Goal Team 3: Invest in Each Other

DRAFT AGENDA

Goal Team 3: “Invest in Each Other” Objective 1: Collaboration

First Solo Team Meeting 9:00 a.m., November 10, 2010 East Campus, Room 113

(If time targets are met, this agenda can be achieved in 2 hours, including a 10-minute break.)

Note - The goal team agendas and meeting notes are accessible by clicking on the link at the bottom of this page: http://www.valenciacc.edu/strategicplan/StrategicGoalTeams.cfm

I. Welcome and Introductions (5 minutes)

Convener Angelique Smith will ask all present to introduce themselves. See Attachment A(page 4 of this document) for list of this team’s members. Some team members may have missed the October 22 meeting.

II. Review of the Charge to the Goal Teams, Team Principles and Roles (15 minutes) – CPC Co-chair Susan Kelley and Convener Angelique Smith

Angelique will review the charge to the goal teams, and the “four questions” that each team will address. See Attachment B (p. 5 of this document) for the charge and the questions. See Attachment C (p. 7) for Team Roles, and Attachment D (p. 8) for Principles.

Susan will answer any questions about the charge from the CPC, and note that the purpose of this meeting is to complete work remaining to be done before December 17, 2010, as stated in the charge, some of which was completed at the October 22 organizational meeting:

By December 17, 2010:  Develop principles to guide the work of the goal teams.  Review and discuss the goal assigned to the team and its place within the strategic plan.  Review the baseline and target measures established for the goal by the 2009- 10 goal teams, and determine a means of obtaining the baseline data by February 4, 2011.  Review the list of departmental objectives entered into the college’s Weave Online system that relate to the team’s goal, providing an overview of some of the work underway to advance the goal.

1  Review and discuss the eight questions used by the college to develop the situational/needs analysis for the 2008-13 plan. Consider whether these are still the right questions to ask as we review data about our internal and external environment. Make any recommendations the team may have regarding changes to these questions.  Suggest any strategic issues that should be considered by the college related to this goal.

Angelique will lead the team in reviewing and finalizing the principles that will guide their work and the roles they wish to have filled by team members.

III. Review of Notes from October 22 Joint Meeting (5 minutes)

Angelique will ask the team if any entries need clarified or if anything was missed that should be added to the record. See the October 22 meeting notes (Attachment E on p. 9) and also available at this web site, under the second section of the page: http://valenciacc.edu/strategicplan/strategicplanning2010- 11.cfm

IV. Review of Strategic Issues (15 minutes)

Angelique will ask the team to review the Strategic Issues included in the 2008-13 Strategic Plan, note those that have relevance to the goal, and suggest any strategic issues that have emerged that the team suggests be added, if any. See Attachment F – Strategic Issues List from 2008-13 Plan, p. 10 of this document.

The team will discuss whether it wishes to update information on the selected/added issues for the purpose of reporting on the issues at the Big Meeting on March 18, using an issue brief format that will be provided to the team.

V. Finalizing the Baseline Data for the Goal (30 minutes)

The team will review the baseline data gathered for each objective, and discuss whether any additional baseline data may be desirable. If so, someone on the team will agree to obtain the additional data. See Attachment G, p 11.

(Following that, the team may wish to take a 10-minute break.)

VI. Developing the List of Major Goal-Related Initiatives and Projects: (30 minutes) See Attachments H – Template (p. 12), J- 2009-10 Initiatives List for 3.1 (p. 16), K- Summary of the 09-10 Goal Team Report (p. 17), and L – Full Team report (p 19). Also attached ia Dr. Shugart’s Goal 3 essay in Attachment I, p. 13, for reference.

2 There are three tasks:

1. The list of initiatives and projects developed by the 2009-10 Goal Team in February 2010, and a report from Weave Online will be reviewed. In 2009-10 no initiatives were listed for 3.1. The Weave report will be distributed at the meeting.

2. The team will be asked to identify any missing initiatives that are underway but not on the Fall 2010 Weave report. (Remember that we are aiming for major initiatives and projects – short list rather than an exhaustive list.)

3. The team will decide on a means of gathering current information about initiatives for 3.1 for the team’s review at its second meeting.

At a later meeting, the team will review the measures that are in place for the goal and the objectives, and whether the list of current project and initiatives is likely to enable the college to make progress toward the goal. The team may propose at that time to adjust the measures or to add initiatives/projects, if the group deems that to be appropriate. Those proposals would be considered at the Big Meeting on March 18.

VII. Review of Assignments and Next Meeting (10 minutes)

Angelique will review the list of assignments.

A meeting date and convener will be agreed upon for the second solo team meeting.

All members will be reminded to hold Friday, March 18, 2011 on their calendars for the Big Meeting.

3 Attachment A – Goal Team Members – 3.1

Convener for first solo meeting – Angelique Smith

Karen Borglum Tullion Bushrui Michelle Foster Lisa Macon Jennifer Robertson Liza Schellpfeffer Gus Silva Angelique Smith Chara Young

4 Attachment B – Goal Teams Charge

Charge to 2010-11 Goal Teams

In 2010-11, the College Planning Council will convene a Goal Team for each of the four goals in the College Strategic Plan: 1) Build Pathways, 2) Learning Assured, 3) Invest in Each Other, and 4) Partner with the Community.

Each goal team will monitor progress toward a goal, collect and interpret data, monitor related strategic issues, make recommendations to the annual Big Meeting, and prepare an annual report on progress toward the goal.

