Case Study

Hoshin Planning (Kanri)Hoshin Planning (Kanri)

The Application of a The Application of a TQM/QI Model to a College TQM/QI Model to a College or University Environmentor University Environment

A Brief IllustrationA Brief Illustration

OriginsOrigins Although the concept Although the concept Hoshin PlanningHoshin Planning is not is not

familiar to many educators, the process, familiar to many educators, the process, developed by the Japanese corporate world developed by the Japanese corporate world in support of quality improvement initiatives, in support of quality improvement initiatives, is well-understood and often utilizedis well-understood and often utilized By Edwards Deming Prize candidates in JapanBy Edwards Deming Prize candidates in Japan By Malcolm Baldrige Award candidates in the By Malcolm Baldrige Award candidates in the

United States andUnited States and By other for-profit and not-for-profit By other for-profit and not-for-profit

organizations seeking to maximize organizational organizations seeking to maximize organizational assessment, planning, improvement, and assessment, planning, improvement, and effectivenesseffectiveness

Hoshin Planning WorksHoshin Planning Works(http://www.tqu.com/hoshin.htm(http://www.tqu.com/hoshin.htm

l)l) According to Total Quality Engineering, According to Total Quality Engineering,

a for-profit consulting firm specializing a for-profit consulting firm specializing in organizational effectiveness,in organizational effectiveness, Most Malcolm Baldrige Award winners Most Malcolm Baldrige Award winners

incorporate the Hoshin concept into their incorporate the Hoshin concept into their planning initiatives, andplanning initiatives, and

Many progressive US companies (e.g., Many progressive US companies (e.g., Hewlett-Packard and Xerox) make Hoshin Hewlett-Packard and Xerox) make Hoshin Planning the centerpiece of their strategic Planning the centerpiece of their strategic planning process.planning process.

The Term The Term Hoshin PlanningHoshin Planning ((Kanri)Kanri)

The word The word Hoshin Hoshin results from the results from the combination of two Japanese words:combination of two Japanese words:

HoHo means course or directionmeans course or direction ShinShin means needlemeans needle HoshinHoshin means direction needle (or means direction needle (or

compass)compass)

The Term The Term Hoshin PlanningHoshin Planning ((Kanri)Kanri)

The word The word KanriKanri results from the results from the combination of two Japanese wordscombination of two Japanese words KanKan means controlmeans control RiRi means reason or logicmeans reason or logic

The process of Hoshin Kanri can be The process of Hoshin Kanri can be understood as an effort to manage or understood as an effort to manage or control change in order to facilitate control change in order to facilitate organizational effectivenessorganizational effectiveness

Deming TransformedDeming Transformed In his efforts to improve Japanese In his efforts to improve Japanese

production, Edwards Deming production, Edwards Deming introduced a QI technique that introduced a QI technique that incorporates four continuous incorporates four continuous processes known as processes known as PDCAPDCA PPlanlan

DDoo

CCheckheck

AActct

Deming Transformed Deming Transformed (cont.)(cont.)

The term The term Hoshin Planning (KanriHoshin Planning (Kanri) ) describes the application of the describes the application of the PDCAPDCA production cycle to the management production cycle to the management process.process.

As the As the Institutional Effectiveness ModelInstitutional Effectiveness Model published in the SACS/COC published in the SACS/COC Institutional Institutional Effectiveness ManualEffectiveness Manual (1992, page 6) (1992, page 6) illustrates, the illustrates, the PDCAPDCA process and the process and the SACS/COC institutional effectiveness SACS/COC institutional effectiveness model are compatible processes.model are compatible processes.

Components of a Planning Components of a Planning and Evaluation Processand Evaluation Process

Within the Corporate Within the Corporate Environment, Hoshin Planning Environment, Hoshin Planning

SupportsSupports Routine Operations, e.gRoutine Operations, e.g..

Correcting production defaultsCorrecting production defaults Achieving on-time deliveryAchieving on-time delivery Inventory controlInventory control Production efficiencyProduction efficiency

Strategic PlanningStrategic Planning

Within the College Within the College Environment, Hoshin Planning Environment, Hoshin Planning

cancan

Inform the strategic planning processInform the strategic planning process Inform planning within the separate Inform planning within the separate

colleges, schools, divisions, and units of colleges, schools, divisions, and units of the institutionthe institution

Support programmatic improvementsSupport programmatic improvements Facilitate the winnowing of the institution’s Facilitate the winnowing of the institution’s

Quality Enhancement PlanQuality Enhancement Plan

Significantly, one instrument can do all of Significantly, one instrument can do all of these things simultaneouslythese things simultaneously

HOSHIN PLANNINGHOSHIN PLANNING[OTHER BENEFITS][OTHER BENEFITS]

Gives all, or nearly all, interested parties a Gives all, or nearly all, interested parties a voice in the planning processvoice in the planning process

Allows planners to identify and address Allows planners to identify and address political differences political differences

Functions, Functions, de facto, de facto, as an assessment of as an assessment of existing plansexisting plans

By-product:By-product: Generates a number of good Generates a number of good ideas that can be implemented routinely ideas that can be implemented routinely though the separate offices and units of the though the separate offices and units of the institutioninstitution

FORMAL AND INFORMAL FORMAL AND INFORMAL ASSESSMENTASSESSMENT

Formal assessment is essential, but Formal assessment is essential, but often some of the most significant often some of the most significant assessment occurs as groups (trustees, assessment occurs as groups (trustees, administrators, faculty, staff, students) administrators, faculty, staff, students) work, socialize, and playwork, socialize, and play

Hoshin Planning gives voice to both Hoshin Planning gives voice to both formal and informal assessment informal and informal assessment in the the creation of a comprehensive instrument creation of a comprehensive instrument that defines and ranks possible that defines and ranks possible institutional or programmatic institutional or programmatic improvementsimprovements

HHOSHIN PLANNING COMMENCES WITH A OSHIN PLANNING COMMENCES WITH A NARROW/SINGULAR FOCUSNARROW/SINGULAR FOCUS

If you could do just one thing to improve If you could do just one thing to improve student learning at College X, what would student learning at College X, what would your do?your do?

