1. By Assoc. Prof. Teay Shawyun, Ph.D. Strategic Development of Quality Management System within the SPMS (Strategic Performance Management System)

2. Strategic Performance Management System (SPMS) What is a Strategic PMS (Strategic Performance Management System)? Governance system – what and how you manage your unit (the schools, and administrative units culminating in the the university) through POC 3 (Planning, Organizing, Communicating, Coordinating and Controlling) Performance management – what and how you manage performance according to the standards of NCAAA (National Commission of Academic Accreditation and Assessment) that are achieved through the governance system delivered to the stakeholders

3. Key Issue in most universities IMSQMS PMS Fig. 1.1 Non-alignment of the IMS, QMS and PMS

4. Source: Teay, Shawyun (2007)

5. Figure 1.3: The PMS – IMS – QMS mechanics Source: Teay, Shawyun (2009)

6. What is QMS (Quality Management System)? Q M S A collection of sub- systems interacting together to achieve the goals of the organization Generic Management includes POC 3 (Planning, Organizing, Communicating, Coordinating and Controlling) “FIT for PURPOSE” Purpose is Mission that identifies end envisioned Outcomes Fit is Perform = Perform to Mission “MANAGEMENT THROUGH MEASUREMENT”

7. What exactly is QMS? “QMS is a system made up of smaller sub-systems interacting together to achieve the defined goals through a well-managed (POC 3 ) approach to bring about an envisioned outcome (in terms of KPI – Key Performance Indicators) that is FIT for PURPOSE”

8. NCAAA Standards and Quality NCAAA – 5 Categories of 11 Satndards Institutional Context Mission and Objectives Governance and Administration Management of Quality Assurance and Improvement Quality of Learning and Teaching Learning and Teaching Support for Student Learning Student Administration and Support Services Learning Resources Supporting Infrastructure Facilities and Equipment Financial Planning and Management Faculty and Staff Employment Processes Community Contributions Research Institutional Relationships With the Community Pl an D o C heck A ct Cycle A pproach D eploy L earn I ntegrate Cycle

9. Where to begin? 1/2 Systems Perspective: Systems Perspective: Systems Perspective: Systems Perspective: The University as a Complex System Components of the System or each sub- system Identify the “OUTCOME – Fit for Purpose” Identify the “OUTCOME – Fit for Purpose” Identify the “OUTCOME – Fit for Purpose Identify the “OUTCOME – Fit for Purpose Purpose of University – Identify the University VMGO and align the School VMGO

10. Where to Begin? 2/2 Based on VMGO: Based on VMGO: Based on VMGO: Based on VMGO: Identify the “GAPS” between the What is Important (Target) to the Stakeholders AND What is the Performance (Actual Results) this goes into the domain of KPI measurement If there is GAP or for continuous improvement: If there is GAP or for continuous improvement: If there is GAP or for continuous improvement: If there is GAP or for continuous improvement: Identify the Project(s), what specific goals and what objectives to achieve to close the gap or improve on the previous performance level

11. University is a complex system T & LGrads Community Self- employed Employers R Techgy. X-fer Staff Students Curriculum Delivery Methods Source: N. Idrus (2003)

12. Quality and Planning Cycle Environment Scan (Internal and External) Develop Annual Action Plan that aligns the Goals and Set Strategic and Operational Objectives (KPI) and Strategies that are aligned with the Strategic Plan Develop Annual Action Plan that aligns the Goals and Set Strategic and Operational Objectives (KPI) and Strategies that are aligned with the Strategic Plan Implement Strategic Plan and Annual Action Plan Audit and Assess Performance Results Review Performance Review and Revise Annual Action Plan and Update Strategic Plan Yearly Exercise Develop Strategic Plan that Define/Review Vision/Mission/Goals /Objectives and Strategies (ensure that the schools’ VMGOS are aligned with the university’s VMGOS) Five Yearly Review Source: Adapted from NCAAA (2008)

13. Quality Control Process InputOutput I I Good Reject Rework Bad Outcome Source: Adapted from N. Idrus (2003)

14. Quality Assurance Process InputOutput Feedback loop to improve Process only Feedback loop to improve Input only OUTCOME based on Mission and Goals I P O O Source: Adapted from N. Idrus (2003)

15. Quality System Environment Administration Facilities KSU Graduates Research Services Arts & Culture Evaluation & Assessment Context Input ProcessOutputOutcomes Entrepreneur Job Assessment New Knowledge Applied Knowledge SeminarAdvice Behavior/Conduct Good Practices Quality Quantity Quality Quantity Quality Quantity Quality Quantity Back

