EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment

Problem of Practice Needs Assessment

Learner and Specialization Information (to be completed by the learner)

Overview of the AIP Model

The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated.

Figure 1

Applied Improvement Project Model

Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain.

The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses.

Preliminary Site Information

The site is an organization that aims to support school students with social-emotional learning (SEL) education programs. The organization works together with schools and community organizations, along with educators, to support SEL programs and character development as well as positive school climate initiatives. The organization has teaching staff to implement the SEL program for high school students. In the SEL program, the staff prepares students for academic success and improves student achievement scores.

The SEL program’s emphasis is on enhancing the success rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. The program’s emphasis is on closing educational achievement gaps as well as enhancing extended academic success rates. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. Early exposure to SEL skills such as self-regulation and cooperation enables the development of social skills and enhances the capability to sustain in the school environment. The program educates students to be successful in life, both personally and academically. Students from various economic backgrounds are engaged, while the program emphasizes assistance to disadvantaged population groups in particular.

The site has a large workforce of teachers who are tasked with delivering the SEL education programs. However, the staff shortages hinder the teachers from fulfilling the students’ needs, which deteriorates the academic performance. The site has established various issues that impede the delivery of a SEL program to the students, impacting the success rate. The practice issue is staff shortages that impact the delivery of SEL to students, which impacts the students’ academic outcomes. The student achievement rate is currently at 5%, and the site’s benchmark is 11%, which indicates the need for effective measures to enhance the academic performance of the students. The problem urges the site to provide quality SEL education programs to mitigate the low student achievement rate in educational settings.

Role in or Relationship with the Organization

The applied researcher is a member of the educational team at the organization and takes leadership roles to help plan and execute projects and raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at the school. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues. 

The applied researcher has a critical role to play in the problem of staff shortages impacting the delivery of SEL by pointing out the gaps in the delivery of SEL programs due to a lack of staff. Developing strategies to integrate SEL practice into curricula with less staff is challenging. Assessing the effectiveness of SEL delivery models and advocating for additional staffing for implementing SEL programs is necessary. The applied researcher role has a direct relationship to enhancing student academic performance and well-being by ensuring SEL programs remain accessible and effective despite staff shortages.

Financial challenges and personal difficulties, together with academic challenges, can cause potential conflicts of interest. Such situations appear when researchers have monetary interests in research outcomes. For instance, the funding request for SEL services might result in reduced resources for educational programs. The applied researcher’s ownership of shares in the benefiting organization may affect the ability to remain objective when conducting research. Research decisions made by the applied researcher could become biased because of personal relationships. When applied researchers conduct studies with persons who are family members or close friends, then personal relationships can influence both research findings and decision-making processes. Academic conflicts develop when researchers advocate for funds to conduct the education session. Unbalanced implementation of SEL by researchers could potentially lead to neglecting academic priorities. The requirement to yield favorable findings may influence the researcher to report biased information or perform data modification.

Using effective approaches to mitigate potential conflicts of interest is pertinent. Firstly, disclosing all financial, personal, and academic interests before initiating the research helps in avoiding personal influence on research. Secondly, avoid involving close family or friends to maintain research integrity. Thirdly, the use of rigorous protocols for data collection, analysis, and reporting helps in reducing the applied researcher bias in the findings. Lastly, the advocating funds for the SEL in a manner that does not contradict the established priorities of the research site.

Statement of the Organizational Issue

The local organizational issue at the research site is the non-implementation of SEL programs for students, affecting academic performance. The organizational issue impacts the students because the non-implementation of SEL due to staff shortage hinders students to learn emotional regulation, conflict resolution, and stress management capabilities.

The staff shortages prevent the implementation of the SEL program in education units. The shortage of staff leads schools to shift the focus from major academic subjects, thus resulting in the elimination of SEL sessions. Not conducting educational sessions for developing emotional intelligence, self-regulation, and conflict-resolution skills affects the student’s academic performance (Shengyao et al., 2024). Students who lack SEL education fail to manage stress and making students prone to poor achievement scores. Thus, the staff shortage is a barrier to the implementation of the SEL program, which negatively impacts student performance.

Data and Evidence

Staff shortages within organizations have a detrimental impact on the successful implementation of SEL programs. The delivery of structured lessons and student support needs trained staff who will also reinforce social-emotional skills in students. Staffing shortages within educational institutions compel administrators to address the issue as a priority for implementing the SEL program (Project manager, personal communication, September 15, 2024). The absence of dedicated staff who would implement SEL programs results in students’ low academic outcomes, which directly affects educational success. The performance gap through gap analysis is identified and provided in Appendix A.

