Education Engagement Level Criteria For Performance
2021–2022EducationEngagement LevelCriteriafor PerformanceExcellenceEffective January 2021
Note from the CEO:Thank you for taking the time to consider applying for the Quality Texas FoundationEngagement Level of Recognition (the five-page Organizational Profile and a ten-pageapplication). This is the starting point for your organization or a section/group within anorganization. Your next step is our Commitment Level of Recognition (five-page OrganizationalProfile 20-page application). Since this is probably your first entry with Quality TexasFoundation, welcome aboard.It is our sincere hope that the questions embedded in the five-page organizational profilewill cause your organization to evaluate exactly where you are, where you should be, and howyou can significantly improve by prioritization of your improvement steps. The BaldrigeFramework is used the world over (70 countries) to make systematic improvements toorganizations. Proposed steps are shown below.1) Assign a minimum of two personnel in your office to become InternalCoach/Examiners (preferably five to seven) trained with the Quality Texas Foundation. Thistraining is where QTF actually teaches the Internal Coach/Examiner how to help lead continuousimprovement efforts in the organization, write the responses to the questions and discover thereasons behind the questions. You can just begin writing if you like, but past informationreceived from applicants indicate the Internal Coach/Examiner training was a major milestone inwriting at any level.2) Write your responses and allow other people in your office to edit your work. Don’tfall in love with your first draft. This application to be really effective will undergo severaliterations with substantial improvements along the way. The application process will allow theorganization to ask very difficult questions and address organizational priorities.3) Revise multiple times and submit.4) We also have organizational writing seminars where we will help you accomplishorganizational improvements and complete the narrative for this level.If we here at the Quality Texas Foundation can be of assistance to you, please allow usthat opportunity. We offer coaching and training to help maximize your positive experience.Remember that the Baldrige Journey is never finished! Happy travels!Dr. Mac s.org
How do I get started?However, you plan use the Baldrige framework, the Baldrige community is there to help yourorganization learn, grow, and improve. See the following pages and visit https://www.qualitytexas.org to see the possibilities.The [Baldrige] Criteria help you link your strategy, your human capital process, yourleadership development process, and all of your core operations together and help themfocus on what your customers actually want.—Scott McIntyre, President and CEO, Managing Partner, Guidehouse (formerly BaldrigeAward recipient PricewaterhouseCoopers Public Sector Practice)How to Use the Baldrige Excellence FrameworkWhether your organization is large or small, you can use the Baldrige Excellence Framework forimprovement. Your experience with Baldrige will help you decide where to begin.The Quality Texas Foundation can help you assess your level of expertise and where yourjourney should begin. Please contact Lin Wrinkle-McGuire, COO, at linwrinkle@qualitytexas.org Dwight Bailey, at dwightbailey@quality-texas.org or Dr. Mac McGuire, CEO atdrmac@quality-texas.org for more information.There are three different applications. Business/NFP is the most often used. Healthcare has ahealthcare version if the primary customers are patients and families. Education has aneducation version if the primary customers are students and families.
Criteria for Performance ExcellenceBegin with the Organizational ProfileThe Organizational Profile is the most appropriate starting point for self-assessment and for writing anapplication. It is critically important for the following reasons: You can use it as an initial self-assessment. If you identify topics for which conflicting, little, or noinformation is available, use these topics for action planning. It sets the context for understanding your organization and how it operates and allows you to addressunique aspects of your organization in your responses to the Baldrige Criteria questions in categories1–7. Your responses to all other questions in the Criteria should relate to the organizational contextyou describe in this profile. It helps you identify gaps in key information about your organization and focus on key performancerequirements and results.Organizational ProfileThe Organizational Profile is a snapshot of your organization and its strategic environment.P.1 Organizational Description: What are your KEY organizational characteristics?a. Organizational Environment(1) EDUCATIONAL PROGRAM AND SERVICE Offerings What are your mainEDUCATIONAL PROGRAM AND SERVICE offerings (see the note on the next page)? What is therelative importance of each to your success? What modalities do you use to deliver yourEDUCATIONAL PROGRAM AND SERVICES?(2) Mission, Vision, Values, and Culture What are your MISSION, VISION, and VALUES?Other than values, what are the characteristics of your organizational culture? What are yourorganization’s CORE COMPETENCIES, and what is their relationship to your MISSION?(3) WORKFORCE Profile What is your WORKFORCE profile? What recent changes haveyou experienced in WORKFORCE composition or in your needs with regard to yourWORKFORCE? What are your WORKFORCE or faculty/staff groups and SEGMENTS;the educational requirements for different faculty/staff groups and SEGMENTS;the KEY drivers that engage them;your organized bargaining units (union representation), if any; andyour special health and safety requirements, if any?(4) Assets What are your major facilities, equipment, technologies, and intellectual property?(5) Regulatory Environment What are your KEY applicable occupational health and safetyregulations; accreditation, certification, or registration requirements; education sectorstandards; and environmental, financial, and EDUCATIONAL PROGRAM AND SERVICESregulations?
