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STEP II: FOCUSED KNOWLEDGE FOR INTEGRATED PLANNING PROCESSES
DAY 1
Dale Braun has been the campus planner at the University of Wisconsin-River Falls for 22 years. He has managed projects affecting virtually every building and department on campus, and provides leadership in space planning and management, capital budget development, and major building project development and management.
Connie Foster is dean emerita from the University of Wisconsin-River Falls where she served in a number of administrative positions during her 25-year career. She has served as interim chancellor, interim provost and vice chancellor for academic affairs, dean of the college of education, chair of the department of health and human performance, athletic director, faculty member, and coach.
Paul Pusecker is the Chief of Staff, College of Arts & Sciences at the University of Delaware, responsible for the management of personnel and budgetary planning and execution for 42 departments, programs, and centers. He acts as the College HR director for over 1,100 employees, manages and executes a $200MM annual budget, is the principal manager for space (facilities) utilization and planning, and serves as the Dean’s ombudsman. Paul has been in higher education administration since 2001 when he retired from the US Army. GO FIGHTIN BLUE HENS!
Have you ever….
OUTCOMES & OBJECTIVESWork in functional and cross-functional
teams to identify significant planning priorities for Walnut College
Collaborate on the strategies Walnut College should pursue
Write a plan for Walnut CollegeDetermine actions to incorporate
integrated planning practices on the Walnut campus
REVIEW: THE SIX CORE COMPETENCIES
o POLEPE
o LEAGNAGU
o PLNGANNI PRCSSOE
o PALN
o CTXETON
o RSESERUOC
C6
AGREE ON TERMINOLOGY
One person’s goal is another person’s objective
Establish a planning glossaryRemind people about terms you
use & what they mean each time you begin a new planning cycle
SCUP JEOPARDY
Core beliefsA desired future state A working document (not an action)An evaluation of qualityAn evaluation of extent, dimension
or quantityA process to confront and frame
major strategic decisions (two words)
have no moneyhave a windfallget a new leaderidentify a threat or an opportunitycompetition appearsget some bad news
When Do Institutions Consider Strategic Planning?
When Do We Need to Plan Strategically? All The Time!
SUCCESSFUL PLANNING IS:o Clearly Assigned – Who Does What? o Information Based o Scheduled o Well-learned and Well-taughto Supported by the Chief Executive
Officer o Continuous/Persistent o Integrated/Strategic/Alignedo Focused o Adapted to its Context
PART 1COMPLETING THE STRATEGICPLANNING PROCESSES FOR WALNUT COLLEGE
STRATEGIC PLANNING PROCESSES
1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,
Evaluation & Refinement Norris & Poulton 2008
Walnut College MissionServing the region through residential and academic experiences that promote independent thinking and living. Its undergraduate and graduate programs are designed to prepare graduates to serve as community leaders.
Walnut College Goals to Achieve its Mission:
1. Serve as a model for the integration of liberal and professional training.
2. Develop students as life-long learners.
3. Be a student-centered college that fosters personal growth and development of character.
Core Values – What Are They?
A set of beliefs that influence the way people and groups behave Deep rooted; the “soul” of the campusEffective values are deep rootedPrinciples that guide behavior through time
Why Core Values Are Important Influence behavior Communicate what the campus really believes Core values are sacred, they do not change very often Provide continuity through changeEffective core values are integrated into all levels and functions of the organization Help people make tough decisions
Core Values Example: UW-River Falls
EXERCISE - VALUES1)Take 2 minutes to write down 3
core values demonstrated by Walnut College from your readings
2)Lightning round – share the most important value of the three
3)Values will be recorded for use later on
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental
Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement, Evaluation &
Refinement Norris & Poulton 2008
INTRODUCTION OF SCUP TRENDS 2010
Trends in Higher Education January 2010Demographics…Economics…Environment…Global Education…Learning…Politics…Technology…
EXERCISE -TRENDSEach table is assigned one of the
trends. Statehow this trend could affect Walnut
College.
Time 10 minutes to complete task10 minutes to report and discuss
Review SWOT from Step 1
Environmental Assessment
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,
Evaluation & Refinement Norris & Poulton 2008
GAP ANALYSISTechnique for determining the
steps to be taken in moving from a current state to a desired future-state.
