2017 Pre-Examiner Training and Preparation Course. The Journey Begins (Continues)!

Transcription

1 2017 Pre-Examiner Training and Preparation Course The Journey Begins (Continues)!

2 Before We Begin. Logistics Safety Location of exits Use of phone (please place on silent) Restrooms Parking Lot Parking Lot

3 Quality Texas Meeting Behaviors Be respectful Share openly Have only one conversation at a time Mute phones Return from breaks on time Take care of personal needs Clean up after yourself Stay on point Work toward consensus Understand that silence means affirmation Employ ELMO as needed Have fun Ground Rules

4 Learning Outcomes Gain an understanding of the Framework; Review Apply the Six-Step Independent Review Process to an Award Application; Choosing Key Factors, Strengths/OFIs, Scoring, and Key Themes Write Better Feedback Comments Using the Comment Guidelines Improve your BRAND!

5 Course Overview Day 1 Quick review of the Baldrige Framework; Review the Organizational Profile; Key Factors; Discuss Six- Step IR Process; Review Items 1.1 Day 2 Six-Step IR Process; Items 2.1 and 5.2 Day 3 Six-Step IR Process; Review 7.1 and 7.5; Scorebook Navigator Class

6 Introductions At Your Table Who you are! Name / City What you do! Organization Job title Experience with QTF or Baldrige Criteria Your expectations of this Training

7 About Quality Texas Laying Concrete

8 Key Facts About Quality Texas Foundation President Reagan concept ; Mac Baldrige - Secretary of Commerce; died in rodeo accident State Concept 1990; Started 1992; Endorsed by then Governor Ann Richards; November 1992 huge kickoff in Houston Founded in 1994 as a 501(c)3 not-for-profit corporation Full-time staff of two people; one person part time; around 300 statewide volunteers

9 Key Facts About Quality Texas Foundation Funded through Memberships/Sponsorships, Customized training workshops, Performance Excellence Program participant fees, Annual Texas Quest Conference Recognized as the most effective state program, with more Baldrige recipients than any other state (20); 53 state winners

10 QTF s Vision and Mission Vision: The Quality Texas Foundation (QTF) will continue to be the preeminent state program assisting individuals, organizations, and communities with continuous improvement efforts. Mission: QTF exists to assist individuals, organizations and communities in their continuous improvement efforts thereby positively impacting our communities, state, and nation.

11 QTF s Values, CCs, and Motto Values: Systematic Perspective Delivering Value and Results Personal and Organizational Learning Core Competencies: Executing the Baldrige Framework Engaging Volunteers Motto: Making a Difference Every Day!

12 Services We Provide Organizational Assessment & Feedback Recognition/Awards at our Annual Conference Examiner Training (You are here!) Applicant Training (how to apply) (Tng/Coaching) writing seminars; assessment techniques; site visit training; Leadership seminars; Strategic Planning events, and Communities of Excellence (COE) Seminars Membership Opportunities with options/discounts

13 Why Organizations Apply $820:$1 ROI Outside evaluation of organizational performance Improve financials, customer/employee engagement Helps build a common, holistic, and systematic view of the organization for greater improvements Framework provides a common language; standardized method to examine processes and performance; objective feedback Tracks progress - Get to the next level of performance Fosters benchmarking in and out of industry

14 Examiner Path

15 Examiners Roles and Responsibilities Provide analysis and feedback to lead the organization to the next level of maturity Examination Process Team Members Examiners Senior Examiners Scorebook Editor Back-up Team Leader Team Leader Process Coach Each team has a Subject Matter Expert or two (Can be any role)

16 Quality Texas Foundation Ms. Lin Wrinkle Chief Operations Officer (COO) (512) Dr. Mac McGuire Chief Executive Officer (CEO) (512) Address: 201 Woodland Park, Georgetown, Texas

17 Walk Through Baldrige Framework Booklet Take a look at your Baldrige Framework Book

18 Baldrige Excellence Framework Systems Perspective ii-iii Criteria: Systematic Perspective 1 Basic, Overall, Areas to Address 2 Point Values per Category/Item 3 Organizational Profile 4-6 Notes: Additional definitions 5-6 Categories Scoring System 31-33

19 Baldrige Excellence Framework Process Scoring Guidelines 34 Results Scoring Guidelines - 35 Responding to the Criteria Core Values and Concepts Changes from Glossary of Key Terms 47-54

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21 Award Levels 50 plus 5 (OP) Progress Level 30 plus 5 (OP) Commitment Level 20 plus 5 (OP) Award Next (OP) Award Next Level Award Level* Progress Recognition Commitment Recognition QTF LEVELS Engagement Level 10 plus 5 (OP) Beginning Level 5 (OP) Engagement Recognition Beginning Recognition

