Sacs Coc Power Point 2006-11-29

8/8/2019 Sacs Coc Power Point 2006-11-29

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Hoshin Planning (Kanri)Hoshin Planning (Kanri)

The Application of a TQM/QIThe Application of a TQM/QIModel to a College orModel to a College orUniversity EnvironmentUniversity Environment

A Brief Illustration A Brief Illustration


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O riginsO rigins

Although the concept Although the concept Hoshin PlanningHoshin Planning is not is not familiar to many educators, the process,familiar to many educators, the process,developed by the Japanese corporate world indeveloped by the Japanese corporate world insupport of quality improvement initiatives, issupport of quality improvement initiatives, iswellwell--understood and often utilizedunderstood and often utilized

By Edwards Deming Prize candidates in JapanBy Edwards Deming Prize candidates in JapanBy Malcolm Baldrige Award candidates in the UnitedBy Malcolm Baldrige Award candidates in the UnitedStates andStates andBy other forBy other for- -profit and not profit and not- -forfor--profit organizationsprofit organizationsseeking to maximize organizational assessment,seeking to maximize organizational assessment,planning, improvement, and effectivenessplanning, improvement, and effectiveness


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Hoshin Planning WorksHoshin Planning Works(http://www.tqu.com/hoshin.html)(http://www.tqu.com/hoshin.html)

According to Total Quality Engineering, a for According to Total Quality Engineering, a for- -profit consulting firm specializing inprofit consulting firm specializing in

organizational effectiveness,organizational effectiveness,Most Malcolm Baldrige Award winnersMost Malcolm Baldrige Award winnersincorporate the Hoshin concept into theirincorporate the Hoshin concept into theirplanning initiatives, andplanning initiatives, and

Many progressive US companies (e.g., Hewlett Many progressive US companies (e.g., Hewlett- -Packard and Xerox) make Hoshin Planning thePackard and Xerox) make Hoshin Planning thecenterpiece of their strategic planning process.centerpiece of their strategic planning process.


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The TermThe Term Hoshin PlanningHoshin Planning ( (Kanri)Kanri)

The wordThe word HoshinHoshin results from the combinationresults from the combinationof two Japanese words:of two Japanese words:

HoHo means course or directionmeans course or directionShinShin means needlemeans needle

HoshinHoshin means direction needle (or compass)means direction needle (or compass)


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The TermThe Term Hoshin PlanningHoshin Planning((Kanri)Kanri)

The wordThe word KanriKanri results from theresults from thecombination of two Japanese wordscombination of two Japanese words

KanKan means controlmeans controlRiRi means reason or logicmeans reason or logic

The process of Hoshin Kanri can beThe process of Hoshin Kanri can beunderstood as an effort to manage orunderstood as an effort to manage orcontrol change in order to facilitatecontrol change in order to facilitateorganizational effectivenessorganizational effectiveness


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Deming TransformedDeming TransformedIn his efforts to improve JapaneseIn his efforts to improve Japaneseproduction, Edwards Deming introduced aproduction, Edwards Deming introduced a

QI

technique that incorporates fourQI

technique that incorporates fourcontinuous processes known ascontinuous processes known as PDCAPDCA

PP lanlan

DD ooCCheckheck

A Act ct


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Deming Transformed (cont.)Deming Transformed (cont.)The termThe term Hoshin Planning (KanriHoshin Planning (Kanri) describes the) describes theapplication of theapplication of the PDCAPDCA production cycle to theproduction cycle to themanagement process.management process.

As the As the Institutional Effectiveness ModelInstitutional Effectiveness Modelpublished in the S ACS/ COC published in the S ACS/ COC InstitutionalInstitutional

Effectiveness ManualEffectiveness Manual (1992, page 6) illustrates,(1992, page 6) illustrates,thethe PDCAPDCA process and the S ACS/ COC process and the S ACS/ COC institutional effectiveness model are compatibleinstitutional effectiveness model are compatibleprocesses.processes.


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Components of a Planning andComponents of a Planning andEvaluation ProcessEvaluation Process


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Within the Corporate Environment,Within the Corporate Environment,

H oshin Planning SupportsH oshin Planning SupportsRoutine Operations, e.gRoutine Operations, e.g ..

Correcting production defaultsCorrecting production defaults Achieving on Achieving on- -time deliverytime deliveryInventory controlInventory controlProduction efficiencyProduction efficiency

Strategic PlanningStrategic Planning


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Within the College Environment,Within the College Environment,H oshin Planning canH oshin Planning can

Inform the strategic planning processInform the strategic planning processInform planning within the separate colleges,Inform planning within the separate colleges,schools, divisions, and units of the institutionschools, divisions, and units of the institutionSupport programmatic improvementsSupport programmatic improvementsFacilitate the winnowing of the institution sFacilitate the winnowing of the institution s

Quality Enhancement PlanQuality Enhancement Plan

Significantly, one instrument can do all of theseSignificantly, one instrument can do all of thesethings simultaneouslythings simultaneously


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HOSHIN PL ANNINGHOSHIN PL ANNING[O THER BENEFITS][O THER BENEFITS]

G ives all, or nearly all, interested parties a voiceG ives all, or nearly all, interested parties a voicein the planning processin the planning process

Allows planners to identify and address political Allows planners to identify and address politicaldifferencesdifferencesFunctions,Functions, de facto,de facto, as an assessment of existingas an assessment of existingplansplansByBy--product:product: Generates a number of good ideasGenerates a number of good ideas

that can be implemented routinely though thethat can be implemented routinely though theseparate offices and units of the institutionseparate offices and units of the institution


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FOR MAL AND INF OR MALFOR MAL AND INF OR MAL

ASSESSMENT ASSESSMENTFormal assessment is essential, but oftenFormal assessment is essential, but oftensome of the most significant assessmentsome of the most significant assessmentoccurs as groups (trustees, administrators,occurs as groups (trustees, administrators,faculty, staff, students) work, socialize,faculty, staff, students) work, socialize,and playand play

