HABITS OF EFFECTIVE PLANNING

1. HABITS OF EFFECTIVE PLANNING A Primer for New Department Chairs

2. CONTEXT New department chairs begin by assuming the reins of a political-economic-educational entity!

3. CONTEXT • And quickly learn that departments have a life of their own!

4. CONTEXT • As chair you will have the responsibility for managing, directing and evaluating all of the activities of the department. How?

5. CONTEXT • To memorialize the complexity inherent in the position, tradition has it that chairs receive a magical bag that contains three coins: 3 1 2

6. CONTEXT • Each coin represents a set of paradoxical tasks that the new chair must address • Coin 1 is the Budget Coin 1 Resources/Costs

7. CONTEXT • Coin 2 is the Direction Coin • Coin 3 is the Accountability Coin 2 Obligations/Opportunities 3 Planning/Evaluation

8. CONTEXT • Department chairs operate within a limited range-of-influence Trustees Dept Provost Dean

9. PLANNING Operating within a limited range-of-influence, department chairs manipulate the budget and direction of the department so that it will retain its vitality and respond effectively to the expectations of stakeholders.

10. PLANNING Models of Evaluation Habits of Planning

11. MODELS OF EVALUATION OBJECTIVES ORIENTED The focus is on specifying goals and objectives and determining the extent to which they have been attained.

12. MODELS OF EVALUATION BUDGET ORIENTED • Similar to the Objectives Oriented model in that the focus is on assessing goal attainment • Resource allocations are tied to each goal/objective

13. MODELS OF EVALUATION MANAGEMENTORIENTED The central concern is on identifying and meeting the informational needs of managerial decision makers.

14. MODELS OF EVALUATION EXPERTISE ORIENTED Depends primarily on the direct application of professional expertise to judge the quality of educational endeavors (e.g., accreditation).

15. MODELS OF EVALUATION NATURALISTIC AND PARTICIPANT-ORIENTED Naturalistic inquiry and involvement of participants (stakeholders in that which is evaluated) are central in determining values, criteria, needs and data for the evaluation.

16. MODELS OF EVALUATION COCNSUMER ORIENTED The central issue is developing evaluative information on educational "products," broadly defined, for use by educational consumers in choosing among competing curricula, instructional products, and the like.

17. MODELS OF EVALUATION ADVERSARY ORIENTED Planned opposition in points of view of different evaluators (pro and con) is the central focus of the evaluation.

18. HABITS OF PLANNING

19. HABITS OF PLANNING BE PROACTIVE • Establish a vision • Think long term • Document short term • Accumulate administrative currency

20. HABITS OF PLANNING BEGIN WITH THE END IN MIND • Identify goals • Identify positive effects of goal achievement • Sell positive effects of goals • Anticipate questions/challenges

21. HABITS OF PLANNING PUT FIRST THINGS FIRST • Seek balance • Embrace complexity • Enjoy ambiguity and paradox • Practice flexible intention • Measure everything

22. HABITS OF PLANNING THINK WIN - WIN • The chair is not the department • Promote the vitality of the department • Sell success by spreading “good news”

23. HABITS OF PLANNING MODEL EFFECTIVE COMMUNICATION • Communication is a type of energy exchange • Communication defines the department • Opportunities emerge from conversations

24. HABITS OF PLANNING PRACTICE SELF-RENEWAL • Make time to get away • Make time for scholarship • Make time to reflect on your performance as chair • Make return visits to “Chairs Camp”

25. QUESTIONS?