Create a tool to measure the validity and realibility for the attached document.

Create a tool to measure the validity and reliability of the attached document with references to support the tool.

response is 1,925 words

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see attachment for better formatting....

The Goal:
Staff will embrace and create learning communities that are integrated, interdependent and collaborative, focused on providing the delivery of quality services to our clients, and committed to continuous improvement.

Overview
This goal will be developed by measuring the changes in how work gets done, self-assessment tools to address changes in capacity and samplings of the perceptions of employees. Six measurement areas have been identified as noted:

1. Capability
2. Commitment
3. Contributions
4. Continuity
5. Collaboration
6. Conscience

Measuring How Work Gets Done: RSACI Matrix Chart
As the sample action plan indicates the first phase of implementation will focus on the behaviors of program coordinators and central office staff. The managerial cycle of planning, directing, implementing, supervising, monitoring, evaluating, and situational analysis will be used as a process model for examining operating behaviors of the supervisors.

The attached RSACI Matrix Chart will be used to support effective communication, continuity, collaboration, and commitment. The process insures that provisions have been made for determining the following: R= Responsible: The person who performs a task or duty; S= Support: The person who will assist in completing the task; A = Authority: The person who is "In charge" or authorized to see that the process and its defined duties are in fact carried out; C = Collaborate: Collaborative people are involved in the process and task to be completed. They are stakeholders and need to be conferred with prior to the task being performed. Their opinions are sought and communications flow two-way; and I = Inform: Those who are kept up-to-date on progress.

The charting system will support an analysis of data to determine the frequency and continuity of processes being implemented and the impact on communication, collaboration, and commitment.

Measuring Capability: Self-assessment Tool

A self-assessment tool will be used to measure capacity. Pre- and post perceptions of capacity, based on the development of professional learning communities will be examined used the enclosed survey for coordinators and central office personnel. A similar self-assessment survey tool also will be developed for center staff.

Evidence of Alignment

Professional Development Components Self-Assessment Survey Target Areas
1. Capability Enhancing Future Results
Personal Productivity
2. Commitment Communications and Relationship Building
3. Contributions Coaching for Success
Motivating Others
4. Continuity Leadership
5. Collaboration Relationship Building and
6. Conscience Team Building and Synergy

Measuring Perceptions of Changing the Culture - Becoming a Professional Learning Community: Employee Surveys

A pre- and post survey will be used to measure perceptions of the organizations culture and climate that indicate critical elements of a professional learning community. A measurable analysis of each survey would demonstrate changes in the opinions of staff on how the organization is functioning. This survey also could be completed and analyzed on an annual basis to identify more subtle changes expected when working to impact an organization's culture and climate to become a professional learning community.

Self-Assessment Survey Checklist: Coordinators & Central Office Staff

The Self-Assessment of Supervisory Knowledge, Skills and Attitudes is designed to promote your personal awareness so that you may target one or two key areas that you wish to strengthen at a time.
Strongly Agree Agree Disagree Strongly Disagree
MOTIVATING OTHERS
1. I give feedback on a timely basis.
2. I believe in the abilities of people on my team and communicate my confidence in them.
3. I provide (or am instrumental in obtaining) for the people on my team what they need to develop the skills necessary to do their job well.
4. I ensure that clear goals and expectations are set with those people who report to me.
5. I always share credit for success.
6. I am flexible in how things get done, providing the results are satisfactory and comply with established policy, procedures, and guidelines.
7. When things go wrong, I question what I could have done differently.

COACHING FOR SUCCESS
8. I coach people to help them achieve success in what they do.
9. I provide one-on-one sessions with each person who reports to me.
10. I ensure that during coaching sessions the other person(s) talk more than I do.
11. I really listen to understand the concerns of others.
12. I help others to be self-aware of the areas in which they need to improve or develop.
13. I support the goals set by individuals on my team.
14. I help members of my team to be accountable for the goals and performance.
15. I deal openly, constructively, and promptly with any negative performance issues.
16. I encourage and ask for feedback on my own performance from my team.