Hoshin Planning gives voice to both formalHoshin Planning gives voice to both formaland informal assessment inand informal assessment in the creation ofthe creation ofa comprehensive instrument that definesa comprehensive instrument that definesand ranks possible institutional orand ranks possible institutional orprogrammatic improvementsprogrammatic improvements


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HH O SH IN PLANNIN G CO MMENCES WIT H AO SH IN PLANNIN G CO MMENCES WIT H A

NARRO W/SIN GULAR FO CUSNARRO W/SIN GULAR FO CUS

If you could do just one thing to improve studentIf you could do just one thing to improve studentlearning at College X, what would your do?learning at College X, what would your do?If you could do just one thing to improve theIf you could do just one thing to improve thelearning environment at College X, what wouldlearning environment at College X, what wouldyour do?your do?If you could do just one thing to create brandIf you could do just one thing to create brandrecognition for College X, what would your do?recognition for College X, what would your do?If you could do just one thing to improve campusIf you could do just one thing to improve campus

civility at College X, what would you do?civility at College X, what would you do?If you could do just one thing to solve problem Z,If you could do just one thing to solve problem Z,at College X, what would you do?at College X, what would you do?


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STEPS IN HOSHIN PL ANNINGSTEPS IN HOSHIN PL ANNING[CO RPOR ATE MODEL][CO RPOR ATE MODEL]

DEFINE T HE FO CUSDEFINE T HE FO CUS W H AT DO YO U WANT T O WH AT DO YO U WANT T O IMP ROV E?IMP ROV E?EN VISI O N P O SSIBLE S O LUTI O NS BYEN VISI O N P O SSIBLE S O LUTI O NS BYBR AINST OR MIN G BR AINST OR MIN G R ANK T H E SU GG ESTI O NSR ANK T H E SU GG ESTI O NSIMPLEMENT T HE TO P SU GG ESTI O NSIMPLEMENT T HE TO P SU GG ESTI O NS

11 3311 55

11 1010 ASSESS T HE R ESULTS ASSESS T HE R ESULTSR EPEAT T H E P RO CESS UNTIL QUALITY ISR EPEAT T H E P RO CESS UNTIL QUALITY ISMAXIMIZE DMAXIMIZE D


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HOSHIN PL ANNINGHOSHIN PL ANNING[college or university environment][college or university environment]

The corporate model could work in theThe corporate model could work in theeducational environment if the purpose of theeducational environment if the purpose of the

Hoshin Planning exercise were narrowly defined,Hoshin Planning exercise were narrowly defined,e.g.e.g.If you could do just one thing to improve campusIf you could do just one thing to improve campuscivility, what would you do?civility, what would you do?If you could do just one thing to improve theIf you could do just one thing to improve thefreshmanfreshman- -year experience, what would you do?year experience, what would you do?If you could do just one thing to improve the seniorIf you could do just one thing to improve the senior- -year experience, what would you do?year experience, what would you do?


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Hoshin PlanningHoshin Planning

At Louisburg College, however, we had a At Louisburg College, however, we had alarger goallarger goal

To inform the planning process leading to theTo inform the planning process leading to thedevelopment of adevelopment of a triennial editiontriennial edition of theof theLouisburg College Strategic PlanLouisburg College Strategic Plan a plan witha plan withmultiple strategic directionsmultiple strategic directions

Therefore, the question at LC was intentionallyTherefore, the question at LC was intentionallybroadbroad


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THE QUESTION FOR LCTHE QUESTION FOR LC

IF Y

OU

COULD D

OJUST

ONE

IF Y

OU

COULD D

OJUST

ONETHING TO IMPROVE STUDENTTHING TO IMPROVE STUDENT

LE ARNING AND/OR THELE ARNING AND/OR THELE ARNING ENVIRONMENT ATLE ARNING ENVIRONMENT AT

LOUISBURG COLLEGE,LOUISBURG COLLEGE,WH AT WOULD Y OU DO?WH AT WOULD Y OU DO?


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THINK ING STR ATEGICALLY THINK ING STR ATEGICALLY

Although the question had a Although the question had a

narrow focus, it was intentionallynarrow focus, it was intentionallydesigned to invite suggesteddesigned to invite suggestedimprovements related to each of improvements related to each of

the separate strategic directionsthe separate strategic directionsof Louisburg College.of Louisburg College.


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The Strategic Directions of L CThe Strategic Directions of L C

TO CO NTINU OUSLYTO CO NTINU OUSLYimprove financial strengthimprove financial strengthimprove campus facilitiesimprove campus facilities

manage enrollmentmanage enrollmentcreate a purposeful academic communitycreate a purposeful academic communitydevelop a regionallydevelop a regionally- -recognized Learning D isability programrecognized Learning D isability programmaintain amaintain a civil andcivil and supportive learning environmentsupportive learning environmentimprove information technologiesimprove information technologiesimprove communications, both internal and externalimprove communications, both internal and externalstrengthen the relationship with the congregations of Thestrengthen the relationship with the congregations of TheUnited Methodist ChurchUnited Methodist Church


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HOSHIN PL ANNINGHOSHIN PL ANNING[an instrument of assessment][an instrument of assessment]

Although the purpose of Hoshin Planning Although the purpose of Hoshin Planningwas towas to envision the 2007envision the 2007 20092009 edition of edition of the L C Strategic Plan, the processthe L C Strategic Plan, the processfunctioned,functioned, de facto,de facto, as anas an assessment of assessment of

the existing strategic directionsthe existing strategic directions of of Louisburg College.Louisburg College.


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HO SH IN PLANNIN GHO SH IN PLANNIN G[ as an instrument of assessing the strategic[ as an instrument of assessing the strategic

directions of Louisburg College]directions of Louisburg College]

EXAMPLE:EXAMPLE: Although the academic Although the academicpurposes of Louisburg College werepurposes of Louisburg College wereassumed, the existing strategic directionsassumed, the existing strategic directionsof Louisburg College did not include aof Louisburg College did not include astrategic direction that focusedstrategic direction that focusedintentionally on the academic purposes ofintentionally on the academic purposes ofLouisburg College.Louisburg College.


