WELCOME GOOD MORNING. Scores are higher than other institutions entering AQIP…a good thing....
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Transcript of WELCOME GOOD MORNING. Scores are higher than other institutions entering AQIP…a good thing....
Importance of Process Groups
6.73
6.54
6.54
6.93
6.85
6.88
6.71
6.43
6.91
5 5.5 6 6.5 7 7.5 8 8.5 9
Building Collaborative Relationships
Planning Continuous Improvement
Measuring Effectiveness
Supporting Institutional Operations
Leading and Communicating
Valuing People
Understanding Students' and Other Stakeholders' Needs
Accomplishing Other Distinctive Objectives
Helping Students Learn
Average Importance Rating
Scores are higher than
other institutions
entering AQIP…a
good thing.Institution
avg. (4 or 5).
Importance of High Performance Principles
6.86
6.55
6.59
6.74
6.86
7.02
6.9
6.69
6.62
6.75
6 6.5 7 7.5 8 8.5 9
Integrity
Information
Foresight
Agility
Collaboration
People
Learning
Leadership
Involvement
Focus
Average Importance Rating
Consistency in scores is clear. No stand out
areas--another good
thing.
Areas of Strength Related to Process Groups
7.09
5.35
6.04
7.61
6.96
7.42
6.79
6.18
8.03
4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9
Building Collaborative Relationships
Planning Continuous Improvement
Measuring Effectiveness
Supporting Institutional Operations
Leading and Communicating
Valuing People
Understanding Students' and Other Stakeholders' Needs
Accomplishing Other Distinctive Objectives
Helping Students Learn
Strength Score
Scores are higher than
average (typically 5). Still…scores
could be +11…you see ways
to improve and strengths in
every Category.
Areas of Strength Related to Principles of High Performance
8.28
6.02
6.16
6.19
7.89
8.51
8.04
5.91
6.11
6.97
5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10
Integrity
Information
Foresight
Agility
Collaboration
People
Learning
Leadership
Involvement
Focus
Strength Score
Clear areas of strength you
see: Learning, People,
Collaboration, and Integrity. Scores like
other institutions or
higher.
Areas of Greatest Opportunity for Impact Related to Process Groups
15.72
16.94
16.21
15.81
16.2
15.79
15.81
15.51
15.11
14 14.5 15 15.5 16 16.5 17 17.5 18
Building Collaborative Relationships
Planning Continuous Improvement
Measuring Effectiveness
Supporting Institutional Operations
Leading and Communicating
Valuing People
Understanding Students' and Other Stakeholders' Needs
Accomplishing Other Distinctive Objectives
Helping Students Learn
Priority Opportunity Score
No significant differences--you see ways to improve in all areas…a
good sign for entering AQIP.
Areas of Opportunity Related to Principles of High Performance
14.78
16.16
16.15
16.61
15.27
15.13
15.12
16.79
16.38
15.83
14 14.5 15 15.5 16 16.5 17 17.5 18
Integrity
Information
Foresight
Agility
Collaboration
People
Learning
Leadership
Involvement
Focus
Priority Opportunity Score
No significant differences--
your conversations are critical to deciding most
important ways to
improve first.
What’s on your table?AgendaSurvey ResultsAQIP Categories/HLC CriteriaActivity InstructionsFlipchart and Post-its
AQIP’s Core Processes
Strategy Forum Action Projects Systems Portfolio Systems Appraisal Check-up visits Reaffirmation of Accreditation
Suppliers
Providers
Funders
Supporters
Processes
Systems
Subsystems
Activities
Stakeholders
Recipients
Beneficiaries
Customers
Constituents
INPUTS OUTPUTS
Input Requirements
Output Requirements
What is a System?
It is a series of functions or activities (sub-processes or stages) within an organization that work together for the aim of the organization.
W. Edwards Deming
Systems Thinking
Systems thinking is a way of helping a person to view systems from a broad perspective that includes seeing overall structures, patterns and cycles in specific events within the system.
