washington, dc august 2 – 5, 2015 - association of ... trustee power...trends in higher education...
TRANSCRIPT
Washington, DC August 2 – 5, 2015
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Facilitator & Staff • NARCISA POLONIO, ED.D.
Executive Vice President for Research, Education and Board Leadership Services
• CHRISTINA SAGE SIMONS Education Events Specialist
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Agenda Monday, August 3rd Boardmanship 101 Student Success 101 Trends in Higher Education Advocacy 101 Tuesday, August 4th Responsibilities of a Public
Official Operating Procedures Accreditation 101 Budget, Finances, and
Capital Projects Board/CEO Relationship
Wednesday, August 5th Building a Relationship with the
Media Robert’s Rules of Order
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Welcome Reception - History of Community Colleges Who are we?
Number of colleges Number of students State Systems Local Colleges Governing Boards Evolution of Community
Colleges Mission
What do we do?
Purpose Government Oversight Funding Population/community Programs Technology Workforce Social
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What Do You Know About Your College? • Enrollment? Full-time headcount? Part-time headcount? • Graduation Rate? • Current Budget? • Does your college have a reserve? How much is it? • Top academic program(s)? • % of students enrolled in remedial classes? • # of faculty members? # of adjunct faculty? • Size of your endowment?
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Impressions of My College 1) What has been the most important innovation in
community colleges that you have seen? 2) What has been the most problematic issue you have
seen for community colleges? 3) What has the potential for the greatest return for
community colleges? 4) What fad have you seen with community colleges,
something that sounds good, but probably won’t materialize to much?
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Impressions of My Community 1) What’s having the greatest impact on my community
right now? 2) How is the composition or makeup of my community
changing? 3) On the scale of 1-10, how would you rate the overall
happiness in your community?
http://opportunityindex.org/
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How Will Higher Education Change in the Next 5,10, or 20 Years?
- Trends - Impact on Future Membership - Impact on Services - Impact on the Business Model
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Business Model
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The Changing Academy: Future Focus • Accountability
• Focus on outcomes • Economic and labor market impacts • Performance-based funding • State and federal mandates
• Funding and Resources • Diversification • Public and private partnerships • Return on investment (ROI)
• Completion • Success pathways • Data informed • Integrated student support • Clearly defined expectations • Student responsibility
• Technology, MOOCs • Changing Demographics
• Student Body • Growing Hispanic population • Missing African-American male • Growing female population • Growing disparity between
traditional and adult learners • Community
• Declining tax base • Declining investment in
education • Leadership Transition
• Exodus of Presidents • Political Transition
• National, state, local
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Future Trends in Higher Education • Leadership Exodus
• Over 500 Presidents have retired or changed presidency in the last three years
• Workforce Training • High demand for precision manufacturing
• Public Funding • State support for HE has increased, but still below 2007 levels
• Enrollment Decline has Stabilized in Some States • Number of associate degrees granted is up significantly
• Performance Based Funding • Increase in Baccalaureate Conferring Institutions • Increasing Diversity
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Growth Projections • Florida approved Baccalaureate Conferral in 1997 • Florida Baccalaureate Community College Enrollment
from 2011 – 2012 • 25,389 students in baccalaureate programs • 23 of the 28 Florida community colleges now confer baccalaureate
degrees
Source:
www.accbd.org
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Why the Increase in Conferring Institutions? • Local Workforce Need
• BS in Energy Management • BAT in Technology
Management • Teacher Shortage
• BA in General Education • BS in Biology Secondary
Education • Local Need
• BS in Equine Studies • BAS in Agriculture
Management • Education Shortage
• BAS in Business Management
• Technological Revolution • BS in Technology • BAS in Applied Business &
Information Technology • Health Care Crisis
• BS in Nursing (BSN) • BS in Dental Hygiene • BAS in Cardiopulmonary Sciences
• Professional Credentialing • BAS in Paralegal Studies • BAS in Public Safety
Management
Source:
www.accbd.org
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Community College Presidents
Gender 2011 2006
Male 67.0 71.2
Female 33.0 28.8
Ethnicity 2011 2006
White 86.9 86.1
African American 5.3 4.9
Hispanic 5.0 6.1
Asian American 1.5 1.0
American Indian 0.6 0.4
Other-multiple race .7 1.5
American Council on Education, The American College President 2012
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Governing Boards 36 States have local governing or advisory boards
25 States have state-level community college boards ( in 15 states, the board have governance oversite)
26 States have appointed boards
13 States have elected boards
5 States have a combination of appointed and elected trustees
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National Data (1,688 trustees) Age of Trustee Respondents
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Trustee National Data - Race/Ethnicity
Ethnicity Number Percent (%) Caucasian 1389 78
African American 158 9 Hispanic/Latino 121 7
Asian/Pacific Islander 56 3 American Indian 17 1
Mixed Race 16 1 Other 17 1
Total 1774 100
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• What drives your interest in being a trustee? • What drives our interest in being a board?