If you could do just one thing to improve the If you could do just one thing to improve the learning environment at College X, what learning environment at College X, what would your do?would your do?

If you could do just one thing to create brand If you could do just one thing to create brand recognition for College X, what would your do?recognition for College X, what would your do?

If you could do just one thing to improve If you could do just one thing to improve campus civility at College X, what would you campus civility at College X, what would you do?do?

If you could do just one thing to solve problem If you could do just one thing to solve problem Z, at College X, what would you do?Z, at College X, what would you do?

STEPS IN HOSHIN PLANNINGSTEPS IN HOSHIN PLANNING[CORPORATE MODEL][CORPORATE MODEL]

DEFINE THE FOCUS—WHAT DO YOU WANT DEFINE THE FOCUS—WHAT DO YOU WANT TO IMPROVE?TO IMPROVE?

ENVISION POSSIBLE SOLUTIONS BY ENVISION POSSIBLE SOLUTIONS BY BRAINSTORMING BRAINSTORMING

RANK THE SUGGESTIONSRANK THE SUGGESTIONS IMPLEMENT THE TOP SUGGESTIONSIMPLEMENT THE TOP SUGGESTIONS

1 – 31 – 3 1 – 5 1 – 5 1 – 101 – 10

ASSESS THE RESULTSASSESS THE RESULTS REPEAT THE PROCESS UNTIL QUALITY IS REPEAT THE PROCESS UNTIL QUALITY IS

MAXIMIZEDMAXIMIZED

HOSHIN PLANNINGHOSHIN PLANNING[college or university [college or university

environment]environment] The corporate model could work in the The corporate model could work in the

educational environment if the purpose of educational environment if the purpose of the Hoshin Planning exercise were the Hoshin Planning exercise were narrowly defined, e.g.narrowly defined, e.g. If you could do just one thing to improve If you could do just one thing to improve

campus civility, what would you do?campus civility, what would you do? If you could do just one thing to improve the If you could do just one thing to improve the

freshman-year experience, what would you do?freshman-year experience, what would you do? If you could do just one thing to improve the If you could do just one thing to improve the

senior-year experience, what would you do?senior-year experience, what would you do?

Hoshin PlanningHoshin Planning

At Louisburg College, however, we At Louisburg College, however, we had a larger goalhad a larger goal

To inform the planning process leading to To inform the planning process leading to the development of a the development of a triennial editiontriennial edition of of the the Louisburg College Strategic PlanLouisburg College Strategic Plan——a a plan with multiple strategic directionsplan with multiple strategic directions

Therefore, the question at LC was Therefore, the question at LC was intentionally broadintentionally broad

THE QUESTION FOR LCTHE QUESTION FOR LC

IF YOU COULD DO JUST ONE IF YOU COULD DO JUST ONE THING TO IMPROVE STUDENT THING TO IMPROVE STUDENT

LEARNING AND/OR THE LEARNING AND/OR THE LEARNING ENVIRONMENT AT LEARNING ENVIRONMENT AT

LOUISBURG COLLEGE,LOUISBURG COLLEGE, WHAT WOULD YOU DO?WHAT WOULD YOU DO?

THINKING STRATEGICALLYTHINKING STRATEGICALLY

Although the question had a Although the question had a narrow focus, it was intentionally narrow focus, it was intentionally

designed to invite suggested designed to invite suggested improvements related to each of improvements related to each of the separate strategic directions the separate strategic directions

of Louisburg College.of Louisburg College.

The Strategic Directions of The Strategic Directions of LCLC

TO CONTINUOUSLYTO CONTINUOUSLY improve financial strengthimprove financial strength improve campus facilitiesimprove campus facilities manage enrollmentmanage enrollment create a purposeful academic communitycreate a purposeful academic community develop a regionally-recognized Learning Disability develop a regionally-recognized Learning Disability

programprogram maintain a maintain a civil andcivil and supportive learning environment supportive learning environment improve information technologiesimprove information technologies improve communications, both internal and externalimprove communications, both internal and external strengthen the relationship with the congregations strengthen the relationship with the congregations

of The United Methodist Churchof The United Methodist Church

HOSHIN PLANNINGHOSHIN PLANNING[an instrument of assessment][an instrument of assessment]

Although the purpose of Hoshin Although the purpose of Hoshin Planning was to Planning was to envision the 2007 – envision the 2007 – 20092009 edition of the LC Strategic Plan, edition of the LC Strategic Plan, the process functioned, the process functioned, de facto, de facto, as as an an assessment of the existing assessment of the existing strategic directionsstrategic directions of Louisburg of Louisburg College.College.

HOSHIN PLANNINGHOSHIN PLANNING [as an instrument of assessing the [as an instrument of assessing the strategic directions of Louisburg strategic directions of Louisburg

College]College]

EXAMPLE:EXAMPLE: Although the academic Although the academic purposes of Louisburg College were purposes of Louisburg College were assumed, the existing strategic assumed, the existing strategic directions of Louisburg College did directions of Louisburg College did not include a strategic direction that not include a strategic direction that focused intentionally on the academic focused intentionally on the academic purposes of Louisburg College.purposes of Louisburg College.

