rp group research institute introduction to planning

RP Group - Mt. SAC - April 27, 2007

RP GROUP RESEARCH INSTITUTEIntroduction to PlanningLinda Umbdenstock, PhDMaria Narvaez, MA Barbara McNeice-Stallard, MSc


Welcome and Housekeeping• Grab a mop (just kidding)• Restroom location• Cell phones/pagers or any

other loud or vibrating thing-a-me-bobs

• Question cards (on your tables)


Fundamentals of Planning

• What is planning?

• How do the plans interrelate?

• How to do planning by committee?

• How to keep the plan alive?

• Re-working the plan

• Theoretical versus practical considerations


What is planning?

• Definition (Group Activity: see RP Book)

• Planning involves people, consideration of the political environment and many other aspects and it sometimes gets out of control (that is the fun part – really).


Definition (con’d)• Based on the college’s mission

statement, planning involves deciding the college's focus/ priorities, setting institutional goals, developing institutional/ departmental strategies, outlining tasks and creating schedules to measure if the goals are reached, evaluating the outcome and doing it all again (i.e., think, plan, do, and evaluate cycle).

• Group activity: Evaluation, Planning, and Improvement (ACCJC document)


How do the plans interrelate?• Types of Plans:

– Educational Master Plan– Facilities Master Plan– Program Review/Planning– Budget Planning– Strategic Plan– Along with the other plans:

• Student Equity Plan• Basic Skills plan


Interrelated Plans

• See planning diagram

• Plans should be interrelated much like the threads in a woven rug. Take away one plan (i.e., thread) and the rest may not fit together well and the whole planning cycle (i.e., rug) might fall apart

• LBCC Educational Master Plan, Mt. SAC PIE

• Group Activity: How do your plans interrelate?


How do to planning by committee?

• Carefully

• What is the committee’s charge?

• Who is the committee & how does it relate to the doers?

• Set parameters for the committee’s role and watch the boundaries change. How much is too much?

• Group Activity: How can you change a non-functional committee into a functional one?


An Accreditation Perspective • The Standards• Theme on Planning and

Evaluation• Dialogue (ACCJC document)

• Evidence (ACCJC document)


How to keep the plan alive?

• The planning cycle: Don’t let the dust settle

• Action needs to be taken on the plan. Who is responsible for it? How much work really should be done within a year?

• Embed the plan into routines

• Motivate people & groups to work w/the plan – become an inspirational speaker

• Frame the message--constantly


Re-working the plan• Re-visit the plan, especially when you

have new key players (e.g., President)• Keeping on task• Create a quality representation of the

college’s vision• Fix a timeline for renewal• Language of rationale for renewal:

clarity & interpretation, new information, inquiry mode as evolving part of college culture, expectation of learning, reflection, responsiveness


Plan Creation: Theoretical versus practical considerations

• Books tell you only one way of doing the planning process – and each book has a different idea of how to do it

• In practice, whatever will work with your organization, given the current state of the plans, the organizational culture and the accreditation standards, is what you do


Rest of the session

• Three topics: 1. Developing Goals and

Objectives2. Institutional Effectiveness3. Practicalities

• Lunch• Reality Shock and Q & A• Networking


Topics1. Developing Goals & Objectives

(Maria)2. Institutional Effectiveness

(Barbara)3. Practicalities (Dealing w/a variety of

“planning types” & expectations, constraints & ambitions, intercepting mandates & reactivity, sustainability issues, funding ups & downs, shifting timelines, etc.)

(Linda)


Developing Goals and Objectives

• Definitions• Writing SMART objectives• Hands-on Activity


Goals• Goals are relatively

permanent statements of the major accomplishments to be achieved. College goals are part of the Master Plan and reflect the entire scope of college activities and the Title 5 requirements describing the purpose of the college. College goals are reviewed regularly but not changed frequently, and are often used to organize the objectives in Subject and Unit Plans.


Objectives• Objectives are created to

achieve the college goals and are organized in written plans at all levels around college goals. They are the specific things that the college will do to meet its goals, both long and short term, and are expressed at a precise level of specificity including timelines for achievement, associated costs, and those to be held responsible for completion.


SMART Objectives

• S: Specific• M: Measurable • A: Attainable, Achievable• R: Relevant, Realistic • T: Time-bound, Timely


Institutional Effectiveness

• Definition• Measurable Goals• Evidence (e.g., plans,

achievement toward goals, self-reflective documentation)

• Group activity (ACCJC document)


Practicalities

• What is life really like in a planning office?

• What are typical problems & dilemmas

• Group activity


Contact InformationLinda Umbdenstock, Administrative

Dean, Planning, Long Beach City [email protected]

Maria Narvaez, Planning Assistant, Long Beach City College [email protected]

Barbara McNeice-StallardDirector, Research & Institutional

EffectivenessMt. San Antonio [email protected]

mailto:[email protected]



rp group research institute introduction to planning

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