Running Head: EDID 6507 MINI INDIVIDUAL PROJECT

The Trials of Terry

EDID 6507 Needs
Genevieve Cox
Assessment for Learning
and Performance
Terry Kirkland is hired to design a series of

Kirkland
workshops that the committee should have
delivered in the past year. She finds herself
heading up the committee, and experiences
resentment from Jane Pruitt, the lead business
teacher. Terry is working with a committee with
4 3/2017
low motivation because of lack of performance
incentives. She has no support and involvement
from the school administrators, and is expected
to produce workshops that are relevant to
student, and business community needs.
However, lack of leadership commitment to the
project, poor team work, and other dynamics
results in students having little interest in the
project, and to Terry wondering, if she had lost
some of her credibility as an instructional
EDID 6507 MINI CASE STUDY Assignments 1&2
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EDID 6507- Introduction to Needs Assessment

Name: Genevieve Cox

Assignment Part 3: Proposed Solutions

Course Facilitator: Dr. Laura Gray

University of the West Indies Open Campus

Date: April 13, 2017

EDID 6507 MINI CASE STUDY Assignments 1&2
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Table of Contents

Contents
Table of Contents........................................................................................................ 2
Executive Summary.......................................................................................................... 4
Introduction /Background................................................................................................... 5
Introduction................................................................................................................ 5
Background................................................................................................................. 5
Population/audience affected in the case study......................................................................5
Target Audience for workplace readiness workshops:.....................................................................6
What needs to be Known.................................................................................................................6
II. Profiles and Problems Experienced in the Case Study.......................................................6
Challenges and Issues.................................................................................................... 8
Identifying the Performance Gap.......................................................................................... 9
III. Methods................................................................................................................... 9
Method to Confirm Gap........................................................................................... 9
Brainstorming Activity....................................................................................................................9
Environmental and Organizational Scans......................................................................................10
Gap Analysis..................................................................................................................................11
Data Collected........................................................................................................... 12
Data Analysis............................................................................................................ 13
IV. Key Findings from Analysis and Implications...................................................................15
Cause Analysis...............................................................................................................................20
Causes Impacting Performance.....................................................................................................21
Conducting the Cause Analysis.....................................................................................................21
V. Proposed Solutions and Other Recommendations...............................................................23
Supporting Evidence for Proposed Solutions......................................................................24
VI. Conclusion.............................................................................................................. 28
Appendices.................................................................................................................. 29
Appendix A. Needs Assessment Readiness Checklists..........................................................29
PREASSESSMENT......................................................................................................................29
SCOPING......................................................................................................................................30
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Appendix B: Organizational Analysis Survey-Performance Support Tool...................................31
Organizational Analysis (Focus group of internal and external stakeholders)..............................31
Appendix C: Environmental Analysis- Performance Support Tool-What is happening? Internal and
External Stakeholder Interviews and Surveys.....................................................................32
Organizational Environment Survey................................................................................ 32
Internal and External Stakeholder Interviews and Surveys.....................................................34
School Climate Survey (Administration and Teachers)................................................................34
School Climate Survey (Students).................................................................................................37
On course for the Future: Pathways after High School Student Survey........................................39
School board survey......................................................................................................................39
School Board Survey.....................................................................................................................39
Raw Data Results...........................................................................................................................40
Stakeholder Interviews: Excerpts from Business Community Responses:...................................40
Table 1 Demographic data for students hometown and school town in the county.....................41
Table 2 On Course for the Future: Pathways After High School...................................................41
Table 3. School Climate Survey Analysis......................................................................................42
Table 4. School Climate Survey analysis (Students).....................................................................43
References:.................................................................................................................. 47
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Executive Summary
This report provides an analysis of the needs assessment process and reviews the case:

The Trials of Terry Kirkland. Terry, an instructional designer, is hired to design a series of

workplace readiness workshops. The analysis documents the challenges experienced in

conducting a needs analysis, and presents numerous problems and performance challenges that

hindered operational and strategic planning for the development, and design of a successful

student readiness workshop programme.

Organizational, Environmental, Gap, and Cause Analyses were done to inform on what,

why, and how the emerging issues in the case influenced performance. An investigation of the

identified causes from conducting a Cause analysis revealed that multiple factors in the

environment including lack of leadership, lack of feedback, failure to include students in the

process, resulting in an inadequate needs assessment, contributed to many of the difficulties

encountered.

Proposed solutions and recommendations in the form of instructional and non-

instructional interventions are offered to resolve the root causes of the flaws in the workplace

readiness project, in the organizational environment. It is proposed that interventions and other

recommendations be blended and phased in over a 5 year period to target the corporate culture of

the school board, and school administration to effect changes in the current non- performance

culture of the committee members, the autocratic culture of the school board and the laissez-

faire culture present in school administration management.

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Introduction /Background

Introduction
The Trials of Terry Kirkland describes a case study setting at Dundee High School. Terry

Kirkland, instructional designer was hired one week earlier by Dr. Jim Cranston, Assistant

Superintendent for Instruction and Vocational Services. She is introduced to the Workplace

Reading Project Committee (committee) by Mavis Barrett, the assistant principal, in the absence

of Dr. Cranston, who called earlier to say that he was unable to attend the meeting.

Background
The committee was recently told that an outside instructional designer was being brought

in to design a workshop project that had been in committee for a year and had never gotten off

the ground. The school board recently received a small grant and decided to engage Terry to get

the project up and running to design workshop series that would serve as a pilot project for later

implementation in the three high schools in Dundee County. Her task was to develop workshops

to introduce teenagers to workplace readiness skills desired by future employers. Though Terrys

credentials on paper were impressive she lacked working experience with teachers and with

students. Terry meets with the committee on an early November afternoon to attend her first

meeting, and encounters the challenges which portend her impending trials.

Population/audience affected in the case study

Sponsor of the project (provided the funding grant for the project)
Terry Kirkland (outside instructional designer)
School Administration (representatives: Mavis Barrett and Eric Fareman)
School Board (representatives: Dr. Jim Cranston, Angela Motley)
Student Body (The student audience of the High Schools in Dundee County.)
School Committee (Jane Pruitt, Dwight Harris, Len Gold, Suzanne Fuentes)
Business people (Community leaders (Representative: Mr. Lawrence Tuthill)
County community (Donald McKay, volunteer parents and the media)
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Target Audience for workplace readiness workshops:
The student body of the High Schools in Dundee County.

What needs to be Known

What workplace readiness skills students should know, and have, when they leave
high school, go on to attend college or finish formal education.

II. Profiles and Problems Experienced in the Case Study

Dr. Cranstons absence from the first meeting with Terry and the committee team to lead

the discussions set the tone for the resulting problems experienced. He failed to communicate to

the committee, the projects importance, and of its support by the school board. In addition,

committed leadership presence from the school administration at the initial meeting might have

ensured a better working relationship between the newly hired Terry and the committee.

According to Kaufman, Brown, Watkins and Leigh (2003) Prior to beginning a needs

assessment, it is useful to conduct a quick audit to ensure that the necessary leadership is "on

board". There was an absence of leadership here.