b. Organizational Relationships(1) Organizational Structure What are your organizational leadership structure andGOVERNANCE structure? What structures and mechanisms make up your organization’sLEADERSHIP SYSTEM? What are the reporting relationships among your GOVERNANCE board,SENIOR LEADERS, and parent organization, as appropriate?(2) Students, Other CUSTOMERS and STAKEHOLDERS What are your KEY marketSEGMENTS, student and other CUSTOMER groups, and STAKEHOLDER groups, as appropriate?What are their KEY requirements and expectations for your EDUCATIONAL PROGRAM ANDSERVICES, student and other CUSTOMER support services, and operations, including anydifferences among the groups?(3) Suppliers, Partners, and Collaborators What are your KEY types of suppliers,PARTNERS, and COLLABORATORS? What role do they play in producing and delivering your KEYEDUCATIONAL PROGRAM and SERVICES and student and other CUSTOMER support services,and in enhancing your competitiveness? What role do they play in contributing andimplementing INNOVATIONS in your organization? What are your KEY supply-networkrequirements?NotesP.1a(1). Educational program and service offerings arethe activities you offer to engage students in learningor contribute to scientific or scholarly investigation.Modalities for delivering programs and services to yourstudents might be direct or might be indirect, throughpartners and collaborators.P.1a(2). If your organization has a stated purpose aswell as a mission, you should include it in yourresponse. Some organizations define a mission and apurpose, and some use the terms interchangeably.Purpose refers to the fundamental reason that theorganization exists. Its role is to inspire the organizationand guide its setting of values.P.1a(2). Your values are part of your organization’sculture. Other characteristics of your organizationalculture might include shared beliefs and norms thatcontribute to the uniqueness of the environment withinyour organization.P.1a(3). Workforce or faculty/staff groups andsegments (including organized bargaining units) mightbe based on type of employment or contract-reportingrelationship, location (including remote work), tour ofduty, work environment, use of flexible work policies,or other factors. Organizations that also rely onvolunteers and interns to accomplish their work shouldinclude these groups as part of their workforce.P.1a(5). Education standards might include local, state,or international statutory requirements and sectorwide codes of conduct and policy guidance includingcompliance with research ethics. Depending on theregions in which you operate, environmentalregulations might cover greenhouse gas emissions,carbon regulations and trading, and energy efficiency.P.1b(1). The Organizational Profile asks for the “what”of your leadership system (its structures andmechanisms). Questions in categories 1 and 5 ask howthe system is used.P.1b(2). Student and other customer groups might bebased on common expectations, behaviors,preferences, or profiles. Within a group, there may besegments based on differences, commonalities, orboth. You might subdivide your market into segmentsbased on educational programs, services, or features;
delivery modalities; geography; or other definingfactors.P.1b(2). Student, other customer, stakeholder, andoperational requirements and expectations will driveyour organization’s sensitivity to the risk of program,service, support, and supply-network interruptions,including those due to natural disasters and otheremergencies.P.1b(3). Suppliers and partners should include keyfeeder schools that prepare students for yourorganization.P.1b(3). Your supply network consists of the entitiesinvolved in producing your programs and services anddelivering them to your students. For someorganizations, these entities form a chain, in which oneentity directly supplies another. Increasingly, however,these entities are interlinked and exist ininterdependent rather than linear relationships.The Education Criteria use the term supply network,rather than supply chain, to emphasize theinterdependencies among organizations and theirsuppliers.For additional guidance on this item, see the EducationCriteria baldrigecriteria--commentary-education).
