Iowa Support System for Schools and Districts in Need of Assistance

If we want to move toward the desired state, we must either increase the driving forces or decrease/eliminate the restraining forces.
While increasing driving forces can be desirable, it often causes the pressure of restraining forces to increase. If we decrease, or
eliminate, the restraining forces, the system is more apt to move toward the desired state without having to increase the driving
forces.
of actions to attain the desired state.

The force field analysis is also a good tool to communicate to your stakeholders what the leadership team and building is doing to
achieve the desired state.

How Do You Use It?

1. Define the desired state.

2. Brainstorm the driving forces.
3. Brainstorm the restraining forces.
Force Field Analysis
Source: School Leader’s Guide to Root Cause Analysis Using Data to Dissolve Problems, Paul G. Preuss, pp 88-89 (adapted)

Driving Forces Restraining Forces

Diagnosis Phase: Force Field Analysis ©2008 Diagnosis - 1

 Iowa Support System for Schools and Districts in Need of Assistance

Direction of Desired Movement

Force Field Analysis

Source: School Leader’s Guide to Root Cause Analysis Using Data to Dissolve Problems, Paul G. Preuss, pp 88-89 (adapted)

State expectation – 100% by 2013-14 Curriculum not aligned with standards

Community/Parents expect kids to go on to college Teachers see no sense of urgency

Sanctions from state if not successful Instructional activities do not match tests

Driving Forces Restraining Forces

Desired State

Middle-Level
Learners Proficient
We want to do what’s best for our kids. in Math We lack effective instructional strategies.

We have new materials, based on research. Professional development is missing.

Diagnosis Phase: Force Field Analysis ©2008 Diagnosis - 2

 Iowa Support System for Schools and Districts in Need of Assistance

Number of minutes in math is 30 minutes

Direction of Desired Movement

Diagnosis Phase: Force Field Analysis ©2008 Diagnosis - 3