HOSHIN PLANNINGHOSHIN PLANNING[an instrument of [an instrument of

assessment]assessment] Yet, 40 (30.76%) of the 130 suggestions Yet, 40 (30.76%) of the 130 suggestions

resulting from the 2005 - 2006 Hoshin resulting from the 2005 - 2006 Hoshin Planning process focused, directly or Planning process focused, directly or indirectly, on the creation of a purposeful indirectly, on the creation of a purposeful academic community, with the result thatacademic community, with the result that

the 2007 – 2009 edition of the LC Strategic the 2007 – 2009 edition of the LC Strategic Plan includes a new strategic direction—Plan includes a new strategic direction—to to continuously create a purposeful academic continuously create a purposeful academic communitycommunity [as defined in [as defined in Campus Life: In Campus Life: In Search of CommunitySearch of Community—a report of the —a report of the Carnegie Foundation for The Advancement Carnegie Foundation for The Advancement of Teaching]of Teaching]

HOSHIN PLANNINGHOSHIN PLANNING[as assessment of the existing strategic [as assessment of the existing strategic

plan]plan] Nine (7%) of the 130 suggestions Nine (7%) of the 130 suggestions

resulting from the 2005 – 2006 Hoshin resulting from the 2005 – 2006 Hoshin Planning process focused upon the Planning process focused upon the creation of a creation of a civil civil learning learning environment, with the result that environment, with the result that

In the 2007 – 2009 edition of the LC In the 2007 – 2009 edition of the LC Strategic Plan, the strategic direction Strategic Plan, the strategic direction that previously read that previously read to continuously to continuously create a supportive learning create a supportive learning environmentenvironment has been revised to has been revised to read read to continuously create a civil and to continuously create a civil and supportive learning environmentsupportive learning environment

HOSHIN PLANNINGHOSHIN PLANNING[as assessment of existing strategic [as assessment of existing strategic

directions]directions] During the 90s, Louisburg College During the 90s, Louisburg College

developed one of the first comprehensive developed one of the first comprehensive programs in the Southeast for high programs in the Southeast for high potential students with diagnosed learning potential students with diagnosed learning disabilities/differencesdisabilities/differences

The 2005-2006 Hoshin Planning Process and The 2005-2006 Hoshin Planning Process and subsequent discussions indicated thatsubsequent discussions indicated that Faculty and trustees had different expectations Faculty and trustees had different expectations

for this programfor this program The Learning Partners Program would benefit The Learning Partners Program would benefit

from a more intentional focusfrom a more intentional focus

LEARNING PARTNERSLEARNING PARTNERS[and The Academy][and The Academy]

As a result of subsequent assessment As a result of subsequent assessment and and planning:planning: the Board of Trustees has created a the Board of Trustees has created a

Learning Partners Committee within Learning Partners Committee within the Board of Trusteesthe Board of Trustees

the 2007 – 2009 edition of the the 2007 – 2009 edition of the Strategic Plan will include a new Strategic Plan will include a new strategic direction: strategic direction: to develop a to develop a regionally recognized Learning regionally recognized Learning Partners ProgramPartners Program

STRATEGIC DIRECTIONS AT LCSTRATEGIC DIRECTIONS AT LC[2004-2006 plan/ [2004-2006 plan/ revised revised

20062006]]TO CONTINUOUSLY: TO CONTINUOUSLY: improve financial strength;improve financial strength; improve campus facilities;improve campus facilities; manage enrollment;manage enrollment; create a purposeful academic community;create a purposeful academic community; develop a regionally-recognized LD program;develop a regionally-recognized LD program; maintain a maintain a civil andcivil and supportive learning supportive learning

environment;environment; improve information technologies;improve information technologies; improve communications, both internal and improve communications, both internal and

external;external; strengthen the relationship with the strengthen the relationship with the

congregations of The United Methodist Churchcongregations of The United Methodist Church

Hoshin Planning is Data-Hoshin Planning is Data-DrivenDriven

It is important to remember that It is important to remember that Edwards Deming, the father of the QI Edwards Deming, the father of the QI movement, was a statisticianmovement, was a statistician

For Deming, data must be used to For Deming, data must be used to define, describe and assess define, describe and assess effectiveness, buteffectiveness, but

Improvements should result from the Improvements should result from the mind/experience of the workers—not mind/experience of the workers—not just from the voice of management just from the voice of management

HOSHIN PLANNINGHOSHIN PLANNING

The Hoshin Planning technique is The Hoshin Planning technique is useful to small, single-purpose useful to small, single-purpose organizations and to large multi-organizations and to large multi-complex institutionscomplex institutions

The Hoshin Planning technique The Hoshin Planning technique can be used institution-wide or can be used institution-wide or by a unit within the institution by a unit within the institution

HOSHIN PLANNING AT LARGE HOSHIN PLANNING AT LARGE INSTITUTIONSINSTITUTIONS

Large institutions might wish to Large institutions might wish to divide into schools, divisions, divide into schools, divisions, units or focus groups to consider units or focus groups to consider a common issue?a common issue?

Hoshin planning would be Hoshin planning would be especially useful to large especially useful to large institutions attempting to institutions attempting to envision their QEPenvision their QEP

HOSHIN PLANNING AT SMALL HOSHIN PLANNING AT SMALL INSTITUTIONSINSTITUTIONS

Small institutions might choose to Small institutions might choose to work with the college community work with the college community

as a whole.as a whole.

HOSHIN PLANNING AT SMALL HOSHIN PLANNING AT SMALL INSTITUTIONSINSTITUTIONS

At Louisburg College, we commenced At Louisburg College, we commenced the Hoshin Planning process by the Hoshin Planning process by holding a College Meeting that holding a College Meeting that invited:invited:

All faculty—full-time and part-timeAll faculty—full-time and part-time All staff—professional staff and support All staff—professional staff and support

staffstaff All administratorsAll administrators

THOSE NOT INCLUDEDTHOSE NOT INCLUDED

LC students did not participate in the LC students did not participate in the Hoshin Planning process—although a Hoshin Planning process—although a separate exercise for them is projectedseparate exercise for them is projected

Trustees did not participate in this exerciseTrustees did not participate in this exercise—although a separate/simpler exercise for —although a separate/simpler exercise for trustees has merit—think “trustee retreat”trustees has merit—think “trustee retreat”

Staff in housekeeping, maintenance, and Staff in housekeeping, maintenance, and grounds did not participate—although their grounds did not participate—although their supervisor did participate and although a supervisor did participate and although a separate exercise for them has meritseparate exercise for them has merit

WHY HOSHIN PLANNING AT LC?WHY HOSHIN PLANNING AT LC?

