© ASQ 1 1 Education Team Excellence Recognition Process Timeline, Criteria Overview, Template, Scoring Guidelines and Glossary 2014

© ASQ 1

© ASQ 1

Education Team Excellence Recognition Process

Timeline, Criteria Overview, Template, Scoring Guidelines and Glossary

2014

© ASQ 22

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Education Team Excellence Recognition Guideline Index

Timeline 3

Criteria Overview Guide 4 – 11

Criteria PowerPoint Template 12– 71

Criteria Scoring Rubric 72 – 76

Glossary 77 – 82

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Education Team Excellence TimelineNQEC

(NOVEMBER)

JUNE

15TH

JULY

15TH

JULY

31ST

AUG

1ST

SEPT

30TH

OCTOBER

1ST

OCTOBER

15TH

NOVEMBER

18TH

ETER APPLICANT TEAMS ARE IDENTIFIED AND ASSIGNED A MENTOR

APPLICANT TEAMS

SUBMIT INTENT TO SUBMIT FORM

SUBMIT COMPLETED POWERPOINT FORPRELIMINARY ROUND JUDGING

PRELIMINARY ROUND JUDGING(JULY 15 - 31ST)

ETER APPLICANT TEAM RECRUITMENT

TEAM RECEIVE FEEDBACK REPORT

ETER FINALIST INVITATION TO PRESENT PROJECT AT NQEC

FIRST SCORING:CRITERIA COMPLIANCE AUDIT

FINAL ROUND JUDGINGSECOND SCORING:

CRITERIA COMPLIANCE, FEEDBACK IMPROVEMENT & PROJECT MERIT

APPLY FEEDBACK RECOMMENDATIONSSUBMIT COMPLETED POWERPOINT FOR

FINAL ROUND JUDGING

NQEC AWARD / RECOGNITION CEREMONY

NON-FINALIST INVITATIONTO ATTEND NQEC

FOR ETER APPLICANT

RECOGNITION

ETER APPLICANTS

COMPLETE

CRITERIA-BASED

PROJECT

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EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) CRITERIA OVERVIEW GUIDE 2014

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ETER Criteria Overview Guide

In this guide, the word "organization" is intended to encompass a wide variety of educational service units including, but not limited to: school district, university, trade school, day care centers, community colleges, individual buildings/schools, grade level teams, departments and individual classrooms. The Education Team Excellence Recognition criteria can be applied to any of these types of organizations and work units and can be used to make process improvements, enhance student achievement results, and share team learning to leverage performance within other units of the organization.

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ETER Criteria Overview Guide1.Project Selection (4 items @ 3 points = 12 points possible)

In the Project Selection Category, teams are asked to explain several key factors related to their project’s selection. Note: The project may have been selected by the team or assigned by management. Regardless of who selected the project, teams should clearly describe how the project was selected (be responsive to each criteria item) including any data and information used in the selection.

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2. Analysis (4 items @ 3 points = 12 points possible)

In the Analysis Category, teams are asked to explain how they determined the potential root cause(s) associated with their project. Their explanation should include how data and information were used in the determination, what key data and information were actually used, and how the team ensured it identified the actual root cause.


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3. Solution Development (4 items @ 3 points = 12 points possible)

In the Solution Development Category, teams are asked to explain the approach, process, method, tools, etc., they used to identify potential solutions as well as their final solution. Teams are also asked to identify their final solution(s) and the expected benefits of that solution(s) and to provide an explanation of how they determined the expected benefits. Teams’ responses should include specific examples from their project and any applicable data and information they used in their solution development.


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4. Solution Implementation (4 items @ 3 points = 12 points possible)

In the Solution Implementation Category, teams are asked to explain how they planned for and implemented the final solution(s) they identified in 3c. The Solution Implementation Category also asks for an explanation of how the team achieved buy-in for implementing its solution(s), how the team measured the results associated with implementing its solution, and how the team ensured the results would be sustained.


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5. Team Effectiveness (4 items @ 3 points = 12 points possible)

In the Team Effectiveness Category, teams are asked to explain how their team members were selected and prepared to participate in the improvement project. The Team Effectiveness Category also asks teams to explain how they ensured all team members contributed throughout the project as well as how the team managed their performance to ensure they were an effective team.