Who are we?
What kind of super powers would you select? What kind of super hero do you want to be?
OR
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• If you had a choice would you select? • Option 1. ____to Fly
• Option 2. ___to be invisible
• Why?
Group Exercise:
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Where Do You Start? Boardmanship 101
Board Good standards Ethical guidelines Codes of behavior
The President
Strategic Planning and Tactical Execution
Leadership, Management, and Team Building
Communicating Effectively
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A Job Description for Individual Trustees • Possess a sincere desire to provide a public service
• Carryout the legal, ethical and moral obligations of a trustee
• Freely donate service and time to the College • Represent all the interests of the community and state
• Do not speak for the board
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The Role of Trustees Governance
• Leadership • Oversight • Challenge • Directs • Support • Protect • Advocate • Guide
Responsibilities
• Statutory • Fiduciary • Coordinating • Motivating
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Key Elements to Successful Trusteeship
• Your first interest is to help the College • You are in a position of trust • You are part of a team • You do not represent special interests • You appoint, evaluate and support the President • You want to learn and be informed • You work to ensure adequate funding for the College • Set goals and evaluate
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ACCT Standards of Good Practice
• Derives authority from the community and act as an advocate on behalf of the entire community
• Clearly define and articulate the role of the Board
• Create and maintain a spirit of true cooperation and a mutually supportive relationship with the President
• Strive to differentiate between external and internal processes in the exercise of its authority
• Engage in regular and ongoing process of in-service training and continuous improvement
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Continued… • Be prepared for each meeting and to debate
issues fully and openly • Vote your conscience and support the
decision or policy made • Exemplify ethical behavior and conduct that is
above reproach • Endeavor to always remain accountable to
the community • Honestly debate the issues affecting the
community and speak with one voice once a decision or policy is made
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The Board’s Role
• Governing the College on behalf of the community • Represent ownership of the community • Voice of the public - not volunteer helpers • Primary relationship is with the President • Wisely define vision, mission, expectations and
standards • Establish reporting framework to ensure legal and
ethical conduct and compliance
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Characteristics of a Great Board
• Clear board goals and values • How do students benefit from this decision? • Common voice to key questions • Why do we care? Why do we exist? What is our dream?
How do we behave? What are we willing to risk? • Live by a strong Code of Ethics • Clear role of board chairperson, strong board/CEO
relationship • Clear role of individuals trustees • Participate in professional development
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The Role of the Board: Guiding Principles
• Vision - College success • Mission – Core purpose and quality considerations • Promotion of public trust – Advocating for the College • Common good • Special interests • Open meetings • Open communication • Conflict of interest/personal gain • Accountability • Glossary of Terms
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A Job Description for the Board
• Meet legal requirements Should be representative of community Demonstrate commitment and unity in
carrying out the mission of the College Identify new and emerging educational
and social needs of the country Strive for quality
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A Job Description for the Board
Employ a competent President Draft position description for President Evaluate and support the President Support efforts to obtain financial
support Bring about meaningful change and
viable educational programs Channel all problems through the
President
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A Job Description for the Board
Set policies and hold Presidents accountable for their implementation
Follow legal requirements Participate in self-evaluation Participate in training for new trustees Provide opportunities for audience
participation Review long range planning Review and update written policies
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The Eight Principles of Effective Board Leadership
1. The chair as an effective leader: Roles & Responsibilities 2. The right chemistry and being productive: Chair/trustee &
CEO relationship 3. Leading by example: Running effective meetings 4. Building trust and demonstrating integrity: Code of Ethics 5. Being consistent: By-laws, procedures, & planning 6. Big picture focus: Evaluation & self-assessment 7. The importance of debates: Controversial issues 8. Team Building: The role of the executive committee
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Hallmarks of an Effective Board
Clarifies roles and responsibilities Focuses time and attention on important issues Structures board work to get important things done Thinks strategically about board composition Uses evaluation to learn rather than criticize Has confidence to take risks Cultivates constructive relationships with staff Values open and honest communication Works together as an effective corporate unit
Excerpted from the BoardSource
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Effective Governance in the 21st
Century
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Effective Governance in the 21st Century
•Understanding student success and completion
•Relevance for trustees
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Manage your fear
Walk across the street
Go into the right building
Talk to the right person
Overcome your fear
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What Keeps the President Awake at Night
• The Completion Agenda • Fiduciary Responsibilities • Accreditation • Funding
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Student Success in Community Colleges: Why Now?