The Assistant Principal, Mavis Barrett, who introduced Terry to the committee seemed

more attentive to her beeper, and was at its constant beck and call. The principal is not mentioned

till the presentation, and did not appear to show any commitment to the success of the project

from the start. The lack of leadership and stakeholder presence at the first meeting put Terry at a

disadvantage with the committee team. Jane Pruitt, did not see the need for hiring an

instructional designer, she remarked Look Terry, didnt they tell you we decided on the content

for our school to job workshop last year? Dwight Harris said it sounds like a bunch of jargon,

while Len Gold was prepared to give Terry a listening ear, Suzanne Fuentes was of the opinion

that there was no time for a needs assessment because they were already starting late. They

failed to realize that performing a needs assessment could guide decision making and justify the
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decisions made about the content of the workshops. The committee was relying on past

successes of already knowing what worked, which was no guarantee of the future success

(Watkins and Visser 2012, p. 36) of the project.

The Workplace Committee seemed to have a performance problem, and felt threatened by

Terrys engagement to take the project forward. Terry had constraints on the time period in which

to schedule the workshop, and it seems that the rushed schedule negatively impacted the

projects completion and performance. Terry seemed to have little or no authority with the

committee, or with working effectively with a team of experienced teachers. No team building

appeared to have taken place, and communication between Terry and the committee seemed

inadequate. They were unprepared for a needs assessment. Had a Preassessment been done by

the school board, it would have been discovered the development of the project plan, project

time line, individual and team roles and responsibilities were not clarified and that the problem

with the status quo was not clearly understood. Kaufman, Oakley-Browne, Watkins, & Leigh,

(2003). Please see Appendix A.

Lack of audience engagement and committee buy-in for the initial preparations of the

workshop led to the student needs not being well researched, articulated, and catered for. The

student audience for the workshop was not properly investigated to identify their needs to guide

the data collection process. According to Morrison, Ross, Kalman and Kemp (2011, p.33)if the

designer fails to identify the problem properly, then the intervention may address only the

symptomsthe needs assessment sets priorities for selecting an intervention, and provides

baseline data to assess the effectiveness of the instruction.

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Challenges and Issues
Lack of project management, collaboration and interaction with key stakeholders such as

the guest speaker Mr. Lawrence Tuthills experience in interacting with students compromised

the projects success. The project had been committee driven because the committee thought they

knew what content was best for the students as evidenced by Janes remarks, I know exactly

how to do it. The teachers may have thought that Terry, being an outsider was inexperienced for

the job. Terry, for her part neglected to perform a comprehensive audience and context analysis

of the schools culture and of the wider student audience. Had she done this she may have

investigated the ability of the featured speaker, Mr. Tuthill to deliver an engaging lecture to

students about how to get along on the job. Jane being unable to produce the expected

representative sample and willing facilitator for the formative evaluation was detrimental to the

needs assessment process for selecting an indicative sample of the student body to obtain

credible results from the evaluation process.

Terry thought her first instructional design for a school would work because she took the

results of the formative evaluation results from Lens History class as proof that students

benefited from the concepts presented, this class was not typical of the student body. She

wondered if the workshop content had failed to address the needs of college bound students, who

according to a bored workshop participant needed to know how to do well on the SATs and

write the best essay on the admission form. Not this junk! that was presented. After the bell rang

and the conference room emptied of students who did not wait to be dismissed following the

canned speech read from index cards delivered by Larry Tuthill, Terry wondered about the loss

of her credibility on the mid-March afternoon of the workshop on which the workshops was

presented in the conference room at Dundee High School.

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Identifying the Performance Gap
According to Rothwell (1996) cited in Van Tiem, Moseley and Dessinger (2012, p.157)

Performance gap analysis identifies any deficiency or proficiency affecting human

performanceneeds assessment tends to focus on the past and present, while performance

analysis also looks to the future. An audit conducted prior to beginning the needs assessment

revealed that the leadership and all team members had not agreed on the purpose of the

assessmentand the questions to be answered by the assessment were unclear. Kaufman,

Oakley-Browne, Watkins, & Leigh Please see Appendix A. Scoping. There was no common

vision and mission by all stakeholders.

An organizational analysis according to Van Tiem, Moseley and Dessinger (2012, p.133),

looks into the heart of the organization, its vision, mission, values, goals, strategies and critical

issues. Dundee High Schools culture, people and process will benefit from the alignment of

organizational elements in the performance analysis process. Vision, mission, values, goals and

strategies will be examined from an operational, strategic and tactical needs perspective. This

will be done to improve strategic thinking for prioritizing performance gaps, and gaining

consensus from all of the stakeholders and the society in which the organization lives.

Performance Gap Stated: Inaccurate identification of the gaps between the skills needed by the

overall student body led to inefficiencies in inclusion of key stakeholders; resulting in ineffective

analysis of the environment, incomplete needs assessment, and a negative gap in the results.

III. Methods

Method to Confirm Gap

Brainstorming Activity
Some observations of what is happening: made from a brainstorming audit review of the case:
EDID 6507 MINI CASE STUDY Assignments 1&2
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1. The committee has a performance problem; they took too long to get the first

workshop done. This may have resulted from inadequate knowledge and skills.
2. The committee did not include students in the planning activities for the workshop

needs analysis, resulting in a faulty workshop design.

3. There was no consensus when the team was formed; this resulted in the storming

conflicts being improperly resolved. This adversely affected the norming, and

performing stages of the team building process and team co-operation.

4. The communication culture of the school board in making decisions by handing down

mandates from downtown, and not consulting or notifying the committee members

beforehand helped to create hostility from the committee members towards Terry.
5. Lack of performance incentives and motivation for the project by committee

members may have contributed to their inertia.

6. The teachers had no knowledge of what a needs assessment was until meeting with

Terry. They were unfamiliar with the process of instructional design for aiding the

learning process. They had not thought of getting the views and buy-in of external

stakeholders prior to Terrys suggestion. No review was evident of why they did not

deliver the workshops on time.

7. Jane was never given a chance to give feedback on her ideas on how the process

could be improved.

Environmental and Organizational Scans

The internal and external partners identified under the section Population /audience

affected in the case study above are all partners who will contribute valuable perspectives in

achieving useful ideas for making decisions in the operational needs assessment.

Gap Analysis
Gap analysis examines the current performance culture and compares it to the desired or

optimal performance situation in order to identify and define the existing performance gaps or
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needs. Several issues contributing to the gaps were identified in the case study in the

brainstorming activity, and from examining the current performance culture.

Actual performance: No delivery of the first readiness skills workshop by the committee

represents a negative gap in results.

Optimal performance: Produce a complete needs analysis that identifies contextual issues to

examine the organizational, socio-cultural and external environment to create engaging and

relevant workshop activities for the entire student population.

Gaps identified in the organization ranged from critical to high, and are prioritized in Tool 1

below.

Tool 1

Performance Support Tool -Sample Priority Matrix Gaps identified in the organization

Low Critical Scale High

Performance Gap issues 1 2 3 4 5 6 7 8 9 10

Laissez-faire attitude of school x

administration and board, showed

no ownership
Inadequate workshop relevance x

/interest for college bound students

Insufficient time between workshop x

evaluation and performance

Inaccurate needs assessment for real x

life needs of students

Ineffective committee and x

Inefficient communication
unclearly defined needs for the x

workshop and hurried design

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Data Collected
It was determined that the data required to inform the assessment process will be

collected using a systems approach. There will be a pilot test of the tools for gathering

information to glean various perspectives. The tools will give insight on the issues affecting the

committees performance, and affecting the organization internally and externally. The tools and

techniques used will aid in prioritizing needs to help us to better understand the disparity

between the current and the desired results. This will help to determine who exactly is affected

by the performance problem.

