University of Rio Grande/Rio Grande Community College Strategic Plan:

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3 Society for College and University Planning, 2010 Ohio Department of Development, July 2010 Ohio Board of Regents, Third Condition Report, 2010 University of Rio Grande/Rio Grande Community College Strategic Plan: Introduction This brochure is an introduction to a new collaborative strategic visioning initiative for the University of Rio Grande/Rio Grande Community College. The purpose of a strategic planning process is to create a document that will become our institution s roadmap for the future for the next decade, with an initial focus on the first five years. It is the intent of the trustees and President s Cabinet to develop a comprehensive plan, tied to yearly tactical plans, budgets, evidence-based metrics and dynamic updates. This plan, led through the work of our Boards of Trustees, will be a living document against which we can measure our progress and respond to the dynamic changes within higher education, our markets, and the needs of the most important constituent stakeholder our students. It is often useful to begin the planning process by describing the deliverable. To that end, the plan will include the following chapters on completion: 1 The Plan Outline 1. Executive Summary Keep in mind that many readers will not take the time to go through a long document. The information needs to be included, but we also need to focus on a tight, concise Executive Summary. Think about our stakeholders, board members and others who want five to ten pages that summarize what they need to know about our institution. The rest of the plan is a reference source to back up this summary. A well-written Executive Summary can easily become the widely-distributed public relations overview of the plan. It is common that such summaries are sent to alumni and other stakeholders. 2. External Environment Analysis It is extremely important to study the context and environment within which the plan will be set. This section will enable users to become students of higher education, to document trends by category national/ international, state, and regional/local. The process will then guide users through the so what stage knowing all this, what does it mean for Rio Grande? This is referred to as the implications discussion/review. (Examples are provided below:) Higher Education Trends National Trends Students are graduating without jobs and with debt. They enrolled in record numbers with the promise that a college degree would bring better employment. That s not proving to be the case. Higher Education Trends Local Trends Projected Percent Population Change 2000 to 2020 State Change: 5.7% Gallia: +7.4% Absolute Change to 2010: +3.7% Higher Education Trends State Trends In the midst of turbulent economic times, record numbers of Ohioans are enrolling in college to raise their educational levels and sharpen their skills. So what? Implications for Rio Grande: 3. Internal Environment Analysis As with the previous External Environment Analysis, there will be two parts described for this chapter. The first is to review the institution s current state. The next is to move the implications results further, by combining what we will now know about the external influences against the backdrop of where Rio Grande stands at this snapshot in time. Many plans simply jump to the recommendations stage, which does not allow for important analyses of what is learned through the process to this point. We will want to engage in active discussions about how to respond to the trends. This is often called a gap analysis. 4. Project Development and Recommendations The recommendations will tie to the environmental analyses, and will include prioritization. We will develop a plan which reflects the requisites of our accrediting bodies, state authorization and federal guidelines (i.e., the Higher Education Act). We will need to present budget information with the recommendations in order to create a solid business plan for Rio Grande. This plan will be tied to yearly budget preparation and all requests. Measurable metrics for evaluating our success will be included. We will publish those metrics for our stakeholders, and create a web page to report progress monthly, aligned again to budget. 5. Policy Recommendations Next, the plan will include a chapter on policies and procedures that may be needed to effect the plan. In some cases, existing policies may change; in other cases, new ones will be written. For example, the new Program Review and Assessment Policies will

