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/
Date Completed (must be Date Submitted
Non-Instructional Program
in final form by 3/31/14)* to President
Office of Institutional Planning and
3/28/14
4/01/14
Effectiveness (IPE)
*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
Dr. Brian Lofman, Dean, Institutional Planning and Effectiveness
Langston Johnson, Institutional Research Analyst
Maria De Leon, temporary, part-time Administrative Assistant
Elisa Lepine, temporary, part-time Administrative Assistant
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.
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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.









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 Institutional Planning and Effectiveness (IPE) was technically established in late
fall 2012 with the hiring of an interim dean and the assignment of the longstanding Institutional
Research Analyst. The office was more formally established partway through fall 2013 with the
hiring of a permanent dean and the office’s re-location to the newly renovated first floor of D
Building.
Prior to 2008, the college had an Office of Institutional Research (IR), inclusive of a director, a
research analyst, a research technician, an administrative assistant and a student assistant. In
2008, the college eliminated the office and directorship position, instituting a distributive
research model without a central office or focus on campus for research. The research analyst—
the sole remaining staff person—was assigned to work in the newly created Office of Academic
Affairs and Accreditation. The primary role of fulfilling and completing institutional research
and grant proposals was assigned to the Associate Vice President of Library Services and
Technology.
The role of the analyst in this newly created office was to assist the Associate VP in removing the
college from probation by the ACCJC. Below are some tasks that the analyst was either directly
involved with or worked on as a team participant:




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Town Halls ( design and produce; Academic Affairs/ institutional)
Master Course List (curriculum; design and maintain an accounting of new, revised,
discontinued and inactive courses)
Professional Code of Conduct (committee chair)
CurricUNET
o Layout input process and flow
o Conduct training workshops for faculty



Program Review
o Layout the initial design of a new program review process
o Produce design specifications for CurricUNET adaptation
Student Learning Outcomes (collaborate)
Interim Reports for ACCJC (e.g., establish evidence room and documents)
Since 2008, the research analyst has had multiple supervisors and been physically located in
several different offices. Key projects that the analyst has completed or contributed to have
included:

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




Annual ACCJC Data Reports
Distance Education Reports (Chancellor’s Office)
Gainful Employment (federal)
IPEDS (federal)
CLASS (University of Texas, committee to define cohorts)
CalPass (new data site)
Lumina Grant (CSUMB)
ACE Grant(data mining)
TRIO Grant (data for proposal)
GEAR-UP Grant (annual reports)
Title V Grant
During the past several years, relationships have been established and maintained with a wide
variety of offices/units, as illustrated in the attachment, IPE Office Relationships with
Other Areas at the College. This chart is not designed to represent all such relationships or
the precise nature of each relationship, but rather to showcase how the office must function with
various internal stakeholders in order to fulfill a broad spectrum of institutional needs.
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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
2011-12
Management,
Supervisors
Classified Staff
1.0
2012-13
2013-2014
2.0
1.0
1.0
1.0
0.25
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
1.0
2.0
2.25
Administrative support during 2013-14 has consisted of part-time and temporary staff starting in
late fall 2013. This has been intended as a stopgap measure until a second Administrative
Assistant (confidential) can be hired in the Office of the Superintendent/President, who will also
support the IPE office moving forward. Interviews will shortly be conducted for this position. It is
expected that this position will be filled in April.
A position for a second full-time CSEA staff person has been approved; the search is in progress.
Although the responsibilities of the two CSEA positions overlap somewhat, the new Institutional
Data Analyst will focus more on decision support (database and programming) projects,
compared with the current Institutional Research Analyst, who focuses more on external data
reporting and individual research requests. It is anticipated that the new position will be filled in
May. The position will be grant-funded through June 30, 2016, and resourced through the general
fund as of July 1, 2016.
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
Without a central office and appropriate staffing for research and planning, the college has been
challenged to stay abreast of both internal and external demands for data and data driven decisions.
The institution has also lagged external trends and developments in data infrastructure.
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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.
OFFICE GOALS
1) Steward effective institutional planning toward fulfilling college mission and
meeting strategic priorities and goals.
Objective 1A: Design, implement, evaluate and improve a comprehensive annual integrated
planning process.
Objective 1B: Coordinate the development, increased integration, implementation and
assessment of long term institutional plans.
2) Strengthen institutional effectiveness toward ongoing, documented
performance measurement against college mission and strategic priorities and
goals.
Objective 2A: Create a comprehensive institutional plan to systematically cultivate
continuous improvement throughout the college.
Objective 2B: Coordinate specification and execution of a wide array of processes that
collectively enhance organizational learning and student success.
Objective 2C: Inventory and ensure submission of key external reports on timely basis.
3) Encourage and support data driven decisions across the college.
Objective 3A: Ensure the quality and integrity of institutional data for analysis, planning,
decision making, policy making, reporting, and other purposes.
Objective 3B: Survey data and data reporting needs for each college division, and develop
data reporting tools accordingly.
Objective 3C: Design and/or provide access to, and training when required in, self-service
research and data gathering, analysis, and reporting tools.
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The goals and objectives provided above incorporate many high ranking college functions that
emerged from a survey conducted in January 2014 by the IPE Dean (see 3 pp. attachment,
Survey about Specific Functions of the College and the IPE Office). Because the
office’s role is evolving and overlaps somewhat with the work and/or needs of other areas (such
as Academic Affairs/accreditation), it is too soon to establish a definitive set of office functions.
Additionally, as asked on the survey itself, the IPE office may have a lead, coordinating, or
supportive role for any one function; specific roles for these functions have yet to be conclusively
determined.
The three goals delineated are critically important to the institution: the first focuses on
planning, the second on effectiveness, and the third on data and decision support. The first two
goals are new, primary foci for the college, partly as a result of ACCJC recommendations that
point specifically to the urgent need to systematically and regularly implement integrated
planning and continuous improvement processes. The third goal reflects a continuing need to
focus on data, yet through the specific desire to build the infrastructure, tools and overall
capacity for making data driven decisions, and thereby enabling increasing numbers of college
employees to access and utilize various data resources, especially though not exclusively for
tackling the student success agenda (see attachment, Data Resources for Hartnell
College).
Service area outcomes aligned with the above goals and objectives will be assessed starting in
fall 2014 and reported in spring 2015. Specific assessments to be utilized are shown further
below under II.C.1.
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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 Institutional Data Analyst has historically provided and continues to provide data in various
ways, such as in Excel formats (grants), through web pages inputs (federal, Chancellor’s Office,
ACCJC) and via ad hoc analysis (first-time high school graduates). The institution’s research
agenda was diluted when the Office of Institutional Research and its Director were eliminated.
During the extensive, multiple year hiatus of the Office of Institutional Research, the research
analyst was invited to participate in the Title V Student Success Center. The goal of the center is
to increase enrollments and success in English and Math courses. The center subsequently
developed and implemented four online tools that provide the following: 1) Persistence and
Success; 2) Cohort analysis over time; 3) Persistence and success of C Students; and 4) Cohort of
First Time College Students’ Success Analysis. These tools are web based and anyone on campus
can utilize these tools. This is a radical departure from the past: faculty can now identify which
students are successful, how they persist, and when they enroll and complete a math and or
English class at the college level. Additionally, this abates the need for the analyst to perform ad
hoc requests.
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.
The research landscape is morphing: external expectations are shifting toward the development
and designation of cohorts from student and district populations, and internal expectations are
shifting to self-service fulfillment of data needs. Conditions that historically made it difficult to
undertake and complete research and planning projects have eased with the college’s
strengthened management structure and completion of administrative level hiring, yet
development of a strategic plan and the existence of a full complement of administrators also
signal the increased need and desire to make strategic and data driven decisions. These shifting
expectations require the IPE office to design and otherwise build supporting mechanisms for
data infrastructure, databases, and database tools, at the same time that the office continues to
ramp up and coordinate the implementation of large-scale projects focused on the college’s
recently initiated strategic planning efforts and continuous improvement endeavors.
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.
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The IPE office is currently understaffed given the many high priority needs of the college. This
situation is currently being addressed through the hiring of a second CSEA staff person, and an
administrative assistant who will support this office while providing support to the Office of the
Superintendent/President (see I.B.1 above).
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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
intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
The IPE office is physically located in D building on the main campus. The growing staff—which
is expected to reach 3.5 college employees just prior to the start of FY 2014-15—is/will be housed
in offices and work spaces on the first floor of D and E buildings. Although all staff will be within
walking distance of one another, this office space situation remains sub-optimally efficient for
the requirements of a well-functioning office that must shepherd large-scale projects and