Target Audience: Performers and decision makers internally and externally were

surveyed to glean strategic, tactical and operational needs perspectives. Goals, objectives,

policies, procedures, short and long term decisions that affected the implementation and success

of the workplace readiness workshops were also reviewed. Simple random sampling was used

for selecting a sample size of 90 students, and 30 administrators and teachers. The business

community and the school board will be interviewed and surveyed to gain their various

perspectives.

Data collection method: Permission was granted to collect data from a review of the

case study documents (Scans Report, Gantt Chart, Calendar of Events, interview notes etc.)

Brainstorming provided valuable performance observations and insightful direction. In addition,

various performance and survey tools were created to gather data from the following sources:

The Needs Assessment Readiness Checklists in Appendix A will help to determine the

overall scope and plan of the pre-assessment to get justifiable information for decision making.

In this stage (assessment stage), techniques and tools will be used to collect data to get different

perspectives on the performance issues. In the post assessment stage the data collected will
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present opportunities for making recommendations and implementing a plan to make corrective

action. Please see Appendix A.

The sample survey questions for the organizational analysis (Mission, vision, goals and strategies

of the workplace readiness project) are outlined in:

Appendix B: Organizational Analysis Survey-Performance Support Tool Organizational

Analysis Survey

The sample survey questions for the internal environmental analysis (What is happening) and the
internal and external stakeholder interviews and surveys are outlined in:

Appendix C: Environmental Analysis- Performance Support Tool. What is happening?

Internal and External Stakeholder Interviews and Surveys

Data Analysis
Quantitative analysis will be used to gather and interpret the data recording the responses

of stakeholder performers and decision makers, inside and outside the organization. The analysis

of the data for the various surveys will be done by categorizing and labeling the responses.

Excel will be used to analyze the responses from questions on the various surveys and tools to

produce the analyzed data in descriptive texts, charts, graphs, and tables.

Demographics

Figure 1 illustrates the demographic data location of students home and school towns in Dundee
County
Fig. 1
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No. of Students (Hometown)

DundeeFlats No. of
Students
DundeeView
(Hometown)
DundeeCity
DundeeVille

0 10 20 30

The student sample will be drawn from students attending all three high schools in the

county from four hometowns. This will allow us to gain a broader perspective on what path

students in the different areas are intending to take after leaving high school. Fig 1 above shows

that 33% of students live in Dundee City where the community college is located, but 45% of

students currently attend high school there. The implications are that students who plan to attend

college may be more likely to seek part time work in this town

In Fig 2. The On Course for the Future Pathways after High school survey responses

from the population will indicate that the sample population consists of 39 males and 51 females,

representing a population sample of 90 students. 10% of females and 7% of the males surveyed

indicated a preference for part time work after high school while attending college. After leaving

school, 12% of females and 10% of males intend to seek full time employment while 16% of

females and 11% males surveyed intend to pursue vocational training. In addition, 10% of

females and 8% of males will apply to college, and 8% of both male and female students intend

to attend the community college in Dundee City.

The demographics data that will be collected on the students can be used by the school

board to define how to plan and implement goals and objectives for the workplace readiness

workshops in the three high schools. Data could be shared with other organizations such as the
EDID 6507 MINI CASE STUDY Assignments 1&2
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college board to define policies that guides a strategic working relationship to better serve the

short and long term planning needs of the society of Dundee County (Watkins, Meier, Visser,

2012, p.39-40).

Fig.2 Pathways after High School Chart

Pathw ays After High School

18%
16%
14%
12%
10%
8%
6%
4%
2%
0%

Men Women

IV. Key Findings from Analysis and Implications

An analysis of the data will show that there were various constraints that hindered the

successful outcome of the workshops and of the workings of the committee.

Analyses of question responses from the Organizational analysis tool will indicate that

the mission, vision, values are not strongly aligned with the goals and objectives. There

are minimal checks and balances in place to examine how critical issues and strategies

impact organizational performance both internally and externally. This may be a result of

inadequate communication with stakeholders inside and outside the organization, and are

presented below.
Fig 3
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Organizational Analysis
Critical issues and strategies not stated

Goals and objectives not aligned

Mission, vision and values not alingned

Minimal checks and balances

Inadequate communication

0 1 2 3 4 5 6 7 8 9

Analysis of question responses from the Environmental Analysis Performance tool will

shed some light on what is happening to guide operational decisions for critical

individual and team results, and shows the realities of what actual performance is taking

place in the organization. Results are presented in Fig. 4 below. Fig. 4

Environmental Analysis
Unfamiliarity with NA process
Communication culture
Performance problem
Skills, knowledge, expectations
Strategic societal links

0 1 2 3 4 5 6 7 8 9

Analysis of question responses from the Priority Matrix examining performance gap

issues indicated that all of the issues ranged on a scale from critical to high, negatively

impacting the performance environment. Results are presented in Fig. 5 below.

Fig. 5
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Organizational Gap Priority Matrix

25
20
15
10
5 Critical
0 High

Analysis of question responses from Probing for Environmental Drivers and Causes

under incentives will show that root causes in the environment for monetary, non-

monetary and career development opportunities for the committee were highly existent.

The implication of this was no motivation to work on the project, resulting in the hiring

of Terry Kirkland to take over the project. Results are presented in Fig. 6 below.
Fig. 6

Environmental Support Drivers/Causes

Tools
Information
3 Resources
Incentives

0 1 2 3 4 5 6

Analysis of question responses from the Demographics student survey will indicate that

there was a need to cater for part time employees who would also attend college and for

full time job seekers in the workplace, students intending to pursue vocational careers,
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and students who intend to apply to and attend college in the community and elsewhere.

Results from the survey will inform the needs assessment, and guide strategic decision

planning in the county. The information could also be shared with other organizations to

aid with assessing planning for emerging job opportunities and prospects in the society.

Please see On Course for the Future Survey Table in Raw Data Results.
Analysis of question responses from the School Climate (students) survey will indicate

student opinions on a Likert scale. The results show that the student body had not been

informed or involved in the planning for the workshop among many other issues

identified. This resulted in the committee putting a lot of effort and energy into a project

that was not centered on student need or readiness. The project also did not receive much

support from the students, school board and school administration. This may have sealed

the resulting outcome. Please see School Climate Survey Table in Raw Data Results
Analysis of questions from the administration and teacher school climate survey will

indicate different opinions from a Likert scale survey. Most teachers and administrators

felt that students were encouraged to become involved in extracurricular activities, but

had an overloaded school calendar that did not allow room for much more involvement.

A communication problem and lack of proper planning to follow through with

commitments existed, among many other issues identified. The school administration was

aware that the committee members were not performing on the committee but did not

appear to hold the teachers to high expectations. The committee seemed to lack the

motivation to work on the common goal of producing a workshop that met the needs of

all students. This may be the result from their not being fully involved in decision making

and problem solving in the organization. Tasks and responsibilities for the formal

evaluation were taken lightly, and there was no set project plan that was adhered to. This
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contributed to the design of an unfocused and irrelevant product, and an undesirable

outcome for the summative evaluation. Please see Table 3. School Climate Survey

Analysis (Administrators/teachers) in Raw Data Results

Question responses from the school boards survey will indicate that there was no clear

vision as to what impact the workshops were expected to have on the business

community in general. Indications are that the board seems has no long term plans in its

budget and seemed very indifferent about the success of the project. The board did not

articulate if it would become more involved to help add value to training needs in the

community by developing closer partnerships with other stakeholders. The school board

did not indicate how the series of workshop offered would differ from other sources of

job and career guidance in the community, and had no clear tactical policies in place to

support strategic direction to guide operational decisions. Please see Table 4. School

climate Survey (Students) in Raw Data Results

The interview responses from the business stakeholders indicated that a wide range of

skills are desired in the community. As partners in the external environment, the

businesses would like the schools to produce workers with the skills they have outlined to

meet their employment needs. However, the business community could become a partner

with the school board and school administration to foster an internship programme for the

students, and to solicit funding. An ongoing mentorship relationship with the students

getting ready to leave high school in all areas of the county would give students hands on

experience to acquire the desired skills the businesses are seeking in high school leavers.

