Baldrige Self-Assessment for Higher Education

Day 1

1. Discussion of current issues in higher education (1 hour)
   1. Identification of issues (budgets, technology, student and stakeholder expectations, etc.)
   2. Current approaches to responding to issues
   3. Leadership needed to effectively respond to issues; lead quality initiatives
   4. Introduction to Organizational Profile
2. Understanding the Baldrige Criteria for performance excellence (1 hour)
   1. Baldrige core values and concepts
   2. Baldrige education criteria – relationship to Organizational Profile
   3. Baldrige framework – approach, deployment, learning, integration
   4. Case studies: University of Wisconsin-Stout, Monfort College of Business, other
3. Using the Baldrige criteria for strategic planning (1.5 hours)
   1. Overview of strategic planning criteria
   2. Discussion of current planning processes at participant institutions
   3. Small group exercise
   4. Techniques for improving strategic planning in educational institutions
4. Identifying key student segments and key stakeholder groups (1 hour)
   1. Overview of student, stakeholder and market focus criteria
   2. Small group exercise
   3. Instruments for measuring student and stakeholder satisfaction
5. Role of faculty, staff and administrators (1 hour)
   1. Overview of faculty and staff focus criteria
   2. Small group exercise
   3. Large group discussion on obtaining faculty and staff “buy-in” on quality initiatives
6. Summary of day’s activities, question and answer period (30 minutes)

Day 2

7. Understanding Process Management (1.5 hours)
   1. Overview of process management criteria
   2. Learning-centered processes
   3. Small group exercise in process mapping (tools for process mapping)
   4. Support processes and operational planning
   5. Relationship between processes and results
8. Using metrics for improvement (1 hour)
   1. Overview of measurement, analysis and knowledge management criteria
   2. Selecting and organizing key data and information
   3. Selecting and using key performance indicators
9. Using results for improvement (1 hour)
   1. Types of results – small group exercise
   2. Levels, trends, comparative data and “best in class” data
   3. Large group discussion on obtaining comparative and “best in class” data
10. Conducting an organizational self assessment (2.0 hours)
    1. Small group exercise where participants conduct a high level self-assessment of their educational institutions based on the Baldrige Organizational Profile
11. Lessons learned and next steps (1 hour)
    1. Small group summary of key learning
    2. Large group discussion on how to begin using criteria to improve institutions

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