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

2. © ASQ 22 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

3. © ASQ 33 Education Team Excellence Timeline

4. © ASQ 4 EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) CRITERIA OVERVIEW GUIDE 2014

5. © ASQ 55 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.

6. © ASQ 66 ETER Criteria Overview Guide 1.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.

7. © ASQ 77 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. ETER Criteria Overview Guide

8. © ASQ 88 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. ETER Criteria Overview Guide

9. © ASQ 99 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. ETER Criteria Overview Guide

10. © ASQ 10 © ASQ 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. ETER Criteria Overview Guide

11. © ASQ 11 © ASQ 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. ETER Criteria Overview Guide

12. © ASQ 12 EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) PROCESS CRITERIA POWERPOINT TEMPLATE Mandatory slide headers are in red Criteria-based expectation examples are outlined below criteria-headers. Slide data presentation should be in colors, format & manner befitting the team & project.

13. © ASQ 13 © ASQ 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!

14. © ASQ 14 © ASQ 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.

15. © ASQ 15 Clear summary (key data/information) Selection data/information included Project driver(s)  Personal initiative,  Organizational OFI,  Grant commitment  Other EXPLAIN – Sufficient details to completely understand or replicate. Criteria Slide Precursor It 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 Elements Should be addressed in the team’s story, or presented on the criterion standard slide. Mandatory Slide Header PROJECT SELECTION 1.a EXPLAIN how the project was selected.(1 of 2) ETER Template

16. © ASQ 16 ETER Template Clear summary (key data/information) Selection data/information included Project driver(s)  Personal initiative,  Organizational OFI,  Grant commitment  Other EXPLAIN – Sufficient details to completely understand or replicate. PROJECT SELECTION 1.a EXPLAIN how the project was selected.(1 of 2)

17. © ASQ 17 © ASQ 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 17 EXPLAIN – Sufficient details to completely understand or replicate.

18. © ASQ 18 © ASQ 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 … EXPLAIN – Sufficient details to completely understand or replicate.

19. © ASQ 19 © ASQ 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

20. © ASQ 20 © ASQ ETER Template 1.c DESCRIBE how the team identified key stakeholders (i.e., those most affected)(2 of 3) Stakeholder identification method described 20 DESCRIBE – Detailed sufficiently to basically understand.

21. © ASQ 21 © ASQ 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.

22. © ASQ 22 © ASQ 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)

23. © ASQ 23 © ASQ 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. EXPLAIN – Sufficient details to completely understand or replicate.

24. © ASQ 24 © ASQ 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

25. © ASQ 25 © ASQ ETER Template ANALYSIS 2.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.

26. © ASQ 26 © ASQ 2.b EXPLAIN root cause analysis with data and information (1 of 3) Data and information used to reveal root causes (depth and breadth) 26 ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

27. © ASQ 27 © ASQ 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). EXPLAIN – Sufficient details to completely understand or replicate.

28. © ASQ 28 © ASQ ETER Template 2.b EXPLAIN root cause analysis with data and information (3 of 3) Root cause analysis conclusions present (depth and breadth) EXPLAIN – Sufficient details to completely understand or replicate.

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

30. © ASQ 30 © ASQ 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) 30 EXPLAIN – Sufficient details to completely understand or replicate.

31. © ASQ 31 © ASQ 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) EXPLAIN – Sufficient details to completely understand or replicate.

32. © ASQ 32 © ASQ 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.

33. © ASQ 33 © ASQ ETER Template 3.a EXPLAIN potential solution(s) identification (2 of 3) Potential solutions connected to previously identified root causes (“2d”) –Formally/Informally/Organizationally EXPLAIN – Sufficient details to completely understand or replicate.

34. © ASQ 34 © ASQ 3.a EXPLAIN potential solution(s) identification (3 of 3) Clear potential solution identification methodology identified 34 ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

35. © ASQ 35 © ASQ ETER Template 3.b EXPLAIN final solution selection (1 of 2) Final solution selection approach/process/methods/tools identified Specific examples EXPLAIN – Sufficient details to completely understand or replicate.

36. © ASQ 36 © ASQ ETER Template 3.b EXPLAIN final solution selection (2 of 2) Final solution process applied to potential solution list (“3a”) Specific examples EXPLAIN – Sufficient details to completely understand or replicate.

37. © ASQ 37 © ASQ ETER Template 3.c IDENTIFY final solution (1 of 2) Final root cause solution identified Final root cause solution connected to solution selection approach (“3b’) 37 IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).

38. © ASQ 38 © ASQ 3.c EXPLAIN expected solution benefits (2 of 2) Expected/anticipated solution benefits explained ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

39. © ASQ 39 © ASQ ETER Template 3.d DESCRIBE expected benefits determination (1 of 2) Expected benefits determination approach/process/methods/tools described. 39 EXPLAIN – Sufficient details to completely understand or replicate.

40. © ASQ 40 © ASQ 3.d DESCRIBE expected benefits determination (2 of 2) Connection with “3c” (solution expected benefit list) illustrated/explained Specific examples DESCRIBE – Detailed sufficiently to basically understand. ETER Template

41. © ASQ 41 © ASQ SOLUTION IMPLEMENTATION 4.a DESCRIBE solution implementation plan (1 of 2) Planned solution implementation process illustrated/explained Specific examples (depth and breadth) DESCRIBE – Detailed sufficiently to basically understand. ETER Template

42. © ASQ 42 © ASQ ETER Template 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.

