The National Benchmarking of an Assessment Tool to Measure Outcomes in Administrative Areas National Community College Benchmarking Conference Terri M

The National Benchmarking of an The National Benchmarking of an Assessment Tool to Measure Assessment Tool to Measure

Outcomes in Administrative Areas Outcomes in Administrative Areas

National Community College National Community College Benchmarking ConferenceBenchmarking Conference

Terri M. Manning, EdDTerri M. Manning, EdD

Central Piedmont Community CollegeCentral Piedmont Community College

Charlotte, North CarolinaCharlotte, North Carolina

Some history….Some history….

CPCC is the largest community CPCC is the largest community college in both the Carolinas with college in both the Carolinas with approximately 60,000 enrolled approximately 60,000 enrolled students.students.

We have over 100 instructional We have over 100 instructional program areas including for-credit, program areas including for-credit, continuing education and literacycontinuing education and literacy

We have over 30 administrative unitsWe have over 30 administrative units

What’s Going on NationallyWhat’s Going on Nationally The Spellings Commission Draft Report calls for The Spellings Commission Draft Report calls for

these things in higher education (across the these things in higher education (across the country).country).• the complete overhaul of the entire student aid the complete overhaul of the entire student aid

system, together with substantial increases in need-system, together with substantial increases in need-based aid; based aid;

• creation of an overall measurement of an creation of an overall measurement of an institution's "bottom line," including measures of institution's "bottom line," including measures of institutional costs and performance that let parents institutional costs and performance that let parents and policy makers view institutional results; and policy makers view institutional results;

• a mandate that institutions measure student learning a mandate that institutions measure student learning outcomes, disseminate the results to students, and outcomes, disseminate the results to students, and report them publicly in the aggregate; report them publicly in the aggregate;

Spellings Commission ReportSpellings Commission Report• development of a national student unit-record development of a national student unit-record

database to follow the progress of each student; database to follow the progress of each student; • establishing a national accreditation framework establishing a national accreditation framework

that includes comparable performance that includes comparable performance measures, and making the findings of reviews measures, and making the findings of reviews easily accessible to the public; easily accessible to the public;

• removal of barriers to the transfer of student removal of barriers to the transfer of student credits; and credits; and

• creation of financial incentives for institutions to creation of financial incentives for institutions to lower costs through technological advances. lower costs through technological advances.

http://www.ed.gov/about/bdscomm/list/hiedfuture/reports/0714-draft.pdf

What May HappenWhat May Happen More emphasis on outcomes for all More emphasis on outcomes for all

that must be transparent and available that must be transparent and available to the public.to the public.

Overhaul of financial systems and Overhaul of financial systems and funding formulas that is related to funding formulas that is related to student success and outcome based student success and outcome based criteria.criteria.

Our spending justification under the Our spending justification under the microscope (especially administrative microscope (especially administrative overhead which is huge for most).overhead which is huge for most).

A complete overhaul of accreditation. A complete overhaul of accreditation.

What We Have and Don’t HaveWhat We Have and Don’t Have

HaveHave• Good national tools to assess studentGood national tools to assess student

SatisfactionSatisfaction EngagementEngagement

Don’t have:Don’t have:• Good tools to measure administrative Good tools to measure administrative

units or “all-college functions”.units or “all-college functions”.• No one has really thought about it.No one has really thought about it.

Institutional Effectiveness and the Institutional Effectiveness and the Southern Association of College and Southern Association of College and

SchoolsSchools

SACS is the oldest and strictest accrediting agency, SACS is the oldest and strictest accrediting agency, with North Central coming right along behind it ---- but with North Central coming right along behind it ---- but the others are not yet quite as strict.the others are not yet quite as strict.

At the heart of SACS’ philosophy is the concept of At the heart of SACS’ philosophy is the concept of institutional effectiveness (IE).institutional effectiveness (IE).

IE involves a process of planning, evaluation, IE involves a process of planning, evaluation, assessment and use of results.assessment and use of results.

Under the new core requirements and comprehensive Under the new core requirements and comprehensive standards, there are two “mandates” that specifically standards, there are two “mandates” that specifically address program or unit reviews and the assessment of address program or unit reviews and the assessment of outcomes.outcomes.

Under the New Core Requirements and Under the New Core Requirements and Comprehensive StandardsComprehensive Standards

Core Requirement 2.5Core Requirement 2.5 states “The institution states “The institution engages in ongoing, integrated, and institution-wide engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes research-based planning and evaluation processes that incorporate a systematic review of programs and that incorporate a systematic review of programs and services that (a) results in continuing improvement, services that (a) results in continuing improvement, and (b) demonstrates that the institution is effectively and (b) demonstrates that the institution is effectively accomplishing its mission.”accomplishing its mission.”Comprehensive Standard 3.3.1Comprehensive Standard 3.3.1 States “The States “The institution identifies expected outcomes for its institution identifies expected outcomes for its educational programs and its administrative and educational programs and its administrative and educational support services; assesses whether it educational support services; assesses whether it achieves these outcomes; and provides evidence of achieves these outcomes; and provides evidence of improvement based on analysis of those results.”improvement based on analysis of those results.”

