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2015–2016 Commitm ent Level Criteria for Perform ance Educatio Excellen n ce Effective July 2015

Note from the CEO: Thank you for taking the time to consider applying for the Quality Texas Foundation Commitment Level of Recognition (20 pages and a five page Organizational Profile). Your organization may have started at our Engagement 10 page application (with five page Organization Profile). Good news is that the Organizational Profile the organization to ask very difficult may have some small changes but is questions and address organizational mostly the same. If this is your first priorities. entry with Quality Texas Foundation, welcome aboard. 3) Revise multiple times and submit. It is our sincere hope that the questions embedded in the five page This Commitment Level of Recognition organizational profile and your twenty discusses approach, deployment, page application will cause your learning, and integration in Category 1-6 organization to evaluate exactly where and levels, trends, comparisons, and you are, where you should be, and how integration in Category 7. Applicants you can significantly improve by have asked in the past about how the prioritization of your improvement pages should be distributed for the steps. The Baldrige Framework is used Commitment Application. The the world over to make systematic following page distribution is for improvements to organizations. planning purposes only and is not a hard Proposed steps are shown below. and fast rule.

1) Assign a minimum of four Commitment Level (20 pages + 5 pages personnel in your office to become OP; July 2015) 5 pages OP, Cat 1 (2 Examiner trained with the Quality Texas pages), Cat 2 (2 pages), Cat 3 (2 pages), Foundation. This training is where we Cat 4 (2 pages), Cat 5 (3 pages), Cat 6 (2 actually teach the Examiner how to pages), and Cat 7 (7 pages). write the responses to the questions and the reasons behind the questions. You If we here at the Quality Texas can just begin writing if you like, but Foundation can be of assistance to you, past information received from please allow us that opportunity. We applicants indicate the Examiner offer coaching and training to help training was a major milestone in maximize your positive experience. writing at any level including the Award Remember always that the Baldrige Level. Journey is never finished! Happy travels! 2) Write your responses and allow other people in your office to edit your work. Don’t fall in love with your Dr. Mac McGuire first draft. This application to be really effective will undergo several iterations CEO with substantial improvements along the way. The application process will allow [email protected] www.quality-texas.org Baldrige has a simple • Organizational learning and agility • Focus on success purpose. • Managing for innovation • Management by fact The purpose of the Baldrige framework is • Societal responsibility simply to help your organization—no matter • Ethics and transparency its size, sector, or industry—answer three • Delivering value and results questions: Is your organization doing as well as it could? How do you know? What and how should A focus on processes. Processes are the your organization improve or change? methods your organization uses to accomplish its work. The Baldrige framework helps you By challenging yourself with the questions assess and improve your processes along four that make up the Criteria for Performance dimensions: Excellence, you explore how you are accomplishing what is important to your 1. Approach: designing and selecting effective organization. The questions (divided into six processes, methods, and measures interrelated process categories and a results category) represent seven critical aspects of 2. Deployment: implementing your approach managing and performing as an organization: consistently across the organization 1. Leadership 2. Strategy 3. Learning: assessing your progress and 3. Customers capturing new knowledge, including looking 4. Measurement, analysis, and knowledge for opportunities for improvement and management innovation 5. Workforce 4. Integration: aligning your approach with 6. Operations your organization’s needs; ensuring that your 7. Results measures, information, and improvement systems complement each other across Baldrige promotes a systems processes and work units; and harmonizing processes and operations across your perspective. organization to achieve key organization-wide goals A systems perspective means managing all the components of your organization as a unified A focus on results. The Baldrige framework whole to achieve ongoing success. The system’s leads you to examine your results from three building blocks and integrating mechanism viewpoints: the external view (How do your are the core values and concepts, the seven customers and other stakeholders view you?), the interrelated Criteria categories, and the internal view (How efficient and effective are scoring guidelines. your operations?), and the future view (Is your organization learning and growing?). A focus on core values and concepts. Baldrige is based on a set of beliefs and behaviors. In Baldrige, results include all areas of These core values and concepts are the importance to your organization. This foundation for integrating key performance composite of measures ensures that your and operational requirements within a results- strategies are balanced—that they do not oriented framework that creates a basis for inappropriately trade off among important action, feedback, and ongoing success: stakeholders, objectives, or short and longer- • Systems perspective term goals. The Baldrige framework helps you • Visionary leadership evaluate your results along four dimensions: • Customer-focused excellence • Valuing people 1. Levels: your current performance on a As you respond to the Criteria questions and meaningful measurement scale gauge your responses against the scoring guidelines, you will begin to 2. Trends: the direction and rate of change of your results identify strengths and gaps—first within the Criteria categories and 3. Comparisons: your performance relative to then among them. When you use the that of other, appropriate organizations, such Baldrige framework to manage your as competitors or organizations similar to yours, and to benchmarks or industry leaders organization’s performance, the coordination of key processes, and 4. Integration: the extent to which the results feedback between your processes you track are important to your organization and your results, lead to cycles of and the extent to which you are using them to improvement. As you continue to support your organizational goals and revise plans use the framework, you will learn more and more about your A focus on linkages. The linkages among the organization and begin to define the Criteria categories are an essential element of best ways to build on your strengths, the systems perspective provided by the close gaps, and innovate. Baldrige framework. Some examples of these linkages are • the connections between your processes and the results you achieve; • the need for data in the strategic planning process and for improving operations; • the connection between workforce planning and strategic planning; • the need for customer and market knowledge in establishing your strategy and action plans; and • the connection between your action plans and any changes needed in your work systems.

A focus on improvement. The Baldrige framework helps you understand and assess how well you are accomplishing what is important to your organization: how mature and how well deployed your processes are, how good your results are, whether your organization is learning and improving, and how well your approaches address your organization’s needs. The Baldrige scoring guidelines are based on the process and results dimensions described above. Begin with the P r Organizational Profile The Organizational Profile is the most e appropriate starting point for self- f assessment and for writing an application. It is critically important for the following a reasons: c • It helps you identify gaps in key information and focus on key e performance requirements and : results. O • You can use it as an initial self- assessment. If you identify topics for r which conflicting, little, or no information is available, use these g topics for action planning. a • It sets the context for your responses to the Criteria requirements in n categories 1–7. Items in blue are i changes from previous years. z The Organizational Profile a The Organizational Profile is the most appropriate starting point for self- ti assessment and for writing an application. o It is critically important for the following reasons: n • It helps you identify gaps in key a information and focus on key performance requirements and l results. P • You can use it as an initial self- r assessment. If you identify topics for which conflicting, little, or no o information is available, use these topics for action planning. fi • It sets the context for your responses l to the Criteria requirements in categories 1–7. e The Organizational Profile is a snapshot of P your organization, the KEY influences on HOW it operates, and the KEY challenges it faces. P.1 Organizational (4) Assets What are your major facilities, technologies, and Description: What are equipment? your key organizational (5) Regulatory Requirements What characteristics? is the regulatory environment under which you operate? What In your response, answer the following are the applicable occupational questions: health and safety regulations, a. Organizational Environment accreditation, certification, or registration requirements, (1) Educational Program and Service education industry standards; and Offerings What are your main environmental, financial, and educational program and service educational program and service offerings (see the note on the next regulations? page)? What is the relative importance of each to your b. Organizational Relationships success? What mechanisms do you (1) Organizational Structure What use to deliver your educational are your organizational structure programs and services? and GOVERNANCE system? What are (2) MISSION, VISION and VALUES the reporting relationships among What are your stated MISSION, your GOVERNANCE board, SENIOR VISION, and VALUES? What are your LEADERS, and parent organization, as organization’s CORE COMPETENCIES, and appropriate? what is their relationship to your (2) STUDENTS, OTHER CUSTOMERS and MISSION? STAKEHOLDERS What are your KEY (3) WORKFORCE Profile What is your market SEGMENTS, STUDENT AND OTHER WORKFORCE profile? What recent CUSTOMER groups, and STAKEHOLDER changes have you experienced in groups, as appropriate? What are WORKFORCE composition or your their KEY requirements and WORKFORCE needs. What are: expectations of your educational programs and services, student and  your WORKFORCE or other CUSTOMER support services, faculty/staff groups and and operations? What are the SEGMENTS, differences in these requirements  the educational and expectations among market requirements for different SEGMENTS, student and other faculty/staff groups and CUSTOMER groups, and STAKEHOLDER SEGMENTS, AND groups?

