Problem-Solving 101: A Root Cause Analysis

Trainers

Karen Liddell-Anderson

Training

Training Length

90 mins.

Targeted Participants

Participants not familiar with the root cause analysis process.

Participants familiar with the root cause analysis process.
Participants seeking sustained and continuous school improvement.

Why

Much of the work associated with continuous school improvement asks districts to identify the underlying root cause (source) of their problem. If the expectation is that districts begin their continuous school improvement work by first identifying the root cause of the problem, knowing how to conduct a root cause analysis is a must.

What

Participants will work through a scenario-based problem using a protocol (Fidelity Check Protocol).
Participants will receive training in a 5-STEP problem-solving process to aid in the identification of the underlying source (root cause) of a problem.
The 5-STEP process includes "fidelity checks" occurring at each step of the process, using a “fidelity check protocol”. The “fidelity checks” mitigate potential process deviation and personal bias; when identifying the underlying source (root cause) of a problem. Unless the underlying source (root cause) of a problem is identified and addressed, the problem will likely continue and or get worse.

Session Focus

The session will focus on the following related to problem-solving and identifying the underlying source (root cause) of a problem:

5-STEP Problem-Solving Process
Fidelity Check Process and Protocol
Problem-Based Scenarios
Pros/Cons Root Cause Analysis vs. 5-Whys
Identifying & Avoiding Common Pitfalls

Guiding Questions

Participants must be able to answer the following guiding questions related to problem-solving and their continuous school improvement efforts:

What problem-solving process is currently being used?
Is the current problem-solving process recognized by the U.S. Dept. of Ed. or another entity (i.e., Ohio Department of Education and Workforce.)?
Is the current problem-solving process evidence-based?
Can the current problem-solving process be replicated?
Is the current problem-solving process known and used across all levels (Board, District, School, Classroom, Setting)?
Is staff trained in the use of the current problem-solving process?
Is there an expectation of the use of the current problem-solving process?
Is the current problem-solving process supported and by whom?
Is the current problem-solving process monitored and by whom?
Is the current problem-solving process resulting in sustained and continuous school improvement (positive student outcomes)?