Please see Stakeholder Interview responses below Raw Data Results.

Cause Analysis
Rossett, cited in Van Tiem, Moseley and Dessinger (2012, p. 164) identified four kinds of

drivers, causes, barriers, or obstacles that impact success or failure: lack of knowledge and information;
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flawed incentives; flawed environment, tools and processes; and lack of motivation. Drivers are

everything that it takes to enable performance to grow.

Environmental drivers and causes were probed by looking back at events in the case. As

noted by (Rooney & Heuvel, 2004, p.45), performance and possible causes of performance

problems to identify what, how and why something happened were assessed. Witkin (1995,

p.243), states cause analysis can look backward to discover precipitating factors of the need,

factors perpetuating the need, previous or present barriers to solutions, previous attempts at

solutions that have failed and why, and even previous solutions that did what they were supposed

to, yet the need still exists. Further investigation into the origin of the factors that influenced

performance revealed numerous sources of issues affecting performance that were rooted in the

environment, or in individuals.

Though a needs assessment was previously done, the solutions presented did not mitigate

the difficulties experienced in the case. Symptoms of the performance problems were addressed;

hence the need existed for conducting a root cause analysis. According to Van Tiem et al. (2012,

p. 166) root cause analysis is done to: 1. Identify the driver or cause of the performance gap, 2.

Classify the driver, 3.Prioritize the driver, 4. Generate as many causes as possible by looking at

the problem in several ways, 5. Verify causes and examples with clients.

Causes Impacting Performance

Multiple analyses tools were employed in gaining an understanding of the causes of the

performance gaps. The tools sought to explore why the performance gaps existed, how they

impacted the mission of providing relevant workplace readiness workshops, and what

consequences resulted from the failure to include all stakeholders in the planning process for the

workshops. Causes identified in the organizational environment, and in individuals both at the
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school board, school administrative and school committee levels, in addition to the exclusion of

key stakeholders in the project contributed to the challenges experienced, and are outlined in the

BEM tool below and the table: Identifying, Classifying Generating Causes and Examples of the Drivers

Conducting the Cause Analysis

Behavior Engineering Model (BEM) Adapted from Gilbert 1978 cited in Van Tiem et al (2012, p. 165)

Driver Factors Information Instrumentation Motivation

Causes rooted in the Data Resources Incentives

environment
Environmental Relevant and frequent Tools and materials of work Financial incentives

feedback about the adequacy to match the human factors Non-monetary incentives

(Rooted in the Environment) of performance Career development

Description of what is opportunities

expected of performance

Clear and relevant guides to

adequate performance

Causes rooted in the Knowledge Capacity Motives

individual

Individual Repertory of Scientifically designed Flexible scheduling of Assessment of motives to

Behavior training performance work

Placement Prosthesis Recruitment of the right

(Rooted in the Individual) Physical shaping people

Identifying, Classifying, Prioritizing and Generating Causes and Examples of the Drivers.

Explanation of the Findings

Casual Factor 1 (Root Cause 1)
Description:
Lack of leadership
Central office did not provide a
vision of how workshop pilot project
would be implemented into other
Paths through Root Cause Map
No clear definition of
school/community needs for
creating the vision and mission of
the workshop activities
Recommendation: Strategic
Planning/ Leadership
Development
Communicate policy making
strategies for implementation of
mission and vision to all
stakeholders
School Board commitment and
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high schools and mission
expectations for how it would impact
the school and community
Casual Factor 2 (Root Cause 4)
Description:
Lack of responsibility, ownership and
support for the workshop readiness
project
Casual Factor 3 (Root Cause 3)
Lack of timely communication and
commitment.
Decisions made downtown by the
central office
Casual Factor 4
Description:
Lack of buy-in from committee
members and missed deadlines
Casual Factor 5
Description:
Lack of team player experience
Casual Factor 6 (Root Cause 2)
Description:
Failure to perform a contextual
analysis of the organization and
environment, leading to an
incomplete needs assessment
Casual Factor 7
Description: Lack of proper
development and planning for
workshop activities
Casual Factor 8
Description:
Inadequate team collaboration and
team building to perform effectively
Paths through Root Cause Map
Principal was evidently not present
when initial meeting with Terry and
the committee took place.
Assistant Principal seemed
uninterested in attending to chairing
the meeting, and was constantly
distracted by her beeper.
Paths through Root Cause Map
Dr. Cranstons absence to explain
Terrys part on the team made the
workshop seem unimportant to
committee members and school
administration.
Committee only recently informed
that an outside person was hired
Paths through Root Cause Map
No discussion with the committee
about the problems being
experienced
Inadequate performance incentives
for committee members resulting in
low motivation.
Lack of knowledge and information
was a factor in the committees
performance
Paths through Root Cause Map
Terrys credentials do not indicate
she had worked in a school, or led a
team of experienced teachers
before.
Paths through Root Cause Map
Representative sample of target
population and other stakeholders to
examine organizational climate was
not included in the design.
Paths through Root Cause Map
Stakeholders were not notified about
the planned workshop activities to
get buy-in, generate feedback and
to create relevance for college
bound students and general interest
in the activities.
Paths through Root Cause Map
Jane failed to arrange for a suitable
facilitator and student sample for
the formative evaluation, and there
appeared to be not enough
leadership by holding a kickoff
meeting
Provide clear and relevant
guidelines to the committee
Recommendation: Appreciative
Inquiry
School Administration commitment
to the project
Support the project by
demonstrating that it holds a high
priority in the schools activities and
is not just squeezed into the school
calendar as an aside
Recommendation: Inclusion
Strategies /Communication
Networks
Provide performance descriptions
and timely communication to the
schoolboard
Involve the school board and other
stakeholders in the decision making
process
Recommendation: Coaching
/Feedback
Provide relevant and frequent
feedback to performers by
communicating expectations
Provide financial incentives, non-
monetary incentives and
opportunities for career
development
Recommendation: Team Strategies
Recruit the right people. Hire an
instructional designer with the tools
and human factors to match the
requirements for leading a team of
experienced teachers
Recommendation: Environmental
Scanning
Selection of sample target
population and other stakeholders to
examine organizational climate to
properly inform the workshop
design
Recommendation: Decision
Making
Implement proper project
management and scientifically
designed instructional systems
design strategies to design timely,
relevant, tailored instruction for the
target audience
Recommendation: Virtual Teams
Examine Janes motives towards
continued work with the committee
and assess her commitment to the
projects success
EDID 6507 MINI CASE STUDY Assignments 1&2
23
collaboration between her and Terry
Casual Factor 9 Paths through Root Cause Map
Description: Committee did not make workshop
Description: Lack of relevance of relevant to college prep students for
workshop to college bound students appropriate knowledge and skills
Casual Factor 10 Paths through Root Cause Map
Description :Lack of career No offer to instruct teachers in ID
opportunities process
Recruit the right experienced team
leader and designer who delegates
efficiently and monitors time lines
Recommendation: Social
Responsibility
Identify the skills needed for
employment and applying for
college entrance by students to
physically shape and adapt to felt
needs
Recommendation: Performance
Management
Implement appraisal system to
support employee growth

V. Proposed Solutions and Other Recommendations

According to Biech (2008), cited in Van Tiem et al. (2012, p.195), an intervention is another

name for a solution or set of solutions, usually a combination of tools and techniques that clearly

and directly relate to solving a performance gap or implementing an organizational change. Van

Tiem et al. (2012, p. 195) notes, Intervention selection is the process of identifying and

recommending the most appropriate activities to successfully resolve a performance

improvement problem, opportunity, or challenge. The proposed solutions and other

recommendations detailed below are intended to resolve the performance problems being

experienced in the case.

