Riverton CUSD #14 Criteria and Scoring
by Tom Mulligan
August 09, 2007
Criteria for Overall Requirements
One of the Riverton CUSD #14 strategic objectives for FY08 is to meet on overall scoring requirement on 10 of the 12 criteria for the Baldrige Education Criteria for Performance Excellence. The following is a quick summary of the breakdown of the overall requirements for the 12 criteria, which fall within 6 Categories and the scoring guidelines:
To Achieve above the 50-65% Scoring Band:
An effective, (The term “effective” refers to how well a process or a measure addresses its intended purpose. Determining effectiveness requires (1) the evaluation of how well the approach is aligned with the organization’s needs and how well the approach is deployed or (2) the evaluation of the outcome of the measure used).
Systematic (The term “systematic” refers to approaches that are well-ordered, repeatable, and use data and information so learning is possible. In other words, approaches are systematic if they build in the opportunity for evaluation, improvement, and sharing, thereby permitting a gain in maturity) approach (The term “approach” refers to the methods used by an organization to address the Baldrige Criteria Item requirements. Approach includes the appropriateness of the methods to the Item requirements and the effectiveness of their use), responsive to the overall requirements of the Item, is evident. (A)
The approach is well deployed, although deployment (The term “deployment” refers to the extent to which an approach is applied in addressing the requirements of a Baldrige Criteria Item. Deployment is evaluated on the
basis of the breadth and depth of application of the approach to relevant work units throughout the organization) may vary in some areas or work units. (D)
A fact-based, systematic evaluation and improvement process and some organizational learning (The term “learning” refers to new knowledge or skills acquired through evaluation, study, experience, and innovation. In addition to their focus on student learning, the
Education Criteria address two other kinds of learning: organizational and personal. Organizational learning is achieved through research and development; evaluation and
improvement cycles; ideas and input from the workforce, students, and other stakeholders; best practice sharing; and benchmarking) are in place for improving the efficiency and effectiveness of key processes. (L)
The approach is aligned with organizational needs identified in response to the Organizational Profile and other Process Items.(I)
Overall
Criteria Requirements
1.1 Senior Leadership. Senior leaders have effective, systematic processes in place to do the following:
a. Vision and Values
(The term “vision” refers to the desired future state of your organization. The vision describes where the organization is headed, what it intends to be, or how it wishes to be perceived in the future) (The term “values” refers to the guiding principles and behaviors that embody how your organization and its people are expected to operate. Values reflect and reinforce the desired culture of an organization. Values support and guide the decision making of every workforce member, helping the organization accomplish its mission and attain its vision in an appropriate manner. Examples of values might include demonstrating integrity and fairness in all interactions; exceeding student and stakeholder expectations; valuing individuals and diversity; protecting the environment; and striving for performance excellence every day)
Guide the organization (for example by establishing clear direction and/or values) [1.1a(1)] and sustain organizational success (by ensuring it is capable of addressing current organizational needs and preparing for future challenges) [1.1a(3)] (A) .
b. Communication and Organizational Performance.
(The term “performance” refers to output results and their outcomes obtained from processes, programs, and services that permit evaluation and comparison relative to goals, standards, past results, and other organizations. Performance can be expressed in non-financial and financial terms. The Baldrige Education Criteria address four types of performance: (1) program and service; (2) student- and stakeholder-focused; (3) budgetary, financial, and market; and (4) operational)
Communicate with the workforce and encourage high performance throughout most of the organization [1.1b(1)] (A).
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The leadership processes are generally aligned with organizational needs and the requirements set forth in the Organizational Profile and other Process Items (I).
1.2 Governance and Social Responsibilities. The organization has effective, systematic processes in place to do the following:
(The term “governance” refers to the system of management and controls exercised in the stewardship of your organization. It includes the responsibilities of your governing body (e.g., board of education, board of trustees/overseers) and the senior leaders of your organization; in some private education institutions, it also may include owners/shareholders. A combination of federal, state, and municipal regulations, charters, by-laws, and policies documents the rights and responsibilities of each of the parties and describes how your organization will be directed and controlled to ensure (1) accountability to stakeholders, (2) transparency of operations, and (3) fair treatment of all stakeholders. Governance processes may include the approval of strategic direction, policy creation and enforcement, the monitoring and evaluation of senior leaders’ performance, the establishment of senior leaders’ compensation and benefits, succession planning, financial auditing, and risk management. Ensuring effective governance is important to stakeholders’ and the larger society’s trust and to organizational effectiveness.)
a. Organizational Governance.
Govern the organization (to ensure, for example, accountability for management actions and protection of student and stakeholder interests). [1.2a(1)] (A).
b.Legal and Ethical Behavior.
