learning, Equity for All Students,

Organizational Agility, and Ethical Behavior [Baldrige ref: 1.1a(2)]

H Following Laws and Regulations and Reducing Public

Risks and Concerns [Baldrige ref: 1.2a(1&2)]

D Ensuring Management Accountability To Protect Stakeholder

Interests through Effective Governance [Baldrige ref: 1.1b]

I Ensuring Ethical Behavior [Baldrige ref: 1.2b]

EAssessing Organizational Performance and Progress Relative toGoals [Baldrige ref: 1.1c(1)]

JProviding Community Support [Baldrige ref: 1.2c]


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Priority Improvement Counts and Percentages

This chart shows priority improvement selections according to the various

Demographic attributes and values. Look at C and G and you will see thatSupport Staff identified the need to improve these areas by a greater margin than

did Administrators and Teachers/Instructors. This tends to indicate a deployment

gap and suggests that Administrators and Teachers/Instructors are not perceived as

effective as they believe themselves to be.

Category 1 - Leadership - Priority Improvement Counts and Percentages - Position

Count Percentage

F C G B E A D H I J Total F C G B E A D H I J

Administrator 6 1 2 1 2 1 1 0 0 0 14 43 7 14 7 14 7 7 0 0 0

Support Staff 4 9 7 0 0 0 0 0 0 0 20 20 45 35 0 0 0 0 0 0 0

Teacher/Instructor 8 1 2 3 2 0 0 0 0 0 16 50 6 13 19 13 0 0 0 0 0

Total 18 11 11 4 4 1 1 0 0 0 50 36 22 22 8 8 2 2 0 0 0


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National Council for Performance ExcellencePriority Improvement Comments


Approach andDeployment

comments are

requested for

each Category

priority

improvement

selection.

Participants offer suggestions for

improvement on the process.

Participants offer

approach/deployment

comments and

suggestions for

improvement on their

first selection.


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National Council for Performance ExcellencePriority Improvement Comments


Participants offer

approach/deploymentcomments and

suggestions for

improvement on their

second selection.


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National Council for Performance ExcellenceLeadership Row-Level Comments by Position

Comments are provided by the respondents and can be prepared and used by examiners and

organization leaders for improvement planning. The comments are sorted by each category and

theme statement. Comments are reported out by one attribute, in this case, Position. They are

then sorted by each value such as Administrator, Support Staff, and Teacher/Instructor.

1A Communicating Values and Performance Expectations [Baldrige ref: 1.1a(1)]

Posi t ion/Administ rator

Approach & Deployment: We do a great job communicating to all. Through e-mails, town hall meetings, Intranet. Scorecards for

the whole organization are in place. Rules of Operation being implemented and communicated very efficiently.

Approach & Deployment: We use many techniques to communicate including all hands meetings each quarter, weekly notes from

the email, voice mail.

Posit ion /Support Staff

Approach & Deployment: The scorecard is resented and the financial result and forecast are sometimes known.Action Steps to Improve: Get more input from staff for the scorecard. Make the results known.

Approach & Deployment: Some goals are linked to the balanced scorecard but many have not been seen as major objectives.

Many goals are very ad hoc and changeable, leaving staff unsure on direction. Many times effort is expended only to see that it has

been wasted because of a change in direction or emphasis.

Posit ion/Teacher/Instructor

Approach & Deployment: The issue is that most of the top administration has left the organization and is now not fully replaced.

There are still some gaps in the organization, which create some lack of communication. The checking of the effectiveness to focus

on students does not seem to be done often.


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National Council for Performance ExcellenceCompleted Survey Status Page

When you have entered

answers to every

question for each

category, you can

submit your survey.


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Summary Results

Overall Category-Level Totals

The Overall Category-Level Totals table explains the amount of points scored for

each category, the total possible points to score in a category and the percentage of

total points for each category.

Baldrige Criteria TotalPoints

PointsScored

% ofTotalPts.

