Learning Resources

Abstract: If a strategic plan at a college or university is to succeed, the process must be participative. For true participation to occur, a basic level of trust must exist among the key stakeholders of the institution. Trust presumes risk. For true participation to occur, the president (and other leaders of the institution) must risk trusting the stakeholders in the planning process. The president must provide the participants with the capacity and support to make changes so that the plan succeeds. Effects of Low Trust on Strategic Planning Practical experience, supported by an extensive literature review, indicates that lack of trust in an organization manifests itself in several forms: poor communication; increased suspicion of others' views and proposals; and inaccurate perceptions of others' motives and actions. More specifically, when an organization with low trust attempts to develop a strategic plan, the following problems arise: little or no involvment of certain stakeholders; not all ideas are offered because of fear of rejection; tough issues are avioded; and the document becomes an inflexible, legalistic contract rather than a flexible guide. Building Trust Organizational development literature, as well as, our experiences in planning indicates that trust can be development in several ways: demonstrating competency, opening communication, building relationships; and creating a fair process. Competency means demonstrating technical and professional ability and good sense. Without achieving results, the rest of the "softer" approaches for building trust will fail. (Shaw, 1997). Colleges need to rebuild relationships within the insitution. When trust ca be first developed at the personal level, it will be easier to develop trust at the organizational level (Alberthal, 1995). Creating a fair process is an intergral step in building trust. Trust is strengthened when individuals feel they are treated as legitimate participants in the process

Abstract: A review of planning efforts in the last twenty-five years suggests that few deliver the kind of transformational change that is generally promised. Views planning as a progression from general directions to specific, tangible decisions, and outlines five conditions usually present, in varying degrees, when successful planning occurs: consensus building, focus on institutional needs, good fit with campus culture, effective faculty participation, and effective leadership. An institution revealing a significant weakness in any one of these areas might best direct its attention to addressing that weakness before pursuing overly ambitious planning efforts.

Abstract: Contends that most planners make assumptions about planning and about human and institutional ability to change, and that these assumptions necessarily impact the outcome of strategic planning efforts. Examines the functions served in planning comprehensive institutional change, and suggests that planning failures reflect too great a focus on technique and outcome. Applies the analogy of human development to illustrate the organizational life cycle, with an exploration of institutional "identity issues" – the physical, social, and psychological aspects, as well as the institution’s sense of self.

Abstract: Extols the virtues of linking planning, assessment, and resource allocation. Using California State University-Sacramento as a model, the authors explain how this integrated planning process evolved, from an initial link between planning and budgeting to one which also included assessment. Concludes with the lessons learned from the process and a review of the challenges the institution still faces.

Abstract: Book Reviews: Strategic Change in College and Universities, by Daniel Rowley, Herman Lujan, and Micheal Dolence. Jossey-Bass, 1997. 334 pages. ISBN 0-7879-0348-5.

Abstract: Suggests that planning efforts begin not with mission statements but with key performance indicators, or KPIs, which are substantive, measurable, and specific directions that a strategic plan must address. Some of these KPIs are outside mandates, while others are internal management objectives or goals articulated by divisions or departments. The three types of KPIs form the "givens," or the foundation of the strategic plan. They take account of the various pulls on the institution, and outline more specific ways to address multiple needs and goals. Finally, they provide benchmarks against which institutions can measure the success of their planning efforts.

Abstract: As we enter the twenty-first century, we face the uncertainty of the changes that mark our transformation from the Industrial Age to the Information Age. How we meet the challenges of that transformation will determine our ability to succeed in the new age. This book, which became a national best seller, provides readers in the field of higher education with insights into how they can meet the challenges. The following chapters are included: "Paradigm Lost, Paradigm Found," "What Is Transformation?" "Realigning with the Information Age Environment," "Redesigning to Meet the Needs of Information Age Learners," "Redefining Roles, Responsibilities, and Productivity," "Reengineering Organizational Processes," and "Introducing a Transformative Model to Your Campus."