THE ULTIMATE QUESTION

Transcription

1 THE ULTIMATE QUESTION BUILDING PARTNERSHIPS AMONG STAKEHOLDERS IN INDEPENDENT SCHOOLS JK-8 Net Promoter and NPS are registered trademarks and Net Promoter Score and Net Promoter System are trademarks of Bain & Company, Satmetrix Systems and Fred Reichheld

2 OUR TIME TODAY The Ultimate Survey Tool: Bain & Co s NPS Looking under the hood: Meadowbrook + SSDSB Case Studies Your questions answered A proposition for YOU to try the NPS at your school

3 THE INDEPENDENT SCHOOL CHALLENGE The Decade Ahead Will Offer Schools Many Challenges That They Have Not Previously Encountered NAIS website Dwindling Enrollment tuition Has Skyrocketed Technology Is Changing The Way We Learn Times Free Press Accordingly, The Biggest Challenge Facing Private Schools Is Remaining Relevant And Valued In This New Educational Landscape Pittsburgh Quarterly Getting Parents Actively Involved, Yet Ensuring That The Philosophy And Competence Of Educators Is Respected, Is No Small Task For A Head Of School All Of This Takes A Lot Of Engagement And Respectful Communication On All Sides Dr Michael Pratt, Brentwood School in LA When decisions about schools come from the top down and leave out the voices of parents and communities, you put a limit on how far you can go Arnie Duncan

4 THE SURVEY PROBLEM

5 BAIN & CO. NET PROMOTER SYSTEM (NPS) Metric Movement Management system

6 ONE METRIC Would you recommend us to a friend? Extremely likely 9-10 % Promoters 7-8 Minus 0-6 Extremely unlikely % Detractors Net Promoter Score (NPS) Net Promoter and NPS are registered trademarks and Net Promoter Score and Net Promoter System are trademarks of Bain & Company, Satmetrix Systems and Fred Reichheld

7 THE ULTIMATE QUESTION NET PROMOTER SCORE 25% NET PROMOTER SCORE 75%

8 THAT WORKS FOR SCHOOLS Where advocacy drives attrition and enrollment Truly achieving impact depends on the deep commitment, passion, and engagement of a diverse set of stakeholders - not just basic satisfaction or going through the motions There is no fully agreed upon set of metrics to definitively measure or demonstrate impact Word of mouth is extensive and viral, and reputation is integral to the ability to recruit & retain students, teachers, donors, trustees, Geographic, demographic, school mission and sustainability related considerations constrain the pool of stakeholders from which to draw over time

9 MEET MEADOWBROOK 2009 Meadowbrook growing fast and expanding scope Student body increasing faster than staff/administration Feedback ad hoc and focused on narrow constituency Concern that school was going from high touch to out of touch What could Meadowbrook do?

10 MEADOWBROOK CASE STUDY Promoters are ambassadors in areas that differentiate the school - 2 times more likely to recommend for whole child learning and community times more likely to recommend for faculty Promoters are more connected to the school times more likely to get more involved as volunteers times more likely to treat Meadowbrook as a family school Promoters are more likely to give to the annual fund Parents and Faculty appreciate their voices are heard and feel more connected to the school just by giving the opportunity to give feedback. It will become a cost of doing business.

11 MEADOWBROOK CASE STUDY Promoters will actively advocate for Meadowbrook because of Faculty excellence Nurturing learning environment Balance academic rigor and whole child learning Values of Leadership, Character, Citizenship Community For ambassadors, Meadowbrook is delivering on its mission to know, love and challenge every child. In return, these families form strong connections with the school that lasts a lifetime. Meadowbrook is more than a place, it is a family.

