Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a service/office/program and to assess its strengths, opportunities, needs, and
connection to the mission and goals of the college. The process is based on the premise that each area
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Office of the Executive Director of
Office of Institutional Advancement
Date Completed (must be
in final form by 3/31/14)*
7/18/14
Date Submitted
to VP
7/18/14
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that
this report is completed, revised as needed, in its final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Jackie Cruz, Executive Director
Terri Ugale, Executive Assistant
Loyanne Flinn, Director of Public Grant Development and Operations
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for
comprehensive review in spring 2014, please complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs
scheduled for comprehensive review in spring 2014. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2014.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall
effectiveness over the past several years.
Please consider the questions below in describing your area.
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•
•
•
•
•
•
•
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program
been met?
What policies and/or practices, both institutionally and departmentally, have been
implemented to improve functions over the past few years?
What professional activities have staff recently (last three years) participated in?
The Office of the Executive Director of Advancement oversees all operations of the office of
advancement and the foundation. This office seeks the advice of the President’s Task Force,
Foundation Board of Directors, the President’s Cabinet, Superintendent/President and his staff,
the Advancement Council, and 11 advisory committees. This office complies with district and
Foundation Board policies. The Office oversees public and private funding plans for the district
that supplement the general fund. In fulfilling these responsibilities, the office provides a
connection between the external community, interested philanthropists and the college leadership
to maximize resources for the district’s priorities and goals. The office supports all the activities of
the Executive Director of Advancement in her role as chief development officer for the District,
including oversight and supervision of all other functions of advancement. The office also supports
the foundation board of directors, managing the board’s calendar, agenda, minutes and other
details. Support for the Board of Directors also includes management of the nominating
committee and its annual process. The office provides specific, practical support to two governance
groups: the Board of Directors and the Advancement Council. The office also provides similar
support to a variety of advisory committees, funding committees and task groups. This includes
issuing agendas/materials, taking and posting minutes, and general communications.
The following is a list of committees, task force and advisory groups receiving support from this
office:
President’s Task Force, Nominating Committee, Investment Committee, Ag Steering, Athletics
Funding Committee, Planned Giving Committee, Planned Giving Advisory Council, Women’s
Education Leadership Initiative Vision Committee, Western Stage Council, Arts Advisory Council
and the Finance Committee.
The Office of the Executive Director of Advancement relates to the needs of the college and the
community through a continued focus on galvanizing resources for student access, student success,
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student achievement, and innovative programming. Successfully garnering resources in support of
the college and its students is accomplished through extensive collaborations with the community,
college leadership, faculty, K-12 partners, the foundation board of directors, and government
partners. This office has annual action plans and a 5 year funding plan aligned with Hartnell
College’s Governing Board Strategic Priorities.
The Executive Director of Advancement is an active participant in the President’s Executive
Cabinet which includes senior administrative staff from all areas of the college. Meetings with the
Executive Cabinet take place on a weekly basis. The Executive Director of Advancement
participates in monthly management meetings. The Executive Director of Advancement attends
industry steering committee meetings, advisory councils, grants team meetings for various parts of
the college, and the grants oversight council. The Executive Director of Advancement coordinates
donor visits to various areas of the campus in collaboration with deans, faculty, vice president’s and
the Superintendent/President. Public and private grants are developed by teams of faculty, deans
and vice president’s. Development work requires deep collaboration with staff and faculty
throughout the campus. All of these activities and meetings provide an ongoing opportunity for
collaboration. The executive assistance works closely with a number of offices on campus,
particularly the offices of the vice presidents and especially the office of the
Superintendent/President.
The Foundation launched a President’s Task Force and conducted a college-wide needs assessment
to identify key initiatives appropriate for private support. A six month planning process gave all
campus employees an opportunity to submit proposals that had the potential to improve and
address student and college needs. Chaired by Margaret D’Arrigo-Martin, the task force included
43 members. Four meetings were held with different initiatives presented at each meeting.