COMMUNICATIONS AND BUILDING RELATIONSHIPS
17. I listen to understand the other person's perspective before I give mine.
18. I don't interrupt under normal circumstances.
19. I spend time planning important communications, written or oral.
20. I develop strong business relationships with the people on my team as well as with suppliers and customers.
21. When people bring to my attention my own negative performance issues, I respond in a non-defensive manner.
22. I speak calmly to people, not raising my voice, regardless of the issue at hand.
23. If I have an issue with someone, I always deal directly with them; I do not talk about it behind their back.
24. I observe other's non-verbal communications to assess how they are really feeling.
25. I seek and consider other people's opinions.
26. I deal with performance issues on a timely basis.
27. I allow others to explain their viewpoint before coming to a conclusion.
28. I see dealing with negative issues as an opportunity to train and develop people.
29. I make sure that clear expectations are set and agreed upon with the individual after a performance issue discussion.
30. I am willing to accept that my perception of an issue may not always be right.
31. I avoid arguments, accusations, and sarcasms.
32. I encourage others on my team to be open about their mistakes so that we can make corrections and learn.

TEAM BUILDING AND SYNERGY
33. I follow through on commitments I make to team members.
34. I give regular feedback to the members of my team not just about negative issues, but I also regularly tell members of my team when they have performed well.
35. The results of team efforts are shared with members of the team.
36. I actively promote positive interpersonal relationships amongst members of the team.
PERSONAL PRODUCTIVITY
37. I clearly understand my priorities.
38. I spend only a small portion of my time in crisis management.
39. I delegate work to others in an effective manner.
40. My area of responsibility runs smoothly when I am not there.
41. I accept personal responsibility when I make a mistake.
42. I ensure that meetings I run have a clear agenda and start & finish on time.
43. I plan my work in advance and work the plan.
44. I keep others informed, in advance, when I cannot meet a deadline.
ENHANCING FUTURE RESULTS
45. I am continually upgrading my skills.
46. I am aware of areas I need to improve.
47. I ask advice from people with more experience.
48. I admit when I do not know something.
49. I invest time in training or coaching others.
50. I spend time weekly to study or read to improve my skills.
LEADERSHIP
51. I have a clear understanding of Hartford Head Start's goals and objectives.
52. I understand how my role fits into the goals of the agency.
53. I have a clear vision of the objectives of my area.
54. I communicate the agency and area's goals to the people under my supervision (my team) on a regular basis.
55. I feel that the people in the agency are our most important assets.

Factor Analysis Template -
Perceptions of Key Factors for Learning Community Strongly Agree Agree Disagree Strongly Disagree
A. Capability
1. Every individual understands that growth and improvement is essential to the organization's existence and is working towards stretching, growing, or enhancing his/her capacity to create continuous improvement and effectiveness.

B. Commitment
2. Information is shared and employees are informed of critical issues and are invited to share their ideas.

3. Employees are afforded the opportunity to learn what is going on at every level of the organization, in order to understand how their actions influence others.

C. Contribution
4. Employees are pro-active and committed to delivering high quality services

D. Continuity
5. Employees ensure that new staff members are helped to understand the 21st Century skills and approaches to the rights, responsibilities, and practices of the learning community.

6. Employees recognize that there are opportunities for advancement within their positions.
7.
E. Collaboration
8. Employees treat each other well.
9. Employees treat each other as colleagues. There is mutual respect and trust in the way they talk to each other and work together, regardless of what their personal positions may be.

10. The relationship between supervising coordinators and employees is respectful.

F. Conscience
11. Employees have a shared understanding of what the organization stands for, where it is going, what kind of organization it wants to become, and how to make it a reality.

Description of Use: Pre- and post surveys would be given. A measurable analysis of each survey would demonstrate changes in the opinions of staff on how the organization is functioning. This survey also could be completed and analyzed on an annual basis to identify more subtle changes expected when working to impact an organization's culture by becoming a professional learning community.

Hartford Head Start Agency, Inc.
Effective Leadership Through Professional Development - Identifying Essential Roles and Responsibilities in the Educational Component
RSACI Matrix Charting: R= Responsible, S= Support, A = Authority, C = Collaborate and I = Inform

TASK
Work Breakdown Structure or Deliverables R= Responsible

The person who performs a task or duty. S= Support

The person who will assist in completing the task. A = Authority
The person who is "In charge" or authorized to see that the process and its defined duties are in fact carried out.
Note: There should be but one (1) person of Authority. C = Collaborate
Collaborative people are involved in the process and task to be completed. They are stakeholders and need to be conferred with prior to the task being performed. Their opinions are sought; and there is two-way communication. I = Inform
Those who are kept up-to-date on progress, often only on completion of the task or deliverable; and with whom there is just one-way communication.

NOTES: Responsibility is about ownership of an endeavor, e.g., a project, a problem, an assignment. Accountability is being held to the consequences of the outcome of the effort, i.e., to the outcome of the project, the solution of the problem, or the fulfillment of the assignment. ALL involved are Accountable for their individual assignments no matter what they might be.