1 Jason W. Smith, PhD Partnership Executive Director Bridging RichmondUnderstanding Organizational Organizational Collaboration: Improvement Teams and Networks Jason W. Smith, PhD Partnership Executive Director Bridging Richmond
2 “Black Hole” by Maxwell Hamilton is licensed under CC BY 2.0
3 “Fashion Police” by meshugas is licensed under CC BY 2.0
4 3 Core Questions What are we trying to accomplish?How will we know a change is an improvement? What change can we make that will result in improvement? Adapted “Self-Portrait with Magnifying Glass” by Steven Pisano is licensed under CC BY 2.0
5 4 Components to Quality ImprovementSystems View of the world Human behavior Variation Adapted “Self-Portrait with Magnifying Glass” by Steven Pisano is licensed under CC BY 2.0
6 Networked Improvement CommunityA group of Improvement Teams or Improvement Communities that are working on a shared problem, using similar tools and practices, and sharing learning with the intent to accomplish a desired result more quickly or better than they could alone. The term was originally coined by Doug Engelbart
7 Jason W. Smith, PhD Partnership Executive Director Bridging RichmondUnderstanding Organizational Organizational Collaboration: Improvement Teams and Networks Jason W. Smith, PhD Partnership Executive Director Bridging Richmond
8 “Babel Tower” by cea + is licensed under CC BY 2.0
9 Results and Quality Improvement Quality Improvement is a formal approach to the analyzing results and contributing factors with systematic efforts to improve them. There are multiple models including DMAIC, PDSA, Kaizen and DMEDI There are multiple tools within each model that may be appropriate given the desired result and problem.
10 Improvement Team or Improvement CommunityAn improvement team or community is any group that is collectively seeking a better result for a defined problem. For some, what separates an improvement team from an action team is a deliberate use of quality improvement methods derived from business and healthcare. #BridgeRichmond
11 Networked Improvement CommunityA group of Improvement Teams or Improvement Communities that are working on a shared problem, using similar tools and practices, and sharing learning with the intent to accomplish a desired result more quickly or better than they could alone. The term was originally coined by Doug Engelbart
12 Carnegie NICs A model of Networked Improvement Communities defined by Carnegie as “highly structured, intentionally formed collaborations among educational professionals, researchers, and designers that aim to address a high leverage practical problem”. 4 Key Features: 1) Well specified aim 2) Deep understanding of the problem 3) Rigorous improvement science 4) Coordinated and accelerated developing, testing, refining and spreading solutions
13 “If I had only one hour to solve a problem, I would spend up to two-thirds of that hour in attempting to define what the problem is.” Image Adapted from “Einstein” by Yashodhan Talwar is licensed under CC BY 2.0 (Quote variations are often attributed to Einstein, and previously attributed to an unknown Yale professor.)
14 Process Map with Final Yield AnalysisFinal Yield: The proportion of students who successfully make it through the entire process Final Yield = # Successful / Total # Ready Youth Ready Youth Identified Awareness and Intent Demographics Tax Successful FAFSA Completed Initial Project (#) Be prepared to answer whether those who fail a gate can go back into the process and still represent a success Fail to Clear Gate (#) Fail to Clear Gate (#) Fail to Clear Gate (#) People/Units Successful (#)
15 Systems “There is no such thing as a dysfunctional organization, because every organization is perfectly aligned to achieve the results it currently gets.” Jeff Lawrence
16 Future Centers OperationsSystem Map for FAFSA Improvement Network Public Schools System State and Regional Define and Implement AIP Core Academic Focus Data capacity Higher Ed. Structure Redesign and strengthen CTE State reporting and improve. State CAN capacity Reg. CAN capacity Personnel changes Revising partner process Future Center System Core partner priorities and history Varied resource priorities High School New AIP expectations Number of new Administrators Further clarifying boundaries & authority Further defining stages of development and framework Staff turnover Testing pressure Future Centers Operations Building safety Core academic Varying partner agreement Testing aligned case management Truancy and new chronic absence Existing partner relationships Emerging role clarity Limited student-level data analysis Family and Community 1st Generation College (Awareness and Expectation) Taxes: Filing, sharing, & documentation Competing partner expectation & incentives Opportunity to define local key drivers with data
17 View of the World “Elephant Butt” by MyAngelG is licensed under CC BY 2.0