Meetings also included a ranking of the 26 proposed initiatives according to perceived need for the
projects in the community and their ability to attract private funding. In addition to community
leaders, the Task Force included Vice Presidents, Deans and college staff. Presentations on key
initiatives included Andy Newton on the Math and Science Institute, Zahi Atallah on Agriculture,
Debra Kaczmar on Nursing and Allied Health, Danny Teresa on Athletics and Joe Welch on
Computer Science Information Technology. The result of the Task Force’s work is a strategic plan
for the Hartnell College Foundation aligned with the vision and strategic priorities of Hartnell
College. These priorities will address important higher education needs throughout our
community.
Additional successful projects include:
• Developed a grant development process to benefit Hartnell College.
• Support of the Foundation Board of Directors evidenced by timely, accurate, and
comprehensive management of board meetings, materials, and communications.
• Increased marketing efforts in TV, radio and print media.
• Increased advisory and volunteer involvement at Hartnell College.
• Launched a new Planned Giving Program.
• Secured an alumni database of 40,000 and communicated with alumni for the first time in the
history of the college.
• Developed relationships with private foundations and individuals which resulted in greater
private support for the college. (See funding progress spreadsheet)
• Recruited well respected and prominent leaders in this community to the Foundation Board of
Directors (See Board of Directors list).
The Office works closely with all other programs and services to ensure compliance with state and
federal reporting. The Office of the Executive Director of Advancement is not directly responsible
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for the completion of many of these reports, but is responsible for ensuring their timely and
accurate submission. Some specific examples of ensuring compliance include:
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Compliance for private foundation, federal and state grant reporting and fiscal compliance
Compliance with IRS charitable regulations
Compliance with Accounting principles consistent with non-profit accounting and UPMIFA
Compliance with Brown Act regulations (open meetings)
Compliance with personnel laws and regulations
Compliant with Donor Bill of Rights
Along with attendance at professional meetings, workshops, and conferences, membership and/or
service with associations, agencies, and organizations contribute to the professional development
of the Executive Director of Advancement.
• Community Foundation Community Impact Grants committee
• Youth Orchestra Salinas Board of Directors
• Salinas City Elementary District Foundation Board of Directors
• YMCA Salinas, Vice Chair
• Building Healthy Communities, Body of Work Member, Systems Group Member
• Sun Street Centers Board of Directors
• Community Foundation Neighborhood Grants Committee
• Attended Council for Advancement in Support of Education 2013
• Attended Council for Advancement in support of Education Major Gifts Institute
• Attended Stanford’s Non-profit management institute March 2013
• Attended California Health Professions Consortium November 2013
• Attended Pathways for Prosperity Network at the California Department of Education
• Attended California Endowment board retreat
• Attended building healthy communities learning and evaluation retreats
Professional development for Executive Assistant
Raisers Edge Training
Google Apps Training (2013)
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person
is 1.0, and a half-time person is .5.
Positions
Management, Supervisors
Classified Staff - Confidential
2011-12
2012-13
2013-2014
1
1
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
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2
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
The principal challenge facing the Office is that of staffing to engage and develop
relationships on behalf of the college. The potential for the college is huge and we are in a
great position to present a case for support to our alumni, retired faculty, community
leaders, and government stakeholders, but we are limited in our manpower.
The Executive Director of Advancement oversees all of the private and public development
for the college as well as other advancement functions. A major part of the role is
developing effective relationships with the Foundation Board of Directors and our major
donors. The current staffing of this office is not sufficient to expand our donor base. This
results in the office not being able to launch comprehensive efforts in alumni relations or
special events.
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your service’s/office’s/program’s future goals, please review the proposed new mission and
vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
1) The Office of the Executive Director of Advancement will coordinate effective Foundation Board of
Directors meetings to keep them informed, engaged and as a result galvanize support for the college.
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
The Office of the Executive Director supports two governance groups, the Advancement
Council and the Foundation Board of Directors and the associated Executive Committee,
Nominating Committee, Finance Committee and Audit Committee.
Committees and Advisory Groups that receive support from the Office of the Executive
Director include: President’s Task Force, Nominating Committee, Investment Committee,
Ag Steering Athletics Funding Committee, Planned Giving Committee, Planned Giving
Advisory Council, Women’s Education Leadership Initiative Vision Committee, Western
Stage Council, Arts Advisory Council and the Finance Committee.