• National Challenges • 16th place in the world– Ranking of the US in college degree completion
(among 25-34- year-olds). • By 2018, nearly 2/3 of jobs in the US will require a post-secondary
certificate or degree. • Since1980, the US has underproduced graduates with postsecondary
skills. • Shift to a knowledge-based economy. • An additional 15-20 million highly-skilled workers will be needed between
now and 2025 to replace the retiring workforce. • State Challenges
• Decline in resources • Multiple demands for public resources • Increased need for accountability in educational investments
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Student Success in Community Colleges: Why now?
• Community Colleges • Serve 13 million students (credit and noncredit). • 1.6 Million additional students over the past decade.
• Institutional Challenges • Funding • Increase demands on student outcomes
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Student Success in Community Colleges: Why now?
• Student Profile • Community college students face more barriers than
their 4 -year college and university counterparts.
• 46% of students who enter community college with the goal of earning a degree or certificate achieve the goal
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Why Trustees Need to Provide Leadership to Student Success?
• Board of trustees represent the community • Trustee’s primary interest to serve the community
and students • Represent the public interest and public trust of
the community • Stewards of the mission • Fiduciary responsibility: financial and academic
quality
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Student Success 101
Dr. Julie Johnson, Vice President of Strategy, Complete College America, DC
11:15 a.m. – 12:15 p.m.
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Setting the Stage: Heightened Calls for Student Equity, Success, and Completion
• Access and Success
• The Quest for a Model
Leadership, Climate, Systems, and Unrelenting Focus
Board Roles and Responsibilities to Increase Student Success
• Learning How Boards Can Make a Difference
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GISS experience - National • Over 800 trustees, representing over 120 governing boards and 150 community colleges in 9 states have participated in the GISS
• Participating states include: Texas, Ohio, Washington, West Virginia, New Jersey, Nebraska, California, Illinois, Oregon, Arizona (new partnerships with tribal colleges and in FL have also been established w/institutes scheduled to take place in October, 2015)
• More than 1,000 trustees have completed the student success-related board self-assessment
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www.governance-institute.org/toolkit
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www.governance-institute.org/toolkit
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Trends in Higher Education – Another Perception
Scott Jaschik, Editor, Inside Higher Ed, DC
1:30 p.m. – 2:30 p.m.
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What Trustees Need to Know About Advocacy
Jee Hang Lee, Vice President for Public Policy and External Relations, ACCT, DC How can you get involved on the national level? What are the priorities for increasing college funding?
• ACCT’s New Publication: The Trustees’ Role in Effective Advocacy: Engaging in Citizen Action to Advance Educational Opportunities in Your Community
2:45 pm – 3:45 pm
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Tuesday, August 4th
Gaining Acceptance and Becoming an Effective Voice • Best Practices for Integrating New Trustees
• Responsibilities of a Public Official • Operating Procedures
8:30 a.m. – 10:30 a.m.
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• Orientation • About the Board • About the College • Training and
development opportunities
• Focus on current and future needs
Context • Trust • Cooperation • Respect each other • Know the rules • Support the administration
• Respect all associated with the College
What are best practices for integrating new trustees?
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• Should involve all of the Board
• Calendar of important events
• Job description • By-laws review • Board policy review • Review of procedures and/or Robert’s Rules
• All trustees benefit from a refresher
• Representing the community
• Focus on student success and completion
Orientation – Best Practices
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• Public acknowledgement • Ceremony • Press release • Plaque or certificate • Commemorative award • ACCT History book
• Public record of service • Photograph display of
former members of the board
• Historical documentation
How do you acknowledge the service of trustees rotating off the board?
