G. What is Strategic Planning? Achieving shared vision ..

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Strategic PlanningLearning Outcomes Workshop

• September 26, 2002

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What is Strategic Planning?

• Achieving shared vision
• Intentional goal setting with measurable outcomes
• Conscious of context and resources
• Dynamic-neither orchestra nor jam band but a jazz
  combo consisting of a main theme with improv
• Used to develop action plans where units detail
  how they will attain specific goals

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Action Plan Uses

• Bird cage liner
• No! An unused plan is a waste of time and trees!
• Use for overlapping planning cycles to avoid
  redundancy and last minute effort
• Part of Educational Master Plan (6 yr cycle)
• For Accreditation Self-Study (6 yr cycle)
• Program Review (4 yr cycle)
• Funding (annual)
• One continuously revised action plan does all
  this and it wont scratch!

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Why should we do Strategic Planning?

• Because Marty says so
• Because WASC says so
• Because a good strategic plan can result in
  better programs and services for students
• To avoid redundancy

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What Strategic Planning model do you use?

• Military
• Invented strategic planning in hierarchal context
  
• Business
• Used strategic planning off and on since the
  1950s
• SWOT, align internal practice within external
  context
• Ansoffs gap analysis (difference between current
  and desired situation) and synergistic strategies
  (225)
• Porters 5 forces new competitors, substitutes,
  buyers, suppliers, existing competitors
• TQM focuses on inputs, processes, component
  products, outputs, client satisfaction Do it
  right the first time

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Another Business Fad?
THINK
THINK
THINK
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Strategic Planning in Higher Ed

• Key differences
• Hierarchy is not as rigid and requires a more
  participatory approach
• Ultimate goal is enhancing human potential
• Students arent quite customers
• Offerings arent entirely demand driven (if it
  were, would we have algebra!?)
• Reward system in education not based on promotion
• Outcomes can be less tangible

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Planning Steps

• Vision
• Mission Statement and Values
• Assessment
• Evaluate past plan success and failures
• Review external and internal data and reports
• Benchmarkinghow do we do compared to others?
• Objectives and Outcome Measures
• Action Plans with roles, responsibilities,
  timelines, required resources
• Evaluation Plan
• Re-assess

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Collaboration

• Planning is a group effort
• Please make comments and suggestions on
  formatting, speling, clarity, and content
• Current Strategic Plan is a draft and with your
  help will become finalized

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NOAA Strategic Plan Example
1.0 Deliver Better Products and Services 1.1
Expand and improve the existing weather, water,
and climate product and service line 1.1.1
Increase the accuracy and timeliness of NWS
warnings. Performance Measure Reduce the
national average tornado warning false alarm rate
from 0.80 (1998) to 0.69 or lower and increase
the probability of detection from 0.64 (1998) to
0.73 or higher and the lead time from 11 minutes
(1998) to 13 minutes (2005).
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Draft Strategic Plan Format
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Scoping/Environmental Scanning

• Reviewing External Trends
• Census
• Department of Finance
• Department of Education
• Analyzing Internal Data
• Research Website
• Surveys
• Leads both to objectives and obtainable measures

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Fall 2001 Age by Gender of Non JPA Students
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Selecting Measurable Outcomes

• Students will reflect the community
• or
• Student ethnic proportions will not be
  significantly different from those of district
  residents aged 18 and over

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Selecting Measurable Outcomes

• Students will do better in math
• or
• Success rates in all math classes will be at or
  above the state average by 2005
• or
• Computational post-test skills scores for
  intermediate algebra students will increase by 5
  over the 2003 baseline by 2007

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Measurable Outcome Examples

• Success Rates
• Retention Rates
• Persistence Rates
• Award Rates
• Transfer Rates
• Population Participation Rates
• Congruency Between Student and Graduates
• Student Satisfaction
• Exit Test Scores
• Learning Outcomes Measures

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Congruency
Note that differences are not always significant
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Benchmarking with a Rate
Average Change 0.4 per year R2 0.54 p
0.04
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Congruency for Special Population with Rates at
Program Level 01-02 Success Rates in English
None of these differences are statistically
significant
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Absolute numbers with no comparison
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So what are Learning Outcomes and How do I make
an Action PlanandWhen do I have to have this
done andWho do I give it to?
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What Are Learning Outcomes?

• Learning outcomes are statements that specify
  what learners will know or be able to do as a
  result of a learning activity.
• Outcomes are usually expressed as
• Knowledge
• Skills
• Attitudes

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Learning Outcomes

• Provide direction in the planning of a learning
  activity. They help to
• Focus on learners behavior that is to be
  changed.
• Identify specifically what should be learned.
• Convey to learners exactly what is to be
  accomplished.
• Serve as guidelines for content, instruction, and
  evaluation.

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Outcomes

• Are based on your
• Mission
• Vision
• Values
• Goals

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GavilanMission Statement

• In an environment that nurtures creativity and
  intellectual curiosity, Gavilan College serves
  the community by providing a high quality
  learning experience which prepares students for
  transfer, technical and public service careers,
  life-long learning, and participation in a
  diverse global society.

