TAIR 2002 Corpus Christi, Texas Pulling It All Together Maintaining a balanced perspective of assessment processes in the IR office Presenters: From Central

TAIR 2002Corpus Christi, Texas

Pulling It All TogetherPulling It All Together

Maintaining a balanced perspective of assessment processes in the IR office

Maintaining a balanced perspective of assessment processes in the IR office

TAIR 2002


• Organizing your workload• Sandra Shingleur

• Research Assistant, Texas A&M University-Texarkana

• Dealing with persistent challenges• Lillian Young

• Director of Institutional Effectiveness, Central Texas College, Killeen

• Organizing your workload• Sandra Shingleur

• Research Assistant, Texas A&M University-Texarkana

• Dealing with persistent challenges• Lillian Young

• Director of Institutional Effectiveness, Central Texas College, Killeen

TAIR 2002


• Keeping research at the top of your priorities• Julie Thomas

• Coordinator of Institutional Research, Central Texas College, Killeen

• Managing external mandates• Dick Roach

• Director of Institutional Effectiveness, Texas A&M University-Texarkana

• Keeping research at the top of your priorities• Julie Thomas

• Coordinator of Institutional Research, Central Texas College, Killeen

• Managing external mandates• Dick Roach

• Director of Institutional Effectiveness, Texas A&M University-Texarkana



Organizing your workload–Sandra Shingleur

Organizing your workload–Sandra Shingleur

TAIR 2002

Organizing your workload


Keeping track of the tasks and prioritizing the projects can add a valuable sense of control to your office.

• Building a tracking matrix can help keep you on task when the projects pile up, and can help you to effectively delegate and manage projects.

Keeping track of the tasks and prioritizing the projects can add a valuable sense of control to your office.

• Building a tracking matrix can help keep you on task when the projects pile up, and can help you to effectively delegate and manage projects.

TAIR 2002



Top 10 signs that you may need to use a tracking matrix

10. Your boss assigns you to the project you’ve been working on for three weeks.

11. You missed your last time estimate by four days.

12. The campus safety committee notifies you that your office is a fire hazard.

13. The project you just submitted was cancelled five weeks ago.

14. Five of your seven wall calendars have expired.

Top 10 signs that you may need to use a tracking matrix

10. Your boss assigns you to the project you’ve been working on for three weeks.

11. You missed your last time estimate by four days.

12. The campus safety committee notifies you that your office is a fire hazard.

13. The project you just submitted was cancelled five weeks ago.

14. Five of your seven wall calendars have expired.

TAIR 2002



Top 10 signs5. Your inbox has a proposal in it dated May 14, ‘986. Your office decor is “Pattern Post-it”7. Your boss commends you for an early arrival, but

you’ve not left the office yet.8. Your forty hour work week is attained by

Wednesday morning 9. Your family uses this list to determine the

engraving for your headstone.

Top 10 signs5. Your inbox has a proposal in it dated May 14, ‘986. Your office decor is “Pattern Post-it”7. Your boss commends you for an early arrival, but

you’ve not left the office yet.8. Your forty hour work week is attained by

Wednesday morning 9. Your family uses this list to determine the

engraving for your headstone.

TAIR 2002

Organizing your workloadOrganizing your workload

Report on Humanities Program 2/25/02 Sandra

Dr. Mueller requests that all programs be reviewed

Department Effectiveness Report 4/8/02 Lillian

Data for assessment measures must be collected

Instructor Appraisal Forms Report

3/26/02 Julie

Copy graphic charts format from last year’s report.

Project Due Date

Person Responsible

Notes

TAIR 2002



• Prioritizing those tasks can be as simple as asking yourself some basic questions:

• Prioritizing those tasks can be as simple as asking yourself some basic questions:

TAIR 2002



• Will this project contribute significantly to the goals of the institution and/or department?

• Is there another project that demands my attention?– Is it important?– Or is it urgent?

• Who are the major stakeholders in this project?

• Will this project contribute significantly to the goals of the institution and/or department?

• Is there another project that demands my attention?– Is it important?– Or is it urgent?

• Who are the major stakeholders in this project?

TAIR 2002



• What will happen if the project is delayed?

• What are the manageable components of the project?

• Can this entire project be delegated?

• Can part of the project be delegated?

• Is there another study that provides much the same information?

• What will happen if the project is delayed?

• What are the manageable components of the project?

• Can this entire project be delegated?

• Can part of the project be delegated?

• Is there another study that provides much the same information?

