Olabide Ikastola - Euskalit

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2 STRATEGY strategy EFQM Excellence Award 2010 20 Delivery of strategic priorities (StP) is measured using the associated CSF indicators aligned to key processes. These indicators are included in the Balanced Scorecard (BSC). Managing Risk In Olabide, SWOT analysis and strategic reflection exercises are used to understand and anticipate future scenarios and to manage strategic risk. For example, SP’s are updated on the basis of SWOT analysis, this technique was also used in 2008 to analyse the potential impact of a change to the school timetable, and as a result of SWOT analysis and MT reflection, a specific protocol has been drawn up to counteract the effects of heavy snowfall on the school transport service and class timetabling. A contingency protocol is also in place to minimise the risk of catching swine flu. With regard to financial risk, the only contingency we have against late payment of government subsidies is the availability of credit, though we very rarely use this. If government subsidies to the school were one day drastically reduced, the only options open to us would be to increase fees or to reduce the services we offer. Finally, on an academic level, the potential risk of not being able to deliver minimum pupil performance levels is addressed by deploying complementary resources such as support classes, splitting one class into two for more focused attention and customised help. Monitoring of the Strategy Plan The delivery of strategic priorities is monitored quarterly by the MT to prevent possible deviation from planned targets. To do so, the MT uses the BSC with its 54 indicators to measure delivery of the CSF listed in D1. An extract from this is shown in Fig. 2c.4. Monthly monitoring provides us with sufficient time and space to bolster the activities required to deliver strategic priorities. At the end of the academic year, the MT closes the BP by analysing all relevant indicators to check whether targets have been delivered and proposing any corrective actions which may need to be taken. 2005-06 2006-07 2007-08 2008-09 Associated CSF indicators Actual Target Actual Target Actual Target Actual Target 1.1. Overall degree of parent satisfaction with Olabide 7.40 7.60 7.40 7.65 7.50 7.70 7.53 7.70 1.3. Degree of pupil satisfaction with the teaching in Olabide 6.96 6.70 6.84 6.75 7.03 6.80 7.22 7.12 Fig. 2c.4: Extract from Balanced Scorecard Drawing up and budgeting of the Annual School Plan (ASP) At the beginning of the 3rd school term, the MT begins to plan the organisational needs of all stakeholders for the next academic year. Meetings are held to discuss and put forward proposals on operational needs, covering a wide range of areas such as staff, curricular programming, school calendar and timetabling for the different education stages, teacher timetabling, organisation of transport, canteen and child-minding services, sports and cultural activities, etc. The activities of the BP, which forms part of the ASP, are funded through the annual budget. For example, actions included in the BP to deliver the StP ‘Deeper focus on the EFQM Excellence Model’ required considerable funding, such as the services of an external consultancy and training for our people in the model. The actions required are first identified, an estimation of their cost is made and, if acceptable, the actions are included in the annual budget. Measurement, learning, refinement and improvement As explained above, delivery of the SP is measured through the different CSF indicators included in the BSC and presented in this document in the results criteria. Some of the most significant actions taken as a result of measurement and learning in this area of Olabide management include: YEAR 2004- 05 2005- 06 REVIEW AND LEARNING Self- assessment Irizar EQA sub. doc. External assessment IMPROVEMENT ACTION Process system becomes an integral tool for strategic reflection, clarifying the contribution of each process to strategy. Use of matrix to improve identification of key processes. More detailed use of SWOT analysis to cover and balance Olabide needs and the needs of all stakeholders. Involvement of all Olabide people in providing input to for BP content. YEAR 2006- 07 2007- 08 2008- 09 REVIEW AND LEARNING External assessment Self-assessment Reflection by MT Formulation of new Strategy Plan 2009-12 IMPROVEMENT ACTION Explicit reference to social and environmental sustainability included in Mission and integrated into teaching syllabus and pupil values. Explicit identification of the need for the support of partners in delivering the Strategic Priorities of the BP Design of a new process to monitor former pupils, covering their integration into wider Society and their satisfaction with the values and general education received. Updating of basic documents, new Strategic Objectives derived from newly formulated Vision (see Qualification File, Dec. 2009) and drawing up of BP 2009-10. 2d. Strategy and supporting policies are communicated, implemented and monitored Approach and deployment In Olabide, performance targets for the forthcoming academic year are proposed by each process owner and agreed to on a consensus basis between the process owners themselves and the QCT (comprised of the MT and the PS owners). These decisions are taken on the basis of results from previous years and, where available, comparative data on the performance of other schools. Olabide has defined a system for communicating and deploying our Strategy to those stakeholders we consider need to be informed. Given the importance of keeping stakeholders informed of the school’s strategy, we have developed a series of processes which define what needs to be communicated, to whom, how and when. Once approved, the content of the BP and other important
