DRAFT AGENDA
Goal Team 3: “Invest in Each Other”
Objective 2: Career Growth
First Solo Team Meeting
2:00 p.m., Monday, November 15, 2010
Criminal Justice Institute, Room 219
(If time targets are met, this agenda can be achieved in 2 hours, including a 10-minute break.)
Note - The goal team agendas and meeting notes are accessible by clicking on the
link at the bottom of this page:
http://www.valenciacc.edu/strategicplan/StrategicGoalTeams.cfm
I.
Welcome and Introductions (5 minutes)
Convener Joe Nunes will ask all present to introduce themselves. See Attachment
A (page 4 of this document) for list of this team’s members. Some team
members may have missed the October 22 meeting.
II.
Review of the Charge to the Goal Teams, Team Principles and Roles (15
minutes) – CPC Co-chairs Susan Kelley, Ed Frame and Convener Joe Nunes
Joe will review the charge to the goal teams, and the “four questions” that each
team will address. See Attachment B (p. 5 of this document) for the charge and
the questions. See Attachment L (pp. 29-30 for the targets. See Attachment C (p.
7) for Team Roles, and Attachment D (p. 8) for Principles.
Susan and Ed will answer any questions about the charge from the CPC, and note
that the purpose of this meeting is to complete work remaining to be done before
December 17, 2010, as stated in the charge, some of which was completed at the
October 22 organizational meeting:
By December 17, 2010:
 Develop principles to guide the work of the goal teams.
 Review and discuss the goal assigned to the team and its place within the
strategic plan.
 Review the baseline and target measures established for the goal by the 200910 goal teams, and determine a means of obtaining the baseline data by
February 4, 2011.
 Review the list of departmental objectives entered into the college’s Weave
Online system that relate to the team’s goal, providing an overview of some of
the work underway to advance the goal.
 Review and discuss the eight questions used by the college to develop the
situational/needs analysis for the 2008-13 plan. Consider whether these are
still the right questions to ask as we review data about our internal and
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
external environment. Make any recommendations the team may have
regarding changes to these questions.
Suggest any strategic issues that should be considered by the college related to
this goal.
Joe will lead the team in reviewing and finalizing the principles that will guide
their work and the roles they wish to have filled by team members.
III.
Review of Notes from October 22 Joint Meeting (5 minutes)
Angelique will ask the team if any entries need clarified or if anything was missed
that should be added to the record. See the October 22 meeting notes
(Attachment E on p. 9) and also available at this web site, under the second
section of the page: http://valenciacc.edu/strategicplan/strategicplanning201011.cfm
IV.
Review of Strategic Issues (15 minutes)
Joe will ask the team to review the Strategic Issues included in the 2008-13
Strategic Plan, note those that have relevance to the goal, and suggest any
strategic issues that have emerged that the team suggests be added, if any. See
Attachment F – Strategic Issues List from 2008-13 Plan, p. 10 of this document.
The team will discuss whether it wishes to update information on the
selected/added issues for the purpose of reporting on the issues at the Big Meeting
on March 18, using an issue brief format that will be provided to the team.
V.
Finalizing the Baseline Data for the Goal (30 minutes)
The team will review the baseline data gathered for objective 3.2, and discuss
whether any additional baseline data may be desirable. If so, someone on the team
will agree to obtain the additional data. See Attachment G, p 11.
(Following that, the team may wish to take a 10-minute break.)
VI.
Developing the List of Major Goal-Related Initiatives and Projects: (30
minutes) See Attachments H – Template (p. 12), J- 2009-10 Initiatives List for
3.2 (p. 16), K- Summary of the 09-10 Goal Team Report (p. 19), and L – Full
Team report (p 21) and Attachment M – Weave Online Report (p. 36). Also
attached is Dr. Shugart’s Goal 3 essay in Attachment I, p. 13, for reference.
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There are three tasks:
1. The list of initiatives and projects developed by the 2009-10 Goal Team in
February 2010, and the attached report from Weave Online will be reviewed. See
Attachment M, p. 36.
2. The team will be asked to identify any missing initiatives that are underway but
not on the Fall 2010 Weave report. (Remember that we are aiming for major
initiatives and projects – short list rather than an exhaustive list.)
3. The team will decide on a means of gathering current information about
initiatives for 3.1 for the team’s review at its second meeting.
At a later meeting, the team will review the measures that are in place for the goal
and the objectives, and whether the list of current project and initiatives is likely
to enable the college to make progress toward the goal. The team may propose at
that time to adjust the measures or to add initiatives/projects, if the group deems
that to be appropriate. Those proposals would be considered at the Big Meeting
on March 18.
VII.
Review of Assignments and Next Meeting (10 minutes)
Joe will review the list of assignments.
A meeting date and convener will be agreed upon for the second solo team
meeting.
All members will be reminded to hold Friday, March 18, 2011 on their calendars
for the Big Meeting.
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Attachment A – Goal Team Members – 3.2
Convener for first solo meeting – Joe Nunes
Team Roster
Jenni Campbell
Jenelle Conner
Julie Corderman
Becky Gallup
Margaret Gonzalez
Jackie Lasch
Tom Lopez
Carolyn McMorran
Brent Nakagama
Joe Nunes
Carmen Sepulveda
Renee Simpson
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Attachment B – Goal Teams Charge
Charge to 2010-11 Goal Teams
In 2010-11, the College Planning Council will convene a Goal Team for each of the four
goals in the College Strategic Plan: 1) Build Pathways, 2) Learning Assured, 3) Invest in
Each Other, and 4) Partner with the Community.
Each goal team will monitor progress toward a goal, collect and interpret data, monitor
related strategic issues, make recommendations to the annual Big Meeting, and prepare
an annual report on progress toward the goal.
Each goal team will maintain the College’s “to do” list of the initiatives and projects that
are intentionally aligned with each goal. This list of a handful of major projects for each
goal will help us to maintain our focus on the actual work being carried out to advance
each goal.
The teams will answer four questions:
Looking at our team’s goal and objectives…
1. Are we on track toward the targets set for this goal by the 2009-10
teams?
2. What is currently happening at the college to get us there?
3. What data do we have that help us to measure progress?
4. Will the list of major activities underway continue to “move the
needle?” If not, what is missing from the list?
Composition of the Goal Teams
The goals teams, which will be recruited college-wide, will include volunteers from
faculty, career service, professional and administrative staff.
The Council will seek to have representation from each campus on each goal team. Also,
care will be taken to ensure that those who have responsibility for the work of the goal
are represented on each goal team.
Guiding Principles
The teams will utilize principles to guide their work, and will ask one member of the
team to call the attention of the team to the extent to which the work is being conducted
in keeping with those principles. The teams will develop the principles at a first, joint
meeting, set for the afternoon of Friday, October 22. That meeting will include Dr.
Shugart who will assist in launching the work of the teams for 2010-11.
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Responsibilities of the Goal Teams
The teams will have the following responsibilities, designed to be carried out in four or
five meetings between October 2010 and June 2011, with support and assistance
provided by the co-chairs of the College Planning Council, Ed Frame and Susan Kelley.