 the KEY drivers that engage (3) Suppliers and PARTNERS What are them in achieving your your KEY types of suppliers, PARTNERS, MISSION and VISION? and COLLABORATORS? What role do they play What are your organized bargaining units (union  in your WORK SYSTEMS, especially representation)? What are your in producing and delivering organization’s special health your KEY educational programs and safety requirements? and services, and your student and other CUSTOMER support imitate and frequently preserve your services; and competitive advantage.  in enhancing your P.1a(2). Core competencies are one competitiveness? example of concepts that are woven throughout the Education Criteria to ensure What are your KEY mechanisms for a systems approach to organizational communicating with suppliers, performance management. Other such PARTNERS, and COLLABORATORS? What concepts include innovation, use of data role, if any, do these organizations and information to review performance and play in contributing and create knowledge, and change readiness implementing INNOVATIONS in your and management. organization? What are your KEY supply-chain requirements? P.1a(3). Workforce or faculty/staff groups and segments (including organized Terms in SMALL CAPS are defined in the Award bargaining units) might be based on the Level Criteria for Performance Excellence type of employment or contract reporting Glossary of Key Terms relationship, location (including telework), (pages 47-54). tour of duty, work environment, use of certain family-friendly policies, or other Notes factors. P. Your responses to the Organizational P.1a(3). Organizations that also rely on Profile questions are very important. They volunteers and unpaid interns to set the context for understanding your accomplish their work should include these organization and how it operates. Your groups as part of their workforce. responses to all other questions in the P.1a(5). Education Industry standards might Baldrige Criteria should relate to the include industry-wide codes of conduct and organizational context you describe in this policy guidance. Depending on the regions Profile. Your responses to the in which you operate, environmental Organizational Profile questions thus allow regulations might include greenhouse gas you to tailor your responses to all other emissions, carbon regulations and trading, questions to your organization’s and energy efficiency. uniqueness. P.1b(2). Customers include the users and P.1a(1). Educational program and service potential users of your educational offerings are the activities you offer in the programs and services. They are the direct market to engage students in learning or users of your programs and services contribute to scientific or scholarly (students and possibly parents), as well as investigation. Mechanisms for delivering other who use or pay for your programs programs and services to your students and services. might be direct or might be indirect, through partners and collaborators. P.1b(2). Students and other customer groups might be based on common P.1a(2). Core competencies are your expectations, behaviors, preferences, or organization’s areas of greatest expertise. profiles. Within a group, there may be They are those strategically important customer segments based on differences capabilities that are central to fulfilling your and commonalities, or both. You might mission or provide an advantage in your subdivide your market into market market or service environment. Core segments based on educational programs, competencies are frequently challenging services, or features, distribution channels, for competitors or suppliers and partners to geography, or other factors that you use to are your relative size and growth in define a market segment. your education sector or the markets you serve? How many and P.1b(2). The requirements of your student what types of competitors do you and other customer groups and market have? segments might include special accommodation, customized curricula, (2) Competitiveness Changes What safety, security, reduced size class, KEY changes, if any, are affecting multilingual services, customized degree your competitive situation, requirements, student advising, dropout including changes that create recovery programs, administrative cost opportunities for INNOVATION and reductions, electronic communication, and collaboration, as appropriate? distance learning. (3) Comparative Data What KEY P.1b(2). P.1b(3). Student and other sources of comparative and customer, stakeholder, and operational competitive data are available from requirements and expectations will drive within the education sector? What your organization’s sensitivity to the risk of KEY sources of comparative data are program, service, support, and supply-chain available from outside the interruptions, including those due to education sector? What limitations, natural disasters and other emergencies. if any, affect your ability to obtain or use these data? P.1b(3). Suppliers and partners should include key feeder schools that prepare b. Strategic Context students for your organization. What are your KEY STRATEGIC CHALLENGES Communication mechanisms should use and ADVANTAGES in the areas of understandable language, and they might educational programs and services, involve in-person contact, e-mail, social operations, societal responsibilities, media, or the telephone. For many and WORKFORCE? organizations, these mechanisms may change as market, student and other c. PERFORMANCE Improvement System customer, or stakeholder requirements What are the KEY elements of your change. PERFORMANCE improvement system, For additional guidance on this item, see including your PROCESSES for evaluation the Category and Item Commentary and improvement of KEY organizational (http://www.nist.gov/baldrige/publications projects and PROCESSES? /education_criteria.cfm). Terms in SMALL CAPS are defined in the Award Level Criteria for Performance Excellence P.2 Organizational Glossary of Key Terms Situation: What is your (pages 47–54). organization’s strategic situation? Notes P.2a. Education organizations are In your response, include answers to the frequently in highly competitive following questions: environments. Aside from direct a. Competitive Environment competition for students, they must often compete to secure financial volunteer, and (1) Competitive Position What is human resources. This competition may your competitive position? What involve other education organizations, as in completion for grant funding or suppliers, organization answers the question. The or the opportunity to provide supplemental "What" questions are concerned with a list services. For public education of the items you do to answer the organizations, competition may involve questions. other public agencies or departments, as in For additional information to assist in the competition for scarce budget understanding of each category 1-7, see resources. the Baldrige Excellence Framework at P.2b. Strategic challenges and advantages http://www.nist.gov/baldrige/publications/b might relate to technology, educational usiness_nonprofit_criteria.cfm. programs and services; finances, After completing the Organizational Profile operations, organizational structure and where you are asked to identify what is culture; your parent organization’s most important to your organization, capabilities; your students, and other proceed to answer each of the following customers and markets, your education questions as fully as possible. Please sector; image or brand recognition and remember to reference the eligibility and reputation; globalization; climate change; Commitment level application instructions your value chain; and people. checklist documents located under the Strategic advantages might include Applicants tab on our website at differentiators such as tuition and fees, www.quality-texas.org. instructional design and delivery services, reputation, innovation rate, geographic proximity, accessibility. P.2c. The Baldrige Scoring System (page 30- 35 in the Baldrige Excellence Framework 2015-2016) uses performance improvement through learning and integration as a dimension in assessing the maturity of organizational approaches and their deployment. This question is intended to set an overall context for your approach to performance improvement. The approach you use should be related to your organization’s needs. Approaches that are compatible with the overarching systems approach provided by the Baldrige framework might include implementing a Lean Enterprise System, applying Six Sigma methodology, using PDCA methodology, using standards from the ISO (e.g., 9000 or 14000), using decision science, or employing other improvement tools. Please visit our website www.quality- texas.org applicants tab. Questions provided. There are basically two types of questions to address, how and what. The "How" questions are soliciting a process by which the achieve the organization’s 1 MISSION? Lead ershi Notes: 1.1. Your organizational performance results p should be reported in items 7.1–7.5. Results related to the effectiveness of leadership and The Leadership category asks HOW the leadership system should be reported in SENIOR LEADERS’ personal actions guide item 7.4. and sustain your organization. It also asks about your organization’s GOVERNANCE 1.1a(1). Your organization’s vision should set system and HOW your organization fulfills the context for the strategic objectives and its legal, ethical, and societal action plans you describe in items 2.1 and 2.2. responsibilities. 1.1a(3). A successful organization is capable of 1.1 Senior Leadership: How do addressing current organizational needs and, your senior leaders lead the through agility and strategic management, is capable of preparing for its future organization? Process organizational, market, and operating environment. Achieving future success may In your response, include answers to the require leading transformational changes in the following questions: organization’s structure and culture. Both a. VISION, VALUES, and MISSION external and internal factors should be considered. Factors in your organization’s (1) VISION and VALUES HOW do sustainability might include workforce capability SENIOR LEADERS set your and capacity, resource availability, technology, organization’s VISION and VALUES? knowledge, core competencies, work systems, facilities, and equipment. Success now and in the future might be affected by changes in the (2) Promoting Legal and ETHICAL market and in student and other customer BEHAVIOR HOW do SENIOR preferences, in the operating environment, and LEADERS’ actions demonstrate their in the legal and regulatory environment. In the commitment to legal and ETHICAL context of ongoing success, the concept of BEHAVIOR? innovation and taking intelligent risks includes both technological and organizational innovation to help the organization succeed in (3) Creating a SUCCESSFUL the future. A successful organization also Organization HOW do SENIOR ensures a safe and secure environment for LEADERS actions build an students, the workforce, and other key organization that is successful now stakeholders. A successful organization is and in the future? capable of addressing risks and opportunities arising from environmental considerations and b. Communication and Organizational climate change. PERFORMANCE 1.1b(1). Use of social media may include (1) Communication HOW do SENIOR delivering periodic messages through internal LEADERS communicate with and and external websites; tweets; blogging; and engage the entire WORKFORCE AND electronic forums for students, other OTHER KEY CUSTOMERS? customers, and the workforce, as well as monitoring external websites and blogs and responding, when appropriate. (2) Focus on Action HOW do SENIOR LEADERS create a focus on action to 1.1b(1). Organizations that rely on volunteers to accomplish their work should also discuss efforts to communicate with and engage the volunteer workforce.

