Olabide Ikastola - Euskalit

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people 3 PEOPLE EFQM Excellence Award 2010 23 tion chart, the collective bargaining agreement, Olabide-specific agreements and financial and/or any other organisational matters considered of interest. All new employees with 1-year contracts or more have received training on these matters by the Head of Teaching and the School Director. People input to improve HR Strategy In Olabide, we have used people satisfaction surveys since 2001 to identify and compile the improvement suggestions of our people. Additionally, suggestions boxes are located in the school for people to contribute their ideas whenever they wish. A more recent development in this area has been the meetings held with all teaching and non-teaching staff to explain the draft content of the annual BP, in which our people put forward their ideas and suggestions (including HR-related matters) prior to its definitive approval. This approach has led to a greater consensus of opinion and involvement of our people. Similarly, since 2008-09, and with a view to generally improving communication in the school, one-to-one interviews can be held on a voluntary basis between any Olabide employee and the School Director. The decision to offer this possibility to our people instead of conducting the people satisfaction survey in 2008-09 was taken after seeing that in recent years, the satisfaction survey was not being used a lot to make suggestions. This face-to-face contact has encouraged people to put forward their ideas more directly. In short, the deployment of the Olabide EMS with its 74 processes has involved 100% of our people, and has given rise to a new organisation with a flatter management structure and a greater degree of consensus among the different education stages and areas of the school. In this respect, one of our key objectives is to ensure the job security of our people, Fig. 7b.1. Measurement, learning, refinement and improvement In addition to the information gathered through day-to-day contact with our people, people satisfaction survey results related to people deployment and timetable planning, how the school is run, working conditions, equal opportunity, empowerment, etc. are used to measure the effectiveness of our approach in this area. Annual self-assessment has also been an important source of information to identify strengths and areas for improvement. For example, results values on people satisfaction with the working timetable have been 7.46 (2004-05, scale 1-10), 7.40 (2005-06), 7.6 (2006-07) and 8.04 (2007-08). Some of the most significant actions taken as a result of measurement and learning in this area include: YEAR 2004- 05 2005- 06 REVIEW AND LEARNING Systemisation of the Process for People Selection and Induction Reflection by MT Reflection by MT Reflection by MT Process assessment and review External assessment Reflection by MT IMPROVEMENT ACTION Deployment of induction kit for new employees. A points system (for courses attended, experience in the field of work, etc.) included in the selection process to ensure equal opportunity. Suggestions box More efficient deployment of teachers in IE after increasing the number of 2-year-old classes from 3 to 5 without employing any extra teachers. CV management digitalised for easier use. YEAR Career plans included in HR planning. Refinement of person profile required for job, specifying the language profile for successful candidates in line with MVV. Union representative incorporated into Selection Process Committee. 2005- 06 2007- 08 2009- 10 REVIEW AND LEARNING Benchmarking of Jakintza Ikastola Benchmarking of Jakintza Ikastola Training in knowledge management Reflection by MT Self-assessment Reflection by MT Reflection by MT Reflection by MT Updating of basic documents Surveys and one-to-one interviews with Olabide people. Study of situation in other schools. IMPROVEMENT ACTION Development of IT application to monitor and provide greater flexibility in timetabling. Selection of process owners. Use of an instruction enabling all staff to express their preferences for working in one or another process. HR Plan systematically and explicitly drawn up in connection with Olabide Strategy. Analysis made of planned staff retirements over next 10 years, and used in the knowledge management plan drawn up in 2007-08. Refinement of Employees’ Handbook in line with preparation of competency matrix. Overhaul of job profiles by Heads of Education Stages and Administrative Area. HR planning adapted to ensure selected trainees acquire the highest possible competence level in relation to the required profiles. One-to-one interviews held with Olabide people, with greater number of suggestions put forward. Greater induction training given to new employees on general aspects of the Olabide education project Systemisation of the Performance Appraisal Process and the Knowledge Management Process. Improved Employees’ Handbook Kindergarten support teachers contracted in classes for 2-year-olds (one in each class during first term, then 3 for the 5 classes), in response to need for systemising support in pre-school education. 3b. People’s knowledge and capabilities are developed Approach and deployment In Olabide, we firmly believe that the success of a school is rooted in the capabilities of its people, both teaching and non-teaching. This belief, directly reflected in our SP, plays a major role in the delivery of our objectives. 2007-08 saw the start of a major improvement to how we manage knowledge and competencies in the school. This improvement action consisted of creating a competence/ capability matrix, in which the technical, personal and social competencies required for each Olabide person to do his/her job were defined, together with the current level of competence of each person and the minimum level required. Additionally, the matrix has an important link to knowledge management and the defined Olabide ethical principles and Values, as it is also used to record information on the identified capabilities of each Olabide person and their capacity to develop the defined competencies. Matrix management is therefore closely linked to the training plan, as those people seen to have a high degree of knowledge in any given subject area may be asked to train others in-house, thereby promoting multi-skilling. The processes involved in this area of the Olabide management system are the Training Plan Process, the Knowledge Management Process and the Performance Appraisal Process, all of which are linked to Olabide Strategy as the 4-year training plan is drawn up on the basis of the strategy defined for the period. In turn, the training plan has certain priority lines determined by strategy. Val-