What We Need In a Nut ShellWhat We Need In a Nut Shell A planning and evaluation process for A planning and evaluation process for

instructional programs, student services instructional programs, student services and administrative areas that is:and administrative areas that is:• OngoingOngoing• IntegratedIntegrated• Institution-wideInstitution-wide• SystematicSystematic• Research-basedResearch-based• Shows continuous improvementShows continuous improvement• Proves effectiveness (meeting mission)Proves effectiveness (meeting mission)

The Pieces we NeedThe Pieces we Need

Planning and Evaluation ProcessPlanning and Evaluation Process Program Review ProcessProgram Review Process Define and Measurement OutcomesDefine and Measurement Outcomes Use Results (with evidence) for Use Results (with evidence) for

ImprovementImprovement

What is EvaluationWhat is Evaluation

Not research but research-based. Not research but research-based. A process of defining purpose, A process of defining purpose,

identifying process, outcome or impact identifying process, outcome or impact objectives and measuring if those were objectives and measuring if those were met.met.

Using the results to:Using the results to:• Improve what we are doingImprove what we are doing• Make changes in program/purposeMake changes in program/purpose

Why this Process?Why this Process?

The evaluation of teaching and The evaluation of teaching and educational effectiveness is a top priority educational effectiveness is a top priority for most institutionsfor most institutions

However, the evaluation of business and However, the evaluation of business and administrative units is often undervalued administrative units is often undervalued and overlookedand overlooked

Evaluating the effectiveness of services Evaluating the effectiveness of services (not just customer satisfaction) makes (not just customer satisfaction) makes good business sense good business sense

Why This is ImportantWhy This is Important

We want to answer a few questions through We want to answer a few questions through our program evaluation and assessment our program evaluation and assessment process.process.• Is this unit effectively serving the college?Is this unit effectively serving the college?• What needs does the college have that this unit can What needs does the college have that this unit can

fulfill?fulfill?• Is this unit working efficiently?Is this unit working efficiently?• What are the administrative outcomes for this unit What are the administrative outcomes for this unit

and are they meeting them?and are they meeting them?• How can we demonstrate continuous improvement How can we demonstrate continuous improvement

as a result of planning and evaluation?as a result of planning and evaluation?

IE at Central PiedmontIE at Central Piedmont CPCC established an IE committee in CPCC established an IE committee in

1998 and an IE website in 2000 (1998 and an IE website in 2000 (http://inside.cpcc.edu/IEhttp://inside.cpcc.edu/IE) (this website ) (this website gets an average of 60 hits a day – most gets an average of 60 hits a day – most from outside the college)from outside the college)

Committee members were from various Committee members were from various instructional departments, student instructional departments, student services and administrative/business services and administrative/business officesoffices

The committee established an IE plan for The committee established an IE plan for the collegethe college

1: InitiateEnvironmental

Scan

Quality Improvement

5: Assess Outcomes& Measure Goal Achievement

8 Step Institutional Effectiveness Cycle

6: Utilize Resultsto Plan Improvements

2: Establish CollegePriorities & Goals

3: Allocate &Integrate Budget

4: Deliver Programs & Services

Conduct Unit Reviews

Conduct Teaching EvaluationsGeneral Education Assessment

College Surveys

7: Reallocate Budget

8. Make Changes

Visual of the IE PlanVisual of the IE Plan

Four Major Overlapping Pieces of Four Major Overlapping Pieces of the IE Planthe IE Plan

Program/Unit Review

College Assessment

Process

Annual GoalSetting Cycle

General Education

Assessment

Annual goal setting and Annual goal setting and follow-up required by all follow-up required by all units (Strategic Plan)units (Strategic Plan)

Program/unit review on a Program/unit review on a 3-5 year cycle3-5 year cycle

College assessment plan College assessment plan involving surveys, involving surveys, assessment and data assessment and data analysisanalysis

The evaluation of general The evaluation of general education education

Developing the ProcessDeveloping the Process

We wanted to create a meaningful We wanted to create a meaningful program/unit review processprogram/unit review process

We wanted programs to complete We wanted programs to complete the process having learned the process having learned something valuable (not a document something valuable (not a document to set on a shelf)to set on a shelf)

We wanted the process to be We wanted the process to be “outcome-based” to stand the test of “outcome-based” to stand the test of timetime

Developing the ProcessDeveloping the Process

The first review process was created for The first review process was created for instructional programsinstructional programs

