2011 Baldrige Performance Excellence Program American Association of School Administrators Denver, CO February 19, 2011 Measuring What Matters Most The.

2011Baldrige Performance Excellence Program

American Association of School Administrators

Denver, CO February 19, 2011

Measuring What Matters Most

The Baldrige Approach to Performance Management


Workshop Objectives

At the end of this session, you will: Understand the basics of the Baldrige

approach to performance excellence Be able to use the Baldrige approach to

inform the development of performance measures

Know what to do next to start your school system on the path to performance excellence


What Is the Baldrige Program? Operates as a unique public-private

partnership Educates organizations on

performance excellence management Manages the Baldrige Award

Baldrige is Performance Excellence:

Organizations Achieve and the U.S. Succeeds


Program History

Malcolm Baldrige National Quality Improvement Act of 1987, Public Law 100-107Created award program toidentify/recognize role-model businessesestablish criteria for evaluating improvement effortsdisseminate/share best practices Expanded to health care and education (1998)Expanded to nonprofit sector (2005)


What Is the Baldrige Approach to Performance Excellence?

A basis for conducting self-assessment and performance improvement activities that focus on

Delivery of ever-increasing value Through achieving key organizational results While viewing the organization as a complex

system


Education Criteria Framework:A “Systems” Perspective


Steps toward Mature Processes


Purpose of Performance Measures

Communicate consistent performance expectations

Serve as a key alignment tool Support agility, innovation, and decentralized

decision making


Student Achievement: Necessary, but Not Sufficient

Improved student learning must remain at the core, but

Schools and districts are complex human systems, and

Need a balanced set of performance measures to focus all processes and systems on improving student learning


Student Achievement:Necessary, but Not Sufficient

Improved student learning must remain at the core, but

Schools and districts are complex human systems, and

Need a balanced set of performance measures in order to focus all processes and systems on improving student learning


Why Measure?

We all want to achieve the “arrows pointing in the same direction,” but this is easier drawn than done.

Measures communicate important goals and drive performance in that direction.

Well-chosen measures can function as a compass that consistently brings the organization back to “true north.”


Why Measure?

Poorly selected measures can have the opposite effect.

They can pull resources away from what is important to your organization.

Take great care in using measures because the data are easy to collect, rather than because you know they are important.


The Baldrige Framework’s Measures

The results items of the Criteria represent an organization’s performance and improvement in all key areas:Student Learning and Process OutcomesCustomer-Focused OutcomesWorkforce-Focused OutcomesLeadership OutcomesBudgetary and Financial Outcomes


Student Learning Outcomes

Emphasis on “student learning” rather than “student achievement”

In line with today’s focus on “growth models” Intent is to demonstrate how well your

processes focused on student learning are performing, not just the current level of student achievement


Student Learning Outcomes


Process Effectiveness Outcomes

“If you can’t describe what you are doing as a process, you don’t know what you are doing.”

—Dr. Edward Deming


Process Effectiveness Outcomes

“If you can’t describe what you are doing as a process, you don’t know what you are doing.”



Customer-Focused Outcomes

Should include measures of both students and stakeholders across a number of dimensions: Satisfaction Dissatisfaction Engagement


Customer-Focused Outcomes

Important differences between Satisfaction and dissatisfaction Satisfaction and engagement


Workforce-Focused Outcomes

Workforce engagement and satisfaction Workforce and leadership development Workforce capability and capacity Workforce climate, including health,

safety, security, services, and benefits


Budgetary, Financial, and Market Outcomes

Budgetary and financial performance, including measures of cost containment or financial viability

Market performance, including market share or position, market share growth, or new markets entered


Leadership Outcomes

Governance and fiscal accountability Regulatory, safety, accreditation, and legal

compliance Ethical behavior and stakeholder trust Fulfillment of societal responsibilities


Principles of Performance Measurement

Performance levels and trends Use of comparative data Appropriate segmentation Use of performance projections


Principles of Performance Measurement


Baldrige Resources

Criteria for Performance Excellence booklets

Your Guide to Performance Excellence

Are We Making Progress? (2 versions)

2009 Nightingale College of Nursing Case Study Packet

State and local Baldrige-based award programs www.networkforexcellence.org

Baldrige examiners and Baldrige Award recipients

Quest for Excellence® and Regional Conferences

Baldrige e-mail alerts, blog, Insights leadership column


For more information

Baldrige Performance Excellence ProgramNational Institute of Standards and Technology100 Bureau Drive, Stop 1020Gaithersburg, MD 20899-1020

301-975-2036 [email protected]/baldrige


Measuring What Matters Most

“It’s not enough to do your best. First you have to know what to do. Then you can do your best.”


2011 Baldrige Performance Excellence Program American Association of School Administrators Denver, CO February 19, 2011 Measuring What Matters Most The.

Documents

performance excellence

baldrige program

baldrige award baldrige

drive performance

performance management

baldrige approach

student learning slide

created award program