coordinate complex activities.
The office serves the entire college. Whereas it is sometimes best to hold meetings in person,
many questions can be handled via email, and more interactive conversations by phone.
Development of the IPE website will provide increasingly greater access to resources starting
over the next several months. The IPE Dean is considering how to best obtain user and/or
governance input and feedback on the work of the office.
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.
It is too early in the office’s evolution to compare services provided across locations, vehicles,
and times.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
It is too early in service provision to consider changing or improving quality.
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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
What changes have occurred
in the service/office/
program as a result of
dialogue?
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
N/A—No outcomes existed.
Service area outcomes listed below are extracted as appropriate from the program level
objectives delineated under I.C.1 above.
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
Evaluate and improve
comprehensive annual integrated
planning process.
How will the Outcome(s)
be assessed?
Percentage of annual and
comprehensive reviews
(PPA reports) submitted.
Evaluation of integrated
planning process through
rubric showing specific
features of integrated
planning as they have
evolved over several years.
Improvement of
integrated planning
process based on feedback
received.
Coordinate increased integration
and assessment of long term
institutional plans.
Functional linkages
established between
eLumen and budget
development process and
shared governance
structure.
Report highlighting
integration across all long
term institutional plans.
Report showing
assessment of all long
term institutional plans.
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Finalize comprehensive plan to
systematically cultivate
continuous improvement
throughout
the college.
Plan approval.
Coordinate execution of wide
array of processes that enhance
student and organizational
learning.
Ensure submission of key
external reports on timely basis.
Ensure the quality and integrity
of institutional data for analysis,
planning, decision making, policy
making, reporting, and other
purposes.
Survey data and data reporting
needs for each college division.
Provide access to reporting and
data generating tools.
Percentage of processes
executed and degree of
execution reported.
Percentage of reports
submitted.
Hiring of additional staff
person with database
and/or computer
programming experience.
Report of data and data
reporting needs.
Access to and usage of
eLumen (for PPA
reporting) and virtual
factbook.
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?
N/A—No service area outcomes existed, as the office did not have a permanent dean and
therefore has not previously been reviewed.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
N/A—No assessment activities existed, as the office did not have a permanent dean and
therefore has not previously been reviewed.
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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
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. N/A—No new
activities were
scheduled.
* 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?
No activities were formally scheduled, as the office did not have a permanent dean and therefore
has not previously been reviewed.
The office has recently adopted a project planning model whose purpose is to inventory key
planning projects and track their evolving status through a series of phases. This model is
particularly appropriate for a relatively new office—and with expanded functions compared with
the more traditional office of institutional research—that must undertake and/or coordinate
many large-scale institutional initiatives from concept (to design and execution) through
evaluation, and provide oversight to ensure that these projects are improved over time via
iterative re-designs, re-executions, and re-evaluations (see attachment, Project Planning &
Implementation with Continuous Improvement). Expanding arrows that emanate from
the initial concept (center starting point) and progressively encircle previous cycles visually
depict the tendency for projects to become more encompassing after they are initiated,
improved, and involve greater numbers of participants in increasingly detailed and standardized
ways.
Ten key projects are currently shown on the attached Progress on Key Planning Projects.
The status of each project is measured and charted on a quarterly basis (every 3 months); one of
three steps (columns) is chosen to indicate degree of progress within each specific phase.
Substantial work may be undertaken simultaneously in two (or more) phases, such as execution
of one cycle and re-design in the subsequent cycle. While it is recognized that a project may not
necessarily undergo re-design prior to another full execution, the chart allows for such re-design
to be explicitly acknowledged. This chart is not intended to serve as a substitute for process
descriptions and evaluative narratives of each individual ongoing project.
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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.
Activities listed below include only those that have not yet begun as of March 2014. (Many activities will
continue into FY 2014-15 from those started in FY 2013-14, and are expected to continue into FY 201516, though it is not anticipated that these activities will require additional funding beyond the staffing
and other resources that are expected to remain in effect or be further supported in FY 2014-15.)
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more
than one
year in
length)
1.
Institutional
membership
in Education
Advisory
Board
1A
2A
2B
5A
6A
Program
goal 3 –
Encourage
and support
data driven
decisions
across the
college
Review and
utilization of
results from
reported
research
studies
$30,000
for 2015-16
(based on
figure
quoted for
calendar
year 2014)
Brian
Lofman
Ongoing
membership
for at least 3
years
through
2017-18
2.
Training in
utilization of
Cognos
generated
data and data
reporting selfservice tools
1A
2A
2B
4C
Program
goal 3 –
Encourage
and support
data driven
decisions
across the
college
Utilization of
self-service
tools
$10,000 for
2015-16
Brian
Lofman (or
staff)
Ongoing as
self-service
tools are
developed
and
improved
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Comments
3.
Incorporation
of additional
integrated
planning
components
through
eLumen
software
4C
Program
goal 1 Steward
effective
institutional
planning
toward
fulfilling
college
mission and
meeting
strategic
priorities
and goals
&
Program
goal 3 –
Encourage
and support
data driven
decisions
across the
college
Utilization of
eLumen for
integration
with budget
development
process and
shared
governance
structure
$20,000
for 2015-16
Brian
Lofman (or
staff)
June 30,
2016
4.
Transition of
PPA process
from Word
based
documents to
eLumen
software
4C
5A
Program
goal 3 –
Encourage
and support
data driven
decisions
across the
college
Utilization of
eLumen for
information
and data
entry and
report
generation
(Title V
grant
funded
resources)
Brian
Lofman (or
staff)
June 30,
2015 (to be
accomplishe
d in FY
2014-15; see
comment)
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Included on
this activity
chart because
its completion
will impact the
activity listed
immediately
above
NEW ACTIVITY 1—Institutional Membership in Education Advisory Board
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Employee access to a wide range of research studies focused on highly relevant topics.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
One of three office goals moving forward is to ―encourage and support data driven decisions across
the college,‖ and one of three objectives under this goal is to ―design and/or provide access to, and
training when required in, self-service research and data gathering, analysis, and reporting tools.‖
Access to and utilization of research studies available through the Education Advisory Board could
support all six institutional priorities. A presentation to the Executive Cabinet and forwarding of
additional materials in late 2013 pointed to studies that would support institutional priorities of
student access (priority 1), student success (priority 2), innovation and relevance for programs and
services (priority 5), and partnership with industry, business agencies and education (priority 6).
c) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
This ongoing initiative requires several years to ensure that widespread review of research studies,
and appreciation and adoption of best practices, are eventually exhibited throughout the institution.
The action plan entails matching research studies with the needs of specific groups of users, and
thereby providing focused studies to these users.
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d) What measureable outcomes are expected from this activity? List indicators of
success.