During the 1998-99 year, 18 programs During the 1998-99 year, 18 programs were reviewed (approximately 100 were reviewed (approximately 100 programs over five years) programs over five years)

The perception at the beginning was that The perception at the beginning was that “this is just another academic exercise”“this is just another academic exercise”

But the results were very different than But the results were very different than any review process previously completedany review process previously completed

Identifying OutcomesIdentifying Outcomes We focused on three types of outcome We focused on three types of outcome

measures:measures:• Program OutcomesProgram Outcomes• Student Learning OutcomesStudent Learning Outcomes• Administrative or Managerial OutcomesAdministrative or Managerial Outcomes

""Outcomes" are benefits for people: Outcomes" are benefits for people: changes in knowledge, values, position, changes in knowledge, values, position, skills, behavior or statusskills, behavior or status. More simply . More simply stated, outcomes are typically what service stated, outcomes are typically what service providers hope recipients achieve once they providers hope recipients achieve once they complete a program or receive services. This complete a program or receive services. This is not the “what” but the “why” of education.is not the “what” but the “why” of education.

OutcomesOutcomes Student learning outcomesStudent learning outcomes are outcomes are outcomes

related to the learning that takes place in the related to the learning that takes place in the classroom. We measure improvements in classroom. We measure improvements in writing, speaking, understanding the scientific writing, speaking, understanding the scientific method, etc.method, etc.

Program outcomesProgram outcomes are the benefits to a are the benefits to a student who receives an associate degree in student who receives an associate degree in Nursing or completes a certificate in Network Nursing or completes a certificate in Network Administration? Typical outcomes might be Administration? Typical outcomes might be licensure exam scores, job placement, etc.licensure exam scores, job placement, etc.

Administrative outcomesAdministrative outcomes are the benefits to are the benefits to the college as a result of the direct services the college as a result of the direct services provided or the function of a unit.provided or the function of a unit.

Outcome objectivesOutcome objectives are just objectives that are just objectives that relate to the identified outcomes.relate to the identified outcomes.

Program Outcome ModelProgram Outcome Model

Resources Services Products or Results ofActivities

Staff Education (classes) Numbers servedBuildings Services FTE (input next year)Facilities Counseling # Classes taughtState funds Student activities # Students recruitedFTE # Who participated

ConstraintsLawsState regulations

INPUTS ACTIVITIES OUTPUTS

Program Outcomes ModelProgram Outcomes Model

> > >

Benefits for People

*New knowledge *Increased skills

*Changes in values *Modified behavior *Improved condition *Altered status *New opportunities

INPUTSINPUTS ACTIVITIES OUTPUTS OUTCOMES

Organizational Stages of Organizational Stages of Outcome EvaluationOutcome Evaluation

Disbelief & Denial

Paralysis - Passive resistance

Anger and antagonismResistant & Reactive

Stage 1

Stage 2

Stage 4

Depression - exhaustionCompliance - Passive reactive

Acceptance & adaptationChallenge & competitionCatalyst - Proactive

Stage 5

Stage 3Bargaining - no time/no moneySeek outside sources

Instructional Program ReviewInstructional Program Review

The review process contained five The review process contained five sections:sections:• I.I. The Program ProfileThe Program Profile• II.II. Program ContentProgram Content• III.III. Student Learning Outcomes Student Learning Outcomes • IV.IV. Need for Change Need for Change • V.V. Future Issues Future Issues

Instructional Program ReviewInstructional Program Review Tasks accomplished through review:Tasks accomplished through review:

• Defined their program/unit responsibilitiesDefined their program/unit responsibilities• Detailed faculty and staff (credentials, prof. dev, Detailed faculty and staff (credentials, prof. dev,

accomplishments)accomplishments)• Unit mission or purposeUnit mission or purpose• Link unit mission to the college missionLink unit mission to the college mission• Defined the content of their function for the college Defined the content of their function for the college • Defined the population servedDefined the population served• Set outcome objectivesSet outcome objectives• Performed some means of assessmentPerformed some means of assessment• Analyzed resultsAnalyzed results• Determined strengths and weaknessesDetermined strengths and weaknesses• Created strategies for improvementCreated strategies for improvement• Determined future needs (including curricular change, Determined future needs (including curricular change,

needed resources, staff and space)needed resources, staff and space)• Wrote a one-year follow-up to make sure they closed the Wrote a one-year follow-up to make sure they closed the

looploop

An Example from InstructionAn Example from Instruction

Workplace Basic SkillsWorkplace Basic Skills• This program is a literacy initiative that This program is a literacy initiative that

goes directly into the worksite and goes directly into the worksite and teaches ESL classes, GED prep and GED teaches ESL classes, GED prep and GED classes.classes.

During their review, they surveyed During their review, they surveyed both employers and students. both employers and students.

