Revenue Agility Template by jsz19772

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   INSTRUCTIONS FOR COMPLETING MISSION STATEMENT
                   For all College Units
Introduction

All instructional programs and departments, service departments, student activity
departments and major teams will demonstrate how they contribute to Butler’s mission
and strategic vision by documenting their own mission, purpose and key processes.
Relevance to the college’s mission and strategic vision is one of three characteristics of a
high performance Butler unit defined in the Integrated Planning and Resource Allocation
process.

This template is designed to aid a Butler unit (as defined in the above paragraph) in
defining its mission and key processes and outcomes and thereby demonstrate its
relevance to the college’s mission and strategic vision. It is expected that members of
each unit will collaborate to complete this template to create common understanding and
support for the unit mission. It is also expected that the unit will work with its dean,
director, or team leader and Executive Council representative (president, vice president)
very closely, seeking feedback and guidance and building understanding and support for
the unit mission. Achieving an adequately defined mission and statement of measurable
key processes may require a series of revisions.

Completion of this template will contribute to these outcomes the college expects to
achieve in fall 2007:

    Definition of unit mission, key processes and outcomes in the
     context of institutional mission and strategic focus.
    A structured dialog across the college that will lead to a common
     understanding of what our units do.
    An opportunity to evaluate the degree of alignment and integration
     across our units. The information from the templates will help us determine
     whether in the mix of unit activities we address all the
     relevant needs of our primary stakeholders and region and whether we
     advance our strategic goals.
    A framework to define what's critical to measure and what standards
     of performance we should strive to achieve.

Instructions: Read and respond to the following questions. It is important to follow the
sequence of questions since your answers to each will help you answer the question that
follows. Instructional programs and departments should refer to the available
performance metrics data as a guide to answering the questions. Also, a brief tutorial on
mission development will be available on Pipeline early in the fall semester. In
considering the following questions, please keep in mind that some of them may not
directly apply to your department. If so, note that in your draft response.
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1. INSTITUTIONAL CONTEXT

Read the following sections from the college’s Organizational Overview and answer the
questions that follow each section:

Scope of educational offerings

We are a comprehensive, two-year public community college that offers general
education courses for transfer to other institutions, programs for career and technical
education, developmental courses, customized training, noncredit learning and life
enrichment activities. We serve educational needs in our mandated services area –
Marion, Morris, Chase, Greenwood, Butler, counties, Sedgwick County, and the
remaining counties in the Kansas Department of Labor workforce development area IV
(Cowley, Harper, Sumner and Kingman counties).

1a. What courses or programs do you offer that contribute to –
     general education courses and elective courses for transfer to other institutions
     programs for career and technical education
     developmental courses
     customized training
     noncredit learning and life enrichment activities

1b. Does your unit focus on appealing to students who come from the geographic region
defined above? Why or why not?

Our Primary Stakeholders

1c. Review each stakeholder group and list which needs of that group your unit seeks to
serve. Boldface those groups which you consider major stakeholders for your unit. For
each group you identify as a major stakeholder, be sure to address which educational
needs from the list below that you seek to serve. If your unit doesn’t address any of the
educational needs, please describe briefly what other needs you seek to serve.


Our stakeholders are:
           o High school students and concurrent students in the region we serve
           o Recent high school graduates in Butler and Sedgwick counties
           o Working adults who live in our region and who want to upgrade their
               skills or retrain
           o Online Students
           o Military and military dependents
           o Employers in our region
           o Receiving institutions or transfer schools:
                    Wichita State University
                    Emporia State University
                    Kansas State University
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                      Regional private institutions
                            Friends University
                            Newman University
                            Southwestern College
                    Program-specific receiving institutions (defined case-by-case in
                       instructional program mission statements)
           o   Currently enrolled Butler students who are not academically ready for
               college
           o   Currently enrolled Butler students with economic constraints
           o   Our employees
           o   Butler units other than your own
           o   Cities and towns in our region
           o   Regulatory bodies
                    The state of Kansas
                            Kansas Board of Regents
                            Other agencies
                    Federal government
                    Higher Learning Commission (North Central)
                    Program accreditation agencies
           o   Butler County taxpayers

