Transcript No Slide Title

Quality Perspectives in Higher
Education in Europe
Mike Pupius
Director
Centre for Integral Excellence
Sheffield Hallam University, UK
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Vision of EFQM
A world in which organisations
In Europe excel
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
EFQM Education Community
of Practice: Our Mission
To promote and support the adoption of the
philosophy, methods, tools and techniques of
Excellence by all education organisations in
Europe and to develop and share good practice
amongst ourselves and the other networks we
belong to.
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
A Chancellor’s vision statement
It is time for change at Berkeley. We need to
examine all aspects of how we conduct our business
with the aim of streamlining decision making and
infusing our campus community with a service
orientation. We must make certain that the same
ethos of excellence that marks our teaching and
research permeates our entire organisation.
Organisational effectiveness is everyone’s
responsibility.
Chancellor Berdahl
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Challenges in HE (Ruben)
Broadening public appreciation of the work of the academy
For all we do for our students, community and society, why are we not
more appreciated and supported?
Increasing our understanding of the needs of workplaces
Why don’t employers understand the value of education?
Becoming more effective learning organisations
Do institutions provide the effective model of organisational learning that
our constituents believe they should?
Integrating assessment, planning and improvement
How dedicated are institutions to these values?
Enhancing collaboration and community
Institutions advocate these values. Do they live them?
Recognising that everyone in an institution is a teacher
How do non-faculty staff contribute to institutional teaching?
Devoting more attention and resources to leadership
Are institutions as committed to learning leadership competencies as
they are to teaching them?
More broadly framing our vision of excellence
Do institutions need to rethink the way they conceptualise and
operationalise their core mission?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Challenges in HE (Ruben)
Broadening public appreciation of the work of the academy
For all we do for our students, community and society, why are we not
more appreciated and supported?
Increasing our understanding of the needs of workplaces
Why don’t employers understand the value of education?
Becoming more effective learning organisations
Do institutions provide the effective model of organisational learning that
our constituents believe they should?
Integrating assessment, planning and improvement
How dedicated are institutions to these values?
Enhancing collaboration and community
Institutions advocate these values. Do they live them?
Recognising that everyone in an institution is a teacher
How do non-faculty staff contribute to institutional teaching?
Devoting more attention and resources to leadership
Are institutions as committed to learning leadership competencies as
they are to teaching them?
More broadly framing our vision of excellence
Do institutions need to rethink the way they conceptualise and
operationalise their core mission?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Never Ending Journey in
Pursuit of Excellence
What does Excellence
mean for you?
Where is your institution
on the journey to
Excellence?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
International positioning
State
France
Germany
Academia
© Centre for Integral Excellence
Sheffield Hallam University
Where is your HE sector?
UK
Market
www.shu.ac.uk/integralexcellence
Characteristics of successful
organisations (Barrett, Collins and Porras, de
Geus, Fitz-Enz)
• A strong, positive, values driven culture
• A commitment to learning and self-renewal
• Continual adaptation using internal and external feedback from
environments
• Strategic alliances with internal and external partners, customers and
suppliers
• A willingness to take risks and experiment
• A process orientation
• A balanced, values based approach to measuring performance that
includes
– Corporate survival (financial)
– Corporate fitness (efficiency, effectiveness)
– Collaboration with suppliers and customers
– Continuous learning and self-development (evolution)
– Organisational cohesion and employee fulfilment
– Corporate contribution to the local community and society
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Never Ending Journey in
Pursuit of Excellence
Where do you
want to be?
Where are
you now?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Competence and consciousness
Consciousness
Conscious
Incompetence
Unconscious
Incompetence
Conscious
Competence
Unconscious
Competence
Competence
A continuous cycle, developing new skills
and behaviours
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Evolution of Organisational
Excellence
?