P.2 Organizational Situation: What is your organization’s strategic situation?a. Competitive Environment(1) Competitive Position What are your relative size and growth in your educationsector or the markets you serve? How many and what types of competitors do you have?(2) Competitiveness Changes What KEY changes, if any, are affecting your competitivesituation, including changes that create opportunities for INNOVATION and collaboration, asappropriate?(3) Comparative Data What KEY sources of comparative and competitive data areavailable from within the education sector? What KEY sources of comparative data are availablefrom outside the education sector? What limitations, if any, affect your ability to obtain or usethese data?b. Strategic Context What are your KEY STRATEGIC CHALLENGES and ADVANTAGES?c. Performance Improvement System What is your PERFORMANCE improvementsystem, including your PROCESSES for evaluation and improvement of KEY organizationalprojects and PROCESSES?NotesP.2a. Education organizations are frequently inhighly competitive environments. Aside from directcompetition for students, they must often competeto secure financial, volunteer, and human resources.This competition may involve other educationorganizations, as in competition for grant funding orsuppliers, or the opportunity to providesupplemental services. For public educationorganizations, competition may involve other publicagencies or departments, as in the competition forscarce budget resources.P.2b. Strategic challenges and advantages might bein the areas of educational programs and services,operations, societal contributions, and workforce.They might relate to finances, including fundingmechanisms; organizational structure and culture;emerging technology; digital integration; data andinformation security and cybersecurity; emergingcompetitors; changing stakeholder requirements;faculty and staff capability or capacity; and brandrecognition and reputation.P.2c. The Baldrige Scoring System uses performanceimprovement through learning and integration as adimension in assessing the maturity oforganizational approaches and their deployment.This question is intended to set an overall contextfor your approach to performance improvement.The approach you use should be related to yourorganization’s needs. Approaches that arecompatible with the overarching systems approachprovided by the Baldrige framework might includeimplementing PDSA methodology; completingaccreditation self-studies; applying nationallyvalidated systems to improve teachingperformance; and performing independentinstitutional, departmental, or program assessments.It also might include using a Lean Enterprise System,applying Six Sigma methodology, using standardsfrom ISO (e.g., the 9000 or 14000 series, or sectorspecific standards), using decision science, oremploying other improvement tools.For additional guidance on this item, see the EducationCriteria baldrigecriteria--commentary-education).
1 LeadershipThe Leadership category asks how senior leaders’ personalactions guide and sustain your organization. It also asks aboutyour organization’s governance system and how your organizationfulfills its legal, ethical, and societal responsibilities.Vision and Values, Communication and Organizational Performance,Organizational Governance, Legal and Ethical Behavior, and SocietalResponsibilitiesProcess(1) How do senior leaders set your organizational’s vision and values?(2) How do senior leaders’ actions create an environment for success now and in thefuture?(3) How do senior leaders communicate with and engage the entire workforce and keycustomers?(4) How do senior leaders create a focus on action that will achieve the organization’smission?(5) How do you evaluate the performance of your senior leaders, including the chiefexecutive, and your governance board?
2 StrategyThe STRATEGY Category asks HOW your organization developsSTRATEGIC OBJECTIVES and ACTION PLANS, implements them, changesthem if circumstances require, and measures progress.Strategy Development Process, Strategic Objectives, Action Plan Developmentand Deployment, and Action Plan ModificationProcess(1) How do you conduct your strategic planning?(2) How does your strategy development process stimulate and incorporate innovation?(3) How do you collect and analyze relevant data and develop information for yourstrategy planning process?(4) What are your organization’s key strategic objectives and timetable for achievingthem?(5) How do your strategic objectives achieve appropriate balance among varying andpotentially completing organizational needs?
