FUTURES FORUM

MINUTES

Retreat, October 28-29, 1999

Residence Inn by Marriott, River Ridge

Oxnard, California

October 28, 1999

After coffee at 8:30 a.m., Futures Forum participants were asked to join one of the four pre-assigned tables. The tables were arranged by topic (see below) and participants were assigned on the basis of expertise and balance among the locations, so that each location would be fully represented at each table. Scott Epstein, associate of Burt Peachy, was introduced as a facilitator for the retreat. Burt explained the consensus approach on each topic: each table was to call for consensus from Futures Forum as a whole when it had determined that the topic for which it was responsible had been thoroughly worked through and was ready for discussion and adoption.

Each location was invited to share its input from reviewing the Strategic Planning Model from September 10 and on the topics for further refinement from October 22. Each location expressed its views, questions and concerns resulting from location discussions of the model, flowchart, KPI’s (key performance indicators), values, and FastTrack projects (projects to be undertaken in Spring 2000 before the full planning cycle will be in effect). Elton Hall requested each table to take into account the input relevant to its project(s).

The four tables were:

Ø Table 1: CCVC Strategic Planning Process Flowchart and Level 3 Narrative

Ø Table 2: CCVC Key Performance Indicators (KPI’s)

Ø Table 3: CCVC Values Statement and Planning Lexicon

Ø Table 4: CCVC FastTrack Projects

(Note: The Level 3 Narrative is the commentary that details the activities boxes in the Flowchart. The Planning Lexicon is a collection of common planning terms defined so that all locations and Futures Forum have a common vocabulary for discourse. Burt noted that one location might speak of goals, another of objectives, etc. The Lexicon will prevent misunderstanding because of semantic differences between the locations and Futures Forum. Hall noted that FastTrack had come to mean two different things: [l] projects that need to be undertaken even before the Strategic Planning Model is fully operational, and [2] projects that result from emergent needs, opportunities, innovations or risks that will have to be processed through the Model quickly. In these discussions, the term refers exclusively to the first kind of project.)

The four tables worked throughout the morning. Each table reported its results after lunch. Table 1 found the Flowchart slow going, because each activity box had to be understood and refined, and because activities had to be matched to a timeline that made sense within the Flowchart and in the context of location planning. Table 2 reviewed the KPI’s and divided them into two kinds of groups: those that were essential and those that were doable with current resources. Table 3 shared its reworked values statement and asked for input. Table 4 divided FastTrack projects into those suitable to Futures Forum or CCVC as a whole, and those best undertaken at particular locations.

The teams then went back to work. At the end of the day, each Table again reviewed its progress. A +/delta evaluation concluded the day’s activities. (Note: +/delta refers to positive aspects of the activities and to features that should be changed [delta].)

Among the pluses noted were: presence of microphones at tables, the ice breaker, several people who had worked on developing the activities, lunch, the facility, team cooperation, the consultant, division of tasks, and humor. Among the deltas were: lack of part-time faculty on Futures Forum, difficulties in hearing discussion at the tables, need to touch bases with locations.

October 29, 1999

After coffee at 8:30 a.m., the meeting began at 9:00 with participants finding their tables from the day before. Phil Westin, as chancellor, reiterated his desire for Futures Forum to succeed in its work and his own commitment to implement the decisions made in Futures Forum. Hall explained that the agenda would remain flexible, since different tables might complete their work at different times. Everyone went to work.

During the course of the day, different tables called for consensus, and some received it. Others were asked to deal with one or another issue and went back to work. In some cases, the call for consensus provided the opportunity for additional input (and more work for the table involved!). By the end of the day, however, consensus was reached on the Flowchart and Timeline, on the Core Values, on the KPI’s and on several Fast/Track projects. (The documents that achieved consensus are appended to these minutes.)