2 STRATEGY strategy EFQM Excellence Award 2010 21 aspects of the ASP are communicated to parents in the general meetings at the start of the school year. This information is also given to them in documented form. Since 1999-00, key aspects of strategy have also been communicated to all those attending the annual General Assembly of Cooperative Members. Additionally, the most relevant aspects of the ASP and the BP, together with the MVV, are included in the Olabide yearbook. Since 2004-05, in the meeting at the start of the academic year all Olabide people are given a personal folder containing all the documentation they need on the BP, training plan, annual plan to develop the approach to language teaching, a report on the previous year’s BP and documents on proposed actions for the forthcoming academic year. Any suggestions they may have on this information can be put forward. In 2007-08, as a result of MT reflection the previous year on how to present the BP in a more educational, dynamic and attractive way, the decision was taken to involve all members of the MT in the presentation event. This improvement action was designed to make the BP easier to understand and to involve more people in the process. Since 1992-93, all parents of newly enrolled children and all new staff members have been given documents explaining the MVV, statutes and SEP to ensure they are informed of the Olabide philosophy, methodology and general way of doing things. To assess staff awareness of Strategy, a specific item was included in the people satisfaction survey in 2004-05, 7a. Strategy Deployment/ Implementation Olabide strategy is deployed through our system of management by processes. The operational structure of the school is designed for simple tracking of strategy deployment. In short, strategic decisions and objectives established by the MT are communicated by MT members to the owners of the different Process Systems, who in turn inform the corresponding process owners of what these objectives involve and of the actions established in the annual BP designed to deliver them. Process owners then pool this information with their MIT members, detailing the actions, both individual and team, which need to be taken on a day-to-day basis to progressively deliver strategy. In this way, strategic priorities/ objectives are aligned to the day-to-day activities of Olabide people. This operational method, or relevant parts of it, and the improvements made to it are implicitly described in the different enabler criteria of this document. Strategy is also deployed through the Training Plan Process and the Project Management Process, through which relevant information is analysed to define the training activities required each year and the innovation projects to be developed. These two processes are key for the deployment of the SP. Clear objectives and targets are set in relation to innovation, and strategy is refined on the basis of the results achieved, 1e & 5a. Additionally, deployment of the SP is closely related to financial processes, 4b, especially with procedures related to drawing up the budget and closing the year, as these procedures manage investment needs and the control of income and expenditure. Similarly, strategy deployment is closely linked to the Annual Plan Process, drawn up on the basis of an analysis of HR needs in relation to the different services the school is to offer, forecast figures on the number of new pupils and those who will leave the school, the allocation of teachers and tutors to different classes, timetabling, the number of classroom hours for each subject, training plans, innovation projects, etc. As mentioned in 2c, D3 of the SP forms part of the Annual Plan. Key process framework and monitoring of strategy The methodology used for identifying key processes is explained in 5a, together with a full list of key processes for the SP 2004-09, and is therefore not repeated here. The delivery of key processes is measured through the CSF indicators associated with them and included in the BSC, which is monitored quarterly by the MT, 2c. For example, delivery of Training Plan Process objectives is measured through the CSF indicator on the number of hours used for training, and delivery of the PF for Review and Adaptation of Teaching Units and the PF for Classroom Teaching objectives is measured through various indicators presented in 9, e.g. % university entrance exams passed / total number of pupils enrolled in 2nd year USE, etc. Another tool used by the MT for monitoring the correct processbased deployment of strategy is the Process for the Management of Continuous Improvement. This provides the MT with an insight into the performance of all processes included in the EMS, especially key processes, on the basis of information provided by each process owner. Indicator results are closely monitored, and on the basis of findings from assessment and review activities, decisions are taken regarding the need to undertake a process improvement cycle, to create a new process, to define new indicators or appoint new process owners. Measurement, learning, refinement and improvement Stakeholder awareness of Olabide MVV and Strategy is measured through parent and people satisfaction surveys, using a series of items specifically designed to this end, 6a & 7a. Some of the most significant actions taken as a result of measurement and learning in this area of Olabide management include: YEAR 2005- 06 2006- 07 2007- 08 2008- 09 REVIEW AND LEARNING Self-assessment External assessment Reflection by MT Self-assessment IMPROVEMENT ACTION Inclusion in parent satisfaction surveys of items to measure their awareness of and agreement with Olabide MVV Drawing up of an external communication plan, identifying which stakeholders need to be informed of Olabide strategy and how. WiFi connection throughout the school to facilitate connection to the network IT Plan to improve communication channels and access to information. Creation of an extranet with restricted access Decision taken to formally communicate strategy to pupil class representatives
Page 1 and 2: EFQM EXCELLENCE AWARD 2010 January
Page 3 and 4: overview overview EFQM Excellence A
Page 5 and 6: Leadership
Page 7 and 8: 1 LEADERSHIP leadership EFQM Excell
Page 15 and 16: Strategy
Page 17 and 18: 2 STRATEGY strategy EFQM Excellence
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Page 27 and 28: people 3 PEOPLE EFQM Excellence Awa
Page 37 and 38: partnerships & resources 4 PARTNERS
Page 49 and 50: 5 PROCESSES, PRODUCTS processes & S
Page 59 and 60: Customer Results
Page 61 and 62: customer results 6 CUSTOMER RESULTS
Page 67 and 68: People Results
Page 69 and 70: people results 7 PEOPLE RESULTS EFQ
Page 71 and 72: people results 7 PEOPLE RESULTS EFQ
Page 73 and 74: Society Results
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8 SOCIETY RESULTS society 65 result
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8 SOCIETY RESULTS society 67 result
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9 KEY RESULTS 68 key results EFQM E
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glossary glossary EFQM Excellence A
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Olabide Ikastola - Euskalit

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