1. How to Start Your Baldrige Journey Richland College 1 Alabama Quality Award Conference December 5, 2008 Fonda Vera Dean, Planning and Research for Institutional Effectiveness

2. Overview  Baldrige Program  Richland’s Baldrige Journey  Getting Started  The Application  Site Visit  Using Your Feedback  Lessons to Share 2

3. Malcolm Baldrige National Quality Award  America’s Highest Honor for Performance Excellence  Congress created award program to: Promote performance excellence Establish criteria for evaluating performance Identify and recognize role models Share best practices 3

4. 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

5. 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

6. Criteria for Performance Excellence 6

7. Independent & Consensus Review June-August Site Visit Review October Feedback report to applicant Judges Meet Mid-Sept. Judges recommend Award recipients to NIST/Sec of Commerce Program Process 1,000 hours of review Applications Due May Not Selected Selected Judges Meet Mid-Nov. Not Selected Feedback report to applicant 7

8. Value of Feedback Report  Written assessment Strengths Opportunities  Actionable comments  Cost effective organizational assessment 8

9. Why Use the Baldrige Criteria?  High value in the process  Gives you Focus Framework Discipline Feedback 9

10.  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 Richland College 10

11. 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

12. 1993 CQI TQM 2001 MB Application Stage 1 1997 TAPE Level II Assessment 2003, 2004 TAPE Application Site Visit 2006-2010 Sustaining discipline Reinventing Richland 2011 Reapply 2002, 2003, 2004 MB Application Consensus Level 2005 TAPE Site Visit 2005 MB Site Visit Richland’s Journey to Excellence 12

13. The Journey “ Pathwalker, there is no path. You must make the path as you walk.” --Antonio Machado, Spanish Poet 13

14. 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

15. Defining the Route  Make Baldrige the way you work  Integrate into Annual Planning Cycle  Develop in-house criteria knowledge 15

16. Documenting the Journey  Formalize the informal  Draw a picture  Start with the Organizational Profile 16

17. Getting Organized for Writing  Identify category leads/teams  Select writer(s)  Decide role of reviewers Internal External 17

18. Begin with the End in Mind  Organizational Profile (5 pages)  Application (50 pages) CategoryPoint ValueSample Page Allocation Category 1120 points6 pages Category 285 points4.25 pages Category 385 points4.25 pages Category 490 points4.5 pages Category 585 points4.25 pages Category 685 points4.25 pages Category 7450 points22.5 pages 18

19. 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

20. 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

21. 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

22. Preparing for a Site Visit  Gather your documentation  Practice with employees  Use just-in-time training  Tell your story  Be yourself 22

23. Using the Feedback Report  Input to strategic planning process  Analyze, prioritize, and communicate  Work on the gaps 23

24. Celebrate the Journey  Foster a culture of engagement  Focus on improving, not on the award  Recognize achievement of key milestones 24

25. 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

26. “ 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 Launching the Journey 26

27. Using Baldrige Discipline to Build a Culture of Continuous Improvement Richland College 27 Fonda Vera, Dean, Planning and Research for Institutional Effectiveness Alabama Quality Award Conference

28. Overview Measurement System Development Monthly Report Card End of Year Report Lessons to Share 28

29. The Baldrige Journey A-D-L-I Agility and Innovation The Wise Socratic Teacher 29

30. Deploy Integrate Approach Learn Richland College Cycle of Improvement 30

31. Changing Ahead of the Curve 31 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 “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.”

32. Developing a Robust Measurement System Strategic Planning Priority Goals Key Performance Indicators Measures and Targets Institutional vs. Departmental Measures Review, Revise, and Refine 32

33. 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

34. Identify and Meet Community Educational Needs 34 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%)

35. Enable All Students to Succeed 35 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%)

36. Enable All Employees to Succeed 36 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%)

37. Ensure Institutional Effectiveness 37 Remain Fiscally Responsible and Sound (35%) Meet and Exceed Internal and External Standards and Requirements (35%) Improve Operational Productivity (30%)

38. Measures and Targets Rationale for Measures Strategic vs. Operational Target Setting Methodology Cycles of Improvement Review, Revise, and Refine 38

