TEACHING PROCESS IMPROVEMENT BY DOING PROCESS IMPROVEMENT

Transcription

1 TEACHING PROCESS IMPROVEMENT BY DOING PROCESS IMPROVEMENT L. Leslie Gardner Ph.D. University of Indianapolis

2 Why teach process improvement by doing process improvement? 1. Efficiency 2. Effectiveness 3. Credibility 4. Empowerment University of Indianapolis 1

3 Process Improvement Exercise 1. Brainstorming 2. Prioritization 3. Analysis 4. Improvement Adaptation of Kathy Baugher s LEARN concept University of Indianapolis 2

4 BRAINSTORMING Working in groups of 3-4, students list: Five things that enhance their learning, and Five things impede their learning in the class. University of Indianapolis 3

5 Not within scope of exercise: Topics covered in course Personal issues Gripes How can you tell a gripe from a legitimate problem? A gripe is something that one student or a very small group of students wants to complain about but not do anything about. University of Indianapolis 4

6 Worksheet- Enhance learning Item Score 1 organized lectures forecasting project professor approachable bonus for attending APICS and ASQC no review sheets for tests University of Indianapolis

7 Worksheet- Impede learning Item Score 1 too many notes integer programming separated from graphical method 3 tests covered too much material 4 homework assignments too long no review sheets for tests University of Indianapolis 6

8 Worksheet- Enhance learning (ASQC) Item Score 1 practical applications class discussions sit in front of class frequent short tests activities/demonstrations University of Indianapolis 7

9 Worksheet- Impede learning (ASQC) Item Score forced to take class, did not want to take class 2 communication problems with professor 3 grades do not reflect abilities or understanding of material political atmosphere not enough time to study (nontraditional students) University of Indianapolis 8

10 PRIORITIZATION In-class survey Pareto chart University of Indianapolis 9

11 Worksheet- Enhance learning Item Score 1 organized lectures forecasting project professor approachable bonus for attending APICS 1 and ASQC 13 homework and tests 1 similar University of Indianapolis 10

12 Worksheet- Impede learning Item Score 1 too much note taking - can t concentrate on lecture 2 integer programming separated from graphical method 3 tests covered too much material 4 homework assignments too long no review sheets for tests University of Indianapolis 11

13 Pareto chart - histogram of survey data designed to focus improvement efforts on most important problems A B C D E F University of Indianapolis 12

14 ANALYSIS Ishikawa diagram -- all causes Identify most likely causes University of Indianapolis 13

15 Ishikawa Diagram Student perceptions are unrealistic Underestimate needs of industry Underestimate their own capabilities Student preparation Statistics is inadequate Time budgeting Mathematics Study skills Algebra Arithmetic Procrastination Reading comprehension and retention Prerequisites Too much material or too little credit Uneven workload Irrelevant material Organize thoughts Unclear explanations of course material Inadequate instructions for assignments Disorganized lectures Students avoid course because they perceive it is too hard Text not readable Course organization or coverage is unreasonable Course presentation not conducive to learning University of Indianapolis 14

16 Ishikawa Diagram Unwilling to communicate Teaches above class level time constraints afraid to admit does not know answer preoccupied bad mood teaches as taught no experience just got doctorate does not understand class needs Communication with professor math anxiety tired poor selfimage Students do not listen Intimidates students Speaks English poorly University of Indianapolis 1

17 IMPROVEMENT DEVELOPMENT Well-documented Minimal administration involvement University of Indianapolis 16

18 Improvements Situation Integer programming separated from graphical method Homework assignments too long Too much note taking - can t concentrate on lecture Improvement Students revise lecture schedule Students revise homework schedule Students make handouts of lecture notes University of Indianapolis 17

19 Continuous Improvement ACT build on improvements in successive years PLAN do the process improvement exercise STUDY let the students evaluate the results DO implement the improvements developed by students University of Indianapolis 18

20 How can I tell things are improving? The items listed that need improvement change. (No one has said the class is not interesting for a 2-3 semesters) Student evaluations University of Indianapolis 19

21 Operations Management Y Semester Y Predicted Y University of Indianapolis 20

22 Important Attitudes Every student s opinion valued. Every student makes a difference. The teacher must not think his or her teaching is perfect. The course is worth improving. Improvements will be implemented. University of Indianapolis 21

23 Important Attitudes Accept what cannot be changed. Administration must focus on improvement -- not cause The teacher must not fear losing control of the class. Deming s 8th point - Drive out fear. University of Indianapolis 22