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Planning for Distinction

Support Services Report Template

Support Program Task Group

Co-ChairsJagdish Agrawal and Carolyn Nelson

MembersJeanette Bicais, Brian Cook, Debby De Angelis, Linda Dobb, Stan Hébert,Erik Helgren, David Larson, Joanna Lee, Erik Pinlac, Angela Schneider,Borre Ulrichsen, and Jim Zavagno

StaffLori Erdman, Kris Erway, Denise Johnson, Amber Machamer, Sally Murphyand Cheril Musser

A Message from the Steering Committee........................................................................3

Background......................................................................................................................4

Introduction.............................................................................................................................................4

The Criteria..............................................................................................................................................4

Scoring.....................................................................................................................................................4

Information Provided..............................................................................................................................5

Unique Effort...........................................................................................................................................5

Review Process........................................................................................................................................6

Questions................................................................................................................................................6

Mandated Service............................................................................................................7

Relative Importance.........................................................................................................7

Relative Quality..............................................................................................................11

Relative Efficiency (cost effectiveness)..........................................................................12

Other..............................................................................................................................13

Appendix 1: Scoring Rubrics..........................................................................................14

October 25, 20132 | Page

A Message from the Steering Committee

Purpose of Planning for Distinction (PFD)

Postsecondary education faces many challenges today that range from a precipitous decline in public resources to debates about the roles of online instruction and “competency-based” education. Given these challenges, President Morishita asked the campus to embark on a comprehensive institutional review of both academic and administrative programs called “Planning for Distinction”. He stressed that we need to be engaged in defining the shape of higher education at Cal State East Bay within the context of these state-wide and national issues. Now is a time to reinforce our basic mission, shared strategic commitments and institutional learning outcomes. In order to do this, we must be forward-thinking and ensure that we are investing our resources in support of student learning and our areas of distinction.

Specifically, the PFD effort was intended to:

1. Generate information for a comprehensive review of the University’s programs2. Identify areas of distinction and prioritize programs according to their distinctive

potential to advance the University’s mission3. Generate guidance for strategic resource allocation for the future

The Steering Committee has welcomed your engagement over the past year as the University’s two task groups have developed the criteria to be applied to each instructional and support program, and we are looking forward to our next steps this fall and winter. What follows is the report template that we ask you to complete so that it can be submitted to the appropriate task group no later than November 1, 2013. Thank you.


Background

IntroductionThe support services report template is organized by criteria and should be completed by the manager, department chair, or director who is responsible for the service (the complete list of services on the campus can be found here). In some cases the questions are not rated, but the responses will be used to inform the task group and assist with the overall evaluation. The template includes five criteria and each criterion includes several questions. It is important that you attempt to answer as many of the questions as possible, but you are not required to do so.

The CriteriaThe following five criteria have been established for service evaluation:

I. Mandated service (legal, regulatory, policy, etc.)II. Importance of serviceIII. Quality of serviceIV. Efficiency (cost effectiveness) of serviceV. Other

ScoringThe task group will rate each service based on the above five criteria. Rubrics were developed by the task group members to guide the service rating for each criterion. It would be helpful for you to review the scoring rubrics before you begin to complete the report. There are links to the scoring rubrics throughout the template.

All criteria are weighted equally. An overall score for each of the criteria will be created simply by summing up the scores a service receives for questions within each criterion. An average score will be computed for each of the criteria across all the services being evaluated on campus. Using these means, the score of each service on each of the criteria will be standardized. This process will rescale scores on each criterion from negative to positive where 0 will be the central point. By using 0 as the cut-off point for each of the criteria, services will be assigned to one of the 16 categories presented in the following table. They will also be graphically represented within each cell to indicate variation in scores across services within each cell.


http://www20.csueastbay.edu/about/planning-for-distinction/program_def.html

Information ProvidedYou will receive a separate package that includes data that will be used to respond to questions 4.1, 4.2 and 4.3. You will need to return completed excel workbooks to the task group. Please use the 2011-12 workbook to respond to questions 4.1 and 4.2. We are also providing salary and operating expense information for 2010-11, but this is only for your reference, it is not needed to reply to any question. Please note that employee benefits costs are included on the spreadsheet so that the full cost of a service is reflected here. If one or more of your services were included in the campus-wide customer satisfaction survey in the spring, the details on the responses also will be provided to you.