4 2 be reviewed briefly in this chapter. We need to ask, What policies are current and working? Where are there voids or obstacles, etc.? Often an institution needs policy and procedural revisions to align with new planning initiatives. 6. Personnel and Staffing This next critical chapter is included to assure the plan is successful. While there will be budget controls and limitations, any good plan must include a section which addresses staffing needs and changes to the organizational structure to support the vision and mission. A critical component of this section is the inclusion of a professional development plan for Rio Grande what skills sets are needed to assure we are well-positioned within higher education to be competitive. 7. The Vision This chapter will create a vision for the future of Rio Grande based on how our University and College will evolve when the plan recommendations are realized. It may be very useful to align this vision with a revitalized branding strategy for our institution(s). The goal is to be very clear to all our constituents as to what business we are in and the future directions for Rio. The vision section can sometimes be best explained as follows. You are presenting at a conference five years from now. How will you describe Rio Grande if the goals and objectives of this new plan are realized? 8. Next Steps and Evaluation The final chapter suggests follow up activities. It is important to measure the effectiveness of the plan and develop a good communication plan for assuring accountability and evaluation. We intend to create a companion Technology Plan and a Marketing Plan. We also need to identify areas of responsibility (and individuals) for all action steps in the plan. Project Scope The Boards of Trustees will set the scope of the planning process. Strategic planning is a primary responsibility of the trustees. The President s Cabinet will take a lead on campus for the plan, and will seek extensive input from all departments and employees. Audience and Market There are a variety of circumstances that bring institutions to a planning process. In some cases, strategic vision is a natural part of a university and college s operations and evolution. In others, Board members and stakeholders are demanding a lot more accountability on how limited resources will be spent. For some, it is simply a matter of prioritizing the many competing academic needs. In all cases, it is important to identify your audience and market for the plan. Trustees will begin the process of identifying stakeholders who will be the audience of the plan, and those that should be included in the actual development of the plan. Departments will be asked to do the same by area. The primary audience is often those directly involved in the plan development. The work and discussions that take place during the next few months will help define the future of Rio, and create the culture for inclusion and ownership of our next decade. There will be many audiences for the final product, but none more important than the internal audience at Rio Grande, emanating from all trustees. Review of Institutional Reports and Documentation An important step in the planning process is to review all relevant strategic documents already in place. We want to respect work that is already in place, and examples will be provided. However, we need to be visionary enough to toss out any outdated documents, and look forward beyond the rearview mirror. We also need to assure compliance with our accreditors and other agencies; therefore, we will refer to those guidelines throughout the process. Some examples of reports we will gather in a designated location in the library include, but are not limited to: 1. The most recent strategic plan. 2. The most recent Self-Study and reports to the Higher Learning Commission (HLC) and to the University from HLC. 3. Action Project reports and meeting notes relevant to the recent Self-Study and follow-up activities. 4. The most recent specialized accrediting selfstudies and reports. 5. The Ohio Board of Regents Ten-Year Plan. 6. Annual Reports from the past five years. 7. Marketing plans. 8. Technology plans. 9. Capital/master plans.

5 3 10. Relevant regional or state plans (i.e., the Ohio Department of Development, area school district plans). In order to benchmark where we stand against the national, state, and local environment, we need to do trends analyses against our current state. To do so, we will describe the Rio Grande of this moment. That will enable us to develop the gap analysis between the current state and future vision. To assist in this process, some brief surveys may be provided with templates for consistent submission. We have asked our students through national survey instruments; it is time to ask ourselves about our strengths, weaknesses, opportunities and threats. Much of this work is already completed in other documents. Establish the Process Several steps are needed to establish the process. They include: 1. The Boards of Trustees will launch the planning effort at their October 14-15, 2010 Joint Retreat. 2. We will position the President s Cabinet and other committees (trustees, campus-based) to guide the plan. 3. We will provide an introduction and description of the planning process to our constituents, beginning with all employees, and students. 4. We will develop a communications process for notifying those assigned to work on the project, and for seeking volunteers to participate. 5. We will identify those who will be interviewed in the process (i.e., area superintendents, county commissioners, business leaders). 6. We will provide timelines for submissions, including formats and templates for consistency. 7. We will help clarify delineation of responsibilities for the plan s development. Principles of Operation Trustees will develop a list of Principles of Operation guiding principles for the plan. These will be shared with the campus constituents, and may be clarified by department. We need to realize that any planning process, if done well, will likely lead to positive and potentially transformative changes for Rio Grande. Therefore, one principle of operation is to allow open debate about our future, and to encourage creative tension with respect for all ideas. Involving Stakeholders Involving stakeholders may take many forms. Below are a few examples: 1. Individual interviews with trustees or staff. 2. Group interviews with trustees or staff. 3. Town hall meetings. 4. Participation in existing meetings to invite input into the plan. 5. Surveys (review of NSSE and CSSE or new surveys). 6. Focus groups. The focus groups can be crafted in many ways. The following steps can serve as guidelines or areas for discussion. 1. Identify standing groups with decision-making, leadership roles. This ranges from board committees to the President s Cabinet and campus committees or departments. 2. Determine size of group. In some cases, it is best to conduct individual or group interviews. In other cases, a larger, more inclusive group makes sense, such as a Town Hall meeting by county. 3. Timing. Conduct all focus groups and interviews at a pre-determined time, and within a brief timeframe so as to not delay plan completion. 4. Location. Select an environment that is comfortable and empowering for open exchange and note taking. 5. Note taking. It is suggested that the person assigned to take notes use a laptop or comparable computing device to capture the notes. The intent is to provide quick turn-around and summary bullet points from each meeting. 6. While the overarching purpose of interviews is to listen, never miss an opportunity to relay information about Rio Grande to those present. Everyone involved in interviews will be given Fact Sheets and Talking Points to be consistent. For all our external stakeholders, this is a perfect opportunity to educate them about our institution. 7. Trends. As with the previous section on External Environment Analysis look for trends among respondents and remember that one vocal person does not necessarily represent a trend. However, one well-thought out radical or seemingly lone idea may be the idea we need.