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Choices, Techniques and Tools
Consent Agenda Policy Governance Ethics Trustee Handbook Policy Manual
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Tips
Knowledge is power don't abuse it Avoid giving orders to staff that work for the
President Don't surprise anyone, be transparent Defer to the board as a whole if possible Don't waste staff time and college money Remember you serve the students and the
stakeholders Apply good conduct of meeting practices
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The Chair as an Effective Leader
• What is the role of the Chair? • Job description
• The Chair’s Tool Kit • What works and what does not work! • Attributes and attitudes
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How the Chair Prepares and Responds
• Skills of an Effective Board Chair • Board Chair Job Description • Vice Chair • Committee Job Description • Board Member Job Description • Board Secretary Job Description
(Source: Adapted from BoardSource)
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Job Description for Committee Chairs
Provide quality leadership. Stick to the topic (if you are finance stay out of personnel matters). Keep all members of the board informed (keep minutes, circulate to entire board). Keep committee members on task and out of administrative matters. Vote or not to vote? Comply with sunshine laws. Be brief when reporting to the whole board.
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Role of the Chairs of Committees ~ Running an Effective Committee Meeting
Point of Perspective: The Chair of the committee is entrusted with assuring effective preparation of items to come before the board for action, discussion or information.
Make the best use of the committee’s time and talent:
1. Participative but effective (maintain both order and open discussion)
2. Create a positive and welcoming atmosphere 3. Review agenda, schedule and needed information with
the president or designated staff
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Continued…
4. Conduct the flow of business 5. Assure that the committee has the information
needed to conduct its business on behalf of the board
6. Prepare appropriate reports and recommendations for presentation to the full board
7. Assure that the committee operates well within the parameters of the state’s open meetings law
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How Do You Run Your Board Meetings? • Are your rules and procedures clear to everyone? • Are the purposes of your meetings accomplished in an effective and efficient manner?
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What are The Goals? 1. Set the right tone 2. Create effective agendas 3. Have sound meeting
practices 4. Hear from the public 5. Follow the ground rules 6. Reports from committees 7. Reflect financial and
fiduciary responsibilities
8. Foster substantive
policy discussions/debate and appropriate actions
9. Represent the college in the public’s eyes
10. Reflect the mission of the college!
The Role of the Board is to Govern, NOT Manage the College, by:
1
• Conducting the business of the governing board
2 • Establishing policy
3 • Running effective meetings to achieve that
objective
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Effective Boards Reflect these Standards During a Meeting
• Act as a unit • Represent the common
good • Set the policy direction • Employ, evaluate and
support the chief executive
• Define policy standards for college operations
• Create a positive climate
• Monitor performance • Support and advocates
the college • Lead as a thoughtful,
educated team
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Who Reports and Participates in the Board Meeting? • The College president or chancellor • The College’s attorney • The College’s auditor It depends??
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Define and Delegate Roles
• Ends (Results) • Board is responsible to affirm on behalf of ownership
• Staff works towards ends
• Means (Activities) • Staff responsible to determine • Board establishes limits
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The Sunshine Act
• A US law passed in 1976, which affects the operations of legally constituted federal and public bodies.
• One of a number of Freedom of Information Acts, intended to create greater transparency in government.
• Provides, with ten specified exemptions, that 'every portion of every meeting of an agency shall be open to public observation’.
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Open Meetings Act or Public Record Laws
State laws requiring certain meetings of certain public bodies to be open to the public and to require notice and the keeping of minutes of meetings;
• to provide for enforcement; • to provide for invalidation of governmental decisions under certain
circumstances; • to provide penalties; and • to repeal certain acts and parts of acts.
For example: In CA, the Brown Act, governs activities of state and municipal meetings, including when to post agendas, and minutes of meetings involving the public’s business.
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By-laws
• The Bylaws of the Board are written by the Board for the purposes of internal management of the Board and all Board activities.
• It identifies the college, defines the board’s authority and outlines board procedures.
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Organizational Models for Decision Making
1. Committee structure 2. Board as a Whole 3. Policy Governance© John Carver’s model
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Committee structure
Generally for large boards. Does your board function this way? Typical committees:
• Finance • Capital projects • Personnel • Student services • Academic affairs The
Board
Trustee Committee
A
Trustee Committee
B Trustee
Committee C
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Board as a Whole
• Does your board do the work as a collective whole?
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Policy Governance© Boards
A model of governance developed by John Carver as a specific set of board-management concepts and principles.
