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Proving it to Ourselves: Building an Organizational Learning Culture
 

Proving it to Ourselves: Building an Organizational Learning Culture

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Presented at the 2013 NPEA Conference by: Aim High and The Steppingstone Foundation

Presented at the 2013 NPEA Conference by: Aim High and The Steppingstone Foundation

http://www.educational-access.org/npea_conference_speakers2013.php

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    Proving it to Ourselves: Building an Organizational Learning Culture Proving it to Ourselves: Building an Organizational Learning Culture Presentation Transcript

    • Proving it to Ourselves:Building an Organizational Learning Culture 2013 NPEA Conference April 12, 2013 Alec Lee, Aim High Sarah Conrad, The Steppingstone Foundation | 1
    • Agenda 1.Definition 1.Self-Assessment: Where are you on the organizational learning journey? 1.Two stories: Bright spots & construction zones 1.Next Steps | 2
    • Goals of the Session By the end of the session we hope you will: 1. Not be afraid of numbers! 1. Commit to using data to build a culture of organizational learning 1. Use data to track progress toward your organization’s strategic plan, including organizational and individual goals | 3
    • Defining Organizational Learning Torres & Preskill (2001) “A process of continuous growth and improvement through the use of evaluation, embedded in the organization’s culture, systems, structure, and leadership, leading to alignment of values, attitudes, and perceptions” Milway & Saxton (2011) “developing organizational knowledge and integrating that knowledge into everyday practice” Use data to get clear. Use data for improvement. Use data for professional growth. 1. Torres, R.T. & Preskill, H. (2001). Evaluation and organizational learning: past, present, ad future. American Journal of Evaluation, 22(3), 387-395 2. Milway, K.S. & Saxton, A. (2011). The Challenge of Organizational Learning. Stanford Social Innovation Review, Summer 2011 | 4
    • Components Steps to Organizational Learning Buy In Buy In Robust Robust Set Set Strategic Plan Strategic Plan Benchmarks Benchmarks Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 5
    • Self-Assessment Buy In Robust Set Strategic Plan Benchmarks • Where are you in the process? Prioritize and • How well are Implement you doing? • What are some barriers Analyze;Set NEW Interpret; Collect to progress? Goals Information Share | 6
    • Aim High’s Journey – 10 years Not on Spectru m Buy In Buy In Robust Robust Set Set Strategic Plan Strategic Plan Benchmarks Benchmarks Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 7
    • Aim High’s Journey – 20 years Robust Robust Buy In Buy In Strategic Set Set Strategic Plan Benchmarks Benchmarks Plan Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 8
    • Aim High’s Journey – 20 years BUY IN •Board Expertise •Commitment to necessary resources •Leadership Commitment • Board • Executive Director •Investment of time  Willingness TO GET BETTER | 9
    • Aim High’s Journey – 27 years Robust Robust Buy In Buy In Strategic Set Set Strategic Plan Benchmarks Benchmarks Plan Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 10
    • Multi-year summer program focused on academicAim High Strategy enrichment for under-resourced middle school youth What Research Says What We Do Our Goals How We Gauge Success Impact on Kids Instill positive attitude Positive attitude towards learning (90%) towards learning GPA improvement or maintaining at least a 3.0 in middle school (70%) Learning Develop confident, Rigorous, interactive, & motivated & engagedMiddle school is a students with strong Developed/strengthened academic skills (90%) relevant curriculumpivotal time learning skills & habits and emphasizing project- content knowledge based learning Students are prepared for the school year (90%)Students’ social & Enriching activities &emotional well-being Student retention (80% 2+ yrs)supports learning out-of-classroom Positioned for success learning in school and life: Students are part of a community where they feel safe Build students’ sense of and respected (90%) Love of learningSummer learning is community belonging &critical Environment healthy, valued Sense of community & relationships with peers & 1+ young adult role model who sets an example for opportunity Small & diverse learning being college-bound (90%) adults Success in high school communities that foster aStrong transition to culture of respect,high school combats 1+ adult who cares about their wellbeing (90%) On track for college opportunity, & highdropout and is expectationessential to being Strong 9th grade year (high attendance,college-bound appropriate grade-level course enrollment, high Team teaching model homework completion rate) Support successful On-time high school graduation rate for each ethnic group is at least 5% higher than their Teachers transition to high school and districts rate Diverse, passionate, & on-time graduation skilled instructors & Alums credit Aim High with contributing to their on- leaders time graduation from high school (75%) Promote increased understanding of the path Better understand path to college (90%) to college Bold text= priority measurement | 11
    • WHAT HAPPENED between year 20-27? | 12
    • Ah – Ha Moment? | 13
    • Key Decisions and Investments | 14
    • Steppingstone’s Journey - 2009 Our starting point…a bright spot! Buy In Buy In Robust Robust Set Set Strategic Plan Strategic Plan Benchmarks Benchmarks Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 15
    • The Steppingstone Academy Strategy What Research Says What We Do Our Goals How We Gauge Success Impact on Kids Foster, beginning in middle school, a college-bound Admission community of peers Recruit motivated urban students with high potential Retention in Prep component (83%) Scholars are:Middle-grade years are and limited opportunitiescrucial for college from low- to moderate- Prepare Scholars -Able to get into selectivedegree attainment income households. academically, socially, and 4-yr college at which they emotionally to get into, and Placement (90%) have the greatest chance Preparation & Placement succeed at, some of the for successSummer learning is 14-month rigorous most selective middle andcritical academic component high schools in Boston -Prepared to be taught by professional area. successful at the college Retention at Placement Schools of their choice teachers. Support families (92%)High schools matter through all aspects of the -Able to graduate from 4-and can guide students independent and public Ensure Scholars receive yr college within 6 yearsinto the application exam school admission college readiness services 4-yr high school graduation (95%) ready to enter the jobpool for competitive process. at appropriate time (ex. marketcolleges. middle school: connect Support Services career and college; 11th Overall high school graduation Scholars are provided grade: understand nuts and (99%)Can increase likelihood college readiness bolts of college applicationof college degree programming and general process; throughout:attainment when support through middle and college affordability and 4-yr college enrollment (90%)students receive high school financial aid)robust collegereadiness services College Services Support offered while in college with a focus on the transition to college, Support Scholars in the Graduate from 4-yr college within financial literacy, and transition to college and at 4 years (63%) career development. college with plan of graduating within 4 – 6 years Graduate from 4-yr college within 6 years (80%) | 16
    • Steppingstone’s Journey - 2010 Construction Zone: Moving Backward to go Forward Buy In Buy In Robust Robust Set Set Strategic Plan Strategic Plan Benchmarks Benchmarks Prioritize and Prioritize and Implement Implement Analyze; Analyze; Set NEW Set NEW Collect Collect Interpret; Interpret; Goals Goals Information Information Share Share | 17
    • Steppingstone’s start 1. Commitment to improving our performance management system, allowing it to maximize organizational effectiveness through providing a basis for learning, growth, and evaluation 2. Clear on our organizational goals/benchmarks 1. Brought on Commongood Careers to work with us 1. They provided our guiding principles, we needed a system that was (among other things): linked, integrated, and goal-oriented | 18
    • What happened? Where are we now? | 19
    • What does this mean for you? | 20
    • Rules of the Road (How to be Successful) • Flexible − Implementation plan − Δs • Transparent • Personal Commitment • Accept the bad with the good • No one gets a free pass • Invest in evaluation | 21
    • Wrapping Up •One idea/concept you’ll bring back to your board/staff •One area of progress you think you can make | 22