Work remained to be done. Table 4 developed a proposed calendar for Futures Forum meetings over the next few months, and that calendar will have to be confirmed at the December meeting. Table 3 did not have a chance to work very much on the lexicon of common terms, and participants became aware that other tables would need to help with distinguishing terms. Table 1 did not do much with the level 3 narrative, and volunteers will work on that before the December meeting. Table 2 began work on developing charters for various task forces that would further the work of Futures Forum.

A +/delta exercised ended the day. Positive features of the day included consensus on core values, the Chancellor’s remarks, the work of the Process Facilitators, praise for some individuals, appreciation of competent scribes, the presence of students, the level of interaction, and the modeling of integrity. Improvement was called for in bringing student participants up to speed in Futures Forum and in the identification of mentors in the process.

Appendices

The following documents are those upon which consensus was reached. The formatting of these documents has been minimalized so that everyone can read, download and print them.

Appendix A

COMMUNITY COLLEGES OF VENTURA COUNTY

CORE VALUES

We, the members of the Community Colleges of Ventura County, are empowered by the following values to enrich our community and enhance our success:

CIVILITY

We value kindness and respect in all our interactions.

COLLABORATION

We value an inclusive team approach based upon collegiality, commitment, and honest communication.

DIVERSITY AND COMMONALITY

We value others and ourselves as unique individuals and embrace the commonalities and the differences that promote the best of who we are.

EXCELLENCE

We value the commitment to quality and continuous improvement.

INNOVATION

We value creativity, risk-taking, and vision.

INTEGRITY

We value integrity, honesty, and congruence in action and word.

LEARNING

We value learning as a lifelong process in the pursuit of knowledge and personal growth.

POSITIVE ENVIRONMENT

We value an environment that is welcoming, pleasing, and safe.

SHARED DECISION MAKING

We value shared decision making (shared governance) as the process that provides each of us the opportunity to build consensus.

TRADITION AND CHANGE

We value tradition and change as each enriches our community.

We hold ourselves and others accountable for these values.

Appendix B

KEY PERFORMANCE INDICATORS

In support of the CCVC mission and philosophy, the following Key Performance Indicators need to be addressed:

· Access/Enrollment

· Student Outcomes

· College and District Services

· Resources

· Economic Development

· Stakeholder Satisfaction

Access/Enrollment

Access as Measured by:

· Participation rate in community/service area

headcount enrollment per 1000 of adults (19 years or older) in area

· Comparison by demographics and special populations

· Trends by demographics and special populations

· First-time enrollment analysis

Enrollment as Measured by:

· Gender

· Age

· Race/ethnicity

· High school

· Zip code

· Low income

· Single parent

· International students

· ESL

· DSPS

· First generation status (family education)

· Advanced Placement

· Full-time/part-time status, units attempted

· Educational goal

· Day/evening

· Term type (e.g., short term)

· Precollegiate/basic skills student

· Matriculation status

· Students on financial aid

· Reentry students

· Enrollment status (first-time, continuing, etc.)

· Credit/non-credit

· Division, department, program

· Delivery system (e.g., web-based, distance ed)

· Internships

· Work Study

· Number of hours worked

· School-to-Career (Tech Prep)

· DSPS

STUDENT OUTCOMES

Academic success/goal attainment as measured by:

· Transfer

Number who transfer (UC, CSU, Independent/Out-of-State)

(Partnership for Excellence Goal 1)

Transfer rate

Transfer readiness (preparation for transfer)

Performance after transfer

· Degrees and certificates (Partnership for Excellence Goal 2)

Number of AA/AS degrees awarded

Number of certificates awarded

· Successful course completion (Partnership for /Excellence Goal 3)

Course completion with grade of A, B, C, Credit

(Number, percent successful)

By: Basic skills/Transfer/Vocational/All

· Workforce development: Successful Completion of Vocational Education Courses (Partnership for Excellence Goal 4, Part 1)

Successful completion with grade of A, B, C, Credit. (Apprenticeship courses, Advanced- level vocational courses, Introductory vocational courses)