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Policy Governance © Boards • Act as a unit • Represent the “ownership” of the college • Define decisions and directions in policy • Delegate authority through policy • Begin with broad policy statements, then narrow the
focus • Define vision and goals as “ends” • Establish limits for “means” in policy • Define governing processes and standards • Monitor performance against policy criteria
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Policy Governance® Traditional Board as a Whole
Policy Categories Four categories reflect board role Categories reflect college structure
All policies reflect college structure
Goals Define outcomes for students & community
May be strategic goals, stewardship or fiduciary responsibilities, or state/federal mandates
May be strategic goals, stewardship or fiduciary responsibilities, or state/federal mandates
Policy making Board develops; start with broad values Usually recommended by president
Usually recommended by president
Operational policies Proscriptive (sets limits; states what “not to do”)
Prescriptive; states what should be done
Prescriptive; states what should be done
Community Links Job #1 of board Shared responsibility Shared responsibility
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Board
Chancellor/President
Academic Affairs Student Affairs Administration/Finance External Affairs
Policy Governance® Model
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Board
Finance/Audit/Physical Plant Committee
Academic Affairs Committee Chancellor/President Student Affairs
Committee Advocacy Committee
Traditional Model
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Board as a Whole Model
Board
Legal Firm
Chancellor/President
Auditing Firm
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Control No Control
• Knowledge & information • Environment • Compensation • Planning & safeguards • Financial management • Fundraising • Other
• Health • Tragedy or death • Funding • Competition • Personal priorities • Other
What Can the Board Control?
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What Trustees Need to Know About Accreditation
Dr. Judith Eaton, President, Council of Higher Education Accreditation, DC
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Understanding the Budget, Financial Documents and Capital Projects
Brad Young, CFP/CTFA, President & CEO Maryland Financial Planners, Ltd., Former Trustee, Frederick Community College, MD
1:00 p.m. – 2:00 p.m.
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Financial Analysis in Higher Education • What is the institution’s mission? • What is your institution’s sources of revenue? • How and when should you get reports? • What should you be concerned about? • What is the overall level of financial health? • Is your institution prepared for a rainy day? Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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How Do You Get Started? • Ask, how and when do I get reports? • Find out, If you have questions, which staff do you ask? • Spend some time with a seasoned trustee • Spend some time with the CFO
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What Do I Need to Know? • Understand your funding sources • Understand the basic financial statements • Read the college’s last Audit Statement • From Balance Sheet
• Operating Revenue • Where from? Changes?
• Operating Expenses • Where from? Changes?
• Deferred Liabilities • Retirement benefits and promised benefits
• Capital Budget • By project
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Why Look at Financial Data? • Assesses the financial health of an institution – Readily available on financial statements • Provides quantifiable measures • Enables benchmarking against peers • Meets requirements for debt covenants • Communicates the financial health of the institution
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Rating Agencies Approach Rating Agencies Moody’s, Standard & Poor's, Fitch • Outside look at how your college is doing – Focuses on the long‐term – Level and predictability of cash flow – Reasonably adverse scenarios – “Seeing through” local accounting practices
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What do Agencies Look At? • Unrestricted net assets to debt
Measures coverage of debt
• Total Financial Resources to debt Measures coverage of debt by total financial resources
• Debt per student Compares debt to the size of student body
• Total Financial Resources per Student Compares financial resources to the size of student
body
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Primary Reserve Ratio Are resources sufficient and flexible enough to support the mission? • expendable resources divided by total expenses + unrestricted net assets + temporarily restricted net assets ‐ property, plant and equipment, net of depreciation + long term debt ÷ total expenses Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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Sample Ratios Primary Reserve Ratio • Measures the sufficiency and flexibility of resources – Not all equity accounts have the same availability • Compares expendable net assets to total expenses – Liquid assets that are available directly • Measures period that expenses could be covered without
generating additional resources – Not dependent on current operating results in the short-term – Decreasing ratio may indicate a weakening financial condition Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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Primary Reserve Ratio • Typical financial characteristics for healthy institutions – Internal cash flow to meet short‐term cash needs – Maintain a reasonable level of facilities maintenance – Able to manage unforeseen adverse financial events • Well‐positioned to support strategic initiatives
Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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Net Operating Revenues Ratio • Positive ratio indicates surplus – Larger the number indicates stronger financial operating performance for the year – Also could be under investing in objectives, short term perspective • Negative ratio indicates deficit – Structural deficit, actions impacting programs required – Temporary, investing in objectives, 3‐5 year projection indicates a positive number Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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Net Operating Revenues Ratio • Recommended target would be the 2% ‐ 4% range – Institution is living within its means – Investing in the mission – Maintaining a reserve for adverse economic conditions Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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In Conclusion • Know your college! • Understand basic financial statements • Ask Questions! • Understand what is important and what is not! • Advocate, Advocate, Advocate!
