CES 2009 Award for Excellence

THE AIA/CES GUIDELINES FOR EDUCATIONAL EXCELLENCE
Mission Statement

The mission of the AIA/CES Providers Program is to inspire and guide providers of continuing educational programs to consistently deliver quality lifelong learning activities for architects. The AIA/CES office will assist AIA/CES Registered Providers that demonstrate a commitment to continuous improvement and excellence in continuing education. The AIA/CES Guidelines for Educational Excellence address the CES Registered Provider's overall commitment to quality programming and delivery.

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Summary of Core Values
The AIA/CES Provider's core values should address the following:

• Commitment and support-examines the organization's educational commitment and support.
• Planning and analysis-examines the organization's structure for analyzing the educational needs and professional development of the architect.
• Design and implementation-examines the program(s) goal setting, learning objectives, design, and delivery methods.
• Resources and records-examines human resources and the record-keeping process.
• Evaluation and improvement-examines evaluation and improvement process of the education activities.

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Section I - For all Providers
1. Commitment and Support

The Commitment and Support category examines senior management’s involvement in creating and sustaining the organization’s educational direction, performance, and architectural focus. This category also examines how the organization structures long-term education and professional development planning and program development for the purpose of institutionalizing the system.

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Leadership involvement

This demonstrates commitment on the part of senior organization leaders to guide the organization in setting directions, developing, and sustaining an effective educational program. Leadership involvement addresses how senior leaders provide effective leadership. Describe how each of the following is addressed:

• Senior leaders set directions and seek future educational opportunities:
• Leadership addresses performance expectations and long-term commitment to the educational program.
• Leadership reviews of the education program's overall performance.
• Leadership takes into account the needs and expectations of all key personnel.

Strategic education plan

Provide a brief description of the strategic development process that leads to an educational plan.

• Explain the kind of forecasts, models, projections, etc., used to help determine the organization's educational strategy.
• Outline requirements, including educational expectations and ability to seek new educational opportunities and/or prepare for new requirements.
• Explain the process for analyzing the cost benefit of educational investment.

2. Planning and Analysis

The Planning and Analysis category examines the organization’s structure for analyzing the educational needs and professional development of the architect. This category also examines how the organization structures long-term education and professional development planning and how programs are developed using a needs assessment and requirements of the architect.

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Needs assessments

Detail how the needs for the educational program and products/services are identified, how the programs are developed and designed to address those needs, including:

• Ways architect groups are determined or selected and learning needs are considered;
• Tools used to describe problems or missing information;
• Determination of appropriateness of information and activity content; and
• Ways that architects participate in the needs assessment process.

Planning process

Describe the process for ensuring that the short and long-term educational planning process leads to implementation of education programs.

Performance projection

• Provide both short- and long-term projections of key education results.
• Relate the projects to desired results
• Include appropriate assumptions made in projecting performance and/or benchmark data.
• Describe measurable goals and projections for the education program in terms of data.

3. Design and Implementation

The Design and Implementation category examines the activity design and delivery methods. Describe how new, modified, and customized educational activities and services are designed to meet the learning objectives. Response should address:

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Goal setting

Describe who the responsible group is and explain how:

• The organization’s approach to goal setting for architects professional development is evaluated, improved, and kept current with changing business needs.
• The goal setting process is maintained to benefit the architects’ educational growth and professional development.
• Include a copy of your education program/service goals.

Learning objectives

• Provide evidence of the learning objectives in all education activities, products, or services.

Program design

Describe the responsible group and the process through which:

• The architects' changing requirements and technology are incorporated into educational activities and services
• Activities are determined to qualify for HSW
• Program-delivery processes are determined, including methods, materials, and resources used most frequently

Implementation/delivery processes

Describe how:

• Education activities are delivered to the target audience.
• Education activities are managed to ensure that they meet the needs of architects.
• HSW programs are monitored to ensure they meet requirements.

4. Resources and Records

The Resources and Records category examines how the organization identifies, develops, and supports program designers and faculty. The category also addresses how the organization effectively collects and reports information about activities and participants.

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Human resources

Provide a brief summary of key human resources. Include:

• Who is involved: e.g., program designers, instructors, facilitators; state their qualifications
• What kind of current professional development, education, and/or training your instructors have had in the past three years to stay current

Ongoing support

Provide an outline of how the organization's education staff is trained and evaluated on their ability:

• Use key information in the determination of learning objectives for activities.
• Write clear learning objectives.
• Use clear learning objectives within the learning activity.