This was the first time they had even This was the first time they had even done this.done this.

What They LearnedWhat They Learned Employers said:Employers said:

• 43.8% of employers reported increases in 43.8% of employers reported increases in employee performance as a result of employee performance as a result of participation in the program.participation in the program.

• 31.3% reported a reduction in 31.3% reported a reduction in absenteeism by participants.absenteeism by participants.

• 87.5% said classes improved the morale 87.5% said classes improved the morale of their employeesof their employees

• 37.5% said participants received raises37.5% said participants received raises• 50% said communication had improved.50% said communication had improved.

What Students SaidWhat Students Said 70.2% reported being able to fill out job 70.2% reported being able to fill out job

forms betterforms better 35.5% said they could now help their children 35.5% said they could now help their children

with their homeworkwith their homework 91.1% said they felt better about themselves91.1% said they felt better about themselves 44.4% said they had received a raise, 44.4% said they had received a raise,

promotion or opportunity as a result of the promotion or opportunity as a result of the coursescourses

86.3% said their ability to communicate in 86.3% said their ability to communicate in the workplace had improvedthe workplace had improved

What Has Happened SinceWhat Has Happened Since

Their assessment data has shown up Their assessment data has shown up in their marketing brochures to in their marketing brochures to employers.employers.

Their enrollment has grown Their enrollment has grown dramatically.dramatically.

They have received funding and They have received funding and marketing support from Charlotte marketing support from Charlotte Reads (considered a model adult Reads (considered a model adult literacy program).literacy program).

What We Learned From the Entire What We Learned From the Entire Process….Process….

The first group was dragged kicking and The first group was dragged kicking and screaming through the processscreaming through the process

Faculty had very little time for the detailsFaculty had very little time for the details Faculty had trouble identifying “student Faculty had trouble identifying “student

learning outcomes”learning outcomes” The results produced great marketing The results produced great marketing

materialsmaterials Once they saw the results, faculty Once they saw the results, faculty

embraced the processembraced the process

Assistance from the WebsiteAssistance from the Website

The IE website:The IE website: http://inside.cpcc.edu/IEhttp://inside.cpcc.edu/IE

• Explanation of IE processExplanation of IE process• Templates and forms for reviewTemplates and forms for review• ““Perfect” examples for clarificationPerfect” examples for clarification• Schedule for reviewSchedule for review

What HappenedWhat Happened Deans used the results to make a Deans used the results to make a

case for resourcescase for resources The administration became The administration became

interested in what was learned interested in what was learned through the review processthrough the review process

The college began to fold other The college began to fold other activities into program review activities into program review (retention assessments, program (retention assessments, program revitalization, etc.)revitalization, etc.)

Faculty knew their programs were Faculty knew their programs were workingworking

Unit Review – Lessons LearnedUnit Review – Lessons Learned To do this well you need several critical To do this well you need several critical

pieces:pieces:1.1. Support from the top (President or Chancellor, Vice Support from the top (President or Chancellor, Vice

Presidents or Vice Chancellors)Presidents or Vice Chancellors)

2.2. Buy in from the grassroots level (participation in Buy in from the grassroots level (participation in the development of the process)the development of the process)

3.3. Across-the-college participation (no one is exempt)Across-the-college participation (no one is exempt)

4.4. Technology to make it easy (web page and review Technology to make it easy (web page and review templates)templates)

5.5. Technical support from institutional researchTechnical support from institutional research

6.6. Effective tools or measures (assessments)Effective tools or measures (assessments)

IE Committee DecisionIE Committee Decision

Administrative units helped created an Administrative units helped created an environment conducive to learning at the environment conducive to learning at the college and supported the learning processcollege and supported the learning process

Administrative units should go through a similar Administrative units should go through a similar processprocess

We created a committee to draft a similar We created a committee to draft a similar process for the administrative areas of the process for the administrative areas of the collegecollege

Two representative from each VP area Two representative from each VP area participated in drafting the new review processparticipated in drafting the new review process

We spent approximately six months creating a We spent approximately six months creating a workable administrative review processworkable administrative review process

The Administrative Unit Review The Administrative Unit Review Design Design

I.I. The Unit/Program ProfileThe Unit/Program ProfileA.A. The Mission/PurposeThe Mission/Purpose

1.1. Role unit plays in the college missionRole unit plays in the college mission2.2. Unit/program goals as they relate to the Unit/program goals as they relate to the

college’s mission college’s mission B.B. The Staff The Staff

1.1. Professional and administrative staff Professional and administrative staff (since the last review)(since the last review)a.a. Position description/dutiesPosition description/dutiesb.b. Credentials (full and part-time, if Credentials (full and part-time, if

any)any)c.c. Accomplishments (if applicable)Accomplishments (if applicable)d.d. Service to college, community and Service to college, community and

nationnation

The Administrative Unit Review The Administrative Unit Review (continued)(continued)