1.1b(2). Senior leaders’ focus on action considers your strategy, workforce, work systems, and assets. It includes taking intelligent risks and implementing innovations and ongoing improvements in productivity that may be achieved by eliminating waste or reducing cycle time; improvement efforts might use techniques such as PDSA, Six Sigma, and Lean. Senior leaders’ focus on action also includes the actions needed to achieve your strategic objectives (see 2.2a[1]) and may involve establishing change management plans for major organizational change or responding rapidly to significant information from social media or other input.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/edu cation_criteria.cfm).

1.2. Societal responsibilities in areas critical to 1.2 Governance and Societal your ongoing market success should also be addressed in Strategy Development (item 2.1) Responsibilities: How do you and Operations (category 6). Key results govern and fulfill your societal should be reported as Leadership and responsibilities? Process Governance Results (item 7.4). Examples are results related to regulatory and legal In your response, include answers to the requirements (including the results of following questions: mandated financial audits); accreditation; reductions in environmental impacts through a. Organizational GOVERNANCE the use of “green” technology, resource conserving activities, reduction of carbon (1) GOVERNANCE System HOW does your organization ensure footprint, or other means; or improvements in responsible GOVERNANCE? social impacts, such as through community involvement.

(2) PERFORMANCE Evaluation HOW 1.2. The health and safety of your workforce do you evaluate the PERFORMANCE are not addressed in this item; you should of your SENIOR LEADERS, including address these workforce factors in items 5.1 the chief executive, and your and 6.2. GOVERNANCE board? 1.2a(1). The governance board’s review of organizational performance and progress, if b. Legal and ETHICAL BEHAVIOR appropriate, is addressed in 4.1(b). (1) Legal and Regulatory Behavior 1.2a(1). Transparency in the operations of your HOW do you anticipate and governance system should include your address public concerns with your products and operations? internal controls on governance processes. 1.2a(2). The evaluation of leaders’ (2) ETHICAL BEHAVIOR HOW does performance might be supported by peer your organization promote and reviews, formal performance management ensure ETHICAL BEHAVIOR in all reviews, reviews by external advisory boards, interactions? and formal or informal feedback from and surveys of the workforce and other stakeholders. c. Societal Responsibilities and Support of KEY Communities 1.2b(2). Measures or indicators of ethical behavior might include instances of ethical (1) Societal Well-Being HOW do you conduct or compliance breaches and responses consider societal well-being and to them, survey results showing workforce benefit as part of your strategy and perceptions of organizational ethics, ethics daily operations? hotline use, and results of ethics reviews and audits. Other measures or indicators might (2) Community Support HOW does include the integrity of testing, equal access to your organization actively support resources, and implementation of institutional and strengthen your KEY review board principles in research involving communities? What are your KEY human and animal subjects. Measures or communities? indicators of ethical behavior might also include evidence that policies, workforce training, and monitoring systems are in place Notes for conflicts of interest; protection and use of sensitive data, information, and knowledge generated through synthesizing and correlating these data; and proper use of funds.

1.2c. Areas of societal contributions might include your efforts to improve the environment (e.g., collaboration to conserve the environment or natural resources), strengthen local community services and education, and improve the practices of professional associations.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). appropriate balance among 2 varying and potentially competing Strat organizational needs? egy Notes 2.1. This item deals with your overall The Strategic Planning category asks organizational strategy, which might include HOW your organization develops changes in educational program and service STRATEGIC OBJECTIVES and ACTION PLANS, implements them, changes them if offerings and processes for student and other circumstances require, and measures customer engagement. However, you should progress. describe the program and service design and student and other customer engagement strategies, respectively, in items 6.1 and 3.2, as 2.1 Strategy Development: How appropriate. do you develop your strategy? Process 2.1. Strategy development refers to your organization’s approach to preparing for the In your response, include answers to the future. In developing your strategy, you might following questions: use various types of forecasts, projections, options, scenarios, knowledge (see 4.2a for a. Strategy Development PROCESS relevant organizational knowledge), analyses, or other approaches to envisioning the future (1) Strategic Planning PROCESS HOW do you conduct your strategic in order to make decisions and allocate planning? What are the KEY PROCESS resources. Strategy development might steps? involve key suppliers, partners, students, and other customers.

(2) INNOVATION HOW does your 2.1. The term “strategy” should be interpreted strategy development PROCESS broadly. Strategy might be built around or stimulate and incorporate lead to any or all of the following: addition or INNOVATION? termination of educational programs and services; services to new, changing, and (3) Strategy Considerations HOW do special student populations; redirection of you collect and analyze relevant resources; modifications in instructional data and develop information for design; use of technology; changes in testing your strategic planning PROCESS? or adoption of standards; differentiation of your image or brand; new core competencies; (4) WORK SYSTEMS and CORE geographic challenges; grants and COMPETENCIES What are your KEY endowments; research priorities; new WORK SYSTEMS? partnerships and alliances; and faculty, staff, or volunteer relationships. Strategy might be directed toward becoming a low-cost provider b. STRATEGIC OBJECTIVES or a market innovator. It might also be

(1) KEY STRATEGIC OBJECTIVES What directed toward meeting a community or are your organization's KEY public need. STRATEGIC OBJECTIVES and your timetable for achieving them? 2.1a(2). Strategic opportunities arise from outside-the-box thinking, brainstorming, capitalizing on serendipity, research and (2) STRATEGIC OBJECTIVE innovation processes, nonlinear extrapolation Considerations HOW do your of current conditions, and other approaches to STRATEGIC OBJECTIVES achieve imagining a different future. The generation of ideas that lead to strategic opportunities benefits from an environment that encourages 2.1a(4). Decisions about work systems are non-directed, free thought. Choosing which strategic. These decisions involve protecting strategic opportunities to pursue involves intellectual property, capitalizing on core considering relative risk, financial and competencies, and mitigating risk. Decisions otherwise, and then making intelligent choices about your work systems affect organizational (“intelligent risks”). design and structure, size, locations, profitability, and ongoing success. In a generic 2.1a(3). Data and information may come from view of an organization, for example, the a variety of internal and external sources and organization might define three work systems: in a variety of forms. Data are available in one that addresses the technical delivery of increasingly greater volumes and at greater educational programs and services, one that speeds. The ability to capitalize on data and engages students and other customers, and information, including large datasets (“big one that comprises systems that support data”), is based on the ability program and service delivery and student and to analyze the data, draw conclusions, and other customer engagement. pursue actions, including intelligent risks. 2.1b(1). Strategic objectives might address 2.1a(3). Data and information might relate to rapid response; customization of educational student, other customer, and market programs and services; partnerships; requirements, expectations, and opportunities; workforce capability and capacity; specific learning-centered education to ensure student joint ventures; rapid or market-changing achievement; your core competencies; the innovation; ISO quality or environmental competitive environment and your systems registration; societal responsibility performance now and in the future relative to actions or leadership; social media and web- competitors and comparable organizations; based management of relationships with education reform; technological and other key suppliers, students, and other customers; and innovations program and service quality enhancements. or changes that might affect your programs Responses should focus on your specific and services and the way you operate, as well challenges, advantages, and opportunities— as the rate of innovation; workforce and other those most important to your ongoing success resource needs; your ability to capitalize on and to strengthening your overall diversity; opportunities to redirect resources performance. to higher-priority programs or services; financial, societal, ethical, regulatory, For additional guidance on this item, see the technological, security, and other potential Category and Item Commentary risks and opportunities; your ability to (http://www.nist.gov/baldrige/publications/ed prevent and respond to emergencies, ucation_criteria.cfm). including natural or other disasters; changes in the local, national, or global economy; requirements for and strengths and weaknesses of your partners and supply chain; changes in your parent organization; and other factors unique to your organization.

