Gap Analysis Strategic Assessment - DOC

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                     Strategic Goal Gap Analysis Worksheet

Answer the questions in this worksheet to conduct the gap analysis for your strategic
goal. Summarize your findings in the Goal Gap Analysis Template and keep this
document for reference.

Your strategic goal gap analysis is intended to create the following results:

   1)   Statement of measurable objectives
   2)   Organizational requirements for success
   3)   Resource plan
   4)   Summary of benefits goal will provide to students and other stakeholders.

This document will guide you through the research, analysis and planning you need to do
to achieve those results.

Measurable objectives

Each strategic goal must be based on a set of defined, measurable objectives.

An objective is measurable when it states a change that can be counted (quantified) or
documented using a defined instrument that is based on a stated standard. The degree of
change and the instrument of measurement are derived from the baseline or starting point.

For example, in our 2007-09 KBOR Performance Agreement, one of our objectives is to
increase the number of students enrolling in our Introduction to Teaching course from the
baseline of 171 students in 2006 to 173 students in 2007.

In this objective, the baseline is 171 students. The stated change is an increase in the
number of students. The degree of change is an increase of 2 students. We can count or
measure the outcome using course enrollment reports, which are the instrument of
measurement.

The measurable objectives for your strategic goals must include all of these elements:

       Baseline
       Stated change
       Degree of change
       Standard of measurement
       Means (instrument) of measurement

Record your draft measurable objective here. You may need to revise it once you
work through these instructions:




Designed by Dr. Gene George                              Created on 10/30/2007 12:51:00 PM
4701acba-4806-4ad1-a5a7-ae765af00331.doc                                         Page 2 of 6




Establishing the baseline

To establish the baseline for your objective, you need to determine the current state of the
learning program or service or organizational function you are seeking to change. In the
example of the Intro to Teaching objective, we researched the number of students who
enrolled in the course over the last several years to get a sense of the trend. Baselines are
starting points, and the starting point you choose depends on your objective. Typically to
determine a baseline you consider how questions. How many students do we currently
have? How often do they succeed? How well do they perform? Once you determine what
the baseline will be, consider another how question: How will we measure the baseline?

For help defining your baseline and in gathering the necessary data or information,
consult with the Butler Office of Research and Institutional Effectiveness.

Record your baseline and related information here:

Baseline:
Stated Change:
Degree of Change:
Standard of measurement:
Means of measurement:


Organizational requirements for success

Organizational effectiveness is critical to the achievement of your strategic goal. The
changes in the Butler Learning College you seek require highly functional processes in
areas of the college that may be far removed from the learning programs and services you
have defined. But these processes will impact your ability to achieve your objectives and
to integrate important changes into the routine of college operations and
teaching/learning.

As you respond to the questions in this section, consider the concept map found at the
end of this document. That map demonstrates that successful improvement in assessment
of student learning depends on many organizational processes working effectively. The
map gives you a sense of what kind of evidence you need to answer the questions in this
section. Keep in mind that you may confer with the Office of Research and Institutional
Effectiveness or the leaders of our system councils for guidance.

Documenting organizational requirements for the success of your strategic goal is a
process of critical thinking. First, think of the ideal Butler Learning College. Answer
these questions:

   1) Generally speaking, what kind of college would we need to be in order for your
      strategic goal to be completely achieved?



Designed by Dr. Gene George                              Created on 10/30/2007 12:51:00 PM
4701acba-4806-4ad1-a5a7-ae765af00331.doc                                          Page 3 of 6




Consider your answer from the perspective of our four Learning College systems. These
systems in effect are four different, but interrelated, ways of looking at the college’s
organization. Into each system we have grouped mission-critical processes that are
relevant to the system’s essential purpose. The four systems are:

Organizational Culture – which includes processes that define how we create and sustain
an effective work environment. These processes include hiring, training and evaluating
employees, professional development, and the creation of effective communication and
work relationships among employees.

Knowledge Management – which includes processes that define how we gather,
organize, store, analyze and distribute information that’s critical to the college’s mission.