Address responsibilities to the public (to ensure, for example, that the organization addresses public concerns about its programs, meets regulatory and legal requirements [1.2b(1)], and promotes ethical behavior throughout the organization) [1.2b(2)] (A).
c. Support of Key Communities.
Practice good citizenship (for example, by actively supporting key communities). [1.2c](A).
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a), (b), and/or (c) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements. (L). The governance and social responsibility processes are consistent with priorities such as those set forth in the Organizational Profile, strategic plans, vision and values, and other process Items (I).
2.1 Strategy Development. The organization has effective, systematic processes in place to do the following:
a. Strategy Development Process.
Determine strategic challenges and advantages and develop an overall strategy that will lead to future success [2.1a(1)] (A).
(The term “strategic challenges” refers to those pressures that exert a decisive influence on an organization’s likelihood of future success. These challenges frequently are driven by an organization’s future competitive position relative to other providers of similar programs, offerings, or services. While not exclusively so, strategic challenges generally are externally driven. However, in responding to externally driven strategic challenges, an organization may face internal strategic challenges.
External strategic challenges may relate to student, stakeholder, or market needs or expectations; changes in educational programs or offerings; technological changes;
or budgetary, financial, societal, and other risks or needs. Internal strategic challenges may relate to an organization’s capabilities or its faculty, staff, and other resources.)
b. Strategic Objectives.
Develop and summarize clear strategic objectives and related quantifiable goals or targets that address important organizational challenges and enhance its advantages. Strategic objectives are measurable, outcome-oriented, and define what the organization must achieve to be successful) [2.1b(1)] (A).
(The term “strategic objectives” refers to an organization’s articulated aims or responses to address major change or improvement, competitiveness or social issues, and organizational advantages. Strategic objectives generally are focused both internally and externally and relate to significant student, stakeholder, market, program, service, or technological opportunities and challenges (strategic challenges). Broadly stated, they are what an organization must achieve to remain or become competitive and ensure long-term sustainability. Strategic objectives set an organization’s longer-term directions and guide resource allocations and redistributions)
Some relatively minor gaps may exist in the process of determining strategic challenges and advantages, and planning and setting strategic objectives (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The planning processes are generally aligned with organizational values (1.1), measures and analysis of performance (4.1), and other requirements set forth in the Organizational Profile and other Process Items (I).
2.2 Strategy Deployment.The organization has effective, systematic processes in place to do the following:
a. Action Plan Development and Deployment.
(The term “action plans” refers to specific actions that respond to short- and longer-term strategic objectives. Action plans include details of resource commitments and time horizons for accomplishment. Action plan development represents the critical stage in planning when strategic objectives and goals are made specific so that effective, organization-wide understanding and deployment are possible.
Convert its strategic objectives into action plans [2.2a(1)]. Action plans [2.2a(4)] and related performance measures or indicators [2.2a(6 )] are developed and summarized (A).
(The term “measures and indicators” refers to numerical information that quantifies input, output, and performance dimensions of processes, programs, offerings, services, and the overall organization (outcomes). Measures and indicators might be simple (derived from one measurement) or composite. The Criteria do not make a distinction between measures and indicators. However, some users of these terms prefer “indicator” (1) when the measurement relates to performance but is not a direct measure of such performance (e.g., the number of complaints is an indicator of dissatisfaction but not a direct measure of it) and (2) when the measurement is a predictor (“leading indicator”) of some more significant performance (e.g., a gain in student performance or satisfaction might be a leading indicator of student persistence).
b. Performance Projection.
(The term “performance projections” refers to estimates of future performance. Projections may be inferred from past performance, may be based on the performance of comparable or competitive organizations that must be met or exceeded, may be predicted based on changes in a dynamic education market, or may be goals for future performance. Projections integrate estimates of your organization’s rate of improvement and change, and they may be used to indicate where breakthrough improvement or innovation is needed. Thus, performance projections serve as a key management )planning tool
Project the organization’s future performance levels relative to key comparisons for most of the key performance measures or indicators identified in 2.2a(6) [2.2b] (A).
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). Action plans are generally used to align the work of the organization with strategic objectives (2.1), data used by senior leaders to review organizational progress (4.1), the performance management system [5.1a(3)], and other requirements set forth in the Organizational Profile and Process Items (I).
3.1 Student, Stakeholder, and Market Knowledge. The organization has effective, systematic processes in place to do the following:
a. Student, Stakeholder, and Market Knowledge.
Determine the requirements, needs, expectations, and preferences of students, stakeholders and markets to determine the relative value and ensure the continuing relevance of new programs, offerings, and services; and to create an overall climate conducive to learning and development for all students. [3.1a(2)] (A).
