Academic Quality Improvement Project
Goals Commitment Declaration, 2001-2004

Institution:Western New Mexico University
Date Submitted:5/18/01
Person AQIP should contact concerning this document:Kathie S. Gilbert
Email:gilbertk@iron.wnmu.edu
Telephone: (575) 538-6348

  1. Give a short identifying title (under 10 words) to one goal (or group of closely related goals).

    Improve communication processes with all campus constituencies

  2. Describe (in 100 words or fewer) the intent of this goal.

    Improve communication with all constituencies, both internal and external, through greater use of technology; enhance the productivity and professionalism of campus meetings; ensure communication that is honest, informative, timely, inclusive, and university wide; actively listen to constituent concerns and issues and address them as appropriate.

  3. Please identify the single AQIP Criterion to which this goal primarily belongs (check one box in the Primary column), and no more than four other Criteria to which it is strongly related (check boxes in the Related column):

  4. AQIP Quality Criteria
    Primary
    Related
    1 - Helping Students Learn
     
    2 - Accomplishing Other Distinctive Objectives
     
     
    3 - Understanding Students' and Other Stakeholders' Needs
     
    X
    4 - Valuing People
     
    5 - Leading and Communicating
     
    6 - Supporting Institutional Operations
     
     
    7 - Measuring Effectiveness
     
     
    8 - Planning Continuous Improvement
     
     
    9 - Building Collaborative Relationships
     
    X

  5. List the organizational areas most affected.

    • President's office
    • Vice Presidents' office
    • Information Technology unit
    • Alumni office
    • All organizational units
    • Communities with whom we interact
    • Work Study students
    • Public Information unit

  6. List and briefly describe the critical processes most affected

    • Dissemination of communication to include:
      • E-Mail distribution
      • Posting of meeting notices and agendas
      • Information flows throughout organizational units
      • Information sharing
      • Determining hard copy paper flows
    • Identifying and clarifying rumors
    • Ensuring privacy
    • Gathering input into decisions related to budget, strategic planning, and ploicy creation
    • Storing, organizing, and retrieving information
    • Administration of surveys
    • Comment box collection and follow-up action
    • Communication training activities for student workers, faculty, and staff

  7. List the process measures you plan to track. (* denotes a measure currently tracked)

    • Number and effectiveness of communication training events
    • Participation in communication events
    • Number of communication related processes defined and implemented during year
    • Ease of storing, organizing, and retrieving information
    • Identifying key communication areas of concern for faculty, staff, and students
    • Percentage of postings done electronically related to identified concerns
    • Establishment of and regular updating of University master calendar
    • Focus group feedback regarding communication effectiveness
    • Timeliness of responses to students' concerns such as financial aid, admissions, registration
    • Accuracy of email and postal addresses for students, faculty, staff, and alumni
    • Responsiveness to comment box concerns*
    • Effectiveness in communicating meeting times, agendas, and action

  8. List the outcomes measures you plan to track. (* denotes a measure currently tracked.)

    • Tracking key information to faculty and staff
    • Satisfaction ratings regarding communication for faculty, staff, students*
    • Number of hits on web page*
    • Number of participants in threaded discussion forums*
    • Amount of faculty and staff input prior to and during budget and strategic planning processes

  9. Describe your annual stretch targets for this goal (in both quantitative and qualitative terms):

  10. Year
    Quantitative Stretch Target
    Qualitative Stretch Target
    One
    • 60% of faculty, staff, and students are aware of key information in a random sample audit
    • 20% of faculty and staff participate in communication training event
    • 70% of work study students are trained in communication skills
    • Faculty, staff, students identify most critical communication needs for the campus
    • Information posted electronically for 50% of areas of concern related to communication needs identified by faculty, staff, and students

     

    • 5% increase over base year in percentage of staff, faculty, and students responding satisfied or very satisfied with communication areas on employee and student satisfaction surveys
    • 50% of participants in communication training events evaluate them as worthwhile or highly worthwhile
    Two
    • 75% of faculty, staff, and students are aware of key information in a random sample audit
    • 50% of faculty and staff have participated in a communication training workshop
    • 95% of work study students are trained in communication skills
    • Information posted electronically for 70% of areas of concern related to communication identified by faculty, staff, and students
    • 10% increase over base year in percentage of staff, faculty, and students responding satisfied or very satisfied with communication areas on employee and student satisfaction surveys
    • 50% of participants in communication training events evaluate them as worthwhile or highly worthwhile
    Three
    • 85% of faculty, staff, and students are aware of key information in a random sample audit
    • 70% of faculty and staff have participated in a communication training event
    • 95% of work study students are trained in communication skills
    • Information posted electonically for 80% of areas of concern related to communication identified by faculty, staff, and students
    • 25% increase in percentage of staff, faculty, and students responding satisfied or very satisfied with communication areas on employee and student satisfaction surveys
    • 80% of participants in communication training events evaluate them as worthwhile or highly worthwhile

  11. Briefly describe how you plan to keep your institution's attention and energies focused on this goal.

    • Quarterly reports from each vice presidential area in the initial year (biannually in year two and annually in year three) to cabinet regarding how communication efforts are being enhanced in each area
    • Development of a genuine campus Intranet that will facilitate internal communication
    • Inclusion of communication skill development in evaluation processes (such as MBOs)
    • Establishment of processes that facilitate and encourage communication between and among campus units
    • Establishment of a group to review progress in the area of effective communication

  12. Indicate the degree of openness and sharing with which you are comfortable concerning this goal.

  13. X
    AQIP may post information about this goal openly on the AQIP website.
     
    AQIP may share information about the organizational areas and critical processes this goal addresses.
     
    AQIP may share information about the measures we intend to use to monitor our progress on this goal.
     
    AQIP may share information about our specific targets and timetable for this goal.
     
    AQIP may share this goal only with other institutions participating in AQIP, via newsletters or by posting it to a section of the AQIP website to which only institutions participating in AQlP have access.
     
    AQIP may share, among AQIP Participating Institutions only, information about the organizational areas and critical processes this goal addresses.
     
    AQIP may share, among AQIP Participating Institutions only, information about the measures we intend to use to monitor our progress on this goal.
     
    AQIP may share, among AQIP Participating Institutions only, information about our specific targets and timetable for this goal.
     
    AQIP should keep this goal confidential, and not share any information about it with other educators or institutions.

  14. Please explain your reasoning for whichever level of publicity you chose.

    We want to be open regarding our goals - this will work to encourage our efforts to complete them and will enable us to receive feedback from others who are similarly interested or who have greater knowledge on how to accomplish these goals.

  15. Please describe your institution's rationale for addressing this criterion (the one you checked as Primary) at this time. Why is this goal one of your "vital few"?

    Several reasons exist for choosing this as one of our "vital few." Recent employee satisfaction surveys indicated that lack of effective communication is a major concern for the faculty and staff. AQIP forums held with faculty and staff identified this as an important goal to include in our vital few. Anecdotal information of poor communication within the institution is rampant. Having strong communication channels with external groups, especially alumni, also facilitates increased funding and support.

This form is available as an electronic file template on the AQ1P website at http://www.aqip.org @ Academic Quality Improvement Project, 2001