Dr' Tarrell Awe Agahe Portman

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Using Change-Management Models and Score Cards as
a Tool to Raise Educators Expectations for All
Students

• Dr. Tarrell Awe Agahe Portman
• tarrell-portman_at_uiowa.edu
• Dr. Susannah Wood
• susannah-wood_at_uiowa.edu
• TSCI 9th Annual Conference
• St. Louis

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Small Group Discussion (1)

• What changes have you witnessed and experienced
  in the school counseling profession over the past
  few years?
• What were the driving forces?
• What were the outcomes?
• And what happened in between?
• Summarize and document

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John Kotters Change Process

• Step 1 - Increase Urgency
• Step 2 - Build the Guiding Team
• Step 3 - Get the Vision Right
• Step 4 - Communicate for Buy-in
• Step 5 - Empower Action
• Step 6 - Create Short Term Wins
• Step 7 - Don't let up
• Step 8 - Make change stick

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Intentional Change Process

• Analyze the current structure,
• Brainstorm resources and potential partnerships,
• Construct a new vision,
• Document proposal,
• Engage the process of change,
• Facilitate supports for change

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Analyze

• What is our baseline?
• What do we have?
• Whats working?
• What isnt?
• What can we keep?
• What needs to change?
• What is our focus?
• What do we need?

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Brainstorm

• What factors should we consider?
• Sources of support
• Current and possible partners
• K-12 alignment
• Career and college preparation
• Student skills
• What potentials are there for curriculum changes?
• Content
• Delivery
• Outcomes

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Construct

• Guiding team with common vision and complementary
  backgrounds
• New vision
• Common mission and goals
• Clarity of voice
• Shared language
• Action plan

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Document

• Mission
• Goals
• Roles
• Program and service-delivery alignment
• Implications for
• Student numbers and requirements
• Collaboration
• Program promotion, district/state/national
  visibility
• Program reputation
• Money and resources

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Engagement in Change

• Labels or stereotypes
• Issues of professional identity
• Departmental understanding
• The lone voice
• Appearance of favoritism
• Implications for possible failure

• Trust
• Costs/Benefits
• Territory
• Fit
• Threats to status quo
• The unknown
• Power
• Differences in personal paradigms

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Facilitate

• Identify and present preliminary ideas to
  political entities for feedback.
• Incorporate feedback when appropriate.
• Consult with administration, teachers, staff,
  parents and students.
• Identify and select the appropriate channels at
  your institution for introducing the changes.
• Be sure the written documentation can be clearly
  understood and easily read.
• Schedule appropriate discussion meetings.
• Immediately follow-up meeting with action plan.

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Commonalities within Models

• Abstract to concrete
• Analysis of status quo
• Creation of forward-thinking teams
• Inter/intra personal struggle with the change
  process
• Vision into action plans and outcome measures
• Short term changes
• Forecasting of impact of change on multiple
  domains

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Paired Reflection

• Change from theory to practice
• What are driving forces in your context that
  would lead to a change?
• Who do you want on your team to discuss and
  implement change?
• What positive outcomes could you see to change?
• What are other implications for change?
• How would you expect you would experience that
  change?
• What would be causes of resistance or frustration
  in the change process?

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An Impetus for Change in School Counseling

• Societal changes
• Educational reform
• Need accountability
• Need for increased professional recognition

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Refocusing Change and Accountability

• Scorecards
• Intentionality
• Strategic change
• What is our focus?
• What do we want?
• How do we get there?
• What do our stakeholders want?
• How will we know?

School counselors have data, but data needs a
focus and a plan. If we want our students to be
successful we need a map to get them there and a
way of measuring how well that map worked.
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Change

• How do we attain sustainable growth in our school
  counseling programs and in our students
  development of secondary plans?
• Embracing change
• Expectations of students and programs
• Embedded intentionality strategy maps and/or
  action plans
• Effectiveness of strategies

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Questions for Radical Change

• Is the status quo really good enough? Can we just
  collect and report?
• What assumptions do we have of students that may
  actually cost us their success?
• Do we really have a plan to move school
  counseling beyond maintenance of data?
• Can we say we are sustaining a level of long-term
  effectiveness if we have no data?
• Should we look at leading indicators of student
  success?

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Mind the gap

• What do we need?
• Long term sustainability
• Strategy map that measures performance
• Intentional actions plans of action that lead to
  student success
• Indicators of what we might be doing in the
  future

• What do we have?
• Data driven Accountable programs
• Single measures based on interventions
• Multiple measures based on program
• Current indicators

Are we as a profession dressed up with no place
to go?
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Small Group Discussion (2)Forward Movement

• So What? How are our students different as a
  result of our programs? What are current
  indicators?
• TO
• So what next? What do we want our students to
  become? What are leading indicators?