16. VMGOS terminology “what we WANT to be” the POSITON that you want to have Vision – “what we WANT to be” the POSITON that you want to have “what we CAN be”, that also defines “why the organization exists” based on your CAPABILITIES Mission – “what we CAN be”, that also defines “why the organization exists” OR “Purpose of existence” based on your CAPABILITIES “what we want and can achieve” Goals – “what we want and can achieve” “what are the measures of the achievements” Objectives – “what are the measures of the achievements” must be SMART the “what to do” and “how to do”. Strategies – the “what to do” and “how to do”. Back

17. Importance - Performance (IP) GAP Analysis These items are important to stakeholders Stakeholders The actual performance is at level.. “P” The importance of performance is at level.... “I” Gap = I – P There is a GAP between IMPORTANCE – “I” and PERFORMANCE – “P” Source: Adapted from N. Idrus (2003)

18. Actions following Gap identification Gap = I – P Verify ‘actual’ results Plan improvement Implement Improvement Measure performance Compare new results with expectations new Work 2 GAP = I – P Back Source: Adapted from N. Idrus (2003)

19. Closing the Gap An Example: The Gap analysis has determined that there is a need for Student-centered approach in teaching to meet the School’s Mission of high quality educational processes: What to do next? Identify the projects to meet the strategic goals based on the KPI (target objectives) to achieve the mission  closing the gap with alignment of strategic and action planning to identify the what and how to do mechanisms

20. Aligning the School and University Mission University’s Mission “King Saud University aspires to meet the educational and development needs of society by providing high-quality academic programs, pioneering innovative research and creative articulations, and through active involvement in the community for the prosperous cultural and economic development of the country” School A’s mission …..high quality educational process with the best academic resources, using student- centered approach

21. Alignment of the VMGOS 1/4 Example of Mission of the School  The School of A exists for the main purpose of serving the society with the highest commitment through providing high quality educational process with the best academic resources, using student-centered approach, advanced information technology and innovations to educate qualified graduates, create body of knowledge through research, and provide academic and community services to the society.

22. Alignment of the VMGOS 2/4 Example of Goals of the school for Accreditation Criteria Standard 4 on Learning and Teaching Strategic Goal 4.1: Providing high quality student-centered educational processes  Sub-Goal 4.1.1: The teaching-learning processes must be student-centered Objective 4.1.1.1 60% of context of the school’s curriculum and delivery process must be student-centered by 2012 Objective 4.1.1.2 30% of the school’s faculty must be trained in student-centered pedagogy by 2010 and achieve a 100% rate by 2015.

23. Alignment of the VMGOS 3/4 Strategy: Strategy 4.1.1.1 To set up an academic task force to lay down the criteria and standards of a student-centered curriculum and delivery process, to review and ensure that the curriculum and the delivery conforms to the criteria and standards. Strategy 4.1.1.2 To identify faculty who needs training in student-centered approach and develop workshops to train the faculty.

24. Alignment of the VMGOS 4/4 Projects for “The teaching-learning processes must be student-centered” Project 4.1.1.1Details of the project and budget to be used to set up the academic task force to develop the criteria and standards. Project 4.1.1.1: _____ (Project Title) __________ Goal: ___________ (Strategic Goal # to be achieved) _____ Objective: _______ (Strategic Objective # to be achieved) ___ Strategy: ________ (Strategy # used) ______________ Project details: (Details and budget in Form )

25. Alignment of the VMGOS 4/4 Projects for “Development of instructors to be student-centered” Project 4.1.1.2Details of the project and budget to be used to to develop the instructors to be student-centered. Project 4.1.1.2: _____ (Project Title) __________ Goal: ___________ (Strategic Goal # to be achieved) _____ Objective: _______ (Strategic Objective # to be achieved) ___ Strategy: ________ (Strategy # used) ______________ Project details: (Details and budget in Form )

26. Translated into actionable performance KPI Strategic Goal 4.1: Providing high quality student-centered educational processes Sub-Goal 4.1.1: The teaching-learning processes must be student-centered Objective 2008 Result Goal for 2009 Actual 2009 DevelopmentEffectivenessGoal for 2010 Objective 4.1.1.1 60% of context of the school’s curriculum and delivery process must be student-centered by 2012 10 %25 %30 % Positive development 5 % increase 40 % Objective 4.1.1.2 30% of the school’s faculty must be trained in student- centered pedagogy by 2010 and achieve a 100% rate by 2015. 5 %10 %7 % Negative development - 3 % variance 15 %

27. Thank you