Skills for
Routines
Breakout
Sessions
Breakout session 1:
Preparing for a routine: Self-assessment
and calibration
Our objectives for this session
▪ Understand tools and reasons for
conducting a self-assessment and
calibration
▪ Practice conducting a self-assessment
and calibration
©2014 U.S. Education Delivery Institute
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As you know, any good routine should include a focus on
performance and an opportunity to come to a shared view
of performance
Regularity
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Strong execution
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Focus on performance
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Action on performance
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©2014 U.S. Education Delivery Institute
Happens regularly enough?
Right people present?
Buy-in to purpose and preparedness?
Clear roles and responsibilities?
Participants come prepared?
High-quality materials?
Well facilitated?
Clear next steps?
Clear area of focus?
Shared view of performance?
Focus on most important aspects?
Helps identify most critical barriers?
Tough questions asked?
Creative problem-solving?
Encourages learning?
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To arrive at that shared view of progress, we recommend
any routine be driven by some type of self-assessment
Sample self-assessment results
©2014 U.S. Education Delivery Institute
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The Assessment Framework is a tool to help participants
reflect on the likelihood of successful implementation
Assessment Framework:
Judgement
Rating
Rationale Summary
Quality of planning
Likelihood
of delivery
Capacity to drive progress
Evidence of progress
Key
Red
Amber/Red
Amber/Green
Green
Highly problematic – requires urgent and decisive action
Problematic – requires substantial attention, some aspects need urgent attention
Mixed – aspect(s) require substantial attention, some good
Good – requires refinement and systematic implementation
©2014 U.S. Education Delivery Institute
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Many versions of the Assessment Framework exist; users
generally should adapt to fit their context
Examples of assessment framework rubrics
©2014 U.S. Education Delivery Institute
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A calibration discussion should occur after the accountable
leads do their self-assessment to ensure that the ratings are
accurate and balanced relative to one another
Purpose of calibration discussion:
▪ Ensure ratings are accurate
▪ Tease out relative strengths and challenges
▪ Push on the rationale, get more detail
▪ Surface some of the bigger challenges that should be the
focus of the stocktake
©2014 U.S. Education Delivery Institute
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A successful calibration depends on asking the right
questions
Why did you decide on this rating?
What evidence do you have?
What would it take to make this
[one rating higher]?
What is keeping it from being
[one rating lower]?
How do you know?
These two strategies are rated the
same, but the evidence seems
different – should they both be
[rating]? Why?
We have several strategies that fall into one
rating or several categories within a strategy
that are all rated the same – should any be
rated higher or lower to show relative
strength or challenge?
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Exercise: Self-assessment and calibration
What
How
Materials
Time
▪
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Choose a strategy or project that
you are currently working on;
record that on a white card
Review the rubric and make your
judgments for quality of planning;
record rationale, post to brown
paper
Discuss and calibrate
Individuals
▪
▪
▪
Volunteer
▪
Repeat with capacity and
evidence of progress
Discuss and calibrate
▪
Volunteer
▪
▪
Post final rating
Discuss and calibrate
▪
Volunteer
▪
©2014 U.S. Education Delivery Institute
Brown
paper
Cards
Markers
30 minutes
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