The first meeting will be a joint meeting of all four goal teams, set for the afternoon of
October 22, 2010.
By December 17, 2010:
 Develop principles to guide the work of the goal teams.
 Review and discuss the goal assigned to the team and its place within the strategic
plan.
 Review the baseline and target measures established for the goal by the 2009-10
goal teams, and determine a means of obtaining the baseline data by February 4,
2011.
 Review the list of departmental objectives entered into the college’s Weave
Online system that relate to the team’s goal, providing an overview of some of the
work underway to advance the goal.
 Review and discuss the eight questions used by the college to develop the
situational/needs analysis for the 2008-13 plan. Consider whether these are still
the right questions to ask as we review data about our internal and external
environment. Make any recommendations the team may have regarding changes
to these questions.
 Suggest any strategic issues that should be considered by the college related to
this goal.
By February 4, 2011 (this work is anticipated to require one or two meetings in the
December – January time frame):
 Gather and study the baseline data and any available updates to that data that
indicate progress toward the targets set by the 2009-10 goal teams. (Data may be
obtained from the office of Institutional Research, the Data Task Force of the
College Planning Council, the College Data Team, and/or other sources.)
By March 4, 2011 (this work is anticipated to require one meeting):
 Review the original objectives developed for each goal, interpret progress data
from 2010-11, review any updates on strategic issues, draft a list of major projects
and initiatives that are intentionally aligned with the goal, and make any
recommendations regarding the goal that the committee believes may be
advisable for consideration at the “Big Meeting” on March 18, 2011. (Team
members will participate in the Big Meeting.)
By June 30, 2011 (this work is anticipated to require one meeting):
 Prepare an annual report on progress toward the goal, with a focus on the list of
major projects and initiatives that are intentionally aligned with the goal,
including recommendations on how the College might use what is learned to
improve its effectiveness.
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Attachment C
Role and Responsibilities of Team Members
Goal Teams
Roles and Responsibilities
Role
Responsibility
Convener
Schedules Goal Team Meetings with members (help with room reservations is available
through CPC staff); prepares agenda
Recorder
Records minutes of meetings and distributes to group and CPC staff
Reporter
Reports group progress, findings, etc. to CPC as needed
Seekers
Actively seeks information to answer group questions or needs (could be two or three
people in this role)
Questioners
Principles Monitor
Encourages group to explore multiple scenarios and ideas when addressing data sets and
assumptions(could be two or three people in this role)
Monitors the group’s adherence to design principles and helps the group through tough
conversations by focusing on principles
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Attachment D – Draft Principles
Base principles from 2009-10 Team Joint Meeting:
- The teams will first address the work to be done to meet the goal, without
concern for measurement.
- After identifying the work to be done towards each goal, the teams will
recommend what should be measured to determine if we are making progress.
- Everyone’s voice on the team is valued and important. All perspectives are
welcomed, both from those who are closest to the work as well as those who
observe it from a distance.
Additions by 2009-10 Teams, reviewed at the Joint Meeting on Oct. 22, 2010
o Try to format and locate meetings to make them as inclusive as possible
and move location so not always meeting in same place.
o Build on prior work.
o Implement a process to synthesize work, not create laundry lists.
o Stay solution oriented and positive.
o Continue clarifying purpose.
o Keep in mind that planning is a cycle – use feedback to inform current
practice.
o Okay to dissent, but be respectful.
o Open communication – no hidden agenda.
o Reach out to other parts of the college.
o Think beyond our own roles.
o On time, committed, invested in work, active participant.
On October 22, 2010, Team 3.2 suggested eliminating “be accountable for all things
proposed,” saying that the group is not clear on what this statement means. (Note that
team 3.1 modified this by adding “by the team.”)
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Attachment E – Notes from Organizational Meeting – October 22, 2010
These were the spiral bound flip pad notes from the team:
Objective 3.2 – Career Growth
Group elects to eliminate “be accountable for all things proposed”. Group is not clear on
what this statement means.
Team Roster
Jenni Campbell
Jenelle Conner
Julie Corderman
Becky Gallup
Margaret Gonzalez
Jackie Lasch
Tom Lopez
Carolyn McMorran
Brent Nakagama
Joe Nunes
Carmen Sepulveda
Renee Simpson
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Attachment F - Strategic Issues List from 2008-13 Plan
An Agenda of Plan-related Issues to Be Considered Systematically
by College Councils, Committees, and Leadership Teams during
2008-2013
As the Strategic Plan is carried out, the following issues should be systematically
studied by appropriate councils, committees, and leadership teams, and the results
should inform the annual review of the strategic plan:
- How do we define and measure learning? What is our theory regarding the
assessment of learning?
- What constitutes Student Success? How does learning differ from student
success?
- How will we define “meaningful improvement?”
- What are the contributions that a student can make to achieve his or her goals?
- What does it mean for a student to achieve his or her potential?
- How do we define “Optimal Learning Conditions?”
- How do we measure the extent to which we are accessible? How can we describe
what it means to “Build Pathways?”
- How do we define and practice collaboration? How should we communicate in a
collaborative college?
- How is our commitment to valuing diversity honored through the work
envisioned by this plan?
- How will employees define their learning pathways, and how will we measure an
employee’s engagement in the learning process?
- What data model will be used to carry out this work, and how will we organize
for data sharing and accountability?
- As part of our “culture of evidence”, what do we accept as evidence of progress
against our goals and objectives? How do we validate that changes in our
proposed key indicators are meaningful and are having the intended effects on
achieving our objectives?
- What constitutes meaningful data? Should we compare statistics by socioeconomic
indicators, rather than by race? What is the usefulness of such a
comparison?
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Attachment G – Baseline Data Needed
Goal 3 – Invest in Each Other
Objective 3.2: Career Growth
By 2013, Valencia will have a robust system of career growth and planning in which all
Valencia employees will participate. (Note: This does not include faculty, who have a
separate faculty development program.)
The design of the professional development program and a listing of professional
development opportunities offered in 2008-09. (Available from the office of
Organizational Development, Amy Bosley.)
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Attachment H – Initiative Report Template
Initiative Report
Goal Team:
Initiative Name:
Prepared by:
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
Information about upcoming work on the initiative:
Any data or results that can be shared that reveals how those involved with this
initiative are gauging the success of the initiative:
(Add pages as needed.)
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Attachment I – Dr. Shugart’s Goal Essay
Goal Three: Invest in Each Other
The first two goals in this strategic learning plan – Build Pathways and Learning Assured
– are fundamental to our mission as a learning college. They describe where we will
