PQI:
Perkins Institute
Case
Study: Applying the 5-Step Model
APPLYING
THE PROGRAM IMPROVEMENT PROCESS
A MnSCU CASE STUDY
Work Session Break-Out 1
Steps 1 & 2
1. Review session and case study materials........................................ 15 minutes
2. Step 1: Identify and describe major performance gaps..................... 20 minutes
3. Step 1: Identify improvement priorities and select subindicator......... 15 minutes
4. Step 2: Identify root causes........................................................... 15 minutes
5. Fill out self-assessment form for steps 1 & 2?????????.. 5 minutes
6. Prepare report out????????????????????. 5 minutes
If groups have completed Steps 2?5 for one
subindicator, they should repeat Step 2 and identify root causes for the next
highest priority subindicator.
Recorders
should be prepared to provide a 3?5 minute summary of the group?s deliberations
and decisions during the report-out session.
PQI:
Perkins Institute
Case
Study: Applying the 5-Step Model
During this work session,
participants will work in problem-solving groups to use case study materials to
apply the 5-step continuous improvement model. A process coach will assist
participants in reviewing Guidebook steps and using worksheets to go
through each step of the 5-step model.
The case study of
The goal of this session is to build participants?
expertise in using the 5-step model to select improvement priorities and
develop improvement strategies for these priorities. During Step 1, each
problem-solving group should analyze the case materials and select one or more
subindicators as improvement priorities for
At the end of these sessions, participants will have:
Ø Gained further expertise and practice with each step in the improvement model,
Ø Practiced
analyzing tables and charts to identify performance gaps and set improvement priorities,
Ø Reviewed the literature on root causes and improvement strategies addressing one core indicator,
Ø Completed worksheets laying out action steps to address the observed performance gaps in one core indicator, and
Ø Designed a strategy for piloting and implementing a comprehensive program improvement effort.
Before beginning this activity, each problem-solving group should select a recorder who will be responsible for taking notes and sharing the group?s observations during the report-out session.
Step 1:
Document Performance Gaps
The first step in improving vocational programs is to determine how
well students are performing on state accountability measures. In this way,
student performance data can help educators and stakeholders to:
Ø Understand the factors that contribute to students? success,
Ø Assess the quality of education provided by the public system, and
Ø Identify improvement priorities and strategies.
This section will assist you in
documenting and understanding performance results, and help you to identify
areas for improvement.
NOTE: Under normal
circumstances you would use state or institutional data to document performance
gaps and identify areas in need of improvement. For the purpose of this
exercise, case study data for
1.1 First Impressions:
What Do the Data Appear to Say?
Based on your review of NorthStar
College
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Subindicator |
Population |
Program Area |
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1.2 Data Quality: How Do I Know
That I Can Trust My Data?
Since all data are limited in some respects, it is important that you consider the accuracy of your data when performing your analyses to ensure that what you say is happening is a true reflection of student performance and not simply a problem of limited data quality.
a. Indicate any concerns that you might have regarding the data presented above.
b. Timing of
measurement refers to when outcomes are measured among students. Do colleges
within the state of
c. Reliability refers to the extent to which
performance measurement is conducted in a consistent manner across
colleges?data are reliable when repeated measurements yield similar results.
How reliable are reported data across colleges within the state of
d. Coverage refers to the extent to which performance measurement includes all students who are eligible to be counted. Are all eligible students included in your measure?
e. What types of additional data could you use to assess the reliability of your data?
1.3 Selection of Subindictor
Which of your
subindicators described in 1.1 will you focus on for Steps 2?5?
Subindicator: ____________
Step 2: Identify Root Causes
The
second step in the program improvement model will assist you in identifying and
evaluating the root causes of performance to help guide your search for
solutions. Questions you will seek to answer include: Why do performance
problems exist? What are the root causes that influence performance and how
much control do you have over them?
Consult pages 14-19 of the guidebook for assistance.
For the purpose of this exercise, we will limit our search for root causes to two methods: Brainstorming and Review of the Research Literature. In practice, you might also consider other methods for identifying root causes, such as Analyzing Student Data or Conducting Focus Groups. See the list on page 15 of the Guidebook for an explanation of the different methods you might use to identify root causes.
2.1 Identify Root Causes
Now, using the literature review, identify at least three major root causes that researchers suggest affect student performance for your selected subindicator.
1.
2.
3.
4.
Thinking about your own experience, list at least three primary root causes for your area of concern.
1.
2.
3.
4.
2.3 Analyzing and Evaluating Potential Causes
Select the three root causes that you believe are most
critical to improving student performance and enter them in the space below.
Review pages 16?17 in your Guidebook to clarify the steps you should
follow in evaluating these causes in order to identify one upon which you will
focus your
efforts.
Root Cause
1.
2.
3.
Questions
to Ask Yourself:
Theory:
Is there a clear and compelling theory or rationale for each of these causes?
Evidence:
Is there strong evidence that one of these is a major cause of performance
problems?
Root
or Indirect Cause: Are these causes direct or do they affect outcomes through a
related cause?
Need:
Is there any evidence to suggest that one of these causes is an obvious factor
to be addressed?
Impact:
Are there opportunities and resources to address each of these causes equally?
Stakeholder
Support: Will major stakeholders support one of these causes over the others?
2.4 Organizing
Your Theory
Some people find that it helps to construct a visual model to relate their theory of performance on a core indicator. In the space below, construct a fishbone diagram or cause-effect model to array the relationship of your causes to the performance outcome. Include as many root causes as you wish to insure your diagram captures the story you are trying to tell. See pages 17 and 18 of the Guidebook for ideas and examples.
Completion
Causes Outside Control
GOAL:
Postsecondary
Causes Outside Control
APPLYING THE PROGRAM IMPROVEMENT
PROCESS
A MnSCU
CASE STUDY
Work Session Break-Out 1
Steps 1 & 2
Summarizing Group Findings
STEP 1: DOCUMENT PERFORMANCE GAP
Give a description of the performance gap for
STEP 2: IDENTIFY ROOT CAUSE
Using the literature review, what major root causes were identified for
the performance gap? Is there evidence
to suggest that one of these causes is an obvious factor to be addressed? (Review ?questions to ask yourself? on page
6)
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