richland college
TRANSCRIPT
1
Using Baldrige Discipline toImprove Through Benchmarking
& Environmental Scanning
Richland College
Teaching, Learning, Community Building1
Fonda VeraDean, Planning and Research for Institutional Effectiveness
Bao HuynhDirector, Institutional Research
Session Overview• Definitions
• Rationale
• Continuous Improvement
• Benchmarking – Who, What, Where?– Systematically & Strategically– Choices & Challenges
2Teaching, Learning, Community Building
Benchmarking
• Strategic evaluation of processes or performance in relation to best practice
• Strategic evaluation of processes or performance in relation to better practice
3Teaching, Learning, Community Building
Source: Benchmarking (n.d.). Retrieved February 16, 2007, from http://en.wikipedia.org/wiki/Benchmarking
2
Why Do We Benchmark?
• To overcome “paradigm blindness”
• To open the college to new methods, ideas and tools
• To improve the institution’s effectiveness
4Teaching, Learning, Community Building
Source: Benchmarking (n.d.). Retrieved February 16, 2007, from http://en.wikipedia.org/wiki/Benchmarking
Environmental Scanning
5Teaching, Learning, Community Building
Vigilant monitoring of changes in the environment for the purpose of gaining or maintaining a sustainable competitive edge.
Why Do We Conduct Environmental Scans?
• To identify emerging trends
• To remain agile & proactive
• To change ahead of the curve
6Teaching, Learning, Community Building
Source: Benchmarking (n.d.). Retrieved February 16, 2007, from http://en.wikipedia.org/wiki/Benchmarking
3
Changing Ahead of the Curve
7Teaching, Learning, Community Building
Source: Breene, Tim, Shill, Walter E., & Nunes, Paul F. (2007). Transformation: Changing Ahead of the Curve. Retrieved June 29, 2007 from http://www.accenture.com/Global/Research_and_Insights/Outlook/By_Issue/Y2007/ChangingAheadCurve.htm
“Many institutions wait too long to attempt transformations, doing so only when the signs of trouble have become obvious. But in today’s unforgiving environment, that’s probably too late. High performers by contrast, change before they must, knowing that the best way to transform is from a position of strength.”
The Discipline of Continuous Improvement
Deploy
Integrate
Approach
Learn
8Teaching, Learning, Community Building
Institutional Processes to Improve
PerformanceImprovement, Benchmarking& Innovation
ProcessImplementationImprovement
Plan(PIIP)
Process Evaluation
• Student Learning• Student Services• Employee Services• Support Services
9
Performance Excellence ModelStrategic Planning
SharedLearnings
4
10
Goals, KPIs, Measures, Targets
Inside Higher Education:
• Nationally Normed Student and Employee Surveys
• Best Performing Peers and Competitors
• State Agency data on Best Performers
• University Transfer Information
• Sharing Groups such as the NCCBP
11Teaching, Learning, Community Building
Benchmarking Comparatives
Inside the DCCCD:
• Cedar Valley & Brookhaven Colleges’ Distance Learning Programs
• Eastfield College Dual Credit Program
• El Centro College Student & Support Services Program Review process
• Mountain View College IR website
12Teaching, Learning, Community Building
Benchmarking Comparatives
5
Inside Richland:
• Science Corner
• HEART
• QEP
• Featured Teaching & Learning Practices
13Teaching, Learning, Community Building
Benchmarking Comparatives
Math Success LabsJenks Public Schools
DashboardTexas NameplateSupplier/Partner Score CardBranch-Smith PrintingPerformance Excellence ModelSaint Luke’s Hospital
Interview/screening, OrientationWalt Disney CompanyThunderValue-of-the-WeekRitz-CarltonNature of Benchmark ActivityOrganization
Outside Higher Education:
14Teaching, Learning, Community Building
Benchmarking Comparatives
Benchmarking and Strategic Planning at Richland
• Our strategic 5-year plan guides our benchmarking decisions
• Performance gaps identify OFIs
• Participation in cooperative benchmarking consortia identifies best/better practices
Teaching, Learning, Community Building15
6
Benchmarking Systematically and Strategically (cont.)
Formalizing the Benchmarking Process helps Richland to:
• Focus efforts on high priority areas• Seek selective best-in-class comparisons• Increase timely follow-through • Improve cost/benefit
16Teaching, Learning, Community Building
Benchmarking Systematically and Strategically (cont.)
