Transcript Using Results to Drive Improvement:

Using Results to Drive Improvement:
Strategy for Quality and Effectiveness
What does using results to drive
improvement mean?
Apply your learning
and make
improvements
Decide what you are
going to achieve
LEARNING
Analyse cause and
effect relationships
LEADERSHIP
Act
Plan
Check
Do
RESULTS
Find out whether you
achieved it
Document your policy,
procedures and
performance standards
PROCESSES
Do what you decided
to do to achieve what
you want to achieve
Structural and cultural
dimensions
CULTURAL
Shared vision of
organisational
quality and effectiveness
Culture of participation,
communication and trust
Learning organisation
focussed on improvement
STRUCTURAL
Capacity for
managing
organisational
effectiveness –i.e.
knowledge, skills,
experience,
innovation
Structures and systems
and standards for assuring
quality and generating
results information
Results, including stakeholder
feedback are used for decision
making
Potential benefits of quality
management
• Increased responsive to a changing
environment
• Increased orientation to what stakeholders
need
• Increased coherence between parts of the
system
• Finding ways of increasing quality while
reducing costs
Unfulfilled promises of quality
management in Higher Education
 ‘a euphemism for control by funding bodies’
 Loss of motivation to improve
 Playing ‘rules of the game’
 QM is seen as ‘industrial’ or ‘corporate’ and
essentially inappropriate to teaching and learning
 Lack of support from academics
 Deterioration into an inflexible compliance-driven
bureaucracy
 Excessive administrative workload
 Rigorous defence of academic freedom limits any
‘outside’ influence
Structures for using results to drive
improvement: 1
University of Botswana
Balanced Scorecards
Access and
Participation
Engagement
Relevant
and High
Quality
Programmes
Student
Experience
Research
performance
Human
Resources
Structures for using results to drive
improvement: 2
Quality and
Effectiveness
Planning
University of Botswana
Balanced Scorecards
Access and
Participation
Engagement
Relevant and
High Quality
Programmes
Student
Experience
Resources
Research
performance
Human
Resources
Structures for using results to drive
improvement: 3
PERFORMANCE
MEASURES
Financial perspective
External Stakeholder
perspective
EXTERNAL
Internal process
PERSPECTIVE
perspective
‘the ends’
Outcomes/Results
INTERNAL
PERSPECTIVE
‘the means’
Inputs & processes
Innovation, Learning and
Growth perspective
QUALITY
STANDARDS
Structures for using results to drive
improvement:4
Reporting
outcomes
Council
EMT
Disseminating
planning, policy and
process
Senate
UB Quality Board
Faculty/Division Quality Assurance Groups
Department Quality Assurance Groups
Organisational Learning
• Quality improvement is about solving quality
problems and accelerating change
• Organisational learning is about changing the
way people think about quality issues and
releasing the brakes so that change can
happen.
• Leveraging change by working on the restraining
forces / limiting factors that resist the change, as
well as working directly on accelerating the
driving forces of change.
What are the limiting factors?
“without the pull towards some goal which people
truly want to achieve the forces in support of the
status quo can be overwhelming” Senge
Clear picture of
current reality
Shared vision of
preferred future
Creative tension provides motivation and momentum
What limits our picture of
current reality?:
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Assumptions about how things
work
How we define the situation
Lack of fact-based information
Lack of transparency
Silo mentality
Reductionist view of the
organization
What limits our vision of a new
future?:
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Assumptions about how things
work
How we define the situation
Inward looking attitudes
Weak leadership
Silo mentality
Conservatism
Cynicism and jaded disillusion
Reductionist view of the
organization
Culture that supports quality management
• Shared vision of what we want the University to
achieve
• Transparency and openness to discussing
things that are not working well.
• Future orientation and commitment to
continuous improvement
• Willingness to challenge the status quo and
cultural norms and old ‘truths’
• Willingness to see the University as a whole
system and acceptance of the need to cut
across traditional boundaries
Planning for change:1
Set the
stage
1.Create a sense
of urgency
Make as many people as possible
aware of the discrepancy between
the actual situation and the goal
state and of the importance of
acting now
2. Form a team to Natural leaders at all hierarchical
lead the change
levels with diverse skills who can
initiative
work as a team, persuade others
and inspire confidence
Decide what 3.Develop the
Clarify how the future will be
to do
change vision and different from the past, and how that
strategy
future can be made a reality
Planning for change: 2
Make it
happen
4. Communicate
for understanding
and buy in
Persuade as many people as
possible of the voracity of the vision
and the strategy
5. Empower others Remove barriers and limiting
to act
factors- solve problems to enable
people to embrace the change
6. Produce short
term wins
Create visible successes as soon as
possible
7. Don’t let up
Relentlessly continue to implement
changes until the vision is a reality
Make it stick 8. Create a new
culture
Embed new ways of doing things so
that these replace traditional ways of
doing things
So what does closing the quality loop really
mean?
The quality loop is closed when information about
current reality is used to inform future improvements. It
includes:
• Collecting and analysing internal (results/feedback) data and
external (benchmarks/trends) information
• Presenting it convincingly enough to precipitate decision
making and buy in
• Empowering the right team to lead the change
• Involving as many people as possible and removing barriers
• Monitoring the outcomes and making sure the process
doesn’t lose momentum
• Publicizing successes and improvements
• ‘Normalising’ new ways of doing things
What is the role of Institutional Research 1?
• It can be used to create a sense of urgency.
• The first step is consciousness that there are problems to be
addressed. Presentations need to address both thinking and feeling
• It can be used to convince people of the
appropriateness of the solution
• It shows cause and effect relationships, and project trends. Unless
people are convinced that the proposed changes will really address
the problems then they are more likely to favour the status quo and
resist the changes.
What is the role of Institutional
Research 2?
• It contributes to the achievement of quality
standards and effectiveness measures.
• Analysing and evaluating what you have achieved and
understanding the implications is key to closing the quality loop and
orienting the University to quality improvement in key strategic
areas.
• It informs policy analysis and decision
making.
• Institutional research has an influential role to play in ensuring that
management decision making is well informed and fact-based.
• It provides information for benchmarking.
Benchmarking is important because it challenges insularity and
complacency
Conclusion
The challenges of closing the quality loop at UB
include:
• Technical issues, like the quality of data
• Structural issues, like systems and infrastructure for
information flow
• Cultural issues, like the development of readiness for
change.
The greatest challenge is cultural change.
Institutional Research can influence cultural change if
it can find compelling ways of using data to tell a story
that cannot be ignored.
Thank you!