Record keeping and reporting

Explain how the learning activity records are processed. Include:

• Who is responsible for record keeping and type of training received.
• How the system/process ensures accuracy.
• How the process ensures timely reporting.
• Measures that ensure proper documentation for AIA and/or state licensing.

5. Evaluation and Improvement

The Evaluation and Improvement category examines the organization’s evaluation of educational performance, improvement in the areas of the architect’s satisfaction, and feedback to participants. Finally, based upon the collected information, it examines action by the organization to improve its education programs or services.

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Selection of information and data collection

• Describe how the organization determines what program or activity evaluation information should be collected, maintained, and reviewed.
• Address method(s) used to evaluate the quality of the organization's education program.
• What is the process for determining comparative data to be used to measure performance?
• What method(s) are used to gather this data?

Evaluation and review of educational performance

• Describe the process within which the organization evaluates performance of its educational system and identifies areas for improvement.
• Summarize the performance results that significantly contribute to achieving the educational goals.
• Explain the process for determining how the learning activities reach stated objectives.
• Explain the process for determining how data collected measures the organization's success in reaching its education goals; be specific.

Education-specific results

• Summarize the performance results for education, service, program, and licensure compliance.
• Explain the process for using the information to improve program effectiveness.
• Explain the process for keeping current with changing educational needs.

Architects' satisfaction and relationship enhancement

• Describe the process through which the organization determines and enhances the educational satisfaction of architects while improving current offerings and support.

Accessibility and complaint management

• Describe the process how the organization provides access and information to architects who seek assistance or voice complaints about educational activities. In this description, explain how the organization ensures that complaints are resolved effectively and promptly

Architects' satisfaction and results

What is the organization's process for:

• Determining architects' satisfaction
• Following up with architects to ensure prompt and actionable feedback
• Ensuring that program problems are resolved, including tracking and documenting improvement
• Providing sample evaluation tools and/or instruments

Section II Based on Type of Provider
6a. Provider Specific for Components

Continuing Education financial results

Summarize the component's financial results. In your response, address the following areas:

• Broad educational financial objectives
• Summary of revenues and expenses
• Best estimate of component's resources expended on educational programs

For all quantitative measures and/or indicators of performance, provide current levels, trends, and any appropriate comparative data. (Note: If financial information in dollars cannot be shared, use percentages. For example: "Programs exceeded their budget goal by 10%.")

Marketing, promotion, and advertising results

Summarize the component's marketing results. In your response, address the following areas:

• Describe the educational marketing plans and the strategies used.
• List and describe the specific promotional and advertising vehicles used, and include samples.
• Provide marketing results, including the number of architects and firms affected, program growth, and new educational activities offered.

For all quantitative measures and/or indicators of performance, provide current levels, trends, and any appropriate comparative data.

Provider and Partner results

The partnering category examines how Component Providers cooperate with other CES Registered Providers to enhance their education programs and services.

• Describe the process through which the component partnering processes, relationships, and performance are managed and improved to enhance education programs and services.
• Describe the process through which education partners are selected, as appropriate.
• Describe how the component ensures that program quality is maintained. Include a description of key measures, expected performance levels, and how performance information is fed back to program partners.
• Describe the process through which the component uses to evaluate and improve its management of program partnering processes to achieve better education programs and service.

List specific examples of program partnering with:

• Other components
• An AIA architecture firm(s)
• Other AIA/CES Providers

OR

6b. Provider Specific for AIA Firms (In-house)

Employee orientation, training, and development

• Describe how the firm’s internal education and training relates to the firm’s overall strategic plans and architectural needs. Summarize how the firm builds knowledge and/or competencies that address these plans.
• Describe the process for connecting new employee orientation to the training program.
• Explain the process for reinforcing newly acquired knowledge and skills on the job.
• Describe the process for seeking input from employees and principals in education and training design.
• Describe how training is evaluated and improved, taking into account the firm’s performance and employee development objectives.
• Describe the process for seeking input from employees and principals in education and training design.

Compensation and recognition

Related to education, how does the firm’s compensation and recognition system for individuals and groups reinforce the overall work systems, performance, and education objectives?

• How the firm addresses key performance needs, including long-term employee development objectives.