Each goal team will maintain the College’s “to do” list of the initiatives and projects that are intentionally aligned with each goal. This list of a handful of major projects for each goal will help us to maintain our focus on the actual work being carried out to advance each goal.

The teams will answer four questions:

Looking at our team’s goal and objectives…

1. Are we on track toward the targets set for this goal by the 2009-10 teams?

2. What is currently happening at the college to get us there?

3. What data do we have that help us to measure progress?

4. Will the list of major activities underway continue to “move the needle?” If not, what is missing from the list?

Composition of the Goal Teams The goals teams, which will be recruited college-wide, will include volunteers from faculty, career service, professional and administrative staff.

The Council will seek to have representation from each campus on each goal team. Also, care will be taken to ensure that those who have responsibility for the work of the goal are represented on each goal team.

Guiding Principles

The teams will utilize principles to guide their work, and will ask one member of the team to call the attention of the team to the extent to which the work is being conducted in keeping with those principles. The teams will develop the principles at a first, joint meeting, set for the afternoon of Friday, October 22. That meeting will include Dr. Shugart who will assist in launching the work of the teams for 2010-11.

5 Responsibilities of the Goal Teams The teams will have the following responsibilities, designed to be carried out in four or five meetings between October 2010 and June 2011, with support and assistance provided by the co-chairs of the College Planning Council, Ed Frame and Susan Kelley. The first meeting will be a joint meeting of all four goal teams, set for the afternoon of October 22, 2010.

By December 17, 2010:  Develop principles to guide the work of the goal teams.  Review and discuss the goal assigned to the team and its place within the strategic plan.  Review the baseline and target measures established for the goal by the 2009-10 goal teams, and determine a means of obtaining the baseline data by February 4, 2011.  Review the list of departmental objectives entered into the college’s Weave Online system that relate to the team’s goal, providing an overview of some of the work underway to advance the goal.  Review and discuss the eight questions used by the college to develop the situational/needs analysis for the 2008-13 plan. Consider whether these are still the right questions to ask as we review data about our internal and external environment. Make any recommendations the team may have regarding changes to these questions.  Suggest any strategic issues that should be considered by the college related to this goal.

By February 4, 2011 (this work is anticipated to require one or two meetings in the December – January time frame):  Gather and study the baseline data and any available updates to that data that indicate progress toward the targets set by the 2009-10 goal teams. (Data may be obtained from the office of Institutional Research, the Data Task Force of the College Planning Council, the College Data Team, and/or other sources.)

By March 4, 2011 (this work is anticipated to require one meeting):  Review the original objectives developed for each goal, interpret progress data from 2010-11, review any updates on strategic issues, draft a list of major projects and initiatives that are intentionally aligned with the goal, and make any recommendations regarding the goal that the committee believes may be advisable for consideration at the “Big Meeting” on March 18, 2011. (Team members will participate in the Big Meeting.)

By June 30, 2011 (this work is anticipated to require one meeting):  Prepare an annual report on progress toward the goal, with a focus on the list of major projects and initiatives that are intentionally aligned with the goal, including recommendations on how the College might use what is learned to improve its effectiveness. 6 Attachment C Role and Responsibilities of Team Members

Goal Teams Roles and Responsibilities

Role Responsibility

Schedules Goal Team Meetings with members (help with room reservations is available Convener through CPC staff); prepares agenda

Recorder Records minutes of meetings and distributes to group and CPC staff

Reporter Reports group progress, findings, etc. to CPC as needed

Actively seeks information to answer group questions or needs (could be two or three Seekers people in this role)

Encourages group to explore multiple scenarios and ideas when addressing data sets and Questioners assumptions(could be two or three people in this role)

Monitors the group’s adherence to design principles and helps the group through tough Principles Monitor conversations by focusing on principles

7 Attachment D – Draft Principles

Base principles from 2009-10 Team Joint Meeting:

- The teams will first address the work to be done to meet the goal, without concern for measurement.

- After identifying the work to be done towards each goal, the teams will recommend what should be measured to determine if we are making progress.

- Everyone’s voice on the team is valued and important. All perspectives are welcomed, both from those who are closest to the work as well as those who observe it from a distance.

Additions by 2009-10 Teams, with 2010-11 Team edits in italics o Try to format and locate meetings to make them as inclusive as possible and move location so not always meeting in same place. o Build on prior work, but also focus on new work to be done. o Implement a process to synthesize work, not create laundry lists. o Stay solution oriented and positive. o Continue clarifying purpose. o Keep in mind that planning is a cycle – use feedback to inform current practice. o Be accountable for all things proposed by the team. o Okay to dissent, but be respectful. o Open communication – no hidden agenda. o Reach out to other parts of the college. o Think beyond our own roles. o On time, committed, invested in work, active participant, and trust people to do that.

8 Attachment E – Notes from Organizational Meeting – October 22, 2010

Goal Three: Invest in Each Other Coordinator: Amy Bosley

Objective 3.1 – Collaboration Need a definition/description and need written guiding principles for what this “looks like”. 3.1.1 Lisa Macon 3.1.2 Chara Young Need to understand the communication and approval process of going to the Councils. Go to one, more than one, how are decisions made, what goes to the councils and which ones? 3 – MSC strategic plan – Angelique Smith 4 – Summary of what is happening with part time staff – Chara Young 5 – Summary of what is happening with part time faculty – Michelle Foster What learning and leadership development. Strengthening collaboration – What are the developments? When is the review? Where with it happen? Who is involved? Need summary of work going on (baseline data) for the college part-time and full-time employee networking. A faculty member wrote a white paper on collaboration. Can we get a copy of that, or a book? How do we know that an approach was an effective use of collaboration? How do we measure this outcome?

