WELCOME!

1. WELCOME! What, if accomplished, would make a significant difference at PCCUA? What culture, ways of thinking and working together, would make that work possible? What 3 - 4 things do you agree matter most to do now?

2. Your Facilitators • Richard McGee, Associate Dean, Mayo Graduate School • Lynn Priddy Rozumalski, Director, Education & Training, The Higher Learning Commission of NCA

3. Vital Focus: Committing to Conversation Acting on What Matters

4. Creating PCCUA’s Future What keeps you at PCCUA? What are the vibrant aspects of PCCUA? WHAT WILL YOU TRULY COMMIT TO DOING? What three wishes would you make for PCCUA over the next few years? What, if accomplished, would make a significant difference in your work? What are the most enlivening and exciting possibilities for PCCUA?

5. Committing to Conversation Conversation One • What makes it possible for you to do your best work? What work matters most? • What’s most important about the ways you think and work together? • Where is PCCUA strongest? • What have you accomplished recently as an institution? Conversation Two

6. Committing to Conversation Conversation Three • What work is most important to do right now at PCCUA? • What, if accomplished, would make a significant difference at PCCUA? • Customizing the self-study to serve you, establishing priorities for PCCUA’s future, acting on what matters Using Conversation to Focus Priorities

7. Vital Focus for Self-Study Design …build in involvement & follow-through …discover collective priorities, integrate into Self-Study • USING THE EXPERTISE OF THE TEAM • MAKING SELF-STUDY MEANINGFUL, DRIVEN BY YOUR PRIORITIES • TAKING ACTION ON WHAT MATTERS Assess Define …frame S-S with discussions that establish priorities Engage Discern Document Commit To Action …findings for S-S, evidence & what matters most

8. …A different launch, closing, and approach to Self-Study. …Using the Self-Study process to create your strategic plan & take action…and to customize the site visit team. …A catalyst for taking action collaboratively on what you agree would make a significant difference. What are the Results? • Collective agreement on priorities for action integrated into self-study--making self-study serve what you most want to accomplish • Shared recommendations for 3-4 top priorities for action that would make a significant difference NOW and become centerpieces of new strategic plan • Strategic Plan, planning process, leadership transitionall developed and established during self-study

9. You are the Pioneer Institutionfor the Commission

10. Understanding Constellation Data Designed for discussion Designed to move from talk to action Self-Study designed to make a difference

11. Statements Linked to ProcessesRelated to Criteria • The institution’s culture promotes student learning. • Senior leaders are committed to academic excellence. • The institution encourages excellence in teaching. • The institution improves student learning through outcomes assessment. Helping Students Learn

12. Statements Linked to PrinciplesRelated to Themes in New Criteria • My department is flexible and adaptable in meeting the needs of those we serve. • The institution actively encourages innovation. • The institution responds rapidly to the changing needs of students. Agility

13. Opportunities, Strengths, Priorities Opportunities High Importance Strengths Low Performance High Performance Low Importance

14. Defining the Difference to Make Phillips Community College  Results for Discussion Constellation Online Survey

15. Table Resources • Agenda & Conversations • Materials • Red Cards • Breaks

16. Conversation One What matters most? • What is your peak experience--and what makes it possible? • What are the common themes across your experiences--the aspects that give life to your work? • What processes and what ways of working are most important for focus now? *Adapted from the work of Monica Manning, Ph.D. Executive Officer, The Nova Group

17. Self-organizing Roles • Convener: Keeps group on track, ensures all participate, ensures all questions addressed • Timekeeper: Keeps group on time • Recorder: Writes on Vis-it notes with marker

18. Themes and Ideas • Talk about stories:What themes are common in the peak experiences? • Record 3 - 4 themes (1 per hexagon):What do you collectively agree matters most to making peak work possible?

19. Priority Processes & Principles • Discuss data in Part 1:What do employees collectively see as most important right now? • Record priorities for focus: • What key PROCESS is most important for focus right now? (Write “process” on top) • What PRINCIPLE is most important to develop now? (Write “principle” on top) • Hand off Vis-it Notes to Room Roamer

20. *Conversation Two • What processes are already being done well at PCCUA? • What are the current strengths of PCCUA that might become a focus for work? Where are your strengths? Any to specifically build on? *Adapted from the work of Monica Manning, Ph.D. Executive Officer, The Nova Group

21. Opportunities, Strengths, Priorities STRENGTHS High Importance Low Performance High Performance Low Importance

22. DATA INSIGHTS • Discuss the Data in Part 2: What is one area you agree is clearly a strength--that is a highlight of PCCUA--and that hasn’t already been captured in the earlier discussion?