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HO SH IN PLANNIN GHO SH IN PLANNIN G

[ an instrument of assessment][ an instrument of assessment] Yet, 40 (30.76%) of the 130 suggestions Yet, 40 (30.76%) of the 130 suggestionsresulting from the 2005resulting from the 2005 - - 2006 Hoshin Planning2006 Hoshin Planningprocess focused, directly or indirectly, on theprocess focused, directly or indirectly, on thecreation of a purposeful academic community,creation of a purposeful academic community,with the result thatwith the result thatthe 2007the 2007 2009 edition of the LC Strategic Plan2009 edition of the LC Strategic Planincludes a new strategic directionincludes a new strategic direction totocontinuously create a purposeful academiccontinuously create a purposeful academiccommunitycommunity [ as defined in[ as defined in Campus Life: In SearchCampus Life: In Searchof Communityof Community a report of the Carnegiea report of the CarnegieFoundation for The Advancement of Teaching]Foundation for The Advancement of Teaching]


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HOSHIN PL ANNINGHOSHIN PL ANNING[as assessment of the existing strategic plan][as assessment of the existing strategic plan]

Nine (7%) of the 130 suggestionsNine (7%) of the 130 suggestionsresulting from the 2005resulting from the 2005 2006 Hoshin2006 HoshinPlanning process focused upon thePlanning process focused upon thecreation of acreation of a civilcivil learning environment,learning environment,with the result thatwith the result thatIn the 2007In the 2007 2009 edition of the LC2009 edition of the LCStrategic Plan, the strategic direction thatStrategic Plan, the strategic direction that

previously readpreviously read to continuously create ato continuously create asupportive learning environmentsupportive learning environment has beenhas beenrevised to readrevised to read to continuously create ato continuously create acivil and supportive learning environmentcivil and supportive learning environment


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HOSHIN PL ANNINGHOSHIN PL ANNING[ as assessment of existing strategic[ as assessment of existing strategic

directions]directions]During the 90s, Louisburg College developed oneDuring the 90s, Louisburg College developed oneof the first comprehensive programs in theof the first comprehensive programs in theSoutheast for high potential students withSoutheast for high potential students withdiagnosed learning disabilities/differencesdiagnosed learning disabilities/differences

The 2005The 2005- -2006 H oshin Planning Process and2006 H oshin Planning Process andsubsequent discussions indicated thatsubsequent discussions indicated that

Faculty and trustees had different expectations for thisFaculty and trustees had different expectations for thisprogramprogramThe Learning Partners Program would benefit from aThe Learning Partners Program would benefit from amore intentional focusmore intentional focus


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LE ARNING P ARTNERSLE ARNING P ARTNERS[ and The Academy][ and The Academy]

As a result of subsequent assessment and As a result of subsequent assessment andplanning:planning:

the Board of Trustees has created athe Board of Trustees has created aLearning Partners Committee within theLearning Partners Committee within theBoard of TrusteesBoard of Trusteesthe 2007the 2007 2009 edition of the Strategic2009 edition of the Strategic

Plan will include a new strategicPlan will include a new strategicdirection:direction: to develop a regionallyto develop a regionallyrecognized Learning Partners Programrecognized Learning Partners Program


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Hoshin Planning is DataHoshin Planning is Data- -DrivenDriven

It is important to remember that EdwardsIt is important to remember that EdwardsDeming, the father of the QI movement,Deming, the father of the QI movement,

was a statisticianwas a statisticianFor Deming, data must be used to define,For Deming, data must be used to define,describe and assess effectiveness, butdescribe and assess effectiveness, butImprovements should result from theImprovements should result from themind/experience of the workersmind/experience of the workers not justnot justfrom the voice of managementfrom the voice of management


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HOSHIN PL ANNINGHOSHIN PL ANNING

The H oshin Planning technique isThe H oshin Planning technique isuseful to small, singleuseful to small, single- -purposepurposeorganizations and to large multiorganizations and to large multi- -complex institutionscomplex institutions

TheH

oshin Planning technique canTheH

oshin Planning technique canbe used institutionbe used institution- -wide or by a unitwide or by a unitwithin the institutionwithin the institution


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HOSHIN PL ANNING AT L ARGEHOSHIN PL ANNING AT L ARGE

INSTITUTION SINSTITUTION SLarge institutions might wish toLarge institutions might wish todivide into schools, divisions, units ordivide into schools, divisions, units orfocus groups to consider a commonfocus groups to consider a commonissue?issue?H oshin planning would be especiallyH oshin planning would be especially

useful to large institutionsuseful to large institutionsattempting to envision their QEPattempting to envision their QEP


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HOSHIN PL ANNING AT SM ALLHOSHIN PL ANNING AT SM ALL

INSTITUTION SINSTITUTION S

Small institutions might choose toSmall institutions might choose towork with the college community aswork with the college community as

a whole.a whole.


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HO SH IN PLANNIN G AT SMALLHO SH IN PLANNIN G AT SMALL

INSTITUTIO

NSINSTITUTIO

NS At Louisburg College, we commenced the At Louisburg College, we commenced theHoshin Planning process by holding aHoshin Planning process by holding aCollege Meeting that invited:College Meeting that invited:

All faculty All faculty fullfull--time and parttime and part- -timetime All staff All staff professional staff and support staffprofessional staff and support staff All administrators All administrators


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THOSE NOT INCLUDEDTHOSE NOT INCLUDED

LC students did not participate in the HoshinLC students did not participate in the HoshinPlanning processPlanning process although a separate exercisealthough a separate exercisefor them is projectedfor them is projected

Trustees did not participate in this exerciseTrustees did not participate in this exercise although a separate/simpler exercise for trusteesalthough a separate/simpler exercise for trusteeshas merithas merit think trustee retreatthink trustee retreat

Staff in housekeeping, maintenance, and groundsStaff in housekeeping, maintenance, and groundsdid not participatedid not participate although their supervisor didalthough their supervisor didparticipate and although a separate exercise forparticipate and although a separate exercise forthem has meritthem has merit


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WHY HOSHIN PL ANNING AT LC?WHY HOSHIN PL ANNING AT LC?