(The term “stakeholders” refers to all groups that are or might be affected by an organization’s actions and success. Examples of key stakeholders might include parents, parent organizations, the workforce, collaborators, governing boards, alumni, employers, other schools, regulatory bodies, funding entities, taxpayers, policy makers, suppliers, partners, and local and professional communities. Although students are commonly thought of as stakeholders, for purposes of emphasis and clarity, the Criteria refer to students and stakeholders separately.,
Some relatively minor gaps may exist in the use of these processes in some parts of the organization and may not fully consider all student, stakeholder, or market segments (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The student, stakeholder, and market knowledge processes are generally aligned with organizational needs and the requirements set forth in the Organizational Profile and other Process Items (I).
3.2 Student and Stakeholder Relationships and Satisfaction.The organization has effective, systematic processes in place to do the following:
a. Student and Stakeholder Relationship Building.
Build relationships to attract, satisfy, and retain students and stakeholder
and increase loyalty [3.2a(1)] (A).
b. Student and Stakeholder Satisfaction Determination.
Determine student and stakeholder satisfaction and dissatisfaction [3.2b(1)] (A).
Some relatively minor gaps may exist in the use of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The processes for building student and stakeholder relations, satisfaction, and loyalty and assessing satisfaction/dissatisfaction are generally aligned with student and stakeholder requirements [3.1a(2)], strategic plans (2.1), workforce performance management [5.1a(3)], and the requirements set forth in the Organizational Profile and other Process Items (I).
4.1 Measurement, Analysis, and Improvement of Organizational Performance.The organization has effective, systematic processes in place to do the following:
a. Performance Measurement.
Measure (gather), align, and use data and information to support effective
decision making to improve organizational performance at all levels and
parts of the organization [4.1a(1)] (A).
b.Performance Analysis, Review, and Improvement.
Analyze and review data and information to evaluate and improve processes [4.1b(1,2 and 3)] (A).
Some relatively minor gaps may exist in the deployment or use of these processes in some parts of the organization (D).There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The measurement, analysis, and improvement processes are generally aligned to support strategic objectives (2.1), mission, vision, and values (1.1), reward and recognition (5.1), and the requirements set forth in the Organizational Profile and other Process Items (I).
4.2 Management of Information, Information Technology, and Knowledge.The organization has effective, systematic processes in place to do the following:
a. Management of Information Resources.
Ensure the quality [4.2b(1)] and availability of needed data and information [4.2a(1)], and software and hardware [4.2a(2)] to support the decision making of its workforce, students, suppliers, partners, and collaborators (A).
b. Data, Information, and Knowledge Management.
Build and manage knowledge assets [4.2b(2)] (A).
(The term “knowledge assets” refers to the accumulated intellectual resources of your organization. It is the knowledge possessed by your organization and its workforce in the form of information, ideas, learning, understanding, memory, insights, cognitive and technical skills, and capabilities. Your workforce, curricula, software, databases, documents, guides, and policies and procedures are repositories of your organization’s knowledge assets. Knowledge assets are held not only by an organization but reside within its students and stakeholders, suppliers, and partners as well. Knowledge assets are the “know how” that your organization has available to use, to invest, and to grow. Building and managing its knowledge assets are key components for your organization to create value for your students and stakeholders and to help sustain a competitive advantage.
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L).Processes to manage information, information technology, and knowledge are generally aligned with organizational needs related to strategic objectives (2.1), action plans (2.2), process design (6.1), process management (6.2), and the requirements set forth in the Organizational Profile and other Process Items (I).
5.1 Workforce Engagement. The organization has effective, systematic processes in place to do the following: (Refers tothe extent of the workforce commitment, both emotional and intellectual, to accomplishing the work, mission and vision of the organization. Educational organizations with levels of workforce engagement are often characterized by high performing work environments in which people are motivated to do their utmost for the benefit of their students).
a. Workforce Enrichment.
Engage, compensate, and reward its workforce to achieve high performance [5.1a(2&3)] (A).
(The term “high-performance work” refers to work processes used to systematically pursue ever-higher levels of overall organizational and individual performance, including quality, productivity, innovation rate, and cycle time performance. High-performance work results in improved programs and services for students and stakeholders.