6 4 8. Although the actual recommendations follow the environmental scan, be open to suggestions along the way; let the ideas flow freely without judgment. For all interviews or focus groups, be certain to identify: 1. Persons invited, and a key contact individual. 2. Location. 3. Support materials needed for the event: a. Poster boards and markers. b. Computer projection equipment. c. Call-in capabilities. 4. Time frame (it is advisable to limit these sessions to hours). 5. A scribe for note-taking. Celebration along the Way If the planning process is successful, we will take the time to celebrate along the way. On completion of the environmental scan, we need to find venues to display what we have learned, and engage in active discussions about the implications for Rio Grande. A good plan is very time-intensive; we need to find ways to breathe, collect our thoughts, and then proceed to the next step. Developing the Recommendations As noted earlier, recommendations will evolve throughout the process. What may also evolve is a review of our current mission and vision, a natural part of any planning initiative. Discussions on campus will enable us to open up the dialogue about the best paths for our next journey. We welcome faculty and others to serve as discussion and thought leaders in the process. And while the process is outlined below, the various opportunities for involvement are wide open for ideas and suggestions. The only parameters that are locked in are the timelines and the leadership role of our trustees as the governing bodies for the University and Community College. The future of Rio will be described in the Vision chapter, and we will be able to use the work of the plan as we prepare the fiscal year 2012 budget. This is an exciting time for Rio as we look at the next ten years, a decade of dreams. Planning Process and Timelines 1. President s Cabinet prepares background material for trustees. a. External Environment Trends by Area (i.e., technology) b. Implications for Rio Grande 2. Joint Board Retreat: October 14-15, 2010 a. Trustees launch the planning process. b. Trustees discuss and review trends impacting higher education and implications for Rio Grande. c. Trustees establish Principles of Operation for the Plan. d. Trustees identify principal stakeholders for involvement in the planning process. e. Initial ideas for the future direction of Rio Grande will be discussed. 3. After the retreat: Campus departments and stakeholders continue the process of identifying major environmental trends impacting Rio Grande. At the same time, parallel work is done to clearly identify the current state of each area. a. Cabinet members meet with their department chairs and directors to review the planning process and share templates for submission of information. b. A press release will be written and distributed about the retreat and the planning process. The release will focus on the shared trustee ownership of the plan and the positive future for the University of Rio Grande and Rio Grande Community College. c. Meetings are held with individuals and groups for input in the plan. This includes campus groups and trustee committees as part of their regularly scheduled meetings. Timeline: October 18-December, 2010 d. Preliminary findings are presented to each board at their December meetings. Timeline: December 6, 2010 e. Findings are discussed at department meetings prior to the holiday break.

7 f. Findings are presented at the General Faculty meeting the first week of the new semester. Timeline: January 7, 2011 g. The environmental scan is written in its final form, including the section on Implications for Rio Grande. Timeline: January 21, 2011 i. All participants will be given a summary of the work-to-date (web-based). ii. A press release will be sent discussing the progress of the plan. h. Using the findings of the environmental scan, discussions are held with trustees and all participants on recommendations. We will provide the following to help guide and ease this extremely critical part of the plan. i. A template for all submissions. This will include sections to address the staffing and professional development needs to realize the goals of the recommendation(s). It will also include a section to note any policy impediments or needs. ii. iii. Guidelines on developing metrics for evaluation. Open sessions to debate the prioritization of recommendations. All recommendations are then prioritized and submitted. A review team of trustees will participate in the prioritization. This will loop back to the original launch, in which the trustees guide the process. Timeline: January 24-February 18, 2011 i. Plan presentation to both boards: i. University of Rio Grande March 12, ii. Rio Grande Community College March 17, Photo by Tammy Sharp

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