On a triennial basis, Louisburg College On a triennial basis, Louisburg College defines short-term objectives to help defines short-term objectives to help the College realize its strategic goalsthe College realize its strategic goals

During the 2005-2006 academic year, During the 2005-2006 academic year, the College needed to commence the College needed to commence developing the 2007-2009 edition of developing the 2007-2009 edition of its strategic plan its strategic plan

The question: How do we move from The question: How do we move from “where we are” to “where we can be?”“where we are” to “where we can be?”

ENVISIONING THE 2007-2009 ENVISIONING THE 2007-2009 EDITION OF THE STRATEGIC EDITION OF THE STRATEGIC

PLANPLAN

The Assessment Committee The Assessment Committee considered various options and considered various options and recommended to the Administrative recommended to the Administrative Cabinet that the College commence Cabinet that the College commence the process of strategic planning with the process of strategic planning with a Hoshin Planning exercise. a Hoshin Planning exercise.

The Administrative Cabinet approved The Administrative Cabinet approved the recommendation of the the recommendation of the Assessment Committee. Assessment Committee.

THE INVITATIONTHE INVITATION

The The president president of Louisburg of Louisburg College invited all professional College invited all professional members of the faculty and staff members of the faculty and staff to gather on reading day to gather on reading day (December 8) 2005 to consider a (December 8) 2005 to consider a single questionsingle question

The QuestionThe Question[contained in the letter of invitation][contained in the letter of invitation]

If you could do “just one If you could do “just one thing” to improve student thing” to improve student

learning and/or the learning and/or the learning environment at learning environment at Louisburg College, what Louisburg College, what

would you do?would you do?

THE RESPONSETHE RESPONSE

85 % of those invited (including nearly 85 % of those invited (including nearly all full-time members of the faculty and all full-time members of the faculty and staff) elected to participate, includingstaff) elected to participate, including

The presidentThe president All cabinet-level administratorsAll cabinet-level administrators Full-time and part-time facultyFull-time and part-time faculty Professional staffProfessional staff Support staffSupport staff

REVIEW OF ASSESSMENT REVIEW OF ASSESSMENT DATADATA

The first hour was devoted to a The first hour was devoted to a review and discussion of college-review and discussion of college-wide assessment data:wide assessment data: Freshman-year dataFreshman-year data

VP for Student Life VP for Student Life Graduating student data Graduating student data

Director of Institutional Research Director of Institutional Research Course completion dataCourse completion data

Executive Vice PresidentExecutive Vice President

THE HOSHIN PLANNING THE HOSHIN PLANNING PROCESSPROCESS

[a review][a review] DEFINE THE FOCUS—WHAT DO YOU WANT DEFINE THE FOCUS—WHAT DO YOU WANT

TO IMPROVE?TO IMPROVE? ENVISION POSSIBLE SOLUTIONS BY ENVISION POSSIBLE SOLUTIONS BY

BRAINSTORMING BRAINSTORMING RANK THE SUGGESTIONSRANK THE SUGGESTIONS IMPLEMENT THE TOP SUGGESTIONSIMPLEMENT THE TOP SUGGESTIONS

1 – 31 – 3 1 – 5 1 – 5 1 – 101 – 10

ASSESS THE RESULTSASSESS THE RESULTS REPEAT THE PROCESS UNTIL QUALITY IS REPEAT THE PROCESS UNTIL QUALITY IS

MAXIMIZEDMAXIMIZED

ENVISION IMPROVEMENTSENVISION IMPROVEMENTS

Data fuel Hoshin Planning, but Data fuel Hoshin Planning, but brainstormingbrainstorming is the engine is the engine

The LC facilitator was selected by The LC facilitator was selected by Assessment Committee and wasAssessment Committee and was A member of the facultyA member of the faculty A division chairA division chair A member of the Assessment CommitteeA member of the Assessment Committee

As a result of prior As a result of prior discussion/decision by the discussion/decision by the Assessment Committee, discussion of Assessment Committee, discussion of suggestions was intentionally limitedsuggestions was intentionally limited

RESULTS OF RESULTS OF BRAINSTROMINGBRAINSTROMING

The brainstorming session generated The brainstorming session generated 119 119 suggestionssuggestions for improving student learning for improving student learning and the learning environment at Louisburg and the learning environment at Louisburg CollegeCollege

At the conclusion of the session, participants At the conclusion of the session, participants were invited to forward additional suggestions were invited to forward additional suggestions to the Office of Institutional Effectivenessto the Office of Institutional Effectiveness

Eleven additional suggestions were submitted Eleven additional suggestions were submitted electronicallyelectronically

Total Number of Suggestions: 130Total Number of Suggestions: 130

THE ASSESSMENT THE ASSESSMENT INSTRUMENTINSTRUMENT

[Step 1][Step 1]

Using codes, suggestions resulting from the Using codes, suggestions resulting from the Hoshin Planning process were initially sorted Hoshin Planning process were initially sorted according to foci/themes:according to foci/themes: Campus Life [CL]Campus Life [CL] Educational Support Services [ES]Educational Support Services [ES] Facilities and Equipment [FE]Facilities and Equipment [FE] Information Technology [IT]Information Technology [IT] Learning Environment [LE]Learning Environment [LE] Mission and Values [MV]Mission and Values [MV] Student Engagement [SE]Student Engagement [SE] Student Learning [SL]Student Learning [SL] Special Programs and Initiatives [SP]Special Programs and Initiatives [SP]

