2017 Pre-Examiner Training and Preparation Course The Journey - - PowerPoint PPT Presentation

2017 Pre-Examiner Training and Preparation Course

The Journey Begins (Continues)!

Before We Begin….

Logistics

• Safety
• Location of exits
• Use of phone

(please place on silent)

• Restrooms
• Parking Lot

Parking Lot

Quality Texas Meeting Behaviors

• Be respectful
• Share openly
• Have only one conversation

at a time

• Mute phones
• Return from breaks on time
• Take care of personal needs
• Clean up after yourself
• Stay on point
• Work toward consensus
• Understand that silence

means affirmation

• Employ “ELMO” as needed
• Have fun

Ground Rules

Learning Outcomes

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

Course Overview

 Day 1 – Quick review of the

Baldrige Framework; Review the Organizational Profile; Key Factors; Discuss Six- Step IR Process; Review Items 1.1

 Day 2 – Six-Step IR Process;

Items 2.1 and 5.2

 Day 3 – Six-Step IR Process;

Review 7.1 and 7.5; Scorebook Navigator Class

Introductions – At Your Table

• Who you are!

– Name / City

• What you do!

– Organization – Job title

• Experience with QTF or

Baldrige Criteria

• Your expectations of

this Training

About Quality Texas Laying Concrete

Key Facts About Quality Texas Foundation

▪ President Reagan concept 1987- 1989; Mac Baldrige - Secretary of Commerce; died in rodeo accident ▪ State Concept 1990; Started 1992; Endorsed by then Governor Ann Richards; November 1992 huge kickoff in Houston ▪ Founded in 1994 as a 501(c)3 not-for-profit corporation ▪ Full-time staff of two people; one person part time; around 300 state- wide volunteers

Key Facts About Quality Texas Foundation

▪ Funded through

▪ Memberships/Sponsorships, ▪ Customized training workshops, ▪ Performance Excellence Program participant fees, ▪ Annual Texas Quest Conference

▪ Recognized as the most effective state program, with more Baldrige recipients than any other state (20); 53 state winners

QTF’s Vision and Mission

Vision: Th

The e Qualit Quality y Te Texa xas s Fo Foun unda dation tion (Q (QTF TF) ) wi will ll co continu ntinue e to to be be the the pre preemine eminent nt state state p prog rogram ram ass assisti isting ng individua individuals, ls,

• rg
• rgan

anizations, and izations, and co commun mmuniti ities es wi with th co continu ntinuou

• us

s improve improvemen ment t efforts efforts.

Mission: QTF ex

QTF exists ists to to ass assist ist individua individuals, ls, o

• rga

rganiza nizations tions an and d co commun mmuniti ities es in t in the heir ir co continu ntinuou

• us

s impro improve veme ment nt effo efforts the rts thereb reby y po positi sitively vely impac impacting ou ting our r co commun mmuniti ities, state, es, state, an and na d nation tion.

QTF’s Values, CCs, and Motto

Values:

• Systematic Perspective
• Delivering Value and Results
• Personal and Organizational Learning

Core Competencies:

• Executing the Baldrige Framework
• Engaging Volunteers

Motto:

• Making a Difference Every Day!

Services We Provide

• Organizational Assessment & Feedback
• Recognition/Awards at our Annual Conference
• Examiner Training (You are here!)
• Applicant Training (how to apply) (Tng/Coaching)

– writing seminars; – assessment techniques; – site visit training; – Leadership seminars; – Strategic Planning events, and – Communities of Excellence (COE) Seminars

• Membership Opportunities with options/discounts

Why Organizations Apply

• $820:$1 ROI
• Outside evaluation of organizational performance
• Improve financials, customer/employee engagement
• Helps build a common, holistic, and systematic view
• f the organization for greater improvements
• Framework provides a common language;

standardized method to examine processes and performance; objective feedback

• Tracks progress - Get to the “next level” of

performance

• Fosters benchmarking in and out of industry

Examiner Path

Examiners’ Roles and Responsibilities

• Provide analysis and feedback to lead the organization

to the next level of maturity

• Examination Process Team Members

– Examiners – Senior Examiners – Scorebook Editor – Back-up Team Leader – Team Leader – Process Coach

• Each team has a Subject Matter

Expert or two (Can be any role)

Quality Texas Foundation

• Ms. Lin Wrinkle

Chief Operations Officer (COO) linwrinkle@quality-texas.org; (512) 818-3901

• Dr. Mac McGuire

Chief Executive Officer (CEO) drmac@quality-texas.org; (512) 656-8946 Address: 201 Woodland Park, Georgetown, Texas 78633-2007 www.quality-texas.org

Walk Through Baldrige Framework Booklet

Take a look at your Baldrige Framework Book

Baldrige Excellence Framework

• Systems Perspective – ii-iii
• Criteria: Systematic Perspective – 1
• Basic, Overall, Areas to Address – 2
• Point Values per Category/Item – 3
• Organizational Profile – 4-6
• Notes: Additional definitions – 5-6
• Categories 1-7 – 7-30
• Scoring System – 31-33