TAIR 2002



“As a field of higher education, institutional research will be fruitful and gather strength if the individual researcher neither allows himself to be intimidated by those who wish to save our institutions through pervasive management un-tempered by social conscience nor permits himself to ignore the value to be derived from management tools when aptly applied…

“As a field of higher education, institutional research will be fruitful and gather strength if the individual researcher neither allows himself to be intimidated by those who wish to save our institutions through pervasive management un-tempered by social conscience nor permits himself to ignore the value to be derived from management tools when aptly applied…

TAIR 2002



“If we are pretentious in our pride for our achievements to date, then let us simply accept it: if we are satisfied to rest with this achievement we are foolish, and if we cannot accelerate and enlarge on our achievements, then I for one, will be damned disappointed.”

“If we are pretentious in our pride for our achievements to date, then let us simply accept it: if we are satisfied to rest with this achievement we are foolish, and if we cannot accelerate and enlarge on our achievements, then I for one, will be damned disappointed.”

~Sidney Suslow~~Sidney Suslow~



Dealing with persistent challenges

–Lillian Young

Dealing with persistent challenges

–Lillian Young

TAIR 2002

Dealing with Persistent challenges

Dealing with Persistent challenges

• Prioritizing IR tasks• Inconsistent data• Inaccurate information• Reports too complex• Conflicting data• Making recommendations• Replicating reports

• Prioritizing IR tasks• Inconsistent data• Inaccurate information• Reports too complex• Conflicting data• Making recommendations• Replicating reports

TAIR 2002

Persistent challengesPersistent challenges• Prioritizing IR tasks

– Proactive vs. reactive– Anticipate needs– Review efficiency– Delegate– Negotiate priorities– Relate priorities to purpose– Communicate with constituents– Catalog reports and services

• Prioritizing IR tasks– Proactive vs. reactive– Anticipate needs– Review efficiency– Delegate– Negotiate priorities– Relate priorities to purpose– Communicate with constituents– Catalog reports and services

TAIR 2002

Persistent challengesPersistent challenges

• Inconsistent data– Review data collection methods – Review procedures, noting:

• Sharp changes in data• Where new systems came on-line• Where new staff were employed• Document inconsistencies• Document procedures for correction

• Inconsistent data– Review data collection methods – Review procedures, noting:

• Sharp changes in data• Where new systems came on-line• Where new staff were employed• Document inconsistencies• Document procedures for correction

TAIR 2002


• Inconsistent data (cont.)– Document changes in collection

procedures– Correlate definitions– Maintain error diagnostics

plan– Document limitations of data

• Inconsistent data (cont.)– Document changes in collection

procedures– Correlate definitions– Maintain error diagnostics

plan– Document limitations of data

TAIR 2002


• Inaccurate information– Review data collection methods

– Build cooperation with other departments

– Assess the capabilities and limitations of information systems

• Inaccurate information– Review data collection methods

– Build cooperation with other departments

– Assess the capabilities and limitations of information systems

TAIR 2002

Persistent challengesPersistent challenges• Inaccurate information (cont.)

– Build processes that address system and staff limitations

• Evaluate information systems processes

• Document limitations

• Establish team processes to address system limitations

• Promote institutional information systems upgrades

– Establish IR’s role in information systems design

• Inaccurate information (cont.)– Build processes that address system and staff

limitations• Evaluate information systems processes

• Document limitations

• Establish team processes to address system limitations

• Promote institutional information systems upgrades

– Establish IR’s role in information systems design

TAIR 2002


• Reports too complex– Establish client objectives

– An executive summary

– Avoid statistics in the narrative

– Use most effective statistical tool

– Simplify explanation of complex statistical techniques

• Reports too complex– Establish client objectives

– An executive summary

– Avoid statistics in the narrative

– Use most effective statistical tool

– Simplify explanation of complex statistical techniques

TAIR 2002


• Conflicting data– Look for:

• Changes in data collection procedures

• Installation of new data system• Policy changes affecting data

– Document inconsistencies and corrective actions

• Conflicting data– Look for:

• Changes in data collection procedures

• Installation of new data system• Policy changes affecting data

– Document inconsistencies and corrective actions

TAIR 2002

Persistent challengesPersistent challenges• Conflicting data (cont.)