1. Leadership 120 65 54

2. Strategic Planning 85 34 40

3. Student, Stakeholder, and Market Focus 85 34 40

4. Measurement, Analysis, & Knowledge Mgmt 90 25 28

5. Faculty and Staff Focus 85 34 39

6. Process Management 85 30 35

7. Organizational Performance Results 450 205 45

Totals 1000 427 43%


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Overall Category-Level Percent Scores

54

40 40

28

39

35

45

0

10

20

30

40

50

60

70

80

90

100

Leadership Strategic Planning Student,

Stakeholder, and

Market Focus

Measurement,

Analysis, &

Knowledge Mgmt

Faculty and Staff

Focus

Process

Management

Organizational

Performance

Results

PercentofPossibleP

oints

The Overall Category-Level Percent Scores show the

aggregate percent score of each Category according

to the Baldrige Scoring Guidelines. This helps

determine the overall strengths and weaknesses of

the organization.


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Overall Item-Level Percent Scores

View

Appendix A

50

60

45

36

44

36

2927 27

62

35 36

33

5351

53

26

45 45

0

10

20

30

40

50

60

70

80

90

100

Item

1.1

Item

1.2

Item

2.1

Item

2.2

Item

3.1

Item

3.2

Item

4.1

Item

4.2

Item

5.1

Item

5.2

Item

5.3

Item

6.1

Item

6.2

Item

7.1

Item

7.2

Item

7.3

Item

7.4

Item

7.5

Item

7.6

PercentofPossible

Poin

ts

The Overall Item-Level Percent Scores show the

percent of points on a 0 to 100 scale, for each Item.

This helps users determine, at a glance, the strengths

and weaknesses by item for each category. The Items

and Point Values are explained in Appendix A.


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National Council for Performance ExcellenceOverall Category-Level Point Scores

Position Point Scores by Category

0

100

200

300

400

500

600

700

800

900

1000

TotalP

ossible

Points

Leadership 84 53 61

Strategic Planning 55 19 31

Student, Stakeholder, and Market Focus 41 30 32

Measurement, Analysis, and Knowledge Mgmt 37 17 28

Faculty and Staff Focus 43 29 34

Process Management 37 26 28

Organizational Performance Results 237 190 181

Administrator Support Staff Teacher/Instructor

The Category-Level Point Scores show the cumulationof total points for each demographic view within each

category. This is a sample of one demographic view.


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This chart shows the ratings by demographic attribute, in this case, Position. On the previous graph, Item 1.1,

Leadership System, reflected a rating of 50%. However, according to the breakout above, Administrators. believe the

processes are much stronger (69 percent) than Support Staff (less than 38 percent) and Teachers/Instructors (45

percent). This typically indicates incomplete systems development or poor deployment of existing systems and

processes required by the Item.

View

Appendix A

Item-Level Percent Scores by PositionPosition Percent Scores by Item

0

10

20

30

40

50

60

70

80

90

100

Item 1.1 Item 1.2 Item 2.1 Item 2.2 Item 3.1 Item 3.2 Item 4.1 Item 4.2 Item 5.1 Item 5.2 Item 5.3 Item 6.1 Item 6.2 Item 7.1 Item 7.2 Item 7.3 Item 7.4 Item 7.5 Item 7.6

PercentofPo

ssible

Points

AdministratorsSupport Staff

Teachers/Instructors

Notice the gap between Administrators and Support Staff

and Teachers/Instructors in Item 1.1. This suggests an

area to examine further.

However, Item 7.4 shows a high degree of agreement

indicating a consistent deployment of results information.



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Other Services

Additional Performance Indicator Feedback Reports can be

extracted from the demographic profile. For example:

Sub-Reports can be generated for each organizational site

or department identified in the demographic profile.

The data that is entered into the survey is available in anASCII Text File to create additional charts.

Comparative data at the Category-level is available from

previous assessments from the same organization.

Additional copies of the Performance Indicator Feedback

Report are available.



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Thank you!

Michigan Quality [email protected]

248-370-4552In cooperation with




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Appendix A: Assessment Themes and Values

The point values of the scoring system are linked directly to the points and scoring system of the

Malcolm Baldrige Criteria for Performance Excellence. Each item and the questions included in the

items are also derived from the Baldrige Criteria.