3 CustomersThe Customers category asks HOW your organization engages itsstudents and other customers for ongoing market success, includingHOW your organization listens to the VOICE OF THE CUSTOMER, servesand exceeds students’ and other CUSTOMERS’ expectations, and buildslong-term relationships with students and other CUSTOMERS.Customers’ Expectations, Listening, Determination of Customer Satisfactionand Engagement, Product Offerings and Customer Support, and CustomerRelationshipsProcess(1) How do you listen to, interact with, and observe students and other customers toobtain actionable information?(2) How do you listen to potential students and other customers to obtain actionableinformation?(3) How do you determine your student and other customer satisfaction, dissatisfaction,and engagement?(4) How do you build and manage student and other Customer relationships?(5) How do you determine product offerings?
4 Measurement, Analysis, andKnowledge ManagementThe Measurement, Analysis, and Knowledge Management category askshow your organization selects, gathers, analyzes, manages, andimproves its data, information, and knowledge assets; how it uses reviewfindings to improve its performance; and how it learns.Measurement, Analysis, Information and Knowledge ManagementProcess(1) How do you use data and information to track daily operations and overallorganizational performance?(2) How do you select and effectively use comparative data and information to supportfact-based decision-making?(3) How do you review your organization’s performance and capabilities?(4) How do you build and manage organizational knowledge?(5) How do you use your knowledge and resources to embed learning in the way yourorganization operates?
5 WorkforceThe Workforce category asks how your organization assessesWORKFORCE CAPABILITY and CAPACITY needs and builds aWORKFORCE environment conducive to HIGH PERFORMANCE. Thecategory also asks HOW your organization engages, manages, anddevelops your WORKFORCE to utilize its full potential in alignment withyour organization’s overall business needs.Workforce Capability and Capacity, Workforce Climate, Workforce Engagementand Performance, and Workforce and Leader DevelopmentProcess(1)(2)(3)(4)(5)How do you assess your workforce capability and capacity needs?How do you recruit, hire, place, and retain new workforce members?How do you organize and manage your workforce?How do you determine the key drivers of workforce engagement?How does your learning and development system support the personal developmentof workforce members and your organization’s needs?
6 OperationsThe Operations category asks how your organization designs, manages,improves, and innovates its products and WORK PROCESSES andimproves operational EFFECTIVENESS to deliver customer VALUE andachieve ongoing organizational success.Work Processes and Operational EffectivenessProcess(1) How do you determine key Educational Program and Service and Work processrequirements?(2) How do you design your educational Programs and services and work Processes tomeet requirements?(3) How does your day-to-day operation of work processes ensure that they meet keyprocess requirements?(4) How do you determine your key support processes?(5) How do you pursue your opportunities for innovation?
7 ResultsThe Results category asks about your organization’s performance andimprovement in all key areas—student learning and process results;customer results; workforce results; leadership and governance results;and financial, budgetary, market, and strategy results.Tracking and Using Key Results for More Improvement and AnalysisDisplay in graphical form where possible (chart/graph/table) where possible.There should be a minimum of one chart/graph/table for each questionbelow.Results(1) What are your results for student learning and for your student and other customerservice processes?(2) What are your safety and emergency preparedness results?(3) What are your student and other customer satisfaction and dissatisfaction results?(4) What are your student and other customer engagement results?(5) What are your workforce capability and capacity results?(6) What are your workforce and leader development results?(7) What are your results for senior leaders’ communication and engagement with theworkforce, partners, and customers?(8) What are your financial performance results?