focus our attention and resources for the next several years toward improving learning
and opportunity for our students. Goals Three and Four are more instrumental in nature,
describing how we will work together and in partnership with the community to grow our
capacity to achieve the first two goals. They are important means to important ends.
Extraordinary work requires extraordinary people working in extraordinary ways.
Valencia has long been blessed with these vital conditions. The college has given regular
attention to hiring the best. In recent years, the hiring processes were substantially
modified to recruit earlier and more compellingly. The faculty developed a written
summary of what they hoped to see in new colleagues (The Competencies of a Valencia
Educator), a document that continues to be revised and to guide search committees.
Compensation was modified to make Valencia much more competitive in hiring
generally and to enable the college to hire more seasoned educators when they are the
best fit by recognizing in the system relevant experience outside the college. More
important than these pragmatic changes, though, is a deep culture of looking for and
hiring the best.
A thoughtful process of inducting new professionals into the organization has also been
an important to building the best faculty and staff here. The Teaching and Learning
Academy has provided a valuable and challenging opportunity for growth and formation
of new faculty. More recently, a program of New Employee Orientation has been
developed and used successfully for some two years. Continuing programs such as
Destinations, Sabbaticals, Endowed Chairs, and Focus on the Workplace, as well as a
robust offering of workshops through Leadership Valencia have been important resources
to our shared work.
In the discussions that led to Goal Three, however, a number of new and continuing
challenges were noted. Clearly, recent budget constraints have limited the growth and
development of our efforts to support faculty and staff in their learning, particularly
adjunct faculty, on whom we rely more than ever. Budget woes notwithstanding, it is
important to find the resources to build on our already robust programs of faculty
development. Commitment to the faculty development component of the compensation
plan remains high, but the college will need to address resources for underwriting
learning experiences and workloads if members of the faculty are to continue to attend to
their own renewal.
It is also clear that staff – professional, support, and administrative – have had fewer
resources and a less developed program of learning to engage than faculty. The college
needs to establish in its organization clear leadership for staff learning and a coherent
program of learning at every level for various staff responsibilities. This will need to be
linked to the deployment of a new Performance Development System that has been
piloted successfully for two years. The goal here is growth in one’s capabilities and
knowledge in current work and career development for the future. Critical early needs
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include a comprehensive program of development for all supervisors and a need to
profile most, if not all jobs in the college to clearly identify competencies, training, and
behaviors that lead to success in each of them.
The college is also ready for the next step in our development of a serious program of
employee wellness. We have had effective part-time support for this effort for the past
few years, but further progress will require establishing a clear full-time leadership role
for wellness in the college and supporting programs of health and fitness that yield
genuine improvements in our health, such as weight reduction, nutrition, stress reduction,
and cessation of smoking. On this latter point, I need to signal to the college that the
Board of Trustees and I are ready to move toward a policy of a smoke-free campus. This
is more easily said than done; issues of timing, education, enforcement, assistance to
smokers who want to quit, etc. will need to be considered. But a task force with student
and college representatives will be named to lead us in this direction early in the next
academic year. It is also important to note here that many are concerned for the health of
our students and wonder how we could have more impact on educating them to make
healthy decisions.
These are some of the issues attending hiring and supporting extraordinary people, but
what about working in extraordinary ways? By this I mean the culture of respect,
inquiry, innovation, evidence, and collaboration that has so powerfully moved our work
forward in the past. Nearly a decade ago, we adopted principles of shared or
collaborative governance and replaced a single governing committee with four governing
councils. Our purpose was to accelerate the work and make collaboration a deep habit,
the default mode for our work throughout the organization. We also developed a variety
of new ways of engaging more voices in the dialog that carries our work forward. High
band-width meetings (also known as “big meetings”), the use of flashlight surveys for
iterative feedback from the whole faculty and/or staff, using the discipline of “design
principles” to create shared purpose in our work groups, and other techniques that foster
genuine collaboration have been essential to our progress.
What we call collaboration, however, is more than a mix of habits, assumptions,
techniques...in short, it is a culture that has to be renewed and reinvented from time to
time. Over the past year, I and a faculty leader have held a variety of forums on
collaboration at Valencia. These have proven very useful. We have learned that the
commitment to collaboration as a way of doing our shared work is as strong as ever. To
some, however, much of this conversation was new because they arrived at Valencia
recently and came from an organization that practiced other models of decision making.
Many shared powerful stories of how collaboration had transformed their work at
Valencia. Most could also tell a story of how we had failed to collaborate effectively for
one reason or another.
Out of all of these conversations, several clear actions for the future have emerged. First,
we need to recommit to a collaborative model of leadership and cooperation and be ready
to receive criticism when we fall short of this aspiration. Second, we need to define more
clearly what we mean by collaboration at Valencia, to write down, share and train staff in
a variety of collaborative techniques for leading and participating in decision-making.
We should make collaboration an important element of feedback on leaders throughout
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the college so they can grow in this habit. And finally, we need formally to review our
collaborative governance model to determine how it can be improved and refined some
nine years since its introduction to the college.
The goals we have outlined for improving the performance of students in the college
(Learning Assured) and expanding their opportunities to learn (Build Pathways) will
stretch our capacities, with or without an economic recovery. They will require
extraordinary practitioners in every role at the college, hired because they are the best and
supported with continued learning and growth throughout the whole trajectory of their
careers. This alone will continue to create great results in our shared work. And if we
can renew an authentic spirit of collaboration, a sense of shared journey in our work, a
deep mutual respect and a habit of inquiry, I believe we can surprise even ourselves with
results that set a standard others believe to be unattainable. In attaining these
extraordinary results, we serve our students, our community, and one another more
powerfully.
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Attachment J – List of Initiatives from 09-10 Goal Team
Goal Team: 3.2
Initiative Name: Create a strategic plan for Staff and Organizational Development
Prepared by: Brent Nakagama
Person(s) consulted in obtaining information about the status of this initiative:
Susan Kelley, Kurt Ewen
Summary of progress made on the initiative to date:

Staff and Organizational Development has created a strategic plan to develop a
competency-based supervisory program. Targeting those in supervisory positions is the
foundation for spreading a culture of professional development for all staff.

Also, we have developed an overarching model in draft form for staff and organizational
development.

Both of these plans are in first draft stage and awaiting feedback from Senior Staff before
moving forward to flesh them out in collaboration with others, including Human
Resources and General Counsel.
Information about upcoming work on the initiative:

Once approved, the next step for the Supervisory Program will be to validate supervisory
competencies across functional areas so they are specific to Valencia via the DACUM
process.

Another step to fleshing out the Professional Development plan will be to identify
additional development needs that come from all individual Professional Development
Plans. We hope to be able to use WeaveOnline to capture and collate information from
these plans.

Once supervisory competencies have been validated and the developmental needs of staff
have been identified, the next step is to identify what professional development resources
are available/needed to provide supervisors and all staff with any gaps in
training/development that may exist. This would be done in collaboration with HR and
representatives from other areas of the college.
Any data or results that can be shared that reveals how those involved with this
initiative are gauging the success of the initiative:
Success of this initiative might be determined by:

HR/Senior management’s assessment in the number, nature and resolution of grievances

HR/Senior management’s assessment in the number and type of personnel-related legal
problems experienced by the college

The expressed confidence and competency levels of managers/supervisors related to their
own preparation and performance

A growing use of supervisory competencies as one additional component to consider in
supervisory promotions

The expressed confidence and competency levels of all employees related to the
completion of their individual Professional Development Plan
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Initiative Report
Goal Team: 3.2
Initiative Name: Implement PDP System
Prepared by: Carolyn McMorran
Person(s) consulted in obtaining information about the status of this initiative:
Carolyn McMorran, Stan Stone
Summary of progress made on the initiative to date:

In June 2009, the Performance Development Plan (PDP) team started the pilot phase of
implementation of the PDP. Key departments were targeted and invited to participate in
the pilot program. Departments were selected based on the variety of positions within a
department and potential difficulty of writing objectives. The departments that were
selected for the pilot were Human Resources, Purchasing, Security, East Campus
Administration, Maintenance (West) and Custodial (East). On behalf of the PDP team
and Dr. Stone we would like to thank all of the departments who have participated in the
pilot and commend them for their openness and enthusiasm.

Throughout the months of June and July the PDP team conducted training for supervisors
and employees. Supervisors received a three hour training session that covered the
details of the new process and planner plus hands-on practice of writing objectives.
Employees received a one hour training session that focused on differences in the new
process. To date, 46 college employees have completed the recommended training
program.

During the supervisory training, participants were offered one-on–one coaching to help
with writing objectives (with a focus on cascading goals from the college’s strategic
plan). We had two departments request coaching assistance.
The feedback we had received from participants has been extremely positive. The
comments we heard most often were:




The process and planner is a collaborative effort between the employee and the
supervisor.
Understanding the connection between the work they perform to the overall college plan.
Completion of the planner took less time than other performance tools currently being
used.
During the months of December and January our pilot groups will be conducting their six
month reviews (mid-year) with their employees.
Information about upcoming work on the initiative:
1. Conduct training programs for supervisors and employees during the months of March
(right after Spring break) and April 2010.
2. Assist supervisors and employees with implementation of the process during the months
of May and June 2010.
3. Our goal is to have the entire college (all career and professional staff) on the new
process by July 1, 2010.
Steps taken (or to be taken) to prepare for the college-wide roll out:
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




OIT will add the PDP planner to the Valencia forms.
OIT established a mail box (PDPINFO) for supervisors and employees to email
questions.
The PDP team has recommended conducting a session at Learning Day to begin
communication about the upcoming changes and time line.
Pending approval of the Senior Team the PDP Team will use the bulletin and
departmental meetings to begin communication about the process.
The PDP Team will create an online version of the employee training. Employees will
have the option to attend a classroom or online session.
Any data or results that can be shared that reveals how those involved with this
initiative are gauging the success of the initiative:



Through the training and coaching phases, the work of the pilot group has been
monitored to ensure the process and tools are being used as suggested.
Communication has been sent out to remind pilot participants about upcoming milestones
such as mid-year reviews.
Feedback received has been positive and suggestions for improvements have been
incorporated into the process and tool.
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Attachment K – Summary of Report from Goal Team 3 - 2009-10
(Developed by Amy Bosley)
Goal Three: Summary of Progress and Work Underway (October 2010)
Goal 3: Invest in Each Other
 Establish operational systems based on collaboration and deep stewardship of our
work.
 Demonstrate support for employee professional development, career growth, and
healthy living.
Objective 3.1: Collaboration - Strengthen Valencia’s collaborative culture through
learning and leadership development opportunities through the effective use of
collaborative approaches, and through regular review and evolution of our shared
governance system.
Objective 3.2: Career Growth - By 2013, Valencia will have a robust system of career
growth and planning in which all Valencia employees will participate. (Note: This does
not include faculty, who have a separate faculty development program.)
Objective 3.3: Employee Wellness - Increase the percentage of those in our college
community who are engaged in self-reported wellness practices. (NOTE: This does not
include students.)
The 2009-10 goal team projects that significant investment of time and resources would
be required to achieve these goals as the organizational structure did not provide for
consistent and on-going leadership in these areas. In all cases (with the exception of
Objective 3.3 – Employee Wellness), the teams indicated that the current practice is
insufficient to “move the needle” in terms of results. The team established short-term
measures that will assist in monitoring progress toward these ultimate aims:





College employees will be able to articulate the commonly-held principles of
collaboration and decision-making as defined and practiced by the college
community.
The college will develop and implement a robust, layered, and effective system of
communication that reaches broadly and deeply to all employees.
Part-time employees (including faculty) will be engaged and connected to the
mission of the college.
As an individual, a leader, and part of a team, Valencia will encourage employees
to steer their career goals and aspirations. Specifically, career growth includes:
continuous learning and development to enhance current on the job performance,
enabling employees to keep pace with rapid changes ensuring we are prepared to
exceed the students’ needs and expectations, and identifying and preparing for
desired future job opportunities.
All in our college community are engaged in one or more wellness practices.
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Overview of Selected Efforts to Achieve the Goal
Strengthening Collaboration – Several developments in college organization, processes, and
practices are contributing to the advancement of our collaborative work.
A review of shared governance and collaboration at the college will be conducted. Specifically,
the review will yield a documented collaborative process and the results will be communicated
throughout the college.
The area of the college that is responsible for marketing and communications has been renamed
Marketing and Strategic Communications. A new Assistant Vice President was hired in
September 2009, and the team is creating a new marketing and strategic communications plan.
The college will strengthen the support, performance, reliability, and accountability of part-time
employees through providing more networking among part-time and full-time employees
throughout the college.
Career Development, Growth, and Planning – A draft of an overarching staff and
organizational development model has been developed and is currently under review.
Additionally, a strategic plan to develop a competency-based supervisory program has been
developed. Targeting those in supervisory positions is the foundation for spreading a culture of
professional development for all staff.
In June 2009, the Performance Development Plan (PDP) team started the pilot phase of
implementation of the PDP. Key departments were targeted and invited to participate in the
pilot program. The pilot program was successful and a college-wide roll-out was started.
Throughout the months of June and July 2010 the PDP team conducted training for supervisors
and employees. Supervisors received a three-hour training session that covered the details of
the new process and planner plus hands-on practice of writing objectives. Employees received
a one-hour training session that focused on differences in the new process. To date, most
college employees have completed the recommended training program.
Improving Employee Wellness - The college moved to Cigna Health Insurance in 2009 and, as
part of the transition, those insured were asked to complete an online health assessment. The
transition to Cigna is complete and preliminary data from the health assessments is available.
The data will be used to create targeted and specific wellness programs designed to meet the
needs of Valencia employees.
Campus-based information about wellness programs and technologies has been identified and a
comprehensive Wellness Plan is in development.
20
Attachment L – Full Draft Report from Goal Team 3 - 2009-10
GOAL TEAM THREE – 2009-10 Report to the College – DRAFT – Reflects goal
team edits with changes/remaining questions in red italics
Goal 3: Invest in Each Other


Establish operational systems based on collaboration and deep stewardship of our work.
Demonstrate support for employee professional development, career growth, and healthy
living.
Objective 3.1: Collaboration
Strengthen Valencia’s collaborative culture through learning and leadership development opportunities
through the effective use of collaborative approaches, and through regular review and evolution of our
shared governance system.
Objective 3.2: Career Growth
By 2013, Valencia will have a robust system of career growth and planning in which all Valencia
employees will participate. (Note: This does not include faculty, who have a separate faculty
development program.)
Objective 3.3: Employee Wellness
Increase the percentage of those in our college community who are engaged in self-reported wellness
practices. (NOTE: This does not include students.)
(This is a recommended edit to the original objective that read: Increase the percentage of employees who are engaged in
self-reported wellness practices. Big Meeting participants agreed with the proposed wording change submitted by the Goal
Team. Participants agreed that while including students is a good idea, it can complicate targets and measures. It was also
noted that privacy issues must be taken into account.)
2009-10 Goal Team Members
Shauna Anstey
Joanna Branham
Tullio Bushrui
Jenelle Conner
Julie Corderman
Ilia Cordero
Wendi Dew
Kimberly Foster
Michelle Foster
Margaret Gonzalez
Gloria Hines
Jeff Hogan
Debi Jakubcin
Anthony Jansen
Elizabeth Jusino
Donna Kosloski
Tom Lopez
Michele McArdle
Carolyn McMorran
Brent Nakagama
Joe Nunes
Sunni Prevatt
Liza Schellpfeffer
Katie Shephard
Renee Simpson
Angelique Smith
Patti Smith
Bill White
21
Objective 3.1: Collaboration
Strengthen Valencia’s collaborative culture through learning and leadership development
opportunities through the effective use of collaborative approaches, and through regular review
and evolution of our shared governance system.
Long-Term Target 1: (Identify “where do we want to go, ultimately.”)
College employees will be able to articulate the commonly-held principles of collaboration and
decision-making as defined and practiced by Valencia Community College.
(Note that this objective has three long-term targets. Others to follow)
Short Term Targets 1, 2, & 3: (Identify the “What can we bite off in the next three years?”)
1. Through a collaborative process, define the principles and practices of collaboration at Valencia and
communicate them to all college employees.
2. Refine and clarify the complete decision-making process at Valencia, accounting for the roles of the
governing councils, employee groups (such as Career Staff Association, etc.), and
administrators/supervisors.
3. Convene a regular review of the shared governance system and implement the resulting
recommendations.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)

