Learning and Sustaining Continuous Improvement: Organizational Growth of Improvement Network

• In Event: Improvement Science-Driven School Improvement: Successes, Challenges, and Promising Practices From the iLEAD Partnership

Abstract

Purpose

The study sought to determine conditions for starting and sustaining continuous improvement with school-based teams both in a networked improvement community (NIC) and in school design teams. The research question was “What are the organizational conditions that help to introduce and sustain improvement science in K-12 schools?”

Conceptual Framework

To summarize the organizational growth research of improvement networks, we began by reviewing the knowledge base on networked continuous improvement. We reviewed 33 articles from a search of the top 25 education journals from 2015- 2021, applicable reports (e.g., Carnegie reports), and books related to improvement networks (e.g., Bryk et al., 2015).

Methods and Data

This qualitative study used interviews from a purposive sample of experienced improvers to explore necessary conditions for organizational growth for improvement.

Our team of three interviewed 27 improvers during 18 semi-structured interviews over Zoom. When multiple participants were interviewed together, they all were from the same organization (e.g., three-person interview with participants from the same district). Two researchers were present for each. Participants included seven school leaders, eleven district/K-12 leaders, seven improvement hub and NIC leaders from external organizations, one university researcher who is an expert on NICs, and one healthcare professional. Interviews were recorded, transcribed, and uploaded to NVivo 12.0 for coding using an integrated coding model of a priori codes based on the literature and emergent codes (Bradley et al. 2007). Themes emerged from the consistent findings across the multiple perspectives of our sample.

Preliminary Findings

Coded data revealed five major findings in the study.
1) Read Learning to Improve, try it out, and believe in the process. The best way for people to engage in improvement science is to learn by improving and then use those results to learn more. There must be a feedback loop to develop examples of improvement to help spread implementation. Trust in the process emerges from success with the process.
2) Focus on the “why” as opposed to the “what.” Keep a ‘North Star.’ Name and make explicit the aim or outcome of the work and attach everything to that aim.
3) Keep it simple. Processes should use practical terms. Common language within NICs will allow teams to adapt improvement language to match existing organizational language. Build off existing routines for inquiry and data use, such as data team meetings or professional learning communities.
4) Knowledge will be differentiated throughout the organization. The type of improvement knowledge needed is based on one’s role in the system. Different roles need different levels of understanding. Focus coaching on areas of new learning.
5) Have a clear approach and plan to spread it through the system. Allow for site-based decision making within parameters. Have a growth management plan (e.g. school level up). Determine who needs to know what and when (in service of your aim), and then make a plan to meet those needs.

Significance

This study contributes to our understanding of key factors for implementing improvement science in school in order to ensure sustainable growth.

Authors

• Erin Anderson, University of Denver

• Kathleen Cunningham, University of South Carolina