April 19 th, This packet contains

Transcription

1 Tracking to Success Learning from Information Focusing, Tracking, Learning Achieving Results April 19 th, 2017 Focusing on Results Achieving Results This packet contains Summary of Scene Ground Rules Campus-Wide Learning Loop Overview of Scorecard Framework Overview of Closing the Loop Other Documents Available at Forum Feedback Sheet Early Adopters Form Office of Institutional Research & Assessment Page 1

2 Moneyball is a film about more than baseball. Peter Brand helps the Oakland A s front office to Identify and use information that helps the team be more efficient despite having limited resources. This strategy is VERY different from tradition and requires a shift in thinking and a change in behavior. Peter Brand (Jonah Hill): There is an epidemic failure within the game to understand what is really happening. And this leads people who run Major League Baseball teams to misjudge their players and mismanage their teams. I apologize Billy Beane (Brad Pitt): Go on. Peter Brand: Okay. People who run ball clubs, they think in terms of buying players. Your goal shouldn t be to buy players. Your goal should be to buy wins. And in order to buy wins, you need to buy runs. You re trying to replace Johnny Damon. The Red Sox see Johnny Damon and they see a star who s worth $7.5 million a year. When I see Johnny Damon, what I see is an imperfect understanding of where runs come from. The guy s got a great glove. He s a decent leadoff hitter. He can steal bases. But is he worth the $7.5 million a year that the Boston Red Sox are paying him? No. No. Baseball thinking is medieval. They are asking all the wrong questions. And if I say it to anybody, I m ostracized. I m a leper. So that s why I m cagey about this with you. That s why I respect you, Mr. Beane, and if you want self-disclosure, I think it s a good thing that you got Damon off your payroll. I think it opens up all kinds of interesting possibilities. Parallels? Institutions of higher education (IHEs) also need to understand what is really happening IHEs often think in terms of activities (but Activities Results) and fail to ask the right questions Focusing on results and tracking to success opens up all kinds of interesting possibilities! Can the Brand Beane conversation be adapted to stimulate conversation within your unit / program? How can we think and act differently? Office of Institutional Research & Assessment Page 2

3 Ground Rules See the full Institutional Expectations document for additional details Highlights: Document provides a general set of expectations and describes the prototype to guide our results focus, tracking of success, learning, and achieving results Equivalent ground rules for campus units and programs Campus unit -- any office or program on campus that supports academics, community outreach, student affairs, internal operations, and/ or the administration of a series of activities on campus Academic program -- instructional program that leads to a certificate, associate s, bachelor s, master s, or doctoral degree Learning Agents (OIRA, IT-IR Core Ops Team -- They help you get info about how you are doing, help you get this info early so you know what worked and what didn t, and help you use information to achieve at a high level) Learning Committees (CUAC, LOAC They help coordinate these learning processes, provide constructive peer feedback to units / programs, celebrate use of information, and collaborate with learning agents to foster a culture of taking action and doing things differently based on information) Support Body (IAC They support and coordinate programs related to achievement and success across campus) Ground rules for our Tracking to Success Number of Unit / Program Goals: 5 7 student learning outcomes or operational goals Annual Tracking: 1 2 of those outcomes / goals per year Evidence Quality: at least 1 direct and 1 indirect measure Rotation: All outcomes by time of comprehensive review Prototype: Annual Progress Scorecards. The process of constructing a scorecard requires several preparatory activities with members of the unit / program. In this process, academic programs develop a mission statement and intended student learning outcomes. Campus units similarly develop a mission statement and intended student or operational outcomes. Mission statements posted on program/unit webpages, and student learning outcomes are to be included on all relevant academic program documentation including webpages. These practices ensure public disclosure and foster a learning community. Closing the Loop Reports. Closing the Loop Reports are used to document achievement and what learning occurred within the unit / program. The report tracks action and informed change, and plans the program/ unit outcomes to be assessed in the next year. As a result, Chairs and managers are better prepared for productive, forward-thinking discussions with their respective Vice Presidents on an annual basis. Office of Institutional Research & Assessment Page 3