people 3 PEOPLE EFQM Excellence Award 2010 24 ues are also taken into account at all times, e.g. as part of people performance appraisal and 360º leadership appraisal. Training Plan Process The first stage of the process consists of an analysis by Olabide people and Management of training needs. A study is made of the training courses on offer, the demand for training is then correlated to the offer and the training actions are developed and, on completion, assessed for their effectiveness. Over the years, various training plans have been conducted to meet the different needs identified both on an individual and team level, and to comply with education reform and changing needs in Society. As a result of visits to other schools and training received in the EFQM Excellence model, action was taken to improve the Training Plan Process for the period 2008-12. For example, training lines to be developed each year of the 4-year period are specifically defined and expressed as such in the training plan. The main focus areas for training over the period 2008-12 are listed below. 1. The EFQM business Excellence model 2. Language teaching 3. Olabide employees’ own competence level in the Basque language 4. ICT’s 5. Dealing with diversity 6. Updating in each subject area or department 7. New curriculum. Development of competencies 8. Knowledge of the Olabide organisation and culture for new employees. Many training courses are organised in-house. When this is not possible, the school covers enrolment and other course expenses (food, transport, etc.). To promote and encourage training, a maximum of 30 hours training received outside of working hours as part of an individual’s training plan are considered as hours worked and deducted from the annual total. Long-term HR planning in Olabide involves training to ensure our people have the skills and capabilities necessary to deliver our strategy. In this respect, we have identified the need to contract people highly qualified and/or skilled in new technology, and approaches are already in place to ensure this objective is delivered, e.g. people on internships who comply with this profile and are seen as possible future employees in Olabide are assigned a tutor, 3a. Knowledge Management Process In Olabide, people knowledge is aligned to the delivery of our MVV and is shared through a series of both virtual and physical networks. Knowledge management provokes new ideas for improvement. For example, in 2007-08, after training received by various Olabide people on immersion courses in Basque (based on English language courses), the training plan subsequently included cascading this acquired knowledge down to all staff at IE level for them to apply it in their teaching of Basque. This initial training has subsequently led in 2009-10 to a change in teaching methodology in IE. Another fundamental value in Olabide is teamwork, Fig 1a.3. In line with this approach, meetings in Olabide are systemised and closely monitored to ensure work teams maximise their contribution. For example: • in CSE and USE, teams are organised on the basis of different departments, each one with its own coordinator. Each department holds weekly meetings; • in IE and PE, teams are organised on the basis of education cycles (2 2-year cycles covering the 4-year period in IE and 3 2-year cycles covering the 6-year period in PE); • innovation projects are developed by a team and its corresponding leader; • the Basque Language Committee also functions as a team; • in 2006-07 and ongoing in 2010, the Bizikidetza team, to plan and coordinate all project activities designed to promote and improve co-existence in the school; • the planning and development of extracurricular sports and cultural activities are managed by the kultur elkartea and kirol elkartea teams respectively; • process MIT teams, 5a, composed of the process leader and team members and involving 100% of Olabide people; and • the MT itself, composed of the Heads of IE, PE, CSE, USE, the Guidance and Counselling Area, the Administrative Area, the Head of Teaching and the School Director, who plan and coordinate their work as a team; In Olabide, we have a clear approach to ensure that individual and team objectives are aligned to the overall objectives of the school, 2d. For example, in line with the general strategy of the school to promote the use of the Basque language, and specifically aligned to Strategic Priority (StP) 1.2 of the SP 2004-08 (2c), the coordinator of the project to mainstream the use of the Basque language (Euskaraz Bizi) in Olabide was also appointed as provincial project coordinator. To do this work, she has been relieved of 60% of her teaching load. Performance Appraisal Process In terms of developing our people’s capacities and performance, the Performance Appraisal Process plays a key role. The process is based on analysing the competencies required for each work post in the school, assessing whether our people have these competencies and aligning the competencies themselves to the Olabide MVV. Input for performance appraisal comes from: • the results of certain items included in annual parent satisfaction surveys; • the results of certain items included in annual pupil satisfaction surveys; • the results achieved in each class, analysed by tutors to draw the appropriate conclusions and make any changes required to their own performance; • the opinions expressed by the different Heads of Education Stage; • the item on the performance of Management, included in annual people satisfaction surveys; • 360º assessment, in the case of the MT; and • findings from the Report on Variable Remuneration. Every year, the School Director submits a report to the GB on the performance of Olabide Management in relation to the delivery of Balanced Scorecard (BSC) indicators. In 2007-08, a 3-year plan was implemented to further improve and complement people performance appraisal. A survey designed specifically for pupils to assess the performance of their teachers began to be used on a pilot and voluntary basis by a series of teachers, though the results were not obligatorily made public to Olabide Management. In 2009-10, this approach has been systemised for all CSE and USE teachers, 1a. Similar questionnaires had been systematically used in Olabide to assess certain subjects and the teachers who teach them, but this approach has been improved by merging the questionnaires previously used in CSE and USE into one survey (learning from Ekintza Ikastola). Additionally, we also use other methods to develop the capabilities of our people, whilst at the same time aligning individual work with an organisational objective. For example, in line with the general objective of a deeper focus on the EFQM Excellence model, and specifically aligned to the StP 2.1 of the SP 2004-08 (2c), an Olabide employee was asked to take responsibility for the translation required to learn from submission documents of EEA candidates. This employee has subsequently expressed his satisfaction with the opportunity this has given him to deepen his knowledge of the EFQM model. Measurement, learning, refinement and improvement Training is monitored and assessed by Olabide people using a specific survey and, wherever possible, by the person who gave the course. Additionally, an item is included in the annual satisfaction survey to measure satisfaction with training. Year-on-year results values for the item on satisfaction with training in the annual people satisfaction survey are shown below.
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
Page 27: people 3 PEOPLE EFQM Excellence Awa
Page 31 and 32: 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
Page 75 and 76: 8 SOCIETY RESULTS society 65 result
Page 77 and 78: 8 SOCIETY RESULTS society 67 result
Page 79 and 80:
9 KEY RESULTS 68 key results EFQM E
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
glossary glossary EFQM Excellence A
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Olabide Ikastola - Euskalit

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