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O RIENTATION T O P ERFORMANCE E XCELLENCE

Baldrige Guided Continuous Improvement Process. O RIENTATION T O P ERFORMANCE E XCELLENCE. Wisconsin Center for Performance Excellence. Quality Tools. Why did we engage all of you early in the process? How did it make you feel? How did it add value? Any lessons learned?.

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O RIENTATION T O P ERFORMANCE E XCELLENCE

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  1. Baldrige Guided Continuous Improvement Process ORIENTATIONTOPERFORMANCEEXCELLENCE Wisconsin Center for Performance Excellence

  2. Quality Tools • Why did we engage all of you early in the process? • How did it make you feel? • How did it add value? • Any lessons learned?

  3. Baldrige is a Systematic Process for Making Systemic Change

  4. Systematic and Systemic Why are these two concepts so important in developing high performing organizations? Are these concepts alive and well in your organization?

  5. Definitions Systematicrefers to processes that are repeatable and predictable. Systemicrefers to the inter-relatedness and interdependency of processes and people within a system. Continuous improvement requires a balance of both systematic actions and systemic thinking.

  6. Force Field Analysis What is driving us to be more systematic and systemic and what is holding us back Driving Forces Restraining Forces Strengthen Reduce

  7. Building Organizational Learning Systems ● What is a System? System refers to the interdependency and interrelationship of people with a set of well-defined, well-designed and well-deployed processes that work together for meeting the office’s performance requirements

  8. Developing A System TASK ACTIVITY PROCESS SYSTEM

  9. Flow chart the ideal process and deployment Construct a flow chart showing how the process is currently being deployed Identify a key process in your office Process Mapping How well is it working? We Have Data No Clue WHY?? Stop or Continue? Stop Continue Redefine, Redesign, or Start Over Deploy, Monitor, and Evaluate - PDSA

  10. Flowchart For Problem Resolution Is It Working? NO YES Don’t Mess With It! Did You Mess With It? YES YOU IDIOT! NO Anyone Else Know? Will it Blow Up In Your Hands? You’re SCREWED! YES YES Can You Blame Someone Else? NO NO NO Hide It Look The Other Way Yes NO PROBLEM!

  11. ESSENTIAL QUESTIONS ► Do you have systems in place? ► How do you know what is working and WHY and what is not working and WHY?

  12. Continuous Improvement PLAN • Validate the need for improvement • Clarify organizational purpose, goals, and measures • Adopt and deploy an organization-wide approach to improvement. In MCPS that approach is Baldrige • Translate the approach to ‘aligned action’ at every level of the organization • Analyze results • Make improvements DO STUDY ACT Repeat the cycle

  13. With your team, discuss one of your key processes and how you would apply the Plan, Do, Study, Act cycle of process improvement

  14. BaldrigeBasics The Horse Story Common advice from knowledgeable horse trainers includes the adage, “When the horse dies, dismount.” Seems simple enough. Yet in our business we don’t always follow that advice. Instead we often choose from an array of other alternatives which include:

  15. Baldrige Basics • Buying a stronger whip. • Trying a new bit or bridle. • Switching riders. • Appoint a committee to study the dead horse. • Riding the horse for longer periods of time. • Saying things like, “This is the way we’ve always ridden this horse.” • Arranging to visit other sites where they ride dead horses more efficiently. • Increasing the standards for riding a dead horse. • Creating a test for measuring our riding ability. • Comparing how we’re riding now with how we rode 10 or 20 years ago. • Complaining about the state of horses these days. • Coming up with new styles of riding. • Tightening the cinch. • Blaming the horse’s parents. The problem is often in the breeding.

  16. Alignment Where are we going and how are we going to get there? Adapted from The Management Compass by Michelle Bechtell

  17. Alignment Aim of the Organization Goals and Measures Adapted from The Management Compass by Michelle Bechtell

  18. Alignment Aim of the Organization Goals and Measures Performance. Matters Revisions to GT Policy Grading and Reporting Curriculum Guides College Partnerships Other Committees Random Acts of Improvement

  19. Alignment Aim of the Organization Goals and Measures Adapted from The Management Compass by Michelle Bechtell Aligned Acts of Improvement

  20. Alignment Office Department LEARNER District Classroom

  21. Alignment Classsroom Impacton the Learner? Department Office District

  22. ALIGNMENT MCPS Vision, Mission, Core Values, Goals and Board of Education’s Academic Priorities No Child Left Behind and Bridge to Excellence Our Call To Action: Pursuit of Excellence Five-Year Comprehensive Master Plan Office Strategic Plans Department Plans Division Plans Individual Plans School Strategic Plans Classroom Plans PDP’s Individual Student Plans

  23. With your team discuss one alignment issue in your school, office, department, or division and how it may be resolved

  24. Malcolm Baldrige 2011-2012 Education Criteria for Performance Excellence Categories Leadership Strategic Planning CustomerFocus Measurement, Analysis, and Knowledge Management Workforce Focus Operations Focus Results Core Values Visionary Leadership Student-Centered Education Organizational & Personal Learning Valuing Workforce Members & Partners Agility Focus on the Future Managing for Innovation Management by Fact Societal Responsibility Focus on Results & Creating Value Systems Perspective