Approaches to high-performance work vary in form, function, and incentive systems. High-performance work focuses on engagement. It frequently includes cooperation among senior leaders, administrators, faculty, and staff, which may involve workforce bargaining units; cooperation among work units, often involving teams; self-directed responsibility and the empowerment of faculty and staff; and faculty and staff
input to planning. It also may include individual and organizational skill building and learning; learning from other organizations; flexibility in job design and work assignments; a flattened organizational structure, where decision making is decentralized and decisions are made closest to the students and stakeholders; and effective use of performance measures, including comparisons. Many high-performance organizations use monetary and non-monetary incentives based on factors such as organizational performance, team and individual contributions, and skill building. Also, high-
performance work usually seeks to align the organization’s structure, core competencies, work, jobs, workforce development, and incentives) (Compensation, recognition and related reward and incentive programs include promotions and bonuses that maybe based on performance, skills acquired and other factors)
b. Workforce and Leader Development.
Develop its workforce, including leaders, to achieve high performance [5.1b(1&2)] (A).
c. Assessment of Workforce Engagement.
Assess workforce engagement and use the results to achieve higher performance [5.1c(1&2)] (A).
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a), (b), and/or (c) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L).Systems for engaging, enriching, developing, and assessing the workforce are generally aligned with organizational needs such as those defined by organization mission and values (1.1), strategic plans (2.1), action plans (2.2), and the requirementssetforth in the Organizational Profile and other Process Items (I).
5.2 Workforce Environment. The organization has effective, systematic processes in place to do the following:
a. Workforce Capability and Capacity.
Manage workforce capability and capacity to accomplish the work of the organization in order to achieve overall organizational objectives and contribute to high performance [5.2a(3)] (A).
(“Capability” refers to the organization’s ability to accomplish its work processes through the knowledge skills, abilities and competencies of its people. Capacity may include the ability to build and sustain relationships with your students and stakeholders, to innovate and transition new technologies, to develop new programs, etc.)
(“Capacity” refers to the organization’s ability to ensure sufficient staffing levels to accomplish its work processes and successfully deliver programs, offerings, and services to your students and stakeholders)
b. Workforce Climate.
Maintain a safe, secure, and supportive work climate [5.2b(1 & 2)] (A).
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). Workforce environment processes are generally aligned with organizational needs such as those set forth in strategic plans (2.1), action plans (2.2), mission and values (1.1), and the requirements set forth in the Organizational Profile and other Process Items (I).
6.1 Work System Design.The organization has effective, systematic processes in place to do the following:
a. Core Competencies.
Determine core competencies[ 6.1a(1)] and work systems [6.1a(2)] essential to delivering student and stakeholder value (A).
(The term “core competencies” refers to your organization’s areas of greatest expertise. Your organization’s core competencies are those strategically important capabilities that
provide an advantage in your market or service environment. Core competencies frequently are challenging for competitors or suppliers and partners to imitate, and they provide a sustainable competitive advantage. Core competencies may involve technology expertise or unique educational programs, offerings, or services that are responsive to the needs of your students, stakeholders, and market)
(The term “work systems” refers to how the work of your organization is accomplished. Work systems involve your workforce, your key suppliers and partners, your contractors, your collaborators, and other components needed to produce and deliver your programs, offerings, services, and support processes. Your work systems coordinate the internal and external processes and resources necessary for you to succeed in your market.)
b. Work Process Design.
Identify anddesign key work processes that relate to core competencies to deliver student and stakeholder value and achieve organizational success and sustainability [6.1b(1&3)] (A).
(Key Work Processes are those work systems handled internally)
c. Emergency Readiness.
Ensure work systems and workplace preparedness for potential emergencies [6.1c] (which helps to support organizational sustainability) (A).
Some relatively minor gaps may exist in the identification of core competencies, design of work systems, and preparation of emergency plans in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a), (b), and/or (c) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L).The work system design processes are generally aligned with mission and values (1.1), strategic objectives (2.1), action plans (2.2), and requirements set forth in the Organizational Profile and other Process Items (I).
6.2 Work Process Management and Improvement. The organization has effective, systematic processes in place to do the following:
a. Work Process Management.
Implement and manage (control) key work processes to deliver student and stakeholder value and achieve organizational success and sustainability [6.2a(1)] (A).
b.Work Process Improvement.
Improve key work processes to deliver more student and stakeholder value and achieve higher levels of organizational success and sustainability [6.2b] (A).
[Note: The ability to manage and improve typically requires the use of appropriate measures.]
Some relatively minor gaps may exist in the deployment of these processes in some parts of the organization (D). There is a systematic, fact-based process in place to evaluate the efficiency/ effectiveness of some of the key elements of (a) and/or (b) above; and—for scores of 65%—evidence of at least one cycle of improvement within one of these elements (L). The processes to manage and improve the core work of the organization are generally aligned with mission and values (1.1), strategic objectives (2.1), action plans (2.2), and requirements set forth in the Organizational Profile, the use of appropriate measures (4.1), and other Process Items (I).