HOSHIN ASSESSMENT AND HOSHIN ASSESSMENT AND PLANNINGPLANNING

TheThe LCLC Ranking Process: Step 1Ranking Process: Step 1

Using the initial cohorts (foci), participants were Using the initial cohorts (foci), participants were invited to:invited to:

Assign a weight from 5 [most important] toAssign a weight from 5 [most important] to1 [least important] to each item in each cohort1 [least important] to each item in each cohort

Rank each item within each cohort from most Rank each item within each cohort from most important to least important—the highest rank important to least important—the highest rank was equated to the total number of items in was equated to the total number of items in the cohort the cohort

Across all cohorts, participants were invited to:Across all cohorts, participants were invited to:

Rank the top 15 suggestions [15 – 1]Rank the top 15 suggestions [15 – 1]

HOSHIN ASSESSMENT AND HOSHIN ASSESSMENT AND PLANNINGPLANNING

[statistical analysis][statistical analysis] If the focus of Hoshin planning is If the focus of Hoshin planning is

“limited” (e.g., the QEP, improving the “limited” (e.g., the QEP, improving the senior year experience), it is ordinarily senior year experience), it is ordinarily easy to rank suggestions—we’ll see an easy to rank suggestions—we’ll see an example laterexample later

In the LC case, we needed to rank 130 In the LC case, we needed to rank 130 different suggestions in 9 separate and different suggestions in 9 separate and unequal cohorts; therefore, data unequal cohorts; therefore, data analysis was more complicated.analysis was more complicated.

Hoshin Assessment and Hoshin Assessment and PlanningPlanning

[statistical analysis at LC][statistical analysis at LC] The next few slides describe statistical The next few slides describe statistical

analysis at LCanalysis at LC As we review the slides, we shall move As we review the slides, we shall move

quickly—”labor not” and “fear not”quickly—”labor not” and “fear not” Montaigne: “By diverse means, we Montaigne: “By diverse means, we

arrive at the same end (arrive at the same end (Essais)Essais) There are multiple models of data There are multiple models of data

analysisanalysis The good news--At our colleges and The good news--At our colleges and

universities, help is always accessibleuniversities, help is always accessible

Hoshin Assessment and PlanningHoshin Assessment and PlanningThe LC Ranking Process: Step 2The LC Ranking Process: Step 2

OriginaOrigina

ll

CohortCohort

Selected Suggestions Selected Suggestions

[from four different cohorts][from four different cohorts]

AA

WeighWeightt

BB

Cohort Cohort RankinRankin

gg

CC

Top 15 Top 15 RankinRankin

gg

FE-308FE-308 To secure funding for a new To secure funding for a new science centerscience center

22 77 1212

IT-405IT-405 To transform all classrooms into To transform all classrooms into master classroomsmaster classrooms

33 77 44

SL-805SL-805 To create an honors programTo create an honors program 33 1111 22

LE-503LE-503 To improve class attendanceTo improve class attendance 55 1717 1010

COLUMN A: Each participant was asked to assign a weight from 0 to 5 for each of the 130 items. The higher the weight (5), the more important that item is to the participant

COLUMN B: Each participant was asked to assign a cohort ranking for each item in each original cohort, with the highest ranking in each cohort equated to the number of items within that cohort and moving downward.

COLUMN C: Each participant was asked to rank his/her top 15 suggested improvements overall, starting with the number 15 and working downward

Equalizing Weights and Equalizing Weights and ValuesValues

[a prerequisite to overall rankings][a prerequisite to overall rankings] 14 items—Campus Life [CL]14 items—Campus Life [CL]

14 items—Educational Support [ES]14 items—Educational Support [ES] 12 items—Facilities and Equipment [FE]12 items—Facilities and Equipment [FE] 13 items—Information Technology [IT]13 items—Information Technology [IT] 21 items—Learning Environment [LE]21 items—Learning Environment [LE] 09 items—Mission and Values [MV]09 items—Mission and Values [MV] 19 items—Student Engagement [SE]19 items—Student Engagement [SE] 18 items—Student Learning [SL]18 items—Student Learning [SL] 10 items—Special Programs/Initiatives [SP]10 items—Special Programs/Initiatives [SP] 130 items--TOTAL130 items--TOTAL

Hoshin Assessment and PlanningHoshin Assessment and PlanningThe Ranking Process: Step 3The Ranking Process: Step 3

CohortCohort SuggestionsSuggestions

[selected][selected]

AA

WeightWeightBB


gg

CC


gg

A x BA x B

CalculateCalculatedd

Cohort Cohort ValueValue

A x CA x C

CalculateCalculatedd

Overall Overall ValueValue

FE-308FE-308 To secure To secure funding…funding…

22 77 1212 1414 2424

IT-405IT-405 To transform all…To transform all… 33 77 44 2121 1212

SL-805SL-805 To create an To create an honors…honors…

33 1111 22 3333 66

LE-503LE-503 To improve class…To improve class… 55 1717 1010 8585 5050Based on the values placed in columns A, B, and C, values are determined for the Calculated Cohort Value (Column A times Column B), and the Calculated Overall Value (Column A times Column C). If no value is assigned for column C, then there will be no Calculated Overall Value. If 0 is assigned for the weight in column A, there will be no Calculated Cohort Value and Calculated Overall Value.


CohorCohortt

SuggestionsSuggestionsAA

WeighWeightt

BB


gg

CC


gg

Number Number of Items of Items

in in CohortCohort

CohorCohort t

FactoFactorr

Cohort Cohort Factor Factor ValueValue

FE-FE-308308

To secure To secure funding…funding…

22 77 1212 1212 21/1221/12 1.7501.750

IT-405IT-405 To transform To transform all…all…

33 77 44 1313 21/1321/13 1.6151.615

SL-SL-805805

To create an To create an honors…honors…

33 1111 22 1818 21/1821/18 1.1671.167

LE-LE-503503

To improve To improve class…class…

55 1717 1010 2121 21/2121/21 1.0001.000

The Cohort Factor is used to equalize and rank scores between the various cohorts. Since the highest number of items among the cohorts was 21, the number 21 is used (always) as the numerator of the Cohort Factor. The denominator is the number of items within the selected item cohort. The Cohort Factor Value is the decimal representation of the Cohort Factor.



