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School leader's guide to root cause analysis : using data to dissolve problems / / Paul G. Preuss
| School leader's guide to root cause analysis : using data to dissolve problems / / Paul G. Preuss |
| Autore | Preuss Paul G. <1942-, > |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 379.1/58 |
| Soggetto topico |
Educational evaluation - United States
Educational leadership - United States School management and organization - United States |
| ISBN |
1-317-92626-9
1-315-85496-1 1-317-92627-7 1-283-52488-0 9786613837332 1-61442-086-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Foreword; Acknowledgments; Table of Contents; Introduction; 1 Root Cause Basics; Why Root Cause Analysis?; What is "Root Cause"?; Modalities of Root Cause Analysis; Examples of RCA Modalities; An Example of a "Positive Reactive" Modality; An Example of a "Positive Proactive" Modality; An Example of "Negative Proactive" Modality; An Example of a "Negative Reactive" Modality; Levels of Root Cause; The Longitudinal Stream; When is a Cause a Root Cause?; Summary; 2 Key Indicators of Student Success; The Importance of Key Indicators; The Verification Process
Other School IndicatorsUsing Key Indicators of Student Success; Means vs. Ends-Student Results-Focused Goal Statements; Some Data on Goal Statements; Examples of Complete "Ends-Focused" Goal Statements; Key Indicators and Goal Statements; Terminology; One Final Example: The Moose River CSD; A Key Indicators Discovery Process-Half Day; Facilitator's Comments; Templates; Summary; 3 Root Cause Processes; Observations and Suggested Remedies; Root Cause Processes; The Importance of Facilitation; A Brief Word about Paretoing; The Questioning Data Process; Facilitator Guidelines Example 1: Applying the Questioning Data Process to Student Failure RatesQuestions About the Students; Questions About the School and Its Processes; Questions About the School in Comparison to Itself OverTime and to Other Schools; Example 2: Using the Questioning Data Process to Assess a System; The Diagnostic Tree Process; Facilitator Guidelines; The Creative Root Cause Analysis Process; The Five Whys; Force Field Analysis; Presenting Root Cause Products; Templates; Summary; 4 Using Root Cause Analysis; Where Does Root Cause Analysis Fit?; Two Nonacademic Examples; Two Academic Examples Systems PlanningRCA and Required Planning Processes; Summary; 5 Considerations; How to Use This Chapter; The Issue of Leadership; Central Leadership; Distributed Leadership; Contexts for RCA; Change, Transformation, and RCA; The Obvious and Not So Obvious; A Timetable for Meetings; Prior to the First Meeting; First Meeting-2 Hours; Between the First and Second Meeting-1 to 3 Weeks; At the Second Meeting-2 Hours; Between the Second and Third Meeting; At the Third Meeting-2 Hours; Between the Third and Fourth Meetings; The Fourth Meeting-2 Hours; Using Gantt Charts; The Team Charter Why Write a Team Charter?Foundations-Systems, Data, and Variation; Systems Thinking; Russell Ackoff on Systems; What Is Systems Thinking?-A Summary; Data; What Kinds of Data?; Levels of Data; Transforming Data; Squishy Data Warning; Variation; Summary; 6 Models and Stories; A Multiple Measures Model; Steps to Take; An Assessment Analysis Model; Models of Nontraditional Data Sets; The National Transportation Safety Board-AModel; Root Cause Stories; Root Cause Story 1: Proctor High School (Utica, N.Y.) Lifted from Probation; Root Cause Story 2: A First-Year Superintendent Root Cause Story 3: The First-Year Principal |
| Altri titoli varianti | Using data to dissolve problems |
| Record Nr. | UNINA-9910779288903321 |
Preuss Paul G. <1942-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
School leader's guide to root cause analysis : using data to dissolve problems / / Paul G. Preuss
| School leader's guide to root cause analysis : using data to dissolve problems / / Paul G. Preuss |
| Autore | Preuss Paul G. <1942-, > |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina |
379.1/58
379.158 |
| Soggetto topico |
Educational evaluation - United States
Educational leadership - United States School management and organization - United States |
| ISBN |
1-317-92626-9
1-315-85496-1 1-317-92627-7 1-283-52488-0 9786613837332 1-61442-086-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Foreword; Acknowledgments; Table of Contents; Introduction; 1 Root Cause Basics; Why Root Cause Analysis?; What is "Root Cause"?; Modalities of Root Cause Analysis; Examples of RCA Modalities; An Example of a "Positive Reactive" Modality; An Example of a "Positive Proactive" Modality; An Example of "Negative Proactive" Modality; An Example of a "Negative Reactive" Modality; Levels of Root Cause; The Longitudinal Stream; When is a Cause a Root Cause?; Summary; 2 Key Indicators of Student Success; The Importance of Key Indicators; The Verification Process
Other School IndicatorsUsing Key Indicators of Student Success; Means vs. Ends-Student Results-Focused Goal Statements; Some Data on Goal Statements; Examples of Complete "Ends-Focused" Goal Statements; Key Indicators and Goal Statements; Terminology; One Final Example: The Moose River CSD; A Key Indicators Discovery Process-Half Day; Facilitator's Comments; Templates; Summary; 3 Root Cause Processes; Observations and Suggested Remedies; Root Cause Processes; The Importance of Facilitation; A Brief Word about Paretoing; The Questioning Data Process; Facilitator Guidelines Example 1: Applying the Questioning Data Process to Student Failure RatesQuestions About the Students; Questions About the School and Its Processes; Questions About the School in Comparison to Itself OverTime and to Other Schools; Example 2: Using the Questioning Data Process to Assess a System; The Diagnostic Tree Process; Facilitator Guidelines; The Creative Root Cause Analysis Process; The Five Whys; Force Field Analysis; Presenting Root Cause Products; Templates; Summary; 4 Using Root Cause Analysis; Where Does Root Cause Analysis Fit?; Two Nonacademic Examples; Two Academic Examples Systems PlanningRCA and Required Planning Processes; Summary; 5 Considerations; How to Use This Chapter; The Issue of Leadership; Central Leadership; Distributed Leadership; Contexts for RCA; Change, Transformation, and RCA; The Obvious and Not So Obvious; A Timetable for Meetings; Prior to the First Meeting; First Meeting-2 Hours; Between the First and Second Meeting-1 to 3 Weeks; At the Second Meeting-2 Hours; Between the Second and Third Meeting; At the Third Meeting-2 Hours; Between the Third and Fourth Meetings; The Fourth Meeting-2 Hours; Using Gantt Charts; The Team Charter Why Write a Team Charter?Foundations-Systems, Data, and Variation; Systems Thinking; Russell Ackoff on Systems; What Is Systems Thinking?-A Summary; Data; What Kinds of Data?; Levels of Data; Transforming Data; Squishy Data Warning; Variation; Summary; 6 Models and Stories; A Multiple Measures Model; Steps to Take; An Assessment Analysis Model; Models of Nontraditional Data Sets; The National Transportation Safety Board-AModel; Root Cause Stories; Root Cause Story 1: Proctor High School (Utica, N.Y.) Lifted from Probation; Root Cause Story 2: A First-Year Superintendent Root Cause Story 3: The First-Year Principal |
| Altri titoli varianti | Using data to dissolve problems |
| Record Nr. | UNINA-9910965693303321 |
|
Preuss Paul G. <1942-, >
|
||
| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||