– Procedures manual– Evaluate data definitions across the

institution and other organizations– Routine to detect and correct data

errors• Checks and trends• Rules for anomalies• Program error diagnostics• Relational edits

• Conflicting data (cont.)– Procedures manual– Evaluate data definitions across the

institution and other organizations– Routine to detect and correct data

errors• Checks and trends• Rules for anomalies• Program error diagnostics• Relational edits

TAIR 2002


• Conflicting data (cont.)– Explain limitations of the data

– Share “preliminary reports” with key personnel

• Conflicting data (cont.)– Explain limitations of the data

– Share “preliminary reports” with key personnel

TAIR 2002

Persistent challengesPersistent challenges• Making recommendations

– Provide alternate actions• Steer studies to “issues” orientation• Keep it relevant

– Maintain “problem-solution” orientation

– Present alternate solutions• Estimate advantages and

disadvantages• Recommend one solution as best

• Making recommendations– Provide alternate actions

• Steer studies to “issues” orientation• Keep it relevant

– Maintain “problem-solution” orientation

– Present alternate solutions• Estimate advantages and

disadvantages• Recommend one solution as best

TAIR 2002


• Replicating reports– Detail inventory of reports– Negotiate maximum use of

existing data and reports– Expand report formats for

broader utilization– Simplify report formats for

intensity of impact

• Replicating reports– Detail inventory of reports– Negotiate maximum use of

existing data and reports– Expand report formats for

broader utilization– Simplify report formats for

intensity of impact



Keeping research at the top of your priorities

–Julie Thomas


–Julie Thomas

TAIR 2002



• Prioritizing IR tasks• Time management for

research• Avoid duplicating efforts• Utilizing the research

committee

• Prioritizing IR tasks• Time management for

research• Avoid duplicating efforts• Utilizing the research

committee

TAIR 2002



• Prioritizing IR tasks– Two Dimensions

• Importance

• Urgency

• Prioritizing IR tasks– Two Dimensions

• Importance

• Urgency

TAIR 2002



Urgent Not Urgent

Important Priority A

Urgent and Important

Priority B

Important but not urgent

Not Important Priority C

Urgent but not important

Priority D

Neither urgent nor important

TAIR 2002



• Time management for research– Long Term Goals

– “To do” lists

– The Lakein Question

• Time management for research– Long Term Goals

– “To do” lists

– The Lakein Question

TAIR 2002


Keeping research at the top of your priorities• Time management for research• Personal Long Term Goals

– Which of the institution’s goals will make the greatest impact?

– What would you like to accomplish at your institution in the next 3 years?

– If you had only one report to influence the future of your institution, what would you choose?

• Institutional mission and goals

• Time management for research• Personal Long Term Goals

– Which of the institution’s goals will make the greatest impact?

– What would you like to accomplish at your institution in the next 3 years?

– If you had only one report to influence the future of your institution, what would you choose?

• Institutional mission and goals

TAIR 2002



•Time management for research

–“To do” lists

–Reasonable

–Sufficient

TAIR 2002




–The Lakein* Question:

“What is the best use of my time RIGHT NOW?

* Lakein, Alan (1974). How to Get Control of your time and Your Life. Signet: New York.

* Lakein, Alan (1974). How to Get Control of your time and Your Life. Signet: New York.

TAIR 2002




–Avoid working on a single tedious task for extended periods

–Work alternately on tasks requiring different skills, but maintain focus on priorities!

–Accommodate your and others’ good and bad times of day

TAIR 2002



• Avoid duplicative efforts– Recycle your data

– Check to see if it’s been done

– Make your data available to others

• Avoid duplicative efforts– Recycle your data

– Check to see if it’s been done

– Make your data available to others

TAIR 2002



• Utilizing the research committee– Presentations by department heads

– Internal/External analysis

– Experience and knowledge of diverse committee members

• Utilizing the research committee– Presentations by department heads

– Internal/External analysis

– Experience and knowledge of diverse committee members

TAIR 2002



• If there is no research committee, strive for appointment to key committees to:– Learn what’s on the horizon– Offer research assistance for decision

making– Make sure you have clear questions to

answer, to avoid duplicating effort.

• If there is no research committee, strive for appointment to key committees to:– Learn what’s on the horizon– Offer research assistance for decision

making– Make sure you have clear questions to

answer, to avoid duplicating effort.



Managing external mandates–Dick Roach

Managing external mandates–Dick Roach

TAIR 2002

Managing external mandatesManaging external mandates

Frequently, the work of the IR office is driven by unseen external mandates. Identifying, prioritizing and coordinating these can help researchers manage the tasks at hand.

