Creating a Comprehensive Institutional Measurement System
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Creating a Comprehensive Institutional Measurement System
Richland College
Teaching, Learning, Community Building
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Fonda Vera,Dean,Planning and Research For Institutional Effectiveness
Texas Association for Institutional ResearchMarch 1, 2007
Gloria Washington,Director,Institutional Effectiveness
Bao Huynh,Director,Institutional Research
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Session Overview• Performance Excellence Model• Approaches• Deployment of Approaches• Results and Key Learnings• Integrating and Sharing Key Learnings
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Performance Excellence Model
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Deploy
Integrate
Approach
Learn
Richland CollegeCycles of Improvement
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APPROACHES
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Richland CollegeCycles of Improvement
Teaching, Learning, Community Building
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AugustAugust- Update 5-year Strategic Plan and 1-year Operational Working Plan- Formalize QEP Focus for coming year
SeptemberSeptember- Board of Trustees formally adopts budget- Finalize KPIs, Measures, and Targets - Publish & implement updated Strategic & 1-year Operational Working Plans-Align Individual and Departmental Plans to updates-Deploy QEP Focus
October October –– NovemberNovember- EOY results received and analyzed- Operational plan modified based on EOY results
DecemberDecember- Publish official, updated 1-year
Operational Plan and EOY report
JanuaryJanuary- College/Departmental/Individuals update plans
based on official Operational Plan
February February -- MarchMarch- Mid-year Review
MayMay- Finalize and submit Operational
Plan/Budget Request for next cycle
June June -- JulyJuly- Board of Trustees budget work session- Staff Progress Discussions
April April - Begin Operational and Budget planning
for next cycle
Start Here
Green circles denote monthly KPI/QEP reviews
AugustAugust- Update 5-year Strategic Plan and 1-year Operational Working Plan- Formalize QEP Focus for coming year
SeptemberSeptember- Board of Trustees formally adopts budget- Finalize KPIs, Measures, and Targets - Publish & implement updated Strategic & 1-year Operational Working Plans-Align Individual and Departmental Plans to updates-Deploy QEP Focus
October October –– NovemberNovember- EOY results received and analyzed- Operational plan modified based on EOY results
DecemberDecember- Publish official, updated 1-year
Operational Plan and EOY report
JanuaryJanuary- College/Departmental/Individuals update plans
based on official Operational Plan
February February -- MarchMarch- Mid-year Review
MayMay- Finalize and submit Operational
Plan/Budget Request for next cycle
June June -- JulyJuly- Board of Trustees budget work session- Staff Progress Discussions
April April - Begin Operational and Budget planning
for next cycle
Start Here
Green circles denote monthly KPI/QEP reviews
Strategic Planning Process
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Goals, KPIs, Measures, Targets
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Alignment of Goals
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Interpreting Data
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1.1.1 Contact hours from dual credit and tech-prep2006-2007 Target
Range90% – 100%
207,000 – 230,000
2008-2009 Target Range
90% - 100%
360,000 – 400,000
2010-2011 Target Range
90% - 100%
450,000 – 500,000
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Goals, KPIs, Measures, Targets
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1.5.1 # of on-line contact hours2006-2007 Target
Range90% – 100%
1,071,000 – 1,190,000
2008-2009 Target Range
90% - 100%
1,178,100 – 1,309,000
2010-2011 Target Range
90% - 100%
1,295,100 – 1,439,000
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Goals, KPIs, Measures, Targets
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2.1.2 % retained through semester in credit classes2006-2007 Target
Range90% – 100%
75.60 – 84.00
2008-2009 Target Range
90% - 100%
76.05 – 84.50
2010-2011 Target Range
90% - 100%
76.95 – 85.50
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Goals, KPIs, Measures, Targets
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• Major Surveys
– Community College Survey of Student Engagement
– Noel-Levitz Student Satisfaction Inventory
– Campus Quality Survey
– Assessment of ThunderValues
• Other Departmental Surveys
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Information Management
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• Administer one major survey every year
• Segment and Analyze
• Themes across Surveys
• Action Plans to Improve
• User-friendly Reports
• Distribute Widely
• Other Departmental Surveys
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Major Surveys Approaches
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DEPLOYMENT OF
APPROACHES
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Richland CollegeCycles of Improvement
Teaching, Learning, Community Building
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Organizational Actions are those actions developed by the
senior leadership of the college and are broad in scope.
● ThunderTeam initiates Organizational Actions because of
performance gaps from the End of Year Report, national surveys, or benchmarking
state, district-wide, or DCCCD Board initiatives
strategic college-wide initiatives
All Organizational Actions have supporting Departmental Actions
Organizational Actions are those actions developed by the senior leadership of the college and are broad in scope.
● ThunderTeam initiates Organizational Actions because of
performance gaps from the End of Year Report, national surveys, or benchmarking
state, district-wide, or DCCCD Board initiatives
strategic college-wide initiatives
All Organizational Actions have supporting Departmental Actions
Organizational Actions are those actions developed by the senior leadership of the college and are broad in scope.
● ThunderTeam initiates Organizational Actions because of
performance gaps from the End of Year Report, national surveys, or benchmarking
state, district-wide, or DCCCD Board initiatives
strategic college-wide initiatives
All Organizational Actions have supporting Departmental Actions
Organizational Actions are those actions developed by the senior leadership of the college and are broad in scope.
