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IVC Strategic Planning Process

Kick Off Meeting

October 4, 20062 – 4 pmLIB 213

Glenn R. Roquemore, Ph.D., President of Irvine Valley CollegePrepared by Sibylle Georgianna, Ph.D., Office of Research and

Planning

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IVC Strategic Planning Process

Joint Development between the Academic Senate and the College President.

The single most overarching process to guide the strategic direction of Irvine Valley College.

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Elements of a Strategic Plan

Strategic Initiatives

Flowchart

Linkages to Budget

Performance Measures

Plan for Monitoring and Tracking

Staff Assignments

Timeline

Mission Statement

Internal/External Scan

Strengths Weaknesses Opportunity (SWOT) Analysis

Key Performance Indicators

Vision

Planning Assumptions

Objectives

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Focus Areas

Academic

Planning/Facilities/Educational

Support/Technology Planning

Institutional Effectiveness

Student Success/Access

Resource and Budget Planning

Enrollment Management

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Steering Committee Membership

• Academic Senate President •College President

• ASIVC President • CSEA

• Classified Management • Faculty Association

•Classified Senate President • Vice President of Instruction

• College Researcher • Vice President of Student Services

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Focus Group Membership

composed of 7 members (Academic Planning will have 8 members) 2 members chosen by the Academic Senate 1 member chosen by the Dean’s Council 1 member chosen by the Classified Senate 1 member chosen by CSEA 1 member chosen by ASIVC 1 member chosen by the Classified

Managers

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Overview of Strategic Planning

Procedure

1. Development of overarching and long standing goals of the college from the Mission Statement.

2. Development of planning assumptions.

3. Translation of planning assumptions into master plan objectives with clearly specified yearly targets.

4. Grouping of master plan objectives under each of the overarching and long standing goals of the college.

5. Development and accomplishment of strategies that specifically address the targets of the master plan objectives on a yearly basis.  

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Strategic Planning Procedure 1. Development of Long-Term

Goals

• IVC Strategic Planning Steering Committee (SPSC) and Chairs of Focus Groups determine long-term goals

• Definition Goals:Goals are all-encompassing statements about the general directions the college is headed. Actions must be taken in order to reach the goals.

Examples of broad, overarching and long standing goals (derived from a college’s Mission Statement):   

1. Enable students’ attainment of their educational goals, including degrees and certificates, transfer, job placement and advancement, basic skills, and lifelong learning.

2. Develop and implement curricula that respond to student learning needs, changes in technology, transfer education, the economy, and the workplace. 

3. Foster a college environment, and strong connection to the community, that will attract and support a diverse and excellent faculty, staff and students. 

4. Provide a college environment that attracts and supports lifelong learners from our diverse community, increase enrollment, and increase success via access and retention. 

5. Continually update a flexible technology infrastructure and provide needed training. 

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Strategic Planning Procedure 2. Development of Planning

Assumptions

• Office of Research and Planning (ORP) provides research data

• Review of research by IVC Strategic Planning Steering Committee (SPSC) and Focus Groups

=>Development of Planning Assumptions by Focus Groups

• Definition Planning Assumptions: “Planning Assumptions carry policy implications. These implications become challenges, issues, and targets to which the college needs to respond through clearly prescribed master plan objectives. Therefore, the tasks beyond these planning assumptions include finalizing our Master Plan Objectives based on these planning assumptions.” (Cabrillo College Master Plan, 2004-2007)

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6 Categories of Planning Assumptions:

1. Demographics2. Economy and Employment3. Education Trends4. Social Trends5. Public Policies6. Technology

Each planning assumption contains coded information on the original data or information used by the IVC Strategic Planning Steering Committee (SPSC) and Focus Groups.

Example of coded information: D-S-3-2,4

• The first letter denotes one of the six planning categories indicated above. (E.g., D for Demographics, EC for Economy and Employment, ED for Education Trends).

• The second letter indicates one of the three levels of data/information sources: N for national, S for state and L for local.

• The digits before the last hyphen are the sequence of the data/information collected and archived by ORP (e.g., 3rd document collected).

