Measurement Framework: Malcolm Baldrige Education and Healthcare Criteria for Performance Excellence

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Measurement Framework Malcolm Baldrige
Education and Healthcare Criteria for Performance
ExcellenceMaternal and Child Health Leadership
Training ConferenceApril 19, 2004University of
WashingtonSeattle, WA
Judy Morton, Ph.D. Vice President Quality
Integration Improvement Swedish Medical
Center Seattle, WA [phone] judy.morton_at_swed
ish.org
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What Is Included in the Performance Excellence
Model?

• The criteria...Key elements to optimize
  organizational performance
• A set of values

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Malcolm Baldrige PerformanceExcellence Framework
Organizational Profile Environment,
Relationships, and Challenges
Strategic Planning
Faculty and Staff Focus
85
85
Leadership
Organizational Performance Results
120
450

• Customer/
• Market Focus
• Patients
• Students

Process Management
85
85
Measurement, Analysis, and Knowledge Management
90
2004 Criteria for Performance Excellence Baldrige
National Quality Program
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Baldrige Criteria for Performance Excellence

• Seven category frameworkdifferent weights, with
  an emphasis on results
• Applies to various sectors/ organization types
• Non prescriptive and adaptable
• Updated regularly
• As assessment tool

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Core Values
Education
Healthcare

• Visionary leadership
• Organizational and personal learning
• Management by fact
• Focus on results and creating value
• Systems perspective
• Agility
• Focus on the future
• Managing for innovation

• Learning centered education
• Social responsibility
• Valuing faculty, staff and partners

• Patient centered excellence
• Social responsibility and community health
• Valuing staff and partners

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Who Was Malcolm Baldrige?

• 26th Secretary of Commerce
• Excellent manager
• Commerce Department
• Scovill, Inc.
• Colorful and beloved

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Why Do We Care?

• National Quality Award named after him to
• Promote Americas competitiveness and performance
• Facilitate fundamental changes in US business
  practices
• Recognize excellence
• Establish guidelines for self-assessment of
  management systems
• Facilitate dissemination of practices leading to
  world class performance
• The model, when rigorously applied, produces
  documented world class results
• May have applicability to MCH

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Baldrige Recipients Education

• Chugah School District (pre-school to post
  secondary education in Alaska)
• Pearl River School District (K ? 12 in New York)
• University of Wisconsin - Stout
• Community Consolidated School District 15 (19
  elementary and junior high schools in Illinois

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Baldrige Recipients Health Care

• SSM Healthcare - St. Louis, Missouri
• Baptist Hospital - Pensacola, Florida
• St. Lukes Medical Center - Kansas City, Kansas

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Malcolm Baldrige PerformanceExcellence Framework
Organizational Profile Environment,
Relationships, and Challenges
Strategic Planning
Faculty and Staff Focus
85
85
Leadership
Organizational Performance Results
120
450

• Customer/
• Market Focus
• Patients
• Students

Process Management
85
85
Measurement, Analysis, and Knowledge Management
90
2004 Criteria for Performance Excellence Baldrige
National Quality Program
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Results Education and Healthcare 450 of 1000
possible points
Education Student learning Student- and
stakeholder-focused Budgetary, financial and
market Faculty and staff Organizational
effectiveness Governance and social
responsibility
Healthcare Healthcare Patient- and other
customer-focused Financial and market Staff and
work system Same Same
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Key Considerations Performance Measurement

• Reliable, valid measures
• Performance over time
• Performance compared to others
• Competitors
• Average
• Best in industry or class
• Segmentation

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Sample Measures Student Learning (Education)

• Student retention rates from year to year
• Percent of students meeting/exceeding grade
  standards
• Significant differences in student performance by
  demographic group
• Percent of fully licensed graduates within
  specified time periods
• Student grades with and without supplemental
  instruction
• National board results, e.g., passage rates,
  average scores
• Demonstration of leadership competencies
• Percent of training programs using leadership
  competencies
• Percent of graduates who obtained
  masters/doctoral degrees and/or board
  certification
• Percent of graduates serving targeted populations

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Sample Measures Healthcare

• Risk adjusted mortality rates (overall, by
  service line)
• Ventilator-associated pneumonia rates
• Nosocomial infection rates
• Medical staff clinical indicator index
• Pressure ulcer prevalence
• Surgical infection rates
• Performance levels national teaching hospitals
  comparative group of obstetrical and perinatal
  indicators (e.g., C-section rates)
• Medication event rate
• Above measures segmented by gender, ethnicity,
  etc.