Evaluate the what, how and why of the systemic problems experienced in the March

workshop to examine strengths and weaknesses to improve the process.

Include all of the stakeholders identified to add different perspectives and insight to the

project and involve all stakeholders in the preparatory activities to get buy in from the

performers.
Hire an expert instructional designer with experience in project planning and experience

in working with schools and students to assist the committee.

EDID 6507 MINI CASE STUDY Assignments 1&2
24
Perform a comprehensive needs assessment with a contextual analysis that identifies gaps

in the skills of the students, what skills are required by different employers, and the needs

of the students who intend to go to college.

Facilitate intervention for the school administration and school board to address the

current state of communication deficiencies and confusion of tactical and strategic

priorities.

Supporting Evidence for Proposed Solutions

Committee members would benefit from individual growth interventions in the form of:

Personal Development Interventions -Provide structure and processes for improving

performance. (Feedback, Coaching, Mentoring, Communities of Professional Practice)

Feedback - Inform committee of how their non- performance was perceived by the school

administration and board, and get their feedback on how operational planning for the formative

evaluation may be improved.

Coaching - Provide positive and negative feedback to improve performance, and to facilitate

communication and guidance to activities that could help the committee members fulfill their

jobs efficiently and effectively. (eg: to get a representative sample of the target audience)

Individual Growth interventions (Incentives and Rewards, Performance Management)

Implement and align the goals of the organization to employee performance on the committee

and monitor the operations to avoid scheduling conflicts that hinder desired performance.

Human Resource Interventions Shaped by organizations mission (Benefits, Compensation)

Employee Development Focus on career development, and pathing of committee members to

provide them with the resources to take the workplace readiness workshop to the implementation

phase into the other high schools, after the instructional designers leave.
EDID 6507 MINI CASE STUDY Assignments 1&2
25
Compensation and Benefits Increased remuneration packages linked to a key performance

indicator appraisal system for committee members, currently receiving a stipend.

School administration and board would benefit from organizational growth interventions

Organizational Growth (Career Pathing, Management and Supervisory Development)

Leadership Development Create a vision for the organization by aligning people with

opportunities by putting systematic processes in place. This is to achieve operational, strategic

and tactical results from individuals, teams, and partnerships with business owners, and other

organizations in the society.

Executive Development Provide organizational specific on-the-job and just-in time

interventions for school administration and board personnel. This is to introduce interpersonal,

administrative, conceptual, and decision making skills to the changing needs of the

organizations role in forming operational, strategic, and tactical partnerships within the

community. This will enable value driven implementation of the organizations vision for long

term success of the workshop readiness programme.

Organizational Communication Interventions (Communication Networks, and Suggestion

Systems) -Facilitate better communication with the school board, and between organizations in

the society to coordinate efforts and responsive collaboration with all stakeholders in Dundee

County.

Organizational Design and Development Interventions (Empowerment, Team Strategies,

Virtual Teams, and Decision Making) Facilitate needed changes in the organization to remove

the hierarchy structure of orders coming from Downtown. This will encourage collaborative

problem solving between performers and decision makers and empower stakeholder teams to

suggest innovative strategies for effective programme operations.

EDID 6507 MINI CASE STUDY Assignments 1&2
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Organizational Pro-Action (Appreciative Inquiry, Environmental and Strategic Planning)

Facilitate the development of a project plan for the workshop readiness workshops that outlines

time management, scope management and budget constraints over a 5 year period. The plan

should take into account the existing economic, political and social climate to forecast how the

organization will adapt to changing future community needs.

Organizational Values (Inclusion Strategies, Social Responsibility, Culture)

Facilitate planning for the future growth by learning from the past mistakes to communicate,

grow, and share in contributing to creating positive organizational vision, mission and values.

Financial Systems Interventions (Financial Forecasting, Cash Flow Analysis and Forecasting)

Plan for future funding needs by implementing medium to long term financial planning that

prepares the organization for adapting to future economic trends in procuring sources of funding,

in order to avoid the last minute funding and hurried nature of the workshop activities.

Action Plan for Workshop Readiness workshops

The action plan proposed will begin with an after action review and evaluation of the

March workshop to gain insight on what happened, why it happened, and how to address the

problems to move on.

A comprehensive needs analysis to investigate organizational and environmental gap

factors negatively impacting the success of the project was conducted and revealed that the

absence of key stakeholders, a project plan, student involvement, and motivation by committee

members in the previous needs assessment were hindrances to success in the orienting context. A

tight schedule and a packed school calendar, mitigated against the students having time to really

plan for and concentrate on the workshop training activities; resulting in inadequate
EDID 6507 MINI CASE STUDY Assignments 1&2
27
identification of the skills required by all the students. The new needs assessment that was

conducted examined the school culture, socio- cultural and economic factors in the community,

and perceptions of all stakeholders to discover how best to cater to the societal needs. The

committee staff is to be increased, and students from the target audience, business community

members, school board, and school administration members were invited to become active

committee members. This will include all groups in some level of decision making for the future

success of the programme.

Another instructional designer is proposed to be hired with project management and

leadership skills to assist Terry. Just-In-Time and On-The-Job instructional design principles

offered to the teachers, in addition to supervisory and leadership training for school

administration and school board staff will be considered. When the pilot project ends, it is

expected that the committee can continue with the project implementation into the other Dundee

County high schools, and the school board will allocate or seek funding to continue the project.

A contextual and needs analysis that is designed and developed to benefit and respond to

the emerging needs of students, schools, and the socio-economic needs of the community, will

provide the school administration and board with insights, into what services will be best tailored

to the needs of all students in the county. The learning material that will be presented in

subsequent workshop sessions will provide relevance to real life needs and skills required by

students. The instructional material will be tailored to students intending to pursue further

education, embark on a career path right after high school, or taking other pathways for the

future.

The comprehensive needs assessment will benefit from including perceptions from all

stakeholders to reliably inform on how the training instruction for the workplace readiness
EDID 6507 MINI CASE STUDY Assignments 1&2
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workshops will be purposefully developed. In addition, a documented project plan that details

responsibilities, milestones and timelines to manage the budget and effectiveness of the project

will be included. The workshops will be planned in advance, and will cater to a range of

knowledge and skills required by all students.

VI. Conclusion

The plethora of proposed organizational solutions resulted from an in- depth review of

the causes identified from analyzing target audiences in the case study. The proposed

organizational interventions are intended to be phased in over a 5 year period, and are designed

to incorporate the solution suggestions resulting from findings in the surveys, performance

support tools, and questionnaire responses. From the analysis short and medium term strategies

will be implemented that are intended to facilitate change efforts that are long term,

evolutionary and progressive...and are targeted to individuals, the committee workgroup and to

the school administration and board organizations. Van Tiem et al. (2012)

A contextual and needs analysis that is designed and developed to benefit and respond to

the emerging needs of students, schools, and the socio-economic needs of the community, will

provide the school administration and board with insights, into what services will be best tailored

to the needs of all students in the county. The learning material that will be presented in

subsequent workshop sessions will provide relevance to real life needs and skills required by

students. The instructional material will be tailored to students intending to pursue further

education, embark on a career path right after high school, or taking other pathways for the

future.
EDID 6507 MINI CASE STUDY Assignments 1&2
29
In addition, it is intended that the interventions proposed at the environmental and

individual levels, if instituted will have positive impacts on how information is communicated

and shared within, and between related organizations and the society. Strategic planning will

provide clear goals and objectives that presents direction for pro-action through an ongoing scan

of the internal and external environment.

