Chapter 3: Organizational Habits for Effective Use of Data

Chapter 3: Organizational Habits for Effective Use of Data

Creating a Data-Informed Culture in Community Colleges: A New Model for Educators
by Brad C. Phillips and Jordan E. Horowitz

Paul Felarca
October 18, 2024

Poll

If you were to quantify how much you do out of habit on a daily basis,

what range would you select below?

• Less than 25%

• Between 26% and 50%

• Between 51% and 75%

• 76% or more

Let's Talk . . .

Approximately 40% of our behavior is habit (p. 51).

What are some examples, if any, of long-standing data practices Broward College employees - or the college as a whole - commit that seems out of habit? Do these behaviors seem practical or impractical and why?

Understanding Habits (pp. 52-53)

A habit begins with:

• Cue (prompt) that signals us

  • can be visual, audio, or tangible

• Routine

  • behavior (habit) is developed (learned)

• Reward

  • satisfaction (benefit) gained

​

Charles Duhigg's
The Habit Loop

Poll

Three Models for Data Use Habits at Colleges (pp. 53-56)

Changing institutional culture requires "changing behaviors around data use" (Phillips and Horowitz 2019, 53).

Which of the three models do you think Broward College currently follows:

Model 1: The college does not appreciate data and its uses

Model 2: the college wants to do something with data but is unsure what to do

Model 3: the college has embraced the use of data but has yet to realize its potential

• Model 1

• Model 2

• Model 3

• Combination

• Not sure

One Perspective on Data Analytics . . .

"Outstanding Leaders Use Data to Make Decisions"

https://www.youtube.com/watch?v=7PumZ6AWvrc

Multiple Select

The Effectiveness of Analytic Tools (pp. 56-57)

The authors identify the emergence of four issues with data analytic tools:

1. Having access sets up a false expectation that the data use problem is solved

2. Development of data rests in the hands of a select few

3. Ability to "make indicators" increases

4. The workload of IR does not reduce

Based on your experience and interactions at the college, whose perspective do you think aligns more with what you have seen?

• Professor

• Authors

• Both

• Not sure

1. Never let a good crisis go to waste

2. Don't go it alone

3. Make use of the Habit Loop (cue, routine, reward)

​

General Rules for Habit Change (pp. 58-59)

1. Before the meeting:

   1. Priming

   2. Framing

   3. Safety and familiarity

   4. Meeting arrangements

   5. Have a detailed agenda

   6. Clarity of purpose

Template for Introducing Data Into Meetings

Creating a New Habit:
Successfully Integrating Data Into Meetings (pp. 59-64)

2. Before introducing data to the group:

   1. Identify the issue

   2. set the context

   3. clarify expected outcomes

   4. Get participants' perspective

3. Introducing the data and discussions

   1. Consider the hoped-for reaction

   2. Keep it simple

   3. Make it real

   4. Engage with the data

   5. Engage the group

   6. Get consensus on a decision

Poll

Revisiting the Models -- How to Get a Jump Start on Increasing Data Use (pp. 64-66)

Recall the three data-habit models that colleges fall under:

Model 1: The college does not appreciate data and its uses

Model 2: the college wants to do something with data but is unsure what to do

Model 3: the college has embraced the use of data but has yet to realize its potential

Strategies for each model:

1. Data champions; begin conversations with stakeholders; introduce low-hanging data usage practices as victories, not necessarily the outcome of the data

2. Focus on one or two college-wide efforts (e.g., increase student program participation or accreditation); faculty and staff review data at regular department meetings; data champions engage with departments

3. Strategic plan and identify one or two college-wide goals in strategic plan that would make significant change in student success; resist temptation to introduce additional data on other KPIs; share decision publicly and celebrate decision made

Looking at the solutions listed for each model, do you think Broward College has employed some of these solutions effectively?

• Yes

• No

• Not sure

Multiple Choice

Creating Good Habits Around Assessment and Evaluation (p. 67)

On average, how much do colleges assess their initiatives?

• 0%

• Between 1% and 10%

• Between 11% and 35%

• Between 36% and 60%

• 61% or more