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Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
Getting Ready: A Plan of Action Before July
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Getting Ready: A Plan of Action Before July

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This is for the incoming 2014 cohort for the Bonner High-Impact Initiative. This will be used in a webinar.

This is for the incoming 2014 cohort for the Bonner High-Impact Initiative. This will be used in a webinar.

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Transcript

  • 1. A Plan of Action Before the July Institute
  • 2. Getting Ready Getting Your Input Projects ideas We’re going to talk about 1 2 3 Approach & Team 4
  • 3. What You’re In For... Year 1 Intensive strategic planning & visioning Putting together a team An intense institute You in a key leadership role Leaving the institute with projects Year 2 Gathering momentum and resources back home Expanding the team and connections Implementing plans...some successes, some pitfalls An intense institute! Resulting changes and new plans Year 3 Hopefully, new supporters, resources, and players New tools, including for assessment and evaluation Revisiting long-range strategic plans & projects Transformation...
  • 4. Goal Levels of Change Key Recommendations (A Crucible Moment p.31) 1. Foster civic ethos across all parts of the campus and educational culture. 2. Make civic literacy a core expectation for all students. 3. Practice civic inquiry across all fields of study. 4. Advance civic action. To increase the community and civic health (well-being) of communities, our nation, and world by increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being. 4
  • 5. Strategy Three-Year Cohort Based Model to: 1. Develop staff 2. Foster national learning community 3. Use data and measurements 4. Integrate HICEPs 5. Support campus & community change 5 Levels of Change Goal To increase the community and civic health (well-being) of communities, our nation, and world by increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.
  • 6. Strategy Tactics 1.Build & support Transformation Teams 2.Deploy the NASCE 3.Facilitate strategic planning 4.Create a series of meetings, gatherings, and projects 5.Support work through more resources, meetings, expanding circles. 6 Levels of Change Goal To increase the community and civic health (well-being) of communities, our nation, and world by increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being.
  • 7. To increase the community and civic health (well-being) of communities, our nation, and world by increasing the sustained, transformative engagement of individuals, organizations, and institutions in ways that contribute to community well-being. 1. NASCE & survey administration. 2. Strategic Planning 3. Inventories, Team Organization, Presidential Buy-in by your campus. 4. Spring Planning Retreat. 5. Your completion of Strategic Plan 6. Summer Leadership Institute Faculty Track 7. Summer High Impact Institute 8. Fall Director’s Meeting 7 Levels of Change Events Goal Strategy Tactics
  • 8. Your “Away Team” Two community partners Two faculty members (at least 1 senior) Two students (consider 1 who lasts) Two staff members (at least 1 senior) “Can Do” - “Will Do” - “Team Fit”
  • 9. Your “Home Team” • Deep, committed community partners • Additional faculty and departments • Student leaders who want to take roles (interns, develop projects, etc.) • Critical administrators (deans, VPAA, provost, president)
  • 10. Power/ Authority 1.Map the stakeholders who have the identities (i.e., roles, positions), power, and knowledge your team needs. 2.Where do members of your team (or supporters) fall? Identity/ Identities Knowledge/ Skills Think about this...
  • 11. Weak influencer with shared purpose. Weak influencer with different purpose. Strong influencer with shared purpose. Strong influencer with different purpose. Consider influence and purpose...
  • 12. Now answer these questions... Do we have people who will lend power? Do we have people to do the work? Are we leveraging this initiative? How about opposition?
  • 13. High- Impact Practice(s) HICEPs (multiplier) Real Community Partner(s) Something happens! Does the project promote integrative pathways? (Pervasive, deep, integrated, developmental) Generate at least 3 potential projects! Think about your strategic plans Examine your the HIPs and HICEPs.
  • 14. Real Projects Allegheny and Sewanee’s First Year Seminars [HICEP Multipliers: Place, Humility, Reflection] Stetson’s work to integrate Junior Undergraduate Research Seminars with community engagement [HICEP Multipliers: Sequence, Collaborative Projects] Siena’s work to train students as deliberative democracy facilitators, then host campus-wide forum with a focus on thematic community issue [HICEP Multipliers: Inquiry, Capacity, Teams] Carson-Newmans’ work to build a community development hub for multiple course projects [HICEP Multipliers: Place, Depth, Integration]
  • 15. Getting Ready for the Institute... • Finalize your “Away Team” who will attend the Institute • Build a “Home Team” of broader supporters • Hold substantive meeting(s) of the High- Impact Team
  • 16. By the Institute... • Mobilize full support of senior leadership (ideally one a senior leader should attend) • Let others know, strategically, what is happening • Consider identifying a student Bonner High-Impact Intern for the summer • Increase visibility & support
  • 17. Team and others identify and make the changes needed to carry out projects (i.e., new committees, leadership positions, reward structures, funding) Some of the team works on partnerships, for example how Bonners, students, and staff are working with partners or the site. Team meets and work on projects Plan for after July 1 2 3
  • 18. Senior Leadership What buy-in and support do you need to achieve from senior leadership? •Explicit announcements of support •Rewards •Participation on team •Presentation to cabinet •Campus-community meeting
  • 19. Strategically leverage and gain visibility How can you build awareness in a way that creates positive momentum and buy-in? •Faculty and center meetings •Student-led efforts (on and offline) •Face to face, online, & social media •Publications (recommended) •Community processes
  • 20. Have a substantive meeting (or 2) with team How can you build trust and investment (balancing results, process, & relationships)? • Do/review HIP/HICEP inventories • Social time and team building • Discussions of the context and issues (how change happens) • Identify roles individuals want to play • Generate those 3 potential projects!
  • 21. Month Team Creation Buy-in Visibility Team Readiness April May June Work on a calendar with these ideas...
  • 22. Getting your input for the July Institute... Process Strategic Planning Work Time? Guidance? Coaching? Content Workshops? Programming? Presenters? Topics? Structure of each day? of the week? free time? of group sharing?

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