2.1a(3). Your strategic planning should address your ability to mobilize the necessary resources and knowledge to execute the strategic plan. It should also address your ability to execute contingency plans or, if circumstances require, a shift in plans and rapid execution of new or changed plans. Notes 2.2 Strategy Implementation: How 2.2. The development and deployment of your do you implement your strategy and action plans are closely linked to strategy? Process other Education Criteria items. The following are examples of key linkages: In your response, include answers to the • Item 1.1: how your senior leaders set following questions: and communicate organizational direction • a. ACTION PLAN Development and Category 3: how you gather student, DEPLOYMENT other customer, and market knowledge as (1) ACTION PLAN Development What input to your strategy and action plans and to are your KEY short- and longer- use in deploying action plans term ACTION PLANS? • Category 4: how you measure and analyze data and manage knowledge to support key information needs, support the (2) ACTION PLAN Implementation development of strategy, provide an effective HOW do you DEPLOY your ACTION basis for performance measurements, and PLANS? track progress on achieving strategic objectives and action plans (3) Resource Allocation HOW do you • Category 5: how you meet ensure that financial and other workforce capability and capacity needs, resources are available to support determine needs and design your workforce the achievement of your ACTION development and learning system, and PLANS while meeting current implement workforce-related changes obligations? resulting from action plans • Category 6: how you address (4) WORKFORCE Plans What are your changes to your work processes resulting from KEY WORKFORCE plans to support action plans your short- and longer-term • Item 7.1: specific accomplishments STRATEGIC OBJECTIVES and ACTION relative to your organizational strategy and PLANS? action plans

2.2a(2). Action plan implementation and (5) PERFORMANCE MEASURES What deployment may require modifications in KEY PERFORMANCE MEASURES or organizational structures and operating INDICATORS do you use to track the modes. Action plan success benefits from achievement and EFFECTIVENESS of your ACTION PLANS? visible short-term wins as well as long-term actions.

(6) PERFORMANCE PROJECTIONS For 2.2a(6). Measures and indicators of projected the KEY PERFORMANCE MEASURES or performance might include consideration of INDICATORS (identified in 2.2a(5), changes resulting from significant anticipated what are your PERFORMANCE innovations in educational programs, services, PROJECTIONS for both your short- and technology; the redirection of resources; and longer-term planning market entry and shifts; improved horizons? administrative and other support functions; improvements in safety; new legislative b. Action Plan Modification HOW do you mandates, legal requirements, education establish and implement modified standards, or accreditation standards; and ACTION PLANS if circumstances require significant anticipated innovations in a shift in plans and rapid execution of new programs, services, and technology. plans? 2.2b. Organizational agility requires the ability to adapt to changing circumstances, both internal and external.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). 3 (2) Satisfaction Relative to Cust Competitors HOW do you obtain information on your Student and omer other CUSTOMERS’ satisfaction with Focu your organization relative to other organizations? s

The CUSTOMER Focus category asks HOW Notes your organization engages its Students 3.1. The voice of the customer refers to your and other CUSTOMERS for long-term process for capturing student- and other marketplace success, including HOW your customer-related information. Voice-of-the- organization listens to the VOICE OF THE customer processes are intended to be CUSTOMER, builds relationships with proactive and continuously innovative so that students and other CUSTOMERS and uses they capture students’ and other customers’ Student and other CUSTOMER information to improve and identify opportunities for stated, unstated, and anticipated INNOVATION. requirements, expectations, and desires. The goal is customer engagement. In listening to the voice of the customer, you might gather 3.1 Voice of the Customer: How do and integrate various types of student and you obtain information from other customer data, such as survey data, your students and other focus group findings, blog comments and data customers? Process from other social media, marketing information, and complaint data that affect students’ and other customers’ enrollment and In your response, include answers to the engagement decisions. following questions: a. Listening to Students and Other 3.1a(1). Social media and web-based CUSTOMERS technologies are a growing mode of gaining insight into how students and other customers (1) Current Students and other perceive all aspects of your involvement with CUSTOMERS HOW do you listen to, them. Listening through social media may interact with, and observe Students include monitoring comments on social media and other CUSTOMERS to obtain outlets you moderate and on those you do not actionable information? control, such as wikis, online forums, and blogs other than your own. (2) Potential Student and other CUSTOMERS HOW do you listen to 3.1a(1). Your listening methods should include potential Student and other all stages of your involvement with students CUSTOMERS to obtain actionable and other customers. These stages might information include relationship building, the active relationship, and a follow-up strategy, as b. Determination of Student and other appropriate. CUSTOMER Satisfaction and ENGAGEMENT

(1) Satisfaction, Dissatisfaction, and ENGAGEMENT HOW do you determine Student and other 3.1b. You might use any or all of the following CUSTOMER satisfaction, to determine student and other customer dissatisfaction, and ENGAGEMENT? satisfaction and dissatisfaction: surveys, formal and informal feedback, dropout and absenteeism rates, student conflict data, complaints, and student referral rates. You might gather information on the web, through personal contact or a third party, or by mail. Determining student and other customer dissatisfaction should be seen as more than reviewing low customer satisfaction scores. Dissatisfaction should be independently determined to identify root causes and enable a systematic remedy to avoid future dissatisfaction.

3.1b(2). Information you obtain on relative student and other customer satisfaction may include comparisons with competitors, comparisons with other organizations that deliver similar educational programs or services in a noncompetitive market, or comparisons obtained through education industry or other organizations. Information obtained on relative student and other customer satisfaction may also include information on why students and other customers choose your competitors over you.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). organization and your program and service 3.2 Customer Engagement: How offerings. do you engage Student and 3.2a. Educational program and service other customers by serving offerings are the activities you offer in the their needs and building market to engage students in learning or relationships? Process contribute to scientific or scholarly investigation. In identifying educational program and service offerings, you should In your response, include answers to the consider all their important characteristics and following questions: their performance in each stage of students’ a. Product and Service Offerings and and other customers’ relationship with you. Student and other CUSTOMER Support The focus should be on features that affect students’ and other customers’ preference for (1) Product and Service Offerings and loyalty to you and your organization—for HOW do you determine product example, features that differentiate your offerings? programs and services from those of competing or other organizations. Those (2) Student and other CUSTOMER features might include curricular focus, Support HOW do you enable student placement following completion of the Student and other CUSTOMERS to educational goal or training objective, seek information and support? workforce composition, extracurricular activities, or tuition and associated costs. Key program and service features might also take (3) Student and other CUSTOMER into account how transactions occur and Segmentation HOW do you factors such as the privacy and security of determine your CUSTOMER groups and market SEGMENTS? student and other customer data. Your results on performance relative to key educational program and service features should be b. Student and other CUSTOMER reported in item 7.1, and those for students’ Relationships and other customers’ perceptions and actions (outcomes) should be reported in item 7.2. (1) Relationship Management HOW do you build and manage Student 3.2a(2). The goal of student and other and other CUSTOMER relationships? customer support is to make your organization easy to receive educational (2) Complaint Management HOW do programs and services from and responsive to you manage Student and other your students’ and other customers’ CUSTOMER complaints? expectations.

3.2b. Building relationships with students and Notes other customers might include developing 3.2. Customer engagement refers to your partnerships or alliances with them. students’ and other customers’ investment in or commitment to your organization and your 3.2b(1). Image or brand management is educational program and service offerings. generally associated with marketing to Characteristics of engaged students and other improve the perceived value of your customers include retention, loyalty to your educational programs and services or brand. organization or brand, willingness to make an Successful image or brand management builds effort to obtain educational programs and loyalty and positive associations on the part of services from you, and willingness to actively students and other customers, and it protects advocate for and recommend your your image or brand and intellectual property. For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). In your response, include answers to the 4 following questions:

Me a. PERFORMANCE Measurement

asu (1) PERFORMANCE MEASURES HOW re do you use data and information to track daily operations and overall me organizational PERFORMANCE? nt, (2) Comparative Data HOW do you An select and EFFECTIVELY use KEY aly comparative data and information to support operational decision sis, making? an (3) Student and other CUSTOMER d Data HOW do you use VOICE-OF- THE-CUSTOMER and market data Kn and information? owl edg (4) Measurement Agility HOW do you ensure that your performance e measurement system can respond to rapid or unexpected Ma organizational or external nag changes? em ent b. PERFORMANCE ANALYSIS and Review HOW do you review organization's The Measurement, ANALYSIS, and PERFORMANCE and capabilities? Knowledge Management category asks c. PERFORMANCE Improvement HOW your organization selects, gathers, analyzes, manages, and improves its data, (1) Best-Practice HOW do you share information, and KNOWLEDGE ASSETS; HOW best practices in your it learns; and HOW it manages organization? HOW do you identify information technology. The category organizational units or operations also asks HOW your organization uses that are HIGH PERFORMING? review findings to improve its PERFORMANCE. (2) Future PERFORMANCE HOW do 4.1 Measurement, Analysis, and you project your organization's future PERFORMANCE? Improvement of Organizational Performance: How do you measure, analyze, (3) Continuous Improvement and INNOVATION HOW do you use and then improve findings from PERFORMANCE organizational reviews (addressed in 4.1b) to performance? Process. develop priorities for continuous improvement and opportunities for INNOVATION? and market; operational; and competitive/comparative. The analysis should Notes also draw on publicly mandated measures, 4.1. The results of organizational performance when appropriate. analysis and review should inform the strategy development and implementation For additional guidance on this item, see the you describe in category 2. Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed 4.1. Your organizational performance results ucation_criteria.cfm). should be reported in items 7.1–7.5.