39. 39 Goals, KPIs, Measures, Targets

40. 1.1.1 Contact hours from dual credit and tech-prep 2008-2009 Target Range 90% – 100% 379,390 – 421,544 2010-2011 Target Range 90% - 100% 433,994 – 482,216 2012-2013 Target Range 90% - 100% 547,394 – 608,216 40 Goals, KPIs, Measures, Targets

41. 1.5.1 # of on-line contact hours 2008-2009 Target Range 90% – 100% 1,086,201 – 1,206,890 2010-2011 Target Range 90% - 100% 1,140,510 – 1,267,233 2011-2012 Target Range 90% - 100% 1,197,535 – 1,330,594 41 Goals, KPIs, Measures, Targets

42. 2.1.14 # of students completing core curriculum 2008-2009 Target Range 90% – 100% 900 – 1,000 2010-2011 Target Range 90% - 100% 1,125 – 1,250 2011-2012 Target Range 90% - 100% 1,350 – 1,500 42 Goals, KPIs, Measures, Targets

43. Formalizing the Informal Organizational Action Plans (OAP) Departmental Action Plans (DAP) Process Improvement/Implementation Plans (PIIP) Benchmarking Improvement Plans 43

44. 44

45. 45

46. 5 Pilot/ Implement Approach 4 Develop Solution 3 Identify Root Cause 2 Assign Ownership 1 Identify Improvement Need 6 Measure Impact 7 Disseminate Results 8 Evaluate the Process RLC Evaluation & Improvement Approach Integrate Approach Deploy Learn 46 Process Improvement (PIIP)

47. 47

48. 48

49. 49

50. Monthly Report Card The “Thunion” - Thunder Onion How it Works Raw Data Sheet Layer 3 Layer 2 The Dashboard 50

51. How It Works 51

52. Thunion Report - Raw Data 52

53. Thunion Report - Layer 3 53

54. Thunion Report - Layer 2 54

55. Thunion Report - Dashboard 55

56. 1.1.1 Contact hours from dual credit and tech-prep 2008-2009 Target Range 90% – 100% 379,390 – 421,544 Performance as of September 2008 219,993 Score 13.05 Adjusted Score 10.00 56 Thunion Report - Raw Data

57. 57 Thunion Report - Raw Data 1.5.1 # of on-line contact hours 2008-2009 Target Range 90% – 100% 1,086,201 – 1,206,890 Performance as of September 2008 423,264 Score 8.77 Adjusted Score 8.77

58. 58 Thunion Report - Raw Data 2.1.14 # of students completing core curriculum 2008-2009 Target Range 90% – 100% 900 – 1,000 Performance as of September 2008 916 Score 9.16 Adjusted Score 9.16

59. End of Year Report Purpose Key Findings Strategic Emphases Cycles of Improvement Application for Strategic Planning 59

60. 60 Source: Campus Quality Survey, 98,00,02,05,07 Employee Satisfaction with Recognition Results Target Range > 3.15 - 3.50 Performance = 3.43 % of max. target range = 98.00%

61. Core Completion Target Range > 675-750 Performance = 916 % of max. target range = 122.13% Source: DCCCD Colleague System 61

62. Core Completion for Target Groups Target Range > 270-300 Performance = 337 % of max. target range = 112.33% Source: DCCCD Colleague System 62

63. Target Range > 360,000 - 400,000 Performance = 416,616 % of max. target range = 104.15% Source: DCCCD Colleague System Dual-Credit Contact Hours 63

64. Strategies for Increasing Dual Credit Market Share RCHS Established Increased Dual Credit staff Targeted Outreach to: – service area high schools – home schooled students 64

65. Distance Learning Contact Hour Trends 65 Source: DCCCD Colleague System

66. 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

67. Source: DCCCD Colleague System % ABC in Online Classes 67

68. Source: DCCCD Colleague System % Retention in Online Classes 68

69. 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

70. Using Baldrige Discipline to Build a Culture of Continuous Improvement http://www.richlandcollege.edu/effectiveness/ Richland College 70 Fonda Vera, Dean, Planning and Research for Institutional Effectiveness