Connection to the community

• Describe the process for ensuring that the firm addresses its responsibilities to the client, the public, and the community through its professional development program.
• Describe the process for researching the regulatory standards and legal and ethical requirements that should be addressed through professional development.
• Explain how the firm strengthens its client and community outreach through education and training.

OR

6c. Provider Specific for Stakeholder Providers

Marketing education programs and/or services

Summarize the organization's key educational marketing results. In your response, address the following areas:

• Summarize the organization's key educational marketing results.
• Describe the educational marketing plans and strategies used.
• Describe the specific promotional and advertising vehicles used and include examples.
• Indicate the effectiveness including measures of architects' participation, response, and/or value as appropriate.
• Describe the marketing results including measures of return and/or value as appropriate.

For all quantitative measures and/or indicators of performance, provide current levels, trends, and any appropriate comparative data.

CES Stakeholder Provider and Partner results

Describe how the CES External Provider cooperates with other CES Providers to improve program performance. Describe how these activities are managed and evaluated.

The following areas should be addressed:

• Describe how partners are selected. Include a brief summary of the performance requirements for key partners.
• Describe how the CES External Provider ensures that program quality is maintained. Include a description of key measures, expected performance levels, and how performance information is fed back to program partners.
• Describe how the CES External Provider evaluates and improves its management of program partnering processes to achieve better educational programs and services.

List specific examples of program partnering with:

• AIA components and/or the national AIA
• AIA architecture firms
• Other AIA/CES Registered Providers

OR

6d. Internet Platform Providers - REVISED 2009 Criteria Standards!

Considerations: Like all CES award categories, Internet Platform Providers will be scored upon how well they meet Core Values as the CES Provider of Record. Typically the Core Values account for 90% of the overall score of the CES Award for Excellence but for the Internet Platform Provider the weight factor for scoring of this section is only at 35%. Another 25% of the weight factor will be based upon how well the Internet Platform Provider demonstrates that these same Core Values are conveyed to the providers of the content. Unlike all other categories, a full 40% of the weight factor for Internet Platform Providers is based upon the final section, for the Internet Platform Provider, 6d.  

Marketing Internet continuing education programs and/or services 

Summarize the organization's key educational marketing results for those providers whom you have assisted.  In your response, address the following areas:

• Summarize the organization's key educational marketing results.
• Describe the educational marketing plans supporting your client providers, and strategies used.
• Describe the specific promotional and advertising vehicles used and include examples.
• Indicate the effectiveness including measures of architects' participation, response, and/or value as appropriate.
• Describe the marketing results including measures of return and/or value as appropriate.

For all quantitative measures and/or indicators of performance, provide current levels, trends, and any appropriate comparative data.

CES Internet Platform Providers results 

Other than financial benefits, describe how the CES Internet Platform Provider cooperates with other CES Client Providers to improve program performance.  Describe how these activities are managed and evaluated.

The following areas should be addressed:

• Describe how client partners are selected.  Include a brief summary of the performance requirements for key partners.
• Describe how the CES Internet Platform Provider ensures that program quality is maintained.  Include a description of key measures, expected performance levels, and how performance information is fed back to program partners.
• Describe how the CES Internet Platform Provider evaluates and improves its management of program partnering processes to achieve better educational programs and services.

List specific examples of technical support provided to client providers

• List your total number of clients that serve architects, and what percentage of those clients hold their own independent AIA/CES Provider number.
• Provide at least 3 letters of reference from the client providers on their stationary.
  
  

Value-Add service Chain Roles

The Roles: Course creators and/or instructors > Evaluations > Administrations > Course deliver [methods] > Support to end users

• What value does each entity in the chain provider? What do they contribute?
• How does their contribution affect the projects and practices in the industry?
• What the metrics to see if the course is making the right difference?
• How do you measure those metrics?
  

Related Resources

Self-Assessment Tool
How well do the primary elements of your program compare with these primary elements to award winning programs?  Self-assess your own organization.  Visit EPIConnection.org and rate yourself.

Learning Objectives - A New Resource!
Are you familiar with How to Write a Learning Objective? For those familiar with the basics of writing learning objectives visit our new resource about Advanced Learning Objectives. And finally, learn How to Relate Learning Objectives to Course Structure.

Presentation
Click here and here for helpful PowerPoints on developing a continuing education program.