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TEMPLATEΏSIPOC BAR Prep Example  ;   ;  ;8  SuppliersInputsProcessOutputs CustomersStepsSubstepsInput MeasuresProcess MeasuresOutput MeasuresProcess Being EstablishedTeam Team LeaderSIPOChIdentify the high level components of the process and list them in the boxes under Process Steps on the 81. Outline the process steps in the Process boxes: *1 'FCSL Bar Preparation Process V2 5/11/06FCSL Bar Prep TeamFCSL Bar Preparation Process Doug Chait AdmissionsQualified StudentsIdentify "High Risk" StudentsConduct WorkshopsMentor StudentsCommercial Bar Review CourseAssess "Readiness"Targeted Interventions Passing score on state Bar exam.StudentsFacultyCurriculum Design"Bar Exam Performance Report"Bar Preparation CommitteeCurriculum AdherenceOverall Pass RateAlumni & InfiLaw System1L & 2L performanceAccumulate Student InformationArrange and Schedule WorkshopsRecruit qualified Mentors8Recruit Students into Preferred Courses (BAR\BRI & PMBR)Conduct Mini- MBE Test,Identify Students with Persistent Weaknesses3rd Year Course Selections3Run Predictive Model and Revise High Risk Threshold#Match Mentors to High Risk StudentsConduct Simulated TestsConduct Simulated Bar ExamSelect Potential InterventionsCollect Faculty InputsEvaluate Results Train MentorsEncourage Weekly EssaysConduct InterventionsReview with Bar Prep. CommitteeRevise Workshop Content-Mentors establish Bar Pass Plan with Students,Evaluate Commercial Bar Rev. Simulated TestsAssess Students ProgressIdentify "high risk students" Mentors Assess Students Progress6Bar Prep. Comm. Reviews Student and Mentor Performance'Provide Results to Students and MentorsImprove Predictive Model.!Mentors Revise Plan with Students2Students 25th Percentile and Median LSAT and UGPA |High Risk Student Participation Rate (Workshops, Mentoring, Commercial Bar Review Class, Simulated Tests, and Interventions):Number of students failing Bar (Alternatively - pass rate)Students 1L & 2L GPA.Student Satisfaction With Mentor and Workshops5Actual Bar Exam Performance vs. Predicted PerformancePredicted Bar Pass Rate"Mini MBE" Test PerformanceFCorrelation of high risk students attendance in workshops and bar pass8Degree to which designed curriculum "teaches to the Bar"Simulated Bar Exam Performance9Degree to which faculty adhere to the designed curriculumCMentor Activity Tracking (Time spent on most beneficial activities)8Student adherence to 3L course selection recommendationsSIPOC Template. 2. In the Output column, list desired results of the process. Ask the team "What does the process produce?" TIP: Outputs are nouns. Sometimes it is good to start by asking, "what does this process produce?" and then ask: What steps are needed to produce this output?  C 3. In the Customers column, list the customers that receive, use (or are affected by) the output. "Who (or what) wants, uses, (or needs) the outputs of the process?"  " i 4. In the Suppliers column, list all that (have input) provide inputs into the process. Ask the team "Where does the data and/or material come from?" Usually it is easier to answer this question after you list the inputs  ] 5. In the Input column, list the information or material that is needed to make the process happen? Ask the team "What do you need (data, information, materials, supplies, software, etc) to do the activities in the process? ("What do the suppliers provide to drive the process?")  j kOnce you have completed the high-level process steps, go back and list the sub-steps for each process.( 6. Finally, list the measures for Input, Output and Process. Specifically, think about customer satisfaction being tied to the output. Ask the team "What do the customers expect or need out of the process?" TIP: this is often a measure of the output (e.g.: error-free, complete, on-time)  '- /5 :A SIPOC TemplateProcess Examined:Date:Optional - Customer Expectation Suppliers: 3 Inputs: 4 Process: 1 Outputs: 2 Customers: 5Requirements: 6.Who supplies what is needed to do the process?What is the input?What comes out of the process?$Who are the Customers of the Output?What does the customer expect?What are the steps?i Start by listing the steps, ACTIVITIES OR TASKS of the high level process in the Steps section. USE VERBS TO DESCRIBE STEPS. Ask the team "What do you do in this process?" OFTEN HELPFUL TO SAY: DESCRIBE IN 3-7 STEPS WHAT YOU HAVE TO DO TO CREATE THE OUTPUT OF THIS PROCESS. 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