Selected [4 of 130]Selected [4 of 130][four different cohorts][four different cohorts]

DDCohort Cohort

AverageAverage

For For

ItemItem

EE

Cohort Cohort FactorFactor

ValueValue

D X ED X E

WeightedWeightedCohort Cohort

AverageAverage

For ItemFor Item

Final Final CohorCohort Rankt Rank

FE-308FE-308 To secure funding…To secure funding… 34.9334.93 1.7501.750 61.1361.13 1111

IT-405IT-405 To transform all…To transform all… 35.6235.62 1.6151.615 57.5357.53 1111


51.5351.53 1.1671.167 60.1360.13 1717

LE-503LE-503 To improve class…To improve class… 62.8462.84 1.0001.000 62.8462.84 1919

After all surveys have been entered, the Cohort Average is calculated to indicate the mean of that item. The Weighted Cohort Average is the product of the Cohort Average and the Cohort Factor Value. The Final Cohort Rank is based on the chronological rank within the cohort. The higher the Final Cohort Rank value is, the more important it is within that cohort.


CohortCohort Suggestions Suggestions


WeightedWeightedOverall Overall

ItemItem

AverageAverage

Final Final Overall Overall RankRank

FE-308FE-308 To secure funding…To secure funding… 19.8319.83 122122

IT-405IT-405 To transform all…To transform all… 18.8518.85 120120

SL-805SL-805 To create an honors…To create an honors… 16.3216.32 117117

LE-503LE-503 To improve class…To improve class… 12.4312.43 111111

After all surveys have been entered, the Weighted Overall Average is calculated to indicate the mean of that item. The Final Overall Rank is based on the chronological rank when compared to all survey items. There were a total of 130 items on the 2006 Louisburg College Hoshin Assessment and Planning questionnaire. A value of 130 for the Final Overall Rank would indicate the item of highest importance to survey participants.




A A

Cohort Cohort AveragAverag

ee

BB

FactorFactor

ValueValue

A x BA x B

WeighteWeightedd

Cohort Cohort AverageAverage

Final Final Cohort Cohort RankRank

A x CA x C

WeighteWeightedd

Overall Overall AverageAverage

Final Final Overall Overall RankRank

FE-308FE-308 To secure To secure funding…funding…

34.9334.93 1.7501.750 61.1361.13 1111 19.8319.83 122122

IT-405IT-405 To transform all…To transform all… 35.6235.62 1.6151.615 57.5357.53 1111 18.8518.85 120120


51.5351.53 1.1671.167 60.1360.13 1717 16.3216.32 117117

LE-503LE-503 To improve class…To improve class… 62.8462.84 1.0001.000 62.8462.84 1919 12.4312.43 111111

The Cohort Average, Weighted Cohort Average, and Weighted Overall Average along with Final Cohort Rank and Final Overall Rank are shown together in the chart for the selected items. The chart above is sorted by the Weighted Overall Average column from highest to lowest value and the Final Overall Rank is then assigned based on the number of surveyed items.

PRIMARY SORTSPRIMARY SORTS

The 130 suggestions were The 130 suggestions were initially sorted by overall rankinitially sorted by overall rank—— 130 = most important130 = most important 001 = least important001 = least important

Codes [next slide] were then Codes [next slide] were then assigned to facilitate sorting by assigned to facilitate sorting by strategic directions/goals of strategic directions/goals of the Collegethe College

STRATEGIC CODES/SORTSSTRATEGIC CODES/SORTS

FSFS—to improve financial strength—to improve financial strengthCFCF—to improve campus facilities—to improve campus facilitiesMCMC—to manage enrollment—to manage enrollmentPAPA—to create a purposeful academic community—to create a purposeful academic communityLPLP—to develop a regionally-recognized LD program—to develop a regionally-recognized LD programLELE—to maintain a —to maintain a civil andcivil and supportive learning supportive learning

environmentenvironmentITIT—to improve information technologies—to improve information technologiesHRHR—to improve communications, both internal and —to improve communications, both internal and

externalexternalUMUM—to strengthen the relationship with the —to strengthen the relationship with the

congregations of The United Methodist Churchcongregations of The United Methodist Church

DUPLICATE SORTSDUPLICATE SORTS

If a suggestion furthered more than one If a suggestion furthered more than one strategic direction, a duplicate was strategic direction, a duplicate was created and a code was assigned for the created and a code was assigned for the copy (copies)copy (copies)

In short, the same suggestion could In short, the same suggestion could appear more than once—but it would be appear more than once—but it would be linked to a different strategic direction linked to a different strategic direction (or programmatic goal) and would not (or programmatic goal) and would not increase the total number of increase the total number of suggestionssuggestions

PROGRAMMATIC SORTSPROGRAMMATIC SORTS

Codes (and duplicate codes) were also Codes (and duplicate codes) were also assigned to facilitate assigned to facilitate programmatic/administrative sorts, e.g. programmatic/administrative sorts, e.g. an an academic sortacademic sort

Active and collaborative learning Active and collaborative learning [AC][AC] Service Learning Service Learning [SL][SL] Academic services Academic services [AS][AS] Academic challenge Academic challenge [CA][CA] Communication Skills Communication Skills [CS][CS] Critical and analytical thinking Critical and analytical thinking [CT][CT] Et ceteraEt cetera

