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Performance Excellence at Andrews University

Performance Excellence at Andrews University. May 31, 2001, 8:30-5:30 June 1, 2001, 8:00-Noon. Today’s Agenda. Welcome, ground rules, expectations Core Values and the Baldrige Framework The Andrews Profile Assessments using five Baldrige Categories Academic Quality Improvement Project.

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Performance Excellence at Andrews University

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  1. Performance Excellence at Andrews University May 31, 2001, 8:30-5:30 June 1, 2001, 8:00-Noon

  2. Today’s Agenda • Welcome, ground rules, expectations • Core Values and the Baldrige Framework • The Andrews Profile • Assessments using five Baldrige Categories • Academic Quality Improvement Project

  3. Exercise: Core Values • Select leader, reporter, scribe, timekeeper • Brainstorm elements of perfect organization - post-its/affinity • Personal values • Report out • Read Core Values • Team consensus on most important/why • Report out

  4. 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 • Public responsibility and citizenship • Focus on results and creating value • Systems perspective

  5. The Seven Categories • Leadership • Strategic planning • Student, stakeholder and market focus • Information and analysis • Faculty and staff focus • Process management • Organizational performance results

  6. Performance Excellence Framework

  7. Why Focus on Performance Excellence? • Understand performance, guide planning and learning opportunities • Improve organizational, department/unit and personal performance practices, capabilities and results • Deliver ever-improving value to students and stakeholders • Communicate internally and externally

  8. What Are the Benefits? • Organizational, department, personal improvement • Organizational focus and energy • Student, stakeholder, faculty, staff benefit • Tie-in with accreditation • Can do attitude • A strategic advantage

  9. Approach • How? Method(s) established? Appropriate? • Effectiveness and degree • Repeatable, integrated, consistently applied • Improvement cycles • Based on reliable information and data • Aligned with organizational needs • Beneficial innovation and change

  10. Deployment • Extent of approach applied • Approach is consistently used by appropriate areas • Think “most, many, some, few”

  11. Results • Outcomes - beyond anecdotes • Current performance • Performance relative to comparisons • Rate and breadth • Linkage to key: • student/stakeholder/market requirements • organizational challenges • processes

  12. Exercise: The Andrews Profile • Table teams • 10 minutes per flipchart • Scribe responses • Discussion

  13. Format of Self-Assessment • Student/Stakeholder/Market Focus Category - entire group • Other Categories • Individually read elements • Select team roles • Identify strengths and opportunities for improvement • Report out (identify elements, “how,” “why”) • Getting to the vital few

  14. Assessment of Category 3 • Process for educational programs • Determining student needs/expectations • Using information from current, former, future students • Improving listening and learning methods • Stakeholder needs/expectations • Improving listening and learning methods

  15. Assessment of Category 3 • Process for building relationships • Contact requirements for students/stakeholders • Key measures/indicators • Access mechanisms • Complaint management process • Improving relationships

  16. Assessment of Category 3 • Determining student and stakeholder satisfaction • Follow-up on interactions • Comparing satisfaction • Improving satisfaction determination approaches

  17. Assessment of Categories 1 and 2 • Leadership (Category 1) • Teams 1 and 2 • Strategic Planning (Category 2) • Teams 3 and 4

  18. Assessment of Categories 5 and 6 • Faculty and Staff Focus (Category 5) • Teams 1 and 3 • Process Management (Category 6) • Teams 2 and 4

  19. HLC’s AQIP • Forces for change • Management • Failure prevention and success • Accountability • Information and knowledge • Competition • Partnerships and collaboration • Short response cycles • Continuous improvement view

  20. HLC’s AQIP: Philosophy • Voluntary, alternative process • Concentrate on the academic enterprise, involve faculty more directly • Provide concrete feedback to enable institutions to reach higher performance levels • Reduce intrusiveness, cost, slower cycles of improvement

  21. HLC’s AQIP: Philosophy • Replace “one-size fits all” approach • Recognize and celebrate institutional distinctiveness and outstanding achievements • Supply public with more understandable, useful information concerning the quality and value of accredited colleges and universities

  22. HLC’s AQIP: Criteria

  23. HLC’s AQIP: Process

  24. HLC’s AQIP: Distinctions • Performance improvement • Nine criteria • Processes, outcomes, value added • Separate criteria for various work processes • Results in each criterion • Ongoing cycle based on feedback

  25. HLC’s AQIP: Distinctions • Collaboration • Alignment with state, national programs • Exclusively higher education focus • Institutional support services

  26. Today’s Agenda • Report Out, Categories 5 and 6 • Assessment, Categories 4 and 7 • Review of Key Strengths and Opportunities for Improvement • Q and A, Discussion

  27. Assessment of Categories 4 and 7 • Information and Analysis (Category 4) • Teams 1 and 4 • Organizational Performance Results (Category 7) • Teams 2 and 3

  28. Self-Assessment Themes • Key Strengths • Key Opportunities for Improvement

  29. Why Focus on Performance Excellence? • To manage performance, planning, training and assessment • For diagnostic purposes - systems approach to learning and improvement via established set of criteria • To foster broad involvement • To learn and evolve

  30. What Does It Take? • A focus on process • A focus on information and analysis • A focus on evaluation and improvement • A focus on results • A focus on people • A long-term commitment

  31. Some Assumptions • Assumption 1: Two viewpoints • “Accountability?*&^%$” • Can’t measure, they make us do it, it takes extra time, it’s an add-on, it will pass • “Let’s keep improving!” • We can measure, we should do this for our students and stakeholders, this is already part of what we do • Assumption 2: This takes commitment, alignment, integration and time

  32. Some Assumptions • Assumption 3: Change via change agents, planned training and education, recognition • Assumption 4: Focus on the entire university through faculty/staff • Assumption 5: Simplify - mission driven • Assumption 6: It’s a culture

  33. Final Questions • Most important thing learned? • What questions still remain? • Next steps? • The vital few • Action plans

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