Transcript Slide 1

Achieving Excellence in HIgher
Education in the United States
with the Baldrige Criteria
Robert Sedlak, Provost University of Wisconsin-Stout
Achieving Excellence in Education Conference
Gebze, Turkey September 6, 2002
Excellence in Higher Education
Improving Overall Performance
Fewer than 50 Organizations have
Received the Award Since 1989
– Selected Recipients Include:
• Motorola, Inc. 1988
• Xerox Corp, Business Products 1989
• Cadillac Motor Car Division 1990
• IBM Rochester 1990
• Zytec Corp 1991
• The Ritz-Carlton Hotel Co. 1992
• Eastman Chemical Co. 1993
• Corning Telecommunications Product Division 1995
• Merrill Lynch Credit Corp. 1997
• STMicroelectronics 1999
• Los Alamos National Bank 2000
• University of Wisconsin-Stout 2001
Facts About UW-Stout
 27 undergraduate and 16
graduate degree programs
Minneapolis
UW-Stout
St. Paul
 $95M budget
 8,000 students with 1,200
faculty and staff
Madison
(11) 4-year campuses
(13) 2-year campuses
(2) Doctoral campuses
Chicago
Baldrige Core Values
 Systems Perspective
 Visionary Leadership
 Learning-Centered Education
 Organizational Learning
 Valuing Employees & Partners
 Agility
 Future Focus
 Managing for Innovation
 Management by Fact
 Public Responsibility
 Focus on Results
Baldrige Categories
 Leadership
 Strategic Planning
 Market, Student and Stakeholder Focus
 Faculty and Staff Focus
 Information and Analysis
 Process Management
 Performance Results
The Setting
Between 1990 to 1996 UW-Stout
developed quality tools
 UW System and Board of Regents
adopted Baldrige criteria
 Extensive campus training on TQM tools
 Cross-functional TQM teams operating in
over 20 areas
 Historically data-driven organization
but planning was decentralized
and fragmented
The Setting
UW-Stout environment in
the mid-1990’s
 Budget cuts
 Need to fund new technology
infrastructure
 Pressure to be efficient
 Pressure to continually improve
 Pressure to be accountable
Perceptions And Realities
 High levels of stress
 Poor faculty morale
 Lack of communication
 Declining levels of trust
 Lose-Lose; Win-Lose; but no
Win-Win decision-making
 Suspicion
What We Did
 Realized we had serious
problems and resolved to
address them
 Listened to the faculty and staff
on what needed to be fixed
 Addressed areas of their
concern first to achieve buy-in
 Committed time
Changes We Made
Revolutionary Changes
 Created a new leadership system
 Created budget, planning, and analysis unit
 Revamped annual budget and
planning processes
 Initiated team building with senior leaders
 Improved communication
Leadership Systems:
An Environment for Transformational Change
Change To An Inclusive Decision-Making Process
Provide all internal stakeholder groups with a voice in
policy discussions and budget recommendations
-Faculty Senate
-Senate of Academic Staff
-Stout Student Association
-Classified Staff Unions
-Senior Administration
“Shared Governance = Shared Responsibility”
Leadership Systems:
Chancellor’s Advisory Council
 Flattens the traditional hierarchy
 Makes recommendations to
Chancellor, sets direction, and
deploys resources
 Budget, Planning and Analysis
unit formed
 Prepares, interprets, and provides
information needed to make
effective decisions
Chancellor’s Advisory
Council Allows Us To:
 Enable campus-wide involvement and
participation in strategy development
and decision-making
 Plan and review performance
 Guide alignment and integration of
short- and long-term actions
 Aid in assessment of results and
improve performance
 Enhance organizational performance
through team building
Strategic Planning
Budgetary And Financial Planning
Intended Outcomes:
 Facilitate planning and discussion
 Encourage participation
 Improve the quality of decisions and buy-in
 Build a trusting climate
 Increase understanding of plan and budget
 Strategically focus on campus
Planning
Budget
Strategic Planning
Strategic Budgetary And Financial Planning
The strategic plan includes five-year goals and
shorter-term action plans
Broad-based participatory planning is used to
identify, set, and fund campus priorities
Review of progress at all levels
The strategic plan aligns resources and actions
leading to desired results levels of the
campus
Planning
Budget
Strategic Planning
Developing Annual Budget Priorities
Chancellor
Communicates
Final Plan
Institution-Wide
Winter Budget Planning
at Division/College Level
Fall/Winter Chancellor’s Advisory
Council Budget Planning
Chancellor’s Advisory Council
Summer Retreats
Fall Focus Groups
Strategic Planning
Annual Budget Priorities
 Branding and Marketing
 Digital Campus
 Equality for Women
 Graduate Education
 Distance Education
 Applied Research
Creating a Quality Culture:
Keys to Success
Keys To Success:
Communication
NEWSLETTERS
OPEN
FORUMS
WEB
LISTENING POSTS
GOVERNANCE &
DEPARTMENTAL
MEETINGS
CAMPUS-WIDE MAILINGS
Keys To Success:
Teamwork
A traditional hierarchy,
complemented by set of
established committees and
other cross-functional structures
 Chancellor’s Advisory Council
 Faculty Senate committees
 Senate of Academic Staff
committees
 University-wide committees
Keys To Success:
Information
Access to data
Analysis by BPA
Computing power
Networking
Internet
Training
Keys to Success:
Faculty and Staff Satisfaction
Morale
Surveys
Full survey every three
years
One-minute survey on
alternate years
Changes
Faculty teaching workload
Lead
To
Communication
Gender equity
Process Management
Process for Process
Improvement
Academic Program
Review Process
Educational Support Unit
Review Process
Process Management:
The Digital Campus Initiative
 Upgraded technology:
state-of-the-art network
 University computer cost-share
program
 Implementation of laptop
environment
 Hired instructional web designers
Next Steps – The Journey Continues
 Face new challenges
optimistically
 Remember we are excellent
but not perfect
 Help others in the journey