22 Categories 1-6 Examination

23 How Do I Evaluate Process Items? Process items are evaluated using four factors: Approach Deployment Learning Integration ADLI

24 Category 7 Examination

25 Category 7 Evaluated by LeTCI Results: 45% of the Total Score Levels Le Trends T Comparisons C Integration - I

26 Results Evaluation Factors LeTCI Levels Current performance; meaningful measurement scale Trends Numerical data; shows the direction/rate of improvements (slope over time) Comparisons Performance relative to that of other appropriate organizations, competitors or organizations that are similar; relative to industry leaders/benchmarks Integration Measures (segmentation) addressing important performance requirements relating to customers, products/services, markets, processes, or action plans identified in OP and in process items; future performance; harmonization across processes and work units to support organization-wide goals

27 Segmentation Segments can be defined by, among other things: Customers (students/families for Education; patients/families for HC) Market/Product offerings Location Workforce group (employees, tenure, admin, hourly, etc.) Size of the group in question The applicant defines their segments (OP P1); we assess the results of those segments

28 Comparisons Comparisons can be defined by, among other things: Inside the industry Competitive comparisons Outside the industry

29 QTF/Baldrige Examination Process TRUST THE PROCESS! (KEY TEACHING POINT)

30 Homework Requirements 1.1, 2.1, 5.2, 7.2, and 7.3 (using SBN)

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32 Step 1: Read the Criteria. Read Baldrige Framework for Award Level QTF Beginner, Engagement, Commitment, or Progress Level Criteria

33 Step 2: Determine Most Relevant Key Factors Four to Six Key Factors taken from OP, Eligibility, or from Application

34 Step 3: Read & Analyze the Application Read the Application Mark as appropriate

35 Step 4: Identify Strengths/OFIs Around 6 comments Strengths and OFIs

36 Step 5: Write Feedback Ready Comments Remember: NERD! N nugget of importance E evidence/example to support comments R relevance to the applicant D Done!

37 Step 6: Determine the Scoring Range and Score Best Fit Don t Block a Winner Tie goes to applicant

38 Scoring: Not like your previous education! Go to Process Scoring Page 34

39 UNDERSTANDING SYSTEMATIC APPROACH

40 UNDERSTANDING DEPLOYMENT

41 UNDERSTANDING IMPROVEMENT/LEARNING/INNOVATION

42 UNDERSTANDING INTEGRATION

43 Go to Results Scoring Page 35 What is different about Results Scoring?

44 So let s begin our Examination/Evaluation Independent Review We will follow the exact same steps that you will follow

45 Step 1: Read the Criteria

46 Exercise: Step 1 Read the Criteria Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 5 2. Read your assigned part of the Criteria [1.1a(1), (2), b, c (1), (2)] individually 3. Discuss at your table, (group) your thoughts on Item 1.1 from the application Record the requirements on chart paper Report Out (1 minute per table) 1 Thoughts/Comments/Concerns/Learnings 46 minutes total

47 Step 2: Determine Most Relevant Key Factors

48 OP The Preliminary Step Organizational Profile, Eligibility Forms Reader s digest version of application Sets stage for what the applicant says is important Do not read into or take away Develop Key Factors from what the applicant says is important

49 Exercise: Select Key Factors For Applicant Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 5 2. Discuss at your table, (group) your thoughts on the key factors for this application Review individually your assigned area [P.1a(1), (2), (3), (4), (5), P.1b(1), (2), (3), P.2a(1), (2), (3), b, c] 4. Record the requirements on chart paper Report Out (1 minute per table) 1 10 Thoughts/Comments/Concerns/Learnings 46 minutes total

50 Exercise: Step 2 Select the Most Relevant KFs for 1.1 Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 5 2. Review individually your assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] Discuss at your table, (group) your thoughts on the key factors for this Item 1.1 from the application (Settle on 4-6 KFs from master list) 4. Record the requirements on chart paper Report Out (1 minute per table) 1 10 Thoughts/Comments/Concerns/Learnings 41 minutes total

51 Step 3: Read and Analyze the Application

52 Exercise: Step 3 Read and Analyze the Application in 1.1 Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 5 2. Review individually your assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] Discuss at your table, (group) your thoughts about how the applicant addressed the criteria and ADLI for Item Record the requirements on chart paper Report Out (1 minute per table) 1 15 Thoughts/Comments/Concerns/Learnings 46 minutes total

53 Step 4: Identify Strengths/OFIs

54 Exercise: Step 4 Identify Strengths/OFIs Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 2 2. Review individually your assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] 3. Use a round robin approach to discuss/highlight all potential strengths/ofis identified [1.1a(1), (2), b, c (1), (2)] 4. Select a total of around 1 strength/ofi that you feel are most important for the applicant 5. Record the requirements on chart paper Report Out (1 minute per table) Thoughts/Comments/Concerns/Learnings 43 minutes total