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How would you measure your school counseling
program performance?
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Balanced Scorecard Concepts

• Program effectiveness relies upon the bottom
  line what has happened.
• A balanced scorecard measures not just how well
  youve been doing, but also how well you are
  doing and can expect to do in the future.
• Balanced inclusion of data and non-data

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Measurement Indicators

• Lagging Indicator Measures what you have done
  (ex. post-secondary admissions, follow-up
  studies).
• Current Indicator Measures what you are doing
  (pre-post tests, outcomes data).
• Leading Indicator Measures what you can expect
  to do in the future (post secondary completion,
  workforce indicators, life long learning).

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Scorecards

• Developed business to move beyond simple
  numerical indicators toward performance measures
  and combined viewpoints.
• Scorecards support strategy execution by
  providing organizations with leverage, visibility
  and responsiveness - the key enablers of
  consistent strategy execution. If the scorecard
  truly measures the internal and organizational
  drivers of financial and customer outcomes, then
  by definition it is shining a spotlight on the
  leverage points of the strategy - the process,
  people and information priorities that are most
  important to create significant change. (Veth,
  G. , 2006)

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What is the balanced scorecard?

• The balanced scorecard is a way of
• measuring CSCGP success
• balancing long-term and short-term actions
• balancing different measures of success
• Financial What is our gain? Customer
  Students and Alumni Internal Operations --
  Delivery System
• Human Resource Systems Development (learning
  and growth)
• A way of tying strategy to measures to action
  Adapted from source http//www.organizedchange.co
  m/balancedscorecard.htm

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Kinds of Measures

• Customer Satisfaction, growth and retention.
• Internal operations (efficiency, speed, reducing
  non-value added work, minimizing quality
  problems).
• Human resource systems and development.

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Context and Strategy

• A mission, strategy and objectives must be
  defined, measures of that strategy must be agreed
  to and actions need to be performed for a
  measurement system to be fully effective.

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Drivers or Causes

• Drivers are the causes behind movement (up and
  down) of indicators on balanced scorecard.
• Example Applications for Post Secondary
  Admission
• Awareness
• Applications must be available
• Deadlines must be met

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Four Driver categories

• Environmental - those factors outside the
  influence of your organization, such as community
  norms, governmental regulations, the economic
  cycle, local, national and global politics, etc.
• Organizational - systems inside the organization
  such as district strategy, human resource
  systems, policies, procedures, organizational
  structure, etc.
• Group service delivery processes, group
  relationships, work responsibilities, work
  assignments
• Individual - personality, management style,
  skills, behaviors.

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Strategy MapThe Cause and Effect Relationships
Financial What do we want to gain?
Customer Students, Parents, Alumni
InternalService Delivery Framework/Components
LearningHuman Resources, Collaborations
The secret ingredient is focus.
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CSCGP Strategy Maps

• Choose a theme/focus for your CSCGP or Context.
• Identify outcome or gain.
• What must be achieved to reach this outcome?
• How will success in achieving the strategy be
  measured?
• What level of performance or improvement is
  needed?
• Identify key actions required to achieve the
  target?

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Creating SMART targets - Objectives

• A SMART target is
• Specific
• Measurable
• Agreed upon
• Realistic
• Time-bound

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Sustainability

• How do we intend to help students sustain what
  they have learned through their participation in
  our CSCGPs?
• Are we capable of instilling sustainability?

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Balanced Scorecards in the Real World

• Scorecards can be used at various levels.
• Community (Environmental)
• District (Organizational)
• Group (Program)
• Individual (Student or School Counselor)

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Support Personnel Accountability Report Card
(SPARC) B. Tyra

• The Support Personnel Accountability Report Card
  (SPARC) is a continuous improvement tool that
  gives a school site an opportunity to demonstrate
  effective communication and a commitment to
  getting results. Modeled after the School
  Accountability Report Card (SARC), the SPARC has
  been developed by an advisory group of Los
  Angeles County counselors, counselor supervisors,
  counselor educators, and California Department of
  Education consultants.

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Future Directions

• Implement a action plan for continuous evaluation
  of the new project or program.
• Be accountable
• Market (local, state, region, national,
  international)
• Keep program on the radar for administrators

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References

• Veth, G. (2006, June). Scorecards Translating
  Strategy to Action. DM Review Magazine. Retrieved
  May 29, 2008 from www.dmreview.com/issues