Business/Organisational Excellence
EFQM Excellence Model
Baldrige Model
Business Process Management
Juran, Crosby, Peters
System Thinking, Psychology
Deming’s 14 Points, the Customer
Focus on process variability
Quality Inspection - Statistical Process Control
Scientific Management -Taylorism
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Fundamental Concepts of
Excellence
Results Orientation
Corporate Social
Responsibility
Customer Focus
Leadership &
Constancy of
Purpose
Partnership
Development
People Development &
Involvement
Agility
© Centre for Integral Excellence
Sheffield Hallam University
Continuous Learning,
Innovation &
Improvement
Management by
Processes and Facts
Future Focus
www.shu.ac.uk/integralexcellence
EFQM Excellence Model®
Enablers
Leadership
Results
People
People
Results
Policy &
Strategy
Customer
Results
Partnerships
& Resources
Processes
Key
Performance
Results
Society
Results
Innovation and Learning
Everythingisconnectedtoeverything
The EFQM Excellence Model is a Registered Trademark
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
EFQM Excellence Model® as an
holistic framework
Enablers
Vision, mission
values, ethics
Style, behaviour
Leadership
Development
Stakeholder
Management
Management
System
Values
Management
Results
HR strategies
Empowerment
Communication
Strategic
Planning
& Mapping
Value chain &
resource
management
Process
Management
BPR
Lean
Six Sigma
TOC
ISO 9000
ISO 14000
CRM
People
Satisfaction
Turnover
Absence
Customer/Supplier
Satisfaction
Repeat business
Financial
Results
Process
Performance
Scorecards
CSR
Sustainability
Community impact
Innovation and Learning
Everythingisconnectedtoeverything
The EFQM Excellence Model is a Registered Trademark
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Achieving balanced stakeholder
satisfaction
Goals and Outcomes
Satisfied
Stakeholders
Proud
Employees
Delighted
Students
Enhanced
Communities
What you and I need to do
Individual Objectives
Strategic Initiatives
Scorecard
What we need to do
Operational and strategic
focus
Our game plan
Strategy
What we want to be
Vision
Mission
Values
© Centre for Integral Excellence
Sheffield Hallam University
Our basis for
Competition or
Service Delivery
What we
believe in
www.shu.ac.uk/integralexcellence
Self-assessment
Taking an
honest look in
the mirror
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Concept
Model
Evidence
Assessment
Strengths
Areas for
Improvement
Score
Organised common sense
© Centre for Integral Excellence
Sheffield Hallam University
Action
Plans
Copyright BQF
www.shu.ac.uk/integralexcellence
Areas for improvement
•
•
•
•
•
•
•
•
Recognising the opportunity for leadership development
More integrated business and academic planning
Personal development through coaching and mentoring
Improved internal cooperation across departments and
faculties
Identification, ownership and improvement of key
processes
Measuring and enhancing student and staff satisfaction
Understanding the wider impact of the institution on the
local community and society and the links to corporate
social responsibility and sustainable development
Developing an institutional balanced scorecard
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Excellence Journey
Excellence
Organisational Development
Process Management
Corporate Scorecard
Goal Deployment
Personal Development
Customer and Supplier Relationship
Management
Partnership & Collaboration
Learning Organisation
Business Plans
&
Self-Assessment
Self-Assessment
Action plans
Strategic tool
Planning tool
Integration & alignment
Health check
Maturity of organisation
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Significance of processes: change in
the mindset
From Hierarchy............. ….to.................. Process Working
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Available instruments
Five Stage Model (Hardjono,
INK)
Quality of Society
Quality of the Value Chain
Quality of the System
Quality of the Process
Product Quality
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Degree of complexity
Managing Relationships
Uneven
Relationship
Negotiated
Relationship
Crisis
of
Purpose
Complacent
Coercive
(Win/Lose)
Hierarchical
Thinking
Cooperative
Relationship
Joint
Continuous
Improvement
(Win/win)
Joint
Interests
Positional (Involvement)
(Old
Crisis
Policies)
of
Initial
Trust
Adversarial
(Defensive)
Crisis of
Interdependence
Process
Thinking
Copyright John Carlisle Partnerships
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Significance of processes: change in
the mindset
Process Thinking
Relationships
Partnership
Cooperation
Internal cohesion
Integration
Alignment
From Hierarchy............. ….to.................. Process Working
Integrating for Excellence
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Leadership issues
• Does the institution recognise that all managers
and academic staff are leaders?
• How does the institution develop its mission, vision
and values?
• How does it review the effectiveness of its
leaders?
• How do leaders develop the management system
to enable the strategic management of its
processes?
