Career Schools have had a long and commendable history of serving communities, employers and our country in time of need. Enjoy the video of the History of Career Schools. After watching this movie I would encourage you to share it with others with you being a leader get to your civic organizations (Rotary, Lions, Chamber of Commerce ) and tell this story. Others can see this video at:
From pre-school to higher education we have been both officially and unofficially held to expected outcomes by our communities who uphold the value of education. Throughout the ages of school improvement it has always been an inherent mission for schools is to educate students to be better than they were. When asking this question of being better than they were or can we truthfully measure our outcomes to measure our school attenders and employees that they are succeeding to achieve at their true potential. When we walk the halls and view classrooms or sit in on an online course what is the measure that the teacher is reaching their full potential or are the students being an realizing an opportunity to move closer to their potential? Schools have often accepted redundant teaching methods over the years and produced lesson plans that have been the same way for many years. When our student audience has changed over the years our teaching approaches now needed to adapt to the learning styles and values of our society.
It is a proven fact that giving grades for our students is without a doubt is a very subjective measure to predict and show competencies accomplished. Very little is measured from a skills perspective for skill in a competency at the conclusion of any term. We can extend this weakness to how we give opportunities for the educators to improve their potential by improving instruction. The measures of instruction fit into the same class as our student measures which is very subjective. As we look at these glaring facts our schools at all levels of for-profit, non-profit, private and sectarian are influenced by government regulations focusing on these old outdated forms of measurement. Our states are using standardized testing for measuring the success of their resident students. When we should be looking for improvement, we are looking at a standards established for only those that could meet the artificial targets. Improvement starts with a baseline and a build from there.
I am sure many of you remember the movie “Money Ball” with Brad Pitt as the general manager of a professional baseball team. This was a story of an actual team who relied on results to improve the team outcomes with success. The data were pointed at the key targets to make baseline improvement of the team. Measurement dictates a process for improving outcomes. The baseball team proceeded to an ultimate outcome of success. If we can use the premise of process by using data we too can have success in our schools.
Schools and colleges making these adjustments will offer to all their stakeholders visible growth by allowing for participants to move to higher potentials. By making these process changes outcomes are not subjective but measuring validated targets after the improvement of learning.
If you have any interest in making this change I have the process used now for eight years that makes the data work for you. Process is key to success in any organization. Process was the key to improving industry by a famous industrial consultant who rebuilt Japan after World War II. Dr. Edward Deming.
Surprisingly Schools have not did much to capitalize on this process. Research coming forth now may change this practice in our academic centers.
It is certain that by establishing the correct target by using data and analytics with schools in any environment or culture can improve. GRCARLSON INC. are here to help you make the transition.
Process in action with coaching for faculty, teacher and instructor improvement.
Great schools all look to improve their students lives through an education that is meaningful.Over the years individuals and companies have focused on the singular approach towards retention and success. These programs required training of those to know how to implement improvement practices in the school. If you are reading this as a school executive or faculty member I know you can remember these training programs. Topics were to identify students at risk, learning styles, higher empathy, improvement of student self-image and soft skills. How did your training sessions work? Did you have a one, two or three day session and then buy the materials to complete the seminar?
Writing this is not to critique or knock on these programs but you have to ask yourselves how you have sustained the excitement and program continuation. What are the practices that make the program work a life time. Programs in education often are linear. We present practice with a training. If you were to look at the attendance of the members attending and how many are still working in the school in one year, two years or three years later. Little has been done to refresh ongoing practitioners and new employees. New employees often wait until the new training takes place. This is just enough time to possibly lose students before training takes place. Success in the school takes place often right after the training. The “Hawthorne Effect” (When individuals realize they are being observed with a new practice the novelty creates a temporary increase in performance) is when experiences by all of us in our developments and projects with short-term training may have limited time value. Intentions were admirable when we were all looking for the “magic switch”.
Solutions to our plight lie in the type of activities that change behavior which has support for lasting success.
1. Our capabilities today allow us to recall history of performances by selecting data from programs, courses and institutions.
2. From our data collection we can do a complete data analysis to make appropriate and equitable conclusions.
3. Our analysis gives a proper perspective to create a plan for improvement. This plan becomes an individual plan of improvement for each member of your staff.
4. It is much easier to successfully obtain a transfer of ownership to each individual when it is equitable and fair with supportive intent.
5. When support is put into practice each individual can execute a plan to improve.
6. Cyclical reoccurrence creates follow/up to review new data and complete an analysis for improvement.
To maintain success plans need to acquire a self-sustaining and cyclical nature. Success in companies, sports and schools is from a process. Connecting the six steps above with a process builds a foundation that is maintained as long as you repeat the process in your school.
It is time to build a foundation to create higher success levels for faculty, meet compliance expectations, higher graduation rates and student satisfaction improvement. Stop your linear training and create a process that becomes part of the business practice in your school. Professional development becomes a reality with individual practicality.
If you have an interest on how to accomplish these successes in your school please contact me and I will share.
Gary R. Carlson