Transcript MARKET RESEARCH TECHNIQUES: DATA FOR DECISIONS

Strategic Planning
&
Learning Outcomes
Workshop
September 26, 2002
What is Strategic Planning?
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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
Action Plan Uses

Bird cage liner
– No! An unused plan is a waste of time and trees!
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Use for overlapping planning cycles to avoid
redundancy and last minute effort
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–
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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 won’t scratch!
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

What Strategic Planning
model do you use?

Military
– Invented strategic planning in hierarchal context
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Business
– Used strategic planning off and on since the 1950’s
– SWOT, align internal practice within external context
– Ansoff ’s gap analysis (difference between current and
desired situation) and synergistic strategies (“2+2=5”)
– Porter’s 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”
Another Business Fad?
THINK
THINK
THINK
Strategic Planning in Higher Ed
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Key differences
– Hierarchy is not as rigid and requires a more participatory
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approach
Ultimate goal is enhancing human potential
Students aren’t quite customers
Offerings aren’t 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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Vision
Planning Steps
– Mission Statement and Values
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Assessment
– Evaluate past plan success and failures
– Review external and internal data and reports
– Benchmarking=how 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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MISSION
VALUES
BOARD
STRATEGIC
GOALS
OBJECTIVES
ACTIVITIES
FACILITIES
TECHNOLOGY
STAFFING
PLANS
PROGRAM
REVIEW
BOARD
BUDGET
GUIDELINES
UNIT
PLANS
ACCREDITATION
BUDGET
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).
Draft Strategic Plan Format
Scoping/Environmental Scanning
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Reviewing External Trends
– Census
– Department of Finance
– Department of Education
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Analyzing Internal Data
– Research Website
– Surveys

Leads both to objectives and obtainable measures
1
Fa 994
ll 1
Fa 995
ll 1
Fa 996
ll 1
Fa 997
ll 1
Fa 998
ll 1
Fa 999
ll 2
Fa 000
ll 2
Fa 001
ll 2
Fa 002
ll 2
Fa 003
ll 2
Fa 004
ll 2
Fa 005
ll 2
Fa 006
ll 2
00
7
Fa
ll
Headcount
8000
7000
6000
5000
4000
3000
2000
1000
0
Projected Not JPA
Projected JPA
Projected Total
Not JPA
JPA
Total
Ethnicity Proportions of Students
not part of the Police or Fire Academies
50%
45%
40%
35%
African-American
30%
Asian/Pacific Island
25%
Latino
20%
Native American
Other/Unknown
15%
White, non-Hispanic
10%
5%
0%
Fall 1994
Fall 1995
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 2000
Fall 2001
Gender Proportions of Students
not enrolled in the Police or Fire Academy
Female
Male
70%
60%
50%
40%
30%
20%
10%
0%
Fall 1994 Fall 1995
Fall 1996 Fall 1997 Fall 1998 Fall 1999
Fall 2000 Fall 2001
Median Age of Gavilan College Students
45.0
40.0
Median Age
35.0
30.0
All Students
25.0
Not JPA
20.0
JPA
15.0
10.0
5.0
0.0
Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Fall 2001 Age by Gender
of Non JPA Students
F
M
500
Count
400
300
200
100
25
50
75
age
100
25
50
75
age
100
Proportion of Headcount
Primary Language
of Non JPA Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Not English
English
Fall
1994
Fall
1995
Fall
1996
Fall
1997
Fall
1998
Fall
1999
Fall
2000
Fall
2001
Educational Background
of Non JPA Students
100%
Proportion of Headcount
90%
80%
70%
60%
BA+
50%
AA/AS
40%
HS
30%
No HS
20%
10%
0%
Fall 1994 Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Proportion of Headcount
Educational Goals
of Non JPA Students
Transfer and/or Award
Career Related
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Undecided/Formulate
Interests
Personal Enrichment
Basic Skills
Fall 1994
Fall 2001
Income of Campus Climate Survey Respondents
$0 - $7,499
$7,500 - $14,999
$15,000 - $18,999
$19,000 - $24,999
$25,000 - $29,999
$30,000 - $39,999
$40,000 - $49,999
$50,000 - $59,999
$60,000 or more
No Response
7
24
21
13
14
11
0
10
14
19
46
44
20
30
40
50
Selected Department of Finance Employment Projections
1,000
Thousands of Employees
900
800
700
600
High technology
500
Finance group
400
300
200
100
0
2001
2002
2003
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
2. Retention Rates
3. Persistence Rates
4. Award Rates
5. Transfer Rates
6. Population Participation Rates
7. Congruency Between Student and Graduates
8. Student Satisfaction
9. Exit Test Scores
10. Learning Outcomes Measures
1.
Trend of Good Things Over Time
250
210
Good Things
200
130
150
80
100
50
10
10
20
30
50
0
1
2
3
4
5
Time
6
7
8
Trend of Bad Things Over Time
250
210
Bad Things
200
130
150
80
100
50
50
30
20
10
10
7
8
0
1
2
3
5
4
Time
6
Congruency
70%
60%
50%
40%
Students
30%
Graduates
20%
10%
0%
Q
W
E
R
T
Student Category
Note that differences are not always significant
Benchmarking with a Rate
Success Rates for Gavilan College
Success Goal
80%
Actual Success Rate
95-01 State Average
Success Rate
75%
70%
65%
60%
55%
50%
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Year
Average Change = + 0.4% per year R2 = 0.54 p = 0.04
Congruency for Special Population with Rates at Program Level
01-02 Success Rates in English
None of these differences are statistically significant
Recent Gilroy High Graduates
All Nonrecent Graduates
80%
70%
60%
50%
40%
30%
20%
10%
0%
Basic Writing
Practical Writing
Composition
Absolute numbers
with no comparison
Number of Transferable Gavilan College Students
Number of Transferable Students
Transferable Students
Transferable Goal
500
450
400
350
300
250
200
150
100
50
0
97-98
98-99
99-00
00-01
01-02
02-03
Academic Year
03-04
04-05
05-06
So what are Learning Outcomes
and
How do I make an Action Plan
and
When do I have to have this done
and
Who do I give it to?
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…
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Provide direction in the planning of a learning
activity. They help to:
– Focus on learner’s 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.
Outcomes
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Are based on your
– Mission
– Vision
– Values
– Goals
Gavilan
Mission Statement
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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.
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.