The Office supports the Campus Communications and Marketing functions.
2. Analyze and report on salient patterns and trends in this data. Given these
patterns and trends in users, needs, usage and/or other key factors, identify
particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional
program.
Agendas and minutes are prepared, distributed and approved in a timely manner. Meetings
are well-run. Communications are well timed and raise awareness and status for the college.
3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
Timely agendas and minutes and well-run meetings are some of the qualitative factors.
Well-timed communication and marketing strategies continue to raise status of the college.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and the
times (of day, evening, week, etc.) at which the service/program is provided to
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intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
The office is open Monday – Friday from 8:00am – 5:00pm and also supports many college
and community and philanthropic events during other hours of the week.
2. Compare service/program quality provided across locations, vehicles, and times.
Are there differences? To what do you ascribe the differences in your service/
program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
N/A
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
N/A
C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/noninstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s)
scheduled for assessment as
previously specified
Faculty and staff will be regularly
informed/updated on the grants
process
Faculty and staff will report
satisfaction with grant seeking
process
Faculty and staff experience and
organized, clear process for grant
seeking
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
Faculty and staff will be regularly
informed/updated on the grants
process
Faculty and staff will report
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What changes have occurred
in the service/office/
program as a result of
dialogue?
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Not expected
Not expected
How will the Outcome(s)
be assessed?
A&D staff will present
grants process
information and send a
survey to faculty and staff
satisfaction with grant seeking
process
Faculty and staff experience and
organized, clear process for grant
seeking
Assessment of
Advancement Council
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has
been achieved to date
on this activity?
What challenges
existed or
continue to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Oversee successful
The Task Force
None
Yes
Yes
development of all Major
Funding Plan has
Gifts, Planned Gifts,
been aligned with the
annual fund and public
Strategic Priorities of
grants to meet the strategic the college.
priorities of the college and
the President’s Task Force
Funding Plan.
2. Oversee effective
Report to the
The challenge for Yes
Yes
development and
community
the Report to
implementation of a
community is
campus wide
getting on a more
Branding
communications plan for
timely schedule
the college and the
Communications
Foundation including
Plan
communication with
donors and key
stakeholders.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in service or program success?
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III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional
programs, whether scheduled for annual or comprehensive review in spring
2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your service/office/program, and ultimately is
undertaken to improve, enhance, and or keep your service/office/program current. A new activity may
or may not require additional resources.
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1. Oversee the
successful
development of all
Major Gifts,
Planned Gifts,
annual fund and
public grants
2. College
communication
with donors and
key stakeholders.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
4D, 6A
4D, 6A
Related
SAOs,
SLOs,
PLOs, or
goals
Desired
Outcome(s)
Meet the
strategic
priorities
and the
Funding
Plan
Resources
Needed
Person
Responsible
Jackie Cruz
Estimated
Date of
Completion
(can be more
than one year
in length)
June 2018
Comments
Esmeralda
Montenegro
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
a) Describe the new activity or follow-on activity that this resource will support.
Supplies and training are needed to increase the capacity for fundraising and communications.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
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4) Service/Program Goal
5) Strategic Priority Goal
Strategic priority goals 4 & 6.
c) Does this activity span multiple years?
YES
If yes, describe the action plan for completion of this activity.
The Funding Plan has annual targets to achieve final results in June 2017.
d) What measureable outcomes are expected from this activity? List indicators of
success.
e) What are the barriers to achieving success in this activity?
None
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you
identify them and project their cost, and that these resources and costs be considered through the
College’s integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your service/program to function
properly to improve student learning, such as updated equipment in a room/facility; in such case be
Activity Personnel Supplies/
No.
Classified Equipment
Staff/
(S/E)**
Faculty
(C/F/M)*
1. A
$7,500
Technology Contract Training Travel Library
Science Projected
Hardware/
Materials Labs
Costs
Software
Services
(H/S)***
$7,500
sure to note that the resource is NOT tied to a specific activity.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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$15,000