Team comments as principles Bullet #2 – Build on prior work, but also focus on new work to be done. Bullet #7 – “All things proposed by the team” Bullet #12 – And trust that people do that.

Team Roster Jennifer Robertson Liza Schellpfeffer Angelique Smith Karen Borglum Tullion Bushrui Lisa Macon Gus Silva Chara Young Michelle Foster

Convener – Angelique Smith Next Meeting – East, look at week of November 8 (Subsequently set for Nov 11, 9:00 a.m., East 3-113.) Bring/share baseline data at next meeting.

9 Attachment F - Strategic Issues List from 2008-13 Plan

An Agenda of Plan-related Issues to Be Considered Systematically by College Councils, Committees, and Leadership Teams during 2008-2013

As the Strategic Plan is carried out, the following issues should be systematically studied by appropriate councils, committees, and leadership teams, and the results should inform the annual review of the strategic plan:

- How do we define and measure learning? What is our theory regarding the assessment of learning?

- What constitutes Student Success? How does learning differ from student success?

- How will we define “meaningful improvement?”

- What are the contributions that a student can make to achieve his or her goals?

- What does it mean for a student to achieve his or her potential?

- How do we define “Optimal Learning Conditions?”

- How do we measure the extent to which we are accessible? How can we describe what it means to “Build Pathways?”

- How do we define and practice collaboration? How should we communicate in a collaborative college?

- How is our commitment to valuing diversity honored through the work envisioned by this plan?

- How will employees define their learning pathways, and how will we measure an employee’s engagement in the learning process?

- What data model will be used to carry out this work, and how will we organize for data sharing and accountability?

- As part of our “culture of evidence”, what do we accept as evidence of progress against our goals and objectives? How do we validate that changes in our proposed key indicators are meaningful and are having the intended effects on achieving our objectives?

- What constitutes meaningful data? Should we compare statistics by socioeconomic indicators, rather than by race? What is the usefulness of such a comparison?

10 Attachment G – Baseline Data Needed

Goal 3 – Invest in Each Other

Objective 3.1: Collaboration Strengthen Valencia’s collaborative culture through learning and leadership development opportunities through the effective use of collaborative approaches, and through regular review and evolution of our shared governance system.

1. A document describing the college’s shared governance system. (Available on the college web site.)

2. A listing of professional development and other learning opportunities made available to the college community in 2008-09 that were focused on collaboration. (Available from the office of Organizational Development, Amy Bosley.)

11 Attachment H – Initiative Report Template

Initiative Report Goal Team: Initiative Name: Prepared by: Person(s) consulted in obtaining information about the status of this initiative:

Summary of progress made on the initiative to date:

Information about upcoming work on the initiative:

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative:

(Add pages as needed.)

12 Attachment I – Dr. Shugart’s Goal Essay Goal Three: Invest in Each Other

The first two goals in this strategic learning plan – Build Pathways and Learning Assured – are fundamental to our mission as a learning college. They describe where we will focus our attention and resources for the next several years toward improving learning and opportunity for our students. Goals Three and Four are more instrumental in nature, describing how we will work together and in partnership with the community to grow our capacity to achieve the first two goals. They are important means to important ends.

Extraordinary work requires extraordinary people working in extraordinary ways. Valencia has long been blessed with these vital conditions. The college has given regular attention to hiring the best. In recent years, the hiring processes were substantially modified to recruit earlier and more compellingly. The faculty developed a written summary of what they hoped to see in new colleagues (The Competencies of a Valencia Educator), a document that continues to be revised and to guide search committees. Compensation was modified to make Valencia much more competitive in hiring generally and to enable the college to hire more seasoned educators when they are the best fit by recognizing in the system relevant experience outside the college. More important than these pragmatic changes, though, is a deep culture of looking for and hiring the best.

A thoughtful process of inducting new professionals into the organization has also been an important to building the best faculty and staff here. The Teaching and Learning Academy has provided a valuable and challenging opportunity for growth and formation of new faculty. More recently, a program of New Employee Orientation has been developed and used successfully for some two years. Continuing programs such as Destinations, Sabbaticals, Endowed Chairs, and Focus on the Workplace, as well as a robust offering of workshops through Leadership Valencia have been important resources to our shared work.

In the discussions that led to Goal Three, however, a number of new and continuing challenges were noted. Clearly, recent budget constraints have limited the growth and development of our efforts to support faculty and staff in their learning, particularly adjunct faculty, on whom we rely more than ever. Budget woes notwithstanding, it is important to find the resources to build on our already robust programs of faculty development. Commitment to the faculty development component of the compensation plan remains high, but the college will need to address resources for underwriting learning experiences and workloads if members of the faculty are to continue to attend to their own renewal.

It is also clear that staff – professional, support, and administrative – have had fewer resources and a less developed program of learning to engage than faculty. The college needs to establish in its organization clear leadership for staff learning and a coherent program of learning at every level for various staff responsibilities. This will need to be linked to the deployment of a new Performance Development System that has been piloted successfully for two years. The goal here is growth in one’s capabilities and knowledge in current work and career development for the future. Critical early needs

13 include a comprehensive program of development for all supervisors and a need to profile most, if not all jobs in the college to clearly identify competencies, training, and behaviors that lead to success in each of them.