12 MPS FLYWHEEL Annual Spring MPS Survey Close Loop Feedback A Design Thinking Approach with A Promise to Respond! Analyze + Discuss Results Summer Review and Action/ Strategic Council Retreat

13 MPS DASHBOARD Promoters (10, 9) Passives (8,7) Detractors (6 and below) % 71% 74% 72% 78% 86% 21% 20% 19% 21% 15% 7% 6% 9% 7% 7% 6% 7% MPS 68% 62% 67% 65% 72% 79% MPS (Satisfaction) 62% What does this mean? Growth Promoting in Corporate World Consistent Performance Despite Increasing Vulnerable Segments Will Not Completely Eliminate Detractors Plan for 5 school cohort Spring 2015 What is our focus? Move Passives to Promoters Close Gap in Service Delivery (1/3 families Recommendation>Satisfaction) Continue to improve the survey to connect to action (Key Drivers) Move implementation to third party with board oversight

14 MPS DRIVERS Does MB support our families desired whole child development? Is my child challenged appropriately? 8 7 Is my child academically prepared for the next grade or school? 6 Does the faculty know and love my child? Would you recommend Meadowbrook to a friend, colleague, family member? 5 Is my child developing the character, confidence, and critical thinking skills? Is my child experiencing diversity in MB s community and curriculum? 3 Are the MB faculty and leadership open and responsive to my expressed concerns and a trusted partner in my child s development? Does our family feel connected, valued, and included in the MB Community?

15 MPS 2014 THEMES Primary School Quality and balance of various aspects of the curriculum Logistics Pick up times, car line, timing of school events, etc., in conflict with other obligations; After School capacity and quality Middle School flow Coordination and communication among parents, administration and faculty; overtaxing of faculty Diversity Need for clarity about definitions, goals, and shared benefits; concerns about socioeconomic as well as racial/ethnic diversity Others Topics that were less frequent but still common: homework, athletics, culture, and communications

16 MPS DESIGN THINKING PROCESS Understand: How are MPS results impacting a particular user? (parent experience, student experience, etc.) Define: How might we improve that experience? Imagine: Brainstorm various possibilities for change Prototype: Design certain prototype concepts and plans to test Try: Implement them and see if the community responds as we might hope! Consider responses to consistent MPS areas for improvement: communication, pace and balance, boys

17 MPS EFFECTING POSITIVE CHANGE DIRECT RESPONSES TO MPS Parent Conferences and Reporting: Redesign: the iterative process 2014 Primary School Offering: Singapore Math, steadier trajectory Communication: Website, Ilyssa Frey s role Boys: PD, hiring of Gary McPhail Pace/Balance: Day in the Life, No HW weekends Food: Flik & Jack Connor, Leadership Chats 2014 Strategic Plan closing the loop, Back to School Night, January outreach RESOLVING THE LOW HANGING FRUIT Tax reporting for the Parent Gala Middle School instrumental lessons No homework weekends MPS RECURRING THEMES PROMOTING Strength of student/faculty relationship Strength of School Leadership Students/families feel known and loved DETRACTING Clarity around Diversity racial, socio-economic Emerging dual working household concerns Vulnerable segments within our community Coordination of HW expectations grade to grade

18 MPS WHAT HAVE WE LEARNED? Creates trust in a sustainable process 3 rd party neutral analysis Transparency of process and response: Power and value of systemic transparency Inclusion of Parent Council and Community Committee Task Force Close the loop!: Feedback loop breakdowns 2014 strategic plan Role of governance: clarity, accountability and directive for Strategic Council, trust in their approach Embeds Design Thinking Process: Administration leads by example Controlled transparency: ensuring the message is sent without damaging school culture Promotes Culture, Community and Respect: Still identifies areas for growth

19 MPS FLYWHEEL TRANSPARENCY Annual Spring MPS Survey NEUTRALITY: Third Party Analyst Close Loop Feedback A Design Thinking Approach with A Promise to Respond! Analyze + Discuss Results ACCOUNTABILITY Summer Review and Action/ Strategic Council Retreat INCLUSION