● ThunderTeam initiates Organizational Actions because of
performance gaps from the End of Year Report, national surveys, or benchmarking
state, district-wide, or DCCCD Board initiatives
strategic college-wide initiatives
All Organizational Actions have supporting Departmental Actions
Organizational Actions
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Organizational Action Plans
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Departmental Actions
• Departments or work units initiate Departmental Actions in support of:
– an Organizational Action or – a department-specific performance gap or initiative.
• Departmental Actions respond only to those Organizational Actions
that are relevant for their work area. • Departmental Actions are not required if one of these conditions does
not exist.
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• Departments or work units initiate Departmental Actions
in support of:
– an Organizational Action or – a department-specific performance gap or initiative.
• Departmental Actions respond only to those Organizational Actions that
are relevant for their work area. • Departmental Actions are not required if one of these conditions does
not exist.
• Departments or work units initiate Departmental Actions in support of:
– an Organizational Action or – a department-specific performance gap or initiative.
• Departmental Actions respond only to those
Organizational Actions that are relevant for their work area.
• Departmental Actions are not required if one of these conditions does
not exist.
• Departments or work units initiate Departmental Actions in support of:
– an Organizational Action or – a department-specific performance gap or initiative.
• Departmental Actions respond only to those Organizational Actions
that are relevant for their work area. • Departmental Actions are not required if one of these
conditions does not exist.
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Process Improvement/Implementation Plan (PIIP)8-step process to:• document implementation of new
processes/programs • improve existing processes/programs
Process Improvement /Implementation Plan
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Process Improvement
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Pilot/Implement Approach
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DevelopSolution
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IdentifyRoot
Cause
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AssignOwnership
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IdentifyImprovement
Need
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MeasureImpact
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DisseminateResults
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Evaluate theProcess
RLC Evaluation &Improvement
Approach
Integrate Approach
Deploy
Learn
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Identify Improvement NeedAssign OwnershipIdentify Root CauseDevelop Solution
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Benchmarking Process
The Benchmarking Process provides a standardized institutional process for investigating best/better practices.
Through this system, best/better practices are:• Proposed• Accepted for further research and review• Assigned to a process owner• Adopted, revised or rejected
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Benchmarking Form
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Thunion Report
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Thunion Report - Layer 1
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Thunion Report - Layer 2
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Thunion Report - Layer 3
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1.1.1 Contact hours from dual credit and tech-prep2006-2007 Target Range
90% – 100%
207,000 – 230,000
Performanceas of
December 2006
85,216
Score
9.26
Adjusted Score
9.26
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Thunion Report - Raw Data
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Thunion Report - Raw Data
1.5.1 # of on-line contact hours 2006-2007 Target Range
90% – 100%
1,071,000 – 1,190,000
Performanceas of
December 2006
303,280
Score
6.37
Adjusted Score
6.37
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Thunion Report - Raw Data
2.1.2 % retained through semester in credit classes2006-2007 Target Range
90% – 100%
75.60 – 84.00
Performanceas of
December 2006
83.78
Score
9.97
Adjusted Score
9.97
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RESULTS AND KEY
LEARNINGS
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Richland CollegeCycles of Improvement
Teaching, Learning, Community Building
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Student Success Results - End of Year
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Dual Credit Contact Hours
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Market Share of Service Area
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Organization Nature of Benchmark Activity
Ritz-Carlton ThunderValue-of-the-Week
Texas Nameplate Dashboard
Bank One Customer service “Front Counter”
Walt Disney Company Interview/screening, Orientation
Starbucks & the “Experience Music Project”
Experience Engineering for T-duck Hall & Future Buildings
Southwest, Container Store Employee culture
Branch-Smith Printing Supplier/Partner Score Card
Presbyterian Hosp of Dallas Employee professional development
Saint Luke’s Hospital Performance Excellence Model
Outside Higher Education: Comparative Information
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• Enrollment Projections
• Daily Registration Comparative Reports
• Facility Use for Class Scheduling Effectiveness
• Discipline and Program Review
• Market Share Analysis
• Trended Grade Distribution Reports
• Survey Results with Themes & Next Steps
• Monthly Employee Diversity Reports
Types of Analysis
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Daily Enrollment Comparison District Colleges
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On-line Contact Hours
# On-line Contact Hours
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
2002-2003 2003-2004 2004-2005 2005-2006
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INTEGRATING AND
SHARING KEY
LEARNINGS
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Richland CollegeCycles of Improvement
Teaching, Learning, Community Building
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Richland College Shared Learnings
Posting of:• PIIP documents• Benchmarking reports• QEP activities and reports • Executive summaries and next steps for
all major surveys• Monthly Thunion Report Card• Annual End of Year Report
Teaching, Learning, Community Building
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The Richland CollegeMeasurement System Philosophy
• ADLI for Continuous Improvement• Data Informed - Not data-driven• Measure what is key• Segment for greater understanding• User-friendly Strategies and Reports• Benchmark Best Practices• Take action• Evaluate
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Creating a Comprehensive Institutional Measurement System
Richland College
Teaching, Learning, Community Building
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Fonda Vera,Dean,Planning and Research For Institutional Effectiveness
Texas Association for Institutional ResearchMarch 1, 2007
Gloria Washington,Director,Institutional Effectiveness
Bao Huynh,Director,Institutional Research