Selfassessment at Sheffield Hallam University Education Community of

Self-assessment at Sheffield Hallam University Education Community of Practice 23 & 24 October 2003 Eurocontrol, Brussels CAROL STEED Assistant Director Centre for Integral Excellence Sheffield Hallam University, UK © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Once upon a time…. . • Started life as a technical college • Became a polytechnic in 1969 (Sheffield Polytechnic renamed in 1976 as Sheffield City Polytechnic) • Became a ‘new’ University in 1992 (Sheffield Hallam University) • Today: – 28, 249 students – 3, 266 staff • 2 main campuses: – City Centre (handy for the shops and cafés!) – Collegiate Crescent - 1½ miles from the City Centre (leafy site with trees and squirrels!) – 3 rd campus 3 miles away (planned for closure) © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Our journey towards Excellence 1997 – Diana Green’s white paper 1999 – Mike appointed (Director of Quality / Director of Organisational Excellence) University wide assessment undertaken 1999 – First assessor training course held and first selfassessment undertaken 2000 – GMP 143 began (CS appointed to OE) 2000 – More self-assessments across schools and departments 2001 – First Mirror of Truth conference, two more followed 2001 – Organisational Development Programme began – process and change management © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Our journey (cont. ) 2002 – Continued self-assessments and started in new areas, continued internal training and development activities 2002 – Organisational Development Programme delivering range of improvement projects, including high level process definitions 2002 – Methodology developed to include Matrix approach. 2002 – Self-assessments continued, further development and refinement of methodology, tools and techniques for selfassessment (6 academic schools, 5 central departments, 3 research centres) 2003 – Work continues on embedding excellence concepts (future visioning and shaping) rather than focusing on selfassessment 2003 – Centre for Integral Excellence launched © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Self-assessment options Supported by Evidence AWARD ENTRY DATA PROFORMA WORKSHOP PROCESS RIGOUR LOW MATRIX HIGH QUESTIONNAIRE © Centre for Integral Excellence Sheffield Hallam University Based on Opinion Copyright EFQM http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Self-assessment method data gathering Self-assessment team using pro-forma Business Driver Questionnaire Customers & suppliers © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Pro-forma approach © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Questionnaire approach • Questionnaire used to establish an initial University wide assessment in 1999 • Pro-forma supported by BQC Performance Management Business Driver questionnaire at business unit levels to gain staff involvement and balance management and staff opinion © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Matrix approach • Series of statements incorporating RADAR principles • Used in 3 institutions across the UK to undertake institution wide assessments during 2002 • Used in a number of institutions across the UK to undertake unit based self assessments 2002/03 © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Impact for the University © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Impact levels Regardless of where self-assessments are taking place, the whole Excellence approach is having an impact at 3 levels: – Strategic (institution wide) – Strategic (business unit - school, department etc. ) – Operational (team based improvement projects within business units) © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Strategic Impacts University wide • Clear recognition of the need for process identification and management – much work undertaken in this area, including the development of University wide process map • Leadership and management development issues are being surfaced and addressed through a development programme • Internal communication across all boundaries is seen as key – Director of Communication now in post • Recognition of the need for better partnership working • Balanced set of measures and targets are needed and being incorporated as part of planning process • Better feedback and listening to ‘the customer’ – action plans expected from staff and student survey results • Provides a view of University from a ‘management’ perspective © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Strategic Impacts Business Unit • As for University wide in many cases in terms of recognising the significance of processes, management development, partnership working, KPIs and feedback etc. • Surfacing issues of efficiency and effectiveness in the way things are done and helping them to be looked at differently – can change and life is still OK • Greater focus on managing and planning the business at a strategic level, rather than just operational and academic management • Change in mindset of both administrators and academics - given a new united voice and common language © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Operational Impacts Team based • Many operational projects are underway • Examples include: – introduction of complete process management infrastructure – Process improvements e. g. timetabling, enrolment, admissions etc. – Changes to team structures based on recognition of processes and efficiencies that can be achieved – change to the way customer feedback is gained – ‘account managers’ allocated – improved business plans now being submitted and accepted – data from staff and student surveys integrated more usefully in future planning activities – development of more cross-team working projects – greater involvement and engagement of staff in process improvement activities – training and development provided in new skill areas for staff – partnership working between parts of institutions who may not previously have engaged together © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Initial conclusions • The use of the EFQM Excellence Model, with some adaptation and interpretation, is working in the HE sector • The learning can be accessed at any level, and through any part of the model (processes, results, leadership etc. ) • Self-assessment is a useful initial tool to aid the identification of key action areas, which can be by-passed once enough learning has been gained, but needs to remain as part of the monitoring framework as part of the planning process • At an organisation wide level, it is not a quick fix solution - but a catalyst for driving organisational change • At a business unit project level, it makes real improvements fast but long run this will be limited unless it is part of wider level improvements © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

Initial conclusions (cont. ) • Other management tools, models and auditing frameworks can be used synergistically with the Model • The key to linking all these together is having a clear approach to process identification and management, supported by values based leadership, a partnership approach, clear communication channels, and a balanced set of KPI’s. • A comprehensive and integrated planning process, which considers both ‘quality’ and ‘business’ management is needed to monitor progress and ensure all aspects are reviewed and improved on an on-going basis. © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk

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 Action plans Strategic tool Planning tool Integration & alignment Health check Maturity of organisation © Centre for Integral Excellence Sheffield Hallam University http: //integralexcellence. shu. ac. uk http: //excellence. shu. ac. uk