webinar for site visit team chairs september 2011
TRANSCRIPT
ACCREDITATION COUNCIL FOR BUSINESS SCHOOLS AND PROGRAMS
Webinar for Site Visit Team Chairs
September 2011
AGENDA ITEMS:
Welcome/Introductions Role of the chair Resources available to site
visit team Scheduling of Consensus Calls Travel arrangements Communication with
institutional contact Site Visit Schedule
WEBINAR AGENDA, CONT.
Working with first-time evaluators
Preparing feedback report – format, editing, timetable, etc.
Submission of feedback report Submission of expense reports
and other forms Any other topics
ROLE OF THE CHAIR Receive self-study of the institution to be
visited. Review self-study for completeness and
content. Identify those areas in need of intensive scrutiny by the team while on site.
Coordinate with team members, commissioner, and mentor to schedule consensus call.
Determine how the self-study should be divided among the team members for on site review.
Prepare tentative assignments for team members and communicate those assignments to each member.
ROLE OF THE CHAIR Contact team members to obtain travel
itineraries for arrival to and return from the site to be visited. Discuss tentative self-study assignments and areas of concern identified in the self-study.
Contact institutional coordinator to confirm visit dates.
Determine transportation and lodging accommodations.
Provide the coordinator with each team member’s itinerary.
ROLE OF THE CHAIR, CONT.
Plan and finalize schedule of visit to include meetings with president, head of business unit, faculty, and other key personnel with the institutional coordinator.
Provide institutional coordinator with a list of sites and units to be visited by the team.
Provide institutional coordinator with the requirements for the team work room, including all materials to be provided, computer and clerical support, and telephones.
Develop a schedule of activities, visits, and inspections for each day of the visit to be distributed to institutional representatives and to the visiting team.
ROLE OF THE CHAIR, CONT.
Schedule a meeting of the evaluators for the afternoon/evening prior to the initiation of the site visit to - finalize the schedule of activities, - discuss the self-study, - finalize the distribution/assignment of individual team member responsibilities, - establish the procedure to follow in summarizing observations, - determine the format of the exit conference, - discuss preparation of the team report, and finalize the time frame for completion of all activities.
ROLE OF THE CHAIR, CONT.
Include time frames in each day’s schedule when the team can convene to determine progress, identify problems or needs, and schedule additional interviews or data gathering as needed.
Communicate to institutional coordinator the undesirability of scheduling social events unless it is agreed that such events will facilitate interaction with key personnel, i.e., board members, alumni, employers, community residents, etc., who would otherwise be unavailable.
ROLE OF THE CHAIR, CONT.
Utilize ACBSP staff or the Commissioners as resource persons to clarify any problems of interpretation, etc., which may confront the team during the course of the visit.
Assure that each team member performs his/her tasks in such a manner as to validate the content of the self-study and not to function as consultants. Do not express personal comments as Chair nor allow team members to express such comments regarding their perceptions that the institution does/does not meet standards, or how the business unit should be structured, etc., in contrast to what is observed or documented.
References to how business activities are conducted at team member’s institutions should not be used as the criterion for judging the quality of the business unit being examined.
ROLE OF THE CHAIR, CONT.
It is imperative that the visiting team make decisions regarding each standard as to whether it was or was not met. There should not be any “yes, but” responses.
As team Chair, you will be expected to prepare a final report of the team visit that will reflect the consensus of the team as a whole. The Chair will be expected to prepare an Executive Summary of the visit to provide an overview of the entire visit and to express the extent to which the institution accurately described the business unit and the extent to which the team was able to validate the information contained in the self-study document. This Summary should be concise (about 3 pages) but cover all the major standards, e.g., Leadership, Strategic Planning, etc.
RESOURCES AVAILABLE
The CD enclosed with the site visit materials contains several folders with these files:
Evaluation and Site visit handoutsACBSP Observation GuidelinesACBSP Site Visit NoteEvaluator PowerPoint Training from June
2011Scoring GuidelinesSite Visit Issue Worksheet
EVALUATION AND SITE VISIT HANDOUTS, CONT.
Site Visit Questions Site Visit Issue Strategy
Evaluator Workbook Feedback Report Executive Summary
Forms to sign and return – evaluator agreement form, expense form, and evaluation form.
EVALUATOR RESOURCES ON CD, CONT.
Accreditation Process Manuals
Standards and Criteria (includes current and previous
versions)
Electronic copy of the self-study when provided
SCHEDULING CONSENSUS CALLS
ACBSP requires that all site visit teams conduct a consensus call prior to the site visit. Once you have finalized the date and time, contact
Maria Hallerud at [email protected] to schedule calls for bac/grad degree institutions
AndSam Smith at [email protected] to
schedule calls for associate degree institutions.