4.1a. Data and information from performance measurement should be used to support fact- based decisions that set and align organizational directions and resource use at the work unit, key process, department, and organization levels.

4.1a(2). Comparative data and information are obtained by benchmarking and by seeking competitive comparisons. Benchmarking is identifying processes and results that represent best practices and performance for similar activities, inside or outside the education sector. Competitive comparisons relate your performance to that of competitors and other organizations providing similar educational programs and services. One source of this information might be social media or the web.

4.1b. Organizational performance reviews should be informed by organizational performance measurement and by performance measures reported throughout your Education Criteria item responses, and they should be guided by the strategic objectives and action plans you identify in Category 2. The reviews might also be informed by internal or external Baldrige assessments.

4.1b. Performance analysis includes examining performance trends; organizational, education sector, and technology projections; and comparisons, cause-effect relationships, and correlations. This analysis should support your performance reviews, help determine root causes, and help set priorities for resource use. Accordingly, such analysis draws on all types of data: student learning; student- and other customer-related; budgetary, financial, (5) Emergency Availability In the event of an emergency, HOW do you ensure that the hardware and 4.2 Knowledge Management, software systems hardware and Information, and Information software and information continue Technology: to be secure and available to EFFECTIVELY serve CUSTOMERS and How do you manage your business needs? organizational knowledge assets, information, and information technology Notes 4.2a(1). infrastructure? Process Blending and correlating data from different sources may involve handling big data sets and disparate types of data and In your response, include answers to the information, such as data tables, video, and following questions: text. Furthermore, organizational knowledge a. Organizational Knowledge constructed from these data may be (1) Knowledge Management HOW do speculative and may reveal sensitive you manage organizational information about organizations or knowledge? individuals that must be protected from use for any other purposes. (2) Organizational LEARNING HOW 4.2b(2). Managing cybersecurity (the security do you use your knowledge and resources to of electronic data) includes, for example, embed LEARNING in the way your protecting against the loss of sensitive organization operates? information about faculty, staff, students, other customers, and organizations; protecting b. Data, Information, and Information assets stored in the cloud or outside your Technology organization’s control; protecting intellectual property; and protecting against the financial, (1) Data and Information Properties legal, and reputational aspects of data HOW do you verify and ensure the breaches. quality of organizational data and information? For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed (2) Data and Information Security ucation_criteria.cfm). HOW do you ensure the security of sensitive or privileged data and information?

(3) Data and Information Availability HOW do you ensure the availability of organizational data and information?

(4) Hardware and Software Properties HOW do you ensure that hardware and software are reliable, secure, and user-friendly? 5 (1) Workplace Environment HOW Wor do you ensure workplace health, security, and accessibility for the kforc WORKFORCE? e (2) WORKFORCE Benefits and Policies Focu HOW do you support your s WORKFORCE via services, benefits, and policies?

The WORKFORCE Focus category asks HOW your organization assesses Notes WORKFORCE CAPABILITY and CAPACITY 5.1. Workforce refers to the people actively needs and builds a WORKFORCE involved in accomplishing your organization’s environment conducive to HIGH work. It includes permanent, temporary, and PERFORMANCE. The category also asks HOW your organization engages, manages, part-time personnel, as well as any contract and develops your WORKFORCE to utilize faculty and staff you supervise. It includes its full potential in ALIGNMENT with your team leaders, supervisors, and managers at all organization’s overall business needs. levels. People supervised by a contractor should be addressed in categories 2 and 6 as part of your larger work system strategy and 5.1 Workforce Environment: How your internal work processes. For do you build an effective and organizations that also rely on volunteers, supportive workforce workforce includes these volunteers. environment? Process 5.1a. Workforce capability refers to your In your response, include answers to the organization’s ability to carry out its work following questions: processes through its people’s knowledge, skills, abilities, and competencies. Capability a. WORKFORCE CAPABILITY and CAPACITY may include the ability to build and sustain relationships with students and other (1) CAPABILITY and CAPACITY HOW customers; innovate and transition to new do you assess your WORKFORCE technologies; develop new educational CAPABILITY and CAPACITY needs programs and services and work processes; and meet changing organizational, market, (2) New WORKFORCE Members HOW and regulatory demands. Workforce capacity do you recruit, hire, place, and refers to your organization’s ability to ensure retain new members of your sufficient staffing levels to carry out its work WORKFORCE? processes and successfully deliver educational programs and services to students, including the ability to meet seasonal or varying (3) Work Accomplishment HOW do demand levels. you organize and manage your WORKFORCE? 5.1a. Your assessment of workforce capability and capacity needs should consider not only (4) WORKFORCE Change current needs but also future requirements Management HOW do you based on the strategic objectives and action prepare your WORKFORCE for plans you identify in category 2 and the changing CAPABILITY and CAPACITY performance projections you discuss in 4.1c(2). needs?

b. WORKFORCE Climate 5.1a(2). This requirement refers only to new workforce members. The retention of existing workforce members is considered in item 5.2, Workforce Engagement.

5.1a(3), 5.1a(4). Organizing and managing your workforce may involve organizing the workforce for change as you address changes in your external environment, culture, technology, or strategic objectives.

5.1a(4). Preparing your workforce for changing capability and capacity needs might include training, education, frequent communication, consideration of workforce employment and employability, career counseling, and outplacement and other services.

5.1b(1). Workplace accessibility maximizes productivity by eliminating barriers that can prevent people with disabilities from working to their potential. A fully inclusive workplace is physically, technologically, and attitudinally accessible.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). (3) Career Progression HOW do you manage career progression for 5.2 Workforce Engagement: How your organization? do you engage your workforce to achieve a high-performance Notes 5.2. Understanding the characteristics of high- work environment? Process performance work environments, in which people do their utmost for their students’ and In your response, include answers to the other customers’ benefit and the following questions: organization’s success, is key to a. WORKFORCE ENGAGEMENT AND understanding and building an engaged PERFORMANCE workforce. These characteristics are described in detail in the definition of high performance (1) Organizational Culture HOW do (page 49). you foster an organizational culture that is characterized by 5.2a(2). Drivers of workforce engagement open communication, HIGH- (identified in P.1a[3]) refer to the drivers of PERFORMANCE, and an engaged workforce members’ commitment, both WORKFORCE? emotional and intellectual, to accomplishing the organization’s work, mission, and vision.

(2) Drivers of ENGAGEMENT HOW 5.2a(4). Compensation, recognition, and do you determine KEY drivers of related reward and incentive practices include WORKFORCE ENGAGEMENT? promotions and bonuses that might be based on performance, skills acquired, adaptation to (3) Assessment of ENGAGEMENT new work systems and culture, and other HOW do you assess factors. Recognition can include monetary and WORKFORCE ENGAGEMENT? nonmonetary, formal and informal, and individual and group mechanisms. In some organizations, (4) PERFORMANCE Management HOW compensation systems are set by law or does your WORKFORCE regulation; therefore, reward and recognition PERFORMANCE management system systems must use other options. support HIGH-PERFORMANCE and WORKFORCE ENGAGEMENT? 5.2b. Your response should include how you b. WORKFORCE and Leader Development address any unique considerations for workforce development, learning, and career (1) LEARNING and Development progression that stem from your organization. System HOW does your LEARNING Your response should also consider the and development system support breadth of development opportunities you the organization's needs and the might offer, including education, training, personal development of your WORKFORCE members, coaching, mentoring, and work-related managers, and leaders? experiences.