Glossary of Key TermsThe terms below are those in small caps in the Baldrige Criteria for PerformanceExcellence and scoring guidelines. The rest of the first paragraph elaborates onthis definition. The paragraphs that follow provide examples, descriptiveinformation, or key linkages to other information in the Baldrige framework.ACTION PLANS. Specific actions that yourorganization takes to reach its short- andlonger-term strategic objectives. These plansspecify the resources committed to and thetime horizons for accomplishing the plans.Action plan development is the critical stagein planning when you make strategicobjectives and goals specific so that you caneffectively deploy them throughout theorganization in an understandable way. In theCriteria, deploying action plans includescreating aligned measures for all affecteddepartments and work units. Deploymentmight also require specialized training forsome workforce members or recruitment ofpersonnel.For example, a strategic objective for asupplier in a highly competitive industrymight be to achieve student performance inthe top quartile of the state’s schools on anannually administered normalized test.Action plans could entail determining inwhich subjects students have scored thelowest, understanding skill deficiencies inthose subjects, and develop curricula thatenable students to master those skills. Todeploy the action plans, the supplier mightneed to train faculty in instructional andassessment methods. Organizational-levelanalysis and review would likely emphasizestudent learning, budgetary performance,and student and other customer satisfaction.See also STRATEGIC OBJECTIVES.ALIGNMENT. A state of consistency amongplans, processes, information, resourcedecisions, workforce capability and capacity,actions, results, and analyses that supportkey organization-wide goals. Effective alignment requires a common understanding ofpurposes and goals. It also requires the use ofcomplementary measures and informationfor planning, tracking, analysis, andimprovement at three levels: theorganizational level, the key process level,and the program, school, or class level.See also INTEGRATION.ANALYSIS. The examination of facts and datato provide a basis for effective decisions.Analysis often involves determining causeeffect relationships. Overall organizationalanalysis guides you in managing worksystems and work processes towardachieving key organizational results andattaining strategic objectives.Although individual facts and data areimportant, the do not usually provide aneffective basis for acting or settingpriorities. Effective actions depend on anunderstanding or relationships, which isderived from the analysis of facts anddata.ANECDOTAL. In a response to an EducationCriteria item, information that lacks specificmethods; measures; deploymentmechanisms; and evaluation, improvement,and learning factors. Anecdotal informationfrequently consists of examples and describesindividual activities rather than systematicprocesses. For example, in an anecdotalresponse to how senior leaders deployperformance expectations, you mightdescribe a specific occasion when a seniorleader visited all of your organization’sfacilities. On the other hand, in describing asystematic process, you might include themethods all senior leaders use tocommunicate performance expectationsregularly to all locations and workforcemembers, the measures leaders use to assessthe effectiveness of the methods, and the
tools and techniques you use to evaluate andimprove the methods.See also SYSTEMATIC.APPROACH. The methods your organizationuses to carry out its processes. Besides themethods themselves, approach refers to theappropriateness of the methods to the itemrequirements and your organization’soperating environment, as well as howeffectively your organization uses thosemethods.Approach is one of the factors considered inevaluating process items.BASIC QUESTIONS. The most central conceptof a Criteria item, as presented in the itemtitle question.BENCHMARKS. Processes and results thatrepresent the best practices and bestperformance for similar activities, inside oroutside your organization’s industry.Organizations engage in benchmarking tounderstand the current dimensions of worldclass performance and to achievediscontinuous (nonincremental) or“breakthrough” improvement.Benchmarks are one form of comparativedata. Other forms include educationsector data collected by a third party,data on competitors’ performance,comparisons with similar organizationsthat are in the same geographic areas orthat provide similar programs andservices in other geographic areas, andinformation from the open literature(e.g., outcomes of research studies andpractice guidelines).CAPABILITY, WORKFORCE. See WORKFORCECAPABILITY.CAPACITY, WORKFORCE. See WORKFORCECAPACITY.COLLABORATORS. Organizations orindividuals who cooperate with yourorganization to support a particular activityor event or who cooperate intermittentlywhen their short-term goals are aligned withor are the same as yours. Typically,collaborations do not involve formalagreements or arrangements.See also PARTNERS.CORE COMPETENCIES. Your organization’sareas of greatest expertise; thosestrategically important, possibly specializedcapabilities that are central to fulfilling yourmission or that provide an advantage in yourmarketplace or service environment. Corecompetencies are frequently challenging forcompetitors or suppliers and partners toimitate, and they may provide an ongoingcompetitive advantage or createopportunities in your business ecosystems. .The absence of a needed core competencymay result in a significant strategic challengeor disadvantage for your organization in themarketplace.Core competencies may involve technologicalexpertise, unique program and serviceofferings that respond to the needs of yourstudents, other customers, and market.CUSTOMER. An actual or potential user ofyour organization’s education products andservices. Customers include the direct usersof your programs and services (students andpossibly parents), as well as others who payfor your programs and services. The Baldrigeframework addresses customers broadly,referencing your current and future studentsand other customers, as well as yourcompetitors’ students and other customers.Student-focused excellence is a Baldrige corevalue embedded in the beliefs and behaviorsof high-performing organizations. Studentfocus impacts and should be a factor inintegrating your organization’s strategicdirections, work systems and work processes,and organizational performance results.