23. OBSERVATIONS • Strong alignment of strengths with priorities (8 of top 10 most important appear in top 10 strengths; same processes & principles cited; integrity Criterion 5) • No process or principles emerge as substantially lower performance -- many strengths to build from • Strengths really focus on people and student learning

24. OBSERVATIONS • Different groups rate Constellation statements differently(but 5 of the 20 "most important" and "done well" statements appear in all groups) • Comments to end questions reveal many examples of effective systems and recent positive changes - online courses, I Can Learn Math, communication, access to technology, admissions and enrollment, etc. • 85% of staff indicate they are satisfied or very satisfied working at PCCUUA

25. OBSERVATIONS • Time demands, especially with new programs or processes - care not to loose focus on learning • Many see strengths of integration across campuses - but also see unique needs and opportunities that differ between them • Vital to the Delta, each campus playing critical role, at a crossroads- tough budget issues, changing needs, being part of U of A raises possibilities and expectations

26. QUESTIONS • How do areas of strength identified today inform self-study and priorities for the future? • Within areas of strength, are there still important processes that need to be improved? • Do the different ratings of strengths between groups reflect important differences in perception or simply "calibration” differences? • What are the most important questions to be asked and explored in discussions to be held during self-study?

27. QUESTIONS • What would it take in the ways you think and work together to make the greatest improvement in measuring effectiveness, planning and building collaborative relationships? • CAVEAT: Next Conversations critical to identifying real possibilities for collective action

28. *Conversation Three:Exploring Opportunities The Difference Score Among all the possibilities…what will you focus on doing? *Adapted from the work of Monica Manning, Ph.D. Executive Officer, The Nova Group

29. Finding the Significant Difference If you could propose three ideas for making a significant difference…. Circle the one that grabs you. • Think about what you’ve said matters most….in work, in the culture of PCCUA • Think about all the work you’ve done and the strengths of PCCUA…

30. Opportunities, Strengths, Priorities OPPORTUNITIES High Importance Low Performance High Performance Low Importance

31. By doing S-S as you are…you are actually focusing on these three. Measuring Effectiveness Planning Improvement Collaborative Relationships

32. Your conversation is key to defining which among these are priority now. Leadership Information

33. Areas for Recommendations • HELPING STUDENTS LEARN (Criterion Three) • Clear learning objectives, performance, improvement • Teaching excellence, faculty/others’ roles in teaching & learning • Assessing & improving learning, learning environment, technology • Student preparation, intellectual climate • Academic programs and courses--currency • Student advising, counseling, library--instructional support • LEARNING, INFORMATION, FOCUS

34. Areas for Recommendations • ACCOMPLISHING OTHER OBJECTIVES (Criterion One) • Other institutional work/mission (civic, cultural, environmental, etc.) • Aligning other work with the priorities of teaching/learning • Faculty and others’ roles in relationship to other objectives (research, service) • Preserving a distinct culture related to a unique mission/objective (faith-based, niche, training, etc.) • Evaluating the “other work” of the institution • LEADERSHIP, FORESIGHT

35. Areas for Recommendations • UNDERSTANDING STUDENT/STAKEHOLDER NEEDS (Criterion One, Two, Three, Four, Five) • Defining different students and others you serve • Analyzing needs & designing programs & services • Use of complaints, evaluations, feedback from students/others • Improving satisfaction of students/stakeholders • Process for getting information from students, employers, other stakeholders • INFORMATION, FOCUS, AGILITY

36. Areas for Recommendations • VALUING PEOPLE (Criterion Two, Four) • Work and job environment, clear job roles, responsibilities • Recruiting, selecting, hiring, orienting, evaluating processes • Investing in people--professional development, trust, respect, motivation • Recognizing and rewarding--aligned with priorities • Safety, satisfaction, well-being of all employees • PEOPLE, INVOLVEMENT

37. Areas for Recommendations • LEADING AND COMMUNICATING (Criterion One & Four) • Governance, decision-making structures, processes • Overall communication across the institution • Leadership developed across employees • Information available to do job well • Setting directions, communicating vision, mission, goals • Supporting overall institutional movement & development • Committee, team, other structures for accomplishing work • Building and sustaining a learning environment • LEADERSHIP, INVOLVEMENT, FORESIGHT

