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8 th ATP Conference Seattle 2012. 1. The anatomy of innovation 2. Action Research, Total Quality Management, PDSA and Critical Thinking 3. Double Loop.

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Presentation on theme: "8 th ATP Conference Seattle 2012. 1. The anatomy of innovation 2. Action Research, Total Quality Management, PDSA and Critical Thinking 3. Double Loop."— Presentation transcript:

1 8 th ATP Conference Seattle 2012

2 1. The anatomy of innovation 2. Action Research, Total Quality Management, PDSA and Critical Thinking 3. Double Loop Learning 4. Research in action

3 Action Research & Climate and Culture of Innovation 1. Define Indicators of Performance & Metrics  The space remembers  Write the flow of ideas down.  Write down everything. (Kelley and Littman, 2001, p. 56) 2. Collect Data from the Population  Innovation begins with an eye 3. Localize Problematic Area/s of Tutoring  A Cool Company Needs Hot Groups 4. Define Variables & Measurement Instruments 5. Select Intervention or Innovation 6. Develop a Plan {Set of Executable Actions}  Live the Future 7. Act  The first prototype will be … 8. Collect & Analyze Data 9. Continue  Have fun  Kelley and Littman, 2001 TEAMWORKTEAMWORK

4 Skeptical START Brass Band & Fireworks We don’t have time to work This is taking too much time THE DARK NIGHT OF THE INNOVATOR Years Optimism Let’s try it Pessimism Institutionalization Innovation: a process of inventing or introducing something new

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10 * Critical Thinking * Plan Do Study Act * Action Research * Total Quality Management

11 * “Total quality is a process that recognizes the total organization as a system including all internal and external parties.” (Capezio & Morehouse, p. 81, 1993) * Dr. W. Edwards Deming: ( ) is considered to be the Father of Modern Quality.

12 * Action Research and Total Quality Management for Educators * The key component in both methods for quality improvement is change of decision making process * Both methods are depersonalizing the reasons for the problems in education. * Both methods work to involve front-line employees in a process in which the institutional “silos” are eroding. * Action Research and Critical Thinking * Both, critical thinking and action research are ways of reasoning and managing

13 * Double loop learning in organizations * By uncovering their own hidden theories of action, managers can detect and correct errors.

14 How would you involve all tutors to act as innovators? Discussion _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ How would you “safe the face” of a tutor who is not ready to act as an innovator? Uncovering the Theory of Action Innovative Tutoring

15 Governing variables of Model I: * (1) Actors would like to define in their own terms the purpose of the situation in which they find themselves. * (2) Winning and minimizing loses is a goal bigger than the effectiveness of the institution. * (3) No feelings should be visible even if they exists. * (4) Emphasize intellectual and deemphasize the emotional aspects of problems. Hidden Nonverbal Clues Personal Success

16 * Espoused Theory of Action * Theory of Action in Use

17 Action Research and TQM are: * cyclical activities * use both – deductive and inductive reasoning * involve examination of existing processes * create cross-functional teams as neded * involve participation of the front-runners (Critical Thinking or PDSA) * involve statistics – translate statistical results into simple scorecards or graphics

18 Kurt Lewin Measures of Institutional Effectiveness Gap-analysis Focus on Management and Leadership Team Building + Benchmarking

19 * (1) Use valid and reliable information * (2) Use free and informed choices * (3) Internal commitment

20 * Share control * Let the group plan the execution (monitor for misconceptions) * Let the group select measurement instruments (assist with validity and reliability) * Let the group execute the plan (monitor performance) * Let the informal leader emerged (help with sharing executive power)

21 * Internal commitment to the choice and constant monitoring of the implementation * Train your employees to collect and analyze data (but check for accuracy and timeliness) * Meet with all employees and point out strength and weaknesses (be tactful and focus on data) * Help the informal leader with ideas (but keep equal distance with all actors) * Encourage public testing

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23 * Uncover assumptions, norms and objectives under the surface inspection of values and behaviors. * Allow confrontation * Work together with your employees on measurement instruments of productivity * Show the data to all employees * People do what you inspect not what you expect

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25 * What is the most difficult and sensitive problem in your department? * Think about informal leader(s) in your department. As a formal leader, I have four measures for informal leaders that I monitor. * The informal leader should be knowledgeable in the area of tutoring. (weight 0.7) * The informal leader should be able to help students with technologies. (weight 0.1) * The informal leader should work with instructors as a team. (weight 0.1) * The informal leader should have a clear vision for tutoring. (weight 0.1)

26 * Local loop (informal): * Form a team * Plan together * Prepare a form to test the plan * Collect data * The loop in the system (formal): * Test the plan in the system (?) * We will need a formal cross-functional process * The formal leader needs informal leaders to help with the process of institutionalization

27 Skeptical START Brass Band & Fireworks We don’t have time to work This is taking too much time THE DARK NIGHT OF THE INNOVATOR Years Optimism Let’s try it Pessimism Institutionalization

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30 References Argyris, C. (1982). Reasoning, Learning and Action. Individual and Organizational. San Francisco: Jossey-Bass. Capezio, P., & Morehouse, D. (1993). Taking the mystery out of TQM: Apractical guid to Total Quality Management. Hawthorne, NJ: Career Pres Inc. Ferrance, E. (N/A). Action Research. Retrieved March , from Themes in Education: Fuller, T., & Georgieva, O. (2007). A Workshop on Learning with Technologies. Retrieved January 31, 2011, from Learning Demand: Infed. (2012, March 25). Retrieved from Lurt Lewin: groups, experiential learning and action research: Kelley, T., & Littman, J. (2001). The Art of Innovation. New York: Random House, Inc. Lilford, R., Warren, R., & Braunholtz, D. (2003). Journal of Health Services Research & Policy. Retrieved 03 17, 2012, from Action research: a way of readearching or a way of managing?: Ronchetto, J., & Buckles, T. (2011). Journal of Marketing Education., Developing Critical Thinking and Interpersonal Skills in a Services Marketing Course Employing Total Quality Management Concepts and Techniques: Retrieved doi: / Stringer, E. T. (1999). Action Research. Thousand Oaks: SAGE Publication The Critical Thinking Community. (2012, January 1). The State of Critical Thinking Today. Retrieved from The Critical Thinking Community: today/523 Thor, L. (1993) The human side of quality: Employee care and empowerment: (Paper presented at League for Innovation in the Community College's Conference in Irvine, CA). ERIC JC


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