Benchmarking

Benchmarking is one of a set of quality management approaches to improvement of processes and outcomes, that can be adopted across all of RMIT. This document contains a set of principles to guide the further development and implementation of RMIT's approach to benchmarking.

RMIT's Approach to Benchmarking RMIT's strategic aspirations would be assisted by a corporate (i.e. University-wide) approach to benchmarking which provides a coordinated and coherent framework to address RMIT's strategic quality improvement priorities through benchmarking, while accommodating collegiality and fostering the specific improvement needs of different parts of RMIT (e.g. Faculties and Groups).

Operational Definitions of Benchmarking at RMIT The following operational definitions apply for RMIT's purposes: BENCHMARKING: a systematic process for implementing improvements*, based on learning from examples of good practice. (* "improvements" encompasses incremental change, major steps and innovations; in many cases benchmarking leads to an entirely new way of looking at things) A "BENCHMARK": An example of a "state of affairs"* that is demonstrably among the best of its type. * Where a "state of affairs" may mean a practice, process, output or outcome or any combination of these. In only rare circumstances would it be useful to refer to an organisation as a whole as a "benchmark" e.g. RMIT compared with UNSW. (Note: This definition differs from the widespread but relatively unhelpful practice of regarding various "average" statistics such as the mean, mode and median as "benchmarks").

Underlying Principles of Benchmarking Benchmarking relies on at least four key principles: Acknowledgement of the value of learning from others through comparisons and sharing (e.g. collegiality) b) Developing and/or strengthening an outward-looking perspective as a guide to improvement and maintaining an awareness of positioning c) Encouraging the use of evidence (including measures) as a basis for improvement d) A commitment to implementing improvements.

Collection of Data for Benchmarking RMIT advocates consideration of three major sources of comparative data as the minimum essential prerequisite for benchmarking in all areas of the University. Other comparisons may also be useful. THREE ESSENTIAL COMPARISONS FOR BENCHMARKING AT RMIT #NO. COMPARISON FOCUS PURPOSE 1 BENCHMARK(S) (i.e. among "best" of type) Beyond as well as within your "industry" (i.e. outside the tertiary education sector) To know what is possible, a target for improvement, a source of fresh ideas and a basis for "world class". 2 MAJOR COMPETITOR(S) Your "industry" (i.e. VET/HE but including the private sector) Strategic awareness, client focus, positioning, risk analyses and sustainability. 3 SIMILAR ORGANISATION Your sector and within RMIT Situational awareness and a source of potential partners for improvement projects. This framework for comparisons emphasises the value of internal data collection as well as external sources and notes the importance of thinking beyond the educational sector for new ideas. Collection of comparative data is of course essential to but not sufficient for benchmarking, which must also include the process by which the data are used to bring about improvements. Collection of data is not a useful end in itself.

Benchmarking as a Process for Improvement As processes, benchmarking projects would be characterised by at least the following features: Benchmarking projects have: Process maps (e.g. flow charted) and can be described easily Identified "owners" and clients (whether internal and/or external) Performance measures Integral improvement sub processes Identified links to other processes (e.g. improvement cycles)

Implementation of Benchmarking Projects Development of benchmarking as an integral approach to improvement at RMIT should: occur within a coordinated framework link with other quality management processes be based on generalisable pilot projects wherever practicable reflect strategic improvement priorities encourage internal as well as external benchmarking seek wide participation enhance client satisfaction, sustainability and other important outcomes.

Use of Existing Resources There are already many opportunities for collection of comparative data that can be overlooked easily. The following are typical examples that might be utilised more extensively or systematically as contributors to benchmarking in the normal course of university life. INTERNAL SOURCES EXTERNAL SOURCES Students EQA process New staff Internal "Standards" Quality systems Self assessment schemes Cross faculty projects Networks/Forums Conferences/Travel Visitors Literature/Internet PEP CEQ etc Industry links Networks Everyday life experiences

 

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