O n a triennial basis, Louisburg CollegeO n a triennial basis, Louisburg Collegedefines shortdefines short- -term objectives to help theterm objectives to help the

College realize its strategic goalsCollege realize its strategic goalsDuring the 2005During the 2005- -2006 academic year, the2006 academic year, theCollege needed to commence developingCollege needed to commence developingthe 2007the 2007- -2009 edition of its strategic plan2009 edition of its strategic planThe question: H ow do we move fromThe question: H ow do we move from

where we are to where we can be? where we are to where we can be?


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EN VISI O NIN G TH E 2007EN VISI O NIN G TH E 2007- -20092009

ED ITI O N O F TH E ST R ATE G IC PLANED ITI O N O F TH E ST R ATE G IC PLAN

The Assessment Committee consideredThe Assessment Committee considered

various options and recommended to thevarious options and recommended to the Administrative Cabinet that the College Administrative Cabinet that the Collegecommence the process of strategiccommence the process of strategicplanning with a H oshin Planning exercise.planning with a H oshin Planning exercise.

The Administrative Cabinet approved theThe Administrative Cabinet approved therecommendation of the Assessmentrecommendation of the AssessmentCommittee.Committee.


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THE INVI T ATIONTHE INVI T ATION

TheThe presidentpresident of Louisburg Collegeof Louisburg Collegeinvited all professional members ofinvited all professional members ofthe faculty and staff to gather onthe faculty and staff to gather onreading day ( December 8) 2005 toreading day ( December 8) 2005 toconsider a single questionconsider a single question


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The QuestionThe Question[ contained in the letter of invitation][ contained in the letter of invitation]

If you could do just one thingIf you could do just one thingto improve student learningto improve student learning

and/or the learningand/or the learning

environment at Louisburgenvironment at LouisburgCollege, what would you do?College, what would you do?


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THE RESPONSETHE RESPONSE

85 % of those invited (including nearly all85 % of those invited (including nearly allfullfull--time members of the faculty and staff)time members of the faculty and staff)

elected to participate, includingelected to participate, including

The presidentThe president All cabinet All cabinet- -level administratorslevel administratorsFullFull--time and parttime and part- -time facultytime facultyProfessional staffProfessional staffSupport staffSupport staff


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RE VIEW OF ASSESSMENT D AT ARE VIEW OF ASSESSMENT D AT A

The first hour was devoted to aThe first hour was devoted to areview and discussion of collegereview and discussion of college- -

wide assessment data:wide assessment data:FreshmanFreshman- -year datayear data

VP for Student Life VP for Student LifeG raduating student dataG raduating student data

D irector of Institutional R esearchD irector of Institutional R esearchCourse completion dataCourse completion data

Executive Vice PresidentExecutive Vice President


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THE HOSHIN PL ANNING PROCESSTHE HOSHIN PL ANNING PROCESS[a review][a review]

D EFINE T HE FO CUSD EFINE T HE FO CUS W H AT DO YO U WANT T O WH AT DO YO U WANT T O IMP ROV E?IMP ROV E?EN VISI O N P O SSIBLE S O LUTI O NS BYEN VISI O N P O SSIBLE S O LUTI O NS BY

BR AINST OR MIN G BR AINST OR MIN G R ANK T HE SU GG ESTI O NSR ANK T HE SU GG ESTI O NSIMPLEMENT T HE TO P SU GG ESTI O NSIMPLEMENT T HE TO P SU GG ESTI O NS

11 3311 55

11 1010 ASSESS T HE R ESULTS ASSESS T HE R ESULTSR EPEAT T HE P RO CESS UNTIL QUALITY ISR EPEAT T HE P RO CESS UNTIL QUALITY ISMAXIMIZE DMAXIMIZE D


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ENVISION IMPROVEMENTSENVISION IMPROVEMENTS

Data fuel H oshin Planning, butData fuel H oshin Planning, butbrainstormingbrainstorming is the engineis the engineThe LC facilitator was selected byThe LC facilitator was selected by

Assessment Committee and was Assessment Committee and was A member of the faculty A member of the faculty A division chair A division chair A member of the Assessment Committee A member of the Assessment Committee

As a result of prior discussion/decision by As a result of prior discussion/decision bythe Assessment Committee, discussion ofthe Assessment Committee, discussion ofsuggestions was intentionally limitedsuggestions was intentionally limited


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RESULTS OF BR AINSTROMINGRESULTS OF BR AINSTROMING

The brainstorming session generatedThe brainstorming session generated 119119suggestionssuggestions for improving student learning andfor improving student learning andthe learning environment at Louisburg Collegethe learning environment at Louisburg College

At the conclusion of the session, participants At the conclusion of the session, participantswere invited to forward additional suggestions towere invited to forward additional suggestions tothe O ffice of Institutional Effectivenessthe O ffice of Institutional Effectiveness

Eleven additional suggestions were submittedEleven additional suggestions were submittedelectronicallyelectronically

Total Number of Suggestions: 130Total Number of Suggestions: 130


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THE ASSESSMENT INSTRUMENTTHE ASSESSMENT INSTRUMENT[Step 1][Step 1]

Using codes, suggestions resulting from theUsing codes, suggestions resulting from theHoshin Planning process were initially sortedHoshin Planning process were initially sortedaccording to foci/themes:according to foci/themes:

Campus Life [ CL]Campus Life [ CL]Educational Support Services [ ES]Educational Support Services [ ES]Facilities and Equipment [ FE]Facilities and Equipment [ FE]Information Technology [ IT]Information Technology [ IT]

