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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

1 4

7

Suppliers

Providers

Funders

Supporters

Processes

Systems

Subsystems

Activities

Stakeholders

Recipients

Beneficiaries

Customers

Constituents

INPUTS OUTPUTS

Input Requirements

Output Requirements

SILOS vs. SYSTEMS

Systems Thinking

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)

UNDERSTANDING PROCESSES

What produces performance results?

METAPHOR MAPTABLE EXERCISE

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

METAPHOR MAPREPORT OUT

ACTION PROJECTSWhat is an Action Project?

What makes a good Action Project?

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

TABLE EXERCISE

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.

INDIVIDUALLYBrainstorm strategies to

move from current state to ideal state

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

LUNCH

WITC Reports

QUESTION AND ANSWER SESSION

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

THANK YOU