BusinessDirectory.com
EXERCISE – GAP ANALYSIS
List the gaps that exist among WC’smission, values, and theenvironmental assessments
(SWOT/TOWS). Time 15 minutes to complete tasks10 minutes to report and discuss
BREAK
QUESTIONS?
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic
Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,
Evaluation & Refinement Norris & Poulton 2008
“FUTURING” – THE VISION THING
Hiemstra, Glen. “Turning the Future Into Revenue”. John Wiley & Sons, 2006. p. 93
FUTURING/VISION - BACKCASTING
VISIONdesired future state; a collective view that lets go of preconceived notions about the organization and allows for creative and strategic thinking about what the future could be like for your institution; describes the successful accomplishment of the mission in a transcendent way that captures the imagination and inspires the commitment of all.
EXERCISE - VISIONThe gap analysis points the way
to an institution’s vision.
Based on the gaps you identified in the previous exercise, write a vision for WC.
Specifically answer the question- What can WC become?
15 minutes to complete task 10 minutes to report and discuss
FUTURING EXAMPLEFuture Possible ProbableMore global X XUbiquitous technology X XLess personal vehicle use XFewer, but higher quality programs
X X
Campus will close XCaucasian minority X X
QUESTIONS?
Business cards exercise
EXERCISE - STRATEGIC ISSUES
Based on both the gap analysis and the vision,
identify the strategic issues that needto be addressed so that Walnut College can
achieve itsvision? Time 15 minutes to complete tasks10 minutes to report and discuss
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement, Evaluation &
Refinement Norris & Poulton 2008
Reflection and Planning
The strategic planning team reflects on the institution’s possibilities and postulatesstrategies that will enable their achievement.
Norris & Poulton 2008
QUOTES ON REFLECTION FROM THE ART OF FOCUSED CONVERSATION
Quotes on ReflectionFrom: R. Brian Stanfield ed: The Art of Focused Conversation, New Society Publishers, Gabriola Island, Canada, 2000.
“We never have enough time. Every organization we visit always talks about time as if it’s the victorious enemy. We keep going and going and going, like the Eveready Energizer Bunny. We need to create the space to learn, examine our own assumptions, and to grow. Reflection does not have to be a huge time commitment, but it can have tremendous payback.”
Belden, Hyatt and Ackley: The Learning Organization
“What we desperately need in business is reflection. Not more planning. Not more strategizing. More reflection.”
John Dalla Costa: Meditations of Business
LUNCH!
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions &
Strategies7. Action, Measurement, Evaluation &
Refinement Norris & Poulton 2008
Examples of Strategic Directions
1. Increase access and opportunity2. Promote and measure high-quality
learning programs and services3. Provide programs and services that
enhance the economic competitiveness of the state and its regions
4. Innovate to meet current and future educational needs
MNSCU Strategic Plan 2008-2012
DEVELOPMENT OF STRATEGIC PLANNING
“As the planning and implementation process now rolls out across the University at the college, school, and unit level, this dialogue will guide our steps, offering fresh ideas and approaches. While this dialogue will shape our steps, our overall path and destination remain constant: to fulfill the mission of the University and to be recognized around the world as one of the great public institutions of higher education in America.”
Patrick T. HarkerPresident, University of Delaware
May 2008UD’s Path to Prominence
UNIVERSITY OF DELAWARE MISSION
MISSION STATEMENT (distilled):
undergraduate educationgraduate education scholarship and researchpublic, professional, and
community service
UD “VISION”
The University will become recognized as one of the world’s great universities – the exemplar of an engaged university that cultivates learning, develops knowledge, and educates global scholars and citizens to the highest standards of achievement.
UNIVERSITY OF DELAWARE STRATEGIC PLANNING
Guiding Principles: What We Value -we identified five guiding principles that represent our commitments to the world:
� Delaware First – Our first commitment is to be the flagship of higher education for the State of Delaware – ensuring that every Delawarean has access to a top-quality education and applying our strengths to benefit the greater Delaware community.