• How do senior leaders encourage cross—
institution collaboration and partnership?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Characteristics of successful
organisations (Barrett, Collins and Porras, de
Geus, Fitz-Enz)
• A strong, positive, values driven culture
• A commitment to learning and self-renewal
• Continual adaptation using internal and external feedback from
environments
• Strategic alliances with internal and external partners, customers and
suppliers
• A willingness to take risks and experiment
• A process orientation
• A balanced, values based approach to measuring performance that
includes
– Corporate survival (financial)
– Corporate fitness (efficiency, effectiveness)
– Collaboration with suppliers and customers
– Continuous learning and self-development (evolution)
– Organisational cohesion and employee fulfilment
– Corporate contribution to the local community and society
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Reaching the Essence
(Erasmus, October 2005)
The Essence
Breakthrough
Continuous
Improvement
Control
Spirituality
Aesthetics
Values
(Professor Teun Hardjono, October 2005)
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Seven Levels of University
Consciousness (after Barrett)
Service
7
Making a difference
6
Internal Cohesion
5
Transformation
4
Self-esteem
3
Relationships
2
Survival
1
© Centre for Integral Excellence
Sheffield Hallam University
Social Responsibility
Service to humanity and the planet
Future generations
Strategic Alliances
Community Involvement, Staff Fulfillment
Partnerships
Strong Cultural Identity
Shared Vision, Shared Values, Creativity
Continuous Renewal
Continuous Learning, Adaptability
Continuous Improvement
Organisational Effectiveness
Excellence, Effectiveness, Quality, Systems
Professionalism
Loyalty and Relationships
Open Communication, Student Satisfaction
Financial Stability
Surplus, Safety
www.shu.ac.uk/integralexcellence
Fundamental Concepts and the
Seven Levels of Consciousness
(adapted from Barrett)
Service
7
Corporate Social Responsibility
Making a difference
6
Partnership Development
Customer Focus (Collaboration)
People Development and Involvement
Internal Cohesion
5
Leadership and Constancy of Purpose
Transformation
4
Continuous Improvement, Learning
and Innovation
Self-esteem
3
Excellence
Management by Processes and Facts
Relationships
2
Customer Focus (Satisfaction)
Survival
1
Results orientation
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Seven Levels of Organisational
Consciousness
Positive Focus / Excessive Focus
SERVICE & SOCIAL
RESPONSIBILITY
7
PARTNERSHIPS &
COLLABORATION
6
STRATEGIC ALLIANCES AND PARTNERSHIPS
COMMITMENT &
TRUST
5
DEVELOPMENT OF A STRONG COHESIVE CULTURE
EMPOWERMENT &
4
CONTINUOUS RENEWAL AND LEARNING
INNOVATION
PERFORMANCE &
EFFICIENCY
LOYALTY &
RELATIONSHIPS
PROFIT &
SAFETY
© Centre for Integral Excellence
Sheffield Hallam University
3
SERVICE TO HUMANITY
Ethics. Social responsibility. Future generations.
Employee fulfillment. Community involvement.
Commitment. Enthusiasm. Shared values.
Adaptability. Innovation. Teamwork.
HIGH PERFORMANCE SYSTEMS AND PROCESSES
Productivity. Efficiency. Quality. Professional growth.
Bureaucracy. Complacency.
2
RELATIONSHIPS THAT SUPPORT THE ORGANIZATION
1
PURSUIT OF PROFIT AND SHAREHOLDER VALUE
Good communication between employees, customers and suppliers.
Manipulation. Blame.
Financial soundness. Employee health and safety.
Exploitation. Over-control.
www.shu.ac.uk/integralexcellence
Culture comparisons
Current Culture
Desired Culture
Customer satisfaction
Continuous improvement
Teamwork
Professionalism
Making a difference
Limiting values
Bureaucracy
Hierarchy
Cost reduction
Customer satisfaction
Employee recognition
Employee fulfilment
Employee well-being
Continuous improvement
Information sharing
Teamwork
Accountability
Commitment
Adaptability
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Dance of Change
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
The Four Quadrants
Values
Individual Values
and Beliefs
• Personal Values
• Leadership Style
Individual
• Levels of
Consciousness
Behaviours
Individual Actions
and Behaviours
• Personal Behaviours
• Leadership Behaviours
• Organisational Role (Authority)
• Modes of Decision-Making
• Individual Drivers
& Worldviews
• Skills, knowledge
Group Values and
Beliefs
Collective
Group Actions
and Behaviours
• Group Culture
• Strategies
• Shared Vision
• Policies
• Organisational Values
• Processes
• Organisational Beliefs
• Systems
• Group Drivers
& Worldviews
© Centre for Integral Excellence
Sheffield Hallam University
• Performance Measures
• The Brand
www.shu.ac.uk/integralexcellence
Authenticity
Hidden/Internal
Identity
Values
Self image
Personality
Individual
Purpose
Emotions
Stories
Beliefs
Visible/External
Body
Language
Facial
expression
Logic
Intuition
Power
Character
Language
Assumptions
Personal Alignment
Ambition
Actions
Leadership
style
Focuscollective
decision/action
Behaviours
Mental models
Knowledge
(Values)
Alignment
Cohesion
Mission
Alignment
Collective
decision
making ?
