Baldrige Performance Excellence Research Articles

Using Baldrige Performance Excellence Program Approaches in the Pursuit of Radiation Oncology Quality Care, Patient Satisfaction, and Workforce Commitment

The Malcolm Baldrige National Quality Improvement Act was signed into law in 1987 to advance US business competitiveness and economic growth. Administered by the National Institute of Standards and Technology, the Act created the Baldrige National Quality Program, recently renamed the Baldrige Performance Excellence Program. The comprehensive analytical approaches referred to as the Baldrige Healthcare Criteria, are very well-suited for the evaluation and sustainable improvement of radiation oncology management and operations. A multidisciplinary self-assessment approach is used for radiotherapy program evaluation and development in order to generate a fact-based, knowledge-driven system for improving quality of care, increasing patient satisfaction, enhancing leadership effectiveness, building employee engagement, and boosting organizational innovation. This methodology also provides a valuable framework for benchmarking an individual radiation oncology practice's operations and results against guidelines defined by accreditation and professional organizations and regulatory agencies.

Reaffirming accreditation through application of Baldrige performance excellence criteria: a case study of a private, faith-based school of business

This case study is based on the eight-year journey towards performance excellence of a private, faith-based university business school working to achieve reaffirmation of its business programme accreditation. During this transition, the school converted from traditional input-based to Baldrige-based criteria, the accreditation association comprehensively revised its business programme criteria, and the business programme began offerings in extended academic programme formats. The business school created a strategic plan grounded in the Baldrige performance excellence criteria, faculty and administrators became trained Baldrige examiners, progress/award applications were made to the state Baldrige programme, and the business school was the first ACBSP-accredited school to submit its Baldrige application in lieu of the traditional self-study. The outcomes of this process include a series of best practices which can be applied across cultures that are presented in the conclusion of the paper.

Benchmarking strategy deployment practices

PurposeThe purpose of this paper is to describe how managers from a network of organisations formed and operated as a team to work on a benchmarking project. The project had the dual purpose of enabling learning for the participants, and identifying leading practices in strategy deployment.Design/methodology/approachThe participants were managers with responsibility for strategy deployment. Data were collected from case studies of seven diverse New Zealand organisations that were undertaking performance improvement using the Baldrige performance excellence model. The unit of analysis for the case studies was a strategic initiative that the organisation had deployed. Secondary sources were also used to identify leading deployment practices.FindingsDespite the different sectors, sizes, and cultures of the participating organisations their strategy deployment issues were similar and the managers were able to share experiences and cooperate effectively. Over 50 leading deployment practices were identified. Seven dimensions of strategy deployment were determined. A framework for strategy deployment was developed.Research limitations/implicationsThe framework aids the analysis and classification of strategy deployment practices. Future research using longitudinal studies could evaluate the effectiveness of leading strategy deployment practices and identify circumstances that lead to the success or failure of strategy implementation.Practical implicationsThe framework highlights the management skills required for effective strategy deployment. It is applicable to a wide range of organisations.Originality/valueThe paper provides and example of network benchmarking and how it was managed. This will be of interest to organisations that are part of an existing network, or that wish to create a similar network. No benchmarking studies of strategy deployment were found in the literature.

The Baldrige Education Criteria for Performance Excellence Framework

PurposeThe purpose of this paper is to empirically test the causal relationships in the Malcolm Baldrige National Quality Award (MBNQA) Education Performance Excellence Criteria.Design/methodology/approachUsing a sample of 220 respondents from 15 United Arab Emirates (UAE) universities and colleges, results of regression analysis and confirmatory structural equation modeling show that all of the hypothesized causal relationships in the Baldrige model are statistically significant.FindingsA comprehensive “measurement model” grounded in the Baldrige Performance Excellence in Education Criteria for the 33 items of measurement is developed, tested, and found to be valid and reliable. Leadership is identified as a driver for all components in the Baldrige System, including measurement, analysis and knowledge management, strategic planning, faculty and staff focus and process management. All Baldrige components (categories) are significantly linked with organizational outcomes as represented by the two categories of organizational performance results and student, stakeholder and market focus. The paper also tests the statistical fit of the only Baldrige model dealing with higher education, which was published in 1998 by Winn and Cameron.Research limitations/implicationsThe data obtained are based on a sample of UAE higher education institutions. Studies in other countries should be conducted using the developed model to ensure the reliability of the results obtained.Practical implicationsA greater understanding of the linkages between the elements making‐up the MBNQA Education Performance Excellence Criteria model, facilitating the guiding role that the award models play in the implementation of quality management in higher education.Originality/valueFor the first time, an instrument of the MBNQA Education Performance Excellence Criteria is developed and tested. A new in‐depth and holistic perspective for examining the relationships and linkages in the MBNQA Education Performance Excellence Criteria model is provided.