IVC Strategic Planning Process Kick Off Meeting October 4, 2006 2 – 4 pm LIB 213 Glenn R. Roquemore, Ph.D., President of Irvine Valley College Prepared by Sibylle Georgianna, Ph.D., Office of Research and Planning
IVC Strategic Planning Process • Joint Development between the Academic Senate and the College President. • The single most overarching process to guide the strategic direction of Irvine Valley College.
Focus Areas • Academic Planning/Facilities/Educational Support/Technology Planning • Institutional Effectiveness • Student Success/Access • Resource and Budget Planning • Enrollment Management
Focus Group Membership • composed of 7 members (Academic Planning will have 8 members) • 2 members chosen by the Academic Senate • 1 member chosen by the Dean’s Council • 1 member chosen by the Classified Senate • 1 member chosen by CSEA • 1 member chosen by ASIVC • 1 member chosen by the Classified Managers
1. Development of overarching and long standing goals of the college from the Mission Statement. 2. Development of planning assumptions. 3. Translation of planning assumptions into master plan objectives with clearly specified yearly targets. 4. Grouping of master plan objectives under each of the overarching and long standing goals of the college. 5. Development and accomplishment of strategies that specifically address the targets of the master plan objectives on a yearly basis. Overview of Strategic Planning Procedure
IVC Strategic Planning Steering Committee (SPSC) and Chairs of Focus Groups determine long-term goals Definition Goals: Goals are all-encompassing statements about the general directions the college is headed. Actions must be taken in order to reach the goals. Examples of broad, overarching and long standing goals (derived from a college’s Mission Statement): 1. Enable students’ attainment of their educational goals, including degrees and certificates, transfer, job placement and advancement, basic skills, and lifelong learning. 2. Develop and implement curricula that respond to student learning needs, changes in technology, transfer education, the economy, and the workplace. 3. Foster a college environment, and strong connection to the community, that will attract and support a diverse and excellent faculty, staff and students. 4. Provide a college environment that attracts and supports lifelong learners from our diverse community, increase enrollment, and increase success via access and retention. 5. Continually update a flexible technology infrastructure and provide needed training. Strategic Planning Procedure 1. Development of Long-Term Goals
Office of Research and Planning (ORP) provides research data Review of research by IVC Strategic Planning Steering Committee (SPSC) and Focus Groups =>Development of Planning Assumptions by Focus Groups Definition Planning Assumptions: “Planning Assumptions carry policy implications. These implications become challenges, issues, and targets to which the college needs to respond through clearly prescribed master plan objectives. Therefore, the tasks beyond these planning assumptions include finalizing our Master Plan Objectives based on these planning assumptions.” (Cabrillo College Master Plan, 2004-2007) Strategic Planning Procedure 2. Development of Planning Assumptions
Demographics Economy and Employment Education Trends Social Trends Public Policies Technology Each planning assumption contains coded information on the original data or information used by the IVC Strategic Planning Steering Committee (SPSC) and Focus Groups. Example of coded information: D-S-3-2,4 The first letter denotes one of the six planning categories indicated above. (E.g., D for Demographics, EC for Economy and Employment, ED for Education Trends). The second letter indicates one of the three levels of data/information sources: N for national, S for state and L for local. The digits before the last hyphen are the sequence of the data/information collected and archived by ORP (e.g., 3rd document collected). The last digits are the page numbers (e.g., pages 2 and 4). => D-S-3-2,4 means pages 2 and 4, in the third document collected from the State level for Demographics. 6 Categories of Planning Assumptions:
IVC enrollment will continue to grow but at a slightly lesser rate (22.1%, or approximately 3,300 students by year 2011) than the projected overall California Community college rate of 24% in the ten-year period from 2001 to 2011. [D-N-1-1/ D-N-2-1.] Close to half (48% in fall 2003) of the student body are students age 18 – 25 (7,165 out of 14,872 in fall 2003) and their numbers have been growing by over 200 in the past four fall terms while other age groups remain flat in growth. [D-N-3-1 / D-L-1-12/ D-L-4-1 / P-N-15-1.] Examples of Planning Assumptions: 1. (Student) Demographics