It must be clear that this was a team project - not an individual’s project.


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6. Results, Knowledge Sharing, and Application (4 items @ 3 points = 12 points possible)

In the Results, Knowledge Sharing, and Application Category, teams are asked to describe the actual results of their project–tangible and less tangible–and how those results support their organization’s overarching strategy and direction. Teams are also asked to explain how, and with whom, they shared the results of their project to promote organizational knowledge sharing and learning.


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EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) PROCESSCRITERIA POWERPOINT TEMPLATE

Mandatory slide headers are in redCriteria-based expectation examples are outlined below criteria-headers.

Slide data presentation should be in colors, format & manner befitting the team & project.

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ETER Overview• Your PowerPoint presentation needs to tell your story

using the ETER criteria as an organizing framework. Select colors, graphics, and data to illustrate your criteria compliance, but remember: quality not quantity is your best practice.

• Unless your team used the ETER criteria as your process, there may be criteria elements not present in your project. If this is the case, simply explain on that criteria slide why your team did not address this element. Do not try to Fake-it-to-make-it!

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ETER Overview• Make sure your project title or your criteria 1a explanation

identifies your project as either a problem-solving or an improvement project.– A Problem-Solving Project is usually a search for a new

solution or practice that does not currently exist to resolve an issue or satisfy desired expectations.

– An Improvement Project is changing an existing practice that is not meeting expectations, for the better in order to comply, approach, meet, or exceed desired performance levels.

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• Clear summary (key data/information)

• Selection data/information included Project driver(s)

Personal initiative, Organizational OFI, Grant commitmentOther

EXPLAIN – Sufficient details to completely understand or replicate.

Criteria Slide PrecursorIt is a best practice to keep

individual slide contents lean and meaningful. This

indicator informs judges of this intent and to foreshadow

additional information on subsequent slides.

Do not include this textbox in your presentation. Its only purpose on the template is to keep your explanation

focused on the criteria measure expectation!

Suggested Criteria ElementsShould be addressed in the team’s story,

or presented on the criterion standard slide.

Mandatory Slide Header PROJECT SELECTION1.a EXPLAIN how the project was selected. (1 of 2)

ETER Template

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ETER Template

• Clear summary (key data/information)

• Selection data/information included Project driver(s)

Personal initiative, Organizational OFI, Grant commitmentOther


PROJECT SELECTION1.a EXPLAIN how the project was selected. (1 of 2)

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ETER Template

1.a EXPLAIN how the project was selected. (2 of 2)• Project Declaration – Identify project type.

– A Problem-Solving project is a search for a new solution or practice.– An Improvement project is changing an existing practice for the better.

• Team Approach/Process/Method/Tools– Education Team Excellence criteria driven process– PDSA– PDCA– DMAIC– Organizational Adopted Procedure– Other

17EXPLAIN – Sufficient details to completely understand or replicate.

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ETER Template

1.b EXPLAIN how the project supports organization goals, performance measures, and/or strategies.• Link between team project and organization goals/strategies

– Organizational goals (vision, mission, objectives …)– Project goals, intents, aims …

• Project importance is explained– “Why is this project important to the organization?”– What organization owns/benefits from this project?

• Improved test scores and organization link, connection, importance …


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1.c DESCRIBE how the team identified key stakeholders (i.e., those most affected) (1 of 3)• Key stakeholders listed

– Internal/external customers, employees, students, parents, key suppliers (List both internal and external)

– Unique group/one or more individuals?

LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).DESCRIBE – Detailed sufficiently to basically understand.

ETER Template

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ETER Template

1.c DESCRIBE how the team identified key stakeholders (i.e., those most affected) (2 of 3)• Stakeholder identification method described

20DESCRIBE – Detailed sufficiently to basically understand.

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ETER Template

1.c DESCRIBE how the team identified key stakeholders(i.e., those most affected) (3 of 3)• Stakeholders selection described/justified

DESCRIBE – Detailed sufficiently to basically understand.

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ETER Template

1.d IDENTIFY the key stakeholders (1 of 2)• Identify Key Stakeholder(s) from previous list (“1c” slides 5-6-7) with impact

affect/effect.

IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively)

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ETER Template

1.d EXPLAIN how the project impacts key stakeholders (2 of 2) • Team understands and communicates expected “Stakeholder-Project-Impact”

factor(s) completely.


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ANALYSIS

2.a EXPLAIN how team identified problem to be solved and/or key performance indicators.• Root cause approaches/processes/methods identified• Problem-solving approach/methodology described• Key performance factors/indicators described

LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).DESCRIBE – Detailed sufficiently to basically understand.EXPLAIN – Sufficient details to completely understand or replicate.

ETER Template

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ETER Template

ANALYSIS2.a EXPLAIN how team identified improvement need and anticipated benefits.• Change/Improvement process described

– Introduction and Implementation• Anticipated benefits noted• Key performance factors/indicators linked to improvement need/benefit

LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).DESCRIBE – Detailed sufficiently to basically understand.EXPLAIN – Sufficient details to completely understand or replicate.

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2.b EXPLAIN root cause analysis with data and information (1 of 3)• Data and information used to reveal root causes (depth and breadth)

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ETER Template


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ETER Template

2.b EXPLAIN root cause analysis with data and information (2 of 3)• Specific data/information root cause analysis examples (depth and breadth).


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ETER Template

2.b EXPLAIN root cause analysis with data and information (3 of 3)• Root cause analysis conclusions present (depth and breadth)


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ETER Template

2.c IDENTIFY key data and information used in team analysis• Key data/information used to reveal potential root causes• Key data/information connection from “2b” present• Specific data/information examples noted

29IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).

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ETER Template

2.d EXPLAIN actual root cause identification and assurance. (1 of 2)• Root cause possibilities identified as suggested previously in 2a, 2b, and 2c

(named, labeled, and referenced)


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ETER Template

2.d EXPLAIN actual root cause identification and assurance. (2 of 2)• Key data and analysis ensures the validation of the actual root cause (depth

and breadth)


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ETER Template

SOLUTION DEVELOPMENT 3.a EXPLAIN potential solution(s) identification (1 of 3)• Potential solutions listed

LIST – Identify via lists, tables, flowcharts (quantitatively or qualitatively).EXPLAIN – Sufficient details to completely understand or replicate.

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ETER Template

3.a EXPLAIN potential solution(s) identification (2 of 3)• Potential solutions connected to previously identified root causes (“2d”)

– Formally/Informally/Organizationally


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3.a EXPLAIN potential solution(s) identification (3 of 3)• Clear potential solution identification methodology identified

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3.b EXPLAIN final solution selection (1 of 2)• Final solution selection approach/process/methods/tools identified• Specific examples


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ETER Template

3.b EXPLAIN final solution selection (2 of 2)• Final solution process applied to potential solution list (“3a”)• Specific examples


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3.c IDENTIFY final solution (1 of 2)• Final root cause solution identified• Final root cause solution connected to solution selection approach (“3b’)


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3.c EXPLAIN expected solution benefits (2 of 2)• Expected/anticipated solution benefits explained

ETER Template


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3.d DESCRIBE expected benefits determination (1 of 2)• Expected benefits determination approach/process/methods/tools described.


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3.d DESCRIBE expected benefits determination (2 of 2)• Connection with “3c” (solution expected benefit list) illustrated/explained• Specific examples


ETER Template

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SOLUTION IMPLEMENTATION 4.a DESCRIBE solution implementation plan (1 of 2)• Planned solution implementation process illustrated/explained• Specific examples (depth and breadth)


ETER Template

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4.a IDENTIFY potential challenges (2 of 2)• List of potential implementation challenges• Describe how challenges were identified

IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).DESCRIBE – Detailed sufficiently to basically understand.

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4.b DESCRIBE solution implementation (1 of 2)• Actual implementation steps with specific examples• Key steps and associated milestones noted/identified


ETER Template

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4.b DESCRIBE solution process, procedures, changes ... (2 of 2)• Concise description to understand solution implementation procedures/changes …


ETER Template

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ETER Template

4.c EXPLAIN solution implementation support and buy-in

(1 of 4)• Achieving solution implementation buy-in • Specific examples


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ETER Template• 4.c EXPLAIN solution implementation support and buy-in

(2 of 4) • Buy-in “working relations”

– Noting with whom they worked.