Review of research studies.
Use of results of research studies inform institutional practices.
Use of results of research studies inform strategic decisions.
The first outcome can be accomplished within the first year, whereas the second and third outcomes
are expected to be more robust as organizational learning occurs and experience accumulates over
two to three years.
e) What are the barriers to achieving success in this activity?
Inconsistency across units at the college relative to identifying relevant research studies for specific
needs, and in accessing and utilizing results of externally generated research.
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NEW ACTIVITY 2—Training in Utilization of Cognos Generated Data and
Data Reporting Self-Service Tools
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Faculty, staff, and administrator training in the use of self-service tools for generating data and data
reports.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
One of three office goals moving forward is to ―encourage and support data driven decisions across
the college,‖ and one of three objectives under this goal is to ―design and/or provide access to, and
training when required in, self-service research and data gathering, analysis, and reporting tools.‖
Access to self-service data generating tools and utilization of Cognos generated data reports might
eventually support many of the six institutional priorities. A presentation to the Executive Cabinet
in early 2014, for example, focused on the design and development of a virtual factbook, with which
the user could interact for the purpose of obtaining specific demographic and related student access
(priority 1) data of interest. It is expected that reports will more broadly be designed around the
need to support and improve student success (priority 2) as a prime example.
The key to widespread utilization of tools and, more generally, appropriate use of data lies in the
training provided to college employees as needed. The focus of this activity is to ensure that
training can be made available and is ultimately useful. Most training will be accomplished by IPE
office staff, but some training may require externally trained facilitators.
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c) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
This ongoing initiative will require training to increasingly larger numbers of employees and on
more and increasingly sophisticated tools. The action plan entails starting with focused groups of
users given the greatest needs for use of certain data and utilization of specific tools, and providing
opportunities to others/other groups as practicable.
d) What measureable outcomes are expected from this activity? List indicators of
success.