• The last digits are the page numbers (e.g., pages 2 and 4).

=> D-S-3-2,4 means pages 2 and 4, in the third document collected from the State level for Demographics.

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Examples of Planning Assumptions:

1. (Student) Demographics

1. IVC enrollment will continue to grow but at a slightly lesser rate (22.1%, or approximately 3,300 students by year 2011) than the projected overall California Community college rate of 24% in the ten-year period from 2001 to 2011. [D-N-1-1/ D-N-2-1.]

2. Close to half (48% in fall 2003) of the student body are students age 18 – 25 (7,165 out of 14,872 in fall 2003) and their numbers have been growing by over 200 in the past four fall terms while other age groups remain flat in growth. [D-N-3-1 / D-L-1-12/ D-L-4-1 / P-N-15-1.]

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Examples of Planning Assumptions: 2. The Economy and Employment

1. There will be an increasing demand by students and employers for occupational programs, particularly in the healthcare field, offering certificates in specific skill sets, and relying on competency-based assessment. [EC-N-1-2/ EC-L-14,15,16/ EC-L-2-1,2,3.]

2. Occupations with the greatest projected growth in Orange County are a mixture of low-skill, low-wage jobs such as fast food service workers and cashiers and higher-skill, higher-wage jobs such as computer support specialists, software engineers and police officers. Computer Support Specialist is the fastest growing occupation, followed by Computer Software Engineers, Network and Computer Systems Administrators, and Special Education, Preschool, and Kindergarten teachers. Other high growth occupations include Carpenters, Human Service Assistants, Teachers, and Nurses. Demand significantly exceeds supply in many of the health occupations, particularly nursing, medical imaging, medical assisting, and dental hygiene. [EC-S-5-1,2,3,4/ EC-L-6-1.]

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Examples of Planning Assumptions:

3. Education Trends

1. There will be more demand by industry for course offerings in those subject areas experiencing the greatest job growth as listed in the trends for the economy. [EC-L-1-1-1,2,3/ ED-N-1-1.]

2. Course offerings should include a variety of distance learning opportunities. There will be an increased demand for distance learning. Distance education at IVC has experienced 36% growth between fall 2004 and fall 2005. [ED-N-4-1.]

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Examples of Planning Assumptions: 4. Public Policy

1. The dependability of future funding for community colleges is uncertain. [ED-N-3-1,2/ P-N-1-1/ P-S-1-1,2,3.]

2. For the foreseeable future, the entire college will be operating in a highly restrained fiscal environment which will impact workload and allocation of resources. [ED-N-3-1,2/ P-S-1-1,2,3.]

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Examples of Planning Assumptions:

5. Social Trends

1. Faculty and staff, as well as the general population, will continue to require opportunities for updating skills. [ED-L-4-1.]

2. The need for job training programs, skills certificates, and other programs with fewer general education requirements will increase. Those who have obtained these skills may seek opportunities for career development, general education and lifelong learning that can lead to higher levels of degree attainment. [EC-L-1-1-1,2,3/ EC-L-1-1,2,3.]

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Examples of Planning Assumptions: 6. Technology

1. Incoming students will be more computer literate and expect more from technology at IVC. [ED-N-5-1/ T-L-1-104.]

2. The Internet and other technologies will continue to have an increased role in education. [ED-N-10-1-35/ T-S-4-1.]

2. Technology-based course delivery in general will require increased resources. [T-N-7-1,2/ T-S-4-1.]

3. There is an increasing demand for online distance learning classes and off-campus classes. [T-N-7-1,2/ T-N-8-1.]

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Translation of planning assumptions into master plan objectives with clearly specified yearly targets.

Characteristics of Objectives:1) are set to attain IVC’s goals2) are time sensitive, and 3) are quantifiable.

Example of an objective derived from the goal “Basic Skill Improvement”:“Increase the % of students who enroll in basic skill courses and subsequently complete a sequential course successfully at least one level above their prior basic skill courses from 33.48% (baseline 2005-2006) to

35.70% in 2007-2008, 38.06% in 2008-2009, and 40.59% in 2009-2010.”