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ETER Template

4.c EXPLAIN solution implementation support and buy-in

(3 of 4)• Stakeholder(s) noted in “1d” BUY-IN connection• Expected impact and resistance reaffirmed/noted

– Stakeholders– Others

ETER Template


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4.c EXPLAIN how solution implementation challenges were addressed (4 of 4)• Specific examples of addressing implementation challenges

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ETER Template


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ETER Template

4.d EXPLAIN project’s Results-Measurement-System Plan (1 of 2)• Effectiveness-Results measurement plan detailed• Specific examples:

– Applicable data, measures, data, information …

ETER Template


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4.d EXPLAIN how the PLAN ensured results would be sustained (2 of 2)• Specific actions, plans … to ensure sustained results


ETER Template

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TEAM EFFECTIVENESS5.a DESCRIBE team member selection (1 of 2)• Team evidence (names or other identifiers …)• Actual team member selection method


ETER Template

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5.a DESCRIBE team member selection (2 of 2)• Why each member was selected

– Skills, knowledge, qualifications …


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5.b DESCRIBE team member participation preparation• Team member preparations – prior to or during

– Specific training– Tools– Process improvement– Team dynamics, etc…

• Team-building efforts – prior or during


ETER Template

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5.c DESCRIBE team member participation and contribution assurance (1 of 2)• Specific examples – team member ability and contributions to project

– Team norms– Meeting availability– Management tools/techniques– Special accommodations


ETER Template

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5.c DESCRIBE team member participation and contribution assurance (2 of 2)• Specific examples of team member roles and responsibilities


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5.d EXPLAIN team performance management to effectiveness (1 of 6)• Specific examples of effective team management

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ETER Template• 5.d EXPLAIN team performance management to

effectiveness (2 of 6)• Project life cycle team management assured

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5.d EXPLAIN team performance management to ensure effectiveness (3 of 6)• Capitalization on individual team members skills, knowledge, and

contributions

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5.d EXPLAIN team performance management to ensure effectiveness (4 of 6)• Team member data/information sharing evidence

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5.d EXPLAIN team performance management to ensure effectiveness (5 of 6)• Effective team communications (evidence)

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5.d EXPLAIN team performance management to ensure effectiveness (6 of 6)• Performance management – Evidence meeting deadlines/

deliverables/milestones

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RESULTS, KNOWLEDGE SHARING, and APPLICATION6.a DESCRIBE results achieved—tangible and less tangible results. (1 of 5)• Identifies actual solution implementation results


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6.a DESCRIBE results achieved—tangible and less results. (2 of 5)• Tangible results

– Specific Measure or Metric Improvement• % proficient, cycle time, attendance …• Cost, grades, participation


ETER Template

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6.a DESCRIBE results achieved—tangible and less tangible results. (3 of 5)• Less tangible results (Linked to a variety of indicators)

– Specific Measure or Metric Improvement• Morale• Professional work environment• Employee/Student/Staff satisfaction

• Less tangible indicators identified


ETER Template

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6.a DESCRIBE results achieved—tangible and less tangible results. (4 of 5)• Indicator (tangible and less tangible) “rationalization” of improvement-beliefs


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6.a DESCRIBE results achieved—tangible and less tangible results. (5 of 5)• Before and after performance results demonstrate a causal relationship

(improvement project and/or end results)


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6.b EXPLAIN results achieved impact on organization’s goals, performance, measures, and/or strategies. (1 of 2)• Connect “6a” results (tangible and less tangible results) with “1b” (project

supports organizational goals …)

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6.b EXPLAIN results achieved impact on organization’s goals, performance, measures, and/or strategies. (2 of 2)• Demonstrate positive results/impacts on Category 1 areas (i.e.,

organizational/project goals, objectives, strategies …


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6.c DESCRIBE project results “sharings” (1 of 2)• How results were shared• Specific “sharing” examples provided• Sharing methods/approaches


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6.c IDENTIFY with whom the results were shared (2 of 2)• Results were shared with whom

– Inside– Outside


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6.d Clarity of application and effective use of charts/graphs• Criteria aligned, sequenced, and labeled• Page numbers present• Third-party voice of the team utilized• Clarity – Sufficient information/data for complete understanding and

commensurate with the verbal qualifiers (i.e., identify, describe, list, explain)• Non-generic or industry-based terminology explained• Abbreviations (LSS, NP, UCL, LCL …) should be defined on initial use• Professionally written (proper grammar and spelling)• Visual aides, charts, graphs … easily read and understood• Visual aide colors are complementary and not difficult to perceive• Project story is told according to the Education Team Excellence criteria• Lean slide presentations – 6 bullets/6 words per bullet per slide• Slide notes should complement slide data and not be redundant of it.