Learning Environment [ LE]Learning Environment [ LE]Mission and Values [ M V]Mission and Values [ M V]Student Engagement [ SE]Student Engagement [ SE]Student Learning [ SL]Student Learning [ SL]

Special Programs and Initiatives [ SP]Special Programs and Initiatives [ SP]


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HO SH IN ASSESSMENT AN D PLANNIN GHO SH IN ASSESSMENT AN D PLANNIN G

TheThe LCLC R anking Process: Step 1R anking Process: Step 1

Using the initial cohorts (foci), participants wereUsing the initial cohorts (foci), participants wereinvited to:invited to:

Assign a weight from 5 [ most important] to Assign a weight from 5 [ most important] to1 [ least important] to each item in each cohort1 [ least important] to each item in each cohortR ank each item within each cohort from mostR ank each item within each cohort from mostimportant to least importantimportant to least important the highest rankthe highest rank

was equated to the total number of items inwas equated to the total number of items inthe cohortthe cohort

Across all cohorts, participants were invited to: Across all cohorts, participants were invited to:R ank the top 15 suggestions [ 15R ank the top 15 suggestions [ 15 1]1]


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HOSHIN ASSESSMENT AND PL ANNINGHOSHIN ASSESSMENT AND PL ANNING

[statistical analysis][statistical analysis]If the focus of Hoshin planning is limitedIf the focus of Hoshin planning is limited(e.g., the QEP, improving the senior year(e.g., the QEP, improving the senior yearexperience), it is ordinarily easy to rankexperience), it is ordinarily easy to ranksuggestionssuggestions we ll see an example laterwe ll see an example laterIn the L C case, we needed to rank 130In the L C case, we needed to rank 130

different suggestions in 9 separate anddifferent suggestions in 9 separate andunequal cohorts; therefore, data analysisunequal cohorts; therefore, data analysiswas more complicated.was more complicated.


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Hoshin Assessment and PlanningHoshin Assessment and Planning

[statistical analysis at L C][statistical analysis at L C]The next few slides describe statisticalThe next few slides describe statisticalanalysis at LCanalysis at LC

As we review the slides, we shall move As we review the slides, we shall movequicklyquickly labor not and fear notlabor not and fear notMontaigne: By diverse means, we arriveMontaigne: By diverse means, we arriveat the same end (at the same end (Essais)Essais)

There are multiple models of data analysisThere are multiple models of data analysisThe good newsThe good news-- --At our colleges and At our colleges anduniversities, help is always accessibleuniversities, help is always accessible


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Hoshin Assessment and PlanningHoshin Assessment and PlanningThe LC R anking Process: Step 2The LC R anking Process: Step 2

O riginalO riginalCohortCohort

Selected SuggestionsSelected Suggestions[ from four different cohorts][ from four different cohorts]

A A

WeightWeight

BB

CohortCohortR ankingR anking

CC

Top 15Top 15R ankingR anking

FEFE--308308 To secure funding for a new scienceTo secure funding for a new sciencecentercenter

22 77 1212

ITIT--405405 To transform all classrooms intoTo transform all classrooms intomaster classroomsmaster classrooms

33 77 44

SLSL--805805 To create an honors programTo create an honors program 3 3 1111 22

LELE--503503 To improve class attendanceTo improve class attendance 5 5 1717 1010

COLUMN A: Each participant was asked to assign a weight from 0 to 5 for

each of the 130 items. The higher the weight (5), the more important thatitem is to the participant

COLUMN B: Each participant was asked to assign a cohort ranking for each item in each original cohort, with the highest ranking in each cohortequated to the number of items within that cohort and moving downward.

COLUMN C: Each participant was asked to rank his/her top 15 suggestedimprovements overall, starting with the number 15 and working downward


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Equalizing Weights and ValuesEqualizing Weights and Values[a prerequisite to overall rankings][a prerequisite to overall rankings]

14 items14 items Campus Life [ CL]Campus Life [ CL]14 items14 items Educational Support [ ES]Educational Support [ ES]12 items12 items Facilities and Equipment [ FE]Facilities and Equipment [ FE]13 items13 items Information Technology [ IT]Information Technology [ IT]21 items21 items Learning Environment [ LE]Learning Environment [ LE]09 items09 items Mission and Values [ M V]Mission and Values [ M V]19 items19 items Student Engagement [ SE]Student Engagement [ SE]18 items18 items Student Learning [ SL]Student Learning [ SL]10 items10 items Special Programs/Initiatives [ SP]Special Programs/Initiatives [ SP]130 items130 items-- --T O TALTO TAL


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Hoshin Assessment and PlanningHoshin Assessment and PlanningThe R anking Process: Step 3The R anking Process: Step 3

CohortCohort SuggestionsSuggestions[ selected][ selected]

A AWeightWeight

BBCohortCohort

R ankingR anking

CCTop 15Top 15

R ankingR anking

A x B A x BCalculatedCalculated

CohortCohort Value Value

A x C A x CCalculatedCalculated

O verallO verall Value Value

FEFE--308308 To secure fundingTo secure funding 2 2 77 1212 1414 2424

ITIT--405405 To transform allTo transform all 3 3 77 44 2121 1212

SLSL--805805 To create an honorsTo create an honors 3 3 1111 22 3333 66

LELE--503503 To improve classTo improve class 5 5 1717 1010 8585 5050

Based on the values placed in columns A, B, and C, values are determinedfor the Calculated Cohort Value (Column A times Column B), and theCalculated Overall Value (Column A times Column C). If no value is assignedfor column C, then there will be no Calculated Overall Value. If 0 is assignedfor the weight in column A, there will be no Calculated Cohort Value andCalculated Overall Value.