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Values, Objectives Measures

• We value excellence in and promotion of
  comprehensive programs, services, and activities.
• Because we value excellence, our objective is to
  develop learning outcomes and measures at the
  services and program level.
• The measure we will use to determine whether we
  have met our objective is that students will
  demonstrate their learning in all programs
  according to institutional learning outcomes.

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Learning Outcomes
flow from an identified need, that is the gap
between an existing condition (what students can
do or know) and a desired condition (what
students should be able to do or know).
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Distinguishing Characteristics of Good Learning
Outcomes

• The specified action by the learners must be
• Observable
• Measurable
• Performed by the learners

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Effective Learning Outcomes

• Are measurable not always easily measurable,
  but measurable!
• Are measurable now. That is, there are
  sufficient opportunities in the curriculum for
  the student to demonstrate the desired knowledge,
  skills, or attitudes.

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To Write Good Learning Outcomes

• Know who your audience is
• Clearly state what action they are to take
• Identify the result that must come from their
  action

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Poor Learning Outcomes Statements

• Students will understand the reasons for the Gulf
  War.
• Students will appreciate Cubism.
• Students will learn the importance of good
  nutritional habits.
• How are these objectives observable?
• How are these objectives measurable?
• What are students supposed to do as a result?

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Learning Outcomes Example 1

• Students will learn the importance of good
  nutritional habits.
• Students will be able to identify five major
  diseases that are caused by poor nutrition and
  explain how they can be avoided.

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Learning Outcomes Example 2

• Students will appreciate Cubism.
• Students will be able to name the distinguishing
  characteristics of the Cubism movement and
  describe its impact on 20th century art.

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Learning Outcomes Example 3

• Students will understand the reasons for the Gulf
  War.
• Students will identify and analyze in writing the
  social, political and economic reasons for the
  Gulf War.

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One Outcome per Statement!

• The number of students enrolled will increase.
  The participation rate of all district high
  schools will improve.
• Not specific Increase by ? or number. Improve
  by ?
• Two different objectives.
• Two different outcomes.
• Two different measures.

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The Importance of Action Verbs

• The verb chosen for the outcome statement should
  be an action verb that results in overt behavior
  that can be observed and measured
• Compile Arrange Classify
• Analyze Identify Operate
• Design Solve Write
• Apply Differentiate Calculate
• Demonstrate Formulate Compose
• Explain Predict Assess
• Compare Estimate Critique

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Verbs to Avoid

• The following verbs are unclear and subject to
  different interpretations in terms of the
  specified action. These verbs call for covert
  behavior that cannot be observed or measured.
• Know
• Understand
• Appreciate
• Become familiar with
• Learn

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GavilanInstitutional Learning Outcomes

• Communication
• Listening
• Reading
• Writing

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GavilanInstitutional Learning Outcomes

• Cognition
• Analysis Synthesis
• Problem Solving
• Creative Thinking
• Quantitative Reasoning
• Transfer of Knowledge Skills to a New Context

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GavilanInstitutional Learning Outcomes

• Information Competency
• Research
• Technological

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GavilanInstitutional Learning Outcomes

• Social Interaction
• Teamwork
• Effective Citizenship

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GavilanInstitutional Learning Outcomes

• Aesthetic Responsiveness

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GavilanInstitutional Learning Outcomes

• Personal Development Responsibility
• Self-management
• Ethics Values
• Respect for Diverse People Cultures

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Assessing Student Learning Through Learning
Outcomes

• Identify the need
• Identify the audience.
• Measure the gap between what students are able to
  do and what they should be able to do.
• Construct learning outcomes.
• Ensure that there are sufficient opportunities in
  the curriculum for students to acquire the
  specified knowledge, skills or attitudes.
• Ensure that teaching learning strategies are
  appropriate for the outcomes you desire.

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Assessing Student Learning Through Learning
Outcomes

• Use formative assessments to determine students
  progress and to modify curriculum and strategies
  as necessary.
• Use summative assessments to measure whether
  students have achieved the desired outcomes.
• Evaluate whether your program has resulted in the
  specified outcomes and modify as needed.

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Scope of Your Task

• Select one to three objectives for your
  department
• Preferably, one would be on learning outcomes
• Develop an action plan to meet these objectives

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Action Plan Example

• VALUE 1 An imaginative and nurturing community
  of learners through rigorous scholarship,
  creativity, and personal and professional
  development.
• OBJECTIVE 1.1 Establish institutional learning
  outcomes (see attached) and measures for general
  education and one vocational program.
• OUTCOMES MEASURE 1.1.1 Students will be able to
  demonstrate their learning in all courses
  according to the institutional learning outcomes.

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Value 1 Objective 1.1
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Timeline of Tasks

• First Draft October 25th
• Final Draft November 15th
• Send Drafts to Terrence twillett_at_gavilan.edu

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Resources

• www.gavilan.edu/research
• www.gavilan.edu/library/trials.html
• www.census.gov
• www.dof.ca.gov
• data1.cde.ca.gov/dataquest/
• www.cccco.edu
• County and city websites

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• Dr. Harriett Robles
• Dean of Instruction and Matriculation
• West Valley Community College
• Harriett_Robles_at_westvalley.edu
• Terrence Willett
• Director of Research/Interim Director of Planning
• Gavilan Community College
• twillett_at_gavilan.edu