What Is Organizational Health

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Model Schools Conference
Organizational Health
A systems
approach for improving performance
Organizational Health Team Brent Fairman,
Leon McLean and Jeff Fairman
June 24, 2008 800 900 and 200 300 For
more information contact mfairman_at_organizational
health.com 972-966-6197 www.organizationalhealth.c
om/orlando
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• To help you gain insights into
• the ten dimensions of Organizational Health,
• the Organizational Health improvement process,
• the power of these data and corresponding
  conceptual frameworks and how
• these data can be used to chart a systemic path
  for optimal staff and student performance.
• To help you gain an appreciation for and an
  understanding of the big three dimensions Goal
  Focus, Cohesiveness, and Adaptation.

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Different and Unique perspectives of
Organizational Health

• Key member of a faculty leadership team
• Member of the administrative team
• Principal
• Central office support person or supervisor for
  schools
• Superintendent
• Board of Directors

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What Is Organizational Health?

• An organizations ability to
• Function effectively
• Cope adequately
• Change appropriately
• Grow from within
• Organizational health, like personal health,
  impacts effectiveness.
• Organizational health is dependent on ten key
  dimensions
• 1. Goal Focus 6. Morale
• 2. Communication 7. Innovation
• 3. Power Equalization 8. Autonomy
• 4. Resource Utilization 9. Adaptation
• 5. Cohesiveness 10. Problem Solving
  Adequacy

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How is it measured?

• DIAGNOSTIC PROCESS
• Organizational Health Instrument consists of 80
  statements about the 10 dimensions (3 year
  process reliability and validity were
  established)
• Data are collected in a group setting or on-line
• Takes approximately 20 minutes
• Confidentiality is always maintained

Forms for assessment Campuses Central
office units Non-certified units Parents
Customer satisfaction
internal component
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How do schools typically get involved in the
process?

• Selected by external agencies 75 high schools
  were selected by their State Commissioners
• Implemented by the superintendent as a
  district-wide initiative
• Initiated by principals who want to build
  stronger leadership teams
• Encouraged by key faculty leaders who see value
  in the process and want to use it as a way to
  build the leadership capacity of their units

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Orientation Session
1
Data Collection
Follow Up Support
2
11
Overview of OH Report
Develop Improvement Plan
3
10
Interpretation Conference
Team Training Session
Organizational Health Improvement Cycle
4
9
Reflective Practice Time
Planning Session
5
8
Resource Team Conference
Share OH Profile
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We can help you understand the data!

• STRENGTHS
  
  PRIORITES
• RES- Resource
  Utilization
  OPE- Optimal Power
  Equalization
• GF - Goal Focus
  
  MOR -Morale
• PSA - Problem Solving
  Adequacy
  ADA -Adaptation
• COM -Communication
  Adequacy

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We can help you understand the data!

• PRIORITIES
• PSA - Problem Solving Adequacy
• ADA - Adaptation
• COM - Communication Adequacy

• Strengths
• COH - Cohesiveness
• OPE - Optimal Power Equalization
• RES - Resource Utilization

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We can help districts identify patterns . . .
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and relationships that permeate the district!
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For example, we discovered this pattern!
.001
.001 Correlation
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What are principals doing differently in these
three circles?
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What are leaders doing differently in these
three circles? (Structure Related)

• How often do these principals meet with their
  Instructional Focus teams?
• Blue one time per week
• Gray two times per month
• Red one time per month
• See Stage 6 in the Stages of Team Development on
  page 66. It is impossible to plan proactively
  and work interdependently as a team unless the
  team meets on a frequent and regular basis.

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What are leaders doing differently in these three
circles?

• How are members selected/elected/ appointed to
  the Instructional Focus team?
• Blue Principals said they selected their best
  leaders, those who were willing and able to
  provide needed leadership for the team
• Gray Basically they kept the leaders that had
  been selected prior to their tenure
• Red Teams selected their own leader or just
  rotated

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What are leaders doing differently in these three
circles?

• What structures do principals have in place so
  they can share additional leadership
  responsibilities?
• Blue Created an Advisory Council elected by
  the faculty to address day-to-day problems and
  issues and kept the Instructional Focus Team
  focused just on instruction (See Organizational
  Chart)
• Gray Both Management and Instructional issues
  were addressed by this one leadership team.
• Red Only had one leadership team and they
  addressed management and instructional issues on
  a monthly basis.

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PRINCIPAL
Department Heads/SLCs/ Academies
FACULTY ADVISORY TEAM
A
B
F
SAFETY
DISCIPLINE
SP ED
C
D
E
F
Faculty

• INSTRUCTIONAL FOCUS TEAM
• Curriculum, Instruction, Professional Development
• Appointed Department Heads for staggered three
  year terms
• FACULTY ADVISORY TEAM
• Operational agenda, schedule, discipline, policy,
  etc.
• Faculty elected team

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It is about the structures designed to move
leaders and teams to the next level!
Interdependent
Independent
Dependent
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How Organizational Health impacts student
performance!
For report see www.organizationalhealth.com
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We can help you. . .MEASURE HEALTH AND
PRODUCTIVITY
GF Goal Focus measures the degree to which
faculty members have clarity, acceptance,
support, and advocacy for school-wide
goals. Blue Schools with a performance index
above 75 White Schools with
a performance index between 50 and 74.9 Red
All schools with a performance index below 50.