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CohortCohort SuggestionsSuggestions A A

WeightWeightBB

CohortCohortR ankingR anking

CCTop 15Top 15

R ankingR anking

NumberNumberof Itemsof Itemsin Cohortin Cohort

CohortCohortFactorFactor

CohortCohortFactorFactor Value Value

FEFE--308308 To secureTo securefundingfunding

22 77 1212 1212 21/1221/12 1.7501.750

ITIT--405405 To transform allTo transform all 3 3 77 44 1313 21/1321/13 1.6151.615SLSL--805805 To create anTo create an

honorshonors33 1111 22 1818 21/1821/18 1.1671.167

LELE--503503 To improveTo improveclassclass

55 1717 1010 2121 21/2121/21 1.0001.000

The Cohort Factor is used to equalize and rank scores between the variouscohorts. Since the highest number of items among the cohorts was 21, thenumber 21 is used (always) as the numerator of the Cohort Factor. Thedenominator is the number of items within the selected item cohort. TheCohort Factor Value is the decimal representation of the Cohort Factor.


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CohortCohort SuggestionsSuggestionsSelected [ 4 of 130]Selected [ 4 of 130]

[ four different cohorts][ four different cohorts]

DDCohortCohort

Average AverageForFor

ItemItem

EECohortCohortFactorFactor Value Value

D X ED X EWeightedWeighted

CohortCohort Average AverageFor ItemFor Item

FinalFinalCohortCohortR ankR ank

FEFE--308308 To secure fundingTo secure funding 34.9334.93 1.7501.750 61.1361.13 1111

ITIT--405405 To transform allTo transform all 35.6235.62 1.6151.615 57.5357.53 1111

SLSL--805805 To create an honorsTo create an honors 51.53 51.53 1.1671.167 60.1360.13 1717

LELE--503503 To improve classTo improve class 62.8462.84 1.0001.000 62.8462.84 1919

After all surveys have been entered, the Cohort Average is calculated toindicate the mean of that item. The Weighted Cohort Average is the productof the Cohort Average and the Cohort Factor Value. The Final Cohort Rank isbased on the chronological rank within the cohort. The higher the FinalCohort Rank value is, the more important it is within that cohort.


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WeightedWeightedO verallO verall

ItemItem Average Average

FinalFinalO verallO verall

R ankR ank

FEFE--308308 To secure fundingTo secure funding 19.8319.83 122122

ITIT--405405 To transform allTo transform all 18.8518.85 120120

SLSL--805805 To create an honorsTo create an honors 16.3216.32 117117

LELE--503503 To improve classTo improve class 12.4312.43 111111

After all surveys have been entered, the Weighted Overall Average iscalculated to indicate the mean of that item. The Final Overall Rank is basedon the chronological rank when compared to all survey items. There were a

total of 130 items on the 2006 Louisburg College Hoshin Assessment andPlanning questionnaire. A value of 130 for the Final Overall Rank wouldindicate the item of highest importance to survey participants.


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A ACohortCohort

Average Average

BBFactorFactor Value Value

A x B A x BWeightedWeighted

CohortCohort Average Average

FinalFinalCohortCohortR ankR ank

A x C A x CWeightedWeighted

O verallO verall Average Average

FinalFinalO verallO verall

R ankR ank

FEFE--308308 To secure fundingTo secure funding 34.9334.93 1.7501.750 61.1361.13 1111 19.8319.83 122122

ITIT--405405 To transform allTo transform all 35.6235.62 1.6151.615 57.5357.53 1111 18.8518.85 120120

SLSL--805805 To create anTo create anhonorshonors

51.5351.53 1.1671.167 60.1360.13 1717 16.3216.32 117117

LELE--503503 To improve classTo improve class 62.8462.84 1.0001.000 62.8462.84 1919 12.4312.43 111111

The Cohort Average , Weighted Cohort Average , and Weighted OverallAverage along with Final Cohort Rank and Final Overall Rank are showntogether in the chart for the selected items. The chart above is sorted by theWeighted Overall Average column from highest to lowest value and the FinalOverall Rank is then assigned based on the number of surveyed items.


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PRIM ARY SORTSPRIM ARY SORTS

The 130 suggestions wereThe 130 suggestions wereinitially sorted by overall rankinitially sorted by overall rank

130 = most important130 = most important001 = least important001 = least important

Codes [ next slide] were thenCodes [ next slide] were then

assigned to facilitate sorting byassigned to facilitate sorting bystrategic directions/goals of thestrategic directions/goals of theCollegeCollege


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STR ATE GIC C OD ES/S OR TSSTR ATE GIC C OD ES/S OR TSFSFS to improve financial strengthto improve financial strengthCFCF to improve campus facilitiesto improve campus facilitiesMCMC to manage enrollmentto manage enrollmentPAPA to create a purposeful academic communityto create a purposeful academic communityLPLP to develop a regionallyto develop a regionally- -recognized L D programrecognized L D programLELE to maintain ato maintain a civil andcivil and supportive learningsupportive learning

environmentenvironmentITIT to improve information technologiesto improve information technologiesHRHR to improve communications, both internal andto improve communications, both internal and

externalexternalUMUM to strengthen the relationship with theto strengthen the relationship with the

congregations of The United Methodist Churchcongregations of The United Methodist Church


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DUPLICATE SORTSDUPLICATE SORTS

If a suggestion furthered more than oneIf a suggestion furthered more than onestrategic direction, a duplicate wasstrategic direction, a duplicate wascreated and a code was assigned for thecreated and a code was assigned for thecopy (copies)copy (copies)

In short, the same suggestion couldIn short, the same suggestion could

appear more than onceappear more than once but it would bebut it would belinked to a different strategic direction (orlinked to a different strategic direction (orprogrammatic goal) and would notprogrammatic goal) and would notincrease the total number of suggestionsincrease the total number of suggestions


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PROGR AMM ATIC SORTSPROGR AMM ATIC SORTS

Codes (and duplicate codes) were also assignedCodes (and duplicate codes) were also assignedto facilitate programmatic/administrative sorts,to facilitate programmatic/administrative sorts,e.g.e.g. an academic sortan academic sort

