WELCOME
GOOD MORNING
Importance of Process Groups
Helping Students Learn
6.91
Accomplishing Other Distinctive Objectives
6.43
Understanding Students' and Other Stakeholders' Needs
6.71
Valuing People
6.88
Leading and Communicating
6.85
Supporting Institutional Operations
6.93
Measuring Effectiveness
6.54
Planning Continuous Improvement
6.54
Building Collaborative Relationships
Scores are
higher than
other
institutions
entering
AQIP…a
good thing.
Institution
avg. (4 or 5).
6.73
5
5.5
6
6.5
7
7.5
Average Importance Rating
8
8.5
9
Importance of High Performance Principles
Focus
6.75
Involvement
6.62
Leadership
6.69
Learning
6.9
People
7.02
Collaboration
6.86
Agility
6.74
Foresight
Consistency
in scores is
clear. No
stand out
areas-another good
thing.
6.59
Information
6.55
Integrity
6.86
6
6.5
7
7.5
Average Importance Rating
8
8.5
9
Areas of Strength Related to Process Groups
Scores are
Helping Students Learn
higher than
Accomplishing Other Distinctive Objectives
average
Understanding
Students' and Other
Stakeholders' Needs
(typically
5).
Still…scores Valuing People
could Leading
be and Communicating
+11…you see
Supporting Institutional Operations
ways
to
Measuring Effectiveness
improve and
strengths
in Improvement
Planning Continuous
every
Building Collaborative Relationships
Category.
8.03
6.18
6.79
7.42
6.96
7.61
6.04
5.35
7.09
4
4.5
5
5.5
6
6.5
Strength Score
7
7.5
8
8.5
9
Areas of Strength Related to Principles of High Performance
Focus
Clear areas of
strength you
see: Learning,
People,
Collaboration,
and Integrity.
8.51
Scores like
other
institutions or
higher.
6.97
Involvement
6.11
Leadership
5.91
Learning
8.04
People
Collaboration
7.89
Agility
6.19
Foresight
6.16
Information
6.02
Integrity
8.28
5
5.5
6
6.5
7
7.5
Strength Score
8
8.5
9
9.5
10
Areas of Greatest Opportunity for Impact Related to Process Groups
Helping Students Learn
15.11
Accomplishing Other Distinctive Objectives
15.51
Understanding Students' and Other Stakeholders' Needs
15.81
Valuing People
15.79
Leading and Communicating
Supporting Institutional Operations
15.81
Measuring Effectiveness
No significant
differences-you see ways
to improve in
all areas…a
16.2
good sign for
entering AQIP.
16.21
Planning Continuous Improvement
16.94
Building Collaborative Relationships
15.72
14
14.5
15
15.5
16
16.5
Priority Opportunity Score
17
17.5
18
Areas of Opportunity Related to Principles of High Performance
Focus
15.83
Involvement
16.38
Leadership
Learning
15.12
People
15.13
Collaboration
15.27
Agility
Foresight
16.15
Information
16.16
Integrity
No significant
16.79 differences-your
conversations
are critical to
deciding most
16.61
important
ways to
improve first.
14.78
14
14.5
15
15.5
16
16.5
Priority Opportunity Score
17
17.5
18
What’s on your table?
 Agenda
 Survey
Results
 AQIP Categories/HLC Criteria
 Activity Instructions
 Flipchart and Post-its
AQIP’s Core Processes
Strategy Forum
 Action Projects
 Systems Portfolio
 Systems Appraisal
 Check-up visits
 Reaffirmation of Accreditation

1
4
7
Input
Requirements
Output
Requirements
Stakeholders
Suppliers
Processes
Providers
Systems
Funders
Subsystems
Supporters
INPUTS
Recipients
Beneficiaries
OUTPUTS
Activities
Customers
Constituents
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 MAP
TABLE
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 MAP
REPORT OUT
ACTION PROJECTS
What
What
is an Action Project?
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 Projects
Feasibility. . . . . . . . . . . . . .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
3.Understan
ding
Students’
and Other
Stakeholder
Needs
5.Leading and Communicating
6.Supporting Institutional
Operations
8.Planning Continuous
Improvement
9.Building Collaborative
Relationships
7.Measuring Effectiveness
1.Helping
Students
Learn
2.Accomplis
hing Other
Distinctive
Objectives
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.
INDIVIDUALLY
Brainstorm
strategies to
move from current state to
ideal state
As a Group
 In
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 Feedback
Table
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