� Diversity – We will foster a robust educational environment in which all people are welcome and feel welcome – one that supports critical thinking, free inquiry, and respect for diverse views and values.
� Partnership – We will create innovative partnerships for economic and community development, building knowledge and promoting ideas that serve the critical needs of the state, the nation, and the world.
� Engagement – We will engage students, faculty, staff, and alumni in the most compelling social, cultural, artistic, and scientific challenges of our age – taking our place among the world’s leading universities.
� Impact – Our job is not done until our ideas, our expertise, and our students are given the opportunity to make a significant difference in the world. To succeed, we must assure that the University’s innovation and accomplishments are publicly known throughout Delaware, academia, and across the nation and the world.
UNIVERSITY OF DELAWARE STRATEGIC PLANNING
Strategic Milestones: How We Will Excel
• A Diverse and Stimulating Undergraduate Academic Environment
• A Premier Research and Graduate University • Excellence in Professional Education • The Initiative for the Planet • The Global Initiative • An Engaged University
Strategic Decisions & Strategies
“Strategies convert what you want to do into
accomplishment. They convert intentions into action and busyness into work. They also tell you what you need to have by way of resources and people to get the results.”
Peter Drucker, Management for the Non-Profit Organization, 1990
Exercise - Strategic Decisions and Strategies
Identify the 4-6 strategic directions you think Walnut College can work on.
Time 15 minutes to complete tasks 10 minutes to report and discuss
THREATS, OPPORTUNITIES, WEAKNESSES AND STRENGTHS (TOWS)After the SWOT the TOWS can be used as anext step of analysis to help you think about the strategic options that WC could purse.
To do this you match external opportunitiesand threats with your internal strengths andweaknesses.
TOWS MATRIX
http://www.mindtools.com
TOWS STRATEGIC ALTERNATIVES MATRIXSO - How can WC use these strengths to take
advantage of these opportunities?(Maxi-Maxi Strategy)
ST -How can WC take advantage of these strengths to avoid real and potential threats?
(Maxi-Mini Strategy)
TOWS STRATEGIC ALTERNATIVES MATRIXWO - How can WC use these opportunities toovercome the weaknesses they areexperiencing? (Mini-Maxi Strategy)
WT - How can WC minimize theirweaknesses to avoid threats?
(Mini-Mini Strategy)
EXERCISE TOWS WORKSHEETCopy the key conclusions from the SWOTworksheet into the area provided.Complete the inner boxes of the matrix by determining the SO, ST, WO, and WT.
Time 20 minutes to complete tasks 15 minutes to report and discuss
QUESTIONS?
Once you have completed this part of the strategic planning process, you have enough information to create a strategic planning document or working papers.
Celebration - Have FUN Plan a party!!!
The strategic PLAN for WC has hit a major milestone!
BREAK
STRATEGIC PLANNING PROCESSES1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,
Evaluation & Refinement
Norris & Poulton. 2008
ACTION, MEASUREMENT, EVALUATION & REFINEMENT
The strategies are explicitly linked to sets of keyperformance indicators (KPI’s), the
measurement of which chronicles progress in achieving a particular strategy (e.g. a KPI to measure the freshman to sophomore retention rate).
Norris & Poulton. 2008
ASSESSMENT AND EVALUATION
Evaluate both process and document.This is both a formative (ongoing) and summative process (end)Assess progress toward KPI, ongoingEvaluate attainment of KPI as each activity concludes.
EVALUATION POINT
ASSESSMENT CYCLEKLPUSECKER (2010)
http://www.assessment.udel.edu/reporting/reporting-template.html
EXERCISE: MEASUREMENT & EVALUATIONDiscuss and Document What measurements must be formally in place
for WC? How often do the measurements need to be
taken? Who will carry out each measurement? Who is responsible for the task? For obtaining
and reporting the information?Time 15 minutes to complete tasks10 minutes to report and discuss
Each table post benchmarks
QUESTIONS?
Wrapping Up Day 1
Day 2 of Step IIWelcome Back!
Planning:Integrated, Strategic, Aligned
QUESTIONS?