Baldrige Excellence Framework

• Process Scoring Guidelines – 34
• Results Scoring Guidelines - 35
• Responding to the Criteria – 37-39
• Core Values and Concepts – 40-44
• Changes from 2015-2016 – 45-46
• Glossary of Key Terms – 47-54

QTF LEVELS

Award Next Level Award Level* Progress Recognition Commitment Recognition Engagement Recognition Beginning Recognition

Award Levels 50 plus 5 (OP) Progress Level 30 plus 5 (OP) Commitment Level 20 plus 5 (OP) Engagement Level 10 plus 5 (OP) Beginning Level 5 (OP) Award Next 50 + 5 (OP)

Categories 1-6 Examination

How Do I Evaluate Process Items?

Process items are evaluated using four factors:

• Approach
• Deployment
• Learning
• Integration ADLI

Category 7 Examination

Results: 45% of the Total Score Category 7 Evaluated by LeTCI

Levels – Le Trends – T Comparisons – C Integration - I

Results Evaluation Factors  LeTCI

• Levels – Current performance; meaningful measurement scale
• Trends – Numerical data; shows the direction/rate of

improvements (slope over time)

• Comparisons – Performance relative to that of other

appropriate organizations, competitors or organizations that are similar; relative to industry leaders/benchmarks

• Integration – Measures (segmentation) addressing important

performance requirements relating to customers, products/services, markets, processes, or action plans identified in OP and in process items; future performance; harmonization across processes and work units to support organization-wide goals

Segmentation

Segments can be defined by, among other things:

▪ Customers (students/families for Education; patients/families for HC) ▪ Market/Product offerings ▪ Location ▪ Workforce group (employees, tenure, admin, hourly, etc.) ▪ Size of the group in question

The applicant defines their segments (OP – P1); we assess the results of those segments

Comparisons

Comparisons can be defined by, among other things:

• Inside the industry
• Competitive comparisons
• Outside the industry

QTF/Baldrige Examination Process

TRUST THE PROCESS! (KEY TEACHING POINT)

Homework Requirements

1.1, 2.1, 5.2, 7.2, and 7.3 (using SBN)

Step 1: Read the Criteria.

Read Baldrige Framework for Award Level QTF Beginner, Engagement, Commitment,

• r Progress

Level Criteria

Step 2: Determine Most Relevant Key Factors

Four to Six Key Factors taken from OP, Eligibility, or from Application

Step 3: Read & Analyze the Application

Read the Application Mark as appropriate

Step 4: Identify Strengths/OFIs

Around 6 comments Strengths and OFIs

Step 5: Write Feedback Ready Comments

Remember: NERD!

N – nugget of

importance

E – evidence/example

to support comments

R – relevance to the

applicant

D – Done!

Step 6: Determine the Scoring Range and Score

Best Fit Don’t Block a Winner Tie goes to applicant

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

UNDERSTANDING SYSTEMATIC APPROACH

UNDERSTANDING DEPLOYMENT

UNDERSTANDING IMPROVEMENT/LEARNING/INNOVATION

UNDERSTANDING INTEGRATION

Go to Results Scoring Page 35

What is different about Results Scoring?

So let’s begin our Examination/Evaluation Independent Review

We will follow the exact same steps that you will follow

Step 1: Read the Criteria

Exercise: Step 1 Read the Criteria

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

5

• 2. Read your assigned part of the Criteria

[1.1a(1), (2), b, c (1), (2)] individually 15

• 3. Discuss at your table, (group) your thoughts
• n Item 1.1 from the application

15

• 4. Record the requirements on chart paper

10

• 5. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 46 minutes total

Step 2: Determine Most Relevant Key Factors

OP – The Preliminary Step

• Organizational Profile, Eligibility

Forms

• Reader’s digest version of

application

• Sets stage for what the

applicant says is important

• Do not read into or take away
• Develop Key Factors from what the

applicant says is important

Exercise: Select Key Factors For Applicant

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

5

• 2. Discuss at your table, (group) your thoughts
• n the key factors for this application

20

• 3. Review individually your assigned area

[P.1a(1), (2), (3), (4), (5), P.1b(1), (2), (3), P.2a(1), (2), (3), b, c] 10

• 4. Record the requirements on chart paper

10

• 5. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 46 minutes total

Exercise: Step 2 Select the Most Relevant KFs for 1.1

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

5

• 2. Review individually your assigned Criteria

Item [1.1a(1), (2), b, c (1), (2)] 15

• 3. Discuss at your table, (group) your thoughts
• n the key factors for this Item 1.1 from the

application (Settle on 4-6 KFs from master list) 10

• 4. Record the requirements on chart paper

10

• 5. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 41 minutes total

Step 3: Read and Analyze the Application

Exercise: Step 3 Read and Analyze the Application in 1.1

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

5

• 2. Review individually your assigned Criteria

Item [1.1a(1), (2), b, c (1), (2)] 15

• 3. Discuss at your table, (group) your thoughts

about how the applicant addressed the criteria and ADLI for Item 1.1 15

• 4. Record the requirements on chart paper

10

• 5. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 46 minutes total

Step 4: Identify Strengths/OFIs

Exercise: Step 4 Identify Strengths/OFIs

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

2

• 2. Review individually your assigned Criteria

Item [1.1a(1), (2), b, c (1), (2)] 5

• 3. Use a round robin approach to

discuss/highlight all potential strengths/OFIs identified [1.1a(1), (2), b, c (1), (2)] 15