The college is also ready for the next step in our development of a serious program of employee wellness. We have had effective part-time support for this effort for the past few years, but further progress will require establishing a clear full-time leadership role for wellness in the college and supporting programs of health and fitness that yield genuine improvements in our health, such as weight reduction, nutrition, stress reduction, and cessation of smoking. On this latter point, I need to signal to the college that the Board of Trustees and I are ready to move toward a policy of a smoke-free campus. This is more easily said than done; issues of timing, education, enforcement, assistance to smokers who want to quit, etc. will need to be considered. But a task force with student and college representatives will be named to lead us in this direction early in the next academic year. It is also important to note here that many are concerned for the health of our students and wonder how we could have more impact on educating them to make healthy decisions.

These are some of the issues attending hiring and supporting extraordinary people, but what about working in extraordinary ways? By this I mean the culture of respect, inquiry, innovation, evidence, and collaboration that has so powerfully moved our work forward in the past. Nearly a decade ago, we adopted principles of shared or collaborative governance and replaced a single governing committee with four governing councils. Our purpose was to accelerate the work and make collaboration a deep habit, the default mode for our work throughout the organization. We also developed a variety of new ways of engaging more voices in the dialog that carries our work forward. High band-width meetings (also known as “big meetings”), the use of flashlight surveys for iterative feedback from the whole faculty and/or staff, using the discipline of “design principles” to create shared purpose in our work groups, and other techniques that foster genuine collaboration have been essential to our progress.

What we call collaboration, however, is more than a mix of habits, assumptions, techniques...in short, it is a culture that has to be renewed and reinvented from time to time. Over the past year, I and a faculty leader have held a variety of forums on collaboration at Valencia. These have proven very useful. We have learned that the commitment to collaboration as a way of doing our shared work is as strong as ever. To some, however, much of this conversation was new because they arrived at Valencia recently and came from an organization that practiced other models of decision making. Many shared powerful stories of how collaboration had transformed their work at Valencia. Most could also tell a story of how we had failed to collaborate effectively for one reason or another.

Out of all of these conversations, several clear actions for the future have emerged. First, we need to recommit to a collaborative model of leadership and cooperation and be ready to receive criticism when we fall short of this aspiration. Second, we need to define more clearly what we mean by collaboration at Valencia, to write down, share and train staff in a variety of collaborative techniques for leading and participating in decision-making. We should make collaboration an important element of feedback on leaders throughout

14 the college so they can grow in this habit. And finally, we need formally to review our collaborative governance model to determine how it can be improved and refined some nine years since its introduction to the college.

The goals we have outlined for improving the performance of students in the college (Learning Assured) and expanding their opportunities to learn (Build Pathways) will stretch our capacities, with or without an economic recovery. They will require extraordinary practitioners in every role at the college, hired because they are the best and supported with continued learning and growth throughout the whole trajectory of their careers. This alone will continue to create great results in our shared work. And if we can renew an authentic spirit of collaboration, a sense of shared journey in our work, a deep mutual respect and a habit of inquiry, I believe we can surprise even ourselves with results that set a standard others believe to be unattainable. In attaining these extraordinary results, we serve our students, our community, and one another more powerfully.

15 Attachment J – List of Initiatives from 09-10 Goal Team

There were no initiatives listed under 3.1 in 09-10.

16 Attachment K – Summary of Report from Goal Team 3 - 2009-10

(Developed by Amy Bosley)

Goal Three: Summary of Progress and Work Underway (October 2010)

Goal 3: Invest in Each Other  Establish operational systems based on collaboration and deep stewardship of our work.  Demonstrate support for employee professional development, career growth, and healthy living.

Objective 3.1: Collaboration - Strengthen Valencia’s collaborative culture through learning and leadership development opportunities through the effective use of collaborative approaches, and through regular review and evolution of our shared governance system.

Objective 3.2: Career Growth - By 2013, Valencia will have a robust system of career growth and planning in which all Valencia employees will participate. (Note: This does not include faculty, who have a separate faculty development program.)

Objective 3.3: Employee Wellness - Increase the percentage of those in our college community who are engaged in self-reported wellness practices. (NOTE: This does not include students.)

The 2009-10 goal team projects that significant investment of time and resources would be required to achieve these goals as the organizational structure did not provide for consistent and on-going leadership in these areas. In all cases (with the exception of Objective 3.3 – Employee Wellness), the teams indicated that the current practice is insufficient to “move the needle” in terms of results. The team established short-term measures that will assist in monitoring progress toward these ultimate aims:

 College employees will be able to articulate the commonly-held principles of collaboration and decision-making as defined and practiced by the college community.  The college will develop and implement a robust, layered, and effective system of communication that reaches broadly and deeply to all employees.  Part-time employees (including faculty) will be engaged and connected to the mission of the college.  As an individual, a leader, and part of a team, Valencia will encourage employees to steer their career goals and aspirations. Specifically, career growth includes: continuous learning and development to enhance current on the job performance, enabling employees to keep pace with rapid changes ensuring we are prepared to exceed the students’ needs and expectations, and identifying and preparing for desired future job opportunities.  All in our college community are engaged in one or more wellness practices.

17 Overview of Selected Efforts to Achieve the Goal

Strengthening Collaboration – Several developments in college organization, processes, and practices are contributing to the advancement of our collaborative work.

A review of shared governance and collaboration at the college will be conducted. Specifically, the review will yield a documented collaborative process and the results will be communicated throughout the college.

The area of the college that is responsible for marketing and communications has been renamed Marketing and Strategic Communications. A new Assistant Vice President was hired in September 2009, and the team is creating a new marketing and strategic communications plan.

