Process Coach Orientation & Training

Introductions

Goals of the Program Quality Institute

Introduce 5-step program improvement process.

Step 1: Document Performance Gaps

Step 2: Identify Root Causes

Step 3 Identify Solutions

Step 4: Pilot test solutions and evaluate

Step 5: Implement Solutions

Provide participants with a reality based case study to use as a learning tool while transferring concepts and processes to the college level with FY2002 and current college level data.
Provide participants with a very hands-on, work-plan oriented process.
Provide participants with a guidebook/toolkit on the process for reference and training/application at the local college level.
Participants will assess current college level practices related to program improvement efforts.
Participants will begin, increase and/or improve program improvement efforts at their colleges, integrating the 5-step process.
Identify additional technical assistance needed for colleges to proceed with improvement efforts.

Workshop Leadership Roles

Process Coaches Process coaches instruct the small groups in the work to be done and keep them focused on the tasks. They familiarize the groups with the tools and process, but do not get involved in facilitating discussion – the participants in the small groups should be encouraged to lead their own discussion.

Content Experts Content experts can be called upon for responding to technical questions that may come up within the small groups that cannot be answered by the facilitators.

Suggested Content Expert Areas:

Data/ISRS Related

Data Book Related

Nontrad/Equity

Overall/Perkins Related

Workshop Facilities

Review of Tools and Materials

Review Case Study and Case Study Data Set

Instructions for Process Coaches Sessions 1, Steps 1 & 2

Overview

Participants will attend breakout sessions in small college groups. Process coaches will lead groups in a review of the data and case study worksheets.

Goal of Session

Familiarize participants with the content of the Guidebook and the 5-step process that they will follow to develop a continuous improvement strategy.

Introductions

Ask participants to make quick introductions of themselves as whole room.
Introduce the work session and case study by reading the letter from Chancellor Galileo to the President of North Star College, Newton Isaac.

Recorder

Have each small group select a recorder to take notes and capture information on case study worksheets.

Review supporting materials and explain how they fit into the session activity.

Review the 5-step flowchart as an overview of the process.
Walk-through the Guidebook.
Walk –through Research on Causes and Improvement Strategies to provide some (limited) research based perspective on root causes.
Walk-through the quick reference guide and remaining data quality handouts, linking them to the tasks to be completed.
Tie in discussion from morning’s large group presentations/panel and related support materials in packet.

Review Work Session 1 & 2 Worksheets and case study data handout

Explain how to use the case study data to direct the case study activity (worksheets)
Worksheets are used to guide the group’s data analysis and discussion – small group work rather than individual work, although the group may want to take a few minutes individually to review/reflect.
Groups will work at their own pace, but be mindful of moving them along in the process – don’t let them get stuck on one issue/finding.

Small Group Work

IF the group needs help getting started – sample discussion questions:

What does the data indicated?
Are there gaps worth exploring?
How can you begin to assess the gap?
What other information/data might you want to consider?

Step 1 sample discussion questions (Document Performance Gaps):

What are the major gaps that appear in the data?
What are the improvement priorities for the data?
Are any populations or student groups at risk for underperforming?

Step 2 sample discussion questions (Identify Root Causes):

What appears to be the major cause of underperformance?
What is the theory or logic of how it affects performance?
What is the evidence, if any, that the root cause identified is most critical?

Self-Assessment and Improvement Plan Worksheets

Two documents should be completed simultaneously as the group conducts their work.

Refer the small group to the two worksheets:

Improvement Plan – to build for North Star College as group moves through the 5-step process. This format can serve as a model for college improvement plans for their own college.
Self-Assessment of Program Improvement Process – for reflection on current college program improvement efforts. Encourage participants to determine college improvement strengths and/or areas to work on.

Role of the Process Coach

Refocus table discussions around relevant questions.
Answer any questions that come up, or write down to ask the floating coaches as they come by/are available.
Ensure that all participants contribute to the discussions.
Keep participants on-task and on schedule.
Make sure group discussions are recorded and summarized for report-back.

Promote attendance at the Networking Reception (5:00 – 7:00 p.m.)

Hor d’oeuvres
Guest speaker

Remind participants to start in the work room in the morning and to be on time!

Instructions for Process Coaches Session 2, Steps 3 - 5

Overview

Participants should now be familiar with the 5-step model. The role of the process coach is simply to keep discussion moving; ideally, process coaches will remain in the background, allowing participants to take the lead in focusing group discussion. .

Goal of Session

Participants design their own continuous improvement strategy, using the data provided.

Recorder

Have each small group select a recorder to take notes and capture information on case study worksheets.

Review objectives of session and case study materials.

Review the structure of the Guidebook and review/explain worksheets.
Tie in discussion from yesterday’s large group presentations/panel and related support materials in packet.

Small Group Work

Step 3 sample discussion questions (Choose Best Solution):

What are the most promising strategies for addressing the root causes?
On what basis are you making your selection?

Step 4 sample discussion questions (Pilot-Test and Evaluate Solutions):

What type of study design (e.g., random assignment) makes most sense?
On what basis will you select a pilot site or pilot program(s)?
What types of measures and data sources can be used to assess outcomes?

Step 5 sample discussion questions (Implementing Solutions)

On what basis will you move from pilot testing to college-wide implementation?
How will you monitor your on-going implementation?
What types of materials and/or support mechanisms will you need to develop to sustain your effort?

Report Outs

Each college/small group should be prepared to have one person report out to the large group at the end of each work session.

This should be a brief summary of the group’s findings/task outcomes as well as any problems, issues, concerns raised.

Frame problems, issues, and concerns in a constructive, advisory or recommendation format that can produce positive discussion and/or solutions/problem solving.
Also include any areas that identify technical support or technical assistance needs.
Ask the person reporting out to seat themselves toward the front of the large group room in order to accommodate a quick/smooth transition between report outs.

Reality Check/Debriefing

All process coaches will meet at the end of the first day to debrief and determine if adjustments need to be made to the agenda for the following day. Process coaches will meet again at the end of the second day to debrief and identify technical assistance needs and discuss any other issues.

HOMEWORK!

Familiarize your self with the materials and case study tonight! You will be the frontline person to respond to questions. Be ready to refer participants to the appropriate materials/resources and to keep the discussion on-track.

MEMO

Chancellor’s Memo

January 20, 2003

TO: President Newton Isaac, North Star College

FROM: Chancellor Galileo

SUBJECT: College Performance Report for Career and Technical Education

As you know, the Carl D. Perkins Vocational and Technical Education Act of 1998 requires states to establish a performance accountability system to assess the effectiveness of career and technical education. This accountability system requires states to report on their progress in improving student performance on four core indicators of performance and to specify performance standards and targets for assessing continuous improvement efforts.

Included in this mailing is the performance profile for your college, North Star College. This document provides you with information regarding how students in your institution performed on the Perkins core indicators, and how performance varied across student populations and program areas. Please use this information to develop a college improvement plan that can be used to increase North Star College’s performance on the four Perkins core indicators.

Accountability

Overview

Operational Handbook

Post-Secondary Application

Resources

Research Corner