  25. Leadership Strategic Planning Goals & Measures Customer Focus Results Workforce Focus Operations Focus Measurement, Analysis, and Knowledge Management Baldrige Categories Visionary Leadership, Student-centered Education, Organizational and Personal Learning, Valuing Workforce Members and Partners, Agility, Focus on the Future, Managing for Innovation, Management by Fact, Societal Responsibility, Focus on Results and Creating Value, Systems perspective

  26. CUSTOMER FOCUS • How Questions • How does the office determine customer and stakeholder needs and expectations? • What processes will be used to disaggregate the data? • 3. How does the office build positive relationships with customer and stakeholders? • What Questions • What are the needs of all customers and stakeholders? • What are the expectations of customers and stakeholders? • 3. What are the levels of satisfaction/dissatisfaction of customers and stakeholders?

  27. What Questions 1. What are the vision, mission, values and performance expectations of the office? 2. What will be done to communicate the office’s vision, mission, values, goals/objectives, and performance expectations? 3. What is the monitoring plan for determining what is working and what is not working and Why?? How Questions 1.How are the office’s vision, mission, values, and performance expectations developed, including the participation of all stakeholders? 2. How will the office’s vision, mission, values, goals/objectives and performance expectations be communicated to all stakeholders? 3. How is office’s performance monitored and how is the information used for continuous improvement? LEADERSHIP

  28. STRATEGIC PLANNING What Questions 1.Based on the customer and stakeholder needs, expectations, and requirements, what are the measurable priority office improvement goals/objectives? 2. What are the action plans for the goals/objecitves? 3. What monitoring plan will be used to ensure that the action plans are implemented effectively? • How Questions • How are measurable, priority goals/objectives developed with all stakeholders? • How are action plans developed and monitored? • How are Professional Development Plans (PDPs) and actions developed to support the plan?

  29. DEVELOPING GOALS AND PERFORMANCE MEASURES Questions to Consider for selecting a particular goal: • Does it address the department’s essential work? • Does it reflect customer and stakeholder needs? • Is it attainable? • Is it measurable? • Was customer input used to develop the goal? • Is there alignment between and within the office, departments, and divisions? • Is there alignment with the system’s vision, mission, goals, and Our Call to Action, etc.? Identify the alignment

  30. Questions to consider for selecting a particular measure: • What Behaviors or changes will be examined? • Will the data be understandable? • Will the data be relevant? • Will the measure provide the needed data? • Will the data be valid and reliable? • How will the data be analyzed? • Are baseline data available so that comparisons can be made? • If baseline data are not available, are industry standards or benchmark data available? • How will the data be collected?

  31. How will the data be presented? • Are the data both formative and summative? • How will the data be used? • Are there plans for collecting data over time on all measures or select measures? • Are there plans for collecting customer and employee satisfaction data? • How will the data be shared with all employees and other departments throughout the system? • What are the linkages to the system’s strategic plan and mission? • What are the linkages with performance measures in other offices?

  32. RESULTS • How Questions • How well are we doing in achieving our goals/objectives and action plans? • How will our results be used to improve our office and guide our office improvement planning process? • What Questions • What summative measures will be used to establish baseline data and to determine progress with continuous improvement goals? (e.g., student achievement, customer and stakeholder satisfaction, staff training and well being, leadership systems, benchmarking, key processes and systems)

  33. MEASUREMENT, ANALYSIS AND KNOWLEDGE MANAGEMENT • What Questions • What formative measures have been identified to use along the way to make sure that we are on the right path with the actions in each category? • 2. What tools are in place to take corrective and rapid action if needed (e.g., PDSA)? • How Questions • 1. How are formative measures identified or developed to monitor progress? • 2. How often is data collected, analyzed and shared with stakeholders? • How do offices ensure the quality and availability of needed data and information? • How are the data used for continuous improvement?

  34. WORKFORCE FOCUS • What Questions • What are the professional development and resource needs of staff to implement the office improvement plan? • 2. What is the staff’s level of satisfaction and dissatisfaction with the current work systems and office environment? How Questions 1. How does the office determine the needs for professional development for staff in order to utilize their full potential in meeting the office’s goals/objectives? 2. How does the office maintain a work environment and staff support climate that contribute to the well-being, satisfaction, and motivation of all staff members?

  35. OPERATIONS FOCUS What Questions 1. What are the key work processes and work systems that have been put in place to support and sustain the continuous improvement goals/objectives and actions within each category? • How Questions • How are key work processes defined, designed, and deployed to support and sustain the goals/objectives and actions within each category? • How have key work systems and processes been aligned and integrated to maximize efficiency? • How is the PDSA model used for continuous improvement? • How are quality tools used to enhance participation and facilitation of processes?

  36. Building a Classroom Learning System Organizational and Personal Learning Opportunities ►Building a Classroom Culture ►Creating a Classroom Data Center ►Providing for Student Data Notebooks

  37. Plus/Delta ► What enabled us to be successful learners today? ►What can we do better tomorrow to increase our learning?

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