1. OSCI - Scott Martens: Leadership development via action learning 2. OCM Steve Fitzgerald: Managing Performance

3. OSCI � Responsibilities http://www1.umn.edu/osci/

5. TLP: Based upon world-renowned process improvement & change leadership techniques from 3M that have been customized for UM by OSCI. The biggest change is not the improvement in process but the improvement in people. Develops & refines essential leadership behaviors. Develops the core leadership knowledge, skills and abilities in the disciplines of process and change leadership by driving strategically aligned action learning projects using proven, world-class methodologies.

14. TLP Summary Develops & refines essential leadership behaviors. Develops the core leadership knowledge, skills and abilities in the disciplines of process and change leadership by driving strategically aligned action learning projects using proven, world-class methodologies.

16. Today�s Presentation Introduce University of Minnesota�s Office of Classroom Management (OCM) concept Briefly overview U of M classroom standards and metrics-based approach Discuss OCM�s use of metrics & scorecard reporting systems for performance management and communications with university community

17. Why Classroom Management? Teaching and learning are at the heart of the University�s mission Late 80�s � Early 90�s: Realization of disconnect between University�s vision for the future and the quality of classrooms Not meeting expectations of students or needs of faculty Comprehensive formal study: �Everybody involved� Nobody in charge�

18. Problem Scope 340 central classrooms with 25,000 student seats in 60+ buildings No standards Inefficient space utilization & scheduling Poor physical condition Lacking in technology Users not supported Not keeping pace with changes in teaching No voice or advocate for investment Lack of accountability

19. Solution Address the problem with a direct approach that was innovative, comprehensive and based on ACCOUNTABILITY Create a new �clean sheet of paper� organization in Fall semester, 1999: the Office of Classroom Management Charge: �Fix the problem� �Be the Champion for classrooms�

20. Office of Classroom Management (OCM) Mission: To directly support high quality teaching and learning by faculty and students in University classrooms Be the primary point of contact, and single point of responsibility and accountability for ALL Twin Cities general purpose classroom issues The Classroom �One Stop�

21. OCM Organizational Synergy

22. Fundamental Basis of OCM Methodology Establish standards Establish metrics. Measure performance Accurately analyze data. Communicate transparent info and reporting to constituents Deliver improvement and results Implement systematic management processes to sustain excellence LEVERAGE AND INTEGRATE OCM�s UNIQUE 360 DEGREE PERSPECTIVE OF ALL CLASSROOM ISSUES

23. Importance of Communications As a startup organization trying to implement change, OCM emphasized communications strategy from the outset Communications strategy based on providing value-added two-way dialog empowering users with web-based information meaningful storylines built upon standards + performance metrics + deliverables goals that aligned with University strategy

24. Metrics Driven Communications OCM found metrics driven communications to be of great value in U�s political environment OCM emphasized connection to mission, vision, goals Metrics were designed to be Understandable and meaningful Connected to faculty/student/university needs Useful in producing practical results and measuring the attainment of goals Transparent, truthful and accurate

25. Complexity of Communications Broad scope of OCM�s functional responsibilities plus growing number of measures steadily increased the complexity of communications: How to �frame� communications with a diverse audience, covering a wide range of subjects? How to keep communications relevant for university community?

26. Classroom Management Balanced Scorecard The OCM Balanced Scorecard evolved as a template to organize and �frame� metrics and complex performance indicators in a format that aids communications, discussion and decision making within the University community Also serves as comprehensive reporting vehicle to University community and transparent ROI report to classroom cost pool stakeholders

27. OCM Balanced Scorecard

28. OCM Balanced Scorecard 13 KPIs and 9 PIs measure classroom teaching & learning performance in 360 degree view context: Scheduling/Utilization Technology Facilities infrastructure & performance Planning & Projects Support/Service Funding/Sustainability

29. Performance Indicators Support Academics OCM is part of Academic Support Resources All activity and all performance indicators support teaching and learning mission Even though KPI/PIs measure technical areas, they are made relevant to faculty OCM standards and Balanced Scorecard measurement against these standards are designed to quantify performance, aid decision making and support strategic goals

30. Performance Indicators OCM Balanced Scorecard is in third year of use as our comprehensive summary compilation of graphs, charts and indicators in a single report Published on OCM website: http://www.classroom.umn.edu/ Based on feedback and success with several interactive dashboards on Web Scorecard we are expanding their use in next version

31. OCM Balanced Scorecard KPI Example

32. Balanced Scorecard Added Value Balanced scorecard methodology supports a wide range of KPIs and PIs in a logical framework that can accommodate complex reporting needs Balanced scorecards promote accountability, transparency of information and organizational excellence �

33. Balanced Scorecard Added Value Balanced scorecard enables the Exceptional Organization �pillar� to be leveraged in direct support of the other three U of M Strategic Positioning pillars: Exceptional Students, Exceptional Faculty & Staff and Exceptional Innovation

35. Agenda Operational Needs & Transformation FM Strategy Map Measures & Targets Operations Scorecard Monthly Operating Review (MOR) Next Steps

36. FM Overview 1,100 + employees Maintenance Energy Custodial Landcare Operating and maintaining 22 million square feet of space in 250+ buildings Caring for 900+ acres

37. Drivers for Change: Transformation University-wide Challenges University strategic positioning goal Administrative service & productivity improvement initiative New budget model FM Operations Challenges Identifying key performance indicators Focusing improvement efforts Communicating results

38. Articulate Objectives with a Strategy Map Highlight the most important objectives for each BSC category Show linkages between objectives

39. Define Measures & Targets Identify key performance indicators Define how the measures are calculated and where the data comes from Set target performance levels

40. Create a Performance Scorecard

41. Conduct Monthly Operating Reviews (MOR)

42. Update the Strategy Map on a regular cycle (annually) Review measures to ensure they support the objectives Create a Systematic Process: Cycles of Improvement

43. Next Steps Strategy Reviews Formalize strategic measures & data sources Prioritize/Re-align strategic initiatives Conduct quarterly strategy reviews Operational Reviews Continue with FM level monthly operating reviews Establish unit level reviews Alignment Facilitate University-wide alignment Link strategy to individual employee performance objectives

44. Thanks!Questions?