For additional guidance on this item, see the (2) LEARNING and Development Category and Item Commentary EFFECTIVENESS HOW do you (http://www.nist.gov/baldrige/publications/ed evaluate the EFFECTIVENESS and ucation_criteria.cfm). efficiency of your LEARNING and development system? improve your WORK PROCESSES to 6 improve products and PERFORMANCE, ENHANCE YOUR CORE COMPETENCIES, and Oper reduce variability? ation c. INNOVATION MANAGEMENT HOW do you manage for INNOVATION? s

The OPERATIONS category asks HOW your Notes organization designs, manages, and 6.1. The results of improvements in the improves its products and WORK performance of your educational programs PROCESSES and improves operational and services and your processes should be EFFECTIVENESS to deliver CUSTOMER reported in item 7.1. VALUE and achieve organizational success. 6.1a(1). Your key work processes are your 6.1 Work Processes: How do you most important internal value-creation processes. They might include educational design, manage, and improve program and service design and delivery, your key educational student and other customer support, and programs and services and business processes. Your key work processes your work processes? Process are those that involve the majority of your workforce and produce value for students, In your response, include answers to the other customers, and stakeholders. Projects are following questions: unique work processes intended to produce an outcome and then go out of existence. a. Program, Service, and PROCESS Design 6.1a(2). The potential need for agility could (1) Program, Service, and PROCESS include changes in work processes as a result Requirements HOW do you of overall work system changes, such as determine KEY EDUCATIONAL bringing a supply-chain process in-house to PROGRAM AND SERVICE and WORK PROCESS requirements? avoid disruptions in supply due to increasing external events triggered by climate change or (2) Design Concepts HOW do you other unpredictable factors. design your EDUCATIONAL PROGRAM AND SERVICES and 6.1b(2). Your key support processes should WORK PROCESSES to meet support your value-creation processes. They requirements? might support leaders and other workforce b. PROCESS Management members engaged in the design and delivery of educational programs and services, (1) PROCESS Implementation HOW interactions with students and other does your day-to-day operation of customers, and business and enterprise WORK PROCESSES ensure that they management. meet KEY PROCESS requirements? 6.1b(3). To improve process performance and reduce variability, you might implement (2) Support PROCESSES HOW do you approaches such as a Lean Enterprise System, determine our KEY support Six Sigma methodology, ISO quality system PROCESSES? standards, PDSA methodology, decision sciences, or other process improvement tools. (3) Product and PROCESS These approaches might be part of the Improvement HOW do you performance improvement system you describe in P.2c in the Organizational Profile.

6.1c. Your innovation management process should capitalize on strategic opportunities identified in 2.1a(2).

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). to information technology should be 6.2 Operational Effectiveness: addressed in item 4.2. How do you ensure effective For additional guidance on this item, see the management of your Category and Item Commentary operations? Process (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). In your response, include answers to the following questions: a. PROCESS Efficiency and EFFECTIVENESS HOW do you control the overall costs of your operations?

b. Supply-Chain Management HOW do you manage your supply chain?

c. Safety and Emergency Preparedness

(1) Safety HOW do you provide a safe operating environment?

(2) Emergency Preparedness HOW do you ensure that your organization is prepared for disasters or emergencies?

Notes 6.2b. Ensuring that suppliers are positioned to meet operational needs and enhance your performance and your students’ and other customers’ satisfaction may involve partnering with suppliers for mutual benefit.

6.2b. Feedback to suppliers should involve two-way communication, allowing suppliers to express what they need from you.

6.2c(2). Disasters and emergencies might be related to weather, utilities, security, or a local or national emergency. The extent to which you prepare for disasters or emergencies will depend on your organization’s environment and its sensitivity to disruptions of operations. Acceptable levels of risk will vary depending on the nature of your programs, services, supply chain, and stakeholder needs and expectations. The impacts of climate change could include a greater frequency of disruptions. Emergency considerations related 7 7.1. Results should provide key information for analyzing and reviewing your Resu organizational performance (item 4.1), demonstrate use of organizational knowledge lts (item 4.2); and provide the operational basis for customer-focused results (item 7.2) and The RESULTS category asks about your budgetary, financial, and market results (item organization’s PERFORMANCE and 7.5). There is not a one-to-one correspondence improvement in all KEY areas— between results items and Education Criteria educational programs and PROCESS categories 1–6. Results should be considered RESULTS, CUSTOMER-focused RESULTS, systemically, with contributions to individual WORKFORCE-focused RESULTS, results items frequently stemming from leadership and GOVERNANCE RESULTS, and financial and market RESULTS. This processes in more than one Education Criteria category asks about PERFORMANCE LEVELS category. relative to those of competitors and other organizations with similar educational 7.1a. Results reported should include those for services and offerings. key measures that are mandated by funders and that are publicly reported and/or mandated by accreditors and regulators, such 7.1 Student Learning and Process as regional or professional accrediting bodies Results: What are your and federal and state regulators. student learning and process effectiveness results? What 7.1a. Results for student learning and comparisons of performance customer service processes should relate to the key student and other customer requirements do you use? Results and expectations you identify in P.1b(2), which are based on information gathered Provide data and information to answer the through processes you describe in category 3. following questions: The measures or indicators should address a. Student Learning and CUSTOMER-Focused factors that affect student and other customer Service RESULTS What are your preference, such as those listed in the notes to RESULTS for student learning and four P.1b(2) and 3.2a. your student and other CUSTOMER service processes? 7.1b. Results should address the key operational requirements you identify in the b. WORK PROCESS EFFECTIVENESS RESULTS Organizational Profile and in category 6.

(1) PROCESS EFFECTIVENESS and 7.1b. Appropriate measures and indicators of Efficiency What are your process work process effectiveness might include EFFECTIVENESS and efficiency audit results; rates and results of program, results? service, and work system innovation; results for simplification of internal jobs and job (2) Emergency Preparedness What classifications; waste reduction; changes in are your emergency preparedness supervisory ratios; Occupational Safety and RESULTS? Health Administration (OSHA)-reportable incidents; response times for emergency drills or exercises; and results for work relocation or c. Supply-Chain Management contingency exercises. RESULTS What are your supply-chain management RESULTS? 7.1c. This requirement does not ask for levels and trends. The reason is that some significant supply-chain results may be either qualitative Notes or not amenable to trending over time. Examples for suppliers could be training hours on new programs, services, or processes; knowledge-sharing activities; audit hours that vary by supplier experience or specification complexity; or joint process and program/service development. When appropriate, however, you should report levels and trends for results that are numeric and trendable.

7.1c. Appropriate measures and indicators of supply-chain performance might include supplier and partner audits; just-in-time delivery; and acceptance results for externally provided programs, services, and processes. Measures and indicators of contributions to enhancing your performance might include those for improvements in downstream supplier services delivered directly to students and other customers.

For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). 7.2 Customer-Focused Results: 7.3 Workforce-Focused What are your customer- Outcomes: What are your focused workforce-focused performance results? What performance results? What comparisons of performance comparisons of performance do you use? Results do you use? Results

Provide data and information to answer the Provide data and information to answer the following questions: following questions: a. WORKFORCE RESULTS a. CUSTOMER-Focused RESULTS (1) WORKFORCE CAPABILITY and CAPACITY What are your (1) Student and CUSTOMER WORKFORCE CAPABILITY and Satisfaction What are your CAPACITY RESULTS? Student and other CUSTOMER satisfaction and dissatisfaction RESULTS? (2) WORKFORCE Climate What are your WORKFORCE climate RESULTS? (2) Student and other CUSTOMER ENGAGEMENT What are your Student and CUSTOMER (3) WORKFORCE ENGAGEMENT What ENGAGEMENT RESULTS? are your WORKFORCE ENGAGEMENT RESULTS? Notes 7.2. Results for student and other customer (4) WORKFORCE Development What satisfaction, dissatisfaction, engagement, and are your WORKFORCE and relationship building should relate to the leader development RESULTS? student and other customer groups and market segments you identify in P.1b(2) and to the listening and determination methods you Notes report in item 3.1. 7.3. Results reported in this item should relate to the processes you report in category 5. Your 7.2a(1). For students’ and other customers’ results should also respond to the key work satisfaction with your programs and services process needs you report in category 6 and to relative to satisfaction with those of the action plans and workforce plans you competitors and comparable organizations, report in item 2.2. measures and indicators might include information and data from your students, 7.3. Organizations that rely on volunteers from your other customers, from competitors’ should report results for their volunteer customers, and from independent workforce, as appropriate. organizations. 7.3a(3). Responses should include results for For additional guidance on this item, see the the measures and indicators you identify in Category and Item Commentary 5.2a(3). (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). For additional guidance on this item, see the Category and Item Commentary (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). explanation may be more meaningful than 7.4 Leadership and Governance current levels and trends. When appropriate, however, you should report levels and trends Outcomes: What are your for results that are numeric and trendable. senior leadership and governance results? What 7.4a(1). Responses should include results comparisons of performance relating to the communication processes you do you use? Results identify in item 1.1. 7.4a(2). Responses might include financial Provide data and information to answer the statement issues and risks, important internal following questions: and external auditor recommendations, and a. Leadership, GOVERNANCE, and Societal management’s responses to these matters. Responsibility RESULTS 7.4a(3). Legal, regulatory, and accreditation (1) Leadership What are your results should relate to the processes and RESULTS for SENIOR LEADERS' measures you report in 1.2b. Workforce- communication and engagement related occupational safety and health results with the WORKFORCE, students (e.g., OSHA-reportable incidents) should be and other CUSTOMERS? reported in 7.1b(2) and 7.3a(2).