B.B. The Staff (continued)The Staff (continued)e.e. Professional development Professional development

activitiesactivities2.2. Classified StaffClassified Staff

a.a. List of names and positionsList of names and positionsb.b. List of required credentials List of required credentials

(if (if any)any)C.C. The Customer/Client ServedThe Customer/Client Served

1.1. Breakdown of students/faculty Breakdown of students/faculty or or staff by type or demographic staff by type or demographic

information (thorough information (thorough explanation explanation of who is served)of who is served)


II.II.Definition of Services or ProgramDefinition of Services or ProgramA.A. Definition of day-to-day duties of Definition of day-to-day duties of

the the unit unit B.B. Innovations, new projects, new Innovations, new projects, new

initiatives, local, state-wide or initiatives, local, state-wide or national effortsnational efforts

C.C. Required functions of unit Required functions of unit (description and status of (description and status of

compliance)compliance)1.1. SACS "must" statementsSACS "must" statements2.2. State mandatesState mandates3.3. Federal mandatesFederal mandates4.4. OtherOther


III.III. Administrative Objectives and Student Administrative Objectives and Student Outcomes (where appropriate)Outcomes (where appropriate)

A.A. Administrative Objectives (2-3 Administrative Objectives (2-3 objectives)objectives)

B.B. Outcomes (or status if incomplete) of Outcomes (or status if incomplete) of innovations, new projects, new innovations, new projects, new initiatives, local, state or national initiatives, local, state or national effortsefforts

C.C. Assessment explanation (what was Assessment explanation (what was assessed, who, when, how many) assessed, who, when, how many)

D.D. Results of Administrative Objectives Results of Administrative Objectives Based on AssessmentBased on Assessment


IV.IV. Need for Change Need for Change A.A. Strengths identified by external Strengths identified by external sources, faculty, staff and studentssources, faculty, staff and studentsB.B. Weaknesses identified by external sources, Weaknesses identified by external sources,

faculty, staff and studentsfaculty, staff and studentsC.C. Recommendations by faculty, staff, Recommendations by faculty, staff, external sources and students to improve external sources and students to improve the unit's services and programsthe unit's services and programsD.D. Strategies for change (based on input Strategies for change (based on input

from Sections A, B & C) - closing the loopfrom Sections A, B & C) - closing the loopE.E. A one-year follow-up brief report to the A one-year follow-up brief report to the

Unit VP reporting on the progress of D Unit VP reporting on the progress of D above (due at the end of the year above (due at the end of the year

following review)following review)


V.V. Future Issues - Resources needed for Future Issues - Resources needed for future effortsfuture efforts

A.A. Market trends within the broad Market trends within the broad service service unit or program area (based on unit or program area (based on best-best- practices, the literature or training practices, the literature or training

received)received)

B.B. Anticipated future changes and needs Anticipated future changes and needs (based on market trends) (based on market trends)

C.C. Resources, equipment, space, staffing Resources, equipment, space, staffing and work load changes needs for and work load changes needs for

future future growth or continuationgrowth or continuation

D.D. Future plans of unitFuture plans of unit

But How do You Assess the But How do You Assess the Outcomes of Administrative Units?Outcomes of Administrative Units?

We created an evolving and revolving We created an evolving and revolving faculty/staff survey (three year cycle).faculty/staff survey (three year cycle).

The survey is an online product and easy to The survey is an online product and easy to administer.administer.

We spent time training units on “what We spent time training units on “what outcomes were” rather than just satisfaction outcomes were” rather than just satisfaction questions.questions.

They could also use it for needs assessment They could also use it for needs assessment questions.questions.

Satisfaction questions can answer Satisfaction questions can answer administrative outcome objectives though.administrative outcome objectives though.

Assessment of Administrative Assessment of Administrative UnitsUnits

During the year of program review, During the year of program review, the “Annual Faculty/Staff Survey” the “Annual Faculty/Staff Survey” contained questions from those contained questions from those units being reviewed.units being reviewed.

Results were given to each unit and Results were given to each unit and broken out by campus and job typebroken out by campus and job type

http://www.cpcc.edu/planninghttp://www.cpcc.edu/planning There’s a link to survey results.There’s a link to survey results.