Demonstrated ability of users to utilize tools for basic queries.
Enhanced ability of users to utilize tools for depth probing and more thorough research.
e) What are the barriers to achieving success in this activity?
The tendency for some employees to rely on specific persons to meet data needs and fulfill data
requests, even when data is available and conveniently accessible.
18 | P a g e
NEW ACTIVITY 3—Incorporation of Additional Integrated Planning
Components through eLumen Software
3. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Technological facilitation of integrated planning at the college through the creation of linkages of
PPA information and data with budget development process and shared governance structure.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
One of three office goals moving forward is to ―steward effective institutional planning toward
fulfilling college mission and meeting strategic priorities and goals,‖ and one of two objectives
under this goal is to ―design, implement, evaluate and improve a comprehensive annual integrated
planning process.‖ Another goal is to ―encourage and support data driven decisions across the
college‖; one of three objectives under this goal is to ―design and/or provide access to, and training
when required in, self-service research and data gathering, analysis, and reporting tools.‖
Use of software to further integrate planning processes would facilitate effective utilization of
resources (institutional priority 4), more specifically a technological infrastructure supporting
employee needs (goal 4C).
It is anticipated that this activity will require both consulting/contract services from eLumen staff
to assist with the design of the overall system, and in-house training to ensure that users can utilize
all functions incorporated into the system.
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c) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
This initiative will likely require multiple annual iterations through which improvements are
cumulatively made based on most recent user experiences. As eLumen has only recently begun to
offer the potential to build program review functions into its system, it is expected that the college
will undergo organizational learning in parallel with the learning of other colleges and the company
itself.
d) What measureable outcomes are expected from this activity? List indicators of
success.

Demonstrated ability of users to access PPA information and data for budget development and
shared governance purposes.
e) What are the barriers to achieving success in this activity?
The continuing pattern of challenges at the college in utilizing and bridging databases, verifying and
validating data, and integrating processes across functions.
20 | P a g e
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 (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). 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 sure to note
that the resource is NOT tied to a specific activity.
Activity No.
Personnel
Classified
Staff/
Faculty
(C/F)*
Supplies/
Equipment
(S/E)**
1.Institutional
membership in
Education
Advisory Board
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
$30,000
2.Training in
utilization of
Cognos
generated data
and data
reporting selfservice tools
Library
Materials
Science
Labs
Projected
Costs
$30,000
$10,000
$10,000
3. Incorporation
of additional
integrated
planning
components
through
eLumen
software
$10,000
$10,000
$20,000
TOTAL
REQUESTED
$40,000
$20,000
$60,000
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
21 | P a g e
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
22 | P a g e
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
23 | P a g e
IPE Office Relationships with Other Areas at the College
Office of Superintendent/President
Student Affairs




Assessment
Financial Aid/IPEDS
A&R
National Student Clearing House


Reports, Surveys Data Requests
Admin Assistant

Data tools
Academic Senate/FTF Hiring
Committee
Learning Support &
Resources



Title V


SLOs
PLOs
eLumen
FTEF
WSCH
IPE Office
VPAS/Controller
Academic Affairs






Student Achievement
Curriculum
Course Scheduling
ALO
IPEDS
Budgeting
Information Technology Resources