Strategic Planning Procedure 3. Development of Objectives

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1. Grouping of master plan objectives under each of the overarching and long standing goals of the college to foster goal attainment.

2. Development and accomplishment of strategies that specifically address the targets of the master plan objectives on a yearly basisto foster goal attainment.

Strategic Planning Procedure 3. Purpose of Objectives

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Definition Strategies:Strategies are the way/agents to achieve a specific objective. Strategies are affiliated with an department/office. An objective can be achieved by one or several strategies.

Characteristics of Strategies:1) are defined by the focus groups and specify (a) what, (b) where, and (c) when specific actions will be conducted to attain an objective.2) are effective for 1 year. Every strategy is evaluated at year’s end by responding to the question of: “Yes, the strategy has been executed.” or “No, the strategy hasn’t been executed.” If no, a brief explanation is needed. 3) are directly related to the budget. Each strategy proposal needs to include a check for one of two fiscal impacts: a) whether there is existing funding and staffing resources already built in, or b) whether additional funding is necessary.

Strategic Planning Procedure

4. Development of Strategies

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Characteristics of Strategies (cont.):4) need to have a rationale grounded in research and careful

deliberation. Even though strategies will appear in the IVC MP in their abbreviated form (i.e., simple statements), adequate documentation and careful argumentation is needed for proper understanding and application.

5) There is no minimum and maximum limit on the number of strategies each focus group will identify. Not all focus groups need to identify a strategy for every objective.

6) Some strategies only impact one’s own department/office, but others may require collaboration with other departments/office. Focus groups needs to determine the feasibility of each strategy from the perspective of the entire college and develop plans for collaborations for those strategies that require the involvement of multiple departments/offices or across components.

Strategic Planning Procedure

4. Development of Strategies

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5. The Hierarchy of Goals, Objectives & Strategies

Planning Assumptions

IVC Goals

Strategies

Objectives

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The Focus Group responsible for the strategies… 1)  reviews the research data, 2)  is aware of IVC’s goals and objectives, 3)  defines an initial set of strategies, 4)  determines timelines, responsible parties, and

lead person(s) to implement each strategy,5)  weighs the fiscal impact of each strategy, 6)  writes a rationale for the strategy, 7)  submits the strategies to the other focus groups

and Steering Committee for review, and 8)  revises the strategies if necessary.

6. Steps to Successfully Identifying and Writing

Strategies

7. Sample Graph of Objectives and Strategies

2007-2008

2008-2009

2009-2010

2010-2011

Obj. 2.2 Increase the percentage of high school graduates attending IVC within one year of graduation to

41.7% 42% 43% 44%

Analysis This objective measures the percentage of graduating seniors from local high schools attending IVC in the academic year following their graduation. Previous data can be found in California Community Colleges Management Information System High School of Origin Report, page 2. Strategies

for 2006-2007

Focus Group

proposing

Responsible

Parties

Lead Person

#1 Increase opportunities for communication and collaboration between K-12 faculty and students and IVC faculty, counselors and students (e.g., hosting a “Career and College Night”).

Outreach

group, Financial Aid, Deans

D. Sneed, D. Cox

#2 Identify course offerings appropriate for High school students and schedule them for appropriate time and sites.

#5:Enrollmen

t

Office of

Instructions,

Deans

D. White

The second objective under

Goal 2

Identified Strategies

Collaboration: who else will work on the

strategy

Text of the

Objective

Outcome Measures of Objective

Accountability: who is responsible

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Charge of Focus Group OneCharge of Focus Group OneAcademic Planning/Facilities/Educational Academic Planning/Facilities/Educational

Support/Technology PlanningSupport/Technology Planning

• Develop planning assumptions in any of these Develop planning assumptions in any of these areas.areas.

• Develop objectives and strategies as they emerge Develop objectives and strategies as they emerge from planning assumptions in any of these areas.from planning assumptions in any of these areas.

• Develop timeline and staff assignments for the Develop timeline and staff assignments for the completion of the derived strategies.completion of the derived strategies.

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Determine Key Performance Indicators for Institution Determine Key Performance Indicators for Institution with IVC’s researcher.with IVC’s researcher.