The data on student achievement rates and the staff training for conducting the SEL program provide substantial evidence for advocating the organization’s issue. Figure 2 provides data regarding student achievement rates in the SEL program. By checking random assignments of 150 students, only 23 students passed assignments in one year (Project manager, personal communication, September 15, 2024). The root cause is the deficient staff in implementing the SEL program, which eventually affected the student achievement rate. Therefore, conducting the SEL program by ensuring the appropriate staffing level is crucial to providing education to the students.

Figure 2

 Student’s Achievement Rate

Further data from the organization revealed organizational performance problems due to inadequate training for designing SEL programs. Thus, the problem arises due to the inadequate training hampering the staff from delivering SEL programs, and untrained educators lead to negative impacts on student academic results. Ineffective coordination exists because insufficient collaborative resources hamper the creation of the SEL curriculum for the students (Project manager, personal communication, September 15, 2024). Student academic performance requires improvement through the implementation of teacher training for conducting the SEL programs. Figure 3 shows the percentages of teachers who are proficient in developing the SEL curriculum.

Figure 3

Teacher Proficiency

Potential Root Causes

Appendix A demonstrates the key performance gap that affects student academic outcomes. The lack of a teacher training program is the first performance gap that hinders the implementation of the SEL program and leads to a negative impact on student academic outcomes (McCoy & Hanno, 2023). A second gap in performance is the lack of collaboration between the staff to design a SEL curriculum. The third performance gap is the lack of a feedback system that hinders teachers from addressing the need for SEL programs to enhance student academic performance.

An Ishikawa Root Cause Analysis entails that the key roots of the problem are provided in Appendix B. The root causes main domain include person, material, method, machine, and environment. Firstly, the person-based causes include the lack of knowledge and human resources that hampered the school’s implementation of the SEL program (Project manager, personal communication, September 15, 2024). The shortage of staff members dedicated to SEL implementation causes schools to experience classroom disruptions that negatively impact student academic performance (Stevenson et al., 2020). Secondly, the method-based causes include ineffective policies and budget constraints that create obstacles for SEL programs and produce sustained academic downturns for students.

Thirdly, root causes under the machine domain lack of technology that hamper the research site from conducting staff training sessions. Additionally, the collaboration issues also impact the development of the SEL program (Huynh et al., 2021). Fourthly, the lack of training and inconsistency in curriculum design in the material domain hinders SEL implementation in schools. The fifth domain is an environment that encompasses root causes regarding school climate and staff resistance to change, which also hinders the implementation of the SEL program and affects the students’ academic performance (Project manager, personal communication, September 15, 2024). Ishikawa root cause analysis provides insight into the different root causes of the five domains that lead to local organization issues at the project site.

Organizational Context Analysis

The local organizational issue at the research site is the non-implementation of SEL programs for students, affecting academic performance. The lack of SEL programs directly impacts student performance (Dowling & Barry, 2022a). The student achievement rate is currently at 5%, and the site’s benchmark is 11%, which indicates the need for effective measures to enhance the academic performance of the students. In the organizational context, institutions had many barriers to program implementation due to staff shortages, resource constraints, and inconsistent administrative policies. Staff shortages hamper the implementation of the SEL program, which impacts students’ academic outcomes.

The Problem and History

For some years now, the institution has recognized SEL as a good way of improving student outcomes, but implementation has always paused due to a lack of resources and staff shortages. Staff shortages hindering the implementation of SEL programs have been a problem for the organization (Berg et al., 2021). To counter the staff shortage problem, organizations recruited more staff for the SEL program. But the lack of coordination between the staff and school administrators hinders the implementation of the SEL program (Ramirez et al., 2021). Thus, the past efforts to increase the staff were unsuccessful, thus rendering inconsistent implementation. Another initiative to resolve the problem was the teacher training in the SEL program. The effort was unsuccessful as the training consumed extra time and pressure was placed on the workload of existing teachers, which impacted the implementation of the program.

The Organization’s Mission and Values

From a vision perspective, the institution supports to implementation of the SEL program to empower students with the social skills along with emotional intelligence, which play a positive role in improving academic performance. The site’s mission is to improve the social-emotional skills of students by implementing the SEL program. Tackling educational inequity by offering targeted SEL learning services to students to make sure all learning experiences are relevant (Ramirez et al., 2021).. Organizational values include an emphasis on diversity principles to deliver education to all students. Respecting the diversity principles helped in developing a positive learning environment in schools (Roldán et al., 2021). Thus, the organization is promoting partnerships with local schools to ensure the provision of educational services beyond the conventional classroom. Educational institutions’ partnership with community agencies added value to the educational experience and provided comprehensive support to students to engage in the SEL program.

