Strategic Plays for the 2nd Half of Market Recovery: Orange County
Welcome Strategic Planning Team! North Orange County Community College District Spring 2006.
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Transcript of Welcome Strategic Planning Team! North Orange County Community College District Spring 2006.
WelcomeWelcomeStrategic Planning Strategic Planning Team!Team!
North Orange County North Orange County
Community College Community College DistrictDistrict
Spring 2006Spring 2006
Why Strategic Why Strategic Planning?Planning? ““If you don’t know where you are If you don’t know where you are
going…you probably won’t get going…you probably won’t get there.”there.”
--Unknown--Unknown
Why vision, mission, and goals?Why vision, mission, and goals?– To avoid confusing motion for To avoid confusing motion for
progressprogress– To insure that the ladder is against To insure that the ladder is against
the correct wallthe correct wall
Accreditation Team Accreditation Team RecommendationsRecommendations The team recommends that the Board of Trustees and The team recommends that the Board of Trustees and
Chancellor implement a process to systematically Chancellor implement a process to systematically develop and document strategic institutional goals for develop and document strategic institutional goals for the District. The goals should:the District. The goals should:– Provide a framework for the colleges’ planning Provide a framework for the colleges’ planning
processes. (Standard IB.4)processes. (Standard IB.4)– Include a review of the District mission statement to Include a review of the District mission statement to
ensure that the institutional goals align with the mission. ensure that the institutional goals align with the mission. (Standard IA.1)(Standard IA.1)
– Be reflected in the allocation of District resources. Be reflected in the allocation of District resources. (Standard IIID.1)(Standard IIID.1)
The team recommends that the District Chancellor The team recommends that the District Chancellor develop and implement an evaluation of the existing develop and implement an evaluation of the existing budget allocation model and make adjustments if budget allocation model and make adjustments if appropriate to meet the needs of the entire District. appropriate to meet the needs of the entire District. (Standards IIID, IVB.3.c)(Standards IIID, IVB.3.c)
Strategic Planning vs. Strategic Planning vs. “Traditional” Master “Traditional” Master PlanningPlanning
Strategic PlanningStrategic Planning Traditional Master Traditional Master PlanningPlanning
Assessment of external Assessment of external trends and developing trends and developing strategy to respond to strategy to respond to themthem
Introspective “Dream Introspective “Dream Sheet”Sheet”
Trends in Higher Trends in Higher EducationEducation I. Escalating Demand in I. Escalating Demand in
Postsecondary Postsecondary EducationEducation– The growth of the economy will require a The growth of the economy will require a
better-educated workforce.better-educated workforce.– Population demographics are changing to Population demographics are changing to
include more diversity and older adults.include more diversity and older adults. The largest growing part of the population is The largest growing part of the population is
Latino, which typically has a lower college-going Latino, which typically has a lower college-going rate.rate.
Many adults who would not otherwise do so, will Many adults who would not otherwise do so, will be returning to school without basic skills.be returning to school without basic skills.
Many other adults will become underemployed Many other adults will become underemployed because of skill-set changes in the workforce or because of skill-set changes in the workforce or need to return to the workforce to supplement need to return to the workforce to supplement income.income.
Trends in Higher Trends in Higher EducationEducation For our District, this could mean:For our District, this could mean:
– Increased emphasis on basic skills, Increased emphasis on basic skills, including English As a Second Language.including English As a Second Language.
– Increased emphasis on student support Increased emphasis on student support services for prospective (high school) and services for prospective (high school) and current students.current students.
– Curriculum changes to reflect evolving Curriculum changes to reflect evolving workforce skills.workforce skills.
– Faculty staff development to work with Faculty staff development to work with diverse population and returning adult diverse population and returning adult populations.populations.
– Partnerships with K-12, businesses, and Partnerships with K-12, businesses, and other community organizations.other community organizations.