Frequently, the work of the IR office is driven by unseen external mandates. Identifying, prioritizing and coordinating these can help researchers manage the tasks at hand.

TAIR 2002


• Common external drivers

• State mandates

• System plans

• Developing a management system

• Common external drivers

• State mandates

• System plans

• Developing a management system

TAIR 2002

Managing external mandatesManaging external mandatesCommon external drivers• Governing Boards

– Texas Higher Education Coordinating Board (THECB)

• Closing the Gaps– Uniform Recruitment and Retention Strategy

Plan

– Enrollment Management Plan

• Distance Education Plan

• P-16 Strategic Initiatives

• TAMUS -“Regent’s Initiative”

Common external drivers• Governing Boards

– Texas Higher Education Coordinating Board (THECB)

• Closing the Gaps– Uniform Recruitment and Retention Strategy

Plan

– Enrollment Management Plan

• Distance Education Plan

• P-16 Strategic Initiatives

• TAMUS -“Regent’s Initiative”

TAIR 2002


Common external drivers• Legislative Appropriations

– Texas Legislative Budget Board– Governor’s Office of Budget and

Planning • Texas State Performance Measures• Texas State Benchmarks• Agency Strategic Plan (repealed – 77th

Legislature, HB 1545)

Common external drivers• Legislative Appropriations

– Texas Legislative Budget Board– Governor’s Office of Budget and

Planning • Texas State Performance Measures• Texas State Benchmarks• Agency Strategic Plan (repealed – 77th

Legislature, HB 1545)

TAIR 2002

Managing external mandatesManaging external mandatesState mandates• Performance measures• Five-year projections for Outcomes• Customer Satisfaction Report• The report on the Survey of

Organizational Excellence Results and Utilization Plans

• Future performance funding

State mandates• Performance measures• Five-year projections for Outcomes• Customer Satisfaction Report• The report on the Survey of

Organizational Excellence Results and Utilization Plans

• Future performance funding

TAIR 2002


Common external drivers• Accrediting agencies

– SACS• Criteria for Accreditation - 1998• Principles of Accreditation – 2001

– Professional program accreditation

Common external drivers• Accrediting agencies

– SACS• Criteria for Accreditation - 1998• Principles of Accreditation – 2001

– Professional program accreditation

TAIR 2002


System plans• The A&M System’s “Integrative

Plan”• The UH’s “International

Initiatives”• UT System’s “Service to Texas in

the New Century” • Other system plans

System plans• The A&M System’s “Integrative

Plan”• The UH’s “International

Initiatives”• UT System’s “Service to Texas in

the New Century” • Other system plans

TAIR 2002


Developing a Management system• Design a comparison matrix

– Keep It Simple– Identify the basics of each plan– Determine which plan will be primary– Use it as a template– Develop your matrix as far as necessary

to grasp the inter-relationships

Developing a Management system• Design a comparison matrix

– Keep It Simple– Identify the basics of each plan– Determine which plan will be primary– Use it as a template– Develop your matrix as far as necessary

to grasp the inter-relationships

TAIR 2002


* Governor Perry’s Special Commission on Education

Comparison of THECB "Closing the Gaps", "The Integrative Plan",

and Governor Perry's Special Commission Prepared by Dr. Mary Sherwood

Assistant Vice Chancellor for Planning and System Integration

PREPARATION

THECB Closing the Gaps October, 2000

A&M System’s Integrative Plan September, 2000

Special Commission* December, 2000

Recommended High School Program

standard; require for admission

Recruit, prepare and retain additional well-qualified educators for elementary & secondary schools

Ensure students & parents understand benefits of higher education & steps to prepare academically & financial]y for college

Create and sustain exemplary partner-ships

with public education, communities, and parents to improve student preparation and teacher preparation

Make the Recommended High School

Program the standard curriculum in Texas public high schools.

Provide incentives, including funding, to elementary, secondary, and post-secondary institutions for the expansion of PreK-16 initiatives that promote higher education recruitment, student retention, and student diversity.