7.4a(4). For examples of measures of ethical (2) GOVERNANCE What are your behavior and stakeholder trust, see the note to RESULTS for GOVERNANCE 1.2b(2). accountability? 7.4a(5). Responses should relate to the societal (3) Law and Regulation What are responsibilities you address in 1.2b(1) and your legal and regulatory 1.2c(1), as well as the support of the key RESULTS? communities you report in 1.2c(2). Measures of contributions to societal well-being might include those for reduced energy (4) Ethics What are your RESULTS consumption, the use of renewable energy for ETHICAL BEHAVIOR? resources and recycled water, reduction of your carbon footprint, waste reduction and utilization, and alternative approaches to (5) Society What are your RESULTS for societal responsibilities and conserving resources (e.g., increased audio support of your key communities? and videoconferencing).

7.4b. Measures or indicators of strategy and b. Strategy Implementation RESULTS What action plan achievement should relate to the are your RESULTS for the achievement for strategic objectives and goals you report in your organizational strategy and ACTION 2.1b(1) and the action plan performance PLANS? measures and projected performance you report in 2.2a(5) and 2.2a(6), respectively. Notes 7.4. Most of the requirements in this item do For additional guidance on this item, see the not ask for levels and trends. The reason is Category and Item Commentary that some significant results may be either (http://www.nist.gov/baldrige/publications/ed qualitative in nature or not amenable to ucation_criteria.cfm). trending over time. Examples could be results of intelligent risk taking and governance accountability. For such results, qualitative Glossary of Key 7.5 Financial and Market Terms Outcomes: What are your The terms below are those in financial and small caps in the Baldrige marketplace performance Excellence Builder, as well as results? What comparisons of terms in the scoring rubric. For performance do you use? additional definitions and Results examples, see the Baldrige Excellence Framework booklet Provide data and information to answer the (Business/Nonprofit, Education, following questions: or Health Car e; a. Financial and Market RESULTS http://www.nist.gov/baldrige/pu blications/criteria.cfm). (1) Financial PERFORMANCE What are your financial ACTION PLANS. Specific actions that PERFORMANCE RESULTS? your organization takes to reach its short- and longer-term strategic objectives. These plans specify the resources committed to (2) Marketplace PERFORMANCE What and the time horizons for accomplishing are your marketplace the plans. See also strategic PERFORMANCE RESULTS? objectives.

Note ALIGNMENT. A state of consistency among 7.5a(1). Measures might include those for plans, processes, information, resource liquidity, days cash on hand, asset utilization, decisions, workforce capability and capacity, actions, results, and analyses that support key cash flow, and bond ratings; instructional and organization-wide goals. See also general administration expenditures per integration. student or as a percentage of the total budget; reserves and endowments; tuition and fee APPROACH. The methods your organization levels; cost per academic credit; annual grants uses to carry out its processes. and awards; cost performance to budget; program expenditures as a percentage of BENCHMARKS. Processes and results that budget; annual budget increases or decreases; rep resent the best practices and best resources redirected to education from other performance for similar activities, inside or areas; and scholarship growth. Measures outside your organization’s industry. should relate to the financial measures you report in 4.1a(1) and the financial management COLLABORATORS. Organizations or approaches you report in item 2.2. individuals who cooperate with your organization to support a particular activity or For additional guidance on this item, see the event or who cooperate intermittently when Category and Item Commentary their short-term goals are aligned with or are the same as yours. See also partners. (http://www.nist.gov/baldrige/publications/ed ucation_criteria.cfm). CORE C O M PE T E NC I E S . Your organization’s areas of greatest expertise; those strategically important capabilities that are central to fulfilling your mission or that provide an advantage in your marketplace or service environment. INNOVATION. Making meaningful change CUSTOMER. An actual or potential user of to improve products, processes, or your organization’s products, programs, or organizational effectiveness and create new services. See also stakeholders . value for stakeholders. The outcome of CUSTOMER ENGAGEMENT. Your innovation is a discontinuous or breakthrough customers’ investment in or commitment to change.INTEGRATION. The harmonization your brand and product offerings. of plans, processes, information, resource decisions, work force capability and capacity, DEPLOYMENT. The extent to which your actions, results, and analyses to support key organization applies an approach in relevant work units throughout your organization. organization-wide goals. See also alignment.

EFFECTIVE. How well a process or a KEY. Major or most important; critical to measure addresses its intended purpose. achieving your intended outcome.

ETHICAL BEHAVIOR. The actions your KNOWLEDGE ASSETS. Your organization takes to ensure that all its organization’s accumulated intellectual decisions, actions, and stakeholder interactions resources; the knowledge possessed by your conform to its moral and professional organization and its workforce in the form of principles of conduct. These principles should information, ideas, learning, understanding, support all applicable laws and regulations and memory, insights, cognitive and technical skills, are the foundation for your organization’s and capabilities. culture and values. LEARNING. New knowledge or skills EXCELLENCE. See performance acquired through evaluation, study, experience, excellence. and innovation.

LEVELS. Numerical information that places GOALS. Future conditions or performance or positions your organization’s results and levels that your organization intends or desires performance on a meaningful measurement to attain. See also performance scale. projections.

GOVERNANCE. The system of MEASURES AND INDICATORS. management and controls exercised in the Numerical stewardship of your organization. information that quantifies the input, output, and performance dimensions of processes, products, programs, projects, services, and the overall HIGH PERFORMANCE. Ever-higher organization (outcomes). levels of overall organizational and individual performance, including quality, productivity, innovation rate, and cycle time. MISSION. Your organization’s overall function. HOW. The systems and processes that your organization uses to achieve its mission PARTNERS. Key organizations or individuals requirements. who are working in concert with your organization to achieve a common goal or improve performance. Typically, partnerships are formal arrangements. See also collaborators.

PERFORMANCE. Outputs and their outcomes obtained from processes, products, and customers that permit you to evaluate and compare your organization’s results to performance projections, standards, past results, goals, and other organizations’ results. address major change or improvement, competitiveness or social issues, and business advantages. See also action plans.

SYSTEMATIC. Well-ordered, repeatable, and exhibiting the use of data and information so that learning is possible. PERFORMANCE EXCELLENCE. An integrated approach to organizational TRENDS. Numerical information that performance management that results in (1) shows the direction and rate of change of delivery of ever- improving value to customers your organization’s results or the and stakeholders, contributing to ongoing consistency of its performance over time. organizational success; (2) improvement of your organization’s overall effectiveness and capabilities; and (3) learning for the organization VALUE. The perceived worth of a product, and for people in the workforce. process, asset, or function relative to its cost and possible alternatives.

PERFORMANCE PROJECTIONS. VALUES. The guiding principles and Estimates of behaviors that embody how your organization your organization’s future performance. See also and its people are expected to operate. goals. VISION. Your organization’s desired future state. PROCESS. Linked activities with the purpose of producing a product or service for a VOICE OF THE CUSTOMER. Your customer (user) within or outside your process for capturing customer-related organization. information. RESULTS. Outputs and outcomes achieved by WORK PROCESSES. Your organization’s your organization. most important internal value-creation processes. SEGMENT. One part of your WORK SYSTEMS. How your organization’s customer, market, product organization’s work is accomplished, offering, or workforce base. consisting of the internal work processes and external resources you need to develop and SENIOR LEADERS. Your organization’s produce products, deliver them to your senior management group or team. customers, and succeed in your marketplace.

STRATEGIC A D V A N T A G E S . Those WORKFORCE. All people actively marketplace benefits that exert a decisive supervised by your organization and influence on your organization’s likelihood of involved in accomplishing your future success. These advantages are frequently organization’s work, including paid sources of current and future competitive employees (e.g., permanent, part-time, success relative to other providers of similar temporary, and telecommuting employees, as products. well as contract employees supervised by your organization) and volunteers, as STRATEGIC CHALLENGES . Those appropriate. pressures that exert a decisive influence on your organization’s likelihood of future success. WORKFORCE CAPABILITY. Your These challenges are frequently driven by your o r g a n i z a t i o n ’ s ability to accomplish its organization’s anticipated competitive position in work processes through its people’s the future relative to other providers of similar knowledge, skills, abilities, and competencies. products. WORKFORCE CAPACITY. Your STRATEGIC OBJECTIVES. The aims or organi z at i on’s ability to ensure sufficient responses that your organization articulates to staffing levels to accomplish its work processes and deliver your products to customers, including the ability to meet seasonal or varying demand levels.

