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What do schools and classrooms have to offer BPM?


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What do schools and classrooms have to offer BPM?

  1. 1. Connecting Process ProfessionalsWhat do Schools and Classrooms have to offer BPM? Michael King | QLA 29th February 2012 1
  2. 2. What doschools andclassrooms have tooffer BPM? Michael N King 29 February 2012
  3. 3. This presentation About us Profound Knowledge – Systems and processes  System Mapping  Process Mapping  Documentation – Theory of knowledge / learning  PDSA – Data and variation – Psychology / motivation  Capacity Matrices Conclusions© 2012 QLA 22-Mar-12 3
  4. 4. About UsQLA Michael King Support improvement in  BE (Hons), MBA, Grad Dip the quality of learning Science (Statistics), Grad Compulsory school Dip Education education focus  Telstra Clients in  Australian Quality Council ACT, Vic., NSW, SA  Founded QLA in 2002  Home in Canberra© 2012 QLA 22-Mar-12 4
  5. 5. © 2012 QLA 22-Mar-12 5
  6. 6. Working ON the System “Only the people working IN the system know what is going wrong and creating waste. Only the managers, working ON the system have the authority to change it.” Myron Tribus, Will Our Educational System be the Solution or the Problem? (1998), available at© 2012 QLA 22-Mar-12 6
  7. 7. Working IN and ON the System© 2012 QLA 22-Mar-12 7
  8. 8. Different Types of Systems Ability to Examples of Examples of System Type Example choose goals Control elements sub-groups and methods Seat Gears Deterministic Bicycle Pedal Steering Nil External Wheel Brakes Brain Skelton Only the whole, Animated Person Lung Circulation not the Centralised Heart Respiration elements People Production The whole, and Social Enterprise Materials Marketing Distributed each element Machines Finance© 2012 QLA 22-Mar-12 8
  9. 9. Direct Effects and Interaction Effects n Total Effects = 2 - 1© 2012 QLA 22-Mar-12 9
  10. 10. © 2012 QLA 22-Mar-12 10
  11. 11. Video Clip – Year 2 System Map© 2012 QLA 22-Mar-12 11
  12. 12. School process reference model© 2012 QLA 22-Mar-12 12
  13. 13. Video Clip – High School Classroom Flowcharts© 2012 QLA 22-Mar-12 13
  14. 14. Learning and Theory Prediction Action Learning Cycle Reflection Observation Plan an improvement. Plan Do Do the plan. Act upon what is learned. Act Study Study the results.© 2012 QLA 22-Mar-12 14
  15. 15. Video Clip – Year One PDSA Writing© 2012 QLA 22-Mar-12 15
  16. 16. Variation© 2012 QLA 22-Mar-12 16
  17. 17. © 2012 QLA 22-Mar-12 17
  18. 18. Factors that enhance intrinsic motivation Advancing my interests and passions. Meaning Making a positive difference to me and/or others Purpose Relevance Pertinent to me, my situation and my future Accepting what is to be accomplished and creating a vision Possibility of what could be achieved Committing to a ‘whole-of-task’. Responsibility Experiencing a sense of being ‘in control’ Selecting methods and resources, defining quality standards Choice Autonomy and deciding timing Exploring and expressing my thoughts, skills, imagination Creativity and individuality Challenge Finding the task interesting, compelling and achievable Monitoring my own progress and performance. Achievement Celebrating achievement, learning and success Mastery Trying things, making mistakes, developing new skills and Learning finding different ways of thinking Enjoying interdependence, shared goals and authentic Collaboration teamwork Giving and receiving constructive feedback and Belonging Feedback encouragement Recognising skills and abilities in myself and others. Sharing, Support helping, learning together. Being free of fear© 2012 QLA 22-Mar-12 18
  19. 19. Video Clip –Year Four Capacity Matrices© 2012 QLA 22-Mar-12 19
  20. 20. Key Conclusion: Improvement is for everyone Working IN and ON the system Profound Knowledge Tools and methods Involve everyone in improvement of the systems and processes for which they are responsible© 2012 QLA 22-Mar-12 20
  21. 21. Thankyou! Michael King and Jane Kovacs 02 6251 3870 Michael’s phone 03 9370 9944 Jane’s phone© 2012 QLA 22-Mar-12 21