Part 2Three Characteristics of
Successful Planning:Integrated, Strategic, Aligned
Source: A Guide to Planning for Change. Norris & Poulton, 2008. Society for College and University Planning
Three Characteristics of Successful Planning:Integrated, Strategic, Aligned
WHAT IS INTEGRATED PLANNING?
Integrated planning (IP) is the process whereby all
planning and resource allocation activities
throughout every level of the organization are
effectively linked and coordinated, and driven by the
institution’s vision, mission, and academic priorities.
SCUP 2007
STRATEGIC PLANNING
“Academic strategic decision making means that a college, school, or university and its leaders are active rather than passive about their position in history.”
George Keller (1983)Academic Strategy
Linking Strategic Planning
with Organizational
Planning
CHARACTERISTICS OF STRATEGICPLANNING External focus What to do Macro issues Boundary spanning, enterprise-wide Continual scanning process to notice
changes occurring irregularly, dictated by environment
Source: D.M. Norris & N.L. Poulton. 2008. A Guide for Planning for Change. Society for College and University Planning.
CONTINUED – STRATEGIC CHARACTERISTICS
Deals with resources at strategic level
Expert participation Strategies
Source: D.M. Norris & N.L. Poulton. 2008. A Guide for Planning for Change. Society for College and University Planning.
CHARACTERISTICS OF ORGANIZATIONALPLANNING
Internal focus How to do it Impact of macro issues on micro
issues Tied to organizational unit Linked to budget resource
allocation process
Source: D.M. Norris & N.L. Poulton. 2008. A Guide for Planning for Change. Society for College and University Planning.
CONTINUED – ORGANIZATIONAL CHARACTERISTICS
Regular processes dictated by organizational cycles (internal operating plans, fundraising plan, campus plan, budget and financial planning)
Constituent participation Tactical and operational plans,
budgets
Source: D.M. Norris & N.L. Poulton. 2008. A Guide for Planning for Change. Society for College and University Planning.
ALIGNED PLANNING
The term “integrated” also implies alignment among planning activities the resulting strategies and decisions, and the resulting actions and outcomes.”
Norris and Poulton (2008)
QUESTIONS?
Part 3Academics, Finances,
Facilities:
Integrated, Strategic, Aligned
Source: A Guide to Planning for Change. Norris & Poulton, 2008. Society for College and University Planning
Academics, Finances, FacilitiesIntegrated, Strategic, Aligned
ACADEMIC PLAN“The lack of a clear, well defined
academic plan, however, inhibits the planning process, much like trying to start a car without an ignition key.”
Source: Doing Academic Planning – Integrating Academic and Facilities Planning. D. Anketell
ACADEMIC PLANNING
“…needs to focus on two things: one, the need for, and shape of education in the college or university’s service area; and two, the ability of its current resource base to adequately provide for these needs.”
Source: D.J. Rowley & H. Sherman. 2004. Academic Planning: The Heart and Soul of the Academic Strategic Plan. University Press of America, Inc.
ACADEMIC PLAN“An institution’s academic plan, an
identification of program strengths, areas of expertise, and selected priorities where the institution wants to focus its attention and resources, should serve as the foundation for an integrative planning process.”
Source: Doing Academic Planning – Integrating Academic and Facilities Planning. D. Anketell
WHAT IS AN ACADEMIC PLAN?
Identification of:
Academic program strengths Areas of expertiseSelected priorities
Source: Doing Academic Planning – Integrating Academic and Facilities Planning. D. Anketell
ACADEMIC PLANNING
Academic planning should answer the questions:who are our students,what should we teach, andhow should we teach it?Source: D.J. Rowley & H. Sherman. 2004. Academic
Planning: The Heart and Soul of the Academic Strategic Plan. University Press of America, Inc.
ACADEMIC PLANNING
Does Walnut College have an academic plan?
If so, what does it look like?
Time10 minute discussion
TOOLS FOR ACADEMIC PLANNING
Program Review
Program Prioritization
ACADEMIC PROGRAM REVIEW“Program review is simply the
evaluation of a program’s contributions to students, faculty, the institution, and the larger community.”
“The overarching goal of the review process is to demonstrate how the program fits with the mission and future plans of the institution.”