Trends in Higher Trends in Higher EducationEducation II. Continuously Changing Student “Mix”II. Continuously Changing Student “Mix”
– The student population will change to include The student population will change to include more:more:
Diversity – students of color, English-language Diversity – students of color, English-language learners, first-generation college students, adult learners, first-generation college students, adult students, and economically disadvantaged students.students, and economically disadvantaged students.
Non-traditional students – financially independent, Non-traditional students – financially independent, enrolled part-time, working full-time, enrolled after a enrolled part-time, working full-time, enrolled after a delay following high school, with dependents, as delay following high school, with dependents, as single parents, and/or without a high school single parents, and/or without a high school diploma.diploma.
Trends in Higher Trends in Higher EducationEducation For our District, this could mean:For our District, this could mean:
– Greater emphasis on providing learning Greater emphasis on providing learning opportunities appropriate for returning adults opportunities appropriate for returning adults and non-traditional students (such as and non-traditional students (such as distance programming or shorter terms).distance programming or shorter terms).
– Operational changes to accommodate a Operational changes to accommodate a larger number of students overall, including larger number of students overall, including projected increase in the number of projected increase in the number of traditional students.traditional students.
– More financial aid or scholarship More financial aid or scholarship opportunities for part-time students.opportunities for part-time students.
– More emphasis on support services for non-More emphasis on support services for non-traditional students and partnerships with traditional students and partnerships with community organizations.community organizations.
Trends in Higher Trends in Higher EducationEducation III. Funding SqueezeIII. Funding Squeeze
– Funding does not mirror enrollment Funding does not mirror enrollment changes and does not reflect the higher-changes and does not reflect the higher-costs to serve diverse student groups.costs to serve diverse student groups.
For our District, this could mean:For our District, this could mean:– Greater emphasis on successful high-Greater emphasis on successful high-
school to college transitions.school to college transitions.– Broader and more diverse student Broader and more diverse student
recruiting efforts.recruiting efforts.– Greater emphasis on college completion Greater emphasis on college completion
for those starting a program.for those starting a program.– Advocacy for more equitable funding Advocacy for more equitable funding
mechanisms.mechanisms.
Information Sources:Information Sources:– ““California Community Colleges System Strategic California Community Colleges System Strategic
Plan”, January 2006.Plan”, January 2006.– ““The Economic Contributions of the Orange County The Economic Contributions of the Orange County
Community College Districts”, December 2005, Community College Districts”, December 2005, CCbenefits, Inc., Co-sponsored by Orange County CCbenefits, Inc., Co-sponsored by Orange County Community College Districts.Community College Districts.
– ““Keeping America’s Promise: A Report on the Future of Keeping America’s Promise: A Report on the Future of the Community College”, 2004, Education the Community College”, 2004, Education Commission of the States and the League for Commission of the States and the League for Innovation in the Community College.Innovation in the Community College.
– ““North Orange County Community College District North Orange County Community College District School of Continuing Education Community Scan”, School of Continuing Education Community Scan”, 2005.2005.
– ““Orange County Workforce 2005: Can OC’s Prosperity Orange County Workforce 2005: Can OC’s Prosperity Survive?,” March 2005, Co-sponsored by the Orange Survive?,” March 2005, Co-sponsored by the Orange County Business Council.County Business Council.
– ““2005 Orange County Community Indicators”, March 2005 Orange County Community Indicators”, March 2005, Co-sponsored by the Orange County Business 2005, Co-sponsored by the Orange County Business Council.Council.
– ““Return on Investment: Educational Choices and Return on Investment: Educational Choices and Demographic Change in California’s Future,” Demographic Change in California’s Future,” December 2005, University of California, Berkeley, Co-December 2005, University of California, Berkeley, Co-sponsored by Campaign for College Opportunity.sponsored by Campaign for College Opportunity.
There are three categories of There are three categories of people:people:– Those who make things happenThose who make things happen– Those who watch things happenThose who watch things happen– Those who wonder…what happened?Those who wonder…what happened?