Administrative Units at CPCCAdministrative Units at CPCCAdministrative Units at CPCCAdministrative Units at CPCC

Administrative Technology ServicesAdministrative Technology Services Instructional Technology ServicesInstructional Technology Services Compliance & AuditCompliance & Audit Inventory ControlInventory Control Basic Skills Compliance & ReportingBasic Skills Compliance & Reporting Facilities MaintenanceFacilities Maintenance Facilities Design and ConstructionFacilities Design and Construction Institutional Advancement/FoundationInstitutional Advancement/Foundation Planning and Research (IR/IE)Planning and Research (IR/IE) Resource DevelopmentResource Development SecuritySecurity

Administrative Units at CPCCAdministrative Units at CPCC Equal Opportunity EmploymentEqual Opportunity Employment Human ResourcesHuman Resources Occupational Health and SafetyOccupational Health and Safety Technology Help-deskTechnology Help-desk Email ServicesEmail Services The Book StoreThe Book Store Vending/Food ServicesVending/Food Services Parking ServicesParking Services Campus PrintingCampus Printing Distribution Services (mail/moving)Distribution Services (mail/moving)

Administrative Units at CPCCAdministrative Units at CPCC PayrollPayroll Financial Reporting/BudgetingFinancial Reporting/Budgeting Purchasing/ProcurementPurchasing/Procurement Accounts PayableAccounts Payable CashieringCashiering Community RelationsCommunity Relations Marketing ServicesMarketing Services Graphic DesignGraphic Design Professional DevelopmentProfessional Development Faculty Development (CTL)Faculty Development (CTL)

New Unit (entrepreneurial)New Unit (entrepreneurial)

The Services Corporation:The Services Corporation:• The Center for Applied ResearchThe Center for Applied Research• The CPCC PressThe CPCC Press• The Harris Conference CenterThe Harris Conference Center• The Performing Arts CenterThe Performing Arts Center

Will have to add new questionsWill have to add new questions

Where Do All These Units FallWhere Do All These Units Fall

Resources Services Products or Results ofActivities

Staff Education (classes) Numbers servedBuildings Services FTE (input next year)Facilities Counseling # Classes taughtState funds Student activities # Students recruitedFTE # Who participated

ConstraintsLawsState regulations

INPUTS ACTIVITIES OUTPUTS

When You are an Input – What When You are an Input – What are Your Outcomesare Your Outcomes

> > >

Benefits for the College

*New Efficient Approaches *Enhanced Services

*Motivating Environment *Supportive Behavior

*Improved Conditions *Altered Expectations *New opportunities

INPUTSINPUTS ACTIVITIES OUTPUTS OUTCOMES

Facilities ServicesFacilities Services

OutcomesOutcomes• Classrooms conducive to learningClassrooms conducive to learning• Students to be safe and secureStudents to be safe and secure• Faculty to be able to work in assigned Faculty to be able to work in assigned

spacespace Survey questions were developed Survey questions were developed

and asked around these themesand asked around these themes

Facilities ServicesFacilities ServicesFacilities ServicesFacilities Services Survey respondents gave high rankings (in Survey respondents gave high rankings (in

the 80-90% range) for:the 80-90% range) for:

• Newly constructed or newly renovated facilities Newly constructed or newly renovated facilities being of high quality and meeting needsbeing of high quality and meeting needs

• Classrooms and common areas being generally Classrooms and common areas being generally cleanclean

• Lighting levels being adequateLighting levels being adequate• A safe and secure environment being provided A safe and secure environment being provided

for all members of the College communityfor all members of the College community• Knowing procedures to follow if a medical Knowing procedures to follow if a medical

emergency on campusemergency on campus

Areas Needing ImprovementAreas Needing ImprovementAreas Needing ImprovementAreas Needing Improvement Only 73% of respondents were pleased with new Only 73% of respondents were pleased with new

office spaces.office spaces.

• To address this concern, the Facilities Standards Subcommittee To address this concern, the Facilities Standards Subcommittee of Facilities Partners will review the adopted standards for of Facilities Partners will review the adopted standards for offices and furnishings and make recommendations for offices and furnishings and make recommendations for revisions.revisions.

Only 50% of faculty and staff were pleased with the Only 50% of faculty and staff were pleased with the temperatures in classrooms (affected teaching-temperatures in classrooms (affected teaching-learning process). learning process).

• The Central Energy Plant began operating in the summer of The Central Energy Plant began operating in the summer of 2003; when connected to the main body of Central Campus, the 2003; when connected to the main body of Central Campus, the back-up capabilities of this facility should minimize the back-up capabilities of this facility should minimize the disruption of cooling. The College is also developing a plan for disruption of cooling. The College is also developing a plan for the future pairing of boilers to provide back-up heating for the future pairing of boilers to provide back-up heating for Central Campus buildings. At the suburban campuses, central Central Campus buildings. At the suburban campuses, central plant approaches are being used to link buildings, thereby plant approaches are being used to link buildings, thereby providing back-up capability.providing back-up capability.