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Resources • Strategic Financial Analysis in Higher Education:
dentifying, Measuring & Reporting Financial Risks (Seventh Edition) ‐ KPMG LLP; Prager, Sealy & Co., LLC; Attain LLC
• NACUBO Distance Learning – “Ratios That Really Work for You”
• Presentation & Analysis of Financial Management
Information, 2nd Edition by Jay Kenton
Adopted from Laurie Stickelmaier-Vice President for Finance and Business/Treasurer, The College of Wooster Charles Tegen – Comptroller, Clemson University
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Fiduciary Responsibility of the Board of Trustees • Set Compensation Policy
• Set Purchasing Policy
• Periodically Monitor Fiscal Progress
• Revenues Received
• Expenditures Spent and Encumbered
• Cash Balances
Review Financial Metrics
• Guide and Monitor the Annual Audit
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Sample Financial Metrics
• Balanced Budget • Percentage and Trends of: • Student Support • Governmental Support • College Generated Revenue • Percentage and Trends of: • Compensation Expenditures • Instructional and Academic Support • Student Support
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Audit as the Report Card
• External Auditor reports to the Board • Board can determine selection process and identify special areas of concern
• The Auditor will sample: • Compliance with Board Policies • Compliance with State and Federal Regulations • Internal Financial Controls • Information Technology Controls
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The Board-CEO Relationship • Examine the board-president relationship especially as it
relates to community college governance. • How Board self-assessment and presidential evaluation
can maintain healthy board and president relationships.
2:30 p.m. – 3:30 p.m.
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What the CEO Owes the Board
Valid credentials High energy and strong spirit Honesty and integrity Sound advice A passion for the enterprise Action that faithfully carries out the board’s will Loyalty and respect
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What the Board Owes the CEO
Devotion to the college mission Willingness to fight for resources Cohesiveness as a board Disinterest in the nitty-gritty Support and trust
(adapted from John Anderson)
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Board/CEO Relationship
• Be clear about expectations
• Evaluate
• Understand the difference between policy and operations
• Work with a spirit of harmony and cooperation
• Refer complaints to the CEO
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What New Trustees Need to Know: Look to the Future
• What is the Board’s role in strategic planning? • What is the Board’s role in growing the enrollment?
• What is the Board’s role in setting accountability standards?
• Outcome assessment/student success/Quality?
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REVIEW OF LESSONS LEARNED
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What Trustees Need to Know About the Media
Ian Wilhelm, Senior Editor, The Chronicle of
Higher Education, DC
http://chronicle.com/section/Home/5/
9:00 a.m. – 10:00 a.m.
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Who is Interested in Higher Ed?
• National • State • Local
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Relevant Issues Happening in the Media
• “Lone Ranger” Syndrome •Bad Judgment
•Gun Control – Security on Campus
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Brief Overview
The Chronicle of Higher Education
http://chronicle.com/section/Home/5/
• What are the ways that trustees can access the Chronicle?
112
Lessons Key Messages – 2 or 3 points Clear & Concise – You are always on record Know the facts Stay relaxed Use resources from your college Coordinate with the President and/or Chair Don’t sweat the small stuff Don’t hurt students
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Crisis Communication • When responding to a crisis, speed, accuracy,
thoroughness, and consistency are vital in ensuring an organization’s credibility.
Sometimes, during a crisis this credibility is crucial to the college’s long-term survival
•
114
During a crisis, an organization must speak with One Voice. This is a consistent message, regardless of who is speaking
with the media or other publics
One Voice
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Most crises cannot be predicted!
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During some crises, reporters will try to ‘Divide and Conquer’, contacting multiple staff and/or trustees to try and obtain conflicting messages
Consistent Message 117
Initial Assessment and Response • As appropriate, local and/or state government officials,
business leaders and other community residents may be advised of the situation before speaking with the media
• A response must be crafted that is proportionate to the situation and not an over-reaction
• A response must fit within federal, state and institutional
privacy guidelines/laws
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Key Messages
• As a publicly funded institution of higher learning, the college must be proactive in responding to a crisis. Failure to be proactive, rather than reactive, could have devastating consequences
• The level of response must be appropriate to the level and type of crisis. Overreacting can be damaging
• Always be aware of privacy issues
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Key Messages • Identify the type of crisis and develop a full
understanding of its cause(s) • What is being done to resolve the situation? • Respond in an appropriate way
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The college should maintain a positive working relationship with the media and elected officials throughout the year.