The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools (N 57 schools) is based on each
schools average Organizational Health scores
from 2004 and 2005. See www.organizationalhealth.
com
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We can help principals move individuals and
teams from
Interdependence
Independence
Dependence
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We can help move schools out of the red zone to
higher zones. . .

• The Goal Focus
• percentile scores will provide visual evidence of
  the degree
• to which members support school-side goals
• scores correlate with student performance
• at the .001 level of significance
• conceptual models and support materials will
  assist principals
• and other key leaders in moving their schools
  to higher levels

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Clarity
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Acceptance
Clarity
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Support
Acceptance
Clarity
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Advocacy
Support
Acceptance
Clarity
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Adaptation is the degree to which members of
the school are willing and able to adapt and
change to meet the unique needs of their
students. Blue Schools with a performance
index above 75
. White Schools with a performance index
between 50 and 74.9 Red All schools with a
performance index below 50
The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools is based on each schools average
Organizational Health scores from 2004 and 2005.
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COH Cohesiveness To what degree do
members want to be a part of the team, are they
willing to influence team members, and are they
willing to be influenced by team members. Six
of the 8 questions are about teacher/teacher relat
ionships.
The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools is based on each schools average
Organizational Health scores from 2004 and 2005.
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The "big three"!
The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools is based on each schools average
Organizational Health scores from 2004 and 2005.
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The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools is based on each schools average
Organizational Health scores from 2004 and 2005.
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Student Performance and Levels of Significance by
Dimensions

• Goal Focus .001
• Cohesiveness .001
• Adaptation .001
• Autonomy .001
• Total OH Score .001
• Power Equalization .01
• Resource Utilization .01
• Morale .01
• Innovativeness .01
• Problem Solving A. .01
• Communication A. .05

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See web-site for complete report!
For report see www.organizationalhealth.com
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We can help districts chart performance and OH
data!
.01 statistical significance (see p 149)
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We can help you predict future levels of student
performance!
Leading indicator for performance
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The "big three"!
The performance index for each school was based
on a composite score for 5th grade students on
the states criterion referenced test in Reading,
Math, Science, and Social Studies for 2004 and
2005. The profile for these three groups of
schools is based on each schools average
Organizational Health scores from 2004 and 2005.
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LEADERSHIP BELIEF 4 We believe we have an
obligation to establish and maintain cohesive
interdependent teams that have a high commitment
to the organizations mission and goals.
BELIEF 4
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Have you ever been in an organization where
teachers were . . .?
Testing or Playing it Safe Focus on Self Survival
Mode Talk about people not to them
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Testing
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Have you ever been in an organization where
teachers . . . ?
Stage 2
Infighting between Individuals or Cliques
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Infighting
Testing
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Dependence(Focus on Self)

• Teachers can not get out of Stage 1 without the
  principals assistance
• Teachers can not move out of Stage 2 without the
  principals assistance

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What can principals do to get teachers out of
Stages 1 and 2? They need to help them get
organized and. . .
Stage 3
Getting Organized as a Team.
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Interdependence(Focus on the School/System)
How do we help key leaders and teams move to the
blue zone interdependence?

• Requires individuals who are willing and able to
  think interdependently
• Requires structures and systems to support
  interdependence
• Requires a commitment from the leader to achieve
  and to maintain interdependence

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Interdependence(Focus on the School/System)

• Requires individuals who are willing and able to
  think interdependently
• Requires structures and systems to support
  interdependence
• Requires a commitment from the leader to achieve
  and to maintain interdependence

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Goal

• To help you gain an appreciation for and an
  understanding of the big three dimensions Goal
  Focus, Cohesiveness, and Adaptation.

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Rigor Relevance Relationships Results

• Rigor
• Relevance
• Relationships
• Core Curriculum
• Stretch Curriculum
• Framework
• Best Practices
• Culture
• Improved RESULTS
• Organizational Health
• School Excellence Pathways
• How does it all fit together?

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ACHIEVEMENT
DATA INDICATORS
PERSONAL
STRETCH
CORE
ENGAGED
SKILL
ENGAGED
STRETCH
RIGOR
RELATIONSHIP
RELEVANCE
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ACHIEVEMENT
DATA INDICATORS
PERSONAL
CORE
SKILL
ENGAGED
STRETCH
RIGOR
RELATIONSHIP
MORALE
RESOURCE UTILIZATION
RELEVANCE
COHESIVENESS
COMMUNICATION
POWER EQUALIZATION
GOAL FOCUS
PROBLEM SOLVING
INNOVATIVENESS
ADAPTATION
AUTONOMY
The ten dimensions of Organizational Health have
correlated with student performance at the .001
level of significance in several recent studies.
The big three dimensions are Goal Focus,
Cohesiveness, and Adaptation.
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SUSTAINED SUCCESS
ACHIEVEMENT
DATA INDICATORS
PERSONAL
CORE
SKILL
ENGAGED
STRETCH
RIGOR
RELATIONSHIP
RELEVANCE
COHESIVENESS
GOAL FOCUS
Effectiveness
ADAPTATION
Enhancing
Leadership
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SUSTAINED SUCCESS
ACHIEVEMENT
DATA INDICATORS
PERSONAL
CORE
SKILL
ENGAGED
STRETCH
RIGOR
RELATIONSHIP
RELEVANCE
COHESIVENESS
GOAL FOCUS
Effectiveness
ADAPTATION
Enhancing
Leadership
INFRASTRUCTURE
CONCEPTUAL
Enhancing Goal Focus, Marvin Fairman Leon
McLean, Paradigm Media Publishing, 2007