Unique EffortThe PFD effort is breaking new ground in a couple of ways. Our research on other colleges/universities that have conducted a review, such as the one being undertaken here, found only a very few that included administrative services along with academic programs. Of those few institutions that included administrative units in their review they all used an organizational department as the focus. CSU East Bay has deliberately chosen to focus on “service” (service definition) rather than an administrative unit. This focus will allow us to evaluate whether the services provided to the students, faculty, staff and greater community are important, of sufficient quality and are efficiently delivered. This requires us to think in a different way about what we do, and as a result requires that you translate department information into service information.

This is also the first time that this institution has attempted such a comprehensive review of itself. There was no roadmap to guide the task group in determining what information to collect to advise managers and executives about the services at Cal State East Bay. The questions presented in this report template reflect the best thinking for East Bay at this time. We recognize that there may be barriers to the provision of quality service because the service providers are dependent on action by another party.


http://www20.csueastbay.edu/about/planning-for-distinction/program_def.html

Whenever applicable, use the space provided in the report to explain further your responses.

Survey Completion ProcessYou may open and close the template multiple times. To save any work you have done before you close, you must move to another page using the “back” or “next” buttons at the bottom of each page. You do not need to complete the questions in the order they are written, you may work on any part of the report in whatever order works best for you. When you have finished the report, you will be asked to forward it to your supervisor/dean. The report will be submitted to the task group by the vice president or college dean. The web tool will provide you with a link that you can forward to your supervisor/dean so that they can open the report template on the web.

QuestionsIf you have any questions while you are completing the report, you should first ask your supervisor/dean. However, you may also contact Lori Erdman at [email protected] or 885-3938 with questions.

Name of the person completing this report: Title of the person completing this report: Supervisor/dean reviewing report: Name of second reviewer (if necessary): Service: Division/College:


mailto:[email protected]

Mandated Service

1.1Please indicate below if any aspect of the service is legally mandated by any of the following and provide the relevant reference.

Federal Law ________________________________________State Law ________________________________________Executive Order ______________________________________Title 5 ______________________________________________Campus Policy________________________________________Any other ___________________________________________

Provide a brief explanation, if necessary, in < 60 words.

Importance of Service

Introduction: Briefly describe the service in terms of its primary function(s) and purpose(s) using <120 words.

2.1Who are the primary receivers of this service? (Please enter the percentage of each user group that is relevant).

Constituent GroupApproximate proportion of service directly being received by each user group (if more than one group). Must sum to 100%.

StudentsFacultyAdministrators/staffColleges/departmentsAcademic Senate and/or committeesAlumniCommunity outside UniversityOther (Specify) _________________

Total 100%

Alignment with the University Mission:

University Mission Statement: Cal State East Bay welcomes and supports a diverse student body with academically rich, culturally relevant, learning experiences that prepare students to apply their education to meaningful lifework, and to be socially responsible contributors to society. Through its educational programs and activities the


University strives to meet the education needs and to contribute to the vitality of the East Bay, the state, the nation, and global communities.

2.2Please indicate the direct or indirect impact of the service on students for each of the three University Action/Student Impact Areas listed below (for example processing financial aid applications would be direct impact on students while managing utility services would be indirect). Provide a brief narrative (<60 words each) explaining your selection for each area.

University Action / Student Impact Areas

Indicate if this is a Direct

or Indirect Impact

on Student

s

Evidence submitted to support the chosen selection (<60 words for each)

Pre-college (helping students to enter the system)During college (helping students succeed while they are at Cal State East Bay)

After college (helping students establish meaningful lifework and be socially responsible contributors to society)

2.3Applying the four choices presented below, please indicate the consequence of NOT having this service on each of the actions in the left hand column. Provide a brief narrative (<60 words each) explaining your choice.

4 3 2 1University actions will cease without the service

University actions will be severely impacted without the service

University actions will be somewhat impacted without the service

University actions will not be impacted at all without the service.


University Actions/Student Impact Areas

Select a number from 1

through 4 from

above description

Evidence submitted to support the chosen selection(<60 words for each selection)

Pre-college (helping students to enter the system)

During college (helping students succeed while they are at Cal State East Bay)

After college (helping students establish meaningful lifework and be socially responsible contributors to society)

2.4Alignment with Shared Strategic Commitments

How does this service contribute to or align with any of the eight Shared Strategic Commitments (SSC) listed below?