The college will strengthen the support, performance, reliability, and accountability of part-time employees through providing more networking among part-time and full-time employees throughout the college.

Career Development, Growth, and Planning – A draft of an overarching staff and organizational development model has been developed and is currently under review. Additionally, a strategic plan to develop a competency-based supervisory program has been developed. Targeting those in supervisory positions is the foundation for spreading a culture of professional development for all staff.

In June 2009, the Performance Development Plan (PDP) team started the pilot phase of implementation of the PDP. Key departments were targeted and invited to participate in the pilot program. The pilot program was successful and a college-wide roll-out was started. Throughout the months of June and July 2010 the PDP team conducted training for supervisors and employees. Supervisors received a three-hour training session that covered the details of the new process and planner plus hands-on practice of writing objectives. Employees received a one-hour training session that focused on differences in the new process. To date, most college employees have completed the recommended training program.

Improving Employee Wellness - The college moved to Cigna Health Insurance in 2009 and, as part of the transition, those insured were asked to complete an online health assessment. The transition to Cigna is complete and preliminary data from the health assessments is available. The data will be used to create targeted and specific wellness programs designed to meet the needs of Valencia employees.

Campus-based information about wellness programs and technologies has been identified and a comprehensive Wellness Plan is in development.

18 Attachment L – Full Draft Report from Goal Team 3 - 2009-10

GOAL TEAM THREE – 2009-10 Report to the College – DRAFT – Reflects goal team edits with changes/remaining questions in red italics Goal 3: Invest in Each Other

 Establish operational systems based on collaboration and deep stewardship of our work.  Demonstrate support for employee professional development, career growth, and healthy living.

Objective 3.1: Collaboration Strengthen Valencia’s collaborative culture through learning and leadership development opportunities through the effective use of collaborative approaches, and through regular review and evolution of our shared governance system.

Objective 3.2: Career Growth By 2013, Valencia will have a robust system of career growth and planning in which all Valencia employees will participate. (Note: This does not include faculty, who have a separate faculty development program.)

Objective 3.3: Employee Wellness Increase the percentage of those in our college community who are engaged in self-reported wellness practices. (NOTE: This does not include students.) (This is a recommended edit to the original objective that read: Increase the percentage of employees who are engaged in self-reported wellness practices. Big Meeting participants agreed with the proposed wording change submitted by the Goal Team. Participants agreed that while including students is a good idea, it can complicate targets and measures. It was also noted that privacy issues must be taken into account.)

2009-10 Goal Team Members

Shauna Anstey Elizabeth Jusino Joanna Branham Donna Kosloski Tullio Bushrui Tom Lopez Jenelle Conner Michele McArdle Julie Corderman Carolyn McMorran Ilia Cordero Brent Nakagama Wendi Dew Joe Nunes Kimberly Foster Sunni Prevatt Michelle Foster Liza Schellpfeffer Margaret Gonzalez Katie Shephard Gloria Hines Renee Simpson Jeff Hogan Angelique Smith Debi Jakubcin Patti Smith Anthony Jansen Bill White

19 Objective 3.1: Collaboration Strengthen Valencia’s collaborative culture through learning and leadership development opportunities through the effective use of collaborative approaches, and through regular review and evolution of our shared governance system.

Long-Term Target 1: (Identify “where do we want to go, ultimately.”) College employees will be able to articulate the commonly-held principles of collaboration and decision-making as defined and practiced by Valencia Community College. (Note that this objective has three long-term targets. Others to follow)

Short Term Targets 1, 2, & 3: (Identify the “What can we bite off in the next three years?”)

1. Through a collaborative process, define the principles and practices of collaboration at Valencia and communicate them to all college employees. 2. Refine and clarify the complete decision-making process at Valencia, accounting for the roles of the governing councils, employee groups (such as Career Staff Association, etc.), and administrators/supervisors. 3. Convene a regular review of the shared governance system and implement the resulting recommendations.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.)

 Limited professional development and collaboration conversations have been held around the college in the recent past.

Suggested Measures for Short Term Targets 1, 2, & 3: (Identify “How will we know?”)

1. By 2013, the college will develop, post, and operate by a commonly-held set of principles and practices related to collaboration at the college. 2. By 2013, a visual representation of the decision-making process at Valencia Community College will be developed, posted, and shared with all college employees. 3. By the end of 2011, a collaborative review of the shared governance system will be conducted. 4. By the end of 2012, the recommendations from the governance review will be implemented.

Will the current activities and plans at the college move the needle on this goal? The current work on collaboration at the college is not centralized in any one area and therefore has no direct leadership or accountability. An infrastructure for the ongoing development and maintenance of collaboration at Valencia should be developed as part of the above mentioned work and would “move the needle” on the goal.

20 Illustrative List of activities and indicators of progress on Objective 3.1, Target 1 during 2009-10

Collaboration Conversations A series of campus-based conversations about collaboration were hosted by Dr. Shugart and Mr. Shugg (in the capacity of Faculty Council President). These open forums were held to discuss collaboration and shared governance at Valencia.

List of Major Activities Planned for Objective 3.1, Target 1 during 2010-2011

Governance and Collaboration Review (Contact: Sandy Shugart/Lisa Macon) A review of shared governance and collaboration at the college will be conducted. Specifically, the review will yield a documented collaborative process and the results will be communicated throughout the college.

List of Significant Challenges or Opportunities Anticipated Related to this Target

Collaboration among committees A breakdown of communications occurs within our shared governance system. An infrastructure for the ongoing development and maintenance of collaboration at Valencia should be developed as part of the above mentioned work and would “move the needle” on the goal.

