Proving it to Ourselves: Building an Organizational Learning Culture

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Proving it to Ourselves:Building an Organizational

Learning Culture

2013 NPEA ConferenceApril 12, 2013

Alec Lee, Aim High

Sarah Conrad, The Steppingstone Foundation

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Agenda

1.Definition

1.Self-Assessment: Where are you on the organizational learning journey?

1.Two stories: Bright spots & construction zones

1.Next Steps

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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

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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), 387-3952. Milway, K.S. & Saxton, A. (2011). The Challenge of Organizational Learning. Stanford Social Innovation Review, Summer 2011

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Components

Steps to Organizational Learning

Buy InBuy In Robust Strategic Plan

Robust Strategic Plan

Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals

Prioritize and Implement


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Self-Assessment

• Where are you in the process?

• How well are you doing?

• What are some barriers to progress?

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Aim High’s Journey – 10 years

Not on Spectru

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Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals



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Buy InBuy InRobust

Strategic Plan

Robust Strategic

Plan

Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals



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BUY IN•Board Expertise•Commitment to necessary resources•Leadership Commitment

• Board• Executive Director

•Investment of time

Willingness TO GET BETTER

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Buy InBuy InRobust

Strategic Plan

Robust Strategic

Plan

Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals



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What We Do

LearningRigorous, interactive, & relevant curriculum emphasizing project-based learning

Enriching activities & out-of-classroom learning

EnvironmentSmall & diverse learning communities that foster a culture of respect, opportunity, & high expectation

Team teaching model

TeachersDiverse, passionate, & skilled instructors & leaders

Our Goals

Instill positive attitude towards learning

Develop confident, motivated & engaged students with strong learning skills & habits and content knowledge

Build students’ sense of community belonging & healthy, valued relationships with peers & adults

Support successful transition to high school and on-time graduation

Promote increased understanding of the path to college

How We Gauge Success

Positive attitude towards learning (90%)

GPA improvement or maintaining at least a 3.0 in middle school (70%)

Developed/strengthened academic skills (90%)

Students are prepared for the school year (90%)

Student retention (80% 2+ yrs)

Students are part of a community where they feel safe and respected (90%)

1+ young adult role model who sets an example for being college-bound (90%)

1+ adult who cares about their wellbeing (90%)

Strong 9th grade year (high attendance, appropriate grade-level course enrollment, high homework completion rate)

On-time high school graduation rate for each ethnic group is at least 5% higher than their district's rate

Alums credit Aim High with contributing to their on-time graduation from high school (75%)

Better understand path to college (90%)

Impact on Kids

Positioned for success in school and life:

Love of learning

Sense of community & opportunity

Success in high school

On track for college

Aim High Strategy

What Research Says

Middle school is a pivotal time

Students’ social & emotional well-being supports learning

Summer learning is critical

Strong transition to high school combats dropout and is essential to being college-bound

Bold text= priority measurement

Multi-year summer program focused on academic enrichment for under-resourced middle school youth

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WHAT HAPPENED between year 20-27?

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Ah – Ha Moment?

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Key Decisions and Investments

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Steppingstone’s Journey - 2009

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Our starting point…a bright spot!



Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals



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The Steppingstone Academy Strategy

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What We Do

AdmissionRecruit motivated urban students with high potential and limited opportunities from low- to moderate-income households.

Preparation & Placement14-month rigorous academic component taught by professional teachers. Support families through all aspects of the independent and public exam school admission process.

Support ServicesScholars are provided college readiness programming and general support through middle and high school

College ServicesSupport offered while in college with a focus on the transition to college, financial literacy, and career development.

Our Goals

Foster, beginning in middle school, a college-bound community of peers

Prepare Scholars academically, socially, and emotionally to get into, and succeed at, some of the most selective middle and high schools in Boston area.

Ensure Scholars receive college readiness services at appropriate time (ex. middle school: connect career and college; 11th grade: understand nuts and bolts of college application process; throughout: college affordability and financial aid)

Support Scholars in the transition to college and at college with plan of graduating within 4 – 6 years

How We Gauge Success

Retention in Prep component (83%)

Placement (90%)

Retention at Placement Schools (92%)

4-yr high school graduation (95%)

Overall high school graduation (99%)

4-yr college enrollment (90%)

Graduate from 4-yr college within 4 years (63%)

Graduate from 4-yr college within 6 years (80%)

Impact on Kids

Scholars are:

-Able to get into selective 4-yr college at which they have the greatest chance for success

-Prepared to be successful at the college of their choice

-Able to graduate from 4-yr college within 6 years ready to enter the job market

What Research Says

Middle-grade years are crucial for college degree attainment

Summer learning is critical

High schools matter and can guide students into the application pool for competitive colleges.

Can increase likelihood of college degree attainment when students receive robust college readiness services

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Steppingstone’s Journey - 2010

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Construction Zone: Moving Backward to go Forward



Set Benchmarks

Set Benchmarks

Collect Information

Collect Information

Analyze; Interpret;

Share

Analyze; Interpret;

Share

Set NEW Goals

Set NEW Goals



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Steppingstone’s start

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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

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What happened? Where are we now?

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What does this mean for you?

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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

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Wrapping Up

•One idea/concept you’ll bring back to your board/staff

•One area of progress you think you can make

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Documents

Proving it to Ourselves: Building an Organizational Learning Culture