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Facilitating the UCO Action Project Process – Part 4 Analyzing Data –

Facilitating the UCO Action Project Process – Part 4 Analyzing Data – . Office of Planning & Analysis University of Central Oklahoma. UCO Action Project Process. Based on PDCA cycle Walter Shewhart (Bell Labs); W. Edwards Deming Managed by the UCO CQIT

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Facilitating the UCO Action Project Process – Part 4 Analyzing Data –

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  1. Facilitating the UCO Action Project Process – Part 4 Analyzing Data – Office of Planning & Analysis University of Central Oklahoma

  2. UCO Action Project Process • Based on PDCA cycle • Walter Shewhart (Bell Labs); W. Edwards Deming • Managed by the UCO CQIT • Continuous Quality Improvement Team • Cross-functional • 5 to 10 projects per year

  3. PDCA Cycle

  4. PDCA Cycle

  5. PDCA Cycle

  6. Action Team Begins Action Team Ends

  7. AnalyzeData Synthesis • Present findings • Benchmarking results • Interview results • Focus group results • Flowchart results • • • • ID common issues/problems

  8. AnalyzeData Resolve • Root cause analysis (RCA) • Process problems

  9. What is Root Cause Analysis? You can easily see problems and (sometimes) symptoms Can’t easily see the underlying “root” causes very easily

  10. Too Simple Root Cause Analysis What happened? Find someone to blame the same way …

  11. Too Simple Root Cause Analysis Find someone to blame the same way …

  12. Real Root Cause Analysis • Seemingly disparate issues and problems may be arising from common underlying root causes. • Root Cause Analysis (RCA)is a process: • Reveals underlying root causes (often more than one). • Limits attempts to latch on to simple, quick fixes that don’t address underlying root cause. (Problems will be like weeds – they keep coming back.) • Common uses: • Incident investigation • Problem solving • Quality control

  13. RCA: Basic steps Understand the full scope of the problem Why does this problem occur? Develop corrective solutions to prevent problem from recurring.

  14. Some RCA Techniques • 5-Whys • Start w/ problem or incident. • Keep asking “Why?” . • Fishbone or Ishikawa Diagram • Start w/ problem or incident. • Ask “Why?” in categories. • Factor Tree Analysis • Start w/ problem or incident. • Use tree structure to trace actions and conditions that led to problem. • Many others + hybrids

  15. 5-Whys RCA • Facilitator writes group’s issue or problem on board. • Facilitator: “What causes this problem?” or “Why does this problem exist?” or … • Team members give a reason. • Facilitator: “Then what causes that problem?” or “Then why does that problem exist?” • Keep working down to underlying problem or until reason is beyond control of group.

  16. 5-Whys Example

  17. Five Whys – Useful questions • What could be causing that? • What underlying skills might he/she be missing? • What has kept the typical interventions from working? • What is interfering with… ? • What is a cause that we can influence or change in school? • Why are we continuing to use this strategy? • What else could be causing or influencing this problem? • Do you think “x,” “y,” or “z” could be the cause? • Why is “X” stopping him/her from learning? • Why do you think he/she is or continues doing that? • What could be the motivation for doing that? • What do you think is happening that keeps him/her from solving this problem? http://www.ohioschoolleaders.org/moveAhead/UsingData/docs/Five%20Reasons%20Deep-%20Questions%20You%20May%20Find%20Helpful.pdf

  18. Fishbone (Ishikawa) Diagram RCA Still using 5-Whys questioning Cause Categories: • Manufacturing (4 M’s): Machine, Method, Material, Manpower • Service(4 S’s): Surroundings, Suppliers, Systems, Skills Many others. These can be anything that makes sense to the team.

  19. UCO Fishbones (from NSSE Action Teams)

  20. Why a fishbone?

  21. Modified “5 Whys” (factor tree analysis) RCA

  22. Modified “5 Whys” (factor tree analysis) RCA

  23. Modified “5 Whys” (factor tree analysis)

  24. Activity Modified 5-Whys

  25. NSSE 9C: About how many hours do you spend in a typical 7-day week doing each of the following? 1=0 hrs/wk, 2=1-5 hrs/wk, 3=6-10 hrs/wk, 4=11-15 hrs/wk, 5=16-20 hrs/wk, 6=21-25 hrs/wk, 7=26-30 hrs/wk, 8=more than 30 hrs/wk According to NSSE, both Freshmen and Senior UCO students spend more hours working off campus than: students at other schools, students at Carnegie peers, and students at urban peers

  26. Activity – Modified 5-Whys UCO’s overall retention rate is only 53% while our peer average is 74%.

  27. AnalyzeData Develop Solutions • Immediate solutions • Long range solutions • Process improvements

  28. Action Team Begins Action Team Ends

  29. The End (last CIF is Apr 16)

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