step ii: focused knowledge for integrated planning processes day 1

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 & OBJECTIVES

Work 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 1

COMPLETING 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 Mission

Serving 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 - VALUES

1)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


1. Mission and Values

2. Environmental Assessment

3. 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 -TRENDS

Each table is assigned one of the trends. State

how this trend could affect Walnut College.

Time

10 minutes to complete task

10 minutes to report and discuss

Review SWOT from Step 1

Environmental Assessment


1. Mission and Values2. Environmental Assessment

3. Gap Analysis

4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,



GAP ANALYSIS

Technique 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 tasks


QUESTIONS?


1. Mission and Values2. Environmental Assessment3. Gap Analysis

4. Vision/Strategic Issues

5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement,



“FUTURING” – THE VISION THING

Hiemstra, Glen. “Turning the Future Into Revenue”. John Wiley & Sons, 2006. p. 93

FUTURING/VISION - BACKCASTING

VISION

desired 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 - VISION

The 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


FUTURING EXAMPLE

Future Possible Probable

More global X X

Ubiquitous technology X X

Less personal vehicle use X

Fewer, but higher quality programs

X X

Campus will close X

Caucasian 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




1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues

5. Reflection & Planning6. Strategic Decisions & Strategies7. Action, Measurement, Evaluation &

Refinement


Reflection and Planning

The strategic planning team reflects on the institution’s possibilities and postulatesstrategies that will enable their achievement.


QUOTES ON REFLECTION FROM THE ART OF FOCUSED CONVERSATION

Quotes on Reflection

From: 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!


1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning

6. Strategic Decisions & Strategies

7. Action, Measurement, Evaluation & Refinement


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 and

weaknesses.

TOWS MATRIX

http://www.mindtools.com

TOWS STRATEGIC ALTERNATIVES MATRIX

SO - 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 MATRIX

WO - 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 WORKSHEET

Copy 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



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!


1. Mission and Values2. Environmental Assessment3. Gap Analysis 4. Vision/Strategic Issues5. Reflection & Planning6. Strategic Decisions & Strategies

7. 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



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


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


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


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


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.”


WHAT IS AN ACADEMIC PLAN?

Identification of:

Academic program strengths Areas of expertiseSelected priorities


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 PRIORITIZATIONCHARACTERISTICS

A 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 analysis


MEASURING, ANALYZING, PRIORITIZING

Data CollectionRating SystemJudgmentRankings by CategoriesDecisions, Recommendations,

ActionsProcess Issues!!!


WHAT ARE THE CHOICES?

EnhanceMaintainMaintain with review

ReduceSuspend or close

EXERCISE: ACADEMIC PLAN

Create an academic plan for Walnut College.

Time20 minutes to complete tasks


QUESTIONS?


Three Characteristics of Successful Planning:Integrated, Strategic, Aligned

Facilities Planning: Similar Planning Activities

Institutional Planning

Facilities Planning

Strategic Plan Master Plan

Academic Plan Facility Strategies

Financial Plan Development Plan

Operational 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


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


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 4

EXECUTION 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

COMMUNICATION

What information do you need to communicate?

To whom?How?

EXERCISE: COMMUNICATIONS—EXTERNAL AND INTERNAL

External

WhoWhat orderHow much detailHow oftenWhat format(s)

Internal

WhoWhat orderHow much

detailHow oftenWhat format(s)

Time15 minutes to complete tasks and 10 minutes to report and discuss

OPERATIONAL PLANS

Based 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 tasks


TACTICAL PLANNING & EXECUTION

Institutional Plans and Budgets

Strategic Directions

Goals Actions (Action Plan)

Responsibilities Measures

Strategic Initiatives, Inc. 2008.

BREAKING OUT THE COMPONENTS

Strategic Direction 1Goal 1.1

List of Actions Measures (Responsible)

Goal 1.2List 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 CHECK

Can 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 PLANNING

The Institution Conducts Regular Strategic Planning Institutional strategic planning is shared and

well understood by entire community

Each Institutional Unit Conducts Regular Strategic Planning Units plan within the context of the institutional

plan

Groups 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 EFFORT

Has 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 PROCESS

Ongoing 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

step ii: focused knowledge for integrated planning processes day 1

Documents