Source: Doing Academic Planning –Planning an Academic Program Review. G.M. Eaton & H.F. Giles-Gee
ACADEMIC PROGRAM REVIEW CHARACTERISTICS
A departmental self-study, which seek to address its own strengths and weaknesses (often an external peer review).
Informed by data (e.g. cost/productivity indicators).
Conducted once every 5 to 7 years. Programs are not assessed simultaneously. Used primarily for program improvement –
not usually tied to resource allocation.• Source: R.C. Dickeson. 1999. Prioritizing Academic Programs and Services.
USA Group Foundation, Jossey-Bass, San Francisco, CA.
SOME OF DICKESON’S POSTULATES
ON PRIORITIZATION
Most institutions are unrealistically striving to be all things to all people rather than focusing resources on the mission and programs that they can accomplish with distinction.
Reallocation cannot be appropriately accomplished without rigorous, effective, and academically responsible prioritization.
ACADEMIC PROGRAM PRIORITIZATIONCHARACTERISTICSA program self-study, which is
reviewed and ranked. Consists of measuring, analyzing,
and prioritizing.All programs are assessed
simultaneously.Used primarily for resource allocation
to achieve strategic balance.
WHAT CONSTITUTES A PROGRAM?“An operational definition of a
program is any activity or collection of activities of the institution that consumes resources (dollars, people, space, equipment, time).”
Source: R.C. Dickeson. 1999. Prioritizing Academic Programs and Services. USA Group Foundation, Jossey-Bass, San Francisco, CA.
SELECTING APPROPRIATE CRITERIA
History, expectations External demand Internal demand Quality of program inputs Quality of program outcomes Size, scope, and productivity Revenue/resources generated Costs/expenses associated Impact justification, Opportunity analysisSource: R.C. Dickeson. 1999. Prioritizing Academic Programs and Services. USA
Group Foundation, Jossey-Bass, San Francisco, CA.
BREAK
MEASURING, ANALYZING, PRIORITIZING
Data CollectionRating SystemJudgmentRankings by CategoriesDecisions, Recommendations,
ActionsProcess Issues!!!Source: R.C. Dickeson. 1999. Prioritizing Academic
Programs and Services. USA Group Foundation, Jossey-Bass, San Francisco, CA.
WHAT ARE THE CHOICES?
EnhanceMaintainMaintain with review
ReduceSuspend or close
EXERCISE: ACADEMIC PLAN
Create an academic plan for Walnut College.Time20 minutes to complete tasks10 minutes to report and discuss
QUESTIONS?
Source: A Guide to Planning for Change. Norris & Poulton, 2008. Society for College and University Planning
Three Characteristics of Successful Planning:Integrated, Strategic, Aligned
Facilities Planning: Similar Planning Activities
Institutional Planning
Facilities Planning
Strategic Plan Master PlanAcademic Plan Facility StrategiesFinancial Plan Development PlanOperational Plan Capital
Improvement Program
SWOT Analyses Building Condition and Utilization Reports
HOW ACADEMIC PLANS INFORM FACILITIES PLANNING
Instructional Delivery: Number and Type of Classrooms and Laboratories
Enrollment by Program: Space Demand in All Categories (but particularly in laboratories)
Students to Faculty/Staff Ratio: Office Space Demand
Program Array: Collections and Study Space in Libraries
Program Array: Special Use Space (theaters, auditoriums, shops, etc.)
Student Culture: Residence Halls, Food Service, and Co-Curricular Programming Space
HOW FINANCIAL PLANS INFORM FACILITIES PLANNING
Operating Budget: Maintenance Level of Buildings and Grounds (and how fast deferred maintenance grows)
Capital Budget and Finance: Building Renovation and Replacement/Expansion Frequency
HOW FACILITIES PLANS INFORM ACADEMIC AND FINANCIAL PLANNING
Building Condition Assessments: Facility Condition Index = Deferred Maintenance/Replacement Cost
Facility Renewal Costs = Debt Buildings “Teach” Programs: Constrain
program growth and innovation
BASIC FACILITIES PLANNING FROM INTEGRATED PLANNING CONTEXT:
Must Have a Strategic Plan Must Have an Academic Plan Prepare a Master Plan: Every Ten Years Know Your Buildings: Monitor Condition and
Utilization Manage Your Space: Use Policy to Enforce
Proper Use Maintain Your Buildings: Keep Them Clean Assess Space Needs: Coinciding With
Academic Plan Updates
RESOURCE PLANNING
Define “Resources” Land (facilities) Labor (people)Capital ($$$)
FINANCIAL PLANNING – DETERMINING NEED (NEW INITIATIVES)
For each proposed new program, develop a multi-year budget including personnel (salaries and benefits), operating costs (office expenses, travel and development), capital costs (furniture, technology, etc.).
