Moving from “buy-in” to “process improvement” and to “planned change”

1. Moving from “buy-in” to “process improvement” and to “planned change” Jack Phadungtin & Darla Calvet National University, La Jolla, CA

2. About National University Type: Private, Not-for-Profit Campuses: 28 Students: 27,000 Faculty: 3,100 (full-time & adjunct) Degree programs: 98 (grad & undg) Classes: 800-1000/month Newly admitted students: 17,000/Yr IR & Assessment staff: 5

3. Momentum to Success Buy-In Process Improvement Institutional Effectiveness Planned Change Continuous Improvement

4. Ingredients of Winning Planned Change Assessment Infrastructure Support from Administration Capability of the IR Office and Faculty Assessment Process Assessment Cycle Governance bodies and their responsibilities Effective Use of Assessment Results

5. Ingredients of Winning Planned Change Assessment Infrastructure Support from Administration Capability of the IR Office and Faculty Assessment Process Assessment Cycle Governance bodies and their responsibilities Effective Use of Assessment Results Buy In

6. Ingredients of Winning Planned Change Assessment Infrastructure Support from Administration Capability of the IR Office and Faculty Assessment Process Assessment Cycle Governance bodies and their responsibilities Effective Use of Assessment Results Less Resistance to Change

7. Assessment Goals at NU Enhance assessment quality Improve assessment process Utilize assessment results

8. How To Initiate Planned Change Who Originates Change? Faculty Administration

9. How To Initiate Planned Change Faculty Administration Office of IR & Assessment

10. How To Initiate Planned Change Change Personnel, Structure, Mind Change Personnel, Structure, Mind Faculty Administration Office of IR & Assessment

11. Getting Started Stop the “Resistance-to-Change” talk Isolate Problems & Prioritize Tasks Assessment Cycle The needed “buy-in” Support from Administration Capability of the IR Office Support from Faculty Understanding Benefit of Assessment Governance bodies and their responsibilities

12. Buy the “Buy-In” • Administration • Cost and Benefit Analyses • Recommendations • Successful Pilot Projects • Faculty • Remove Barriers • Simplify Tasks • Identify Project Champion • Compensation

13. Buy the “Buy-In” • Amplify Benefits of Change • Promote Effective Communication • Understand Each Functions Involved in the Process Sample??

14. Assessment Time Table (No longer used)

15. Revised Assessment Cycle

16. Moving from Buy-In to Process Planning Create Master Plans • Identify Key Indicators/Measures • Academic • Non-Academic • Plan for Data Collection and Analysis • Establish practices of how results will be used

17. Identify Key Indicators - Academic Student Surveys

18. Non-Academic Assessment Business Quality Survey Staff Survey Identify Key Indicators – Non-Academic C/P Facility FIN HR IT

19. Non-Academic Measure 2008 Frequency of Survey – 4/Year 2 Quality of Business Survey (QBS) 2 HR Surveys Pre Post Control Group 1 Control Group 2 QBS QBS–Focused Pre Post Pre Post Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

20. Using Results to Drive Improvement To Promote Positive Planned Change Give Credit to Project Originator/Owner Share Results With Stakeholder Keep Track of How Results Are Used Prevent Reprimand for Inability to Achieve the Set Goals

21. Information Optimization

22. Tracking Information Usage

23. Promote Use of Evidence for Process and Structure Changes • Change Process to Support Change • Simplify and Minimize Steps • Emphasize Quality Control • Change Structure to Support Change • Enhance Institutional Capability

24. Process Improvement 2006 2008

25. Process / Structure Improvement:Academic Program Reviews 2006 2008

26. Process & Assign Responsibilities:Academic Program Reviews Program Lead Faculty University Assessment Council Process Coordination Process Coordination Department Chair School Dean School Assessment Committee (SAC) Members are appointed by the school Dean Process Coordination Process Coordination Graduate Council Undergraduate Council Provost Process Coordination President

27. Structure / Capability Improvement 2006 2008

28. Improvement Results Academic Improvement 2007

30. Momentum of Improvement Minimize Resistance to Change Create Successful Pilot Projects “Snow Ball” Effect Learn from Mistakes Provide Continuing Support Customized Help Rewards and Pressure Positive Reinforcement Peer Pressure

31. Let’s Recap

32. Getting Started Stop the “Resistance-to-Change” talk Isolate Problems & Prioritize Tasks Assessment Cycle The needed “buy-in” Support from Administration Capability of the IR Office Support from Faculty Understanding Benefit of Assessment Governance bodies and their responsibilities

33. Getting Started Stop the “Resistance-to-Change” talk Isolate Problems & Prioritize Tasks Assessment Cycle The needed “buy-in” Support from Administration Capability of the IR Office Support from Faculty Understanding Benefit of Assessment Governance bodies and their responsibilities

34. Getting Started Stop the “Resistance-to-Change” talk Isolate Problems & Prioritize Tasks Assessment Cycle The needed “buy-in” Support from Administration Capability of the IR Office Support from Faculty Understanding Benefit of Assessment Governance bodies and their responsibilities DON’T GIVE UP

35. Thank You! National University