Organizational Factors that Support or Hinder the Improvement Project

Some of the organizational factors that support the improvement project are upfront investment and modification in the educational policies to foster a learning environment. Support from management acknowledged the training of staff to integrate the SEL program. Awareness of the staff about the significance of the SEL program will act as a supporting factor (Grant et al., 2023). An environment that fosters discussions among the stakeholders greatly affects the project. Insights and perspectives regarding the policies also help shape the direction and outcomes of the project. However, some organizational factors hinder the implementation of the improvement project. Competing interests of the different departments within the organization act as barriers to making changes in the educational program (Dowling & Barry, 2020a). On the other hand, another barrier is the lack of a teacher professional training program, which eventually stands against the site’s mission to foster an SEL learning environment.

Assumptions of the Organizational Issue by Administrators and Stakeholders

School administrators assume that SEL is secondary to instruction and, therefore, gives inconsistent support in implementation. Also, administrators assume that current staff assume that extra resources are needed to integrate the SEL program into the present curriculum (Sandilos et al., 2022). Other stakeholders include the educators who rely heavily on the assumption that educators do not need to collaborate with the other staff to develop plans to integrate SEL into current curricula. However, the assumption fails to recognize that staff may possess varying levels of obstacles to integrating changes, which contributes to poor academic performance.

Teachers, as stakeholders, assume that the shortage of staff is a significant barrier to the implementation of the program. Thus, the staff shortage leads to the assumption among teachers that implementing a new program may not be sustainable in the long run (McCoy & Hanno, 2023). Leadership assumes that SEL may not influence the student’s academic performance. Thus, the leadership does not advocate for further funding and staffing for SEL programs, which affect the student learning outcomes.

The Organization’s Political, Social, and Economic Culture 

The organization’s efforts to integrate the SEL program by recruiting staff impacted by political, social, and economic factors. In an economic context, the varying demographic and socioeconomic backgrounds of students shape the demand for SEL programs (Mondi & Reynolds, 2020). For example, schools located in urban communities provide more emotional and behavioral support for students who belong to low-income families. In a social context, some families may resist the introduction of new techniques in favor of traditional forms of education. Schools’ collaboration with community agencies proved efficacious in attracting resources and support for SEL programs (Tiska et al., 2021). Also, a positive overall school climate influences the efficacy of SEL integration and improves teacher-student relationships.

In a political context, the evolution of the legislature governing funding for education and support services affects the availability of resources for improvement activities (Shi & Cheung, 2024). The school administrator considers district policies that influence the allocation of funding and staffing decisions. Additionally, the teacher contracts and curriculum mandates often dictate administrative priorities that restrain SEL implementation (Dowling & Barry, 2020a). Considers the diverse factors help in integrating the SEL program in the curriculum to empower the social skills and emotional intelligence in the students.

Scope and Significance of the Organizational Issue

The local organizational issue at the research site is the non-implementation of SEL programs for students, affecting academic performance. A lack of an SEL program directly impacts student performance. The absence of appropriate staff required for the implementation of SEL programs in school directly affects the student’s academic performance (McCoy & Hanno, 2023). The student achievement rate is currently at 5%, and the site’s benchmark is 11%, which indicates the need for effective measures to enhance the academic performance of the students. Examining the different activities, processes, and people to improve the learning environment for students is the scope of the program. As such, the SEL program is really important in improving emotional intelligence and social skills, which are a prerequisite to enhancing students’ performance.

The significance pertains to implementing the SEL program by conducting the staff training program. All concerned sub-groups, including the team leaders, educators, administrators, and financial personnel, will be engaged in the key activities to implement the SEL program. Also, the problem’s importance can determine the overall effectiveness of an organization and actions to meet set goals. Not mitigating the organization’s issue of staff shortage adversely impacts the student outcomes academically, thereby affecting the organization’s performance (Gimbert et al., 2021). Thus, the significance lies in nurturing a culture of accountability and continuous improvement, which are essential for a successful SEL program implementation.

Number of People Impacted by the Project

With respect to the potential impact of the program, an immediate and direct impact is upon the population who could benefit, including the students. For instance, non-implementation of the SEL program hinders students to learn social skills and emotional intelligence, impacting the academic performance (Dowling & Barry, 2020b). A pertinent group affected by the problem is the families who look to schools to offer SELs, in particular, for students struggling with emotional and behavioral difficulties. The educators are another group impacted by the project as staff shortages issues affect the implementation of the SEL program, raising questions about educators’ credibility and qualifications (Dyson et al., 2023). Also, the effects would be seen on the school administrators encountering the staffing shortages challenges. The resource constraints inhibit administrators from making better use of program SEL resources to meet students’ needs.