SAMPLE CONSENSUS CALL AGENDA: Introduction of Participants / Self-introductions (5 min)
Name, School, Location History with ACBSP / Experience as an evaluator Cell phone contact info
Review of Planned Schedule (5 min)
Plans for arrival in destination city Review of Divide and Conquer plans (attached) Travel Plans to Satellite Campuses (if applicable) Institution Accommodation forms
Discussion of Scoring Summary Worksheet (30 min)
Discussion led by Lead Reviewer for each Standard Goal = Preliminary score of BiC, VG/E, VG, G, IN, MIN for each
examination item (worksheet attached)
SAMPLE CONSENSUS CALL AGENDA: Identification of Additional Info Needs from Institution (10 min)
Roundtable – Open Discussion / Other Topics (5 min) Complete/submit Program Evaluator Agreements prior to Site Visit Goal: Complete Draft Feedback Report with Strengths and OFI’s before
departure on Wednesday Wrap-Up / Adjourn (2 min)
Divide & Conquer Plan Standard 1 - Chair Backup = Team Member 2 Standard 2 - Team Member 2 Backup = Team Member 3 Standard 3 - Team Member 3 Backup = Chair Standard 4 - Chair Backup = Team Member 2 Standard 5 - Team Member 2 Backup = Team Member 3 Standard 6 - Team Member 3 Backup = Chair
SAMPLE CONSENSUS CALL AGENDA:
Examiner Name:School's Name: AIU
SUMMARY OF EXAMINATION ITEMSIndividual Assessment
Dimension
1 LEADERSHIP
2 STRATEGIC PLANNING
3 STUDENT AND STAKEHOLDER FOCUS 4 MEASUREMENT AND ANALYSIS OF STUDENT LEARNING AND PERFORMANCE 4.1 Selection and Use of Information and Data
4.2 Selection and Use of Information Results4.3 Selection and Use of Comparative Information and Data4.4 Continuous Process Improvement5 FACULTY AND STAFF FOCUS 5.1 Human Resource Planning5.2 Employment5.3 Faculty Deployment5.4 Faculty Size and Load5.5 Faculty Evaluation5.6 Faculty and Staff Development5.7 Faculty Operational Procedures, Policies, and Practices5.8 Scholarly and Professional Activities6 EDUCATIONAL AND BUSINESS PROCESS MANAGEMENT 6.1 Education Design and Delivery 6.2 Management of Educational Support Service Processes and Business Operation Processes6.3 Enrollment Management
Scoring Summary Worksheet
CONSENSUS CALL DISCUSSION
Individual Assessment Dimensions (See Qualitative Scoring Band Dimensions and Assessment Guidelines for definitions)
Best in Class Very Good to Excellent Very Good Good Improvements Needed Major Improvements Needed
Qualitative Score Approach Deployment Learning Integration
Best in Class An effective, systematic approach, fully responsive to the overall requirements of the criteria, is evident.
The approach is fully deployed
without significant weaknesses
or gaps in any areas or work
units.
Fact-based, systematic
evaluation and improvement
and organizational learning are
key organization-wide tools;
refinement and innovation,
backed by analysis and sharing,
are evident throughout the
organization.
The approach is well integrated with organizational needs
identified in response to the other criteria.
Very Good to Excellent An effective, systematic
approach, responsive to the
overall requirements of the
criteria, is evident.
The approach is well deployed,
with no significant gaps.
Fact-based, systematic evaluation and improvement and organizational learning are key management tools; there is clear evidence of refinement and innovation as a result of organizational-level analysis and sharing.
The approach is integrated with
organizational needs identified
in response to the other criteria.
Very Good An effective, systematic approach, responsive to the overall requirements of the criteria, is evident.
The approach is well deployed, although deployment may vary in some areas or work units.
A fact-based, systematic
evaluation and improvement
process and some
organizational learning are in
place for improving the
efficiency and effectiveness of
key processes.
The approach is aligned with
organizational needs identified
in response to the other criteria
Categories.
Good An effective, systematic
approach, responsive to the
basic requirements of the
criteria, is evident.
The approach is deployed,
although some areas or work
units are in early stages of
deployment.
The beginning of a systematic
approach to evaluation and
improvement of key processes
is evident.
The approach is in early stages
of alignment with basic
organizational needs identified
in response to the other criteria
Categories.
Improvements Needed The beginning of a systematic
approach to the basic
requirements of the criteria is
evident.