Human Resources



WSCH
IPEDS
MIS
Grants


24 | P a g e
Proposals
Year-end Reports
Colleague
Survey about Specific Functions of the College and the IPE Office (p. 1 of 3)
Method
Target Respondents: Understanding and/or Expertise in Full Range of Functions
Target Respondents:
 Dean and above in Organizational Chart
 Faculty Participating in Title V Research Group
Distributed 1/8/14, Collected 1/17/14 by 12 noon
23 Surveys Distributed, 15 Completed
Actual Respondents: 4 of 8 Cabinet Members, 7 of 8 Deans, 4 of 7 Faculty Members
Results Generated and Analyzed 1/17/14
Results
1. How important to the college are the following functions/activities over the next 3-5 years? Please
note that some functions overlap, and some are more general or more specific than others. Circle
one response for each lettered item, where:
HI =
MI =
SI =
NI =
DK =
Highly
Moderately
Slightly
Not
Don’t
Important
Important
Important
Important
Know
Note: Items were re-ordered from alphabetical to numerical results obtained.
a. Institutional accreditation
HI-14 MI-1 SI
NI
DK
b. Continuous improvement
HI-13 MI-1 SI-1 NI
DK
c. Data quality/integrity
HI-13 MI-1 SI-1 NI
DK
d. Program review/planning & assessment
HI-12 MI-2 SI-1 NI
DK
e. Database management
HI-12 MI-1 SI-1 NI
DK-1
f. Organizational effectiveness
HI-11 MI-3 SI-1 NI
DK
g. Organizational efficiency
HI-11 MI-3 SI-1 NI
DK
h. External reporting (to agencies, IPEDS, etc.)
HI-10 MI-5 SI
NI
DK
i. Internal reporting (data for offices, grants, etc.)
HI-10 MI-4 SI-1 NI
DK
j. Decision support (performance indicators, etc.)
HI-9 MI-5 SI-1 NI
DK
k. Enrollment management
HI-9 MI-5 SI-1 NI
DK
l. Program accreditation
HI-9 MI-5 SI-1 NI
DK
m. Strategic planning
HI-9 MI-5 SI-1 NI
DK
n. Training on data and data tools
HI-9 MI-5 SI-1 NI
DK
o. Internal research (data analysis, surveys, etc.)
HI-10 MI-3 SI-2 NI
DK
p. Student achievement data
HI-10 MI-3 SI-2 NI
DK
q. Student learning outcomes assessment
HI-10 MI-2 SI-3 NI
DK
r. Quality assurance
HI-9 MI-3 SI-2 NI
DK-1
s. Financial analysis
HI-8 MI-5 SI-1 NI-1 DK
t. Student engagement and satisfaction
HI-7 MI-5 SI-3 NI
DK
u. External research (scanning, trends, etc.)
HI-6 MI-6 SI-2 NI-1 DK
v. Strategic organizational intelligence
HI-5 MI-7 SI-1 NI
DK-2
w. Organizational climate
HI-5 MI-6 SI-3 NI
DK-1
x. Policy analysis (policy making support)
HI-4 MI-6 SI-4 NI
DK-1
y. Other: ____Development of an IPE portal
HI-1 MI
SI
NI
DK
z. Other: ____________________________
HI
MI
SI
NI
DK
25 | P a g e
Survey about Specific Functions of the College and the IPE Office (p. 2 of 3)
2. What should be the role of the IPE Office at the college for each of the following
functions/activities over the next 3-5 years? Please circle one response for each lettered item,
where:
LR =
CR =
SR =
IR =
DK =
Lead Role/
Coordinating
Supporting
Insignificant
Don’t
Centralized
Role/
Role/
Role
Know
Function in
Decentralized
Centralized
at the
IPE Office
Function at
Function in
College
the College
Other Office(s)
at the College
Note: Items were re-ordered from alphabetical to numerical results obtained.
a. Internal research (data analysis, surveys, etc.)
LR-12 CR-2 SR-1 IR
DK
b. External research (scanning, trends, etc.)
LR-11 CR-1 SR-2 IR
DK-1
c. Institutional accreditation
LR-11 CR-2 SR-2 IR
DK
d. Internal reporting (data for offices, grants, etc.)
LR-10 CR-3 SR-2 IR
DK
e. External reporting (to agencies, IPEDS, etc.)
LR-10 CR-1 SR-2 IR
DK-2
f. Data quality/integrity
LR-9 CR-4 SR-2 IR
DK
g. Strategic planning
LR-7 CR-6 SR-2 IR
DK
h. Program review/planning & assessment
LR-6 CR-7 SR-2 IR
DK
i. Organizational effectiveness
LR-7 CR-5 SR-3 IR
DK
j. Decision support (performance indicators, etc.)
LR-4 CR-6 SR-5 IR
DK
k. Strategic organizational intelligence
LR-3 CR-6 SR-4 IR
DK-2
l. Database management
LR-6 CR-2 SR-7 IR
DK
m. Organizational efficiency
LR-4 CR-5 SR-5 IR-1 DK
n. Training on data and data tools
LR-4 CR-5 SR-4 IR-2 DK
o. Continuous improvement
LR-5 CR-3 SR-7 IR
DK
p. Student achievement data
LR-5 CR-2 SR-8 IR
DK
q. Organizational climate
LR-3 CR-5 SR-4 IR-2 DK-1
r. Quality assurance
LR-3 CR-4 SR-7 IR-1 DK
s. Program accreditation
LR-3 CR-4 SR-7 IR
DK-1
t. Student learning outcomes assessment
LR-1 CR-5 SR-9 IR
DK
u. Student engagement and satisfaction
LR-3 CR-2 SR-8 IR-2 DK
v. Policy analysis (policy making support)
LR-2 CR-2 SR-10 IR-1 DK
w. Financial analysis
LR-1 CR-1 SR-7 IR-4 DK-2
x. Enrollment management
LR
CR-2 SR-10 IR-3 DK
y. Other: ____________________________
LR
CR
SR
IR
DK
z. Other: ____________________________
LR
CR
SR
IR
DK
26 | P a g e
Survey about Specific Functions of the College and the IPE Office (p. 3 of 3)
3. Overall, three sets of analytical functions generally comprise the “golden triangle” of institutional
research as listed below. Given what you understand are the institution’s overarching needs over
the next 3-5 years, complete the blanks in front of the lettered items with the percentage of time
that the IPE Office should devote to each set of activities, ensuring that the total is 100%.
Median (8th data pt.) %
_40_ % a. Institutional Reporting & Policy Analysis [primarily research and reporting]
Range (10, 65)
_20_ % b. Planning, Enrollment & Financial Management [primarily decision support]
Range (10, 35)
_40_ % c. Quality Assurance, Strategic Plan Assessment, Program Review, Effectiveness,
Accreditation [primarily evaluation toward continuous improvement]
100 % Range (20, 60)