Impact on the Organizational Systems

The local organizational issue impacted the organizational system by hindering the school administrators from implementing the SEL program. One of the critical issues is the staff shortages for educational purposes, particularly for the SEL program. Raising questions on the delivery of education further aggravates the staff turnover, turning into a cycle of continuous shortage of staffing shortages (McCoy & Hanno, 2023). However, conducting the training program for staff tends to have a positive impact on the quality of the SEL program. The training will create a more organized environment for the staff to learn the importance of the SEL program and impact on student academic performance, leading to a robust organizational system.

Robust evaluation systems of students’ academic progress and staff performance will empower leaders to make informed decisions. Additionally, recruitment of staff for improving the learning of students pertaining to the SEL program has a maximum impact on the organization (Kaspar & Massey, 2022). Moreover, the leaders can implement training and empowerment initiatives that encourage staff to own roles which would play a role in SEL program implementation. A well-responsive organizational system is able to tackle problems and avail opportunities to achieve the set goals.

Impact on the Organization as a Whole

The organizational issue and proposed plan to mitigate the problem affected the organization as a whole, as the project will change the students’ and families’ perspectives regarding the organization. The absence of an SEL program due to staff shortage hampers students ‘ learn the emotional intelligence and social skills, which impact the student learning outcomes negatively (Gimbert et al., 2021). The peer conflicts and higher rate of school absenteeism are consequences of a school with no SEL program, developing a negative image of the organization. Thus, the parents will find an educational system that supports SEL that drops the student admission rate, affecting the organization as a whole (Frazier & Doyle, 2024). Such complex issues often affect families, and the site’s plan to manage the issue of lack of student emotional support is quite needed in addressing students’ needs.

Budget limitations also reduced the ability of an organization to hire staff, which affects the SEL implementation. Thus, not providing a supportive learning environment to students draws a negative image of the organization, impacting overall performance. Community agencies look for institutions that foster a learning environment for the student by considering the SEL program (Hassani & Schwab, 2021). Thus, organizations need to arrange resources to garner support from community agencies to maintain a positive image in the education sector.

Links to Organizational Goals and Objectives

The improvement plan is appropriately linked to the organization’s goal to integrate the SEL program. A primary objective is to improve the student success rate to 11%, which is a standard benchmark of the organization. The SEL has been proven effective as emotional intelligence improved the academic outcomes of students (Takizawa et al., 2023). Thus, the SEL program implementation supports the organization’s commitment to keeping a high standard of education. Addressing the deficits in conducting the SEL program, the project focuses on employing effective strategies to manage the staff shortage. Maintaining the appropriate staffing levels ensures that all students have equal education opportunities (Sandilos et al., 2022). Proposed improvements regarding the SEL program go in line with the organization’s goal.

A structured training program prepares the staff to learn how the SEL program positively influences the academic performance of students. Staff shortage impacted the delivery of education and resulted in higher failure rates of students. Moreover, the SEL fosters a positive school climate directly in support of goals for student well-being (Kaspar & Massey, 2022). Moreover, the organization intends to maximize resources and financial funds that would assist in the achievement of positive learning outcomes. Thus, allocating the resources for hiring the staff is a feasible option for implementing the SEL program (Nwoko et al., 2023). Thus, a strategic approach maximizes efficiency, enhances the overall impact of the organization, and ensures that SEL program implementation helps in meeting the objectives.

Implications (s) Beyond the Organization

The organizational issue extends far beyond and has broad implications. One of the anticipated impacts in the educational sector is the establishment of a standard in providing educational services. In the United States, 9.7% of children have learning disabilities that require emotional support to perform well academically (Bozatlı et al., 2024). Thus, SEL ensures long-term success and helps students to achieve higher scores. With improved staffing levels, the SEL implementation will be easier and have a positive impact on the community (Dowling & Barry, 2020b). The initiative empowers other educational institutions to implement practical strategies for leveraging SEL programs for the student populations. The leadership that will adopt best practices may motivate other organizations to implement the program, fostering educational quality and equity. 

Theory of Action

Problem Statement

Proposed Actions/Interventions

Table 1. Proposed Actions/Interventions

If Propositions and Then Statement

Organizational Beliefs and Assumptions

Proposed Approaches to the Problem of Practice

AIP Preferred Approach

Alignment of the Doctoral Project to Your Specialization

Rationale for the Project

Site Permission

References

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