For new capital projects, determine a total budget including design, engineering & architecture, construction, equipment & furnishing, funded depreciations and contingency. (See resource planning)
SOURCES OF FUNDING Net Tuition State Appropriation Endowment Spending Annual Fund New Debt Auxiliaries Outsourcing of Non-Core Functions Grants and Cooperative Programs Fees and Assessments Program Discontinuation Payroll Adjustments/Freezes Sale of Assets Patents and Royalties Diverting Capital Expenditures to Operations
(short-term only)
PRIORITIZATION AND FUNDING ALLOCATION With mission statement and defined
goals as your guide, and experts around the table, prioritize new initiatives.
Do this first without regard to cost, then match top priorities to costs.
Interactively consider adapting programs (and costs) to allow funding of more initiatives.
PRIORITIZATION AND FUNDING ALLOCATION
TOOLS AND TECHNIQUES FOR ANNUAL FINANCIAL PLANNING
“What if?” scenariosPercentage growth/declineProjecting, using sensitivity analysesBenchmarking
ANALYZING AND MONITORING FINANCIAL PERFORMANCE Performance measures—inputs, outputs,
outcomes Not unlike what you have in other areas
such as “applicants to admits” or “admits to enrollees”
Viability indicators, in the form of ratios—financial resources/FTE student; expendable financial resources to debt; expendable financial resources to operations
UD COLLEGE OF ARTS & SCIENCESAT A GLANCE
UD/CAS RESOURCE ALLOCATION
“Vision – Strategic Initiatives – Action Plans – Resource Allocation –
Assessment”“What’s in your Toolbox?”
“TOOLBOX”
Delaware Study: Institutional Costs and Productivity
UD Budget Support Notebook (BSN)
CAS Resource Allocation/Budgeting Template
CAS Annual Budget Meetings
THE DELAWARE STUDY National benchmarking study used to examine:
Teaching loads by faculty classification and course level Instructional costsExternally funded research and service
…all at the discipline level of analysis.
Over 400 institutional participants since 1996 including: Members of Association of American Universities Data Exchange (AAUDE).Members of the Southern Universities Group (SUG).University of Missouri System.University of North Carolina System.
THE DELAWARE STUDY - USES
Assess department productivity and costs.
Compare institutional data to national benchmarks and/or self-selected peer groups.
Provides current and longitudinal data for departmental planning and resource allocation.
USING DELAWARE STUDY DATA AT THE INSTITUTIONAL LEVEL From its inception, the Delaware Study
had as its primary function that of being a management tool for provosts, deans, and department chairs to assess the relative position of their academic departments and programs vis-à-vis those at appropriate comparator institutions.
The Delaware Study is not intended to be used as a tool to reward or penalize programs, but rather to focus on strategies for program improvement.
SAMPLE BENCHMARKING
UD BUDGET SUPPORT NOTEBOOK
What is it? -- The BSN is a resource document that assists UD administrators, chairs, and deans in their decision making process (allocation of resources to support strategic plans and initiatives).
