Michelle A. Duda, Ph.D., BCBA,Dean L. Fixsen, Ph.D.
& Karen A. Blase Ph.D.,
Melissa Van Dyke, LCSWFrank Porter Graham Child Development Institute
University of North Carolina – Chapel Hill
Working Smarter: The implementation journey to
improve student outcomes
Continuous Improvement Cycles Part 5
Changing on Purpose
• New practices do not fare well in existing organizational structures and systems
• For Example: Transformation is not like plug and play devices for a computer, it is more like changing operating systems while downloading delicate files.
Innovations and Systems
EXISTING SYSTEM
EFFECTIVE INNOVATIONSARE CHANGED TO
FIT THE SYSTEM
EXISTING SYSTEM ISCHANGED TO SUPPORTTHE EFFECTIVENESS OF
THE INNOVATION
EFFECTIVE INNOVATION
AN ETERNAL STRUGGLETHE YIN & YANG OF CHANGE
Innovations and Systems
EXISTING SYSTEM
EFFECTIVE INNOVATIONSARE CHANGED TO
FIT THE SYSTEM
EXISTING SYSTEM ISCHANGED TO SUPPORTTHE EFFECTIVENESS OF
THE INNOVATION
EFFECTIVE INNOVATION
Changing on Purpose
People, organizations, and systems…
• Cannot change everything at once (too big; too complex; too many of them and too few of us)
• Cannot stop and re-tool (have to create the new in the midst of the existing)
• Cannot know what to do at every step (we will know it when we get there)
• Many outcomes are not predictable (who knew!?)
Improvement Cycles
• PDSA (plan, do, study, act) Cycle
• Rapid – Cycleo Problem Solvingo Practice Improvement
• Transformation Zones
• PEP-PIP Cycle (policy enabled practice – practice informed policy)
• Usability testing
Shewhart (1924); Deming & Juran (1948); Six-Sigma (1990)• Plan – Decide what to do• Do – Do it (be sure)• Study – Look at the results• Act – Make adjustments • Cycle – Do over and over again until the
intended benefits are realized
PDSA Cycles: Trial & Learning
• Plan – Find a way for kids to clean the stove routinely
• Do – Say, “clean the stove please”• Study – See what parts they clean well
and what parts they miss• Act – Develop a card with a few cleaning
hints• Cycle – Continue until there are enough
hints to routinely have a clean stove
Clean the Stove
Actual Program Ideal Program
To Narrow the Variation of the Actual from the Ideal
PDSA Cycles: Trial & LearningDavid Thomas, 1985
• Plan – Innovation core components• Do – Selection, training, coaching• Study – Fidelity, outcomes• Act – Make adjustments • Cycle – Do over and over again until
fidelity is reached in a reasonable period of time
PDSA Cycles: Trial & Learning
PLAN
DO
STUDY
ACT
P
DS
A
P
DS
A
P
DS
A
P
DS
A
Innovation
Training
CoachingFidelity
Administration
• Plan – Coaching methods• Do – Frequency, intensity, duration• Study – Time to reach fidelity for the past
20 teachers/ staff• Act – Revise coaching methods to shore
up weak areas • Cycle – do over and over again as
conditions and people change forever more
PDSA Cycle - Eternal
PDSA Cycles
Shewhart (1924); Deming (1948); Six-Sigma (1990)• Plan – Develop specific things to do• Do – Do them (make sure)• Study – See what happens• Act – Make adjustments• Cycle – Do over and over again until the
goal is reached (again)
PEP-PIP Cycle
• Policy enabled practice (PEP)• Practice informed policy (PIP)
The PDSA cycle in slow motion• Monthly instead of hourly, daily cycles• Bigger issues where agreement (issues,
solutions) and certainty (if this, then that) are not apparent
PEP-PIP Cycle
Po
licy
En
able
d
Pra
ctic
e (P
EP
)
Practice In
form
ed
Po
licy (PIP
)
Management Team
Implementation Teams
System Change
“Extern
al” Lead
ership
Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
Practice
Form Supports Function at every level (National, State, County, Municipal, Agency)
FeedbackStudy - Act
“Ext
ern
al”
Sys
tem
Ch
ang
e S
up
po
rt
System Alignment
State Department
Regions
Agencies
Practitioners/ Staff
Effective Practices
AL
IGN
ME
NTFederal
Departments
Imp
lemen
tation
Team
s
FORM SUPPORTS FUNCTION
Summary
• Implementation is hard work• Information by training by itself will NOT lead to changes in
practitioner skills and abilities• Implementation occurs in stages and getting to Full
Implementation can take 2-4 years• Each stage of implementation has it’s own set of activities
and challenges• Successful implementation occurs when the innovation (i.e.
ESD) is embedded within the schools culture• Successful implementation requires behavior change
o Research related to implementation is still in it’s infancyo Policy enables new practice but practice needs to inform
policy
"All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."
R. Spencer DarlingBusiness Expert
Our Journey Continues
Next Steps on Our Journey
• On your journey of implementing this research into practice, continue your partnership with your regional T/TAC Instructor(s)
For More Information
Dean L. Fixsen, Ph.D.• 919-966-3892• [email protected]
Michelle A. Duda, Ph.D.• 919-636-0843• [email protected]
At the Frank Porter Graham Child Development InstituteUniversity of North Carolina
Chapel Hill, NC
www.scalingup.org http://nirn.fpg.unc.edu/
http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/
For More Information
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).Download all or part of the monograph at:http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/ To order the monograph go to:https://fmhi.pro-copy.com/