43. © ASQ 43 © ASQ 4.b DESCRIBE solution implementation (1 of 2) Actual implementation steps with specific examples Key steps and associated milestones noted/identified DESCRIBE – Detailed sufficiently to basically understand. ETER Template

44. © ASQ 44 © ASQ 4.b DESCRIBE solution process, procedures, changes... (2 of 2) Concise description to understand solution implementation procedures/changes … DESCRIBE – Detailed sufficiently to basically understand. ETER Template

45. © ASQ 45 © ASQ ETER Template 4.c EXPLAIN solution implementation support and buy-in (1 of 4) Achieving solution implementation buy-in Specific examples 45 EXPLAIN – Sufficient details to completely understand or replicate.

46. © ASQ 46 © ASQ ETER Template 4.c EXPLAIN solution implementation support and buy-in (2 of 4) Buy-in “working relations” –Noting with whom they worked. EXPLAIN – Sufficient details to completely understand or replicate.

47. © ASQ 47 © ASQ 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 EXPLAIN – Sufficient details to completely understand or replicate.

48. © ASQ 48 © ASQ ETER Template 4.c EXPLAIN how solution implementation challenges were addressed (4 of 4) Specific examples of addressing implementation challenges 48 ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

49. © ASQ 49 © ASQ 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 EXPLAIN – Sufficient details to completely understand or replicate.

50. © ASQ 50 © ASQ 4.d EXPLAIN how the PLAN ensured results would be sustained (2 of 2) Specific actions, plans … to ensure sustained results 50 EXPLAIN – Sufficient details to completely understand or replicate. ETER Template

51. © ASQ 51 © ASQ ETER Template TEAM EFFECTIVENESS 5.a DESCRIBE team member selection (1 of 2) Team evidence (names or other identifiers …) Actual team member selection method 51 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

52. © ASQ 52 © ASQ ETER Template 5.a DESCRIBE team member selection (2 of 2) Why each member was selected – Skills, knowledge, qualifications … DESCRIBE – Detailed sufficiently to basically understand. ETER Template

53. © ASQ 53 © ASQ ETER Template 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 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

54. © ASQ 54 © ASQ ETER Template 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 54 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

55. © ASQ 55 © ASQ ETER Template 5.c DESCRIBE team member participation and contribution assurance (2 of 2) Specific examples of team member roles and responsibilities 55 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

56. © ASQ 56 © ASQ ETER Template 5.d EXPLAIN team performance management to effectiveness (1 of 6) Specific examples of effective team management ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

57. © ASQ 57 © ASQ ETER Template 5.d EXPLAIN team performance management to effectiveness (2 of 6) Project life cycle team management assured ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

58. © ASQ 58 © ASQ ETER Template 5.d EXPLAIN team performance management to ensure effectiveness (3 of 6) Capitalization on individual team members skills, knowledge, and contributions ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

59. © ASQ 59 © ASQ ETER Template 5.d EXPLAIN team performance management to ensure effectiveness (4 of 6) Team member data/information sharing evidence ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

60. © ASQ 60 © ASQ ETER Template 5.d EXPLAIN team performance management to ensure effectiveness (5 of 6) Effective team communications (evidence) ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

61. © ASQ 61 © ASQ ETER Template 5.d EXPLAIN team performance management to ensure effectiveness (6 of 6) Performance management – Evidence meeting deadlines/ deliverables/milestones ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

62. © ASQ 62 © ASQ ETER Template RESULTS, KNOWLEDGE SHARING, and APPLICATION 6.a DESCRIBE results achieved—tangible and less tangible results. (1 of 5) Identifies actual solution implementation results 62 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

63. © ASQ 63 © ASQ ETER Template 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 63 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

64. © ASQ 64 © ASQ ETER Template 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 64 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

65. © ASQ 65 © ASQ ETER Template 6.a DESCRIBE results achieved—tangible and less tangible results. (4 of 5) Indicator (tangible and less tangible) “rationalization” of improvement-beliefs DESCRIBE – Detailed sufficiently to basically understand. ETER Template

66. © ASQ 66 © ASQ ETER Template 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) 66 DESCRIBE – Detailed sufficiently to basically understand. ETER Template

67. © ASQ 67 © ASQ ETER Template 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 …) ETER Template EXPLAIN – Sufficient details to completely understand or replicate.

68. © ASQ 68 © ASQ ETER Template 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 … EXPLAIN – Sufficient details to completely understand or replicate.

69. © ASQ 69 © ASQ ETER Template 6.c DESCRIBE project results “sharings” (1 of 2) How results were shared Specific “sharing” examples provided Sharing methods/approaches 69 DESCRIBE – Detailed sufficiently to basically understand.

70. © ASQ 70 © ASQ ETER Template 6.c IDENTIFY with whom the results were shared (2 of 2) Results were shared with whom –Inside –Outside 70 IDENTIFY – Lists, tables, flowcharts (quantitatively or qualitatively).

71. © ASQ 71 © ASQ ETER Template 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

72. © ASQ 72 EDUCATION TEAM EXCELLENCE RECOGNITION PROCESS CRITERIA SCORING & SCORING RUBRIC

73. © ASQ 73 © ASQ 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

74. © ASQ 74 © ASQ ETER Criteria Scoring ETER Scoring Scale 0123 Not Covered Unclear Meets Criteria Exceeds Expectations

75. © ASQ 75 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

76. © ASQ 76 © ASQ 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

77. © ASQ 77 EDUCATION TEAM EXCELLENCE RECOGNITION (ETER) PROCESS GLOSSARY

78. © ASQ 78 © ASQ 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.

79. © ASQ 79 © ASQ 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.

80. © ASQ 80 © ASQ ETER Process Glossary Objectives An 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. Process Linked 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.

81. © ASQ 81 © ASQ ETER Process Glossary Root Cause The 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.

82. © ASQ 82 © ASQ ETER Process Glossary 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.