Systems thinking is a discipline for seeing wholes, recognizing patterns and interrelationships, and learning how to structure those interrelationships in more effective, efficient ways.
-- Senge & Lannon-Kim
Fundamental Systems Thinking principles:
Systems are made up of interrelated processes Systems serve a variety of stakeholders; you must consider
multiple perspectives Processes and tasks affect one another in a variety of
complex ways Improving a process requires understanding everything that
affects it You must consider how any “fix” affects other system
components Individuals and departments at any institution must always
remember that they are interdependent parts of a larger system
Putting Systems Thinking into Practice
Realize that most problems are not isolated. . . they are interrelated
View the organization as a whole, not as a series of parts
Apply a team approach to decision-making
Encourage improvements that cross standard organizational lines
Identify root causes
Utilize systems models (such as the AQIP Categories)
Self-organizing Roles
Convener: Keeps group on track, ensures all participate, ensures all questions addressed
Timekeeper: Keeps group on time
Recorder: Writes notes, listens for themes
Action Projects Criteria for a good project:(Taken from Michael Marquardt’s Optimizing the Power of Action Learning)
Importance . . . . . . . . . . . .Is the problem important to the extent that solving it will make a significant difference to the institution? A significant problem will motivate a team and tap its potential.
Urgency. . . . . . . . . . . . . . .The problem must have a real time frame in which the problem is defined and actions taken.
No Existing Solution. . . . .The problem should be real and unsolved, not hypothetical. The solution should not exist somewhere already.
Action ProjectsFeasibility. . . . . . . . . . . . . .The problem should be challenging but not overwhelming. The organization should either have, or be able to acquire, the resources and time to resolve.
Familiarity. . . . . . . . . . . . .It is helpful to have some familiarity with the context of the problem, but also team members with a fresh perspective.
Significance. . . . . . . . . . . .The problem should be significant to one or more members of the team.
Learning Opportunity. . . .A fundamental premise of action learning is that taking action, reflecting on and learning from that action promotes the best learning. The problem should offer an opportunity for the team to learn.
What processes are involved in this Action Project?
4.Valuing People
5.Leading and Communicating
6.Supporting Institutional Operations
8.Planning Continuous Improvement
9.Building Collaborative Relationships
7.Measuring Effectiveness
1.Helping Students Learn
2.Accomplishing Other Distinctive Objectives
3.Understanding Students’ and Other Stakeholder Needs
Action Project Exercise: Roles Convener: Keeps group on track, ensures
all participate, ensures all questions addressed
Timekeeper: Keeps group on time
Recorder: Listens for themes. Completes the group’s Action Project Form
Reporter: Reports table proposition to larger group.
Paired Discussion
Brainstorm:Elements of the current condition
Elements of the ideal condition
Capture ideas on post-its
Group Discussion
Share your thoughts: What themes are common in the current and ideal states for your topic?
Record the themes : Determine what you collectively agree on and complete the “current” and “future” state columns.
As a GroupIn round-robin format, share your
strategies with the others in the group.
Group similar ideas, create an affinity map on your flip chart.
Complete the center column of the worksheet.
ACTION PROJECT QUESTIONS
Who are the internal/external stakeholders involved? What WITC processes need to be reviewed/examined? Which WITC offices/areas need to be involved? What should change as a result of the project? How might work processes for students or co-workers
change as a result of this project? What would be the ideal outcome if this project is
completed successfully? Specifically, what processes (system) will be improved? How will you know when this project is accomplished? How might the desired outcomes be measured? What tool
could be used? Can the project’s effectiveness and completion be measured quantitatively? Qualitatively?
Action Project FeedbackTable to table sharing on
Action Project ideas and strategies
Complete Feedback Forms
CLOSING REMARKS How your work will be used
Work ahead for the Quality Improvement Steering Committee (QISC)
How the QISC will communicate with you
Please complete the Evaluation Form