Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-assessment and Benchmarking

Kim A. Scalzo; Edward G. Borbely; Nelson C. Baker

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Future Directions of Continuing Professional Development
Tagged Division: Continuing Professional Development
Page Count: 7
Page Numbers: 25.1093.1 - 25.1093.7
DOI: 10.18260/1-2--21850
Permanent URL: https://peer.asee.org/21850
Download Count: 389

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Paper Authors

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Kim A. Scalzo State University of New York

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Kim Scalzo is the Director of the Center for Professional Development (CPD) for the State University of New York (SUNY). The SUNY CPD provides professional development and training programs for faculty and staff throughout the 64 campus SUNY system, and Scalzo is responsible for overall leadership of the Center, new program development, managing relationships with the campuses, and working with other university-wide programs to ensure alliance with the SUNY Strategic Plan. Prior to joining SUNY, Scalzo spent 18 years in a variety of administrative and leadership roles at Rensselaer Polytechnic Institute involving distance learning, summer, continuing education, and academic outreach programs. Her primary responsibilities were campus-wide planning, quality assurance, program and curriculum development, new business development, customer relationship management, promotion, recruitment, and the provision of customized services for students, faculty, and corporate customers. Prior to working at Rensselaer, she worked for the New York State Science and Technology Foundation (now NYSTAR) providing oversight for research contracts with universities and scholarship programs for high school students. Scalzo has also served as a reviewer for the New York State Education Department Office of Higher Education for several Institutional Capability Reviews for distance learning programs. Over the past five years, she has participated in an E.U.-U.S. project to develop international quality standards for continuing education centers. She is also a co-creator of the Bray-Scalzo Partnership Model for creating and sustaining successful partnerships. Scalzo is currently serving as a member of the Faculty Advisory Council for Teaching and Technology at SUNY and as Chair-elect for the Continuing Professional Development Division of the American Society for Engineering Education (ASEE). She is also a member of the International Association of Continuing Engineering Education (IACEE) Council and serves as the Vice President for Products and Services on the IACEE Executive Committee. Additionally, she is a member of the National University Telecommunications Network (NUTN) Advisory Board.

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Edward G. Borbely University of Michigan

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Nelson C. Baker Georgia Institute of Technology

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Abstract

Quality Standards for Continuing Professional Development and Quality Management through Self-Assessment and BenchmarkingCPD administrators and directors continue to look for ways to be more strategic in focusingresources on programs, processes, people, and goals that align with their vision and mission andfor effective ways to evaluate and demonstrate their value and document their performance overtime. This session will describe an international quality standard and quality management modelthat has recently been developed for CPD Centers to facilitate organizational self-assessment andbenchmarking for continuous quality improvement. The quality standard is based on theEuropean Foundation for Quality Management (EFQM) excellence model and a comprehensiveset of tools and processes have been developed by a team of CPD Directors at institutionsspanning the US, 7 EU countries, and China to ensure applicability internationally. The EFQMexcellence model identifies a set of nine criteria that high quality organizations meet to ensurequality. The nine criteria are broken down into five sets of processes, called enablers, thatorganizations can employ to ensure quality and four sets of outcomes from the processes, calledresults, that are demonstrable indicators of quality.The focus of the work of the team has been to adapt language of the EFQM excellence model,originally designed for industry applications, for continuing professional development centerswithin higher education institutions. Based on more than four years of testing the tools andprocesses of the model, the team has developed guidelines for facilitating organizationaldevelopment that goes beyond the collection of self-assessment data. Additionally, there areopportunities for benchmarking and sharing best practices that acknowledge both the uniqueattributes and similarities among different types of CPD Centers and provide a mechanism forCPD centers to learn from each other with the goal of improving their own quality.Case studies of three institutions will be provided to demonstrate application of this model andshow how it can positively impact organizational development, organizational planningprocesses, program quality, and allocation of scarce resources in challenging economic times.

Citation
Format

Scalzo, K. A., & Borbely, E. G., & Baker, N. C. (2012, June), Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-assessment and Benchmarking Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21850

TY  - CPAPER
AB  -         Quality Standards for Continuing Professional Development and              Quality Management through Self-Assessment and                                BenchmarkingCPD administrators and directors continue to look for ways to be more strategic in focusingresources on programs, processes, people, and goals that align with their vision and mission andfor effective ways to evaluate and demonstrate their value and document their performance overtime. This session will describe an international quality standard and quality management modelthat has recently been developed for CPD Centers to facilitate organizational self-assessment andbenchmarking for continuous quality improvement. The quality standard is based on theEuropean Foundation for Quality Management (EFQM) excellence model and a comprehensiveset of tools and processes have been developed by a team of CPD Directors at institutionsspanning the US, 7 EU countries, and China to ensure applicability internationally. The EFQMexcellence model identifies a set of nine criteria that high quality organizations meet to ensurequality. The nine criteria are broken down into five sets of processes, called enablers, thatorganizations can employ to ensure quality and four sets of outcomes from the processes, calledresults, that are demonstrable indicators of quality.The focus of the work of the team has been to adapt language of the EFQM excellence model,originally designed for industry applications, for continuing professional development centerswithin higher education institutions. Based on more than four years of testing the tools andprocesses of the model, the team has developed guidelines for facilitating organizationaldevelopment that goes beyond the collection of self-assessment data. Additionally, there areopportunities for benchmarking and sharing best practices that acknowledge both the uniqueattributes and similarities among different types of CPD Centers and provide a mechanism forCPD centers to learn from each other with the goal of improving their own quality.Case studies of three institutions will be provided to demonstrate application of this model andshow how it can positively impact organizational development, organizational planningprocesses, program quality, and allocation of scarce resources in challenging economic times.
AU  - Kim A. Scalzo
AU  - Edward G. Borbely
AU  - Nelson C. Baker
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Quality Standards for Continuing Professional Development Organizations and Quality Management through Self-assessment and Benchmarking
UR  - https://peer.asee.org/21850
DO  - 10.18260/1-2--21850
ER  -