18 Increase by 20% the number of students advancing to 2 and 4 yearPrimary Drivers Theory of Change Details Academic Domain: Instructional System relevant and reduces developmental need Rigorous coursework Preparatory courses/pathways available Explicit connection between concept and application Teaching that deepens learning of key concepts and skills Connect core academic outcomes in school with OST support Instructional design incorporates math and literacy needed for post-secondary transition Agency: Student transition system supports persistence through application process Effective case management prevents students from missing steps Students believe they are capable of completing process Students have skills, habits, and knowledge needed for successful application portfolio Students receive guidance about institutional fit/match Staff and partners create seamless transition of support beyond high Target Increase by 20% the number of students advancing to 2 and 4 year Social Domain: Social systems increase motivation and provide integrated emotional and physical support School and community systems address multiple forms of attendance problems Students have a consistent point of contact with a caring adult Students develop positive social bonds with peers and near peers that promote engagement Students receive integrated support to address basic emotional and physical needs Students help design tests of change and help lead engaging other students for attainment Future Orientation: Community and institution creates high expectations and create awareness and pathways School and community partners create a future-oriented culture School and community partners create functional career pathways Students are aware of regional career opportunities Students are aware of their interests and aptitude Students believe high school and post-2nd are good investments Students set and update realistic goals
19 Human Behavior “You can hammer in nails with the side, sorta.” by Ian Baker is licensed underCC BY 2.0
20 Increase by 20% the number of students advancing to 2 and 4 yearPrimary Drivers Secondary Drivers Change Ideas Academic Domain: Instructional System relevant and reduces developmental need Clarify and simplify requirements Partners help define Boundaries, authority, roles and tasks Develop effective case management process Develop partner agreements Reduce student handoffs along support system Agency: Student transition system supports persistence through application process Real-time data tracking for student benchmarks Target Increase by 20% the number of students advancing to 2 and 4 year Standard work for application support Develop data sharing agreements Standard work financial aid support Engage in professional development for improvement network development Social Domain: Social systems increase motivation and provide integrated emotional and physical support Standard work placement test support Participate in data ethics and use training Standard work for institutional fit/match Future Orientation: Community and institution creates high expectations and create awareness and pathways School-based teams use data and continuous improvement methods to improve case management processes Promote student ties to personal success and success of others Starting Strong
21 Variability “Color pencils” by Matti Mattila is licensed under CC BY 2.0
22 Rapid Cycle ImprovementMultiple Contexts #BridgeRichmond
23 Figure 1 Source: White paper commissioned by Bridging RichmondSenechal, Jesse. (2015) Rethinking School Improvement: The case for Networked Improvement Communities. MERC. VCU. #BridgeRichmond
24 Structure Problem SolvingPDSA DMAIC Potential Tools Plan Define Problem Statement; Result Statement; Priority Population Measure Trend Data; Disaggregated Data; Process Mapping; Pareto Analyze Root Cause; Key Driver; 5 Whys; Fishbone; Bright Spot Analysis; Interview Do Improve Evidence-based Hypothesis; Test of Change Design; Study Run Charts, +delta, Dashboard, Growth Model; Observation with Rubric Act (Adjust) Share learning; Cycle back to analyze at intervention level to understand from process owner and customer perspective –What could be improved. Control (Monitor) Monitor Plan and Ownership Transfer; Share learning #BridgeRichmond
25 Program vs. System ModelsSustainable Intervention Improvement Partnership Program to address a gap Core is effective & efficient service or product Narrow & predictable Individual/agency owned Sustainability by providing service on ongoing basis Scale by increasing market share, staff, infrastructure and funding Continuous improvement process Core is practices & system change Emerging & unpredictable Community ownership Sustained by community changing practices Scale by sector improvements & aligned resources
26 Measurement for ImprovementCapacity Needed Large Complex Problems (Robust Lean Six Sigma) Basic Projects (Rapid Cycle PDSA) Quick Win (Kaizen) - Extensive data, six sigma tools, management and analysis, Black Belt - Moderate data, sufficient for root cause analysis, assessing work stream transitions, and informing improvement cycles, Trained Coach or Project Leader Problem solving for real people or generalizable knowledge? Result for children Rigor as the level of information needed to make wise decisions that improve results for youth. - Modest data, including “crayon on napkin”; easily reversible and low risk to community, Informed Team