Appendices

Appendix A. Needs Assessment Readiness Checklists

NEEDS ASSESSMENT READINESS CHECKLISTS

PREASSESSMENT
o Top leadership has provided their sponsorship of the needs assessment.
o Top leadership can be expected to sustain their sponsorship over the course of the needs

assessment.
o Leadership clearly understands the problem with the "status quo."
o The assessment team will include internal clients (employees and associates within the

organization.)
o The assessment team will include executives, leaders, and managers within the

organization.
o The assessment team will include external clients (such as vendors and customers, as

well as members of the surrounding community) outside the organization

o Team members have sufficient power and authority to carry out their functions.
o Team members have a long-term commitment to the organization's success.
o Team members have the technical expertise to carry out their functions.
o Team members have the authentic leadership skills and competencies necessary to carry

out their functions.

o Unique roles and responsibilities for each team member are clear.
o Smaller teams will be created to carry out the major functions of the assessment.
o Project plans will be developed that clarify the project time line, individual and team

roles and responsibilities, and major en route milestones of the assessment.

o The budget for the assessment is sufficient and certain.
EDID 6507 MINI CASE STUDY Assignments 1&2
30
o Staffing (or work release) for the assessment is sufficient and certain.

SCOPING
o Leadership and all team members agree that the purpose of the assessment is to identify,

prioritize, and select gaps in results for closure.

o "Needs" are defined solely as discrepancies between current and desired results (rather

than deficiencies in processes or resources).

o The questions to be answered by the assessment are clear.
o Data regarding the current and desired results achieved by individuals and teams within

the organization (such as deliverables, staff satisfaction, absenteeism, or accident rates)

is available or will be collected.

o Data regarding the current and desired results that the organization accomplishes

internally (such as return on investment, customer satisfaction, or merchandise defect

rate) is available or will be collected. Data regarding the current and desired results that

the organization delivers to external stakeholders and society (such as self-sufficiency,

disabilities, or environmental sustainability) is available or will be collected.

o Hard data (objective and independently verifiable) will be collected during the

assessment.
o Soft data (stakeholder perceptions that are not independently verifiable) will be

collected during the assessment.

Appendix B: Organizational Analysis Survey-Performance Support Tool

Organizational Analysis (Focus group of internal and external stakeholders)

Organizational Analysis Survey (Tool 3)

What is the organizations vision/mission?

Is the vision/mission/values clearly defined?

Yes No Yes No Yes No

EDID 6507 MINI CASE STUDY Assignments 1&2
31
Is the vision/mission/values adequately communicated?

Yes No Yes No Yes No

Do the vision/mission/values make sense in terms of internal strengths and weaknesses? Yes
No Yes No Yes No

Do the vision/mission/values make sense in terms of external threats and opportunities? Yes
No Yes No Yes No

Goals/strategies

What are the organizations goals and strategies?

Are the goals/strategies clearly defined?

Yes No Yes No

Are the goals/strategies adequately communicated?

Yes No Yes No

Do the goals/strategies match the vision, mission, and values?

Yes No Yes No Yes No

Does each goal/strategy make sense in terms of internal strengths and weaknesses?

Yes No Yes No

Does each goal/strategy make sense in terms of external threats and opportunities?

Yes No Yes No

Critical issues

What is (are) the organizations critical issues?

Is (Are) the critical issue (s) clearly articulated? How so? Yes No

Do (Do) the critical issues impact the stakeholders? Yes No

Is (Are) the critical issue(s) aligned with the vision, mission, values, goals and strategies of the
organization? Yes No

State the critical issue (s) in simple, clear, declarative sentences:

Taken from: Fundamentals of Performance Improvement, Optimizing Results Through People,

Process, and Organizations. Third Edition
EDID 6507 MINI CASE STUDY Assignments 1&2
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Appendix C: Environmental Analysis- Performance Support Tool-What is happening?

Internal and External Stakeholder Interviews and Surveys

Organizational Environment Survey

Organizational Environment Survey (Tool 4)
1. How does the organization interact with external stakeholders?

There had been no prior consultation with external stakeholders by the committee.

Workplace Environment

2. Does the performer have adequate resources to achieve optimal performance?

The committee met after school, and most of the involvement in trying to get the

workshop off the ground was done by Jane Pruitt, lead teacher in the business

department.
3. Does the performer have the information required to achieve optimal performance?
Jane has good knowledge of the business courses she taught, but did not take into

consideration various needs of different students and the workplace needs.

Work Level

4. What is happening on the job?

Job design: no apparent team work was done; Jane contributed all of the content

before Terry was hired.

Work flow: committee worked on hashing out major goals, objectives and

assessment possibilities after Terry was hired

Job responsibilities: not taken seriously Janes failure with getting a

representative sample of students and willing facilitator was irresponsible.

Other: crammed school calendar created constraints on workshop scheduling.
5. Does the workflow foster efficient completion of tasks?
No. Jane assumed that a good designing job of the activities made everything perfect.
EDID 6507 MINI CASE STUDY Assignments 1&2
33
6. Are job responsibilities clearly established? No indication of delegation of activities.

Worker Level

7. What is happening with the workers?

Skills: committee members lacked skills in designing effective instruction.
Knowledge: committee had subject matter, and classroom knowledge.
Motivation: lacked motivation for team work to complete workshops.
Expectations: to get more stakeholder involvement in the project.
Capacity or ability: to understand instructional systems design.
8. Does the performer have the requisite knowledge/skills to achieve success?
Teachers subject matter knowledge and Terrys instructional design knowledge combined

should help in achieving success.

9. Is the performer motivated to achieve?
Teachers are not motivated by receiving only a small stipend.
10. Is the performer able to achieve success?
Teachers teamwork with Terrys expertise should help the committee achieve success.

World Commitment Level

11. What is the organizations commitment to the greater society?

To produce students with workplace and life skills prepared for working in the business

community, and for attaining goals and objectives of continuing higher education.
12. How are corporate social initiatives linked to the organizations mission?
The business community expects the school to adequately prepare and supply workers.

Taken from: Fundamentals of Performance Improvement (2012, p.151-4). Adapted from D.G.

Langdon (1995). The Language of work. Amherst, MA: HRD Press.

Internal and External Stakeholder Interviews and Surveys

School Climate Survey (Administration and Teachers).
School Climate Survey Administration and Teachers
Please tick the most appropriate response.