• 4. Select a total of around 1 strength/OFI that

you feel are most important for the applicant 10

• 5. Record the requirements on chart paper

10

• 6. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 43 minutes total

Feedback Comments

Our KEY Product for the Applicant!

Well-Written Comments: “NERD”

• N – Nugget – Up front comment based on the Item

Criteria or a Key Factor (i.e., explains why this is important to the applicant)

• E – Evidence or Example - State what the applicant

has (Strength) or is missing or not addressed (OFI)

• R – Relevance – Why is this comment important? If

an OFI, include actionable (but not prescriptive) information that will help the applicant to improve.

• D – Done – Read to see if comment makes sense and

helps the organization understand its current status

Comment Writing

Elements of a well written comment

Sample Process Strength

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

Nugget Examples Relevance

Sample Process Strength

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

Relevance Nugget Examples

Sample Process OFI

4.2a(1) It is not clear how the applicant systematically transfers knowledge specific to the needs of parents and volunteers in support of the PhilP that all are accountable for student

• performance. For example, parents and volunteers do not

appear to be included in teachers’ grade-level discussions, and parents do not appear to have access to teachers’

• nline forums, blogs, and classroom support server (Figure

4.2-1).

Relevance Nugget Examples

Sample Results Strength

7.3a(1) Strong results for key measures of workforce capability and capacity may help strengthen the engagement factor

• f having sufficient resources to get the job done. Rates
• f certification (Figure 7.3-1) and student-teacher ratio

(Figure 7.3-2) have improved over the periods shown, reaching 100% or close to 100% for all segments, and the student-teacher ratio in elementary and middle schools compares favorably to that of a Baldrige Award winner.

Relevance Nugget Examples

Sample Results OFI

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

Relevance Nugget Examples

Step 5: Write Feedback Ready Comments

Exercise: Step 5 Write Feedback Ready Comments

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

2

• 2. Review Step 4, list of S’s/OFI’s, your assigned

Criteria Item [1.1a(1), (2), b, c (1), (2)] 5

• 3. Draft a feedback ready (on chart) (NERD

format) strength and OFI, split into 2 groups, review the work of the other internal team 15

• 4. Select a total of around 1 strength/OFI that

you feel are most important for the applicant 10

• 5. Redraft comment with the input from others

10

• 6. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 43 minutes total

Look at Scoring Guidelines in Baldrige Framework

Pages 34 Process and 35 Results

Introduction to Scoring

• Process Scoring Guidelines and Results Scoring

Guidelines – Two separate scales

• Use Glossary for Definitions always
• Process Scores Address: Approach, Deployment,

Learning, Integration (ADLI)

• Results Scores Address:

Levels, Trends, Comparisons, Integration (LeTCI)

8.5 6.5 8.0

Step 6: Determine the Scoring Range and Score

Exercise: Step 6 Scoring

Activity Time (minutes)

• 1. Select a scribe, timekeeper and reporter

2

• 2. Review Step 4/5, list of S’s/OFI’s, your

assigned Criteria Item [1.1a(1), (2), b, c (1), (2)] 5

• 3. Using your comments from Step 4/5 and

Scoring Guidelines, discuss as a group the most appropriate scoring range for your assigned Item 10

• 4. Discuss the appropriate score within that

range. 10

• 5. Record the scoring range and score on chart

paper and be prepared to discuss your choice 5

• 6. Report Out (1 minute per table)

1 Thoughts/Comments/Concerns/Learnings 33 minutes total

Follow Six Step Process

• Complete for 2.1 [(2.1a(1)(2)(3)(4) and

2.1b(1)(2)]

• Complete for 5.2 [(5.2a(1)(2)(3)(4) and

5.2b(1)(2)(3)]

• Complete for 7.1 [(7.1a, b(1)(2), c]
• Complete for 7.5 [(7.5a(1)(2)]

Round-Robin Feedback

• What did you learn?
• Do you have confidence to

begin/continue the assessment stages?

• Any final questions or concerns?

Scorebook Navigator

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

Scorebook Navigator

Scorebook Navigator

Last Things…Almost!

• Be sure to complete your training surveys and

forms!

• Please contact Quality Texas if you need help.
• Let’s thank our Training Faculty!
• Please take a few moments to clean up your areas
• Please remember to post your Plus/Delta

comments!

• Have a safe trip home!

CONGRATULATIONS!

76

We appreciate YOU!

Welcome to the Quality Texas Family