Utilization of SortsUtilization of Sorts

On May 11, 2006, a retreat was held to envision On May 11, 2006, a retreat was held to envision the 2007 – 2009 edition of the LC Strategic the 2007 – 2009 edition of the LC Strategic PlanPlan

Those assembled (trustees, administrators, Those assembled (trustees, administrators, faculty, staff, students) were divided into four faculty, staff, students) were divided into four focus groups that corresponded to strategic focus groups that corresponded to strategic directions—and strategic sortsdirections—and strategic sorts Finance/FacilitiesFinance/Facilities Academics/EnrollmentAcademics/Enrollment Campus Life/TechnologiesCampus Life/Technologies Communications/UMC relationshipCommunications/UMC relationship

In order to inform the work of the separate In order to inform the work of the separate focus groups, each participant was provided focus groups, each participant was provided copies of the strategic and programmatic sortscopies of the strategic and programmatic sorts

BY-PRODUCTS OF HOSHIN BY-PRODUCTS OF HOSHIN PLANNINGPLANNING

Although Hoshin Planning is intended Although Hoshin Planning is intended to help institutions identify and focus to help institutions identify and focus on what is most essential to on what is most essential to improvement in a defined area,improvement in a defined area, the the process almost always generates a process almost always generates a number of good ideas that can/will be number of good ideas that can/will be implemented by the separate offices of implemented by the separate offices of the institution in a variety of the institution in a variety of programmatic areas. programmatic areas.

PROGRAMMATIC BY-PRODUCTS OF PROGRAMMATIC BY-PRODUCTS OF HOSHIN PLANNINGHOSHIN PLANNING

Example: IT 405Example: IT 405

TO TRANSFORM ALL CLASSROOMS TO TRANSFORM ALL CLASSROOMS INTO MASTER CLASSROOMSINTO MASTER CLASSROOMS

[December 2005][December 2005]

ACCOMPLISHEDACCOMPLISHED[December 2006][December 2006]

PROGRAMMATIC BY-PROGRAMMATIC BY-PRODUCTS OF HOSHIN PRODUCTS OF HOSHIN

PLANNINGPLANNINGExample: MV 610 [Slide A]Example: MV 610 [Slide A]

TO MAKE CAMPUS CIVILITY A CAMPUS-TO MAKE CAMPUS CIVILITY A CAMPUS-WIDE PRIORITYWIDE PRIORITY[December 2005][December 2005]

SYSTEMS CONSTRUCTEDSYSTEMS CONSTRUCTED[December 2006—next slide][December 2006—next slide]

PROGRAMMATIC BY-PRODUCTS OF PROGRAMMATIC BY-PRODUCTS OF HOSHIN PLANNINGHOSHIN PLANNING

MV 610: Continuous Civility MV 610: Continuous Civility InitiativesInitiatives

Progress to Date: Effective December 2006Progress to Date: Effective December 2006 Creation of Campus Civility ClusterCreation of Campus Civility Cluster Professional Civility-Training for Faculty/StaffProfessional Civility-Training for Faculty/Staff Civility focus during convocations and orientationCivility focus during convocations and orientation Transformation of Office of Campus Safety into Office Transformation of Office of Campus Safety into Office

of Campus Safety and Policeof Campus Safety and Police Development of Conduct/Honor Codes [in process]Development of Conduct/Honor Codes [in process] Creation of Campus Civility “brand”—logos, Creation of Campus Civility “brand”—logos, et ceteraet cetera Civility WeekCivility Week Campus Litter LotteryCampus Litter Lottery More rigorous conduct policies (fewer chances)More rigorous conduct policies (fewer chances) Et ceteraEt cetera

PROGRAM IMPROVEMENTPROGRAM IMPROVEMENT[OTHER PROGRAMMATIC USES][OTHER PROGRAMMATIC USES]

campus lifecampus life the first-year experiencethe first-year experience the senior experiencethe senior experience study awaystudy away student persistencestudent persistence student learningstudent learning academic lifeacademic life student engagementstudent engagement

The Freshman-Year The Freshman-Year ExperienceExperience

[Programmatic Example][Programmatic Example] In collaboration with the Policy Center on the First In collaboration with the Policy Center on the First

Year of College and The Pew Charitable Trusts, Year of College and The Pew Charitable Trusts, Presenter X recently facilitated a Hoshin Planning Presenter X recently facilitated a Hoshin Planning initiative intended to generate ideas for initiative intended to generate ideas for improving the freshman-year experience at improving the freshman-year experience at University X.University X.

Although the number one recommendation (a Although the number one recommendation (a freshman seminar) has not been implemented for freshman seminar) has not been implemented for a variety of reasons, nearly all of the other 44 a variety of reasons, nearly all of the other 44 suggestions were implemented by the separate suggestions were implemented by the separate offices of the university.offices of the university.

Hoshin Planning at a Division I Hoshin Planning at a Division I UniversityUniversity

[see sample provided][see sample provided]Ranking of Suggestions for ImprovingRanking of Suggestions for Improving

The Freshman-Year ExperienceThe Freshman-Year ExperienceBy Members of the Faculty and Professional By Members of the Faculty and Professional

StaffStaffTotal Participants (Voluntary): 85Total Participants (Voluntary): 85

A quality improvement initiative conductedA quality improvement initiative conductedin collaboration within collaboration with

The Policy Center on the First Year of CollegeThe Policy Center on the First Year of CollegeAnd The Pew Charitable Trusts And The Pew Charitable Trusts

Improving the First-Year Improving the First-Year ExperienceExperience

[a simple sort, Example A][a simple sort, Example A] Participants were invited to rank Participants were invited to rank

from Number 1 (most important) from Number 1 (most important) through Number 6 (least through Number 6 (least important)important)

Multiple/Easy Sorts: by countsMultiple/Easy Sorts: by counts By Number 1 (By Number 1 (et cetera)et cetera) By Number 1 + Number 2By Number 1 + Number 2 By Number 1 + Number 2 + Number 3By Number 1 + Number 2 + Number 3 By Number 1 through Number 6By Number 1 through Number 6