Shared Strategic Commitments

If aligned or contributing, provide a description.(<60 words for each SSC)

Reinforce academic quality through open-minded inquiry, innovative teaching, engaged learning, and distinguished scholarship

Enhance our inclusive campus, responding to the backgrounds and interests of our diverse community and promoting their academic, professional and personal development


Serve students first, by expanding access and enhancing each student’s educational experience and prospects for success as a graduate and life-long learner

Foster a vibrant community through enriched student services and student life that support student engagement and learning

Continuously improve our efficiency, transparency, and accountability while practicing mutual respect, responsiveness, and collaboration across the University

Support the civic, cultural, and economic life of all communities in the regions we serve through partnerships that promote education and social responsibility

Demonstrate our continuing record of leadership and innovation in higher education, focused on 21st century skills, including science, technology, engineering, and mathematics (STEM)

2.5How might the demand for this service change over the next five years? (Please choose one category below).

Likely to increase ___Likely to stay the same ___Likely to decrease ___


Provide a rationale for your choice (assumptions, impact of new policy, etc.) in <120 words.

Quality of Service

3.1 Do you assess the quality of the service you provide? Yes No

If “Yes”, what benchmarks, best practices or measures of success, either internal or external, do you use to measure service quality (e.g., timeliness, accuracy, adequacy, meeting deadlines, quantity of service, satisfactory completion of assignment, etc.)? Please describe in <120 words. If no, please explain.

3.2During the last three years, have you adopted any measures to improve the quality of this service? Please describe in <120 words.

3.3What idea(s) do you have for improving the quality of this service within existing resources (e.g. development of benchmarks, surveys, feedback, etc.)? Please describe your plan(s) in < 120 words.

3.4What ideas do you have for improving the quality of the service if additional resources were provided. Please describe your idea(s) in <120 words.

3.5Do you use any formal or informal process to assess the level of satisfaction of the service users Yes No

If yes, describe the process and most recent results in <120 words. If no, please explain.

3.6The university recently conducted a customer satisfaction survey for some services (results for this service are attached, if applicable). Do you have any comment or response to the results? Please describe in <120 words.

3.7Do you have any formal or informal guidelines for personnel in your department regarding how to treat/interact with receivers of this service? Yes No

If yes, please describe in <120 words. If no, please explain

3.8Does your service have annual goals (targets) of achievement regarding the quality of the service provided? Yes No

If yes, describe the annual quality goals (targets) and indicate if the service achieved those goals (targets). Please provide evidence, if possible, in <120 words. If no, please explain.


3.9Does your service have annual goals (targets) of achievement regarding the quantity of service provided? Yes No

If yes, describe the annual quantity goals (targets) and indicate if the service achieved those goals (targets). Please provide evidence, if possible, in < 120 words. If no, please explain.

Efficiency (cost effectiveness) of Service

4.1Using the spreadsheet provided for all employees in your department, please distribute salaries of individuals across all services provided to reach an educated or reasonable estimate of the cost of providing the service. You will need to submit the allocated spreadsheet when you return your report.

4.2Using the spreadsheet provided, please distribute your department’s annual operating expenses across all services provided to reach an educated or reasonable estimate of the cost of providing the service. You will need to submit the allocated spreadsheet when you return your report.

4.3Using the spreadsheet provided, please distribute the square footage of work space across all services provided to reach an educated or reasonable estimate of the use of this resource. You will need to submit the allocated spreadsheet when you return your report.

4.4During the last three years, have you adopted any measures to improve the efficiency (cost effectiveness) of providing this service (e.g. reducing salary costs, operating expenses or use of space, or increased output without increasing cost. Etc.)? Yes No

If yes, please describe the measures in <120 words. If this is a new service introduced over the past three years, please indicate. If no, please explain.

4.5What idea(s) do you have for improving the efficiency (cost effectiveness) of this service within existing resources (e.g. restructuring, merging, outsourcing, ways to cut costs, technology, etc.)? Please describe those ideas in <120 words.

4.6What idea(s) do you have for improving the efficiency (cost effectiveness) of the service if additional resources were provided. Please describe your idea(s) in <120 words.

4.7Do you have any plan(s) to improve the efficiency (cost effectiveness) of this service in the next 1 -2 years (e.g. reducing costs, increasing productivity, etc.)? Yes

No


If yes, please specify whether these plan(s) involve reducing salary costs, operating expenses and/or use of space. Please describe your plan(s) in <120 words. If no, please explain.

4.8Please describe the estimated output for this service for each of the past two fiscal years (2010-11 and 2011-12), quantify if possible (e.g. volume, service tickets resolved, people serviced, appointments, etc.) in <120 words.

Other

5.1Are you aware of services similar to this one that are being provided by another department at CSU East Bay?Yes No

If yes, please provide a list of those departments. How are the services described here similar or different? Please describe in < 60 words.