2004 Categories, Items, and Point Values1.0 Leadership 120 points

1.1 Organizational Leadership 80 points

1A Communicating Values and Performance Expectations [Baldrige ref: 1.1a(1)]

1B Leadership Commitment to Providing Maximum Value for Students and Other Stakeholders [Baldrige ref: 1.1a(1)]

1C Empowering Faculty and Staff and Establishing a Climate for Empowerment, Innovation, Learning, Equity for All Students,

Organizational Agility, and Ethical Behavior [Baldrige ref: 1.1a(2)]1D Ensuring Mgmt Accountability To Protect Stakeholder Interests through Effective Governance [Baldrige ref: 1.1b]

1E Assessing Organizational Performance and Progress Relative to Goals [Baldrige ref: 1.1c(1)]

1F Setting Priorities and Making Improvements Based on Progress Reviews [Baldrige ref: 1.1c(3)]

1G Improving Leadership Effectiveness Throughout the Organization [Baldrige ref: 1.1c(4)]

1.2 Social Responsibility 40 points

1H Following Laws and Regulations and Reducing Public Risks and Concerns [Baldrige ref: 1.2a(1&2)]

1I Ensuring Ethical Behavior [Baldrige ref: 1.2b]

1J Providing Community Support [Baldrige ref: 1.2c]

2.0 Strategic Planning 85 points2.1 Strategy Development 40 points

2A Developing Strategic Plans [Baldrige ref: 2.1a(1&2)]

2B Developing Clear Strategic Objectives and Timetables for Meeting the Objectives [Baldrige ref: 2.1b(1)]

2C Ensuring that Strategic Objectives Address Key Educational Services Challenges and Balance the Needs of Key Students

and Stakeholders [Baldrige ref: 2.1b(2)]

2.2 Strategy Deployment 45 points

2D Developing and Deploying Action Plans Based on Strategic Objectives [Baldrige ref: 2.2a(1)]

2E Developing Human Resource Plans Based on Strategic Objectives and Action Plans [Baldrige ref: 2.2a(3)]

2F Developing Appropriate Goals and Allocating Resources to Achieve Them [Baldrige ref: 2.2a(4) and 2.2b]

2G Aligning Work to Achieve Strategic Goals, Objectives, and Action Plans [Baldrige ref: 2.2a]

Back to

Overall Item

Scores

Back to Gap

Analysis



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Appendix B: Scoring Guidelines for Categories 1-6:

The overall percentage of points for 1A on the previous slide is 56%, indicating

the above Process guideline.Back to

Survey -

Priority Imp

SCORE PROCESS

0% or 5%

No systematic approach is evident; information is anecdotal. (A)

Little or no deployment of an approach is evident. (D) No evidence of an improvement orientation; improvement is achieved through reacting to

problems. (L)

No organizational alignment is evident; individual areas or work units operate independently. (I)

10%, 15%,

20%, or 25%

The beginning of a systematic approach to the basic requirements of the Item is evident. (A) The approach is in the early stages of deployment in most areas or work units, inhibiting progress in

achieving the basic requirements of the Item. (D)

Early stages of a transition from reacting to problems to a general improvement orientation areevident. (L)

The approach is aligned with other areas or work units largely through joint problem solving. (I)

30%, 35%,

40%, or 45%

An effective, systematic approach, responsive to the basic requirements of the Item, is evident. (A)

The approach is deployed, although some areas or work units are in early stages of deployment. (D)

The beginning of a systematic approach to evaluation and improvement of key processes is evident.

(L)

The approach is in early stages of alignment with your basic organizational needs identified inresponse to the other Criteria Categories. (I)

50%, 55%,

60%, or 65%

An effective, systematic approach, responsive to the overall requirements of the Item, is evident.(A)

The approach is well deployed, although deployment may vary in some areas or work units. (D) A fact-based, systematic evaluation and improvement process and some organizational learning are

in place for improving the efficiency and effectiveness of key processes. (L)

The approach is aligned with your organizational needs identified in response to the other Criteria

Categories. (I)

education express survey process

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