Comments about your distribution of percentages (salient comments):
The college is in dire need of research and reporting. Developing a menu-driven portal for end
users may prove helpful. The use of dashboards are equally helpful.
Supply the data so that the VP, etc. can make data driven decisions.
c. is the most important to assure the best out of the college community.
These are intertwined.
b. and c. require research and reporting.
4. Your thoughts and ideas about the future direction of the IPE Office (salient comments):
 More quantitative research is needed. More researchers mining data.
 Solid data reports that will give us a baseline on programs and services that will enhance student
success and graduation rates at the college.
 I see the need for another researcher or evaluator or database person. I also see the need for a
classified administrative assistant.
 I think the initial work of the office will include a lot of putting systems in place, including
processes, timelines, and tools. Then the work shifts to getting everyone to learn these things and
own their parts, so that the IPE Office’s work can be more oversight than hands on, more
forecasting and visionary.
 All grants need a home AFTER awarded at Hartnell. Is IPE that home? Coordination of effort,
maximization of utilization, identification of holes needing to be addressed.
 Needs to be a stronger research presence on campus to support the requirement of decisions that
are data driven.
 Providing training regarding integrity of data and legitimacy.
 Go back to the single source of housing college data.
 Owner or minimally co-owner of the business intelligence environment, expertise and prioritization
of research and reporting needs for the campus. Building new reports, KPIs, dashboards, scorecards
should come out of this office.
 Anything that has to do with strategic planning.
27 | P a g e
Data Resources for Hartnell College
MIS
SCORECARD
COGNOS
HC DATA
Virtual FACT
BOOK
eLumen
Collegue
WHAT’S THE QUESTION?
28 | P a g e
29 | P a g e
PROGRESS ON KEY PLANNING PROJECTS
PROJECT
CONCEPT
PHASE
DESIGN
PHASE
Strategic Plan
1
2
EXECUTION
PHASE
1-3
Foundation
Funding Plan
1-3
Equal
Employment
Opportunity
Plan
Continuous
Improvement
Plan/Processes
Facilities Master
Plan
Annual
Integrated
Planning
Decision
Support/
Cognos
Virtual Factbook
1-3
eLumen
transition for
PPA
2
RE-EXECUTION RE-EVALUATION
PHASE
PHASE
3
Technology Plan
1
EVALUATION RE-DESIGN
PHASE
PHASE
2
3
3
3
1
2
2
3
1-3
1
1
2
2
3
3
1 = Project Status on 9/30/13
2 = Project Status on 12/31/13
3 = Project Status on 3/31/14
30 | P a g e
(most recently reported on 3/31/14)
RE-DESIGN 2
PHASE
RE-EXECUT 2
PHASE