Responsibility for collaboration We should review communications tools and converse about responsibility to collaborate. Can WeaveOnline help? How can we train collaborative leaders?

Collaborative basis for decision making How can we improve our use of data in ways that lead to improved practice? How can we move toward capturing college data that are useful to us as well as our students, relating clearly to students and their needs? (Placed here to relate it to our collaborative processes of making decisions based on data.) Advancing work through collaboration How can we best advance our work under collaboration and shared governance? How can we nurture and grow our collaborative culture and develop collaborative leaders? How can we avoid the “silo-ing” of decisions, especially regarding resource allocation. Involve stakeholders.

21 Links to data that support the report on Objective 3.1, Target 1

Collaboration Workshops that have been held: Oct. 2007, Collaborative Leadership, Valencia’s Compass for Creating The Future, Kaye Walter, Joyce Romano, 9 Attendees Feb. 2009, Collaboration At The Learning College, East Campus, Sanford Shugart, Michael Shugg, 36 Attendees Apr. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 17 Attendees Jul. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 14 Attendees Oct. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 28 Attendees

The New Employee Orientation contains a section on shared governance at the college that covers the Governing Councils at Valencia and includes a link to College’s Governing Structure web page: http://www.valenciacc.edu/governance/

Long-Term Target 2: (Identify “where do we want to go, ultimately.”) Valencia Community College will develop and implement a robust, layered, and effective system of communication that reaches broadly and deeply to all employees.

Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)

1. Re-invent a dedicated system of cross-governance council communication. 2. Conduct a college-wide communications audit and develop a comprehensive internal communication plan.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.) Senior staff identified the creation of a strategic communications plan as an initiative in progress.

Suggested Measures for Short Term Targets 1 and 2: (Identify “How will we know?”)

1. By 2013, the college governing councils will create and implement a system of communication and collaboration among the councils. (The team suggests revisiting the role of the “special assistant to the learning centered initiative,” reconfiguring and renaming that role, and implementing regular meetings of the council co-chairs.) 2. By 2013, the college will be in the process of deploying a comprehensive, structured, and layered communication plan designed to reach all college employees.

Will the current activities and plans at the college move the needle on this goal?

No – there is not sufficient focus and direction related to comprehensive internal communication efforts to move the needle.

Communication Planning The area of the college that is responsible for marketing and communications has been renamed Marketing and Strategic Communications. A new Assistant Vice President (Lucy Boudet) was hired in September 2009, and she and the team are creating a new marketing and strategic communications plan. Universal Design The Valencia website has been configured to align with software for the visually-impaired.

Communication Planning The plan will include marketing and branding as well as methods of communicating with stakeholder groups, including internal stakeholders as well as external. The plan will include a significant focus on the use of web-based communications tools. Student and prospective student focus groups were held this year to better inform this work.

A nationally-recognized consultant was retained to advise in developing our marketing and communications strategies that use the web. A major re-design of the web site will take place in the year ahead. OIT and Marketing/Strategic Communications teams are working together to update and refine the processes in which they are each engaged as related to the web site, its design, and its use as a communications and marketing tool. Marketing/Strategic Communications staff are also working with Student Affairs staff on strategies to reach out to prospective students and those who are transitioning into Valencia. A new media web site has been created that will encourage greater coverage of Valencia’s news. The marketing and strategic communications plan will include projected measures for the various aspects of this work.

A communications audit should be conducted, with thought to the Valencia web site for external and internal communications needs.

Note that email volume is challenging.

Governing council communication with constituencies can be challenging.

Links to data that support the report on Objective 3.1, Target 2

No baseline data are currently available to support this objective.

Long-Term Target 3: (Identify “where do we want to go, ultimately.”)

Part-time employees (including faculty) are engaged and connected to the mission of the college.

Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”) 1. Develop opportunities for full time and part time colleagues to interact and extend the college culture of collaboration. 2. In concert with the creation of a comprehensive communication plan, develop specific communication and outreach strategies to engage part-time employees.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.) 1. Some departments invite part-time employees to meet with full-time employees, however, there is not a dedicated college-wide effort to regularly include part-time colleagues.

2. Some areas of the college communicate regularly with part-time employees. A systematic approach to inclusion of part-time colleagues is necessary to facilitate the achievement of this goal.

Suggested Measures for Short Term Targets 1 and 2: (Identify “How will we know?”) 1. By 2013, the college will have at least one opportunity on each campus every year to connect full time and part time employees with the mission of the college. 2. By 2013, the college will deploy a comprehensive communication plan that includes specific strategies to reach part-time employees.

Will the current activities and plans at the college move the needle on this goal? No.

Adjunct Faculty Meetings Opportunities for adjunct faculty to engage with academic departments vary widely among campuses and disciplines.

Orientation Program for Part-time Employees A prototype of an online orientation program for part-time employees has been developed and is under review.

Engagement of part-time employees (Contact: Wendi Dew/ Brent Nakagama/HR) The college will strengthen the support, performance, reliability, and accountability of part-time employees through providing more networking among part-time and full-time employees throughout the college.

A budget commitment is needed. We might consider setting aside some SPD funds and asking provosts and deans about needs. We need a plan or plans to drive the budget. This has to be energizing for provosts and deans. We need a leadership structure for this work.

Part-time employees (including student employees) need to be developed, and mentoring should be considered.

We have a pressing need for more thoughtful new employee orientation (beyond our current orientation – more of an “on-boarding” for new employees).