4 Campus-Wide Learning Loop Office of Institutional Research & Assessment Page 4

5 Overview of Scorecard Framework Clip 1: Strategy Execution Clip 2: Measurement of Achievement Clip 1: One of the most important roles for the Balanced Scorecard in helping organizations implement strategy is its use as a communication tool. It s a way for all to see and understand critical objectives and measures how have you done your job differently as a result of knowing the [unit / program] strategic objectives. It s a novel use of information to align day-to-day activities to high level objectives. Clip 2: Looking for a tool to get everyone aware of what the mission and objectives are. We are dependent on each other not for understanding what we re supposed to do, but what we re here to accomplish and how we can contribute to the success of. The Balanced Scorecard is a very powerful and useful system to help managers / Chairs clearly communicate mission and objectives so that all team members can understand and can participate in helping accomplish strategic objectives. Strategy Map and Scorecard Prototype Office of Institutional Research & Assessment Page 5

6 Classic Kaplan and Norton scorecard tracks 4 perspectives. Our prototype: 5. Non-profits and governmental agency focus on non-financial components (Niven) Strategic Design Definitions Strategy: A new approach to achieve a result when current practice will not get you there requires a change in behavior. Tactics: The specific things we do to make the strategy happen. Office of Institutional Research & Assessment Page 6

7 Key Components of the Scorecard Distinction between outcome-based Strategic Goals and vague activity-based ones Stretch vs. Incremental Goals Direct Measures vs. Indirect Measures Importance of measuring results along the way Everyone in unit / program owns results (not just Chairs & managers) Measurable results that produce gains for Centenary and our constituents Office of Institutional Research & Assessment Page 7

8 Overview of Closing the Loop Brief summary of achievement and learning during the academic year / fiscal year Further discussion, as necessary, to aid in meetings with respective VP QRCs? Questions, Responses, Comments Early adopters provide the most useful feedback Shape the prototype! Office of Institutional Research & Assessment Page 8

9 Forum Feedback Sheet 1. Which aspect of the scorecard prototype do you find MOST exciting? Why? 2. Which aspect of the scorecard prototype needs more clarification? 3. What other Questions, Responses, Comments do you have about the scorecard prototype? We would like your feedback on proposed workshops (on the back of this sheet) Office of Institutional Research & Assessment Page 9

10 Proposed Workshops How likely would you attend each of the following proposed (1 hour) workshops? Please rate each of the following workshops in terms of your likelihood of attendance Not at all Likely Not Sure Extremely Likely Starting Your Scorecard Series Formulating Strategy Mapping Strategy An Activity is not a Result : Adopting a Results Focus Selecting Measures, Milestones, and Targets Learning from Information & Celebrating Achievement Refining Your Scorecard Series Mission, Vision, & Strategic Destination Statements Setting and Cascading Campus Unit Objectives Setting and Cascading Academic Program Objectives Operational Metrics: Planning for Efficiency and Effectiveness Student Learning Metrics: Comparing Popular Direct & Indirect Measures Data Digest Sessions (lunch-time sessions) Nifty Office 365 Tools Microsoft Excel refresher SPSS refresher How are we really doing? Using IPEDS to Set Benchmarks SSI, NSSE, ASPS, ASQ, & CACS: An Overview of Campus-wide Surveys Scorecard Work Sessions What other kinds of workshops would you and your unit / program find helpful? Office of Institutional Research & Assessment Page 10

11 Early Adopters Form This Form is designed to begin a conversation with Office of Institutional Research & Assessment (OIRA) regarding the Scorecard Prototype. Unit / Program Name: Point Person: Extension: What additional information would you like about the scorecard prototype? What type of meeting (one to one, small group, full unit / department) would be best? When would be a good time to begin working together? Prototyping Period: May August 2017 Office of Institutional Research & Assessment Page 11