Northwest Valley Community College
Communication Plan
Keith Miller
AET/560
October 13, 2014
Dr. Charity Jennings
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Currently majority of students not degree seeking
Many students enrolled for workplace advancement (certificates, associates
programs, individual classes)
Increasing percentage of students are seeking A.A. and A.S. degrees – demand shift
Community growing as well
Need to grow our programs to meet increasing demand for degree programs
Expenses almost double revenues, currently $89 million in debt
Decline in student preparedness
 Strategic
Responsiveness (Change Implementation)
◦ Improve student preparedness
◦ Reduce expenses (balanced budget)
◦ Provide training for staff
 Strategic
Renewal
◦ Developed curriculum to meet demand for
degree/certificate programs
◦ Prepare for growing community
◦ Self-pace refresher program
◦ In-service training for faculty and staff
◦ Interactive training session on new Learning
Management System
◦ Workforce training using the Transfer Training
method
◦ Incorporate First Year Student seminar into New
Student Orientation
◦ Learning internships designed for students and
available through business in the local community.
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Strategic Renewal (Change Implementation)
◦ Add new programs in hospitality, medical and business and certificate
programs to meet local requirements
◦ Increase online course availability
◦ Update e-Commerce Security
◦ Review Student Rights and Responsibilities
◦ Balance Budget
◦ Revise First Year Student seminar
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Shared diagnosis will be used to evaluate key elements within the
colleges capacity to support the new strategies
◦ Evaluate the strengths and weaknesses within the current organization structure
and processes
◦ Determine key ways of mobilizing energy needed to abandon the status quo
◦ Pinpoint target area for data collection
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Diagnostic framework and dialogue
Consultant and Questionnaire
Face-to-face meetings and Feedback
Data point – After Action Review
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Change must start at the top level of educational board down
to the faculty and students
Engagement and implementation of diagnosis process first
steps to change
Transform college’s stagnate state to an environment of
embracing change in the classroom and optimum
performance from the faculty and students
Ongoing observation by the President and Dean within each
classroom not realistic environment
Engagement in decision making will empower faculty and
students in the development of the college
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Consultant - Hire an outside consultant to evaluate NVCC’s
board of directors to include student services.
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Questionnaire – Provide a series of questions to gather
information about the climate of NVCC from top to bottom.
◦ Depending on the questions and responses may determine employee
clarity of NVCC’s strategy, quality, and supervision.
◦ Administered to all levels of faculty
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Formative and summative evaluation process
◦ Control measure
◦ Track data
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Feedback and Surveys
Performance appraisals
◦ Transfer Training method
◦ Appraisals
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Feedback
◦ Effectiveness of Change Results
 Faculty Comments
 Student Comments
 Community Comments
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Face-to-Face Meetings
◦ Mutual Engagement
 Commitment to Change Process
 Effective Change Process
 Change Process affects Organizational
Performance
Continuous Improvement Monitors
 Diagnostic framework
◦ Blue print and guide based on information gathered from gap analysis
◦ Outlines better learning environment, methods of educating students,
and ways to engage the students and facilitators
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Dialogue
◦ Effectual process and means of communication
◦ Structure of change for President, Dean, and faculty to collaborate and
impart policies and procedures to enhance student learning experience
◦ Builds trust, inclusion and mutual understanding
Giberson, T. R., Tracey, M. W., & Harris, M. T. (2006). Confirmative Evaluation of Training Outcomes: Using Self-Report Measures to Track Change at the
Individual and Organizational Level. Performance Improvement Quarterly, 19(4), 43-61. doi:10.1111/j.1937-8327.2006.tb00384.x.
Gist, M. E., Bavetta, A. G., & Stevens, C. (1990). TRANSFER TRAINING METHOD: ITS INFLUENCE ON SKILL GENERALIZATION, SKILL REPETITION,
AND PERFORMANCE LEVEL. Personnel Psychology, 43(3), 501-523.
Harris, D. (n.d.). Northwest Valley Community College - Kelsey Campus. About us. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/about.asp.
Lofguist, L. (n.d.) Northwest Valley Community College - Kelsey Campus. Administration. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/admin/business/EcommEMail.pdf.
Oney, L. (n.d.). Northwest Valley Community College - Kelsey Campus. Provost. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/admin/Binder3.pdf.
Moksvold, L. (n.d.). Northwest Valley Community College - Kelsey Campus. Memo from office of President: Alternative delivery of class notes. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/homeSub/ClassNoteTechMemo.pdf.
Spector, B. (2013). Implementing organizational change: Theory into practice (3rd ed.). Retrieved from The University of Phoenix eBook Collection.
Spurgers, R. (n.d.). Northwest Valley Community College - Kelsey Campus. Academic proficiency of incoming freshman. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Education/NVCC/admin/NVCCLMSMemo.pdf.
University of Phoenix. (2014). Virtual organization: Northwest Valley Community College. Retrieved from University of Phoenix, AET560 website.