A crisis is not the time to develop a relationship with reporters, editors, or funding sources.
Relationships 121
PARLIAMENTARY PROCEDURES AND ROBERT’S RULES OF ORDER
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What is Parliamentary Procedure?
The commonly accepted way in which a group of people come together, present and discuss possible courses of action, and make decisions.
Parliamentary procedure is most correctly defined as parliamentary law in combination with the rules of order adopted by an organization.
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What is Applicable to Community Colleges?
1. Statutory guidelines 2. The law of the state 3. How the board chooses to organize itself?
• Parliamentary procedures • Roberts Rules
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What is Applicable to the Running of a Community College Board Meeting?
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The Board of Trustees is NOT a Large Assembly
• Typical boards are more likely to consist of 5, 9, 11 or 13 members
Differentiation • It is a business meeting – NOT an assembly meeting
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An Example: The Chair’s Role
• In parliamentary procedures: • the Chair does not vote unless there is a tie.
• In board of trustees’ governance: • the Chair has a legal responsibility to execute his/her right to vote
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Parliamentary Law
Rules of the game of democracy. Rules that govern procedures by which civil and
criminal laws are made and adopted. Rules and customs that govern deliberative and
decision-making assemblies and organizations.
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Rules of Order
• Refers to written rules of parliamentary procedure formally adopted by a group of people or by an organization.
• Relates to the orderly transaction of business in meetings
and to the duties of officers in facilitating the conduct of business.
• Helps ensure that the organization functions smoothly and
that questions about procedure can be resolved quickly and fairly.
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Objectives of Parliamentary Procedure
• Establishes the purpose and structure of organizations;
• Defines membership classifications, rights, and obligations; and
• Defines rules and procedures for conducting business.
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Principles of Parliamentary Procedure Based upon: the will of the majority; the right of the minority to be heard; protection of the rights of absentees; courtesy and justice for all; and consideration of one subject at a time.
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Rules that Govern an Organization
Federal, state, and local laws Articles of Incorporation Bylaws Special rules of order Standing rules Parliamentary authority Custom
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Parliamentary Authority
Most common is the current edition of Robert’s Rules of Order Newly Revised.
• Beware of imposters! Other recognized PAs:
• The Standard Code (Sturgis) • Demeter’s • Mason’s Manual
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Why Adopt a Parliamentary Authority?
• No need for an organization to list in its own governing documents each and every aspect of the conduct of business and duties of officers in
connection to that business.
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The Role of the Chair
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Before the Meeting • Be prepared!
• Have necessary documents: bylaws, rules, etc. • Have a written agenda and script • Know parliamentary procedure
• Anticipate sticky issues if possible (Special scripts) • Know your responsibilities and duties • Practice!
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During the Meeting Be impartial
Preside to benefit the assembly, not yourself
Know the rights of the chair
• Chair’s rights in debate • Chair’s rights in voting
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Do not respond to debate
• Preside, don’t explain (debate) • Chair answers all parliamentary questions • Chair rules on all parliamentary issues • No personal opinions
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Start on time Follow your agenda Be objective; facilitate Encourage participation Keep the meeting on track Close with unifying items Adjourn on time
Tips for Effective Meetings
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The Gavel Symbol of authority Tap once to open a meeting Tap twice to close a meeting Series of light taps to secure order Use a gavel block
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Parliamentary Basics
Motions
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Types of Motions
Main motions • Introduce a new idea or subject
Subsidiary motions • Changes the idea or deals with handling it
Privileged motions • Urgent situations relating to the meeting
Incidental motions • Questions or actions on procedures
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Questions Relating to Motions
Is it in order? Can the speaker be interrupted? Is a second needed? Is it debatable? Can it be amended? What vote is needed? Can it be reconsidered?