5.2 Is there anything unique or distinctive about your service? Please describe what is unique or distinctive in <120 words.

5.3Are there any additional things about this service that you would like the task group to know? Please describe/explain in <250 words.


Appendix 1: Scoring Rubrics

Question 1.1

Scoring RubricYes to any mandate = 1; No = 0

Question 2.1

NOT RATED

Question 2.2

Rubric5 4 3 2 1

Service provides evidence of direct impact in more than one area

Service provides evidence of direct impact in one area and indirect impact in one or more area

Service provides evidence of direct impact in one area

Service provides evidence of indirect impact in more than one area

Service provides evidence of indirect impact in one area

Question 2.3

Rubric4 3 2 1

Evidence shows that University actions are likely to cease without the service (at least one area)

Evidence shows that actions will be severely impacted without the service (at least one area)

Evidence shows that actions will be somewhat impacted without the service (at least one area)

Evidence shows that actions will not be impacted at all without the service.


Question 2.4

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates it is strongly aligned with the SSCs

The response clearly demonstrates it has compelling evidence of contributing to 3 or fewer SSC’s

The response partially demonstrates working toward alignment with the SSC’s

The response demonstrates little or no connection to the SSC’s

Question 2.5

3 2 1The response clearly, consistently, and convincingly demonstrates a strong rationale for the demand choice.

The response partially demonstrates a rationale for the demand choice.

The response demonstrates little or no rationale for the demand choice.

Question 3.1

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates a process to assess quality.

The response clearly demonstrates a process to assess quality.

The response partially demonstrates a process to assess quality.

The response demonstrates little or no process to assess quality.

Question 3.2

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates efforts to improve service.

The response clearly demonstrates efforts to improve service.

The response partially demonstrates efforts to improve service.

The response demonstrates little or no efforts to improve service.


Question 3.3

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates potential improvement within existing resources.

The response clearly demonstrates potential improvement within existing resources.

The response partially demonstrates potential improvement within existing resources.

The response demonstrates little or no potential for improvement within existing resources.

Question 3.4

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates potential improvement with additional resources.

The response clearly demonstrates potential improvement with additional resources.

The response partially demonstrates potential improvement with additional resources.

The response demonstrates little or no potential for improvement with additional resources.


Question 3.5

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates a method to assess service receiver satisfaction.

The response clearly demonstrates a method to assess service receiver satisfaction.

The response partially demonstrates a method to assess service receiver satisfaction.

The response demonstrates little or no method to assess service receiver satisfaction.

Question 3.6

Not rated

Question 3.7

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates a presence of guidelines.

The response clearly demonstrates a presence of guidelines.

The response partially demonstrates a presence of guidelines.

The response demonstrates little or no presence of guidelines.

Question 3.8

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates establishment of appropriate goals.

The response clearly demonstrates establishment of appropriate goals.

The response partially demonstrates establishment of appropriate goals.

The response demonstrates little or no efforts toward establishment of appropriate goals.


Question 3.9

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates establishment of appropriate goals.

The response clearly demonstrates establishment of appropriate goals.

The response partially demonstrates establishment of appropriate goals.

The response demonstrates little or no efforts toward establishment of appropriate goals.

Question 4.1

NOT RATED

Question 4.2

NOT RATED

Question 4.3

NOT RATED

Question 4.4

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates measures taken to improve efficiency

The response clearly demonstrates measures taken to improve efficiency

The response partially demonstrates measures taken to improve efficiency

The response demonstrates little or no measures taken to improve efficiency

Question 4.5

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates potential for improvement within existing resources

The response clearly demonstrates potential for improvement within existing resources

The response partially demonstrates potential for improvement within existing resources

The response demonstrates little or no potential for improvement within existing resources


Question 4.6

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates potential for improvement with additional resources

The response clearly demonstrates potential for improvement with additional resources

The response partially demonstrates potential for improvement with additional resources

The response demonstrates little or no potential for improvement with additional resources

Question 4.7

Rubric4 3 2 1

The response clearly, consistently, and convincingly demonstrates a plan for improving efficiency.

The response clearly demonstrates a plan for improving efficiency.

The response partially demonstrates a plan for improving efficiency.

The response demonstrates little or no planning for improving efficiency.

Question 4.8

NOT RATED

Question 5.1

NOT RATED

Question 5.2

Information provided = 1; no information = 0

Question 5.3

NOT RATED


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