Active and collaborative learning Active and collaborative learning [ AC][ AC]Service LearningService Learning [ SL][ SL]

Academic services Academic services [ AS][ AS] Academic challenge Academic challenge [ CA][ CA]Communication SkillsCommunication Skills [ CS][ CS]Critical and analytical thinkingCritical and analytical thinking [ CT][ CT]Et ceteraEt cetera


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Utilization of SortsUtilization of Sorts

O n May 11, 2006, a retreat was held to envisionO n May 11, 2006, a retreat was held to envisionthe 2007the 2007 2009 edition of the LC Strategic Plan2009 edition of the LC Strategic PlanThose assembled (trustees, administrators,Those assembled (trustees, administrators,

faculty, staff, students) were divided into fourfaculty, staff, students) were divided into fourfocus groups that corresponded to strategicfocus groups that corresponded to strategicdirectionsdirections and strategic sortsand strategic sorts

Finance/FacilitiesFinance/Facilities Academics/Enrollment Academics/EnrollmentCampus Life/TechnologiesCampus Life/TechnologiesCommunications/UMC relationshipCommunications/UMC relationship

In order to inform the work of the separate focusIn order to inform the work of the separate focusgroups, each participant was provided copies ofgroups, each participant was provided copies ofthe strategic and programmatic sortsthe strategic and programmatic sorts


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BY BY--PRODUCTS OF HOSHIN PRODUCTS OF HOSHIN

PL ANNINGPL ANNINGAlthough Hoshin Planning is intended to Although Hoshin Planning is intended tohelp institutions identify and focus onhelp institutions identify and focus onwhat is most essential to improvement inwhat is most essential to improvement ina defined area,a defined area, the process almost alwaysthe process almost alwaysgenerates a number of good ideas that generates a number of good ideas that

can/will be implemented by the separatecan/will be implemented by the separateoffices of the institution in a variety of offices of the institution in a variety of programmatic areas.programmatic areas.


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PROGR AMMATIC BYPROGR AMMATIC BY- -P ROD UCTS O FPROD UCTS O FHO

SH

IN PLANNINGHO

SH

IN PLANNING

Example: IT 405Example: IT 405TO TR ANSF OR M ALL CLASS ROO MSTO TR ANSF OR M ALL CLASS ROO MS

INT O MASTE R CLASS ROO MSINT O MASTE R CLASS ROO MS[D ecember 2005][D ecember 2005]

ACCO MPLIS H ED ACCO MPLIS H ED[D ecember 2006][D ecember 2006]


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PROGR AMMATIC BYPROGR AMMATIC BY- -P ROD UCTSPROD UCTS

O F HO SH IN PLANNIN GO F HO SH IN PLANNIN GExample: M V 610 [Slide A]Example: M V 610 [Slide A]

TO MAKE CAMPUS CI VILITY A CAMPUSTO MAKE CAMPUS CI VILITY A CAMPUS- -WI DE P R I OR ITYWI DE P R I OR ITY

[D ecember 2005][D ecember 2005]

SYSTEMS C O NST R UCTEDSYSTEMS C O NST R UCTED[D ecember 2006[D ecember 2006 next slide]next slide]


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PROGR AMMATIC BYPROGR AMMATIC BY- -P ROD UCTS O FPROD UCTS O FHO SH IN PLANNIN GHO SH IN PLANNIN G

M V 610: Continuous Civility InitiativesM V 610: Continuous Civility InitiativesProgress to Date: Effective December 2006Progress to Date: Effective December 2006

Creation of Campus Civility ClusterCreation of Campus Civility ClusterProfessional CivilityProfessional Civility- -Training for Faculty/StaffTraining for Faculty/Staff

Civility focus during convocations and orientationCivility focus during convocations and orientationTransformation of O ffice of Campus Safety into O ffice ofTransformation of O ffice of Campus Safety into O ffice ofCampus Safety and PoliceCampus Safety and PoliceDevelopment of Conduct/ Honor Codes [ in process]Development of Conduct/ Honor Codes [ in process]Creation of Campus Civility brandCreation of Campus Civility brand logos,logos, et ceteraet cetera

Civility WeekCivility WeekCampus Litter LotteryCampus Litter LotteryMore rigorous conduct policies (fewer chances)More rigorous conduct policies (fewer chances)Et ceteraEt cetera


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PROGR AM IMPROVEMENTPROGR AM IMPROVEMENT[O THER PROGR AMM ATIC USES][O THER PROGR AMM ATIC USES]

campus lifecampus lifethe first the first--year experienceyear experience

the senior experiencethe senior experiencestudy awaystudy awaystudent persistencestudent persistence

student learningstudent learningacademic lifeacademic lifestudent engagement student engagement


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Hoshin Planning at a Division I UniversityHoshin Planning at a Division I University[see sample provided]

[see sample provided]

R anking of Suggestions for ImprovingR anking of Suggestions for ImprovingThe FreshmanThe Freshman- -Year Experience Year Experience

By Members of the Faculty and Professional StaffBy Members of the Faculty and Professional StaffTotal Participants ( Voluntary): 85Total Participants ( Voluntary): 85

A quality improvement initiative conducted A quality improvement initiative conductedin collaboration within collaboration with

The Policy Center on the First Year of CollegeThe Policy Center on the First Year of College And The Pew Charitable Trusts And The Pew Charitable Trusts


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Improving the First Improving the First- -Year Experience Year Experience

[a simple sort, Example A][a simple sort, Example A]Participants were invited to rankParticipants were invited to rankfrom Number 1 (most important)from Number 1 (most important)

through Number 6 (least important)through Number 6 (least important)Multiple/Easy Sorts: by countsMultiple/Easy Sorts: by counts

By Number 1 (By Number 1 (et cetera)et cetera)By Number 1 + Number 2By Number 1 + Number 2By Number 1 + Number 2 + Number 3By Number 1 + Number 2 + Number 3By Number 1 through Number 6By Number 1 through Number 6