internal
interactions
Language
Beliefs
Structural Alignment
Values
Collective
Collective
Collective models
knowledge Stories
Legends
Vision
customer community
interactions interactions
Behaviours
Actions
Meetings
Policies
Systems
Strategies Control
Social
Structures
Symbolism
Relationships Politics
structure
Partners
Conditioning Teams
Processes
Physical space
T&D
Visible brand
Climate
Culture
Momentum
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
EFQM Excellence Model® , Seven
Levels and Five Stage Model
(Barrett, Hardjono, INK)
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Bringing it all together
Values
Behaviours
Individual Values
and Beliefs
Individual Actions
and Behaviours
• Personal Values
• Personal Behaviours
• Leadership Style
Individual
• Leadership Behaviours
• Levels of
Consciousness
• Organisational Role (Authority)
• Modes of Decision-Making
• Individual Drivers
& Worldviews
Seven Levels Model
Group Actions and
Behaviours
Group Values and
Beliefs
• Group Culture
Collective
• Shared Vision
• Organisational Values
• Organisational Beliefs
• Group Drivers
& Worldviews
© Centre for Integral Excellence
Sheffield Hallam University
EFQM Excellence Model
Seven Levels Model
www.shu.ac.uk/integralexcellence
Whole System Change
Engagement
and Commitment
Personal Integrity
and Authenticity
Internal
External
Personality
Character
Individual values and beliefs
Individual actions and behaviors
Personal Alignment
Individual
Values
Alignment
Mission
Alignment
Collective
Culture
Structural Alignment
Social Structures
Group values and beliefs
Group Coherence
and Trust
© Centre for Integral Excellence
Sheffield Hallam University
Group actions and behaviors
Group Integrity
and Resilience
www.shu.ac.uk/integralexcellence
Delivering Core Values
Values
Behaviours
Personality
Individual
Character
Individual values and
Individual actions and
Personal
Alignment
beliefs
behaviours
Vision &
Values
Alignment
Mission
Alignment
University
Values
Collective
Culture
University and
Department/Faculty
vision, values and
beliefs
Structural Alignment
Social Structures
University/Dept/Faculty
actions and behaviours
Identifying potential for alignment, coherence,
© Centre for Integral Excellence
www.shu.ac.uk/integralexcellence
cohesion and integration
Sheffield Hallam University
Where is your institution
on its journey to Excellence?
•
•
•
•
•
•
•
•
Where is your institution positioned with
respect to the influences to state,
academia and market?
Does it carry out an holistic selfassessment covering aspects of both
academic and organisational
excellence?
Where is it on the journey from
hierarchical to process thinking?
What stage of quality has been
reached?
How does your institution measure and
act on feedback from key stakeholders?
How does it take an integral view in
developing strategies for organisational
improvement?
What values does it espouse and are
these being lived?
What improvements could you make?
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Vision without action is simply dreaming
Action without vision is merely activity
Vision with action - you can change the world
Joel Barker
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
T S Eliot, Four Quartets
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
ECoP Future Direction
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
ECoP Future programme
• 28-30 June, 2006, Integrating for Excellence
Conference, Sheffield
• 20-22 September, 2006, Siofok, Hungary
• 14-16 March, 2007 London Metropolitan, Canary
Wharf
• June 2007, Integrating for Excellence, Sheffield
• September 2007, Miguel Hernandez, Spain
• January, 2008, Intercollege, Nicosia, Cyprus
• Integrating for Excellence, Sheffield
• October 2008, Liverpool John Moores, Liverpool
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Other future events
• EOQ, Tallin, Estonia, 29 November, 2006
– The Human Factor
– How do you get people motivated for quality?
– Possible solutions to possible problems
• EOQ Conference, Prague, 21 May, 2007
• Seminar, Eindehoven, Autumn, 2007
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Integrating
for
Excellence
rd
3
International
Conference
27-29 June 2007
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence
Thank You!
Centre for Integral Excellence
Sheffield Hallam University, UK
Mike Pupius
[email protected]
0114 225 4135 or 0114 225 2044
www.shu.ac.uk/integralexcellence
© Centre for Integral Excellence
Sheffield Hallam University
www.shu.ac.uk/integralexcellence