1. WELCOME GOOD MORNING

3. Scores are higher than other institutions entering AQIP…a good thing. Institution avg. (4 or 5).

4. Consistency in scores is clear. No stand out areas-- another good thing.

5. Scores are higher than average (typically 5). Still…scores could be +11…you see ways to improve and strengths in every Category.

6. Clear areas of strength you see: Learning, People, Collaboration, and Integrity. Scores like other institutions or higher.

7. No significant differences-- you see ways to improve in all areas…a good sign for entering AQIP.

8. No significant differences-- your conversations are critical to deciding most important ways to improve first.

9. What’s on your table?  Agenda  Survey Results  AQIP Categories/HLC Criteria  Activity Instructions  Flipchart and Post-its

10. AQIP’s Core Processes  Strategy Forum  Action Projects  Systems Portfolio  Systems Appraisal  Check-up visits  Reaffirmation of Accreditation

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12. Suppliers Providers Funders Supporters Processes Systems Subsystems Activities Stakeholders Recipients Beneficiaries Customers Constituents INPUTSOUTPUTS Input Requirements Output Requirements

13. SILOS vs. SYSTEMS

14. Systems Thinking

15. 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

16. 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.

17. 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

18. 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

19. 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)

20. UNDERSTANDING PROCESSES What produces performance results?

21. METAPHOR MAP  TABLE EXERCISE

22. Self-organizing Roles n Convener: Keeps group on track, ensures all participate, ensures all questions addressed n Timekeeper: Keeps group on time n Recorder: Writes notes, listens for themes

23. METAPHOR MAP  REPORT OUT

24. ACTION PROJECTS  What is an Action Project?  What makes a good Action Project?

25. 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.

26. 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.

27. What processes are involved in this Action Project? 4.Valuing People 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 3.Understan ding Students’ and Other Stakeholder Needs

28. ACTION PROJECT  TABLE EXERCISE

29. Action Project Exercise: Roles n Convener: Keeps group on track, ensures all participate, ensures all questions addressed n Timekeeper: Keeps group on time n Recorder: Listens for themes. Completes the group’s Action Project Form n Reporter: Reports table proposition to larger group.

30. Paired Discussion Brainstorm:  Elements of the current condition  Elements of the ideal condition  Capture ideas on post-its

31. Group Discussion n Share your thoughts: What themes are common in the current and ideal states for your topic? n Record the themes : Determine what you collectively agree on and complete the “current” and “future” state columns.

32. INDIVIDUALLY  Brainstorm strategies to move from current state to ideal state

33. 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.

34. 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?

35. Action Project Feedback  Table to table sharing on Action Project ideas and strategies  Complete Feedback Forms

36.  LUNCH

37. WITC Reports

38. QUESTION AND ANSWER SESSION

39. 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

40. THANK YOU