Areas Needing ImprovementAreas Needing ImprovementAreas Needing ImprovementAreas Needing Improvement Only 57% of the respondents expressed Only 57% of the respondents expressed

satisfaction with the cleanliness of bathrooms.satisfaction with the cleanliness of bathrooms. • The College entered into a new housekeeping contract as of The College entered into a new housekeeping contract as of

July 1, 2003 which employs a new vendor and has enforceable July 1, 2003 which employs a new vendor and has enforceable cleanliness standards that must be met. Additionally, cleanliness standards that must be met. Additionally, Facilities Management is addressing the appearance of some Facilities Management is addressing the appearance of some of the older restroom facilities on Central Campus as part of a of the older restroom facilities on Central Campus as part of a cyclical rehabilitation program.cyclical rehabilitation program.

Planning and ResearchPlanning and Research

OutcomesOutcomes• Be perceived as an effective and efficient unit Be perceived as an effective and efficient unit

of the collegeof the college• Be perceived as contributing to the Be perceived as contributing to the

effectiveness of the collegeeffectiveness of the college• Provide adequate assistance with survey Provide adequate assistance with survey

design design • Provide helpful guidance through the program Provide helpful guidance through the program

review process review process • Have websites that are used and contain Have websites that are used and contain

appropriate informationappropriate information

Planning and ResearchPlanning and ResearchPlanning and ResearchPlanning and Research Survey respondents gave high rankings (in Survey respondents gave high rankings (in

the 80-90% range) for:the 80-90% range) for: Responding quickly to their need for Responding quickly to their need for

data/information.data/information. Producing enough reports annually to meet the Producing enough reports annually to meet the

planning and information needs of faculty and planning and information needs of faculty and staff.staff.

Making a significant contribution to the College.Making a significant contribution to the College. Contributing to the effectiveness of CPCC.Contributing to the effectiveness of CPCC. Assisting in the area of survey Assisting in the area of survey

development/design.development/design. Assisting with program/unit review.Assisting with program/unit review. Having a quality Institutional Effectiveness Having a quality Institutional Effectiveness

Website.Website. Having a quality Institutional Research Website.Having a quality Institutional Research Website. Having a quality Fact Book (available online).Having a quality Fact Book (available online).

SecuritySecurity

OutcomesOutcomes• For students and staff to be able to work For students and staff to be able to work

and learn. In order to do that they and learn. In order to do that they must:must:

Feel safe on campusFeel safe on campus Handle emergencies correctlyHandle emergencies correctly Gather safely in groups (students)Gather safely in groups (students) Perceive safety in their jobsite (employees)Perceive safety in their jobsite (employees)

Questions Asked (level of Questions Asked (level of agreement)agreement)

If I see suspicious behavior, I always If I see suspicious behavior, I always contact security/campus police. contact security/campus police.

Insufficient LightingInsufficient Lighting is a significant safety is a significant safety concern within my work environment.concern within my work environment.

Personal Security Personal Security is a significant safety is a significant safety concern within my work environment.concern within my work environment.

Safety in Gathering Places (Safety in Gathering Places (crowd control) crowd control) is a significant safety concern within my is a significant safety concern within my work environment. work environment.

Information TechnologyInformation Technology OutcomesOutcomes

• Faculty and staff to be able to use reliable Faculty and staff to be able to use reliable technology to get their jobs done more technology to get their jobs done more effectively and efficiently.effectively and efficiently.

• For the college not to be late on any state For the college not to be late on any state or federal reporting generated out of IT or or federal reporting generated out of IT or assisted by IT.assisted by IT.

Needs assessmentNeeds assessment• How many are using remote email service How many are using remote email service

Information TechnologyInformation Technology Survey respondents gave high rankings Survey respondents gave high rankings

(in the 80-90% range) for:(in the 80-90% range) for:• Courteous and helpful staff in answering Courteous and helpful staff in answering

questions and resolving issues with questions and resolving issues with administrative systems access.administrative systems access.

• Providing regular scheduled reports Providing regular scheduled reports accurately and on time.accurately and on time.

• Reliability of systems and availability Reliability of systems and availability especially during heavy registration.especially during heavy registration.

• Not experiencing significant down time as a Not experiencing significant down time as a result of office computers not working.result of office computers not working.

Purchasing DepartmentPurchasing Department

OutcomesOutcomes• Provide adequate training so Provide adequate training so

departments can purchase what they departments can purchase what they need.need.

• The purchasing card program will save The purchasing card program will save time and money. time and money.

• Manuals and information will provide Manuals and information will provide adequate information in a readable adequate information in a readable format.format.

VendingVending

Needs AssessmentNeeds Assessment• Do you like Coke or Pepsi productsDo you like Coke or Pepsi products• Do you like 12 oz. cans or 20 oz. bottlesDo you like 12 oz. cans or 20 oz. bottles

OutcomesOutcomes• Faculty and staff can find healthy food Faculty and staff can find healthy food

and drink choices in the vending and drink choices in the vending machines and through food services.machines and through food services.