Planning and Decision-Making – which includes processes that define how make and
implement strategic plans, how we plan our ongoing work, and how we make decisions
to get work done and accomplish our goals.

Learning – which is the core system of the Butler Learning College. This system includes
processes that define how we define, implement and deliver curriculum, programs and
learning-related services, how we teach, how we promote student learning and measure
both direct learning and stakeholder success.

With this information about our systems in mind, answer the following questions to add
greater detail to your response to question 1, above:


   2) What kind of organizational culture needs to exist at Butler in order for your
      strategic goal to be completely achieved?



   3) What knowledge management processes need to be functioning effectively in
      order for your strategic goal to be completely achieved?



   4) What planning and decision-making processes need to be functioning effectively
      in order for your strategic goal to be completely achieved?


   5) What learning processes need to be functioning effectively in order for your
      strategic goal to be completely achieved?




Designed by Dr. Gene George                              Created on 10/30/2007 12:51:00 PM
4701acba-4806-4ad1-a5a7-ae765af00331.doc                                          Page 4 of 6




Resource plan

Every strategic goal will have a resource plan – a “budget” that shows not only the funds
you need to accomplish the goal, but all the other critical resources you considered in
your feasibility study. Your resource plan needs to be as specific as possible, though we
realize it will be an estimate.

To gather information for your resource plan, you could consult with Butler faculty and
staff or faculty/staff from other institutions that have experience in your goal area or with
organizational processes critical to your goal. Vendors would be a likely source of
information for some products and tools.

In the space below, record your estimated need for each resource type:


Money


Staff


Physical space


Time


Expertise/skills


Equipment


Technology


Other




Designed by Dr. Gene George                              Created on 10/30/2007 12:51:00 PM
4701acba-4806-4ad1-a5a7-ae765af00331.doc                                      Page 5 of 6




                                Systems map of the Butler assessment process
       An example of how organizational processes impact the successful implementation of a strategic goal.
Design Principles:

Assessment of student learning occurs at three interrelated levels:

    Individual classroom
    Within a single course across all sections
    Within a single discipline or instructional program across all relevant courses.

Often, assessment at all three levels occurs simultaneously. Instructors and instructional administrators must approach the assessment
of student learning systematically in order to obtain useful results. The following map demonstrates, however, that to ensure the
sustainable success of the assessment program, the problem of designing and implementing the assessment method, and obtaining and
acting on the correct evidence of student learning, can be solved only if the institution approaches assessment from a systemic and
holistic perspective. In short, the success of a goal to implement or improve assessment depends upon the efficient and effective
operation of institutional processes and systems that are far removed from the classroom.




Designed by Dr. Gene George                             Created on 10/30/2007 12:51:00 PM
4701acba-4806-4ad1-a5a7-ae765af00331.doc                                           Page 6 of 6




                             Assessment of Student Learning in the Butler Learning College
                               To build a sustainable assessment program, start at any point and work
                                                forward until all points are addressed



    Effective work culture to support           Effective planning to support practice           Effective use of knowledge to support
    principles and ends of assessment:          of assessment: What resources do we              assessment and learning improvement:
    How are our institutional values            need to support assessment? Who                  What do we need to know about
    defined and enacted? How are                defines them? How are they allocated?            learning? How will we collect, organize,
    employees trained and oriented to           How do we measure the impact of the              interpret the results? What tools (e.g.,
    support them? Who does this? How            allocation? Etc.                                 technology) do we need? Who decides?
    do employees get paid? Etc.                                                                  Etc.




                                              What will we assess? How? Who will do it? How
                                              will we respond to the data?
                                              Faculty properly trained and oriented to
                                              institutional values using knowledge to plan and
                                              enact assessment and improve learning when the
                                              data warrants



              The processes we associate with Learning, Planning and Decision-Making, Knowledge Management and
              Organizational Culture are carried out in every step of this model – but within the various contexts of each
              step.




Designed by Dr. Gene George                             Created on 10/30/2007 12:51:00 PM

				
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