Limited professional development and collaboration conversations have been held around the
college in the recent past.
Suggested Measures for Short Term Targets 1, 2, & 3: (Identify “How will we know?”)
1. By 2013, the college will develop, post, and operate by a commonly-held set of principles and
practices related to collaboration at the college.
2. By 2013, a visual representation of the decision-making process at Valencia Community College
will be developed, posted, and shared with all college employees.
3. By the end of 2011, a collaborative review of the shared governance system will be conducted.
4. By the end of 2012, the recommendations from the governance review will be implemented.
Will the current activities and plans at the college move the needle on this goal?
The current work on collaboration at the college is not centralized in any one area and therefore has no
direct leadership or accountability. An infrastructure for the ongoing development and maintenance of
collaboration at Valencia should be developed as part of the above mentioned work and would “move
the needle” on the goal.
22
Illustrative List of activities and indicators of progress on Objective 3.1, Target 1 during 2009-10
Collaboration Conversations
A series of campus-based conversations about collaboration were hosted by Dr. Shugart and Mr. Shugg
(in the capacity of Faculty Council President). These open forums were held to discuss collaboration and
shared governance at Valencia.
List of Major Activities Planned for Objective 3.1, Target 1 during 2010-2011
Governance and Collaboration Review (Contact: Sandy Shugart/Lisa Macon)
A review of shared governance and collaboration at the college will be conducted. Specifically, the
review will yield a documented collaborative process and the results will be communicated throughout
the college.
List of Significant Challenges or Opportunities Anticipated Related to this Target
Collaboration among committees
A breakdown of communications occurs within our shared governance system. An infrastructure for the
ongoing development and maintenance of collaboration at Valencia should be developed as part of the
above mentioned work and would “move the needle” on the goal.
Responsibility for collaboration
We should review communications tools and converse about responsibility to collaborate. Can
WeaveOnline help? How can we train collaborative leaders?
Collaborative basis for decision making
How can we improve our use of data in ways that lead to improved practice? How can we move toward
capturing college data that are useful to us as well as our students, relating clearly to students and their
needs? (Placed here to relate it to our collaborative processes of making decisions based on data.)
Advancing work through collaboration
How can we best advance our work under collaboration and shared governance? How can we nurture
and grow our collaborative culture and develop collaborative leaders? How can we avoid the “silo-ing”
of decisions, especially regarding resource allocation. Involve stakeholders.
23
Links to data that support the report on Objective 3.1, Target 1
Collaboration Workshops that have been held:
Oct. 2007, Collaborative Leadership, Valencia’s Compass for Creating The Future, Kaye Walter, Joyce
Romano, 9 Attendees
Feb. 2009, Collaboration At The Learning College, East Campus, Sanford Shugart, Michael Shugg, 36
Attendees
Apr. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 17
Attendees
Jul. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 14
Attendees
Oct. 2009, Collaboration At The Learning College, West Campus, Sanford Shugart, Michael Shugg, 28
Attendees
The New Employee Orientation contains a section on shared governance at the college that covers the
Governing Councils at Valencia and includes a link to
College’s Governing Structure web page: http://www.valenciacc.edu/governance/
24
Objective 3.1: Collaboration
Strengthen Valencia’s collaborative culture through learning and leadership development
opportunities through the effective use of collaborative approaches, and through regular review
and evolution of our shared governance system.
Long-Term Target 2: (Identify “where do we want to go, ultimately.”)
Valencia Community College will develop and implement a robust, layered, and effective system of
communication that reaches broadly and deeply to all employees.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. Re-invent a dedicated system of cross-governance council communication.
2. Conduct a college-wide communications audit and develop a comprehensive internal
communication plan.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
Senior staff identified the creation of a strategic communications plan as an initiative in progress.
Suggested Measures for Short Term Targets 1 and 2: (Identify “How will we know?”)
1. By 2013, the college governing councils will create and implement a system of communication and
collaboration among the councils. (The team suggests revisiting the role of the “special assistant to
the learning centered initiative,” reconfiguring and renaming that role, and implementing regular
meetings of the council co-chairs.)
2. By 2013, the college will be in the process of deploying a comprehensive, structured, and layered
communication plan designed to reach all college employees.
Will the current activities and plans at the college move the needle on this goal?
No – there is not sufficient focus and direction related to comprehensive internal communication
efforts to move the needle.
25
Illustrative List of activities and indicators of progress on Objective 3.1, Target 2 during 2009-10
Communication Planning
The area of the college that is responsible for marketing and communications has been renamed
Marketing and Strategic Communications. A new Assistant Vice President (Lucy Boudet) was hired in
September 2009, and she and the team are creating a new marketing and strategic communications plan.
Universal Design
The Valencia website has been configured to align with software for the visually-impaired.
List of Major Activities Planned for Objective 3.1, Target 2 during 2010-2011
Communication Planning
The plan will include marketing and branding as well as methods of communicating with stakeholder
groups, including internal stakeholders as well as external. The plan will include a significant focus on
the use of web-based communications tools. Student and prospective student focus groups were held this
year to better inform this work.
A nationally-recognized consultant was retained to advise in developing our marketing and
communications strategies that use the web. A major re-design of the web site will take place in the year
ahead.
OIT and Marketing/Strategic Communications teams are working together to update and refine the
processes in which they are each engaged as related to the web site, its design, and its use as a
communications and marketing tool.
Marketing/Strategic Communications staff are also working with Student Affairs staff on strategies to
reach out to prospective students and those who are transitioning into Valencia.
A new media web site has been created that will encourage greater coverage of Valencia’s news.
The marketing and strategic communications plan will include projected measures for the various
aspects of this work.
List of Significant Challenges or Opportunities Anticipated Related to this Target
A communications audit should be conducted, with thought to the Valencia web site for external and
internal communications needs.
Note that email volume is challenging.
Governing council communication with constituencies can be challenging.
Links to data that support the report on Objective 3.1, Target 2
No baseline data are currently available to support this objective.
26
Objective 3.1: Collaboration
Strengthen Valencia’s collaborative culture through learning and leadership development
opportunities through the effective use of collaborative approaches, and through regular review
and evolution of our shared governance system.
Long-Term Target 3: (Identify “where do we want to go, ultimately.”)
Part-time employees (including faculty) are engaged and connected to the mission of the college.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. Develop opportunities for full time and part time colleagues to interact and extend the college
culture of collaboration.
2. In concert with the creation of a comprehensive communication plan, develop specific
communication and outreach strategies to engage part-time employees.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
1. Some departments invite part-time employees to meet with full-time employees, however, there is
not a dedicated college-wide effort to regularly include part-time colleagues.
2. Some areas of the college communicate regularly with part-time employees. A systematic approach
to inclusion of part-time colleagues is necessary to facilitate the achievement of this goal.
Suggested Measures for Short Term Targets 1 and 2: (Identify “How will we know?”)