Book StoreBook Store

OutcomesOutcomes• To enhance learning, students should To enhance learning, students should

have books by the first day of class.have books by the first day of class.• The communication between the book The communication between the book

store and the faculty should be store and the faculty should be adequate and timely.adequate and timely.

• Faculty will understand the process of Faculty will understand the process of requesting special products for classes.requesting special products for classes.

Need for Senior Administration Need for Senior Administration Response Response

Units spend a lot of time working on Units spend a lot of time working on the program review.the program review.

If we want them to take it seriously, If we want them to take it seriously, we have to take it seriously.we have to take it seriously.

Once reviews are reported at the end Once reviews are reported at the end of the year, their Dean or Vice of the year, their Dean or Vice President/Chancellor need to:President/Chancellor need to:• 1. Read them1. Read them• 2. Respond to them2. Respond to them

From Personal ExperienceFrom Personal Experience

Sit down with the unit (group meeting)Sit down with the unit (group meeting) Give them attentionGive them attention Discuss what was learnedDiscuss what was learned Discuss their major issuesDiscuss their major issues Discuss what they need to make Discuss what they need to make

improvementsimprovements Actually attempt to direct resources to Actually attempt to direct resources to

them to make those improvementsthem to make those improvements Then they do not see it as an academic Then they do not see it as an academic

exerciseexercise

Overall BenefitsOverall Benefits

#1#1 No recommendationsNo recommendations in the area of in the area of Institutional Effectiveness from SACS during Institutional Effectiveness from SACS during the October 2002 re-accreditation visitthe October 2002 re-accreditation visit

The college became change-oriented The college became change-oriented • Units had to define strategies for changeUnits had to define strategies for change• Didn’t have to be perfect but rather making Didn’t have to be perfect but rather making

continuous progresscontinuous progress• Strategies for change helped identify needed Strategies for change helped identify needed

resources for unitsresources for units• Units had to “close the loop” with the one-year Units had to “close the loop” with the one-year

follow-up (couldn’t promise and not deliver)follow-up (couldn’t promise and not deliver)

Overall BenefitsOverall Benefits Units became empowered to perform Units became empowered to perform

their functions in an optimal manner their functions in an optimal manner and to ask for what they needed (no and to ask for what they needed (no one noticed them before, now they do)one noticed them before, now they do)• Created data to support needsCreated data to support needs• Accomplishments were reported to major Accomplishments were reported to major

administrative groups across the college administrative groups across the college (President’s Cabinet, Planning Council, (President’s Cabinet, Planning Council, etc.)etc.)

Overall BenefitsOverall Benefits The college community understood The college community understood

the purpose and function of every unitthe purpose and function of every unit Senior administration realized the Senior administration realized the

benefits and became strong benefits and became strong supporterssupporters• Data are reported annually from Data are reported annually from

program/unit reviewprogram/unit review• VPs became stronger advocates for their VPs became stronger advocates for their

units making changes to improve servicesunits making changes to improve services

““Best” Results of “Best” Best” Results of “Best” PracticePractice

Better use of data across the college Better use of data across the college We have become more client/customer focusedWe have become more client/customer focused Review gives direction for goals and needed Review gives direction for goals and needed

changeschanges Departments are empowered to do their jobs (can’t Departments are empowered to do their jobs (can’t

slip through the cracks and be unnoticed)slip through the cracks and be unnoticed) Problems must be resolved (there is no hiding and Problems must be resolved (there is no hiding and

no excuses)no excuses) Surveys provide needs assessment data as well as Surveys provide needs assessment data as well as

evaluation which gives departments directionevaluation which gives departments direction

What We Want to DoWhat We Want to Do

Work with 10-20 colleges this year.Work with 10-20 colleges this year. Collect outcomes from their Collect outcomes from their

administrative units.administrative units. Fine tune the assessment tool (needs Fine tune the assessment tool (needs

to match the outcomes).to match the outcomes). Distribute it to all the colleges in Distribute it to all the colleges in

pieces (probably 3).pieces (probably 3). Nationally norm it.Nationally norm it. Potentially – use it for benchmarking.Potentially – use it for benchmarking.

What We Want to DoWhat We Want to Do

Give the colleges their individual Give the colleges their individual reports.reports.

Give them comparison data for the Give them comparison data for the entire group.entire group.

Please sign up if you are interested.Please sign up if you are interested.

For a copy of this presentationFor a copy of this presentation

Contact Terri Manning Contact Terri Manning [email protected]@cpcc.edu

Download or print presentation:Download or print presentation: http://www.cpcc.edu/planninghttp://www.cpcc.edu/planning

• Click on “studies and reports”Click on “studies and reports”• NCCBC Admin SurveyNCCBC Admin Survey

Documents

The National Benchmarking of an Assessment Tool to Measure Outcomes in Administrative Areas National Community College Benchmarking Conference Terri M