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President's Fall Address 2004 Edison Community College

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President's Fall Address 2004 Edison Community College

  1. 1. President’s Fall Address 2004 Edison Community College
  2. 3. Servant Leadership Working-By-Values Employee-Centered Teaching and Learning Organization
  3. 5. Performance Excellence <ul><li>An aligned approach to organizational performance management that results in: </li></ul><ul><li>Delivery of ever-increasing value to students and stakeholders, contributing to Education quality </li></ul><ul><li>Improvement of overall organizational effectiveness and capabilities </li></ul><ul><li>Organizational and personal learning </li></ul>
  4. 6. <ul><li>Performance excellence is not a sometime thing. You don’t perform well once in a while, you don’t do things right once in a while. You do them right all the time. Performance excellence is a habit. </li></ul>
  5. 7. <ul><li>Excellence has nothing to do with what job you do; it is about how you do the job. </li></ul>
  6. 8. What Are the Criteria? <ul><li>A set of expectations or requirements </li></ul><ul><li>A structured approach to performance improvement </li></ul><ul><li>A framework for a systems view of performance management </li></ul>
  7. 9. Role Model Behavior <ul><li>Effective, Systematic Approach </li></ul><ul><li>Well Deployed </li></ul><ul><li>Evaluation, Improvement, and Learning in Place </li></ul><ul><li>Alignment Across Categories and with Organizational Needs </li></ul>
  8. 10. “ To change and to change for the better are two different things.” German Proverb
  9. 11. Change <ul><li>Prioritized Process Improvement </li></ul><ul><ul><li>“ Doing things better” </li></ul></ul><ul><li>Addressing Changing Needs and Directions </li></ul><ul><ul><li>“ Doing the right things” </li></ul></ul><ul><ul><li>■■■ Frequently compete for same resources </li></ul></ul>
  10. 12. It’s the System <ul><li>Run the Organization </li></ul><ul><ul><li>Serve our Students/Stakeholders </li></ul></ul><ul><ul><li>Sustain our current competitive advantage (continuous improvement) </li></ul></ul><ul><li>Change the Organization </li></ul><ul><ul><li>Plan for the future </li></ul></ul><ul><ul><li>Sustain our long-term competitive advantage (strategic planning) </li></ul></ul>
  11. 13. Our dilemma is that we hate change and love it at the same time; what we really want is for things to remain the same but get better. Sydney J. Harris
  12. 14. Change is not made without inconvenience, even from worse to better. Richard Hooker
  13. 15. Nobody makes a greater mistake than he who does nothing because he could only do a little. Edmund Burke
  14. 16. Measuring What We Value <ul><li>Key Performance Indicators (KPIs) </li></ul><ul><li>KPIs are a set of measures that track Edison’s effectiveness in meeting its mission, goals, and fiduciary responsibilities. These measures are associated with key organizational “drivers,” and include federal/state mandates, short-term and long-term goals, institutional climate, stakeholder satisfaction, learning outcomes, and student success. KPIs are a discreet set of indicators that represent the “vital signs” of the college. To this end, this set of measures is a small suite of indicators that form a balanced scorecard that should give a strong “indication” of Edison’s health and progress. </li></ul><ul><li>Suggested KPIs: </li></ul><ul><li>Enrollment* </li></ul><ul><li>Head count by term </li></ul><ul><li>Credit count by term </li></ul><ul><li>Non-credit by month </li></ul><ul><li>Drop rate </li></ul><ul><li>Full- and part-time students </li></ul><ul><li>Day, evening, weekend </li></ul><ul><li>On-line </li></ul><ul><li>By site </li></ul><ul><li>Male/Female </li></ul><ul><li>Minority </li></ul><ul><li>PSOP </li></ul><ul><li>Funding category by credit </li></ul><ul><li>Market share/Penetration rate </li></ul><ul><li>Recent high school graduates </li></ul><ul><li>Reverse transfers </li></ul>
  15. 17. <ul><li>Completion* </li></ul><ul><li>Goal Completion </li></ul><ul><li>Graduation rate by degree and certificate </li></ul><ul><li>Transfer </li></ul><ul><li>Job placement </li></ul><ul><li>Learning outcomes and assessment </li></ul><ul><li>Statement of outcomes prevalence by discipline, program, and course </li></ul><ul><li>Assessment criteria for stated outcomes by discipline, program, and course </li></ul><ul><li>Full and part-time student </li></ul><ul><li>Full- and part-time faculty </li></ul><ul><li>Learning format </li></ul><ul><li>Validation of learning </li></ul><ul><li>Core Values </li></ul><ul><li>General Education </li></ul><ul><li>Term begin/end </li></ul><ul><li>Persistence, semester to semester, year to year </li></ul><ul><li>By age, gender </li></ul><ul><li>By course </li></ul><ul><li>Full- and part-time student </li></ul><ul><li>Taught by full- or part-time faculty </li></ul><ul><li>Developmental student </li></ul><ul><li>Success following developmental enrollment </li></ul><ul><li>Academic intervention </li></ul><ul><li>Personal intervention </li></ul><ul><li>Retention </li></ul>
  16. 18. <ul><li>Employee satisfaction </li></ul><ul><li>Survey </li></ul><ul><li>Financials </li></ul><ul><li>Cost of FTE* </li></ul><ul><li>Revenues* by program, discipline, course </li></ul><ul><li>Categorical Funding </li></ul><ul><li>Percentage of E and G spent on instruction and student support* </li></ul><ul><li>Clean audit opinions* </li></ul>*IPEDS # (Success looks different for each student…. Utilization of standardized survey for student engagement to establish a baseline of information, to stimulate conversation about effective educational practice, and to design improvement strategies and promote actions that strengthen learning and retention.) <ul><li>Completion of certificate or degree program </li></ul><ul><li>Transfer </li></ul><ul><li>Obtaining job-related skills </li></ul><ul><li>Updating job skills </li></ul><ul><li>Changing careers </li></ul><ul><li>Coursework for self-improvement </li></ul><ul><li>Obtaining knowledge in a specific area </li></ul><ul><li>Availability of academic and personal support services </li></ul><ul><li>Financial Aid </li></ul><ul><li>Student satisfaction </li></ul>
  17. 19. Crowder College Dashboard
  18. 20. (Model Illustration, March 2004)
  19. 21. The Edison Dashboard (Model Illustration, March 2004)
  20. 22. Dashboard – Second Layer (Model Illustration, March 2004)