Northwest Valley Community College

Organizational Change Process

Eric Coleman, Joshua Conner, Charlotte Mathis,
Keith Miller, and Audrey Tucker
AET/560
October 13, 2014
Professor Charity Jennings

Agenda

Background Information
Need for Change
Theories of Practice to Facilitate Change
Training Program
Shared Diagnosis in Change Process
Implementation Strategy
Continuous Improvement Monitors
Conclusion

Background Information

NVCC mission: The mission of Northwest Valley Community College is to provide

a rich academic environment and commitment to student achievement that actively
promotes intellectual, cultural, technological, and life-long learning and its
responsive to the dynamic needs of the community.
Founded in 1973, Kelsey Campus opened in 1995
12,000 students enrolled (5,000 in degree programs, 7,000 in continuing education
and self-fulfillment programs)

Need for Change

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
Decline in student preparedness
Expenses almost double revenues, currently $89 million in debt

Change Theory
Strategic

Responsiveness (Change Implementation)

Improve student preparedness

Reduce expenses (balanced budget)
Provide training for staff

Strategic

Renewal

Develop curriculum to meet demand for

degree/certificate programs
Prepare for growing community

Training Program

Strategic Responsiveness
Self-pace refresher program
In-service training for faculty and staf
Interactive training session on new Learning
Management System
Workforce training using the Transfer Training
method
Incorporate First Year Student seminar into New
Student Orientation
Student internships through local businesses in
the community.

Training Program

Strategic Renewal (Change Implementation)

Add new programs in hospitality, medical, 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

Training Assessment

Formative and summative evaluation process

Control measure
Track data

Feedback and Surveys

Performance appraisals

Transfer Training method

Appraisals

Shared Diagnosis

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

Diagnostic framework and dialogue

Consultant and Questionnaire
Face-to-face meetings and Feedback
Data point After Action Review

Shared Diagnosis
Change must start at the top level of educational board
down to the faculty and students
Engagement and implementation of diagnosis process are
the first steps to change
Transform colleges 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 for a realistic view
Engagement in decision making will empower faculty and
students in the development of the college

Shared Diagnosis (cont.)

Consultant

- Hire an outside consultant to evaluate

NVCCs board of directors to include student services.

Shared Diagnosis (cont.)

Face-to-Face Meetings
Mutual Engagement
Commitment to Change Process
Efective Change Process
Change Process afects Organizational
Performance

Shared Diagnosis (cont.)

After Action Reviews

Collect Data
Identify Deficiencies
Sustain Positives
Improve Performance

Implementation Strategies

Overcoming Resistance
Education
Internal Messaging/Marketing
Expanded working groups with Student
representation
Report on State of the Campus with way ahead

Fostering Commitment
Focus on mindset
Staf and student inculcation
Starts at the top

Implementation Strategies (cont.)

Incentives
Bonuses / Time of awards
Employee Recognition Performance based
bonus
Employee Suggestion Program
Appraisals

Implementation Tiger Team

Cross functional team
Responsible for assessing bench marks,
monthly status reports

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

Dialogue
Efectual 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

Continuous Improvement Monitors

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 NVCCs strategy, quality, and supervision.
Administered to all levels of faculty

Continuous Improvement Monitors

Feedback
Efectiveness of Change Results
Faculty Comments
Student Comments
Community Comments

Continuous Improvement Monitors

After action review

Cross functional team will track AAR
suggestions, make recommendations
for change to management
Cross functional team will also track
status of implementation of approved
changes
AARs do not represent a lesson
learned until a behavior is changed

Conclusion

We need to change to remain relevant, fiscally viable,

and to grow with the community

Change is difficult, requires a whole-team efort

Our goal is to be inclusive throughout the process from

shared diagnosis to improvement monitoring.

Success depends on everyone

References
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University of Phoenix. (2014). Virtual organization: Northwest Valley Community College. Retrieved from University of Phoenix, AET560 website.