1. By 2013, the college will have at least one opportunity on each campus every year to connect full
time and part time employees with the mission of the college.
2. By 2013, the college will deploy a comprehensive communication plan that includes specific
strategies to reach part-time employees.
Will the current activities and plans at the college move the needle on this goal?
No.
27
Illustrative List of activities and indicators of progress on Objective 3.1, Target 3 during 2009-10
Adjunct Faculty Meetings
Opportunities for adjunct faculty to engage with academic departments vary widely among campuses
and disciplines.
Orientation Program for Part-time Employees
A prototype of an online orientation program for part-time employees has been developed and is under
review.
List of Major Activities Planned for Objective 3.1, Target 3 during 2010-2011
Engagement of part-time employees (Contact: Wendi Dew/ Brent Nakagama/HR)
The college will strengthen the support, performance, reliability, and accountability of part-time
employees through providing more networking among part-time and full-time employees throughout the
college.
List of Significant Challenges or Opportunities Anticipated Related to this Target
A budget commitment is needed. We might consider setting aside some SPD funds and asking provosts
and deans about needs. We need a plan or plans to drive the budget. This has to be energizing for
provosts and deans. We need a leadership structure for this work.
Part-time employees (including student employees) need to be developed, and mentoring should be
considered.
We have a pressing need for more thoughtful new employee orientation (beyond our current orientation
– more of an “on-boarding” for new employees).
Links to data that support the report on Objective 3.1, Target 3
Faculty Development and Staff/Organizational Development offices have baseline data on part-time
employees and adjunct faculty engagement in professional development activities.
Deans/Program Coordinators may have baseline data on adjunct faculty engagement in discipline-based
meetings and activities.
28
Objective 3.2: Career Growth
By 2013, Valencia will have a robust system of career growth and planning in which all Valencia
employees will participate. (Note: This does not include faculty, who have a separate faculty
development program.)
Long-Term Target: (Identify “where do we want to go, ultimately.”)
We want to value a culture of career growth at Valencia. Valencia puts people at the center of
everything we do. As an individual, a leader, and part of a team, Valencia encourages employees to
steer their career goals and aspirations. Specifically, career growth includes: Continuous learning and
development to enhance current on the job performance, enabling employees to keep pace with rapid
changes ensuring we are prepared to exceed the students’ needs and expectations, and identifying and
preparing for desired future job opportunities.
Short Term Targets 1, 2, and 3: (Identify the “What can we bite off in the next three years?”)
1. Implement the college-wide strategic plan for organizational development.
2. Every career and professional staff employee at Valencia will have a professional development plan
in place.
3. Investigate succession planning to explore future employment gaps and identify employee
development needs.
How will we accomplish this? (Current college programs aligned with this target contained in the goal
team report on initiatives.)
1. a) Approval of plan by Senior Staff will occur.
b) Validate and implement supervisory competencies across functional areas of the college.
c) Ownership of the college-wide strategic plan related to ALL career growth activities for career &
professional staff needs to be determined.
2. a) Implementation workshops for how to complete the professional development plans from
supervisor and employee perspectives.
b) Professional development workshops will be available for implementation.
c) Ongoing PD workshops will be offered which are aligned to “PDP” requirements.
d) We will have a tracking system to determine what internal and external training and development
resources will be needed to meet “PDP” needs.
Suggested Measures for Short Term Targets 1, 2, and 3:
1. a) There will be a tangible organizational development plan that has been communicated collegewide.
b) Alignment of Valencia sponsored career growth activities will be identified and professional
development plans will be in place.
c) There will be expressed confidence and competency levels of managers/supervisors related to
their own preparation and performance.
d) There will be expressed confidence and competency levels of all employees related to the
completion of their individual Professional Development Plan.
e) Evaluation supervisors against essential competencies and then provide training to assist all in
meeting or exceeding expectations.
(Measures continue on following page.)
29
2. a) Professional and Career staff employees will be participating in the new Performance
Development Plan and will participate in renewing and reviewing their plan annually.
b) An inventory of all current professional development activities which support career growth at
Valencia that align with competencies will be completed.
c) The establishment of career profiles which include expectations and required essential
competencies to assist supervisors and employees in planning for career growth and consistent
performance measurement is under way. “PDP” review system is fair and equitable and
implemented consistently throughout the organization.
3. Taskforce will produce report to identify gaps and trends related to current career paths at Valencia.
Will the current activities and plans at the college move the needle on this goal?
The thoughtful embedding of the Professional Development Plan process, training program, employee
review, and program assessment at Valencia will engrain accountability into our culture. The PDP
program will encourage supervisors and employees to engage in meaningful conversations about
employee performance by using consistent, measurable performance indicators. Systemic review of
outcomes summaries will identify performance gaps and provide detailed information about what training
resources need to be engaged.
Through the implementation of the college-wide strategic plan for organizational development, Valencia
will be able to leverage our resources against the strategic needs of career and professional staff
employees. This plan, when combined with the new Professional Development Plan process, will lay the
foundation to improve employee performance and increased productivity at Valencia.
While there are not existing activities in place at the college to explore future employment gaps and
identify employee development needs, this work can help lead the foundation towards future work which
may help further the impact of these other two programs on a culture of career growth for our employees.
30
Illustrative List of activities and indicators of progress on Objective 3.2 during 2009-10
Staff and Organizational Development Planning
A draft of an overarching staff and organizational development model has been developed and is
currently under review. Additionally, a strategic plan to develop a competency-based supervisory
program has been developed. Targeting those in supervisory positions is the foundation for spreading a
culture of professional development for all staff.
Clarify and expand the roles of key leaders, particularly deans and directors, and equip them.
Fully implement an effective supervisor development program along with a performance development
model – and assure that both reflect the best in Valencia’s culture of learning and collaboration.
Performance Development Plan
In June 2009, the Performance Development Plan (PDP) team started the pilot phase of implementation
of the PDP. Key departments were targeted and invited to participate in the pilot program. Departments
were selected based on the variety of positions within a department and potential difficulty of writing
objectives. The departments that were selected for the pilot were Human Resources, Purchasing,
Security, East Campus Administration, Maintenance (West) and Custodial (East).
Throughout the months of June and July 2010 the PDP team conducted training for supervisors and
employees. Supervisors received a three-hour training session that covered the details of the new
process and planner plus hands-on practice of writing objectives. Employees received a one-hour
training session that focused on differences in the new process. To date, most college employees have
completed the recommended training program.
During the supervisory training, participants were offered one-on–one coaching to help with writing
objectives (with a focus on cascading goals from the college’s strategic plan). Two departments
requested coaching assistance.
List of Major Activities Planned for Objective 3.2 during 2010-2011
Staff and Organizational Development Planning