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).
Distinguishing Characteristics
of Good Learning Outcomes

The specified action by the learners must
be :
– Observable
– Measurable
– Performed by the learners
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!
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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.
The Importance of Action Verbs
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The verb chosen for the outcome statement
should be an action verb that results in overt
behavior that can be observed and measured:
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Compile
Analyze
Design
Apply
Demonstrate
Explain
Compare
Arrange
Identify
Solve
Differentiate
Formulate
Predict
Estimate
Classify
Operate
Write
Calculate
Compose
Assess
Critique
Verbs to Avoid
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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.
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–
–
Know
Understand
Appreciate
Become familiar with
Learn
Gavilan
Institutional Learning Outcomes
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Communication
– Listening
– Reading
– Writing
Gavilan
Institutional Learning Outcomes
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Cognition
– Analysis & Synthesis
– Problem Solving
– Creative Thinking
– Quantitative Reasoning
– Transfer of Knowledge & Skills to a
New Context
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Gavilan
Institutional Learning
Outcomes
Information Competency
– Research
– Technological
Gavilan
Institutional Learning Outcomes
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Social Interaction
– Teamwork
– Effective Citizenship
Gavilan
Institutional Learning Outcomes
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Aesthetic Responsiveness
Gavilan
Institutional Learning Outcomes
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Personal Development & Responsibility
– Self-management
– Ethics & Values
– Respect for Diverse People & Cultures
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.

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

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.

Value 1 Objective 1.1
Activity
Completion Responsible
Date
Staff
Do learning outcomes 2004
Create learning
outcomes assessment
for all English 1A
classes
Dept
Chair
Participating
Depts
Social
Science
Fall 2003 Jane Doe, English
John
Anybody
Progress
(Date)
Timeline of Tasks
First Draft October 25th
 Final Draft November 15th
 Send Drafts to Terrence: [email protected]

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

Dr. Harriett Robles
Dean of Instruction and Matriculation
West Valley Community College
[email protected]
Terrence Willett
Director of Research/Interim Director of Planning
Gavilan Community College
[email protected]