Process Management in Education: How to Design, Measure, Deploy and Improve Organizational Processes

120 Pages·2010·3.097 MB·English

by  Robert W. Ewy and Henry A. Gmitro

Process Management
in Education
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Process Management
in Education
How to Design, Measure, Deploy,
and Improve Educational Processes
Robert W. Ewy and Henry A. Gmitro
ASQ Quality Press
Milwaukee, Wisconsin
American Society for Quality, Quality Press, Milwaukee 53203
© 2010 by ASQ
All rights reserved. Published 2009
Printed in the United States of America
15 14 13 12 11 10 09 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data
Ewy, Robert, 1940–
Process management in education : how to design, measure, deploy, and improve
educational processes / Robert W. Ewy and Henry A. Gmitro.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-87389-757-0 (soft cover : alk. paper)
1. School management and organization—United States. I. Gmitro, Henry A.
II. Title.

LB2805.E93 2009
371.2'07—dc22 2009042937
ISBN: 978-0-87389-757-0
No part of this book may be reproduced in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the publisher.
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Printed in the United States of America
Printed on acid-free paper
Table of Contents
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Part One: What Is a Process? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Definition of a Process .......................................... 1
Why Is Process Management So Important? ......................... 2
Why Process Management Has Been Neglected in Education............ 4
Process Variation Is the Issue ..................................... 5
Processes Exhibit Two Types of Behavior............................ 6
What You Already Know About Processes and Variation ............... 8
Understanding How Processes Work................................ 11
Understanding How Processes Work (Example 1).................. 12
Understanding How Processes Work (Example 2) ................. 15
Part Two: Process Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
What Is Process Management? .................................... 23
Process Manager ............................................... 23
Process Design ................................................ 23
Process Measurement ........................................... 27
Process Deployment ............................................ 28
Process Improvement ........................................... 28
Process Management Questions ................................... 30
An Example Using the Six Questions ........................... 31
The Two Major Quality Tools That a Process Manager Must Master....... 38
Flowcharting .............................................. 39
Statistical Process Control (SPC)............................... 41
Flowcharting Process Improvement ................................ 44
Six Sigma..................................................... 47
Conclusion: Processes Are Vital Components of Systems ............... 53
Part Three: Process Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Standards-Based Instructional Process.............................. 71
World-Class Educational Practices Applied to Standards-Based
Instructional Processes (Classroom Focus)......................... 76
vii
viii Table of Contents
Deployment Flowchart: Standards-Based Instruction ............... 76
Simulated Teacher Dialogue Related to Flowchart Steps............. 76
World-Class Educational Practices Applied to Standards-Based
Instructional Processes (School Focus)............................ 78
I. Making Sure the Standard Is Taught .......................... 78
II. Making Sure Students Have Learned the Standard............... 80
III. Making Sure Students Who Didn’t Learn the Standard, Learn It... 81
IV. Making Sure Students Do Not Forget What They Have Learned ... 82
ELL Variations............................................. 83
Standards-Based Instructional Process Matrix........................ 83
At-Risk Student Performance Improvement Process ................... 86
Appendix A School Customers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Appendix B Example Process Management and Improvement Matrix . . . . 91
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
List of Figures
Figure 1 Key district mission-critical processes. ............................ 3
Figure 2 SIPOC diagram. .............................................. 11
Figure 3 My “going to work” run chart. ................................... 13
Figure 4 “Going to work” XmR chart. .................................... 14
Figure 5 Recalculated “going to work” XmR chart. ......................... 15
Figure 6 Daily reading test run chart. ..................................... 16
Figure 7 Daily reading test np chart. ..................................... 17
Figure 8 Recalculated daily reading np chart. .............................. 17
Figure 9 Histogram of daily reading test results. ............................ 19
Figure 10 Cause-and-effect diagram. ...................................... 19
Figure 11 Eighteen-week daily reading test np chart. ......................... 20
Figure 12 Ideal histogram. .............................................. 21
Figure 13 Process management diagram. ................................... 23
Figure 14 Checklist for district curriculum development requirements. ........... 25
Figure 15 Process management matrix. .................................... 32
Figure 16 Operational definitions for measurement activities. .................. 32
Figure 17 Three-year mathematics test data np chart. ......................... 33
Figure 18 Operational definition for mathematics curriculum process. . . . . . . . . . . . . 34
Figure 19 Three-year mathematics test data histogram. ....................... 34
Figure 20 Four-year mathematics test data np chart. .......................... 36
Figure 21 Operational definition for identifying exemplary practices. ............ 37
Figure 22 Operational definition for identifying exemplary practices. ............ 37
Figure 23 Benchmark scattergram. ....................................... 38
Figure 24 Flowchart of major components of curriculum development process. .... 40
Figure 25 Cycle time recording sheet. ..................................... 42
Figure 26 Process improvement flowchart. ................................. 45
Figure 27 Process management formula. ................................... 47
Figure 28 PDSA flowchart. ............................................. 51
Figure 29 DMAIC flowchart. ............................................ 52
ix
x List of Figures
Figure 30 K–2 literacy intervention programs. ............................... 57
Figure 31 Math intervention program. ..................................... 61
Figure 32 Student referral for special education services. ...................... 63
Figure 33 Section 504 referral and evaluation procedures. ..................... 65
Figure 34 Retention procedures. .......................................... 67
Figure 35 Stranger danger. .............................................. 69
Figure 36 Making sure the standard is taught. ............................... 72
Figure 37 Making sure students have learned the standard. .................... 73
Figure 38 Making sure students who didn’t learn the standard, learn it. ........... 74
Figure 39 Making sure students don’t forget what they have learned. ............. 75
Figure 40 Standards-based instructional process matrix. ...................... 84
Figure 41 At-risk student performance improvement process. . . . . . . . . . . . . . . . . . . . 86