… BY DEPARTMENTS WITHIN EACH COLLEGE
CHEMISTRY AND BIOCHEMISTRY BUDGET SUPPORT DATA 2005-06 THROUGH 2007-08
A. Teaching Load Data Fall Fall Fall Spring Spring Spring
2005 2006 2007 2006 2007 2008 FTE MAJORS Undergraduate 260 247 244 241 227 226 Graduate 147 143 94 127 67 67 Total 407 390 338 368 294 294 DEGREES GRANTED Bachelor's 61 52 46 Master's 7 7 5 Doctorate 16 13 15 Total 0 0 0 84 72 66 STUDENT CREDIT HOURS TAUGHT
Lower Division 6,834 6,849 7,741 5,103 5,292 5,783
Upper Division 2,436 2,556 2,361 2,113 2,206 2,075
Graduate 1,618 1,427 1,354 1,574 1,164 1,101
Total 10,88
8 10,832 11,45
6 8,790 8,662 8,959
CHEMISTRY AND BIOCHEMISTRY BUDGET SUPPORT DATA 2005-06 THROUGH 2007-08
FTE STUDENTS TAUGHT
Lower Division 456 457 516 340 353 386
Upper Division 162 170 157 141 147 138
Graduate 180 159 150 175 129 122
Total 798 786 824 656 629 646
FTE FACULTY
Department Chair 1.0 1.0 1.0 1.0 1.0 1.0
Faculty on Appointment 31.0 30.0 30.0 31.0 30.0 30.0
Supplemental Faculty 3.7 4.3
Total 35.7 31.0 31.0 36.3 31.0 31.0
WORKLOAD RATIOS
Student Credit Hours Taught/FTE Faculty 305.0 349.4 369.5 242.1 279.4 289.0
FTE Students Taught/FTE Faculty 22.3 25.3 26.6 18.1 20.3 20.8
CHEMISTRY AND BIOCHEMISTRY BUDGET SUPPORT DATA 2005-06 THROUGH 2007-08
B. FISCAL DATA FY 2006 FY 2007 FY 2008
RESEARCH AND SERVICE
Direct Expenditures for Research $6,124,439 $6,507,833 $5,171,984
Direct Expenditures for Service $0 $32,160 $34,679
Total Direct Expense for Research and Service $6,124,439 $6,539,993 $5,206,663
Total Direct Expense/FTE Faculty on Appointment $197,563 $218,000 $347,111
COST OF INSTRUCTION
Direct Expenditures for Instruction $6,209,185 $6,190,834 $6,962,640Direct Instructional Expense/Student Credit Hour
Taught $316 $318 $341
CAS PLANNING & RESOURCE ALLOCATION
Fall Semester – conduct budget/planning meetings with chairs/program directors
CAS “Template” is sent out, completed, and reviewed prior to this meeting
Planning and Resource Allocation requests must be tied to vision/strategic initiatives
Assoc Deans review requests, compile recommendations, meet with Dean, XO, budget mgr to make fiscal/resource allocation decisions for next FY
Chairs/Program Directors notified in early March with planning/hiring/budget guidance for 1 July new FY
QUESTIONS?
LUNCH!
PART 4EXECUTION OF STRATEGY
EXECUTION OF STRATEGYWITHIN THE INSTITUTIONAL CONTEXT
Tactical/Operating/Budget Planning
Lead, Support, Navigate Change
Execute Strategy Reactions of Stakeholders Develop Organizational
CapacityNorris and Poulton, 2008
BUILDING ORGANIZATIONAL CAPACITY
Campus wide effort to build capacity in:
LeadershipTechnology & facility infrastructures
Structure & processesPeople (values, skills, competencies)
Programs & offeringsCulture
EXAMPLES OF STRUCTURAL CHANGES
Creation of
Chancellor’s Advisory Council Strategic Planning Committee Office of Budget, Planning &
Analysis Open, participatory budget process Focus groups
Sorensen, Furst-Bowe, Moen. Quality and performance excellence in higher education, 2005.
TACTICAL, OPERATIONAL, & BUDGETARY PLANNING TIMELINES
Strategic plan -Three to five yearsTactical plans- One to three yearsOperational plans - AnnualBudget process - Annual
(note: Strategic - all the time!)
EXECUTE STRATEGY
Communication of the Strategic PlanDevelopment of Operational Plans
based on the Strategic PlanDevelopment of Budgets based on
Operational Plans
COMMUNICATIONWhat information do you need to communicate?
To whom?How?
