Client Consultation Tools 

When working with clients, I use a variety of tools to help define the problem, project scope and requirements, and to determine the best solution that will meet their needs.  Here a few samples:

Sample Audience Profile

Sample Needs and Problem Analysis Questions

PAINT Academy 2013 Action Plan    

Project Objectives: The goal of the academy is to develop a cadre of teachers who use cutting edgePAINT 2013 Action Plan technologies in their teaching to support student learning and achievement.  This is accomplished by requesting that every  school in the district (93 elementary and secondary schools) send one teacher to this two day academy.  The academy provides each teacher one cutting edge technology device and offers two days worth of project-based learning of how to use the device in learning along with other technologies available within the district.  This year’s target audience is English Language Arts teachers with a focus on developing Common Core 21st century skills.  The director of this program wanted sessions that highlighted the use of iPads, Google Apps, and Edmodo to support learning around the Common Core.

What I did:  I organized the group “to do” list in a Google Spreadsheet.  Each task was assigned to an individual, assigned a due date, and assigned a timeframe in which the task should be addressed.  The action plan was shared with the group, with each group being given editing rights.  As a task was completed the owner of that task indicated completion with a “yes” or “no”.

Needs Assessment – Differentiating Training

View Needs Assessment Survey made in Google Forms:    eInstruction Clickers training Needs Assessment

Project Objectives:  The principal and technology specialist at an elementary school purchased several sets of e-Instruction student response system clickers for use in the classrooms.  Training for the teachers was needed on how to use the software that the “clickers” interacted with.  Knowing that the clickers have been available throughout the year, it was unclear as to how often they were being used and the skill level of the teachers with the eInstruction software.  The goal of the training was to provide an introductory level training with follow-up support to ensure implementation of the clickers.  A secondary goal was to enhance and further those with entry level to intermediate skills in using eInstruction clicker software.

What I did: To get a clearer picture of interest and skill level using eInstruction clicker software a needs assessment survey was developed.  I also offered several mediums for acquiring or furthering skill levels. These included webinars, self guided e-learning classes, blended learning opportunities and 1:1 classroom modeling.  Furthermore, to ensure that teachers felt supported when it came time for implementation I offered several modes of follow-up support.  This included classroom technical support for at least the first 2 classes during implementation, live skyping or microsoft lync access, webinars, and social media groups and discussion boards, and self guided e-learning classes.

Results: 76% of participants were satisfied with training.  There was a gap between training expectations of school leader and time allotment for training.  It was recommended that follow-up training be scheduled to foster implementation by the teachers.  Follow-up was scheduled two weeks laters for 1:1 consultations.  Follow-up and implementation plans are being organized for the 2013-2014 school year.

Science Department Process Flow Diagram

Project Objectives:  The district superintendent  wanted to identify factors that lead to successful programs in some schools and not in others.  Part of the process included an analysis of how the program works in terms of course layout and sequence at Cocoa Beach Jr/Sr High.  This school was chosen for it’s science department due to the high level of success indicated by a combination of state exams, national exams, and programs such as robotics and science research.

What I did:  Using basic training from Six Sigma, I collaborated with the science teachers and counselors to layout a process flow diagram of how course sequencing is addressed at this school.  The diagram includes points of data collection as a means of evaluating and checking on implementation success.

Results:  The highly focused nature of this task lead to clarification of prerequisites for each level of course sequencing available.  Several prerequisites were hindering the  abiity for students to excel and strive for more rigor in their science course choices.  There is now more versitility for entry into the higher level and more challenging courses.  The number of students taking AP science courses has increased.

NEED ANALYSIS

DMAIC Story board CBHS

Project Objectives:  With an increased demand in using state exams as a means of holding schools accountable for student performance, Cocoa Beach Jr/Sr High School wanted to understand why so many students were performing below average on the science FCAT exams and how they could boost performance on future exams.

What I did:  I used a variety of methods for collecting data and a variety of data to help understand what was driving  current performance.  Furthermore, the data was used to determine and understand the gap that existed between where they were and where they wanted to be with student performance.  All of this information and process was summarized using Six Sigma’s DMAIC storyboard format for need analysis.

Results:  Several recommendations where implemented the following year.  The FCAT science test results that year saw a 8% increase the number of students performing at average or above.  At the same time, the gap in performance among students on free and reduced lunch programs (economically disadvantaged) and those whom are not decreased by 7 points.

Metric

Project Objectives:  The managers of USA were under a lot of pressure to promote innovative ideas and thinking due to the competitive nature of the new contract bid for NASA.  The managers wanted a means for measuring innovativeness of an idea.

What I did:  This was a very challenging task in that innovation is correlated with creativity and new ways of  thinking.  Therefore, after much research I came up dimensions of innovativeness that may be able to be measured.  I used a likert scale and worked collaboratively with another intern to develop the equations and formulas for graphing the dimension measurement input.

Results:  Presentation was made to managers who then arranged for presentation with senior and executive managers.  Metric was shared with another team within USA who then began manipulating it in their own way.  Actual implementation of the metric is unknown due to reaching the fellowship deadline this project was associated with.

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