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Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
Introto environmentalscanningpresentation 000
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Introto environmentalscanningpresentation 000

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  • How many of you have participated in an environmental scan? Of those who have NOT participated, who can give me a definition an environmental scan?
  • Example: Baby-boomer peak starting to reach retire age  workforce openings. Baby-boom echo (kids of boomers) is currently passing through high school. HS graduations are peaking  declining traditional student enrollments. Also means fewer young people entering the workforce. Mitigating factors: Majority of boomer cannot afford to retire. Will they keep their jobs longer thereby preventing new job openings? If so, will this cause shift in regional career demand relative to prior trends. How will this effect career mobility within existing workforce? Will they be coming back to college for retraining in other fields? What is our institution’s part in all of this?
  • CCS used a team of 4 researchers. Together we developed the major areas of focus (chapters), then split up the work. We spent 3 months collecting and exploring data, and writing our assigned chapters. Does anyone else who has conducted a scan want to share what there process was like?
  • Editor CCS used was outside the research team, but had research experience and was able to help synthesize the results. You must tell the story with enough detail that a vision of the future is obtainable to planners.
  • Transcript

    • 1. A. Mark Macias Director of Institutional Research Spokane Community CollegeWARP Fall Conference November 2008
    • 2.  Introduction to the environmental scanning process ◦ Definition of scanning ◦ Types of scans What to include in your scans Tips on conducting scans Tips on producing scan report Resources References WARP Fall Conference November 2008
    • 3. WARP Fall Conference November 2008
    • 4.  The process of collecting, analyzing, and distributing information for tactical and strategic purposes WARP Fall Conference November 2008
    • 5.  To provide strategic intelligence by evaluating potentially significant environmental changes ◦ Conveys both current environmental status and how it is changing  trends ◦ Alerts planners to trends that are converging, diverging, interacting, accelerating, or decelerating ◦ Ideal end-goal: allows for adaptive planning before these trends occur or fully develop WARP Fall Conference November 2008
    • 6.  Often refers only to the environment that is external to the organization (also called the macroenvironment) Good strategic planning requires information on internal organizational factors, so whenever possible include these also (unless obtained in separate processes) WARP Fall Conference November 2008
    • 7.  One cycle in the strategic planning process WARP Fall Conference November 2008
    • 8. WARP Fall Conference November 2008
    • 9. Ad Hoc Periodic Continuous  Also called Continuous Learning  Usually performed in response  Tied to planning cycle General  Structured, in-depth data collection to crisis (e.g., every 3 years)Character and analyses by dedicated staff  Not as in-depth  In-depth -istics  Data gathered is more  Forecasts are more short-term  Forecasts 5 to 10 years comprehensive  Dedication of time by researchers  Predictable frequency allows incorporation of data from allows for appropriate  Allows for quicker turn-around more sources budget planning of scan results  Provides planners with more Pros  Lower commitment of resources  Frequency provides timely comprehensive information information gathering for over time  Informs planners of critical changes planning sooner  Planning is proactive…  Plans can be adjusted or adopted  Data can be more superficial more proactively  Reaction to unforeseen  Results may address immediate changes in environment issues, but are less (e.g., onset of recession)  Requires ongoing institutional generalizableCons  If only conducted in response to may require Ad Hoc scan commitment of resources (funding, to supplement information. personnel, and time) crises, indicates lack of  Planning response is then organized institutional planning more reactive efforts  Planning response is reactive WARP Fall Conference November 2008
    • 10. Depends …No, this is not a cop-out … WARP Fall Conference November 2008
    • 11.  Depends… ◦ Type of scan (Ad hoc, Periodic, Continuous) ◦ Your institution’s relationship to its service area ◦ How the scan information will be used Things to consider including: ◦ Customer analyses  Current and potential students  Current and potential students’ parents  Current and potential employers  Other institutions of higher education (for transfer students) WARP Fall Conference November 2008
    • 12.  Community relations ◦ Socio-Cultural (continued) ◦ Community satisfaction  Attitudes about higher education ◦ Community needs assessment  Cultural shifts ◦ Technological Competitors  New products and services  training ◦ Other public and private CCs, opportunities universities, and technical colleges  New manufacturing processes  Infrastructure changes Campus (& District) Climate ◦ Economic ◦ Students  Industry/career demand and decline ◦ Staff  Unemployment ◦ Faculty  Inflation ◦ Administration ◦ Environmental/Ecological  New industry opportunities Macroenvironment: STEEP ◦ Political ◦ Socio-cultural  Political climate/stability  Demographics  State budget deficit or surplus  population size and distribution  Changes in legislation  age distribution  education levels  income levels  race and ethnicity WARP Fall Conference November 2008
    • 13.  Rate factors on two dimensions: ◦ Potential impact on your institution ◦ Probability of occurrence Look for changes in current trends Look for potential interaction effects between factors. WARP Fall Conference November 2008
    • 14. WARP Fall Conference November 2008
    • 15.  Don’t try to do this alone! ◦ Assemble a research team ◦ Divide the workload Allow your team ample time to do the work* * Then give yourself even more time! WARP Fall Conference November 2008
    • 16.  Use an editor to create a common voice in the text. Consider your audience. Present your data so that it tells a story, then actually tell that story. Because… The reader must be able to envision the future and engage in “future-thinking.” WARP Fall Conference November 2008
    • 17.  Again, consider your audience. Use charts and graphs to clearly present past and future trends. Refer to The Visual Display of Quantitative Information by Edward Tufte for guidance of best practices. Use color in charts and graphs to draw readers attention to important factors, and avoid “chart clutter.” ◦ But, make sure they are still readable if photocopied or printed in grayscale. Don’t do what we did! (And we even knew better) WARP Fall Conference November 2008
    • 18.  Plan on producing both printed and electronic (PDF) versions. Plan for limited color printing (for key stake- holders), with additional copies in black and white for general distribution. Documents that stakeholders are proud of will be more widely distributed and more widely used. WARP Fall Conference November 2008
    • 19. A small sampling… WARP Fall Conference November 2008
    • 20. These data sources were found to be very helpful in preparing the CCS environmental scan, and would be useful for any college in WA.Free SourcesUS Census Bureau www.census.gov and factfinder.census.govUS Dept of Labor, Bureau of Labor Statistics www.bls.govCapital Professional Services inflationdata.comState Board for Community & Technical College www.sbctc.ctc.eduWashington Office of Financial Management www.ofm.wa.govWashington Office of the Superintendent of Public Instruction www.k12.wa.usWashington Workforce Explorer www.workforceexplorer.comSubscription SourcesNational Student Clearinghouse www.studentclearinghouse.orgEconomic Modeling Specialists, Inc. www.economicmodeling.com WARP Fall Conference November 2008
    • 21.  Morrison, J. L. (1992). Environmental scanning. In M. A. Whitely, J. D. Porter, and R. H. Fenske (Eds.), A primer for new institutional researchers (pp. 86-99). Tallahassee, Florida: The Association for Institutional Research. Out of publication, but still available on the web: http://horizon.unc.edu/courses/papers/enviroscan/ http://en.wikipedia.org/wiki/Environmental_scanning Tufte, E. R. 2001. The Visual Display of Quantitative Information. Cheshire, Connecticut: Graphics Press LLC. WARP Fall Conference November 2008
    • 22.  Share Tips or Advice ? Share Data Sources ? Share Resources ? PowerPoint slides and PDF of CCS Environmental Scan available upon request: A. Mark Macias Spokane Community College mmacias@scc.spokane.edu 509-533-8871 WARP Fall Conference November 2008

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