Business Methods for Campus Administration

1. Business Methods for Campus Administration

2. Einstein said: • “you cannot solve a problem by thinking the way you thought when the problem was created in the first place.”

3. We are not a business?

4. The School Business • Services • Nursing • Counseling • Transportation • Teaching • Special Education Programs • Retail • Food Service • Community Education • Drivers Education • Manufacturing

5. Raw Materials Finished Goods Scrap Supplies Schooling Children Work in Process Production Facility

6. Schooling Children Consulting

7. The Business Model Annual Planning (Budgeting) Strategic Planning Execution Strategies Processes Revisions Activities Tasks The Community Evaluation Six Sigma Balanced Scorecard Dashboard Source: Robert N. Anthony and Vijay Govindarajan, Management Control Systems

8. Plan • Execute the Plan • Measure your results • Adjust the Plan and start again

9. Strategic Planning Develop your Plan based on where your at from data you know

10. The Business Model What is your Plan? TIE to Campus Plan Strategic Planning Where do you want to go? Strategic Plan

11. You need Data Driven Discussions. • Create a forum and culture for examining and talking about data • Its about the conversations around student needs, instructional planning, and good teaching • Measure

12. Analyze - - - - Collaborate - - - - Communicate - - - - Goals Objective Tactic Activity Monitor Strategic Plan Plan Execute Align Known & agreed upon set of Goals

13. Important Goals • All schools rated Recognized or Exemplary. • Earning the highest rating on FIRST. • Increase opportunity for students to participate and develop strong, healthy connections to the school and community.

14. The Formal Control System Formal Control Process Strategic Planning Goals & Strategies Budgets Evaluate Performance Report Actual vs Budget Performance Anthony, Robert N. and Vijay Govindarajan, Management Control Systems. McGraw Hill Co.: NY,NY. 2007, pgs. 98-127

15. District Wigs Division Wigs Campus WIGS Room Wigs Congruency of the message Alignment of individual’s goals with organization’s goals

16. People work more effectively, efficiently, and persistently when they work collectively, while gauging their efforts against results. Rosenholtz

17. Question How do you redesign your schools in ways that: • Allow all campuses to meet the challenge of the accountability systems for 2007-2008 • Develop a 360 Degree program that supports college readiness and the 21st century graduate • Engage all campus and community stakeholders

18. Criteria for Effective Goals • Measurable • Annual: reflecting an increase over the previous year of the percentage of students achieving master – usually in a subject area • Focused, with occasional exceptions, on student achievement Source: “ RESULTS” by Mike Schmoker

19. Criteria for Effective Goals • Linked to a year-end assessment or other standards-based means of determining if students have reached an established level of performance – usually within a subject area • Written in simple, direct language that can be understood by almost any audience Source: “ RESULTS” by Mike Schmoker

24. The Business Model Budgeting Planning$ Source: Robert N. Anthony and Vijay Govindarajan, Management Control Systems

25. Budgeting the Plan What resources are available? How do you do with less or get more?

26. The Business Model Annual Planning (Budgeting) Strategic Planning Processes Execution Activities Teaching

27. Executing The Plan The actions we take. How do you accomplish your goals?

28. Execution of Processes • Showing execution of processes to accomplish plan (Goals) • Processes are made up of activities and tasks • These activities and processes are to be measured (measure what you want to change)

29. Effective Teamwork Is the Teacher working in Isolation ? Are you measuring teacher activities? • When Thomas Edison was asked why he was so prolific an inventor, he replied that it was a result of what he called the “multiplier effect.” He placed his team of inventors near each other to encourage them to consult with one another so that each member of his team benefited from the collective intelligence of the group. His teams not only worked better but faster. - Smith (1985) Source: “ RESULTS” by Mike Schmoker

30. Activities Activities become processes Processes: Can be thought of as Action Plans: A Sequence of measurable steps

31. Sequencing Plans:A Framework

32. Results: The Key to Quality and Improvement A remarkable finding has emerged about the organizations that succeed: They are concerned with processes only insofar as these processes affect results - Brigham (1994) Source: “ RESULTS” by Mike Schmoker

33. E X E C U T I O N Processes • Planning/Budgeting • Teaching • Reading • Writing • Arithmetic A C T I V I T I E S

34. The Teaching Process

35. Process: a collection of activities delivering an output for a subsequent process in the process group. Together, they allow the process group to achieve its objective within the larger enterprise process category.

36. Processes Outcomes Outcomes cannot be changed without changes in processes!!

37. Identify Drivers • Drivers are people, systems, or policies that influence performance • Develop measures based on drivers

38. A few districts do focus on selected processes • But most districts don’t focus on functions, inputs, and outcomes • Most don’t map, measure, or benchmark processes • Few districts keep time records • Costs are allocated by functions, not processes • Most districts don’t compare efficiency or effectiveness with other districts, or with other sectors

39. Evaluate Performance to Recognize Opportunities/Problems. Evaluating Your Execution of the Plan

40. The Business Model Evaluation Balanced Score Card Six Sigma

42. “What gets measured gets done.” - Peters (1987) Source: “ RESULTS” by Mike Schmoker

43. Measure EffectivenessDid you reach your goals?Who was successful?What was successful?How do you know?How do you improve?

44. Summary chart - 100 trials

45. Thou Shalt Measureby William Thompson “When you can measure what you are speaking about, and express it in numbers, you know something about it. But when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind.”

46. Summary chart - 10,000 trials About 1.5 minutes run time

47. 3 by a deterministic function 2 is operated on… 5 into an outcome! (the dependent variable) 1 The independent variable… 4 To transform it… Determining Performance y = f (x)

48. Generate data • Promote a culture of effective collaboration and data-driven improvement • The importance of clear, specific performance goals achieved through team work Source: “ RESULTS” by Mike Schmoker

49. How do you generate data? • The goal is to promote a culture of effective collaboration and data-driven improvement • The importance of clear, specific performance goals achieved through team work Source: “ RESULTS” by Mike Schmoker

50. Using actual data to identify world-class performers in Enterprise Performance Management • Effectiveness (Examples) • Industry relative total excess return • Operating profit volatility • Analysts seen as business partners • Balance of both financial and non-financial performance measures • Quality metrics • Accuracy of forecasts and analysis • Use of balanced scorecards, simulation models • Percent managers describing budget process convenient and easy • Percent of time analytic focus is on proactive decision making • Percent of time reports and commentaries address future actions • Efficiency (Examples) • Overall planning cost as a % of revenue • Process cost as a % of revenue • Percent of business reports distributed electronically • Operations managers use of on-line budgeting tools • Staffing levels of process • Cycle times • Budget iterations • Performance reporting productivity • Utilization of self-service for inquiry • Application complexity