1. Teachers are treated well as educational professionals and are respected.

Agree
EDID 6507 MINI CASE STUDY Assignments 1&2
34
Strongly agree
Disagree
Strongly disagree
2. Teachers and administrators build strong relationships with students.
Agree
Strongly agree
Disagree
Strongly disagree

3. Parents are aware of what teachers expect of their child at school.

Agree
Strongly agree
Disagree
Strongly disagree
4. Parents are actively involved in their childrens school activities.
Agree
Strongly agree
Disagree
Strongly disagree
5. Parents care about how their child performs in school.
Agree
Strongly agree
Disagree
Strongly disagree
6. Parents communicates effectively with teachers from varying backgrounds
Agree
Strongly agree
Disagree
Strongly disagree
7. The school encourages students to get involved in extracurricular activities?
Agree
Strongly agree
Disagree
Strongly disagree
8. The school environment is conducive to learning.
Agree
Strongly agree
Disagree
Strongly disagree
9. Does the school administration hold students to high expectations?
EDID 6507 MINI CASE STUDY Assignments 1&2
35
Agree
Strongly agree
Disagree
Strongly disagree

10. Does the school administration follow through on its commitments?

Agree
Strongly agree
Disagree
Strongly disagree
11. Does the school administration involve teachers in solving and decision making?
Agree
Strongly agree
Disagree
Strongly disagree
12. Does the school administration staff communicate effectively with each other?
Agree
Strongly agree
Disagree
Strongly disagree
13. Does the school administration monitor, and is aware of committee activities?
Agree
Strongly agree
Disagree
Strongly disagree
14. Does the school schedule allow adequate time for teacher collaboration on the
committee?
Agree
Strongly agree
Disagree
Strongly disagree
15. Does the school administration hold teachers to high expectations?
Agree
Strongly agree
Disagree
Strongly disagree
16. Does the school administration hold the school board to high expectations?
Agree
Strongly agree
Disagree
Strongly disagree
17. Does the school administration hold itself to high expectations?
EDID 6507 MINI CASE STUDY Assignments 1&2
36
Agree
Strongly agree
Disagree
Strongly disagree

School Climate Survey (Students)

Please pick the most appropriate response

Student demographics

On Course for the Future: Pathways After High School Student Survey

1. I am treated with respect by teachers and counselors in this school.

Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
2. I understand how to apply what I learn at school to real life situations.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
3. This school is preparing me for what I would like to do after high school.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
4. My participation in extracurricular activities are important for my academic and future
professional development.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
5. I work well with others in a group or team to solve problems.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
EDID 6507 MINI CASE STUDY Assignments 1&2
37
6. I am ready for the real world in terms of my ability to read and write well, do
mathematics and use the computer.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
7. I will be looking for full time work right after high school to pursue a local job, career or
training.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
8. I will be looking for part time work right after high school and go on to college
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
9. I was notified about plans to hold the workplace readiness workshops?

Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
10. I was aware of and invited to become involved in preassessment and preparation
activities for the workshop
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
11. Participation in group activities gets me ready for the world of work and would give me
guidance to achieve my educational and employment goals.
Not at all
A little bit
Somewhat
Quite a bit
A tremendous amount
EDID 6507 MINI CASE STUDY Assignments 1&2
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On course for the Future: Pathways after High School Student Survey

On Course for the Future: Pathways after High School Survey

Demographics

1. Town your school is located at in the county:

1= Dundeeville 2= DundeeCity 3=Dundeeview

2. Town in which you live in the county:

1= Dundeeville 2= DundeeCity 3=Dundeeview 4=DundeeFlats

3. Gender: 1= Male 2 = Female

4. Do you intend to seek part time employment while attending college?

1= Yes 2=No 3= Not sure

5. Do you intend to pursue full time employment after leaving high school?
1= Yes 2=No 3= Not sure

6. Do you intend to pursue vocational training after high school?

1= Yes 2=No 3= Not sure

7. Will you attend community college or go out state?

1=community college 2=out of state 3=not sure

8. Would you welcome training in college readiness skills?

9. 1= Yes 2=No 3= Not sure
10.

11. Would you welcome extracurricular training in workplace readiness skills?

1= Yes 2=No 3= Not sure

School board survey

School Board Survey

1. Will the funding for the workplace readiness programme be ongoing from the sponsor?
1=Yes 2=No 3=Not sure
2. Will the board seek alternate funding for the project if not ongoing by the sponsor?
1=Yes 2=No 3=Not sure
3. Does the board plan to allocate more staff to the committee after getting the pilot study
results? 1=Yes 2=No 3=Not sure
4. Will the school board become actively involved in adding value to the workshop training
activities? 1=Yes 2=No 3=Not sure
EDID 6507 MINI CASE STUDY Assignments 1&2
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5. Does the school board have a long term vision for the workplace readiness programme?
1=Yes 2=No 3=Not sure
6. Will the school board form partnerships with other organizations to collaborate on
employment needs? 1=Yes 2=No 3=N/sure
7. Will the board allocate funds in its annual budget for the project?
1=Yes 2=No 3=Not sure
8. Does the board communicate effectively with school administration?
1=Yes 2=No 3=Not sure
9. Does the board follow through with its commitments?
1=Yes 2=No 3=Not sure

10. Does the school board respect school administration and teachers?

1=Yes 2=No 3=Not sure

11. Will the school board foster an internship programme with external partners in the society?
1=Yes 2=No 3=Not sure

12. Will the workshop series differ from current services offered in the community for career
guidance?

1=Yes 2=No 3=Not sure

Raw Data Results

Raw data results
Stakeholder Interviews: Excerpts from Business Community Responses:
Business Business Business Business Business
Stakeholder stakeholder stakeholder stakeholder stakeholder
Ken Burton Constanza Connie Lucas Warner Mike Roland Luella Thompson
Boschetti
Desired skills in Desired skills in Desired skills in Desired skills in Desired skills in
students students students students students
Strong grasp of Good hands on Show up on time Good communication Good interpersonal
technical issues approach for all shifts skills skills
Possess emotional Looking for Deal with schedule Be able to think on their Cater to eccentric
savvy students who work changes at short feet requests
well in high notice
performance work
Provide personal Good problem Learn quickly from Problem solvers Know the clients
service solving skills on the job training needs
Hardware Cheerful and Resolve conflicts Handle gift returns
installation courteous kids
Provide advice on Team player Part time students going
software on to college
Internships
EDID 6507 MINI CASE STUDY Assignments 1&2
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Table 1 Demographic data for students hometown and school town in the county
Town No. of % Town No. of %
students students
(hometown) (school town)
Dundeeville 25 28% Dundeeville 30 33%
Dundeecity 30 33% Dundeecity 40 45%
Dundeeview 25 28% Dundeeview 20 22%
Dundeeflats 10 11% Dundeeflats

Table 2 On Course for the Future: Pathways After High School

Table 2: On Course for the Future-Pathways After High School

Mal % Yes % N % Not % Femal % Yes % N % Not %

e o sur e o sur
e e
Seeking 6 7% 3 7% 2 5% 1 3% 9 10 6 12 2 4% 1 2%
P/T % %
employmen
t in college
Seeking 9 10 5 13 3 8% 1 3% 11 12 8 16 3 6%
F/T % % % %
employmen
t after high
school
Pursue 10 11% 8 20 1 2% 1 3% 15 16 12 23 2 4% 1 2%
vocational % % %
training
after high
school
Applying 7 8% 4 10 2 5% 1 3% 9 10 5 9% 3 6% 1 2%
for college % %
after high
school
Attend 7 8% 5 13 2 5% % 7 8% 4 8% 2 4% 1 2%
community %
college

Totals 39 44 25 63 10 25 4 12 51 56 35 68 12 24 4 8%
% % % % % % %
EDID 6507 MINI CASE STUDY Assignments 1&2
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Table 3. School Climate Survey Analysis