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Sample Measures Student/Patient Results

• Student Results
• Student satisfaction with instruction current
  students and past students
• Over time
• Compared to competitor and/or Baldrige
  recipient
• Differences among subgroups of students, e.g.,
  gender, grade level
• Student confidence levels
• Student accidents and/or perception of safety
  results
• Ratio of number of students applied/number
  selected (selectivity)
• Patient Results
• Patient satisfaction levels inpatients,
  outpatients, ED, etc.
• Over time
• Compared to others
• By service line or site
• Complaint/compliment ratios

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Sample Measures Budgetary, Financial and Market
Results

• Operating cost per student
• State and/or federal revenue per year
• Personnel or instruction expenditures as a
  percent of budget
• Budget performance
• Student loan default rate
• External ratings of market excellence
• Market share
• Public and private funding for research training

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Sample Measures Faculty and Staff Results

• Faculty publications
• Student/faculty ratios
• New faculty/staff satisfaction with orientation
• Professional development expenditures/person
• Faculty and staff turnover and/or vacancy rates
• All faculty and staff
• First year
• Percent of faculty with doctorates

• Percent of minority faculty/ staff compared to
  community served
• Faculty/staff satisfaction results
• Percent of nationally certified teachers
• Percent of certified substitute teachers
• Staff/faculty safety and workers compensation
  claims
• Salary survey results
• Labor grievance rates

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Sample Measures Organizational Effectiveness

• Employer ratings of preparedness of graduates
• Percent of students who graduate within specific
  time period
• Student job placement rates
• Percent of graduates in healthcare leadership
  positions within X years of graduation
• Cycle time reduction key processes, e.g.
  technology service time, purchase order
  turnaround time
• Network down time
• User satisfaction key support services, e.g.,
  IT, HR, library services
• Percent of students who access the internet
• Percent of graduates attending post-secondary
  institutions
• External awards
• Percent of alumni who say they would go through
  the program again

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Sample Measures Governance and Social
Responsibility

• Percent of students, faculty and/or staff
  providing services to the community
• Hours of service per person community outreach
  services
• Accreditation or external survey results
• United Way contributions
• External audit recommendations
• Public complaints
• Percent of faculty/staff providing technical
  assistance to the community
• Percent of faculty, students, and/or graduates
  participating in advocacy
• Percent of graduates working in underserved
  communities

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Malcolm Baldrige Quality AwardInformation and
Tools

• Telephone [phone]
• Email nqp_at_nist.gov
• Web site www.baldrige.nist.com
• Copies of Criteria
• Telephone [phone]
• Web site www.asq.org

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Other Ways to Learn More
At national or state levels...

• Attend workshops
• Become an examiner
• Complete an organizational self-assessment
• Apply for the award

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Rising to the challenge identifying key
measures
Citigroup, 2004
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Considerations Measure Selection...

• MCH national training plan
• Assure a workforce capable of meeting MCH
  population needs
• Prepare/support a diverse workforceculturally
  competent and family centered
• Improve practice through interdisciplinary
  training
• Develop effective MCH leaders
• Develop new knowledge (training, policy,
  outcomes)
• Balance of outcome and process measures
• Key stakeholders and customers, e.g., patients,
  community, students/trainees, faculty/staff
• Shared and unique measures
• Performance over time and compared to others
• Balance between multiple, sometimes competing
  systems, e.g., training program vs. academic
  goals

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