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How to Handle a Motion A member makes a motion Another member seconds the motion The chair states the motion Members debate the motion The chair puts the question to a vote The chair announces the result of the vote
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Thirteen Ranking Motions
Fix the time to Which to Adjourn Adjourn Recess Raise a Question of Privilege Call for Orders of the Day Lay on the Table
Previous question (Close debate) Limit or Extend Debate Postpone to a Certain Time Commit (or Refer) Amend Postpone Indefinitely Main Motion
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Incidental Motions
• Related to the current business in such a way that it must be decided before that business can proceed. • Point of order • Point of information • Parliamentary inquiry • Division of the question • Division of the assembly • Close nominations
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Motions that “bring back” a Question
Take from the table Rescind or Amend something previously adopted (know
the voting requirement) Discharge a committee Reconsider
• Motion may only be made by one who voted on the prevailing side
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Working Lunch
• Planning and Next Steps • Strategies and Conclusion • Time for your feedback • Next steps
• Web page support • Complete the Evaluation!
12:00 p.m. – 1:00 p.m.
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SAFE TRAVELS!
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Risk & Crisis Management Responsibilities The governing board has the responsibility to protect the college by promoting: The right policies Having safeguards in place Determining readiness of the administration Sustaining a culture of preparedness Lessen impact Strengthen response
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Do you have? • Emergency testing and response plans • Evacuation and notification protocols • Communication systems
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Changes over the last decade What is the effect?
Fear of terrorism The internet Mobile phones Social media Increased natural disasters Pattern of aggressive
behavior Guns/Shootings on
campuses Exploitation/Sensationalis
Higher expectations of the community Litigious society
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Examples of College Crises
Crime on campus – assault, death Natural disasters Financial incompetence,
embezzlement Campus demonstration Suicide Bomb threat Criminal or sexual
misconduct Off-campus crisis
associated with the college/student Cyber attack
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Policy Action Agenda: Strategic Goals 1. Reaffirm the mission of the college and its commitment
to ensure access, success, and equity for all students, while affirming that quality must undergird all credentials granted by the institution.
2. Ensure that the institutional strategic plan gives priority to student success and equity and aligns the institutional budget with student success goals.
3. Request and endorse a completion agenda framework for your institution, including consistent and comparable definitions for completion and student success such as those included in the Voluntary Framework of Accountability, to ensure uniformity and quality.
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Policy Action Agenda: Partnerships
4. Strengthen partnerships with colleges and
universities and PreK-12 systems, particularly in the areas of articulation, assessment, placement, and college readiness.
5. Engage employers, workforce boards, and community organizations to ensure the value of associate degrees and certificates and their relevance to local and regional labor markets.
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Policy Action Agenda: Measurements and Metrics
6. Commit to track all entering student cohorts for at least five years and examine cohort data to determine the effectiveness of developmental education and other programs.
7. Ensure that metrics for institutional performance and student success incorporate employment and wage data for college completers.
8. Require that measures of student success be prominently featured in periodic institutional reports to the board.
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Policy Action Agenda: Measurements and Metrics (cont’d) 9. Invest in building institutional capacity for data- and
evidenced-informed work, including development of data systems and institutional research.
10.Align board self-evaluation and president/CEO evaluation with defined student success measures.
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Policy Action Agenda: Board Priorities 11. Ensure that the institutional budget clearly reflects
priority placed on improvement in student success and college completion.
12.Through Board policy and strategic direction, provide support for the CEO to lead courageous and transformational work focused on student success.
13.Establish regular opportunities for the board to engage in meaningful, data-informed discussions about priorities and progress on the college’s student success agenda.
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Policy Action Agenda: Board Priorities (cont’d)
14. Invest in implementation of evidence-based educational pathways for students, regardless of their level of college readiness upon entry.
15. Upon recommendation by the CEO, adopt student success policies and support practices at scale, including practicing that can lead to transformational change in college orientation, academic skills assessment, course placement, educational planning, early academic alert systems, and other evidence-based interventions.
16. Commit to ongoing professional development for the board.
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Board Self-Assessment Presidential Evaluation
• Conducting a presidential evaluation • Board self-assessment • Resources available at www.acct.org
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Presidential Evaluation Why do many boards find it difficult to conduct the president’s evaluation?
• Not the typical subordinate-supervisor relationship • Level of complexity of the relationship • It is easy to avoid • Other priorities • Lack of agreement and process
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Board Self-Assessment Criteria
• Board organization • Community involvement • Board/CEO relationship • Board behavior • Advocacy
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Board Self-Assessment
Why should the board engage in self-assessment?
• Continuous improvement • Strengthens communication • Sets an example for the institution • Available resources
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Presidential Evaluation The Rewards!
• Set goals and priorities • Enhance knowledge of the institution • Commitment to nurture and support • Focus on expectations and outcomes • Respect and improved communication • Ownership and pride in the process • Greater trust and respect
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