Once approved, the next step for the Supervisory Program will be to validate supervisory
competencies across functional areas so they are specific to Valencia via the DACUM process.

Identify additional development needs that come from all individual Performance Development
Plans (perhaps use WeaveOnline to capture and collate information from these plans).

Once supervisory competencies have been validated and the developmental needs of staff have
been identified, the next step is to identify what professional development resources are
available/needed to provide supervisors and all staff with any gaps in training/development that
may exist. This would be done in collaboration with HR and representatives from other areas of
the college.

Consolidate professional development under a central plan, renewed each year, and consider a
central organizational location.
31
(Cont’d from Previous page)
Performance Development Plan
In 2010, the new PDP process and tool is being rolled out across the college (all career and professional
staff.) Supervisors are participating in a 3 hour training program and employees are encouraged to
complete a 1 jour informational session. Supporting services such as coaching, audits, and continued
training will be provided to support a successful implementation and program compliance.
complete a hour informational session. Supporting services such as coaching, audits, and continued
training will be provided to support a successful implementation and program compliance.
List of Significant Challenges or Opportunities Anticipated Related to this Objective
A budget commitment is needed. Consider setting aside some SPD funds and ask provosts and deans
about needs. We need a plan or plans to drive the budget. This has to be energizing for provosts and
deans. We need a leadership structure for this work.
Regarding the PDP, are employees going to be prepared and know what to expect? Is there a link
between the PDP and professional development?
We should focus on enrichment in current jobs and not only performance or advancement to a new
position. Some people want to stay and grow in their current job. Are we setting people up to think a job
will be there if they progress along their professional development path?
Succession planning should be addressed. The “Joan Tiller to Falecia Williams” transition was a great
model. Centralize training in one area – many cooks in the broth right now.
Links to data that support the report on Objective 3.2
Results from the first iteration/implementation of the PDP process (and the pilot process) could serve as
baseline.
Interviews with Joan Tiller and Falecia Williams about their transition process may be useful.
32
Objective 3.3: Employee Wellness
Increase the percentage of those in our college community who are engaged in self-reported
wellness practices.
(This is a recommended edit to the original objective that read: Increase the percentage of employees who are
engaged in self-reported wellness practices. Big Meeting participants agreed with the proposed change.)
Long-Term Target: (Identify “where do we want to go, ultimately.”)
All in our college community are engaged in one or more wellness practices.
Short Term Targets: (Identify the “What can we bite off in the next three years?”)
1. Develop a definition of wellness practices and a plan to monitor/report on the percentage who engage
in these practices.
2. Increase utilization and awareness of wellness services and the benefits of a healthy lifestyle.
3. Increase the budget for the wellness program, including dedicated full-time staff, and keep pace with
planned expansion.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
1. A definition of wellness practices will be included in the Wellness Program Plan that is under
development. Through CIGNA Healthcare, the college will receive statistical data on key health and
wellness issues and practices, and the college will continue to maintain its own data on gym and
program usage/participation.
2. A plan is being developed for the continuation and expansion of the Wellness Programs, and it will
include a new marketing/communications plan as well as expanded incentive programs, developed
based on research on effective incentives.
3. The Wellness Program plan being developed will provide the basis for a projection of budget and
full-time staffing needs. There is no current budget initiative of which the team is aware.
Suggested Measures: (Identify “How will we know?”)
1. A definition will have been developed and shared collegewide. An annual analysis will reveal
improvements in group employee health and wellness data from CIGNA, increased gym usage, and
increased participation in the wellness program.
2. A new Wellness Program Plan, with marketing/communications and incentives, will have been
developed and will be implemented.
3. The annual Wellness Program budget and staffing levels will be measured and compared over time,
with the intent that there will be an increase in the portion of the total costs of the Wellness Program
and in staffing levels that are supported by the budget.
33
Will the current activities and plans at the college move the needle on this goal?
The current activities and plans will definitely move the needle on Goal 3 and on this objective.
By offering a comprehensive wellness program, widely advertising the program offerings, and adding
more participation incentives, and to the extent that the college increases the recurring budget and
staffing for the program, more employees will participate in wellness programs.
As a result, the college will be served by healthier employees, productivity will increase, and a higher
quality of service will be offered to students, directly supporting achievement of Goals 1 and 2 (Build
Pathways and Learning Assured).
NOTE
The team asks that the college add to the Issues Bin for consideration:
Student wellness needs are currently not addressed in Goal 3, and consideration
should be given to addressing students’ needs.
The team also recommends that when the Situational/Needs Analysis is next
updated, it should address wellness issues. Insured employee data will be available
for study starting in 2010-11.
34
Illustrative List of activities and indicators of progress on Objective 3.3 during 2009-10
Cigna Health Insurance
The college moved to Cigna Health Insurance. As part of the transition, those insured were asked to
complete an online health assessment. The transition to Cigna is complete and preliminary data from the
health assessments is available.
Campus-based information about wellness programs and technologies has been identified.
The Wellness program budget is available for review.
Wellness practices of peer organizations was conducted and revealed that most practices are similar to
Valencia’s. Some have larger budgets and have provided personal trainers, allow spouses to work out on
site, offer free pedometers and gifts such as iPods, subsidize Weight Watchers, and give credits for
participation. Some have gym availability 24/7. Some programs have found that incentives lead to bigger
improvements, a decrease in cardiac health problems, and health care savings are realized.
35
Attachment M – Weave Online Report on 3.2 – November 10, 2010
A print out of a PDF file containing all entries into the WEAVE Online system that have
been linked to objective 3.2 is attached.
36