WORKFORCE E N G A G E M E N T . The extent of workforce members’ emotional and intellectual commitment to accomplishing your organization’s work, mission, and vision. Process Scoring Guidelines (For Use with Categories Commitment Level 1–6) SCDESCRIPTION 0% No SYSTEMATIC APPROACH to item requirements is evident; information is ANECDOTAL. (A) or • Little or no DEPLOYMENT of any SYSTEMATIC APPROACH is evident. (D) 5% • An improvement orientation is not evident; improvement is achieved by reacting to problems. (L) • No organizational ALIGNMENT is evident; individual areas or work units operate independently. (I)

10%, The beginning of a SYSTEMATIC APPROACH to the BASIC REQUIREMENTS of the item is evident. 15%, (A) 20%, • The APPROACH is in the early stages of DEPLOYMENT in most areas or work units, inhibiting or 25% progress in achieving the BASIC REQUIREMENTS of the item. (D) • Early stages of a transition from reacting to problems to a general improvement orientation are evident. (L) • The APPROACH is ALIGNED with other areas or work units largely through joint problem solving. (I)

30%, An EFFECTIVE, SYSTEMATIC APPROACH, responsive to the BASIC REQUIREMENTS of the item, is 35%, evident. (A) 40%, • The APPROACH is DEPLOYED, although some areas or work units are in early stages of or 45% DEPLOYMENT. (D) • The beginning of a SYSTEMATIC APPROACH to evaluation and improvement of KEY PROCESSES is evident. (L) • The APPROACH is in the early stages of ALIGNMENT with the basic organizational needs identified in response to the Organizational Profile and other process items. (I).

Because the Criteria is written at the Commitment Level, the organization cannot score above the 30-45% Scoring Range. Results Scoring Guidelines (For Use with Category 7)

0% There are no organizational PERFORMANCE RESULTS, or the RESULTS reported are poor. (Le) or • TREND data either are not reported or show mainly adverse TRENDS. (T) 5% • Comparative information is not reported. (C) • RESULTS are not reported for any areas of importance to the accomplishment of your organization’s MISSION. (I)

10%, A few organizational PERFORMANCE RESULTS are reported, responsive to the BASIC 15%, REQUIREMENTS of the item, and early good PERFORMANCE LEVELS are evident. (Le) 20%, • Some TREND data are reported, with some adverse TRENDS evident. (T) or 25% • Little or no comparative information is reported. (C) • RESULTS are reported for a few areas of importance to the accomplishment of your organization’s MISSION. (I)

30%, Good organizational PERFORMANCE LEVELS are reported, responsive to the BASIC 35%, REQUIREMENTS of the 40%, item. (Le) or 45% • Some TREND data are reported, and most of the TRENDS presented are beneficial. (T) • Early stages of obtaining comparative information are evident. (C) • RESULTS are reported for many areas of importance to the accomplishment of your organization’s MISSION. (I)

Because the Criteria is written at the Commitment Level, the organization cannot score above the 30-45% Scoring Range. SCORE DESCRIPTION DEPLOYMENT. The extent to which your ACTION PLANS. Specific actions that organization applies an approach in relevant your organization takes to reach its work units throughout your organization. short- and longer-term strategic objectives. These plans EFFECTIVE. How well a process or a measure specify the resources committed to and the addresses its intended purpose. time horizons for accomplishing the plans. See also strategic objectives. ETHICAL BEHAVIOR. The actions your organization takes to ensure that all its ALIGNMENT. A state of consistency among decisions, actions, and stakeholder plans, processes, information, resource interactions conform to its moral and decisions, workforce capability and capacity, professional principles of conduct. These actions, results, and analyses that support principles should support all applicable laws key organization-wide goals. See also and regulations and are the foundation for integration. your organization’s culture and values.

APPROACH. The methods your organization EXCELLENCE. See performance excellence. uses to carry out its processes. GOALS. Future conditions or performance BENCHMARKS. Processes and results that rep levels that your organization intends or resent the best practices and best desires to attain. See also performance performance for similar activities, inside or projections. outside your organization’s industry. GOVERNANCE. The system of COLLABORATORS. Organizations or management and controls exercised in the individuals who cooperate with your stewardship of your organization. organization to support a particular activity or event or who cooperate intermittently HIGH PERFORMANCE. Ever-higher levels of when their short-term goals are aligned with overall organizational and individual or are the same as yours. See also partners. performance, including quality, productivity, innovation rate, and cycle time. CORE COMPETENCIES. Your organization’s areas of greatest expertise; those strategically HOW. The systems and processes that your important capabilities that are central to organization uses to achieve its mission fulfilling your mission or that provide an requirements. advantage in your marketplace or service environment. INNOVATION. Making meaningful change to improve products, processes, CUSTOMER. An actual or potential user of or organizational effectiveness and your organization’s products, programs, or create new value for stakeholders. The services. See also stakeholders. outcome of innovation is a discontinuous or breakthrough change. CUSTOMER ENGAGEMENT. Your customers’ investment in or commitment to your brand and product offerings. INTEGRATION. The harmonization of plans, (2) improvement of your organization’s overall processes, information, resource decisions, effectiveness and capabilities; and (3) learning work force capability and capacity, actions, for the organization and for people in the results, and analyses to support key workforce. organization-wide goals. See also alignment. PERFORMANCE PROJECTIONS. Estimates of your organization’s future performance. See also KEY. Major or most important; critical to goals. achieving your intended outcome. PROCESS. Linked activities with the purpose KNOWLEDGE ASSETS. Your organization’s of producing a product or service for a accumulated intellectual resources; the customer (user) within or outside your knowledge possessed by your organization and organization. its workforce in the form of information, ideas, learning, understanding, memory, RESULTS. Outputs and outcomes achieved by insights, cognitive and technical skills, and your organization. capabilities. SEGMENT. One part of your LEARNING. New knowledge or skills acquired organization’s customer, market, product through evaluation, study, experience, and offering, or workforce base. innovation. SENIOR LEADERS. Your organization’s senior LEVELS. Numerical information that places or management group or team. positions your organization’s results and performance on a meaningful measurement STRATEGIC ADVANTAGES. Those scale. marketplace benefits that exert a decisive influence on your organization’s likelihood of MEASURES AND INDICATORS. Numerical future success. These advantages are information that quantifies the input, output, frequently sources of current and performance dimensions of processes, and future competitive success relative to products, programs, projects, services, and the other providers of similar products. overall organization (outcomes). STRATEGIC CHALLENGES. Those pressures MISSION. Your organization’s overall function. that exert a decisive influence on your organization’s likelihood of future success. PARTNERS. Key organizations or individuals These challenges who are working in concert with your are frequently driven by your organization’s organization to achieve a common goal or anticipated competitive position in the future improve performance. Typically, partnerships relative to other providers of similar are formal arrangements. See also products. collaborators. STRATEGIC OBJECTIVES. The aims or PERFORMANCE. Outputs and their outcomes responses that your organization obtained from processes, products, and articulates to address major change or customers that permit you to evaluate and improvement, competitiveness or social compare your organization’s results to issues, and business advantages. See also performance projections, standards, past action plans. results, goals, and other organizations’ results. SYSTEMATIC. Well-ordered, repeatable, PERFORMANCE EXCELLENCE. An integrated and exhibiting the use of data and approach to organizational performance information so that learning is possible. management that results in (1) delivery of ever- improving value to customers and TRENDS. Numerical information that stakeholders, contributing to ongoing shows the direction and rate of change of organizational success; your organization’s results or the consistency of its performance over time.

VALUE. The perceived worth of a product, process, asset, or function relative to its cost and possible alternatives.

VALUES. The guiding principles and behaviors that embody how your organization and its people are expected to operate. VISION. Your organization’s desired future state.

VOICE OF THE CUSTOMER. Your process for capturing customer-related information.

WORK PROCESSES. Your organization’s most important internal value-creation processes.

WORK SYSTEMS. How your organization’s work is accomplished, consisting of the internal work processes and external resources you need to develop and produce products, deliver them to your customers, and succeed in your marketplace.

WORKFORCE. All people actively supervised by your organization and involved in accomplishing your organization’s work, including paid employees (e.g., permanent, part-time, temporary, and telecommuting employees, as well as contract employees supervised by your organization) and volunteers, as appropriate.

WORKFORCE CAPABILITY. Your organization’s ability to accomplish its work processes through its people’s knowledge, skills, abilities, and competencies.

WORKFORCE CAPACITY. Your organization’s ability to ensure sufficient staffing levels to accomplish its work processes and deliver your products to customers, including the ability to meet seasonal or varying demand levels.

WORKFORCE ENGAGEMENT. The extent of workforce members’ emotional and intellectual commitment to accomplishing your organization’s work, mission, and vision. This page intentionally left blank.

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