38. Areas for Recommendations • SUPPORTING INSTITUTIONAL OPERATIONS (Criterion Two & Four) • Budgeting, endowment, fund-raising processes • Security, campus facilities, institutional technology • Food service, housing, extra-mural activities • Administrative support systems • Contribution to learning and other objectives • Day to day operations • Safety, satisfaction, well-being of all employees • LEADERSHIP, FOCUS, PEOPLE

39. Areas for Recommendations • MEASURING EFFECTIVENESS (Criterion Three & Four) • System for gathering and using information and data • Analyzing and acting on information--in a timely fashion • Tracking & measuring improvement • Processes to compare institution to other peer institutions • Processes for determining what data to gather when and how…and processes for using data for improvement • Processes for discussing and acting on information • INFORMATION, LEADERSHIP, AGILITY, FORESIGHT

40. Areas for Recommendations • PLANNING CONTINUOUS IMPROVEMENT (Criterion Four) • Supporting--actually strategizing and pursuing innovation, change, improvement • Turning the vision, mission, strategic plan into real action • Pursuing resource needs--building people’s capacity for institutional work • Measuring, evaluating, and improving the institution’s effectiveness as a whole • Aligning your priorities, planning, and work across all levels & areas of institution • LEADERSHIP, FORESIGHT, AGILITY

41. Areas for Recommendations • BUILDING COLLABORATIVE RELATIONSHIPS (Criterion Five) • Partnerships with other educational institutions, businesses, agencies, organizations • Current structures and processes that encourage internal and external collaboration • How you create and build relationships at your institution • Support for teamwork, new collaborative projects--work that includes people from across the institution • PEOPLE, INVOLVEMENT, COLLABORATION

42. Areas for Recommendations • ALTERNATIVE TOPIC

43. TABLE LOCATIONS • HELPING STUDENTS LEARN (Tables 1-8) • OTHER OBJECTIVES (Tables 9) • STUDENT/STAKEHOLDER (Tables 10-13) • VALUING PEOPLE (Tables 15-18) • LEADING & COMMUNICATING (Tables 20-23) • INSTITUTIONAL SUPPORT (Tables 24-27) • MEASURING EFFECTIVENESS (Tables 29-30) • PLANNING IMPROVEMENT (Tables 31-32) • COLLABORATIVE RELATIONS (Tables 33-34)

44. *Conversation Three • Define and explain your proposal • Agree on a proposal that your group will forward as top priority • Complete Idea Analysis Form & present your proposal What work accomplished would make a significant difference? *Adapted from the work of Monica Manning, Ph.D. Executive Officer, The Nova Group

45. Idea Analysis Form Topic Title: Table Group: Critical or Pressing Aspects: Difference to be Made by Acting: Provocative Proposition: We Propose… Write specific actions on back. Because…

46. Quick Fix Possibilities PCCUA’s “NIKES” 10 minutes at table: What is a quick fix or just do that would just make life nicer--for you, students….AND is possible? Write it on card on table--leave on table

47. Next Steps Integrating into Self-Study & Strategic Plan The survey, these conversations just first steps Next conversations, steps are being planned--How will you keep yourself involved & connected? Your ongoing feedback & involvement are critical Concrete action projects need to emerge--Self-Study committees will take the lead on developing these--with your involvement

48. Next Steps: Immediate • Complete Conversation Summary Report (facilitator observations included); distribute with other data to Self-Study Committees • Pursue self-study process as designed--Steve Murray to hold “Focused Fridays” to glean top 3-4 priorities for action • Integrate data into self-study committees--including comments and detailed reports

49. Next Steps: Through the Year • Use the Self-Study committees and Frank Fridays to both complete self-study and to develop new strategic plan (i.e., your S-S process becomes the planning process) • Clearly document strengths and opportunities--working opportunities into the strategic plan • Identify TOP 3-4 PRIORITIES you collectively agree are the centerpiece of your strategic plan--for all campuses (and 1-2 key goals for individual campuses)

50. Next Steps: Through the Year • Customize the evaluation team to bring you specific consulting expertise in strategic planning across multiple campuses, rural, good practices--focused on improvement, not just compliance • Hold a second conversation day to confirm top findings of Self-Study, to outline both the strategic plan and final S-S document conclusions • Complete your self-study & strategic plan over the summer