Links to data that support the report on Objective 3.1, Target 3

Faculty Development and Staff/Organizational Development offices have baseline data on part-time employees and adjunct faculty engagement in professional development activities.

Deans/Program Coordinators may have baseline data on adjunct faculty engagement in discipline-based meetings and activities.

26 Objective 3.2: Career Growth By 2013, Valencia will have a robust system of career growth and planning in which all Valencia employees will participate. (Note: This does not include faculty, who have a separate faculty development program.)

Long-Term Target: (Identify “where do we want to go, ultimately.”) We want to value a culture of career growth at Valencia. Valencia puts people at the center of everything we do. As an individual, a leader, and part of a team, Valencia encourages employees to steer their career goals and aspirations. Specifically, career growth includes: Continuous learning and development to enhance current on the job performance, enabling employees to keep pace with rapid changes ensuring we are prepared to exceed the students’ needs and expectations, and identifying and preparing for desired future job opportunities.

Short Term Targets 1, 2, and 3: (Identify the “What can we bite off in the next three years?”)

1. Implement the college-wide strategic plan for organizational development. 2. Every career and professional staff employee at Valencia will have a professional development plan in place. 3. Investigate succession planning to explore future employment gaps and identify employee development needs.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.) 1. a) Approval of plan by Senior Staff will occur. b) Validate and implement supervisory competencies across functional areas of the college. c) Ownership of the college-wide strategic plan related to ALL career growth activities for career & professional staff needs to be determined. 2. a) Implementation workshops for how to complete the professional development plans from supervisor and employee perspectives. b) Professional development workshops will be available for implementation. c) Ongoing PD workshops will be offered which are aligned to “PDP” requirements. d) We will have a tracking system to determine what internal and external training and development resources will be needed to meet “PDP” needs. Suggested Measures for Short Term Targets 1, 2, and 3: 1. a) There will be a tangible organizational development plan that has been communicated college- wide. b) Alignment of Valencia sponsored career growth activities will be identified and professional development plans will be in place. c) There will be expressed confidence and competency levels of managers/supervisors related to their own preparation and performance. d) There will be expressed confidence and competency levels of all employees related to the completion of their individual Professional Development Plan. e) Evaluation supervisors against essential competencies and then provide training to assist all in meeting or exceeding expectations. 27 2. a) Professional and Career staff employees will be participating in the new Performance Development Plan and will participate in renewing and reviewing their plan annually. b) An inventory of all current professional development activities which support career growth at Valencia that align with competencies will be completed. c) The establishment of career profiles which include expectations and required essential competencies to assist supervisors and employees in planning for career growth and consistent performance measurement is under way. “PDP” review system is fair and equitable and implemented consistently throughout the organization. 3. Taskforce will produce report to identify gaps and trends related to current career paths at Valencia.

Will the current activities and plans at the college move the needle on this goal?

The thoughtful embedding of the Professional Development Plan process, training program, employee review, and program assessment at Valencia will engrain accountability into our culture. The PDP program will encourage supervisors and employees to engage in meaningful conversations about employee performance by using consistent, measurable performance indicators. Systemic review of outcomes summaries will identify performance gaps and provide detailed information about what training resources need to be engaged.

Through the implementation of the college-wide strategic plan for organizational development, Valencia will be able to leverage our resources against the strategic needs of career and professional staff employees. This plan, when combined with the new Professional Development Plan process, will lay the foundation to improve employee performance and increased productivity at Valencia.

While there are not existing activities in place at the college to explore future employment gaps and identify employee development needs, this work can help lead the foundation towards future work which may help further the impact of these other two programs on a culture of career growth for our employees.

28 Illustrative List of activities and indicators of progress on Objective 3.2 during 2009-10

Staff and Organizational Development Planning A draft of an overarching staff and organizational development model has been developed and is currently under review. Additionally, a strategic plan to develop a competency-based supervisory program has been developed. Targeting those in supervisory positions is the foundation for spreading a culture of professional development for all staff.

Clarify and expand the roles of key leaders, particularly deans and directors, and equip them.

Fully implement an effective supervisor development program along with a performance development model – and assure that both reflect the best in Valencia’s culture of learning and collaboration. Performance Development Plan In June 2009, the Performance Development Plan (PDP) team started the pilot phase of implementation of the PDP. Key departments were targeted and invited to participate in the pilot program. Departments were selected based on the variety of positions within a department and potential difficulty of writing objectives. The departments that were selected for the pilot were Human Resources, Purchasing, Security, East Campus Administration, Maintenance (West) and Custodial (East).

Throughout the months of June and July 2010 the PDP team conducted training for supervisors and employees. Supervisors received a three-hour training session that covered the details of the new process and planner plus hands-on practice of writing objectives. Employees received a one-hour training session that focused on differences in the new process. To date, most college employees have completed the recommended training program.

During the supervisory training, participants were offered one-on–one coaching to help with writing objectives (with a focus on cascading goals from the college’s strategic plan). Two departments requested coaching assistance.

List of Major Activities Planned for Objective 3.2 during 2010-2011 Staff and Organizational Development Planning  Once approved, the next step for the Supervisory Program will be to validate supervisory competencies across functional areas so they are specific to Valencia via the DACUM process.  Identify additional development needs that come from all individual Performance Development Plans (perhaps use WeaveOnline to capture and collate information from these plans).  Once supervisory competencies have been validated and the developmental needs of staff have been identified, the next step is to identify what professional development resources are available/needed to provide supervisors and all staff with any gaps in training/development that may exist. This would be done in collaboration with HR and representatives from other areas of the college.  Consolidate professional development under a central plan, renewed each year, and consider a central organizational location.