• Identify who will collect the information• Ask the right questions of the right people• Document findings quarterly• Share and integrate learning
17Teaching, Learning, Community Building
Formalizing the Benchmarking Processhelps Richland to:
18Teaching, Learning, Community Building
7
Benchmarking in EducationGoing from Good to Great
• Out-pace your competition
• Improve market share
• Remain agile
Analyze the Credit Schedule of Classes to:
19Teaching, Learning, Community Building
Richland’s Strategic Market Share Focus
• Dual Credit
• Distance Learning
• CORE Courses
20Teaching, Learning, Community Building
1.1.1 Contact hours from dual credit and tech-prep2007-2008 Target
Range90% – 100%
360,000 – 400,000
2009-2010 Target Range
90% - 100%405,000 – 450,000
2010-2011 Target Range
90% - 100%495,000 – 550,000
21
Goals, KPIs, Measures, Targets
8
Source: DCCCD Colleague System
Dual-Credit Contact Hours
22Teaching, Learning, Community Building
Dual Credit Contact Hours
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
2002-03 2003-04 2004-05 2005-06 2006-07
RLCPeer 1Peer 2Peer 3100% of Target90% of Target
HoursG
ood
Strategies for Increasing Dual Credit Market Share
• RCHS Established
• Increased Dual Credit staff
• Targeted Outreach to:– service area high schools– home schooled students
23Teaching, Learning, Community Building
1.5.1 # of on-line contact hours2007-2008 Target
Range90% – 100%
832,000 – 925,000
2009-2010 Target Range
90% - 100%1,080,000 – 1,200,000
2010-2011 Target Range
90% - 100%1,260,000 – 1,400,000
24
Goals, KPIs, Measures, Targets
9
Distance Learning Contact Hour Trends
25Teaching, Learning, Community Building
Source: DCCCD Colleague System
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
02-03 03-04 04-05 05-06 06-07
CO
NTA
CT
HO
UR
S
Peer 1Peer 2Peer3RLC
Trends in Distance Learning
Strategies for Increasing Distance Learning Market Share
• Schedule Analysis & Efficiency
• Faculty Professional Development
• In-house Course Development
• High Student/Faculty Engagement
• Online Tutoring
• Quality Assurance26
Teaching, Learning, Community Building
Richland College Distance Learning Market Share
27Teaching, Learning, Community Building
Source: DCCCD Colleague System
26%
74%
Distance Learning Market Share2006-07 Contact Hours
All Other 6 DCCCD Colleges
Combined
RLC
10
Source: DCCCD Colleague System
Ensuring DL Quality
28Teaching, Learning, Community Building
Distance Learning Success and Retention
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
AY0304 AY0405 AY0506 AY0607
% Retained (Overall)
% Retained (DL)
A,B,C Success (Overall)
A,B,C Success (DL)
Daily Enrollment Comparison DCCCD Colleges - Spring
29
Daily Enrollment Comparison DCCCD Colleges - Summer
30
11
Richland College Core Course Market Share
31Teaching, Learning, Community Building
Source: DCCCD Colleague System
Core Course Market Share 2006-07 Contact Hours
72%
28%
All Other 6 DCCCD Colleges
Combined
RLC
Source: DCCCD Colleague System
RLC CORE Market Share
32Teaching, Learning, Community Building
Humanities - Market Share Trends
0
5
10
15
20
25
30
35
40
00-01 01-02 02-03 03-04 04-05 05-06 06-07
Academic Year
Perc
enta
ge o
f Con
tact
Hou
rs
RLCPeer 1Peer 4Peer 2Peer 5Peer 6Peer 3
%
Source: DCCCD Colleague System
RLC CORE Market Share
33Teaching, Learning, Community Building
Philosophy - Market Share Trends
0
5
10
15
20
25
30
35
40
00-01 01-02 02-03 03-04 04-05 05-06 06-07
Academic Year
Perc
enta
ge o
f Con
tact
Hou
rs
RLCPeer 1Peer 4Peer 2Peer 5Peer 6Peer 3
%
12
Source: DCCCD Colleague System
RLC CORE Market Share
34Teaching, Learning, Community Building
Speech - Market Share Trends
0
5
10
15
20
25
30
00-01 01-02 02-03 03-04 04-05 05-06 06-07
Academic Year
Perc
enta
ge o
f Con
tact
Hou
rs
RLCPeer 1Peer 4Peer 2Peer 5Peer 6Peer 3
%
Choosing A Benchmark• Identify an appropriate institutional profile
• Determine when to benchmark “the best” regardless of institutional profile
• Identify content specialists
• Determine feasibility
• Determine fit within college strategic plan
35Teaching, Learning, Community Building
Benchmarking Sources
• State & National Quality Award Recipients• Consortia• College Web Pages• Professional Associations• Professional Colleagues• Internal Reports
36Teaching, Learning, Community Building
13
Choosing a Peer Group
37Teaching, Learning, Community Building
38Teaching, Learning, Community Building
Potential Benchmarking Studies for the NCCBP
Choosing A Benchmark• On-line tutoring (Best Practice)
– Who: Housatonic* & Rio Salado Community Colleges– Where: CCSSE Best Practice Highlights
• Honors program (Best Practice)– Who: Miami Dade College– Where: Time Magazine**
• College Values Assessment (Better Practice)– Who: Estrella Mountain Community College– Where: Professional Conference
39Teaching, Learning, Community Building
**Padgett, Tim. (2005, April). An Ivy League Step Ladder. TIME Magazine.
*CCSSE Best Practice: Highlights. (Volume 4, Issue 4, 2005 February). Retrieved July 16, 2007 from http://www.ccsse.org/publications/February2005_2.pdf
14
Benchmarking Challenges
• Assigning the right person to get the job done
• Resistance from faculty and staff
• Lack of funding for in-depth benchmarking
• Using knowledge gained for substantive and timely change
40Teaching, Learning, Community Building
Using Baldrige Discipline toImprove Through Benchmarking
& Environmental Scanning
Richland College
Teaching, Learning, Community Building41
Fonda VeraDean, Planning and Research for Institutional Effectiveness
Bao HuynhDirector, Institutional Research