Improving the Freshman YearImproving the Freshman Year[a simple sort, part 2][a simple sort, part 2]

Significantly, the sort is Significantly, the sort is essentially the same whether essentially the same whether sorted by:sorted by:

Number 1 onlyNumber 1 only Numbers 1 – 2Numbers 1 – 2 Numbers 1 – 3Numbers 1 – 3 Numbers 1 - 6Numbers 1 - 6

HOSHIN PLANNING AND THE HOSHIN PLANNING AND THE QEPQEP

Among other things, COC/SACS expects the Among other things, COC/SACS expects the QEP:QEP:

To focus on student learningTo focus on student learning To engage “all appropriate campus To engage “all appropriate campus

constituencies”constituencies”

Hoshin Planning can be a highly Hoshin Planning can be a highly effective tool when used to achieve effective tool when used to achieve these two goals. these two goals.

HOSHIN PLANNINGHOSHIN PLANNINGin support of the QEPin support of the QEP

If you could do “just one thing” to improve If you could do “just one thing” to improve student learning at College X, what would you do?student learning at College X, what would you do?

Assemble all “appropriate” constituenciesAssemble all “appropriate” constituencies BrainstormBrainstorm Rank ideasRank ideas Focus on the top (1-5) suggestions (without ignoringFocus on the top (1-5) suggestions (without ignoring

routine “improvements”routine “improvements” Assess the resultsAssess the results Improve/Repeat the process Improve/Repeat the process

Possible users: All institutions, from small liberal Possible users: All institutions, from small liberal arts colleges to multi-complex colleges and arts colleges to multi-complex colleges and universities.universities.

HOSHIN PLANNINGHOSHIN PLANNINGSame Data—Multiple Same Data—Multiple

Sorts/UsesSorts/Uses The Louisburg College instrument was The Louisburg College instrument was

intentionally designed to facilitate multiple intentionally designed to facilitate multiple sorts (see samples provided at workshop): sorts (see samples provided at workshop): by overall rankings by overall rankings by strategic directionsby strategic directions by programmatic goals (academic, by programmatic goals (academic,

administrative, educational support and administrative, educational support and campus life)campus life)

by weightsby weights by themes (e.g., mission and values, student by themes (e.g., mission and values, student

engagement, active and collaborative learning, engagement, active and collaborative learning, service learning, special programs)service learning, special programs)

TODAY’S WORKSHOP—TODAY’S WORKSHOP—PROCESS APROCESS A

Choose a TopicChoose a Topic1.1. Divide into focus groups—see mint enclosureDivide into focus groups—see mint enclosure2.2. Select aSelect a facilitator facilitator and a and a recorder/reporterrecorder/reporter3.3. Expand the list of possible topics—white enclosure, side AExpand the list of possible topics—white enclosure, side A4.4. Use Column ThreeUse Column Three to reduce the list--optionalto reduce the list--optional5.5. Use one set of color-coded cards to select a topicUse one set of color-coded cards to select a topic

Green = first choice [4 points]Green = first choice [4 points] Yellow = second choice [3 points]Yellow = second choice [3 points] Rose = third choice [2 points]Rose = third choice [2 points] Orange = fourth choice [1 point]Orange = fourth choice [1 point]

6.6. Using the color-coded cards, write the ITEM NUMBER of Using the color-coded cards, write the ITEM NUMBER of your top four choices on the corresponding card—to your top four choices on the corresponding card—to simplify the process, use the original numbers even if the simplify the process, use the original numbers even if the group deletes some itemsgroup deletes some items

7.7. Sort the cards by item numberSort the cards by item number8.8. Count “total points” for each item [using the point value Count “total points” for each item [using the point value

indicated in Number 5]indicated in Number 5]9.9. Ordinarily, the item with the highest number of points Ordinarily, the item with the highest number of points

should be the focus of your group’s Hoshin Planning should be the focus of your group’s Hoshin Planning initiative [process B]initiative [process B]

TODAY’S WORKSHOP—TODAY’S WORKSHOP—PROCESS BPROCESS B

Hoshin Planning ExerciseHoshin Planning Exercise Use brainstorming to identify possible actions Use brainstorming to identify possible actions

that would support the realization of the goal;that would support the realization of the goal; Record each suggestion on Side B of the white Record each suggestion on Side B of the white

enclosure--it is important that participants equate enclosure--it is important that participants equate the suggestion to the same item numberthe suggestion to the same item number

Rank the suggestions—each participant should Rank the suggestions—each participant should write the item number for his/her top four choices write the item number for his/her top four choices on the color-coded cards (green=4 point/highest on the color-coded cards (green=4 point/highest value; yellow=3; rose=2; orange=1 point/lowest value; yellow=3; rose=2; orange=1 point/lowest value)value)

Compute the total value for each suggested Compute the total value for each suggested improvementimprovement

Report the results to the group during Process C Report the results to the group during Process C

TODAY’S WORKSHOP—TODAY’S WORKSHOP—PROCESS CPROCESS C

Report/disseminate the resultsReport/disseminate the resultsA DESIGNATED REPRESENTATIVEA DESIGNATED REPRESENTATIVE

CHOSEN BY THE GROUPCHOSEN BY THE GROUP

WILL REPORT THE TOP WILL REPORT THE TOP SUGGESTIONS (4-10, HIGHEST TO SUGGESTIONS (4-10, HIGHEST TO

LOWEST) TO THE ASSEMBLYLOWEST) TO THE ASSEMBLY

OF WORKSHOP PARTICIPANTSOF WORKSHOP PARTICIPANTS

Case Study

Documents

pew charitable

united methodist

purposeful

improve campus

supportive

existing strategic

lc strategic

improve student