A DISTRICT STRATEGIC
DISTRICT STRATEGIC PLAN NORTH ORANGE COUNTY
COMMUNITY COLLEGE
JANUARY 2006Work Session #1
BOARD OF TRUSTEES AGENDA
PURPOSE: CREATING THE DISTRICT STRATEGIC PLAN
DESIRED OUTCOMES
Mission, Vision , and Values DraftedNext Steps Identified
Review of the Process, Roles and Responsibilities, and Timeline
What is the planning process?
Our mission
Mis
sion
Our vision
Our current situation
Need to understand the gap between them
Goals, strategies and actions
Strategic targets
KPIs
Planning Process
Charting the Course – J anuary 30, 2006
NOCCCD District Strategic Planning Process
Board Committee and Chancellor Steering Committee January 23, 2006
Review planning process to draft the Vision, Mission, and Values, and to collect data
District Planning Committee March 15, 2006
Review Mission, Vision, and Values Synthesize data into focus areas Identify barriers Draft goals and strategies
Steering Committee February 14, 2006
Review Vision, Mission, and Values Discuss quantitative and qualitative data
collection Discuss Focus Areas and prepare for the
March meetings
Data Collection February and March
District Planning Committee January 23,2006
Review planning process, roles and responsibilities Determine data gathering process
District Planning Committee February 13, 2006
Review Board’s Vision, Mission and Values Review and analyze quantitative data Draft Focus Areas
BOARD AND PLANNING TEAM MOVES FORWARD ON IMPLEMENTATIONMAY AND JUNE
MAPPING OF GOALS AND DEVELOPMENT OF STRATEGY MATRIXBY
BOARD AND PLANNING TEAMAPRIL
DISTRICT INPUTMARCH AND APRIL
Review of Vision, Mission, and ValuesReview of Quantitative and Qualitative Data
Draft GoalsFebruary and March
Initial Vision, Mission, and ValuesBY
Board of TrusteesJanuary and February
Work to be Accomplished
VISION, MISSION, VALUES PRE-WORK
Handout on the pre-work Draft of Vision, Mission, and Values Homework assignment
WHAT DOES OUR “END IN MIND” LOOK LIKE?
Public Document of District Vision, Mission, Values
Internal Document of District Goals and Strategies
Strategy Map Aligning the Colleges and SCE with the District’s Goals and Strategies
Measures and Indicators of our success
STRATEGY MATRIXVision
METROPOLITAN RESEARCH UNIVERSITY OF DISTINCTION Public Engagement Academic Excellence Vibrant Culture Exceptional Scholarship
(a)
Public
ize
studen
t an
d
facu
lty
succ
esse
s in
the
inte
gra
tion o
f sc
hola
rship
with
teac
hin
g
(b)
Red
esig
n a
nnual
eva
luat
ion
and p
rom
otion a
nd t
enure
cr
iter
ia t
o incl
ude
inte
gra
tion o
f sc
hola
rship
and t
each
ing
(c
) D
evel
op fl
exib
le w
ork
load
polic
ies
for
facu
lty
(d)
Pro
mote
a loca
l, nat
ional
, an
d inte
rnat
ional
pre
sence
for
facu
lty
and s
tuden
ts w
ho e
xcel
in
sch
ola
rship
(e)
Pro
mote
and r
ewar
d
schola
rship
in a
nd
with t
he
com
munity
(f)
Exp
and s
tuden
t re
cruitm
ent
effort
s (g
) Cre
ate
additio
nal
opport
unitie
s fo
r st
uden
t finan
cial
ass
ista
nce
(h)
Imple
men
t Fr
eshm
an
Succ
ess
Tas
k Fo
rce
Act
ion P
lan
(i)
Incr
ease
stu
den
t in
volv
ement in
cu
rric
ula
r an
d c
o-curr
icula
r ac
tive
lea
rnin
g o
pport
unitie
s
(j)
Creat
e a
com
munity
colle
ge
(k)
Alig
n e
duca
tional
offer
ings
with e
conom
ic d
evel
opm
ent
nee
ds
(l)
Inco
rpora
te e
mplo
yers
’ in
put
into
curr
iculu
m d
esig
n
(m)
Offer
flex
ible
cours
e del
iver
y options
(n)
Build
res
iden
tial
co
mm
unitie
s fo
r st
uden
ts,
facu
lty,
and s
taff
(o)
Faci
litat
e fa
culty
colla
bora
tions
acro
ss
dep
artm
ents
and c
olle
ges
(p)
Cre
ate
a st
affing p
lan t
hat
su
pport
s our
visi
on
(q)
Dev
elop c
om
pen
sation
pac
kages
and s
truct
ure
s co
mm
ensu
rate
with o
ther
m
etro
polit
an u
niv
ersi
ties
(r)
Sch
edule
, pro