The educational needs we seek primarily to serve are –

      For students
          o Upgrading skills
          o Retraining
          o Career and technical education
          o Transfer preparation
          o Intellectual development
      For employers
          o Trained workforce
          o Contract training for current employees, which is a source for potential
              enrollment in our degree and certificate programs
      For receiving and transfer schools
          o Students academically prepared for the next level of education

1d. How do you determine the needs of your major stakeholders?

1e. Do you document that you are fulfilling the needs of your major stakeholders?

1f. How do you determine the satisfaction of your major stakeholders concerning your
services?

Strategic vision

Read the following summary of our current Strategic Priorities and Goals and answer the
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questions below that address your unit’s degree of alignment to our Strategic Goals.
Note: Our Strategic Priorities are broad statements that describe our general areas of
strategic focus for the next three to five years. Our Strategic Goals describe the specific,
measurable, outcomes we intend to achieve during that time.

Strategic Priorities

      1. Advance 21st century skills through the Learning PACT (Personal Development,
         Analytical Thinking, Communication and Technology Skills) with our students.
      2. Build student engagement inside and outside the classroom
      3. Respond with agility to area employer demands.
      4. Expand resources through entrepreneurial endeavors.
      5. Enhance the college’s facilities and grounds

Strategic Goals

Goal 1.1 To align and implement the Butler Learning PACT within Butler’s general
education degree requirements.

3-year Measurable Objectives

 1.      (First two years) The Butler Learning PACT outcomes will be aligned to the
         General Education requirements for the A.A., A.S., A.A.S. and A.G.S. degrees so
         that Butler students who complete all their degree coursework exclusively at
         Butler will have developed and documented their mastery in those outcomes.
 2.      (Second and third years) Assessment of Learning PACT outcomes in targeted
         courses selected from the Gen Ed. /PACT matrix achieved in Objective #1 so that
         each Learning PACT outcome is being assessed in all sections of at least one
         course every spring semester. That assessment data will then be processed by the
         Office of Assessment for use both internally and externally.

Goal 2.1 To provide stakeholders with electronic access to student academic progress
toward their stated goal.

3-year Measurable Objectives

Move from no automated degree audit system to Degree Works, once that system is
implemented. Beginning with the spring 2009 semester comparisons will be captured,
tracking the increasing usage of the software from its roll-out in August 2008.

Goal 2.2 Institutionalize a sustainable service-learning program.

3-year Measurable Objectives

 1.      Increase the number of instructors incorporating service-learning.
 2.      Increase the number of courses in which service-learning is incorporated.
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 3.    Increase the number of student activity advisors/sponsors that incorporate service
       learning.
 4.    Increase the number of co-curricular activities that incorporate service-learning.

Goal 2.3 To develop guidelines and an implementation plan for engaging, state-of-the-
art learning spaces.

See Strategic Goal 5.1 for details.

Goal 3.1 Develop and implement an integrated system for workforce development that is
forward thinking, flexible, and multi-faceted and that is driven by business needs.

3-year Measurable Objectives

 1.    Butler will create an Economic Development & Corporate Services (EDCS)
       division.
 2.    Butler will integrate the corporate training process throughout the institution.
 3.    EDCS division will generate an additional 0.5% (approximately 900) of the
       college’s credit hours (or non-credit equivalent) each year following the first year
       of operation.
 4.    Customized training participation rate, as defined in KBOR agreement, will
       increase by 5% per year.

Goal 4.1 Foster an entrepreneurial mindset across the institution through education and
training that demonstrates and teaches innovation, entrepreneurship and responsible risk
taking.