29 (Cont’d from Previous page) Performance Development Plan In 2010, the new PDP process and tool is being rolled out across the college (all career and professional staff.) Supervisors are participating in a 3 hour training program and employees are encouraged to complete a 1 jour informational session. Supporting services such as coaching, audits, and continued training will be provided to support a successful implementation and program compliance. complete a hour informational session. Supporting services such as coaching, audits, and continued training will be provided to support a successful implementation and program compliance.

List of Significant Challenges or Opportunities Anticipated Related to this Objective

A budget commitment is needed. Consider setting aside some SPD funds and ask provosts and deans about needs. We need a plan or plans to drive the budget. This has to be energizing for provosts and deans. We need a leadership structure for this work.

Regarding the PDP, are employees going to be prepared and know what to expect? Is there a link between the PDP and professional development?

We should focus on enrichment in current jobs and not only performance or advancement to a new position. Some people want to stay and grow in their current job. Are we setting people up to think a job will be there if they progress along their professional development path?

Succession planning should be addressed. The “Joan Tiller to Falecia Williams” transition was a great model. Centralize training in one area – many cooks in the broth right now.

Links to data that support the report on Objective 3.2

Results from the first iteration/implementation of the PDP process (and the pilot process) could serve as baseline.

Interviews with Joan Tiller and Falecia Williams about their transition process may be useful.

30 Objective 3.3: Employee Wellness Increase the percentage of those in our college community who are engaged in self-reported wellness practices.

(This is a recommended edit to the original objective that read: Increase the percentage of employees who are engaged in self-reported wellness practices. Big Meeting participants agreed with the proposed change.)

Long-Term Target: (Identify “where do we want to go, ultimately.”)

All in our college community are engaged in one or more wellness practices.

Short Term Targets: (Identify the “What can we bite off in the next three years?”)

1. Develop a definition of wellness practices and a plan to monitor/report on the percentage who engage in these practices.

2. Increase utilization and awareness of wellness services and the benefits of a healthy lifestyle.

3. Increase the budget for the wellness program, including dedicated full-time staff, and keep pace with planned expansion.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.)

1. A definition of wellness practices will be included in the Wellness Program Plan that is under development. Through CIGNA Healthcare, the college will receive statistical data on key health and wellness issues and practices, and the college will continue to maintain its own data on gym and program usage/participation.

2. A plan is being developed for the continuation and expansion of the Wellness Programs, and it will include a new marketing/communications plan as well as expanded incentive programs, developed based on research on effective incentives.

3. The Wellness Program plan being developed will provide the basis for a projection of budget and full-time staffing needs. There is no current budget initiative of which the team is aware.

Suggested Measures: (Identify “How will we know?”)

1. A definition will have been developed and shared collegewide. An annual analysis will reveal improvements in group employee health and wellness data from CIGNA, increased gym usage, and increased participation in the wellness program.

2. A new Wellness Program Plan, with marketing/communications and incentives, will have been developed and will be implemented.

3. The annual Wellness Program budget and staffing levels will be measured and compared over time, with the intent that there will be an increase in the portion of the total costs of the Wellness Program and in staffing levels that are supported by the budget. 31 Will the current activities and plans at the college move the needle on this goal?

The current activities and plans will definitely move the needle on Goal 3 and on this objective.

By offering a comprehensive wellness program, widely advertising the program offerings, and adding more participation incentives, and to the extent that the college increases the recurring budget and staffing for the program, more employees will participate in wellness programs.

As a result, the college will be served by healthier employees, productivity will increase, and a higher quality of service will be offered to students, directly supporting achievement of Goals 1 and 2 (Build Pathways and Learning Assured).

NOTE The team asks that the college add to the Issues Bin for consideration: Student wellness needs are currently not addressed in Goal 3, and consideration should be given to addressing students’ needs.

The team also recommends that when the Situational/Needs Analysis is next updated, it should address wellness issues. Insured employee data will be available for study starting in 2010-11.

32 Illustrative List of activities and indicators of progress on Objective 3.3 during 2009-10

Cigna Health Insurance The college moved to Cigna Health Insurance. As part of the transition, those insured were asked to complete an online health assessment. The transition to Cigna is complete and preliminary data from the health assessments is available.

Campus-based information about wellness programs and technologies has been identified.

The Wellness program budget is available for review.

Wellness practices of peer organizations was conducted and revealed that most practices are similar to Valencia’s. Some have larger budgets and have provided personal trainers, allow spouses to work out on site, offer free pedometers and gifts such as iPods, subsidize Weight Watchers, and give credits for participation. Some have gym availability 24/7. Some programs have found that incentives lead to bigger improvements, a decrease in cardiac health problems, and health care savings are realized.

List of Major Activities Planned for Objective 3.3 during 2010-2011

A plan is being developed for expanding our Wellness Program.

List of Significant Challenges or Opportunities Anticipated Related to this Objective

It was noted that there is inconsistency as to when people can participate in the wellness initiatives. Are employees allowed to participate in wellness activities during work hours or not?

Access to activities varies by college location. For example, some lack a gym on site.

Is it possible for our food services to be included in wellness planning?

Participants agreed that while including students is a good idea, it can complicate targets and measures. It was also noted that privacy issues must be taken into account.

Links to data that support the report on Objective 3.3

Self-reported wellness behaviors through Cigna.

The wellness program coordinator has baseline records on employee participation in on-campus wellness activities.