EXERCISE: COMMUNICATIONS—EXTERNAL AND INTERNAL
ExternalWhoWhat orderHow much detailHow oftenWhat format(s)
InternalWhoWhat orderHow much detailHow oftenWhat format(s)
Time15 minutes to complete tasks and 10 minutes to report and discuss
OPERATIONAL PLANSBased on the Strategic PlanDeveloped by each unit and
incorporated in one, unified, institutional operational plan
Stipulates the plan for the year and answers the questions: What, who, how, when, and how do
you know?
BUDGET PLANS AND PROCESS
The only way to implement decisions, finally, is to allocate funds based on the planning priorities
Budgets should also be shared extensively with staff so that they understand the process and reasoning, and trust the institution
EXERCISE: BUDGET PROCESS
Create a budget process that will enable Walnut College to allocate funds based on the planning priorities.
Time15 minutes to complete tasks10 minutes to report and discuss
BREAK
TACTICAL PLANNING & EXECUTION
Institutional Plans and Budgets
Strategic Directions Goals
Actions (Action Plan) Responsibilities Measures
Strategic Initiatives, Inc. 2008.
BREAKING OUT THE COMPONENTSStrategic Direction 1
Goal 1.1List of Actions
Measures (Responsible)Goal 1.2
List of Actions Measures (Responsible)
GOALS SHOULD…
… support and /or clarify the mission… be stated in measurable terms so as
to ascertain achievement … be aligned with operational/business
plans… deal with pertinent critical issues
raised in the planning process… pave the way for advancement
toward the institution’s vision
S.M.A.R.T. GOALS
S = SpecificM = MeasurableA = AttainableR = RealisticT = Time-bound
EXERCISE: BREAKING OUT THE COMPONENTS
For one of your strategic directions, develop 2 goals using the S.M.A.R.T Goals format.
Strategic Direction 1Goal 1.1Goal 1.2
EXERCISE:BREAKING OUT THE COMPONENTSFor one Goal list 3 Actions and a
Measure for each Action. Start with a verb for action statements.
Goal 1.1 Actions
a. Measure:b. Measure:c. Measure:
QUESTIONS?
USE GOALS, ACTIONS AND MEASURES TO CREATE THE OPERATIONAL PLAN
What else needs to be added?
Who is responsible?What is the due date?
DISCUSSION: EXECUTION QUICK CHECKCan you predict where the problems will be critical issues for Walnut during execution?• Priorities• Timeframe• Responsible Parties• Resource Requirements• Anticipated Results• Evaluation Measure• Other?
Time: 10 minutes
QUESTIONS?
STRATEGIC PLANNING:THE ANNUAL REVIEW PROCESS
Review and Revise the Strategic Plan Annually
Review and Revise Annual Operational Plans
Develop Next Year’s Operational Plans Develop Next Year’s Operating and
Capital Budgets
THE IDEAL IN INSTITUTIONAL STRATEGIC PLANNINGThe Institution Conducts Regular Strategic
Planning Institutional strategic planning is shared and
well understood by entire communityEach Institutional Unit Conducts Regular
Strategic Planning Units plan within the context of the institutional
planGroups of Units Conduct Regular Lateral
Planning Lateral planning assures that units understand
and prepare for their impact on other units
CHECKLIST FOR WC’SSTRATEGIC PLANNING EFFORTHas Walnut College:
Conducted a strategic planning process?Developed a mission statement?Stated its core values?Reviewed constituents?Established strategic directions &
strategies?Developed an operational plan?Documented and evaluated the process,
the outcomes and the strategic plan?Continually monitored the
implementation of the plan and ongoing planning?
Yes No Unsure
STRATEGIC PLANNING FOR WC:REVIEW OF THE PROCESSOngoing evaluation of the Process:Document the process throughout.What elements went well and why?What elements did not go well and why
not?How could we change them next time?
Did we include the right people in the process?
Was the communication strategy effective?
“Properly understood, George [Keller] said, strategic planning
meant finding the strength to say no to many things, even those that
had formerly been a part of its identity. To adapt a ‘strategy’ was
not merely a question of determining what the institution would do, But deciding what it
would not do, since others could do it better.”
NEXT STEPS – SCUP PLANNING INSTITUTE
Step III -- Integrated Planning - Working with Relationship Realities