Criteria For Performance Excellence
The Baldrige Criteria for Performance Excellence serve two main purposes: (1) to identify Baldrige Award recipients that will serve as role models for other organizations and (2) to help organizations assess their improvement efforts, diagnose their overall performance management system, and identify their strengths and opportunities for improvement. In addition, the Criteria help strengthen U.S. com
- improving organizational performance practices, capabilities, and results
- facilitating communication and sharing of information on best practices among U.S. organizations of all types
- serving as a tool for understanding and managing performance and for guiding planning and opportunities for learning
The Baldrige Criteria for Performance Excellence provide organizations with an integrated approach to performance management that results in
- delivery of ever-improving value to customers and stakeholders, contributing to organizational sustainability
- improved organizational effectiveness and capabilities
- organizational and personal learning
The following three sector-specific versions of the Criteria, which are revised every two years, are available for free from the Baldrige Program:
- Criteria for Performance Excellence
- Education Criteria for Performance Excellence
- Health Care Criteria for Performance Excellence
Read more about this topic: Malcolm Baldrige National Quality Award
Famous quotes containing the words criteria, performance and/or excellence:
“The Hacker Ethic: Access to computers—and anything which might teach you something about the way the world works—should be unlimited and total.
Always yield to the Hands-On Imperative!
All information should be free.
Mistrust authority—promote decentralization.
Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race, or position.
You can create art and beauty on a computer.
Computers can change your life for the better.”
—Steven Levy, U.S. writer. Hackers, ch. 2, “The Hacker Ethic,” pp. 27-33, Anchor Press, Doubleday (1984)
“The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child’s emotional development has a far greater impact on his life than his school performance or the curriculum’s richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.”
—Dorothy H. Cohen (20th century)
“One of those men who reach such an acute limited excellence at twenty-one that everything afterward savors of anti-climax.”
—F. Scott Fitzgerald (1896–1940)