mote
, an
d
faci
litat
e invo
lvem
ent
in
cultura
l an
d inte
llect
ual
eve
nts
(s
) Pro
mote
colla
bora
tion a
nd
shar
ing o
f in
form
atio
n b
etw
een
cam
pus
and c
om
munity
(t
) D
evel
op a
nd p
rom
ote
pro
gra
ms
to inte
rnat
ional
ize
the
cam
pus
(u)
Pro
mote
to t
he
Sta
te t
he
valu
e of in
vest
ing in h
igher
ed
ucat
ion
(v)
Sec
ure
funds
from
sp
onso
red s
chola
rly
activi
ty (w
) In
itia
te a
com
pre
hen
sive
fu
ndra
isin
g c
ampai
gn
(x)
Imple
men
t th
e ca
mpus
mas
ter
pla
n (y
) O
ptim
ize
exis
ting s
pac
e
(z)
Utiliz
e non-u
niv
ersi
ty
faci
litie
s
1 Recognized for partnerships that contribute to regional growth and development
x x x x x
2 Recognized for integrating scholarship with teaching and learning in high quality programs x x x x
3 Recognized for faculty and students who excel in scholarship
x
x
4 Recognized as a center for cultural and intellectual exchange that enriches the community
x x x
5 Develop network and outreach opportunities with the community x x x x x x
x
6 Respond to the educational needs of the region
x x x x
x
7 Provide development opportunities for faculty to integrate scholarship into teaching x x x x x x x x x
8 Build and maintain facilities to support programs and to create an attractive, accessible environment x x x x x
9 Promote diverse communities that foster faculty, staff, and student interaction
x x
x x
x
x
x
10
Recruit and retain an academically-prepared and diverse student body x x x x x x x x x x x x x
11
Recruit and retain faculty and staff to support a Metropolitan Research University of Distinction
x x x x x x x x x x x x x x 12
Provide student-centered services x x x x x
13
Create an organization that is responsive to change x x x
14
Obtain and allocate fiscal resources to support a Metropolitan Research University of Distinction x x x x x x x x x
What
We A
re K
now
n
For
Str
ate
gie
s
Goals
What
We D
o W
hat
We D
o
Strategy Matrix
Strategic Planning MapStrategic Planning Map
Internal Processes Influence community, connection, engagement Integrate Teaching and Scholarship Improve Infrastructure
& Facilities Learning & Growth
Financial Resources
Charting the Course, January 30, 2006
Academic Excellence in
student-focused programs integrates theory and
practice, engages students in community-based experiential learning, denotes high quality,
and remains informed by meaningful assessment
Our
Dest
inati
on Public Engagement links the
University’s academic mission with its external communities as
partners to address issues of mutual benefit
A Vibrant Culture embraces
and fosters innovation, responsiveness, inclusiveness,
accessibility, diversity, and effective stewardship
Exceptional Scholarship is
defined by progressive research and creative activity, and doctoral
programs that have groundbreaking applications locally, regionally, and
globally
What
We
Are
Know
n
For
Recognized for partnerships that contribute to regional growth and development
(1)
Recognized for integrating scholarship with teaching and
learning in high quality programs (2)
Recognized as a center for cultural and intellectual
exchange that enriches the community
(4)
Recognized for faculty and students who excel in
scholarship (3)
What
We D
o
Develop network and outreach opportunities with the community
(5) Promote diverse
communities that foster faculty, staff, and student
interaction (9)
Respond to the educational needs of the
region (6)
Provide development opportunities for faculty to integrate scholarship
into teaching (7)
Build and maintain facilities to support programs to create an attractive and accessible
environment (8)
Recruit and retain an academically-prepared
and diverse student body (10)