ETER Template

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EDUCATION TEAM EXCELLENCE RECOGNITION PROCESSCRITERIA SCORING & SCORING RUBRIC

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ETER Criteria Scoring• 6 Categories

– Project Selection, Analysis, Solution Development, Solution Implementation, Team Effectiveness and Results

• 4 Items per category• Maximum 3 points per item• Maximum score 72 points• Finalist score 30+ points

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ETER Criteria Scoring• ETER Scoring Scale

0 1 2 3

Not Cove

red

Unclear

Meets Crite

ria

Exceeds

Expecta

tions

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Not

Covered

0

Just wasn’t addressed – totally missing.

Unclear

1

Touched upon, but not clear.

Not enough information is provided to determine if the team’s approach met, or could meet, the criteria requirement.

ETER Criteria Scoring Rubric

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ETER Criteria Scoring Rubric

Meets

Criteria

2

Criteria is addressed sufficiently.

Teams met the criteria requirement.

Exceeds Expectations

3

Team added value by going beyond the criteria and provided additional clarity by:

– Integration across categories and items

– Increasing accuracy in analysis, actions, and conclusions

– Representing a “best practice” or “role model” approach

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EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) PROCESSGLOSSARY

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ETER Process Glossary• Analysis: The systematic decomposition and examination of a current

condition to determine the factors contributing to and/or causing the current performance, state, results, challenges, etc.

• Approach: The methods or techniques used to accomplish a given process or processes or in some cases, a part or step of a process.

• Data: Individual and/or groups of facts, statistics, and/or pieces or items of information generally used to display or describe performance.

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ETER Process Glossary• Goals: A future condition or performance level that one intends to attain.

Goals can be both short- and longer-term. Goals are ends that guide actions. Goals may be quantifiable and/or descriptive statements of a desired future state or condition.

• Information: Knowledge gained through analysis and study. May include conclusions based on the analysis of groups of facts and data.

• Integration: The harmonization of approaches, methods, processes, and analyses to support key organization improvement efforts. Effective integration is achieved when the individual components of a performance improvement system operate as a fully interconnected unit increasing the overall effectiveness and efficiency of the improvement system.

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ETER Process Glossary

ObjectivesAn organization’s articulated aims or quantifiable targets to address its goals and/or a major change or improvement. May be focused internally and/or externally and are generally more specific than its goals.

ProcessLinked activities with the purpose of producing a product, program, and/or service. Generally, processes in education involve combinations of people, technology, techniques, pedagogy, materials, and improvements in a defined series of steps or actions. In some situations, processes might require adherence to a specific sequence of steps, with documentation (sometimes formal) of procedures and requirements. In other situations, such as educational situations when those being served are involved in the service, process may be used in a more general way. It may be used to spell out what must be done, possibly including a preferred or expected sequence, in order to help those served understand and follow the sequence.

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Root CauseThe initiating cause of a series of activities or a causal chain that leads to a particular outcome or condition. The point in a series of activities or steps (process) where an intervention, change, and/or improvement could be implemented and prevent the undesirable outcome or condition. The primary cause for a given process performance problem, challenge, shortfall, etc.

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• Stakeholders: The term “stakeholders” refers to all groups that are or might be affected by an organization’s process improvement. Stakeholders might include students, teachers, administrators, other schools, parents, parent organizations, school board, suppliers, and partners.

• Tangible Results: Specific, measurable, observable, etc., results from the organization’s process improvement efforts. Less tangible refers to results or outcomes that may not lend themselves to specific measures. Less tangible results may be best measured by specific indicators or a series of indicators related to the less tangible performance area/result.

Documents

© ASQ 1 1 Education Team Excellence Recognition Process Timeline, Criteria Overview, Template, Scoring Guidelines and Glossary 2014