Analyze institutional data for these indicators. Analyze institutional data for these indicators.

Develop planning assumptions for institutional Develop planning assumptions for institutional effectiveness.effectiveness.

Derive realistic objectives and strategies for each of Derive realistic objectives and strategies for each of these Key Performance Indicators.these Key Performance Indicators.

Develop timeline and staff assignments for the Develop timeline and staff assignments for the completion of the derived strategies.completion of the derived strategies.

Charge of Focus Group TwoCharge of Focus Group TwoInstitutional EffectivenessInstitutional Effectiveness

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Develop planning assumptions for Develop planning assumptions for student success/access.student success/access.

Develop objectives and strategies as they Develop objectives and strategies as they emerge from planning assumptions in emerge from planning assumptions in any of these areas.any of these areas.

Develop timeline and staff assignments Develop timeline and staff assignments for the completion of these initiatives.for the completion of these initiatives.

Charge of Focus Group ThreeCharge of Focus Group ThreeStudent Success/AccessStudent Success/Access

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Develop planning assumptions for Resource and Develop planning assumptions for Resource and Budget Allocation.Budget Allocation.

Determine process for Resource and Budget Determine process for Resource and Budget Allocation for Strategic Plan.Allocation for Strategic Plan.

Design template for Resource and Budget Design template for Resource and Budget Allocation component of Strategic Plan. Allocation component of Strategic Plan.

Review of all other focus groups’ objectives and Review of all other focus groups’ objectives and strategies to determine resource and budgetary strategies to determine resource and budgetary needs for completion of all objectives and needs for completion of all objectives and strategies.strategies.

Set priorities in conjunction with the SPSC.Set priorities in conjunction with the SPSC.

Charge of Focus Group FourCharge of Focus Group FourResource and Budget PlanningResource and Budget Planning

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Develop planning assumptions for Enrollment Develop planning assumptions for Enrollment Management.Management.

Develop objectives and strategies for enrollment Develop objectives and strategies for enrollment management as they emerge from the planning management as they emerge from the planning assumptions.assumptions.

Formulate an Enrollment Plan.Formulate an Enrollment Plan.

Integrate Enrollment Plan with College Outreach Integrate Enrollment Plan with College Outreach and Recruitment, Marketing plans. and Recruitment, Marketing plans.

Develop timeline and staff assignments for the Develop timeline and staff assignments for the completion of the strategies.completion of the strategies.

Charge of Focus Group FiveCharge of Focus Group FiveEnrollment ManagementEnrollment Management

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Integration of Campus Committees

Instructional Council Institutional Technology

Committee Financial Advisory Committee Facilities/Safety Advisory

Committee

RESEARCH (e.g., INSTITUTIONAL

EFFECTIVENESSINDICATORS;

SWOT ANALYSES; CAMPUS SURVEYS).

STRATEGIC PLANNING STEERING COMMITTEE

(SPSC) & FOCUS GROUPS CHAIRS

SPSC

ALL FOCUS GROUPS

ALL FOCUS GROUPS

SPSCFOCUS GROUP ON BUDGETING AND

PLANNING

FOCUS GROUPS WITH SPSC & ORP

IVC MISSION

EVALUATION OF STRATEGIES, DEFINITON &IMPLEMENTATION OF SUBSEQUENT STRATEGIES

BUDGET & RESOURCE PLANNING

LONG-TERMCOLLEGE GOALS

DEVELOPMENT OF PLANNING

ASSUMPTIONS

DEVELOPMENT OF OBJECTIVES

DEVELOPMENT OF STRATEGIES

SPSC

ALL FOCUS GROUPS

Strategic Planning ModelACCREDITATION STANDARDS

OFFICE OF RESEARCH

& PLANNING (ORP)

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FEBRUARY-APRIL

2008

AUGUST-DEC2008

OCTOBER 2006

JULY2008

AUGUST-DECEMBER

2007

Strategic Planning TimelineS

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JANUARY2007

MARCH 2007

JULY2007

JANUARY2008

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Thank you for your attention.

Questions?