Create an organization that is responsive to change
(13)
Provide student-centered services
(12)
Recruit and retain faculty and staff to support a Metropolitan
Research University of Distinction (11)
Obtain and allocate fiscal resources necessary to support Metropolitan Research University of Distinction
(14)
MEASURES MATRIXn
# Goals # Measure (L = Leading)
Our
Dest
inati
on Vision
Metropolitan Research University of Distinction Public Engagement Academic Excellence Vibrant Culture Exceptional Scholarship
1 2 3 4
Increased Funding from Stakeholders US News and World Report Ranking Increased Funding from Stakeholders Carnegie Ranking
What W
e A
re
Know
n F
or
Customer Perception/ Expectation
1 2 3 4
Recognized for partnerships that contribute to regional growth and development Recognized for integrating scholarship with teaching and learning in high quality programs Recognized for faculty and students who excel in scholarship Recognized as a center for cultural and intellectual exchange that enriches the community
5 6 7 8 9
Customer satisfaction surveys for each element Economic impact of BSU to the region Increase of % of students involved in scholarship # of times quoted in publications % of high school seniors in Idaho choosing BSU
Internal Processes
5 6 7 8 9
Develop network and outreach opportunities with the community Respond to the educational needs of the region Provide development opportunities for faculty to integrate scholarship into teaching Build and maintain facilities to support programs and to create an attractive, accessible environment Promote diverse communities that foster faculty, staff, and student interaction
10 11 12 13 14 15 16 17
Diversity of faculty/staff % of FTE in each group that participates in cross-department campus events or initiatives # of external partnerships and collaborations with government, education, business, industry, and community groups # of fellowships and scholarships per FTE Increase in # of students involved in scholarship % of students hired by regional employers Square footage by FTE per category (research, auxiliary, administrative, academic, green space) Utilization rate
Learning & Growth
10
11
12 13
Recruit and retain an academically-prepared and diverse student body Recruit and retain faculty and staff to support a Metropolitan Research University of Distinction Provide student-centered services Create an organization that is responsive to change
18 12 19 20 21 22 23 24 25 26 27 28 29
Visitors to campus (#) # of external partnerships and collaborations with government, education, business, industry, and community groups Scholarship and cultural event attendance Retention # o f complaints as % of FTE Student Satisfaction % Tenured Track Faculty/FTE Ratio Retention Rate % of successful searches (l) Faculty Awards and Prizes Incoming freshman and transfer test scores (SAT/ACT/GMAT) (L) Retention Rate Diversity Index
What W
e D
o
Financial 14 Obtain and allocate fiscal resources to support a Metropolitan Research University of Distinction
30 31 32 33 34 35
$ raised in Comprehensive Campaign ($) Increase in sponsored funding (%) Facility fee ($) (L) State Funding per FTE ($) Reserve Balance as % of Budget (%) $ available for scholarship
Charting the Course – January 30, 2006
Planning&
Budgeting
Strategic Alignment ProcessVISION
NORTH ORANGE COUNTY COMMUNITY
COLLEGE
A DISTRICT STRATEGIC PLAN
THE STRATEGIC DIRECTION FOR
NOCCCD
Division, College, and Department Plans
Aligned with the District Strategies
Annual Budget Planning Process
NEXT STEPS IN PROCESS
Review Composite Pre-Work Draft Vision, Mission, and Values Next meeting
Review SWOT Data Identify Focus Areas