See also stakeholders for the relationshipbetween customers and others who might beaffected by your programs and services.CUSTOMER ENGAGEMENT. Your students’and other customers’ investment in orcommitment to your organization and youreducational program and service offerings.Characteristics of engaged students andother customers include retention, loyalty,willingness to make an effort to use andsupport—and to continue to use and support—your program and services, and willingnessto actively advocate for and recommend yourofferings.DEPLOYMENT. The extent to which yourorganization applies an approach inaddressing the requirements of a Criteriaitem. Evaluation of deployment considershow broadly and deeply the approach isapplied in relevant work units throughoutyour organization.Deployment is one of the factors consideredin evaluating process items.DIVERSITY. Personal differences amongworkforce members that enrich the workenvironment and are representative of yourhiring and student communities. Thesedifferences address many variables, such asrace, religion, color, gender, national origin,disability, sexual orientation, age andgeneration, education, geographic origin, andskill characteristics, as well as ideas, thinking,academic disciplines, and perspectives.The Education Criteria refer to valuing andbenefiting from the diversity of yourworkforce hiring and student communities.Capitalizing on both in building yourworkforce increases your opportunities forhigh performance; student and othercustomer, workforce, and communitysatisfaction; and student, and customer andworkforce engagement.EDUCATIONAL PROGRAMS AND SERVICES.Educational programs are activities thatengage student in learning or contribute toscientific or scholarly investigation, includingcredit and noncredit courses, degreeprograms, research, outreach, communityservice, cooperative projects, and overseasstudies. Educational program design requiresthe identification of critical points (theearliest points possible) in the teaching andlearning process for measurement,observation, or intervention.Educational services are the servicesconsidered most important to studentmatriculation and success. These might relateto student counseling, advising, and tutoring;libraries and information technology; andstudent recruitment, enrollment, registration,placement, financial aid, and housing. Theymight also include food services, security,health services, transportation, andbookstores.EFFECTIVE. How well a process or a measureaddresses its intended purpose. Determiningeffectiveness requires (1) evaluating how wellthe process is aligned with the organization’sneeds and how well it is deployed, or (2)evaluating the outcome of the measure as anindicator of process, program or serviceperformance.EMPOWERMENT. Giving people theauthority and responsibility to makedecisions and take actions. When people areempowered, decisions are made closest tothe students and other customers (the frontline), where work-related knowledge andunderstanding reside.The purpose of empowering people is toenable them to satisfy students’ needs,satisfy students and other customers on firstcontact, improve processes and increaseproductivity, and improve student learningand your organization’s performance results,as well as to encourage collaboration. Anempowered workforce requires informationto make appropriate decisions; thus, your
organization must provide that information ina timely and useful way.ENGAGEMENT, CUSTOMER. See CUSTOMERENGAGEMENT.ENGAGEMENT, WORKFORCE. SeeWORKFORCE ENGAGEMENT.ETHICAL BEHAVIOR. The actions yourorganization takes to ensure that all itsdecisions, actions, and stakeholderinteractions conform to its moral andprofessional principles of conduct. Theseprinciples sh
How to Use the Baldrige Excellence Framework Whether your organization is large or small, you can use the Baldrige Excellence Framework for improvement. Your experience with Baldrige will help you decide where to begin. The Quality Texas Foundation can help you assess you
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