TAIR 2002

Managing external mandatesManaging external mandatesPARTICIPATION

THECB Closing the GapsOctober, 2000

A&M System Integrative Plan September, 2000

Special CommissionDecember, 2000

Recommended High School Program standard; require for admission Recruit, prepare and retain additional well-qualified educators for elementary & secondary schools Ensure students & parents understand benefits of higher education & steps to prepare academically & financially for college Focus efforts on increasing graduates in education, engineering, computer science, math, physical science, allied health, nursing & other critical fields Carry out state's Uniform Recruitment & Retention Strategy and other efforts aimed at making enrollment reflect the population Reward increases in retention & graduation from high quality programs

•* Manage growth to provide appropriate educational access Increase the participation and success of underrepresented groups at all A&M System institutions Use technology, where appropriate, to increase access to excellence Teacher education is a critical mission for the comprehensive universities, as is providing access to undergraduate education throughout the State Produce highly qualified graduates for the State of Texas and beyond Provide pipelines to graduate and professional school for graduates of A&M System institutions Cultivate partnerships with community colleges

Develop a comprehensive, statewide campaign (comparable to the "Don't Mess with Texas" anti-litter campaign) that informs students and parents of the value of higher education, the academic preparation needed to access higher education, and the availability of financial aid Authorize the "Pre-K-16 Council" to review education issues that contribute to a seamless governance of education from Pre-K through post-secondary education.

TAIR 2002

Managing external mandatesManaging external mandatesAFFORDABILITY

THECB Closing the Gaps

October, 2000


Special Commission December, 2000

Retain overhead from grants & contracts

Establish an affordability policy

Providing grants and scholarships to cover

tuition, fees, and books for every student with financial need.

Setting tuition and fees in a manner that closes gaps in participation and success.

Establishing incentives that increase

affordability through academic and administrative efficiencies in the higher education system.

Have tuition & fees that more closely reflect

the cost of education (and increase scholarship, grant, loan, and other financial aid to offset increasing costs)

Obtain increased state higher education funding, particularly general revenue, for access and research excellence

Enhance private giving to all A&M System members

The Commission recommends at least

doubling the amount of funding to the TEXAS grant program. This grant program has been a very positive step by the state in addressing the access issue and is consistent with the Commission's proposed longer-term emphasis on funding student grants. In addition, the Commission recommends that the Texas Legislature consider the development of a grant program that focuses more on the needs of community and technical college students.

The Texas A&M University System

TAIR 2002





Focus efforts on increasing graduates in education, engineering, computer science, math, physical science, allied health, nursing & other critical fields Carry out state's Uniform Recruitment & Retention Strategy and other efforts aimed at making enrollment reflect the population Reward increases in retention & graduation from high quality programs Create incentives and requirements for seamless student transitions Make partnerships & collaborations between business community & higher education a part of the culture Fund competitive grants to community and technical colleges to match business contributions for equipment & software & maintaining high -tech instructional labs

Share best practices and establish linkages among like divisions or departments across the A&M System Manage growth to provide appropriate educational access Increase the participation and success of underrepresented groups at all A&M System institutions Use technology, where appropriate, to increase access to excellence Teacher education is a critical mission for the comprehensive universities, as is providing access to undergraduate education throughout the State Produce highly qualified graduates for the State of Texas and beyond Secure a source of funds at the A&M System to encourage and reward excellence

The Commission recommends the development of seamless educational system Pre-K through graduate school) that eases the transition from one level to the next. The state must also continue to address vigorously the preparation of our young people in Pre-K through Grade 12 to improve participation in education beyond the secondary level.

Completion

TAIR 2002


BENEFITS




Establish ladders of excellence for different types of institutions (Improve one or more programs or services to national recognition) (Identify peer institutions and establish excellence benchmarks) Establish the Texas Science & Engineering Collaborative to expand research in focused areas through collaboration among institutions To expand research and research capacity at developing research universities current and projected major urban areas

Be responsive to emerging disciplines and the needs of employers Deliver core programs that develop essential academic and life skills in all students Enhance research collaboration with business and industry Enhance partnerships with business Have targeted research missions for agencies and comprehensive A&M System universities Enhance research collaboration among the universities and agencies Enhance research collaboration with business and industry

Provide incentives to create centers of excellence on each campus that are consistent with the mission of the institution and provide the opportunity for national recognition.

TAIR 2002


• Outline anticipated reports• Develop compatible databases• Influence data requests as they are

developed• Think broadly enough to avoid

duplicative efforts• Make it fun and a challenge to

synthesize productive plans and reports

• Outline anticipated reports• Develop compatible databases• Influence data requests as they are

developed• Think broadly enough to avoid

duplicative efforts• Make it fun and a challenge to

synthesize productive plans and reports

TAIR 2002

Pull it all together…Pull it all together…

Documents

TAIR 2002 Corpus Christi, Texas Pulling It All Together Maintaining a balanced perspective of assessment processes in the IR office Presenters: From Central