Agr Stron Neith disag Stron

ee gly er ree gly
agree Agree disag
/ ree
disag
ree
15 8 5 2 0
1. Teachers are treated well as
educational professionals and are
respected
17 6 4 3 0
2. Teachers and administrators build
strong relationships with students
18 5 3 4 0
3. Parents are aware of what teachers
expect of their child at school
16 7 4 3 0
4. Parents are actively involved in their
childrens school activities
20 9 1 0 0
5. Parents care about how their child
performs in school
6. Parents communicates effectively with 18 8 4 0 0
teachers from varying backgrounds
19 10 1 0 0
7. The school encourages students to get
involved in extracurricular activities?
8. Does the school administration hold 21 8 1 0 0
the student to high expectations?
9. Does the school administration follow 7 5 2 13 3
through on its commitments
10. Does the school administration 7 4 1 12 6
involve teachers in problem solving
and with decision making?
11. Does the school administration and 4 3 16 5 2
staff communicate effectively with
each other?
12. Does the school administration 5 3 3 13 6
monitor and is aware of what goes on
in the committee?
13. Does the school schedule allow 4 4 5 13 4
adequate time for teacher
collaboration on the committee?
14. Does the school administration hold 12 4 9 2 3
teacher s to high expectations?
EDID 6507 MINI CASE STUDY Assignments 1&2
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Excerpts for some question ideas were taken from:
http://www.state.nj.us/education/students/safety/behavior/njscs/NJSCS_Staff_Q2.pd

Table 4. School Climate Survey analysis (Students)

Table 4. School Climate Survey analysis (Students)

School Climate Survey (Students) Not A little Some- Quite A
at all bit what a bit tremendous
Amount
1. I am treated with respect by the 5 10 20 25 20
teachers/councilors in this school
2. I understand how to apply what I 2 3 15 50 20
learn at school to real life situations
3. The school is preparing me for what 7 13 30 35 5
I would like to do after high school
4. My participation in extracurricular 1 12 17 50 10
activities are important for my
academic and future professional
development
5. I work well with others in a group 1 15 24 40 10
or team to solve problems
6. I am ready for the real world in 1 10 19 40 20
terms of my ability to read and
write well, do mathematics and use
the computer
7. I will be looking for full time work 8 8 26 19
right after school to pursue a career
8. I will be looking for part time work 17 40 10 18 5
after leaving high school to pursue
higher education
9. I was notified about plans for the 2 13 25 30 20
workshop sessions
10. Participation in group activities to 1 15 14 50 10
get me ready for the world of work
would give me guidance to achieve
my educational and employment
goals
11. I was aware of and invited to 15 40 20 10 5
become involved in pre-assessment
activities for the workplace
readiness workshops
EDID 6507 MINI CASE STUDY Assignments 1&2
43
http://www.state.nj.us/education/students/safety/behavior/njscs/NJSCS_Staff_Q2.pdf

Table 5. School Board Survey analysis of responses

Yes No Not
sure
1. Would funding for the workshop readiness x
programme be ongoing from the sponsor?
2. Will the board seek alternate funding for the x
project if not ongoing by the sponsor?
3. Does the board plan to allocate more staff to x
the committee after getting the pilot study
results?
4. Will the board become actively involved in x
adding value to the workshop training
activities?
5. Does the board have a long term vision for x
the workshop readiness programme?
6. Will the school board form partnerships with x
other organizations to collaborate on
employment needs?
7. Will the school board allocate funds in its x
annual budget for the project?
8. Does the board communicate effectively with x
school administration?
9. Does the board follow through with its x
commitments?
10. Does the school board respect school x
administration and teachers?
11. Will the school board push to foster an x
internship programme with external partners
in the society?
EDID 6507 MINI CASE STUDY Assignments 1&2
44

12. Will the workshop series differ from current x

services offered in the community for career
guidance?
Excerpts and ideas for questions were taken from
the following websites:
http://www.joangarry.com/10-good-questions-
board-members-should-ask/

Tool 2

Performance Support Tool 8.1- Probing for Environmental Support Drivers or Causes

Category Questions Yes No

Data Are there sufficient accessible data (or signals) to direct an Yes
1. experienced person to perform well?
2 Are they accurate?
3. Are they free of confusion and stimulus competition that slow No
performance and invite errors?
4. Are directions free of glut, stripped down to the simplest form, and No
not buried in extraneous data?
5. Are they timely? No
6. Are good models of behavior available?
7. Are clear and measurable performance standards communicated so No
that people know how well they are supposed to perform?
8. Do they accept performance standards as reasonable?
Feedback Is work-related feedback provided describing results consistent with No
1. the standards and not just behavior?
2. Is it immediate and frequent enough to help performers remember No
what they did?
3. Is it selective and specific, limited to a few matters of importance and No
free of data glut and vague generalities?
4. Is it educational, positive and constructive so that people can learn No
something from it?
Tools Are the necessary implements usually on hand to do the job? Yes
1.
2. Are they reliable and efficient?
3. Are they safe? Yes
Information Are procedures efficient and designed to avoid unnecessary steps?
1
2 Are they based on sound methods and appropriate to the job and skill
level desired?
EDID 6507 MINI CASE STUDY Assignments 1&2
45
3. Are they appropriate to the job and skill level?
4 Are they free of boring and tiresome repetition?
Resources Are adequate materials, supplies, and assistance available to (get) do Yes
1 the job well
2. Are they efficiently tailored to the job?
3. Do ambient conditions provide comfort and prevent unnecessary
interference?
Incentives Is the pay for the job competitive? No
1.
2. Are there significant bonuses or raises based on good performance? No
3. Does good performance have any relationship to career advancement? No
4. Are there meaningful non-monetary incentives based on results and No
not behavior?
5. Are they scheduled well, neither too frequently (lose meaning) not too
frequently (becoming useless)
6. Is there an absence of punishment for performing well?
7. Is there an absence of hidden incentives to perform poorly?
8. Is the balance of positive and negative incentive in favor of good
performance?

Taken from: Fundamentals of Performance Improvement. (2012,p172) Based on P.J.

Dean and D.E. Ripley (Eds). (1997). Performance improvement pathfinders: Models
for organizing learning systems, pp57-58. Washington D.C.

References:

Kinzie, M. B., Hrabe, M. E., & Larsen, V. A. (1998). An instructional design case event:

The Trials of Terry Kirkland. Retrieved from: http://curry.virginia.edu/go/ITcases/Terry/

Kaufman, R., Oakley-Browne, H., Watkins, R., & Leigh, D. (2003). Strategic planning for

success: Aligning people, performance, and payoffs. John Wiley &Sons. Retrieved

February 8th 2017 from: https://wesharescience.com/na/tools/3686_001.pdf

Morrison, G.R., Ross, S.M. and Kemp. J.E. (2011). Designing effective instruction. Wiley.

6th Edition
EDID 6507 MINI CASE STUDY Assignments 1&2
46
Rooney, J. J., & Heuvel, L. N. (2004). Root Cause Analysis for Beginners. Quality

Basics, 45-53. Retrieved April 10th, 2017 from: http://bit.ly/1QJzPsj

Watkins, R., Meiers, M. W., &Visser, Y. (2012). A guide to assessing needs: Essential tools for

collecting information, making decisions, and achieving development results. World

Bank Publications. Retrieved February 10th 2017from:

http://www.ryanrwatkins.com/guidebook.html

Van Tiem, D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of performance

improvement: Optimizing results through people, process, and organizations. John Wiley &

Sons.

Excerpts and ideas for questions were taken from the following websites:
http://www.joangarry.com/10-good-questions-board-members-should-ask/
http://www.state.nj.us/education/students/safety/behavior/njscs/NJSCS_Staff_Q2.pdf