55 Feedback Comments Our KEY Product for the Applicant!

56 Well-Written Comments: NERD N Nugget Up front comment based on the Item Criteria or a Key Factor (i.e., explains why this is important to the applicant) E Evidence or Example - State what the applicant has (Strength) or is missing or not addressed (OFI) R Relevance Why is this comment important? If an OFI, include actionable (but not prescriptive) information that will help the applicant to improve. D Done Read to see if comment makes sense and helps the organization understand its current status

57 Comment Writing Elements of a well written comment

58 Sample Process Strength 2.2a(4) Relevance Nugget To mitigate the strategic challenge of competitors wishing to hire its engaged workforce, the applicant ensures that workforce plans support any needed changes. For example, through data and budget analysis and surveys, the applicant takes a proactive approach to workforce capacity and allocates instructional staff to areas of greatest need through vertical teamwork. Examples

59 Sample Process Strength 2.2a(4) Relevance Nugget To mitigate the strategic challenge of competitors wishing to hire its engaged workforce, the applicant ensures that workforce plans support any needed changes. For example, through data and budget analysis and surveys, the applicant takes a proactive approach to workforce capacity and allocates instructional staff to areas of greatest need through vertical teamwork. Examples

60 4.2a(1) Sample Process OFI Nugget It is not clear how the applicant systematically transfers knowledge specific to the needs of parents and volunteers in support of the PhilP that all are accountable for student performance. For example, parents and volunteers do not appear to be included in teachers grade-level discussions, and parents do not appear to have access to teachers online forums, blogs, and classroom support server (Figure 4.2-1). Relevance Examples

61 7.3a(1) Sample Results Strength Nugget Strong results for key measures of workforce capability and capacity may help strengthen the engagement factor of having sufficient resources to get the job done. Rates of certification (Figure 7.3-1) and student-teacher ratio (Figure 7.3-2) have improved over the periods shown, reaching 100% or close to 100% for all segments, and the student-teacher ratio in elementary and middle schools compares favorably to that of a Baldrige Award winner. Relevance Examples

62 Sample Results OFI 7.2a Nugget Results related to key student requirements, such as stimulating creative thought, treating students fairly, and maintaining a safe school, are missing. Tracking such results may give the applicant insights into how to retain families and how to attract families to the district. Examples Relevance

63 Step 5: Write Feedback Ready Comments

64 Exercise: Step 5 Write Feedback Ready Comments Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 2 2. Review Step 4, list of S s/ofi s, your assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] 3. Draft a feedback ready (on chart) (NERD format) strength and OFI, split into 2 groups, review the work of the other internal team 4. Select a total of around 1 strength/ofi that you feel are most important for the applicant 5. Redraft comment with the input from others Report Out (1 minute per table) Thoughts/Comments/Concerns/Learnings 43 minutes total

65 Look at Scoring Guidelines in Baldrige Framework Pages 34 Process and 35 Results

66 Introduction to Scoring Process Scoring Guidelines and Results Scoring Guidelines Two separate scales Use Glossary for Definitions always Process Scores Address: Approach, Deployment, Learning, Integration (ADLI) Results Scores Address: Levels, Trends, Comparisons, Integration (LeTCI)

67 Step 6: Determine the Scoring Range and Score

68 Exercise: Step 6 Scoring Activity Time (minutes) 1. Select a scribe, timekeeper and reporter 2 2. Review Step 4/5, list of S s/ofi s, your assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] 3. Using your comments from Step 4/5 and Scoring Guidelines, discuss as a group the most appropriate scoring range for your assigned Item 4. Discuss the appropriate score within that range. 5. Record the scoring range and score on chart paper and be prepared to discuss your choice 6. Report Out (1 minute per table) Thoughts/Comments/Concerns/Learnings 33 minutes total

69 Follow Six Step Process Complete for 2.1 [(2.1a(1)(2)(3)(4) and 2.1b(1)(2)] Complete for 5.2 [(5.2a(1)(2)(3)(4) and 5.2b(1)(2)(3)] Complete for 7.1 [(7.1a, b(1)(2), c] Complete for 7.5 [(7.5a(1)(2)]

70 Round-Robin Feedback What did you learn? Do you have confidence to begin/continue the assessment stages? Any final questions or concerns?

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72 Scorebook Navigator Links to the IR and consensus manuals for Scorebook Navigator are on the Examiner Resources page

73 Scorebook Navigator

74 Scorebook Navigator

75 Last Things Almost! Be sure to complete your training surveys and forms! Please contact Quality Texas if you need help. Let s thank our Training Faculty! Please take a few moments to clean up your areas Please remember to post your Plus/Delta comments! Have a safe trip home!

76 76 CONGRATULATIONS!

77 We appreciate YOU! Welcome to the Quality Texas Family