· Basic skills improvement (Partnership for Excellence Goal 5)

Increase in the number of students completing coursework at least one level above their prior basic skills enrollment in math and English

· GPA

· Retention

Initial course enrollment that remains enrolled at end of course/retention in course

· Goal Completion

· Student satisfaction with achieving goals

· Persistence

Persistence to following term

· Professional Certification

License by state board

Pass rate on board exams

· Job/Career preparation and success **

Employment/advancement in work force

Success as assessed by employer/employee (SB 645 Report Card Bill,

UI Wage Data)

· Competencies and Skills **

Communication Skills (verbal, written, reading)

Computation skills

Critical thinking skills

Test-taking abilities

Technology skills/tools

Ability to listen

Problem-solving skills

Teamwork and collaboration skills

Mastery of content

District minimum competencies

** These items are deemed important as performance indicators: effective mechanisms for measurement are either in development or need to be created.

COLLEGE AND DISTRICT SERVICES

· Effectiveness of Student Support and College services (as rated by students)

Accessibility/Availability

Use

Satisfaction

Outcomes/impact

· Effectiveness of College and District Services (as rated by employees and other stakeholders)

Accessibility/Availability

Use

Efficiency/effectiveness of services, processes, procedures

Satisfaction

· Effectiveness of Instructional Programs (as rated by students and faculty)

Accessibility/Availability

Use

Efficiency/effectiveness of services, processes, procedures

Satisfaction

NOTE: List of services needs to be developed and evaluated.

ECONOMIC DEVELOPMENT

· Increase in the number of California businesses served through Contract Education and related services. (Partnership for Excellence Goal 4, Part 2)

· Increase in the number of employees served through Contract Education and related services. (Partnership for Excellence Goal 4, Part 2)

· Increase in the number of individuals receiving fee-based job training. (Partnership for Excellence Goal 4, Part 2)

· Increase in number and breadth of fee-based courses and activities.

· Increase in number of grants, contracts.

· Increase in number of repeat grants/contracts.

Resources

CCVC Environment & Facilities

· Safe and orderly, healthy, well-functioning, and attractive college environments.

Complaints

Campus police reports/responses

Evaluation/satisfaction with college environment/services

Balanced resources throughout the district

· Meet current and future needs for facilities

Accurate and current data on space utilization/use of facilities

Identify and prepare documentation and requests for state funding for future facilities

Financial Resources/Fiscal Stability

· CAP/Growth

· FTES

· Adequate Reserve Levels

District level

State level

· Adequacy/Effectiveness of Allocation Model

· Success in External Funding

Contracts – numbers and dollars

Grants – numbers and dollars

Donations – number and dollars

Bond Approval

Human Resources/Personnel

· Recruitment, Retention, and Involvement of High Quality, Student-Centered Faculty and Staff

Low turnover of qualified employees

Quality of hiring process

Quality of hires

Degree held by faculty

Student evaluations

Peer evaluations

Participation in community, state, national boards and committees

· Adequacy/Effectiveness of Staffing

Ratio of support staff to students

Ratio of faculty to students (instructors, counselors, etc.)

Appropriate diversity representation

Part-time/full-time faculty ratio

FTES generated by departments/faculty

· Faculty and Staff Satisfaction

Morale

Health & Wellness

· Faculty and Staff Development and Training

$ spent

Participation

Continuing education

Sabbaticals

Rewards/recognition/honors

Technological Resources

· Use of innovative technology for instruction and student services

· Number of computers (and quality of) available to students

· Ratio of computers to students

· Lab accessibility for students (including DSPS)

· Computer availability to staff

· Training and Staff Development

· Increase and evaluation of computer assisted learning

· Adequate infrastructure

· Appropriate technical support

· Continuous improvement and expansion of on-line services and instruction to students

STAKEHOLDER SATISFACTION

General Recommendation: Identify stakeholders for each Performance Indicator and assure we are assessing stakeholder satisfaction.