20 Solomon Schechter Day School Boston (SSDSB) Case Study AISNE GXC Presentation (Final as o... 20

21 SSDSB CASE STUDY Around 500 students, pre-k through eight Low attrition rates, but decreasing incoming K and transfer application pool, Resulting in enrollment decline Highly engaged parent body Only school in AISNE with a collective bargaining agreement (a union)

22 SSDSB CASE STUDY Likelihood to Recommend 100% 80% 60% 40% 20% 0% 66% 63% 59% 1. KSD If asked, I would recommend SSDS Boston to other Jewish families I know (% Strongly Agree) 2.X 3.X SSB % 55% 39% 36% 7. SSB % 53% 49% 12.X 13.X 14.X Peer All

23 SSDSB CASE STUDY DRIVER 1: I perceive that our graduates are academically well-prepared for their next school environment (% Strongly Agree) Likelihood to Recommend 100% 80% 60% 40% 20% 0% 70% 65% 56% 1. KSD 2.X 3. SSB % 56% 24% 22% 22% 46% 41% SSB SSB X 13.X 14.X Peer All

24 SSDSB CASE STUDY Likelihood to Recommend 100% 80% 60% 40% 20% 0% 67% 60% 60% 51% 60% 43% 1. KSD Driver 2: SSDS Boston supports my family's desired Jewish development for my children (% Strongly Agree) 2.X 3. SSB 2014 SSB SSB % 23% 52% 49% 12.X 13.X 14.X Peer All

25 SSDSB CASE STUDY Likelihood to Recommend 100% 80% 60% 40% 20% 0% 51% 50% 48% 1. SSB Driver 3: SSDS Boston is responsive to expressed concerns about my child s progress (% Strongly Agree) 29% 2.X 3.X SSB % 1. SSB % 23% 20% 39% 36% 12.X 13.X 14.X Peer All

26 SSDSB CASE STUDY If asked, I recommend Schechter as a great place to work

27 GETTING STARTED Ensure board and senior leadership commitment - Board and senior leadership must agree that stakeholder feedback is a strategic priority for the school, as a key input to critical investment and program decisions - Highly recommended to gain understanding of faculty NPS Find the right owner(s) to manage and execute the process - Many schools use an engaged parent (e.g. a trustee) with business & analytic expertise to help launch the survey as well as to analyze and discuss the results; others use a third party - Ensure confidentiality of data Finalize the execution details - Question wording: while the core question is simple, think about simple nuances to the question (e.g. how likely to recommend to a qualified applicant ) - Focus of questions: for example, faculty can be asked about both their likelihood to recommend the school as a place to work and as a place to attend as a student; - Number of questions: ask the why - a follow-on question to understand what is driving promoter, passive, and detractor responses (e.g. why did you respond the way you did ) - Survey timing: consider the fluctuation of stakeholder experience throughout the year; all feedback is important, but timing should influence interpretation of data - Survey vehicle: some include NPS in an existing survey; others do a separate pulse check Launch the survey and adjust approach in real-time - Treat this as an ongoing process; adjust to get to what is best for each stakeholder group

28 Q&A

29 WE ARE INTERESTED IN YOUR FEEDBACK Would you recommend this presentation to a colleague?

30 WANT TO LEARN MORE? PLANNED PEER GROUP NPS FORUM We are in initial stages of creating a Forum of independent schools interested in implementing NPS and sharing learning and best practices over time - Intent is for an ongoing forum of peer schools, with some advisory support from Bain If you are interested in learning more, please fill out the independent school forum form and/or reach out to Lisa Lebovitz (Meadowbrook Trustee) at lslebovitz@gmail.com NPS Independent School Forum Form: Click here to the NPS Independent School Forum Form online at

31 NPS INDEPENDENT SCHOOL FORUM Please be sure to hit the "tab" key to move through the responses. Thank you for your time. * Required Name: * School: * Title: City: State: Phone: * Are you currently using NPS? Yes No Comments Never submit passwords through Google Forms.