The approach is in the early
stages of deployment in most
areas or work units, inhibiting
progress in achieving the basic
requirements of the criteria.
Early stages of a transition from
reacting to problems to a
general improvement
orientation are evident.
The approach is aligned with
other areas or work units
largely through joint problem
solving.
Major Improvements Needed No systematic approach is
evident; information is
anecdotal.
Little or no deployment of an
approach is evident.
An improvement orientation is
not evident; improvement is
achieved through reacting to
problems.
No organizational alignment is
evident; individual areas or
work units operate
independently.
TRAVEL ARRANGEMENTS:
Airfare – ACBSP is trying to reduce expenses for our member institutions. Contact Steve or Diana prior to booking a flight if airfare is over $500. Location will determine airfare.
Hotel arrangements – some schools will arrange for direct billing. Others will ask that each team member be responsible for payment and get reimbursed from ACBSP. Please ask your institutional contact how they want to handle this.
TRAVEL ARRANGEMENTS:
Meals – ACBSP appreciates your efforts to keep expenses down during your stay. Try to avoid the most expensive items on the menu and purchasing alcohol as some schools do not cover alcoholic beverages for meal reimbursements.
Share transportation when possible.
INSTITUTIONAL CONTACT
The chair serves as the primary contact for the team. Any questions for the school should come through you so that the contact person is not overwhelmed with multiple messages and to avoid conflicting information.
If you have difficulty getting responses from the institutional contact or other team members, please let ACBSP know.
INSTITUTIONAL CONTACT
As you know, some institutions are more prepared for a site visit than others.
You can help by: providing a list of documents you will
need in the resource room, asking where the resource room is
located, where you should park, get lunch, etc.
SITE VISIT SCHEDULE
The Practical Guide for Evaluators - good outline of how the schedule should be arranged. Your schedule may vary depending on the availability of administrators, advisory groups, etc.
Build in time for the team to regroup and discuss any additional items that have yet to be covered or need clarification.
WORKING WITH FIRST-TIME EVALUATORS Make sure they know you are available
for questions and assistance. Provide examples of how you conduct
your review. Explain that institutions provide
examples of how they meet criteria in various areas of the self-study, not necessarily where they are asked to address the specific criteria.
WORKING WITH FIRST-TIME EVALUATORS Do they understand what has been
provided or need guidance? Reinforce the importance of following
the schedule and meeting deadlines. Suggest wording of questions if they are
struggling with getting information. Review the comments early in the
process to see if the comments sufficiently address the standard.
PREPARING THE FEEDBACK REPORT
Executive Summary – no more than three pages – cover the major strengths and OFI’s.
The feedback report should Be written in complete sentences with
correct grammar and punctuation. State that “there is no evidence”
rather than “it is not clear”. Any questions regarding a standard or criteria should be clarified during the site visit.
FEEDBACK REPORT, CONT.
The feedback report should Use the same style and font throughout the
document. After comments are copied and pasted, make sure format is the same.
Be reviewed by the entire team with a final edit by the chair prior to submitting to ACBSP. Please complete the final review after returning home and submitting two to three days after the site visit, but no later than 10 days following the visit.
FEEDBACK REPORT, CONT.
The feedback report should not indicate an OFI if evidence of meeting a standard or criteria was provided on site even though not covered in the self-study. It is an OFI if the business unit does not provide evidence that the standard or criteria was met.
Example: While the business unit did not provide information about Standard Four, Criteria 4.4 in the self-study, some evidence of improvements were provided on site for accounting, but no improvements were observed in the management discipline.
FEEDBACK REPORT, CONT.
Make sure your comments are written so that the business unit understands why an OFI was provided.
There is a big difference (conditional accreditation v deferral) between providing an OFI because the business unit does not have results from an assessment and having results, but not using the results to make improvements.
FEEDBACK REPORT, CONT.
Once all team members have reviewed the feedback report in the entirety and it has been edited with a spell-check and checked for grammar,
Email the report as a Word document to:
[email protected]. Please request a read receipt so you know it was received. We do not need a hard copy.
SUBMISSION OF EXPENSES, ETC.
Submit expense form and all receipts as soon as possible following the site visit. This can be sent to Mary Riley via email at [email protected] or fax at 913-339-6226.
Payments are processed on the 15th & 30th each month.
Submit evaluator agreement forms and evaluation forms via email at [email protected] or fax to 913-339-6226.
BEST PRACTICES – WHAT DO YOU DO? Please share practices you have
found to be helpful on site visits.
WRAP-UP
Final Questions
Thank you for giving your time and helping ACBSP continuously improve our processes.