· Students

Achievement of goals

Overall college experience

Programs and services

Retention

Referral to others

Return “customers”

· CCVC Employees

Longevity

Morale

Productivity

Recognition, honors, awards

Opportunity for advancement

Low number of complaints, grievances, use of legal services

· Business/Industry

Repeat customers

Come to use for training

Satisfied with training

Donations to college

Job fair

Serve on vocational education advisory committees

· Parents/Family

Financial support to student

Emotional support

“Advocate” for student

Show active interest

· Community/Community Organizations (include government entities and economic development agencies)

Meets community needs

Enrollment in our colleges

Support functions/activities

Requests advisory board participation

· Graduates/Alumni

Achievement of goals

Referral of students

Speak to college students about achievements, give encouragement

· “Receiving and Feeder” Institutions (UC, CSU, high schools, etc.)

Success of our students

Articulation agreements

Referrals from feeders

Ease of transition

· Employers

Hire our graduates

Satisfied with our graduates

Seek training

Contribute to curriculum development

Referrals

· Legislators/State/Accrediting Agencies

Use CCVC as “best practices” examples

Lack of audit exemptions

Positive accreditation reports

Support through appropriate legislation

· Trustees

Hear positive comments from community constituents

Recognition of faculty and staff efforts, programs, accomplishments

Appendix C

The Flowchart for the Strategic Planning Model follows:

Appendix D

The FastTrack table decided to avoid terminological confusion by renaming projects that should get under way immediately “Process Improvement Opportunities”. Each project would have a Process Improvement Team with a charter and would begin work at the beginning of 2000, before the entire Strategic Planning Process becomes fully operational. A Process Improvement Team would be responsible for each chartered project.

Process Improvement is important because:

Ø Identifies key processes which offer improvement opportunities

Ø Identifies and eliminates redundancies and bottlenecks in processes

Ø Identifies inefficiencies

Ø Identifies potential reductions in approval levels

Ø Identifies calculable savings in time

Process Improvement Teams Identified and Approved by Futures Forum

Hiring Process

Purchasing/Accounts Payable

Registration

Maintenance

Grants & Contracts—in process

Financial Aid—in process

Other FastTrack projects were identified as Process Improvement Opportunities for future efforts: Administrative Processes, Counseling Process, Student Payroll (specifically, initial paycheck process), Accounts Payable, Communication Process, Data Distribution, and Technology/Banner Hardware.

Yet other FastTrack items were determined to be part of the planning process rather than belonging to the Process Improvement Opportunities list. They are: College Within a College, Staff Development, Management Training, Management/Union Relations, Teaching Techniques, One-Stop Student Welcome Center, Marketing of Existing Student Resources, Identification of Resources Needed by Students, Multi-Cultural Center (One-Stop Shop), Part-Time Faculty “Hotel” for Meeting with Students, Campus Security, and Digital Delivery.

Appendix E

Sample of Retreat Process

Each table worked intensely on the projects assigned to it. Although different groups used different processes for dealing with issues and reaching consensus, the following is a sample of one group’s work, and it illustrates the kind of thinking that occurred in all groups.

Flip Chart Notes from the Process Model Group (Table 1)

Add to Lexicon:

· Refine – no substantive changes

· Establish

· Comprehensive plan

· Functional plan

· Strategic plan

· Master plan

· External scan

· Internal scan

· Environmental scan

Concerns about the model – all to be addressed in flow chart and narrative

· Do colleges do strategic planning first?

· Is there a sequence that must be followed?

· Do all sites have to do facilities planning at the same time?

· Do colleges wait to do external scanning?

· Do we need an executive group (steering committee) for decision making on issues? (Added post-it states: Decision making group should be integrated with what “shared governance” should be at CCVC level.)

· Add a box for site preplanning starting in Fall 1999 (CONSENSUS)

· District institutional researcher to do the internal scanning and prepare report for accreditation and institutional effectiveness. Need the document for preplannin