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Improving the Freshman YearImproving the Freshman Year

[a simple sort, part 2][a simple sort, part 2]Significantly, the sort is essentiallySignificantly, the sort is essentiallythe same whether sorted by:the same whether sorted by:

Number 1 onlyNumber 1 onlyNumbers 1Numbers 1 22

Numbers 1Numbers 1 33Numbers 1Numbers 1 - - 66


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HO SH IN PLANNIN G AND TH E QEPHO SH IN PLANNIN G AND TH E QEP

Among other things, C O C/SACS expects the QEP: Among other things, C O C/SACS expects the QEP:

To focus on student learningTo focus on student learningTo engage all appropriate campus constituenciesTo engage all appropriate campus constituencies

Hoshin Planning can be a highly effectiveHoshin Planning can be a highly effectivetool when used to achieve these two goals.tool when used to achieve these two goals.


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HOSHIN PL ANNINGHOSHIN PL ANNING

in support of the QEPin support of the QEPIf you could do just one thing to improveIf you could do just one thing to improvestudent learning at College X, what would youstudent learning at College X, what would youdo?do?

Assemble all appropriate constituencies Assemble all appropriate constituenciesBrainstormBrainstormR ank ideasR ank ideasFocus on the top (1Focus on the top (1- -5) suggestions (without ignoring5) suggestions (without ignoringroutine improvementsroutine improvements

Assess the results Assess the resultsImprove/ R epeat the processImprove/ R epeat the process

Possible users: All institutions, from small liberalPossible users: All institutions, from small liberalarts colleges to multiarts colleges to multi- -complex colleges andcomplex colleges and

universities.universities.


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HO SH IN PLANNIN GHO SH IN PLANNIN G

Same DataSame Data Multiple Sorts/UsesMultiple Sorts/UsesThe Louisburg College instrument wasThe Louisburg College instrument wasintentionally designed to facilitate multiple sortsintentionally designed to facilitate multiple sorts(see samples provided at workshop):(see samples provided at workshop):

by overall rankingsby overall rankingsby strategic directionsby strategic directionsby programmatic goals (academic, administrative,by programmatic goals (academic, administrative,educational support and campus life)educational support and campus life)by weightsby weightsby themes (e.g., mission and values, student by themes (e.g., mission and values, student engagement, active and collaborative learning,engagement, active and collaborative learning,service learning, special programs)service learning, special programs)


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TOD AY S WORK SHO PTOD AY S WORK SHO P P RO CESS APRO CESS AChoose a TopicChoose a Topic

1.1. D ivide into focus groupsD ivide into focus groups see mint enclosuresee mint enclosure2.2. Select aSelect a facilitatorfacilitator and aand a recorder/reporterrecorder/reporter3.3. Expand the list of possible topicsExpand the list of possible topics white enclosure, side Awhite enclosure, side A4.4. Use Column ThreeUse Column Three to reduce the listto reduce the list-- --optionaloptional5.5. Use one set of colorUse one set of color- -coded cards to select a topiccoded cards to select a topic

G reen = first choice [ 4 points]G reen = first choice [ 4 points] Yellow = second choice [ 3 points] Yellow = second choice [ 3 points]R ose = third choice [ 2 points]R ose = third choice [ 2 points]O range = fourth choice [ 1 point]O range = fourth choice [ 1 point]

6.6. Using the colorUsing the color- -coded cards, write the ITEM NUMBE R of yourcoded cards, write the ITEM NUMBE R of yourtop four choices on the corresponding cardtop four choices on the corresponding card to simplify theto simplify theprocess, use the original numbers even if the group deletesprocess, use the original numbers even if the group deletes

some itemssome items7.7. Sort the cards by item numberSort the cards by item number8.8. Count total points for each item [ using the point valueCount total points for each item [ using the point value

indicated in Number 5]indicated in Number 5]9.9. O rdinarily, the item with the highest number of points should beO rdinarily, the item with the highest number of points should be

the focus of your group s Hoshin Planning initiative [ process B]the focus of your group s Hoshin Planning initiative [ process B]


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TOD A Y S WORKSHOPTOD A Y S WORKSHOP PR OCESS BPROCESS B

Hoshin Planning ExerciseHoshin Planning ExerciseUse brainstorming to identify possible actions that wouldUse brainstorming to identify possible actions that wouldsupport the realization of the goal;support the realization of the goal;Record each suggestion on Side B of the whiteRecord each suggestion on Side B of the white

enclosureenclosure----it is important that participants equate theit is important that participants equate thesuggestion to the same item numbersuggestion to the same item numberRank the suggestionsRank the suggestions each participant should write theeach participant should write theitem number for his/her top four choices on the coloritem number for his/her top four choices on the color- -coded cards (green=4 point/highest value; yellow=3;coded cards (green=4 point/highest value; yellow=3;rose=2; orange=1 point/lowest value)rose=2; orange=1 point/lowest value)Compute the total value for each suggestedCompute the total value for each suggestedimprovement improvement Report the results to the group during Process C Report the results to the group during Process C


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TOD A Y S WORKSHOPTOD A Y S WORKSHOP PR OCESS CPROCESS C

Report/disseminate the resultsReport/disseminate the results A DESI GNATE D R EP R ESENTATI VE A DESI GNATE D R EP R ESENTATI VE

CHO SEN BY T H E GRO UPCHO SEN BY T H E GRO UPWILL R EP OR T TH E TO P SU GG ESTI O NSWILL R EP OR T TH E TO P SU GG ESTI O NS

(4(4--10, H I GH EST T O LO WEST) T O TH E10, H I GH EST T O LO WEST) T O TH E ASSEMBLY ASSEMBLY

O F W ORK SHO P PA R TICIPANTSO F W ORK SHO P PA R TICIPANTS

Sacs Coc Power Point 2006-11-29

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