There will be an increasing demand by students and employers for occupational programs, particularly in the healthcare field, offering certificates in specific skill sets, and relying on competency-based assessment. [EC-N-1-2/ EC-L-14,15,16/ EC-L-2-1,2,3.] Occupations with the greatest projected growth in Orange County are a mixture of low-skill, low-wage jobs such as fast food service workers and cashiers and higher-skill, higher-wage jobs such as computer support specialists, software engineers and police officers. Computer Support Specialist is the fastest growing occupation, followed by Computer Software Engineers, Network and Computer Systems Administrators, and Special Education, Preschool, and Kindergarten teachers. Other high growth occupations include Carpenters, Human Service Assistants, Teachers, and Nurses. Demand significantly exceeds supply in many of the health occupations, particularly nursing, medical imaging, medical assisting, and dental hygiene. [EC-S-5-1,2,3,4/ EC-L-6-1.] Examples of Planning Assumptions: 2. The Economy and Employment
There will be more demand by industry for course offerings in those subject areas experiencing the greatest job growth as listed in the trends for the economy. [EC-L-1-1-1,2,3/ ED-N-1-1.] Course offerings should include a variety of distance learning opportunities. There will be an increased demand for distance learning. Distance education at IVC has experienced 36% growth between fall 2004 and fall 2005. [ED-N-4-1.] Examples of Planning Assumptions: 3. Education Trends
The dependability of future funding for community colleges is uncertain. [ED-N-3-1,2/ P-N-1-1/ P-S-1-1,2,3.] For the foreseeable future, the entire college will be operating in a highly restrained fiscal environment which will impact workload and allocation of resources. [ED-N-3-1,2/ P-S-1-1,2,3.] Examples of Planning Assumptions: 4. Public Policy
Faculty and staff, as well as the general population, will continue to require opportunities for updating skills. [ED-L-4-1.] The need for job training programs, skills certificates, and other programs with fewer general education requirements will increase. Those who have obtained these skills may seek opportunities for career development, general education and lifelong learning that can lead to higher levels of degree attainment. [EC-L-1-1-1,2,3/ EC-L-1-1,2,3.] Examples of Planning Assumptions: 5. Social Trends
1.Incoming students will be more computer literate and expect more from technology at IVC. [ED-N-5-1/ T-L-1-104.] 2. The Internet and other technologies will continue to have an increased role in education. [ED-N-10-1-35/ T-S-4-1.] 2. Technology-based course delivery in general will require increased resources. [T-N-7-1,2/ T-S-4-1.] 3. There is an increasing demand for online distance learning classes and off-campus classes. [T-N-7-1,2/ T-N-8-1.] Examples of Planning Assumptions: 6. Technology
Translation of planning assumptions into master plan objectives with clearly specified yearly targets. Characteristics of Objectives: 1) are set to attain IVC’s goals 2) are time sensitive, and 3) are quantifiable. Example of an objective derived from the goal “Basic Skill Improvement”: “Increase the % of students who enroll in basic skill courses and subsequently complete a sequential course successfully at least one level above their prior basic skill courses from 33.48% (baseline 2005-2006) to 35.70% in 2007-2008, 38.06% in 2008-2009, and 40.59% in 2009-2010.” Strategic Planning Procedure 3. Development of Objectives
1. Grouping of master plan objectives under each of the overarching and long standing goals of the college to foster goal attainment. 2. Development and accomplishment of strategies that specifically address the targets of the master plan objectives on a yearly basis to foster goal attainment. Strategic Planning Procedure 3. Purpose of Objectives
Definition Strategies: Strategies are the way/agents to achieve a specific objective. Strategies are affiliated with an department/office. An objective can be achieved by one or several strategies. Characteristics of Strategies: 1) are defined by the focus groups and specify (a) what, (b) where, and (c) when specific actions will be conducted to attain an objective. 2) are effective for 1 year. Every strategy is evaluated at year’s end by responding to the question of: “Yes, the strategy has been executed.” or “No, the strategy hasn’t been executed.” If no, a brief explanation is needed. 3) are directly related to the budget. Each strategy proposal needs to include a check for one of two fiscal impacts: a) whether there is existing funding and staffing resources already built in, or b) whether additional funding is necessary. Strategic Planning Procedure 4. Development of Strategies