3-year Measurable Objectives

 1.    Increase in entrepreneurship “IQ” across the institution
 2.    Increase in entrepreneurial projects that generate net revenue
 3.    Increase opportunities for innovative thinking that lead to the continuous
       improvement of processes and thereby increase efficiencies and/or effectiveness.

Goal 5.1 To develop guidelines and an implementation plan for engaging, state-of-the-
art learning spaces.

   3-year Measurable Objectives

 1.    To define various types of Learning Spaces at Butler Community College and to
       make recommendations as to design standards relative to these spaces.
 2.    Design standards and a comprehensive implementation plan that addresses new
       and existing Learning Spaces at the college will be developed.
 3.    The plan will comprise a set of minimums and ranges for various types of
       Learning Spaces.
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 4.       To provide for life-cycle planning for equipment, various technologies and
          software related to Learning Spaces.

Goal 5.2 Implement a comprehensive signage plan.

3-year Measurable Objectives

       Implement phase I of the comprehensive signage plan
            Right of way signage
            Campus vehicular signage
       Implement phase II of the comprehensive signage plan
            Campus pedestrian signage
       Implement phase III of the comprehensive signage plan
            Campus entry signage

Goal 5.3 To develop and implement an improved college-wide safety and security plan.

3-year measurable objectives
 1.    Implement Emergency Notification System
 2.    Hire Director of Campus Safety and Security
 3.    Install Emergency Exit Doors in Residence Halls
 4.    Install Emergency Call Boxes
 5.    Implement Employee ID Badges
 6.    Develop Training Program for Security Staff
 7.    Implement Training Program for Institution
 8.    Install additional call boxes.

1g. To which strategic goals will your unit most likely make the greatest contribution?
Why?

1h. Which strategic goal(s) will most likely benefit your unit the most? Why?

2. Unit mission. Review your responses to questions 1a through 1h in the above section
and develop a mission statement for your unit that addresses these elements:

         Your unit’s scope of educational offerings
         The geographic area your unit serves
         The stakeholder groups your unit seeks to serve
         The stakeholder needs your unit seeks to address
         The strategic goals most relevant to your unit.

3. Key unit processes. Review your unit’s mission statement and define your unit’s key
processes. Key processes are those ongoing operations, or actions that are critical to
carrying out your unit’s mission.
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3a. Identify the key processes for each element of your mission, using the bulleted list in
question 2, above.


Given the key processes you identify, answer the following questions:

3b. Are there processes currently performed that could reasonably be eliminated? What
would be the ramifications?

3c. Are there processes being performed that could reasonably be outsourced? What are
the ramifications?

3d. Are there processes that could be changed to make them more cost effective? If so,
which ones?

4. Ongoing outcomes. Each key process of your unit should produce an outcome or result
that helps your unit carry out its mission. For example, teaching is a key process for an
instructional unit. The expected outcome of teaching should be learning – the acquisition
by students of desired competencies or skills. In the IPRA process, you will eventually
define specific levels of achievement for the expected outcomes of your unit’s key
processes and you will measure your unit’s performance against those “performance
standards.”

4a. Your immediate task is to define your unit’s ongoing outcomes for each key process
you have defined. Itemize your unit’s key processes and ongoing outcomes here:

4b. Are you using your unit’s ongoing outcomes as the basis for defining performance
standards within your unit? If so, what are your performance standards?

4c. Are you using performance metrics (data measurements) to evaluate the effectiveness
or efficiency of your key unit processes? If so, what are your performance metrics?

4d. Given your current use of performance standards and metrics, could you identify the
gap between the actual performance of your department and the desired level defined in
your performance standards? If so, what performance gap have you documented?

Infrastructure

5a. Learning and working spaces, technology/equipment and staffing are critical parts of
the college’s infrastructure. In the space below write a brief description of the extent to
which the current state of these elements enable you or limit your ability to carry out your
unit’s processes and achieve your unit’s intended outcomes.

Learning and working spaces:
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Technology/equipment:


Staffing:

								
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