Characteristics of Strategies (cont.): 4) need to have a rationale grounded in research and careful deliberation. Even though strategies will appear in the IVC MP in their abbreviated form (i.e., simple statements), adequate documentation and careful argumentation is needed for proper understanding and application. 5) There is no minimum and maximum limit on the number of strategies each focus group will identify. Not all focus groups need to identify a strategy for every objective. 6) Some strategies only impact one’s own department/office, but others may require collaboration with other departments/office. Focus groups needs to determine the feasibility of each strategy from the perspective of the entire college and develop plans for collaborations for those strategies that require the involvement of multiple departments/offices or across components. Strategic Planning Procedure 4. Development of Strategies
5. The Hierarchy of Goals, Objectives & Strategies IVC Goals Planning Assumptions Objectives Strategies
The Focus Group responsible for the strategies… 1)reviews the research data, 2)is aware of IVC’s goals and objectives, 3)defines an initial set of strategies, 4)determines timelines, responsible parties, and lead person(s) to implement each strategy, 5)weighs the fiscal impact of each strategy, 6)writes a rationale for the strategy, 7)submits the strategies to the other focus groups and Steering Committee for review, and 8)revises the strategies if necessary. 6. Steps to Successfully Identifying and Writing Strategies
7. Sample Graph of Objectives and Strategies The second objective under Goal 2 Text of the Objective Outcome Measures of Objective Collaboration: who else will work on the strategy Accountability: who is responsible Identified Strategies
Charge of Focus Group One Academic Planning/Facilities/Educational Support/Technology Planning • Develop planning assumptions in any of these areas. • Develop objectives and strategies as they emerge from planning assumptions in any of these areas. • Develop timeline and staff assignments for the completion of the derived strategies.
Charge of Focus Group Two Institutional Effectiveness • Determine Key Performance Indicators for Institution with IVC’s researcher. • Analyze institutional data for these indicators. • Develop planning assumptions for institutional effectiveness. • Derive realistic objectives and strategies for each of these Key Performance Indicators. • Develop timeline and staff assignments for the completion of the derived strategies.
Charge of Focus Group Three Student Success/Access • Develop planning assumptions for student success/access. • Develop objectives and strategies as they emerge from planning assumptions in any of these areas. • Develop timeline and staff assignments for the completion of these initiatives.
Charge of Focus Group Four Resource and Budget Planning • Develop planning assumptions for Resource and Budget Allocation. • Determine process for Resource and Budget Allocation for Strategic Plan. • Design template for Resource and Budget Allocation component of Strategic Plan. • Review of all other focus groups’ objectives and strategies to determine resource and budgetary needs for completion of all objectives and strategies. • Set priorities in conjunction with the SPSC.
Charge of Focus Group Five Enrollment Management • Develop planning assumptions for Enrollment Management. • Develop objectives and strategies for enrollment management as they emerge from the planning assumptions. • Formulate an Enrollment Plan. • Integrate Enrollment Plan with College Outreach and Recruitment, Marketing plans. • Develop timeline and staff assignments for the completion of the strategies.
Integration of Campus Committees • Instructional Council • Institutional Technology Committee • Financial Advisory Committee • Facilities/Safety Advisory Committee
Strategic Planning Model ACCREDITATION STANDARDS OFFICE OF RESEARCH & PLANNING (ORP)
Strategic Planning Timeline Development of 2007-2008 budget commences Development of 2008-2009 budget commences Development of goals, objectives & 2007-2008 strategies completed Fiscal year 2007-2008 commences Fiscal year 2008-2009 commences Implementation of 2007-2008 strategies Outcome evaluation of 2007-2008 strategies Implementation of 2008-2009 strategies Strategic Planning kick off Development of 2008-2009 strategies OCTOBER 2006 JANUARY 2007 MARCH 2007 JULY 2007 AUGUST-DECEMBER 2007 JANUARY2008 FEBRUARY-APRIL 2008 JULY 2008 AUGUST-DEC 2008